OpenLLM-France/wikimedia huggingface dataset:
# Java Programming/Reflection/Dynamic Class Loading

* Navigate Reflection topic: ( v • d • e )
* Reflection Overview
* Dynamic Class Loading
* Dynamic Method Invocation
* Accessing Private Features with Reflection
Dynamic Class Loading allows the loading of java code that is not known about before a program starts. Many classes rely on other classes and resources such as icons which make loading a single class unfeasible. For this reason the ClassLoader (java.lang.ClassLoader) is used to manage all the inner dependencies of a collection of classes. The Java model loads classes as needed and doesn't need to know the name of all classes in a collection before any one of its classes can be loaded and run.

## Simple Dynamic Class Loading

An easy way to dynamically load a Class is via the java.net.URLClassLoader class. This class can be used to load a Class or a collection of classes that are accessible via a URL. This is very similar to the -classpath parameter in the java executable. To create a URLClassLoader, use the factory method (as using the constructor requires a security privilege):
* Code section 10.4: Class loader.
* URLClassLoader classLoader = URLClassLoader.newInstance(
* new URL{"http://example.com/javaClasses.jar"});
Unlike other dynamic class loading techniques, this can be used even without security permission provided the classes come from the same Web domain as the caller. Once a ClassLoader instance is obtained, a class can be loaded via the loadClass method. For example, to load the class com.example.MyClass, one would:
* Code section 10.5: Class loading.
* Class<?> clazz = classLoader.load("com.example.MyClass");
Executing code from a Class instance is explained in the Dynamic Invocation chapter.
# Managerial Economics/Business Cycles

Business cycle consists of seven main steps
* market discovery
* development and creating the customer
* increasing profits
* stable profits
* loosing consumers
* struggling and re-living
* closing the business
# Managerial Economics/Cash Flow

The basics of cash flow can be summed up by the concept of time value of money. This concept is the idea that having money now is better than money in the future, since you can spend it or put it to use. As a result you should be compensated for the time you do not have the use of your money. To make equivalent the differences in time we use a flip sided principle knows as discounting (bringing future cash flows to the present) or income (taking present values to the future). The rate of change required to make cash flows equivalent over time periods is known as the discount rate (both i d and r are common variables for the discount rate, although i is usually reserved for inflation). This rate can change with time or for different people. Imagine how high your discount rate would be if you had won a large cash prize in a radio contest, but had to phone the station within a minute and had no quarters.
The time that cash flows are discounted to sets a frame of reference for series of cash flows. This time is usually known as t0 pronounced "t not." While any frame of reference can be chosen the most common reference time is now. In retirement problems the frame of reference can be the date of retirement.
The basic cash flow equation is FV=PV*(1+r)^t, where FV is the future value (time at some future time), PV is the present value (value at t0, r is the discount (interest) rate, and t is the time between the future value and present value. The units of time do not matter, but must be the same as the period rate in which r is quoted. Both are usually in annual terms.
An example of this is the future value of $100 in one year with a discount rate of 5%. To solve this problem you would evaluate the following statement:
See that was pretty easy wasn't it. All of finance can be summed up with variants of that basic formula.
According to this principle, if a decision affects costs and revenues in long-run, all those costs and revenues must be discounted to present values before valid comparison of alternatives is possible. This is essential because a rupee worth of money at a future date is not worth a rupee today. Money actually has time value. Discounting can be defined as a process used to transform future dollars into an equivalent number of present dollars. For instance, $1 invested today at 10% interest is equivalent to $1.10 next year.
# Managerial Economics/Introduction
## Definitions

An economy consists of a set of people or individuals and their environment. Each individual in an economy has an economic problem.
An economic problem arises because each individual has unique desires (defined as experiences he or she would like to have) and a limited set of assets (consisting of human capital, possessions, and time). This limitation prevents the individual from ever satisfying all his desires and dictates his behavior.
Human Capital includes physical attributes, mental capabilities, skill, personality, associates (people she knows or know her), creativity, influence, and a philosophy of life.
Possessions are the physical objects the individual posses or, more properly, has a claim on.
Time is limited to 24 hours each day for the remainder of an individual's life.

