OpenLLM-France/wikimedia huggingface dataset:
# A-level Computing/AQA/Problem Solving, Programming, Data Representation and Practical Exercise/Skeleton code/2016 Exam/Sample Question Papers/June 2016 Practice Questions 2

5 marks
2. Within the final else statement in makePlayerMove, the player is told “Hit at” position if they have hit an enemy ship. Modify the code within this else statement so that it also outputs the name of the ship that they have hit.
* Insert a screenshot of your code below
4 marks
* Test your code by loading the training map, then entering a column value of 8, then a row value of 1. Then make another attack and enter a column value of 7, then a row value of 6. Then make another attack and enter a column value of 3, then a row value of 1. Insert a screenshot(s) of the result below
3 marks
3. The board stores the first character from the ship name to represent which ship is stored in a square. Create a new function called outputHit. It must return a String and take two parameters, a character called square and an array of Ship called ships. It must loop through each item in the array until it finds the name of the ship that matches the square character and then return the name of that ship. You will need to modify the output code in makePlayerMove so that it passes in the pointer to the ships array and the board[row][column] value and outputs the string that is returned by the function.
* Insert a screenshot of your outputHit code below
8 marks
* Insert a screenshot of your code where you call this function within makePlayerMove below
2 marks
* Test your code by loading the training map, then entering a column value of 8, then a row value of 1. Then make another attack and enter a column value of 7, then a row value of 6. Then make another attack and enter a column value of 3, then a row value of 1. Insert a screenshot(s) of the result below
3 marks
# A-level Computing/AQA/Problem Solving, Programming, Data Representation and Practical Exercise/Skeleton code/2017 Exam

The exam questions are very hard to predict and this site is by no means going to give you everything you need for the questions you'll sit. The most important thing you should do is learn how to program, and learn how to program well!
This is for the new specification A-Level Computer Science with the skeleton code being a version of the Battleships game. There is a change in the exam layout this year as the standard comp1 and comp2 some of us are used to are being changed. The main changes are that some of the questions from the comp1 (now called paper 1) have moved to the comp 2(now called paper 2) with some smaller differences in the specifications. it is advised you go through these specification to check if you have missed anything and to check for changes.
I think that that is the format for the paper 1 and it is very similar to the comp1 in the last few years, just without the section A as it is being moved onto the paper 2.(If I Say anything wrong please edit this page, I have no intention of misleading people.)
As I don't know the full layout of the paper the pages may not be in the right order or labelled right so please edit them as you see fit.
Skeleton code June 2017 Problems (Section D in Comp1 and most likely Section C in Paper 1 on new spec this year)
Sample Question Papers/
# A-level Computing/AQA/Problem Solving, Programming, Data Representation and Practical Exercise/Skeleton code/Programming

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# A-level Computing/AQA/Problem Solving, Programming, Data Representation and Practical Exercise/Systems Development Life Cycle

* From the Specification : The Life Cycle Model
* Describe the stages of development of a hardware/software system
* Analysis
* Design
* Implementation - Program the solution as per design.
* Testing - Test the solution using selected test data.
* Specify the method of testing the programmed solution (dry run testing, black box testing, white box testing)
* Specify the selection of test data including normal (typical), boundary and erroneous data
* Evaluation - Reflect on how successful the operational system is
* The cycle
* Analysis
* Design
* Implementation
* Testing
* Evaluation
# Acing the SQE/Ethics
## Professional Conduct
### Principles, Solicitors Code, Firms Code

Firms must report breaches and remedy breaches themselves. Firms have a duty to make reasonable adjustments

### SRA Principles

You act:
in a way that upholds the constitutional principle of the rule of law, and the proper administration of justice. in a way that upholds public trust and confidence in the solicitors' profession and in legal services provided by authorised persons. with independence. with honesty. with integrity. in a way that encourages equality, diversity and inclusion. in the best interests of each client.
undertaking is a written or oral statement by a solicitor or member of a firm that they will do something. Undertakings can be enforced in court.

