Foundation of Basic Arithmetic
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Numbers - the Essence
Numbers - the essence A computer consists in essence of a sequence of electrical on/off switches. Big question: How do switches become a computer? ITEC 1000 Introduction to Information Technologies 1 Friday, September 25, 2009 • A single switch is called a bit • A sequence of 8 bits is called a byte • Two or more bytes are often grouped to form word • Modern laptop/desktop standardly will have memory of 1 gigabyte = 1,000,000,000 bytes ITEC 1000 Introduction to Information Technologies 2 Friday, September 25, 2009 Question: How do encode information with switches ? Answer: With numbers - binary numbers using only 0’s and 1’s where for each switch on position = 1 off position = 0 ITEC 1000 Introduction to Information Technologies 3 Friday, September 25, 2009 • For a byte consisting of 8 bits there are a total of 28 = 256 ways to place 0’s and 1’s. Example 0 1 0 1 1 0 1 1 • For each grouping of 4 bits there are 24 = 16 ways to place 0’s and 1’s. • For a byte the first and second groupings of four bits can be represented by two hexadecimal digits • this will be made clear in following slides. ITEC 1000 Introduction to Information Technologies 4 Friday, September 25, 2009 Bits & Bytes imply creation of data and computer analysis of data • storing data (reading) • processing data - arithmetic operations, evaluations & comparisons • output of results ITEC 1000 Introduction to Information Technologies 5 Friday, September 25, 2009 Numeral systems A numeral system is any method of symbolically representing the counting numbers 1, 2, 3, 4, 5, . -
On the Origin of the Indian Brahma Alphabet
- ON THE <)|{I<; IN <>F TIIK INDIAN BRAHMA ALPHABET GEORG BtfHLKi; SECOND REVISED EDITION OF INDIAN STUDIES, NO III. TOGETHER WITH TWO APPENDICES ON THE OKU; IN OF THE KHAROSTHI ALPHABET AND OF THK SO-CALLED LETTER-NUMERALS OF THE BRAHMI. WITH TIIKKK PLATES. STRASSBUKi-. K A K 1. I. 1 1M I: \ I I; 1898. I'lintccl liy Adolf Ilcil/.haiisi'ii, Vicniiii. Preface to the Second Edition. .As the few separate copies of the Indian Studies No. Ill, struck off in 1895, were sold very soon and rather numerous requests for additional ones were addressed both to me and to the bookseller of the Imperial Academy, Messrs. Carl Gerold's Sohn, I asked the Academy for permission to issue a second edition, which Mr. Karl J. Trlibner had consented to publish. My petition was readily granted. In addition Messrs, von Holder, the publishers of the Wiener Zeitschrift fur die Kunde des Morgenlandes, kindly allowed me to reprint my article on the origin of the Kharosthi, which had appeared in vol. IX of that Journal and is now given in Appendix I. To these two sections I have added, in Appendix II, a brief review of the arguments for Dr. Burnell's hypothesis, which derives the so-called letter- numerals or numerical symbols of the Brahma alphabet from the ancient Egyptian numeral signs, together with a third com- parative table, in order to include in this volume all those points, which require fuller discussion, and in order to make it a serviceable companion to the palaeography of the Grund- riss. -
A Practical Sanskrit Introductory
A Practical Sanskrit Intro ductory This print le is available from ftpftpnacaczawiknersktintropsjan Preface This course of fteen lessons is intended to lift the Englishsp eaking studentwho knows nothing of Sanskrit to the level where he can intelligently apply Monier DhatuPat ha Williams dictionary and the to the study of the scriptures The rst ve lessons cover the pronunciation of the basic Sanskrit alphab et Devanagar together with its written form in b oth and transliterated Roman ash cards are included as an aid The notes on pronunciation are largely descriptive based on mouth p osition and eort with similar English Received Pronunciation sounds oered where p ossible The next four lessons describ e vowel emb ellishments to the consonants the principles of conjunct consonants Devanagar and additions to and variations in the alphab et Lessons ten and sandhi eleven present in grid form and explain their principles in sound The next three lessons p enetrate MonierWilliams dictionary through its four levels of alphab etical order and suggest strategies for nding dicult words The artha DhatuPat ha last lesson shows the extraction of the from the and the application of this and the dictionary to the study of the scriptures In addition to the primary course the rst eleven lessons include a B section whichintro duces the student to the principles of sentence structure in this fully inected language Six declension paradigms and class conjugation in the present tense are used with a minimal vo cabulary of nineteen words In the B part of -
Deficient Developmental Planning Leading to Water Conflicts Across Political Borders: the Way Forward