## Economics

The economic problem we face forces us to economize, that is, to decide which desires to satisfy and which ones to leave unsatisfied. This behavior is both economically rational and the rationale behind economics.
It is important to note that the process of economizing occurs entirely in the context of uncertainty because the consequences of our actions happen in the future (of which we know nothing), and our decisions are made while being unaware of all things which exist in the present.
Economics then is the study of the consequences of economizing in the context of uncertainty. Economics is relevant as an internal model against which we can compare our present situation and make better decisions about our behavior. It does not give a set of tools to use, but rather an understanding of the world in which we live.
# Managerial Economics
## Table of contents
### For non-economists

* Introduction - What is Economics?
* The Theory of Human Behavior
** Human Behavior
*** Budgeting: Simple Case
*** Budgeting: Realistic Case
** The Theory of Entrepreneurial Behavior
*** The Entrepreneur
*** Production Theory
*** Cost Theory
*** Demand Theory
** Consequences of Human Behavior
*** Resource Allocation
*** Industrial Structure
*** Prices of Products and Factors
*** Business Cycles
*** The Visible Hand
*** The Economic Process

### For economists

* Interest Calculations (relation of time and money)
* Cash Flow
** Single Cash Flow
** Equal Uniform Payments
** Linear Gradient
** Geometric Gradient
** Irregular
# Managerial Economics/Demand Theory

Managerial Economics: Demand Analysis
Demand Demand is the quantity of good and services that customers are willing and able to purchase during a specified period under a given set of economic conditions. The period here could be an hour, a day, a month, or a year. The conditions to be considered include the price of good, consumer’s income, the price of the related goods, consumer’s preferences, advertising expenditures and so on. The amount of the product that the customers are willing to buy, or the demand, depends on these factors. There are two types of demand. The first of these is called direct demand. This model of demand analysis individual demand for goods and services that directly satisfy consumers desires. The prime determinant of direct demand is the utility gained by consumption of goods and services. Consumers budget, product characteristics, individuals preferences are all important determinants of direct demand. The other type of demand is called derived demand. Derived demand is the demand resulting from the need to provide the final goods and services to the consumers. Intermediate goods, office machines are examples of derived demand. An other good example is mortgage credit. Mortgage credit demand is not demanded directly, but derived from the demand for housing.
Market demand function The market demand function for a product is a function showing the relation between the quantity demanded and the factors affecting the quantity of demand.
A demand function for the good X can be expressed as follows:
Quantity of product X demanded = Qx = f (the price of X, prices of related goods, expectations of price changes, income, preferences, advertising expenditures and so on. ) For use in managerial decision making, the relation between quantity of demand and each demand determining variable must be specified.
Demand Curve The demand function specifies the relation between the quantity demanded and all factors that determine demand. But the demand curve expresses the relation between the price of a product and the quantity demanded, holding constant all the other factors affecting demand.
# KS3 Computing/Algorithms Using Sequencing

[IMAGE TO BE INSERTED HERE]
Recipes are frequently used as an example of algorithms in everyday life. The ingredients can be compared to the data and the method to the instructions which make up the algorithms.
Algorithm (MEMORISE) - An algorithm is a _________________________ (or _________________________ or _______________________ ) of _________________________ to solve a specific problem.
Flowcharts and Pseudo-Code are both used to describe algorithms. A flowchart represents an algorithm in a visual way. Pseudo code is used to describe an algorithm in a human language, like English.
An algorithm describes the path or flow of execution of a program with the help of a flowchart or pseudo code. In other words: flowcharts and pseudocode allow us to describe the order in which the instructions need to be completed, so that the problem con be solved.

