Numeral System in Kabonglo
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A Study on Human Rights Violation of Tangkhul Community in Ukhrul District, Manipur
A STUDY ON HUMAN RIGHTS VIOLATION OF TANGKHUL COMMUNITY IN UKHRUL DISTRICT, MANIPUR. A THESIS SUBMITTED TO THE TILAK MAHARASHTRA VIDYAPEETH, PUNE FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN SOCIAL WORK UNDER THE BOARD OF SOCIAL WORK STUDIES BY DEPEND KAZINGMEI PRN. 15514002238 UNDER THE GUIDANCE OF DR. G. R. RATHOD DIRECTOR, SOCIAL SCIENCE CENTRE, BVDU, PUNE SEPTEMBER 2019 DECLARATION I, DEPEND KAZINGMEI, declare that the Ph.D thesis entitled “A Study on Human Rights Violation of Tangkhul Community in Ukhrul District, Manipur.” is the original research work carried by me under the guidance of Dr. G.R. Rathod, Director of Social Science Centre, Bharati Vidyapeeth University, Pune, for the award of Ph.D degree in Social Work of the Tilak Maharashtra Vidyapeeth, Pune. I hereby declare that the said research work has not submitted previously for the award of any Degree or Diploma in any other University or Examination body in India or abroad. Place: Pune Mr. Depend Kazingmei Date: Research Student i CERTIFICATE This is to certify that the thesis entitled, “A Study on Human Rights Violation of Tangkhul Community in Ukhrul District, Manipur”, which is being submitted herewith for the award of the Degree of Ph.D in Social Work of Tilak Maharashtra Vidyapeeth, Pune is the result of original research work completed by Mr. Depend Kazingmei under my supervision and guidance. To the best of my knowledge and belief the work incorporated in this thesis has not formed the basis for the award of any Degree or similar title of this or any other University or examining body. -
13054-Duodecimal.Pdf
Universal Multiple-Octet Coded Character Set International Organization for Standardization Organisation Internationale de Normalisation Международная организация по стандартизации Doc Type: Working Group Document Title: Proposal to encode Duodecimal Digit Forms in the UCS Author: Karl Pentzlin Status: Individual Contribution Action: For consideration by JTC1/SC2/WG2 and UTC Date: 2013-03-30 1. Introduction The duodecimal system (also called dozenal) is a positional numbering system using 12 as its base, similar to the well-known decimal (base 10) and hexadecimal (base 16) systems. Thus, it needs 12 digits, instead of ten digits like the decimal system. It is used by teachers to explain the decimal system by comparing it to an alternative, by hobbyists (see e.g. fig. 1), and by propagators who claim it being superior to the decimal system (mostly because thirds can be expressed by a finite number of digits in a "duodecimal point" presentation). • Besides mathematical and hobbyist publications, the duodecimal system has appeared as subject in the press (see e.g. [Bellos 2012] in the English newspaper "The Guardian" from 2012-12-12, where the lack of types to represent these digits correctly is explicitly stated). Such examples emphasize the need of the encoding of the digit forms proposed here. While it is common practice to represent the extra six digits needed for the hexadecimal system by the uppercase Latin capital letters A,B.C,D,E,F, there is no such established convention regarding the duodecimal system. Some proponents use the Latin letters T and E as the first letters of the English names of "ten" and "eleven" (which obviously is directly perceivable only for English speakers). -
Vigesimal Numerals on Ifẹ̀ (Togo) and Ifẹ̀ (Nigeria) Dialects of Yorùbá
