In this paper, by considering the notions of effect algebra and product effect algebra, we define the concept of effect module. Then we investigate some properties of effect modules, and we present some examples on them. Finally, we introduce some topologies on effect modules.

Technostress is evolving as an imperative area of academic research amid the “new normal” settings of working remotely. Research has investigated the relationships between technostress and job outcomes and proposed individual- and organizational-level approaches to manage it. However, insights into the influence of dynamic personality differences on this relationship are limited. This study ties the concept of self-efficacy to the transactional model of stress and coping, and investigates to what extent computer and social self-efficacy moderate the relationships between technostress creators (...) and frontline employee’s job performance. Findings shift the focus from the negative aspects of technostress and outcomes to both positive and negative aspects. This study’s contributions and implications for theory and practice are discussed. (shrink)

In this paper, considering \(L\)-algebras, which include a significant number of other algebraic structures, we present a definition of modules on \(L\)-algebras (\(L\)-modules). Then we provide some examples and obtain some results on \(L\)-modules. Also, we present definitions of prime ideals of \(L\)-algebras and \(L\)-submodules (prime \(L\)-submodules) of \(L\)-modules, and investigate the relationship between them. Finally, by proving a number of theorems, we provide some conditions for having prime \(L\)-submodules.

Compare with other professions, teachers are reported to have a higher risk of poor mental health. This study examined the relationships between emotional intelligence, perceived organizational justice, and mental health among Chinese high school teachers. Three hundred and eighty-one high school teachers, with their age range between 21 and 50 years, were administered the Emotional Intelligence Scale, Perceived Organizational Justice Scale, and Mental Health Scale. The result found that emotional intelligence and perceived organizational justice directly influence the mental health of (...) high school teachers. In addition, perceived organizational justice mediated the association between emotional intelligence and mental health. Moreover, the present study analyzes the different role of subtypes of perceived organizational justice on the relationships between emotional intelligence and mental health, and the results showed that the mediating effects of perceived distributive justice and interactive justice on emotional intelligence and mental health are not significant, only the perceived procedural justice mediated the relationships between emotional intelligence and teachers’ mental health. The results are discussed in a conceptual context. (shrink)

Reducing health disparities and improving health outcomes are fundamental principles in global health. Environmental justice remains underrecognized and undervalued as a key driver of health dispar...

Recently, megastable systems have grabbed many researchers’ interests in the area of nonlinear dynamics and chaotic systems. In this paper, the oscillatory terms’ coefficients of the simplest megastable oscillator are forced to blink in time. The forced system can generate an infinitive number of hidden attractors without changing parameters. The behavior of these hidden attractors can be chaotic, tori, and limit cycle. The attractors’ topology of the system seems unique and looks like picture frames. Besides, the existence of different coexisting (...) attractors with different kinds of behaviors reflects the system's high sensitivity. Using the sample entropy algorithm, the system’s complexity for different initial values is assessed. In addition, the circuit of the introduced forced system is designed, and the possibility of implicating the system with analog elements is investigated. (shrink)

In this paper, by considering the notion of MV-module, which is the structure that naturally correspond to lu-modules over lu-rings, we study injective MV-modules and we investigate some conditions for constructing injective MV-modules. Then we define the notions of essential A-homomorphisms and essential extension of A-homomorphisms, where A is a product MV-algebra, and we get some of there properties. Finally, we prove that a maximal essential extension of any A-ideal of an injective MV-module is an injective A-module, too.

This paper explores the epistemological affordances of Islamic ethics as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews with 25 EFL teachers, this study aims to (a) unpack educators’ perspectives around the adoption of alternative knowledges anchored in local (...) epistemologies and sensibilities, (b) foreground educators’ epistemic positioning around alternative knowledges and how they are perceived as sites for cognitive and pedagogical renewal to account for local particularities and conditions and (c) examine inter-epistemic tensions within educators’ reasoning in terms of how they navigate (in)congruencies between the mainstream and Islamic philosophy at the conceptual, pedagogical and practical levels. Findings reveal that educators acknowledge the legitimacy of Islamic ethics and their epistemological/pedagogical significance in intercultural education. However, some factors may problematize educators’ attempts at making use of Islamic ethics including the additional burden of reflecting alternative knowledges while attending to contextual factors (class size, the course’s orientation, exams, time constraints, etc.) and the lack of sufficient training in intercultural education. (shrink)