To Download this click on the link below:-
http://www29.zippyshare.com/v/42478054/file.html
Number System
Decimal Number System
Binary Number System
Why Binary?
Octal Number System
Hexadecimal Number System
Relationship between Hexadecimal, Octal, Decimal, and Binary
Number Conversions
To Download this click on the link below:-
http://www29.zippyshare.com/v/42478054/file.html
Number System
Decimal Number System
Binary Number System
Why Binary?
Octal Number System
Hexadecimal Number System
Relationship between Hexadecimal, Octal, Decimal, and Binary
Number Conversions
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
Content personalisation is becoming more prevalent. A site, it's content and/or it's products, change dynamically according to the specific needs of the user. SEO needs to ensure we do not fall behind of this trend.
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By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
Content personalisation is becoming more prevalent. A site, it's content and/or it's products, change dynamically according to the specific needs of the user. SEO needs to ensure we do not fall behind of this trend.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
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Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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3. [ARITMÉTICA SIN LLEVAR] II
Agradecimientos
A Dios por darme la oportunidad estudiar, así como de darme la fuerza y la
dedicación que contribuyeron a la culminar este trabajo.
A mi Esposo José Rosales y a mi Hijo Joseph Rosales por ser mis soportes y
fuentes de inspiración.
A mis Padres: Luris Lorenzo y Ariel Jaén, que me apoyaron en todo momento.
Al profesor Jaime Gutiérrez por su asesoramiento científico y estímulo para
seguir creciendo intelectualmente.
A todos los Profesores de la Licenciatura de Matemáticas.
31
4. II [OTRAS ARITMÉTICAS]
DEDICATORIA
A ti mi Querido Dios pues me dirigiste por el mejor camino de mi vida, y me distes la
salud y sabiduría para alcanzar todas mis metas.
A ti esposo querido José, por todo tu amor, compresión y estar siempre mi lado cuando
más lo necesité.
A mi querido hijo Joseph, que es mi fortaleza y mi fuente de inspiración para seguir
adelante.
A mis padres quienes siempre creyeron en mí y me dieron todo el apoyo que necesitaba.
32
5. [ARITMÉTICA SIN LLEVAR] II
INTRODUCCIÓN
La Aritmética siempre ha jugado un papel importante en el desarrollo de nuestras
sociedades y en el desarrollo de toda la tecnología que tenemos actualmente.
En el presente trabajo nos centramos en otra nueva Aritmética llamada aritmética sin
llevar en la cual en sus cálculos, sumas y multiplicaciones se llevan a cabo mod 10.
Luego de definir las operaciones elementales en la aritmética sin llevar estudiaremos los
pares sin llevar, primos sin llevar entre otros puntos más.
El objetivo principal de este trabajo, es de realizar un estudio de las propiedades de la
aritmética Sin llevar y de agilizar sus cálculos mediante el uso de la herramienta de
programación Matemática 8.
Además de establecer nuevas definiciones en ésta nueva aritmética haremos también una
comparación entre ésta nueva aritmética y la aritmética clásica.
33
6. II [OTRAS ARITMÉTICAS]
Operaciones en la Aritmética Sin Llevar
Suma Sin Llevar
Suma de un Dígito: Dados dos números N y M de un dígito, la suma se realiza como la
suma habitual sólo que aplicando módulo 10.
Ejemplos:
1) 9+ 4 = 3
2) 2) 5 +5 = 0
Suma de n Dígitos: Dados dos números N y M de varios dígitos, la suma se realiza como
la suma habitual sólo que aplicando módulo 10 a cada columna de los sumandos.
Ejemplo:
1) 789 + 376 = 55
Producto Sin Llevar
Producto de un Dígito: Dados dos números N y M de un sólo dígito, el producto se
realiza como el producto habitual sólo que aplicando módulo 10.
Ejemplo:
1) 8 x 9 = 2
Producto de n Dígitos: Dados dos números N y M de varios dígitos, se multiplican sus
factores como en el producto habitual sólo que aplicándoles módulo 10 y luego se realiza
la suma Sin Llevar a los sumandos.
1) 169 x 248=26042
Además dotado de estas operaciones el conjunto de los números enteros es un anillo
unitario y conmutativo.
34
7. [ARITMÉTICA SIN LLEVAR] II
Diferencia en la Aritmética Sin Llevar
El negativo de un número en la Aritmética sin llevar es su "10 de complemento ",
obtenido mediante la sustitución de cada dígito diferente de cero por su opuesto módulo
10. Por ejemplo:
1) 650 - 702 = 650 + 308 = 958
2) 2 913 - 21 546 = 2 913 + 89 564 = 81 477
Programación de las Operaciones Sin Llevar
Suma Sin Llevar:
Éste programa calcula la suma de dos números en la Aritmética Sin Llevar.
