Academic literature on the topic 'Decimal values'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Decimal values.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Decimal values"
1
Hartgerink, Chris H. J. "Reanalyzing Head et al. (2015): investigating the robustness of widespread p-hacking." PeerJ 5 (March 2, 2017): e3068. http://dx.doi.org/10.7717/peerj.3068.
Full textAbstract:
Head et al. (2015) provided a large collection of p-values that, from their perspective, indicates widespread statistical significance seeking (i.e., p-hacking). This paper inspects this result for robustness. Theoretically, the p-value distribution should be a smooth, decreasing function, but the distribution of reported p-values shows systematically more reported p-values for .01, .02, .03, .04, and .05 than p-values reported to three decimal places, due to apparent tendencies to round p-values to two decimal places. Head et al. (2015) correctly argue that an aggregate p-value distribution could show a bump below .05 when left-skew p-hacking occurs frequently. Moreover, the elimination of p = .045 and p = .05, as done in the original paper, is debatable. Given that eliminating p = .045 is a result of the need for symmetric bins and systematically more p-values are reported to two decimal places than to three decimal places, I did not exclude p = .045 and p = .05. I conducted Fisher’s method .04 < p < .05 and reanalyzed the data by adjusting the bin selection to .03875 < p ≤ .04 versus .04875 < p ≤ .05. Results of the reanalysis indicate that no evidence for left-skew p-hacking remains when we look at the entire range between .04 < p < .05 or when we inspect the second-decimal. Taking into account reporting tendencies when selecting the bins to compare is especially important because this dataset does not allow for the recalculation of the p-values. Moreover, inspecting the bins that include two-decimal reported p-values potentially increases sensitivity if strategic rounding down of p-values as a form of p-hacking is widespread. Given the far-reaching implications of supposed widespread p-hacking throughout the sciences Head et al. (2015), it is important that these findings are robust to data analysis choices if the conclusion is to be considered unequivocal. Although no evidence of widespread left-skew p-hacking is found in this reanalysis, this does not mean that there is no p-hacking at all. These results nuance the conclusion by Head et al. (2015), indicating that the results are not robust and that the evidence for widespread left-skew p-hacking is ambiguous at best.
2
Thompson, Charles S., and Vicki Walker. "Connecting Decimals and Other Mathematical Content." Teaching Children Mathematics 2, no. 8 (April 1996): 496–501. http://dx.doi.org/10.5951/tcm.2.8.0496.
Full textAbstract:
Experiences with many children in the middle grades indicate that they have poor decimal concepts and lack fundamental skills in working with decimal values. For example, when asked to identify which of 0.36 or 0.339 is greater, children frequently choose 0.339 because 339 is greater than 36.
3
Fassbender, Catherine, Sebastien Houde, Shayla Silver-Balbus, Kacey Ballard, Bokyung Kim, Kyle J. Rutledge, J. Faye Dixon, Ana-Maria Iosif, Julie B. Schweitzer, and Samuel M. McClure. "The Decimal Effect: Behavioral and Neural Bases for a Novel Influence on Intertemporal Choice in Healthy Individuals and in ADHD." Journal of Cognitive Neuroscience 26, no. 11 (November 2014): 2455–68. http://dx.doi.org/10.1162/jocn_a_00642.
Full textAbstract:
We identify a novel contextual variable that alters the evaluation of delayed rewards in healthy participants and those diagnosed with attention deficit/hyperactivity disorder (ADHD). When intertemporal choices are constructed of monetary outcomes with rounded values (e.g., $25.00), discount rates are greater than when the rewards have nonzero decimal values (e.g., $25.12). This finding is well explained within a dual system framework for temporal discounting in which preferences are constructed from separate affective and deliberative processes. Specifically, we find that round dollar values produce greater positive affect than do nonzero decimal values. This suggests that relative involvement of affective processes may underlie our observed difference in intertemporal preferences. Furthermore, we demonstrate that intertemporal choices with rounded values recruit greater brain responses in the nucleus accumbens to a degree that correlates with the size of the behavioral effect across participants. Our demonstration that a simple contextual manipulation can alter self-control in ADHD has implications for treatment of individuals with disorders of impulsivity. Overall, the decimal effect highlights mechanisms by which the properties of a reward bias perceived value and consequent preferences.
4
Rahmawati, Helmi. "Computer Assisted Learning Media and Decimal Board: How it Impact on Elementary Students’ Concept Mastery?" Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (June 30, 2021): 88. http://dx.doi.org/10.33394/j-ps.v9i1.3963.
Full textAbstract:
The lack of students' mastery of decimal fractions has become a current issue among researchers. The comparisin of decimal fraction values was still an obstacle for students. The use of learning media in this study is the Computer Assisted Learning Media and Decimal Board can be a solution to these problems. This study aimed to describe the increase of elementary students’ concept mastery on decimal fractions subject matter. Descriptive-quantitative method with pre-test and post-test was carried out to achieve the research objectives. The subjects in this study were the 4th grade students (22 students) in the East Lombok area. The students' concept mastery was measured using a multiple-choice test instrument of 10 items. The research data were analyzed descriptively and statistically using paired sample t-test. The results showed that students' concept mastery increased after learning (pre-test: 54.5%; post-test: 77.27%). The results of statistical tests using the paired sample t-test also showed that students' concept mastery had increased significantly after learning (p < 0.05). Based on the results of the study, it can be concluded that learning using Computer Assisted Learning Media and Decimal Boards can improve elementary school students' concept mastery on decimal fractions subject matter.
5
Boes, T., K. H. Jöckel, and M. Neuhäuser. "Pseudo-precision in Gene Expression Values Can Reduce Efficiency." Methods of Information in Medicine 46, no. 05 (2007): 538–41. http://dx.doi.org/10.1160/me0397.
Full textAbstract:
Summary Objectives: When estimating the expression of genes based on the scanned images from microarrays various algorithms are applied in a so-called low-level analysis which can calculate expression values with an arbitrary number of digits beyond the decimal point. However, too many digits (decimal places) are usually not justified because they do not represent the precision of the measured expression. Thus, there is pseudo-precision and, as a result, there are no tied values. Methods: We suggest avoiding, or omitting, the pseudo-precision: ties can remain, or be created by rounding the computed expression values. Then, average ranks can be used in order to apply nonparametric tests when ties occur. We use two actual data sets and the Wilcoxon rank sum test. Results: We demonstrate that rounding gives a more efficient test, i.e. the average p-value is decreased and the number of p-values smaller than 0.05 is increased. Conclusions: The random noise of pseudo-precision can reduce the efficiency of statistical tests applied to detect differentially expressed genes. This result is, obviously, relevant in many other areas of our digitalized world.
