OpenLLM-France/wikimedia huggingface dataset:
# Annotations to James Joyce's Ulysses/Proteus/045
## Annotations

Terribilia meditans (Latin) Meditating on terrifying things. This sounds like a quotation or allusion, but no source has been found.
Natürlich (German) Naturally, Normal. Why does Stephen use German here?

## References

* ↑ Gifford, Don; Seidman, Robert J. (1988). Ulysses Annotated. University of California Press. p. 59.
* ↑ Gifford (1988) 60.
# Annotations to James Joyce's Ulysses/Proteus/039
## Annotations

a writ of Duces Tecum Duces tecum is Latin for bring with you. A writ of duces tecum, or a subpoena duces tecum, is a summons that requires a witness to bring specified documents when he or she appears in court to give testimony.
Wilde's Requiescat (Latin) May she rest. Oscar Wilde wrote this short poem in memory of his sister Isola. Requiescat was written in Avignon in 1874, seven years after Isola died (23 February 1867, less than two months before her 10th birthday). It was included in the collection Rosa Mystica (1881). Wilde was twelve when Isola died and nineteen when he wrote the poem.
All'erta ! (Italian) On guard! Be vigilant! These are the opening words of Giuseppe Verdi's opera Il Trovatore (The Troubador).
Ferrando's aria di sortita (Italian) Sortita is a musical term for a principal singer's first entrance in an opera; an aria di sortita is the song the character sings when he makes his first appearance. Di due figli vivea (Of two sons there lived) is the aria di sortita of Ferrando, the Count of Luna's captain of the guard, in Verdi's Il Trovatore. The aria is preceded by a recitative, which opens with the words All'erta! All'erta (On guard! On guard!).

## References

* ↑ Gifford, Don; Seidman, Robert J. (1988). Ulysses Annotated. University of California Press. p. 48.
* ↑ Gifford (1988) 48. Thornton (1968) 47.
* ↑ Gifford (1988) 49. Thornton (1968) 47.
* ↑ Di due figli vivea.
# A-level Computing/AQA/Paper 1/Fundamentals of programming/Comments

Over the course of the next few chapters you might see a lot of text in the code examples that doesn't seem to do anything other than aid understanding of the code. This text is called a comment and if you have this book in colour you'll see that these comments are highlighted in green.
In Visual Basic all comments start with an apostrophe ' or the word REM. Let's take a look at a quick example:
Another use for comments is to disable code that you don't want to delete but you do want to keep. By commenting out the code it means that you can always restore it later if you want to. It isn't a good idea to leave commented out code in final code, but it is a very common practice when you are developing something:

## Python example

Comments in Python use the hash # character, like this:
# A-level Computing/AQA/Paper 1/Fundamentals of programming/Constants

Constants are like variables in their declarations and the ability to look at the value stored inside them, however you can not change the values while the program is running, the value of a constant remains (rather unsurprisingly) constant.
* Example: Declaring pi as a constant
* Const pi as Single = 3.14
* console.writeline(pi)
* Code Output
* 3.14
If you try to change a constant value it will bring up an error. They are very useful for values that do not change or rarely change such as VAT, pi, e, etc. By using a constant you don't run the risk that you might accidentally change the value, you wouldn't want to accidentally change pi to equal 4 as All your calculations would go wrong!
* Exercise: Constants
* Write a program that works out the area and circumference of a circle, setting pi to a constant. Use the equations: area = Πr$^2$ and circumference = 2Πr For example:
* Code Output
* Insert radius: 5
* area = 78.5398163
* circumference = 31.4159265
* Answer:
* const pi as single = 3.14
* dim r as single
* console.write("Insert radius: ")
* r = console.readline
* console.writeline("area = " & pi * r * r)
* console.writeline("circumference= " & 2 * pi * r)
* console.readline
* Write a program that works out the cost of two clothing items showing the price, VAT, and price inclusive of VAT. VAT = 17.5%. For example
* Code Output
* Insert price of item 1: 10.40
* Insert price of item 2: 19.99
* item 1 = 10.40 + 1.82 VAT = £12.22
* item 2 = 19.99 + 3.49825 VAT = £23.48825
* Answer:
* const VAT as single = 0.175
* dim price1, price2 as single
* console.write("Insert price of item 1: ")
* price1 = console.readline
* console.write("Insert price of item 2: ")
* price2 = console.readline
* console.writeline("item 1 = " & price1 & " + " & price1 * VAT & " VAT = £" & price1 * (VAT + 1))
* console.writeline("item 2 = " & price2 & " + " & price2 * VAT & " VAT = £" & price2 * (VAT + 1))
* console.readline
* Why might you want to use a constant in your code instead of a normal variable?
* Answer:
* Constants are fixed values, so you can't accidentally assign them new values in other parts of your code.
* When is it suitable to use a constant?
* Answer:
* When you are using a value that doesn't need to change at run time and will be used in more than one location.
# A-level Computing/AQA/Paper 1/Fundamentals of programming