### Duty of honesty and confidentiality

The duty of confidentiality does not end when the client dies.
# Japanese History
### From Mythology to Nationhood

The current, editable version of this book is available in Wikibooks, the open-content textbooks collection, at http://en.wikibooks.org/wiki/Japanese_History
Permission is granted to copy, distribute, and/or modify this document under the terms of the Commons Attribution-ShareAlike 3.0 License.
# A Handbook of Kyrgyz Grammar/Articles
## Articles

Kyrgyz has no separate definite article that would correspond to the English “the”. For example, the word “китеп” can by itself mean either “a book” or “the book.”
That said, the word бир (“one”) is often used in situations where the English indefinite article “a/an” would be appropriate.
мен бир мугалим менен сүйлөштүм -- “I spoke with a teacher.”
I a teacher with spoke
This can have a somewhat stronger indefinite sense: “бир мугалим” is like saying “some random teacher.”
# A Handbook of Kyrgyz Grammar/Word Order
## Word Order

Kyrgyz is a “Subject-Object-Verb” language. This means that the person or thing doing the action comes first in the sentence, and the verb is at the end. Compare this with English, which is a Subject-Verb-Object language:
Мен дүкөнгө барам : “I go to the store.” I to the store go
Possessives (like English “my,” “your,” etc.) and adjectives precede the noun that they modify.
кызыл китеп : “a red book”  red book
Other than keeping adjectives in front of their respective nouns and the finite verb at the end of the sentence, word order is much more elastic than it is in English, since much grammar that in English is carried by word order is communicated in Kyrgyz by suffixes.
# A History of Japan: From Mythology to Nationhood
## Table of Contents

* Introduction
* Prehistory through the Jomon Period
* The Yayoi Period
* The Kofun or Yamato Period
* The Asuka Period
* The Nara Period
* The Spread of Buddhism in Japan
* The Early Heian Period
* The Middle Heian Period
* The Late Heian Period
* The Kamakura Period
* The Kemmu Restoration
* The Nanboku-chō Period
* The Muromachi Period
* The Warring States Period
* The Azuchi–Momoyama Period
* The Edo Period
* The Meiji Restoration
* The Meiji Period
* The Taisho Period
* The Rise of Militarism
* World War II
* The American Occupation of Japan
* Post-War Japan
* Japan Today
    Further Reading
    Structure
    Print Version
# Arithmetic/Reading Decimal Numerals

The word and is used only for the decimal point; And is also used to separate a whole number and a fraction. A comma is used at every third place, starting at the decimal point and moving left. Frequently a comma or space is used at every third place moving to the right of the decimal point.
Additionally, no comma is used before and. Also, all decimals end in ths except unitary decimals that end in th.
Alternatively, you may say the whole number, followed by a point and the digits of the decimals from leftmost to right. This is a much more natural and informal way of saying numbers.
| Decimal numeral | Reading thereof | Alternative |
| $2,697,787.84$ | Two million, six hundred ninety-seven thousand, seven hundred eighty-seven and eighty-four hundredths | Two million, six hundred ninety-seven thousand, seven hundred eighty-seven point eight four |
| $2,009$ | Two thousand, nine |
| $1,987$ | One thousand, nine hundred eighty-seven |
| $0.684$ | Six hundred eighty-four thousandths | Zero point six eight four |
| $17.04$ | Seventeen and four hundredths | Seventeen point zero four |
| $0.1$ | One tenth | Zero point one |
| $4.3$ | Four and three tenths | Four point three |
| $0.0001$ | one ten-thousandth | Zero point zero zero zero one |
| $5.000008$ | five and eight millionths | Five point zero zero zero zero zero eight |
| $0.00073$ | seventy-three hundred-thousandths | Zero point zero zero zero seven three |