6
Saravanakumar, N., K. Sakthi Sudhan, K. N. Vijeyakumar, and S. Saranya. "Design and Implementation of Reduced Power Energy Efficient Binary Coded Decimal Adder." International Journal of Reconfigurable and Embedded Systems (IJRES) 8, no. 3 (November 1, 2019): 185. http://dx.doi.org/10.11591/ijres.v8.i3.pp185-193.
Full textAbstract:
<p>This paper presents a novel architecture for low power energy binary represented decimal addition. The proposed BCD adder uses Binary to Excess Six Converter (BESC) block for constant correction to adjusts binary outputs exceeding 9 to correct decimal values and exploits the inherent advantage of reduced delay and switching, due to elimination of long carry propagation in second stage addition as in conventional design and switching OFF of the BESC block for decimal outputs less than 9. The proposed BESC-BCD adder has been designed using VHDL code and synthesized using Altera Quartus II. Experimental results demonstrates that the proposed decimal adder can lead to significant power savings and delay reduction compared to existing BCD adders which is realised in better power-delay product(PDP) performance. For example the PDP saving of the proposed BESC-BCD adder for a 1 digit and 2 digit addition implementations are 11.6% and 16.05% respectively, compared to the best of the designs used for comparison.</p>
7
Mataftsi, Asimina, Dimitrios Koutsimpogeorgos, Periklis Brazitikos, Nikolaos Ziakas, and Anna-Bettina Haidich. "Is conversion of decimal visual acuity measurements to logMAR values reliable?" Graefe's Archive for Clinical and Experimental Ophthalmology 257, no. 7 (May 8, 2019): 1513–17. http://dx.doi.org/10.1007/s00417-019-04344-9.
Full text
8
Filaseta, Michael. "A CLASS OF IRREDUCIBLE POLYNOMIALS ASSOCIATED WITH PRIME DIVISORS OF VALUES OF CYCLOTOMIC POLYNOMIALS." Mathematika 65, no. 4 (2019): 1033–37. http://dx.doi.org/10.1112/s0025579319000305.
Full textAbstract:
We prove that for every sufficiently large integer $n$, the polynomial $1+x+x^{2}/11+x^{3}/111+\cdots +x^{n}/111\ldots 1$ is irreducible over the rationals, where the coefficient of $x^{k}$ for $1\leqslant k\leqslant n$ is the reciprocal of the decimal number consisting of $k$ digits which are each $1$. Similar results following from the same techniques are discussed.
9
Beloozerov, V. N., and A. V. Shapkin. "Indices formal grammar of the Universal Decimal Classification." Bibliosphere, no. 4 (December 30, 2018): 106–10. http://dx.doi.org/10.20913/1815-3186-2018-4-106-110.
Full textAbstract:
The article proposes an algorithm for decoding and representation in natural language of the Universal Decimal Classifycation (UDC) complex class numbers. The algorithm is based on the formal definition of correct class numbers using a generative grammar, which sets the list of structures starting with simple table codes of UDC classes. Then separate integers, auxiliary and independent class numbers are sequentially attached to the codes with special symbols of relations of classes, which compose the complex class number. The algorithm expresses the values of the analyzed complex indices by descriptions (names and notes) of the table classes included in the structure of the analyzed string. The class descriptions are accompanied with the logical connectors based on the functions of the auxiliary characters. They provide the idea on connection of concepts denoted in the class number. The algorithm action is described evidently for the analysis of combined index 539.4.019: [535-15+537.8.029.6]. The proposed algorithm is applicable both to visualize the meaning of complex class numbers, and to ensure the completeness and accuracy of the documents retrieval by the UDC classes.
10
Zlatopolski, D. M. "Method for extracting square and cube roots in the binary number system." Informatics in school 1, no. 1 (March 18, 2021): 42–45. http://dx.doi.org/10.32517/2221-1993-2021-20-1-42-45.
Full textAbstract:
The article describes in detail the methods of extracting square and cube roots in the binary number system. The method for extracting the square root of a binary number is similar to the corresponding method for decimal numbers, which is called the "column method". As for decimal numbers, when choosing the next digit of the root, twice the current value of the root, represented in the binary system, is used. When extracting the cube root (also "column"), there are two differences from the decimal system. The first is that instead of 300 (the product of 3 and 100), the binary number 1100 is used (that is, the product of the binary equivalents of the numbers 3 and 4). The second difference is that instead of the number 30 (the product of 3 and 10), the binary number 110 is used (that is, the product of binary analogs numbers 3 and 2). To facilitate the selection of the next root digit (0 or 1), a number of standard values have been calculated, depending on the current root value. Assignments for independent work of students are offered.
Dissertations / Theses on the topic "Decimal values"
1
Agranionih, Neila Tonin. "Escritas numéricas de milhares e valor posicional : concepções iniciais de alunos de 2ª série." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/13485.