Vigesimal Numerals on Ifẹ̀ (Togo) and Ifẹ̀ (Nigeria) Dialects of Yorùbá Felix Abídèmí Fábùnmi (Ilé-Ifẹ̀) Abstract This study intends to bring Ifẹ̀ (Togo) into a linguistic limelight using the numeral systems. Numerals are a very important aspect of the day to day socio-economic and linguistic life of Ifẹ̀ (Togo) people. The traditional Ifẹ̀ (Togo) number system is vigesimal. In this study, forty- two different number words are listed for Yorùbá Ifẹ̀ (Nigeria) and Yorùbá Ifẹ̀ (Togo) and compared with Standard Yorùbá. We compared the Ifẹ̀ (Togo) number words and counting patterns with that of the Standard Yorùbá and Ifẹ̀ (Nigeria) and discovered that, by the nature of the components of these numbers, majority of the basic number words are either bisyllabic or trisyllabic, each syllable having the form VCV for the cardinals, and CVCV for the ordinals. There are irregularities in tonality; there are also alternations in the sequences of the vowel (oral and nasalized) and consonant sounds. This work finds out that Ifẹ̀ (Togo) has two counting patterns. In the first pattern, it uses addition solely to derive the number words but with a counting pattern where 'ten', 'twenty' and the added number units are taken as a whole. In the second counting pattern, subtraction is used to derive number words but this is applicable only to three numbers i. e. seventeen – /mɛ́ɛtadínóɡú/, eighteen – /méèʤìdínóɡu/ and nineteen – /mɔ̀kɔ̃dínoɡ́ u/. The Ifẹ̀ (Togo) dialect of Yorùbá mostly uses additive number positions. The dialect favours additive number positions more than the subtractive and the multiplicative positions. In other words, higher numbers are frequently used as bases for addition not as bases for multiplication in Ifẹ̀ (Togo). -
Zero Displacement Ternary Number System: the Most Economical Way of Representing Numbers
Revista de Ciências da Computação, Volume III, Ano III, 2008, nº3 Zero Displacement Ternary Number System: the most economical way of representing numbers Fernando Guilherme Silvano Lobo Pimentel , Bank of Portugal, Email: [email protected] Abstract This paper concerns the efficiency of number systems. Following the identification of the most economical conventional integer number system, from a solid criteria, an improvement to such system’s representation economy is proposed which combines the representation efficiency of positional number systems without 0 with the possibility of representing the number 0. A modification to base 3 without 0 makes it possible to obtain a new number system which, according to the identified optimization criteria, becomes the most economic among all integer ones. Key Words: Positional Number Systems, Efficiency, Zero Resumo Este artigo aborda a questão da eficiência de sistemas de números. Partindo da identificação da mais económica base inteira de números de acordo com um critério preestabelecido, propõe-se um melhoramento à economia de representação nessa mesma base através da combinação da eficiência de representação de sistemas de números posicionais sem o zero com a possibilidade de representar o número zero. Uma modificação à base 3 sem zero permite a obtenção de um novo sistema de números que, de acordo com o critério de optimização identificado, é o sistema de representação mais económico entre os sistemas de números inteiros. Palavras-Chave: Sistemas de Números Posicionais, Eficiência, Zero 1 Introduction Counting systems are an indispensable tool in Computing Science. For reasons that are both technological and user friendliness, the performance of information processing depends heavily on the adopted numbering system. -
The Hexadecimal Number System and Memory Addressing
C5537_App C_1107_03/16/2005 APPENDIX C The Hexadecimal Number System and Memory Addressing nderstanding the number system and the coding system that computers use to U store data and communicate with each other is fundamental to understanding how computers work. Early attempts to invent an electronic computing device met with disappointing results as long as inventors tried to use the decimal number sys- tem, with the digits 0–9. Then John Atanasoff proposed using a coding system that expressed everything in terms of different sequences of only two numerals: one repre- sented by the presence of a charge and one represented by the absence of a charge. The numbering system that can be supported by the expression of only two numerals is called base 2, or binary; it was invented by Ada Lovelace many years before, using the numerals 0 and 1. Under Atanasoff’s design, all numbers and other