## References and notes

* ↑ Business Mathematics, 10th Edition. Authors are Charles D. Miller, Stanley A. Salzman, and Gary Clendenen. Published in 2006 by Pearson Education, Inc. ISBN 0-321-27782-1
* ↑ Any thorough English arithmetic text discusses the reading of decimal numerals.
# Arithmetic/Types of Numbers

We can classify numbers into several different kinds.
* Natural Number
* Integer Number
* Fraction and Mixed Fraction
* Real Number
* Imaginary Number
* Complex Number
# Arithmetic/Rounding
## Rounding

To round a number, you need to look at the digits right of the decimal. If the first digit right of the decimal is equal or higher than 5 in rank (see Spelling out numbers), we add 1 to the integer part of the number, lopping off digits right of the decimal; this is known as rounding up. If the first digit right of the decimal place is less than 5 in rank, we simply rewrite the number again excluding all the digits right of the decimal place; this is known as rounding down. Note that after the number is rounded up or down all of the digits right of the decimal are discarded and only the digits left of the decimal are written.

## Rounding to integer

The most basic form of rounding is to replace an arbitrary number by an integer.
There are many ways of rounding a number y to an integer q. The most common ones are
* round down (or take the floor, or round towards minus infinity): q is the largest integer that does not exceed y.
    $q=\mathrm {floor} (y)=\left\lfloor y\right\rfloor =-\left\lceil -y\right\rceil \,$
* round up (or take the ceiling, or round towards plus infinity): q is the smallest integer that is not less than y.
    $q=\mathrm {ceil} (y)=\left\lceil y\right\rceil =-\left\lfloor -y\right\rfloor \,$.
* round towards zero (or truncate, or round away from infinity): q is the integer part of y, without its fraction digits.
    $q=\mathrm {truncate} (y)=\operatorname {sgn}(y)\left\lfloor \left|y\right|\right\rfloor =-\operatorname {sgn}(y)\left\lceil -\left|y\right|\right\rceil \,$
* round away from zero (or round towards infinity): if y is an integer, q is y; else q is the integer that is closest to 0 and is such that y is between 0 and q. The signum function is used to determine the sign
    $q=\operatorname {sgn}(y)\left\lceil \left|y\right|\right\rceil =-\operatorname {sgn}(y)\left\lfloor -\left|y\right|\right\rfloor \,$
* round to nearest: q is the integer that is closest to y.
The first four methods are called directed rounding, as the displacements from the original number y to the rounded value q are all directed towards or away from the same limiting value (0, +∞, or −∞).
If y is positive, round-down is the same as round-towards-zero, and round-up is the same as round-away-from-zero. If y is negative, round-down is the same as round-away-from-zero, and round-up is the same as round-towards-zero. In any case, if y is integer, q is just y. Here the table with the rounding methods:
| y | round down (towards −∞) | round up (towards +∞) | round towards zero | round away from zero | round to nearest |
| +13.67 | +13 | +14 | +13 | +14 | +14 |
| +13.50 | +13 | +14 | +13 | +14 | +14 |
| +13.35 | +13 | +14 | +13 | +14 | +13 |
| +13.00 | +13 | +13 | +13 | +13 | +13 |
| 0 | 0 | 0 | 0 | 0 | 0 |
| −13.00 | −13 | −13 | −13 | −13 | −13 |
| −13.35 | −14 | −13 | −13 | −14 | −13 |
| −13.50 | −14 | −13 | −13 | −14 | −14 |
| −13.67 | −14 | −13 | −13 | −14 | −14 |
The choice of rounding method can have a very significant effect on the result.
# Arithmetic/Types of Numbers/Complex Number
## Complex Number

Complex Number is a number that can be expressed mathematically as a sum of a Real Number and an Imaginary Number
    $Z=A+jB$
    $Z=|Z|\angle \theta$
       $|Z|={\sqrt {A^{2}+B^{2}}}$
       $\theta =Tan^{-}1{\frac {B}{A}}$