## Algorithms using Sequencing Exercises

In the previous chapter, you learnt that the manipulation of data can produce solutions. Computer Scientists refer to this as changing the state of a program.

### Worked Example

Only the most simple problems can be solved using algorithms which only use sequencing. For example a simple two-number adder, which has two numbers as input, processes these numbers by adding them together to present this as the output. Programmers would not produce a structure diagram, variable dictionary, pseudo code and flow chart. However, for the purpose of this guide I will use this very simple example to illustrate all of the processes necessary to program a solution.
1 - De-composition:
Sub-problem 1: getting the input into the system
Sub-problem 2: adding the two numbers together
Sub-problem 3: presenting the result as output
The Structure Diagram:
[IMAGE TO BE INSERTED HERE]
2 & 3 - Data Requirements and Variables variable (data) dictionary: number1, type float number2, type float number3, type float
4 - Algorithm The Pseudo-Code get the first number and store as number1 get second number and store as number2 calculate sum and store as number3 present number3 The Flowchart:
[IMAGE TO BE INSERTED HERE]
Attempt to solve the following problems using the same method.

### Exercise 1

Calculate the circumference of a circle, according to a given radius.

### Exercise 2

Calculate the volume of a cube, given the length of the faces.

### Exercise 3

Allow a user to enter his or her first name and his or her surname. Print a greeting for the user which included both names.

### Exercise 4

Allow a user to enter the year in which he or she is born. Respond with a greeting which includes the age of the user. Exercise 5 Allow a user to enter his or her name and age. Print a response which tells the user what age he or she will be in the year 2066.�

## Algorithms using Sequencing Summary

Algorithms are likely to make use of sequencing In a sequence, one instruction is followed by another. A sequence describes the path or flow of execution.

## Algorithms using Sequencing Further Study

Visit the website of ‘Computer Science for Fun’ and read the articles under the section for algorithms and computational thinking.�
# KS3 Computing/ApplicationToolbox

Tools to use for appsmashing, can be used on any browser.
* Mozilla Popcorn Maker
* emaze
* Free Music Archive
* Photovisi
* Read Write Think: Comic Creator
* Haiku Deck
* Free Music Archive
* Comics Head
* Appshed
# KS3 Computing/De-Composition

[IMAGE TO BE INSERTED HERE]
When developing computer systems (programs or applications) - we aim to solve problems. The problem may be to change the patterns of lights, according to the pressing of buttons on a keyboard, as demonstrated above.... It is essential to understand the problem in its entirety so that it can be solved without mistakes. To arrive at this understanding it is essential to analyse the problem by identifying its individual components. In other words: it is necessary to split the problem into sub-problems. This process is called de-composition. This process can lead to a graphical representation of a problem, called a structure diagram:
[IMAGE TO BE INSERTED HERE]
Each of the sub-problems may require further decomposition, leading to more complex structure diagrams.Example of a structure diagram, or structure chart:
[IMAGE TO BE INSERTED HERE]

## Decomposition Exercises

Each of the following exercises describes a problem. Analyse each problem by identifying some of its sub-problems.

### Examples

* In an air traffic control system, one problem would be to prevent planes from flying into each others paths.
* In a computer gaming system, one problem would be to add to the score when the player has achieved an objective.

### Exercise 1

De-compose the problem of getting dressed into at least three component parts. Can you apply an order of execution? In other words: which sub-problem needs to be solved before another? Produce a structure diagram.

### Exercise 2

De-compose the problem of cooking dinner into at least 10 component parts. Can you apply an order of execution? In other words: which sub-problem needs to be solved before another? Produce a structure diagram.

### Exercise 3

De-compose a simple banking system into at least three component parts. The system needs to allow users to open accounts, close accounts and track money spent and money deposited into the account. Produce a structure diagram.

### Exercise 4

Consider your favourite game. Identify at least 5 sub-problems which this computer system needs to solve. Produce a structure diagram.

