Academic literature on the topic 'Math concepts used in everyday life'

Abstract. The research is motivated by the problems in the learning of mathematics in class V SDN Cilengkrang sumedang uatara districts, namely students have difficulty in arithmetic operation about the story. Research aimed at effective mathematics learning in arithmetic operation about the story. The method used is classroom action research. The results showed, in general, in cycle 1, the level of achievement of learning outcomes in the concept of the fifth grade math story problems by 37% with an average value of 70. Based on the improvement in cycle 1, then the results obtained from silus 2; students who answered questions of teachers and the level of achievement of learning outcomes by 92 %% with an average value of 82. Learning mathematics on the material about the concept of the story of multiplication in everyday life using props multiplication tables, and engineering skills of teachers, methods vary , classroom management discipline, was able to change student attitudes among students in the mastery of learning materials to increase, can do the math task, and students are responsible for the mathematical task. Keywords: story problems, tool multiplication tables. Abstrak. Penelitian ini dilatarbelakangi oleh adanya permasalahan dalam pembelajaran matematika di kelas V SDN Cilengkrang kecamatan Sumedang Utara, yaitu siswa mengalami kesulitan dalam operasi hitung soal cerita. Penelitian bertujuan pembelajaran matematika yang efektif dalam operasi hitung soal cerita. Metode yang digunakan yaitu penelitian tindakan kelas. Hasil penelitian menunjukkan, secara umum pada siklus 1, tingkat pencapaian hasil belajar pada konsep soal cerita matematika kelas V sebesar 37 % dengan rata-rata nilai sebesar 70. Berdasarkan hasil perbaikan pada siklus 1, maka didapatkan hasil dari silus 2 ; siswa yang menjawab pertanyaan guru dan tingkat pencapaian hasil belajar sebesar 92 %% dengan rata-rata nilai 82. Pembelajaran matematika pada materi soal konsep cerita tentang perkalian dalam kehidupan sehari-hari dengan menggunakan alat peraga tabel perkalian, dan teknik keterampilan guru, metode yang bervariasi, pengelolaan kelas yang disiplin, ternyata mampu mengubah sikap siswa diantaranya penguasaan siswa pada materi pembelajaran meningkat, dapat mengerjakan tugas matematika, dan siswa bertanggungjawab terhadap tugas matematikanya. Kata Kunci: soal cerita, alat tabel perkalian.

Every architect has a different view and thought about something in designing a building. The basis of ideas design to a building is gained from experience, imagination, creativity, education, etc. Every professional architect also owns cognitive to express how the architecture works implemented through the design of a building. In architecture, there is a theory that connects drama and architecture in everyday life, dramaturgy. This article aims to see the concepts of dramaturgy in the works of the architectural consulting bureau responsible for, Omah Boto building, Aceh Tsunami Museum, and Phinisi Unm Tower. This study uses a qualitative method with data collection carried out using literature studies. Furthermore, the analyzed data is then presenting in descriptive for a more informative series. Data analysis aims to explore the relevance of the dramaturgy application in architecture to the thinking of architects in Indonesia. The results of the study show dramaturgy in architecture is used as a match between contemporary theater art and architecture. All three architectural consultants have used elements of dramaturgy in the design process. The three architectural consultants have used aspects of dramaturgy in their design process. The application of the basic concepts of dramaturgy used is an exterior setting of the building, Goals or ideas, building layout settings, visual instructions, and motion direction.

The ability to solve mathematical problems is very important in learning math and everyday life. According to Krulik & Rudnick there are 5 stages of problem solving that is Read, Explore, Select A Strategy, Solve And Look Back. Mathematical problems require multiple representational skills to communicate problems, one of which is visual representation. Trigonometry is one of the materials that uses visual representation. This research is a qualitative descriptive research that aims to describe the ability of problem solving mathematics with Krulik & Rudnick stages in terms of visual representation. The study was conducted in MAN 2 Brebes. Determination of Subjects in this study using Purposive Sampling. Research instruments used to obtain the required data are visual representation and problem-solving tests, and interview guidelines. The data obtained were analyzed based on the Krulik & Rudnick problem solving indicator. Subjects in this study were subjects with moderate visual representation. Based on the results, problem solving ability of the subject is not fully fulfilled. Subjects with visual representations are able to do problem solving well that is solving the problem through a concept that is understood without visualization of the image. Subjects with visual representations are having a schematic visual representation type.