Full textAbstract:
As escritas numéricas e o valor posicional do número são o tema desta pesquisa que tem como objetivos: investigar concepções construídas na interação criança-escrita numérica que contribuem para a construção do valor posicional característico do sistema de numeração decimal; identificar contribuições das notações de números multidígitos à conceituação do valor posicional do número, e verificar as formas cognitivas por meio das quais estas contribuições se efetivam. Consiste num estudo de análise qualitativa.Fundamenta-se na concepção epistemológica construtivista, e volta-se para as microaprendizagens presentes no processo de construção da compreensão do valor posicional e de apropriação da escrita numérica convencional de multidígitos. Envolveu nove alunos da segunda série do Ensino Fundamental de uma escola estadual do município de Erechim-RS, selecionados por sorteio a partir da realização de pré-testes com 44 crianças de três turmas nos quais foram avaliadas noções de composição aditiva, domínio da escrita numérica de multidígitos e do valor posicional. Os critérios utilizados para a seleção foram: compreensão da composição aditiva, não-compreensão do valor posicional e o não-domínio das escritas numéricas de multidígitos. Os alunos participantes da pesquisa, organizados em trios, participaram de onze situações didáticas ao longo do segundo semestre letivo do ano de 2005. A pesquisa evidenciou um processo construtivo não linear, no qual as crianças construíram concepções próximas ao valor posicional, à medida que as situações didáticas provocavam reflexões e sucessivas tomadas de consciência sobre as notações em si e sobre as relações entre escritas e agrupamentos. No que se refere ao valor posicional, a escrita numérica não sugeriu, de imediato, a possibilidade de formarem agrupamentos de acordo com as propriedades do sistema de numeração decimal, do mesmo modo que os agrupamentos (organizados dentro destes princípios) não sugeriram, num primeiro momento, a escrita numérica correspondente. Ambos, escritas e agrupamentos, num primeiro momento, significaram para as crianças a quantidade total representada tanto pelas escritas numéricas quanto pelos agrupamentos. Observou-se uma construção incipiente e progressiva dos princípios aditivo e multiplicativo do sistema, bem como da compreensão da organização do sistema em potências de dez, elementos fundamentais ao reconhecimento do valor relativo do algarismo. As notações, por si só, não foram “transparentes” às crianças e o aprendizado do valor posicional ocorreu a partir da reflexão sobre as relações entre os resultados das ações e sobre as próprias reflexões realizadas por abstrações reflexionantes e tomadas de consciência.Numeric writings and the number place value are the theme of this research, which aims: to investigate conceptions built on the children-numeric writing interaction that contributes for the construction of place value characteristic of the decimal system; to identify contributions of multidigit numbers to the conceptualization of the number place value and; to verify the cognitive forms through which these contributions are effective. It is a study of qualitative analysis. It is grounded on the constructivist epistemological conception, and it turns to micro-learnings present in the process of construction of place value comprehension and of appropriation of the conventional numeric writing of multidigits. Nine fundamental second grade students from a public state school in the town of Erechim/RS were involved in the research, selected by assortment after the accomplishment of pre-tests with 44 children from three classes in which notions of additive composition, the understanding of numeric writing of multidigit and place value were evaluated. The criteria used for the selection were: comprehension of additive composition, the non-comprehension of place value and the non-dominance of numeric writings of multidigits. The participants of the research, organized in triads, participated in eleven didactic situations during the second school semester of 2005. The research evidenced a constructive, non-linear process, in which children built conceptions close to the place value, as the didactic situations provoked reflections and successive consciousness about notations and about the relations between writings and groupings. Regarding place value, the numeric writing did not suggest, at first, the possibility of forming groups according to the properties of decimal system, in the same manner that the groupings (organized within these principles) did not suggest immediately the correspondent numeric writing. In a first moment, both, writings and groupings, meant for the children the total quantity represented as for numeric writings as for groupings. An incipient and progressive construction of additive and multiplicative principles of the system was observed, as well as the comprehension of the system organization in potencies of tens, fundamental elements for the recognition of the number relative value. The notations, by themselves, were not “transparent” for the children and the learning of place value took place from the reflection about relations between action results and about the reflections accomplished by reflexive abstractions and consciousness.
Las escritas numéricas y el valor posicional del número son temas de esta pesquisa, que tiene como objetivos: investigar concepciones construidas en la interacción niñoescrita numérica que contribuyen para la construcción del valor posicional característico del sistema de numeración decimal; identificar contribuciones de las notaciones de números multidígitos a la conceptuación del valor posicional del número y verificar las formas cognitivas a través de las cuales estas contribuciones se efectúan. Consiste en un estudio de análisis cualitativo. Se fundamenta en la concepción epistemológica constructivista y se vuelve para los microaprendizajes presentes en el proceso de construcción de la comprensión del valor posicional y de apropiación de la escrita numérica convencional de multidígitos. Involucró nueve alumnos del segundo año de la Enseñanza Primaria – 2ª série do Ensino Fundamental – de una escuela estadual del municipio de Erechim-RS, seleccionados, por sorteo, a partir de la realización de pré-testes con 44 niños de tres grupos en los cuales fueron evaluados nociones de composición aditiva, el dominio de la escrita numérica de multidígitos y del valor posicional. Los criterios utilizados para la selección fueron: comprensión de la composición aditiva, no comprensión del valor posicional y el no dominio de las escritas numéricas de multidígitos. Los alumnos participantes de la pesquisa, organizados en triades, participaron de once situaciones-didácticas a lo largo del segundo semestre lectivo del año de 2005. La pesquisa evidenció un proceso constructivo, no linear, en el cual los niños construyeron concepciones próximas al valor posicional, a la medida que las situaciones didácticas provocaban reflexiones y sucesivas tomadas de conciencia sobre las notaciones en si y sobre las relaciones entre escritas y agrupamientos. A lo que se refiere al valor de posición, la escrita numérica no sugirió, de inmediato, la posibilidad de formar agrupamientos de acuerdo con las propiedades del sistema de numeración decimal, del mismo modo que las agrupaciones (organizados dentro de estos principios) no sugirieron de inmediato la escrita numérica correspondiente. Ambos, escritas y agrupamientos, en un primer momento, significaron para los niños la cuantidad total representada tanto por las escritas numéricas, cuanto por los agrupamientos. Se observó una construcción incipiente y progresiva de los principios aditivo y multiplicativo del sistema, bien como de la comprensión de la organización del sistema en potencias de diez, elementos fundamentales al reconocimiento del valor relativo del guarismo. Las notaciones, tan sólo, no fueron “transparentes” los niños y el aprendizaje del valor posicional ocurrió a partir de la reflexión sobre las relaciones entre los resultados de las acciones y sobre las propias reflexiones realizadas por abstracciones reflexionantes y tomadas de conciencia.
2
Larsson, Jesper. "”Noll-komma-tio är ju mycket större än noll-komma-nio!” : En kvalitativ studie om kritiska aspekter av tal i decimalform för elever i årskurserna 4–5." Thesis, Jönköping University, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53731.
Full textAbstract:
I årskurserna 4–6 ska eleverna genomgå en progression att lära sig hur rationella tal och tal i decimalform är uppbyggda. Forskning har visat att det kan uppstå flera svårigheter och missuppfattningar kring området, bland annat veta siffrors olika platsvärde. Denna studie har inspirerats av en tidigare studie, genomförd av Jarl och Johansson (2014). Syftet med denna studie är att jämföra om samma kritiska aspekter som identifierats i Jarl och Johansson (2014) studie även visar sig i andra elevgrupper. Frågeställningen som studien ska besvara är: Vilka kritiska aspekter kan identifieras i en årskurs 4 och en årskurs 5 kring tal i decimalform? För att kunna besvara frågeställningen har eleverna i denna studie fått genomföra ett arbetsblad med uppgifter kopplade till tal i decimalform. Därefter har kvalitativa intervjuer genomförts för att få en breddad insikt kring vilka kritiska aspekter eleverna har eller inte har urskilt. Metodvalet i studien har inslag av variationsteorin där eleverna behöver få syn på nödvändiga detaljer (i studien benämnd som kritiska aspekter). Studiens resultat visar att samtliga kritiska aspekter som identifierades i Jarl och Johanssons (2014) studie, även var kritiska i denna studie. Däremot identifierades en ny kritisk aspekt: Elever behöver förstå att siffror på varsin sida om decimaltecknet tillsammans utgör ett tal. Kunskaper om kritiska aspekter kan ses som specialkunskaper för lärare att veta vad som kan missuppfattas kring det matematiska området. Dessa kunskaper kan inte generaliseras, men de kan vara överförbara att en kritisk aspekt kan identifieras i andra elevgrupper.In grades 4–6, students must undergo a progression to learn how rational numbers and numbers in decimal form are structured. Research has shown that there can be several difficulties and misconceptions about the area, including knowing the different place value of numbers. This study has been inspired by a previous study, conducted by Jarl and Johansson (2014). The aim of this study is to compare whether the same critical aspects identified in Jarl and Johansson (2014) studies also show up in other student groups. The subject of interest in this study was: What critical aspects can be identified in a grade 4 and a grade 5 around numbers in decimal form? In order to be able to answer the question, the students in this study have had to complete a worksheet with tasks linked to numbers in decimal form. Thereafter, qualitative interviews were conducted to gain a broader insight into what critical aspects the students have or have not distinguished. The choice of method in the study has elements of the theory of variation where the students need to see the necessary details (in the study called critical aspects). The results of the study show that all critical aspects that were identified in Jarl and Johansson's (2014) study were also critical in this study. However, a new critical aspect was identified: Students need to understand that numbers on each side of the decimal point together must become a number. Knowledge of critical aspects can be seen as special knowledge for teachers to know what can be misunderstood about the mathematical field. This knowledge cannot generalize, but it can be transferable so that a critical aspect can be identified in other student groups.
