Decimal System Research Articles

The Application of Dewey Decimal System in Traditional Libraries

The Dewey Decimal System, created by Melvil Dewey in the late 19th century, has been a linchpin of traditional library classification systems for well over a century. This abstract provides a concise overview of the historical significance, principles, and enduring relevance of the Dewey Decimal System in traditional library settings. The Dewey Decimal System revolutionized the way libraries organized their collections, simplifying the process of locating and accessing books and materials. This paper traces the historical development of the Dewey Decimal System and its profound impact on traditional library cataloging and information retrieval. Key principles, such as the use of decimal notation and hierarchical classification, are explored in detail, highlighting their pivotal role in enhancing library management efficiency. Despite its enduring utility, this abstract also acknowledges the system's limitations. Traditional libraries have faced significant challenges in adapting the Dewey Decimal System to accommodate digital resources, multimedia materials, and non - traditional formats. Furthermore, questions have arisen regarding the system's cultural biases and its ability to adequately represent the diversity of knowledge and perspectives. In today's digital age, traditional libraries confront a unique set of challenges, necessitating a reevaluation of the Dewey Decimal System's role and adaptability. This abstract underscores the ongoing dialogue surrounding the system's relevance and its capacity to meet the evolving needs of modern libraries and information seekers. In conclusion, the Dewey Decimal System remains a cornerstone of traditional library organization, albeit with notable adaptational challenges. This abstract serves as a foundation for understanding the historical and contemporary significance of the Dewey Decimal System within the context of traditional libraries, setting the stage for a more comprehensive examination of its impact and future prospects in the full paper.

Review of Vedic Mathematics Yavadunam Tavadunikritya Varganicha Yojayet Sutra for Cubing a Number

This paper discloses secrets and logics of the short formula of ancient Vedic Mathematics Yavadunam Tavadunikritya Varganicha Yojayet Sutra in finding the cube of a positive number. Through the formalization process, we have aimed to bridge the gap between ancient mathematical wisdom and modern theoretical foundations, showcasing the timeless utility of Vedic techniques in mathematical calculations. The sutra has been reviewed using the algebraic explanation in terms of decimal number system of the multiplication process by applying Binomial theorem for the positive integral exponent 3. Some more short-cut techniques have been discussed to explain the sutra and it has been found that they are producing the same result. There are shortcomings that have been found in applying the sutra, which has been solved using some other techniques as a special rule. Later the sutra has been discussed for negative integers also with a note. Before coming to the conclusion, we have discussed some limitations of the sutra, although that has been solved in the paper but with a different process. We have discussed the implications of the sutra for modern computational methods and educational practices, suggesting potential areas for further research.

Exploring the linguistic complexity of third-grade numerical literacy

Reading numbers aloud, a central aspect of numerical literacy, is a challenging skill to acquire, but the origins of this difficulty remain poorly understood. To investigate this matter, we examined the performance of 127 third- and fourth-grade children who read aloud, in Hebrew, numbers with 2–5 digits. We found several key observations. First, we observed a substantial variation among the 3rd graders—7% and 59% errors in the top and bottom deciles, respectively. Second, the task difficulty stemmed from syntactic processing: Most errors were distortions of the number’s syntax, as opposed to digit substitutions or transpositions, and the main factor affecting a specific number’s difficulty was not its magnitude, as is commonly assumed, but rather its syntactic structure. Third, number reading performance was not predicted by a school-like task that assessed syntactic-conceptual knowledge of the decimal system structure, but rather by knowledge of specific syntactic-verbal rules, suggesting that the syntactic-verbal knowledge is separate from the syntactic-conceptual knowledge. Last, there was a double dissociation between 4-digit numbers and 5-digit numbers, which in Hebrew have completely different syntactic structures: Half of the children showed a significant advantage in one number length compared to the other, with equal numbers of children preferring either length. This indicates that the different syntactic-verbal rules are learned relatively independently of each other, with little or no generalization from one rule to another. In light of these findings, we propose that schools should specifically teach number reading, with focus on specific syntactic-verbal rules.