The overall goal of this target article is to demonstrate a mechanism for an embodied cognition. The particular vehicle is a much-studied, but still widely debated phenomenon seen in 7–12 month-old-infants. In Piaget's classic “A-not-B error,” infants who have successfully uncovered a toy at location “A” continue to reach to that location even after they watch the toy hidden in a nearby location “B.” Here, we question the traditional explanations of the error as an indicator of infants' concepts of objects or other static mental structures. Instead, we demonstrate that the A-not-B error and its previously puzzling contextual variations can be understood by the coupled dynamics of the ordinary processes of goal-directed actions: looking, planning, reaching, and remembering. We offer a formal dynamic theory and model based on cognitive embodiment that both simulates the known A-not-B effects and offers novel predictions that match new experimental results. The demonstration supports an embodied view by casting the mental events involved in perception, planning, deciding, and remembering in the same analogic dynamic language as that used to describe bodily movement, so that they may be continuously meshed. We maintain that this mesh is a pre-eminently cognitive act of “knowing” not only in infancy but also in everyday activities throughout the life span.

The goal of many mathematicians since the dawn of time has been to apply mathematics to practical applications and to also derive the mathematics behind many everyday things. Although we seldom have such pursuits, many everyday things have been affected by the principles of math. And things like the internet, run on fundamental mathematics principles, and hardly any credit is given to the subject. This paper aims to uncover contributions of everyday Math in the working of the internet. From encryption and decryption all the way to how search engines to index various web pages online, if one looks hard enough, concepts related to mathematics are bound to pop up. This paper also sheds light on various concepts taught in higher education that are often forgotten and only treated as something solely scholastic, but in reality, has a lot of applications in real life.

Young children regularly learn important math concepts from examining the world around them. As a matter of fact, for the first five years of life, they construct math through everyday interactions with parents and care givers (Geist 2008). Daily activities, such as snack time and lunch, can serve as mathematical opportunities. When children distribute plates or crackers, they learn oneto- one correspondence. When they have a bowl of raisins, a parent can ask, How many? and count them with the child. And when cooking food, the mathematical opportunities increase exponentially.

AbstractFor over two thousand years, the notion of śāstra has had an astonishing presence in Hindu normative thought and culture, and śāstra, as codifications of knowledge, have been composed in virtually every aspect of life from love and politics to thieving and horse rearing. The concept of śāstra yokes precept and practice in a way that perhaps no other concept in Hindu life does, and indexes a complexity that is understated by dictionary meanings of the term which include "to instruct," "order," "command," "precept," "rules," "scientific treatise," or "law-book." Drawing on my ethnographic research in the Hindu pilgrimage town of Sringeri, south India, my essay explores how the notion of śāstra, or, more widely, the "normative," is expressed in everyday contexts of Sringeri. The location of Sringeri itself is significant. A small town in the lush southwestern mountains of India, Sringeri is famous for its smārta matha (monastery) and its temples which are believed to have been founded by Śankara in approximately 800 A.D. Historical records of the matha show that in an unbroken lineage of over 1200 years, the gurus who head the matha have counseled royalty and laypersons on matters ranging from military campaigns and land disputes to propriety of marriage alliances and business practice. The matha today is an influential interpreter of the Hindu codes of conduct, the Dharmaśāstras, for a large following of Hindus in south India. To a visitor to Sringeri, the monastic institution with its emphasis on śāstra, would seem to symbolize a normative centrality in the lives of Sringeri residents. However, conversations and oral narratives from Sringeri challenge this assumption, and demonstrate that śāstra is one concept among others such as paddhati (custom), ācāra (proper conduct), sampradāya (tradition), and niyama (principle; restraint) that individuals employ to indicate moral authority and enactment. While these terms are often used interchangeably, they highlight subtle differences in agency, textuality, historicity, jurisdiction, and permissibility in the context of the normative. I argue that underlying ethical practice is a dynamically-constituted "text" that draws on and weaves together various sources of the normative — a sacred book, an exemplar, a tradition, a principle, and so on. Such a text is essentially an imagined text, a fluid "text" which engages precept and practice, and in a sense, is always intermediary. In this imagined text, the normative manifests as emergent, situated in the local and the larger-than-local, the historical, and the interpersonal.