## Complex Conjugate Number

    $Z=A-jB$
    $Z=|Z|\angle -\theta$
       $|Z|={\sqrt {A^{2}+B^{2}}}$
       $\theta =-Tan^{-}1{\frac {B}{A}}$

## Rules

If there are two Complex Numbers
    $Z_{1}=A+jB$
    $Z_{2}=C+jD$
* (A + jB) + (C + jD) = (A + C) + j (B + D)
* (A + jB) - (C + jD) = (A - C) + j (B - D)
* (A + jB) x (C + jD) = (AC + BD) + j (AD + BC)
* ${\frac {(A+jB)}{(C+jD)}}$ = ${\frac {(A+jB)(C-jD)}{(C+jD)(C-jD)}}$ = ${\frac {(AC+BD)+j(BC-AD)}{C^{2}+D^{2}}}$
* $Z_{1}\times Z_{2}=|Z_{1}||Z_{2}|\angle (\theta _{1}+\theta _{2})$
* $Z_{1}/Z_{2}={\frac {|Z_{1}|}{|Z_{2}|}}\angle (\theta _{1}-\theta _{2})$
# Arithmetic/Spelling Out numbers

In this section you will learn how to spell out numbers in English. Before we can spell out we must learn how numbers are arranged. We must know what we mean by units, tens, hundreds place and so on.
* 0 – Zero
* 1 – One
* 2 – Two
* 3 – Three
* 4 – Four
* 5 – Five
* 6 – Six
* 7 – Seven
* 8 – Eight
* 9 – Nine
Places: Using the number 1,234
The place names are:
* 4 – Ones
* 3 – Tens
* 2 – Hundreds
* 1 – Thousands
It is spelled out as: One Thousand Two Hundred and Thirty Four
Note: After the Thousands, place names can vary depending on local customs. Place a comma after every third number starting at the end of the number to show place value family names change. For example: 598,482,975 or 78,109,200,330.
# Arithmetic/The Number Line

The number line is a one-dimensional graph to show the relative positions of numbers. As the line goes left, the numbers have less value; as the line goes right, the numbers have more value. The line continues infinitely (without end) in both directions.
The number line can be made in different intervals, that is, how many numbers the graph goes up and down by. The top image shows a number line going in intervals of one, while the bottom line graph goes in intervals of ten.

## Absolute Value

As you can see, the positive and negative numbers are of equal distance from the number zero. The distance of a number from zero is called the absolute value. The absolute value of a number is always positive or zero. This may also be referred to as the magnitude of the number. It is represented by two lines on the left and right of a number. When solving problems with absolute values, always solve the absolute number first. For example:
$|-5|=5$
$|0|=0$
$|5+3|=|8|=8$ $36-|-55|=36-55=-19$
# Arithmetic/Truncating

Truncating is a simpler alternative to rounding. Digits to the right of the place required are just dropped — disregarding whether the first digit to the right is higher than 5 in rank or not.

## Examples

What is 98.57 truncated to the tenths place?
The 7 in the hundredths place is dropped. The answer is 98.5.
Truncate 33.504 to the units place.
All digits to the right of the units place (3) are dropped. the answer is 33.
# Arithmetic/Properties of Operations
## Why Do Operations Have Properties?