The Dewey Decimal System and Traditional Libraries

The Dewey Decimal System and Traditional Libraries

Rural teachers’ meanings about teaching of decimal metric system

This article describes and identifies the personal meanings that the multigrade schoolteacher has in the teaching of the decimal metric system, through the facets of didactic mathematical knowledge. In various investigations supported by this theory, the need to apply the notion of facets or didactic suitability as an instructional process in which teachers are knowledgeable and competent in an academic setting, has been visualized. In this sense, the research is framed in teachers of different areas of knowledge that guide mathematics in which ten teachers participated. The data collection is based on the analysis of a diagnostic test and a semi-structured interview. Finally, as one of the relevant results of the research, three epistemic configurations are obtained from the personal meanings identified in the teachers interviewed.

Enhancing the Digital Earth via Digital Decimal Geolocation and the FAIR Data Principles

The essential aspects of Gore’s “Digital Earth” concept include “georeferenced” data. This paper is concerned with establishing the need for a standardised and common form to locate points on the earth’s surface. Rather than a degree, minute, second (dms) system for latitude/longitude location, a decimal degree system, formatted as a comma separated variable tuple in square brackets, [dLL], is advocated. Values, to an appropriate number of decimal places, can be inserted in text to be computer searchable. The [dLL] also becomes metadata for a data set or as an index in databases or identifiers for images. Various uses of this system are illustrated. The [dLL] allows data to become more “open” via the FAIR data principles: findability, accessibility, interoperability, and reusability. Wider use of [dLL] in the earth sciences is fundamental to collaboration with other disciplines, especially Critical Zone Science. The general use of [dLL] geolocation can be exploited in a wide variety of data analytical methodologies, some of which are outlined, and in earth science and environmental data situations.

이산량의 분수를 위한 초등학교 3학년의 시각적 표현 분석

Visual representation is an important tool for problem solving, as finding appropriate representations for themselves and solving problems is one of the important competences for students. This study analyzed the types, frequency of use, characteristics, correctness rate, difficulties, etc., of the visual representations generated by third-grade students in problems involving fractions of a natural number greater than 1 in relation to discrete and continuous models, or whether the structure as a diagram should be included in the discrete model. The results of the analysis showed a variety of types of visual representations by students. They preferred discrete models over continuous models, with a high frequency of using diagrams that include structures considering the denominator of the fraction or the decimal system. Some students were found to have difficulties in equal partitoning discrete quantities due to confusion between the number of groups and the number of individual items within a group. Based on these analysis results, implications for teaching fractions of discrete quantities were discussed.

Military affairs in the Golden Horde and Turan: a comparative analysis

The purpose of the article is a historical reconstruction of the most important components of the military affairs of the Golden Horde and Turan, their comparative analysis, establishment of common features and differences, as well as clarification of the social and military-technical reasons that led to the military defeat and subsequent decline of Ulus Juchi. The research methodology, in addition to observing the principles of objectivity and historicism, consisted in the consistent application of the historical comparative method, its heuristic, analytical, descriptive functions and the function of identifying borrowings and influences. The scientific novelty is contained in the systematic application of a comparative analysis of the military affairs in Ulus Juchi and in the state of Timur, revealing the effectiveness of transfers and durability of elements of the military art of the Mongolian and Turkic ethnic communities. Conclusions. The author has found the military affairs of the Genghisids to be based on Mongolian military traditions and experience. Decimal system and the left-right arms and the center structuring underlay the military organization of the countries. Golden Horde and Ulus Chagatai preserved general military duty. Mobilization resource comprised hundreds of thousands of prepared warriors called horse-soldiers. The paper has identified that the would-be reinforcement training was naturally held in professional and living environments of the Nomads. It was battue hunting that played a significant role in military organization and tactics. The armies of Golden Horde and Turan consisted of light and heavily armed cavalry. The article has demonstrated that the Tymur’s infantry was of great importance and performed special vital urgent tasks but supporting role. Being a general, Tymur among the followers of Mongolian war principal was the first to take notice of the new tendency in military affairs. The army of Golden Horden was proved to successfully know the Nomads’ basic tactical techniques – “round dance”, “crow’s flock”, “shiuchi” and “tulgam”. “Tulgama” known as bypassing the enemy from one or two flanks and getting behind his lines when battling, was the most effective tactical military instrument of the Genghisids states. The Turan army lead by Tymur, was able to contrast “tulgama” with their own organizational and tactical innovations. Tymur covered cavalry corps of the left and right arms were by “canbulas” – protective corps with the number no less than the main divisions. Their clear task included to prevent the enemy’s cavalry from going around from the flanks. They fought together with the vanguard corps. The most important Tymur’s innovation was introducing a powerful rearguard – a corps of patches of twenty koshuns. Unlike the Golden Horde warriors, Tymur enriched the Mongolian art of war with systemic use of reserves. The paper has found that military organization of Golden Horde and Turan was tightly connected with the social structure. In the middle of the 14th century Ulus Dzhuchi survived the political crises “Great Confusion” that provoked increasing of centrifugal motion. After political anarchy, uluses were assigned to the Juchid clans. Bekliarbek (a stoker) position creation was a sign of feudalization and central power weakening in Golden Horde. The way Khan Tokhtamysh had distributed suurgals (patches) in order to increase the number of his adherents, didn’t bring power consolidation, but loose it contrariwise. In the Tokhtamysh army it was revealed with commanders (oglans and beks) betrayal. The Tymur’s state was in the ascendancy; allowance of uluses and suurgals was developed with establishing clear and definite military duties. Feudalization tendency hadn’t appeared clearly in Turan yet. That lead to more solidarity and motivation of the Tymur’s army in his resistance with Tokhtamysh.