Math seems to be one of the scourges in learning that children are afraid of, even though the use of math is very close and needed in everyday life. This specter or fear is also born from the assumption that the number of calculations and formulas that must be studied is added to the monotonous and rote-only factor of giving material. Therefore, this research was conducted as an effort to improve mathematical logic skills in early childhood thorugh the use of more interesting method in order to be accepted by children. It was the GEMPITA program (a math-based PAUD game). This study uses a literature approach with documentation techniques as a data collection method. In the implementation, the use of various tools and technology is able to increase children the attractiveness to learning mathematical concepts. So that the results are in the form of recommendations for math-based games that are easy and fun to minimize math fear in early childhood.

Learning mathematics has become a necessity in today's world since success in everyday life requires mathematical knowledge and because mathematics is the basis for science and technology. However, a large number of individuals in the population experience difficulties performing mathematical tasks, which generates feelings of frustration, anxiety and rejection when performing activities that involve mathematical thinking. In this literature review, concepts such as number sense and mathematical thinking, math anxiety, the possible reasons for math anxiety, and options for diagnosis and therapeutic alternatives to address and overcome this problem are analyzed. If these problems are not solved, they could affect the personal development of those affected by them and the society to which they belong. Keywords: Anxiety, educational psychology, school phobia.

Purpose The purpose of this paper is to argue that scholars in the information behavior (IB) field should embrace the theoretical framework of the everyday to explore a more holistic view of IB. Design/methodology/approach The paper describes the theory of the everyday and delineates four opportunities offered by scholars of the everyday. The paper concludes with three examples that highlight what a more everyday-focused everyday information behavior might look like. Findings The theory of the everyday provides a useful theoretical framework to ground research addressing the everyday world as well as useful concepts for analysis and research methodology. Originality/value The theoretical framework of the everyday contributes to IB research by providing a theoretical justification for work addressing everyday life as well as useful concepts for analysis. The paper also outlines the benefits of integrating methods influenced by institutional ethnography, a methodology previously used to address the nuances of the everyday world.