3
Wagner, Patrícia Vieira. "Análise dos impactos no processo decisório com a implementação do sistema de gestão Economic Value Added - EVA." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/80407.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Sócio-EconômicoMade available in DSpace on 2012-10-18T13:51:03Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T22:59:00Z : No. of bitstreams: 1 181645.pdf: 4840282 bytes, checksum: c4a724f56a3cea5e235b95ceaec9139b (MD5)
O presente trabalho tem como tema central o estudo de uma das ferramentas que auxilia na geração de informações sobre produtividade, a qual pode auxiliar na avaliação das empresas aumentando o desempenho financeiro das mesmas, denominada Valor Econômico Agregado (Economic Value Added) - EVA®.A implementação de um novo sistema de gestão ocasiona várias mudanças dentro da empresa, as quais podem se refletir na produção, nas vendas, no processo decisório da cadeia de valor completa. E estas mudanças trazem resultados que muitas vezes não são os esperados ou superam as expectativas. Com a implementação desses sistemas há gastos, cortes, mudanças, aprendizagem e, principalmente, desgastes físicos e mentais que muitas vezes não compensam os resultados. Neste estudo propõe-se identificar, as mudanças ocorridas no processo decisório, suas necessidades, seus resultados, suas exigências, ou seja, os impactos com a implementação do EVA® na empresa Marisol S.A
4
Beltrame, Mateus Michelini. "Valor da TI para as organizações : uma abordagem baseada em benefícios estratégicos, informacionais, transacionais, transformacionais e de infra-estrutura." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/12552.
Full textAbstract:
Há mais de 50 anos se discute a importância da Tecnologia da Informação (TI) para as organizações e ainda não se chegou a um concenso sobre a sua capacidade de gerar benefícios e nem quais são eles especificamente. Porém, cada vez mais estudos apontam para a capacidade da TI gerar valor para as organizações, logo, acredita-se que ainda é necessário ampliar o conhecimento acerca do tema. Também, porque os investimentos nessa área não páram de crescer e ainda há muita divergência com relação ao tipo de medida de desempenho organizacional que se deve utilizar. O objetivo dessa pesquisa é medir a percepção dos executivos de organizações que fazem uso intensivo de informações nas suas atividades diárias a respeito dos benefícios organizacionais proporcionados pela TI. O método escolhido foi a pesquisa survey, realizada a partir de um instrumento previamente proposto e adaptado, contendo 5 variáveis e 27 itens. A pesquisa survey foi realizada em duas etapas: estudo de pré-teste e estudo final, resultando em um novo instrumento de pesquisa. Diferentes técnicas estatísticas foram empregadas para refinar o instrumento, como Análise de Confiabilidade, Análise de Item-Total Corrigido (CITC), Análise Fatorial Exploratória e Análise Fatorial Confirmatória. Como resultado desse refinamento emergiu um modelo teórico de pesquisa final contendo 4 variáveis, sendo as dimensões de benefícios Estratégicos, Informacionais, Transacionais e Transformacionais, dispostas em 15 itens. Foi verificado que a variável Infra-Estrutura não se confirmou e alguns de seus itens migraram para outras dimensões. Também como contribuição para a área de SI, o modelo teórico de pesquisa final se mostrou adequado para avaliar o valor da TI para organizações usuárias intensivas de informação. A principal contribuição da pesquisa para a prática gerencial é o mapeamento da percepção dos executivos a respeito dos benefícios que a TI proporciona às suas organizações e um novo modelo representando o valor da TI.For the last 50 years, the Information Technology (IT) organizational importance has been discussed, and so far, there is no common agreement about it‟s capacity to generate organizational benefits and neither which are they, specifically. Despite of that, there are more and more studies mentioning the IT business value, so it‟s still necessary to add knowledge to this subject. Besides, the IT investments are growing and divergence about what kind of organizational performance measure to use still exists. The purpose of this research is to measure the perception about IT business value for the organizations with intensive informational use executives. The chosen method is survey research, conducted with an instrument previously proposed and adapted to measure IT business value, containing 5 dimensions divided in 27 items. Survey research was conducted in two moments: pre-test study and final study, generating a new instrument. Diferent quantitative procedures were used to refine the instrument, like Reliability Analysis, Corrected Item-Total Correlation (CITC) Analysis, Exploratory Factor Analysis and Confirmatory Factor Analysis. From these refinament emerged a model with 4 organizational benefits factors, being Estratégicos, Informacionais, Transacionais e Transformacionais, disposed in 15 items. The Infrastructure factor was not confirmed in the final model and some of it‟s items migrated to other factors. Also as academic knowledge, the final model is adequated measure de the IT businnes value for organizations with intensive informational use. The main contribution of this research to the business practice is the perception of it‟s executives about the IT organizational benefits to their organizations and a new model representing the IT business value.
5
Dutra, Tarso Padua. "Opções reais : uma aplicação em bolsa de valores." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2006. http://hdl.handle.net/10183/10682.