Extending the Aryabhatan algorithm for the extraction of higher order roots

In schools, children are taught algorithm for extracting the square and cube roots of a number. However, they are not informed that Aryabhata (b. 476 CE) was the first Indian mathematician to present a systematic algorithm for the extraction of the square and cube root of a number. This algorithm has been succinctly presented by Aryabhata in two successive verses in the Ganitapada of his Aryabhatiyam composed in 499 CE. A careful study of the algorithm given by Aryabhata shows that it can be easily extended to find higher order roots. It also clearly reveals that the decimal place value system should have been in vogue in India for quite a long time before him, because this algorithm is heavily based on a thorough understanding of the decimal place value system. In our paper, we will discuss some of these aspects as well as outline how his algorithm can be extended to find the higher order roots.

A STUDY ON MATHEMATICIANS OF ANCIENT INDIA AND THEIR CONTRIBUTIONS

Indian mathematics has its roots in Vedic literature. It is imperative to know about the ancient, medieval and modern time Indian mathematicians and their contribution in the field of Mathematics. Indian mathematicians made significant early contributions to the study of the concept of zero as a number, negative numbers, arithmetic, and algebra. In addition, trigonometry was further advanced in India, and, in particular, the modern definitions of sine and cosine were developed here. Ancient Indian mathematicians have contributed immensely to the field of mathematics. The invention of zero is attributed to Indians and this contribution outweighs all other made by any other nation since it is the basis of the decimal number system, without which no advancement in mathematics would have been possible. The number system used today was invented by Indians and it is still called Indo-Arabic numerals because Indians invented them and the Arab merchants took them to the western world. It is also noticed that there is a distinct and inequitable neglect off the contributions of the sub-continent. Many of the developments of Indian mathematics remain almost completely ignored, or worse or attributed to the scholars of other nationalities, often European. However a few historians (mainly European) are reluctant to acknowledge the contributions of Indian mathematicians. They believe Indians borrowed the knowledge of mathematics from Greeks. Even after all those criticisms it is a great pleasure for us to have been born in such a country where so many great mathematicians like Aryabhata, Brahmagupta, Srinivasa Ramanujan, P.C. Mahalanobis , Calyampudi Radhakrishna Rao, D.R. Kaprekar, Satyendra Bose ,Bhaskara I, Mahavira, Bhaskara II and many others born.