### Exercise 5

Can you think of an app that you would like to create? Describe the app and identify at least 5 sub-components of the app. Produce a structure diagram.

## Decomposition Summary

Computational thinking requires the de-composition of problems: the precise identification of the components which make up a bigger problem... this process can lead to a structure diagram. Each of the identified problems needs to be solved and the solutions must be put back together. This process will be part of the implementation of the complete solution.

## Decomposition Further Study

Find out about modular design and summarise its advantages and disadvantages. The Waterfall and the Spiral are common methods of modular design. More recently, Rapid Application Development (RAD) and Extreme Programming (see also Agile Development and On-Site Development) have increased in popularity. Research each method and summarise how they are used and listing their advantages and disadvantages.
# KS3 Computing/Editing Guide
## Editing Guide

This section is aimed at helping people edit the materials, rather than being part of the core topic of Computing at Schools.

## Images for this book

You can find images to use on your pages here
Images for KS3 Computing

## Templates

We have created various templates, generally with a prefix of CAS so they're easier to identify and use, with the aim of making the book more attractive, consistent and easier to read & digest.
Here are the various templates we believe would be useful, those that have been created should have the name of the respective template shown.
* Topic - Template:CASTopic
* Synopsis / problems / why - Template:CASSynopsis
* Links with games / life / extension
* links to Programme of Study - Template:CASProgOfStudy
* Activities (timings?)
* User input section Template:CASUserInput
* Visual and Graphical languages
* Images and Films - Template:CASMedia
* Vocab - definitions - Template:CASDefinition
* Stretch material
* Qs & As - heat rating - Matthew
* Resources (links to outside resources)
* who is going to write what
* do you need any diagrams / pictures / videos
* do you need to add delete any pages
* what tasks / exercises / questions are needed

## Further information

tinyurl.com/htc2015 (needs a password, available from the organisers of the hack the curriculum event)
# KS3 Computing/Applications
## Making Computing Matter To People

Hang on a minute, what's the point of all the stuff we are learning?
All this programming and logic and stuff.

### What is it for?

There is got to be some point to all of this.
How do I let my audience know what I am doing? Wait, what do we mean by an audience?
No. Not that sort of audience.|
When we use the word audience here we mean anyone who will need to use this for a real reason. They are reading it because they are interested or need the information.
Below is the read-out from a navigation program. The way it looks and works is really important.
The audience for this is the person who might be alone at night on a boat and wishing he could find his way home.
If the readout isn't clear, or if the information isn't available at the right time, he could be in real trouble.
In fact, people die every year because they get it wrong.
Applying computing tools is a real-world skill. It is about taking the bits and pieces of computing and putting them together to solve a problem. Making a whole solution to a problem or idea might mean:
* Using tools or apps that are familiar to everyone.
* Using new or strange apps that do new things.
* Using one app to work with another.
* Creating a new app through coding. Making something new that solves problems.
* Sharing and fixing (de-bugging) a project.
* Sharing the whole project with other people through the web or via a VLE/MLE.

## Welcome to the Application section of KS3 Computing.

Here you will learn how to take theory and put it into practice with real life situations.
You can start by looking into the Toolbox for various places to get started.
Then head over to the projects section to start using those tools
Next, to get better at using the applications the best thing is to review someone else's project by debug project.
Finally, share your project and publish your work for the rest of the world to see.
# KS3 Computing/Data Abstraction

Computer systems are built to solve problems. The previous chapter described the de-composition of a problem as an essential step towards its solution. This process results in smaller sub-problems. Each of these smaller problems has to be de-composed and defined algorithmically. Leading to the question below: How can each problem be described, so that the computer can understand it?
[IMAGE TO BE INSERTED HERE]
[IMAGE TO BE INSERTED HERE}
In line with the above definition, it is possible to approach computational problem solving in terms of data: the identification of input and output data and the development of processes which manipulate the input data, in such a way that the output data can be produced.

