Abstract: The purpose of this paper is to present fuzzy TOPSIS in an entropic fuzzy environment. Due to the ambiguous concepts often represented in decision data, exact values are insufficient to model real-life situations. In this paper, the rating of each alternative is defined in fuzzy linguistic terms, which can be expressed with triangular fuzzy numbers. The weight of each criterion is then derived from the decision matrix using the entropy weighting method. Next, a vertex method is proposed to calculate the distance between two triangular fuzzy numbers. According to the TOPSIS concept, a closeness coefficient is defined to determine the ranking order of all alternatives by simultaneously calculating the distances to both the fuzzy positive-ideal solution (FPIS) and the fuzzy negative-ideal solution (FNIS). Finally, an illustrative example of selecting stealth fighter aircraft is shown at the end of this article to highlight the procedure of the proposed method. Correlation analysis and validation analysis using TOPSIS, WSM, and WPM methods were performed to compare the ranking order of the alternatives.
Abstract: Fluency is a skill that, unfortunately, many students
lack. This deficiency causes students to be frustrated with, and
overwhelmed by, the act of reading. However, research suggests that
the repeated reading method may help students to improve their
fluency. This study examines the effects of repeated readings on
student fluency. The study-s overarching question is: What effect do
increases in repeated reading have on reading fluency among middle
school students from diverse backgrounds? More specifically, the
authors examine whether repeated reading improves the fluency,
reading speed, reading-oriented self-esteem, and confidence of
students of diverse academic abilities, socio-economics statuses, and
racial and ethnic backgrounds. To examine these questions the
authors conducted a study using repeated reading strategies with a
sample of students from an urban, middle school in the southeastern
United States. We found that, on average, the use of repeated reading
strategies increased students- fluency, words per minute (wpm)
reading score, reading-oriented self-esteem, and confidence.