The Archimedean Origin of Modern Positional Number Systems

A symbolic analysis of Archimedes’s periodical number system is developed, from which a natural link emerges with the modern positional number systems with zero. After the publication of Fibonacci’s Liber Abaci, the decimal Indo-Arabic positional system was the basis of the algorithmic and algebraic trend of modern mathematics, but even if zero plays a crucial role in algebra and mathematical analysis, zeroless positional systems show the same capability of producing efficient arithmetical algorithms based on operation tables over digits. The crucial role of digits is assessed, by considering a representation of numbers based on strings in lexicographic order. A new algorithm for the determination of decimal periods is presented by remarking on the cruciality of this topic in number theory. Periods of ordinal numbers and enumerations of recursive enumerability are shortly recalled. Concluding remarks are formulated about the deep relationship between numbers and information, which shed new light on a red line passing through the whole history of mathematics.

Challenges of DMEK Technique with Young Corneal Donors' Grafts: Surgical Keys for Success-A Pilot Study.

To report on the surgical maneuvers recommended for a successful unfolding of very young donors in order to accomplish an uneventful Descemet Membrane Endothelial Keratoplasty (DMEK) surgery. Five patients (three females and two males, mean age 71.2 ± 6.7 years) with Fuchs endothelial cell dystrophy who underwent DMEK with very young donors (between 20 and 30 years old) were included. The following demographic data were assessed: donor's age, donor's endothelial cell density (ECD), preservation time, recipient's age and sex and unfolding surgical time. Best-corrected visual acuity (BCVA; decimal system), ECD and corneal central thickness (CCT) were assessed preoperatively and at 6-month follow-up. Donors' mean age was 23.6 ± 3.6 years (range 21 to 30) and the mean ECD was 2748.6 ± 162.6 cells/mm2. All of them underwent an uneventful DMEK as a single procedure performed by one experienced surgeon (MAG) with a mean unfolding time of 7.2 ± 4.9 min (range 4 to 15). The essential steps, including patient preparation as well as DMEK graft implantation, orientation, unrolling and centering are detailed. At 6 months, BCVA was 0.6 ± 0.2, ECD was 1945.0 ± 455.5 cells/mm2 and CCT was 497.0 ± 19.7 microns. We hereby present the keys to overcome tightly scrolled grafts of very young donors, which prove perfectly suitable for DMEK surgery. The graft shape tends towards a double-roll and specific maneuvers are strongly recommended.

Systems of cardinal numerals in languages around the world

This paper is an in-depth discussion of the diversity of counting systems developed by different peoples, which manifests itself both in lexical differences/similarities of the terms used for numerals, and in diverse operational schemes for the abstract numbering of things. The goal of the study was to bind together and clarify the variety of the counting systems that were found. During communication, speakers of languages with different counting systems face the difficulty of translating words which describe quantity, i.e. numerals. The widely used decimal system is also not devoid of surprising features. The present study focused on analysing various complex systems of counting in terms of both vocabulary and conceptual methods used by different peoples. The research data collected from academic literature provide numerous examples. The comparative method is used to show how extraordinarily inventable different civilizations were in approaching the problem of defining quantity. Particular attention is paid to the phenomenon of using specific things, such as hands, fingers, and animal names, to create counting systems. A case study of the numerals of some Austronesian languages demonstrates that a whole associative row can be traced, revealing that long ago respective peoples solidified the abstract concept of quantity into simple and clear definitions based on real things. The main result of the study is a comparison of more than 20 counting systems. The abundance of examples substantiates the idea of how many unexpectedly different and original numbering methods were used by the ancestors of different peoples and how many of them are still supported by their descendants and even unwittingly ensconced in the modern technological civilization. This paper is also supplemented by a review of the systems of birth-order names for children in several languages of the Indo-Pacific region and America.

БОЛЬШИЕ ЧИСЛА: ИСТОРИЯ И СОВРЕМЕННОСТЬ

The article deals with the concept of «Big numbers» in a historical retrospective. There is the algorithm for writing and reading big numbers in the decimal number system. Big numbers are described in it, also their “value” is illustrated by practice using named numbers. Big numbers are indicated, which are named after their discoverers (the number of Shannon, Skusi, Graham). The units of information that are used in the modern world are considered by this article. International projects based on big numbers are listed there. Examples of big numbers in the megaworld are given.