Full textAbstract:
A análise de Opções Reais é uma técnica que oferece vantagens sobre o tradicional método de Fluxo de Caixa Descontado (FCD) como ferramenta para determinar uma avaliação de projeto. Embora a análise de opções use algumas destas mesmas variáveis aplicadas na técnica de FCD, ela requer uma variável adicional, a volatilidade dos retornos previstos do projeto, que é notoriamente difícil de estimar-se com segurança. A técnica de análise por Opções Reais explora a geração de valor advindo da incerteza e da volatilidade, ampliando os conceitos de flexibilidade gerencial na tomada de decisões estratégicas e de administração de portfolio. Este trabalho revisa a natureza e limitação potencial destes modelos em ambiente de grande incerteza e volatilidade, e fornece as recomendações concernentes ao uso apropriado das estimativas resultantes destes métodos.The Real Options analysis is a technique, which offers advantages over the traditional Discount Cash Flow (DCF) method as a tool to determine a project valuation. Although the analysis of Real Options uses some of the same variables already present in the DCF technique, it requires an additional variable: the volatility of return foreseen in the project, which is notoriously difficult to estimate safely. The Real Options analysis technique explores value being generated from uncertainty and volatility, thus widening the concepts of managerial flexibility in strategic decision-making and in the portfolios administration. This dissertation aims at revising the nature and potential limitation of these models in an environment of great uncertainty and volatility, applying recommendations concerning the appropriate use of estimates resulting from these methods.
6
Parmar, Ronak. "En kvalitativ studie om elevers kunskaper av tal i decimalform : A Qualitative Study Of Students' Knowledge Of Numbers In Decimal Form." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53595.
Full textAbstract:
Syftet med studien är att erhålla en djupare förståelse av elevers kunskaper om det decimala talsystemet. Frågeställningen som undersöks är; vilka olika tillvägagångsätt kan identifieras när eleverna beskriver hur de har löst operationer som behandlar det decimala talsystemet? Den här studien har använt sig av en kvalitativ innehållsanalys, där elevernas olika tillvägagångsätt att lösa uppgifter har analyserats. Studien har lånat ord som förståelse och kvalitativa skillnader från den fenomenografiska forskningsansatsen. I studien har 17 elever deltagit och genomfört ett arbetsblad. Därefter valdes 10 elever slumpmässigt ut för vidare intervjuer. Resultatet som presenteras baseras på de uppgifter där det förekommer skillnader i elevsvaren. I uppgifterna och i de efterföljande elevintervjuerna har flertalet tillvägagångsätt kunnat identifieras. Det huvudsakliga resultatet visar att eleverna löste uppgifterna med olika tillvägagångsätt. Elevsvaren har i diskussionsdelen jämförts mot tidigare forskning för att kunna behandla studiens syfte. Vidare problematiseras även resultatets relevans för yrkesrollen och hur matematiklärare kan använda sig av resultatet för att planera och genomföra sin undervisning.The aim of the study is to obtain a deeper understanding of students' knowledge of the decimal number system. The subject of interest is what different approaches can be identified when students describe how they have solved operations that deal with the decimal number system? This study has used a qualitative content analysis, where the students' different approaches to solving tasks have been analyzed. The study has borrowed words such as understanding and qualitative differences from the phenomenographic research approach. In the study, 17 students participated and completed a worksheet. Subsequently, 10 students were randomly selected for further interviews. The presented results are based on the data where there are differences in student responses. Through the task and the subsequent student interviews different approaches were identified. The main result is that the students solved the tasks with different approaches. In the discussion section, the student responses have been compared with previous research. Furthermore, the relevance of the result for the professional role and how the mathematics teacher is also problematized can use the results to plan and carry out their teaching.
7
Chiu, Yueh-Jung, and 邱月容. "Using Physical Teaching Aids to Solve Unit Conversion and Decimal Place Value Problems in a Fourth Grade Classroom." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/21241487236294391480.
Full textAbstract:
碩士國立臺南大學
應用數學系數學科教學碩士班
102
Units teaching is the way of teaching decimal by concrete operation. In this research, we use puzzle, ruler, blocks, straw, as teaching aids which are different from traditional ways of teaching. This can help students to enforce learning of conversion and place-value of decimal, and to decrease the maze of learning and to be able to increase the effect of learning. The research is based on quasi-experimental research, with the 4th grade students in Tainan Municipal Chong-Ming elementary school. The experimental group is with units teaching for conversion and place-value of decimal, designed by researcher while the control group is with traditional teaching. The research outcome was analyzed through both the quality and the quantity method. By using the descriptive statistics and contingent T sample examing to analyze the assessing results, the researcher semi-structured interviewed one pupil from the lower, the middle and the higher level in order to look into pupils’ progress before and after the teaching. The results are as follows： 1.The post-test results of the experimental group are better than the control group. 2.The delay-test results of the experimental group have retention effects. 3.Units teaching for decimal can help students understand more about the concept of conversion and place-value.
8
Hu, Feng-Rung, and 胡豐榮. "The Study of 5th Grade Students'' Understanding of Relevant Concepts of Place Value in the "Decimal Numeration System" unit." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/61546969814113055445.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
83
The aim of this study was to investigate the 5th grade students'' achievement and understanding of place value relevant concepts in studying the "Decimal Numeration System" Unit which appeared in Volume No.9 of the revised elementary schools mathematics'' text- book.The relevant concepts included multiplications and divisions of numbers ending with 0,size of number,representation of numbers ,place value,and structure of numeration.Using descriptive survey method,a paper-pencil test was given to 842 5th grade students from 23 different elementary schools in order to examine their achievement in studying the unit.In addition,students were inter- viewed by the researcher in order to acquire a deeper understan- ding of their relevant concepts of place value,including alter- native conceptions and representation of number.The results of this study showed that students achievement on relevant concepts of place value was below average,and they had many alternative conceptions.In the case of multiplications & divisions of numbers which ended with 0,students'' major alternative conceptions were that they thought that 0 would be cancelled because it was the case for decimal fraction ending in 0.In the case of structures of numeration,students major alternative conceptions came from talking literal meaning of the word, without a good understanding of what base power of the numeration was.In the case of represent -ation of numbers, students'' major alternative conceptions were to misconceive 0 & meaning of the decimal point.In the case of place value, students wouldn''t understand the place value of binary numeration system.Also, students'' understanding of decimal fraction was influenced by place name very much.Especially for decimal fraction,students had five major kinds of misunderstan- dings.Additionally for the place value of decimal numeration system,students had an easy time learning by rote.
9
Macedo, Bruno Emanuel Castro Pereira de. "Parâmetros térmicos D e z-value para Cadophora fastigiata e discussão de um caso prático." Master's thesis, 2019. http://hdl.handle.net/1822/64900.
