Transnational Sustainable Methods for Quality Increase in ...islavici.ro/serbia/documente/ghid 26.10.2011.pdf · BojaN KIS – Serbia Biljana VUJASIN – Serbia Prof. Dumitru łUCU,

International Scientific Conference

Transnational Sustainable Methods for Quality Increase in Higher Education

International Scientific Conference Transnational Sustainable Methods for Quality Increase in Higher Education Proceedings Program Specialist Council: Lecturer Doina DARVASI, Ph.D Chairman – Romania Lecturer Mircea UNTARU, Ph.D Chairman – Romania Prof. Grozdanka GOJKOV – Serbia Prof. Gábor László PÁY, Ph. D – Hungary Prof László SIKOLYA, Ph.D – Hungary Prof. Bohuslav ČERMAK, Ph.D – Czech Republic Prof. Jarmila VORISKOVA, Ph.D – Czech Republic Prof. Linda COTUGNO, Ph.D – Italy Lilijana ðUKIĆ PETROMANJAN, Ph.D – Serbia Jelena MAKSIMOVIĆ – Serbia Mr Aleksandra MANDIĆ – Serbia Doc. dr Aleksandar STOJANOVIĆ - Serbia Predrag PRTLJAGA – Serbia Dr. Tanja NEDIMOVIĆ – Serbia Snežana PRTLJAGA – Serbia Dr. Aleksandra GOJKOV-RAJIĆ –Serbia Olivera GAJIC – Serbia BojaN KIS – Serbia Biljana VUJASIN – Serbia Prof. Dumitru łUCU, PhD – Romania Lecturer Adriana BEBEŞELEA, Ph.D. – Romania Lecturer Marian BRATIŞ, Ph.D - Romania Lecturer Liliana DORNEANU, Ph.D - Romania Lecturer Adriana BĂDESCU, Ph.D – Romania Lecturer Vasile ROTĂRESCU, Ph.D – Romania Lecturer Gabriela Victoria MNERIE, Ph.D – Romania Assistant Daniel KADARJAN, MA, Ph.D. candidate – Serbia Associate Professor Oliver MOMCILOVIĆ, Ph.D. – Serbia Associate Professor Tiberiu CIOBANU, Ph.D – Romania Scientific referents: Prof. Titus SLAVICI, Ph.D – Chairman - “Ioan Slavici” University of Timisoara, ROMANIA Prof. Grigore SILAŞI, Ph.D – West University of Timisoara, ROMANIA Prof. Horia CRISTEA, Ph.D - West University of Timisoara, ROMANIA Prof. Dumitru MNERIE Ph.D – Politehnica University of Timisoara, ROMANIA Prof. Dušan RISTIĆ Ph.D – Novi Sad, SERBIA.

International Scientific Conference

Transnational Sustainable Methods for Quality Increase in Higher

Education

Proceedings

Timisoara, Romania, 26th October, 2011

Published and printed by: Eurostampa Press, Timisoara, Romania Preschool Teacher Training College “Mihajlo Pavlov” Press, Vrsac, Serbia For the publisher: Prof. Jelena Prtljaga, Publishing Director: Prof. dr Grozdanka Gojkov Lector: Editorial Office Tehnical Editor: Simulescu Anca Slavici Elena-Adriana Keynote speaker: Lecturer Marian Bratiş, Ph.D - Romania Number of copies: 800 Copyright: © 2011 “Ioan Slavici” University, Timisoara Preschool Teacher Training College “Mihajlo Pavlov” Vrsac This publication is in copyright. No reproduction of any part may take place without the written permission of “Ioan Slavici” University, Timisoara, Preschool Teacher Training College “Mihajlo Pavlov” Vrsac! CIP – Каталогизација у публикацији Библиотека Матице српске , Нови Сад 371.1 (082) INTERNATIONAL Scientific Conference “ Transnational Sstainable Methods for Quality Increase in Higher Education”, Timisoara, Romania, 26th October, 2011; (editors Grozdanka Gojkov, Titus Slavici).- Timisoara: „ Ioan Slavici Foundation for Culture and Education Press: Vrsac: Preeschol Teacher Training College „ Mihailo Palov”, 2011 (Timisoara: „Ioan Slavici” Foundation for Culture and Education Press; Vrsac: Preeschol Teacher Training College „ Mihailo Palov”), - 270 str.: ilustr: 30 cm Tiraž 800. – Bibliografija uz svaki rad. ISBN 978-606-569-306-7 ISBN 978-86-7372-139-2 a)Високо образовање – Зборници COBISS.SR – ID 267020295

PREFACE The international scientific conference “Transnational Sustainable Methods for Quality Increase in Higher Education” was organized with the aim to create communication bonds and mutual relations in the future. The collaboration between higher education institutions from Romania, Serbia, Hungary, Italy and Czech Republic is reflected in the papers received, allowing a real multinational multicultural exchange of experiences and ideas. The conference is organized by “Ioan” Slavici” Foundation - University of Timisoara in association with Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, Serbia and it is one of the activities of the project “Quality in education, college and universities, using innovative methods and new laboratories”, project financed by the European Union within the IPA programme, i.e. cross-border cooperation – Romania/Serbia The institutions involved in the project: “Ioan Slavici” University and Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, Serbia have overcome international borders and explored the factors, which contributed to the development of quality management in higher education in Europe, as well as opportunities for improving quality in higher education institutions for the long run in Romania and Serbia. The topic showed to be rather current since it aimed to keep the balance between traditional education methods and student-centered non-traditional education methods. The pathway to quality management is becoming more complex once higher education institutions are trying to meet international standards for ensuring quality of the education. The more the higher education institutions are supported by external consultants, the faster they can implement quality management. The challenge is not only to adapt to international norms and standards but also to develop a solid internal structure of quality management education in both Romania and Serbia. The acceptated papers of this international scientific conference, published in this guide are referring to the impact of social, economical, political and cultural changes. Important educational reforms, including curriculum changes, student assessment tools, teacher training programs, finance and governance have raisen the need for a more competitive labor force with new competencies and skills. In consequence, demand for skilled manpower will be on the rise on the labor market both locally and internationally.

TABLE OF CONTENTS

PREFACE 5

STUDY ABOUT THE INTERNAL WORM GEARINGS WITH NON-PARALEL AXIS. MODELLING AND MANUFACTURE Gábor László PÁY, Ph. D, University College of Nyíregyháza, HUNGARY Eugen PAY, Ph. D, North University of Baia Mare, ROMANIA

……13

A NEW TECHNOLOGY FOR AMARANTH POPPING ……… Prof. László SIKOLYA Ph.D, University College of Nyíregyháza College, Faculty of Engineering and Agricultural Sciences, HUNGARY

……23

TECHNICAL OPPORTUNITIES FOR BIOGAS PRODUCTION IN ROMANIA ………………………………….. Eng. Aurel Cracalianu - UTS Biogastechnik gmbh, Grüntegernbach, Dorfen, GERMANY Prof. Dumitru Mnerie, Ph.D - POLITEHNICA university of Tmisoara, ROMANIA Prof. Dumitru łucu, Ph.D - POLITEHNICA university of Tmisoara, ROMANIA Lecturer Gabriela Victoria Mnerie, Ph.D - “ Ioan Slavici” University of Timisoara, ROMANIA

……30

INNOVATION IN HIGHER EDUCATION USING SPSS PROGRAM ………………………………………………………... Jelena Maksimović, Ph.D, University of Niš, Faculty of Philosophy, REPUBLIC OF SERBIA

……38

INTEGRATIVE APPROACH TO THE METHODOLOGY OF THE INITIAL DEVELOPMENT OF MATHEMATICAL CONCEPTS ………………………………………………………... Mr Aleksandra Mandi ć - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA Doc. dr Aleksandar Stojanović - Učiteljski fakultet Beograd, Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

……47

THE BLOG AS INNOVATIVE EDUCATIONAL METHOD … Dr. Tanja Nedimović - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA Predrag Prtljaga- Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

……57

THE APPLICATION OF ‘LDL’ METHOD (LEARNING BY TEACHING) IN EDUCATION …………………………………... Prtljaga Snežana, graduated master – teacher - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

……63

RESEARCH IN TEACHING A FOREIGN LANGUAGE ……... Dr. Aleksandra Gojkov-Raji ć - Faculty for teachers in Belgrade Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

……69

INNOVATIVE POTENTIAL OF THE PROJECT METHOD IN HIGHER EDUCATION ………………………………………. Grozdanka Gojkov - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac and Učiteljski fakultet Beograd, REPUBLIC OF SERBIA

……79

SELF-REGULATED LEARNING STRATEGIES IN HIGHER EDUCATION – STRIVING FOR EXCELLENCE ……………... Olivera Gajic - University of Novi Sad, Faculty of Philosophy, Department of Pedagogy, Novi Sad, REPUBLIC OF SERBIA

…..107

THE BLOG AS INNOVATIVE METHOD - PSICHOLOGYCAL GROUP OF SUBJECT (MENTAL HEALTH) ………………………………………………………….. Bojan Kis - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

..…116

QUALITY IN EDUCATION, HIGH SCHOOLS AND UNIVERSITIES USE OF NEW METHODS AND NEW LABORATORIES …………………………………………………. Biljana Vujasin - teacher of practical courses - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

..…120

THE DEVELOPMENT OF MODERN ART AND THE ARTISTIC DEVELOPMENT OF CHILDREN ………………… Tomislav Suhecki - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

..…129

IMPORTANT PEDAGOGICAL PERSONALITIES FROM VRSAC …………………………………………………………….. Jankovic Aleksandra - University of Belgrad, Preschool Teacher Training College “Mihajlo Pavlov” Vrsac Severdija Zorana - University of Belgrad, Preschool Teacher Training College “Mihajlo Pavlov” Vrsac Jerkovic Milica - University of Belgrad, Preschool Teacher Training College “Mihajlo Pavlov” Vrsac Jovicic Marija - University of Belgrad, Preschool Teacher Training College “Mihajlo Pavlov” Vrsac Vukovic Jelena - University of Belgrad, Preschool Teacher Training College “Mihajlo Pavlov” Vrsac

..…133

QUALITY ASSURANCE IN CROSS-BORDER HIGHER EDUCATION .................................................................................... Assist. Prof. Teodora Dogaru, Ph.D Student - “Ioan Slavici” University of Timisoara, ROMANIA

..…135

THE ROLE OF INTERNAL AUDITING IN ACCOUNTING FRAUD DETECTION …………………………………………….. Ec Octavian-Florin Dondera, Ph.D student - “Ioan Slavici” University of Timisoara, ROMANIA Ec. Ana-Maria Marculescu, Ph.D student - Euromobille Ltd - Sanandrei, Timis, ROMANIA

..…141

METHODS OF TAXATION OF ASSOCIATIONS AND FOUNDATIONS WITH PROFIT TAX …………………………. Lecturer Doina Dravasi, Ph.D- “Ioan Slavici” University of Timisoara, ROMANIA Lecturer Adriana Bebeselea, Ph.D. - “Ioan Slavici” University of Timisoara, ROMANIA

..…147

CREATIVE ACCOUNTING FRAUD OR ACCOUNTING TRICK? …………………………………………………………….. Ec Octavian-Florin Dondera, Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA Ec. Ana-Maria Marculescu, Ph.D - Euromobille Ltd - Sanandrei, Timis, ROMANIA

..…153

USING FUZZY SYSTEMS IN THE OPTIMIZATION OF FINANCIAL DECISION …………………………………………. Lecturer Doina Darvasi Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA Lecturer Mircea Untaru Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA

..…161

USING ARTIFICIAL INTELLIGENCE APPLICATIONS IN FINANCIAL MANAGEMENT …………………………………... Lecturer Adriana B ădescu Ph.D- “Ioan Slavici” University of Timisoara, ROMANIA Lecturer Liliana Dorneanu Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA

..…169

INTELLIGENT PROGRAMS IN ACCOUNTING OPTIMIZATION Lecturer Doina Darvasi, Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA Lecturer Liliana Dorneanu, Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA

…..176

ECONOMIC AND LAW ISSUES DEALING WITH FIXED ASSETS APPLICATIONS IN BUSINESS ADMINISTRATION Lecturer Marian Bratis Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA Lecturer Mircea Untaru Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

…..185

COST BENEFIT ANALYSIS – A MODERN PART OF FESABILITY STUDY …………………………………………….. Lecturer Mircea Untaru Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA Lecturer Adriana B ădescu Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

..…192

ANN IN FORECAST OF UNIVERSITY COSTS ………………. Lecturer Liliana Dorneanu Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA Lecturer Mircea Untaru Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

..…200

THE MANAGEMENT OF THE QUALITY COSTS ……………. Prof.dr.ing.ec. Dumitru TUCU, „POLITEHNICA” University of Timisoara, Mechanical Faculty, PhD. student dipl. eng. Antonio-Gabriel GOLIMBA, „POLITEHNICA” University of Timisoara, Mechanical Faculty, Bohuslav CERMAK, South Bohemia University, Ceske Budejowice

..…211

FIXED ASSETS APPLICATIONS IN BUSINESS ADMINISTRATION ……………………………………………… Lecturer Vasile Rotărescu Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA Lecturer Adriana B ădescu Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

..…217

NEW INTERPRETATIONS FOR SALE STOCKS ASSESSMENT …………………………………………………….. Lecturer Mircea Untaru Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA Lecturer Adriana Bebeşelea Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

..…223

THE ROMANIAN HISTORICAL RESEARCH FROM THE FIRST HALF OF THE 19TH CENTURY ON THE MEDIEVAL BANAT ……………………………………………… Associate Professor Tiberiu Ciobanu, Ph.D, - “Ioan Slavici” University of Timisoara, ROMANIA

......232

ETNA: A NATURAL WONDER BETWEEN EARTH AND SKY …………………………………………………………………. Linda Cotugno, Ph.D - University of Catania, ITALY

..…239

EXTENSION IN BANAT OF THE ORGANISATION OF GOOD PRACTICE ABOUT PASTURE FEEDING FOR BEEF CATTLE FROM CZECH BOHEMIA …………………………... Prof. Bohuslav Čermák, Ph.D - Agriculture faculty of south Bohemian University in České Budějovice, CZECH REPUBLIC Eng. Jarmila. Voříšková, Ph.D - Agriculture faculty of south Bohemian University in České Budějovice, CZECH REPUBLIC Lecturer Gabriela-Victoria Mnerie, Ph.D – “ Ioan Slavici” University of Timisoara, ROMANIA

…..246

MARKETING STRATEGIES FOR ECONOMIC AND SOCIAL DEVELOPMENT OF BANAT REGION …………….. Prof. Dumitru Mnerie Ph.D – Politehnica University of Timisoara, ROMANIA Lecturer Gabriela-Victoria Mnerie Ph.D - “ Ioan Slavici” University of Timisoara, ROMANIA

..…254

ELEMENTS TO OPTIMIZE THE ENERGY CONSUMPTION OF SERBIAN BANAT AREA HOUSEHOLDS ………………... MSc, Lilijana ðukić Petromanjan, Ph.D candidate - Elektrovojvodina, Zrenjanin, REPUBLIC OF SERBIA Prof. Dumitru Mnerie, Ph.D – Politehnica University of Timisoara, ROMANIA Lecturer Gabriela Victoria Mnerie Ph.D - “ Ioan Slavici” University of Timisoara, ROMANIA

..…259

CONCEPT MODEL "REGIONAL CENTER FOR PROFESSIONAL DEVELOPMENT OF STAFF IN EDUCATION FOR MANAGEMENT AND ENTREPRENEURSHIP": JUŽNO - BA ČKI DISTRICT AND TIMIS COUNTY …………………………………………………… Associate Professor Oliver Momcilović Ph.D. - ALFA University, Belgrade, REPUBLIC OF SERBIA, Faculty for Management, Novi Sad, REPUBLIC OF SERBIA Assistant Daniel Kadarjan, MA, Ph.D. candidate - ALFA University, Belgrade, REPUBLIC OF SERBIA, Faculty for Management, Novi Sad, REPUBLIC OF SERBIA MSc, Lilijana ðukić Petromanjanc, Ph.D. candidate - ELEKTROVOJVODINA, Zrenjanin, REPUBLIC OF SERBIA

......268

ROLE OF SCIENTIFIC AND TECHNOLOGICAL PARK “TIM SCIENCE PARK” IN QUALITY MANAGEMENT OF HIGHER EDUCATION …………………………………………... Prof. Dumitru Mnerie, PhD, - “POLITEHNICA” University, Timişoara, ROMANIA Prof. Dumitru łucu, PhD, - “POLITEHNICA” University, Timişoara, ROMANIA Prof. Titus Slavici, PhD - “POLITEHNICA” University, Timişoara, ROMANIA Prof. Nicolae Mirică, PhD. - Manager of National Institute of R&D in Electrochemistry and Condensed Matter, INCEMC Timisoara, Romania

..…277


13

STUDY ABOUT THE INTERNAL WORM GEARINGS WITH NON-PARALEL AXIS. MODELLING AND

MANUFACTURE

Prof. Gábor László Páy, Ph. D, University College of Nyíregyháza,

HUNGARY Eugen Páy, Ph. D, North University of Baia Mare, ROMANIA

Abstract: The internal worm gear pairs are special ones, which are composed by a helical worm and an internal teeth worm wheel. The base of these researches is a patent for internal teeth gears manufacturing by a helical worm hob. The geometrical and kinematics problems were so great and this idea was abandoned. In the case of internal worm gear pairs, when the internal teeth worm wheel are manufactured by a worm hob with same geometrical parameters like the helical worm the manufacturing not represent a difficult problem. Our research on the Manufacturing Department of North University of Baia Mare, Romania, under the coordination of Professor Pay can be resumed in the followings: a). The determination of construction models; b). The manufacturing of the prototype of this gearing using the needed special devices; c). The mathematical modeling of the internal worm gear pair in the case of perpendicular axes; d). The simulation of connection surfaces of the prototype using the special devices; e). The mathematical modeling of the general case, when the axes are not perpendicular; f). The mathematical modeling and the manufacturing of helical worm hob. Key words: internal worm gears, helical worm, helical worm hob, and special devices 1. Introduction After the „Bucharest International Exhibition and Fair“ from 1972 where the Japanese have presented a machine-tool for manufacture internal teeth gears by generation[11], what incite the interest of the Romanian specialists in the


14

field, we tried to identify the preoccupations in this field. We discovered preoccupations in Japan, Russia and Germany. From the obtained bibliography we observed, are exists some problems on the worm hobs manufactured precision. Pay E. and Jankó B. [4] tried to determine the mathematical model of internal teeth cylindrical gears manufacturing with worm hob. Thus, in 1979 are presented for the first time in Romania theoretical aspects regarding the geometry of the worm hob for internal teeth manufacturing, which incite general interests. Afterwards, in 1980 [4] at the „CreaŃia Tehnică şi Fiabilitatea în ConstrucŃia de Maşini” Conference, in Iasi are presented aspects regarding the helical worm hob execution technology. After these preoccupations, after the analysis of technological gear what exists at the execution of internal teeth with worm hob, also after the publication of Kojevnikov’s book [3], have been appeared the idea of the internal worm gear pairs. It was patented under the name “Reducer with internal worm” (figure 1.) in 1986 [8].

Fig. 1 Reducer with internal worm [8] After the publication of this patent appeared the necessity of the execution of helical worm, essential element of the worm gear pair. Thus in 1987 is patented the “Worm hob for the manufacturing the helical worm” [9]. Two years later, after solve of some technological problems at the I.M.M.U.M. enterprise, had been executed the first helical worm with the devices patented in 1987 (figures 2 and 3).


15

Fig. 2 Arm device for helical worm manufacturing The results were promising. Thus, after the political transformations in 1989 – 1990, using performing computers and adequate software were approach aspects regarding the precision, the mating surfaces, and the gearing conditions of these worm gears.

Fig. 3 The “multi-arm” device Were published a lot of papers [6], [7], [8], [9], and were presented works in national and international Conferences. The first recognition of the success was obtained after two Ph.D. theses on this field, one in Romania in 1999 [1] and one in Hungary in 2001 [8]. Also, was realized the first helical worm hob (figure 4.) [1] and were established the gearing limits in the general case [8] when the angle from the worm’s and worm wheel’s axis is between 0 and 90 degree.


16

Fig. 4 Helical worm hob [2], [8]

In the paper we will presents the constructive models, the mathematical model and the simulation of the contact between the worm and the internal teeth worm wheel and the execution method of these special worm gear pairs. 2. Constructive models A helical worm and an internal teeth worm wheel compose the internal worm gear pairs. At this gear pair the axis can have different positions: parallel, perpendicular or general. Further on several constructive model [6], [7], [8], [9], are presented.

O2

N1

1

2

AA

N

1O

Fig. 5 Parallel –axes internal worm gearing

Figure 5 presents an internal worm gearing with parallel axes. For this case, mathematical modeling is relatively simple and its does not raise either technological or assembling problems regarding worm bearing. This type of gearing resembles the helical gearing, but as a worm gearing higher transmission ratios and a higher covering degree can be obtained. At present, this type of gearing does not belong to the narrow frame of our research.


17

Figure 6 presents an internal worm gearing with perpendicular axes. This is actually the gearing that has triggered our research. After mathematical modeling, there followed its computer simulation [1], [8].

A

2 1

Re2

R"

R'

Ro

Ri2

jE

ω2ω2ω2ω2

ω1ω1ω1ω1

Fig. 6 Perpendicular-axes internal worm gearing Mathematical modeling resembles that of the globoid worm gearing .At this type of gearing, assembling problems occur, as for worm bearing very large worm wheels are to be used.

A

A

A- A

2

1

αααα

Fig. 7 Internal worm gearing with any axes Figure 7 represents the general case, which is the one when the angle between the worm’s axes and that of the worm wheel encloses an angle between 0º and 90º. Though mathematical modeling is more difficult, we can state that it is the most favorable case for an internal gearing, as worm bearing faces no problems and we can reach reasonable dimension, along with high efficiency. At the same time, the driving elements can be fixed in the interior of the worm wheel so as to obtain a reduction of the necessary space also. The determining of the gearing field and the computer simulation of this type of gearing represent the research at present.


18

As we can observe from the facts above, at internal worm gearings it is not necessary for the angle between axes to be of 90º, even any angle between the axes being favorable, contrary to the cylindrical or globoid worm gearings, where the angle between the axes is of 90º. 3. The mathematical modeling of internal worm gear pairs The kinematical generation can be a vectorial mathematical model or an analytical mathematical model.

γ

a

z2, z2*

ϕ1

ϕ1z1

z0

γ

z1*

x0

O1, O1*, O0

O2, O2*

y1

y1*, y0

y2*y2

ϕ2

ϕ2

x2*

x2

x1, x1*

Fig. 8 The model of internal worm gear pair In this paper we will present an analytical generation method in general case when the angle between the axes is between 0 and 90 degree [8]. This method is an analogy with the globoid worm gears [1], [8] The used coordinate systems in figure 8 are: - O1x1y1z1 - the worm related reference system; the worm rotation axis is the Y1 axis; the relative position of the technological reference system is given by the ϕ1 parameter - the worm rotation angle; - O0x0y0z0 - the functional reference system; it is the reference system considers to be fixed; - O1

*x1*y1

*z1* - a fix system, which is rotate to O0x0y0z0 system with =

constant angle, where = (0°, 90°); - O2

*x2*y2

*z2*- intermediary fix system which is translate to O0x0y0z0 system

with the distance between the axis “a” on the direction of O0z0 ax; - O2x2y2z2 - the wheel related reference system; the wheel rotation axis Z2 is parallel to Z1 and perpendicular on the paper plane; the relative position to


19

the technological reference system is gave by the ϕ2 parameter - the wheel rotation angle; The worm’s flank is generated by “u” straight line, which is in the paper plane, also the division diameter of the wheel. The generate line is always tangent to the profile circle with “r” radius. The coordinates of motion point from the worm after the transformed of generate line’s coordinate from the worm wheels system into the worm system is the follow:

In figure 9 we presents the simulated worm used the relation 1.

Fig. 9 The simulated worm [2], [22]

In the follow, we obtained the gearing equation for this type of worm gear pair.

We can write the equation as a square equation in „u” because the variable both in the normal components and the relative speed components is „u”. The gearing equation will be [22]:

0PNuMu2 =++

⋅+⋅+⋅=⋅+⋅+⋅+⋅+⋅+⋅=

⋅+⋅+⋅=

dbdbdbP

cbdacbdacbdaN

cacacaM

332211

333322221111

332211

(2)

where a1, a2, a3, b1, b2, b3 are the components of the common normal c1, c2, c3, d1, d2, d3 are the relative speed components

( ) ( )[ ]( ) ( )[ ]

( ) ( )[ ]( ) ( )[ ]

( ) ( )[ ]ax2ax20ax2ax2011

ax2ax20ax2ax2011

ax2ax2011

sinucosrsin cosusinrasincosz

sinucosrcos cosusinrasinsiny

cosusinracosx

α−ϕ+α−ϕγ−−α−ϕ+α−ϕ−ϕγ−=

α−ϕ+α−ϕγ++α−ϕ+α−ϕ−ϕγ−=

α−ϕ+α−ϕ−ϕ−=


20

The discriminator of this equation is 0MP4N2 ≥−=∆ , therefore the equation has real roots.

Figure 10 presents the mating surfaces for different angles between the axes [22].

4. The manufacture of the internal worm gear pair elements. Special devices. Helical worm hob.

Fig.11. The execution scheme of the drive

a –arm device, b – tool arbor, c – the semi-manufactured worm, d – multi-cutter device One of the most important achievements of the research group was the execution of the prototype of the internal worm gearing elements. It was achieved on a universal teething grinding machine of the Donini type, which can cut teeth of to modules of m = 20 mm [2], [10], [12], [13], [22], [24].

Fig. 12. The manufacturing method of the helical worm


21

Taking into account the advantages of the ruled profile generation, we considered both the helical worm and the helical worm hob with ruled profile. Figure 11 presents the technological scheme of manufacture the elements of this type of drive, and the special devices, which are necessary, and figure 12 presents the manufacturing method, that is appropriately to the manufacturing of globoid worms with the CONE method. The helical worm precision is influenced by the fixing precision of the hob’s teeth, by the precision of the tool’s edges, by the precision of the devices used etc. Some of the errors can be avoided if the processing is divided into two operations: a roughing by the multi-knife device and a finish by a flying cutter. Since now we can achieved only the worm wheel with attached teeth. The teeth were realized by casting, and were finishing with the helical worm hob (figure 13).

Fig. 13 The finish manufacturing of the internal teeth worm wheel 5. Conclusions The internal worm gearings are made up of an ellipsoid worm and an internal teething worm wheel. These gearings, especially those with perpendicular axes, can be named reverse globoid worm gearings or anti-globoid, as they have similar characteristics. The angle between the worm axes and of the worm wheel can range between 0º and 90º. It is even advantageous for the angle to be other than 90º, thus not considering the problem of worm bearing. Also, we demonstrate that for an angle between the axis nearly 70 degree the mating surfaces are good comparative with the best situation of perpendicular axis, but in this case we have problems with the bearing of the worm.


22

For the time being we consider both the worm and the helical worm hob with ruled profiles, but theoretically their profile can be generated by any curve. For processing, we used a universal teeth-grinding machine of Donini type, with two special devices respectively. By there aid a processing, which we could call of anti Cone type, occurred. The present research heads towards the determining of the gearing surfaces generally, towards the achievement of helical worm hob respectively. REFERENCES 1. Cioban, H. – (1999) ContribuŃii la studierea angrenajului melc butoi – roată melcată cu dantură interioară şi a unor factori tribologici asupra comportării acestuia. Teza de Doctorat, Cluj – Napoca, Coordonator Prof. univ. dr. ing. Pay Eugen. 2. Litvin,F.L. (1989) Theory of Gearing, U.S. Government Printing Office, Washington D.C.. 3. Maros,D., Killmann,V., Rohonyi,V. (1970) Csigahajtások, Mûszaki Könyvkiadó, Budapest. 4. Pay,E., Jankó,B., (1979) ContribuŃii privind stabilirea geometriei frezei melc pentru generarea danturii interioare. În: Lucrãrile Sesiunii ŞtiinŃifice “ConstrucŃia, fabricarea si încercarea automobilelor”, Piteşti, vol.I., Partea TCM, pag. 179-184. 5. Pay, E. (1980) Asupra execuŃiei frezei elipsoidale, În Lucrãrile ConferinŃei a II-a “CreaŃia Tehnicã şi Fiabilitatea în ConstrucŃia de Maşini”, Vol. Maşini - Unelte, Scule şi Dispozitive, Iaşi, pp. 223-227. 6. Pay,E., (1986) Reductor melcat cu melc interior, Brevet de invenŃie nr. 90521, Bucureşti, România. 7. Pay,E., Vijdeliuc,M., Sziklai,V., (1987) Freza pentru prelucrarea melcului butoi. Brevet de invenŃie nr.103382, Bucureşti, România. 8. Páy G., (2001) Belsı csigás hajtások. Ph.D. Thesys. Scientific Coordinator Dr. Siposs István, University of Miskolc, Hungary, 18.06.2001. 9. Páy, G., Pay, E., Cioban, H., (2001) Internal Worm Gear Pairs, International Multidisciplinary Conference, Baia Mare, pp. 218 – 223. 10. Siposs, I., Páy, G., (1998) Belsõ csigás hajtások elemeinek gyártástechnológiája és szerszámai XIII-ik Szerszámgép Konferencia, Miskolc, 26-28 oct.1998, Gépgyártástechnológia XXXVIII Évfolyam 11 / 1998, pp.15–20. 11. Ueno,T., Terashima,K., Sakamoto M., (1972) Study on Hobs for Cutting Internal Gears . In: Publication ASME, New York.


23

A NEW TECHNOLOGY FOR AMARANTH POPPING

Prof. László Sikolya Ph.D, University College of Nyíregyháza College,

Faculty of Engineering and Agricultural Sciences, HUNGARY Abstract: Amaranth is a pseudo-cereal, distinct from wheat and maize. Domesticated amaranth is used as leafy vegetables, seeds, forage and ornament. Amaranth grain has protein that is high in lysine, which is usually lacking in cereals. Amaranth grain can be put to many uses: it can be ground, parched, roasted and popped. There is little gluten in amaranth flour; therefore it’s ideal for those, who suffer from flour allergy. We can bake breads containing 18% amaranth flour. Baked in automatic ovens they suit Hungarian taste. Our objective is to increase the choice of milling industry products. Quality products need new technology or the adjustment of the existing equipment. The technology process needs an all-round mechanization. We tested a new popping procedure and we developed a new machine for amaranth popping. Our results are good, we managed to produce quality popped amaranth, which can be used as a basic food for other food industry products. The popped amaranth is used in breads, confectionery products, healthy food. New tinned and food industry products are being developed (e.g. infant foods). Our successful tests involve the whole technology process and machinery, a reference plot, the processing of amaranth grain, tests of the nutritional values of amaranth, new healthy food products (bakery goods, confectionery products, infant foods). Key words: mechanization, technological development, amaranth seed, popping temperature, flow velocity of the air, humidity, machine for amaranth popping. 1. Introduction

Amaranth is such a prospective plant. Amaranth grain requires special sewing, cultivation. It’s clear from the above mentioned, that it’s essential to develop cheap machinery. Our objectives are based on tests with growing amaranth to build the complete machinery, grow amaranth on a reference plot, and produce semi-prepared food.


24

The most difficult procedure of amaranth growing are sewing and harvesting. Small-sized amaranth grains need special equipment. Research was done in a complex way starting with sewing and ending with semi-prepared food production. Planting and harvest cause problems in small-scale farms. Planting needs a special machine because of the size of the grain. In trials we have proved that plate seders, or seder of our construction can be used.

We apply new technology in harvest. We harvest amaranth in two phases. We designed a threshing-cleaning equipment for a research institute, and tested it with cut and pre-dried amaranth. This equipment is likely to become a key machine in amaranth growing if it will be adapted to small-scale farms.

Technology for growing amaranth was developed. We suggested technology for drying amaranth raceme, the height of the flower was determined in the function of velocity of air blast, and a diagram was drawn. To determine the humidity of amaranth seeds a DICKEY-JOHN equipment was added. 2. Research method

The possible utilization of amaranth seeds was studied, new models of popping both in practice and theory were worked out, followed by tests with the new popping method. They were carried out in a wind tunnel transformed for the purpose. (Fig. 1)

Fig. 1. Wind tunnel


25

Small seeds popping devices were designed.

Comparative tests of popped amaranth with raw seeds showed, that the semi-prepared produce did not lose the favourable properties of the raw seeds.

Our tests contain, an experimental technology for popping, which includes:

– a mathematical analysis of the stages of popping; – a determination of parameters to ensure optimal volume

extension; – to develop and design new machinery for popping small seeds. – to determine the nutritive values of both raw and semi-prepared

amaranth to prove the merits of the new popping procedure. Modelling Prior to popping tests computer modelling took place. The tests

depend on many factors: air velocity, popping temperature, humidity content of the seeds, popping time.

The popped seeds should possess good flavour, taste, appearance, and the greatest possible volume-extension of the seeds must be achieved.

As a result of the research, we have one program: The program is engaged in:

– the simulation of wobble popping, – the calculation of air velocity, – the study of the literature so that it could serve as a comparison to

our measurements, 2.1 Popping tests with contact heat

The first popping test we make with contact heat – and we came to the conclusion, that that way of popping small seeds is not possible. Popping in a wind tunnel.

After completing the test, we started testing popping in a wind tunnel. The tube section of the popping area was changed to suit our purpose.

The test was as follows: We set the temperature at the temperature regulating unit of the wind

tunnel and the proper air velocity on the valve of the suction tube. The seeds were fed into the popping area.

Experimental parameters: popping temperature, popping time, volume extension humidity of grain. Tests were conducted at various temperatures and conditions.

After the successful popping tests which were carried out in the wind tunnel, an industrial popping equipment was designed and drawn by an AutoCAD 2000 software (Fig. 2.).


26

Fig. 2. The design of the popping equipment.

Fig. 3. The popping equipment The equipment was made. The small seeds popping machine is made

up by the following parts: pipe system, heating system, air delivery equipment, popping area, seed tank, seed separation equipment, temperature control electronics, pipe end with the seed collector.


27

The new popping equipment was tested. The same measurements, examinations were done which were carried out in the experimental wind tunnel as well. So: air velocity, temperature, air humidity, seeds humidity, the mass and volume of the seeds, the mass of the pooped seeds, the increase in volume, the duration of the popping process were measured. The results were favourable. At last dry material (subtract) contents were compared. 2.2 Nutritional content and microbiological tests

After successful tests with popping, the raw amaranth seeds were examined in various ways and in authorized labs, to get informed about their nutritional content and the effect of heat treatment.

The experiments with amaranth seeds “Edith” demonstrated the American results, the high nutritional content, although it was concluded, that the raw grain is inclined to turn mouldy, therefore care must be taken when drying and storing.

The relative humidity content mustn’t exceed 17%. Tests with popped amaranth demonstrate, that nutritional content

compared to the raw reeds is not damaged after heat treatment. Conclusions after microbiological tests: – raw grain: to be stored in dry conditions, – popped grain: a high humidity content may damage it. Fibres content of amaranth grain, nutritional value are as follows: – it has high nutritional content, – it has high vitamin content, – it is easily digested, – it is easy to store and pack (microbiological tests)

2.3 Photo acoustic method to test amaranth Food quality control tests mean complex studying the physical and chemical parameters. Composition is one of the most significant of them. Chemicals is applied to control fat, protein, carbon hydrate, water content. These measures are sometimes very slow, impracticable, special chemicals are needed, and damage the samples. Nowadays-new methods came into the limelight, capable of replacing traditional analytical methods by their speed, exactness. Photo acoustic method is one of the competing modern methods. Using it, we gain good qualities and quantitative results from food products. The photo acoustic spectroscopy method was successfully applied at comparative tests with amaranth seeds, flour, and popped amaranth.


28

Obviously, photo acoustic method is a good method to study food, raw materials. Let me mention examinations of milk protein, cereals flour, red pepper adulteration. Raw and popped amaranth seeds and flour were examined by the photo acoustic method. The tests were conducted at the Pannon University of Agricultural sciences at the physics and mathematics department without any treatment of the samples in Mosonmagyaróvár. Typical peaks of amaranth spectrum can’t be observed, and obviously, the absorption is greater in the case of seeds due to the pigment of the shell. For amaranth flour due to the amino acid absorption inside the seeds the signal increases near 235 (nm) and near280 (nm) due to ringed amino acids (Bhenyalamin, tyrosin, etc.). For popped seeds the curve shows the same peculiarities as for the flour. Consequently, during popping absorption stripes typical of amino acids remain unchanged, that is, no transformation occurred. The seeds, flour and the popped amaranth contain the same amino acids. It’s impossible to determine absolute values using that method only show relative changes. The results are in figure 4.

0

2

4

6

8

10

12

200 225 250 275 300 325 350 375 400

Waveband (nm)

Pho

toac

oust

ic s

igna

l (re

l. un

it) Amaranth seeds

Amaranth flour

Popped amaranth

Fig.4. The amaranth grain, amaranth flour and popped amaranth

comparative tests at 200-400 (nm) waveband 3. Conclusions and results Utilization of the scientific results in practice. The scientific results are applied in various fields:


29

• manufacturing machinery for food industry, o milling industry, o baking industry, o canning industry, o confectioner’s trade.

• Extension of the new popping method to other grains (popping rice and wheat)

Economic results Research concerning amaranth has economic results: • amaranth is used as seed grain and food of various types, • owing to its high nutritional values applying this popping technology,

amaranth meets the demands for reform food. Amaranth is used in various branches of food industry as muesli in bakery products (bread, confectionery) in sweets (chocolate) in canning industry (as baby food, beverages). • Amaranth grain does not contain gluten therefore it can be used to

prepare food for those, who suffer from flour allergy. • This popping method can be used for various grains, for producing semi-

prepared food. (We received on order for popping rice and wheat in experiments.)


30

TECHNICAL OPPORTUNITIES FOR BIOGAS PRODUCTION IN ROMANIA

Aurel CRACALIANU UTS Biogastechnik gmbh, Grüntegernbach, Dorfen, GERMANY

Dumitru MNERIE, Dumitru łUCU POLITEHNICA university of Tmisoara, ROMANIA

Gabriela Victoria MNERIE Ph.D - “ Ioan Slavici” University of Timisoara, ROMANIA

Abstract: Romania has transposed many of the European directives including those on efficient energy use and promotion of renewable energies. Biogas is a renewable energy source with many different production pathways and various excellent opportunities to use. Biogas is comprised primarily of methane and carbon dioxide. One main advantage of biogas is the waste reduction potential. Biogas production by anaerobic digestion is popular for treating biodegradable waste because valuable fuel can be produced while destroying disease-causing pathogens and reducing the volume of disposed waste products. Biogas burns more cleanly than coal, and emits less carbon dioxide per unit of energy.

In this period for Romania is very important to use the biomass for biogas production. The paper shows some details about biogas technology, Romanian history and actual policy about biogas production. Also it is presented some experiments and researcher’s results using an equipment of UTS Biogastechnik GmbH (Germany), who assures increased and secured biogas yield, high biogas quality or high methane content, high efficiency or more return. These performances were obtained using also two important Europeans patents.

Keywords: biogas, technology, equipment, renewable energies, biomass 1. Introduction

In 2005, the breakdown of renewable energy produced in the EU by source was as follows: 66.1% from biomass, 22.2% from hydropower, 5.5% from wind power, 5.5% from geothermal energy and 0.7% from solar power (thermal and photovoltaic). The promotion of electricity produced from renewable energy sources in the internal electricity market is underlined in


31

the provisions of the GO 63/1998 regarding the electricity and heat and also in the provisions of the new Electricity Law no. 318/2003.

Romania is covered by 40% of agricultural land and 27% of forest. Biogas has been used in the past to a larger amount. Today, the number of large pig and cattle units is decreasing. Two demonstrative Biogas -projects were realized in 1999. Potential Biomass is regionally distributed over Romania. Fuel-wood and wood waste is mostly found in the Carpathians and Sub-Carpathians, while agricultural waste is available in the South Plain and Moldavia, biogas in the South and Western plains.

The Romanian government is planning to implement a new program for increasing the use of renewable energy that includes photovoltaic, wind energy, biomass, and geothermal energy. 2. Material and methods For study the technical opportunities for biogas in Romania it must to consider some aspects about history of the biogas production in Romania. Hereby in 1958 began some research for the identification of methanogenic bacteria for animal and household waste 1964 Research for obtaining biogas from organic mud. In 1978 it was developed some biogas industrial type facilities at waste water treatment plans for usual capacity 2000 m3/day. After that, in 1980 in almost all major cities have been implemented the developed technology. The total biogas production capacity from this sector was estimated at 85.000m3 biogas/day (30 million m3 /year). For this period was two main phases:

a) Research activities b) Implementation (large scale use of biogas facilities). Also was followed two main directions: a) Large capacities coupled with water treatment plant b) Development of facilities for use in the farming sector (including

small units). Hereby, in 1982 it was introduced anaerobic digestion of

biodegradable wastes from pig farms, with typical capacities around 7.000-8.000 m3/day. After that was result over 400 facilities developed with a total energy production of 0.18 TWh/year. After 1990, a long period no major investment was made in this sector. In present there are many studies in this direction, that estimates that by 2010 biogas may supply 2,2 TWh/year. It uses 3 types of installations:

- Small facilities with capacity: 14 m3, in simple design and with a biogas production of : 3 m3/day;

- Medium capacities by 30-50 m3; - Large capacities from 500 m3 up.


32

For to broach the biogas problem in Romania there are some obstacles and barriers:

- Limited availability of domestic financial resources for investment; - Disputes over the land property; - Weak supported research sector; - Competition from conventional domestic resources. The carbon in biogas was recently extracted from the atmosphere by

photosynthetic plants. Releasing it back into the atmosphere adds less total atmospheric carbon than burning fossil fuels.

Thus, biogas production kills two birds with one stone: it reduces waste and produces energy. In addition, the residues from the digestation process can be used as high quality fertilizer. This closes the nutrient cycle. Therefore, biogas is a perfect energy source including many benefits.

Biogas is produced by means of anaerobic digestion. Organic matter is broken down by microbiological activity and in the absence of air. Symbiotic groups of bacteria have different functions at different stages of the digestion process in order to break down complex organic materials. There are four basic types of microorganisms involved. Hydrolytic bacteria break down complex organic wastes into sugars and amino acids. Fermentative bacteria then convert those products into organic acids. Acidogenic microorganisms convert the acids into hydrogen, carbon dioxide and acetate. Finally, the methanogenic bacteria produce biogas from acetic acid, hydrogen and carbon dioxide. Bacteria are sensitive to temperature, which plays an important role in the digestion process. In order to promote bacterial activity, temperatures of at least 20° C are required. Generally, higher temperatures shorten processing time and reduce the required volume of the digester tank by 25 % to 40 %. Regarding the temperature, bacteria of anaerobic digestion can be divided into psychrophile (25 °C), mesophile (32 – 38 °C) and termophile (42 – 55 °C) bacteria. The choice of the process temperature depends on the feedstock and of the utilized digester type. Thus, digesters have to be heated in colder climates in order to encourage the bacteria to carry out their function. Digestion time ranges from a couple of weeks to a couple of months depending on feedstock and digester type as well as on the digestion temperature.

The common technology for biogas production is the digestion of feedstock in specially designed digesters. These must be strong enough to withstand the buildup of pressure and must provide anaerobic conditions for the bacteria inside. Today, there are many different technologies and digester types available. Generally, the size of biogas plants can vary from a small household system to large commercial plants of several thousand cubic meters. Digester size also influences logistics and vice versa. Therefore, they are often built near the source of the feedstock.

The water content of substrate influences the design and type of digester. One of the most common classifications regarding the water content


33

of the substrate is the classification into wet digestion which is fed with dry mass contents lower than 15 % and into dry digestion which is fed with dry mass content between 20 and 40 %. Wet digestion usually is applied to manure and sewage sludge, whereas dry digestion is often applied to the fermentation of energy crops.

Furthermore, digesters can be classified by the number of process steps. Single-stage and two-stage digesters are the most common technologies today. Single-stage digesters are characterized by no special separation of different process steps (hydrolysis, acidification, methanisation). All process steps are conducted in one single digester.

Digesters can be also classified regarding filling procedure and filling interval. Digester types include following technologies:

• Batch type: the digester is filled at once, the feedstock digests and subsequently the whole system is emptied;

• Continuously expanding type: firstly, the digester is filled up to 1/3, then it is continuously filled until it is full and finally the digester is emptied;

• Continuously flow type: the digester is initially filled completely, then the feedstock is continuously added and digested material is continuously removed;

• Pug flow type: the feedstock is added regularly at one end and overflows the other end;

• Contact type: this is a continuous type, but a support medium is provided for the bacteria

The product of digestion is Biogas, a combination of methane and carbon dioxide, typically in the ratio of 6:4 (55-80 % methane). In addition, there are small quantities of hydrogen sulfide and other trace gases.

Biogas containing methane is a valuable product of anaerobic digestion which can be utilized in the production of renewable energy. Biogas can be used for generating electricity and heat. It can also be burned directly for cooking, heating, lighting and process heat. Furthermore, even pilot fuel cells installations are operated with by biogas.

In addition, biogas can be cleaned and upgraded to natural gas quality. The final product is biomethane, which has methane content between 95 and 100%. This biomethane is suitable for all natural gas applications: for instance, it can be fed into the natural gas grid or used for transport in vehicles.

The common technology for biogas production is the digestion of feedstock in specially designed digesters. These must be strong enough to withstand the buildup of pressure and must provide anaerobic conditions for the bacteria inside.

The product of digestion is Biogas, a combination of methane and carbon dioxide, typically in the ratio of 6:4 (55-80 % methane). In addition, there are small quantities of hydrogen sulfide and other trace gases.


34

3. Results and discussion

In this paper it presents the using the energy transformation cycle in the nature through biogas stage, with using finally electric energy from biogas. (Fig1.).

Figure1. The energy transformation cycle in the nature through biogas stage.

For the optimization of biogas installation was necessary to introduce some new system for to increase the process efficiency. Hereby, it use an innovative mixing technology – perfectly tailored to all needs, in various versions of electric and hydraulic mixers in our delivery program. Whether it want to have propeller-, paddle-, axial or other mixing systems it can to find an individual solution for service box for mixers – a clever solution for safe work at the mixer. That assures an easy maintenance of the mixers, without having to drain the digester, and it no need to drain the biogas fermenter – no loss of gas or power.

Also there is one submersible motorized mixing device TRG electrical with a version with or without leakage detection, and one-level planetary gear in oil bath with integrated leakage sensor, no danger of clogging of the 2-blade propeller and guide console made of stainless steel, with the propeller rpm: about 330 cycles / min. The drive by submersible electric engine, 380 – 415 V, 50Hz, IP 68, 1450 cycles / min, insulation class “F” (150° C), thermal winding protection, 8m long and 12-lead cable with guide element for the towing rope. (fig.2


35

Figure 2. One system for wastes supply and dosage in fermenter. The type of jet mixers is DRG1 – 5, galvanized or stainless steel, with

DN 125, for the fastening at the silo wall, at the manure silo ceiling, or for the fastening at the pit floor, with horizontal or vertical swivel-mounted stirring jet. According to the requirements, jet stirrers can be equipped with several stirring jets. Connection optionally with Perrot – coupling system V-part, DN 125 or hose nozzle DN 125. Basic length for the tanks: 4 meters, excess length is possible.

Hydraulic mixing technology – latest, patented member of the successful range of products made by UTS. It set a new benchmark with a hydraulic mixers in the area of mixing technology.

This solution assures the important advantages in detail: • Highest mixing performance; diameter of the impeller up to 1600

mm, about 90 cycles / min • Ideal mixing performance with progressive adjustability in level and

angle • Compliance with explosion-protective provisions certificated

according to the ATEX-guidelines, no electrical engines in the gas-filled compartment

• Simple installation by modular designs (easy to retrofit) • Best mixing, shortened mixing periods, considerable energy

conservation • 0Robust technology, minor wear • Central assembly of the hydraulic drive assembly in the CHP room • Optimized security measures by having the control systems separated

in electric engine and control modules


36

• Additional power units for pumps, sold charging devices etc., possible via a hydraulic drive assembly

• One hydraulic drive assembly can operate up to 6 mixers depending on the overall plant concept

• Safe handling and highest health and safety standards for overhauls of the mixing technology without draining the tank in connection with the UTS – service box

In addition to the hydraulic mixing technology we can offer you the following:

• Jet mixers with an optional feeding from above or below. One or more jets placed at different levels

• Submersible motorized stirring device up to 18.5 kW • Axial mixers with an external power unit. For the installation in open,

closed or gas-tight tanks Service box for submersible mixing devices (hydraulic or electrical) in biogas plants made of stainless steel, with lateral quick-release fasteners to open the mixing device for service works, feed-through at the top for vertical adjustment, observation window with a cleaning jet and gas-tight cable lead through (fig.5). Accessories for UTS service boxes:

• mounting frame with wall bracket for concrete ceilings or foil roofs • positive and negative pressure relief • square guide tube for TRG (submersible mixing device) in biogas

plants made of stainless steel, square tube 100x100 mm, with base fixing (possible to dowel)

• stop lever for the lateral slewing of the stirrer • height adjustment for TRG in the service box with an inside worm

gear, complete with swing arm, locking pin and attachment rod for the mixer

• Work platform for service box, hot zinc dipped. For the mounting on the mounting frame for foil roof, consisting of a base frame with grid and rotary rail, complete with fasteners In this installation it use an automated solids feeder for biogas

fermenters, with continuous and automated feeding of the fermenters with solids increases the gas yield. The substrate transport with the input batch feeder and conveying screw is fully automated. The feeding of the fermenters is possible in various intervals. One characteristic feature of this system is the minimum power input. A power unit of only 8 kW saves expensive energy costs while operating. This reliable and on site approved UTS system saves labour time and stabilizes the biogas process. The solid feeding system is field-tested, fully automated and labour-saving. It is deliver professional solid feeding systems for all biogas plants with volumes from 10 to 130 m³. Also with regards to the structural realization we can adjust the input batch feeder exactly to your requirements and project-specific parameters.


37

4. Conclusions That biogas installation presents many goals. These are: • trouble-free start-up during commissioning • realization of highest performance and efficiency • biological stability, maximal utilization of the biogas plant • prevention against performance fluctuations • early identification of process alterations • removal of process faults • avoiding of foaming, precipitation and forming of a solid floating

layer After realize these optimization solutions the results can be consider:

• increased and secured biogas yield • high biogas quality or high methane content • high efficiency or more return

REFERENCES

1. Mnerie, D., Dumitru Tucu, Gabriela-Victoria Anghel, 2007, General and peculiar in the construction and the usage of equipments for biodiesel production, Buletinul StiiinŃific al UniversităŃii „POLITEHNICA” din Timişoara, România, Seria Mecanică, Tomul 52 (66), Fascicola 4, 2007, ISSN 1224-6077, Editura Politehnica, pg. 65-69

2. łucu, D., Mnerie, D., Rotărescu, V., 2007, Solution for obtaining of biofuels from houses and urban vastes (SoluŃii pentru obŃinerea biocombustibililor din locuinŃe şi deşeuri urbane), Buletinul StiiinŃific al UniversităŃii „POLITEHNICA” din Timi şoara, România, Seria Mecanică, Tomul 52 (66), Fascicola 4, 2007, ISSN 1224-6077, Editura Politehnica, pg. 109-113

3. łucu, D., Rotărescu, V., Mnerie, D., 2007, Consideration about optimization systems for renewable energy ressource (ConsideraŃii privind sistemele de optimizare a surselor de energii regenerabile, Buletinul StiiinŃific al UniversităŃii „POLITEHNICA” din Timi şoara, România, Seria Mecanică, Tomul 52 (66), Fascicola 4, 2007, ISSN 1224-6077, Editura Politehnica, pg. 104-108.

4. * * * Order no. 92/2002 regarding the application of Competition Council regulations, issued on the base of Law no. 143/1999 regarding the state support” adopted the “Regulation regarding the state support for environmental protection”.

5. * * * UTS Biogastechnik GmbH prospects, www.uts-biogas.com


38

INNOVATION IN HIGHER EDUCATION USING SPSS PROGRAM

Jelena Maksimović, Ph.D, University of Niš, Faculty of Philosophy, REPUBLIC OF SERBIA

Abstract: This paper discusses the use of SPSS program as innovative methods in higher education. Also, the paper emphasizes the importance of statistical thinking, that the daily lives are becoming as essential as reading and writing. As a student and later lecturer in statistics courses at university level, the author saw and felt how attitudes and beliefs, especially the negative, can have a direct impact on the atmosphere in the classroom and on the ability of each individual student to learn. Whereas, to implement the SPSS program in higher education that students learn the basics of statistics, to better understand and evaluate information in the world. Key words: Statistical methods, pedagogical research, innovation in teaching, program SPSS 1. Introduction

Statistics as a comprehensive scientific discipline is applied and the natural and social science, which indicates its multidisciplinary nature. Statistical techniques are applied in different scientific disciplines, both natural and social, but there are statistical techniques that were developed for the immediate needs of individual scientific fields. As well as computer science, statistics area is considered to be separate, but closely related, with mathematics. In empirical pedagogical research study is often a large number of variables and a large population. Collected empirical material is very extensive which makes it difficult to process manually. Already a number of years of extensive statistical analysis of databases, using computers. Almost every empirical study has such a database. Twenty years ago, and processing were performed by specialized centers in universities or research institutes. It is the statistical analysis often require the most time and effort. Compared to that previously did not exist specifically for computer programs statistical data processing and in a modern way is not interpreted scientific material. With the development of PC computers has created opportunities that I have done any research process.


39

Today the collection of data requires more time than its processing. Statistical analysis used programs. The most extensive and complete the program SPSS (Statistical Package for Social Sciences). Like many other programs and SPSS are constantly developing and supplementing. We can almost say with certainty that this program will be used for a long time. We believe that SPSS change in the coming years, but the basic approach to the work remain the same or very similar. Therefore, we believe that this handbook will serve useful for many years. To use SPSS knowledge is still needed - but the statistics! Today's Educational Statistics are based on contemporary and multivariate statistical procedures. The maximum is very experienced in an era when there are statistical, statistical journals, statistical yearbooks and bulletins. Using statistical methods modernize the Educational Research and contributed to the former theoretical assumptions, hypotheses and findings of empirical confirmation and fashion. Using SPSS and MS Word computer program contributes to the aesthetic and spatial graphical table layout and simpler calculation of statistical procedures. 2. Case study updates statistics in pedagogy Statistics are a set of systematized knowledge of statistical methods that deal with quantitative research of mass phenomena. An important goal of statistics is the adoption of statistical thinking as a special technique of thought and work, without which scientific thinking. Statistics is a branch of applied mathematics that deals with collecting, processing, interpretation and presentation of data. Generally accepted as the only reliable basis for making judgments about the effectiveness of various procedures, the statistics is clearly a scientific discipline whose influence on public and private life huge. Statistical analysis is also considered in many scientific disciplines irreplaceable for drawing reliable conclusions from empirical findings. The statistics are based on scientific methodology and is applicable to all disciplines. Using statistical methods modernize the educational research and contributed to the former theoretical assumptions, hypotheses and findings of empirical confirmation and fashion. The desire to introduce students to statistical thinking has led to the recent rise of research in statistical education. Statistical thinking is defined as a "thought process" that recognizes the changes all around us and showing everything we do, and each entry is a series of interconnected processes and the identification, characterization and quantification. The foundations of "statistical thinking" are variations, the construction and the conclusion from the model, the possession of knowledge in the statistical domain and the domain of explanation, and synthesis or integration. Statistical literacy includes basic and important skills that can be used in understanding statistical information or research results. Statistical literacy involves understanding the concepts


40

and vocabulary of symbols, and includes an understanding of probability as a measure of uncertainty. Statistical reasoning can be defined as the way people understand statistical ideas and make sense of statistical information. This involves making interpretations based on sets of data, presenting statistical data or summary data. Statistical reasoning involves connecting one concept to another or can be combined. Statistical thinking involves an understanding of why and how to conduct statistical research and great ideas that underlie statistical surveys. These ideas include the all pervasive nature of variation and when and how to use appropriate data analysis methods such as surveys and numerical data visualization. Statistical thinking is the understanding of the nature of causation, how to make inferences from samples to populations, and why experiments are needed in order to determine the sample. Statistical thinking also includes a conclusion and the recognition and understanding of the process (by asking questions, to data collection, election analysis, testing assumptions, etc.). Finally, statistical thinkers are able to criticize and evaluate the results rešenog problems or statistical studies. Quantitative information is everywhere and more and more a way to add credibility advertisements, arguments or advice. Study the subject of statistics in pedagogy aims to educate students to intellectually respond to quantitative information in the world around them. Increasingly, one of the stated goals of education in the field of statistics is to develop flexible ways to solve statistical problems, statistical literacy, communication skills and related skills to analyze data, as opposed to transferring only a computer and procedural skills. Some of these challenges should be taken into account: (1) Many statistical ideas and rules are complex, difficult or illogical. It is difficult to motivate students to get involved in the learning of statistics. (2) Many students have trouble with basic math (such as fractions, decimals, algebraic formulas), and it interferes with the learning content of the statistical association. (3) The context in many statistical problems can mislead students, which must rely on their experience and often faulty intuition to produce answers, not to choose appropriate statistical procedures. (4) Students equated with mathematics and statistics are expected to be focus on numbers, and calculating the one right answer. Several factors have led to these ongoing efforts to change teaching statistics at all educational levels. These factors include: (1) Changes in the field of statistics, including new techniques of research data. (2) Changes and an increase in the use of technology in the practice of statistics, and increasingly available in schools and at home. (3) Increased awareness of the inability of students to think and break down the statistics, despite the good results in statistics courses. Many recommendations were made to order for statistics courses should be taught as compulsory subjects. Some of these recommendations are:


41

(1) Turn on more data and concepts. (2) The reliance on real (not only real) data. (3) Focus on developing statistical literacy, reasoning and thinking. (4) Wherever possible, automate the calculation and graphics relying on technological tools. (5) Force active learning through a variety of alternatives to lectures. (6) Consideration of statistical power estimation, chance, accident and investigative rigor, and the tendency to become critical evaluators of statistical requirements. Creating an environment for problem solving in order to overcome the statistical requirements of the teachers at all levels to establish emotionally and cognitively stimulating atmosphere in which students: (1) Feel free to explore, speculate and create ideas and hypotheses that are not afraid to experiment with different instruments and applicable statistical methods. (2) Felt comfort in a state of confusion and situations faced by the inscrutable results, as well as the vagueness inherent statistical and probability situations. (3) Believe in your ability to manage high levels and to cope with the disorder and confusion in the existing ones, to overcome obstacles and occasionally make decisions necessary to achieve appropriate goals. (4) Were motivated to tackle and continue to work on tasks or problems that may require significant investment of energy. The public largely resisted by statistics, not only among the laity but also among experts of different professions. For example, when students of the Faculty of social sciences (pedagogy, sociology, psychology), suddenly you have to listen and take the statistics, they often comment on the words that entered the study precisely because they do not like, and do not know - mathematics. Therefore, the identified statistics with mathematics. However, many students are not willing to accept and operate within these environments for learning in statistical education based on problem-solving technique. In part, this reluctance stems from the attitudes that are acquired based on their experiences with mathematics (or mathematics teachers). Statistics lecturers should assess and monitor students' feelings and ideas in order to ensure that all students either already possess or have developed the above-described disposition that are a prerequisite for the functioning of problem solving techniques, and to recognize those students who develop unproductive beliefs and negative attitudes to offer them appropriate help. Many are frustrated with the statistics for her, for them incomprehensible language, and especially for obscure symbols on the face of statistics. The main reason for resistance to the statistics based on the belief that the statistics can not overcome without the knowledge of mathematics. However, this is not true. The main principles of statistical thinking and can


42

adopt a completely logical way, and the mathematics needed to know only four basic operations: addition, subtraction, multiplication, and sharing. Statistics in pedagogical research and the general system of education has great importance and possibilities. The most important are the following: (1) Statistical indicators provide greater transparency, systematicity and accuracy in describing the pedagogical study of phenomena and their interrelations and relations and connections and relationships with other out-door events. In this way we obtain more objective and reliable indicators of trends that are the subject of pedagogical studies. (2) Measurement and quantification of pedagogical phenomena and their relationships requires the application of and compliance with methodological and statistical practices and procedures. Only then established statistical indicators can be useful used in scientific and practical purposes in the field of education. Statistical indicators are not alone in itself but a means and opportunity to use them (not excluding, but the understanding and application of scientific and other research methods and procedures) more exact identify, analyze and study the educational phenomenon in the past and present, and predicts the development of pedagogical occurrences in the future. (3) Statistical methods allow to obtain data and survey results and linked into a meaningful whole. In this way, the statistics may be associated with the same or similar statistical indicators in another time or with some other areas of intersection in the same time. (4) Based on the results of testing subjects covered by the survey sample, it is possible with the appropriate degree of reliability of conclusions about the state surveyed the occurrence of the total population which respondents belong. (5) On the basis of statistical indicators can be assumed or predicted with some confidence motion (tendency) of pedagogical phenomena. Therefore, the statistics often and successfully used in planning and programming of educational activities. (6) Proper application of statistical methods and procedures to ensure a greater degree of pedagogical research scientificity and reliable basis for planning (designing) the development of various segments of the education system.

3. Advantages of statistical methods in educational reserach School is a dynamic system where the results of educational work, among other things, monitor and evaluate research which involves continuous data collection and analysis. The data obtained as a product of the educational process and the data obtained research, are becoming of interest to statistical methods. The statistical method makes it possible to analyze the data collected in research, gain insight into the state of educational practice and conduct an evaluation of the teaching process. In pedagogical practice this does not appear to be under the same conditions or circumstances equally manifest.


43

The development of this method contributes to technological development and production of various software that enable automatic analysis of data. Due to the complex calculation programs, carried out the subtle analysis and solve complex tasks set at the start of the study. In order to correctly apply the statistical method, it is necessary to determine the exact subject of research, selection of samples on which to perform statistical analysis, grouping the data for later easier depending on the classification of scientific disciplines for which such data are explored, not just the appearance of the test. It then performs segmentation of data and then directly applied statistical analysis, which you can present a variety of tables and graphs which provides reliable visibility in making judgments about the examined phenomenon. Statistical method has contributed to verify many theoretical viewpoints and explanations obtained by individual sciences. Based on the statistical methods may be more accurate to describe events and their manifestation, and to the extent that the structure of many social sciences have changed. Statistical method and the means of education of individuals, which reveals his knowledge of the meaning of the system, precision, conciseness of expression, the logic of proof and other qualities important in the formation of human personality in general and expert scientists. Statistical method is a significant public information, because all those involved in education issues of interest results obtained during the survey, based on which they can continue to direct its work. Widespread application of statistical methods in the study of education and social phenomena and processes is not accidental. It is used primarily because of the aspirations of society for decisions to be based on scientific, objective and precise basis of the information. In a number of teachers and students of pedagogy and teacher training faculties, was established in hostile toward statistical methods and statistics in general. Until such their position was due to failure to grasp what the application of statistical methods, statistical incomprehensible language, symbols for statistical differences of the same measures, methodical neoblikovanih textbooks and the like. The emergence of statistical methods fetish is reflected in his insistence on its implementation in all areas of pedagogical science, which of course is not possible because of the nature of pedagogical phenomena, emphasizing the view that statistical analysis of the scientific value of data guarantees, which is unacceptable, because the false and fabricated data may statistically processed (Kundačina, 2005: 363-374). Many researchers believe that the application of statistical methods in educational research has some shortcomings: (1) ignores the qualitative side of pedagogical phenomena, (2) some issues of pedagogy are not available quantitative treatment, (3) by applying the average values of specific groups of respondents, is based on some imagined, irealnih size, based on which they perform some of their pedagogical process of individual development.


44

One of the methodological application in the study of education refers to the fact that statistical analysis must be professionally selected and implemented. From the possibility that the statistical method can be misused by researchers, and to consciously or unconsciously, it is necessary to bear in mind the ethical aspect of its application. Therefore, the researcher requires honest work with data, and to the collection, processing, storage, ownership in handling. Data in empirical research with the use of statistical methods is necessary to conscientiously and impartially collect, preserve their confidentiality, impartiality and process them to choose, keep in written or electronic form, in order to be accessible and useful to the scientific community. The statistical methodology has become in modern society and to some extent part of general education and general culture, so it is now difficult to imagine any man has the profession to higher education and that he was not familiar terms mean, correlation, statistical significance, variability, and the like. The statistical logic, statistical thinking and statistical operations are necessary components of general education. Statistics at the base of each research activity. The progress of each field of specialization and expertise of people working in them, depend heavily on the continual focus on research and research projects. The acquisition of statistical literacy is a prerequisite for practicing professional and scientific work of every teacher. Today, almost there is no empirical scientific work, published in scientific journals or in the form of monographic works, without the use of statistics. Performing applied, experimental, sociometrijskih, comparative, operational, basic or any other pedagogical studies at school, it is inconceivable without the applied statistics. School counselors are required some theoretical knowledge and practical ability to apply them. This capability is not just theoretical statistical factual knowledge, but also quite certain knowledge for selecting and applying appropriate statistical procedures, but also for disordered interpretation of survey data. Learning statistics is not limited to the memory of statistical rules and patterns, and calculating statistical parameters, but also to provide learning opportunities in a way that implies a constructive didactic approach to statistical concepts and laws adopted with the understanding, to develop statistical thinking. For modern man, who is engaged in research work, knowledge of statistics is necessary for several reasons (Petz, 1985: 10): (1) Knowledge of statistics needed for monitoring the technical and scientific literature. In order to master the language of statistics is necessary, above all, to master the appropriate vocabulary, mathematical language of statistics. The standard material of pedagogy, for students and researchers, whose parent education is a closer contact with mathematics, developed a special language that is often used. (2) Knowledge of statistics is needed to process the results, the survey collected for the purpose of description and analysis of those results. The


45

acquisition, restoration and expansion of computing skills is growing, just like any other skill, with practice. Acquiring correct interpret statistical results, means that in the hands of experts Statistics data seems to show''themselves''. (3) Knowledge of statistics is needed in scientific istaživačkom work in order to reach the specific case of a general law. Staistics understand the logic means to master certain way of thinking. (4) Knowledge of statistics is needed in planning research. Know where to apply statistics and where not. Although any statistical procedure that can shed light on the results, each of these methods have their limitations. Understand the mathematical basis of statistics, is a necessary condition for understanding what happens when the application of mathematical patterns.

4. Conclusion

Based on the views presented, we conclude that the statistics in the field of education is of great importance and opportunity. It provides:

(1) awareness of pedagogical research in higher scientific level, (2) accurate description and presentation of the investigated phenomena

using precise, clear, of transparent and objective statistics, (3) prognosis of further development of pedagogical phenomena based

on research results, (4) insight into the structure of the investigated phenomena and their

interrelations, (5) evaluation (evaluation) and recognition of achievements in education.

The positive side of statistical thinking and statistical operations in pedagogical research are the following: allow more exact way of thinking enables us to concisely express the results in a rational and pogobenom form, allow us to draw general conclusions, the analysis enables us to distinguish some of the causal factors of complex or otherwise obscure phenomena, let us evaluate the educational process, the exact statistical procedures, raise educational research to the next level, allow us to display the phenomenon using concise, clear and objective numerical indicators which are reached statistical analysis, provide insight into the structure and their relationships, allow us a precise description of the investigated phenomena, and forecasts of further development of the phenomenon on the results of research (Kundačina and Brkić, 2004). Any modern researcher knows that it is impossible to in-depth scientific studies and any problems in education, if you do not know the statistical and methodological research practices. This, however, points to the other side, or that the statistical method in its implementation faces several constraints and difficulties. Statistical method is limited to twice the one hand, human knowledge of phenomena that should be studied, on the other, its own methods and instruments used.


46

One problem is that mathematics is a language for expressing the statistics, which is not always sufficiently well known to researchers in the field of phenomena of social life. Statistical structures are always given as numbers, and they are interpreted, and it is necessary a good knowledge of statistical methods for proper interpretation and separation of incorrect and correct the true from false. In addition to the concepts, skills and types of thinking, most statisticians would probably agree that we have all the key targets for how we wanted the students to see statistics as a result of the courses. REFERENCES 1. Brkić, M. i Kundačina M. (2003): Statistika u istraživanju odgoja i

obrazovanja. Mostar - Sarajevo: Koledž društvenih i humanističkih znanosti. 2. Cohen J. (1988): Statistical power analysis for the behavioral sciences.

Hillsdale. 3. Gojkov, G. , Krulj, R. i Kundačina, M. (2007): Leksikon pedagoške

metodologije. Vršac: Viša škola za obrazovanje vaspitača. 4. Guilford, J. P. (1956): Fundamental Statistics in Psychology and

Education, New York. 5. Dragićević, Č. i Tenjović, L. (1997): Statistika za psihologe sa priručnikom

za vežbe. Beograd: Društvo psihologa Srbije za primenjenu psihologiju. 6. Kolesarić, V. i Petz, B. (2003): Statistički rečnik. Jastrebarsko: Naklada Slap. 7. Kožuh, B. i Maksimović, J. (2009): Obrada podataka u pedagoškim

istraživanjima. Niš: Filozofski fakultet. 8. Kožuh, B. (2003): Statistične metode v pedagoškem raziskovanju.

Ljubljana: Filozofske fakultete Univerze v Ljubljani. 9. Kundačina, M. i Brkić, M. (2004): Pedagoška statistika. Užice:

Učiteljski fakultet. 10. Maksimović, J. (2009): ''Komplementarnost kvalitativne i kvantitativne

metode u pedagoškim istraživanjima'', Osvita: problemi ta perspektivi. Organizator skupa: Мiнiстерство освiти i науки України, Горлiвський Державний Педагогiчний Інститут Іноземних Мов, Krakowska Akademia IM. A. F. Modrzewskiego, Gorlivka (Горлівка), 2009, стр. 95-104.

11. Maksimović, J. (2010): Статистичка метода у педагошким истраживањима, Педагошка стварност, година LVI, број 3-4, Нови Сад, стр. 207-215.

12. Matović, N. (2007): Merenje u pedagoškim istraživanjima. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta.

13. Petz, B. (1983): Osnovne statističke metode za nematematičare. Zagreb: SNL. 14. Snidikor, Dž. V. in Kohren V. G. (1971): Statistički metodi. Beograd.


47

INTEGRATIVE APPROACH TO THE METHODOLOGY OF THE INITIAL DEVELOPMENT OF MATHEMATICAL

CONCEPTS1

Mr Aleksandra Mandi ć - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

Doc. dr Aleksandar Stojanović - Učiteljski fakultet Beograd, Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

Abstract: Within the project “Quality in Education, colleges and universities with the use of innovative methods and new laboratories”, is created a new model of development for the course Methods of initial mathematical concepts based on integrative learning with the support of multimedia systems, activation of students, continuous monitoring and measuring the performance of students and teachers. Defining integration of teaching, the essential characteristics of an integrated approach, the process of implementing the new learning plan, the working results after applying the new model are presented in this paper. Key words: integrative teaching, knowledge integration, the activation of students in the process of learning, multimedia classrooms, complex evaluation of work. 1. Introduction

Modern trends in higher education are identified in the pursuit of modernization concept and organization of teaching, changes in program content, as well as in changes of the way of working. They emphasize the need to create stimulating and flexible learning, contexts and creative research, problem situations, interaction and cooperation among students, mentoring leadership and comprehensive approach. Request to remove the weaknesses that come from teaching the subject appeared to split the mid-19th century. In the pedagogical literature, we can find words such as: the concentration of classes, group classes, correlation, complex system, whole classes, which makes the release of the common core of subject

1 The text represents research results of the project no. 179036 funded by Ministry of Research of the Republic of Serbia.


48

differentiation and integration, the pursuit of knowledge. The nature of scientific development, the nature of cognitive processes, the need for the practical application of knowledge contributed to the development of integrative models of teaching, which essentially makes content linking and intertwining of several scientific disciplines. Broadly speaking, life in modern times makes it necessary that from the earliest period of development in individuals must be encouraged to develop skills of analysis and synthesis, abstraction, inductive and deductive reasoning, an important distinction from the side, etc. The need for interdisciplinary learning and functional unity of the general level of knowledge became more pronounced. Since the broad areas of knowledge have become more interconnected, more and more the need for multidisciplinary problem solving in taking decisions was felt. It is therefore necessary that education (of the earliest level to higher education) to enable young people to acquire skills meant for identifying problems and alternative solutions, as well as the ability to analyze each alternative in light of its consequences. This allows them to reach larger sizes and more complete picture of real world. What is the essence of an integrated approach to the methodology of the initial development of mathematical concepts at the College of Education teachers in Vrsac? Starting from the need to acquire unique and comprehensive knowledge of future teachers as well as the specifics of the case, we have created a model of teaching which is based on: integrative learning, enhanced student activities and evaluation of performance in relation to the innovative model used. The essence of this model makes the integration of knowledge based on horizontal and vertical relationships, which contributes to the interdisciplinary study of the problem of development of the initial mathematical concepts. After a complex of research facilities in the field of psychology, pedagogy, didactics, mathematics and unique determination of these hubs of scientific disciplines, the choice is made, in our opinion, relevant topics that are dealt with during classes. While creating a new learning plan, we wanted to mobilize existing knowledge and skills and enable students to connect with new content, encourage independent work and create the conditions for gaining practical experience, we wanted to inspire creativity and support a variety of solutions in the initial development of mathematical concepts, provoking criticism and self-criticism in the process of learning. The current model of work is implemented and the many benefits of modern information technology. Products of students, resulting in the implementation of theoretical and practical activities, show that the integrative approach can provide a comprehensive theoretical knowledge transfer in the environment of pre-school institutions.

2. Defining integrative teaching

The concept of concentration of teaching appears for the first time in the middle of 19th century and is an effort to structure a teaching content


49

about skill points focusing on the essential skills of students. In the early 20th century, B. Otto introduced the concept of group instruction requiring a direct connection between school and life, easing of strict limits in inter-subject borders and active participation of students in planning course content. During the 20th century there was a strong diversification of sciences, the differentiation of a new scientific discipline, and that trend continues today, which also leads to the emergence of a growing number of subjects in elementary, middle and high schools. On the other hand, we are facing the fact that knowledge in practice can not be applied separately, and is already integrated into a single unit. The knowledge that students acquire during their studies has a double role, to empower them for independent living, but also to be used to achieve practical goals and objectives. As a result, today more than ever, an integrated approach to student education at all levels is being insisted upon. Integrative education is a comprehensive set Lake (1994.) Pointing out that it should be understood as: * complex of research knowledge in various fields of environmental issues from reality * rational movement through the field of teaching and integrating various elements into logical units of thought * unique node in the knowledge to encourage students to discover relationships, create models, systems and structures *applied methodology and language of more subjects to investigate the problem * connection of multiple areas in a way that children in the daily reality of phenomena overcome in a single process * new way of thinking * preparing for the application of knowledge in new situations (transfer of knowledge) using the adopted model of thought [3] Modern approach to the study of development Methodic initial mathematical concepts necessarily contains elements of integrative teaching and requires that the study of this subject starts with simple problems that the students could learn from many aspects. Integrated learning precedes development of special programs and learning plans that have both already existing experiences, systems of thinking and original ways of solving problems. In addition, we took into account the fact that today the ability of abstraction is considered one of the most important features of modern man as the increased demand for understanding of content and abstract problems. It affects the need for the teaching curriculum of higher education institutions points more the unity of science, the processes of research and knowing the substance and meaning.


50

3. Integration of content relevant to the initial formation of mathematical concepts

Given the specifics of working with children of pre-school age, we believe that future teachers need to see the initial mathematical education of children as a base onto which will be in later grade levels elevate the entire hierarchy of increasingly complex and abstract mathematical field.

Relying on previously acquired mathematical conceptual knowledge is important for teachers to control the meaning of mathematical concepts and moving without their contents clearly seen as a structured and relatively simple. Since the basic mathematical concepts are formed in direct contact with reality and I see the educator to the mathematical structure of real world phenomena, and when they are mathematically specified. In this context, we have compiled a selection of appropriate topics and activities that contribute to the acquisition of clear meaning of mental representations of mathematical concepts and labels, their hierarchy, the historical development and the development of mathematical disciplines. In addition to understand the meaning of basic mathematical concepts, to work with children of preschool age and knowledge necessary to their developmental characteristics, characteristics of thought, the thought processes that synthesize the basic mathematical concepts at the level of intuitive thinking. We believe that it is vital to integrate the main themes of cognitive psychology with the initial content Methodic development of mathematical concepts. The mainstay of given us a constructivist and structuralism theories of famous psychologists: Ž. Piaget, Dž.Brunera, L. Vigotsky and R. Skempa a tripartite representation of mathematical concepts. [6]

Scheme number 3 Examples three-member sets)……………………. (Mental view) The name: Three; Symbol: 3 Picture 1: Skemp’s mathematical notion of representation schemes We emphasize the idea of Rudolf Arnheim on numbers as shapes

which founds on the idea of the number of formation and use of structured learning materials. Based on selected topics, students are trained for distinguishing between the two basic systems of presenting mathematical concepts: iconic and symbolic, with the understanding as iconic signs značeće, as a symbolic markup. [1]

2 Methodological Brunerovoj procedures based on the theory of abstract planes In the process of practical training of future teachers for planning and implementation of mathematical activities, special attention is devoted to


51

defining the goals and objectives, selecting appropriate methods, forms and working methods in the formation of elementary mathematical concepts in preschool children. If you strive for holistic knowledge of future teachers, it is clear that such a concept we want to establish the construction of knowledge in working with children of preschool age. Mathematical concepts such as points, lines, right or wrong lines are also the art concepts. The terms of orientation in space (above, below, left, right, etc.) permeate all spheres of educational work and the integrated approach and can adopt. The development of mathematical language runs parallel with the development of natural language, so that the strong ties between the development of mathematical concepts and language development in preschool children. Mathematical concepts by integrating the program is not interpreted in isolation, but the students qualified for the formation of concepts that are viewed through the prism of different areas of educational work and areas of development. Past practice has shown that most students fail to knowledge gained in mathematics, psychology, pedagogy and methodology of educational work in the transformation of both the application of mathematical content, which initiated the creation of a new, complex and integrated program of study Methodic initial development of mathematical concepts. 4. The implementation of the new learning plan

On the basis of the integrated learning plan is created and has been supposed to contribute the maximum activation of the continuous evaluation of students work. Classes are organized in blocks, with ongoing interaction with content that is studied. In addition to active participation in discussions, the students independently solve practical tasks, create didactic tools, participated in the development of written and realized by preparing practical activities in preschools.

Picture 1: The creation of didactic materials- Elena Brenzina


52

It turned out reasonable planning to develop skills of reflection on future teachers, which includes developing skills of observation and analysis, encouraging openness and accountability for own professional development, active learning and skill development of mutual cooperation. Reflexive strategies are necessary for understanding the process of reorganizing the way in which teachers think about the process of education, that is to understand their behavior and the behavior of children in the process. Based on thorough analysis of (their own) practice as educators teach and guide their thoughts and actions (metacognitive process).

The exercises were conducted in a multimedia classroom, which significantly contributed to the increase in attention, motivation and obvious in the classroom. Multimedia presentations have provided us a strong support in the representation and analysis of representative examples of assignments, diagrams, tables, pictures, audio and video material. The Internet is used as a supplementary source in search of relevant information and consulting work for individual teachers with students.

Constructivist pedagogy emphasizes the importance of social interaction, communication, media and modern self-construction of knowledge. It is therefore important to make communication in higher education provide models of social interaction and optimal levels of functioning in a group of students. The most important implication of the communicative approach to teaching would be to students (future teachers) allowed to reach their metacognitive skills to be used in more effective strategies for acquiring knowledge - knowledge and metacognitive self-awareness, knowledge of their abilities, motives, interests, learning strategies, procedural knowledge on cognition.

Previous knowledge and experiences of students, as well as the creative potential that have significantly influenced the design and creation of various models for working with children of preschool age.

5. The analyze of the working result

We followed the application of new learning plan, based on integrative learning at all stages of teaching. All student activities are monitored and evaluated with the constant feedback that enables them to obtain timely adjustments in the process of studying the content and methodological training in the area of initial development of mathematical concepts. We acted this way, taking into account indicators of changes and innovations that have significantly contributed to the qualitative evaluation of educational work in contemporary education: tendency to move from internal to external evaluation, the evaluation process of arriving at the results, the contribution of evaluation research, assessment and others. For quantitative indicators of teaching quality improvement using the new model we found: a) the throughput of test and b) an average rating of students in relation to the


53

previous period when classes are performed using traditional methods of learning. The questionnaire examined the attitudes of students and evaluated the achievements of teachers in the implementation of the new model in the classroom. Protocol qualitative observations are accompanied by other indicators of teaching performance: motivation of students to work, work products, creativity and original approach to the implementation of mathematical activities, transfer of theoretical knowledge in the preparation and interpretation of mathematical concepts in preschool. During the school year between 2010-2011, the school has 98 students regularly attended the second year. During the course followed, work on practical tasks through exercises rated the students prepare a written test and evaluated them in pre-schools activities. In June, exam was passed by 73 students, which accounts for 74.5% of the total. The remaining of 25.5% students who have not fulfilled exam obligations will pass them in September and October, in an extra-examination period. The average number of credits students have won is 77.4 with a maximum of 100 who provided evaluation. Students' performance in the subject Methods of initial development of mathematical concepts in June 2011.god. expressed the average grade is 7.74. 74,4% The exam graduation rate of students in 2011. 7.74- Average mark of students at the exam. In June 2011, the questionnaire examined student opinions about the applied innovative model of working through issues related to their active participation in class, the practical applicability of knowledge, the instructions about the exercises and adequacy of literature that was used, the uniformity of evaluation criteria, methods and contents of teachers etc. The students expressed their views marks from 1 to 5. Integrative approach to teaching Methodic initial development of mathematical concepts was assessed on a five-level scale average grade of 4.71. A detailed overview of survey results is set out in the table below.

1. Active participation in the process of acquiring knowledge 4,64 2. The practical applicability of the content being taught 4,76 3. Instruktivnost teachers in the process of solving practical problems

4,46 4. Adequacy of literature that is used 4,87 1. systematic and evidence in presenting content 4,64

2. Feedback in the learning process 4,76

3. Uniformity of evaluation criteria 4,90

4. Average mark 4,71

Table 1


54

In addition to quantitative indicators in the evaluation of the applied model, we included a qualitative analysis of students working products. In writing to prepare students for the implementation of activities in preschool, we found a series of creative and original solutions based on theoretical knowledge acquired during lectures. In forming the concept of students, the view of mathematical concepts, ranging from the iconic over the symbolic representation of natural numbers, is clearly respected.

Picture 5: The tripartite view of the concept of numbers- Sania Boscovici and Marina Iosici

Activities were very various, original and imaginative, didactic tools designed and implemented carefully, with maximum interaction with children of preschool age.


55

Picture 5: Test activities for students in preschool

6. Conclusion

Modern approach to the methodology of initial development of mathematical concepts involves the release of traditional teaching methods having the teacher at the center. According to current knowledge of psychology, pedagogy and didactics, it is necessary to innovate the process of work planning in the field of study subjects, to develop the teachers’ professional competence in researching, checking, evaluating and constant innovation of their own practice.

Today, educators need to understand the benefits of indirect leadership and guidance, which allows the child to just build his personality (in accordance with their capabilities), a different rhythm, just decide, solve problems, it becomes independent. For future educators, it is important to further develop competencies and skills: communication skills, management skills and experience of children’s creative pedagogical guidance, cooperation in the work of the group, skill in teamwork, with the necessary computer and technical skills and the ability to use mass media. They should seek for the formation of reflective practitioners who will be an integrated part of the evaluation of current practice process, as today there is a reflection in the center of contemporary notions of professional educational activities and an essential part of cognitive-constructivist understanding of quality teaching and educational process. Constructivist-oriented teachers will be „guides “and instructors, allowing children to check the validity of their knowledge in situations where they can test their hypotheses.

Our experience shows that the integration of various subjects can raise the quality of teaching and create a stronger link between education and practical work of teachers in kindergartens, while providing modern theoretical knowledge transfer in pre-school environments. The students


56

exam passing rate of 74.5% and the average score of 7.74 on the final exam, as well as the positive assessment models applied by students, motivates us to further promote the development of an integrative model of work at the college for teacher training in Vrsac.

The advantages of modern information technology are numerous but still insufficiently explored, so we strive to develop the existing model, improving, integrating current and future achievements of didactic - IT innovation. This would significantly contribute to the development of multidimensional skills of educators - the ability of self-organization, efficiency, cooperation, understanding, problem solving and holistic approaches.

REFERENCES:

[1] Bruner, J. (1990): Acts of meaning, Cambridge, MA: Harvard

University Press. [2] Gojkov, G. (2002): Gifted students in the constructivist

perspective of higher education didactics, Proceedings of 8 More Teacher training colleges, Vrsac - Timisoara, str. 412-418.

[3] Vilotijevi ć, M. (2009): Integrative instruction, [email protected]

[4] Vigotsky, L. (1971): Thinking and speech, Nolit, Belgrade. [5] Marjanovic, M., Mandic A. (2009): Number as visible shapes, The

Teaching of Mathematics, Vol. XI, pp 45-49, Mathematical Society of Serbia, Belgrade.

[6] Skemp, R. (1971): The Psychology of Learning Mathematics, Penguin Books.

[7] Slunjski, E., Šagud, M., Bryce-Žganec, A. (2006): The competences of educators in kindergarten - a learning organization, Pedagogical Research, no. 1, Zagreb, str. 45 – 58

[8] Stojanovic, A., G. Gojkov, V. Paser, R. Grandic, J. Milutinovic, A. Negru, C. Peklaj, M. Puklek-Levpušček (2008): The competences of teachers and educators, College of Professional Studies in Education of educators;Michael Pavlov, Vrsac.

[9] Stojanovic, A. (2009): Evaluation in Primary Education - From Tradition to Innovation, Innovation in Teaching, Teacher Education, University of Belgrade.

[10] Clements, D.H. & Sarama J. (2009): Learning and teaching early math: The learning approach trajectories. New York: Routledge.

[11] Ćebić. M. (2009), The initial mathematics education pre-school children, Teachers, University of Belgrade.


57

THE BLOG AS INNOVATIVE EDUCATIONAL METHOD

Dr. Tanja Nedimović - Preschool Teacher Training College “Mihajlo

Pavlov” Vrsac, REPUBLIC OF SERBIA Predrag Prtljaga- Preschool Teacher Training College “Mihajlo Pavlov”

Vrsac, REPUBLIC OF SERBIA

Abstract: The initiative to create a blog for the Academy of vocational studies came as a result of the activities within the project ‘The quality in education, academies and universities by means of innovative methods and new laboratories’, March 2011. While searching the educational methods that include modern informational and communicational trends that allow students become familiar with them, CMS technology seemed to be the optimal tool. In the present paper, we explain the functioning of a web site based on this technology and structured as a blog (on-line magazine) meant for presenting the students’ works. During the process of creation and administrative work, students played an active part, following the procedures and rules as defined by teachers. The massive response and numerous articles with the topic ‘Mental health’ brought surprisingly numerous comments and visits on the blog. Through further analysis and presentation of statistic data illustrating the positive effects of these activities, we found out that the Academy of vocational studies’ blog has surpassed, due to its content, the frame of a simple educational tool. Based on the results obtained, it seems that the blog has become an official and wide-open base of knowledge and information of high interest on the internet. After the presentation and the summarization of changes in the process of education, we finally present other positive secondary effects (economic, ecological...), which can essentially influence the continuity of this education method. Key words: blog, mental health, method of education, interactive education, student.

At the Academy of vocational studies ‘Mihailo Palov’ in Vrsac, the beginning of the year 2011 and of the second semester of the academic year 2010/2011, represented also the beginning of the project ‘The quality in education, academies and universities, by means of innovative methods and new laboratories’, implemented in partnership with a Romanian partner – the


58

University ‘Ioan Slavici’ Timisoara, through IPA Romania-Serbia cross-border program, financed by the European Union. In one of the subjects chosen, i.e. ‘Computers in the educational process’, designed as a practical help for students in the final year of study, we designed a blog meant for getting acquainted to the newest information and communication achievements in the innovative educational process.

1. What is a blog?

Although the blog is usually a kind of personal diary belonging to an individual or to a specific group of interests, designed on the Internet and available to everyone, the results that we shall present in this paper show that a blog can be a lot much more.

By means of the relatively new and easy to use CMS – ‘Word Press’ technology, teachers and students have posted their articles and comments on the web site, making them widely available. At first, this type of communication has been started on the teachers’ initiative, in the topic ‘Mental health’, and, later on, this activity was embraced by other teachers, too.

The term ‘Blog’ started as a shorten version for – ‘Web Log’, which is often defined in the modern terminology as an on-line journal or a magazine with reverse chronology. Standard web sites are not organized chronologically but they are organized by the nature or type of content, through menus and submenus. Unlike these sites, the method to post and present the contents (texts, photos, multimedia contents) on the blog, has a different hierarchy. The last post on the blog becomes the first one on the web site’s home page, so if someone reads further, he reads in fact the older posts. On one hand, this type of organization makes all content equally important, but, on the other hand, it demands regular posting and tracking of contents, and all in all, it starts to look like a chronological posting, i.e. journal. CMS technology (Content Management System) allows this kind of site to be administrated by people with modest technical background. The creation and start of a blog demands a certain level of knowledge, but the instructions and manuals are available in numerous languages, Serbian also, and they are written in a simple and understanding way. In this case, we used a system named ‘Word Press’, which reminds of programs for texts creation as the MS Word or Notepad, although it has a lot of new content in the part regarding articles creation (programs which are familiar to students as being studied at Informatics, included in the previous school years curricula.

2. The Academy blog

In this case, we have organized the content by subjects, teachers, students and topics, or by the larger domain that the author addresses in his


59

articles while keeping the chronology, i.e. we have put the list with the newest articles in one ‘widget’ (graphic element – also known as window).

The first articles posted on the blog, the oldest today, serve as instructions for the students, showing them how to access and use ‘The control table’ which allows the creation and posting of texts on the blog. Then, there are the students’ articles based on certain topics given by the teachers, written by using available literature and sources available on the Internet. We have put at the readers’ disposal ‘links’ to electronic sources, so they can widen their knowledge. After the first students’ articles, there followed ‘The comments’ that have opened the door to a new type of communication between teachers and students and among students.

After a while, the problems encountered by the students became more often crystallized, as the mistakes they have mostly made in their work, and so there appeared texts with a ‘correctional’ character, which made the blog better and more useful for users and authors. In this phase, when the number of articles posted by the students has surpassed the capacity of one teacher, student Bojan Kiš has actively joined the blog’s ‘administration’, so the total quality and effectiveness of posting was raised to a higher level.

Since its beginning, on the blog, there was posted a total number of 176 articles, and the number is for ever increasing. According to statistics from August 31st 2011, the total number of visitors is 6,615, of which in August 1,239 visitors. Articles on the blog have been read 16,143 times, of which this month 2,598 times. (Fig. 1)

Fig. 1 Fig. 2 The number of visitors by months: in March, when the blog started

there were 575 visitors, in April, 803 visitors, in May - 1,251 visitors, in June - 1,735 visitors, in July - 1,012 visitors, and in August - 1,239 visitors (Fig.


60

2). By countries, the largest number of visitors was from Serbia, followed by Bosnia and Herzegovina, the U.S.A, Montenegro, Macedonia (F.Y.R.O.M.), Croatia, Island, etc.

3. The blog and the teaching on the subject ‘Mental health’

‘Mental health’, as an applied psychological discipline, represents the

application of psychological knowledge in order to preserve and promote the spiritual health, indicates the measures to be used to avoid and prevent problems and to promote the spiritual health of individuals and families. In our school, this subject is optional, and in some way represents an ‘outbuilding’ of knowledge about theoretical psychological disciplines that are studied during the first semesters. Therefore, the students are already ‘armed’ with basic psychological knowledge, necessary to the future teachers, in relation with the structure and functioning of the psychic life of an individual (child). As the quality of life can be often disrupted by emotional, physical and/or social problems that can be avoided, the benefits and results of this subject could be observed, on one hand as a strengthening of the professional role and competences of future teachers, and on the other hand as a way to strengthen the students self-development.

Motivated by the monthly criticism of the traditional education in the institutions of higher education, i.e. insufficient students activity, insufficient dynamic education and lack of constant feedback information from students, and in accordance with intense development of computer technologies, we intended to partially ‘overcome’ the reproaches presented by applying the new method in teaching the ‘Mental health’. In some way, the adequate ‘platform’ and challenge (as for the teacher, so for the students) represented the start of a blog on the School’s web site.

On the subject ‘Mental health’, since the beginning, in August 31st 2011, there were posted 43 articles. In total, 13 students have posted articles on this subject. The majority of students were in the second year (9), but there were also students in the first year (4), actively participating on the blog. Review of the articles on this subject (in the phase of writing and preparation of articles), was made by the teacher on this subject. The literature and electronic sources used in the articles had to be relevant, and the recommendation was to consult numerous, adequate sources. During the texting on the blog it was necessary to be linked, i.e. to be connected with other sites used as sources of information.

If, as teachers, we try to answer the question: what have we innovated – promoted in the process of education on this subject by using the blog, the answers are:

• The development and abetment of the spirit of inquiry in students and teachers;


61

• The possibility of further analysis of contents on the subject; • The independent choice of topics that students will study

additionally (and in accordance with the subject and their own interests);

• The development of intrinsic motivation (students will not receive points for their additional work to write the articles that will be posted on the blog, as they count as obligations before the exams on the subject ‘Mental health’);

• Abetment and ‘cultivation’ of curiosity and creativity; • Use of modern informational technologies; • Independent writing of the articles that will be posted on the

blog; • Teacher’s ‘availability’ outside regular teaching hours and

consultation (in the writing, mentoring, and posting on the blog, phases, communication made by e-mail);

• The promotion and widening of knowledge acquired on the subject through learning and exercises;

• The possibility to investigate your opinion through comments on posted articles.

Very indicative is the study of the students’ interests, for the ones who have chosen to listen to this subject, which was made possible and encouraged by using the blog as an innovative method. Namely, if at the beginning they were interested and worked with topics directly linked to the educational plan on the subject (topics that we talked about in the class), later their interests have ‘shifted’ to topics that in certain manner ‘overcame’ the initial frames on the subject (some of the titles: ‘Anorexia’, ‘Bulimia’, ‘Do we all dream?’) which we consider to bring special additional quality to the applied method. Also, the fact that an article posted on the blog was not the end of debate on a topic. It was in fact the beginning, because on the blog there started a lively discussion, not only between the students and teachers, but among all the visitors on the blog. We consider that indirectly, except the mentioned above that has educationally promoted teaching on this subject, we have contributed to the affirmation of our institution of higher education on a larger scale. 4. Conclusion

The innovations of the applied method, presented in this paper, are a reflection of the organization, contents and forms of teaching, as of technique and technology of educational activity. Also, the use of a modern educational technology – the blog, not only made possible the acquiring of new knowledge, but has also encouraged the development of capabilities and


62

creative potentials of all participants in the educational process (students and teachers).

Except unequivocal effects on the educational domain, which are results of the use of this method, we can speak of economical and ecological effects, as indirect ones (but not of less importance). Namely, the fact that students are writing articles in an electronic form, and in that form they are posted on the blog, speaks of economic effects – savings (there is no typing, printing, no binding of the seminar papers). Except that, there are unequivocal effects of an increased ecological conscience – we saved a lot of paper sheets, and elevated the ecological conscience at a higher level. We consider these potentially important effects that speak for the continuation of this educational method after the end of this project that ‘gave rise’ to this method. REFERNCES:

[1] ðorñević, J. (1986): Inovacije u nastavi, Institut za pedagoška

istraživanja, Prosveta, Beograd. [2] Mandić, D. (2010): Internet tehnologije u funkciji inoviranja nastave u

Danilović, M., Popov, S. (ur). Tehnologija, obrazovanje za društvo učenja i znanja, Fakultet tehničkih nauka, Novi Sad. Centar za razvoj i primenu nauke, tehnologije i informatike, Novi Sad. Institut za pedagoška istraživanja, Beograd. Prirodno matematički fakultet, Novi Sad (5, 71-79).

[3] Mandić, D. (2010): Internet tehnologije, Čigoja štampa, Beograd. [4] Mandić, D., Ristić, M. (2006): Web portali i obrazovanje na daljinu u

funkciji podizanja kvaliteta nastave, Mediagraf, Beograd. [5] Petrović, V. (2009): Izazovi mentalnog zdravlja, Prometej, Novi Sad. [6] Popović-Deušić, S. (1999): Problemi mentalnog zdravlja dece i

adolescenata, Institut za mentalno zdravlje, Beograd. [7] Sotirović, V. (2000). Metodika informatike. Tehnički fakultet „Mihajlo

Pupin“, Zrenjanin. [8] Šuman, S, Gligora Marković, M. i Pogarčić, I. (2008). Tko je E-

generacija, rad prezentovan na konferenciji Učinkovito djelovanje – put u vrijeme znanja, Varaždin.

[9] http://codex.wordpress.org/Main_Page [10] http://sr.wordpress.org/ [11] http://www.draganvaragic.com/weblog/index.php/345/blog-osnove-

besplatna-e-knjiga/


63

THE APPLICATION OF ‘LDL’ METHOD (LEARNING BY

TEACHING) IN EDUCATION Prtljaga Snežana, graduated master – teacher - Preschool Teacher Training

College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA Abstract: In a society with an increasing complexity and vastness, except knowledge, there appears the necessity of multilateral capabilities, i.e. of new methods of education. Students, more than ever, must be prepared to master and actively organize such a complex environment. In this paper, we shall present a relatively new method that appears to be very effective in practice, i.e. ‘LdL’ method of „learning by teaching“. Key words: method, ‘LdL’, learning by teaching. 1. Introduction During times of economic and social changes, and fast transition of the society towards a ‘society of knowledge’, challenges of new approaches towards education and learning have emerged. There are numerous debates about the so called ‘lifelong learning’, i.e. lifelong learning activities, meant to promote knowledge, skills and capabilities in itself, in the community, in the society and in the business environment. Education as a type of ‘industry of knowledge’ became a dominant factor, the base of all domains of the modern society. In the 20th century, numerous debates about the traditional education have shown its weaknesses. In conclusion, in the modern society, the school and higher education institutions must develop new approaches towards education, in order to be more successful. The new approaches make the student become a responsible participant in the process of education, as compared to the previous period, where school was an industry where students were mostly passive receivers of knowledge transmitted to them by teachers. Therefore, today, we encounter new requirements: we reexamine the role and importance of knowledge, and as the understanding of teaching and knowledge in general is changing, we strive to gain competences to use and apply what we have learned. Numerous scientists that have studied this problem strive to find new solutions on how to organize modern teaching, their main goal being the development of students’ creative capabilities, making them able to learn independently, through self education. The main idea is that in the teaching


64

process we must put the students to independently investigate, search, analyze, synthesize, and conclude in order to construct their own knowledge (Jukić, 2001). One method that could answer the above requests, called ‘LDL’ method or the method of ‘learning by teaching’ will be analyzed in this paper. Therefore, in the process of education, we deal not only with the learning program and its contents but also with the action of learning. That can be achieved by an adequate approach to the process of education, i.e. by changing the existent models and work methods in the process of education, another topic in our analysis. 2. Innovations in the process of education A well known problem of the traditional way of education that we have tried to solve for years is to avoid the simple acquisition of numerous facts, and the formal mastering of the educational program. The problem also widens by the teachers’ common incompetence and their passiveness toward implementation of new and different work methods, and the final result is the students’ indifference and passiveness. The problem encountered every day by practitioners is that numerous students refuse to learn and fulfill their obligations. From a methodological point of view, the question is how to make some school subjects more interesting and how to encourage the students to consciously study them. Where to start? We must admit that unconsciously we are not doing our best in selecting the teaching personnel. Do unprepared teachers have the consciousness and capacity to improve their work? It is in vain to discuss on improving education until we have a well selected and trained personnel. Sometimes, it seems that the pedagogical literature speaks a lot more about students than about teachers, and that is not negligible. All teaching methods are nothing but simple words on paper if we do not have teachers to adequately implement them. How to motivate students to learn and prepare themselves for a lifelong learning? Having in mind the complexity of the question, we must take into consideration all the intrusive factors (the volume of teaching materials, teachers’ incompetence and lack of inspiration, outdated work methods, etc.). In this paper, we cannot analyze all intrusive factors but, instead, we shall focus on the innovative methods, i.e. the ‘LDL’ method, or the method of ‘learning by teaching’, and we will try to give a small impulse to the innovation of the process in higher education. 3. Method of ‘learning by teaching’ or ‘LDL’ method In a society with increased complexity and vastness, there arise new requirements and the necessity to accomplish modern goals in the higher


65

education, and to accept that it is necessary to make important changes in the way that higher education institutions work. This means to implement a modern way of teaching that implies learning actively and in partnership. Modern teaching also implies the implementation of some new and modern methods of work. One of this methods is ‘learning by teaching’, developed since 1980 and created by the German pedagogue Jean Paul Martin. The method of ‘learning by teaching’ can be characterized as an actively oriented method, where students teach one other with the help of the teacher, i.e. the students prepare a part of the teaching material by themselves, while presenting it to their colleagues, verifying afterwards by means of specific exercises and debating on the information received and acquired. The main idea of the method is to activate as many students as possible, i.e. to transfer on students as many teaching functions as possible. This method can be applied at all school or university level, i.e. university courses. The most important characteristics of this method could be summarized as follows: the students’ team that is responsible for the teaching will establish for the contents to be taught the appropriate working method (frontal, in group, in pairs, etc.). One essential thing is that the role of the teacher is greatly changed, which means that the teacher ceases to be a lecturer and a ‘transmitter of knowledge’, and starts to be a moderator, or, better say, a supervisor that prepares, follows and supports. We must also underline that the primary factor in building a positive socio-emotional climate (that is very important) in the process of teaching and education is teachers’ behavior and their way of influencing the students. Modern pedagogy propagates the democratic way of ruling, considered to be the best way to incite the complete development of students. The efforts to develop competences in order to be able to live in the 21st century in a ‘society of knowledge’ impose the necessity that teachers capacitate themselves for new roles: - Designers of the program and environment where the students live, - Organizers of the pedagogical climate where students’ development is nonviolently encouraged (through cognitive, affective and psychomotor challenges), - Creators of pedagogical – creative situations, - Specialized moderators and mediators of the whole student’s development, - Programmers of the individual progress of each student, - The ones who inspire the students’ curiosity and creativity,


66

- Partners that stimulate an open and equal communication and interaction, - Information’s managers, - Planners of student’s lifelong education, - Models inspiring the qualities to be built in students (critical and creative thinking, knowledge to solve problems, respect of differences, etc.), - Innovators of their own knowledge, habits and experience, - Evaluators of educational effects, - Initiators of changes, etc. (Stojanović, Prtljaga, 2009) Therefore, the role of a teacher who uses this working method is to give the duties with deadlines, to support the students during the preparation of the teaching materials and especially to correct the written exercises. During the student’s presentation, teachers should not intervene, because, first of all, it will influence negatively the student’s motivation, and secondly, the teacher will draw attention to himself, while depriving the student (that is teaching) of the possibility to improve himself and learn how to control a situation in front of his colleagues. The student must regulate the teaching course (in accordance with what he previously agreed with the teacher), eventually to initiate the revision of the material from the previous class, to divide, if necessary, the students in working groups, to give duties, to lead the teaching phases, and to give students homeworks. The teacher’s role, as talking participant, reduces from 80% to 25%, the students have a lot more space for independent formulation and activities, so they work more intensively on the materials. This develops the students’ sense of responsibility toward the results of the teaching process, resulting in a multilateral and necessary confrontation with the teaching content. Forasmuch, the relations between students are, usually, better than their relations with the teacher, the motivation to ask questions should be stronger than during conventional teaching. Forasmuch, the teacher works only as a director, incites the learning of a corresponding social behavior (among other, the students must accept him as a specialist), the capability to work as a team (among other, independent division, to work in groups) and didactic competence. This method is not oriented towards deficits; the teacher does not underline students’ deficiencies, and students do not have to immediately, ‘on demand’, correct them, instead, the resources, i.e. the students’ potential interests are used to produce an essentially motivated work. The students conclude on their own that they lack knowledge and they independently decide how much and in which form they will acquire the information, in order to better understand the general context (Grzega, 2003).


67

Since Pestalozzi, we know that the teacher should not feel responsible only for building the head and the hands, but also for building the heart, therefore Martin, the creator of the ‘LdL’ method, sees as the main assignment, in practice, the intermediation in the development of capabilities. Martin considers (1994) that the man tends to increase his own capabilities, in order to control the different, always new, domains. 4. Conclusion To conclude, we can say that by using the ‘LdL’ method we incite creativity, independence, self-consciousness, as key qualifications (qualification for team work, capability of communication, complex thinking, search and retrieval of information, exploratory behavior, capacity to make a presentation, competence toward projects and Internet, knowledge generation), including the quality of fulfilling the obligations (exactness, reliability, perseverance). There is no doubt that ‘LdL’ method, as any other method, cannot be exclusively used in the teaching process; it should be considered as a complementary method to other methods of education. In the end, it is important to underline that our educational system has to accept without reserve the so called ‘approach oriented on the student’, which undoubtedly contributes to the development of the ‘society of knowledge’. REFERENCES

[1] Djordjević, J., (1986): Inovacije u nastavi, Institut za pedagoška istraživanja, Beograd

[2] Grzega, J., (2003): LdL in universitaren Kursen: Ein hochschuldidktischer Weg zur Vorbereitung auf die Wissensgesellschaft, http://www.ldl.material/berichte/uni/uni.html

[3] Jukić, S., (1997): Učenje učenja u nastavi, Savez pedagoških društava Vojvodine, Novi Sad

[4] Jukić, S., (2001): Nastava u kojoj učenik misli, Viša škola za obrazovanje vaspitača, Vršac

[5] Martin, J. P., (1985): Zum Aufbau didaktischer Teilkompetenzen beim Schüler, Fremdsprachenunterricht auf der lerntheoretischen Basis des informationsverarbeitungsansatzes, Narr Verlag, Tübingen, ISBN 3-87808-435-8. (zugl. Dissertation, Universität Gießen 1985)


68

[6] Martin, J. P., (2001): Lernen durch Lehren - Vorbereitung auf die Wissensgesellschaft, internet-Ms. http://www.ldl.de/material/aufsatz/tuebingen.pdf

[7] Martin, J. P., (2002): Weltverbesserungskompetenz als Lernziel?, Pädagogisches Handeln: Wissenschaft und Praxis im Dialog 6,1: 71-76

[8] Martin, J. P., (2003): Individuell fordern – zu Hochstleistungen fuhren, Internet-Ms. http://home.arcor.de/jean-polmartin/Vortraege/tuebingen.htm

[9] Martin, J. P., (2009): Lernziel Partizipationsfähigkeit und Netzsensibilität, in: Guido Oebel (Hg): LdL – Lernen durch Lehren goes global: Pradigmeenwechsel in der Fremdsprachendidaktik und kulturspezifische Lerntraditionen. ISBN 978-3-8300-4096-5, Verlag Dr. Kovac, Hamburg, (115-127).

[10] Rendić-Miočević, I., (1989): Didaktičke inovacije u nastavi povijesti, Školska knjiga, Zagreb

[11] Stojanović, A, Prtljaga, S.(2009): Promene u stručnom osposobljavanju nastavnika kao doprinos „društvu znannja“ (koautorstvo), Zbornik radova sa meñunarodne naučno-stručne konferencije „Na putu ka dobu Znanja“, Split.

[12] Vilotijevi ć, M., (1999): Didaktika, Zavod za udžbenike i nastavna sredstva; Učiteljski fakultet, Beograd


69

RESEARCH IN TEACHING A FOREIGN LANGUAGE 1

Dr. Aleksandra Gojkov-Raji ć - Faculty for teachers in Belgrade Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC

OF SERBIA Abstract: In this work, we exemplify the possibilities of applying new informational technologies, above all the internet, in teaching a foreign language. This new technology allows students and teachers to organize the teaching according to their own interests and to follow the newest trends and streams. Access to a huge amount of data in various languages offers every individual the possibility to organize a part of the teaching of a foreign language as an independent work, under control and consulting, with the presentation of results in the group, in oral form. The teaching of a foreign language thus acquires a new quality, giving a lot of space to individuality, developing creativity and covering a wide range of tasks. We must underline that these kinds of individual projects improve the students’ motivation to work, thanks to their personal signature and personal link, and to the fact that these are more interesting. Key words: teaching a foreign language, internet, and investigation. The development of informational technology has opened unexpected possibilities for science, and long since has been applied in the teaching process, so that development and dissemination of internet enabled innovations in teaching foreign languages. As internet provides information in almost all domains and themes, in almost all languages, students have the possibility to investigate independently certain domains they are interested about in the language they study. Such an approach is very adequate, because it allows, in an interesting manner for the students, to solve several tasks. Solving the tasks, students learn about some specific domain, completing their knowledge about selected questions, but, at the same time, they are under the influence of culture, traditions, lifestyle and manner of thinking of the nation whose language they learn, they also broaden their horizons and boundaries. This is extremely important for our students as they cannot afford

1 The text represents research results of the project no. 179036 funded by Ministry of Research of the Republic of Serbia.


70

to travel so often and become acquainted to foreign nations in their homelands. In this manner, the task becomes for them a sort of window to the world. Above all, students learn a foreign language, in a manner very close to the immersion method, which implies the learning of a language, ideally, in the milieu, or at least by creating that illusion. This method implies that the foreign language is learned in specific situations and through communication, and that means that other classes in the school are taught in the studied language, so the students are learning it unconsciously, by concentrating on other contents and using it as a a communication tool. As it is very difficult to organize this type of education in our schools, but also in foreign schools, the internet and some projects are very welcomed as tools that can help to realize, at least partially, this kind of approach. We offer as an example the teaching of students at the Academy of vocational studies for teachers education „Mihailo Palov“ in Vrsac, and at the Faculty for teachers in Belgrade, where groups of students have worked on various projects. The goal of the given task was to capacitate the students from the above institutions to individually investigate questions that they find interesting in the foreign literature, in order to widen their knowledge, to have a better image about the educational system and its functioning in the German speaking countries, which enables the parallel analysis with our system, discovery of some ideas that they could use in their own practice, and also the presentation of results in front of their colleagues. Besides this obvious goal, the task had another one, less obvious: discovery, detection, learning and consolidation of new vocabulary, and practice with the interpretation of a text in German language. The students were informed at the beginning about the planned task, and they were asked to think about the theme that they find interesting. The next time, students have presented the results of their thinking, and than, with the help of a dictionary and the teacher’s help, they have looked up the words with which they sought to investigate the internet in order to get the information about the theme that they find interesting. The next step was to individually surf the internet and to download what they thought relevant, i.e. useful. After analyzing and interpreting collected materials, as individually, so with the help of colleagues and teachers, students have concluded, after consulting the teachers, if the collected materials are enough for the planed presentation, or should they make another search. After the preparation, they have presented the data obtained, explained them to the auditorium and answer to eventual questions.


71

Although fulfilling this task, which we could call fulfilling the project, demanded a lot of effort and work, as individually so in cooperation with colleagues and teachers, the students were in majority better motivated to fulfill it, that in the case of regularly teaching, so the results were very good. During this work, the students have, not only considerably enlarged their vocabulary and improve the work with the German text, but fulfilling this task they have exercised a lot of other skills, like searching for information, selection of important one, and the presentation of the obtained results. In this sense, individually investigation can be recommended as a very effective and interesting task in teaching a foreign language. Attached is presented as example one of the fulfilled projects. Example: Theme: Quality in Kindergarten Key words: Kindergarten, Quality, Standards, Quality criteria in Kindergarten, Qualität im Kindergarten

Heute rückt die Frage nach der Qualität in Kindergärten verstärkt ins öffentliche Interesse. Qualität hat jedoch für unterschiedliche Interessensgruppen jeweils eine andere Bedeutung. So steht beispielsweise aus der Sicht des Trägers (Einrichtungen oder Privatpersonen, die für die Finanzierung von kindergärten verantwortlich sind) häufig Kosten-Nutzen-Denken im Vordergrund. Für das Personal in den Einrichtungen sind hingegen Anforderungen an den kindergarten als Arbeitsplatz wichtig. Eltern sind neben dem Wohl ihrer Kinder auch an Rahmenbedingungen wie Öffnungszeiten und Ferienregelungen interessiert. Und aus der Sicht der Kinder ist die Anwesendheit anderer Kinder der wichtigste Punkt.


72

Das Wohlergehen der Kinder wird im Kindergarten durch mehrere Faktoren beeinflusst, deswegen werden diese als Qualitätskriterien genommen. Zu wesentlichen Qualitätskriterien zur Beurteilung eines Kindergartens werden gehören:

1. Gruppengröße Gruppengröße hat direkten Einfluss auf das Sozialverhalten und die Entwicklung der sozialen Kompetenzen der Kinder. Mit wachsender Gruppengröße steigt der Gruppendruck und die Entwicklung von Individualität und Selbstbestimmung nehmen ab. Der Mindeststandard aus Sicht von Experten ist eine Gruppengröße von höchstens 20 Kindern. Bei den Unter-Dreijährigen sollten nicht mehr als 12 Kinder in der Gruppe sein.


73

2. Personal-Kind-Schlüssel Unter Personal-Kind-Schlüssel versteht man die Anzahl anwesender pädagogischer Fachkräfte bzw. Assistenten zur Anzahl der Kinder pro Gruppe. Von dieser Relation hängt es ab, wie gut auf die individuellen Wünsche, Begabungen und Probleme der Kinder eingegangen werden kann. Pädagogischer Mindeststandard ist eine ausgebildete Fachkraft und ein Assistent für jeweils höchstens zehn Kinder. Für die Unter-Dreijährigen sollte das Verhältnis bei einer Fachkraft zu maximal sechs Kinder liegen.

3. Größe der Räume Die Größe der Räume bestimmt, wie viel Freiraum ein Kind für seine individuellen Bedürfnisse beanspruchen kann, aber auch, welche Aktivitäten überhaupt angeboten und durchgeführt werden können. Pro Kind sollten im Gruppenraum mindestens 2,5 m2 zur Verfügung stehen. Für je zwei Gruppen gilt ein Bewegungsraum mit ca. 60m2 als Mindeststandard.


74

4. Raumgestaltung und Ausstattung mit Spiel- und Lernmaterialien Eine stimulierende Ausstattung und unterschiedliche Funktionsbereiche fördern die Entwicklung kognitiver und sozialer Fertigkeiten des Kindes. Gleichzeitig soll sich das Kind meist über mehrere Jahre hinweg im kindergarten wohl fühlen und angemessene Speilanregungen vorfinden. Folgende ausgewählte Bereiche bieten Raum für unterwschiedliche Bedürfnisse: Bau- und Konstruktionsbereich, Familien- und Wohnbereich, Bereich für Zeichnen, Malen und Werken, Platz zum Verkleiden bzw. Musizieren, Kinderbibliothek bzw. Bilderbuchbereich, Bereich für Naturerfahrungen und Experimente sowie Rückzugsbereiche zum Erholen, Entspannen oder Schlafen. In den jeweiligen Bereichen sollte eine Vielzahl an Spiel- und Lernmaterialien unterschiedliche Kompetenzen und Interessen der Kinder anregen.

5. Außengelände Neben einem Bewegungsraum verfügt eine qualitativ hochwetige Einrichtung auch über ein gut ausgestattetes Außengelände. Kinder sollten dort die Möglichkeiten für Sand- und Wasserspiele, zum klettern, Springen, Rutschen und Schaukeln, zum Fahren mit Rollern, Rädern und Autos, Platz zum Ballspielen etc. vorfinden. Die ideale Größe hängt von der Kinderanzahl in der Einrichtung ab, sollte aber wenigstens 500 m2 betragen.


75

6. Öffnungszeiten Die Öffnungszeiten müssen mit den Arbeitszeiten der Eltern vereinbar sein. Viele Einrichtungen bieten Früh- und/oder Spätdienste an, in denen die Kinder in so genannten Sammelgruppen betreut werden. Expert/inn/en empfehlen in diesen Randzeiten eine kontinuierlich anwesende pädagogische Fachkraft sowie einen Personal-Kind-Schlüssel von maximal fünf Kindern pro Pädagoge/Pädagogin.

7. Sicherheit Kinder können Risiken und Gefahren aufgrund ihres Alters und ihres geringen Erfahrungsschatzes noch nicht entsprechend einschätzen. Da niemals alle möglichen Sicherheitsrisiken ausgeschlossen werden können, sollten Maßnahmen für den Umgang mit Notfällen (Feuerlöscher und Fluchtplan, Erste-Hilfe-Kasten, Notrufnummern) gegeben sein und potentiell gefährliche Orte oder Aktivitäten besonders sorgfältig beaufsichtigt werden.


76

8. Positive Interaktionen mit Erwachsenen Kindergartenpädagog/inn/en und Assistent/inn/en begleiten die Kinder meist über mehrere Jahre hinweg. Die Gleichberechtigung aller Kinder unabhängig von ihrer Begabung, Kultur oder Religion sollte dabei als Maxime für die Interaktion zwischen Personal und Kindern gelten. Vorausgesetzt wird ein einfühlsames und wertschätzendes Verhalten des Kindergartenpersonals. Das bedeutet beispielsweise, dass auch aufgebrachte oder wütende Kinder Trost und Unterstützung im Umgang mit ihren Gefühlen erfahren. Körperkontakt und sprachliche Zuwendung sollten den Bedürfnissen und Wünschen der Kinder entsprechen. Viele individuelle Gespräche mit den Kindern vermitteln Interesse an der Lebenswelt des Kindes und fördern die Sprachentwicklung. Bei Konflikten sollten die Kinder aktiv in die Erarbeitung von Bewältigungsstrategien einbezogen werden.

9. Mahlzeiten und Schlafpausen Bei der Gestaltung der Mahlzeiten und Schlaf- bzw. Ruhepausen stehen die individuellen Bedürfnisse und Wünsche der Kinder im Vordergrund. Kinder sollten etwa selbst bestimmen können, wie viel sie essen wollen. Auch während der Ruhephasen sollte die Dauer des Ausruhens den Vorstellungen des Kindes entsprechen. Für Kinder, die nicht einschlafen können oder früher als andere aufwachen, werden ruhige Beschäftigungen wie Bücher lesen oder Puzzle legen angeboten.


77

10. Bildungspartnerschaft mit Eltern Zum Wohlbefinden des Kindes im Kindergarten trägt auch die Beziehung zwischen Eltern und Pädagog/inn/en bei. Regelmäßiger Informationsaustausch zwischen beiden Seiten unterstützt die Entwicklung einer Vertrauensbasis. Von guter Qualität zeugt es, wenn Eltern die Einrichtung bereits vor Aufnahme des Kindes besichtigen können. Häufige Tür- und Angelgespräche beim Bringen und Abholen der Kinder sowie schriftliche Informationen (Anschlagtafel, Elternpost etc.) sind ebenso Zeichen für eine qualitätsvolle Bildungspartnerschaft. Den Eltern sollte außerdem die Möglichkeit geboten werden, im Kindergartenalltag z.B. bei Geburtstagsfeiern oder Spielaktivitäten teilzunehmen.


78

Es gibt auch weitere Kriterien, aber hier wurden nur die wichtigsten erwähnt.

REFERENCES 1. Brenner, G.,(Hgs.,1995),: Die Fundgrube fur den Deusch-Unterricht ab Klasse 5.Berlin 2. Duncker,L., (1994) Projektunterricht als Beitrag zur inneren Schulreform, Langenu-Ulm 3. Gudjons,H.,(1997), Lernen-Denken-Handeln, Lernkognitions und handlungspsychologische Aspekte hur Berlinndung des Projektunterrichts,In: Bastian-Gudjons-Schnack-Speth. 4. Vilotijević,M., (2010) Projektna anstava,Školska knjiga, Beograd Oelkers,J., (1997): Geschichte und Nutzen der Projektmethode,In: Hansel


79

INNOVATIVE POTENTIAL OF THE PROJECT METHOD

IN HIGHER EDUCATION 1

Grozdanka Gojkov - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac and Učiteljski fakultet Beograd, REPUBLIC OF SERBIA

Abstract: In the present text, we introduce the theoretical background and conceptually define the project method according to the theoretical concepts we start the analysis from (emancipator teaching in higher education); the difference between the project teaching and the project method is explained; the outlines of their methodical aspects are also presented; we furthermore try to perceive the range and limits of the project method, as well as what is new in its modern application, i.e. how this kind of application of the project method in higher education can be considered innovative, i.e. which are its innovative potentials. In the end, we present the results of a mini explorative screening of the motives and assessment of the project method’s effects, from the students’ point of view as direct participants and considered, in the methodical sense, the final phase of the method. The results are pointing at: - Students’ motivation to participate in the project method is visibly

expressed and positive; - Among the motives that made students to participate in the project method

the affiliation motive ranks the first (it feels good to work in group); - In assessing the advantages of the project method, students have

considered as very important: learning effectiveness, exploring potential, use of new technologies and independence at work;

- As a deficiency, most frequently ones were considered the difficulty in finding proper literature, insufficient guidance and the disagreements within the group;

- We can conclude that part of the students prove to be insufficiently independent and insufficiently self-organized in learning, fact that indicates the students’ insufficient emancipation in the learning process.

Key words: emancipatory teaching, higher education, innovative potential of the project method.

1 This text was made inside the project no. 179010, financed by the Ministry of Education and Science of the Republic of Serbia (2010-2014).


80

The last decades are characterized by great changes in all spheres of human life. The education surely could not be avoided. The changes in the education, guided by the principles of individual behavior in society, imply that the changes in the participants’ behavior during the teaching process, in general, as well as in the institutions of higher education should facilitate for the students a greater freedom of choice and the freedom to carry out different activities, in order to expect later from them, as individuals, a more pronounced initiative in solving important problems in their personal and social life (Dunñerović, R., 2011). We could say that one of the tendencies of modern society, at global scale, is to influence through social environment the development of the personality, seen by means of its effects. As well, the changes in higher education, in the organization of the study, were directed towards self teaching, and that has raised numerous questions, such as: Does teaching directed toward effects satisfy the needs of modern people, or would better correspond educational models directed towards development?; Is self-teaching sufficient, and to what extent?; Can we accomplish to change the human role in the society with actual teaching methods, or it is necessary to search new ways of teaching, as well as methods to motivate teachers and students to search in a new direction...? Goodjohns, H. (1994) in his reflections about the future of the system of education sees that one of the tendencies of modern society is the inclusion of institutions of education in solving the social problems, and considers that we unsuccessfully ask from them more than they can do. As he estimates the dimensions of the escalation of demands made toward pedagogy (theory and practice), always is the measure of the depoliticization of social problems: politics shifts new problematic situations toward pedagogy. As he appreciates, the educational system will be confronted with quick changes in the society. Torsten Husen (citation: Goodjohns, op.cit.) states the contradictions of the future trends in numerous aspects of changes in the society, and their reflection in the educational system. We separate only the ones that are directly linked to the title that we are studying:

- ‘The second industrial revolution’ supposes not only the basic informatics literacy, but also the upgrade of acquired knowledge, professional redirection, as professional competencies rapidly become obsolete, so learning becomes more important than teaching. To endorse your knowledge means that you must learn how to acquire all actual and necessary knowledge;

- The whole educational system will spread and grow, the duration of education will increase, it will include a growing number of people and general education will be more important, because, today already, we demand from the individual to cover a broad spectrum of unforeseeable assignments, and that requires to develop key skills, like: analytical thinking, team work, independency, self initiative that


81

follows specialization and competence, as well as other personal competences;

- The forms of teaching will considerably change. The media as informational storehouses will change their traditional teaching role, and will become the diagnostician of the teaching process, as it will put at students’ disposal the adequate learning material and will help them with guidance. In this manner, the teacher’s role is changed (teaches, educates, gives grades, advises, innovates) and he becomes a teaching advisor. It will increase learning in smaller groups, information in larger groups, team teaching, and highly individualized teaching. The school of the future will be the school of a ‘learning society’, of a society that has various and miscellaneous needs.

If we analyze these old futuristic visions of Torsten Husen nowadays, it would not be hard to conclude that his vision of the future is already present. We already expect all that was stated from the education, today. Therefore, the institutions of higher education are searching for more adequate forms and categories of teaching, i.e. guiding students towards an efficient self-learning. One of the most often mentioned is the project teaching. First of all, we shall briefly outline its philosophical basics and conceptually define it, in order to define later its didactical and methodical aspects, ranges and limits, from the point of view of its innovative potential, while considering actual expectations from the higher education.

1. The Project method (theoretical basis and conceptual definition) Another retrospection of changes in the higher education will serve as basis for clearer theoretical and other substantiations of project teaching and project method. The changes in higher education are substantiated by the harmonization of the education system with the basic postulates of the transition process and the instauration of a new social and political system in Serbia, which are considered to be directed toward democratization and modernization. The modernization of society determines changes in the educational system, as basis for teaching and education, as projections of tendencies in the society. The changes in higher education are conditioned by some factors, such as: knowledge explosion, explosion of new technologies, new ways of communications...The changes are accepted in segments and are most visible in the selection of new contents, the structuring of teaching plans and curricula, dominated by didactical materials that do not correspond to the new changes in the society, at global level. The problems appear in the selection of new contents, and the result is an enormous accumulation of information, that also arise the question of the


82

conception of teaching curricula according to theoretical basis of didactic materialism, i.e. didactic formalism. There are numerous limits in the transition process of the teaching and education system, about which we know they change slowly, with difficulties. The causes are numerous, and the most important ones are the complexity of the system, in general, and in particular the poor material support which generate others, like the number of students in the group, uncertain work perspectives for students, uncertain education strategy...Therefore, under these social circumstances and this education system we search for ways to give students a stronger independence and emancipation. To this end, we frequently use methods of education already seen on the didactic stage. One of these is the project teaching, or project method, born from the critical theory of the Frankfurt School of philosophy, i.e. the critical philosophy. Its beginnings are linked to the philosophy of pragmatism, which had an important influence on the theory and practice of teaching and education, in that time, but also today, especially in America. The founder of instrumentalism, as a special version of pragmatism, John Dewey, practiced, theoretically and practically, the teaching and education. He is well known for his ideas that thinking is a tool of readaptation, and the ideas are instruments in the adjustment process (Goodjhons, H., 1994). It is not a question on how we shall find the outer world, but on how we shall learn to conquer it, to change it, and to what purpose. The knowledge that come from empiric experience is valuable only when is used as a tool, as an instrument for practical solutions in life. We mentioned the pragmatism of John Dewey, because he has criticized the teaching practiced during his time, which was, as he says, verbalistic and separated from life. He considered that teaching should not be focused on the content but on the student. He pleaded for an education that does not transfer knowledge, but an education where the student alone acquires the knowledge in an active and constructive process. With this theory, he became a predecessor of constructivism in teaching and learning. For the understanding of teaching and learning, he had also the idea that the teaching program had no program, that children should develop through practical activity, that teaching activities should be replaced with work-related game activities, based on children spontaneity and interests...Some of these ideas where harshly criticized and became the reason why this type of teaching has been long time neglected. Later, we shall discuss more about this, but now we shall present some more details regarding the historical dimension of the project method, or the so called ‘project teaching’. It appeared on the didactic scene under the name of ‘project method’, and the name remained as such until today. The founder was V. Kilpatrick, based on the ideas of John Dewey who was his close collaborator. In practice, the project method was used before the World War


83

at Columbia University in New York with the aim to bring school teaching closer to solving problems and acquiring knowledge under practical situations, by means of the scientific methodology of understanding (Vilotijevi ć, M., 2010). This method was used by renouncing to courses and to the oral transmission of knowledge, and by learning through solving concrete problems, and making a project. The Pedagogic encyclopedia (4-264) stipulates that this approach was accepted with great enthusiasm in the teaching process, in the experimental schools of that time, but because of its complexity it was not accepted massively in the original form, but however it greatly influenced the modernization of teaching and education. From the American continent, the method came to Europe. In Russia, it was supported as a method of learning through actions. The Russian philosopher Fedorov, N.F. (Vilotijevi ć, op.cit.) considers that the method helps the unity between theory and practice, and that by projecting we preserve the students’ self-development (Pedagogic encyclopedia, 64-1). Thanks to this method and to other characteristics (work in groups, favoring the group not the individual), the method was widely used in the U.S.S.R. until the ‘30s, when they reached the conclusion that the method did not provide the necessary knowledge for further education but brings only episodic knowledge. The method ceased to be used in these countries but it continued to be used and developed in Belgium, Finland, Germany and other European countries, especially as a result of rational connection between theoretical knowledge and their practical use in solving concrete problems, in cooperative and group students’ activities (Bastian, J./Goodjhons, H. 1990). In the second half of the 20th century, the method was scarcely used, but became active again when on the scene appeared the emancipatory didactic, based on critical philosophy. Theoretical elaboration and further understanding of project method in modern days, especially in the ‘60s and ‘70s of the 20th century when this term was like a magic word, referring to an alternative school pedagogy, make the method actual even today, but with a slightly change in its significance (Dick, L., v.: Freie Arbeit, 1991). It is important to say that its return was preceded by the critical philosophy, and has accompanied the wave of students’ riots in 1968, during the crisis, social motions and students’ protests, when the education was an actual topic in the social debates. An approach to the education reform, trying to avoid the routine structures and to answer to emancipation’s requests, i.e. co-determination, has renewed the interest towards Dewey’s educational philosophy, in order to realize the idea of students’ participation in learning, during the teaching process, by turning towards social and professional practice...In the higher education, we insist on students’ participation, co-determination, research


84

and interdisciplinarity. These demands were answered at Bremen’s university in the project’s studies and project’s orientation of teachers’ training, for teachers from Bielefeld and Berlin, yet traditional teaching forms remain and dominate. Among the authors who have treated the subject of project teaching, D. Lencen (1984) considers that the demands and expectations of this method are too high, without taking into account structural difficulties of the already established teaching and learning systems, inadequate schools’ equipment, to high expectations of the schools… The topic “project method” has entered the American schools in the ‘30s of the 20th century. Responsible of this are John Dewey and Kilpatrick who named this teaching method ‘the project method’, or the method of learning through experience (Vilotijević,M.,opcit.). Their goal was to include the students in the research work. The basic feature, the baseline of the method, remains until today. Other features are: purposefulness, organized process of active learning, learning in groups, independently, following a carefully planned project, acquiring new knowledge through research (Munues and others, following: Vilotijević, M., op.cit.). Karl Frey highlights features as: students find initiative for the project in real life, they mutually agreed upon the way of working, developing the project’s initiative the acquire knowledge, they organize themselves for a better fulfillment of the project, they cooperate and help each other during the process, the debate is the most commonly used feature to exchange opinions... As a result, we can conclude that the ‘project teaching’ or the ‘project method’ (often these terms are considered synonyms, although their use does not fully indicate that) is a project-based teaching method, significantly different from traditional teaching that concentrates on teaching plans and programs, has some clearly defined teaching elements, themes, topics; the frontal work is the dominant form of teaching; the interconnection between courses is weak....On the contrary, in the project teaching method, the students’ activity is dominant, the cooperation between students and teacher is one of the main features in their relation, the problems are taken from the real life; the team work, in cooperation, promotes students’ organizational and communicational skills and involves new learning methods. Some authors point out other main features: in the center of the teaching process is the student who should be helped to develop his creative abilities; the teaching process is not based on object’s logic, but on action’s logic that motivates the students’ individuality; the knowledge acquired by fulfilling the project is universal and has a transferable value (Černilova, N.G., after: Vilotijević,M., op.cit). According to Lencen and Emer (Vilotijević,M., op. cit.), the important goals of project teaching refers to:


85

1.Verification of knowledge: teachers and students involve in their work their own knowledge (professional and scientific) and procedures in the analysis and research for potential solutions; they recognize the complexities when they widespread practice in theory; perceive the boundaries of their own subject; feel the need for communication and cooperation; try to design a learning process and to orient themselves in work. 3.Comprehensive learning: the project’s process should develop all human abilities and powers - moral, sensorial and practical. The importance of these elements should be felt in the learning process and delimitate the scientific from the unscientific.

2.Orientation toward action: as a reaction to the gradual “disappearance of the reality“ and the reduction of possibilities to have social experiences, students should develop action competences that occur as a condition for school activities and living environment. Students should have the possibility to acquire experience. Students should be able to gain experience of knowing and changing, which is a responsible activity in the social and material environment....

4.Democratic shaping: Democratic ways of behavior could be shaped only if learning process and the outlined conditions are democratically shaped. Students’ independent planning and organization are the nucleus of project teaching, which should give students the capacity to plan, self-determination, and responsibility in the learning process and its evaluation.

5.Social reality: Project teaching is based not only on scientific systematics, but also on complex material reality and its problem-oriented fields. Therefore, is necessary to open the schools, to teach outside the classrooms, which is a sign of seriousness of life and practice, of influence on social changes, of understanding of the role and responsibility of science.

From the above mentioned, we can conclude that the project method contributes to the training of students in search of new information, in planning and defining work objectives, in making hypothesis, analyzing, generalization, practical application of knowledge and skills they have in the


86

new situations, in the preparation of materials for the presentation, integration of teaching curricular and non curricular activities, to learn how to solve problems, and within the project method come to expression creative learning strategies such as brainstorming, heuristic learning, problem learning, etc., through self motivation encourage the interests for knowledge related to life, independence in knowledge acquirement, the use of research methods aimed at appropriate outcomes. According to many authors (Emer i Lencen, after: Vilotijevi ć, op.cit), some of the most significant features are the following: thematic orientation toward the environment, self-determination and mutual learning (shared decision-making and cooperative learning), cross-curricular connections and connection between creative, receptive, productive, and affective in learning. One could say from the above mentioned that the project method is focused primarily on the learning that takes place in an environment which fosters self-acquisition of new knowledge from different sources, students learn to use their knowledge to solve theoretical and practical tasks, acquire communicative skills while working in groups, develop research skills and elements of thinking relevant to the research and creative work. And, as main value activated from the archives of the last century, returned to the classrooms and lecture halls, is the belief in its power to contribute to the fostering of democratic values and students’ emancipatory potentials. That would be the main objective to be achieved by using this method today in higher education, the contribution to the development of a democratic society. The socializing character of the method is favoring this, and as it is understood, the development of critical spirit, i.e. critical approach of the social relations, which often does not have abilities for participation and self-determination. These are the goals of modern emancipatory education, and therefore emancipatory didactics (Gojkov, G., 2006). The initiative, independence and cooperation in the project are the basic elements of today’s promotion of project method in higher education, because they are considered appropriate for democratic activities, which are differentiating today’s method from the initial concept of project teaching, or method, in the sense that it is not necessary to apply it in the didactic concept in which was born, but with which is still connected.

2. Methodic of project teaching The coming back of the project method on the didactic scene is not going so easy, as it could be presumed based on its previously presented advantages, because it is accompanied, as it was in the making and the duration of the previous wave accompanied by negative criticism, i.e. the highlight of the shortcomings of this method, and today it is already considered that has given all it could give, and is considered a value that should have limits, because it


87

does not have the magical power that was considered to have in the beginnings, and as Oelkers says (according to Vilotijevic, M., op), it does not guarantee complete success, and as a teaching project is way more demanding than the frontal teaching, as for teachers, so for students, whereby it is not certain that with increased efforts better effects could be achieved. We sort out some other important criticisms:

- Methodology of project teaching is not considered significantly different, because it uses methods that occur in other teaching concepts (work orientation, experiential teaching, discovering teaching, discovery learning, teaching in blocks, social learning, open teaching, exemplary, experiential, practical learning, orientation toward action (Emer and Lencen, after Vilotijevic, M., op), which does not deny the value of the project teaching, but it points to the fact that this type of teaching, or methods, developed in the movement of a new school that had many concepts with essentially same goal, and their methodological elaboration was very similar. Some of the mentioned, as for example orientation toward action, were the main principles of teaching, and as such, were valid for teaching in general, because they are related to self-activity and social competence. What is important here to emphasize is the fact that the aforementioned aspects, as well as project teaching, were understood as a principle, and thus they conceived the entire teaching organization and oriented the teaching in that direction, as in the above mentioned, aimed at social reality, at the product and information, without paramount grade motivation, with the use value effects of work, because the obtained product has an use value not only for group members, but also for the environment, and this is the main motivator...;

- The project transfer the didactic responsibility on students, for whom this is a great burden, and there are difficulties in the selection of facts and information that are not uniform even when they are talking about the same situations and events, and consequently different interpretations appear;

- Lack of course-didactic filter, without manuals that facilitates the orientation and learning in general, as the transfer of science, rise the question how to get to the facts, how to show the research findings, without deviating from the truth;

- In addition to the opinion that the project teaching can be used as a supplement to other forms of teaching, many believe that it disrupts the normal work. This understanding depends on how we approach the organization of teaching in general, and those who see it as a supplement tend to engage this method in the usual conception of teaching (course-hour system), and contrary to this, it should be understood as an alternative form that comes with the radical reform


88

of school system, exceeds the limits of the mentioned course system, and fits in the interrogative form of teaching; we believe that its potential has not been used enough to initiate the internal and external pedagogical reform. Such opposing views are still current, and dominate the ones like the views of Lencena and Emera, that consider that this teaching is still mired in comparison with traditional forms of teaching, although it is partially part of them.

If after the previous attempt to summarize, the conclusion remains that the debates over the recurrence on the didactic scene of project teaching are not yet finished, and that it has not realized the expectation to be a "comprehensive perspective of school and teaching changes" (Bastian and Scnansk, after Vilotijevic, cit). Today, the interest for this method, or type of work (depending on whether it is observed from the perspective of an integrative approach, whether included in the existing classical conception of teaching through courses; the second is the reason to consider the two terms synonyms) is still small (Bastian, 1990). Theoretically and practically this issue is on the side, partly because it has already been seen, and in the European context does not fit in the accepted teaching concepts, therefore, radical alternatives such as integrative teaching, without clearly defined curriculum, i.e. teaching programs, the concept of open schools, etc., are not accepted. Still, the project teaching is seen as the antipode of course teaching. Occurred in different times, the first one in ancient times, focused on teaching and systematic learning, and the second in the beginning of the 20th century, focused on practical problems from the environment, both are trying to find their place in time and space, i.e. today, which, as seen in the previous review, creates tensions, and above all, the impression remains that none of them meets the requirements of our time, and as they are currently understood by many in this area, they are accepted as a supplement.

In this paper, we have opted for the term ‘project method’, considering that is not synonymous with the notion of ‘problem teaching’, as it is usually considered. The project teaching has grown during the pedagogical movement of the new school, at the beginning of last century, on American soil, and spreading to these regions, did not find enough supporters to establish itself in its original form, but with enough changes it is acceptable, especially in higher education. The current reform movements put their hopes in the innovative value of project teaching, and it is considered that this is a new opportunity for its strengthening and development. We are not sure of this because of the open school concept on which it is based, although in the current reform they insist exactly on the integrative teaching. But we believe in the importance of the project method, because of the numerous, already mentioned elements, i.e. characteristics of this method, that are conducive to achieving the goals of emancipatory education, therefore, autonomy, self-determination, etc.


89

In the table presented below, we can clearly see the steps of its didactical and methodical structure.1 The phases of teaching activity

Teacher’s activity Students’ activity

1. The selection and elaboration of project’s assignment 1.1. Theme selection The teacher proposes

the themes together with students.

Students are debating and together with the teacher are selecting the theme.

1.2. The division of the theme in subthemes

The teacher proposes the subthemes and asks students to make a selection. Teacher and students are debating about subthemes.

Each student selects a subtheme, or proposes a new one; students are debating and proposing alternative subthemes.

1.3. The forming of creative subgroups

The teacher organizes students in groups according to selected subthemes.

Students are dividing among themselves the roles for a more successful fulfillment of the received (selected) assignment.

1.4. The preparation of materials for the research: made by...

If the project is voluminous, the teacher.

The students accept the obligations in the fulfillment of the assignment.

1.5. Determination of the form...

The teacher participates in the debate.

The students in groups, than in the department, debates about the forms in which they should present the results of the research activity: video, album, rapport, table...

2.Elaboration of the project

The teacher directs the students’ work and encourages their activity.

The students research according to previously established questions.

3.Assortment of the results

The teacher directs students how to sort out the results.

The students, first in groups, than in the department are sorting the results according to accepted rules.

1 For more methodical instructions see: Vilotijević, M., (2010), Projectna nastava, Školska knjiga, Beograd


90

4.Presentation The teacher organizes the professional evaluation (calls specialists, parents...) to evaluate the work reported by students.

The students are reporting about the results of their work.

5.Assessment and evaluation

The teacher evaluates the pedagogical effects of the work.

The students evaluate the whole process, their own role and their contribution.

Working with students, we have somehow corrected this didactical and methodical structure, considering that in this way it can be better used to achieve the objectives of teaching at the university level, i.e. the courses where it was applied (Didactics and Methodology of pedagogical research-students of the Faculty of Education - Teaching department in Vrsac). We did this in accordance with the belief that students, especially in the third year when they study methodology, are ready to apply the procedures which require less assistance from the teachers, therefore greater autonomy. Used methodological procedures clearly indicates that here we talk about the project method, which is consistent with our didactic concept, the courses teaching system in which the project method fits well as a method that contributes to breaking the monotony, to a greater activation of students, encouraging motivation, developing self-confidence, encouraging the development of thinking activities that are included in the research activities, so it accomplishes the emancipatory function in students’ teaching, and thus puts itself among the methods that have considerable innovative potential. We should emphasize that the innovative value of the project method in this form of its application is reflected in the corrected scheme of the methodological procedures, in the greater students’ autonomy and the application, not on the contents that are representing the problems identified in the environment, neither on the search for solutions of these problem situations, which is otherwise the essential feature of the project teaching, that expands further over the integrative approaches, and steps further in another philosophy of education (pragmatism... as mentioned above). Here, the intention was to use the project method to acquire knowledge within the regular teaching plan, and the methodological steps are relating to the following:

- Choice of topics is left to the students, but it is bounded by the educational contents that are partially processed, therefore, during the lectures are given the basic outlines; the project was supposed to deepen them; the same purpose has the literature from manuals and courses;

- The topic is selected by the team of students gathered according to their interest; i.e. formed during the topic selection; students work independently in this stage;


91

- The students are tracing sources; - Consultations with the teacher are relate to examination of sources,

literature and the width of the issues, i.e. the team debates about theses that are issues for research;

- Independent work of students’ groups, i.e. the division within the team by issues, sub theses within the project;

- Consultation with the teacher about any doubts or need to supplement the literature;

- Presentation and panel discussion; - Teachers’ evaluation – the grade represents the number of points that

are included in the pre-exam commitments, but are validated separately, and influence the grades values.1

- Verification of the effects made by students. After the previous, we shall give an overview of the attempts to review the students’ opinions about the effects of the applied type of the project method, in order to conclude about its innovative potentials in higher education. 3. Problem and methodology In the analyzed research, we have searched for an answer to the question: what do students think of the innovative potentials of the project method, in order to, as aforesaid, conclude on the scope and limitations of this teaching method in higher education. So the problem was: what students think are the advantages and disadvantages of the project method, with a particular emphasis on the motivational values, as it is expected that the innovative potentials of this method were identified by the students, and that is one of the important aspects, which is easily visible and which is the didactic concept, in this case (the teaching system with courses) represented, and within it was made the attempt to innovate the project approach to learning, motivational. Namely, it is expected that the exploratory approach to learning will have a higher motivational value. The goal and the assignments were, therefore, to determine the opinion of students' participating in the project activities, about the advantages and disadvantages of this method, as well as to ascertain the answer to the question: what motivated them to engage in these activities. And the supposition is that in these exploratory activities of the project method, students accomplish themselves, and their evaluations of this method should be positive, and their motivation intrinsic. The research had an exploratory character, and included 48 students of the 2nd and 3rd year of the Teacher Education Faculty in Belgrade - Teaching department in Vrsac. The themes of the projects were selected from the teaching contents (Didactics and Methodology of pedagogical research), with the exception of

1 In the part of poster presentation are given examples of the projects.


92

the project: Significant pedagogical figures from Vrsac, which was partially dislocated from that context. It is, therefore, a convenience sample. The commitment to engage in activities under this method was free and included about 45% of the total number of students. The motivation was expressed in the form of special points, which influenced the grade level, therefore well done projects could bring group members, who have successfully fulfilled all the other pre-exam commitments and passed the exam conferences and obligations, higher grades. Since this is the first attempt to apply this teaching method, as an independent variable, predictor is taken: year of study which can significantly affect the orientation in exploratory activities, especially as students from the third year already learn in the course, from which were taken the contents of these projects, the methodological procedures that are implicit within the project method, and this can facilitate their work, and thus increase their motivation, according to the famous maxim "grow best success," we would say starts the best. The independent variable is the choice of topic, i.e. mentioned partial dislocation of the subject matter which is specified in the courses content, therefore, to some extent required and directly related to the exams’ content, was expanded and partially outstands the frames of the project method defined in this paper, therefore inclines towards the project teaching, although not until the end, it is not beyond the Didactics’ content, which are studied, neither is quite directly related, represents also a predictor variable, because it could affect the motivational effects. The participation or non-participation in the project’s work is independent. And students’ grades depend on the effects. For the duration of the project, the monitoring and evaluation of the effects were expanded over the assessment of students who were not directly involved in the projects, but had only discussed it, in order to comprehend the effects from their perspective. The examination was made by means of a questionnaire and all students answered it anonymously (see the attachment).

4. Findings and interpretations In the presentation of the findings, we would start with the descriptive statistics’ data related to the examinees involved in the project’s development. The data indicates the presence of pronounced (80.8%) "team work" during the project. Also, we noted in the majority (80.8%) the absence of "helping colleagues in the group," which suggests that at the base of this motivation underlies the affiliative need, rather than altruistic, which could be most easily interpreted as a characteristic of age. In the chart, there can also be seen the other data, of which deserves the attention the "self-realization" and "interesting mode of work". One might already conclude that the motivation is positively oriented and gives good recommendations to the use


93

of project method in higher education, and that are clearly marked its significant advantages, and disadvantages.

Chart no. 1.1 Percentage of examinees who have shown the presence of a motivation to work in project In the chart no. 2.1 we can see that, for example, the majority of examinees (77.1%) have mentioned the more effective learning as an advantage of the project method. Other mentioned significant advantages of the project method are "research work", "independence in work" and the use of new technologies. And we agree that all presented above rarely is present, if present at all, in the classical teaching, i.e. within the method of academic presentation, which is also another "recommendation" for the use of project method in higher education. Chart no. 2.1


94

When looking at the difficulties encountered during the project work, or gaps, one can see that the majority of respondents pointed out "the difficulties in finding the literature" as a disadvantage, which is not a method’s lack, but the lack of library equipment, or lack of familiarity of students in search of the literature, unfamiliarity with this type of work, the search for literature, research work, etc. The latter is confirmed by the lack of emphasis on such "little guidance for the work." In the latter we could perhaps mention that we expected the independence of students and a sufficient degree of self-organization in learning, so the instructions maybe were insufficient. Habituation, i.e. more frequent use of the method could neutralize this problem. It is interesting that has appeared in a significant number of students involved in the project the "disagreement in the group" as a lack of this method. One could say that the students have estimated their incapacity to work in group as a method’s lack.

Chart no. 3.1 Percentage of examinees who have mentioned certain disadvantages of the project method And the students who have not participated in the work on projects but have only been present, and perhaps debated during the presentations, state as motive for non participation: lack of free time or self uncertainty. Also, we cannot neglect the number of the students who did not participate, because for them this is not a pre-exam obligation.


95

5. The motivation to work on the project and contents except the regular programs Differences between groups of examinees who had courses within the regular program, and those who had not, in terms of motivation for the work on the project have been examined using the canonical discriminatory analysis, the method of "stepwise". From Chart no. 5.1 we see that from the number of variables related to the motivation to work on the project, only one entered in the analysis. It is the competitiveness variable. Other variables were removed from the analysis because they did not make an important contribution to distinguish between groups. Chart no. 5.1 Introduced/removed variables in/from the analysis

Wilks’ lambda The exact F

Step

The variable Introduced in the analysis Statistics df1 df2 df3 Statistics df1 df2 p

1 Competitiveness (motive to work on the project)

.657 1 1 24.000 12.554 1 24.000 .002


96

Chart no. 5.2 Eigen values of the discriminatory functions

Function Eigen value

Canonic correlation

1 .523 .586

In chart no. 5.2, we can see that in the analysis there was separated only one canonical discriminatory function. Also, we can note that the correlation between competitiveness and content beyond the regular program is of medium size, i.e. that there are moderate differences between respondents who had courses within the regular program, and those who hadn’t, in terms of competitiveness. Chart no. 5.3 Importance of discriminatory functions

Function Wilks’ lambda

Hi-quadrant df p

1 .657 9.887 1 .002

From Chart no. 5.3, we see that the function separated through analysis is statistically important. And besides, it seems that there is room to the conclusion that the project method can be used as a method, therefore, as it is being used, because the motives for affiliation and satisfaction with the work were outside the subject matter, and we could say, haven’t derived from the theme’s selection. And from the matrix of the structure, it was observed that the correlation between competitiveness as motive, and discriminatory function, is positive. With that in mind, as well as the data in Chart no. 5.2, we can say that among the respondents who had courses outside the regular program, the competitive ones were more numerous. 6. Advantages of the project method and contents outside the regular program Differences between the groups of examinees who had courses within the regular program, and the ones who had not, from the point of view of the advantages of project method, have been analyzed using the canonical discriminatory analysis, the method „stepwise“. In Chart no. 6.1, we see that from the number of variables related to the benefits of the project


97

method, only one entered in the analysis. It is the variable called research work. Other variables have been removed from the analysis because they didn’t give a significant contribution to distinguishing between groups. Chart no. 6.1 Included/excluded variables in/from the analysis


Step

Variable included in the analysis

Statistics df1 df2 df3 Statistics df1 df2 p

1 Research work (project method’s advantage)

.893 1 1 46.000 5.537 1 46.000 .023

Chart no. 6.2 Eigen values of discriminatory functions

Function Eigen value Canonical correlation

1 .120 .328

From Chart no. 6.2, we see that in the analysis, we have separated only one canonical discriminatory function. It also notes that the correlation between research work, as an advantage of the project method, and the contents outside the regular programs, is low, i.e. there are small differences between respondents who had courses in the regular program and those who didn’t, in terms of research work as an advantage of the project method. Chart no. 6.3 Importance of discriminatory function


Hi-quadrant df p

1 .893 5.171 1 .023 In Chart no. 6.3, we can see that the separated function using the analysis is statistically important. Chart no. 6.4 Structure’s matrix


98

Function Advantages of the project method 1

Research work (project method’s advantage)

1.000

Research work (project method’s advantage)a

.407

Independence in work (project method’s advantage)a

.279

More efficient learning (project method’s advantage)a

-.267

Use of new technologies (project method’s advantage)a

.149

From Chart no. 6.4, we see that the correlation between the research work, as an advantage of the project method, and the discriminatory function, is positive. With that in mind, as well as the data in Chart no. 6.2, we can say that among respondents who had courses outside the regular program, there are more of those who cited research work as an advantage of the project method, which suggests the conclusion that the choice of topic allowed a stronger manifestation of explorative dimensions of the cognitive style, or even that these students have enjoyed more the research, and have highlighted that as an advantage of the project method. This should certainly be verified in a future research. 7. Project method’s disadvantages and contents outside the regular program Differences between groups of subjects who had courses in the regular program and those who did not, in terms of deficiencies of the project method, were tested using the canonic discriminatory analysis, the method "stepwise". From Chart no. 7.1, we see that none of the variables that are related to the deficiencies of the project method wasn’t included in the analysis because none met the criteria for entry (p(F) ≤ 0.05). In other words, there are no statistically significant differences between those who have had courses in the regular program and those who didn’t, in terms of project method's deficiencies. It could be said that the deficiencies were evaluated by the ones who were direct participants, as well as those who were indirect participants in discussions, etc. Chart no. 7.1 Variables excluded from the analysis


99

Step

Importance of the F for the entry

Wilks’ lambda

Difficulties in the data retrieval (project method’s disadvantage)

.230 .969

Possible differences within the group (project method’s disadvantage)

.291 .976

Insufficient directions on how to work (project method’s disadvantage)

.188 .963

Discrepancies in the literature (project method’s disadvantage)

.361 .982

0

There are no insufficiencies (project method’s disadvantage)

.745 .998

8. Project method’s advantages and participation in the project Differences between the groups of examinees who have participated in the project and the ones who haven’t, in terms of project method's advantages were examined by canonical discriminatory analysis, using the method "stepwise". From Chart no. 8.1, we see that the analysis performed in two steps, whereby in the last step, in the model were present two advantages of the project method: research work and use of new technologies. Other variables have been removed from the analysis because they did not give any significant contribution in order to differentiate the groups. As a conclusion, we could emphasize the observation that the research and use of new technologies were significant motivation tools in the implementation of project method, in this case.

Chart no. 8.1 Introduced/removed variables in/from the analysis


Step

Variable introduced in the analysis Statistics df1 df2 df3 Statistics df1 df2 p

1 Research (advantage of the project method)

.647 1 1 46.0 25.132 1 46.0 0

2 Use of new technologies (advantage of the project method)

.386 2 1 46.0 35.864 2 45.0 0


100

Chart no. 8.2 Eigen values of discriminatory functions


Canonical correlation

1 1.594 .784 From Chart no. 8.2, we see that in the analysis was separated only one canonical discriminatory function. Also note the high correlation between research work and the use of new technologies on the one hand, and participation in the project on the other hand, i.e. that there are significant differences between those who participated and those who did not participate in the project, as to whether they have cited these two advantages of the project method. Chart no. 8.3 Importance of discriminatory function


Hi-quadrant df p

1 .386 42.893 2 .000 In Chart no. 8.3, we can see that the function that was separated through the analysis is statistically important. Chart no. 8.4 Structure’s matrix

Function Project method’s advantages 1

Research work (project method’s advantage)

.585

Use of new technologies (project method’s advantage)

.555

Independence in work (project method’s advantage)

-.124

Work in group (project method’s advantage)

-.086

More efficient learning (project method’s advantage)

.024

In Chart no. 8.4, we can see that the discriminatory function is defined by the positive connection with the research work and use of new technologies. Chart no. 8.5 Group averages of discriminatory function


101

In Chart no. 8.5, we can see that discriminatory function is more pronounced in the groups who have participated in the project. Therefore, in the groups which have participated in the project, are more numerous the ones who consider that research work and use of new technologies are advantages of the project method, than in the groups which haven’t participated in the project.

9. Disadvantages of the project method and the participation in the project Differences between groups of respondents who have participated and the ones who have not, considering the disadvantages of the project method have been analyzed using the canonical discriminatory analysis, the method „stepwise“. In Chart no. 9.1, we can see that the analysis was made in two steps, but in the second step we have found in the model two project method’s deficiencies: difficult data retrieval and discrepancies in the literature. Other variables were removed from the analysis because they did not make an important contribution to distinguish between groups. Why is this so, it is not difficult to conclude, because it is understood that participants in the project have felt more difficulties and disorientation in situations of confusion in the theories, in the ways of finding relevant information sources etc.; they have more clearly understood the inadequacy of their own self-organization in the study, and ignorance of the procedures in the analysis of discrepancies in the literature, in the search for relevant sources, etc., and thus they have more clearly expressed their awareness of their insufficient capacity to study independently. Chart no. 9.1 Introduced/removed variables in/from the analysis

Wilks’ lambda Exact F

Step

Variable introduced in the analysis

Statistics

df1

df2 df3

Statistics

df1 df2 p

1 Difficult data retrieval (project method’s disadvantage)

.818 1 1 46.00

10.232

1 46.00

.002

Function Participation in the project 1 no -1.344 yes 1.137


102

2 Discrepancies in literature (project method’s disadvantage)

.661 2 1 46.00

11.516

2 45.00

.000

Chart no. 9.2 Eigen values discriminatory functions



1 .512 .582

In Chart no. 9.2, we can see that in the analysis was separated only one canonical discriminatory function. We can also see that the correlation between difficult data retrieval and discrepancies in literature on the one hand, and participation in the project on the other hand, is average, i.e. there are average differences between the ones who have participated and the ones who didn’t participated in the project, as to whether they have cited or not the to deficiencies of the project method. Chart no. 9.3 Importance of discriminatory function


Hi-quadrant df p

1 .661 18.599 2 .000

In Chart no. 9.3, we can see that the separated function through analysis, is statistically important. Chart no. 9.4 Structure’s matrix

Function Project method’s disadvantages 1

Difficult data retrieval (project method’s disadvantage)

.659

Discrepancies in literature (project method’s disadvantage)

.631

Possible disagreement in the group literature (project method’s disadvantage)

.479

Discrepancies in literature (project method’s disadvantage)

-.379

Insufficient directions on how to work (project method’s disadvantage)

-.118


103

In Chart no. 9.4, we can see that discriminatory function is defined by the positive connection with the difficulties in the data retrieval and with the discrepancies in the literature. Chart no. 9.5 Group averages of discriminatory function

Function Participation in the project 1 no -.761 yes .644

In Chart no. 9.5, we can see that discriminatory function is more pronounced with the ones who have participated in the project. This means that in the group of the students who have participated in the project, there are more numerous the ones who consider that the disadvantages of the project method are difficult data retrieval and discrepancies in literature, and that’s normal, because they felt what those difficulties mean, when they encountered them in the work process.

10. Project method’s disadvantages and the year of study Differences between students from the second and third years of study, concerning project method’s disadvantages, were analyzed using the canonical discriminatory analysis, method „stepwise“. In Chart no. 10.1, we can see that the analysis was made in one step, being used only the variable: possible disagreement within the group. All other variables were removed from the analysis, because they did not significantly contribute to distinguish the groups.

Chart no. 10.1 Introduced/removed variables in/from the analysis

Wilks’ lambda Exact F

Step

Variable introduced in the analysis Statistics df1 df2 df3 Statistics df1 df2 p

1 Possible disa-greement within the group (project method’s disadvantage)

.841 1 1 46.000 8.671 1 46.000 .005

Chart no. 10.2 Eigen values of the discriminatory functions


104



1 .188 .398

In Chart no. 10.2, we can see that in the analysis was separated only one canonical discriminatory function. We also can see the correlation between this function and the year of study, i.e. there are average differences between students from the second and the students from the third year of study, when using this function. Chart no. 10.3 Importance of discriminatory function


Hi-quadrant df p

1 .841 7.857 1 .005 In Chart no. 10.3, we can see that the function separated using the analysis is important. Chart no. 10.4 Structure’s matrix

Function

1 Possible disagreement within the group (project method’s disadvantage)

1.000

Difficult data retrieval (project method’s disadvantage)

.411

Absence of disadvantages (project method’s disadvantage)

-.280

Discrepancies in the literature (project method’s disadvantage)

.270

Insufficient direction for the work (project method’s disadvantage)

-.073

In Chart no. 10.4, we can see that the discriminatory function is defined by the positive connection with the possible disagreement within the group. Chart no. 10.5 Group averages of discriminatory function

Function Year of study 1 2nd -.287 3rd .630


105

In Chart no. 12.5, we can see that the discriminatory function is more prominent in the third year students. Given that discriminatory function is defined by the possibility of disagreement in the group, which is a disadvantage of the project method, we can say that among third-year students there are more of those who think that the possibility of disagreement in the group is a project method’s disadvantage (although this difference was moderately expressed). And, this could be rather considered as a deficiency of individuals who formed the group, than as project method’s disadvantage. 11. Conclusion It seems that the previous findings and short interpretations support very well the theoretical stances presented in the first part of this text and confirm these advantages and disadvantages of project method. We could say that self-organized learning in the case of surveyed students do not yet operate in the expected extent, but it is encouraging the fact that they accept well the use of modern technologies in the process of self-learning and in the research processes, as well as they show positive reactions toward the project method embedded within the classical teaching system. The students have positive appreciations regarding this method of teaching, the motivation to be involved in projects is positive, and even the students who have not participated directly have expressed positive appreciations about its value. Knowledge acquisition using the project method is considered interesting and more effective than through traditional academic presentations. The impression is that, a major obstacle from students’ perspective is the insufficient education, or so to say, their unfamiliarity to search for literature, information sources, and this suggests that the following applications will be more efficient. We could say in the end that the basic assumption was confirmed, since the findings suggest that the students’ motivation is mostly intrinsic, they are motivated by the research work, the independence, but we can say that there are also competitive and affiliative motivations. From the findings it could also be concluded that one of the tendencies of modern society on a global scale (to influence through social environment the development of personality, which is seen through the effects), designed to promote the organization of study directed towards independent study, still is insufficiently noticeable. And, this indicates that the models of learning were probably more focused on development than on the effects and self-organized learning, and that it is necessary to seek new ways of learning, as well as new ways to motivate teachers and students to search in this direction...


106

REFERENCES:

- Bastian,J./Gudjons, H (Hg.), (1990), Das Projectbuch II, Hamburg - Blanckertz, H., (1969), Durch furung von Unterricht, Weincheim. - Dick, L., v.: Freie Arbeit, (1991), Offner Unterricht,

Projectunterricht, Handelnder Unterricht, Praktisches Lernen, In: DADAGOGIK H . 6- 1991

- Dunñerović, R., i dr.,(2011), Upravljanje kvalitetom nastave, Fil. fak. Univerziteta u Istočnom Sarajevu,

- Gojkov,G., (2006), Didaktika i postmoderna, VŠV, Vršac - Guñons,H.(1994), Pedagogija, Eduka, Zagreb - Lencen, D.,(Hg.) (1984), Enzykladie Erzichungswissenschaft, Bd. 2.

Stuttgart, - Pedagoška enciklopedija 2,(1989), Zavod za izdavanje udžebenika i

nastavna sredstva i dr., Beograd - Vilotijevi ć,M., (2010), Projectna nastava, Školska knjiga, Beograd

Attachment no.1

UMIE 1 QUESTIONNAIRE ABOUT THE MOTIVES AND EFFECTS OF THE PARTICIPATION IN THE PROJECT METHOD In an effort to innovate the higher education, the College of Professional Studies and Teacher’s Education Mihailo Palov in Vrsac, and the Educational Department of the Faculty of Education in Belgrade from Vrsac, have realized the project entitled ‘The quality in education, higher educational institutions and universities with the use of innovative methods and new laboratories’. The mentioned project is carried out in cooperation with partners from Romania, ‘Ioan Slavici’ University of Timisoara as part of the IPA program. In order to summarize the findings on the effects of this effort, please give a short answer to these questions: 1. What motivated you to work on this project? Chose the most important 5 motives and rank them so that 1 is the lowest value and 5 the highest: 2. What do you consider as an advantage of this method? 3. Which are the disadvantages of this teaching method?

The questionnaire is anonymous, thank you!


107

SELF-REGULATED LEARNING STRATEGIES IN HIGHER EDUCATION – STRIVING FOR EXCELLENCE 1

Olivera Gajic - University of Novi Sad, Faculty of Philosophy, Department

of Pedagogy, Novi Sad, REPUBLIC OF SERBIA

Abstract: The paper starts from the statement that the researches of the cognitive development and meta-cognitive phenomena often result in different (non)-coherent determinations. It has been pointed out to some possibilities for developing the more general self-regulated learning strategies applicable in different situations with the possibility of transfer: a critical reading as a process of the information evaluation, as well as the elaboration of the cognitive schemes as an attractive communication of students with the contents they acquire. There has been given an overview of some models of the cognitive maps elaboration. Keywords: (Meta) cognitive strategies, self-regulated learning, critical reading, cognitive schemes, evaluation, knowledge 1. INTRODUCTION

The improvement of learning approaches implies a development of

more general learning strategies, and a problem-resolution approach, which could be applicable in a larger number of situations and contents, with greater possibility to transfer. Under the influence of the cognitive-constructivist learning vision, the latest researches on the strategic learning (some authors use this term, according to: Simpson and Nist, 2000) and teaching strategies more and more point out the active role of pupils and students in the learning process. Besides, the researchers have agreed, independently of different theoretical starting points and approaches, that the strategies must unite basic cognitive and metacognitive processes, which are necessary for pupils and students to understand significance and a sense of learning. Further in the paper there are pointed out some possibilities for developing more general learning strategies applicable in different situations with the possibility to transfer.

1 The paper has originated a result of the scientific research within the Project “Quality of the Educational System in Serbia in the European perspective” No. 179010 (2011-2014) supported by the Ministry of Science and Education of the Republic of Serbia.


108

2. CRITICAL READING AS AN INFORMATION EVALUATION PROCESS Reasoning, as an unavoidable component in determining the notion of

meta-cognition and self-directed learning, cannot be imagined without perceiving a broader framework of this phenomenon, and that is the critical thinking. Already at a glance into the relevant literature, it has been noticed that this is a very complex phenomenon that may be defined and studied in different ways and with different aim. One of the first manifestations of such complexity of the nature and origin of critical thinking is a number of terms trying to define its essence and components covered by it. Some authors think that the critical thinking is an ability to check the hypotheses, and as such it is a constituent part of the creative thinking. According to some others, there is no problem-resolution without critical thinking; according to the third ones, it precedes every research work, etc. One of theoreticians who tried to systematically think over and explore this phenomenon among the first, Gleser (Gleser, E.M., according to Despotović, 1997) thinks that the ability of critical thinking contains three components: 1) an attitude directing the problems to be considered cleverly, 2) knowledge of the logical questioning and reasoning methods 3) skills in applying those methods. Critical thinking means a continuous effort in examining beliefs or presumptions of different forms of knowledge in order to clarify proofs and confirm conclusions. Critical thinking also requires an ability to recognize the problem, gather important information, recognize relevant inadequate facts, values, and presumptions, correctly interpret facts, assess proofs and evaluate arguments, reveal logical relations between propositions, and test the authenticity of the drawn conclusions. N. Potkonjak (1988) defines critical thinking as a logical-cognitive-valuable direction of thinking toward the case (problem) and bringing one’s own opinion (solution) about the case. The team of authors ( Z. Krnjajić, D. Pavlović-Babić, R. Gošović, D. Plut, J. Pešić, J. Stepanović, I.Lazarević, D. Antić, D. Petrović, 2001) gathered in the project ‘The Culture of Critical Thinking’ sees the structure of abilities as a three-dimensional model; A dimension of constituent elements is made of basic precondition of any thinking, including critical thinking: noticing and understanding relations, deriving and creating judgments, proving and refuting, differentiating the nature of cognitive categories. The second dimension consists of distinctive characteristics of critical thinking: evaluation-ability, sensitivity for context and metacognition. The third dimension consists of manifestations of critical thinking or critical thinking in a narrower sense: critical reception – reading and listening, critical production, knowledge construction, problem-resolution, and decision-making.


109

Since the development and support of the critical thinking within the instruction also implies active and critical relation towards knowledge and information, in addition to the development of some basic skills of thinking, learning and adopting different strategies of the intellectual work, and supporting active and sensible learning, it means that the essence of the critical reception consists of the assessment of the information authenticity, actually operating with arguments on one side, and differentiating the nature of particular developmental categories, on the other side (Krnjajić, 2001). M. Despotović understands critical thinking as ‘a process and an attempt of integration of contents and information into the existing structure of knowledge and experience or into the process of disintegration and simultaneous transformation of the existing structure of knowledge and experience, on the whole or just partially, under the influence of new information and contents’ (Despotović, 1997, 173). The author believes that the critical thinking is, more than all the others, an ability based on knowledge. In addition, it is not only the ability of trsting and assessments, as it is often stressed, but it is primarily an ability of getting to know and learning. If critical thinking is based on knowledge, than learning, actually the knowledge construction is found in the base of its development. However, the very knowledge possession is not a sufficient condition of critical thinking. It is necessary to integrate a new content into a complete structure of knowledge and experience or to transform the existing structure of knowledge and experience into a new complete and coherent structure under the influence of new information and contents. The mentioned determinantions of critical thinking point to the conclusion that critical thinking is always a creative act of a subject, since one’s own confirmation, certainty and accurateness of the object of critical thinking, one’s own judgement, about it and a conclusion drawn from it, is a new quality of the subject’s knowledge, and thus a base of the new attitude towards the object of critical thinking and any other object which the subject meets. From all the above mentioned, it is drawn a conclusion that the level of development of pupils and students’ critical thinking influences their ability to assess the scientific credibility of material. Developed critical thinking enables them to verify the value of ideas revealed in the text, to find possibilities for their most appropriate application in different situations, to realize which appropriate conclusions can be drawn from the read text, to assess if the ideals of the text may be reduced to a common base, and if the essence of the text may be formulated more precisely and stated in one’s own words and illustrated with one’s own examples (Kvaščev, 1977). According to the opinion of this author, the critical thinking includes the following components: the independent check of values; critical reading; critical aspect of learning in a form of problem-resolution; critical thinking as criticism of


110

all processes of thinking; critical attitudes; critical aspect of judgment in the learning process. The paper wants to stress the importance of critical reading in the teaching process. Critical reading has been determined as an evaluation process of validity, relevance, efficiency and value of the read text, where it has been coordinated with the set of criteria. Those criteria are related to the logical reasoning and to dealing with internal characteristics of the text in the same way as the external criteria are related to readers’ knowledge and experience in the content they read, their cultural and socio-political attitudes, and the intention they read the text with. Critical reading can include internal and/or external critical evaluation (Harris &Hodges, 1981).

Significance of the critical reading has been confirmed by the results of numerous researches (Wolf, 1969; Purves, 1973; Whimbey, 1980, and others). Besides, there has been emphasized a need for development of the following characteristics and skills of the critical reading:

� Ability to differentiate facts and opinions, beliefs; � Identification of the author’s presumptions; � Assessment of the author’s limitations; � Establishing the reliability of the source; � Determination of information validity; � Differentiation of primary and secondary sources; � Searching for the author’s focus, etc.

Critical reading, which is also called a creative, research, active, problem, self-directed reading, requires an extraordinary intellectual activity (noticing, differentiating, comparing, classifying, remembering, concluding, analyzing, synthesizing, abstracting, systematizing, assessing, evaluating, etc.). It represents a very important component of any learning; one of the most important characteristics of critical reading is a doubt as a caution before a danger of premature and insufficiently argument judging and concluding. It is a determination of a personality to develop a suspicion toward the opinion, thinking, statements, attitudes, knowledge, truths, valuable categories of others; to restrain from fast judgment and conclusion; to search for the facts and be careful with their gathering, especially if they do not speak in favor of the set hypotheses. Critical reading also implies: reconsidering, checking, assessing, evaluating the proofs and arguments; being cautious when interpreting the facts; noticing new links and relations, new approach to the problem; proving with arguments (old ones seen in a new light and relations, new ones derived from their combination); taking one’s own attitude, bringing one’s own judgment; testing the authenticity of the derived conclusions; the attitude of continuous checking of hypotheses and conclusions.

Doubtlessly, these are components necessary for independent monitoring and directing of the learning process, self-evaluation and awareness of one’s own cognitive processes.


111

3. COGNITIVE MAPS IN FUNCTION OF SELF-REGULATED LEARNING

Contemporary approaches and understanding of the institutional schooling attach more and more importance to a development of abilities and competencies of pupils and students, which are important for the learning process, as well as for more efficient organization of the intellectual work, which means metacognitive abilities and skills. During the learning process pupils and students get into communication with contents they need to acquire, thus applying different models of cognitive and metacognitive functioning. Therefore they need to master strategies and techniques of the successful learning, remembering, thinking, understanding of the text, with timely information on domains and effects of their application. Of course, stimulus is also very important, as well as knowledge on the learning activity planning skills. In addition to increasing competencies for the cognitive processing of concrete contents, as well as for planning, monitoring and directing the learning activity, an important part of metacognition of pupils and students also represents the enlargement of knowledge and skills how to reach the sources of information and deal with them (Trebješanin, 2001). A special place belongs to understanding of habits and skills how to deal with the text that has the organization and coordination function in relation to the other sources of knowledge.

Processes going on in the course of reading and learning (which the understanding of text depends on), imply the application of the following strategies: information selection and processing, (re)structuring, organizing, controlling, planning and assessment. Metacognition of pupils and students on their own learning processes significantly influences on their interpretation of tasks, communication with the text and a selection of strategies. Beliefs serve as a filter through which students decode and interpret tasks and materials they read (Thomas & Rohwer, 1987, according to Simson & Nist, 2000).

The latest researches emphasize the influence of beliefs (awareness) about knowledge on factors such as motivation, application of strategies, and learning results. Pupils and students can learn how to define and interpret tasks, how to set aims, how to select strategies and assess the importance of selected strategy for a particular context (Španović, 2008).

Numerous researches have shown that during the development children become more capable to identify the most important parts of the text, as well as the structural characteristics of the text, which can help them in that sense (Brown & Smiley, 1978). Most pupils of younger elementary school age have difficulties to recognize and notice main ideas of the text. However, when they are about eleven, most children identify appropriate parts of the text (topic sentences) as carriers of the main idea (Otto, Barrett & Koenke, 1969; Danner, 1976).

Brown and Smiley (1978) have studied the efficiency of different strategies how to work on the text for the school learning. They have


112

concluded that the number of children who spontaneously use the strategy (such as underlining the text and taking notes) systematically increases with their age. Children who spontaneously use strategies are more successful in distinguishing important information, and they also demonstrate more superior remembering of previously learned contents (Pešić, 1998).

Brown and Day (1983) have shown how the application of different strategies related to the text summarization systematically develops. There are five such methods used in the older age: ignoring the details, ignoring the information that are being repeated, generalization, identifications of sentences or a part of the text in which the main idea is presented. Results of such and similar studies speak in favor of the conclusion that the adoption of strategies for the text understanding and learning has the central importance in the education process.

Kintsch and Van Dijk (1978) have developed a model of understanding the written texts, which is based on the idea about creating the ‘microstructures’ and ‘macrostructures’ of the text, and about guiding and directing the process of understanding with the cognitive scheme (a goal scheme). It is about the hierarchical model dealing with the creation of the text structure in the level of a sentence, in the level of a paragraph, and in the level of the entire passages. In the lowest level, there has been first created a microstructure of a sentence consisting of one or more informative (not grammatical!) units of the text, which create a dynamical network on the basis of semantic meanings of words and their mutual relations.

In the further reading process, related networks rally and appropriate structures in the long-term memory get activated, where the key terms appear as ‘control centers’ related to the main terms. Continuous processes of comparing, linking, summing up, abstracting, and generalizing the information, provide that only relevant data build the macrostructure of the text as a hierarchically organized structure.

The characteristic of this model is that the process of understanding the text has been guided and directed with the mental structure called ‘the goal scheme’ by the authors. The scheme comes out of particular goals and expectations of a reader in relation to the text (Pešić, 1998).

Besides the mentioned model, it is possible to find in the literature a procedural model of production and text reception (Beaugrande & Dressler, 1981; Beaugrande, 1984). It is a model based on relationship among the parts of the text (Winter, 1977, 1978; Hoey, 1983) with some other parts. If we would like to distinguish basic ideas, actually some general recommendations for the application of efficient metacognitive reading and learning strategies, we should focus on the following:

� Thinking out the material and connect new contents with the existing knowledge and experience; To accomplish that it is necessary for pupils and students to get an insight into the material entirety and structure, and then to notice key terms and principles, as well as


113

relationships among them. The everyday experience, and even pupils and students’ emotional experience, can contribute to understanding of the material. Weinstein (1978) proposes that one should think over the ideas, emotional reactions, even free associations emerging in relation to a particular content.

� Noticing a structure of the material is a very significant aspect of reading and learning, as well as repeating and reviewing the material (repeating main ideas, summarizing the structure of the material, elaborating schemes, graphic representations, charts, etc.). Researches have shown that asking questions during learning, and not

only at the end of it, influences on the learning efficiency, since it directs pupils’ attention to the relevant parts of the material, helps the organization and sensible content structuring, and raises the level of motivation and attention. Those studies especially point to the significance of visualization of ideas, actually their presentation in the visual form, which can facilitate understanding and remembering of the content. Researchers have tried to determine a success of the strategy that facilitates visual organization and explains a relation among the ideas presented in the written text. They involved students in the following activities: - Identifying the main and subordinate ideas; - Creating relations among the ideas, - Selecting the way to visually present the relation in a shorter form

(Španović, 2008). There has been crystallized a presentation model of those relations,

known under the following terms: notional maps (networks), cognitive maps, mind maps, etc. (Berbard & Naidu, 1992; Briscoe & la Master, 1991; according to Simpson and Nist, 2000).

Those maps represent a clear diagram which most important constitutive elements are the key words. Their connection into the schemes by so-called mapping creates cognitive maps as structured schemes – patterns. From the mentioned patterns, there is clearly seen a main idea, a relative significance of any idea, and relations among the key notions. What is especially important during mapping is a fact that it concerns an open dynamic system, in which it is easy to add new information, while the use of symbols, arrows, geometrical figures, three-dimension illusions, creative drawings and colors, enable creative organizations of thoughts.

Besides words, numbers, phrases and linearity, the cognitive maps also include colors, ‘space’, visual ideas, and a sense of three-dimensional space. The cognitive scheme model respects the research results of the holograph model of human brain, especially the research of the left and right cortex carried out by Rodger Sphery, Robert Ornstain, and Iran Zeidel (according to Buzan, 2001).

Accordingly, reading and learning is a constructive process in which pupils and students choose and build cognitive relations on the basis of


114

particular knowledge (Mayer, Steinhoff, Boweer & Mars, 1995). Pupils and students distinguish relevant information from the presented text and create verbal (‘text base’) and visual (picture base’) idea. Creation of cognitive maps and their studying set in motion more complex thinking processes and require higher levels of cognitive functioning (synthesis and application).

Previous discussions point to the conclusion that the adoption of different (metacognitive) learning strategies, as well as expansion of their repertoire, influences in pupils and students on more efficient use of different sources of knowledge, direction of learning processes, and the efficiency of the instruction in general. A significance of evaluation of those strategies is shown primarily in the fact that the responsibility for learning is directed to the individual (Gajić, 2007).

The efficient independent directing of learning implies the ability to devote some time to learning. It also implies flexibility, adaptability, autonomy, and discipline, directing the information in the learning process, ability to concentrate and have critical thinking. It is also necessary to have an ability to communicate, understand different multimedia messages, and a development of the independency concept, which supports readiness to further develop competencies, self-motivation and confidence in individual abilities.

REFERENCES [1] Beaugrande, R. (1984): Text production: Toward a science of composition, Ablex Publishing corporation, Norword.New Jersey. [2] R. Beaugrande, R. & Dressler, W.U. (1981): Introduction to text linguistics, Longman, London. [3] Brown, A.L. & Smiley, S.S. (1978): The development of strategies for Studing texts“, Child Psychology, Vol. 49, p.p. 1076-1088. [4] Brown, A.L. & Day, J.D. (1983): Macro-rules for summarizing text: The development of expertize“, Journal of Verbal Learning and Verbal Behaviour,Vol. 22, p.p.1-14. [5] Buzan, T. (2001): Koristite obe hemisfere mozga, Finesa,Beograd, 2001. [6] Despotović, M. (1997): Znanje i kritičko mišljenje u odraslom dobu“, Institut za pedagogiju i andragogiju, Filozofski fakultet, Beograd. [7] Gajić, O. (2007): Efikasnost visokoškolske nastave i metakognitivne strategije učenja studenata“, u: Evropske dimenzije promena obrazovnog sistema u Srbiji: Sistem obrazovanja u Srbiji u vertikali Evropskih vrednosti/ European Dimensions of Changes of the Education System in Serbia The Education System in Serbia in the vertical of European values (189-207), Vol.3 Filozofski fakultet, Odsek za pedagogiju, Novi Sad. [8] Harris, T, & Hodges, R. E. (eds.) (1981): A Dictionary od Readins and Related Terms, International reading Association, Delaware.


115

[9] Kintsch, W. &Van Dijk, T.A.„Towards a model of text comprehension and production, Psychological Review, Vol.85, 1978, p.p. 363-394. [10] Kvaščev, R. (1977): Razvijanje kritičkog mišljenja kod učenika, Zavod za izdavanje udžbenika,Beograd. [11] Krnjajić, Z. (2001): Darovitost i kritičko mišljenje, Zbornik 7, Viša škola za obrazovanje vaspitača, Vršac,Vol. 7, p.p. 17-28. [12] Mayer, R.E., Steinhoff, G. & Boweer, R. Mars, (1995): A Generativ Theory of Textbook Design: Using Annotated Illustration to Foster Meaningful learning of Science Text, Etr & D, p.p.43. [13] Otto, W. & Barrett, T.C. & Koenke, K. (1969): Assesment of children's statements of the main idea in reading, in: J. A. Figurel (ed.), Reading and realism, Proceedings of the International reading Association, Vol.13,1969. p.p. 27-32 [14] Pešić, J. (1998): Novi pristup strukturi udžbenika. Teorijski principi i konstrukcijska rešenja, Zavod za udžbenike i nastavna sredstva, Beograd, 1998. [15] Potkonjak, N. (1997): Vaspitavanje kritičkog mišljenja kod učenika“, Pedagoška stvarnost,Novi Sad, Vol. 6, p.p. 405-414. [16] Purves, A.C.,Foshay, A.W. & Hansson, G. (1973): Literature Education in Ten Countries“, Wiley, New York. [17] Rajović, R. (2009) „ IQ deteta – briga roditelja“ I deo: PREDŠKOLSKI UZRAST, MENSA SRBIJE – NTC (Nikola Tesla Centar), Odsek za darovite (rukopis u štampi). [17] Simpson, M. , Nist, Sh.L. (2000): An update on strategic learning: It's more than textbook reading strategies, Journal of Adolescent and Adult literacy, Vol. 43, Issue 6. [18] Španović, S. (2008): „Model savremenog udžbenika i osposobljavanje učenika za samoobrazovanje“, Novi Sad: Savez pedagoških društava Vojvodine. [19] Trebješanin, B. (2003): Razvoj metakognicije i motivacije – uloga udžbenika“, u: Savremeni osnovnoškolski udžbenik. Teorijsko-metodološke osnove (prired. B. Trebješanin, D. Lazarević), Zavod za udžbenike i nastavna sredstva, Beograd. [20] Weinstein,C.E. (1978): Elaboration skills as a learning strategy“, in: H.F. O'Neil (ed.), Learning Strategies, Academic Press, New York. [21] Whimbey, A., Carmichael,J.W., Jones, L.W. , Hunter, J.T. &Vincent, H.A.(1980): Teaching critical reading and analityc reasoning in Project SOAR“ Vol. 24,p.p. 5-10. [22] E.O. Winter, E.O. (1978): A look at the role of certain words in information structure“, in: K.P. Jones and V. Horsnell (eds.), Informatics, Vol.3 (1), 85-97.


116

THE BLOG AS INNOVATIVE METHOD - PSICHOLOGYCAL GROUP OF SUBJECT (MENTAL

HEALTH)

Bojan Kis - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

Abstract: The blog of Universities of Applied Sciences Teacher Training “Mihailo Palov”, Vrsac started on the 1st of March 2011 as part of the official High School site. It is part of the activities implemented within the project “Quality in education and universities, using the innovative method and new laboratories”, in partnership with University “Ioan Slavici” Timisoara (Romania), financed by the European Union through the IPA Cross border Cooperation Program Romania- Serbia. Key words: blog, innovative method, Pedagogical theory The ideal creator and initiator of the blog is Predrag Prtljaga, a teacher whose skills in vocational studies, computers and information technology courses recommended him to manage the contents of the blog. The blog can be read by everybody. Comments are opened to setting up and reading, but it is obligatory to introduce the e-mail address. In order to set up an article or raise a topic, one needs to be registered. For the moment, registration is possible only for the College teachers and students. On the blog, students realize certain pre-set pre-examination obligations and, for certain subjects, they placed articles about the topics they were given. Thus, predicted scores for a certain item were generated. At the moment, this is applicable for the following items: Computers in educational work, Pedagogical theory, Work with children with special needs and Psychological group of subjects (mainly mental health). Specific responsibilities of students on the blog were given to those who attended the computer items in educational work, where they have the ability to deal with issues of their choice and who had to write 10 topical articles. The teachers who are direct carriers of life on the blog are: Predrag Prtljaga, Tanja Nedimović, Biljana Vujasin i Rajko ðurić. The variety of themes on the blog is very large, for example one can find issues about mental health, portofolio, children literature, sociology, mankind etc.


117

On the blog there are posted a total of 176 articles, but the number is ever growing. Statistical results will be further presented, starting from the 31st of August 2011. The total number of visitors was of 6614, of which 1239 in August. The articles from the blog were read 16143 times, and during this month, 2498 times. (see Picture 1)

Picture 1

Picture 2 Picture 3

The number of visitors per month is as follows: in March when the blog was launched, 575 visitors, in April, 803 visitors, in May, 1251, in June, 1735, in July, 1012, in August, 1239 visitors. (see Picture 2). According to countries, the largest numbers of visitors are from Serbia, followed by Bosnia and


118

Herzegovina, the States, Montenegro, Macedonia, Croatia, Island etc. (see Picture 3).

The number of visitors in August is illustrated on this graphic. The psychological subjects gathered a total of 43 articles. Most of students come from the second year (9), but there are also students and the (4) who are actively involved in the work on the blog. Review articles on this subject deals with Professor Tanja Nedimović, PhD., while their technical processing and posting on forums is the responsibility of the student Bojan Kis. This kind of cooperation has proved very successful and productive. So, it is possible for the students to get directly involved in the blog life and functioning. The article called List of phobias has the largest number of visitors from the Mental Health category. With its 171 visitor, it ranks the second by the number of traffic messages in the entire Blog, right after the article What’s portfolio (category Computers in educational work), which has 191 visitors. As the comments on the articles are opened to reading and setting, one can find among them many interesting comments, provided by visitors of the blog. Some of these comments on psychological-related subjects are: “I consider the collaboration with parents as very important. In this way, parents get acquainted to what kids do in kindergartens and this helps them a lot. It is very important to become familiar with the working program in order to take part in it.” Theme: Cooperation with parents “Thank you all for your support, we need to pay attention to this situation and react immediately, no child deserves to be threatened in his/her own family. Every child should have a happy childhood. Topic: The effects of emotional abuse on children in the family P.S.: “Dads, do not swear mothers and you will have healthy and beautiful children!”


119

Topic: The importance of mental health nursing “Very instructive and important both for future educators and (future) parents! I thank Sladjana for the curiosity and quick reaction.” P.S. “Today in class we have talked about febrile seizures, and the article is already on the blog” Topic: Febrile convulsions “Can someone explain to me what this fobophobia means? How can anyone be afraid of fear?” Topic: List of phobias “Hippopotomonstrosesquippedaliofobija- the fear of other words: D” Topic: List of phobias “I think the article should be recommended as “obligatory for reading” for politicians.” Topic: 200 lies a day Students’ opinion about the blog: “The blog is an online diary where students place various amounts of interesting topics related to the selected object. This allows them to complement their skills and complement each other. The blog is affordable because students can choose the topic that most interest them, and in a nice way to show it to the others. In this regard, other students can comment, express their observations, and thus contribute with new ideas that can capture the imagination of the passive ones. The blog can be helpful when you save a certain exam, as there are those facilities that are broader than offered, and thus helps us to better understand this matter. Articles are full examples, both interesting and informative, where students can be interested in a particular subject.” Jovana Ložajić, Slañana Kolarik Since we are still facing the fact that numerous students do not have computers and Internet access, the school has provided two computers in the school library, where students can compare typing term papers and research on the internet and meet pre-examination obligations to the College blog. Starting a blog is available to students of our school, a new way in the educational process. This method of learning and research enables students to discover and enhance their knowledge in an innovative way, to use modern technology, to give all students the opportunity to act independently to some extent and to make concrete decisions in their work. For all these reasons, students are quite happy to accept this new approach. They are actively involved in the work on the blog, they place articles and comments, and they develop discussions. Students all have contributed to the blog functioning for three years in high school, while acting within their duties and fulfilling their pre-examination obligations. And there are also those who set papers for the pleasure they find in the research.


120

QUALITY IN EDUCATION, HIGH SCHOOLS AND UNIVERSITIES USE OF NEW METHODS AND NEW

LABORATORIES

Biljana Vujasin - teacher of practical courses - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

Abstract: The paper is able to perceive the use of ICT in the dissemination of innovative methods in the program of study - vocational teacher at the College of Professional Studies Teacher Training in Vrsac (Serbia). Anchored instruction is the basic paradigm of learning based on Internet technology developed by J. Bransford. Teaching and learning activities are designed around the "anchor" which is based on problem situation (centered, focused realistic task or event) that students explore through interactive websites. Key words: anchor, instruction, internet, method. 1. Application of web portals in the spread of educational innovations (Method of anchored instruction) Anchored instruction is the basic paradigm for learning to be based on Internet technology and websites. This method is closely connected to the framework of situational, flexible learning and emphasizes the cognitive theory of learning which is based on web technology and multimedia communication and its values. The goal is to create interesting, realistic contexts to encourage the active construction of knowledge among students in the contents above disciplines of study (Pedagogical Theory and Methodology of Teaching). Anchored instruction places the student in the context of the story who "plays" an authentic role while investigating the problem, develops solutions and reveals gaps in knowledge. Video materials are used as anchors (macro-contexts) for the active construction of knowledge. Within the optional subject of Pedagogical theory (III year, VI semester 2010/11.), we used the examples, which were an "anchor" for the process of acquiring new knowledge (knowledge of educational ideas, theories and


121

concepts, and the conclusion of the trial independently defended their views and attitudes, as well as the enrichment and development of ideas). Teaching materials are designed so that students refer to the survey, using interactive sites. Materials, presented on the blog (specially made for the implementation of innovative methods), served as "anchors" macro contexts (see appendix) for later learning and knowledge construction. The use of interactive technologies enables the students to: - easily explore the problem, - propose and develop solutions - take responsibility for their learning and outcomes - collaborative learning- achieving knowledge in collaboration with the others - develop critical thinking and problem solving, - better educational experience - active knowledge construction - more complete educational experience Ways of finding information, assumptions and solutions were visible all the time (on a separate blog), widely available, there was no repetition, "copying" ... was part of the collaborative learning and active construction of knowledge ... (Just the contents that are dealing with these issues - pedagogical theory) How does the World Wide Web (Internet) support anchored instruction? * The teacher uses (in a demonstration or through a search of students) websites that provide a context problem. This may include video-clips, news-clips, pictures or graphics… * Features such as virtual tours, virtual classrooms - teachers work room, simulations and images can be used to set the context and the students involved in virtual situations * Students can use the Internet to search and examine the information needed to solve the problem, find images, graphics, video clips and audio clips to help them develop solutions to problems. 2. Principles - adapted from the works of Anchored Instruction (John Bransford & CTVG) * The activities of teaching and learning should be designed around the "anchor" that is based on the contextual study or problem situation. * Teaching materials should allow exploration by the students (example: interactive sites), which allows active manipulation, asking questions and involving the situation.

The principles of anchored instruction (adapted from Bransford et al 1990) include:


122

o Realistic task or problem o Anchored or concentrated (focused) problem o Students take ownership, responsibility and activity (based on the

importance of scenarios or connection with the daily problems and objectives identified);

o Development of deep structures of knowledge, highly transferable to other situations;

o Complex content that is being addressed through the interconnection of smaller (sub) problems;

o Presenting multiple scenarios; o Presenting a problem in the form of narratives, stories that are

woven into information and data; o The context of learning is generative, students identify the problem

and become actively involved in generating possible solutions, outcomes.

Further activities planned for the fall semester of next academic year will involve the application of this method in the ordinary case Methodology of educational work (for the segment - space organization in preschool, according to the Model A and Model B).

Attachments:

3. Anchor Main pedagogical trends Instructions for students: expand, confirm or disprove these claims-filing on the school forums At the end of the 20th century no universally accepted, and the original dominant pedagogical concepts and movements - either in terms of pedagogy and the science of education, either in terms of educational practice - by which the end of this century was marked. The main trends of the pedagogical action in the 20th century could be classified into three categories:

o teaching didacticism, o management - strategy o methodological pragmatic utilitarianism

The 20th century has given us an unusual clear view of the trends of education in the East and the West. The West was dominated by pragmatic model of professional separatism and anti-intellectualism while in the East there function the collective model of education ordered by society. In the West, we had the "Sputnik shock", in the East, the fear for "rotten capitalism". The late 20th century was welcomed with a number of different civilizations, among which there are significant differences in the systems of education. Comparison of these unambiguous system ¬shows that countries that started


123

with organized education have the advantage of "early actions" and, at the end of the XXI century it will be dominant and classified in the "ruling" nation unlike any other populist nation. Similarly, differences among civilizations in the sphere of education are drastic. We can expect at the end of the twenty-first century a very well-developed civilization, an idealized system of education, a civilization that continues to lag behind. Looking at the future, we can tell that during the twenty-first century people will have more free time and the work time will be more and more reduced. This means that schools should educate young people, among other things, for the productive use of leisure time. Free time will bring more goods and services necessary for the welfare of mankind. Happiness or well-being of mankind in the future will increasingly depend on food and money more than on inter ¬ personal relationships people establish with one another. In modern society today ¬ hindquarters recognize selfishness, intolerance and exclusion as dominant social relations in front of the support, cooperation and altruism. In schools, can we develop these properties when we know that young children soon get out of school and see these properties do not exist in the social environment? Educational examples of theories over the past millenniums warn that the end of an epoch marks the beginning of a lifestyle where your hands touch, but so is the one in chains, and without causing the need to wonder why. This could be the essential problem of education, particularly from the perspective of the problems that we study - moral education and prevention methods. The issue of children human history checks the distance run (Stanimiroviÿ 1998). As the world surrounding the child responds to the children's issues, an appropriate society and social consciousness will be developed. And that makes the source and the mouth of education." The river life will always go with the child who had to be asked, and quality of life of the epoch which the former children build, depend on the quality of answers they received during their growing up" (Stanimiroviÿ 1998:9). And this can be seen our days as well. There never could intentionally be organized experimental verification of the complex situation of educational principles, methods and tools such as the 20th century marked the era in our country. As rare when all factors are education here and now, the remains of the time in which the parts of the former sanctuary, vision, values and moral norms. How does one educational system crash, "transit globalization composition (empty or with crushed values), now rushing with no scientific brakes"?. The search for new paradigms of education is imperative in our time, recognizing the needs of the 21st century in the light of the request century. In more recent theoretical considerations, education is seen as a "communication", as equity or "interaction" between children and teachers. Therefore, in our times, "the perfection of means and confusion of goals"


124

notes the need for a school, or pedagogy, participation, and assume its share of responsibility for the moral development of children and young people which will be seen in the work from the perspective of modern pedagogical concepts and methods of prevention. Even more, because the moral aspects inherent to every human activity and moral development are accomplished some ways and thoughtful actions. Therefore, understanding the essence of the methods and means is one of the basic pre-requisites of successful development of moral personality. If we look at education as a grand experiment of history, then we can say that this experiment has only begun. From 7000 years of human history until the last 300 schools have "for all" and only the twentieth century there is a more comprehensive education. Enchanted by this fact, only at the end of the twentieth century, we noticed that our school children are not only good service; they create their fear of learning, obedience, competition, self-handicapping and others. In addition to those, we know the indisputably positive ... We actually still do not know what we get by means of education The fact is that the staff and knowledge move where the money and the money where the concentration of mind. These and other facts tell us about the magical power of education. Europe is developing a system of standardization and harmonization of higher education in the framework of the Bologna Process and thus establishes standards for the whole world. The intention is to optimally use human resources as the view of the twentieth century clearly demonstrated that one Nikola Tesla can be born in a village and the Balkans to London, Berlin and Paris are not subscribed to the talents. Creating an organizational assumption that students will among Europe have the option to continue their studies, that certificates issued in the territory of the European Union are worth in the whole of Europe and to provide exchange of students and professors, Europe is becoming a leader and a model for the whole world. However, we can conclude that the bulk of previous activities in the Bologna Process refer to the formal criteria, the credits, one semester ¬ subjects in higher education, the recognition of diplomas. I still do not see an organized effort to develop a substance. Although there are individual and partial approaches by various universities and still do not see an organized training program for developing learning to learn, productive use of leisure time for social orientation as young and some concrete directions that can be classified as a substance changes necessary for every man is free life in the twenty-first century. Regardless of what is still engaged in a form of higher education, the Bologna process is a great advantage and makes assumptions that form the fundamental change in education. Our participation in the process should not be questioned, particularly because the Bologna declaration proclaims the principle of "unity in diversity" which means that each country can retain its


125

specific features and advantages of the traditional system of education if wisely and well organized. 4. Anchor II Quotes and thoughts of pedagogues Guide for students - select and fill the list with at least three quotations, thoughts and sayings from the scientific pedagogical literature. “If all the teachers realized the quality of the spiritual process, not the production of correct answers, a measure of educational development, then it almost would cause a real revolution”

Dz. Dewey: Education and Democracy

“The ritual of traditional education where the teacher teaches, the student repeats, the teacher assesses the student’s answers, teaching the children’s minds rather than programming them helps and supports the developing of creative and flexible thinking. The student is thus forced to chew and rotten fruit to coercion, in which he does not want to explain what it is to chew. When we were young, the one who tried to convince us that we shall not live happily if we do not know the square stage or equation with two unknowns was not an honest man.

The outcome of such teaching is obedience and submission.

Who needs this education? N. Suzić, Education for the 21st v.

You will always say: “We want” and again you will always do what others want you to do. He only does his will, which does not need to serve other muscles in its execution, thus resulting that authority is not the greatest of all goods, but FREEDOM. Truly free man wants only what he can, and does what he pleases. This is my basic principle. Doing so is just about to apply it in childhood, and all the

educational policies derived from it give”. (Rousseau, Ž. 1950th p.78.) * People once accustomed to masters are not able to live without them. If you attempt to stress the yoke, you will alienate even more than freedom. Wrong for taking this unrestrained freedom which is diametrically opposed, they nearly always fail, its revolutions, to surrender seductress, who their chains only make it even more difficult than they were.


126

* Plants are shaped by cultivation and people by education ... We are born weak, we need power, we are completely unequipped born, so we need help, we are born stupid; we need the knowledge to judge. Everything that we do not have at our birth, we shall need when we grow up, it is given to us by education.

“The spirit of every man has some features such as any, and his character, according to these characteristics it is different from other people, and hardly has two children that can be brought up in the same way ... Children, like a sheet of clean paper or wax can grip and make of it what we want ... However modest the instructions given to those

who will care will be provided to them so much, made to be extremely brave and dare to be the education of their children turn to their own mind, rather than rely on old habits.” ((Locke, J.. 1950th page. 181) * Knowledge is the perception of agreement or disagreement of our ideas. So it seems to me that knowledge is nothing but perception and association agreement, or disagreement and incompatibility matter which of our ideas. It consists only in this. Where there is such a perception and knowledge, and where it is gone, there we can invent, guess, or believe, but in fact we have no knowledge. * You cannot teach someone to have a strong will. If children educated in

freedom, they will be more aware of themselves because freedom allows subconscious more and more becoming aware of. That is why children from Samerhila have little doubt about life. They know what they want and I assume that they will achieve it.” (Neal, A. 2003. P.. 274) “All children’s behavior problems basically result from the lack of adult love.” A.S. Nil, 1980;239

The students from the University of Applied Sciences “Mihailo Palov” in Vrsac who participated to the project during the summer semester in 2010/11:

(And presentation of innovative methods 20.06. 2011th in Vrsac). 1. ŽIVIĆ KRISTINA 2. MILETIĆ BORIS 3. RANC TEODORA 4. ĆIRIĆ MARIA 5. PAULJEV NIKOLA 6. DENIC JELENA 7. NIKOLAJEVIĆ ANDRIJANA


127

8. ðOROVIĆ JELENA 9. KUČEVIĆ SABINA 10. ðOKOVIĆ IVANA 11. ILIC BOJANA 12. STOJANOVIC NATASA 13. CERTCO ANA 14. STOJANOVIC DALIBOR 15. KALMAN-KIŠ GABRIJELA 16. KATARINABRNDUŠIĆ 17. ILIĆ ŽAKLINA 18. ILIĆ KRISTINA 19. ðIKIĆ SUZANA 20. GAZIĆ DRAGANA 21. TODOSIJEVIĆ MIROSLAV

Selected moments of the 20th century A work in progress edited by Daniel Schugurensky

Department of Adult Education and Counselling Psychology, The Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) 00s 10s 20s 30s 40s 50s 60s 70s 80s 90s

This is a site about education during the 20th century, organized by decades. It includes short descriptions of 'educational episodes' that took place in that period. The episode in question could be a policy, a court case, a


128

piece of legislation, a scholarly article, a theory, a project, a research report, an incident, a book, a speech, an empirical finding, a tragedy, an accomplishment, a failure, a conference, the opening or a closure of an institution, a film, an anecdote, or anything, big or small, that tells us something about education theory, policy, politics, research or practice during the last century. Arguably, some of these episodes have been more historically significant or influential than others, and some may be more well-known than others, but each one uncovers a piece of that immense puzzle that was 20th century education. Education is understood here in its broadest sense, and not only as schooling. Although its current emphasis is on North American educational developments, there is an ongoing effort to include more international content.

Most entries have been written especially for this site (many of them by education students), although some consist of links to other webpage. Cross references are used to show connections between different moments. New entries are added regularly. If you would like to submit an entry, make a comment to improve this site, or suggest a link to a webpage to be added to this compilation, please send it to: [email protected].

Search this site

Other History of Education Sites:

The Homeroom - British Columbia's history of education web site UNESCO milestones in education

History of American Education (U.S. education) South African history of education

INDEX 00s 10s 20s 30s 40s 50s 60s 70s 80s 90s

How to cite a moment Literature: Bratanić, M. (2006): Uvod u interaktivnu pedagogiju, u: Interaktivna pedagogija (str. 9-119). Novi Sad. Savez pedagoških društava Vojvodine. http://www.carnet.hr/referalni/obrazovni.html http://www.edu.psu./nasa/inquis.html http://www.oise.utoronto.ca/legacy/research/edu20/bio.html.


129

THE DEVELOPMENT OF MODERN ART AND THE ARTISTIC DEVELOPMENT OF CHILDREN

Tomislav Suhecki - Preschool Teacher Training College “Mihajlo Pavlov” Vrsac, REPUBLIC OF SERBIA

Abstract: There is a paradox of children’s artistical expansion who have visual abilities and a suuden drop of interests like the automatisation and return of contemporary art practice. It not only changes the complexity of visual integrity potential, but also their centuries old-healing chacarcter. It shows in so many ways seen the agony of postmodern art as a first warning about the epic problems of society. This is not the first or the last post-modern. Key words: modern art, comparative analysis, modern art 1. Introduction The development of children’s artistic creativity. The development of modern art from 1860 to 1970, comparative analysis, questions and conclusions

Is there an evolution, an advancement in the visual arts? If you look at art effects of tens of thousands of years ago up to these

days, one can see the progress in understanding the concepts of self-awareness skills, and aesthetic issues succumbed to the description of character progression.

Out of thirty thousand years ago to the ancient Greek art and painful

adjustment iconographic expressions and images of the world. Reality and aesthetics met in Greece for the first time to the highest possible way. Pictures of the world man’s character and aesthetic logic, the functionality of visual content are placed in the same space of sculpture images.

Since the fall of the Roman Empire to the Renaissance,the Middle Ages, had a regression in the trades, expression, and the picture of the world that has once again become subjective.

Pictures of the world and art, as a culmination met in the Renaissance.


130

This range moved and tested three or four centuries to the beginning of the second half of the nineteenth century when with the Impressionism has again began the subjective interpretation of a piece of the world.

Hard academicism that dealt with seemed to himself, and won an upstart conformist philosophy, could be upgraded only lifelike juicier, with less control and more passion, approach.

From post impressionism in which germ was conceived Fauvism, Cubism, expressionism and geometric abstraction to the expressive painting.

Somewhere almost in the same time the century of questioning the natural-materials came in the heart of the atom to the border of the last brick of matter-reality.

There are no longer any rules. Heisenberg published a metaphysical rule, the principle of uncertainty that with building bricks of atoms can never determine the location and weight.

An interesting coincidence because the image rather than to come to a basic analytical articulated brick aesthetic building that is the the world art it came to the absurd, tothe absurdity that is filled with a series of jokes designed to compensate the feeling of cheating.

When we look at the development of children’s artistic creativity that begins with the nothingness of being the one who ate a picture that is its place in art history.

From scribble, leaving a trail behind safe-fascination as a tool and the ambition that it will start.

The child then progresses as the biology and environment dictate. Learns more and more to use his hands better and visual materials such tools.

Begins to show signs of lines that is verified by others because they recognize them and then it becomes communication.

These are present regardless of the topic more clearly going through the awkward stages that resemble fovizam, cubism,expressionism and even impressionism. Sometimes these facilities are becoming aesthetically organized , maybe just as rare as adults rarely achieve.

We can see the artistic development of the child moving towards progression and that a gifted child who studied painting and could master the art of academic realism as a maximum objective presentation of the clearest images of the world.

Of course today would make such skills were without any logc.In any case the direction of development of children’s artistic expression is the opposite of the direction of development of modern art.

Since the men’s existence the community’s efforts to articulate a view of the world and show it, they moved in the same direction with the development of children’s understanding but also to present the world.

Do children learn incorrectly or something else is happening? The research of the physical world did not distroyed the world’s

image. This analytical research almost cut deep into the picture for a hundred


131

years the payment cutoff culminated with canvas cutted with skalpel of Italian painter Fontana.

Children have always ripped the paper and no one has admired it. What kind of miraculous knowledge we got by removal and peeling underskirts theoretically ideal image of Rembrandt, Valaskeza, Leonard.

What message we have get and share? Physics and chemistry are plunging into the structure of material mastered with physical and chemical processes, have we we are after viviciskacije of picture mastered with pictures?

Why do children draw and paint even if they don’t have a mentor and adequate material/support. Why did the man grew up and developed the art of 99.9% along a known time and then the picture turned its back on human society and said I want freedom?

2. Benefits of freedom

All visual art experience rarely fragmented files atomized image of a man in it.

Creative expression it is not art, art idealizes the aesthetic of humane nature.

The aesthetic humane nature wakes up in the same place in the brain where expects our call, the faith experience and grace of the institution.

A man wakes aesthetic will be in the same place in the brain where a call is waiting for our experience of faith and grace of the institution.

Children do not need to have an idea of the aesthetic criteria of the organization and the experience they are always at least at the beginning of life in a mental state where as the excitement permeated every activity of the aesthetic experience.

If we know that the aesthetic phenomenon arises from the experience of self-perception does not decode but will be feeling the texture of information.

The child inside and out is just beginning to painful understand and internalize the border between itself and the world.

Although hypothetical, we can not allow that the openness of the child and fertile ground for maximum aesthetic expression even though the child has no idea nor can learn.

Civilizational pragmatism requires us functional insensivity and aesthetic experience as the true faith, make men weak and vulnerable. Then for the other, the artists make works of art as a reminder as the keys that can open dusty castles of their own spirituality.

What has happened over a hundred years that we do not need art, or at least not awful. Types of spirituality that lubricates society starts to look


132

forgetness and patience rather than revelation vigilance that is imposed by the revelation of artistic experience.

Perhaps out of fear of photography, film, TV, digital images, and perhaps a spiritual individualisn is a very free appereance- offer him conformity and being obedient.

Today, little by little we deny conformist standards attained in the whole society fears.

No one feels pill or lie down if you feel incomplete without the experience of his own art, but art is a red carpet on the steps of faith.

It is indisputable that modern art, at least in its acceleration phase to about 1900, which inspired the freedom gained momentum from the first results of children’s artistic expression.

If we look at companies that took place infaltilan or primitive artistic expression, it was a true picture of hopeless frustration state of society, and renaissance celebrates the way to freedom.

Children borrowed to the great art collage, and ansamblity and all possible freedom.But children were able to awards freedom.

This modern development is as if the film is about the development of a gifted child is put into reverse. This raises an obligation to respond to painful questions: Is this the only possible choice and if we enjoy in this collective spiritual victory of dementia?

REFERENCES:

Gojkov, G. (2009): Lexicon of pedagogical methodology. Vrsac. College of Professional Studies Teacher Training „Mihailo Palov“

Jakubin, M. (1999): Fine art techniques and language. Zagreb. Eduka. Janson, J. (1980): History of Art.

Negru, A. (2007): Methods of Art. Vrsac. College of Professional Studies Teacher Training „Mihailo Palov“

Gojkov, G. and others. (2002): Early identification of talent. Vrsac. College of Professional Studies Teacher Training „Mihailo Palov“

Uzelac, M. (2010): The main directions of contemporary philosophy. Vrsac. College of Professional Studies Teacher Training „Michael Palov“


133

IMPORTANT PEDAGOGICAL PERSONALITIES FROM VRSAC

Jankovic Aleksandra, Severdija Zorana, Jerkovic Milica, Jovicic

Marija, Vukovic Jelena - University of Belgrad, Preschool Teacher Training College “Mihajlo Pavlov” Vrsac

Abstract: Permanent posts of Uros Nestorovici, Nicholas Brašovana, Michael Palov, and other major representatives in the field of pedagogy teach us that there is a living tradition, which is a generator of progress, and which, modified and adapted to new times, can bring valuable and consistent results. The purpose of this research project is getting out of oblivion by the doyen of the pedagogic, because it is a cultural heritage. And only wise people, aware that the safest way forward “step by step” who knows how to follow the cultural heritage as the heritage that keeps us through the centuries and carried through instability of turbulent times, it can find its place in the mosaic of the pedagogical heritage of Europe, in the mosaic that incorporated the most valuable and most beautiful things that people gave as an autonomous Europe and the world. Key words: school reform, educational thoughts, multiculturalism, universality. 1. Introduction: Knowing that Vrsac is a “teacher’s city”, as students of the Faculty of Education, we came up with the idea and the need to explore the origins of this orientation towards education. In cooperation with the Museum-the city of Vrsac, City Library, Museum-Pedagogical Belgrade, Serbian Matica-Novi Sad and the Universities of Applied Sciences Teacher Training “Mihailo Pavlov” in Vrsac, we have come, as do some interesting, and important information about pedagogical personalities who lived and worked in this city. An interesting fact is, for example, that some famous people from this region, world-recognized and significant in other areas of culture and art, as the beginning of his professional life and chose to deal with teachers reference. The question is whether it was the influence of such environment in which the primacy of education or because they lived during the epoch of


134

forming the Serbian school system in the domain of multi-nationality? One of them was Felix Milleker, a famous archaeologist and founder of Vrsac Museum, who originally worked as a teacher in Bela Crkva (a place near Vrsac), where he will meet the whole person to further his work and love directed towards chronicles and archaeological findings. And Jovan Popovic Sterija, the largest Serbian comedy writer and founder of the Theatre in Vrsac, which still bears his name, was a professor of Latin at a private middle-high school of the 1830th to 1836 years. This paper will be based on three famous Vrsac teachers: Uros Nestorovic, Nicholas Brašovana, Michael Palov, the brief overview of some of their works:

1. U.N. “Pedagogy and methods”( 1817)

2. Newspaper “Ucitelj/ Teacher”(1873) H.B.

3. “Multinational Yugoslav community and education of young”;

M.P., and a brief history of education in Vrsac.

REFERENCES:

Gojkov, G. (2009): Lexicon of pedagogical methodology. Vrsac. College of Professional Studies Teacher Training „Mihailo Palov“

Jakubin, M. (1999): Fine art techniques and language. Zagreb. Eduka. Janson, J. (1980): History of Art.

Negru, A. (2007): Methods of Art. Vrsac. College of Professional Studies Teacher Training „Mihailo Palov“

Gojkov, G. and others. (2002): Early identification of talent. Vrsac. College of Professional Studies Teacher Training „Mihailo Palov“

Uzelac, M. (2010): The main directions of contemporary philosophy. Vrsac. College of Professional Studies Teacher Training „Michael Palov“


135

QUALITY ASSURANCE IN CROSS-BORDER HIGHER EDUCATION

Assist. Prof. Teodora Dogaru, Ph.D Student - “Ioan Slavici” University of Timisoara, ROMANIA

Abstract: The present study analyzes the development of private higher education. The analysis focused initially at global level, in order to underline main key points, influence factors and general guidelines on long term development strategies. The evolution of this private sector, including the parallel to the public one, is essential in achieving a general view at national level(s). Key words: cross-border economic development, higher education, qualitative higher education systems 1. Introduction

From financial and material points of view, the higher education systems benefit of non-refundable financial resources, especially for the creation of a cooperation and convergence connection at public-private institutional level. This connection is extremely necessary in terms in which there is a less healthy competition in this framework, fact which affects the quality of the services provided, damaging the socio-economic environment.

Another side of the analysis of the psitive infuence of these European funding programs is represented by the variated range of existent financiations, fields which aim the higher education system as well as its connection to the business environment, by extension the labor market. Given the fact that higher education system provides human resources, the quality of these lasts is given also by the establishment of a strong connection between the training offered by these institutions and the continously changing demands of the labor market. In this matter, the study made reveals financial and material gains at private higher education level as well as the contribution level of the private-public partnership in the targeted socio-economic environment.

Also, the second correlation is the higher education-research. This relation aims especially at the sustainable development principles, and by extension to the establishment of a connection between higher education


136

institutions, which represent added value at scientific level, and the research fields. 2. Theoretical aspects regarding higher education at global level The major change from a higher to a lower number of enrollment in the private higher education has increased in the emerging economies of countries. The only clear case of a developed country with mostly private enrollment is Japan, although The Coreean Republic could also be considered. If we would analyze the global status at national levels we couldn’t observe perfectly developed nations with private enrollment between 35% and 60%, the majority being states under 10%. In opposition, less develoed states remain under 10% and more over 60%. Fig. No. 1 The structure of higher education

Source: (Eurostat, http://epp.eurostat.ec.europa.eu/portal/page/portal/structural_indicators

consulted on 14.12.2009)

The quality standards and guidelines in the higher education are elaborated within „The declaration from July 2003 from Graz” of the European Universitary Association in which it was stated that the aim of a European dimension of quality assurance is the promotion of mutual trust and the transparency improvement by respecting the diversity of national contexts and their implementation areas. In agreement with the Graz Declaration, the standards and guideleines of this report recognize the primary position of the national higher education systems, the importance of institutional and agency autonomies of these national systems and the requirements imposed by the different academic activity areas. Moreover, the standards and guidelines


137

owe to the experience gained during the pilot-project coordinated by the European Network for Quality Assurance, ”The transnational European Evaluation Project”, which analyzed for three subjects the operational implications of a European transnational process of quality evaluation. These standards and guidelines are also considered wihtin the Study for Quality Convergence published by ENQA in March 2005, where the causes of various national apporaches for external quality assurance and the obstacles in the convergence way have been observed. 3. Case study The educational system ought to be a flexible one, which would allow adaptations to the target socio-economic environment, at vocational trainers level as well as the methodological, structural one, followed by the responsability in cerating quality and innovation. This last matter is especially for achieving a higher trainee frequency degree. Statistics show a higher number of people with a minimum and medium educational level in the Romanian-Serbian cross-border area. The human resource use need to be featured by a series of competencies and skills which would correspond to the theoretical and empirical level of final requirements of employers fom the main active economic sectors. The main aim of the project analyzed, once with its elaboration by the partners, is the higher education quality increase at the level of patrner institutions and effect multiplication. The project aims at the development of an improved qualitative system from the point of view of the correlation between the higher education and present labor market. More specifically, this last concerns the common requirements of the economic environment with the engineering ones. The general objective of the project is the educational quality increase at private-public partnership level of institutions through the best practice exchange, materialized in the introduction of new methodologies and methods within existent programs. Target groups are students, academics, researchers, but also through multiplying effects, the neighbourhood population in the cross-border geographical area. The project itself implies a series of imaterial benefits for the involved institutions at cooperation level. These are materialized through continous meetings for the elaboration of working strategies, methodology optimization for requirements imposed by the project and its promotion, at eligible target areas as well as European level. The imaterial benefits obtained at project level aim at an increase of the qualitative level of best practices where the public-private partnership takes place between a Member State and a future Member state. This


138

partneship brings together two different educational systems of institutions but also a higher level of added value for their socio-economic environment. The material benefits of the partners are obtained during project implementation and are proportional to the imaterial ones. These are underlined by the budgetary lines of the financial project proposal. This issue has been estimated in balanced percentages with the necessity of resources for project implementation. The structure of the project itself has been balanced in the following way: Fig. No. 2 The structure of project budget on main budgetary lines Nr. crt.

Budgetary lines % of distributed sum into the total

eligible sum

1 Preparation costs 2.88% 2 Human resources costs 46.88% 3 Per diems 17.68% 4 Outsourced costs 14.88% 5 Equipment purchase costs 12.55% 6 Financial costs 0.66% 7 Management costs 4.47% TOTAL 100%

Source: Own elaboration after the analyzed project budget

Main costs of the project targeted the staff required due to a need of 4 persons for the creation of project management team. This team supervises the good implementation of planned activities for achieving the specific output and result indicators established in the project, as close to the initially planned ones as possible. Also, this team has the role of elaborating periodically (every three months) intermmediate reports over the implemented activities. These reports represent the guarantee of a good implementation for spending reimbursement up to the reporting period.

Besides the management team, planned activities targeted a need of 8 experts of which 3 experts and 5 academic experts. These have the purpose of elaborating the studies required for the disemination of good practices and their materialization in qualitative results.

A second significant cost category is the per diem one. Regarding the fact that a joint development of activities is required, the meetings between partners as well as achieving positive results within these meetings represent one of the key issues of the project.

The outsourced costs category are on the third place as a percentage in the total eligible sum. These not only target the dissemination, visibility, information transparency and publicity parts of the project but also reflect the


139

importance of the external financial audits, a positive and objective evaluation being proved. In the end this last action reports the quality of the expenses reported to the implemented activities, and most important, the added value brought by the socio-economic environment through high quality results.

Last but not least, IT equipment and not only within the project, represents a material gain at institutional level, in the end, achieving the pruposes of European policies regarding the accessibility of less developed state sat sustainable technologies.

In the end, the balance between material and imaterial gains and the added value brought at socio-economic level is achieved. Also, through project implementation we can sum up the results achieved through indicators:

• increase of public-private cooperation level in higher education; • qualitative increase of services and endowments at public and private level; • job increase, regarding the number of hired experts during project development and their contract prolongation after project end; • accessibility increase of students to sustainable technologies; • the development of the cross-border socio-economic environment; • job increase in cross-border area through creation of adequate human resources in correlation to cross-border labor market requirements by the universities involved in the project and those from the indirect target groups.

4. Conclusions

Presently, the private higher education is oftenly considered a business, fact which causes a less favorable vision over the targeted institutions. Also, in less developed states these have sometimes a lower quality level. In opposition, strong economies have most of the times private higher education institutions more developed than the public ones. However, despite prejudices, these institutions respond to a continously increasing demand, contributing in a higher or lower manner to the creation of qualitative and adequate future human resources (from labor market pespective).

In order to increase quality in higher education, both public and private level, EU used quality standards in European policies which target the educational system.

European policies regarding education support an interdisciplinary approach which establishes a strong empirical connection between the


140

traingle’s elements: education – business environment – research. The balance between theoretical and empirical creates a cohesion between the various activity fields of the society where we live in.

Also, the European funding represents a support element of the three fields at regional level which increases the innovation and financial resource efficiency levels. The different objectives suggested through the European programs create possibilities for the public and private sectors of higher education. REFERENCES

1. Andrei Tudorel, Oancea Bogdan, Teodorescu Daniel, Characteristics

of higher education in Romania during transition, Ed. Elsevier Ltd, Washington, 2010, pag. 3418 – 3419

2. Arendt H, Between past and future, Penguin Books USA Inc, New York, 1988, pag. 35 – 45

3. Bîrsan Maria, Paas Tiiu, Competitiveness of national economies and the efficient integration into the European Union, Editura FundaŃiei pentru Studii Europene, Cluj-Napoca, 2003, pag. 463 – 483

4. Boardman E. Anthony, Greenberg David, Vinning Aidan, Cost-benefit analyis: concepts and practice, Pearson Education, Essex, 2001, pag. 543 – 566

5. Directorate General Regional Policy, Guide to cost-benefit analysis of investment projects, Comisia Europeană, Oficiul PublicaŃiilor UE, Bruxelles, 2008, pag. 158 – 170

6. Eurostat, The Social Situation in the European Union, Oficiul PublicaŃiilor UE,Bruxelles, 2010, pag. 55 – 70)

7. Rusu Costache, Management of Technological Changes – Proceedings of the 6th international conference on management of technological changes, vol. II, Democritius University of Thrace, Grecia, 2009, pag. 199 – 203, 307 – 311

Internet resources: 1. Eurostat,http://epp.eurostat.ec.europa.eu/portal/page/portal/structural_

indicators consulted on 14.12.2009


141

THE ROLE OF INTERNAL AUDITING IN ACCOUNTING FRAUD DETECTION

Ec Octavian-Florin Dondera, Ph.D student - “Ioan Slavici” University of Timisoara, ROMANIA

Ec. Ana-Maria Marculescu, Ph.D student - Euromobille Ltd - Sanandrei, Timis, ROMANIA

Abstract: Currently, the internal audit domain experiences a striking development, and the interests for the efficiency criterion of this activity are mainly oriented at the qualitative aspects of financial and economic life specific to legal entities and / or public institutions. Bankruptcies of large corporations (2001 - Enron, 2003 - Parmalat) and the many financial scandals (eg, WorldCom, Adelphi, Qwent Communications, Global Crossing) have strongly affected the corporate life. Keywords: internal audit, fraud, corporate governance, risk of fraud 1. Introduction

The more desputed financial scandals mentioned, but also many others that were not as resounding have shown that the accounting fraud risk can run on any type of economic system.

As an immediate repercussion on this negative aspect of the national economies in different countries, investors have begun to express their disbelief in the success of the companies and their investments. In order to protect investors and establish a rigorous system of internal control has been granted and assigned a role and a special need to the audit in general and to internal audit in particular.

Considering the fact that fraud occurs in different areas of auditing, and the idea that they are the objectives of internal audit, is rased the question of the degree of involvement of internal auditors in preventing, detecting and investigating fraud, and to where their involvement is recommended so to be able to maintain independence and objectivity, which is an essential feature of any professional.


142

2. The role of internal audit in preventing fraud

To be considered effective any corporate governance, indifferent of the configuration mode and the reference market in which it operates, it must provide appropriate mechanisms of control, able to intervene in critical situations and to protect the interests of all users.

A recent study by Ernst and Young, reveals a disturbing growth of the accounting fraud trend, despite forecasts and appropriate regulations in the field.

Among the factors that underly the risk of accounting fraud at the company can be remembered: • The increasing complexity of organizations; • Reduced dissemination of internal audit functions; • Acceptance for the companies of a certain level of risk, as a typical element of business; • The presence of an internal control system does not meet in fully the economic requirements of companies; • More aggressive accounting policies.

It is observed that the most effective methods to prevent fraud result to be only two: management control and operating the internal audit.

Remains the responsibility of management the installation of the system and processes that serve to prevent and reveal fraud within an organization to develop a economic culture oriented to ethical behaviors that can cross all levels of the structure. Instead, lies within the internal audit to provide self assistance, assessing risks and control strategies of the organization, suggesting initiatives, solutions, proposals and recommendations to attenuate the risk of fraud and improve the strategies of control.

The role of internal audit in the organization, given its influence on the management control, assumes a first plan importance in the area of corporate governance.

The economic crisis which occurs worldwide, highlights the fact that accounting fraud are attributable to deficiency (or absence) of control, formally provided in external normative and internal regulations of companies. Highlighting the close links between fraud, corporate governance and internal audit's role is again revealed.

These elements are relevant because that the regulation remains ineffective if its not accompanied by an organizational culture based on ethical principles to put in first plan its priorities, transparency of accounting


143

information and interna land external control efficiency. Eliminating conflict interests of the control authorities is the major route to facilitate the proper function of control systems.

Besides the interventions with normative character, a special attention should be given to internal regulatory initiatives from these economic and financial organizations that place a central importance to the investment decisions, consenting the market to select the entities the most worthy in the sense to protection and guarantee of the fairness and transparency provided to investors.

Starting from the external environment, the communication facilitates the control activity, especially the risk assessment, allowing continuous monitoring of economic activity. Like I said, in the sphere of prevention and control system of fraud, internal audit's role is primordial and is focused on ensuring that management has reviewed its own risk exposure and inserted appropriate the risk of fraud between the possible risks, suggesting proper management procedures of such a risks.

The central role of this function is to provide an independent assessment regarding the effectiveness and adequacy of internal control solutions introduced by management especially on the actual operating degree.

Internal audit should add value to all activities of the organization, facilitating the identification and assess risks at all levels.

This should be obtained by examining the economic essence of risk management process, hoping that exists for it management policies and conduct rules clear and consistent.

Internal auditors must have full responsibility, defined in preventing, identifying and reporting fraud.

The role of internal audit in corporate governance optimization consists in actions aimed to create "awareness". In this case appear useful the antifraud policies or the specific training activities of dependencies that must be taken to increase the perception of fraudulent activity and the need to prevent, identify and alert it. Auditors and organizations could in in this aspect to allow the help of the dependent staff, customers, shareholders and other users involved in the fight against fraud at all levels and on all fronts.

The consensus of opinion reached on the role of internal audit regarding fraud and irregularities is that the role of auditors is not to investigate the fraud, although many expect exactly that. The main role of internal auditor is to provide recommendations and conclusions on the effectiveness of the implemented process by the management to manage the risk of fraud.

In assuming this role, internal audit can: ● investigate cases of fraud, recommending supplementary control instruments and proper that may be necessary in the future;


144

● examine control tools to prevent fraud and detection processes put in practice by the management; ● make recommendations for improving these processes; ● provide advice to the audit committee regarding, if its necessary, legal assistance that must be searched for if its initiated the criminal prosecution; ● put at disposal the expertise and specific skills necessary for an investigation; ● stay in contact with the intervention team; ● obtain sufficient knowledge to detect indicators of fraud.

With the occasion of planned missions, internal auditors can take knowledge of the existence of possible signs of fraud or even a fraud.

Further, the investigation and notification of the abilitated authorities to complete the research belong to management, which, after its investigation, decides whether to submit the file to the judiciar authorities and prosecutors.

Fraud investigation is to carry out detailed research to determine if evidence of fraud is confirmed and if it really leads to a fraud, throw the clotting of precise and descriptive elements of fraud.

At the request of general management, internal auditors may participate as observers in mixed teams, to investigate fraud, when it has the following obligations: ● to have the necessary expertise and qualifications in the fraud area, ensured on the basis of professional certifications or on the acquired reputation; ● ensure that team members have the necessary technical qualifications of specialists who will participate in the investigation or based on professional certificates; ● ensure that each team member is independent of the activities or persons that are under investigation; ● to know and to ensure that regulations are implemented and specific procedures for investigating fraud activity in order to discover the fraud perpetrators, its extent, causes and fraud techniques used; ● to investigate and evaluate the existence and importance of any internal complicity to avoid providing information to persons that could be those involved in committing fraud or that they could provide misleading information; ● to appeal during the investigation at the consultation with legal office specialists, if necessary; ● know the rights of the authors alleged for fraud, of the investigation staff and the public entity's reputation.

In this case, the internal auditor, upon completion of the investigation of fraud, distinct from the report of the mixed team, can continue its assessment of internal audit specific activity for: - Make recommendations on the implementation and development of internal controls to reduce the future risk of committing fraud;


145

- Development of audit tests to detect future similar risks of fraud; - Determination of additional knowledge that are required to internal auditors to identify risks of fraud and their mechanisms to be able to identify in the future. 3. Conclusions

It confirms that more and more that the location of internal audit services is at the highest level of the entity, because on the one hand, they are directly subordinated to the general manager, on the other hand there is an increase in credit given based on its recommendations, appreciating that internal audit is more than just a simple control of compliance in relation to a referential system set, more exactly it can be seen from the perspective of an efficient audit which adds value to the internal audit work.

Internal audit through its activities, must pursue at the management "a position on fraud" and "to give the tone from the top that it will not be tolerated" and that the organization is committed to preventing and detecting fraud, and those who will commit will be sued in justice.

We believe that the uniformisation mode of action of internal auditors in the fraud domain, namely to establish the limit to which they will be involved in preventing, detecting and investigating fraud, it is necessary to supplement the existing regulatory framework. REFERENCES 1. Arnold D.F.Sr. & Ponemon L.A. (1991), Internal Auditors' Perrceptions

of Whistle Blowing and the Influence of Moral Reasoning: An Experiment, Auditing A. Journal of Practice & Theory, vol.10, no.2, p. 1-15;

2. Barrett P. (2002), Expectation and perception of better practice corporate governance in the public sector from an audit perspective, keynote address by the Auditor–General of Australia, International Quality & Productivity Centre Seminar, Canberra, 20 september, articol downloaded de pe site-ul http://www.anao.gov/ ploads/documents;

3. BoŃa-Avram C. & BoŃa Avram F. (2008), A survey regarding the implementation of internal audit in Romania, International Conference Economy and Transformation Management, 4th International Conference, Timişoara, România;

4. BoŃa-Avram C. & BoŃa Avram F. (2008), The responsability of organization's management in the prevention, detection and detterence of fraud, 4th Annual International Conference Integrating Perspectives on


146

Performance Management, Prague, Czech Republic, Department of Management Accounting, University of Economics, september, p. 39-50;

5. BoŃa-Avram C. (2008), The approaches of fraud from internal audit's point of view, International Journal of Business Research, vol.8, no.2, p. 70-75;

6. Coram P., Ferguson C.,Moroney R.,(2006), The importance of internal audit in fraud detection, accesibil on-line la www.aahq.org/audit/midyear;

7. Kpmg,(2006),KPMG Fraud Survey 2006, available on-line at www.kpmg.com.au

8. Lamoreaux, M.(2007), Internal auditor used computer tool to detect worldcom fraud, Journal of Accountancy, July,pp.35, accesibil on-line la www.ebsco.com

9. Lemon, M.W.&Tatum K.W.(2003), Internal auditing’s systematic, disciplined procces, The Institute of Internal Auditors Research Foundation, accesibil on-line la www.theiia.org

10. Leithhead B.S. (1999), Managing change and size risks, The Internal Auditor vol.56, no 6, p. 68-69


147

METHODS OF TAXATION OF ASSOCIATIONS AND FOUNDATIONS WITH PROFIT TAX

Lecturer Doina Dravasi, Ph.D- “Ioan Slavici” University of Timisoara, ROMANIA

Lecturer Adriana Bebeselea, Ph.D. - “Ioan Slavici” University of Timisoara, ROMANIA

1. The general legal framework regarding the functioning of associations and foundations as legal persons without patrimonial purpose

The legal persons carrying out activities aimed at the general interest or the interests of communities or, where appropriate, for their non patrimonial personal interest can form associations or foundations under the Ordinance 26/2000.

Associations and foundations established under this ordinance are legal persons for private law with no patrimonial purpose.

Ordinance 26/2000 aims to create the framework for: • exercising the right at free association; • promoting civic values, democracy and rule of law; • achieving a general, local or group interest; • facilitating the access of associations and foundations at public and private resources; • the partnership between the public authorities and private legal persons with no patrimonial purpose; • respect for the public order. The legal documents establishing the associations and foundations, concluded under the terms referred to the Ordinance 26/2000 are governed by the civil law. Foundation is the subject of law established by one or more persons based on a legal act between living or for the cause of death, and represents an heritage damaged permanently and irrevocably, to achieve a goal of general or, where appropriate, communities interest. In order to acquire the legal personality, its founder or, as appropriate, the founders concluded the constitutive document and the status of the foundation, in authentic form, under the penalty of the absolute nullity. The foreign legal persons with no patrimonial purpose can be recognized in Romania under the condition of reciprocity, based on a prior


148

approval of the Government, by inclusion in the Register of associations and foundations of the Bucharest Court Registry, if they are valid up to the State whose nationality they have, and their statutory purposes not contrary to public order of Romania. For this aim, the representatives of foreign legal persons must attach to the application registration the following documents, copies and certified translations:

• the constitutive document in the State of nationality of the foreign legal persons are;

• the status (if exist as act itself); • the decision of the authority of the foreign legal person, by which it

is required the recognition in Romania; • the status of the future representations in Romania of that foreign

legal person, including stipulations relating to establishment, legal capacity and the people who are foreign legal entity;

• the Romanian Government Decision approving the request for recognition in Romania of a demanding legal person.

The associations and foundations form as roumanian legal persons by individuals or foreign legal persons, may acquire the operating for the entire duration the property right and any other real rights over the lands necessary for the purpose for which they have been established. 2. The economic legislative framework regarding the Accounting organization of the Associations and Foundations The accounting organization of the associations and foundations is governed by the Accounting Law 82/1991, republished in 2008, with amendaments and supplements., the Order 1969/2007 for approving the Accounting Regulations for legal persons with no patrimonial purpose and the Law 571/2003 regarding the Tax Code, with amendaments and supplements. According to the Accounting Law, the accounting administrator or other person who has the obligation of the entity management, has the responsability for the organization and management accounting. Also, this law specifies the correct registration of all patrimonial elements, aspects related to the patrimonial inventory, verify the correct registration in the accounts of the economic operations by completing the trial balance of accounts at least twice a year, to prepare financial statements, the registration in three mandatory accounting registers: Journal Ledger, Inventory Ledger and Stock Ledger, the component and deadlines for annual financial statements.


149

By the Law 571/2003 regarding the Tax Code are specified the methods for calculation, the terms of payment of various taxes and fees due to the state institutions. In order to highlight all economic operations regarding the units with no patrimonial purpose, have been approved by the Order of the Ministry of Public Finances no. 1969/2007 the accounting regulations for the legal persons with no patrimonial purpose. 3. Methods for calculating the profit tax

According to the Tax Code the non-profit organizations are exempted from payment of income tax for the following types of incomes:

a) contributions and registration fees of members; b) monetary or in kind contributions of the members and supporters; c) registration fees established by legislation; d) income from visa, fees and penalties from sports activities or

from participation in sports competitions and demonstration activities; e) donations and money or goods received through sponsorship; f) dividends and interests earned from the placement of available

funds resulting from the exempt incomes; g) incomes taxes owed for the entertainment; h) the resources obtained from the public funds or grants funding; i) incomes realized from the occasional activities such as: fundraising

events with the participation fee, festivals, lotteries, lectures, used for social or professional purposes, according to their status;

j) exceptional incomes from the disposal of tangible assets owned by the nonprofit organizations other than those who are or have been used in an economic activity;

k) incomes from advertising and publicity, realized by the non-profit organizations, according to the organization and functioning of the field of culture, scientific research, education, sports, health, and chambers of commerce and industry, trade unions and employers’ organizations.

The nonprofit organizations are exempted from payment of profit tax and incomes from economic activities made up the equivalent of EUR 15,000, in a fiscal year but not more than 10% of the total incomes exempted from payment of profit tax .

These organizations that receive incomes, other than those mentioned above, and exceed the limit provided in the Tax Code, pay taxes for their profits.

The determination of taxable profit is made in according to the provisions of Chapter II, Title II from the Tax Code. For the determination of profit tax are taken into consideration the following:


150

a) establishing non taxable incomes referred in Article 15 of the Tax Code

b) determination of non taxable incomes by resorting of the following steps:

- calculation of the equivalent of 15,000 Euros using average exchange rates EUR / ROL communicating by the National Bank of Romania for the current fiscal year;

- calculation of the percentage of 10% of non taxable incomes; c) establishing non taxable incomes by adding the amounts of points

a) and b); d) determination of the taxable incomes by subtracting from total

incomes of those from the point c); e) calculation of the taxable profit corresponding to the taxable

incomes, taking into account the following: - the establishment of the expenses incurred for obtaining taxable incomes – it is appropriate for the taxpayer to use the relevant key for allocating the common expenses; - the establishment of the deductible amount of expenses according to the Tax Code rules; - the establishment of taxable profit as the difference between taxable incomes and deductible expenses; f) the profit tax calculation by applying the rate of 16%; Based on the methodological norms for the Tax Code can exemplify the following situation related to the "IOAN SLAVICI" Foundation namely: -at the end of the financial year 2010, the foundation mentioned before, presents the following situation of incomes and expenses: The incomes are composed of: - fees and tuition fees of students 250 000 lei - donations 25,000 lei - sponsorship 8000 lei - incomes from foreign exchange differences resulting from non-profit activities 12 000 lei - income from interest and dividends achieved from the placement of available funds obtained from no patrimonial purpose activities 7500 lei - aid and grants from the country and abroad and subsidies 268 000 lei - incomse from services 65 000 lei Expenses include: - salaries of staff employed 109.200 lei - expenses with works and services performed by third parties 75.000 lei - financial expenses 20.000 lei a ) the establishment of not taxable incomes


151

250.000+25.000+8.000+12.000+7.500+268.000 = 570.500 lei

b) the determination of non taxable incomes: 65.000/4,2=15.476 euro 10% of total non taxable incomes = 570.500 x 10% = 57.050 lei

c) the establishment of non taxable incomes = 570.500+57.050= 627.550 lei d) taxable incomes =Total incomes– non taxable incomes = 635.500 – 627.550 = 7.950 lei e) the establishment of the expenditure incurred in order to achieve the taxable incomes = Taxable incomes/Total incomes = 7.950 lei/635.500 lei=0,01% Salary costs related to the taxable incomes = 109.200x0,01%= 10,92 lei Financial expenses related to taxable incomes = 20.000x0,01%=2 lei Expenses with works and services performed by third parties related to the taxable incomes = 75.000 X 0,01% = 7,5 lei f) The calculation of profit tax = taxable profit x 16% = ( 7.950 lei-20,42 lei)

x 16% = 1.269 lei The registration of profit tax in Foundation’s accounting will be made as follows: 1.269 lei 691”Expenses with profit tax ” = 441 “Profit tax” 1.269 lei The closing of expenses with profit tax account: 1.269 lei 1212 „Profit or loss regarding the economic activities” = 691” Expenses with profit tax” 1.269 lei

The conclusions on the previous case study: - taking into account the accounting regulations in force under which foundations and associations use the surpluses obtained from activities with no patrimonial purpose and those of economic activities for carrying out their activities, the incomes from economic activities are totally used for their main object of activity (activity with no patrimonial purpose); - in my opinion the taxation of the results from the economic activities represents a real decrease of the exercise results, with negative effects on the whole activity. I emphasize this, because the entire activity of associations and foundations converge to achieve the main objectives, the economic activities are adjacent to the main activity (source to supplement their incomes); - for associations and foundations within a sector or a department that has a purely independent economic activity, I recommend the establishing by them as an associate / shareholder of a separate company (eg spin-off and start-up companies for marketing results of the scientific research in accordance with the current European and Romanian current legislation).


152

REFERENCES [1] Feleaga Liliana, Feleaga Niculae, Financial Accounting – an European and international approach, the second edition, volume 1 and 2 Fundamental Financial Accounting, Economic Publishing, Bucharest, 2007; [2] Greceanu-Cocos Virginia - Monographic accounting guide for associations and foundations, Lucman Publishing, Bucharest, 2005; [3] Accounting Law No. 82/1991, republished; [4] Low No. 571/2003 regarding the Tax Code, with subsequent amendments and completions; [5] Low No. 246/2005 for approving the Government Ordinance No. 26/2000 regarding the associations and foundations; [6] Order No. 1969/2007, regarding the approval of the accounting regulations for legal persons without patrimonial purpose; [7] Ordinance No. 26/2000 regarding the associations and foundations, with subsequent amendments and completions; [8] Raileanu Vasile, Raileanu Adriana Sofia, Accounting and tax approaches regarding the taxes and fees, Economic Publishing, Bucharest, 2009.


153

CREATIVE ACCOUNTING FRAUD OR ACCOUNTING TRICK?

Ec Octavian-Florin Dondera, Ph.D student - “Ioan Slavici” University of Timisoara, ROMANIA

Ec. Ana-Maria Marculescu, Ph.D student - Euromobille Ltd - Sanandrei, Timis, ROMANIA

Abstract: Due to the current economic crisis, the incompetence of managers corroborated with the creative accounting practices can have devastating effects in "pilotage" of the economic entities, in particular, and economic environment, in general. Key words: creative accounting, creative accounting practices, financial position and performance, accounting treatments

1. Introduction

If some time ago any accountant was answering without any hesitation to the managers question: "How does 2+2?" undoubtedly 4, today more and more answer, "How much do you want?".

Accounting is no longer, contrary to what some believe - an exact science. Often in accounting is operated with both objectivity and with subietivitate. In this respect Bernard Colas remarked: "Strange instrument is accounting… Made to describe the entreprise, it does provide only partial


154

images, often biased and always unclear. Designed to inform, to help control and decision making, it lends itself to deception, in staging, at rhetoric and sometimes to scam ".1

It is well known in the specialized literature the postwar period, when it was practicated the multiplication of the financial statements according to the requirements and the request of the balance you could have the surprise to be asked which ones, "one for banks, one for finance or of managers?".

2. Research Methodology

The study has as objective the placement in first plan the concept of creative accounting, the most commonly techniques of creative accounting used, but also the negative consequences of their use. In this sense, I proceeded at making a deductive, and inductive research to determine the most used creative accounting practices as well as the motivations that lead to their use. We believe that the research has even a normative character based on the study of regulations developed by various national and international organizations and authorities. 3. Creative accounting - the result of instinctive perversity in business

Any successful business is based on at least these three ingredients, namely, entrepreneurship, creativity and originality. But what happens when creativity is infiltratig in the only department in which has no place. Teresa Amabile (Harvard Business School Director, she dedicated her life to research in the creativity domain) asked directors of companies where they don’t want to have creative people, they invariably answered in the accounting department, and then laughed because he has negative connotations of creative accounting.

Creative accounting has emerged as a result of economic, legal, social development and pressure information users (accountants and managers) interested to provide a certain image of the company.

Creative accounting term was first used in Anglo-Saxon environment, as a result to the accounting freedom profession and taken later in the accounting vocabulary of other countries.

It sat on the edge between the legal form and economic substance of transactions and events. Discussed in terms of accounting practitioners, the appearance of creative accounting was facilitated by the basic and alternative treatments used to solve the same problems. In most cases an accounting 1 Bernard Colasse, Encyclopedie de gestion, 2-eme edition, Economic Publisher, Paris, 1997, page 74


155

problem has at least two solutions with different effects on the financial position and performance of enterprise. We appreciate that the appearance of creative accounting was influenced also by the flexibility of international accounting rules.

Creative accounting is treated in most cases in a negative way, aimed to lead at a financial statements preparation that are able to respond to the managers wishes regarding the financial position and performance of enterprise. In this way, the financial statements are not what they should be (normative discourse), but what is meant to be (interested discourse).

The most complete definition of creative accounting belongs to Naser, in whose opinion the creative accounting is: "1) the process by which, given the existence of loopholes in the rules, are manipulated the accounting numbers and, taking advantage of flexibility, there are choosen those practices for measuring and divulgation that allow the transformation of syntetic documents from what they should be in what the managers want, 2) the process by which transactions are structured in such way as to allow production of desired accounting result."1 Whatever name they bear, creative accounting, derived from standard accounting practices and appears due the inefficiencie in the business.

The question is whether creative accounting is synonyms with fraud? The answer is absolutely not. Fraud is the act of bad faith that violates the law, has negative character, while creative accounting respects the law, but not its spirit.

Various authors define quite divergent, this concept as representing “all the techniques, choices and freedoms allowed by the accounting texts, that without departing from the rules and requirements of accounting, give to the managers the opportunity to juggle with the result".2 You can not make reasoned accusations of non-compliance with the professional or legal norms, but the common sense logic idetifies in creative accounting techniques the presence of a particular dose, „forcing the note ".

And yet, authors as Giot and Malb point out that we do not have to assimilate, automatically, creative accounting with something negative or perverse. Accounting innovation is necessary to keep pace with the economic, legal and social developments.

"At its origin, creative accounting is virtuous: it provides to accounting the means that would allow to keep pace with the growing development of the markets and the proliferation of financial products. The problem arises from the fact that it begins to rapidly manifest the instinctive perversity of business men." 3

1 Naser K., Creative financial accounting: its nature an use, Prentice Hall Publisher, 1993 2 Gillet Paul, Creative accounting: The accounting result is not what it seems, French journal of administration, november-december 1988 3 Malb J.L., Giot H., L’elasticite du resultat selon les dimensions temps et espace, AFC Congres 1995


156

The existence of uncertainties of all kinds in the economy, makes that many elements of the financial statements can not be measured with certainty, but only estimated. The opinion of the management for one of the many accounting treatments and policy, implicitly creates the posibility to choice with intention the one that answers to the interests, that not always converge to the true image, but rather to a suitable image. Appears this way, as a distortion of the quality of financial information, generating the uncertitude about the consistency and comparability of informations for users.

Furthermore the business globalization, always gives rise to challenge from accountants, faced with new forms of expressions of identity for the firms that are permanently in competition, where the need for information is more fast and diversified, sometimes becoming a marketing tool and advertising. In this context, the accountent must find quick solutions to adapt to the new informations demand, sometimes without waiting for the normalization, imposing this way the need for creativity in finding solutions and treatments that promote the image of corporation and obtaining an advantage, without any conflict with the law. Also, economic, legal and social development, but also the pression of information users had made necessary the accounting innovation.

The creative accounting is a common practice at global level that produces continuously financial statements that fit to a particular purpose behind which are hidden in most or the cases financial interests. It is often named as an aggressive accounting because it involves the manipulation of numbers, not supplying accurate and reliable accounting informations and without errors. Practically we are witnessing at a "transformation of the financial accounting numbers from what they are in what the formulators of financial statements want to be, taking advantage of the existing rules or ignoring some or all the rules"1. Its a maneuver executated with ingenuity by subtle and sophisticated practices, which allows it to be detected with delay. The distortion of accounting information has as result a favorabile light for the companies. Although its not an act of bad faith, it misleads the investors, the business partners and the state.

4. Motivations underlying the development of creative accounting techniques

The financial statements are identifing as victim m, and creative accounting as the gun for the crime. What is missing

from the equation is the motive.

1 Kamal Naser “Creative financial accounting its nature and use”, Prentice Hall Publisher, 1993


157

The reasons that underlies the creative accounting are from the most various. Sometimes the reasons can be unconventional such as the "desire" to beat the system, but in most of the cases the reasons spin around the financial interests.

The use of creative accounting aims to create an illusion regarding the profitability of an enterprise is determined by the desire of the managing factors to take advantage of cosmeticised results of the unit. To this end, managers, with the accounting professionalists, had continually seeked new ways to manipulate the accounting information that compose the financial statements. There are some who consider that calling to their own interest in creative accounting methods represents a refusal of the managers to admit the failure of their own activities that does nothing else but to delay the moment of truth.

At the same time, we can not neglect the opinion of some reputable experts who sustain that the accounting information promoted by the creative accounting are beneficial, because they give to all users the means that allow them to keep up with the increasing development of the markets and the proliferation of financial products. Most likely is the fact that some some informations are manipulated for personal interest, which shows the instinctive perversity of the business people.

Another reason that promotes the use of creative accounting techniques that belong to creative accounting is the pressure from investors and business partners. The investitors are interested, mainly, in the ability of companies to achieve further benefits. They encourage these practices by the excessive importance they give to the accounting result.

The unsatisfactory performances of companies, resulted from the incompetence of the management, affects the commercial and social relations. On one side, we have trading partners. Suppliers are interested in whether the company will be able to satisfy the financial obligations and the customers are interested in the business continuity of company. The management has only to gain from these relations. From suppliers - trade credits, from customers - loyalty. On the other hand, we have employees which are interested in the performance and perspectives of the company. Their interest is the increase of wages and job security. How the management prefer investments in spide of wage increases then the creative accounting techniques will operate on the profit.

We must not lose sight of any pressure camed from bank lenders that are interested in the company's ability to repay the loans. Creditors can reduce the repayment terms at any time if the performance of the company is not even satisfactory. In this case, the managements solution is also creative accounting.


158

5. Usual practices of creative accounting and the consequences of their use

Creative accounting practices aim to optimize the results contained in

the financial statements. Accounting engineers that are made to put in a favorable light the financial position and performance are legal, making the users of accounting information real puppets in the companies hand. Creative practices especially aim the stock evaluation, the creation and/or reduction of provisions, capitalized costs, depreciation methods and revaluations of tangible assets.

According to Ian Griffith "every company fool when it comes to their profits. Each set of published financial statements is based on accounts that have been cooked and roasted at a low heat. The numbers that are offered to the public, twice a year, were changed to hide the guilty ones. It is the biggest trick since the Trojan Horse untill now."1 Creative accounting is in fact an impediment to an efficient activity implementation.

The consequences can not be other than negative for those who follow this pat hand for the external users as well. Creative accounting practices brings financial damages and significant losses in all camps. This aggressive practice brings first of all damages to the initiating company. Companies that use these practices should be aware that maneuvering in the accounts tend to cross the limit to fraud. It's just a small step towards the forgery activities, fraudulent obtain of funds, illegal taxation, customs and banking. This "game" escapes at one point aut of control and have the same disastrous end as American corporations like WorldCom, Enron and Andersen.

6. Conclusions and proposals

Creative accounting is undoubtedly a formidable challenge for

professionals. The phenomenon of distortion and manipulation of the accounting information appeared due to the "instinctive perversity of business people" on the backround of some legal gasps.

Creative accounting may serve different purposes depending on the interests of the company management have, and its practice diminishes the credibility of accounting information. Promotion with bad faith and personal interest of creative accounting methods distorts the reality and helps, no matter how perfected would be, sooner or later, at spectacular bankruptcies with disastrous effects on companies but also on the health of the business environment. By the proliferation of creative accounting phenomenon will be indentified a denaturate representation of the companies reality. It is no surprise that they are diversifying, especially when they have "tacit consent"

1 Griffits I., Creative accounting, Sidgwick & Jackson, London, 1986


159

of the regulatory organizations. In Romania there is currently no specific legislation to facilitate the identification and punishment of illegal techniques used by creative accounting. How the accounting rules present weaknesses, how the state penalizes instead of being a support and how the users give a very big importance to the accounting result, the management may choose to change the direction. To avoid the perpetuation of such practices, with harmful effects on all economic activities, it is necessary to adopt a similar legislation as the developed countries, which faced with this phenomenon, had found the antidote to keep it under control. Specialists in domain recommend to increase the role of CECCAR, and of CAFR in the introduction of precise and rigorous ethical and professional standards, and in certification objective of the quality for the activities carried out in the field. In this way, can be created the premises for the establishment of a correct and healthy behaviour that will discourage the use of methods and practices which, defying the law, creates situations that deteriorates the economic and competitive environment, causing serious damage to the state budget.

REFERENCES 1. Amat O., Blake J., Oliveras E., The struggle against creative accounting: is "true and fair view" part of the problem or part of the solution?, Working Paper; 2. Balaciu, Diana - Is creative accounting a form of manipulation? ; 3. Bertolus, J.J., - "L'art de truquer un bilan," Science & vie economic – no. 40, juine 1988, quoted by Stolowy H., "Existe-t-il vraiment une comptabilité creative?" ,Revue de Droit Comptable, no. 94-4, December 1994; 4. Bernard Colasse, Encyclopedie de gestion, 2-eme edition, Economic Publisher, Paris, 1997; 5. Bogdan, Victoria - Accounting practices under the imprint of creativity, The Journal of the Faculty of Economics, Oradea, 2006; 6. Collier, Paul - Accounting for managers. Interpreting accounting information for decision-making, John Wiley & Sons Ltd, London, 2003; 7. Feleaga Niculae, Malciu Liliana - Accounting policies and options, Fair Accounting versus Bad Accounting - Economic Publisher, Bucharest, 2002 ; 8. Gillet Paul, Creative accounting: The accounting result is not what it seems, French journal of administration, november-december 1988 9. Gounin, I., - "L'art de presenter un bilan", La Tribune, 28 mars 1991 Lignon M., "L'art de calculer ses benefices" , L'Entreprise no. 50, November 1989, Stolowy H.; 10. Griffits I., Creative accounting, Sidgwick & Jackson, London, 1986


160

11. Griffiths I. - New creative accounting: how to make your profits what you want to be, London, City Editeur, 1995; 12. Hoarau C. - Les utilisateurs de l'information financiere face a la creativite ou l'imagination comptable, Revue le droit comptable; 13. Ionescu, Cicilia, Accounting in front of the financial engineering challenges, Theoretical and applied economics no. 5, Bucharest, 2006; 14. Kamal Naser, Creative financial accounting: its nature and use, Prentice Hall Publisher, 1993; 15. Malb J.L., Giot H., L’elasticite du resultat selon les dimensions temps et espace, AFC Congres 1995 16. Malciu Liliana - Creative accounting, Economic Publisher, Bucharest 1999; 17. Malciu Liliana - Advanced Accounting, Economic Publisher, Bucharest, 2000; 18. Patroi Dragos - Tax evasion between permissive side, contravention aspect and criminal character, Economic Publisher, Bucharest, 2006 ; 19. Paul Diaconu - How make the accountants money? tax evasion, tax havens, creative accounting, Economic Publisher, Bucharest, 2004 ; 20. Răileanu, Vasile - Creative accounting, Bucharest, 2008 ;


161

USING FUZZY SYSTEMS IN THE OPTIMIZATION OF FINANCIAL DECISION

Lecturer Doina Darvasi Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA

Lecturer Mircea Untaru Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA

Abstract: In this paper is presented general considerations on the possibility of fuzzy systems applications in the economic environment. The aim of this paper is to optimize the portfolio management of financial securities using fuzzy systems. This thing is possible with aid of Matlab system which is used in the implementation of fuzzy systems and optimization of financial decision. Key words: fuzzy systems, optimization, defuzzication, hybrid neuro – fuzzy system, Matlab, financial securities. 1. General considerations on the possibility of fuzzy systems applications in the economic environment Following the development of economics in recent decades can be noticed the introduction of a solid axiomatic support, the increased of accuracy and involving of mathematical apparatus, but it is still maintain a distance between theory and mathematical modelling which were imposed and economic practice, which often can be of INERTIA. TRADITION and CONSERVATORY reject them, remains to be seen whether evolution in the two sides will be converging, parallel or divergent in the worst case. There are several reasons that may explain why economic theories haven’t had a fully successful implementation in economic reality:

• A first reason would be the fact that theories are formulated in mathematics classic terms, with two logical variables (Boole) and related classical theory, this thing is not realistic in the economy because human thinking and decision is made and is based on relative uncertainty, which is very specific human language, classical mathematics is not able to express this uncertainty, there is also a human preference for complex choices that can not be quantified by classical rules;

• The second reason refers to the complexity of existing models wanting to capture the entire economic reality in an extraordinary expansion,


162

requiring more sophisticated models, naturally occurs the requirement for simplification, but with the risk to low the accuracy of goals; so there is a compromise that have to be made between accuracy, uncertainty and relevance; however, often the decisions and economic predictions are operated with linguistic terms such as "oil prices is expected not to be a substantial increase in the next period" such predictions are also determined by a common sense, using economic knowledge and information relevance, which is often expressed in terms of linguistic nuance.

2. Optimizing the portfolio management of financial securities using fuzzy systems

In the system example that is developed in this paragraph are considered two input variables: X – tendency of financial securities; Y – the volatility of financial securities; and a output variable Z – position adopted in business For the two input variables can be considered two sub-field (classes) for example as a coded representation: X1 = {0.3, 0.7, 0.5} Y2 = {0.4, 0.0, 1.0} In which the extreme values represent the ends of ranges (minimum and maximum values) but that in the middle the level of membership; the main mathematical used operators are presented in Fig. 1. In fact the set of fuzzy rules is a knowledge base (according to those presented in the chapters related to database expert systems), and is of utmost importance for its ability to respond to all possible combinations of values. Creation of this knowledge base and its translating into sets of fuzzy rules is based on experience in the field, but unlike those systems based on artificial neural networks is not as complex, in case of ANN having an exclusive nature.

0 1

Foarte rapidă

Rapidă

Medie

înceată

Foarte înceată

Puternic descrescătoare Descrescătoare Medie Crescătoare

Puternic crescătoare

Vol

atil

itate

TendinŃă Fig.1 Graphical representation of input corresponding classes.


163

Currently there is specialized software which make the set of fuzzy rules using the existing database (historical data); for example: a set of fuzzy rules is presented in Table 1. Defuzzication of results From previous analysis it is clear that using fuzzy inputs and a set of fuzzy rules will be obtained fuzzy outputs too, for considered example there were presented in Fig. 1 recommendations for the output position (short, long, medium) according to possible combinations of input positions, these fuzzy outputs have to be moved back into discrete values, numerical (crisp) in order to be used, in this case there are several methods which have been partially analyzed in the general section of this chapter. Gravity centre method, consider the position of gravity centre of the area corresponding to fuzzy output and determine a numeric result used for it. Table. 1 A set of fuzzy rules.

Strong Desceding trendency

Descending Trendency

Stability Increasing tendency

Strong increasing tendency

Very quick volatility

1 0.14 0.31 1 0

Quick volatility

0.47 0.14 0.31 0.47 0

Average Volatility

0.98 0.83 0.92 0.76 0

Slow Volatility

0.28 0.89 0.9 0.98 0.85

Very slow Volatility

0.28 0.93 0.86 0.99 1

3. Matlab implementation of fuzzy systems used in the optimization of financial decision

In this paragraph is proposed the implemetation of the application defined in previous paragraph; in the first phase is presented the application text implemented in Matlab. Name='Titus' Type='mamdani' Version=2.0 NumInputs=2 NumOutputs=1 NumRules=25 AndMethod='min' OrMethod='max'


164

ImpMethod='min' AggMethod='max' DefuzzMethod='centroid' [Input1] Name='Tendency' Range=[0 1] NumMFs=5 MF1='strong-descending':'trimf',[-0.1 0 0.15] MF2='Desceding':'trimf',[0.1 0.2 0.35] MF3=strong-incresing':'trimf',[0.834730158730159 1.00573015873016 1.13073015873016] MF4='Stability':'trimf',[0.3 0.5 0.7] MF5='Incresing':'trimf',[0.61 0.803 0.921957671957672] [Input2] Name='Volatility' Range=[0 1] NumMFs=5 MF1='Very-quick':'trimf',[-0.1 0 0.15] MF2='Average':'trimf',[0.3 0.5 0.7] MF3='Very-slow':'trimf',[0.85 1 1.15] MF4='Quick':'trimf',[0.1 0.2 0.35] MF5='Slow':'trimf',[0.65 0.8 0.9] [Output1] Following the paragraph where are explained the graphs generated by Matlab (Fig. 2 to Fig.8).

Fig. 2. Inputs and outputs’ definition.


165

Fig. 3. Fuzzy volatility variable.

Fig. 4. Fuzzy Output.


166

Fig. 5 Definition Rules.

Fig. 6 Defuzzication of results.


167

Fig. 7 Spatial graphic representation of input-output dependence.

Fig. 8 Planar graphic representation of input-output dependence.


168

4. Conclusions on the possibilities for using the method

Analyzing the example considered, but also from other analyzed situations can be broken off the following information: - When the entries are continuous; - There are no mathematical situations (modeling) between outputs and inputs, or in case of existence are complex and have a high degree of approximation; - There is great disturbance of inputs; Based on these features were produced valuable works in the fields of: - Selection of investments in shares, being distinguished Wong contributions, he developed for this purpose a hybrid neuro – fuzzy system; - Investment portfolio optimization. REFERENCES [1] L. Dorneanu, A. Bebeselea, A. Mnerie, T. Slavici, D. Mnerie (2011)

Optimization of university costs using artificial neural networks, in Proceedings of the fifth Wseas International Conference on Management, Marketing and Finances, Gran Canaria, Canary Islands, Spain, Wseas Press, pp 205-210.

[2] T. Slavici, Optimizarea management financiar cu ajutorul metodelor inteligentei artificiale, PhD Thesis, Timisoara, 2006.

[3] T. Slavici, Inteligenta artificiala, Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara, 2009.

[4] L.Nikolaos, E.Iordanis, Default prediction and bankruptcy hazard analysis into recurrent neuro-genetic-hybrid networks to Adaboost M1 regression and logistic regression models in finance, 7th WSEAS International Conference on Engineering Education, Corfu Island, Greece, July 22-24, 2010, code: 646-071

[5] Z. Haraszy, D.G. Cristea, V. Tiponut, T. Slavici, Improved Head Related Transfer Function Generation and Testing for Acoustic Virtual Reality Development, 7th WSEAS International Conference on Engineering Education, Corfu Island, Greece, July 22-24, 2010, code: 646-442.

[6] M.Gr. Voskoglou, A fuzzy representation of CBR systems, 7th WSEAS International Conference on Engineering Education, Corfu Island, Greece, July 22-24, 2010, code: 646-099.


169

USING ARTIFICIAL INTELLIGENCE APPLICATIONS IN

FINANCIAL MANAGEMENT

Lecturer Adriana B ădescu Ph.D- “Ioan Slavici” University of Timisoara, ROMANIA

Lecturer Liliana Dorneanu Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA

Abstract: In this paper is proposed the use of methods specific to artificial intelligence in financial management, aiming at finding some pairs {artificial intelligence method, financial management problem} in which the results have to be optimal and better than traditional methods. Key words: Artificial intelligence, expert systems, artificial neural networks, genetic algorithms, fuzzy systems, knowledge base 1. Introduction Artificial Intelligence (AI) can be regarded as that part of informatics that aims to design those systems that are endowed with certain properties that we normally associate with human intelligence: language understanding, learning, reasoning, problem solving, theorems’ demonstration. Different definitions of artificial intelligence focus differently, either on cognitive processes or behavior. Thus, Artificial Intelligence can be regarded as the study of systems which:

• think like people do; • think rationally; • act like people do; • act rationally.

In this paper is proposed the use of methods (paradigms) specific to artificial intelligence in financial management, aiming at finding some pairs {artificial intelligence method, financial management problem} in which the results have to be optimal and better than traditional methods.


170

2. Expert systems

Among methods and paradigms specific to Artificial Intelligence, expert systems are most “well-known”, being the first which were imposed in practice, overcome the theoretical research framework, in author’s appreciation, the avant-garde character, novelty, unconventional feature of expert systems is somehow obsolete, the membership to “artificial intelligence” field being in this moment questionable. The reasons of this chapter in the present paper, taking into consideration the innovations and the author’s original contribution are significant, and are the followings:

• uniformity and minimum claim of completeness of the paper; • design some hybrid systems, in which expert systems are a

component; In Fig.1 it is presented an expert system case used in deciding when to grant a

customer credit.

Fig.1 Input window rules. In the category of premises one can have pieces of knowledge in the form of questions, variables, goals (if it wants to test the level reached by certainty factors). The same components are also found in conclusion category, stating that the goals are followed by a value award for certainty factor taking into consideration one of the variants specified in the control panel parameters. Control panel allows the printing as a file or directly to the printer of all parts


171

of knowledge in a continuous or on different pages using one of three front sizes: 10, 12 or 14. Knowledge base of the prototype ANALYSIS was redirected to the file "CLIENT" from EXSYS working directory. This is presented below: Subject: OUTSTANDING INVOICE CUSTOMER TREATMENT Author: LILIANA DORNEANU Starting text: EXSYS DEVELOPER EXPERT SYSTEMS OF MAKING DECISION OF CUSTOMER TAXES COLLETION Ending text: FOLLOWING EXSYS EXPERT SYSTEMS CONSULTATION IT HAS REACHED THE FOLLOWING CONCLUSIONS: Uses all applicable rules in data derivations. Probability System: 0 - 10 DISPLAY THRESHOLD: 2 QUALIFIERS: 1 OUTSTANDING INVOICE OVER 30 DAYS CUSTOMER CREDIT LIMIT BAD CUSTOMER 2 OUTSTANDING INVOICE OVER 60 DAYS CUSTOMER CREDIT LIMIT BAD CUSTOMER GOALS: 1 IMMEDIATE CASH 2 SUPPLY SUSPENSION UNTIL THE COLLECTION OF OUSTANDING INVOICES RULES: RULE NUMBER: 1 IF: OUTSTANDING INVOICE OVER 30 DAYS CUSTOMER CREDIT LIMIT


172

THEN: IMMEDIATE CASH - Confidence=10/10

---------------------------------------- RULE NUMBER: 2 IF: OUTSTANDING INVOICE OVER 30 DAYS BAD CUSTOMER

THEN: SUPPLY SUSPENSION UNTIL THE COLLECTION OF OUSTANDING INVOICES - Confidence=9/10 ---------------------------------------- RULE NUMBER: 3 IF: OUTSTANDING INVOICE OVER 60 DAYS CUSTOMER CREDIT LIMIT

THEN: IMMEDIATE CASH - Confidence=8/10

---------------------------------------- RULE NUMBER: 4 IF: OUTSTANDING INVOICE OVER 60 DAYS BAD CUSTOMER

THEN: SUPPLY SUSPENSION UNTIL THE COLLECTION OF OUSTANDING INVOICES - Confidence=7/10 3. Artificial neural networks

The question arises how efficient it is the use of neural networks in those types of applications that fully exploit the advantage of their specifics, obviously there are types of problems that almost perfectly folded using ANN, but other types that generate even incompatibles with them. Within this chapter were introduced basic concepts specific to use ANN, following to be repeated and developed within the present chapter together with examples and study cases related. Generally based on experience in the field can be said that ANN are used in those types of problems with the following features:

• mathematical model of the process is unknown, has too much complexity associated with insufficient accuracy (precision) and in some cases can not be determined;


173

• available data are incomplete in some cases, there are signals and noise disturbance (noise term can be extrapolated from technical field and in other types of economic, genetic processes, ... ...);

• there are a number of constraints (restrictions) applied to the process and have to be optimized simultaneously. ANN Application for predicting stock market shares Nikko System In the present paragraph is presented one of the most successful uses of ANN, the author's contribution is resumed to the data processing performed by ANN implementations in Matlab tool. The reason of application processing from bibliographic sources cited in the context of this paper is to illustrate a first example of data organizing with the aim of ANN use

. Fig.2. ANN structure.

4. Optimizing the portfolio management of financial securities using

fuzzy systems

For proposed optimizing that will be developed in this paragraph two input variables are considered: X - tendency of financial securities; Y - the volatility of financial securities; and an output variable Z - position adopted in business.


174

Fig.3. ANN structure.

5. Genetic algorithms and evolutionary computation

Opportunities to use genetic algorithms in classification operations, with applications in securities managing portfolio. The problem of systems classification with GA aid is one of the most exciting applications GA, the power of this technique is extraordinary. It is considered the example of a managing equity portfolio system; decisions taken are related to stakes that are appropriate to be sold and to be bought, obviously those decisions will be taken according to several criteria specified in the first line of the next table. In assessing inputs are used three codes, namely 1 for the situation acceptable from the point of view of that criterion, 0 unacceptable situation and # signifies irrelevance according to considered criterion.

Table. 1. Criterion Ex1 Ex2 Ex3 Tendency of share value 1 1 # Issuer representativeness # # 1 Stock institution representativeness

# # #

Dividend growth tendency # # # Leverage factor 1 1 # ……… Purchasing decision 1 1 0 Sale decision 0 0 1

In case of outputs there are only two codes corresponding to validation option for purchasing, respectively for sale, for the first example is considered, reaching the conclusion that the purchase is appropriate.


175

6. Discussion and Conclusion

In certain situations, for example the use of artificial neural networks, has been found an exceptional applicability of those in economic field, fitting in the specifics of the economic data and processes: mathematical models of many economic processes have a high complexity associated with an insufficient accuracy and that available data are incomplete in many cases, there are disturbing signals, so for example: Percentage accuracy predictions of companies’ bankruptcy were 93-97% higher than those obtained by traditional methods. In other situations, for example in genetic algorithms case has been found a less efficient application of those in financial field; however their specific techniques could be used in case of some hybrid intelligent systems, helping to optimize other specific artificial intelligence methods. In case fuzzy expert systems and expert one the results were relatively good, those being improved by their inclusion within hybrid systems. REFERENCES [1] T. Slavici, Optimizarea management financiar cu ajutorul metodelor inteligentei

artificiale, PhD Thesis, Timisoara, 2006. [2] T. Slavici, Inteligenta artificiala, Fundatiei pentru cultura si invatamant “Ioan

Slavici’ Publishing House, Timisoara, 2009. [3] L.Nikolaos, E.Iordanis, Default prediction and bankruptcy hazard analysis into

recurrent neuro-genetic-hybrid networks to Adaboost M1 regression and logistic regression models in finance, 7th WSEAS International Conference on Engineering Education, Corfu Island, Greece, July 22-24, 2010, code: 646-071

[4] Z. Haraszy, D.G. Cristea, V. Tiponut, T. Slavici, Improved Head Related Transfer Function Generation and Testing for Acoustic Virtual Reality Development, 7th WSEAS International Conference on Engineering Education, Corfu Island, Greece, July 22-24, 2010, code: 646-442.

[5] M.Gr. Voskoglou, A fuzzy representation of CBR systems, 7th WSEAS International Conference on Engineering Education, Corfu Island, Greece, July 22-24, 2010, code: 646-099.

[6] D. Mnerie, T. Slavici, L. Herman, M. Untaru (2011) Risk- Security Relationship in Manufacturing Processes in Proceedings of the fifth Wseas International Conference on Management, Marketing and Finances, Gran Canaria, Canary Islands, Spain, Wseas Press, pp. 247-251.

[7] D.Darvasi, (2010) Contabilitatea fundatilor si asociatilor prin utilizarea metodelor traditionale sau clasice si a sistemelor inteligentei artificiale, Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara.


176

INTELLIGENT PROGRAMS IN ACCOUNTING OPTIMIZATION

Lecturer Doina Darvasi, Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

Lecturer Liliana Dorneanu, Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA

Abstract: In this paper is presented the efficiency of using expert systems in the economic environment. The aim of this paper is to create an expert system prototype in order to decide how to evaluate the projects funded by European Union funds. Key words: expert systems, accounting software, EU funds, Exsys Corvid, knowledge base, Logic Block 1 Introduction

Under the name of “expert system” are those knowledge based on artificial intelligence programs or device of high level, comparable with the most competent experts in an application field and where, these programs can achieve thinking and intuition performances similar to human experts. “Expert system” term is used with the same meaning as “knowledge-based expert system”, being preferred because of its easier pronunciation. Software development was done using Exsys Corvid expert system. 2 Evaluation of projects funded by European Union funds

This issue is one of present interest for Europe and especially for our country, Romania, a country in stage of post-adheration. 2.1 Knowledge base creation

When one want to create an expert system prototype aiming to decide the way of EVALUATION projects funded by European funds; the prototype will be named EVALUATION having in view the knowledge base subject.


177

From this time one can proceed to create a new knowledge base or consulting and updating the existent one. In case one decides to create a knowledge base for an expert system prototype of EVALUATION future projects funded by European funds, one shall use File from Main Menu and then option New from submenu. In Expert System Name window, in File name box will be introduced EVALUATION knowledge base name. If EVALUATION already exist, with the aid of Open button fron submenu related to File option from Main Meniu can be opened knowledge base. When the knowledge base is created for the first time, will be activated a window which enables the establishment of work variables (see Figure 1)

Fig. 1 Knowledge base creation The minimum of information that must be considered when generating a knowledge base can be found in the following compulsory steps to go in order to get from this pattern: subject of knowledge base and its author. Also in this control panel can be mentioned: working method with certainty factor for working goals, knowledge base scroll way, enabling/disabling rules displayed during the execution, enabling/disabling new rules test concerning how the knowledge base works, the begining and ending text have also be


178

displayed when consulting knowledge base, as well as minimum limit that displays certainty factors related to goals. After mentioning the compulsory knowledge base subject and author, and any other items listed above, EXSYS Corvid expert system generator proceeds to goals` takeover by displaying a working window which Main Meniu will contain: Logical Block, Action Block, Command Block, Variables. When it is necessary can be achieved several logical blocks, each one having a preestablished function. The introduction of a purpose in knowledge base is achieved by enabling LOGIC BLOCK page, when becomes active a window to ta keover the goals.

Fig.2 Editing window of Logic Block

In this case one must have in view a single purpose, namely to determine attractiveness scale of a project funded by European structural funds. After purpose introduction can proceed to formulate the first rule. From one’s experience and respecting the general principle applied to design software products, one recommends based on the analysis problem to be solved to proceed to the introduction of the following knowledge pieces: goals, questions and variables specific to EXSYS Corvid generator.


179

From a brief analyse of field and problem that must be solved we have the following knowledge pieces:

Puposes: 1. Determination of attractiveness scale Questions: 1. There is a warranty condition? 2. What is the duration of implementation (in years)? 3. What is the purpose of investment? 4. What type of partnership is involved? 5. What is the value of investment (in euro)? 6. How is the co-financing scale of the project? Variables: 1.Warranty conditions 2. Implementation time 3. Attractiveness scale 4. Co-financing scale 5. Investment type 6. Partnership type 7. Investment value.

Rules building requires the enabling of a window from figure 2 that allows you to add, to modify, to delete and to move a rule, but the structure of a rule can be viewed by Rule View (figure 3). Following the introduction of a rule from this page is obtained a pattern of takeover knowledge pieces within IF-THEN-AND components. As can be seen from figure 3 is mandatory to fill in IF and THEN part.

Fig. 3 Introducting rules window


180

In premises category one can have knowledge pieces in the form of questions, variables, goals (if one wants to test the achieved level of certainty factors). The same components are also found in the conclusions category, indicating that goals are followed by an value assignment for certainty factor of versions specified in control panel parameters. Logic Block windows which contain set of multiple rules for obtaining the desired decisons are founded in Figures 4, 5, 6.

Fig. Editing window of Logic block Fig. 5 Editing window of Logic block by highlighting a compose rule.


181

Fig. 6 Editing window of Logic block by highlighting a simple rule.

The Control panel allows you to print as a file or directly at the printer all knowledge pieces in a continuous way or on different pages. Knowledge base due to EVALUATION prototype was redirected to „PROJECTS” file from EXSYS working directory. Because knowledge base is wide, further to be extracted rules that intervene in the selection of a infrastructure project:

Subject: Evaluation of structural projects funded by European funds Author: Doina Darvasi Starting text:

EXSYS CORVID EXPERT SYSTEMS FOR DECISION MAKING, OF EVALUATION STRUCTURAL PROJECTS FUNDED BY EUROPEAN FUNDS

Ending text: FOLLOWING EXSYS EXPERT SYSTEM CONSULTATION

THERE WERE REACHED THE FOLLOWING CONCLUSIONS: Uses all applicable rules in data derivations. Probability System: 0 - 10 DISPLAY THRESHOLD: 1

GOALS


182

Determination of the attractiveness scale of a project financed by European structural funds.

RULES:

RULE NUMBER: 1 IF: There is a warranty condition? Yes AND: [Implementation_duration] <1 AND: What is the investment goal? Infrastructure AND: What type of partnership is involved? Internal partnership.

THEN: Attractiveness scale is: Confidence = 1.8 ---------------------------------------- RULE NUMBER: 2 IF: There is a warranty condition? Yes AND: [Implementation_duration] <1 AND: What is the investment goal? Infrastructure AND: What type of partnership is involved? International

partnership. THEN: Attractiveness scale is:: Confidence = 1.9 ---------------------------------------- RULE NUMBER: 3 IF: There is a warranty condition? Yes AND: ([Implementation_duration]>=1)&([

Implementation_duration]<2) AND: What is the investment goal? Infrastructure AND: What type of partnership is involved? Internal partnership. THEN: Attractiveness scale is::: Confidence = 2.1 ----------------------------------------

RULE NUMBER: 4 IF: There is a warranty condition? No AND:[Implementation_duration] <1 AND: What is the investment goal? Infrastructure AND: What type of partnership is involved? Internal partnership

THEN: Attractiveness scale is: Confidence =2.3


183

---------------------------------------- RULE NUMBER: 5 IF: There is a warranty condition? No AND: [Implementation_duration] <1 AND: What is the investment goal? Infrastructure AND: What type of partnership is involved? International

partnership. THEN: Attractiveness scale is: Confidence = 2.4 ----------------------------------------

3 Running program Program launching is achieved using Options button from Main Menu, by activating Run option (Fig.7)

Fig. 7 EVALUATION knowledge base execution


184

4. CONCLUSION

By using an expert system has been optimized the decision making process in case of projects evaluation funded by European Union structural funds. Compared with decision making traditional methods, time and accuracy is gained. REFERENCES: [1] T. Slavici, Inteligenta artificiala, Fundatiei pentru cultura si invatamant

“Ioan Slavici” Publishing House, Timisoara, 2009. [2] D.Darvasi, Contabilitatea fundatilor si asociatilor prin utilizarea

metodelor traditionale sau clasice si a sistemelor inteligentei artificiale, Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara, 2010.

[3] I. Andone, Inteligenta artificiala si sisteme expert in contabilitate, Moldava Publishing House, Iasi, 1993.

[4] D.I. Carstoiu, Expert Systems, ALL Publishing House, Bucureşti, 1996. [5] I. Zaharia, Expert systems, Bucuresti, 2002. [6] Towel G., Shawlik J. – Knowledge Based Neural Networks, Artificial

Intelligence, 70/1994, p.119-165 [7] G.G, Sztruten A.E. Oprescu, C. M Gheorghe, M. Sebea, Regional

Cooperation and its role in declining the impact of world crisis over tourism activity in Romania, Annals of DAAAM for 2009&Proceedings of the 20th International DAAAM Symposium, ISI Web Of Science – Proceedings, ISSN 978-3-901509-70-4.


185

ECONOMIC AND LAW ISSUES DEALING WITH FIXED

ASSETS APPLICATIONS IN BUSINESS ADMINISTRATION

Lecturer Marian Bratis Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA

Lecturer Mircea Untaru Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

Abstract: In this paper are presented economic and law issues that deal with fixed assets applications in business administration field. From economic point of view dealing with assets can decisively influence the company’s fiscal situation. From legal point of view the same issue can influence the company’s patrimony structure and implicitly the shareholders and bonds situation. Key words: knowledge base, fixed assets applications, disposal of fixed asset, asset modernization, knowledge pieces 1 Introduction “Expert systems” are those programs designed to replace or to help the expert in the fields where the necessity of human expertise is recognized. Among methods and paradigms specific to Artificial Intelligence, expert systems, are the most “well-known”, being the first imposed in practice, overcoming the framework of theoretical research; their novelty, unconventional feature is somehow obsolete, the membership to “artificial intelligence” is questionable at this time. Expert systems copy human experts reasoning on knowledge available to them in a certain manner, multiply eventually this knowledge and explain their own reasoning lines.


186

Fig. 1 2 Determining the condition of an asset

It is proposed to create an expert system prototype in order to decide how to evaluate assets; the prototype will be named FIXED ASSETS having in view the knowledge subject, this thing being reflected in figure 1

Fig. 2 Creation of a knowledge base In the present case four goals are considered:

1. Disposal of fixed asset 2. Sale of assets 3. Asset modernization


187

4. Asset maintenance After entering the four goals one can proceed to formulate the first rule. From ones experience and respecting the general principles applied when designing software products it is recommended that the analysis of problem to be solved, to introduce the following knowledge pieces: goals, questions, and variables specific to EXSYS Corvid. Generator. From summary analysis of field and problem to be solved one has the following knowledge pieces

Goals: 1. Disposal of fixed asset

2. Sale of assets 3. Asset modernization 4. Asset maintenance Questions:

1. What is the normal duration of use (years) ? 2. How many years of operation have passed? 3. What is the degree of usage? 4. How much is the moderization cost (in euro)? 5. What is the input value (in euro)? 6. There is obsolescence due to tehnological progress?

Variables: 1. The normal duration of use 2. Operating years 3. Input value 4. Disposal 5. Sale 6. Maintenance 7. Modernization 8. Overuse 9. Modernization cost 10. Obsolescence 11. Real value

Rules formulation requires enabling Logic Block page, which allows you to add, to modify, to delete and to move a rule, as highlighted in the figures given below:


188

Fig.3 Rule entering window

Fig. 4 Rule viewing window


189

Fig. 5 Logic Block editing window highlighting a compose rule

The control panel allows you to print as a file or directly to the printer all knowledge pieces continuously or on different pages. Knowledge base related to FIXED ASSETS prototype was redirected in “FIXED ASSETS” folder from EXSYS working directory. That will be presented below:

Subject: Determining the condition of an asset Author: Doina Darvasi Starting text: EXSYS CORVID EXPERT SYSTEM OF DECISION MAKING

CONCERNING EVALUATION OF FIXED ASSETS Ending text: FOLLOWING EXPERT SYSTEM CONSULTATION IT IS

REACHED THE FOLLOWING CONCLUSIONS: RULE NUMBER: 1 IF: [Normal_duration_of_use]-[operation_years.VALUE]<=0 THEN:

Cassation is recommended: Confidence = 10 ----------------------------------------


190

RULE NUMBER: 2 IF:

[Normal_duration_of_use] [operating_years.VALUE]>0 AND: What is the degree of usage? High AND: [Modernization_cost] >0.5*[Input_value] AND: [real_value] >0.1*[input_value.VALUE]

THEN: Sale is recommended: Confidence = 10 ---------------------------------------- RULE NUMBER: 3 IF:

[Normal_duration_of_use] [operating_years.VALUE]>0 AND: What is the degree of usage? High AND: [Modernization_cost] <=0.5*

[input_value.VALUE] AND: There is obsolescence due to tehnological progress? No

THEN:

Modernization is recommended: Confidence = 10 ---------------------------------------- RULE NUMBER: 4 IF:

[Normal_duration_of_use] [operating_years.VALUE]>0 AND: What is the degree of usage? Low AND: There is obsolescence due to tehnological progress? No THEN:

Maintenance is recommended: Confidence = 10

3 Conclusion Expert systems are those programs of Artificial Intelligence able to achieved intuition and thinking performances like human experts. Exsys Corvid represents a proven approach system of automation knowledge, expert systems based on a close examination of what is required in order to build and implement decision making systems in today’s Internet-oriented world. Corvid system is designed to allow you capturing easily knowledge about economic and law issues that deal with fixed assets in business administration and not only, but also it provides online (internet, intranet,


191

wireless) – rapidely and effecitively, knowledge to build strong consulting applications.

REFERENCES [1] D.Darvasi, (2010) Contabilitatea fundatilor si asociatilor prin utilizarea

metodelor traditionale sau clasice si a sistemelor inteligentei artificiale, Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara.

[2] D. Darvasi, A. Badescu, C. Dobritoiu, F. Molnar, T. Slavici (2011) Accounting Software Using Expert Systems, in Proceedings of the fifth Wseas International Conference on Business Administration (ICBA '11) Puerto Morelos, Mexico, pp. 97- 102.

[3] T. Slavici, D. Andras, D. Darvasi, L. Dorneanu, A. Badescu, (2011) Plead for the evaluation of sale stocks at the achievable value, in Proceedings of the fifth Wseas International Conference on Management, Marketing and Finances, Gran Canaria, Canary Islands, Spain, Wseas Press, pp 327-333.

[4] T. Slavici, (2009) Inteligenta artificiala, Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara.

[5] T. Slavici, (2006) Optimizarea management financiar cu ajutorul metodelor inteligentei artificiale, PhD Thesis, Timisoara.


192

COST BENEFIT ANALYSIS – A MODERN PART OF FESABILITY STUDY


Lecturer Adriana B ădescu Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

Abstract: Cost-benefit analysis is a method used for evaluating a policy which quantifies in monetary terms the value of all the consequences of this policy on all society members. Net social benefit expresses the value ofthis policy. The main purpose of cost-benefit analysis is to help decision-making. More specifically, the objective of cost-benefit analysis is to facilitate a more efficient allocation of resources. Key words: cost-benefit analysis, ex ante cost-benefit analysis, ex post cost benefit analysis, in media res, investment project, internal rate of return, sustainability analysis, net present value. 1 Introduction

Cost-benefit analysis is a method whose main purpose is to help decision-making. The difference between social benefits (B) and social costs (C) represents social net benefit (SNB): SNB=B – C There are two main types of cost-benefit analysis:

- ex ante cost-benefit analysis, which is standard cost-benefit analyse in the usual sense of this term; it is performed when a project is still subject of study, before its starting or implementation.

- ex post cost-benefit analysis is carried out at the end of the project. In this moment all the costs are “allocated”, in the sense that all resources have already been used in the project. The value of ex post analysis is more comprehensive, but less direct because it offers information not only for a certain intervention, but also for “cataloging” of such interventions.


193

Other cost-benefit analysis is developed over the duration of a project, namely in media res. Some elements of such studies are similar to those ex ante analysis, while others are similar to ex post analysis. Ex ante analysis is useful in the resources reallocation decision-making for a certain project being studied. For ongoing projects, a in media res can be also useful in decision-making process when the modification of resources reallocation for other uses is justified. The main phases of cost-benefit analysis are:

� specify the set of alternatives � identify subjects who will receive the benefits and those who will

bear the costs. � Clasify the impacts and select the measuring indicators. � Quantitative estimation of impacts over the life of the project. � Monetary evaluation of all impacts. � Update the value of costs and benefits in order to obtain real values. � Partly calculation of net present value (NPV) for each alternative. � Sustainability analysis � Formulate recommendations based on NPV and sustainability

analysis. 2 Cost-benefit analysis of investment projects

In accordance with the type of projects, will be applied the provisions of specific regulations, namely: - Regulation (EC) no. 1083/2006 of 11 July 2006 laying down general provisions on the European Regional Development Fund, European Social Fund and Cohesion Fund and repealing Regulation (EC) no. 1260/1999 – Articles 37, 39, 40, 41, 55; - Corrigendum of Commission Regulation (EC) no. 1828/2006 of 8 December 2006 laying down detailed rules for implementing Regulation (EC) no. 1083/2006 laying down some general provisions concerning European Regional Development Fund, Social European Fund and Cohesion Fund and Regulation (EC) no. 1080/2006 of European Parliament and Council of the European Regional Development Fund - annex XX; annex XXI (The application form for infrastructure investments); Annex XXII (The application form for investments); - Commission Regulation (EC) no. 718/2007 of 12 June 2007 implementing Council Regulation (EC) no. 1085/2006 establishing an instrument of pre-adheration assistance (IPA) - Article 157. - Guidelines on the methodology to achieve cost-benefit analysis, Working document no.4 of European Commission.


194

2.1 Evaluating process of investment projects includes the following steps:

� Presenting socio-economic context and project’s objectives: the first step in achieving the evaluation is represented by a qualitative presentation of socio-economic context and objectives expected to be achieved through investments to be achieved, both directly and indirectly. In this first step should be also taken into account the relationship between objectives and priorities set out in the framework of Operational Programme, National Strategic Reference Framework, the coherence and objectives of EU Funds;

� Project identification: all project essential characteristics should be included in the evaluation.

� Project feasibility analysis and alternatives: feasibility analysis should determine if the local context is favourable for the project (for example, if there are physical, social or mandatory institutional requirements), to estimate the evolution of labour demand, to justify the project implementation (scale, location and so on) compared with alternative proposed sceneries.

� Financial analysis (fig 2.1.1) is based on updated cash-flow estimation. EC suggests as a reference financial term, a discount rate of 5%. In this respect, in accounting should be maintain a clear record of cash inflows and outflows related to:

- Total cost investments;

- Total operating costs and revenues;

- Financial profitability of investment costs: net present value of investment (FNPV/C) and internal rate of return of investment (FRR /C);

- Sources of funding;

- Financial sustainability;

- Financial profitability of domestic capital: net present value of capital (FNPV/K) and internal rate of return of investment (FRR/K): this takes into account the impact of EU subsidy on national (public and private) investors. The time horizon must be consistent with the economic life of main assets. The residual value must be included in accounting at the end of the year. However, inflation variation and price relative changes should be treated in a coherent way. Generally, the internal rate of return on investment (FRR / C) may be very low or negative for public sector projects, but for private sector the internal rate of return (FRR / K) should normally be positive.


195

Fig.2.1.1. Financial analysis structure

� Economic analysis: cost-benefit analysis also involves project assessment of economic welfare. In order to achieve this aim is followed the following five steps:

- observed prices and public charges are converted into shadow prices, which better reflect social opportunity cost of asset.

- externalities are taken into account and are assigned a monetary value;

- indirect effects analysis;

- the costs and benefits are updated at a real social discount rate (for cohesion countries and IPA, as well as for convergence regions is 5,5 %, but for competitive regions is 3,5%);

- indicators calculation of economic performance economic net present value (ENPV), economic rate of return (ERR) and benefit-cost ratio (B / C).

� Risk assessment: project assessment risk is achieved as economic analysis in five steps (fig 2.1.2), as follows:

- sustainability analysis: identification of critical variables, eliminating deterministic dependent variables, elasticity analysis, the choice of critical variables, the scenario analysis;

- assumption of a probability distribution for each critical variable;

- calculating of performance indicators distribution (usually FNPV and ENPV);

- assessment results and acceptable level of risk;

- establishment of some risk reduction measures.

1. Total cost of investments

4. Financial return on investment FNPV(C)

2. Total operating costs and revenues

5. Financial sustainability

3. Funding sources 6. Financial return on

capital FNPV(K)


196

Fig 2.1.2 Project assessment stages

1. Context and project objectives analysis

2. Project identification

3. Project feasibility analysis and alternatives

4. Financial analysis: � Investment costs � operating costs and revenues � Sources of funding � Financial sustainability � Financial profitability of domestic capital

If FNPV > 0 If FNPV < 0

The project does not require the financial support of EU (except for investments in

accordance with the regulations of state aid) The project requires UE financial

5. Economic analysis: � Correlation with market prices in accounting � Monetization non-market impact � Inclusion of additional indirect effects (where

relevant) � Social updating � Calculation of economic performance indicators

If ENPV < 0 If ENPV > 0

Implementation has a positive effect on society (except for projects with significant non-monetary benefits, such as cultural

values, biodiversity, landscape)

6. Risk assessment � Sensitivity analysis � Probability distribution

of critical variables � Risk analysis � Acceptable risk levels

assessment � Risk prevention


197

3 Project description Cross-border cooperation program Hungary-Romania 2007-2013. Priority axis: 2. Strengthen social and economic cohesion in the border region Key areas of intervention: 2.1. Supporting cross-border business Action: 2.1.1. Business infrastructure development

According to Operational Programme, the overall objective is to offer to people and institutions from the cross-border area joint development facilities, which will constitute the key development in the region, aiming at developing businesses according to sustainable development principle. So, it will be incubated under more favorable conditions those companies that conduct research for implementing the most efficient renewable technologies (solar, wind, biogas, renewable resources) or a combination of thereof, depending on the energy potential and the zone specific, transferring the already existing good practice, but also developing new practice as result of research. The entire infrastructure is created within the sustainable development principles set out by the European Commission documents. The overall objective of the present project is the creation of a joint business infrastructure (new buildings and renovations, insisting on facilities and utilities specific to some business structures). Activities are divided into five packages containing the achievement of a joint business infrastructure, particularly in sustainable development field (renewable energies), conferences, fairs, exhibitions, publications of some business opportunities bulletins and design a strategic plan to improve business infrastructure.

General objective: Improvement of socio-economic conditions and crossborder business development including construction/modernization of business centers.

Specific objective s: 1. Achievement of a pilot center in Timisoara and the modernization

of those from Bekescsaba, Szeged. 2. Achievement of a renewable energies market. Thus, the project through its objectives, activities and proposed

results complies with equal opportunities principle and EU provisions of Council Directive no.1000/78/EC of 27th November 2000, in order to apply equal treatment principle and combat the social exclusion risk. The main idea, the whole project is based on is that of respecting equal opportunities and that of “mainstreaming“, in other words valuing gender differences transforming a disadvantage in an opportunity. As for, sustainable development, the project complies with guidelines from framework documents of European Commission, so that in the cost-benefit analysis were determined its specific indicators: B/C, RIR, VAN, but during the project-related conferences were forseen section devoted to environmental protection, as well as dissemination of research-development results, in general, but also from own projects.


198

Tab 3.1. Project budget - euro -

LP

PP1

PP2

PP3

Total

Grant (ERDF+ state cofinancing )

2700

00

90%

9000

0

90%

5400

0

90%

3600

0

90%

4500

00

Own contribution 30

000

10%

1000

0

10%

6000

10%

4000

10%

5000

0

Total

3000

00

100%

1000

00

100%

6000

0

100%

4000

0

100%

5000

00

Tab 3.2 Financial analysis - euro -

Project start date 2010 Residual value 354.730,00 Updated financial rate 5% Investment total cost 669.274 Updated investment cost (DIC) Updated net revenue (DNR) Funding gap ratio: (R=(DIC-DNR)/DIC)2

610.745 9.623 98,42%

Total eligible expenditures 500.000 Desicion amount (DA=EC*R) Co-financing project rate (CRpa)

492.122 90,00%

Grant total value (DA*CRpa) Own contribution

442.909 49.212

Financial net present value (FNPV) Financial rate of return

-601.122 -9%

4 Conclusions From cost-benefit analysis result and their recording in accounts the following are come off: There are differences between accounting interpretation regarding residual value of the building which is represented by the recovered value


199

from the asset out of service at the end of the normal operation and residual value according to cost-benefit analysis which represents the total value of the building at the end of the 10 year of project monitoring. According to tab. 3.2 can be noticed that in case of income-generating projects is diminishing financial assistance and increase own contribution value. On completion it is found that the total expenditure value is higher than that expected in the project, resulting in their sharing of eligible expenses and ineligible costs according to financial reports related to grants.

Considered eligible expenses are those forseen and approved, but those ineligible are represented by the VAT on the one hand, and financial costs on the other hand, there are additional costs necessary to complete investments, costs bear by the beneficiary, representing own contribution. REFERENCES [1] I. Andone, Inteligenta artificiala si sisteme expert in contabilitate, Moldava Publishing House, Iasi, 1993. [2] D.Darvasi, Contabilitatea fundatilor si asociatilor prin utilizarea

metodelor traditionale sau clasice si a sistemelor inteligentei artificiale, Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara, 2010.

[3]L. Dorneanu, A. Bebeselea, A. Mnerie, T. Slavici, D. Mnerie (2011) Optimization of university costs using artificial neural networks, in Proceedings of the fifth Wseas International Conference on Management, Marketing and Finances, Gran Canaria, Canary Islands, Spain, Wseas Press, pp 205-210.

[4] M. Pirtea, H. Cristea, C. Nicolescu, C. BoŃoc – Financial management of form, Mirton Publishing House, Timişoara, 2010.

[5] T. Slavici, Inteligenta artificiala, Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara, 2009.

[6] T. Slavici, Optimizarea management financiar cu ajutorul metodelor inteligentei artificiale, PhD Thesis, Timisoara, 2006.

[7] I. Stefan, D. Bivolaru (Darvasi), O. LobonŃ, C. Nicolescu, R. Blidişel - FinanŃele şi contabilitatea instituŃiilor publice, Mirton Publishing House, Timisoara, 2008.


200

ANN IN FORECAST OF UNIVERSITY COSTS

Lecturer Liliana Dorneanu Ph.D - “Ioan Slavici” University of Timisoara,

ROMANIA Lecturer Mircea Untaru Ph.D – “Ioan Slavici” University of Timisoara,

ROMANIA

Abstract: In this paper is presented a Matlab program structure for the implementation, training and use of a neural network used to predict university costs. The use of artificial neural networks to university costs is extremely efficient, the prediction of accuracy percentage is higher than in the case of using traditional methods. Key words: financial management, artificial neural networks, financial optimization, Matlab program, university costs prediction, traditional methods, input data. 1 The possibility of using ANN in financial management

Generally, application features remain valid in this case too, beneficial exploitation of ANN is taking place within the economic processes in which mathematical model is difficult to achieve, too complex or the existing mathematical model has not the necessary accuracy (SUITABILITY low). It is underlined once again the criteria of using ANN, in order to associate it with those issues of financial management where their application is efficient:

• mathematical process model is unknown, has too much complexity associated with insufficient accuracy (precision) and in some cases can not be determined;

• available data are incomplete in some cases, there are noise signals too, disturbance signals (noise term can be extrapolated from technical field and in other types of economic, genetic processes, ... ...);

• there is a number of constraints (restrictions) applied to the process and must be simultaneously optimized. The analysis and recommendations of the existing literature have outlined the following economic areas suitable for the use of ANN:

• verifying the authenticity of documents (including here for example verification of signature specimens);


201

• credit opportunities fund; • predict of exchange rates and indices; • assessment and diagnosis of certain elements of the firms’ structure; • predict university costs; • credit card fraud detection system; • market response for marketing problems, based on historical

databases; • predict firms’ productivity; • determining the optimum investment portfolio within financial

institutions; • class group operations (clustering), these types of operations fit within

the unsupervised learning; • customer segmentation; • optimization issues (scheduling optimization, minimizing losses,....).

It is expected that ANN can be used successfully in the following areas:

• Analysis and prediction of university costs; • Stock and bonds investment risk assessment; • Credit card fraud detection; • Determining the market response based on a knowledge ground

accumulated over time; • Assessing productivity; • Investment management.

It should be highlighted an increase in the impact ANN had in economic processes, impact that can be also underlined by the presence in most specialty journals like: Management Science, IEEE Transactions on Systems, Man of Cybernetics, Decisions Science, Computers & Operations Research. 2 University costs prediction using ANN. Comparison between

traditional and specific methods to artificial intelligence.

Within this subparagraph is proposed a comparison between methods called by the author as traditional (classical, conventional in the sense of their using and knowledge for several decades) and specific methods to artificial neural networks use. There are presented the theoretical grounds of the two methods, and gradually the results obtained after processing the same set of initial data, obviously it have been chosen the same initial data in order to make possible the comparison between the two methods, especially in terms of predicting accuracy.


202

3 Matlab program structure for implementation, training and use of neural networks used to predict university costs.

In this paragraph is presented the source text of the program, as well as the meanings of intructions and thier correlation with economic context of the issue.

% enter code clear all close all clc

% input data for network training

X1= [1512 1595 1440 1722 1843 1655 1903 1552 1626 1525 1653 1498 1810 1701 1900 1605 1801 1689 1581 1781 1827 1738 1854 2034 1909 1853 1512 1595 1440 1722 1843 1655 1903 1552 1626 1525 1653 1498 1810 1701 1900 1605 1801 1689 1581 1781 1827 1738 1854 2034]; X2= [600 620 620 680 680 675 685 690 630 632 645 634 662 670 689 612 628 677 692 700 725 736 750 761 780 765 600 620 620 680 680 675 685 690 630 632 645 634 662 670 689 612 628 677 692 700 725 736 750 761];

X3= [0.8 0.8145 0.7 0.86 0.9 0.81 0.9211 0.68980.8412 0.78 0.8403 0.7208 0.9577 0.7955 0.8897 0.8415 0.9554 0.7888 0.6893 0.8 0.8 0.72 0.7547 0.8804 0.8 0.7398 0.8 0.8145 0.7 0.86 0.9 0.81 0.9211 0.6898 0.8412 0.78 0.8403 0.7208 0.9577 0.7955 0.8897 0.8415 0.9554 0.7888 0.6893 0.8 0.8 0.72 0.7547 0.8804];

X4= [0.9 0.9307 0.8894 0.7812 0.9 0.7915 0.9302 0.8109 0.8792 0.8113 0.8597 0.8905 0.8107 0.9343 0.9755 0.9281 0.955 0.8951 0.8637 0.93 0.9 0.8905 0.95 0.9 0.81 0.9222 0.9 0.9307 0.8894 0.7812 0.9 0.7915 0.9302 0.8109 0.8792 0.8113 0.8597 0.8905 0.8107 0.9343 0.9755 0.9281 0.955 0.8951 0.8637 0.93 0.9 0.8905 0.95 0.9];

X5= [66.14 62.69 69.44 58.07 54.25 60.42 52.55 64.43 61.5 65.57 60.49 66.75 55.25 58.78 52.63 62.3 55.52 59.2 63.25 56.14 54.73 57.53 53.93 49.16 52.38 43.17 52.91 50.16 55.55 46.46 43.41 48.34 42.09 51.55 49.2 52.46 48.4 53.4 44.2 47.03 42.11 49.84 44.42 47.36 50.6 44.92 43.79 46.03 43.15 39.33];


203

% target for input data values T=[387.37 382.27 392.19 375.47 369.84 333.27 321.78 339.12 334.84 340.79 339.08 348.32 331.37 336.58 327.51 305.83 295.96 301.3 307.16 296.84 280.67 284.79 279.49 272.44 277.21 307.68 324.08 319.47 328.52 313.22 313.86 316.38 305.83 321.8 317.84 323.32 321.82 324.91 309.42 269.07 260.79 273.79 264.69 269.62 275.1 265.52 263.62 267.39 262.55 256.13]; P= [X1 ; X2 ; X3 ; X4 ; X5 ; X6 ; X7 ; X8 ; X9 ; X10 ; X11 ; X12 ; X13 ; X14 ; X15 ; X16 ; X17]; pr=minmax(P) % creation of a feedforward network type net1=newff(pr,[1150 1],{'tansig', 'purelin'},'traincgf'); net1.trainParam.lr=20; net1.trainParam.mc=0.5; net1.trainParam.min_grade=1e-10; net1.trainParam.show=1; net1.trainParam.epochs=60; net1.trainParam.goal=1; % network training [net1,tr1]=train(net1,P,T); % network testing with data used in its practice (X1...X17) yantr=sim(net1,P); % writing in exit_training.txt file of network targets for % practice values (Y) compared with desired target in training % (T), percentage errors for each case (Er), as well as for % average errors. ex_train=fopen('exit_practice.txt','w'); s_er=0; fprintf(ex_train,' Y | T | Er\n'); for i=1:1:50 er(i)=100-((yantr(i)/T(i))*100); fprintf(ex_train,'%4.2f\t%4.2f\t%2.2f\n',yantr(i),T(i),er(i)) s_er=s_er+er(i); end if s_er<0 s_er=s_er*(-1); end fprintf(ex_train,'\nAverage error is %2.2f',s_er/50); fclose(ex_train);

% data uploading from input.txt file


204

Q=load('input.txt')

% target calculation for the data from input.txt file rez=sim(net1,Q);

% target writing in exit.txt file exit=fopen('exit.txt','w'); for i=1:1:size(rez) fprintf(exit,'%4.2f\n',rez); end fclose (exit) % exit code

Thus, it is defined gradually the 17th –dimensional vectors (X1, X2, X3, X4 ........X17) each with 50 components, corresponding to 50 students used to network training; those 17th vectors are corresponding to the four input variables used and namely: the 17th vectors were included in a matrix type structure (pattern) P = [X1 X2 X3 X4......X17];

X1 – total number of students; X2 – number of students enrolled in the 1st year. X3 – the average percentage of graduated students from the first year to the second year of study; X4 – the average percentage of graduated studnets from the second year to the third yearof study; X5 – the average remunaration for professor job; X6 – the average remuneration for the lecturer job; X7 - the average remuneration for the lecturer job; X8 – the average remuneration for assistent job; X9 – the percentage share of professor jobs; X10 – the percentage share of lecturer jobs; X11- the percentage share of lecturer jobs; X12- the percentage share of assistent jobs; X13 – the average remuneration for the staff; X14 – cost level for material base (per student) X15– the average cost for electricity; X16 – the average cost per cubic meter for water and heating; X17 – the average cost for Internet.

Further, T (target) vector is defined, obviously used, only in case of trening phase, vector which memorise the real situation in case of 50 students under discussion. Newff instruction is used in order to create a feedforward ANN; its syntax is the following:

Net1 = newff [pr, [2 25 1], {‘tansig’ ‘purelin’ ‘purelin’}, ‘traincgf’); in which:


205

Pr = min max (P), represents encoding matrix for minimum and maximum values for input variables;

[2 25 1] – dimensions (numbers of neurons) for hidden layers (in this case two with 2 and respectively 25 neurons) and obviously a neuron for output layer, corresponding to the actual cost.

Tansig and purelin are functions used in transferring. Trainlm and traincg are functions used for training; in the

framework of the train function can be set parameters specific to training session as follows:

Epochs – the maximum number of training epochs (successive resumption of training session with the same input data for several times);

Goal – the precision with which the 0.01 target result is reached, representing, for example, an error of 1%.

Time – maximum time of training in seconds; Min_grad – minumum performance gradient; Show – the number of epochs between two successive views of

training session development; By using train and sim functions is achieved the network training

itself, for the purpose of learning its features (basically is determined the weight coefficients wij).

In the second phase is proceeded to the actual operation of the program; so it is defined and initialized the 17th input vectors, X1, X2, X3, X4 .......X17, each containing data of the second set of skills, considered for use, namely network check. Because within this period is done and checked the ANN data prediction accuracy, is also defined Y vector and the real values of each student’s situation.

Determined network data will be memorised in network prediction.txt file opened with fopen function.

Finally, the network use results are tabulated, the rightmost columns of the table having the following meaning:

- Ynetwork – the prediction made by every network; - Yreal – representing the real situation. Accuracy – by comparing Ynetwork and Yreal columns is displayed

in the last column the accuracy of prediction. In the end it is presented the percentage accuracy of prediction, being in fact the main parameter of ssessing prediction results.

4. ANN structure and parameters optimization training in order to increase prediction accuracy of university costs. Quasi-empirical methods.

The purpose of this subparagraph is that of improving prediction accuracy by optimizing ANN structures of the various parameters specific to ANN and to


206

parameters of training. It is estimated that it is one of the most difficult problems in the implementation and use of ANN, in many works being considered an art; increased difficulty of this problem is the large number of parameters that can be changed, some of them can not even be quantified, so the choice of the network structure (topology) and chosen training method is about the experience in the field of user, experience that have to be gained by applying the ANN to the most varied cases. Further will be presented in the author's opinion the main parameters that could compete to optimize the prediction, being removed from the beginning ("in common sense”) those considered irrelevant. Obviously it requires a statistical study, using specific methods of removing the relevant parameters: 1. network topology (spread before perception, radial ...) 2. learning method; 3. non-linearity adopted function; 4. number of hidden layers; 5. number of neurons in each layer; 6. number of training epochs. If each of the six factors considered aprioristic determinants would be considered only four different levels and would not make additional replicas for a given level of required parameters would be 46 = 4096 experiments, and therefore would be required the use of statistical methods for planning the experiment. Within this paragraph will be presented a first organizing of the experiment, being elaborated a quasi-empirical planning, followed by a developing of the first set of preliminary conclusions. There are displayed in the tables, obtained experimental results, indicating that generally have been made three replicas (the successive experiments for each line were kept the same with input parameter values). 5. (Scientific) analysis and synthesis of experimental data obtained using artificial neural networks

After processing the results, according to previously mentioned algorithms were achieved the following drawings. Fig. 1 and Fig. 2 present graphically and in an objective way the function variation (percentage accuracy of prediction), according to the two variables considered in this first phase the number of training sessions and number of layers, more than even applying the method of least squares for the experimental data was obtained a second degree model to predict the following type: Prec = 43.543 + 11.501 * s + 0.182 * e – 1.542*s2 + 0.002s*e


207

Fig. 1. Prediction accuracy.

Fig. 2. Prediction accuracy.

Mainly Fig. 1 and Fig. 2 are identical, but differ in the reference z axis, corresponding to predict accuracy, in Fig. 1 the origin is considered at 0% and in Fig. 2 at 50% level.


208

Fig. 3 represents the result distributions.

Fig. 3 The result distributions. Fig. 4 illustrates graphically and comparative the performance objective function evolution depending on the number of training epochs, the number of layers is considered as the parameter.

Fig. 4 The performance objective function evolution.


209

Fig. 5, Fig. 6, Fig. 7 are graphically presented the most remarkable statistical quantities used in undertaking research using the following conventions of representation: - point marks the average position; - rectangle marks the standard error; - the difference between the two horizontal segments marks the standard deviation.

Fig. 5 Statistical quantities used in undertaking research.




210

6. General conclusion

The use of artificial neural networks for university costs prediction is extremely efficient, the prediction accuracy percentage is higher than in the case of using traditional methods; it also can be considered the existence of a data volume higher than the network training; (it is underlined that the training sessions were made for a set of 50 students). REFERENCES [1] C.D. Căleanu, L. Petropoulakis (2000) Improved Training of Multilayer

Feedforward Neural Networks for Large Input Vectors, Proc.8-th IEEE Med. Conf. Control and Aut., Rio, Patras ,Greece;

[2] A. Cichocki, R. Unbehauen, (1993) Neural Networks for Optimization and Signal Processing, John Wiley and Sons,;

[3] H. Demuth, M. Beale, (1998) Neural Network Toolbox. User’s Guide, ver. 3.0,

[4] D. Bivolaru (Darvasi), D. CotleŃ (2007) RNA and the possibility of applying them in the financial-accounting field, Timisoara; [5] D.Darvasi, A. Badescu, C. Dobritoiu, F. Molnar, T. Slavici (2011) Accounting Software Using Expert Systems, in Proceedings of the fifth Wseas International Conference on Business Administration (ICBA '11) Puerto Morelos, Mexico, pp 97- 102. [6] D.Darvasi, (2010) Contabilitatea fundatilor si asociatilor prin utilizarea metodelor traditionale sau clasice si a sistemelor inteligentei artificiale, Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara. [7] T. Slavici, (2009) Inteligenta artificiala, Fundatiei pentru cultura si

invatamant “Ioan Slavici” Publishing House, Timisoara. [8] T. Slavici, (2006) Optimizarea management financiar cu ajutorul

metodelor inteligentei artificiale, PhD Thesis, Timisoara.


211

THE MANAGEMENT OF THE QUALITY COSTS

Prof.dr.ing.ec. Dumitru TUCU, „POLITEHNICA” University of Timisoara, Mechanical Faculty,

PhD. student dipl. eng. Antonio-Gabriel GOLIMBA, „POLITEHNICA” University of Timisoara, Mechanical Faculty,

Bohuslav CERMAK, South Bohemia University, Ceske Budejowice Abstract: Quality cost management is a very important activity in any enterprise. This paper presents in systemic and integrated approach, a new method for optimization of quality costs special for in agri-food integrated systems. There are presented principal elements of the methods and some possible ways for technical and economic feasibility of them. A special part is dedicated to criteria for choosing and optimizing criteria for work ways in present conditions. The study is in the same time, one example for concrete application in optimization of quality costs for equipment and product in food industry with possibilities for immediate applying and generalizing. Keywords: management, quality costs, optimization, integrated systems 1. Introduction

In all companies, especially in agriculture, quality cost management is a very important activity. The analysis and case studies conducted on several companies which work in agri-food field, in the last 40 years revealed that quality costs represent between 5% and 40% of turnover.

The cost of quality is therefore an important tool of valorisation of quality, being a potential source of profit-maximizing organizations. Costs have become as a tool for optimization of processes and activities relevant to quality. With these costs are identifiable inefficient activities, the critical points in the unfolding process. Corrective and preventive actions are analyzed considering as an indicator of performance quality cost charged by the implementation.

The cost of quality can be, using A. Feigenbaum proposes, 4 types of costs:

- Prevention costs; - Appraisal costs;


212

- Internal failure costs; - External failure costs. Failure costs decline while appraisal plus prevention costs increase.

This apparent tradeoff suggests that an optimum quality level exists and that attempts to further improve quality above this level will increase total cost and decrease financial performance.

American Society for Quality Control recommended the use of these four categories of costs, after being accepted by the vast majority of enterprises that have introduced a quality costs management system.

According to Philip Crosby, quality does not cost (quality is free) what costs is the nonquality.

The term "price" instead of "cost" is prefered to emphasize that the price paid is not inevitable but rather and may be reduced or even eliminated. In conformity, the price includes all costs necessary to comply with product requirements and that of non-compliance include all costs because the product does not meet the requirements.

Some managers think that a luxury milk factory that offers "quality" is more expensive than one available, but at "low quality". 2. Methods

J.M. Juran discusses the concept of optimum quality in his Quality Control Handbook.1,

Juran also defines three quality zones relative to the point of minimum total quality costs: the “zone of improvement projects”, the “zone of perfectionism” and the “zone of indifference.”

Coming from anyone other than Juran, this apparent heresy might go unnoticed. Are the ZD movement and the concept of continuous improvement wrong? Or can these two apparently disparate views be reconciled? To answer this question, consider the “physics” involved in quality cost optimization. First, the mathematics of optimization:

Let: f(q) = Total (internal + external) ~ failure costs p(q) = Total (appraisal + prevention) prevention costs A T(q) = Total quality cost = f(q) + c P(q) q = quality level (0 to 100% good To product) Then, T(q) is minimized3 when dT/dq = Q. 0 or dp/dq = -df/dq. On other hand, at the point of minimum total quality costs, an

additional euro invested in prevention will produce exactly one euro's worth of reduced failure costs. There are two other crucial lessons to be learned:

1. Optimum quality costs depend on incremental, not total, elementary costs. At the optimum, nothing in general can be said about the relative levels of prevention and failure costs.


213

2. There is no mathematical requirement that the optimum occurs at q < 100%. There may be no optimum in the range of q = 0 to 100%. There might be a minimum rather than an optimum, and it could very well be at q = 100%.

The Japanese word for continuous improvement is “kaizen” while

innovation is characterized by costly major events, kaizen represents inexpensive and almost imperceptible continuous improvement.

An analysis of the state of art for the agro-food manufacturing shows that in many ways, the organizations still have before understanding and accepting that there are extensive benefits, brought by the big variety of certain activities which incorporates in the name the quality term: the quality control, the quality engineering, teams of quality improvement etc.

The same thing is valid in the case of the total quality management (MCT), concept that obtains an extension and a global importance.

They became notorious, for specialists in the field of quality, specialized terms as: quality management systems, ISO 9000/9001 etc., management processes, categories of defects, parts per million, acceptable levels of quality, audits, calibrations, tests, inspections, customer orientation etc., approached as tactical and strategic aspects, important for these professionals.

The result is a lag from prepared competitors (usually Japanese

economy). The main concern of any manager is to survive, so the financial

coverage. Leadership understands only the language expressed in financial

reports, in other words, understands only the language of money. The only solution for a quality specialist to convince the organization

administration, remain money. Explanation should be placed on a simple principle: „Bad quality

means money lost, but good quality means money won” Investing in higher quality may be equally or even more profitable than

any other investment in the organization, the recovery term is faster and leverage indebtedness (if any) is more abrupt.

The condition is not sufficient, but is necessarily required to insure the success of a proposal that concerns the increase the quality, investments in quality or promoting and implementing a quality cost reduction program (PRCC).

Quality cost optimization problem involves a more complicated

algorithm, like any other optimization problem, starting with the recognition and classification of functions and the typology of the system and to apply in practice the results of mathematical calculations (applying theoretical solution does not lead to a result identical to the real solution).


214

Optimization problem can be treated as a separate entity or integrated in a systemic approach. Systemic approach better reflects the framework and the conditions of optimization integrating inputs, outputs and feedback again.

In the case of large and complex systems, as is the case of agri-food production systems, the optimization of quality costs concerns design, management, service and recovery of systems.

Proposed methodology aims the application of the Taguchi method to

optimize the costs of agri-food production, through integrated systemic approach.

Cost and quality of equipment, products and processes in agri-food manufacturing can be improved without additional costs, although is known the hypothesis that, generally, the quality is obtained with higher costs.

Can a higher quality or cost reduction be achieved for the same quality without additional costs? Oriented design of the experiment can give the recipe for such concept.

Problems can be economical solved simply by adjusting the involved variables, being aware that they don’t have special causes most of the raised issues.

Problems depending on the modification of quality variables can be solved by finding a suitable combination (best) of factors that influence.

Dynamic Features

Loss function Problem solving

Noise factors, Analysis Strong Design

Interactions Mixed level factors

Experimentation using standard orthogonal matrix Studying the main effect and the optimum conditions

Fig.1 Hierarchy and integration of the influence factors


215

When the performance is consistent and centred on the object, then the problems can be eliminated.

In the agri-food process practice are capital losses even when the products operate within specified limits. The mere production of simple standard products not bypasses any warranty or scrap issues.

To optimize the cost of quality in agri-food production systems should be as close to target set, if possible. Loss associated with performance in the specified limits can be objectively estimated in quantitative terms using the loss function.

Each working module is finished with a set of questions about the materials covered in it. For a long term effect of quality, it must be conceived as embedded in products.

All activities of a manufacturing organization involves a certain role in creating products quality. The profit from the investment is much higher when quality problems are addressed to the management, engineers responsible for quality.

Planning the experiment is the first necessary step, which implies the involvement of more people/teams and the use of consensual decisions. It is added to this condition regarding the application of the method in the agri-food production systems: the design of the smallest experiments with key factors; running experiments in random order; prediction and verification of the expected results prior to the implementation.

Taguchi has provided a general definition of quality in relation to performance consistency explaining the necessary steps to apply the optimization method of costs, beginning with the constant modification of the target.

Being consistent means to be concise most of the time, and consistency is obtained then performance variation around the target is reduced.

Reducing the variation around the target is a measure of performance consistency.

Figure 1 shows a possible hierarchy of influence factors in the optimization of quality costs, in the share-influence dimension, by integrating factors and their considerate methods in a pyramidal process, which sits atop the dynamic characteristics, whose evolution is permanently changing, often spontaneously (with or without prediction).

The method is easily learned and applied, generally requires a smaller number of experiments, assuming a single strategy for a project and an analysis of extremely valuable results.

It presents the results that can be an application for many enterprise cases. The objective is the optimization of the quality costs by adjusting specific equipment performance based on some optimum settings.

The analyzed indicator that did not open (the smaller, the better). Performed experimental determinations followed: - Influence tendency: how the factors behave?


216

- What’s the factors’ influence in the variability of results? - How can the costs be reduced? The optimum condition followed the establishment of the most desired

condition. After the experiment, the results analysis and making the calculus.

4. Conclusions

Presented method allows the obtaining of special, substantial results, by

the simple reorganization of the priorities and the influence factors based on their influence on the quality and quality costs, leading to a diminution of quality costs.

The main disadvantage is bound to the resistance generated by the management mentality.

These considerations are useful educational systems of higher education to determine the development of skills in project management initiated.

REFFERENCES: 1. Gryna, F. M. “Quality Costs” in Juran, J.M. & Gryna, F. M. (1988, 4th Ed.), Juran’s Quality Control Handbook, McGraw-Hill, page 4.2. 2. Gryna, F. M. “Quality Costs” in Juran, J.M. & Gryna, F. M. (1988, 4th Ed.), Juran’s Quality Control Handbook, McGraw-Hill, page 4.2. 3. Feigenbaum, A.V. (1991, 3rd Ed. Revised), Total Quality Control, McGraw-Hill, Chapter 7.


217

FIXED ASSETS APPLICATIONS IN BUSINESS ADMINISTRATION

Lecturer Vasile Rotărescu Ph.D - “Ioan Slavici” University of Timisoara, ROMANIA

Lecturer Adriana B ădescu Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

Abstract: In this paper are presented economic and law issues that deal with fixed assets applications in business administration field. From economic point of view dealing with assets can decisively influence the company’s fiscal situation. From legal point of view the same issue can influence the company’s patrimony structure and implicitly the shareholders and bonds situation. Key words: knowledge base, fixed assets applications, disposal of fixed asset, asset modernization, knowledge pieces 1 Introduction “Expert systems” are those programs designed to replace or to help the expert in the fields where the necessity of human expertise is recognized. Among methods and paradigms specific to Artificial Intelligence, expert systems, are the most “well-known”, being the first imposed in practice, overcoming the framework of theoretical research; their novelty, unconventional feature is somehow obsolete, the membership to “artificial intelligence” is questionable at this time. Expert systems copy human experts reasoning on knowledge available to them in a certain manner, multiply eventually this knowledge and explain their own reasoning lines. 2 Determining the condition of an asset

It is proposed to create an expert system prototype in order to decide how to evaluate assets; the prototype will be named FIXED ASSETS having in view the knowledge subject, this thing being reflected in figure 1.


218

Fig. 1 Creation of a knowledge base In the present case four goals are considered:

1. Disposal of fixed asset 2. Sale of assets 3. Asset modernization 4. Asset maintenance

After entering the four goals one can proceed to formulate the first rule. From ones experience and respecting the general principles applied when designing software products it is recommended that the analysis of problem to be solved, to introduce the following knowledge pieces: goals, questions, and variables specific to EXSYS Corvid. Generator. From summary analysis of field and problem to be solved one has the following knowledge pieces

Goals: 1. Disposal of fixed asset

2. Sale of assets 3. Asset modernization 4. Asset maintenance Questions:

1. What is the normal duration of use (years) ? 2. How many years of operation have passed? 3. What is the degree of usage? 4. How much is the moderization cost (in euro)?


219

5. What is the input value (in euro)? 6. There is obsolescence due to tehnological progress?

Variables: 1. The normal duration of use 2. Operating years 3. Input value 4. Disposal 5. Sale 6. Maintenance 7. Modernization 8. Overuse 9. Modernization cost 10. Obsolescence 11. Real value

Rules formulation requires enabling Logic Block page, which allows you to add, to modify, to delete and to move a rule, as highlighted in the figures given below:

Fig.2 Rule entering window


220

Fig. 3 Rule viewing window

Fig. 4 Logic Block editing window highlighting a compose rule


221

The control panel allows you to print as a file or directly to the printer all knowledge pieces continuously or on different pages. Knowledge base related to FIXED ASSETS prototype was redirected in “FIXED ASSETS” folder from EXSYS working directory. That will be presented below:

Subject:

Determining the condition of an asset Author: Doina Darvasi

Starting text: EXSYS CORVID EXPERT SYSTEM OF DECISION MAKING

CONCERNING EVALUATION OF FIXED ASSETS

Ending text: FOLLOWING EXPERT SYSTEM CONSULTATION IT IS

REACHED THE FOLLOWING CONCLUSIONS:

RULE NUMBER: 1 IF: [Normal_duration_of_use]-[operation_years.VALUE]<=0 THEN:

Cassation is recommended: Confidence = 10 ----------------------------------------

RULE NUMBER: 2 IF:

[Normal_duration_of_use] [operating_years.VALUE]>0 AND: What is the degree of usage? High AND: [Modernization_cost] >0.5*[Input_value] AND: [real_value] >0.1*[input_value.VALUE]

THEN: Sale is recommended: Confidence = 10 ---------------------------------------- RULE NUMBER: 3 IF:

[Normal_duration_of_use] [operating_years.VALUE]>0 AND: What is the degree of usage? High AND: [Modernization_cost] <=0.5*

[input_value.VALUE] AND: There is obsolescence due to tehnological progress? No


222

THEN: Modernization is recommended: Confidence = 10

----------------------------------------

RULE NUMBER: 4 IF:

[Normal_duration_of_use] [operating_years.VALUE]>0 AND: What is the degree of usage? Low AND: There is obsolescence due to tehnological progress? No

THEN: Maintenance is recommended: Confidence = 10

3 Conclusion Expert systems are those programs of Artificial Intelligence able to achieved intuition and thinking performances like human experts. Exsys Corvid represents a proven approach system of automation knowledge, expert systems based on a close examination of what is required in order to build and implement decision making systems in today’s Internet-oriented world. Corvid system is designed to allow you capturing easily knowledge about economic and law issues that deal with fixed assets in business administration and not only, but also it provides online (internet, intranet, wireless) – rapidely and effecitively, knowledge to build strong consulting applications.

REFERENCES [1] T. Slavici, (2009) Inteligenta artificiala, Fundatiei pentru cultura si

invatamant “Ioan Slavici’ Publishing House, Timisoara, 2009. [2] T. Slavici, (2006) Optimizarea management financiar cu ajutorul metodelor inteligentei artificiale, PhD Thesis, Timisoara, 2006. [3] D.Darvasi, (2010) Contabilitatea fundatilor si asociatilor prin utilizarea metodelor traditionale sau clasice si a sistemelor inteligentei artificiale, Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara. [4] D.I. Carstoiu, Expert Systems, ALL Publishing House, Bucureşti, 1996. [5] I. Zaharia, Expert systems, Bucuresti, 2002. [6] L. Dorneanu, A. Bebeselea, A. Mnerie, T. Slavici, D. Mnerie (2011) Optimization of university costs using artificial neural networks, in Proceedings of the fifth Wseas International Conference on Management, Marketing and Finances, Gran Canaria, Canary Islands, Spain, Wseas Press, pp 205-210.


223

NEW INTERPRETATIONS FOR SALE STOCKS ASSESSMENT


Lecturer Adriana Bebeşelea Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

Abstract: The size of the stocks of a company has a significant impact, many times, over its annual financial reports. In this context, the use of an evaluation base of stocks that would allow the most real reflection of the financial status of the company represents a very important desideratum of any accounting expert. Key words: stock, standard, brokers, IFRS, stocks for sale, regulation, stock in process. 1 Introduction

When such stocks are evaluated at the net achievable value, the

changes of those values are recognized in the profit or loss of the specific period of time when the change is made.

The stocks referred to in paragraph 3 (a) are evaluated, in certain stages of production, at the net achievable value. These cases occur, for example, when crops have been harvested or ore have been extracted, and the sale is guaranteed by a forward contract or a guvernmental guarantee or when there is an active market, and the risk of remaining with unsold production is neglectable.

These types of stocks are excluded, so, only from the evaluation requirements of this Standard.

Also, in paragraph 3 (b) the Standards stipulates for this case “middlemen brokers from stock exchange who evaluate their stocks at the fair value minus sale costs”.

When such stocks are quantified at the fair value minus sale costs, the changes in the fair value minus sale costs are recognized in the profit or loss of the period of time in which the change took place.

Middlemen brokers are those whom buy or sell goods for others or in their own account. The stocks to which paragraph 3 (b) refer are achieved,


224

mainly, for the purpose of sale in the nearest future and generate a profit by the price flows or from the margin of middlemen brokers. When these stocks are evaluated at the fair value minus sale costs, they are excluded only from the evaluation requirements of this Standard.

IAS 2 “Stocks” stipulates that only this Standard doesn’t apply to the evaluation of stocks in the posession of manufacturers of forrestry and agricultural goods, agricultural production after harvest and ore and other mineral products (paragraph 3a) and middlemen brokers from stock exchange (paragraph 3b), without indicating the standard/standards throughout which practice area is applied in their evaluation, as indicated by paragraph 3a for those stocks which are excluded entirely from the practice area of that Standard. 2 Case study on stocks

The fact that the revised Standard 2 (2005) expands stock area to

which stipulated IAS 2 evaluation requirements do not apply (the lowest value between cost and net achievable value) and allows certain companies to evaluate stocks th net achievable value, therefore fair value mines sale costs, reapplies the methodology for stock evaluation at cost. Simulatenously approaches the measure in which motivations, arguments and reasonings for which the normalizers based their decision within stocks owned by certain companies are admitted for evaluation at net achievable value or net fair value, can or cannot be expanded also for stocks of other companies!

From our point of view, in our case study, IFRS expansion of the

evaluation methodology of stocks based on net achievable value and net fair value is the reaction to the limitations of the evaluation methodology based on cost. The limitations of the “historical cost” have become more and more obvious and they have been felt once with the approval by the IFRS concept of “fair value” for the evaluation of financial reports’ structures. These are because the fair value expresses better the value feature of the potential cash flows and generated cash equivalents by the existent stocks at the date of financial reports and provides better achievement terms of the desideratum of reproducing through financial reports’ excellent copy over the financial position and economic performances of the company.

In this context, appears the issue of “the historical cost” (purchase

cost, production cost) being another basis for the evaluation of company stocks, in the context in which for some companies, stocks with same nature and destination are admitted by IFRS to be evaluated at the “net achievable value” and “net fair value”.


225

Beyond the fact that after within this type of evaluation normalization IFRS do not provide the consistency and the unity of the methodology, fact which provoques a discriminating methodology and do not allow the promotion of comparisons among companies, we stress that financial reports do not entirely represent the economic substance of the companies.

Starting from these coordinates, in our study, we elaborated a factor analysis based on the principles and evaluation requirements for the structures of financial reports in general and especially of stocks, in order to explain and ground an evaluation basis which would express as real as possible the economic value of assets and stocks at the date of financial reports’ elaboration.

The “general framework” of IFRS defines the evaluation as being

“the process within which monetary values for which the structures of financial reports will be recognized in the balance and the profit and loss account are determined” and specifies multiple evaluation bases which can be used in the financial reports in various combinations and use degrees (historical cost, current cost, achievable value, fair value, updated value).

Each evaluation base is defined and explained in terms of cash flows or cash equivalents of which assets and debts create or can create.

Therefore, for assets, each evaluation base has its own feature when

measuring, estimating cash flow or cash equivalents: - the historical cost is the espression of the sum in cash or cash

equivalents payed in the moment of purchase of the asset; - current cost is the expression of the sum in cash or cash equivalents

which should be payed if the same asste or a similar one would be purchased in present;

- achievable value is the expression of a sum in cash or cash equivalents which can be obtained in present time by normally selling the assets, in terms of company’s specific market;

- fair value is the expression of the sum in cash or cash equivalents which can be obtained in present by normal sale of assets, in general terms of the market;

- the updated value is the expression of the sum in cash or cash equivalents of future net cash entries, which follow to be generated by an asset in the normal development of the activity.

According to an analysis of evaluation bases’ features stipulated by The General Framework, there are two types of evaluation bases:

- the evaluation basis which measures the summ in cash or cash equivalents payed in the moment of asset purchase or which should be payed if the same asset or a similar one would be purchased in present (historical cost, current cost).


226

- The evaluation basis which measures the sum in cash or cash equivalents which can be obtained in present by normally selling the assets (achievable value, fair value). First category is based on the exit flow (payments) of cash or cash

equivalents from asset creation (stocks), and the second category on entry flows (cash-in) of cash or cash equivalents from asset sale (stocks).

The general framework stipulates in paragraph 101 the fact that the most frequent evaluation basis adopted by companies in elaborating financial reports is the historical cost.

The question made is why the historical cost represents “the most frequent evaluation basis adopted by companies in elaborating financial reports” since for tens of years the critics made emphasize its limitations.

Why “historical cost” continues to be compulsory in the evaluation although in the process of the improvement of convergence and harmonization of accounting standards evaluation bases more adequate to the real image presentation have been approved, such as achievablevalue, far falue, some Standards, among which IAS 2 “Stocks”?

Mainly we consider that in the logic of the regulations given by IFRS, which indicate that in the General Framework evaluation bases of asstes and debts – without hierarchizing and mentioning the agreed ones – guidelines and professional judgements for the election of the evaluation basis which guarantees the reliable estimation of assets and debt at the date of financial cases should be provided as in all IFRS and IAS.

In this context, from the analysis of IAS 2 “Stocks” we understood that the standard does not explain or motivate the grounding of which it stipulated the regulation regarding the evaluation basis (paragraph 9) “Stocks must be evaluated at the lowest value between cost and net achievable value”.

Through this rule stocks aren’t evaluated neither of the “historical

cost” basis nor on the “net achievable value”, but by the combination of these two bases, taking into consideration the lowest value:

a) if the historical cost is lower than the net achievable value the basis of the historical cost evaluation is chosen;

b) if the historical cost is higher than the net achievable value, the net achievable value basis is chosen.

By applying this evaluation regulation stipulated by IAS 2, cases in

which for the same categories (types) of stocks, some assortments are evaluated based on historical cost and others based on the net achievable value can occur.

This regulation stipulated bu IAS 2 “Stocks” is motivated and justified in certain literature as being requested by the “prudence principle” at the evaluation of assets and debts, principle which requires that in certain


227

evaluations assets and expenses not to be overrated, and debts and incomes not to be undrerated. Based on this principle, accounting methodology supposes for any minus in asset value resulted from the estimations from the inventory, in comparison to the value recognized in accounting, must be registered in the elaboration of annual financial reports, and any plus of value must not be recognized in accounting. In other words, any constant depreciation must be also registered and will be a component of the costs in that period of time (depreciation registration is made only through expenses).

3 Stock evaluation

By analyzing the evaluation stock regulation, according to IAS 2, we can observe that it doesn’t represent a mixture of two evaluation bases, historical cost and net achievable value, as it is specified by the General Framework, but instead this regulation takes the “historical cost” as an evaluation basis and uses the “net achievable value” to estimate the depreciations of assets, in cases in which the level of net achievable value is situated under the level of stock cost.

Therefore, the net achievable value, as a recoverable value of stocks presents an interest in the evaluation process of stocks only for their depreciation estimation, in the cases in which the levelof net achievable value is situated under the level of stock cost.

In terms of which IAS 2 “Stocks” doesn’t consider the “net

achievable value” as a basis for stock evaluation, we issue the topic if this wouldn’t be more valuable for a better presentation in financial reports of economic value of stocks and of the effects in companies’ results. We also consider, in this logic, that IAS 2 version from 2005 already admitted for certain companies to evaluate stocks at “net achievable value” and “net fair value”.

From the study elaborated resulted the idea that stock evaluation basis held by an entity shouldn’t and cannot be the same for all categories and types of stocks. The election of evaluation basis must be made depending on the purpose for which stocks have been made and on their destination in the economic-productive processes’ flows through which generates adequate cash flows or cash equivalents.

IAS 2 “Stocks” (2005), chapter “Definitions”, paragraph 6 presents the stocks as assets owned by the entity to be:

- “sold during the normal development of the activity; - In process of production for a sale in the terms presented previously; - As raw material, materials and other intakes which will be used in the

production process or for services”


228

Previously we presented the structure and content of stocks, according to IAS 2 “Stocks”, in order to emphasize that depending on their use in the expoitation activity and destination, stocks at the date of financial reports’ elaboration can be asessed by chosing an evaluation basis capable of estimating in a reasonable way the value size of the cash flow or cash equivalents that an institution can generate after the destination, at the date of financial situations.

Regarding the use criterium and destination of stocks, specific in the Regulations of the National Accounting, we re-categorized stocks in three main groups:

1. Stocks owned for the achievement of the own capitalization activities:

a. Raw material, which participate directly to product manufacturing and are found entirely or partially in the final product, either in their initial state or transformed;

b. Intake (additional materials, fuels, packaging materials, spare parts, seeds and planting materials, forage and other intake), which participate or help in the production or exploitation process without being found, usually, in the final product;

c. Materials such as inventory objects; d. Animals and birds, animals born and the young ones in an

state (calves, lambs, pigs, poneys and others) raised and used for reproduction,

e. Bee colonies as well as animals for production – wool, milk and fur;

f. Packages, which include reusable packages, purchased or manufactured, destined for sold products, and which, temporarily, can be kept by third parties, being obliged to return them in the terms stipulated by the contracts.

2. Stocks in process: a. Semimanufactured, products which technological process has

finished in a department (manufacturing stage) and which pass in forward in the technological process of another department (manufacturing stage) or are delivered to third parties;

b. Production in process, representing the production which did not pass all stages of process, established in the technological process, as well as the products that are not subjected to the tests and technical reception or unfilled entirely.

Pocessing production also includes works and services, as well as studies in course of elaboration or unfinished.

3. Stocks for sale a. Merchandise, goods which the company buy for re-sale or

final products delivered to the own selling points;


229

b. Final products, products which passesentirely all stages of producition process and do not require subsequent processes within the company, being ready to be stored for delivery or shipped directly to the customers;

c. Semi-manufactured for sale; d. Animals and birds to be fatten in order to be capitalized.

The three categories of stocks corresppond to the main stages

described by them in the flows of the exploitation stage of the company: - stage I, in which stocks required for exploitation activities are formed

(purchse, by other means); - stage II, in which stocks are processed, manufactured according to the

activity sector of each company; - stage III, in which stocks for sale are made. Value is addded to stocks made in stage I, evaluated at the purchase cost,

after their process in the production process, stage II, being changed into semi-manufactured, final products and so on, and evaluated at the production cost (purchase cost+process cost). The last ones, in stage III, together with purchased merchandise are ready to be sent on the market, shipped to customers, at selling prices agreed within the contracts signed with clients or at market prices.

At the date of financial reports’ elaboration stocks are in different stages and are presented and reported according to ste state in which these are found.

From our opinion, for stock evaluation in financial reports, depending on the stage in which the exploitation stage of the company is found and their destination, there is a need for an evaluation basis which would allow a credible estimation of stock value, according to their economic value, of the sum of cash flows or cash equivalents entries possible to be obtained from their use and exploitation.

4 Conclusions As a consequence of this fact presented it can be concluded that when

evaluating stocks a single evaluation basis is not enough (for all types of stocks) and consequently the “historical cost” in order to provide a credible evaluation, other evaluation bases being necessary and in accordance with the various types of stocks.

Basically, stock evaluation in financial reports is just the monetary

expression of value of stocks determined on the basis of cash flow entries achievable at the date of balance and profit and loss account elaboration.


230

Knowing stock features for sale and their economic potential appears the question of which will be the evaluation basis which should be chosen (historical cost or net achievable value) for the estimation and presentation of these stocks in the financial reports. The resolution of this issue implies the elaboration of grounded judgements on the basis of economic theory of value in the context of the informative functions kept for the financial reports by the General Framework, which defined the basic concepts, qualitative characteristics of information and the requirement of the real image. This way we estimate that the election of an adequate evaluation basis which would provide a credible evaluation can be justified and motivated.

We consider that the presentation of stocks for sale at an inferior level

than the net achievable value doesn’t lead to the objective achievement of financial reports’ purpose; the presentation of an actual state which would truly, clearly and completely express the financial states and performances of the company. This fact is due to the presentation of certain information less relevant and current for users “how much we spent with the merchandise stocks and how much costed the achievement of the final products” and the representation of the truly interesting data for external users and not only “which are the benefits these stocks will generate” or “what net cash will obtain the company after their sale”. We estimate that this information is truly relevant for the users of these financial situations in the evaluation of the financial potential of the company.

We also take into consideration the fact that the financial situations are

the basis in the elaboration of the economic and financial analyses. In the terms of historical cost use as an evaluation basis of stocks for sale, liquidity indicators and not only are incapable of reflecting the economic reality. For example, the capacity of final products of covering short term debts is relevant only by using the achievable value, the historical cost reflecting the cash exits and not in any case what would be gained from their sale.

To sum up, we plead for the use of the achievable value as an evaluation basis for sale stocks, estimating that by these the information given by the financial reports es truly relevant and according to the needs of companies’ management and of the other users of the financial reports. REFERENCES [1] D.Darvasi, (2010) Contabilitatea fundatilor si asociatilor prin utilizarea

metodelor traditionale sau clasice si a sistemelor inteligentei artificiale,


231

Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara.

[2] D.Darvasi, A. Badescu, C. Dobritoiu, F. Molnar, T. Slavici (2011) Accounting Software Using Expert Systems, in Proceedings of the fifth Wseas International Conference on Business Administration (ICBA '11) Puerto Morelos, Mexico, pp 97- 102.

[3] M. Pirtea, H. Cristea, C. Nicolescu, C. BoŃoc (2010) Financial management of form, Mirton Publishing House, Timişoara.

[4] T. Slavici, (2009) Inteligenta artificiala, Fundatiei pentru cultura si invatamant “Ioan Slavici’ Publishing House, Timisoara.

[5] T. Slavici, (2006) Optimizarea management financiar cu ajutorul metodelor inteligentei artificiale, PhD Thesis, Timisoara.

[6] I. Stefan, D. Bivolaru (Darvasi), O. LobonŃ, C. Nicolescu, R. Blidişel (2008) FinanŃele şi contabilitatea instituŃiilor publice, Mirton Publishing House, Timisoara.

[7] T. Slavici, D. Andras, D. Darvasi, , L. Dorneanu, A. Badescu, (2011) Plead for the evaluation of sale stocks at the achievable value, in Proceedings of the fifth Wseas International Conference on Management, Marketing and Finances, Gran Canaria, Canary Islands, Spain, Wseas Press, pp 327-333.


232

THE ROMANIAN HISTORICAL RESEARCH FROM THE FIRST HALF OF THE 19TH CENTURY

ON THE MEDIEVAL BANAT

Associate Professor Tiberiu Ciobanu, Ph.D – “Ioan Slavici” University of Timisoara, ROMANIA

Abstract: The paper contains the presentation of historiographical research results of the first Romanian scholars with concerns about the medieval history of Banat. It's about the Nicolae Stoica of Hateg, Damaschin Bojinca and August Treboniu Laurian who wrote in the first half of the 19th century, part of the current Enlightenment, Pre-romantic and Romantic. Key words: historiography, Banat, Banatian Enlightenment, Romantic, Midle Ages.

1. Introduction Around 1800, the late Enlightenment and the militant pre-Romantic

ideas, with their echoes of national identity, hopes for emancipation and condemnation of the foreign domination clearly penetrated. A spirit of national pride was awake, of seeking the illustrious origins and assuming the personalities of the past.

2. Nicolae Stoica of Hateg This spirit was perfectly represented by Nicolae Stoica of HaŃeg. This

’chronicler of the Banat’ was one of the distributors of Istoria pentru începutul românilor în Dachia by Petru Maior. Nicolae Stoica of HaŃeg did not use Maior’s above-mentioned work as his source for Cronica Banatului (written between 1826-1827), but gave a personal – and Banatian- perspective on the beginnings of the historigraphy of the province. That is why he based his documentation on Francesco Griselini’s history of the Banat, published, in German, in Vienna, in 1780. From this book we can see how, with the passing of time, a Banatian historiographical vision crystallized having its own, distinct track, as the history of this land has its own highly individual character. Unfortunately, Nicolae Stoica of HaŃeg, whose works


233

remained in manuscript, did not leave the mark of his great personality on the development of the Banatian historical culture.

By reading Cronica Banatului, we understand that the author did not give a detached presentation of his sources. On the contrary, he showed a profound implication, whenever the sources referred to historical figures or important events from the past especially. This is explicable if we take account of the specificity of the central and East European Enlightenment, employed in the spirit of the national ideals of the peoples living in the area. Moreover, in Central Europe, the first early Romantic impulses coming from the German space oriented the historical writing towards exalting the peoples and overemphasizing the national specificity. In spite of the multi-ethnic Austrian milieu and the Orthodox traditions, the Romanian scholars of the Banat warmly lingered over the national past feeling proud of their origins. So did Stoica of HaŃeg, eager to transmit this feeling to his readers and to educate the youngsters in the national spirit: ’because the Romanians as a great race and wise by nature were and will be’.

With obvious satisfaction Stoica laid stress on the Romanian origin of some brilliant army chiefs of the medieval Hungary, such as Ioan of Hunedoara, Matia Corvin and Pavel Chinezu. This feeling perpetuated itself extremely stongly throughout the Romanian historiography on the medieval Banat. By evoking the decline of the Hungarian royalty at the beginning of the 16th century, the chronicler wrote, with lyricism: ’In times when some thought: where are now Ioan Huniad Corvin and his son, king Matia, where is Pavel Chinezu, called Romanians, to come and see’. Nicolae Stoica of HaŃeg managed to organize a wealth of historical information on the Banat – from the end of the 14th century to the beginning of the 19th century – setting out a coherent text according to the chronology of the events, in which the dry exposure of the facts was often surpassed due to a personal involvement, specific to a sensitive story-teller of a great wisdom.

In the Romanian historiography crystallized the opinion that Nicolae Stoica of HaŃeg was not a historian but only a chronicler. His bibliographer, Damaschin Mioc, explained this opinion: ’Unlike the historians of the Transylvanian School, Nicolae Stoica never cited his sources, like the majority of the chroniclers did, that is why we regard him as a chronicler not a historian’. As a matter of fact, Nicolae Stoica of HaŃeg seemed to be a proper chronicler only in the final part of Cronica Banatului (that section being, practically, a memoir) in which he presented the events between 1788-1791, when he took part in the Austrian-Turkish war. As this period is not concerned with the history of the medieval Banat the subject was of no interest for us. Nicolae Stoica of HaŃeg was more than a chronicler, because not only did he record the facts of the past, but he also commented on them. Like other contemporary Romanian chroniclers, Stoica clearly evinced a detachment from that sentiment of ’the confessional polyethnical nation’


234

(mentioned by Emanuel Turczynski) – if this had ever manifested properly! – in favour of a distinct nationalist sentiment. If in Nicolae Stoica of HaŃeg’s case the evocation of the Romanian past came as a passive ascertainment, in Damaschin Bojincă’s case things changed appreciably, and his passionate speech changed into a polemical one. Having the chance of seeing his works published, he became a cultural factor of resonance of his time. Subsequently, for a long time – from 1830 to 1978 – Bojincă’s historical works remained first editions. In 1978, historian Nicolae Bocşan – the great specialist in the Enlightenment of the Banat – edited a volume containing Bojincă’s writings, equipped with an exceptional critical appendix – Damaschin Bojincă, Scrieri (De la idealul luminării la idealul naŃional, an introductive study), Facla Publishing House, Timişoara, 1978. 3. Damaschin Bojinca

Between 1829-1830, at ’Biblioteca românească’, the new series, Damaschin Bojincă was the principal editor and author of the published historian works. Nicolae Stoica of HaŃeg had only underlined Iancu of Hunedoara’s Romanian origin. Damaschin Bojincă dedicated the matter a special theme. In Descrierea naşterii şi a eroiceştilor fapte a mult vestitului şi de toată Europa minunatului erou Ioan Corvinus de Huniad, published in ’Biblioteca românescă’ (Buda, 1830), the first section, Ioan Corvinus este răsărit din gen sau sânge românesc, is an eloquent argumentation about Iancu of Hunedoara’s Romanian origin. According to Nicolae Bocşan’s opinion, this part of Bojincă’s work was ’a reply to the Magyar historiography, which was at the beginning of the Romantic concepts, in full process of national awakening’. Camil Mureşanu established that, in the second part of the work, the author rewrote Kovács Mátyas’ Biographia Ioannis Huniadi, published at Eger in 1817. According to the same researcher, academician Camil Mureşanu, Bojincă claimed that the book was his own translation, due to his concern to avoid the censorship. Nicolae Bocşan thought that the first sequence of Bojincă’s study‚’was suggested by few passages of Petru Maior’s Istoria’ (p. 111-115)”. After a thorough analysis of Damaschin Bojincă’s work, the same historian, Nicolae Bocşan claimed that the author of Anticelor românilor (tomes I-II, Buda, 1832-1833), lacked originality in his historical writings since, with few exceptions, they were compilations, having the national education and not proper science as their main purpose. Bojincă’s works about the great personalities of the three Romanian provinces – Iancu of Hunedoara, Matia Corvin, Michael the Brave, Radu Şerban, Dimitrie Cantemir – inaugurated a special historiographical genre in the Romanian culture, with a ’popularizing character’ which, in the Banat especially, would see a significant


235

development felt even in the present. The originality of Bojincă’s writings ’consisted in the theme and the topics he approached. The fact that he was mainly interested in our medieval history and chose to deal with its most significant characters was something new in our historiography. In the context of the ideology specific to «Biblioteca românească», these remarkable princely figures, glorious examples of a whole nation, were expected to legitimate another place the Romanians deserved among the other peoples. Altogether, Damaschin Bojincă’s historiographical legacy was a testimony for ’the moment of the contact, interferences between the Enlightenment and the Romantic, the moment which prepared the ground for the historiography of the revolutionary ideological movement during 1848. Among other things, the cult of the great voivodes from the Moldavian and Wallachian history would manifest itself boldly as a means of national education. 4. August Treboniu Laurian

Then followed the proper Romantic generation which showed a special appetite for the medieval past. The Christianity heroes were studied not only for making their deeds known, but also for resurrecting them in order to follow their example. Our Romantic movement not only did evoke in a sterile mode the ruins theme and lamented over the end of the heroic past epochs, but also came out in the arenna of the confrontations. It was the epoch of the militant historians who fought in the social, political and cultural domain and made the Revolution in 1848 -1849, like August Treboniu Laurian.. They studied the medieval Banat to set a pattern to be followed, to make the spirits ablaze and wake the nation from lethargy. August Treboniu Laurian – the author of Temisiana sau scurtă istorie a Banatului Temesianu (Bucureşti, 1848) – proved to be a very good expert on the past of the province for that time. Temisiana... is the first representative historiographical work of the Transylvanian scholar, August Treboniu Laurian. There is a significant avowal of the author regarding the province about whose history he wrote, the so warmly evoked Banat. He stated that Timisiana was a part of Dacia Major, the Western Dacia, the first territory occupied by the Romans and colonized by ’our ancestors’, the theatre of numerous wars in the past 1800 years and a province which had preserved the primal Romanian language, the great deeds of the Romanians which deserved the foreigners’ gratitude. In the final section of his work the author revealed his patriotic and educative goal: ’ We finish here this very interesting history and remind the Romanians that, since we have not perished through so much suffering and terrible ordeals during long centuries they should not lose hope for the future. Our heavenly Father, who has been


236

watching us throughout these centuries, will pour out his divine providence to them from now on, only if they grow up in virtue, cultivate their mind, ennoble their hearts, and are worthy of a happier destiny. Laurian localized the territory of Temisiana, by giving the degrees for the latitude and longitude of the zone, between the Mureş and the Danube. It was the first time when such a delineation was made in the Romanian history, a standard practice specific to historical geography. The author considered the beginning of the Middle Ages of ’Temisiana’ in the time of ’the duchies formed by the Romanians under the Bulgarians’suzerainty, since, in Temisiana, history recorded the duchy of Claudiu (Glad - n.n. T.C.) between the Maresiu, the Tissa and the Danube’(...). For the first time in the Romanian historiography on the medieval Banat, the presentation of the Hungarians’ advance across the province was based on Gesta Hungarorum, written by ’Bela’s chronicler’, as Laurian noted. According to Anonymus Belae Regis Notarius Historia septem Ducum, Chapter. 7, et sequentibus, he presented the confrontation between Claudius (Glad) and the Hungarians, starting with the battle on the Timiş. In addition to it, the author showed that, once his army was defeated, Glad sought refuge in the fortress of Keve (Cuvin) as he could not withstand the enemy’s attacks any more. A truce was called among duke Glad and the chiefs of the Hungarian army, Zuard, Cadusa and Boyta. August Treboniu Laurian emphasized an historical truth, perfectly valid today, according to which: ’the Hungarians (...) conquered Temisiana, but they did not populate it with Hungarians, and they did not govern it through Hungarians either, but they let it under the government of Claudiu’s successors, until Ştefan’s time. The author gave a lot of information about ’Optumu’ (Ahtum) using Cronica Notariului Anonim and Legenda Sfântului Gerard as well. From the latter he quoted, in Romanian, the whole paragraph about Ahtum, which was a notable first in our historiography on the medieval Banat. August Treboniu Laurian wrongly considered that ban had been synonymous with comite ever since the time of ’Cinad’s rule’ –Ahtum’s successor – and that explained ’the name of Banatul Temişian, which the province has borne until our days. The term ’banat’ was the name of an administrative territorial district whose main purpose was to protect the borderlines, like the Western feudal marches. In the Middle Ages, in the province bordered by the Mureş and the Danube, the term was firstly mentioned with reference to Banat of Severin, in the 13th century. This was set as a military march by the Hungarian royalty to protect its borderlines – a buffer against the incursions from the East along the lines of the Danube and the Carpathians. In the 14th-15th centuries, the Kingdom of Hungary had five banats on its frontiers: Banat of Severin, Maciva, Sói, Ozora and Slavonia. The last became the Croatian-Slavonic Banat. Laurian knew that the ’dignity of the bans was so important that they regarded themselves as the same rank with the Transylvanian dukes (voivodes). Using Cronica Hungarum (part II, chapter 9) by Thuroczy, the


237

author of Temisianei... presented ’ Carol Robert’s battle against Mihaiu Bassarabă who ruled Wallachia at that time’. A significant section of his work was dedicated to Ioan of Hunedoara, based on the most relevant documenting sources of the time (Cronica Hungarum by Thuroczy, Historia de Europa. De Ungaria by Aeneas Silvius, Rerum Hungarum by Bonfinius). A Romantic nationalist militant, Laurian critisized those authors who did not support Ioan’s Romanian origin, accusing them of unwillingness to accept that such a prominent personality may have a Romanian ancestry. In a chapter titled Temesiana sub domnirea lui Mathia Corvinul, Laurian specially pointed out the military and diplomatic activities of Pavel Chinezu and Josa of Somu, the comits of ’Temisiana’, both of them – according to his opinion – of Romanian descent. By using some Magyar sources, the author presented the situation of ’Temesiana’ during the Turks’ occupation, and thus inaugurated a new and very interesting theme in the Romanian historiography. August Treboniu Laurian ended his ’Temisiana’ with the installation of the Hapsburg administration in the Banat. After the complete reading of the text one can conclude that by presenting the historical realities of that time, the author managed in large part to convey the historical individuality of the province, the characteristics of its evolution compared with the bordering territories. August Treboniu Laurian also made reference to the medieval past of the Banat in Istoria românilor, vol. I-III, Iaşi, 1853. In general, the historian used what he considered to be very significant in Temisiana..., from the perspective of an organic and exhaustive representation of the history of the Romanians at north of the Danube. In a relatively unitary historical vision, he portrayed the histories of Maramureş, Crişana, the Banat, Transylvania, Moldavia, Bucovine and Bessarabia. Thus, Laurian was the first Romanian historian who dealt with the history of the Banat in the context of the history of the Romanians living in the territory of the former Dacia. 5. Conclusions

The interest of the scholars of the Banat for the history of the province

manifested constantly, beginning with the archpriest of Mehadia, Nicolae Stoica of HaŃeg (1751-1833), chronicler and historian of his native land. If in Nicolae Stoica of HaŃeg’s case the evocation of the Romanian past came as a passive ascertainment, in Damaschin Bojincă’s case things changed appreciably, and his passionate speech became polemical. Having the chance of seeing his works published, he became a cultural factor of resonance of his time. A representative of this generation was August Treboniu Laurian – the author of Temisiana sau Scurtă istorie a Banatului Temesianu (Bucureşti, 1848) – who proved to be a very good expert on the past of the province for that time. Temisiana... is the first representative historiographical work of the


238

Transylvanian scholar, August Treboniu Laurian. Banat peculiarities of higher education have their roots in the works of these great scholars who had influences educational and cultural progress of the rest of the Romanian provinces at that time REFERENCES

1. Nicolae Stoica de HaŃeg, Cronica Banatului (an introductive study,

edition, glossary and index by Damaschin Mioc), second printing,Timişoara, 1981.

2. Damaschin Mioc, PrefaŃă la Cronica Mehadiei şi Băilor Herculane, in Scrieri, Timişoara, 1984.

3. Nicolae Bocşan, De la idealui luminării la idealul naŃional, in Scrieri by Damaschin Bojincă, Timişoara, 1978.

4. Camil Mureşan, Iancu de Hunedoara, second printing, Bucharest, 1968. 5. Petru Maior, Istoria pentru începutul românilor din Dachia (edited by

Florea Fugariu), vol. I, Bucureşti, 1970. 6. Nicolae Bocşan, Un istoric uitat: Damaschin Bojincă, in „Banatica”, I,

ReşiŃa, 1971 7. Damaschin Bojincă, Descrierea naşterii şi a eroiceştilor fapte a mult

vestitului şi de toată Europa minunatului erou Ioan Corvinus de Huniad, published in ’Biblioteca românescă’, Buda, 1830.

8. August Treboniu Laurian, Temisiana sau scurtă istorie a Banatului Temisianu, Bucharest, 1848.

9. Marius Bizerea Phd, Banatul ca unitate şi individualitate istorico-geografică în cadrul pământului locuit de români, in „Tibiscus-etnografie”, Timişoara, 1975.


239

ETNA: A NATURAL WONDER BETWEEN EARTH AND SKY

Prof. Linda Cotugno, Ph.D - University of Catania, ITALY

1. Introduction

This study aims to enlighten the volcano Etna and therefore analyzes it according to different points of view, including the magic charm which fills the surrounding lands and places. Etna, located in the heart of the Mediterranean, has been winning general praise and has been a leitmotif among poetry and literature over the centuries. In addition, since the ancient times thousands of mythological stories have been giving the volcano a supernatural dimension in order to explain the eruptive activity and all the phenomena associated with it. Lava flows have been crossing its flanks along all directions. In the past they changed the physical shape of the coast, destroyed villages, filled harbours, blocked springs, submerged woods and fields. However, the “volcanic risk” has never permanently sent away the inhabitants of the surrounding areas. In case of danger the communities

Eruption 12.01.2011


240

around Etna moved away, while once the danger was over they always returned to live in the home place. They have always felt attached to their land, fertile and rich thanks to the nature of the volcano. People feel a mixed feeling of fear and respect towards Etna.

First, the work deals with the birth of the natural park in Sicily, Etna Park, which was founded in 1987, March 17, in order to protect the extraordinary natural heritage of the volcano and, in the same way, to cooperate with a correct administration of the environment and with the sustainable growth of the territory. The territory of the park, which is divided into four protected areas, is described in details with further information about the wildlife, the flora and the natural paths. Secondly, the paper highlights the activities developed in the territory of the park such as: tourism – hotel activities, parties, and festivals from surrounding villages, the wine tradition and handicraft activities to promote the socio-economic development of the surrounding area. Last but not least, the study draws attention to the great travellers of the past who visited Mount Etna, to the poets and writers who drew inspiration from it, to the legends and myths around it. 2. Etna and the Etna Park

Figure 1. Delimited areas in Etna Park

Etna is the highest active volcano in Europe and one of the largest in the world. The volcano, in Roman times, was known as "Aetna", while it was named “Aitne” by the Greeks; both names come from the Greek word “Aithein”, which means “to burn”. Another appellation given to the volcano, which is rarely used nowadays, is “Mongibello”. This term comes from the


241

Latin word “Mons”, mount, and the Arab word “Ğibel Utland” which means mountain. The Volcano is located along the eastern coast of Sicily, covers a surface of 1.600 square kilometres, has a perimeter at the base of 150 square kilometres and it is about 3.350 metres high. The volcano has got an irregular shape due to its development which is the result of the superposition of several collapsed volcanic layers. The most well-known among them is Valle del Bove, that is a large depression on the eastern flank of the volcano.

The origin of Mount Etna dates back between 700.000 and 500.000 years ago. Its volcanic activity starts and develops in three stages: the “pre-Etna” activity (from 700.000 to 200.000 years ago) takes place first with underwater eruptions, then above the level of the sea; the “old Etna” activity (from 150.000 to 80.000 years ago) shapes the structure of the Vulcan; “Old and intermediate centres and Mongibello”: at this stage several eruptive centres form and cover the one over the others, they heighten and widen the shape of the volcano. The most destructive and documented eruptions are three: in 1669, the lava destroyed several cities, including Catania, and then flowed into the sea; in 1928, the lava destroyed the town of Mascali; in 1991, the eruption lasted 473 days; between 2001 and 2002, the most recent eruptions badly affected the tourism sector in Piano Provenzana and the volcanic ashes disrupted Catania air traffic.

The volcanic activity is monitored by researchers from the National Institute of Geophysics and Volcanology, which is fully equipped with technical instruments such as seismographs, geodimeters, inclinometers and gravimeters, and where studies on geoelectricity, geochemistry and magnetic field are carried out.

As regard the natural aspect, in 1981 a law established the Regional Park of Etna, which covers 58,095 hectares, with 20 municipalities which are part of the park. The park is divided into four zones, precisely into the areas “A”, “B”, “C” and “D”. The “A” zone consists of blank spaces where human activity is very limited and which are used for sheep farming, for carrying out investigations, for going on excursions and skiing. The Zone “B” consists of large natural areas, where at a low altitude a mix of houses and lands of farmers are located. The zone “C”, which is located near populated centers, allows the use of buildings and lands in order to enhance the area. The zone “D” is the area where the activities related to the purposes of the park take place. There is also a fifth zone, the “C-high mountain”, situated in the “A” zone that includes the area of Cantoniera and Piano Provenzana. The aim of the park is to preserve its territory and its heritage of flora and fauna. The Chestnut tree of one hundred horses (Catagno dei cento cavalli), 2000 years old, represent one example of the areas to be preserved. Moreover, it is important to mention the several caves, more than 200, such as “Snow cave” (grotta della neve), “Dove cave” (grotta delle palombe), the


242

“Ice cave” (grotta del gelo) and “Raspberry cave” (grotta dei lamponi). The land of the park can be visited through natural paths which lead the visitors to enter in contact with the crater and its nature. Climbing up the summit crater is by far the most marvellous excursion since it is possible to see on a clear day up to the African coast. 3. ETNA: A TOURIST ATTRACTION

In the eighteenth century, when Sicily was included in the Grand Tour, Etna was the favourite destination for young European aristocrats who wanted to further develop their mind and expand their knowledge. Ever since this century, there has been a constant evolution in climbing Etna up to the modern hiking. Today reaching high altitudes is quite easy due to the road and off-road means of transport, which have replaced the horses or the uncomfortable mules used in the past. Enjoying Etna means also to practice winter sports, to watch spectacular eruptions, to taste the delicious typical products, to visit places of worship, which have sprung up in areas destroyed by lava flows. Indeed, the main types of tourism are: hiking, naturalistic tourism, circumetnea railway tour, car tour, winter sport tourism, cultural tourism, enogastronomic tourism, scientific tourism, religious tourism, eruption tourism. The measurement of data on the influx of tourism, even if it is not absolutely reliable, especially in regard to the tourist flow in structures such as religious institutions and those on hire, or in relation to the excursionists, gives a pretty clear idea of the arrivals and attendance’s evolution in recent years. The majority of tourists, about 70%, are Italians, while the remaining 30% are


243

mostly French, German, Spanish and Americans. The influx of tourists in 2001 and 2002 has declined after the terrorist attacks in the United States, the wars in Afghanistan and Iraq, the SARS epidemic, and the eruption of Etna, whose ashes caused many disruptions in air traffic. The following years the number of tourists increased: in 2003 foreigners and Italians that arrived in the province of Catania were far more numerous than the previous year; in 2004 the number of Italians increased while foreigners decreased; in 2005 there was a reversal of trend, the tourist presence increased while foreigner and tourist arrivals decreased as well as Italian presence; in 2006 and 2007 there was a remarkable increase in foreign tourist arrivals, whose presence also reported a slight increase. Italian presence decreased, while arrivals slightly decreased. In 2008, 2009 and 2010, tourism has been badly affected by the global economic crisis. Therefore, the tourism industry can and must take initiatives in order to increase the influx of tourists: such as development of infrastructures, improvement of marketing and advertising, enhancement of urban areas and natural environment. Great travellers, myths and legends

Figure 2. Old print of mount Etna In ancient time, the volcano with its mysterious charm and spectacular eruptions inspired Greek and Latin poets, historians and geographers, who told about its amazing eruptions, beautiful scenery and fertile land. Thus, since V century B.C. literary components on the volcano started to be


244

produced and allowed us to know some marvelous works: such as the ones by the Greek Pindar, who described Etna like “the column in the sky”, the ones by the Latin Virgil, who reported about a huge eruption seen by Aeneas and his fellows when they disembarked in Sicily, and even the ones by the Greek geographer Strabo, who took the impressive Mount Etna as the object of his book. Etna with the magical atmosphere of its land gave birth to several myths and legends, which in most cases, were used to explain the natural phenomena related to the eruptive activity. Among all the legends it is worth mentioning the one which tells about the Greek philosopher Empedocles, who was pushed into the crater to be recognized as a god, or the one about the shepherd Acis, who fell in love with the nymph Galatea and was killed by the Cyclops Polyphemus, jealous of their love relationship. Moreover, other well known legends are: the one about the giant Typhoon buried in Sicily by Zeus, who beat him in a fight; the story of the brothers Anfinomo and Anapia, who, while were rescuing their parents from the lava flow, were pardoned by the fury of the volcano, whose lava split into two parts leaving them a free passage; the legend of Hade and Kore, daughter of Zeus and Demeter, who, after being kidnapped and taken into the darkness, was rescued by her mother carrying torches lit by the fires of Etna; the legend of King Arthur, who, being seriously injured, he was taken to mount Etna by his sister Morgana. Across all ages and especially in the sixteenth century, Mount Etna has certainly left a tangible mark in literature. The authors of the various works of literature, dealing with the majestic volcano, used to highlight not only the lush vegetation but also the destruction caused by the lava, the mouth of fire and the ice over the top of Etna. Generally the most common topics were terror and wonder associated with the phenomenon of eruptions. In early modern times Pietro Bembo, who went to Sicily to study Greek, made a significant contribution to the literature on Etna writing about his tour in “De Aetna”. He collected all his impressions in his work of art and he even used the impressive metaphor of a parturient to describe Etna. Other authors such as Lorenzo dei Medici in “Sonetti” and Torquato Tasso in “Jerusalem Freed” used the metaphor of love to depict the contrast between cold (ice) and heat (fire).

Over the centuries and especially in the eighteenth century, Etna has attracted many travelers from all over the world, who reported in their diaries in detail their ascension to Mount Etna. It was due to Patrick Brydone’s travel that the curiosity about Sicily increased. He emphasized Etna’s beauty and horror in his work “A tour through Sicily and Malta”.:

… It is indeed a curious consideration that this mountain should unite every beauty and every horror; and, in short, all the most opposite and dissimilar object in nature. Here you observe a gulph, that formerly threw out torrents of fire, now covered with


245

the most luxuriant vegetation; and from an object of terror, become one of delight. Here you gather the most delicious fruit, rising from what was but lately a black and barren rock. Here the ground is covered with every flower; and we wonder over these beauties, and contemplate this wilderness of sweets, without considering that hell, with all its terrors, is immediately under our feet; and that but a few yards separate us form lakes of liquid fire and brimstone.

Moreover, he also reported that he had the impression he was no longer in the globe when he reached the summit:

…But here description must ever fall short; for no imagination has dared to form an idea of so glorious and so magnificent a scene. Neither is there on the surface of this globe, any one point that unites so many awful and sublime object […] The whole atmosphere by degrees kindled up, and shewed dimly and faintly the boundless prospect around. […] All appears enchantment; and it is with difficulty we can believe we are still on earth.

Etna is well known all over the world thanks to many other eminent figures such as Jean Houël, Dominique-Vivant Denon, Lazzaro Spallanzani, Johann Wolfgang Von Goethe, Alexis de Tocqueville, Alexandre Dumas, Guy de Maupassant, Edmondo de Amicis. Even many contemporary poets and writers have driven inspiration from Etna such as Giovanni Verga, Federico de Roberto, Luigi Capuana, Mario Rapisardi, Giovanni Pascoli and Leonardo Sciascia.


246

EXTENSION IN BANAT OF THE ORGANISATION OF GOOD PRACTICE ABOUT PASTURE FEEDING FOR BEEF CATTLE FROM CZECH BOHEMIA

B. Čermák, J. Voříšková, - Agriculture faculty of south Bohemian University in České Budějovice, CZECH REPUBLIC

GabrielaVictoria Mnerie, Ph.D – “ Ioan Slavici” University of Timisoara, ROMANIA

Abstract: Calf growth performance in cattle meat can be obtained in conditions of an optimal grazing. Knowing the best experience of farmers in the hills and mountains of Bohemia (Czech Republic), this paper proposes to apply in Banat one comparative results of a survey of conventional intensive and extensive pasture feeding for beef cattle. The meat protein withaut Statistical evaluation Were diferences in the beef cattle breeds of group. There is the tendency to increassing of musscle fet in grazing groups of beef. The difference and depending on physical and chemical daily gain of meat content between conventional and ecological WAS Statistical Are Not Significant. Key words: pasture, feeding, beef cattle, musscle fet, meat, international cooperation 1. Introduction

Cattle breeding in the Banat’s mountains is sustainable tradition that is intended to be continued to superior performance, both for milk quality, especially of meat results. Policy requires European cooperation between member countries and expansion of positive experiences in all regions.

The nutritive value of forages for ruminants highly depends on the ratio between cell content and cell walls and on the ability of the rumen microorganisms to degrade the plant cell walls (Waldo, 1986) as cell content has a high digestibility. The primary function of the NDF fraction in ruminant diets is to provide energy for microbial synthesis and to the animal via short chain fatty acids produced during fermentation, but also to secure rumen function and animal health by adding structural value to the diet (Mertens, 1994). The utilization of the fibre fraction in ruminant diets varies highly within and between forage types and is highly influented by


247

associative effects (Stensig and Robinson, 1997). Analysis of the content of fibre (cell wall constituents) in ruminant feeds is based on the NDF analysis (Van Soest et al., 1991). The detergent system is a rapid procedure for determining the insoluble cell wall matrix and estimating its major subcomponents, as hemicellulose, cellulose and lignin can be determined from NDF, ADF and ADL analysis (Van Soest, 1994).

Within grassland systems research on forage quality has focused in the last decade on the measurement of forage quality and revolved around the need to describe the attributes of forages, measured chemically or biologically, to meet the objectives of the systém(Čermák et al 2004, Koukolová et al 2005). The influence of grazing pasture on beef cattle many authors obserwed (Voříšková et al. 2004, Filipčík, Šubrt 2005, Filipčík et al. 2006, Filipčík 2007). Near the quality of pasture and feed ration supplementation, breds, many factors the meat production and meat quality influented. 2. Material and methods

In one agriculture farm at west bohemian district the charakteristic of pasture contnet of clover: grass: other plants through 3 year of summer sezones was observed. On the farm in 720 m ower sea level the 77 czech red peed beef bulls with the intensive barn feeding and extensive pasture areal each 32 ha farm was feed. Samples of pasture was take out and for the percentage content of clover: gras:other plants were evaluated. The meat samples from sloughtery for the content of protein, fat, ash, NEC and fysical parameters content was analysed with the standards methodes. Three hunderd twelve samples of pasture forages, of which rest samples from extensive (withaut fertiliser) stands, were selected from a bank of samples previously examined at our laboratory dry matter (DM, C.prot-NL, fett, NFE, Ash). The chemical analyse were with the standard method analysed for the protein, fat, fibre and ash content. The NDF, ADF and ADL analyse with the methode described Van Soest in Koukolova et al( 2004) reported. Samples were selected to cover as large a variation as possible in DM degradability after 24 and 48 h rumen incubation, assuming that this selection would give a similar variation in degradability. Samples had been freeze dried and milled through a 1.5 mm screen before the previous examinations, and since then stored in a deep freezer. Nylon bag degradability (pore size 37 µm) was measured after 24, 48, h incubation according to Hvelplund and Weisbjerg (2000). Measurements were repeated in three dry Holstein cows fitted with a rumen cannula. The bullss were fed twice daily, and had free access to drinking water. The feed ration was composed of grass hay (5.4 kg/day) and concentratemixture (2.6 kg/day). Composition of concentrate mixture (g/kg of mixture) was soyabean meal (100), barley (420), oat (420), rapeseed meal (30) and sugar beet molasses (30). Furthermore, bulls were fed granulated minerals and avitamin mixture (150 g per day).


248

NDF analyses were performed on Fibertec analyser (Fibertec System M) according to the standard procedure mentioned above, but without the pre-treatment with α-amylase. After fattening period the bulls are transported on sloughtery. Tthe meat physical parametters(pH 1,24, meat color remis,dripof meat juice, watter binding capacity) and chemical nutrients(DM, C.prot-NL, fett, NFE, Ash) with the standards methods of feed law (2002) was analysed. Data of analyse was statistic evaluated with the STAT ANOVA package 2002. 3. Results and discussion In many parts of the world there will be a continuing need to develop simple methods for describing forage quality which do not rely on sophisticated equipment but utilise the experience and knowledge of local grassland managers. The content of average results of pasture analyse at the table 1 are present. In this table aditional part 1b the feed ration in the range of dry mater are presented. This results on the content of some nutrients mostly on fibre ADF and ADL were depended. The some results Koukolova et al (2004) and Cermak et.al (2004) presents in comparison of intensity of utilisation and ower see level are depend. Content of grass, treffoil and healthy plants in grazing pasture Table1.a

farm Stan. grass % Trefoil % Healthy plants %

conv. 3 63 24 13

Ecol.. 3 60 30 10

The average content of nutrients in different pasture in 100% dry matter (3 year) was in high altitude the some as in the first article. Fedd rations for beef cattle on farms Table 1b. Feed ration of fattening bulls ower 250 kg Lw

Feed ration of fattening bulls till 400 kg Lw

Components kg.wint.s. kg som.sez. kg Components kg.wint.s. kg som.sez. kg mais silage 6 3 mais silage 15 hay 2 1 hay 14 grain 1,5 0,5 grain 0,5 1,5 pasture 10 pasture 2,5 1,5 20 Nutrients DM PDI NEV fibre Nutrients DM PDI NEV fibre


249

norm 5 500 27,63 1 norm 7,7 620 40,46 1,55 filling 4,9 480 28,62 1,1 10% 8,47 680 44,51 1,71 filling 8,68 750 43,91 2,37 Feed ration of fattening bulls ower 400 kg Lw Components kg.wint.s. kg som.sez. kg mais silage 16 16 11 3 3 pasture 4,5 4 15 Nutrients DM PDI NEV fibre norm 10,5 800 51,81 2,7 10% 11,5 880 57,73 2,97 filling 11,8 1000 58,22 3,2 Notes: lw. Live weight , wint.s.- winter sezone, com. Sez.- sommer sezone, norm-normative nutrients The differences between meat quality, and its components on dais of fattening period and pasture or conventional conditions depended. The physical and chemical parameters in the table 2 are presented. The meat parameters on the early or late pasture season depend (tendency for increased on early of pasture season), but are not significant difference finded. The comparison with the average feed rations in sommer and winter sesone in the table 1a are presented. The data are awerage results of feed rations in barn and difference of pasture yield and rest as green pasture or feeding are evaluated. Some complication of second pasture season if the bulls ower 450 kg had the tendency for agressive behaviour. In the Second and Three sesone the pasture as green cut was feed. Meat physical parameters Table 2. Data of meat parameters

ph1 pH 24 Meat color remis.

Drip of juice %

watter binding capacity%

p k p k p k p k p k average 6,808 6,708 6,725 6,608 5,56 6,09 1,157 0,943 115,805 125,185 min 6,75 6,6 6,6 6,5 4,4 5,13 0,9 0,6 109,64 11014 max 6,9 6,8 6,85 6,7 7,38 7,13 1,5 1,33 120,84 144,28 sx 0,045 0,061 0,075 0,067 0,924 0,66 1,19 0,297 4,517 10,99 Var.koef 0,66 0,9 1,12 1,02 16,62 10,89 17,17 31,52 3,9 8,79 Note: p-pasture- ecological, k- conventional


250

Chemical nutriet kontent in meat on sloughtery Table 3.

DM% NFE% fet %

NL-CP %

Ash%

p k p k p k p k p k average 24,37 23,63 1,847 2,248 3,454 6,137 90,248 87,05 4,45 4,565

min 23,55 22,35 1,75 2,07 1,67 1,238 87,159 84,292 4,11 4,19

max 25,2 25,65 1,94 2,37 6,37 8,6 92,159 92,101 4,65 4,806

sx 0,586 1,035 0,075 0,097 1,975 2,709 1,98 2,85 0,293 0,212 Var.koef 2,41 4,38 4,07 4,301 57,18 44,15 2,201 3,28 4,57 4,63

The meat nutrients in the table 3 are presented. The tendency for the less of dra matter, crude protein and increasing of fatt content we observed. This results are in tho some tendency as Udo et al (2002) Razmanowich at al (2004) and Filipčík (2007) presented. Parameters of bulls on sloughtery Table 4

Age (days)

Live weight on sloughtery (kg)

Average daily gain (g)

HJUT (kg) Carcas weight Group

x sx x sx x sx x sx til 20 month. 12 ks

608,4 16,3 594,4 53,1 927,9+++ 85,3 333,0 29,1

21-22 month 23 ks

643,4 9,8 605,0 46,4 893,5 69,1 339,5 25,5

23-24 month 19 ks

700,2+ 16,7 645,4 62,1 878,5 81,1 361,2+ 34,2

25-26 month 13

759,0++ 15,9 632,3 40,6 794,0++ 57,4 354,0+ 23,2

ower 26 month 10 ks

827,1++ 28,3 655,9 49,2 757,3++ 60,9 366,2+ 28,7

In the table nr.4 the observations of 77 bulls on sloughtery presented. In the table ř the clasification of beef meat after the EUROP system of evaluation are presented. In the table ž the statistic evaluation –depending of physical and chemical parameters are presented.


251

The sloughter bull class at the age Table5

Meat class Fattening class Group U R O 2 3

Till 20 month 12 ks

12 ks 100%

12 ks 100%

21-22 month 23 ks

1 ks 4,3%

20 ks 87,0%

2 ks 8,7%

22 ks 95,6%

1 ks 4,4%

23-24 month 19 ks

17 ks 89,5

2 ks 10,5%

19 ks 100%

25-26 month 13ks

3 ks 23,1%

10 ks 76,9%

13,ks 100%

nad 26 month 10 ks

9 ks 90,0%

1 ks 10,0%

10 ks 100%

Statistical evaluation of meat physical, chemical parameters (Depending on daily gain) Table 6 Depending of meat parameters on daily gain exp.1

Depending of meat parameters on daily gain exp.2

x y r I b x y r I b daily gain pH1 -0,12 0,197 -0,109 daily gain pH1 -0,59 0,59 -0,359 pH24 0,029 0,201 0,029 pH24 -0,502 0,552 -0,51 DM 0,243 0,562 3,754 DM -0,85 0,876 -6,739 Nl-CP 0,318 0,618 13,538 Nl-CP 0,097 0,148 2,614 Fett -0,299 0,592 -12,174 Fett -0,142 0,236 -3,811 Ash -0,352 0,411 -0,497 Ash 0,111 0,638 0,306 NFE -0,245 0,594 -0,353 NFE 0,873+++ 0,919 0,891 Drip 0,411 0,472 1,822 Drip 0,253 0,439 0,682 WBC -691 0,731 -13,387 WBC -0,372 0,912 -22,82

Meat col. -0,595 0,799 -5,928

Meat col. -0,255 0,518 -3,198

NL-CP WBC -0,002 0,21 -0,008 NL-CP WBC 0,046 0,106

Meat col. 0,899+++ 0,9 0,211

Meat col. 0,693 0,323

pH1 -0,272 0,911 -0,006 pH1 -0,351 -0,08 NFE pH24 0,254 0,316 0,177 NFE pH24 -0,238 0,253 -0,237 Note:Exp.1-ecological conditions Exp 2 conventional conditions, DM-dry matter,Nl-CP- crude protein, NFE non fibre extractive and non protein componds WBC water binding capacity, Meat col. Meat color (remise spectra)


252

The 23 bulls of ecological conditions has the longe fattening period of 100-200 days, the sloughtery live weight and carcas weight was higher 30-60kg but the daily gfain was reduced. By the classification of bulls in EUROP system of clasiffication the pasture fattening buls has better clasification and not the important differences by the fatt in meat content was finded. The some tendency of fatennig in Swiss are Früh (2004 ) and Razmanowich at al (2004) described. The difference and depending daily gain on physical and chemical content of meat was between conventional and ecological are not statistical significant. The tendency for les content of fett and better meat quality are not statistic significant. The conventional bull meat has higher content of fat and NEF this result are in NEF significant. This results has the some tendency as data from (Voříšková et al 2004, Filipčík Šubrt2005, Filipčík 2007). The other experiments for the better evaluation is neccessary. 3. Conclusion The present study showed that common laboratory analyses could be used for prediction of both potential degradability of DM for pasture forages as the aditions method to chemical and biological method of evaluation. The meat protein evaluation were withaut statistical diferences in the breeds group of beef cattle. There are the tendency to increassing of musscle fet in grazing groups of beef. The difference and depending daily gain on physical and chemical content of meat was between conventional and ecological are not statistical significant. The tendency for les content of fett and better meat quality are not statistic significant. The conventional bull meat has higher content of fat and NEF this result are in NEF significant. In these conditions can appreciate the importance of proper organization of pastures in the mountains Banat to improve the quality of beef. In these conditions can appreciate the importance of proper organization of pastures in the mountains Banat to improve the quality of beef. Thus, international cooperation can lead to similar performance in the mountains Banat as in mountains of Bohemia. Project was supported from MSM 6007665806. REFERENCES [1] Čermák,B. et al.: The influence of forage quality on the yield and healthy

quality of milk and meat. In UZPI Praha publication for transfer of knowledke to educations and praxis 2004 167p. ISBN 80-7090-744-1

[2] Čermák,B., Voříšková,J., Frelich,J., Lád,F.,Vondrášková,B., Slipka,B., Mnerie,D., (2007), The comparison intensive conventional and extensive pasture feeding for beef cattle in one Bohemian farm,


253

Proceedings of the 5th International Conference “Integrated systems for agri-food production – durable development” - SIPA’07”, november, 22-24th, Sibiu, 2007, ISBN: 978-973-638-348-9, pg. 367-374,

[3] Filipčík, R., Šubrt,J. (2005): Vztahy mezi jatečnými parametry jalovic a klasifikací v systému SEUROP. Mendel Net proceeding of PhD students conference MZLU Brno 29.11.2005, s.47.

[4] Filipčík,R., Šubrt, J., Bjelka,M., Homola,M. (2006): Methods for improving meat quality using commercial cattle breeds. Sci.Ped. Publishing Biotechnologie 2006. České Budějovice s.97-100.

[5] Früh, B.: (2004) Feeding strategies in Swiss organic farming to improve food quality and animal health. In. Proceeding of the SAFO Workshop Witzenhausen De. p.55-57

[6] Hvelplund T., Weisbjerg M.R., 2000. In situ techniques for the estimation of protein degradability and postrumen availability. In: D.I. Givens, E. Owen, R.F.E. Axford, H.M. Omed (Editors). Forage Evaluation in Ruminant Nutrition. CABI Publishing, pp. 233-258

[7] Stensig T., Robinson P.H., 1997. Digestion of passage kinetics of forage fiber in dairy cows as affected by fiber-free concentrate in the diet. J. Dairy Sci. 80, 1339-1352

[8] Razmanowich,R.H., Kreuzer, M., Lerch, K Scheeder,M. R. L.: (2004) Quality of beef from grass-based production system compared with beef from intensive production system. In: Grassland Sci.in Europe 9. p 1151-1153

[9] Udo,H., Koops,W., Cornelissen,T., Steenstra,F., Viest,T., Oosting, S.: (2002) Analysis of livestock systems, Study guide 2002. Wageningen University 2002, 98 p.

[10] Voříšková,J., Frelich, J., Maršálek,M., Zedníková, J. (2004): Hodnocení jatečných těl býků českého strakatého skotu dle zmasilosti a protučnělosti. In. Collection of Sci. Pap. Faculty of Agriculture in České Budějovice, Series for animal Sci. Vol. 21, Spec. Issue České Budějovice s. 93-96.


254

MARKETING STRATEGIES FOR ECONOMIC AND SOCIAL DEVELOPMENT OF BANAT REGION

Prof. Dumitru MNERIE Ph.D – Politehnica University of Timisoara, ROMANIA

Gabriela Victoria MNERIE Ph.D - “ Ioan Slavici” University of Timisoara, ROMANIA

Abstract: The development of economic and social history of Banat in Serbia's EU accession perspective can be achieved by applying methods of the international marketing. These include ways and means to ensure penetration and processing of foreign markets under one side and across the border. This paper presents general issues of general principle and concrete situations in agri-food products. It is known for businesses in the two areas of agri-food, with no practical and effective marketing methods appropriate for a good cooperation organization in an integrated system. Key words: economic and social development, international marketing, integrated production, Banat Region, agro-marketing, e-commerce

1. Introduction The prospect of Serbia's accession to the European Union recalls the

possibility of strengthening the Romanian-Serbian relations between the two sides separated of border from inside of the historical Banat. The economic and social environment from Banat region can develop better in common, by a policy of mainstreaming of the component of structures on both sides of the border. One effective form to achieve this goal is the use of levers and marketing strategies offered with good international marketing application methods, each applied on the two markets.

Trade is increasingly global in scope today. There are several reasons for this. One significant reason is technological—because of improved transportation and communication opportunities today, trade is now more practical. Thus, consumers and businesses now have access to the very best products from many different countries. Increasingly rapid technology lifecycles also increases the competition among countries as to who can produce the newest in technology.


255

The future for Romanian agri-food production in the good economic efficiency, with the Romanian agribusiness, a big problem are represented by the marketing applications in the agri-food production systems, because many entrepreneurs don’t know the minimal marketing aspects theirs business. 2. Proposed markting system for economic and social development

The economic and social development in the Banat region, is largely dependent on agriculture, and/or on rural.

For example, is presented two kinds of market research: Primary research refers to the research that a firm conducts for its own needs (e.g., focus groups, surveys, interviews, or observation) while secondary research involves finding information compiled by someone else. In general, secondary research is less expensive and is faster to conduct, but it may not answer the specific questions the firm seeks to have answered (e.g., how do consumers perceive our product?), and its reliability may be in question.

Farmer direct marketing, or growers can to sell their farm products directly to consumers, has been gaining popularity in recent years. Direct marketing includes farmers markets, pick-your-own farms, roadside stands, subscription farming, community-supported agriculture, and catalog sales. Farm products sold through direct marketing can include fruits, vegetables, nuts, honey, meats, eggs, flowers, plants, herbs, spices, specialty crops, Christmas trees, and value-added products such as maple sugar candies, cider, jellies, preserves, canned food, and firewood.

Through this plan, can to facilitate cooperation and collaboration among agencies and organizations that promote direct marketing and help small farmers benefit from the growing consumer interest in direct marketing. The plan will enable NAEFP to:

• Identify farmer direct marketing issues and opportunities for small farmers.

• Promote the development and operation of farmers markets and other marketing activities which support small farmers. Serve as a one-stop information source for farmer direct marketing activities.

• Conduct, support, and promote research in farmer direct marketing. As this plan becomes fully implemented, NAEFP will be able to identify

and coordinate solutions to many of the challenges small farmers face in marketing their products.

Consumers will benefit through a fresh supply and wide variety of farm-fresh products. Society will benefit from a strengthened bond between grower and consumer, a more sustainable agricultural base, and the continued heritage of the Romanian small farm.


256

Within 3 or4 years of implementation of this plan, accomplishment of the above objectives will result in:

• Establishing a principal contact at NAEFP for information regarding farmer direct marketing.

• Creating new direct marketing networks and identifying and responding to marketing issues affecting small farmers by sponsoring an annual forum of farmers market managers and conducting regional focus groups.

• Establishing a one-stop farmer direct marketing information clearinghouse for handling inquiries and routing calls to appropriate sources. An extensive knowledge base will be developed and made available through the NAEFP-Farmer Direct Marketing web-site.

• Establishing a directory of all active farmers markets, which will be maintained at the web-site, with a new directory published in July of each year.

• Developing a training program for managers of farmers markets and marketing information programs for small farmers, which will be available electronically or through distance learning facilities.

• Feasibility studies for year-round farmers market facilities. Increased participation by limited-resource, women-owned, and/or minority-owned farms in direct marketing.

Electronic commerce—usually in the form of sales, promotion, or support through the Internet—is a hot topic at the moment, evidenced by the high market capitalization of firms involved in this kind of business. Growth rates have been considerable over the last two years and are expected to persist, at least to some extent, for at least the next several years. Yet, it should be recognized that so far, sales over the Internet account for only a small portion of sales—especially outside the U.S.

3. Romanian agri marketing

Another proposed possibility for development the Romanian agribusiness is one „Agri Marketing” form. This solution has tested in Canada, after 1993.

These are just a few of their highlighted accomplishments. Agri Marketing can be good for growing company and every day it seems that we are either developing or being asked to develop new and better technology.

Professional Services Canadian companies are defined as those firms that generate more than 50% of their revenues from such activities as systems integration and technical consulting, contract systems analysis and programming, applications management and customized development,


257

project or facilities management, training and education, testing of applications and strategic planning and implementation of IT programs.

Since at the start in Web development in 1994, they have managed to continually grow and expand them services keeping pace with today's changing environment.

With Agri Marketing we can get honest, hard working professionals that believe in service and a commitment to Excellency. No hidden mirrors and no tricks.

From Web page design, print design, all the way up to database and software integrated business solutions, Agri Marketing will put in a long-term commitment to insure that you are not only profitable in our venture but able to save money as well. Also, can provide excellent service to the point of anticipating the clients needs and provide service in a timely and professional manner, with the highest quality solution utilizing the most effective technology based upon client needs and constraints. The vision for this activity is to ensure that highest level of satisfaction is achieved.

Fulfilling client needs, in order to increase functionality and profitability of business tools and objectives.

The international product life cycle suggests that product adoption and spread in some markets may lag significantly behind those of others. Often, then, a segment that has existed for some time in an "early adopter" country such as the U.S. or Japan will emerge after several years (or even decades) in a "late adopter" country such as Britain or most developing countries. (We will discuss this issue in more detail when we cover the product mix in the second half of the term).

4. Conclusion

Direct entry strategies, where the firm either acquires a firm or builds operations "from scratch" involve the highest exposure, but also the greatest opportunities for profits. The firm gains more knowledge about the local market and maintains greater control, but now has a huge investment. In some countries, the government may expropriate assets without compensation, so direct investment entails an additional risk. A variation involves a joint venture, where a local firm puts up some of the money and knowledge about the local market.Romania intends to carry out an agricultural census, for which preparations are under way. Th direct marketing and/or agri-marketing are two good forms for to redound at some important directions, like: improving the competitiveness of food processing; rural infrastructure; development and diversification of the rural economy and development of human resources.


258

Farms and processing industries there face problems that will slow their convergence to EU productivity and efficiency levels for many years to come, although their aim in the long term will be to become fully competitive. The special marketing activity for Romanian agribusiness area will determine the development of private properties and create good condition for one easily integration in the UE. Marketing research has brought to top management always viable solutions to increase profitable market. In the Romanian-Serbian border area is a great need for freedom of the market in technological and social conditions close REFERENCES [1]. Dumitru Mnerie, Gabriela Victoria Mnerie, (2009), International marketing elements for development of cross border cooperation in agro-food domain, The 6th International Conference Integrated Systems for Agri-Food Production, SIPA 09, Proceedings SIPA09, Nyíregyháza, Hungary, pg. 381, ISBN 978-963-9909-40-3

[2]. Mnerie, D., 2005, Marketing’s elements for integrated systems for agro-foods production, Annual session of scientific papers „ITM ORADEA-2005”, Annals of the Oradea University, Fascicle of management and technological engineering, CD/ROM edition, volume IV (XIV), Editura Universitatii din Oradea, ISSN 1583-0691 [3]. Mnerie, D., Tucu, D., Anghel, Gabriela Victoria, Slavici, T., (2008), Study about integration capacity of systems for agro-food production, Actual Tasks on AgriculturalEngineering, Proceedings of the 36 International Symposium on Agricultural Engineering, ISSN 1333-2651, p. 617-622.

[4]. Habib, R., Lescourret F., Highlights on Integrated Production System: current research and proposal for the future INRA, Ecophysiologie et HorticulturEM>INRA - Ecophysiologie et Horticulture - Domaine St Paul Site Agroparc 84914 Avignon cedex 9 (France).

[5]. * * * The regulament of The Direct Marketing Association from USA, 2002. [6]. * * * The regulament of Agri Marketing PA Ltd., Canada, 2003.;


259

ELEMENTS TO OPTIMIZE THE ENERGY CONSUMPTION OF SERBIAN BANAT AREA

HOUSEHOLDS

Lilijana ðukić Petromanjan - Elektrovojvodina, Zrenjanin, REPUBLIC OF SERBIA

Prof. Dumitru Mnerie Ph.D – Politehnica University of Timisoara, ROMANIA

Gabriela Victoria Mnerie Ph.D - “ Ioan Slavici” University of Timisoara, ROMANIA

Abstract: This paper demonstrates the effectiveness of devices intended for management modernization of real-time rates and economic consequences of their incorrectness.. The issue is critical in most companies for electricity distribution (ED). Based on real economic indicators, this study highlights (on the example of ED Zrenjanin, as part of Elektrovojvodina Novi Sad-Serbia), a real basis to prove the extent to which inaccurate devices causes significant financial losses in companies ED. In this paper presents possibilities worthy to be taken into account to determine the solution. One of the methods used in the study is the application of remote sensing technology (Green-remote sensing technology), the management dispatcher center currently using the latest computer technologies to connect the database obtained by the method of AMR (Automatic Meter Reading) the billing database, the maximum ecological conditions of work and threw all nuisances. This application represent one good solution of optimization of energy consumption in Serbian Banat. Key words: optimization, etwork, electricity, losses 1. Introduction

During this period of economic crisis optimization of power distribution system by reducing losses cause a reduction in costs the citizens of Banat.

The work was based on documentation from Konzum Elektrodistribucija Zrenjanin, a subsidiary of electricity distribution Elektrovojvodina doo (Ltd.), Novi Sad. They used the information contained in the document: "The calculation of electricity use for the period January to


260

December 2008 and energy data published by PD Elektrovojvodina LLC, Novi Sad (2008). Zrenjanin ED distribution system includes two smaller towns, several important areas constructed and approximately 60 residential areas, populated by rural households. The urban areas have a heating (no hot water) and the most populous place is a gas installation. Characteristic of the power grid which has a relatively large number of stations transformations with possibility prosecution following: charging system, categories of customers, which are defined according to the site to download the electricity available measurements and use of energy.

It starts from the case due to inaccuracies in prediction and management devices. Mentioned that are not in the literature that there is no comprehensive approach to the problem. Today supply systems are more possibilities for use in accordance with the technology industry and have served the energy sector. In the past, were reserved in the electricity system, and some possibilities Dr. substitution from other sources. Today is put increasingly more important as resources for each kWh that efforts need to be used reasonably. They began to develop technologies for remote communication technologies, counters detection and calculation of electricity. This technology is in the world, known as AMR (Automatic Meter Reading). AMR technology can make savings in loading and electricity account for publication consumed. In addition, in order to allow meter remote sensing technology is necessary allowing the use of appropriate software, the possibilities for optimization.

It is necessary to provide a backup power system. New generation of electricity consumed shall allow tracking, customer information and customer access to information, field time, the conditions of tension, even the task phase, with the possible detection of abuse of clients, with opportunities to respond almost in real time. AMR system is a highly complex, but relatively expensive, especially the idea of replacing the existing. 2. The current state of measurement system

The charging system applies the time zone 00-08 in summer, the consumption calculation for 23-24 hours and 00-07 range in the winter time calculation, a total of 8 o'clock in lower rates and 16 hours in a higher rate. If the appearance of a distribution network of consumers with 1KW power, the consumer would have in a day would decrease electricity consumption of 24 kWh to 8 kWh, lower tariff item and 16 kWh in a element of higher rate.

Starting from the assumption that consumer activity in most cases is higher during charging more, it can be concluded that most consumers should wait lower tariff period the expenditure is looking. Devices that are


261

used to record electricity downloaded from the network EMS (electrical network in Serbia - Electrical Network of Serbia), the transformer 110 / x kV, reading daily with GPS time must not deviate from the time limit pricing policies.

Table 1) Situation electricity consumption in buildings TS 110 / x kV

Retrieved electrical energy from the TS 110 / x kV TS

110/x [kV]

ZR-1 KI-1 KI -2 ZR - 3 ZR - 4 Begejci N.Bečej N.Crnja

VT [MWh]

184,339 128,324 141,746 107,507 122,407 64,882 71,387 29,293

NT [MWh]

67,209 53,058 57,686 42,388 46,678 24,251 26,658 11,152

Total [MWh]

251,548 181,383 199,433 149,896 169,086 89,133 98,045 40,446

total power in 2008 [kW]

489,655 306,374 341,719 276,424 302,468 161,392 176,352 78,584

average max. forces 2008 [kW]

40,804 25,531 28,476 23,035 25,205 13,449 14,696 6,548

%VT 73.28% 70.75% 71.07% 71.72% 72.39% 72.79% 72.81% 72.43%

Table 2) cross-border electricity situation (distribution neighbors) and heat

plants The downloaded electricity TS 35/x kV

TS 35/x kV Boka Samoš TETO Ostalo VT [MWh] 20,078 1,695 -1,500 218 NT [MWh] 7,808 643 -583 233

Total [MWh]

27,886 2,338 -2,083 451

%VT 72.00% 72.50% 72.00% 48.42% In some cases made some corrections to billing electricity (when

electricity is not measured) and total electricity energy situation considered in summary calculation for 2008 was 1,215,228,960 kWh. Record electricity in less space, we see that the percentage of total electricity VT moving about 72%, thus confirming the foregoing, the percentage of VT greater than the customer's consumption constant. It also indicates that the transformer stations supplying mainly to industrial customers, such as TS 1 and TS Koprivnica Koprivnica VT 2 percentage varies from 70.75% to 71.07%,


262

while the transformer stations supplying the mainly by domestic consumers (TS and TS Begejci New Crnja) rate ranges from 72.43% to 72.81%.

From these data, it can be concluded that the group should seek economic indicators such as: value of power losses due to defects management devices improperly adjusted rates. In addition to the obvious examples to try an analysis of how each individual to act according to group pricing, participation of VT in overall consumption, the analysis starts from the energy losses, because of losses in each type of power transmission and per kWh to the end customer, there is loss of transfer made. 3. Analysis of losses

Elektrodistributivnoj losses in the network can be divided into: - Technical loss - Loss of business. Technical losses can be divided into two basic categories: - Losses that depend on stress - Losses that depend on electricity.

As the voltage changes are relatively small, can be considered depending on the power losses are approximately constant. In contrast dependent on blood loss, the losses depend on the current network are more difficult to determine are necessary to determine the load diagram for each part of the network.

If the aims of Zrenjanin ED chart for typical power consumption

normalized with VT% 72% can be observed that the losses which depend on electricity (losses Džulovi squared value of electricity) in the distribution, allocation VT-NT, VT rate is equal to 76.8%.

Realizing evaluation for ED Zrenjanin technical losses resulting amounts on an annual basis, somewhere around 7.5%, while the rest are commercial losses.

In the technical losses, losses in transformers can be divided into:

- losses idle - internal losses (copper),

While the figure is observed only line losses Džulovi Konzumnom ED

zone Zrenjanin is a relatively large number of transformers, which are poorly paid and have a significant weight loss idling. Much of transformer stations at a rate about 40%, are higher losses from idle to copper losses.

It is noted that the percentage of losses that depend on voltage is around 1.5%, while the percentage of losses that depend on electricity is about 6%


263

on an annual basis (this can be seen that report 1:4 for losses Džulovih). Losses, which depend on stress is 66.66%, taking the same percentage of VT and for losses, which depend on the current is 76.8% x% VT.

It can be concluded that the technical losses of the distribution system have unfavorable influence on the percentage of appearance VT actual percentage decrease VT. If 92 kWh, instead of buying electricity from the percentage energieei VT = 72% and 8 kWh, on behalf of% VT loss of 74.772%. It may be noted that the download site – is % VT = 72.22176% of a client who% VT = 72%, because of the impact of VT loss percentage move from site to be downloaded.

It is noted that commercial losses (theft, etc.) that you can not determine the exact percentage of VT, this will take this type of loss, the acquisition of electricity by 72%.

4. Measurements from the consumer

Current legislation states that allow pricing on the customer to choose their tariff largest group. Law No. enables use of meters with dual pricing, but at the same time, customers can answer that is enabled version with a single tariff meter. To determine exactly how customers behave in time, it is necessary to make measurements on a representative sample of consumers and then to get the real situation of tariff groups behaving according to the consumer in VT and NT. However, this process requires time and resources. It will try to determine how groups behave while charging process of charging the work of all groups and by their specific characteristics; they will try to determine their real VT%. 4.1. Tariff groups: customers in the SN and customers in the NN These customers are actually industrial consumers. Previously, it appeared that the percentage of data downloaded from VT station power transformer 110 / x kV industry delivered, is from 70.75% to 71.07%, while that of measuring: • customers SN - 68.32% • Customers in NN - and level - 71.34%. When adjustments are made due to the impact of technical loss measurement site size, then the percentage download site to download from 70.45% to 70.80%. Analysis is best for these two groups of tariff-clients as a single unit, not only because they are characteristics that distinguish specific measurements in different places. The relationship between electricity prices low price point and higher pricing for this group of clients is 1:3.

Based on these results can be spent only to make electricity. Here it has

a problem that it can not say “apriori” in relation with customers behavior. The difference comes is the amount of money distribution is not due to device failure rate collection management.


264

Table 3) Summary and estimated VT%

%VT [%]

Price NT

[din]

2 x %VT+1

VT+NT [kWh]

Price [din]

Difference Assessment -

measured SN

20 kV measured 68.32 1.139 2.3664 407,465,989 1,098,255,141

SN 20 kV

assessment 70.45 1.139 2.409 407,465,989 1,118,025,961 19,770,820

NN I degree

measured 71.34 1.501 2.4268 58,068,945 211,523,495

NN I degree

assessment 70.45 1.501 2.409 58,068,945 209,972,020 -1,551,474

Overall difference

18,219,346

The total is 18219346 dinars or conversion to Euro (89 dinara/euro),

then we, the difference 204,711.75 euro in these two groups of VT% tariff is different for only 1% to 1.5% of which is seen on unloading. This is understandable workers because these energy meters read each month ready to receive and omissions device management charges, and to respond promptly. In further analysis of these two groups are charging their measurements and did%, VT regarded as invalid. 4.2. Goods consumers

Consumer looks at four groups of tariff and two with double tariff measure and the two groups of single charge measurement. The main problem is how to set realistic rates of% VT for this group.

First we try to involve how to behave with customer rate measurements only. Also, the analysis of the need to consume energy consumers it look for

group pricing see that the average monthly consumption for this group of approximately 335 kWh tariff (total bill of 264,288,779 kWh of energy annually and 65,671 more customers).

Characteristic of the area covered by the Zrenjanin ED is that almost every household has three electrical devices: water heater for hot water, refrigerator, and deep freeze room. The three customers in standby mode spend about 6 kWh per day (measurements of multiple samples), which on a monthly basis is about 180 kWh (from 120 kWh in a higher rate and 60 kWh, for a lower rate). If suppose, as a final event that all other use is achieved in a higher rate.

From this it can suppose that feature unique-cost household measurements VT% have about 82% in the worst scenario, where there is no consumption rate lower than the stand-by device feature in household consumption.


265

In Table 4, it try iterative process to calculate how to behave pricing DT domestic group, "as a reference if it have VT%, which was made on site to download and which amounts to 72% (tariff Group II DT level DT is tariff group that regularly electro-distribution controlled by workers and provide the amount of energy this group tariff is relatively low and that to embrace VT% correct).

Table 4) calculation by adopting pseudo% VT for clients with unique tariff from 82% Tariff Group VT+NT %VT VT NT

SN 407,465,989 0.6832 278,380,763 129,085,226 II degree 58,068,945 0.7134 41,426,385 16,642,560 Dom JT 264,288,779 0.82 216,716,798 47,571,981 Dom DT 260,610,349 0.665 173,305,882 87,304,467 II degree JT 53,162,247 0.82 43,593,042 9,569,205 II degree DT

6,934,500 0.7314 5,071,893 1,862,607

lighting 17,666,749 0.439204 7,759,306 9,907,443 technical 97,040,725 0.74772 72,559,290 24,481,435 commercial 49,990,677 0.72 35,993,287 13,997,390 Total 1,215,228,960 0.71987 875,067,256 340,161,704

If a consumer with some lower rate, then the percentage will be less than 82% percent probable trend% VT medium to download from 72%. If it involves a different scenario for consumers uniform tariff consumers may behave completely the same as for double charge, a situation described in Table 5.

Table 5) - Pricing double billing, with pseudo-VT% equalization rate for customers with unique

Tariff Group VT+NT %VT VT NT SN 407,465,989 0.6832 278,380,763 129,085,226 II degree 58,068,945 0.7134 41,426,385 16,642,560 Dom JT 264,288,779 0.752 198,745,161 65,543,618 Dom DT 260,610,349 0.752 195,978,982 64,631,367 II degree JT 53,162,247 0.7314 38,882,867 14,279,380 II degree DT 6,934,500 0.7314 5,071,893 1,862,607 lighting 17,666,749 0.439204 7,759,306 9,907,443 technical 97,040,725 0.74772 72,559,290 24,481,435 commercial 49,990,677 0.72 35,993,287 13,997,390 Total 1,215,228,960 0.719863 874,797,934 340,431,026

Looking at Tables 4) and 5) it can be concluded that a% VT realistic in category "DT household (households with dual pricing measure) varies from 66.5% to 75.2% in borderline cases. The realistic rate% VT for this group is given by the arithmetic mean, 70.85% respectively.


266

5. Automatic Meter Reading Given the loss charge is necessary to find a solution to reduce or

eliminate them. As a first step Elektrodistribucija may decide to realize more precise adjustment of electronic devices for management fees and replacement of old electromechanical systems, new devices that attempt to reduce financial losses. This would be just an extension of time for system solutions. Another way of solving problems is to provide modern electronic meters, (already trying EPS and management system purchased from the French quota counters first manufacturer Sagem). The purchase price was 37 Euro / pcs. If ED Zrenjanin replace all counters to customers' household DT group (42,259 customers), will spend the amount of 1,563,583 euros, slightly higher than the loss of 1,226,988 euros due to rate uncertainty control apparatus. Such investments may look for that would be paid in a calendar year or if they would have paid for about two years.

In need of electricity, the overall process of liberalization and deregulation of the distribution market to be more efficient in all areas of business. Third and a systemic solution is introduction of AMR. AMR allows remote sensing systems for the calculation of electricity meters, which solves the problem of loss and at the same time, solve the problem of other costs, such as reading meters, listing the readings and the like. AMR meters every day prices are more favorable market. Thus, if a price is obtained at auction 100 per person, if the meters would be replaced with new tariff group "household DT", 6. Conclusions

Example given situation Konzums Elektrodistribucija Zrenjanin certainly is a reflection of the situation and in other parts of the company - a subsidiary of electricity distribution Elektrovojvodina doo, Novi Sad. Basic Law of the economy is that products bought with a price "cost" are sold with a price "sales" more than increase costs and profit. In the interest of each company or citizens is to reduce costs and increase revenue (increased economy of operation), which increase profits easily. Taxation of electricity inaccurate on this basis is a kind of discrimination against customers whose devices management charges is exactly in accordance with the pricing system, and EPS.

ARM System - Green technology provides: reducing staff to read meters, improving accuracy and efficiency of taxation, eliminates the need for the presence of personnel inside the computers, improving reading, the reading distance, identify theft of electricity, improving electricity cuts and reliability, providing new services to customers, improving planning and


267

increasing customer satisfaction. Green Technology Application - ARM system would eliminate the economic losses and ensure its electricity market organization, a management system for electricity distribution and favorable trade electricity.

The purpose of this work was to initiate studies and to encourage thinking towards problem solving evident in electricity companies and the optimization of power distribution system by reducing losses cause a reduction in costs the citizens of Banat. REFERENCES [1]. Lilijana ðukić Petromanjanc, Dumitru Mnerie, Gabriela Victoria

Mnerie, (2009), Study on the electricity distribution system losses and undertaking measures to reduce them, ransactions on Power Engineering, Proceedings of the 8th International Power Systems Conference, PSC 2009, Scientific Buletin of the POLITEHNICA university of Timisoara, Romania, Tom 54 (68), pg. 173, Special Issue ISSN 1584-7194.

[2]. Dragan Tasić, Miodrag Stojanović, Analiza formula za procenu gubitaka električne energije, Elektroprivreda broj 2 (2002)

[3]. dr. Ranko Goić, Robert Križan, mr. Eugen Mudrić, Struktura gubitaka snage i energije u srednjenaposnkoj distributivnoj mreži pogona Livno

[4]. http://www.astronomija.co.yu/efemeride/fm/sumraci.htm


268

CONCEPT MODEL "REGIONAL CENTER FOR PROFESSIONAL DEVELOPMENT OF STAFF IN EDUCATION FOR MANAGEMENT AND

ENTREPRENEURSHIP": JUŽNO - BA ČKI DISTRICT AND TIMIS COUNTY

Associate Professor Oliver Momcilović Ph.D., ALFA University, Belgrade, REPUBLIC OF SERBIA, Faculty for Management, Novi Sad, REPUBLIC

OF SERBIA Assistant Daniel Kadarjan, MA, Ph.D. candidate, ALFA University, Belgrade, REPUBLIC OF SERBIA, Faculty for Management, Novi Sad,

REPUBLIC OF SERBIA Lilijana ðukić Petromanjanc, MSc, Ph.D. candidate,

ELEKTROVOJVODINA, Zrenjanin, REPUBLIC OF SERBIA

Abstract: "Knowledge management“ in developing countries such as Serbia and Romania is based on information and education and represents our new social challenge and opportunity. Instead of natural resources and industrial capacity, knowledge management in education becomes a vital resource of the information society, innovation and generating “new knowledge"is the basis for wealth. Training the population and economy these skills is a great opportunity for Serbia and Romania, to join the developed countries and actively participate in global economic activity, but at the same time maintain national and economic souvernity. Each educational organization should turn tacit, immaterial knowledge of their staff into substantive, explicit knowledge, which is then represented as the inalienable property. "Managing intellectual capital in the education" should focus on activities and the future of ICT, ie. strengthening the knowledge of its staff, because it is a constant developmental process, and it can be realized by forming regional centers for professional development in education, for management and entrepreneurship. Key words: Regional center for professional development of staff in the education, knowledge, education, entrepreneurship, ICT, Južno - bački districts, Timis county


269

1. Introduction Regional center for professional development of staff in the education for management and entrepreneurship Južno Bački district and Timis county (hereinafter referred to as Regional center), would monitor and provide professional development of employees on the regional level (municipalities Novi Sad (with Petrovaradin), Bač, Bačka Palanka, Bački Petrovac, Beočin, Bečej, Vrbas, Žabalj, Sremski Karlovci, Srbobran, Titel, Temerin) and Timisoara, Lugoj, Sânnicolau Mare, Jimbolia, Buziaş, Făget, Deta, Gătaia, Recaş and Ciacova in Romania) in accordance with the needs of the region and the strategy of development of education on the national and international level. There would be two Regional centers, of which one would be in Serbia and one in Romania. The regional centers would be responsible for organizing various forms of professional development in both regions, as well as the coordination between supply and demand for vocational training programs. Regional centers would have their own databases which would contain information about programs, online teachers who have attended adequate seminars, school and educational needs, as well as information about the effects of the applied program. 2. Case Study

Therefore, the Regional Center should be:

- The place to organize training, primarily in ICT, - The place to organize training for management and

entrepreneurship, - The place where the quality of professional development of using

ICT will be monitored and evaluated, and - The place of professional meetings for the exchange of

experiences. The regional centers would implement professional development strategies in the region, which would be in accordance with the professional development strategy developed by the Center for professional development in collaboration with other factors that are important in education. The Regional Center in cooperation with the regional school boards would prepare the annual program of work on the basis of needs in the region and implement the training programs of national and international interest, where the training for the use of ICT is a priority, as well as management and entrepreneurship.


270

To teachers and other employees in education from the Južno Bački region and JudeŃul Timis region should offer the opportunity to achieve professional development in the immediate environment, in the framework of regional institutions - Regional centers. Regional Center should be one of the cornerstones of professional development of employees in education in the region, with respect to management and entrepreneurship. Regional Center should be a regional meeting place of people who are dealing with education in Serbia and Romania and should provide a variety of support. This is a place where lectures, seminars, round tables, conferences, discussion groups should be organized to meet and share each groupes or individuals professional experiences. Regional Center should have printed or on-line informationo brochures containing the offer of vocational training in the region. These regional centers should be well equipped and have IT systems, libraries, audio video systems, teaching materials and permanent access to the Internet. It is important that teachers and other employees in education receive support for all elements needed to improve their work. It is necessary to have a good environment for individual work, professional exchange, and that there is adequate space, equipment and material. Regional Centres contribute to including the local community, especially the municipality / city, town / district, district / state, state / interstate in the direct implementation of professional training of employees in education for management and entrepreneurship, which is one of the ways for the implementation of the decentralization process, for example. in Serbia (Figure 1).

3. Model Of Regional Center For Professional Development Of Staff In Education For Management And Entrepreneurship – Južno Bački District In planed Regional center, professional development, respecting the needs and characteristics of employees in the region, relying on interests of employees in a particular local community.


271

Figure 1. Settings for posible model: Model of "Regional center for professional development of staff in education for management and

entrepreneurship" Južno Bački district The Local community would receive a resource center, a place where a number of employees could gather and share information in the field of management and entrereneurship education. Contemporary professional literature and magazines would be available in the center, as well as permanent access to ICT and the Internet. Given the proximity of the regional center, the employees in education should concentrate on access to various forms of professional training, especially with the application of ICT. Including a larger number of employees in the professional development contributes to the quality of education, a quality education provides more qualified experts who can contribude to comunity development. Vicinity of the Regional Center will reduce the cost of vocational training (accommodation and travel costs are significantly less, and create opportunities for funding a larger number of teachers or funds may be used for other needs in education).


272

All previously mentioned, contributes to improving the general life standard of the Južno Bački district. Regional center would achieve its purpose trough the following tasks and activities:

- Monitors the needs of the employees in the education of professioanl training;

- Provide education for management and entrepreneurship - Analyzes the training needs in the field; - Planning the training and other forms of vocational training; - Organizing seminars; - Organize other forms of vocational training; - Creates a new professional training programs; - Monitors the implementation of various forms of vocational

training; - Monitors the effects of the implementation of various forms of

vocational training; - Monitors the quality of employees in the regional center; - Implement training as a coach, in cooperation with the Bureau /

Center for professional development of employees; - Organize training for future trainers in cooperation with the

Bureau / Center for professional development of employees; - Forms and maintains a resource center; - Promote the work of the regional center; - Promote the professional development of employees; - Cooperating with the local community / municipality; - Cooperate with the Bureau / Center for professional development

of employees; - Cooperate with other regional centers; - Cooperation with the Ministry of Education / school

administration; - Cooperating with education - and educational institutions; - Cooperate with the social partners and other target groups; - Cooperate with donors, and - Performs other tasks in accordance with the law.

Time frame for the establishment of - Regional centers includes: - Parliamentary procedure - 30 days, - Establishment (registration) - 15 days, - Production of seals and statistics - 1 day, - VAT - 7 days, and - Opening a bank account and other formalities- 3 days.

Total time required is 3 months. Because of the situation in which the state is currently in, the best solution would be that the Regional Center is located in


273

Sremski Karlovci, which is a small developing city just 10km south of the capital of the province of Vojvodina (Serbia). The Municipalities included in the project would set the Board of Directors, which would appoint the Director of the Regional Center. If the centre would be constituted by members of the private sector (i.e. private education sector) then the appointment of the board of directors would rest on the founder. Employees of the regional center, in addition to other learning tasks, must have continuous personal improvement. Each coordinator should make a personal plan for professional development, and director, in addition to own personal and professional development plan should coordinate professional development of employees in the regional center. Financing and the establishment of the Regional Center and the ongoing costs (salaries of employees, various costs and maintenance) would be funded by all municipalities in the environment of both districts. The division of costs is good, because it would all be equally devided between two municipalites, so both of them could use the Regional Center, and would not burden one municipality. Regional Center could act independently, because it would had a status of corporate body, so it can be financed from itsown budget. The recommended capacity of the future Regional Center for Professional Development in Education for Management and Entrepreneurship for Južno Bački District are shown (table 1).

Table 1. Capacity of the future Concept model "Regional center for professional development of staff in the education for management and

entrepreneurship" Južno Bački district

r.b. Purpose of the object (without accomodation capacities) area (m2)

1 Employee office 40 2 Big auditory (for seminars, workshops) (300 seats) 300 3 Coaching room 20

4

Resource Center (with the professional literature, textbooks, manuals for teachers, teaching materials, audio-visual means, and if possible, and other resources teachers need for independent development of teaching resources)

35

5 Classroom 35

6 ICT Classroom (jobs and training for individual use of ICT and the Internet)

40

7 Lounge 20 8 Sanitary board 15

Total usable area: 505


274

Furniture needed: - Office furniture: work and conference tables, shelves, etc; - For the classroom: tables and chairs for 32 participants, table and

chairs for coach, stand for a - video projector, white or black board.

ICT and other equipment needed for:

- Computer workstations that are connected to the server together with the connection to the Internet, for all employees,

- Computer workstations for training (installed in the classroom), - Computer work station for coaches to work in the Resource

Center, - Color laser printers and scanners, - Photo-copy machine, - Audio/Video/Recording capabilities and technology, - Camera, - spiral-connection device and device for plastification; - Flip - cart and corky board and supplies, - Video projector and screen

It is vital to add that if, for example, a private sector University or Faculty was to immplement and organize such a Regional Centre, it would benefit from already having educational staff at its disposal and all the necesary equipement and facilities as mentioned above. For already operating Faculties, with experience in providing education, already equiped with all the necesities for conducting and providing education, such a centre would pose little expense, however a great deal of benefits. Providing eduction in the field of management and education as a form of profesional development for education staff is a great addition to ones primary agenda, a great way to improve business in own district and ultimately rise the level of business in ones district. Regional Centers also represent a significant step towards the decentralization and democratization of society and education, and educational institutions provided the ability to adapt to the professional development and needs of Južno Bačka region. In the identical way, Regional Center in Romania JudeŃul in Timi, with the same goals would be formed. Both Centres would be able to perform in joint projects that are funded in the EU funds for education, again minimizing the cost of operation, thus providing a service which has not yet been offered to the public.


275

4. Conclusion In modern life, one must quickly and vigorously reject obsolete ideas and methods of business and replace them with new and effective. Humanity has greatly steped in the stage of ICT development in which science and knowledge, or possession of information, become a key factor in the current situation and further development. New understanding of society unbreakable associated with ICT brings new definitions of literacy, with a focus on the concept of media literacy, for the information, change, and knowledge of the key business success. Information literacy is a skill important ad reading and writing. There is a large number of jobs in which one of the fundamental knowledge of the conditions of work with ICT. Students in schools today as well as the generations that are still growing up are growing up with the usage of ICT daily. There are no developed models for professional training and development of employees in education for usage of ICT resources. Knowledge management and the changes are very important factors to the formation of regional centers for professional development in education management and entrepreneurship, which can affect the process of raising the quality of the teaching and use of ICT resources. Regional centers represent a significant step towards decentralization and democratization of society and education, and educational institutions provide the ability to adapt to the needs of professional development in the region and beyond. To teachers and other employees in education from the territory Južno Bački region and JudeŃul Timi, should be offered the opportunity to achieve professional development in the immediate environment, in the framework of regional institutions - the Regional Center. Regional Centers should be one of the cornerstones of professional development of employees in education in this region, especialy for management and entrepreneurship development. A Regional Center is a regional point for people who are working in education and should provide variety of support. This is the place where knowledge grows through the organization of: seminars, round tables, conferences, discussion groups in which the exchange of experience and professional knowledge. Regional center for professional development of staff in the education for management and entrepreneurship Južno Bački district may be the greatest center in Serbia by capacity, and also most cost-effective if implemented in the way presented.


276

REFERENCES 1. Brankovic, D., Mandic, P. D., (2003.),: "Methods of IT education with

basic information", Faculty of Philosophy in Banja Luka, Medaiagraf, Beograd

2. Diebold, M., Lajovic, B., Trkulja, M., Miskeljin, L., (2006.),: "Guide for the stablishment of the Regional Center for professional development of employees in Education", Institute for the Advancement of education, Center for professional development of employees, Belgrade

3. Jankovic, S., Momcilovic, O., Milosevic, S., (2008.),: "Marketing - the easy way", Familet, Beograd

4. Jankovic, S., Momcilovic, O., Martinovic, D., (2008.),: "Management - time manager", "Familet, Beograd

5. Markovic, D., (1993.),: "Information society and education, education and mass communication", Bulletin, the Ministry of Education, Belgrade

6. Momcilovic, O., Adamovic, Z., Milosevic, S., (2009.),: "The methodology of scientific research (aspects of systemic thinking)", Belgrade

7. Momcilovic, O., Ph.D. thesis (2008.),: "Knowledge management and changes in the decisive factors of IT Education", Faculty of Management, Novi Sad

8. Marinkovic, V. Momcilovic, O., (2010.),: "Modern Management and Education", TQM Center, Zrenjanin

9. Momcilovic, O., (2010.),: "Theoretical considerations of knowledge and change management as a catalyst of modern education", TQM Center, Zrenjanin

10. Momcilovic O, (2010.),: "Empirical considerations about knowledge and change management as a catalyst of modern education", TQM Center, Zrenjanin

11. Ristic, D., and others, (2003.),: "Management changes", Faculty of Management, Novi Sad

12. Seifert, Z., Adamovic, Y., Besic, C., (2005.),: "Knowledge Management, Technical Faculty "Mihajlo Pupin", Zrenjanin

13. Sotirović, V., (2000.),: "Methods of Informatics", Technical Faculty "Mihajlo Pupin", Zrenjanin

14. D. Starcevic, (1995.),: "Multimedia information systems", Monograph, FON, Beograd

15. Development strategy of information society in the Republic of Serbia, Official Gazette of the Republic of Serbia, 05 of 09-8647/2006-1, 2006

16. Stambuk, V., (1993.),: "Communication, education, power, education and mass communication", Bulletin, the Ministry of Education, Belgrad


277

ROLE OF SCIENTIFIC AND TECHNOLOGICAL PARK “TIM SCIENCE PARK” IN QUALITY MANAGEMENT OF

HIGHER EDUCATION

Dumitru MNERIE, univ.prof., PhD, Dumitru łUCU, univ.prof., PhD, Titus SLAVICI, univ.prof., PhD

“POLITEHNICA” University, Timişoara, ROMANIA Nicolae MIRICĂ, univ.prof. PhD. Manager of National Institute of R&D in

Electrochemistry and Condensed Matter, INCEMC Timisoara, Romania

Abstract: Sunlight-readable 7 years, the scientific and technological park TIM SCIENCE PARK from Timisoara is a good center with an important role for to stimulate scientific research, with real influence on the quality of higher education in the IOAN SLAVICI University, and for other university faculties from the Timisoara educational spectrum. This paper presents some directions for interdisciplinary approach to research topics and training students and doctorate or master students, in order to increase the quality of higher education. Key words: quality, education, education, research, science, technology 1. Introduction

Due to progress in science and technology - and the increasingly stringent legislation that has resulted – today's education sector must respect ever stricter standards and increasingly rigorous quality control and monitoring procedures. For a certain development of the educational structure, from universities are determined for the stimulation quality level. It is necessary to be different and real modalities for technological transfer for to use in local plan of anterior experiences of success in the higher education domain. Yet paradoxically, over the past decade there have also been an increasing number of food alerts, creating a genuine crisis of confidence among consumers. Research on education methods and quality must therefore be a priority. The actual structure of the national system of higher education medium it is base don high level by flexibility and continuum perfectibility. The evolutions of Romanian national economies are based on


278

summation and statistical analyzing of some results of Governmental strategy for an orientation to growth the quality level.

In this occurrence for Romania, can be assured experimental intercession and at the small scale for introduction of one conception about the new systems with an intensive evaluation of human recourses, of row materials, etc. After seven years of experience, the scientifically and technological park TIM SCIENCE PARK from Timisoara can propose some elements for a good regional strategy of interdisciplinary development of research end higher education results. 2. The experience of TIM SCIENCE PARK

The scientifically and technological park TIM SCIENCE PARK from

Timisoara, begin the activity with 7 years, in general with many structure actions, with news relations for news partnerships. The establishing was realized like one association in participation, with a legal contract from Commercial Code, like an independent association, free of juridical personality, organized by O.G. nr. 14/24.01.2002.

The best opening was orientated to high performances in industry and economics, base don the technical progress and maximum profit. TIM SCIENCE PARK was created in according with co-operation principle between public and private system, in concordance with waiting of partners, and consumers. Systemic onset of the oportunities for TIM SCIENCE PARK is relevant for normal place that can be occupied in this society, the integration of education in economic-social medium.

All partners were developed research area, with some directions to important influences for production. National Institute of R&D in Electrochemistry and Condensed Matter, (INCEMC – TIMIŞOARA) and “IOAN SLAVICI” Foundation for Culture and Education – “IOAN SLAVICI” University from Timişoara have many actions in alternative energy directions, through the organization of Conference, meetings, trainings about, for example water quality, unconventional energy, the products quality etc. All the time it must to respect national priorities in all the educational domains. Togheter with IOAN SLAVICI University, West University, POLITEHNICA University, it make many discussions about underway in partnership with stakeholders to build a new generation of students and researchers policy that will lay an enduring foundation for profitability throughout the value chain. It want to try to help the research team who accessed many Framework Program, with aspects about the good education.


279

3. Some strategy elements In the first time it is very important to develop the education for

renewable energy, the alternative energy for realize the most important objectives:

• To establish the integrated scientific and technological bases needed to develop an environmentally friendly production and distribution chain of safer, healthier and more varied food including crops, meat and sea food.

• To improve understanding of the link between food and health. • To control food-related risks, relying in particular on biotechnology

tools and the results of post-genomic research. • To control health risks associated with environ-mental changes.

In this occurrence it can to create a good platform for research, with many interdisciplinary contributions.

Figure 1. The image of the future TIM SCIENCE PARK Community action will cover research in the following fields:

• Production methods and processes (including knowledge of biotechnologies) for foodstuffs and animal feed which are safer, healthier, more nutritional, functional and varied, and environmentally friendly, based on systems such as integrated production, lower input farming and organic farming.


280

• The epidemiology of food-related diseases and allergies, including methods of analysis of food-related allergies, in particular the impact of diet on children's health;

• The impact on health of new and/or functional foods, products resulting from organic farming, foods containing genetically modified organisms, and those arising from recent biotechnology developments.

• 'Traceability' processes throughout the production chain, relating in particular to GMOs and similar products.

• Methods of analysis, detection and control of chemical contaminants and existing or emerging pathogenic micro-organisms (such as viruses, bacteria, yeasts, fungi, parasites, and new agents of the prion type, including the development of ante-mortem diagnostic tests for BSE and scrapie).

• The impact on human health of animal feed, in particular products containing GMOs, and the use of sub-products of various origin.

• Environmental health risks (chemical, biological and physical) linked to the food chain (including the cumulative risks of authorized substances, transmission routes to human beings, long-term effects and exposure to small doses, impact on particularly vulnerable groups, especially children), the impact of local ecological disasters and of pollution on food safety.

4. CONCLUSION

The Romanian actuality effort for a real integration in the Euro-Athlantic structure is oriented to many directions, in majority about the growing of the compatibilities and competitives of our country. This option is also for the firms, that can’t to prepare for business in the TIM SCIENCE PARK. In the future that institution can became an important private center, organic integrated in scientific research domain, in education, and in optimum applications in the integrated systems for agri-foodstuff production.

The researches objectives of TIM SCIENCE PARK include the

involvement in framework creation for interdisciplinary activities which can find the optimum solution for the most important problems from agriculture.

Also it is necessary to conjugate the common efforts from complex

team for research with a direct effect to the education quality. .


281

REFERENCES [1] Mnerie, D., Dumitru łucu, Titus Slavici, Marius Mirică, Constantin Chevereşan, 2005, „TIM SCIENCE PARK” – important center for technological transfer and business for agri-food production, 4th International Conference “Integrated systems for agri-food production” - SIPA’05”, november, 24-26th, Timişoara, 2005, ISBN: 973-638-225-7, pg. 289-292 [2] Nichici, A., Formarea profesională în inginerie – ieri, azi, mâine, Editura POLITEHNICA, Timişoara, 2004. [3] * * * OrdonanŃa Guvernului nr.14/2002, privind constituirea şi funcŃionarea parcurilor ştiinŃifice şi tehnologice, aprobată cu modificări şi completări prin Legea 50/2003. [4] * * * Ordinul Ministrului EducaŃiei, Cercetării şi Tineretului nr. 5442/11.11.2003, privind aprobarea Metodologiei de autorizare, suspendare şi anulare a autorizaŃiei de funcŃionare a parcului ştiinŃific şi tehnologic şi a Procedurii de admitere în parcul ştiinŃific şi tehnologic a agenŃilor economici. [5]. http://ec.europa.eu/dgs/ health_consumer/library/pub/ pub06_en.pdf [6]. http://ec.europa.eu/research/ briefings/foodsafety_en.html [7]. http://www.foodsafetyforum.org/ paneuropean/index_en.htm,

Documents

Transnational Sustainable Methods for Quality Increase in ...islavici.ro/serbia/documente/ghid 26.10.2011.pdf · BojaN KIS – Serbia Biljana VUJASIN – Serbia Prof. Dumitru łUCU,