Se introducen dos números n y m, luego en mayorlong, guardamos la mayor cantidad de
cifras que tiene el número de mayor longitud y luego generamos dos lista a y b, sumamos
aplicando la suma sin llevar entre cada componente de la lista y esa suma la guardamos
en c en forma de lista y luego recuperamos el número con el comando From Digits.
Ejemplo: sumemos 169 con 248
35
8. II [OTRAS ARITMÉTICAS]
Producto Sin Llevar:
Éste programa nos calcula el producto de dos números en la Aritmética Sin Llevar.
Introducimos dos números m y n, luego en r y s vamos a guardar la cantidad de cifras de
cada número y en a y b guardaremos los números m y n pero transformados en listas.
Luego haremos el producto Sin Llevar que es parecido al de la Aritmética clásica sólo
que ahora aplicando módulo 10 eso lo guardamos en c y luego en d hacemos ubicamos
los sumandos para luego sumarlos Sin llevar. Hay que tener en cuenta que el resultado de
multiplicar es de tamaño r+s-1 cifras.
Diferencia Sin Llevar:
Éste programa calcula la diferencia de dos números en la Aritmética Sin Llevar.
36
9. [ARITMÉTICA SIN LLEVAR] II
Ejemplo: realizamos la resta de 650 con 702.
Opuesto de un Número en la Aritmética Sin Llevar:
Éste programa calcula el opuesto de un número en la Aritmética Sin Llevar.
Ejemplo: Calcular el opuesto de 21 546 en la Aritmética Sin Llevar
37
10. II [OTRAS ARITMÉTICAS]
Potencia en la Aritmética Sin Llevar:
Éste programa calcula la potencia en la Aritmética Sin Llevar.
38
11. [ARITMÉTICA SIN LLEVAR] II
Pares en la Aritmética Sin Llevar
Definición: Un número entero m es un número par Sin Llevar si y solo si existe otro
número entero n tal que m=21*n
Los pares Sin Llevar son todos los múltiplos de 21. Esto es debido a que 2 es el análogo a
21, el cual es el primo más pequeño en la Aritmética Sin Llevar por ende los múltiplos
de 21 son una opción para definir los números pares en la Aritmética Sin Llevar.
Ejemplos: Los primeros 10 pares en la Aritmética Sin Llevarson los siguientes:
21,42,63,84,5,26,47,68,89,210,…
Pares en la Aritmética Sin Llevar: Nos da una lista de los pares en la Aritmética Sin Llevar de 2,
3 y 4 cifras.
{21,42,63,84,5,26,47,68,89,210,231,252,273,294,215,236,257,278,299,420,441,462,483,404,425,
446,467,488,409,630,651,672,693,614,635,656,677,698,619,840,861,882,803,824,845,866,887,8
08,829,50,71,92,13,34,55,76,97,18,39,260,281,202,223,244,265,286,207,228,249,470,491,412,43
3,454,475,496,417,438,459,680,601,622,643,664,685,606,627,648,669,890,811,832,853,874,895,
816,837,858,879,2100,2121,2142,2163,2184,2105,2126,2147,2168,2189,2310,2331,2352,2373,2
394,2315,2336,2357,2378,2399,2520,2541,2562,2583,2504,2525,2546,2567,2588,2509,2730,275
1,2772,2793,2714,2735,2756,2777,2798,2719,2940,2961,2982,2903,2924,2945,2966,2987,2908,
2929,2150,2171,2192,2113,2134,2155,2176,2197,2118,2139,2360,2381,2302,2323,2344,2365,23
86,2307,2328,2349,2570,2591,2512,2533,2554,2575,2596,2517,2538,2559,2780,2701,2722,2743
,2764,2785,2706,2727,2748,2769,2990,2911,2932,2953,2974,2995,2916,2937,2958,2979,4200,4
221,4242,4263,4284,4205,4226,4247,4268,4289,4410,4431,4452,4473,4494,4415,4436,4457,447
8,4499,4620,4641,4662,4683,4604,4625,4646,4667,4688,4609,4830,4851,4872,4893,4814,4835,
4856,4877,4898,4819,4040,4061,4082,4003,4024,4045,4066,4087,4008,4029,4250,4271,4292,42
13,4234,4255,4276,4297,4218,4239,4460,4481,4402,4423,4444,4465,4486,4407,4428,4449,4670