Full textAbstract:
Dissertação de mestrado em BiotecnologiaNo tempo corrente há um incremental desejo por parte da população global de obter o mais variadíssimo tipo de alimentos, sem que estes acarretem qualquer risco. Esta tarefa vê-se dificultada, uma vez que, ainda que haja uma exigência por alimentos seguros, há também uma pressão contra vários tipos de tratamentos e métodos de conservação. Um dos métodos de conservação usados com enorme frequência hoje em dia é o tratamento térmico, que tem vindo a ser usado desde que Louis Pasteur o criou a meio do século XIX. Enquanto este tipo de tratamento é eficaz, é necessário otimizá-lo para os organismos e matriz alimentar em causa, permitindo a destruição microbiana sem comprometer as propriedades organoléticas dos alimentos. Uma fonte externa descobriu, após tratamento térmico, uma contaminação por parte do fungo Cadophora fastigiata nos seus produtos. Devido à falta de informação sobre este fungo filamentoso, tomase em causa este caso prático como ímpeto para levar a cabo um estudo térmico sobre este fungo, determinando os seus valores de D e z e apontando se estes parâmetros se mostram de tal forma insólitos que justifiquem a contaminação. No final do estudo, obtiveram-se os valores de 0,69 minutos para a inativação de 90% dos esporos a 70 ºC para uma amostra de água destilada a pH 6,5. Assim como, valores de D de 9,19 e 9,60 minutos, a 55 ºC, respetivamente para amostras a pH 4 de solução de sacarose a 20% e de água acidificada. Adicionalmente os valores de z obtidos para todas as amostras variaram entre 7,8 ºC e 10,6 ºC, tornando desta forma improvável uma contaminação fúngica por parte deste fungo após o devido tratamento térmico.
In current times there is a growing desire by the global population to obtain the most varied sorts of foods, without any associated risks. This task sees itself hardened by the fact that, although there is a demand for safe products, there is also a pressure of sorts against a lot of the treatments and methods used for food preservation. One of the preservation methods used with vast frequency nowadays is the thermal processing, this method has been used since Louis Pasteur created it in the middle of the 19th century. While this type of treatment is very effective, it is necessary to optimize it depending on the organisms and food matrix at hand, in order to allow for microbial destruction without jeopardizing the products’ organoleptic proprieties. An external source has discovered, after thermal processing of their products a contamination by Cadophora fastigiata. Due to the lack of information regarding this filamentous fungus, this practical case is used as a throttle to start off a series of thermal studies on this fungus, in order to determine its D and z values and highlighting whether these parameters are so outlandish that they are able to justify the contaminations found. By the end of this study, we obtained the value of 0.69 minutes for the inactivation of 90% of the spores at 70 ºC, for a distilled water sample at pH 6.5. Aside from these, we also found D values of 9.19 and 9.60 minutes, at 55 ºC, respectively for the samples of 20% sucrose and acidified water both at a pH of 4. Additionally, the z values obtained for all samples varied between 7.8 ºC and 10,6 ºC, making it unlikely for a fungal contamination by this species to take place with the proper thermal treatments.
Books on the topic "Decimal values"
1
Marilyn, Scheffel, and Hedeman Sheila, eds. Decimals: A place value approach. Orangeburg, N.Y: Dale Seymour Publications, 1998.
Find full text
2
Lessons for extending place value: Grade 3. Sausalito, CA: Math Solutions Publications, 2005.
Find full text
4
ill, Murdocca Sal, ed. Big numbers: And pictures that show just how big they are! Brookfield, Conn: Millbrook Press, 2000.
Find full text
5
Patriarca, Linda, Marilyn Scheffel, and Sheila Hedeman. Decimals: A Place Value Approach. Dale Seymour Publications, 1998.
Find full text
10
Garside, Peter, and Karen O’Brien, eds. Note on British Currency before Decimalization. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198749394.003.0002.
Full textAbstract:
BEFORE the introduction of decimal currency into the United Kingdom in 1971, the pound sterling was divided into twenty shillings, with twelve pence (pennies) to the shilling. The lowest value coin was the farthing (a quarter of a penny). The crown was five shillings—hence the popular 2s 6d coin known as the half-crown—while the guinea, much used in commercial transactions, was twenty-one shillings. In the present book we use the conventional abbreviations ‘s’ for shillings and ‘d’ for pence, and prices are given as follows: £13s 6d (one pound three shillings and sixpence, often abbreviated to one pound three and six)....
Book chapters on the topic "Decimal values"
1
Weik, Martin H. "decimal fixed-point value." In Computer Science and Communications Dictionary, 368. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_4491.
Full text
2
Weik, Martin H. "decimal floating-point value." In Computer Science and Communications Dictionary, 368. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_4492.
Full text
3
Fan, Ning, Xuyang Liu, and Jiantao Wang. "Be Aware of the Mild Decibel Values Loss at Central Fixation." In Advances in Visual Science and Eye Diseases, 157–75. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2502-1_19.
Full text
4
Wiklund, Michael, Kimmy Ansems, Rachel Aronchick, Cory Costantino, Alix Dorfman, Brenda van Geel, Jonathan Kendler, Valerie Ng, Ruben Post, and Jon Tilliss. "Make decimal values distinct." In Designing for Safe Use, 47–48. CRC Press, 2019. http://dx.doi.org/10.1201/b22361-17.
Full text
5
Imhausen, Annette. "The Egyptian Number System." In Mathematics in Ancient Egypt. Princeton University Press, 2016. http://dx.doi.org/10.23943/princeton/9780691117133.003.0003.
Full textAbstract:
This chapter describes the ancient Egyptian number system. The system can be described in modern terminology as a decimal system without positional (place-value) notation. The basis of the number system was 10 (hence decimal system), but unlike our decimal place-value notation using the ten numerics 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9, in which the absolute value is determined by its position within the number (e.g., in the number 125, the absolute value of 1 is 1 × 102, the absolute value of 2 is 2 × 101, and the absolute value of 5 is 5 × 100), the Egyptian system used individual symbols for each power of 10. Although there is no information about the choice of the individual signs for the respective values, some of them seem plausible choices. The most basic, the simple stroke to represent a unit, is used not only in Egypt but also in a variety of other cultures, possibly originating from marks on a tally stick.
6
"Twisting and Spinning from Symbols to Signs." In Archaeological Interpretations, edited by Gary Urton, 92–108. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066448.003.0005.
Full textAbstract:
The Inca khipus—the principal record-keeping device used for administrative and narrative records in the Inca Empire—is usually thought of in terms of its display of signs (e.g., cord groups and color differences denoting categories of objects; knot clusters signifying decimal values). In this chapter, however, it is argued that both in their materiality, which in a few cases includes iconography, and in the elaborate displays of khipus by the cord-keepers (the khipukamayuqs) during cord-reading performances, there were numerous symbolic elements at play as well. This description and analysis of signs and symbols in khipus and khipu-reading performances provides the setting for comments on the relationship between signs and symbols in pre-Columbian Andean art and material culture more generally.