Tese de Doutoramento em Educação.
A Matemática tem um papel fundamental no nosso quotidiano, tanto no plano da vida pessoal como no exercício da profissão. Nem sempre é possível identificar a sua presença, mas torna-se cada vez mais importante dotar os futuros adultos de competências que lhes permitam ter sucesso num mundo cada vez mais competitivo e seletivo. Este trabalho teve como questão fundamental: Existe ou não uma relação entre o que é aprendido na escola, na área da Matemática, e o que as pessoas usam na vida pessoal e profissional, isto é, qual a pertinência dos currículos escolares de Matemática do Ensino Básico? Para mais facilmente responder a esta questão definimos quatro objetivos e seis questões que nos orientaram no desenvolvimento do estudo. O enquadramento teórico do presente trabalho inclui uma abordagem à Literacia Matemática e a outros conceitos a ela associados, aos estudos e programas desenvolvidos neste âmbito, ao sistema educativo português e ao lugar que a literacia ocupa no mundo do trabalho. Relativamente à metodologia, foi seguida essencialmente uma abordagem quantitativa. A investigação implicou a recolha de dados, que foi efetuada através de um inquérito por questionário. Os questionários foram aplicados a uma amostra de funcionários de uma Câmara Municipal. A amostra selecionada teve em consideração as categorias profissionais existentes e foi definida aleatoriamente. Os resultados desta investigação demonstraram que os funcionários valorizam os conhecimentos matemáticos adquiridos ao longo do Ensino Básico, tendo sido possível identificar os que são necessários tanto para o exercício da profissão como para o seu quotidiano. A investigação tornou claro que o vencimento líquido dos trabalhadores da Câmara Municipal em estudo depende do tempo de serviço. Foi possível verificar que o gosto e a compreensão da Matemática são dependentes, assim como o são as habilitações literárias e o conhecimento da Literacia Matemática. O estudo revelou, ainda, que a maior gosto pela Matemática corresponde a um maior sucesso à disciplina, maior compreensão acompanha maior sucesso e mais conhecimentos de Matemática e que quantos mais conhecimentos matemáticos possuem para a atividade profissional mais importância atribuem à Matemática no quotidiano. Concluímos ainda que as limitações que os trabalhadores sentem no quotidiano por ausência de competências matemáticas dependem das habilitações literárias, sendo que quanto menor o nível de habilitações literárias mais limitações são sentidas. Foi possível concluir que as Competências Gerais da Matemática são mais importantes para a profissão do que para o quotidiano. A grande maioria dos trabalhadores que responderam ao questionário nunca ouviu falar de Literacia Matemática e Literacia Financeira, sendo o conhecimento destes conceitos dependente das habilitações literárias. Foi ainda possível determinar que a importância atribuída aos conteúdos dos diferentes domínios temáticos – “Números e Operações”, “Geometria”, “Estatística e Probabilidades” – é a mesma tanto para o exercício da profissão como para o quotidiano. No caso do domínio “Álgebra e Funções”, a diferença das médias era estatisticamente significativa, pelo que os inquiridos atribuíram mais importância a estes conteúdos na profissão do que no quotidiano. Verificámos também uma forte correlação entre a importância dada aos diversos itens dos quatro temas e das competências gerais para o exercício da profissão e no quotidiano.
Mathematics plays a key role in our lives and in our professional activities. Although its presence is not always obvious, it becomes increasingly important to equip future adults with the competencies that will enable them to succeed in an increasingly competitive and highly selective job market. This study posed the following fundamental question: Are mathematical concepts and skills relevant to people’s personal and professional lives? In other words, what is the impact of elementary school Math curriculum in one’s daily life? We defined four goals and six questions that guided us in answering this basic question and in conducting this research. The theoretical framework of this paper includes an approach to math literacy and other related concepts, studies, and programs developed in this context, the Portuguese educational system, and the role of math literacy in the work place. In regards to methodology, a quantitative approach was utilized. This investigation involved the collection of data which was conducted through a questionnaire survey. The questionnaires were administered to a randomly selected sample of city hall employees. The results of this research showed that employees value their knowledge of basic mathematical concepts and skills learned in their elementary school years. It was possible to identify the math skills needed in the work place and in everyday life. This investigation also made it clear that there is a correlation between the net salary of the employees in this municipality and their years of service. Additionally, an interconnection was noted between a subject’s preference for mathematics and his ability to understand it, and a subject’s years of schooling and his math literacy. This study also revealed that the more a worker favors mathematics, the greater the academic success in this subject; the greater his understanding of it, the greater his success and a wider mathematical knowledge; the deeper his knowledge of applied mathematics, the more importance is given to the value of mathematics in one’s everyday life. We also noted that workers had limited opportunities in the workplace due to their lack of math skills and fewer years of schooling. We found out that the weaker their math literacy skills, the greater were their limitations in the work place. The majority of workers who responded to the questionnaire had never heard of Mathematics Literacy and Financial Literacy. Knowledge of these literacies depended on a worker’s years of schooling. It was also possible to determine that the content of the different thematic areas, such as Numbers and Operations, Geometry, Statistics and Probability, was valued equally in the work place and in an employee’s everyday life. In Algebra and Functions, the difference verified between the means was statistically significant and the respondents gave greater importance to the knowledge of this content at the professional level. Our findings suggest a strong correlation between the importance given to the items of the four themes and general competencies in the work place and in everyday life.
Orientação: Prof. Doutor João Sampaio Maia.

This book is a genealogy of the concept of a person, as it is used in philosophy, ethics, the law, and everyday life. It asks, what is the concept of a person? How is the concept of a person distinct from the concept of a human being? How is it distinct from the concept of the self? When and why did the concept of a person come into existence? What is the relationship between moral personhood and metaphysical personhood, and how has our conception of that relationship changed over the last two millennia? The book as a whole argues for two main claims. First, the concept of a person, like other central concepts used in philosophy and everyday life, has gained its significance not through definition but through the accretion of layers of meaning over centuries. Thus, one can only fully understand the concept by learning its history. Second, the concept of a person has five main strands: persons are particulars, roles, entities with special moral significance, rational beings, and selves. Thus, to count someone or something as a person is simultaneously to describe it—as a particular, a role, a rational being, and a self—and to prescribe certain norms concerning how it may act and how others may act toward it.

This contribution not only tries to place the current debate in the context of developments over the last twenty-five years, but also exhorts academics to design less ‘holistic’ concepts (which easily degenerate into propaganda used in political debate), to contribute to transparency by providing sober empirical evidence, and to express more appreciation for marginal yet continuous incremental improvements in the business world. The public rhetoric about corporate social responsibility has not had any significant effect on everyday life in the corporate sector, nor has the wealth of currently available academic research and suggestions. To put it in a nutshell: even for the most risk-exposed companies or industries, everything beyond the (hard-) core business is of secondary importance. Any empirical evidence is only a snapshot of the status quo. Identifying drivers for change and emerging trends is a more compelling challenge than simply describing the current state of affairs.

This chapter offers a broad overview of Internet Studies. The key challenge of Internet Studies research focuses on the discovery of concepts, models, theories, and related frameworks that give a more empirically valid understanding of the factors influencing the Internet and its societal implications. The Internet can be used in everyday life and work, and in a converging media world. The study of Internet policy and regulation has focused on issues of freedom of expression, privacy, and ‘Internet governance’. Then, the chapter briefly discusses the issue on the definition of the Internet, and how its resolution is connected to how narrowly or broadly people draw the history of the Internet and the boundaries of the field. It is observed that studies of politics, relationships, news, and other phenomena are exploring the Internet within a larger ecology of information and communications technologies (ICTs). Also, the Internet and related ICTs are globally important.

As the use of both virtual reality (VR) and augmented reality (AR) become more commonplace in everyday life, the importance of including these technologies in schools increases. The focus of this chapter is to explore how these two technologies are being used at in primary, secondary, and tertiary contexts to support student learning. In exploring these technologies, science, technology, engineering, and maths (STEM)-related subjects, with a focus on Science, are examined. In investigating science, an investigation on informal learning is also undertaken. Non-STEM-related subjects including Physical Education, the Creative Arts, and Geography are also reported on. In investigating game-based learning Maths is examined where the concept of location-based learning is discussed. The chapter concludes by exploring how VR and AR can be used to support students with disabilities.

Mobile technologies are becoming ubiquitous. They are used in everyday life to gather and analyze data, to synthesize information, and to solve problems. There is a growing need for pre-service teachers to learn how and when to implement mobile technologies so that they can assist 21st Century PK-12 students in meaningful and real world learning. This chapter discusses the increasing use of mobile technology within teacher education programs and the need to use multiple devices in ways that impact the teaching and learning processes in teacher preparation programs. The research study focuses on the use of mobile technologies to video record pre-service teachers’ observations of the first day of school and examines the impact that peer review of videos has on learning new teaching concepts. Future application of these concepts is considered.

This chapter discusses the potential of Indoor Positioning and Indoor Navigation (IPIN) systems in teaching and training Orientation and Mobility (O& M) to individuals with visual impairment. In addition, an attempt is made to investigate the implications of such trainings and technology in mathematics education, with regards to the learning of concepts of orientation. For individuals with visual impairment, O&M training is of crucial importance for everyday life and safety. Furthermore, these skills are often connected to problem-solving as well as to the understanding of basic geometrical concepts related to mathematics. In this chapter the developed IPIN system is presented, followed by suggested scenarios of its use in O&M trainings and O&M activities that can be used to introduce and strengthen opportunities for exploring mathematical topics.

Placing the larger concepts of MGML, the notions of child-centred learning and key ideas of J. Krishnamurti on education at the centre of analysis, this chapter documents the translation of these concepts in everyday classroom life in a rural context of the satellite schools of Rishi Valley. It explores the ‘School in a box’ tool used in these schools and its instrumentality in engendering classroom processes that re-center the child’s autonomy in the learning process by rearranging the use of time, space, objects, and teacher-student relationships in the classroom. It also explores the learning and living continuum between the school and community life, and corporeal experience of learning in the MGML classroom. It also discusses the challenges in the classroom including the management of multiple learning contexts in the MGML classroom and the dual role of the teacher as facilitator and continuous assessor.

Technology plays an important role in everyday life and can be used in education. Video is a source of material that can play an important role in the teaching and learning field. Using videos engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. In this chapter, the authors describe two teaching experiences involving videos, where the students made a video about solving a concrete mathematical problem. In this video, the students should explain the problem resolution to their colleagues (playing the role of teacher). The results of the impact of this kind of project in the students' motivation are also presented.

Globalization, fast-paced technological, economic, and social changes, and increased competition have affected the current business environment by changing the role of knowledge, innovation, and creativity in work, learning, and everyday life. Although Knowledge Management (KM) is usually explored separately from creativity and innovation, these concepts are closely related and in practice reinforce each other. Linking KM to innovation and creativity management in a holistic fashion has facilitated the examination of the knowledge management impact on innovation performance of organizations. In addition, this practice makes it possible to examine how creativity and invention can be used to increase the efficiency of knowledge management. This chapter focuses on the analysis of the role and importance of creativity, innovation, and invention in knowledge management. In addition, the chapter investigates the role of KM in innovation, and environmental and personal factors, which contribute to creativity, innovation, and invention in KM.

People experience themselves across time—recalling who they were and imagining who they will become. This consciousness of the self over time (Tulving, 1985; Wheeler, Stuss, & Tulving, 1997) and the ability to mentally “time travel” is a general human capacity (Epstude & Peetz, 2012) that develops by about age five (Atance, 2008; Atance & Jackson, 2009; Atance & Meltzoff, 2005; Russell, Alexis, & Clayton, 2010). For this reason, the future self can play a role in current choices from an early age. Indeed, when asked, people report imagining their future selves; they can describe both positive and negative possible identities their future selves might have (Dalley & Buunk, 2011; Norman & Aron, 2003). People say they care about whether they are making progress toward attaining their positive and avoiding their negative future identities (Vignoles, Manzi, Regalia, Jemmolo, & Scabini, 2008). They even report that their future selves are truer versions of themselves than their present selves, which are limited by the demands of everyday life (Wakslak, Nussbaum, Liberman, & Trope, 2008). Given all that, it might seem unnecessary to test whether people’s current actions are influenced by their future identities. Surely it has to be the case that future identities matter. Yet uncovering the circumstances in which the future self and other aspects of identity matter for behavior has turned out to be difficult. It is not always apparent that identities matter in spite of people’s feelings that they must. Figuring out the underlying process is critical to reducing the gap between aspirations and attainments and is the focus of this book. Does the future self really make such a difference in behavior? In the next sections, I provide a perspective and research evidence to answer the question. While often used interchangeably, the terms self, self-esteem, and identity are based on different concepts (Oyserman, Elmore, & Smith, 2012). Self-esteem is the positive or negative regard one has for oneself. Identities are descriptors (e.g., homeowner, middle-aged), personal traits (e.g., shy, outgoing), and social roles (e.g., mother, daughter) and the content that goes with these traits, descriptors, and roles (e.g., proud, worried).

In the modern world, in the epoch of growth of information technologies, an advertisement is one of the most popular varieties of mass communication that rapidly develops. The growth of advertisement substantially influences on lexical composition of language, creates in a language new concepts and expressions, in particular slang and jargon. Native speakers begin to use such vocabulary in everyday life. Especially modern English has such phenomenon, because it is used all over the world. Nowadays, an advertisement performs the function of public ideas formation. Influencing on people, an advertisement creates consumer philosophy and ideology. One of the most sensible to the advertisement categories of people is youth, because they are in the process of active socialization. Exactly an advertisement is mostly aimed at young consumers, that is why it becomes more widely spread and such products need specific language means of influence. Advertisement makers try to overcome psychological distance between an advertisement and audience, so they use of extralinguistic language units, elements of slang or to create new words. Topicality of this work is defined by the fact that a slang is an integral part of English, and the latest research of slang is of great importance. A slang is one of the most actual and ambiguous problems of modern lexicology. In the world where new slang units appear every day, updating of theoretical and practical knowledge of slang and its functions is very important for modern lexicology. In addition, the deeper analysis of advertisement reports with a slang must be done. A scientific novelty of work is that theoretical knowledge in relation to a slang and advertisement in the conditions of modern development of information technologies are incorporated and generalized; opinions of scientists are analyzed in relation to functioning of slang in an advertisement. The aim of the article is to study features of slang functioning in modern English-language advertisements and analysis of basic methods of translating of such advertisement texts. The achievement of these aims needs solution of the following tasks: 1) to interpret a concept "slang" and "jargon" and define, what a slang differs from jargon in the context of the newest researches; 2) to present the basic methods of forming of slang in modern English; 3) to describe the general views of slang and identify their specifics; 4) to interpret a concept "advertisement" and describe the stylistic features of advertisement text; 5) to describe the features of slang use in advertisement texts; 6) to explain functioning of slang in an advertisement on the example of advertisement slogans and texts; 7) to define the specific features of English-Ukrainian translation of advertisements. The subject of research is an analysis of slang features in modern English and Ukrainian languages in advertisement texts.

The main recommendations of the panel report can be summarised under five key headings:  Building blocks: The ultimate aim should be to build rich, detailed and testable narratives situated within a European context, and addressing phenomena from the longue durée to the short-term over international to local scales. Chronological control is essential to this and effective dating strategies are required to enable generation-level analysis. The ‘serendipity factor’ of archaeological work must be enhanced by recognising and getting the most out of information-rich sites as they appear. o There is a pressing need to revisit the archives of excavated sites to extract more information from existing resources, notably through dating programmes targeted at regional sequences – the Western Isles Atlantic roundhouse sequence is an obvious target. o Many areas still lack anything beyond the baldest of settlement sequences, with little understanding of the relations between key site types. There is a need to get at least basic sequences from many more areas, either from sustained regional programmes or targeted sampling exercises. o Much of the methodologically innovative work and new insights have come from long-running research excavations. Such large-scale research projects are an important element in developing new approaches to the Iron Age.  Daily life and practice: There remains great potential to improve the understanding of people’s lives in the Iron Age through fresh approaches to, and integration of, existing and newly-excavated data. o House use. Rigorous analysis and innovative approaches, including experimental archaeology, should be employed to get the most out of the understanding of daily life through the strengths of the Scottish record, such as deposits within buildings, organic preservation and waterlogging. o Material culture. Artefact studies have the potential to be far more integral to understandings of Iron Age societies, both from the rich assemblages of the Atlantic area and less-rich lowland finds. Key areas of concern are basic studies of material groups (including the function of everyday items such as stone and bone tools, and the nature of craft processes – iron, copper alloy, bone/antler and shale offer particularly good evidence). Other key topics are: the role of ‘art’ and other forms of decoration and comparative approaches to assemblages to obtain synthetic views of the uses of material culture. o Field to feast. Subsistence practices are a core area of research essential to understanding past society, but different strands of evidence need to be more fully integrated, with a ‘field to feast’ approach, from production to consumption. The working of agricultural systems is poorly understood, from agricultural processes to cooking practices and cuisine: integrated work between different specialisms would assist greatly. There is a need for conceptual as well as practical perspectives – e.g. how were wild resources conceived? o Ritual practice. There has been valuable work in identifying depositional practices, such as deposition of animals or querns, which are thought to relate to house-based ritual practices, but there is great potential for further pattern-spotting, synthesis and interpretation. Iron Age Scotland: ScARF Panel Report v  Landscapes and regions:  Concepts of ‘region’ or ‘province’, and how they changed over time, need to be critically explored, because they are contentious, poorly defined and highly variable. What did Iron Age people see as their geographical horizons, and how did this change?  Attempts to understand the Iron Age landscape require improved, integrated survey methodologies, as existing approaches are inevitably partial.  Aspects of the landscape’s physical form and cover should be investigated more fully, in terms of vegetation (known only in outline over most of the country) and sea level change in key areas such as the firths of Moray and Forth.  Landscapes beyond settlement merit further work, e.g. the use of the landscape for deposition of objects or people, and what this tells us of contemporary perceptions and beliefs.  Concepts of inherited landscapes (how Iron Age communities saw and used this longlived land) and socal resilience to issues such as climate change should be explored more fully.  Reconstructing Iron Age societies. The changing structure of society over space and time in this period remains poorly understood. Researchers should interrogate the data for better and more explicitly-expressed understandings of social structures and relations between people.  The wider context: Researchers need to engage with the big questions of change on a European level (and beyond). Relationships with neighbouring areas (e.g. England, Ireland) and analogies from other areas (e.g. Scandinavia and the Low Countries) can help inform Scottish studies. Key big topics are: o The nature and effect of the introduction of iron. o The social processes lying behind evidence for movement and contact. o Parallels and differences in social processes and developments. o The changing nature of houses and households over this period, including the role of ‘substantial houses’, from crannogs to brochs, the development and role of complex architecture, and the shift away from roundhouses. o The chronology, nature and meaning of hillforts and other enclosed settlements. o Relationships with the Roman world