Engineering, 2021, 13, 158-172 https://www.scirp.org/journal/eng ISSN Online: 1947-394X ISSN Print: 1947-3931 Deficient Developmental Planning Leading to Water Conflicts across Political Borders: The Way Forward Elias Salameh1, Nadhir Al-Ansari2* 1University of Jordan, Amman, Jordan 2Lulea University of Technology, Lulea, Sweden How to cite this paper: Salameh, E. and Abstract Al-Ansari, N. (2021) Deficient Developmental Planning Leading to Water Conflicts across In this article, Turkey, Iran and Syria in the Middle East area are taken as Political Borders: The Way Forward. Engi- examples for deficient planning and development of water resources shared neering, 13, 158-172. with their downstream countries resulting in severe social, economic and polit- https://doi.org/10.4236/eng.2021.133012 ical percussions to these neighbors. The current situation in the Middle East Received: February 24, 2021 with wars against terrorism, uprising of population groups, and COVID-19 Accepted: March 22, 2021 Pandemic have not allowed the affected countries Jordan, Iraq and Syria to Published: March 25, 2021 properly react to the assaults of upstream water development and diversions Copyright © 2021 by author(s) and on their fair shares in the transboundary waters. The rivers’ upstream deve- Scientific Research Publishing Inc. lopmental schemes have not taken advantages of recent advanced technolo- This work is licensed under the Creative gical knowhow of water efficient development and use, seemingly because the Commons Attribution International License (CC BY 4.0). arising water problems and catastrophes will not affect these upstream coun- http://creativecommons.org/licenses/by/4.0/ tries, but their downstream neighbors. -
Ancient Mesopotamia
Mesopotamia Before History Began In prehistoric times, small bands of people roamed the hills to the North and East of the Fertile Crescent. They slept in temporary camps and hunted for food. Around 7000 B.C.E. they started to build towns. Life was easier for babies and children in the new settlements and more people lived to be adults. Eventually, there were not enough fields to support the people. They had to search for more land and they found a fertile plain bordered by two rivers, the Tigris and Euphrates. The name Mesopotamia comes from two Greek words that mean “middle” and “river”. It was located between the forest region of northern Europe and Asia. Mesopotamia is a land surrounded by the Tigris and Euphrates rivers. The Euphrates is about 600 miles longer than the Tigris, but the Tigris carries more water. In ancient times, both were used for fishing, transportation and irrigation. The plain that became Mesopotamia had good farmland. The rivers carried soil down from the mountains and there was plenty of sunshine. However, there was not much rain. Plants need water to grow. There was plenty of water in the Tigris and Euphrates rivers. Sumerian farmers learned to dig ditches and make water flow into the fields. This caused enough wheat and barley to grow to feed hundreds of people. This was one of the first uses of irrigation in the world. People began making pottery for carrying water, storing seed and preparing food. In Mesopotamia, building houses was difficult because there was little wood or stone so they learned how to make mud bricks. -
OSU WPL # 27 (1983) 140- 164. the Elimination of Ergative Patterns Of
OSU WPL # 27 (1983) 140- 164. The Elimination of Ergative Patterns of Case-Marking and Verbal Agreement in Modern Indic Languages Gregory T. Stump Introduction. As is well known, many of the modern Indic languages are partially ergative, showing accusative patterns of case- marking and verbal agreement in nonpast tenses, but ergative patterns in some or all past tenses. This partial ergativity is not at all stable in these languages, however; what I wish to show in the present paper, in fact, is that a large array of factors is contributing to the elimination of partial ergativity in the modern Indic languages. The forces leading to the decay of ergativity are diverse in nature; and any one of these may exert a profound influence on the syntactic development of one language but remain ineffectual in another. Before discussing this erosion of partial ergativity in Modern lndic, 1 would like to review the history of what the I ndian grammar- ians call the prayogas ('constructions') of a past tense verb with its subject and direct object arguments; the decay of Indic ergativity is, I believe, best envisioned as the effect of analogical develop- ments on or within the system of prayogas. There are three prayogas in early Modern lndic. The first of these is the kartariprayoga, or ' active construction' of intransitive verbs. In the kartariprayoga, the verb agrees (in number and p,ender) with its subject, which is in the nominative case--thus, in Vernacular HindOstani: (1) kartariprayoga: 'aurat chali. mard chala. woman (nom.) went (fern. sg.) man (nom.) went (masc. -
The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes
Portland State University PDXScholar Mathematics and Statistics Faculty Fariborz Maseeh Department of Mathematics Publications and Presentations and Statistics 3-2018 The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes Xu Hu Sun University of Macau Christine Chambris Université de Cergy-Pontoise Judy Sayers Stockholm University Man Keung Siu University of Hong Kong Jason Cooper Weizmann Institute of Science SeeFollow next this page and for additional additional works authors at: https:/ /pdxscholar.library.pdx.edu/mth_fac Part of the Science and Mathematics Education Commons Let us know how access to this document benefits ou.y Citation Details Sun X.H. et al. (2018) The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes. In: Bartolini Bussi M., Sun X. (eds) Building the Foundation: Whole Numbers in the Primary Grades. New ICMI Study Series. Springer, Cham This Book Chapter is brought to you for free and open access. It has been accepted for inclusion in Mathematics and Statistics Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Authors Xu Hu Sun, Christine Chambris, Judy Sayers, Man Keung Siu, Jason Cooper, Jean-Luc Dorier, Sarah Inés González de Lora Sued, Eva Thanheiser, Nadia Azrou, Lynn McGarvey, Catherine Houdement, and Lisser Rye Ejersbo This book chapter is available at PDXScholar: https://pdxscholar.library.pdx.edu/mth_fac/253 Chapter 5 The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes Xu Hua Sun , Christine Chambris Judy Sayers, Man Keung Siu, Jason Cooper , Jean-Luc Dorier , Sarah Inés González de Lora Sued , Eva Thanheiser , Nadia Azrou , Lynn McGarvey , Catherine Houdement , and Lisser Rye Ejersbo 5.1 Introduction Mathematics learning and teaching are deeply embedded in history, language and culture (e.g. -
Part 1: Introduction to The
PREVIEW OF THE IPA HANDBOOK Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet PARTI Introduction to the IPA 1. What is the International Phonetic Alphabet? The aim of the International Phonetic Association is to promote the scientific study of phonetics and the various practical applications of that science. For both these it is necessary to have a consistent way of representing the sounds of language in written form. From its foundation in 1886 the Association has been concerned to develop a system of notation which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world; and to encourage the use of thjs notation as widely as possible among those concerned with language. The system is generally known as the International Phonetic Alphabet. Both the Association and its Alphabet are widely referred to by the abbreviation IPA, but here 'IPA' will be used only for the Alphabet. The IPA is based on the Roman alphabet, which has the advantage of being widely familiar, but also includes letters and additional symbols from a variety of other sources. These additions are necessary because the variety of sounds in languages is much greater than the number of letters in the Roman alphabet. The use of sequences of phonetic symbols to represent speech is known as transcription. The IPA can be used for many different purposes. For instance, it can be used as a way to show pronunciation in a dictionary, to record a language in linguistic fieldwork, to form the basis of a writing system for a language, or to annotate acoustic and other displays in the analysis of speech. -
Writing the History of Mathematics: Interpretations of the Mathematics of the Past and Its Relation to the Mathematics of Today
Writing the History of Mathematics: Interpretations of the Mathematics of the Past and Its Relation to the Mathematics of Today Johanna Pejlare and Kajsa Bråting Contents Introduction.................................................................. 2 Traces of Mathematics of the First Humans........................................ 3 History of Ancient Mathematics: The First Written Sources........................... 6 History of Mathematics or Heritage of Mathematics?................................. 9 Further Views of the Past and Its Relation to the Present.............................. 15 Can History Be Recapitulated or Does Culture Matter?............................... 19 Concluding Remarks........................................................... 24 Cross-References.............................................................. 24 References................................................................... 24 Abstract In the present chapter, interpretations of the mathematics of the past are problematized, based on examples such as archeological artifacts, as well as written sources from the ancient Egyptian, Babylonian, and Greek civilizations. The distinction between history and heritage is considered in relation to Euler’s function concept, Cauchy’s sum theorem, and the Unguru debate. Also, the distinction between the historical past and the practical past,aswellasthe distinction between the historical and the nonhistorical relations to the past, are made concrete based on Torricelli’s result on an infinitely long solid from -
Download This Unit