7
"Place-Value Representations of Fractional Parts: Decimal Fractions, Decimals, and Operations on Decimals." In Fostering Children's Mathematical Power, 365–96. Routledge, 1998. http://dx.doi.org/10.4324/9781410602084-16.
Full text
8
Polyak, Ilya. "Historical Records." In Computational Statistics in Climatology. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195099997.003.0008.
Full textAbstract:
In this chapter, the historical records of annual surface air temperature, pressure, and precipitation with the longest observational time series will be studied. The analysis of the statistically significant systematic variations, as well as random fluctuations of such records, provides important empirical information for climate change studies or for statistical modeling and long-range climate forecasting. Of course, compared with the possible temporal scales of climatic variations, the interval of instrumental observations of meteorological elements proves to be very small. For this reason, in spite of the great value of such records, they basically characterize the climatic features of a particular interval of instrumental observations, and only some statistics, obtained with their aid, can have more general meaning. Because each annual or monthly value of such records is obtained by averaging a large number of daily observations, the corresponding central limit theorem of the probability theory can guarantee their approximate normality. In spite of this, we computed the sample distribution functions for each time series analyzed below and evaluated their closeness to the normal distribution by the Kolmogorov- Smirnov criterion. As expected, the probability of the hypothesis that each of the climatic time series (annual or monthly) has a normal distribution is equal to one with three or four zeros after the decimal point. As seen in this section, the straight line least squares approximation of the climatic time series enables us to obtain very simple and easy-to-interpret information about the power of the long period climate variability. Carrying out such an approximation, we assume that the fluctuation with a period several times greater than the observational interval will become apparent as a gradual increase or decrease of the observed values. Using only a small sample, it is impossible to determine accurately the amplitude and frequency of such long-period climate fluctuation. Consequently, the straight-line model is the simplest approach in this case. Let us begin with an analysis of the annual surface air temperature time series, the observations of which are published in Bider et al., (1959), Bider and Schiiepp, (1961), Lebrijn (1954), Manlcy (1974), and in the World Weather Records (1975).
9
Mazur, Joseph. "Refuting Origins." In Enlightening Symbols. Princeton University Press, 2016. http://dx.doi.org/10.23943/princeton/9780691173375.003.0008.
Full textAbstract:
This chapter discusses the debate among experts over the origins of the Hindu-Arabic numerals. One such expert was the French mathematician and historian Michel Chasles, who argued that by the fifth century, France already had a decimal place-value system for computations documented in Boethius's Arithmetic, which seemed to use a multiplication table with Arabic numbers. For much of the nineteenth century, the Indian origin of positional decimal notation had been challenged. The chapter also considers the claim made by George Rusby Kaye in 1907 that the numerals and the decimal system could not have been Indian in origin and that the history of Hindu-Arabic number representation was complicated by the existence of so many forgeries of the time. Whatever the truth, it is quite likely that sometime in the fifth century, Indian numbers had come to Alexandria via a trade route through Syria before moving westward.
10
"A4/3 Problems involving place value and decimal points." In Move On Maths! Ages 7-9, 40–43. Routledge, 2018. http://dx.doi.org/10.4324/9780203060681-5.
Full textConference papers on the topic "Decimal values"
1
Lipp, Stephen C., Paul D. Herrington, and Edwin P. Russo. "Transient Thermal Stresses in a Flat Plate With a Circular Opening." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0149.
Full textAbstract:
Abstract Solutions for stress distributions in a flat plate with a circular opening which is undergoing radial and temporal changes in temperature are presented. A typical example would be a hot pipe penetrating a wall or a welding process. The problem is formulated as a partial differential equation on an infinite-domain problem with inhomogeneous boundary conditions. As such, the solution of the problem is obtained through integral-transform methods involving integrals difficult to numerically evaluate. The problem may also be formulated as a finite-domain problem with eigenvalue solution. The results in this case depend on the number of eigenvalues calculated which depends on the time value chosen. Three types of thermal boundary conditions are considered: (1) convection on the boundary, (2) insulated boundary, and (3) sudden heating or cooling, that is, thermal shock. Some sample results comparing the integral-transform and eigenvalue methods are presented. The results indicate that temperature values computed by both methods for an aluminum sample with a 1.5 in (0.0381 m) hole at time 10 s are identical to four decimal places. The finite domain outer radius for the eigenvalue solution was taken to be 18 in (0.4572 m). However, there is a discrepancy when comparing radial and tangential stress. This difference is the stress caused by the constant temperature from the finite boundary to infinity when imposed on the finite-domain problem.
2
Hirayama, Takashi, Yasuaki Nishitani, and Seiji Kitamura. "A Testable Realization for Decimal Multipliers." In 2011 IEEE 41st International Symposium on Multiple-Valued Logic (ISMVL). IEEE, 2011. http://dx.doi.org/10.1109/ismvl.2011.45.
Full text
3
Iguchi, Yukihiro, Tsutomu Sasao, and Munehiro Matsuura. "On Designs of Radix Converters Using Arithmetic Decompositions--Binary to Decimal Converters--." In 37th International Symposium on Multiple-Valued Logic. IEEE, 2007. http://dx.doi.org/10.1109/ismvl.2007.39.
Full text
4
Dressel, Andrew E., and Adeeb Rahman. "Benchmarking Bicycle and Motorcycle Equations of Motion." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47344.
Full textAbstract:
In 2007, Meijaard, et al. [1] presented the canonical linearized equations of motion for the Whipple bicycle model along with test cases for checking alternative formulations of the equations of motion or alternative numerical solutions. This paper describes benchmarking three other implementations of bike equations of motion: the linearized equations for bicycles written by Papadopoulos and Schwab [2] in JBike6, the non-linear equations for bicycles outlined by Schwab [3] and implemented in MATLAB as a Cornell University class project, and the non-linear equations for motorcycles implemented in FastBike from the Motorcycle Dynamics Research Group at the University of Padua. [4] Some implementations are easier to benchmark than others. For example, JBike6 is designed to produce eigenvalues and easily exposes the coefficients of its linearized equations of motion. At the other extreme, the class project non-linear equations were not originally intended to generate eigenvalues and are implemented in a single 48×48 matrix. Finally, while FastBike does generate eigenvalues, its equations of motion incorporate tire and frame compliance, which cannot be completely disabled. Instead, the tire stiffness parameters must be increased, but not so much as to cause convergence errors in FastBike. In the end, all three implementations generate eigenvalues that match the published benchmark values to varying degrees. JBike6 comes the closest, with agreement of 12 digits or more. The class project is second, with agreement of 12 digits for most forward speeds, but with a loss of measurable agreement near the capsize speed due to a peak in the eigenvalue condition number. Unfortunately, FastBike is limited at this time to exporting eigenvalues with no more than two decimal places, and so agreement can only be found to ±0.005.