In this section the fundamentals of programming are revealed.
* Intro to Programming
* Variables
* Data types
* Comments
* Input and output
* Selection
* Iteration
* Arithmetic operations
* Boolean operations
* Constants
* Exception handling
* Built-in functions
* String-handling
* Random number generation
* Subroutines (functions and procedures)
* Global and local variables
* Stack Frames
* Recursion
* Procedure-oriented_programming
* Object-oriented_programming
* Elements_of_Object-Oriented_Programming
* Features of Object-Oriented Programming
* Design_Principles_in_Object-Oriented_Programming
* (old paper) OOP_Techniques
# A-level Computing/AQA/Paper 1/Fundamentals of programming/Boolean operations

You might have already covered a lot of boolean logic in Unit 2. Boolean logic is essential for anyone wanting to program. For example, you will end a game if it is true that the time is up.
We might want to use more complex boolean logic, for example if the time is 16:00 or before 9:00, it is the holiday or it is the weekend, then you don't have to go to school:
Notice here how we didn't say, holiday = true, we just said holiday , if something is true, then comparing it to true will also return true (phew!), so there really is no need check and see. Programming languages allow you to compare boolean values using a variety boolean operators that you probably know and love:
| $P$ | $Q$ | NOT | AND | OR | XOR |
| T | T | F | T | T | F |
| T | F | F | F | T | T |
| F | T | T | F | T | T |
| F | F | T | F | F | F |
If you have been writing a lot of truth tables (you have Wittgenstein to blame), get VB.NET to do if for you!
* Exercise: Boolean Operators
* Answer:
* Answer:
* Answer:
# A-level Computing/AQA/Paper 1/Fundamentals of programming/Design Principles in Object-Oriented Programming

OOP has added many features and elements to basic Procedure-oriented programming. Writing good code, or designing OOP programs well, requires more care and planning. To help with writing good programs, OOP comes with some Design Principles to help us design and plan our programs.

## encapsulate what varies

"A test for good software design is how well it can deal with future change. As the cliche truthfully claims, the only constant is change. Inevitably any piece of software that is in use will be asked to change. Business needs will evolve or the problem space will be better understood, etc. Whatever the reason, the software will need to change. A good design will allow for that change without too much work. A bad design will be very hard to modify. " ... "When designing software, look for the portions most likely to change and prepare them for future expansion by shielding the rest of the program from that change. Hide the potential variation behind an interface. Then, when the implementation changes, software written to the interface doesn’t need to change. This is called encapsulating variation." https://blogs.msdn.microsoft.com/steverowe/2007/12/26/encapsulate-what-varies/

## favour composition over inheritance

w:Composition over inheritance

## program to interfaces, not implementation

Worked example w.r.t. "finding commonality in otherwise unrelated items"
http://stackoverflow.com/a/384067
# Adventist Youth Honors Answer Book/Recipes/Succotash

Succotash :
| Ingredients | Procedure |
| 2 cups corn kernels (16 oz can) 2 cups cooked beans (pinto, kidney, lima, etc) Two medium tomatoes Half cup water One small onion (optional) butter or vegetable oil | Dice the tomatoes into one-inch chunks If using an onion, sauté until transparent in butter or oil. Combine water, tomato, beans, corn and (optionally) the onion in a large pot Heat through Serve hot. Serves 4 |
# Adventist Youth Honors Answer Book/Recreation
## Index of Recreational Honors (91)