Nominacja elementów chronologicznych w kalendarzu republikańskim

The republican calendar created during the French Revolution is the most radical reform project of the Gregorian calendar of the modern era. The process of its creation and the structure of its components was based on the French reforms of measures and weights based on the metric decimal system introduced at that time. The number ten forms the basis for dividing the year into months and weeks. The new names of the months and all the days of the year are related to the French agrarian culture and natural phenomena occurring throughout the year in central France.

Papuan-Austronesian contact and the spread of numeral systems in Melanesia

Abstract This study analyzes the numeral systems of Austronesian and Papuan languages, investigating their areal distribution and considering their most likely ancestral states. The presence or absence of different methods of numeration has often been ascribed to contact-induced change. This can certainly be seen in scholarship pertaining to Melanesia, where Austronesian languages probably first came into contact with Papuan languages around 3,500 years ago. Indeed, since Proto-Austronesian is reconstructed as having employed a decimal (base-10) numeral system (with reflexes occurring throughout the Austronesian world), the presence of quinary (base-5) numeral systems in the Austronesian languages of Melanesia has commonly been attributed to contact with Papuan languages. Relying on a typological survey of 1,825 languages, this paper argues that highly conventionalized quinary systems were probably rare in Melanesia prior to the arrival of Austronesian languages. Rather, it was more likely that Austronesian speakers spread lexicalized quinary systems to Papuan groups, not the other way around. In making this argument, the paper stresses that, while numeration may be something that is linguistically encoded in a systematic fashion, it may also be realized as a cultural feature without strongly conventionalized lexicalized expressions.

Ancient Indian Education: It’s Relevance and Importance in the Modern Education System

Purpose: India has a rich tradition of education and learning right from ancient times and especially during the Renaissance period, the Golden Age of Indian Culture. The major three achievements in education, during this period were the decimal system, the great Sanskrit epics, and the contribution to the sciences of astronomy, mathematics, and metallurgy. The four Vedas, i.e., the Rigveda, Yajurveda, Samaveda, and the Atharvaveda were configured through ideals, practices, and conducts. The doctrine of action (Karma) occupies a very significant place in the Indian system of education and has evolved during the transition from ancient to modern education. Two methods of teaching were being practiced during the Vedic period. First, the verbal/oral method, and the second based on thinking (Chintan). Current higher education has shown trends of multidisciplinary approaches along similar lines. NEP 2020 also suggests a multidisciplinary approach. Bloom’s Taxonomy defines three domains of learning, cognitive, affective, and psychomotor. The ancient education system is also based on the three domains, to develop higher-order learning by building up the lower-level cognitive skills. Approach: The exploratory study based on secondary published research articles on the education system in India, seeks to interpret extant academic research on the relevance of the ancient education system in modern multidisciplinary education. Findings: The literature analysis emphasizes that ancient learning systems based on Vedas included many yogic practices. In general, to calm the mind and improve learning, asanas, chanting of mantras, and meditation were done. The same practices are emphasized by HEI, guided by UGC and AICTE. Universal Human value (UHV) has been implemented for all-around personality development and practice of an integrated approach in Yoga. Modern methods to develop memory include the logical method, spaced learning, and rational memory. All of these are derived from the ancient way of teaching and learning. Using the ABCD listing methodology this paper explores the advantages, benefits, constraints, and disadvantages of the modern education system, both from learners’ viewpoint and teachers’ viewpoint. Type of Paper: Exploratory Research.

