Let G be a fuzzy graph. Let u and v be two vertices ofdenotes the degree of vertex u and deg(v) denotes the degree of vertex v and µ(uv) ≤ σ(u) ∧ σ(v). The minimum cardinality of a fuzzy equitable dominating set is denoted by γ ef . In this paper we introduce the concept of fuzzy equitable dominating set, minimal fuzzy equitable dominating set, strong (weak) fuzzy equitable dominating set , fuzzy equitable independent set and obtain some interesting results for this new parameter in equitable fuzzy graphs.
The purpose of this was to explore emotional intelligence, as defined by Mayer & Salovey (1997, p.3), being “the ability to perceive one's own and others' emotions, ability to understand, manage and use of emotions”, impacts on employee job performance and job satisfaction in the aged care industry. Mixed methods research was adopted to explore the impact of EI on employee job performance and job satisfaction. The convenience (non-probability) sampling method was used to conduct the survey and collect the data from participants. The survey was conducted using a questionnaire including demographic profiles, the Wong & Law Emotional Intelligence Scale (Wong & Law, 2002), self-evaluate job performance, and job satisfaction scale. Regression and descriptive statistics data analysis techniques were employed to analyse quantitative data. Thematic data analysis was used to identify the themes from the interview data. This mixed methods research investigated relationship between EI, job performance, and job satisfaction. It found that employees’ EI impacts their job performance and job satisfaction. It also revealed that relationship between the leaders’ EI and the employees’ job performance and job satisfaction. The findings of this research demonstrate how a leader and an employee's emotional intelligence impact an employee's job performance and job satisfaction in the aged care industry. The recommendation would be for future research regarding the training in emotional intelligence, as well as investigating the factors which can improve emotional intelligence.
The aim of the present research was to study the relationship between modernization and self-esteem of adolescent students. To carry out the study, stratified random sampling technique was used on a sample of 200 adolescent students from Karnal division (Haryana).” Comprehensive Modernization Inventory (CMI) revised designed by Dr. S.P. Ahluwalia and Ashok Kalia (2010)” and self-esteem Inventory for senior secondary school students (SEI) by Dr. Sudha Kumari Sharma and Md. Sarwar Hossain (2015) were used as research tools for the purpose of collection data. The data was analyzed by mean, standard deviation, Pearson’s product moment method and t-test. The findings of the study, with reference to coefficients of correlation between modernization and self-esteem of adolescent students and its sub-dimensions “i.e. general self-esteem”, “social self-esteem” and “cognitive self-esteem” found positive and significant. Results also highlighted that significant mean differences were found on overall modernization of adolescent students as well as its six sub-dimensions i.e. “education, parent child relationship, politics, status of women, religion and socio-cultural factors” with regard to their gender and locality and no significant difference was observed on marriage as sub-dimension of modernization with respect to gender and locality. “Results further revealed that significant difference was found on high level of self-esteem of adolescent students with reference to their gender and locality. No significant difference was found on low level of self-esteem of adolescent students with reference to their gender and locality
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