## Data Abstraction Exercises

In the previous chapter, you de-composed problems into its sub-problems. Now, you need to identify the required data for each of the sub-problems.

### Examples

* In an air traffic control system, one sub-problem would be to prevent planes from flying into each others paths. The required data for this sub-problem would include: the current position of each plane, the direction of movement and the speed of each of the planes.
* In a computer gaming system, one sub-problem would be to add to the score when the player has achieved an objective. The required data for this sub-problem would include: a signal to mark when an objective has been achieved and the current score.

### Exercise 1

What are the data requirements for the problem of getting dressed? One data requirement would be the contents of your wardrobe... what are the others?

### Exercise 2

What are the data requirements for the problem of cooking dinner? One data requirement would be the content of your fridge... what are the others?

### Exercise 3

What are the data requirements for the problem a simple banking system, which allows users to open accounts, close accounts and track money spent and money deposited into the account. One data requirement would be the name of the account holder... what are the others?

### Exercise 4

Consider your favourite game. What are the data requirements of for this system?

### Exercise 5

Can you think of an app that you would like to create? Describe the app and identify at least 5 sub-components of the app. Produce a structure diagram. (You may have already completed these tasks). Now identify the data requirements.

## Data Abstraction Summary

Computational thinking requires the identification of data to solve a given problem. The data describes the problem in computational terms. The solution to a given problem can be found by identifying the processes which will manipulate the input data with the aim to achieve the results, which will be presented as the output data.

## Data Requirements Further Study

The use of data within a system can expressed as data flow diagrams. Research this technique and produce one such diagram for each of the problems above. Find out about Object Oriented Programming (OOP) and summarise the method. Produce an OOP design for each of the problems above.
# KS3 Computing/Data representation
## Representing Data

Data within a computer can only be represented digitally, in binary, as a series of ones or zeros. In order for a computer to interact with, or process data, such as audio, images and text, this must first be converted to a form the computer can handle, i.e. binary.
# Kapampangan/Days Of The Week
## Part A: Description

The days of the week were all imported from Spanish. However some consonants did not exist in Kapampangan, and the closest equivalent consonant is used as it is always the case in such situations.
| Lúnes Span. | Monday |
| Mártes Span. | Tuesday |
| Miérkules Span. | Wednesday |
| Huébes Span. | Thursday |
| Biérnes Span. | Friday |
| Sabádo Span. | Saturday |
| Domíngo Span. | Sunday |
These should be easy to remember if you have studied Spanish.
Listen to the days of the week. (help·info)

## Part B: Application

First of all, learn the whole list of days by heart. Make sure you can recite them to yourself, without looking at this page.
Here are a few sentences using the days in Kapampangan. You can see how the article or the plural is used, depending on the context.
The rule for using the article or not are...
Plurals are not / are appropriate for days ...

## Part C: Exercises

Translate the following English sentences in Kapampangan.
She will visit us on Sunday.
Friday was a sunny day.
Shall we picnic on Saturday afternoon?
See you next Friday.
I hate Mondays.
Solutions

## Part D: Summary

You now know how to use all the days of the week in Kapampangan. Also you have learned the following new words and phrases:
| Kap. word 1 | Eng. trans 1 |
| word 2 | trans 2 |
Continue to Months
# Kapampangan/Disclaimer

* This book was started using British English standards, authors should attempt to keep it consistent by continuing to write with that in mind.
* Although we use diacritics to indicate the stressed syllable in this method, it does not mean that we recommend to use it when writing Kapampangan in an every day usage. The reason that the diacritic signs are here is to indicate the stress to the student of Kapampangan, which, without them, would have no means to achieve the correct pronunciation.
* Also we have introduced a diacritic to indicate the glottal stop ( ' ) for the purpose of our students. It does not mean that we recommend to use in every day writing.
Continue to Introduction