5
Starks, Rachel N., and Ziv Feldman. "Prospective elementary teachers’ content knowledge of decimal magnitude and place value." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-267.
Full text
6
Zhong, Qing, Xueshen Wang, Jinjin Li, Zhiqiang Zhou, and Yong Shi. "New design of decimal nominal value resistance based on Quantum Hall Array." In 2014 Conference on Precision Electromagnetic Measurements (CPEM 2014). IEEE, 2014. http://dx.doi.org/10.1109/cpem.2014.6898499.
Full text
7
Aviles-Ramos, Cuauhtemoc. "Exact Solution of Heat Conduction in a Two-Domain Parallelepiped With an Orthotropic Layer and Its Application to the Estimation of the Three-Dimensional Thermal Conductivity Tensor and Volumetric Heat Capacity of the Orthotropic Layer." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-32424.
Full textAbstract:
The three-dimensional exact solution of heat conduction in a two-layer composite is found applying the method of separation of variables. One layer is orthotropic and the other layer is isotropic. This solution is used to calculate sensitivity coefficients with respect to the thermophysical properties of the orthotropic layer at fourteen thermocouple locations. Numerical experiments are carried out to solve a parameter estimation problem that involves the estimation of the thermal conductivities in the x-, y-, and z-directions, the volumetric heat capacity of the orthotropic layer, the effective thermal conductivity of the isotropic layer, and the heat flux input. The exact solution is used to generate temperature readings at fourteen thermocouple locations. First, the parameter estimation problem is solved using the exact temperatures and a hybrid algorithm to estimate the thermal properties and the heat flux. Second, random noise is added to the exact temperatures and the thermal properties and heat flux are estimated using the same hybrid algorithm. It is found that when using the exact temperatures, the minimized quadratic functional has a value of 2.4×10−16 (°C)2 and the estimated properties agree to the ninth decimal place with the “exact” properties.
8
CARRARA, LUIZ FELIPE BONONI, and MAURILIO MESSIAS DE ARAUJO FILHO. "APLICAÇÃO DO MÉTODO DOS ELEMENTOS FINITOS NA OTIMIZAÇÃO DE ESTRUTURAS, EM AUTODESK INVENTOR." In Brazilian Congress. brazco, 2020. http://dx.doi.org/10.51162/brc.dev2020-00060.
Full textAbstract:
A pesquisa visa, com base no Metodo dos Elementos Finitos (M.E.F.), procedimento numerico para solucoes aproximadas de problemas de valores sobre o contorno de equacoes diferenciais, relacionar estruturas e suas propriedades com suas versoes aprimoradas para fim de comparacao e desenvolvimento tecnologico. O M.E.F., por subdividir o dominio de um problema em partes menores, cria certas vantagens para o ambito de analise, como por exemplo: a representacao precisa de geometrias complexas e a identificacao de efeitos localizados (duas caracteristicas fundamentais na area estrutural). O software Autodesk Inventor, utilizado no trabalho, atendeu perfeitamente as necessidades de manipulacao geometrica e de interpretacao numerica dos modelos estudados. Algumas das ferramentas utilizadas, alem das de modelagem em duas e tres dimensoes, exigiram certo dominio para serem executadas, visto que sao aplicadas em situacoes extremamente especificas. Foi possivel observar o comportamento de diversos solidos em diferentes ambientes, simulando, em certas ocasioes, a mesma estrutura geometrica mas com diferentes materiais aplicados e diferentes caracteristicas de carregamento externo de forcas e pressoes, possibilitando uma maior compreensao de determinados efeitos sobre geometrias de distintas naturezas. A otimizacao geometrica de estruturas em tres dimensoes apresenta um nivel de dificuldade mais elevado, assim como maior custo computacional e de tempo. Algumas ferramentas do software tornam mais acessivel, em termos de tempo e de custo computacional, a analise e conclusao de modelagens dessa natureza, pois possibilitam que o usuario decida o nivel de precisao dos calculos realizados pelo sistema, mas em forma de analise estrutural, ou seja, e cabivel decidir o nivel de custo-beneficio de um dado modelo a partir de sua aplicacao futura. Apos a realizacao de diversas simulacoes, analises e realizacao de novos modelos, ainda foi possivel comparar modelos semelhantes geometricamente em situacoes de fadiga do material, pensando em utilizar fatores de seguranca condizentes com o nivel tecnologico da aplicacao a ser realizada. ,
Reports on the topic "Decimal values"
1
Zilberman, Mark. Methods to Test the “Dimming Effect” Produced by a Decrease in the Number of Photons Received from Receding Light Sources. Intellectual Archive, November 2020. http://dx.doi.org/10.32370/iaj.2437.
Full textAbstract:
The hypothetical “Dimming Effect” describes the change of the number of photons arriving from a moving light source per unit of time. In non-relativistic systems, the “Dimming effect” may occur due to the growing distance of light sources moving away from the receiver. This means that due to the growing distance, the photons continuously require more time to reach the receiver, which reduces the number of received photons per time unit compared to the number of emitted photons. Understandably, the proposed “Dimming effect” must be tested (confirmed or rejected) through observations. a. This article provides the formula for the calculation of “Dimming effect” values using the redshift parameter Z widely used in astronomy. b. The “Dimming effect” can possibly be detected utilizing the orbital movement of the Earth around the Sun. In accordance to the “Dimming effect”, observers on Earth will view 1.0001 more photons per time unit emitted by stars located near the ecliptic plane in the direction of the Earth orbiting the Sun. And, in contrast, observers will view only 0.9999 photons per time unit emitted by stars located near the ecliptic plane in the direction opposite to the Earth orbiting the Sun. Calculating precise measurements of the same stars within a 6-month period can possibly detect this difference. These changes in brightness are not only for specific stars, as the change in brightness takes place for all stars near the ecliptic in the direction of the Earth’s orbit around the Sun and in the opposite direction. c. The “Dimming effect” can possibly be detected in a physics laboratory using a moving light source (or mirror) and photon counters located in the direction of travel and in the opposite direction. d. In theory, Dilation of time can also be used for testing the existence of the “Dimming effect.” However, in experiments on Earth this effect appears in only the 14th digit after the decimal point and testing does not appear to be feasible. e. Why is it important to test the “Dimming effect?” If confirmed, it would allow astronomers to adjust values of "Standard Candles" used in astronomy. Since “Standard Candles” are critical in various cosmological models, the “Dimming effect” can correct models and/or reveal and support new models. If it is proved that the “Dimming effect” does not exist, it will mean that the number of photons arriving per unit of time does not depend on the speed of the light source and observer, which is not so apparent.