The functional equation of associativity is the topic of Abel's first contribution to Crelle's Journal. Seventy years later, it was featured as the second part of Hilbert's Fifth Problem, and it was ...solved under successively weaker hypotheses by Brouwer (1909), Cartan (1930) and Aczel (1949). In 1958, B Schweizer and A Sklar showed that the “triangular norms” introduced by Menger in his definition of a probabilistic metric space should be associative; and in their book Probabilistic Metric Spaces, they presented the basic properties of such triangular norms and the closely related copulas. Since then, the study of these two classes of functions has been evolving at an ever-increasing pace and the results have been applied in fields such as statistics, information theory, fuzzy set theory, multi-valued and quantum logic, hydrology, and economics, in particular, risk analysis. This book presents the foundations of the subject of associative functions on real intervals. It brings together results that have been widely scattered in the literature and adds much new material. In the process, virtually all the standard techniques for solving functional equations in one and several variables come into play. Thus, the book can serve as an advanced undergraduate or graduate text on functional equations.
This article explores the ways in which Indigenous Ecological Knowledge (IEK) and sustainable development are represented in New Caledonian Geography textbooks and curricula. Our case study shows ...that state-driven Environmental and Sustainability Education is often linked to implicit neoliberal values and the paradigm of economic growth, and marginalizes Kanak Indigenous knowledge and practices. IEK is rooted in land, sea, and resource governance. It is therefore necessary to think Kanak knowledge beyond current institutional boundaries. We believe that customary principles, values, and ecological knowledge of Kanak cultures should find a rightful place in formal education.
In applying the principles of learning implementation in the perspective of literature appreciation, the principles in literaturelearning have a purpose as a means of increasing sensitivity to love ...for the culture of the Indonesian nation. In addition, literature learning can provide spiritual satisfaction and understanding in language. Literaturelearning is not merely a lesson of history, flow, and literature theory but the implementation of all these elements. Broadly speaking, the focus in literature learning can be seen through two aspects. This will give an idea as to what forms of literature appreciation learning in the present. This focus can be seen in general and implementation at the curriculum level in each school. In general, the purpose of learning in the perspective of literature aims for students to gain new experiences in enjoying a literature work and obtain knowledge in a literature work. Literaturework is an embodiment of the essence of a reality that is inscribed in a work. This paper explores the correlation between the relationship of literature teaching in class X curriculum textbook 2013 to the 21st century: perspective of moody literature teaching. In addition, there is a readiness in covering a weakness in every implementation of literature and language learning. In the implementation in the world of education, especially language and literature learning in the current era of globalization, the need for signs or rules to apply the appropriate rules, this aims as a concern for every teacher
Abstract Objective This study aimed to analyze the content of the different kinds of games and gamifications in the Amozesh Qur’an (Qur’an Teaching) and Hadiye Asemani textbooks to order to make use ...of creative methods in teaching and create the dynamism and motivation in the learners. Method: The method of the study was applied research in terms of purpose and a quantitative content analysis in terms of research approach. The statistical population of the study included the content of the Amozesh Qur’an (Qur’an Teaching) and Hadiye Asemani textbooks, reprinted in 2021, in the primary schools, as well as the official content of the software for the student education network (SHAD) in the academic year 2021-2022. The sample of the study was equal to the statistical population and the census method was used. The study recording unit included all types of the textbooks content and instructional videos (exercises, text, and image query). The collected data were analyzed using descriptive statistics (frequency and percentage). A checklist was used to count the components of the game and gamification. Its validity was confirmed by the experts. The Holsti’s formula was used so as to ensure the reliability of the tool for measuring the content of the textbooks and videos, and the agreement percentages of 89.74% and 82.35% were obtained, respectively. The descriptive statistics and Shannon’s entropy was used to analyze the data. Findings: The findings showed that the Hadiye Asemani textbooks with 100 frequencies related to the components of the game (85.45%) compared to the Amozesh Qur’an textbooks had paid more attention to the components of the game. The findings of reviewing and comparing the lessons in the Amozesh Qur’an and Hadiye Asemani textbooks on SHAD showed that the lessons of the Hadiye Asemani textbooks on SHAD with 102 frequencies (84.28%) had paid more attention to the components of the game, but had not considered the components of the gamification. The findings of Shannon’s entropy also showed that the component of an entertaining game in the Hadiye Asemani textbooks had the highest Coefficient of Importance (wj), (1.47) and the component of dramatic game in the Amozesh Qur’an text books in the primary schools had the highest Coefficient of Importance (wj), (0.34). Furthermore, the entertaining game component on SHAD for the Hadiye Asemani textbooks has the highest Coefficient of Importance (wj), (0.30) and the entertaining game component has the highest Coefficient of Importance (wj), (0.51). Results: Therefore, it can generally be concluded that the educational content for game and gamification has not paid attention to all dimensions and components, and, has played a very poor role especially in the content for gamification.