,4691,4612,4633,4654,4675,4696,4617,4638,4659,4880,4801,4822,4843,4864,4885,4806,4827,4
848,4869,4090,4011,4032,4053,4074,4095,4016,4037,4058,4079,6300,6321,6342,6363,6384,630
5,6326,6347,6368,6389,6510,6531,6552,6573,6594,6515,6536,6557,6578,6599,6720,6741,6762,
6783,6704,6725,6746,6767,6788,6709,6930,6951,6972,6993,6914,6935,6956,6977,6998,6919,61
40,6161,6182,6103,6124,6145,6166,6187,6108,6129,6350,6371,6392,6313,6334,6355,6376,6397
,6318,6339,6560,6581,6502,6523,6544,6565,6586,6507,6528,6549,6770,6791,6712,6733,6754,6
775,6796,6717,6738,6759,6980,6901,6922,6943,6964,6985,6906,6927,6948,6969,6190,6111,613
2,6153,6174,6195,6116,6137,6158,6179,8400,8421,8442,8463,8484,8405,8426,8447,8468,8489,
8610,8631,8652,8673,8694,8615,8636,8657,8678,8699,8820,8841,8862,8883,8804,8825,8846,88
67,8888,8809,8030,8051,8072,8093,8014,8035,8056,8077,8098,8019,8240,8261,8282,8203,8224
,8245,8266,8287,8208,8229,8450,8471,8492,8413,8434,8455,8476,8497,8418,8439,8660,8681,8
602,8623,8644,8665,8686,8607,8628,8649,8870,8891,8812,8833,8854,8875,8896,8817,8838,885
39
13. [ARITMÉTICA SIN LLEVAR] II
Cuadrados en la Aritmética Sin Llevar
Los cuadrados Carryless son de la forma n x n. Para n = 0, 1, 2, 3 obtenemos 0, 1, 4, 9,
para n> 3 tenemos los siguientes cuadrados en la aritmética sin llevar: 4 x 4 = 6, 5 x 5 =
5, 6 x 6 = 6, 7 x 7 = 9, 8 x 8 = 4, 9 x 9 = 1, 10 x 10 = 100,. . ., Dando la secuencia :
0, 1, 4, 9, 6, 5, 6, 9, 4, 1, 100, 121, 144, 169, 186, 105, 126, 149, 164,. .
Estos cuadrados fueron aportados por Henry Bottomley en 20 de febrero 2001,
Programación Utilizando Matemática 8.0
La siguiente función nos da una lista de los 100 primeros cuadrados en la Aritmética Sin
Llevar.
{1,4,9,6,5,6,9,4,1,100,121,144,169,186,105,126,149,164,181,400,441,484,429,466,405,4
46,489,424,461,900,961,924,989,946,905,966,929,984,941,600,681,664,649,626,605,686
,669,644,621,500,501,504,509,506,505,506,509,504,501,600,621,644,669,686,605,626,6
49,664,681,900,941,984,929,966,905,946,989,924,961,400,461,424,489,446,405,466,429
,484,441,100,181,164,149,126,105,186,169,144,121,10000}
41
14. II [OTRAS ARITMÉTICAS]
Problemas Algebrizados
El secreto para entender la aritmética Sin Llevar es introducir un poco de álgebra. Vamos
a denotar Z10 el anillo de enteros mod 10 y Z10 [X] el anillo de polinomios en X con
coeficientes en Z10. Entonces se puede representar números en la Aritmética Sin Llevar
por elementos del anillo de polinomios Z10[X]: por ejemplo 21 corresponde a 2X+1,109
corresponde a X2+9, y así sucesivamente. Si tenemos la siguiente suma: 785+376=51.La
misma corresponde a (7x2+8x+5)+ (3X2+7X+6)=5x+1, donde los polinomios se suman
o multiplican de la manera habitual, y luego a los coeficientes se les aplica módulo 10.
En el anillo Z10[X] no sólo se puede sumar y multiplicar, también podemos restar, Los
negativos de los elementos de Z10 son-1=9,-2=8.. . ,-9=1,y lo mismo para los elementos
de Z10[X].Como vimos el negativo de un número es su complemento módulo 10.
Función F10: La función F10 "transforma el número n en un polinomio de Z10[X].
Ejemplo: Transformar 785 en un polinomio de Z10[X].
Función Mod 10: La función Mod10 "nos da los coeficientes del polinomio de Z10[x].
Ejemplo: Obtener los coeficientes del polinomio de Z10[x].
42
15. [ARITMÉTICA SIN LLEVAR] II
Operaciones Utilizando Algebra.
Utilizando el álgebra podemos realizar las mismas operaciones elementale presentadas
anteriormente.