AY Answer Book Development Stages :
| No Icon No Answers | Some Answers | 25% Answered | 50% Answered | 75% Answered | Comprehensive Answers |
| Abseiling Abseiling - Advanced Abseiling - Instructor Archery Archery - Advanced Backpacking Basic Water Safety Basic Water Safety - Advanced Basketball Camp Craft Camping Skills I Camping Skills II Camping Skills III Camping Skills IV Camp Safety Camp Safety - Advanced Canoe Building Canoeing Caving Caving - Advanced Community Water Safety Community Water Safety - Advanced Cycling Cycling - Advanced Drilling & Marching Drilling & Marching - Advanced Drumming & Percussion Dutch Oven Cooking Fire Building & Camp Cookery Geocaching Geocaching - Advanced | Gold Prospecting Gold Prospecting - Advanced Hiking Horsemanship Horsemanship - Advanced Kayaking Kites Knot Tying Letterboxing Letterboxing - Advanced Map and Compass Mountain Biking Navigation Orienteering Outdoor Leadership Outdoor Leadership - Advanced Physical Fitness Pioneering Power Boating Rock Climbing Rock Climbing - Advanced Rowing Sailing Scuba Diving Scuba Diving - Advanced Skateboarding Skiing - Cross Country Skiing Downhill Skin Diving Slow-Pitch Softball | Snowshoeing Snowshoeing - Advanced Soccer Springboard Diving Swimming - Beginner Swimming - Advanced Beginner Swimming - Intermediate Swimming Swimming - Advanced Track & Field Travel Travel - Advanced Tree Climbing Triathlon Triathlon - Advanced Tumbling & Balancing Tumbling & Balancing - Advanced Unicycling The Ultimate The Ultimate - Advanced Wakeboarding Water Safety Instructor Water Safety Instructor - Advanced Water Skiing Water Skiing - Advanced Wilderness Leadership Wilderness Leadership - Advanced Wilderness Living Wind Surfing Winter Camping |
Division Honors :
| General Conference | East Africa Division | Euro Africa Division | North American Division | South Pacific Division |

## Index of Recreation Honors by Skill Level

| Recreation | Skill Level 1 | Skill Level 2 | Skill Level 3 |

## Notes

* 1 2 3 4 5 6 The Basic Water Safety, Basic Water Safety - Advanced, The Ultimate, The Ultimate - Advanced, Water Safety Instructor and Water Safety Instructor - Advanced honors were introduced in 2011, so they have no entry in the official Answer Book.
* 1 2 3 4 The Drumming & Percussion, Drumming & Percussion - Advanced, Dutch Oven Cooking, Slow-Pitch Softball, and Wakeboarding honors were introduced in 2006, and therefore have no entry in the official answer books
* ↑ The Geocaching honor was introduced in 2005, so it has no entry in the official Answer Book.
* 1 2 3 4 5 The Gold Prospecting, Letterboxing, and Unicycling honors were introduced in 2008, and therefore have no entry in the official answer books.
* ↑ The Skateboarding honor was voted to not be used in North America because of insurance regulations.
* 1 2 The Snowshoeing and Snowshoeing - Advanced honors were introduced in 2010, and therefore have no entry in the official answer books
# Adventist Youth Honors Answer Book/Recreation/Abseiling - Advanced

Abseiling - Advanced :
| Recreation South Pacific Division | Skill Level 3 |
| Recreation South Pacific Division | Year of Introduction: Unknown |

## 1. Repeat the theory and practical requirements for the Abseiling Honor

Instructions and tips for earning the Abseiling honor can be found in the Recreation chapter.
# Adventist Youth Honors Answer Book/Recreation/Abseiling - Instructor

Abseiling - Instructor :
| Recreation South Pacific Division | Skill Level Unknown |
| Recreation South Pacific Division | Year of Introduction: Unknown |
# Adventist Youth Honors Answer Book/Recipes/Wojape