Before continuing to learn about the properties of operations you must understand two basic questions:
What is the point of operations having properties? → Without operations having properties, we would not know their usage. Understanding their usage helps lay the foundation for solving word problems later on.
Why do operations have properties? → Operations have properties which define their usage. The usage of operations is the very essence of them, without usage properties are useless (vice versa).
By understanding properties we are able to enter the realm of higher-level thinking.
This is because properties illustrate general cases which allow us to lead to more mathematical generalizations.
Definitions of Mathematical Properties:
Addition:
* Commutative Property: $a+b=b+a$
* Associative Property: $(a+b)+c=a+(b+c)$
* Identity Property of zero: $0+a=a(=a+0)$
* Inverse Property: For every $a$, there exists a $-a$ such that $a+(-a)=0$
Multiplication:
* Commutative Property: $ab=ba$
* Associative: $(ab)c=a(bc)$
* Identity: $a\cdot 1=1\cdot a=a$
* Inverse Property, for every $a\neq 0$, there exists a $({\dfrac {1}{a}})$ (or $a^{-1}$), such that ${a}({\dfrac {1}{a}})=1.$
In general, the inverse property of multiplication can be stated more rigorously as saying that two numbers are multiplicative inverses of each other, if and only if their product is 1.
Remember that combining addition and multiplication yields the... → Distributive Rule: $a(b+c)=ab+ac.$
Most rules can be derived by paying attention to expressions and clever use of the properties.
Example:
Show that $a\cdot 0=0$.
Proof. $a=a\cdot 1=a\cdot (1+0)=a\cdot 1+a\cdot 0.$
is equivalent to:
$a=a+a\cdot 0$ subtract a from both sides, yielding
$a\cdot 0=0$.
QED

## Properties of Addition and Subtraction

Sure, you've added 4 + 3 = 7, but have you tried 3 + 4? You get the same answer right? Yes, because of the commutative law of addition.
What about 5 + 6 = 11? That's right, 6 + 5 = 11 as well.
There is another property of addition, the associative property. Here is an algebraic example:
For any numbers $a,b,c$: $a+(b+c)=(a+b)+c$
Can the same be said about subtraction? Well, let's try it... 7 - 5 = 2, does 5 - 7 = 2? Well... no. If you look at the number line, you will notice that when you do 5 - 7, you go below 0 into the realm of the negative numbers. Specifically, your solution is -2. Even though -2 is same in absolute value as 2, it isn't the same number. Therefore, subtraction is not commutative. Is it associative? No, because the associative law depends on the commutative law in order to work (since it really is just an extension of the commutative law.)

### Exercises
## Associative property

The associative property of real numbers is: $(a+b)+c=a+(b+c)$ for all real numbers $a,b,c$. This implies that the order in which addition is done does not matter.
Note however that this only applies to addition and multiplication. In fact, multiplication shares the same property. $(ab)c=a(bc)$ for all real numbers $a,b,c$.
The position of the parenthesis does change but the order by which you operate does not.
# Arithmetic/Reading Serial Numbers, Account Numbers, et cetera

Numbers such as serial numbers, account numbers, U.S. Social Security numbers, telephone numbers, ZIP codes, and other numbers that are non-sequential are read one digit at a time. Some people read two or three digits at a time.
# A hand book of life sciences/CLASSICAL GENETICS
## PEDIGREE ANALYSIS

=== PATTERNS OF INHERITANCE ===

#### AUTOSOMAL DOMINANT

* Each affected person has an affected parents.
* It occurs in every generation.
* There is male to male transmission.
Ex: Huntington's chorea,Neurofibromatosis,Achondroplasia,Familial hypercholesterolemia

#### AUTOSOMAL RECESSIVE

* Most affected individuals have unaffected parents.
* Both parents of unaffected persons are carriers but offsprings are affected.
* Trait often skips generations.
Ex:Sickle cell anemia,Cystic fibrosis,Phenylketonuria,Tay-Sachs disease

#### X-LINKED DOMINANT

* Females are more frequently affected from mothers.
* Affected females comes from affected mothers or fathers.
* If the male is affected then all of his daughters would be affects but non of his sons are affected.
* If the female is affected then about half of her sons are affected.
* It present in each generation.
Ex:Hypophatemic rickets (vitamin-D resistant rickets), Ornithine Transcarbamylase deficiency

#### X-LINKED RECESSIVE

* Most affected individuals are male.
* Affected males comes from mother who are affected or carriers.
* Affected females comes affected father and affected or carrier mother.
* Affected males present in each generation.
Ex:Hemophilia A,Duchenne Muscular Dystrophy,Colour blindness, Night blindness,Fragile X-syndrome