People and Place Curriculum Resources on Human-Environmental Interactions Hemispheres is a joint project of: Teresa Lozano Long Institute of Latin American Studies Center for Middle Eastern Studies Center for Russian, East European & Eurasian Studies South Asia Institute in the College of Liberal Arts at The University of Texas at Austin Hemispheres People and Place Curriculum Resources on Human-Environmental Interactions Primary Authors: Natalie Arsenault, Outreach Coordinator Teresa Lozano Long Institute of Latin American Studies Christopher Rose, Outreach Coordinator Center for Middle Eastern Studies Allegra Azulay, Outreach Coordinator Center for Russian, East European & Eurasian Studies Jordan Phillips, Outreach Coordinator South Asia Institute People and Place Curriculum Resources on Human-Environmental Interactions Final Version Original Compilation Date: June 2005 Final Publication Date: April 2007 Permission is granted to reproduce this unit for classroom use only. Please do not redistribute this unit without prior permission. For more information, please see: http://www.utexas.edu/cola/orgs/hemispheres/ Permission to include copyrighted materials in this unit is indicated in citations. TheThe Southeastern Southeastern AnatoliaAnatolia ProjectProject (GAP) (GAP) TEACHER NOTES GOALS This case study was created to help students understand the complexities of large-scale construction and development projects. Such projects often inspire an optimistic outlook; students will get a better sense of the many different benefits that such projects can have and the ways in which quality of life can be dramatically improved. At the same time, students will learn that such projects have side effects, both positive and negative, that can extend across geo-political boundaries. ASSESSMENT EVIDENCE Take a Stand: Students will assume one of six roles and determine how the Southeastern Anatolia Project (GAP) would benefit or harm the person in that role. -
Solving a System of Linear Equations Using Ancient Chinese Methods
Solving a System of Linear Equations Using Ancient Chinese Methods Mary Flagg University of St. Thomas Houston, TX JMM January 2018 Mary Flagg (University of St. Thomas Houston,Solving TX) a System of Linear Equations Using Ancient ChineseJMM Methods January 2018 1 / 22 Outline 1 Gaussian Elimination 2 Chinese Methods 3 The Project 4 TRIUMPHS Mary Flagg (University of St. Thomas Houston,Solving TX) a System of Linear Equations Using Ancient ChineseJMM Methods January 2018 2 / 22 Gaussian Elimination Question History Question Who invented Gaussian Elimination? When was Gaussian Elimination developed? Carl Friedrick Gauss lived from 1777-1855. Arthur Cayley was one of the first to create matrix algebra in 1858. Mary Flagg (University of St. Thomas Houston,Solving TX) a System of Linear Equations Using Ancient ChineseJMM Methods January 2018 3 / 22 Gaussian Elimination Ancient Chinese Origins Juizhang Suanshu The Nine Chapters on the Mathematical Art is an anonymous text compiled during the Qin and Han dynasties 221 BCE - 220 AD. It consists of 246 problems and their solutions arranged in 9 chapters by topic. Fangcheng Chapter 8 of the Nine Chapters is translated as Rectangular Arrays. It concerns the solution of systems of linear equations. Liu Hui The Chinese mathematician Liu Hui published an annotated version of The Nine Chapters in 263 AD. His comments contain a detailed explanation of the Fangcheng Rule Mary Flagg (University of St. Thomas Houston,Solving TX) a System of Linear Equations Using Ancient ChineseJMM Methods January 2018 4 / 22 Chinese Methods Counting Rods The ancient Chinese used counting rods to represent numbers and perform arithmetic. -
The Story of 0 RICK BLAKE, CHARLES VERHILLE
The Story of 0 RICK BLAKE, CHARLES VERHILLE Eighth But with zero there is always an This paper is about the language of zero The initial two Grader exception it seems like sections deal with both the spoken and written symbols Why is that? used to convey the concepts of zero Yet these alone leave much of the story untold. Because it is not really a number, it The sections on computational algorithms and the is just nothing. exceptional behaviour of zero illustrate much language of Fourth Anything divided by zero is zero and about zero Grader The final section of the story reveals that much of the How do you know that? language of zero has a considerable historical evolution; Well, one reason is because I learned it" the language about zero is a reflection of man's historical difficulty with this concept How did you learn it? Did a friend tell you? The linguistics of zero No, I was taught at school by a Cordelia: N a thing my Lord teacher Lear: Nothing! Do you remember what they said? Cordelia: Nothing Lear: Nothing will come of They said anything divided by zero is nothing; speak again zero Do you believe that? Yes Kent: This is nothing, fool Why? Fool: Can you make no use of Because I believe what the school says. nothing, uncle? [Reys & Grouws, 1975, p 602] Lear: Why, no, boy; nothing can be made out of nothing University Zero is a digit (0) which has face Student value but no place or total value Ideas that we communicate linguistically are identified by [Wheeler, Feghali, 1983, p 151] audible sounds Skemp refers to these as "speaking sym bols " 'These symbols, although necessary inventions for If 0 "means the total absence of communication, are distinct from the ideas they represent quantity," we cannot expect it to Skemp refers to these symbols or labels as the surface obey all the ordinary laws.