In the twenty-first century, language users' communicative competence needs to include a new dimension -intercultural and multicultural literacy - necessary for communication in multilingual and ...multicultural settings. This article aims to present a study answering the central research question 'How are interculturalism and multiculturalism reflected in a series of Vietnam-produced English textbooks for high school students?' In order to answer this question, a cultural content analysis was conducted with the foci on cultural knowledge and skills in intercultural communicative competence. The study found that interculturalism (inclusion of source cultures, international cultures, and target language cultures and of comparisons and contrasts among them) and multiculturalism (ethnic diversity, globalization, mutual understanding, and non-ethnocentrism and non-Western-centrism) are reflected in the textbooks, albeit with certain limitations. The study provides a sample cultural analysis framework and suggestions for English language teaching writers in the Expanding Circle in an era of interculturalism and multiculturalism.
Researchers in the field of language teaching have long been fascinated by the qualities of good teachers. Such qualities have rarely been approached qualitatively from different angles in a single ...study. Thus, this research aimed to unearth the qualities in question by employing a qualitative multimethod approach. To this end, 23 randomly selected standard language teaching textbooks were analyzed by two coders using qualitative content analysis. The judiciously adopted codes from the analysis were employed to design and carry out semi-structured interviews with nine effective language teachers as well as ten good learners nominated via purposeful sampling. The data gleaned from the semi-interviews were once again analyzed through qualitative content analysis. The collective initial coding of the three datasets resulted in thirteen themes: knowledge of pedagogy, rapport, critical thinking, empathy, rhetoric, knowledge of subject matter, enthusiasm, respect, humor, consciousness, fairness, authenticity, and physical attributes. Conducting a second-level coding, we uncovered two broad themes, namely personality and professionalism with the former being significantly weightier collectively. The application of Chi-Square at this point showed that the associations between the three datasets were meaningful. The findings of the semi-structured interviews of participant teachers and students corroborated those of authors in the field of language teaching. Also, rapport and pedagogy were respectively viewed as the most salient attributes associated with good language teachers by the interviewed informants. The study holds clear implications for interested researchers, language teachers, and teacher educators.
This paper, from the perspective of language learning as a meaning-making process, presents a critical review of the existing research on how pre-use, in-use, and post-use evaluation has investigated ...the relationship between English language teaching textbooks’ content and learners’ academic literacy development. The paper shows that previous research on these three types of evaluation examined English language teaching textbooks’ effect on English learners’ academic literacy development in an unprincipled and macro way. The research gap identified in these previous studies calls for an improved textbook evaluation framework that integrates a principled learning theory while simultaneously emphasizing macro-constructs (e.g., context) and micro-linguistic features needed for academic literacy development. To this end, this paper proposes a framework informed by Systemic Functional Linguistics-related constructs (e.g., genre, register, meta-meanings, and lexico-grammar system) to optimize the evaluation of English language teaching textbook content.
In an attempt to explore the significance of a ‘willingness to communicate’ (WTC) variable in second language (L2) acquisition, this article reports on a survey study that investigated 101 Japanese ...university English as a Foreign Language (EFL) learners’ perceptions of textbook-assigned and self-selected discussion topics. Additionally, the study examined whether learners’ confidence in discussion differed in relation to textbook-assigned and self-selected topics. The study compiled 40 textbook-assigned topics through analysis of six EFL textbooks and employed 5-point Likert scale questionnaires to collect perceptions and reports of confidence. The study elicited learners’ self-selected topics through an argumentative essay assignment and administered another 5-point Likert scale questionnaire to collect perceptions and reports of confidence regarding these topics. The study found that the learners had statistically significantly greater perceptions of knowledge about and interest in discussing their own topics, but perceived no difference in difficulty or importance compared with the textbook-assigned topics. Moreover, the study found that the learners reported more confidence for discussing their own topics in pair and whole-class situations, but no difference concerning their confidence in group situations compared with the textbook-assigned topics. The study concludes that it is more sensible to have learners select their own topics given the potential implications for L2 WTC and both quantity and quality of production, and suggests that future studies explore the effects of free choice of topic on learners’ interactive behaviors and output.
This book provides an accessible and reader-friendly overview of linguistic research. The meaning of complex linguistic concepts is illuminated with the help of engaging stories, analogies, and ...graphics. The book brings theoretical discussion to life by citing familiar bits of language such as names of popular business establishments, recognizable song lyrics, and famous adages. These examples taken from day-to-day life ultimately help students recognize the language in their own environment as worthy of observation and analysis.Above all, the book is meant to help future teachers in the classroom. It is this goal that largely determines its scope. The text provides an overview of those studies that have relevance to classroom practice. For instance, the chapter on neurolinguistics covers research into the gestures that accompany speech, and the chapter on semantics places special emphasis on discussing the role of conceptual metaphors in cognition. Each of the book's eleven chapters concludes with a section entitled "Implications for Instruction." These sections engage the reader in exploring the practical significance of linguistic research.
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