#### Y-LINKED INHERITANCE

* It is also known as holandric inheritance.
* Affects only Males.
* Affected males always have an affected father.
* If the fathers will affected,all of his sons will be affected.
Ex:Flatfoot and hair loss

#### MITOCHONDRIAL DISORDERS

* This inheritance can affect both males and females.But only passed on by females.
* It can appear in every generation.
Ex:Mitochondrial myopathy, Diabetes mellitus and deafness(DAD)

## reference

* ↑ https://www.ncbi.nlm.nih.gov/books/NBK115561/
# Abnormal Sexual Psychology/Bibliography

Abnormal Sexual Psychology
* Preface   |   Contributors   |   Manual of Style   |   Warning to Readers   |   Further Reading

## Sources used
### Sources by Chapter

Chapter 1:
* Diagnostic Criteria from DSM-IV-TR. By American Psychiatric Association. Task Force on DSM-IV. 2000 American Psychiatric Pub, Inc. ISBN 0890420262
* The American Psychiatric Publishing Textbook of Clinical Psychiatry By Robert E. (EDT) Hales, Stuart C. (EDT) Yudofsky. ISBN 1585620327
* New directions in sex therapy: Innovations and Alternatives By Peggy J. Kleinplatz. ISBN 0876309678
* The Mental Health Diagnostic Desk Reference to the DSM-IV-TR. By Carlton E. Munson ISBN 0789014645
* Reichlin, Seymour, Windhaber, Johann, Eher, Reinhard, Rosler, Ariel, Witztum, Eliezer.Treatment of Paraphilia with an Analogue of Gonadotropin-Releasing Hormone N Engl J Med 1998
* Zubenko GS, George AW, Soloff PH, Schulz P. 1987 Am J Psychiatry - Sexual practices among patients with borderline personality disorder.
* Carnes, Patrick (2001). Out of the Shadows: Understanding Sexual Addiction. Center City, MN: Hazelden.
# Abnormal Sexual Psychology/DSM

Abnormal Sexual Psychology
* Preface   |   Contributors   |   Manual of Style   |   Warning to Readers   |   Further Reading
The Diagnostic and Statistical Manual of Mental Disorders, or the DSM, was created to give concrete terms and diagnostic codes to psychiatrists and psychologists. Prior to this, communication across countries or schools of psychological thought was haphazard at best. In order to codify things, a group of psychologists in the APA created the first version of the DSM.
The DSM breaks disorders down into classifications, decided on by psychologists, psychiatrists, and mental health professionals. Most of the DSM's classifications are somewhat arbitrary, since it strongly follows certain psychological theories and schools of thought, and is influenced by insurance companies and even public opinion.
There are four editions of the DSM. The DSM-I, published in 1952, had about 100 disorders, mostly mainline conditions. Unsatisfied with the limits, DSM-II was published in the late 60's, with about 150 disorders. Early versions of the DSM were based on the demarcation between psychosis and neurosis.
This approach was broken in 1980 , and replaced with the biomedical psychology model, and lead to the creation of DSM-III. This was followed by a revision in 1986, which is the version that was used in the creation of the notes that lead to this book.In 1994, however, the DSM-IV came out, and updated and changed many criteria from DSM-III and DSM-III-R.
The DSM-IV is a guide and a diagnostic tool, but not exactly a guide for laypersons. DSM-IV is often used, however, in psychiatric hospitals, by insurance adjustors, even in criminal cases to determine kinds of insanity. It is more precise and more authoritative than other compilations of mental illness and does not suffer from adherence to schools of psychological thought as much.
The DSM-IV looks at paraphilia as a type of mental disorder, but not on the scale of schitzophrneia or dementia. Basically, paraphiliacs are abnormal, but not insane or in need of corrective psychological therapy. There is strong consensus that paraphilia, much like homosexuality, cannot be "cured" or fixed. However, unlike homosexuality, almost all paraphilias are formed during early or late childhood, and not set at birth.