characters would be converted to this binary number system, and all storage, comparisons, and arithmetic would be done using it. Even today, this is one of the basic principles of computers. Every character or number entered into a computer is first converted into a series of 0s and 1s. Many coding schemes and techniques have been invented to manipulate these 0s and 1s, called bits for binary digits. The most widespread binary coding scheme for microcomputers, which is recog- nized as the microcomputer standard, is called ASCII (American Standard Code for Information Interchange). (Appendix B lists the binary code for the basic 127- character set.) In ASCII, each character is assigned an 8-bit code called a byte. -
The Chinese Rod Numeral Legacy and Its Impact on Mathematics* Lam Lay Yong Mathematics Department National University of Singapore
The Chinese Rod Numeral Legacy and its Impact on Mathematics* Lam Lay Yong Mathematics Department National University of Singapore First, let me explain the Chinese rod numeral system. Since the Warring States period {480 B.C. to 221 B.C.) to the 17th century A.D. the Chinese used a bundle of straight rods for computation. These rods, usually made from bamboo though they could be made from other materials such as bone, wood, iron, ivory and jade, were used to form the numerals 1 to 9 as follows: 1 2 3 4 5 6 7 8 9 II Ill Ill I IIIII T II Note that for numerals 6 to 9, a horizontal rod represents the quantity five. A numeral system which uses place values with ten as base requires only nine signs. Any numeral of such a system is formed from among these nine signs which are placed in specific place positions relative to each other. Our present numeral system, commonly known as the Hindu-Arabic numeral system, is based on this concept; the value of each numeral determines the choice of digits from the nine signs 1, 2, ... , 9 anq their place positions. The place positions are called units, tens, hundreds, thousands, and so on, and each is occupied by at most one digit. The Chinese rod system employs the same concept. However, since its nine signs are formed from rod tallies, if a number such as 34 were repre sented as Jll\IU , this would inevitably lead to ambiguity and confusion. To * Text of Presidential Address delivered at the Society's Annual General Meeting on 20 March 1987. -
Outlining the Following Shows How Outline Format Is Set up and Used
Outlining The following shows how outline format is set up and used: I. Main point follows a Roman numeral. A. Minor points follow behind capital letters. B. Each minor point must refer to or be a part of the major point above 1. If there are subpoints below the minor point, use Arabic numerals. 2. Notice that each point is indented from according to its importance. 3. Each subpoint must be related to or a part of the minor point it follows. a. If there are points below subpoints, they use lower case letters. b. They are indented below the subpoint and are related to the subpoint or part of the subpoint above it. 1.) Sometimes, there are even smaller subdivisions, 2.) And these use Arabic numerals with a parenthesis. C. The next minor point below the major point II. Next Major point follows Roman numeral II. A. Minor point B. Minor point 1. Subpoint 2. Subpoint Then this same pattern and format continues until the outline is complete. Often when preparing to write an essay, the major points match the key ideas that would be in the topic sentences for the paragraphs of the essay. The first Roman numeral would be for the introductory paragraph, the next for the first body paragraph, the third for the second body paragraph, with the total number of Roman Numerals equal to the number of paragraphs in the essay. Outlines can also be used as a guide for oral presentations or for other kinds of reporting, and sometimes outlines serve as the final communication. -
Roman Numeral Chart