Wojape :
| Ingredients | Procedure |
| 2.5 pounds fresh berries 4 cups water 1 cup sugar cornstarch | Mash the berries in the bottom of a large flat-bottomed kettle. Add the water and sugar Bring to a boil and let it simmer for 15-20 minutes Disolve cornstarch in cold water and add until the mixture reaches the desired thickness. Drizzle over a hoecake Notes: Wojape is a dessert sauce that is great drizzled over hoecakes. |
# A-level Computing/AQA/Problem Solving, Programming, Data Representation and Practical Exercise/Fundamentals of Programming/Modulo arithmetic

Modular arithmetic is all about finding the remainder from long division (MOD), and the total number of times that a number goes into a division (DIV). Let's take a look at a quick example of 10 divided by 7 (you might want to remind yourself about long division):
Hopefully that wasn't too hard. We now need to introduce some terminology, MOD and DIV:
* MOD = finds the remainder from long division i.e. 10 MOD 7 = 3
* DIV = finds the number of divides in long division i.e. 10 DIV 7 = 1
* Exercise: MOD and DIV
* Try these examples, working out the MOD and DIV of each:
* 7 / 2
* Answer:
* MOD = 1
* DIV = 3
* 17 / 5
* Answer:
* MOD = 2
* DIV = 3
* 8 / 2
* Answer:
* MOD = 0
* DIV = 4
* 6 / 9
* Answer:
* MOD = 6
* DIV = 0 (9 does not divide into 6 at all!)
* Now try these explicit calculations:
* 11 MOD 8
* Answer:
* = 3
* 8 MOD 4
* Answer:
* = 0
* 6 DIV 5
* Answer:
* = 1
* 600 DIV 20
* Answer:
* = 30
Hopefully you are now pretty good with MOD and DIV, but what exactly is the point of all this? A very common example in past exam paper has been using the MOD and DIV to work out a binary equivalent of a denary number.
Example: Converting Denary to Binary using DIV
sub convertDtoB(byVal base10 as integer)
dim base2(7) as integer 'create an array to store the binary
dim temp as integer = base10
for i = 7 to 0 step -1 'loop through each binary bit starting from the biggest value
base2(i) = temp \ (2^i) 'temp DIV 2^i
temp = temp MOD 2^i
next
console.write(base10 & " in binary = ")
for i = 7 to 0 step -1 'loop through each binary bit starting from the biggest value
console.write(base2(i))
next
end sub
Try the code out and see if it works. Try to write a trace table and see how it works for the number 67 (again another popular question in exams):
Answer:
base10
temp
2^i
i
base2
01234567
6767
12870
36461
3250
1640
830
420
1211
0101
Output:
67 in binary = 01000011 :
Another common use is in finding out whether a number is odd or even using the MOD function. We know that MOD returns the remainder from a division sum. So for example 4 MOD 2 = 0, 5 MOD 2 = 1, 6 MOD 2 = 0 and so on. By modding something with 2 we can work out whether it is odd or not due to the return value.
* Example: Finding out if a number is Odd using MOD
* Dim testNum as Integer
* Dim temp as Integer
* console.writeline("please insert a number to test:")
* testNum = console.readline
* If testNum MOD 2 = 0 Then
* Console.Writeline("The number is even")
* Else
* Console.Writeline("The number is odd")
* End If
# A-level Computing/AQA/Problem Solving, Programming, Data Representation and Practical Exercise/Problem Solving/Algorithm design

Express the solution to a simple problem as an algorithm using flowcharts, pseudo-code or structured English and the standard constructs:

## Sequence

performing or operating each step consecutively in the order they arise
* include<stdio.h>
int main {

## Selection

Selection is choosing a step

### Repetition

A sequence of steps that loop until a requirement is met
# A-level Computing/AQA/Problem Solving, Programming, Data Representation and Practical Exercise/Fundamentals of Programming/questions
## Variables

Using the source code below, answer the following questions:
* Name an identifier of a global variable
* Copy down an assignment statement
* For the following, add declaration statements including datatypes
** The name of a person
** The gender of a person
** The DateOfBirth of a person
** Whether a person is a teacher or not
* Name the identifier of a local variable
* Why wouldn't you use an integer to store a person's height in metres? What would you use instead?
* Give an example of when you would use a Constant variable
* Why would the following statement be unwise for a 100m race: dim winningTime as integer
* What are the benefits of using a record?
* What is the output of the above code?
* Coded question...

## Data Structures

Using the following code answer the questions below:
* How many dimensions does the array in the above code have?
* Construct a trace table for the above code.
* What does the code do?
* Declare an empty data structure to store a chess board of 64 squares, allowing for the recording the colour of each square.
* Why is it important to write files?
* Write down the CSV code for the following data:
| Type | Colour |
| Cat | Brown |
| Dog | Purple, with red bits |
3 Validation 3.1 Constant Declarations 3.2 Selection 3.2.1 IF Statement 3.2.1.1 Nested Ifs 3.2.2 Case Statement 3.3 Iteration 3.4 Procedures and Functions 3.4.1 Declarations 3.4.2 Calls 3.4.3 Parameters 3.4.3.1 ByRef 3.4.3.2 ByVal
answers
4 Fundamentals of Structured Programming 4.1 structure tables 4.2 structure charts 4.3 hierarchy charts 4.4 Good Coding Practice 4.4.1 Use procedures that execute a single task 4.4.2 Use procedures/functions with interfaces 4.4.3 Use sensible variable datatypes 4.4.4 Meaningful identifier names 4.4.4.1 Use sensible variable names 4.4.4.2 Use sensible Function/Procedure names 4.4.5 Try to stick to one naming convention 4.4.6 Don't make your names too long 4.4.7 Indent your work 4.4.8 Use comments where necessary 4.5 The advantages of the structured approach

## Data Structures

2.1 One-Dimensional Arrays 2.2 Two-Dimensional Arrays 2.3 Fields 2.4 Records 2.5 Files 3 Validation 4 Fundamentals of Structured Programming 4.1 Constant Declarations 4.2 Selection 4.2.1 IF Statement 4.2.1.1 Nested Ifs 4.2.2 Case Statement 4.3 Iteration 4.4 Procedures and Functions 4.4.1 Declarations 4.4.2 Calls 4.4.3 Parameters 4.4.3.1 ByRef 4.4.3.2 ByVal 5 Good Coding Practice 5.1 Use sensible variable datatypes 5.2 Use sensible variable names 5.3 Use sensible Function/Procedure names 5.4 Try to stick to one naming convention 5.5 Don't make your names too long 5.6 Indent your work 5.7 Use comments where necessary
# A-level Computing/AQA/Problem Solving, Programming, Data Representation and Practical Exercise/Fundamentals of Programming/answers
## Variables

* number1
** dim name as string
** dim gender as char or ENUM
** dim DoB as date
** dim teacher as boolean
* number1
* A person's height in metres is a decimal number, an integer only stores whole numbers. You should use a double or a single instead.
# A-level Computing/AQA/Problem Solving, Programming, Data Representation and Practical Exercise/Problem Solving

* From the Specification : Introduction to Principles of Computation
* Focus on studying the processes of computation and understanding why and where they are important in Computing.
* (See the Teacher Resource Bank for examples.)
* From the Specification : Stages of Problem Solving
* Understand the problem
* Define the problem
* given(s), goal, ownership, resources and constraints
* Given(s) = the initial situation
* Goal = Desired target situation
* Ownership = who does what
* Resources and constraints = tools, knowledge, skills, materials and rules, regulations, guidelines, boundaries, timings
* Define boundaries
* Plan solution.
* Check solution
* From the Specification : Top-down Design / Step-wise Refinement
* Consider sub-problems and the use of modules.
* From the Specification : Decision tables
* Determine logical conditions and consequential actions
* Finite state machines with outputs - Mealy machine
* Finite state machines without outputs - Finite State Automation
* state transition diagrams - Draw and interpret simple state transition diagrams, transition tables.
* state transition tables
* Decision tables
* Finite state machines
* From the Specification : Algorithm Design
* Understand the term algorithm.
* Express the solution to a simple problem as an algorithm using flowcharts, pseudo-code or structured English and the standard constructs:
* sequence
* assignment
* selection
* repetition
* