Non-financial sector in B&H and the companies due to lack of its own funds for sustainable growth rely on financing its operations through bank loans. The dominant share of lending to banks in B&H is directed to the household sector while on the other hand the approval of bank loans to enterprises is on a smaller scale. Corporate sector due to underdeveloped capital markets is not able to borrow through the issuance of equity and debt securities. The main objective of this study is to determine which independent variables in the regression models have an impact on the amount of approved loans granted by banks to non-financial sector, i.e. companies. The loans growth rate will be observed as a dependent variable, and the growth rate of non-performing loans, the growth rate of operating costs, real GDP growth, consumer price index, deposit growth rate, deposit interest rate, interest rate (EURIBOR), and interest rate (LIBOR) will be used as independent variables.

The paper analyses the role of teachers and of education in encouraging the development and practice of critical thinking in teaching of adults. The focus of theoretical discussion are constructivist and cognitive approaches to defining critical thinking, but also the results of various current studies that point to important implications for the teaching practice and the learning process of adults. The paper strongly supports a comprehensive multidisciplinary approach to studying and application of critical thinking development. We question the traditional framework for encouraging critical thinking that dominates the system of formal education, and offer an overview of relevant, often conflicted, conclusions provided by the range of research. We emphasise the fact that the complex and composite nature of critical thinking requires the same attributes in the approach to its studying and development. By acknowledging the heterogeneity of both adults and teachers, as well as the particularities of the context of teaching and learning, we consider the possibility of encouraging critical thinking through a choice of adequate teaching strategies, which opens further questions and points towards possible directions for future reseatrch. Based on the authors' experiences in teaching critical thinking within a higher education context, as well as a theoretical review of earlier studies, the paper offers a synthesis of principles about, and relatively new insights into, necessary bases for a successful lesson that aims to develop critical thinking, such as: teacher's highly saturated and explicit metacognitive narrative, active approach to the transformation of learners' internal constructs, as well as the (self )reflexive and dialogical quality of communication during lessons.

Inspection of technical roadworthiness of vehicles circulating in the European Union is defined as an upgrade to the technical inspection of vehicles and represents an additional possibility for improvement of technical roadworthiness of vehicles and safety of traffic, which is exhaustively and comprehensively regulated through Directive 2014/47/EU of the European Parliament and of the Council on the technical roadside inspection of the roadworthiness of commercial vehicles circulating in the union. Since proper load securing on vehicles is a significant factor for traffic safety, this paper describes the basic characteristics defined within Directive 2014/47/EU related to the securing and inspection of securing of load on vehicles. In addition, the paper provides a review and scope of the standards supporting the above-mentioned Directive. The presented standards - EN 12195-1/2/3/4, EN 12640, EN 12641-1/2, EN 12642, EN 283, EUMOS40509, EUMOS40511, ISO 1161 and ISO 1496-1/2/3 - provide detailed information about equipment for load securing on road vehicles, method of load securing, design of commercial vehicles and transport packages as well as the minimum requirements and specifications of required tests.

World-wide organizations focus research to the infancy and early childhood development because adolescence is not considered vulnerable as previous two stages. But it is very complicated period of life (physical and cognitive growth and development) with high impact of risky behaviour and the deadlines for establishment of good practices including food habits. The study included 630 participants, 133 adolescents from the rural part (60 boys and 73 girls) and 497 adolescents from urban part (264 boys and 233 girls) of Canton Sarajevo. Participants were 13-15 years old. Anthropometric measurements were used: measurement of body weight and body height in order to calculate the BMI-for-age percentiles and skinfold thickness at four sites (biceps, triceps, subscapula, stomach) as additional parameters for determining category of nutritional status. Data were statistically analyzed using SPSS 13.0. Results show no statistical significance of the place of residence in relation to any tested parameter among girls. While among boys statistical significance was demonstrated in relation to the differences in the mean skin fold of subscapula (U = 6138.5, p = 0.02), stomach (U = 5847.5, p = 0.005), biceps (U = 6297.5, p = 0.038), triceps (U = 6161.5, p = 0.022), and mean values of measured four skinfolds (U = 7661.5, p = 0.007) where boys from rural areas have lower levels of skinfolds and lower mean of all four measured skinfolds. Results of BMI-for-age percentiles according to sex and the place of residence, show that normal weight is prevalent among adolescents in the Canton Sarajevo followed by overweight and obesity. Results indicate that adolescents in the urban part of Canton Sarajevo are thicker, there is higher number of overweight adolescents and among them is a higher percentage of adolescent girls.