Simon, maître d'école par Alain Gaba

Reviewed by: Simon, maître d'école par Alain Gaba Kate M. Bonin Gaba, Alain. Simon, maître d'école. L'Harmattan, 2022. ISBN 978-2-14-027334-6. Pp. 139. This novel begins with interesting themes of homecoming and loss. The year is 1947: the hero, seven-year-old, Parisian-born Simon, has just lost his mother to illness, and his Jewish grandparents to Auschwitz. His grandfather refused to go into hiding, instead putting his trust in French values: "[Il] ne pouvait pas penser que son pays d'adoption, la France, le pays des Droits de l'Homme, ne les protegérait pas" (14). Simon, in contrast, survived the war by being fostered among a family of Catholic farmers in rural Touraine. Post-war, Simon's father, the newly-widowed Robert, returns from harrowing imprisonment (POW? STO?) to admit he is unprepared to parent the son he has never even met. Simon is re-placed back on the farm with his foster family. The subsequent years he passes among them are figured as hardworking but idyllic—although Simon maintains almost no contact with his Jewish family and is bewildered at a cousin's bar mitzvah. "Un vrai petit goy, en fait", the cousin concludes disdainfully (42). Readers might expect the novel to center around issues of belonging and estrangement, as Simon grows up in the long shadow of World War II. Will Simon and his traumatized father reunite? Will Simon reconnect with his Jewish heritage, or remain committed to a laicized, republican "Frenchness"? Readers who find these questions compelling will be disappointed. What began as a postwar Bildungsroman turns into a roman à thèse focusing entirely on issues of pedagogy, as Simon fulfills his childhood promise to become an instituteur. Whole chapters are dedicated to the elaboration of revolutionary teaching theories which decenter textbooks and rote memorization in favor of more experimental, self-guided learning. Moreover, the revolution which Simon embraces is not just pedagogic, but also plays out "sur un front politique et social pour la défense des libertés démocratiques" (90). The consumerism and rural exodus of the Trente Glorieuses are challenged as May 68 looms on the horizon. However, fictional Simon's friends and family—even Simon himself—become overshadowed within the novel by a laundry list of real-life international teachers and innovators whom Simon admires, including Paulo Freire, Maria Montessori, Célestin Freinet, and Melvil Dewey (inventor of the Dewey Decimal system; this last inclusion might raise readers' eyebrows, due to his well-documented anti-Semitism, which the novel does not address). The last words of the novel belong not to Simon, but to the pop singer Léo Ferré. Simon's own final intervention is a poem written in honor of his upbringing "dans une ferme du beau pays de France," praising his foster parents, and declaring "Les travaux de la ferme se sont inscrits en moi" (127). Readers may well feel sympathetic towards pedagogic innovations that seek to decolonize the curriculum, shaking up prescriptive norms that maintain the socioeconomic status quo. That said, it is disappointing that the values inscribed in the protagonist's deepest sense of selfhood appear to be an unacknowledged palimpsest, subsuming (effacing?) his connection to anything other than a narrowly framed French universalism. [End Page 235] Kate M. Bonin Arcadia University (PA) Copyright © 2023 American Association of Teachers of French

CONTRIBUTION OF ANCIENT INDIAN MATHEMATICIANS

The history of any ancient civilization is often surrounded by mystery and controversy. Still, Western scholars have not given sufficient credit to the work of some ancient Indian mathematicians, notably Brahmagupta, Bodhayana and Bhaskara II, despite the fact that their entire works were translated into English by the nineteenth-century British Sanskrit scholar Henry Thomas Colebrooke. In the initial part was done by The purpose of this article is to lay out the facts and leave the reader free to interpret and evaluate them according to his own understanding of the subject. Sincere efforts have been made to bring the contribution of some ancient Indian mathematicians to the public. Keywords:- Right angled triangle, Decimal system, Alphanumeric system, Shulva Sutra.

Development of a quantum calculator on the IBM Quantum experience platform and its application for converting the decimal number system to binary

This article demonstrates a quantum calculator by experimentally simulating and performing basic arithmetic operations, namely addition, subtraction, multiplication, division on real quantum devices using the IBM Quantum Experience (IBM QE) platform. Two addition algorithms are considered, the classical version, using the Toffoli gate, and using the quantum Fourier transform (QFT). In particular summation with QFT saves memory and time. The task of the work is to build a quantum circuit that performs arithmetic operations between the binary representation of two integers. We then propose a quantum algorithm for converting decimal to binary. This method also allows for massive parallelization during its execution. The addition, subtraction, multiplication, and division functions based on QFT have been improved with some changes. The proposed operations are compared with the closest quantum arithmetic operations. Therefore, we can implement a practical quantum calculator by performing operations on a real quantum computer. The circuits are defined as a kind of quantum adder using a quantum Fourier transform, implemented in Qiskit and demonstrated on one or two copies.