Cuadrados en la Aritmética Sin Llevar
{1,4,9,6,5,6,9,4,1,100,121,144,169,186,105,126,149,164,181,400,441,484,429,466,405,4
46,489,424,461,900,961,924,989,946,905,966,929,984,941,600,681,664,649,626,605,686
,669,644,621,500,501,504,509,506,505,506,509,504,501,600,621,644,669,686,605,626,6
49,664,681,900,941,984,929,966,905,946,989,924,961,400,461,424,489,446,405,466,429
,484,441,100,181,164,149,126,105,186,169,144,121,10000}
Opuesto de un Número en la Aritmética Sin Llevar:
Éste programa nos calcula el opuesto de un número.
43
16. II [OTRAS ARITMÉTICAS]
Pares en la Aritmética Sin Llevar:
{21,42,63,84,5,26,47,68,89,210,231,252,273,294,215,236,257,278,299,420,441,462,483,
404,425,446,467,488,409,630,651,672,693,614,635,656,677,698,619,840,861,882,803,82
4,845,866,887,808,829,50,71,92,13,34,55,76,97,18,39,260,281,202,223,244,265,286,207,
228,249,470,491,412,433,454,475,496,417,438,459,680,601,622,643,664,685,606,627,64
8,669,890,811,832,853,874,895,816,837,858,879,2100,2121,2142,2163,2184,2105,2126,
2147,2168,2189,2310,2331,2352,2373,2394,2315,2336,2357,2378,2399,2520,2541,2562,
2583,2504,2525,2546,2567,2588,2509,2730,2751,2772,2793,2714,2735,2756,2777,2798,
2719,2940,2961,2982,2903,2924,2945,2966,2987,2908,2929,2150,2171,2192,2113,2134,
2155,2176,2197,2118,2139,2360,2381,2302,2323,2344,2365,2386,2307,2328,2349,2570,
2591,2512,2533,2554,2575,2596,2517,2538,2559,2780,2701,2722,2743,2764,2785,2706,
2727,2748,2769,2990,2911,2932,2953,2974,2995,2916,2937,2958,2979,4200,4221,4242,
4263,4284,4205,4226,4247,4268,4289,4410,4431,4452,4473,4494,4415,4436,4457,4478,
4499,4620,4641,4662,4683,4604,4625,4646,4667,4688,4609,4830,4851,4872,4893,4814,
4835,4856,4877,4898,4819,4040,4061,4082,4003,4024,4045,4066,4087,4008,4029,4250,
4271,4292,4213,4234,4255,4276,4297,4218,4239,4460,4481,4402,4423,4444,4465,4486,
4407,4428,4449,4670,4691,4612,4633,4654,4675,4696,4617,4638,4659,4880,4801,4822,
4843,4864,4885,4806,4827,4848,4869,4090,4011,4032,4053,4074,4095,4016,4037,4058,
4079,6300,6321,6342,6363,6384,6305,6326,6347,6368,6389,6510,6531,6552,6573,6594,
6515,6536,6557,6578,6599,6720,6741,6762,6783,6704,6725,6746,6767,6788,6709,6930,
44
18. II [OTRAS ARITMÉTICAS]
8317,8338,8359,8580,8501,8522,8543,8564,8585,8506,8527,8548,8569,8790,8711,8732,
8753,8774,8795,8716,8737,8758,8779}
Primos en la Aritmética Sin Llevar
Primos sin Llevar
En ésta aritmética además del 1 existen otros números capaces de dividirlo, por ejemplo:
Desde el 1 x 1 = 1, 3 x7 = 1 9 x 9 = 1, todos éstos números 1, 3, 7 y 9 dividen a 1 y así
también a cualquier número.
Si queremos dar una definición de primos en la aritmética sin llevar debemos saber que
éste tipo de primos no tienen una única forma de factorización.
Podemos definir un primo Carryless de la siguiente manera: “Un primo Carryless es un
número cuyas factorizaciones sólo son de la forma π = u x p donde u ϵ {1,3,7,9}
21=21 x 1 21=47 x 3 21= 63 x 7 21= 89 x 9
23= 23 x 1 23= 41 x 3 23= 69 x 7 23= 87x 9
25= 25 x 1 25= 45 x 3 25= 65 x 7 25= 85 x 9
27= 27 x 1 27= 49 x 3 27= 61 x 7 27= 83 x 9
¿Cuáles son los elementos irreductibles f10 (x) ϵ Z10 [X]? Si f10 (X) ↔ [f2 (X), f5 (X)]
es irreducible entonces, f2 y f5 uno tendrá que ser la unidad y el otro el elemento
irreducible, porque si f2 = g2h2 entonces tenemos la factorización [f2, f5] = [g2, f5] [h2,
1]. También [f2, f5] = [f2, 1] [1, f5], así que uno de los f2, f5 debe ser irreductible y el
otro debe ser una unidad. Así que los elementos irreductibles en Z10 [X] son de la forma
[f2 (X), u], donde f2 (X) es un polinomio irreducible mod 2 de grado≥1 y u ϵ {1, 2, 3,
46
19. [ARITMÉTICA SIN LLEVAR] II
4}, junto con elementos de la forma [1, f5 (X)], donde f5 (X) es un polinomio irreducible
modulo 5 de grado ≥ 1.