Roman Numeral Chart Rule: When Roman Numerals are written as capital letters, a single capital sign should me used before a single letter, and a double capital sign should be used before numerals containing two or more letters. Uncapitalized Roman numerals of one or more letters should be preceded by the letter sign. I = 1 V = 5 X = 10 L = 50 C = 100 D = 500 M = 1000 1 I ,I 36 XXXVI ,,XXXVI 71 LXXI ,,LXXI 2 II ,,II 37 XXXVII ,,XXXVII 72 LXXII ,,LXXII 3 III ,,III 38 XXXVIII ,,XXXVIII 73 LXXIII ,,LXXIII 4 IV ,,IV 39 XXXIX ,,XXXIX 74 LXXIV ,,LXXIV 5 V ,V 40 XL ,,XL 75 LXXV ,,LXXV 6 VI ,,VI 41 XLI ,,XLI 76 LXXVI ,,LXXVI 7 VII ,,VII 42 XLII ,,XLII 77 LXXVII ,,LXXVII 8 VIII ,,VIII 43 XLIII ,,XLIII 78 LXXVIII ,,LXXVIII 9 IX ,,IX 44 XLIV ,,XLIV 79 LXXIX ,,LXXIX 10 X ,X 45 XLV ,,XLV 80 LXXX ,,LXXX 11 XI ,,XI 46 XLVI ,,XLVI 81 LXXXI ,,LXXXI 12 XII ,,XII 47 XLVII ,,XLVII 82 LXXXII ,,LXXXII 13 XIII ,,XIII 48 XLVIII ,,XLVIII 83 LXXXIII ,,LXXXIII 14 XIV ,,XIV 49 XLIX ,,XLIX 84 LXXXIV ,,LXXXIV 15 XV ,,XV 50 L ,,L 85 LXXXV ,,LXXXV 16 XVI ,,XVI 51 LI ,,LI 86 LXXXVI ,,LXXXVI 17 XVII ,,XVII 52 LII ,,LII 87 LXXXVII ,,LXXXVII 18 XVIII ,,XVIII 53 LIII ,,LIII 88 LXXXVIII ,,LXXXVIII 19 XIX ,,XIX 54 LIV ,,LIV 89 LXXXIX ,,LXXXIX 20 XX ,,XX 55 LV ,,LV 90 XC ,,XC 21 XXI ,,XXI 56 LVI ,,LVI 91 XCI ,,XCI 22 XXII ,,XXII 57 LVII ,,LVII 92 XCII ,XCII 23 XXIII ,,XXIII 58 LVIII ,,LVIII 93 XCIII ,XCIII 24 XXIV ,,XXIV 59 LIX ,,LIX 94 XCIV ,XCIV 25 XXV ,,XXV 60 LX ,,LX 95 XCV ,XCV 26 XXVI ,,XXVI 61 LXI ,,LXI 96 XCVI ,XCVI 27 XXVII ,,XXVII 62 LXII ,,LXII 97 XCVII ,XCVII 28 XXVIII ,,XXVIII 63 LXIII ,,LXIII 98 XCVIII ,XCVIII 29 XXIX ,,XXIX 64 LXIV ,,LXIV 99 XCIX ,XCIX 30 XXX ,,XXX 65 LXV ,,LXV 100 C ,C 31 XXXI ,,XXXI 66 LXVI ,,LXVI 101 CI ,CI 32 XXXII ,,XXXII 67 LXVII ,,LXVII 150 CL ,CL 33 XXXIII ,,XXXIII 68 LXVIII ,,LXVIII 200 CC ,CC 34 XXXIV ,,XXXIV 69 LXIX ,,LXIX 501 DI ,DI 35 XXXV ,,XXXV 70 LXX ,,LXX 530 DXXX ,DXXX . -
Writing Numerals 0 to 5 PK.CC.2
New York State Common Core PK GRADE Mathematics Curriculum KK GRADE PK • MODULE 5 Topic A Writing Numerals 0 to 5 PK.CC.2 Focus Standard: PK.CC.2 Represent a number of objects with a written numeral 0–5 (with 0 representing a count of no objects). Instructional Days: 5 Coherence -Links to: GK–M1 Numbers to 10 Children have been working with the numerals 1–5 since Module 1, as well as the number 0 since Module 3. Throughout the year, they have had many opportunities to match a number of objects with a prewritten numeral and develop their fine motor skills. In Topic A, children build on this experience and begin to write numerals 0–5 (PK.CC.2). Lesson 1 begins with writing 0 and 1. The number 1 is particularly easy to write; it is a simple stroke from top to bottom. Often, certain numerals are already familiar because of their similarities to letters. For example, 0 looks like the letter O. During this first lesson, students focus on starting all of their numbers from the top because that has a significant impact on their ability to write efficiently in later grades. One numeral is introduced in each of the subsequent lessons in the topic (Lesson 2 focuses on 2, and so on). Numeral formation is taught using simple rhymes. Children may use tactile materials, such as clay, dough, sand, or rice, to remember the strokes for each numeral. They write using personal white boards and crayons or pencils on paper. Students first trace the numeral and then practice writing it independently using a writing rectangle and a marked starting point to help prevent reversals. -
5 Grade Math Teache
Home-School Connection Independent Math Enrichment Projects Grade Five Math ---Unit One and Two Mrs. Cebula: 5th Grade Math Teacher Mrs. Piller: Gifted and Talented Specialist 1.) ASCII, Binary, and Decimal System In your own words compare the ASCII, binary and decimal systems. Write a comparative paragraph. Browse this website for information http://www.kidsolr.com/math/numbersystem.html 2.) The Roman Numeral System This numeration system, which is still used to a limited extent today, dates back to the ancient Romans. About 3, 00 years ago the Romans developed a number system that used letters and numerals. The symbols and their values are: I=1 L=50 M=1,000 V=5 C=50 X=10 D=500 Let’s break this down! The numerals from 1 to 39 can be written using these three symbols. I= 1 V=5 X=10 The Roman system of numeration was an additive system. This means that a numeral is the sum of the numbers represented by each symbol. They did not have place value. However, the order of the number symbols was important. These Roman numerals show how the repetitive use of the symbols was used to write numerals III= 3 VII=7 XIII=8 XVI= 16 XXXVII=16 In order of the numerals above you should notice these things: 1. Symbols for the same numeral are grouped together. 2. Smaller numerals are placed to the right of larger numbers. 3. You add the value of the symbols to find the numeral represented. Now here is your chance! Try this website to work with Roman Numerals: http://www.aaamath.com/add28y-add-roman.html#section2 Answer the following: 1. -
Arabic Numeral
CHAPTER 4 Number Representation and Calculation Copyright © 2015, 2011, 2007 Pearson Education, Inc. Section 4.4, Slide 1 4.4 Looking Back at Early Numeration Systems Copyright © 2015, 2011, 2007 Pearson Education, Inc. Section 4.4, Slide 2 Objectives 1. Understand and use the Egyptian system. 2. Understand and use the Roman system. 3. Understand and use the traditional Chinese system. 4. Understand and use the Ionic Greek system. Copyright © 2015, 2011, 2007 Pearson Education, Inc. Section 4.4, Slide 3 The Egyptian Numeration System The Egyptians used the oldest numeration system called hieroglyphic notation. Copyright © 2015, 2011, 2007 Pearson Education, Inc. Section 4.4, Slide 4 Example: Using the Egyptian Numeration System Write the following numeral as a Hindu-Arabic numeral: Solution: Using the table, find the value of each of the Egyptian numerals. Then add them. 1,000,000 + 10,000 + 10,000 + 10 + 10 + 10 + 1 + 1 + 1 + 1 = 1,020,034 Copyright © 2015, 2011, 2007 Pearson Education, Inc. Section 4.4, Slide 5 Example: Using the Egyptian Numeration System Write 1752 as an Egyptian numeral. Solution: First break down the Hindu-Arabic numeral into quantities that match the Egyptian numerals: 1752 = 1000 + 700 + 50 + 2 = 1000 + 100 + 100 + 100 + 100 + 100 + 100 + 100 + 10 + 10 + 10 + 10 + 10 + 1 + 1 Now use the table to find the Egyptian symbol that matches each quantity. Thus, 1752 can be expressed as Copyright © 2015, 2011, 2007 Pearson Education, Inc. Section 4.4, Slide 6 The Roman Numeration System Roman I V X L C D M Numeral Hindu- 1 5 10 50 100 500 1000 Arabic Numeral The Roman numerals were used until the eighteenth century and are still commonly used today for outlining, on clocks, and in numbering some pages in books. -
GOVT. SCHOOLS Type of School Rural/ Sl
LIST OF SCHOOLS ( As on 30th September, 2015 ) GOVT. SCHOOLS Type of School Rural/ Sl. Class Managemen Name of School Boys/ Address Urban Constituency Block Remarks No. Structure t Girls/ (R/U) Co-Edn 1 2 3 4 5 6 7 8 9 10 HIGHER SECONDARY Schools in CPIS ( ZEO - Bishnupur ) 1 Bishnupur Higher Secondary School VI-XII Edn Dept Co-Edn. Bishnupur Ward No.6 Urban Bishnupur BM Bishnupur Hr./Sec Nambol Hr./Sec, Nambol 2 Nambolg Higherp Secondary p School IX-XII Edn Dept Co-Edn. Nambol Ward No. 3 Urban Nambol NM 3 Higher Secondary School IX-XII Edn Dept Co-Edn. Moirang Lamkhai Urban Moirang MM Moirang Multipurpose Hr./Sec Schools in CPIS ZEO Imphal- East 1 Ananda Singh Hr.Sec. School IX-XII Edn Dept Co-Edn. khumunnom Urban Wangkhei IMC Ananda Singh Hr./Sec Academy 2 Churachand Hr.Sec. School IX-XII Edn Dept Boys Palace Gate Urban Yaiskul IMC C.C. Higher Sec. School 3 Lamlong Hr.Sec. School VI-XII Edn Dept Co-Edn. Khurai Thoudam Lk. Urban Wangkhei IMC Lamlong Hr./Sec 4 Azad Hr.Sec. School VI-XII Edn Dept Co-Edn. Yairipok Tulihal Rural Andro I- E -II Azad High School, Yairipok 5 Sagolmang Hr.Sec. School VI-XII Edn Dept Co-Edn. Sagolmang Rural Khundrakpam I- E -I Sagolmang Govt. H/S. ( ZEO-Jiribam) 1 Jiribam Higher Secondary IX-XII Edn Dept Co-Edn. Babupara Jiribam Urban Jiribam JM Jiribam Hr./Sec 2 Borobekara Hr.Sec. III-XII Edn Dept Co-Edn. Borobekara Rural Jiribam Jiribam Borobekra Hr.