Los polinomios irreducibles mod 2 son X, X + 1, X2 + X +1,. . ., Y los polinomios
irreducibles mod 5 son uX, uX + v,. . ., Donde u, v ϵ{1, 2, 3, 4}
Los elementos irreducibles [1, f5 (X)] son aquellos primos llamados tipo-e
21, 23, 25, 27, 29, 41, 43, 45, 47, 49, 61, 63, 65, 67, 69, 81, 83, 85, 87, 89, 201, 209, 227,
229, 241, 243, 261, 263, 287, 289, 403, 407,…
Los elementos irreducibles [f2 (X), u] son aquellos primos llamados tipo-f
51, 52, 53, 54, 56, 57, 58, 59, 551, 553, 557, 559, 5051, 5053, 5057, 5059, 5501, 5503,
5507, 5509, 50051, 50053, 50057, 50059, 55001,…
PRIMOS SIN LLEVAR = PRIMO TIPO-E U PRIMO TIPO-F
El siguiente programa nos permite saber si dado un número n es primo o no en la
Aritmética Sin Llevar.
Primos Sin Llevar hasta seis cifras.
PrimosSinLlevar={21,23,25,27,29,41,43,45,47,49,51,52,53,54,56,57,58,59,61,63,65,67,6
9,81,83,85,87,89,201,209,227,229,241,243,261,263,287,289,403,407,421,427,443,449,46
3,469,481,487,551,553,557,559,603,607,623,629,641,647,661,667,683,689,801,809,821,
823,847,849,867,869,881,883,2023,2027,2043,2047,2061,2069,2081,2089,2207,2209,22
21,2223,2263,2267,2281,2287,2401,2407,2421,2423,2441,2449,2483,2489,2603,2609,26
27,2629,2641,2649,2681,2687,2801,2803,2827,2829,2863,2867,2883,2889,4023,4027,40
47
27. [ARITMÉTICA SIN LLEVAR] II
886261,886403,886421,886447,886469,886483,886487,886489,886603,886623,886629,
886647,886681,886687,886807,886821,886829,886849,886889,888009,888027,888041,
888061,888063,888067,888089,888203,888207,888221,888243,888249,888269,888403,
888447,888467,888481,888483,888643,888647,888667,888681,888801,888869,888887}
;
55
28. II [OTRAS ARITMÉTICAS]
CONCLUSIÓN
En éste trabajo podemos notar que el campo de la Matemática no tiene límites, además de
ser la madre de todas las ciencias es aquella que nunca te deja de enseñar cosas nuevas y
ejemplo es el trabajo realizado sobre la Aritmética Sin Llevar, la que además de aprender
en qué consistían sus operaciones nos dimos cuenta que es un anillo unitario y
conmutativo. Esta Aritmética goza de un rico potencial matemático. Además notamos el
extraño comportamiento que presentan los números primos en ésta nueva aritmética así
como también los números pares.
Ha sido muy importante éste trabajo ya que como matemática me siento contenta en
saber que la carrera que escogí estudiar no tiene límites en cuanto a enseñanza se trata.
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29. [ARITMÉTICA SIN LLEVAR] II
RECOMENDACIONES
Recomendaría que se estudiase también:
¿Qué pasa con la factorización de números en el producto de primos Sin Llevar?
Por desgracia, la existencia de divisores de cero complica las cosas, y resulta que
no hay manera natural de definir ésta forma de factorizar. Recomiendo que se
haga un estudio sobre ésta problemática en la Aritmética Sin Llevar.
Impulsar el desarrollo de ésta nueva Aritmética de manera que se pueda continuar
haciendo Matemática.
57
30. II [OTRAS ARITMÉTICAS]
BIBLIOGRAFÍA.
1. DAVID APPLEGATE, MARC LEBRUN Y NEIL SLOANE. Julio 7, 2011.
Carryless Arithmetic Mod 10.
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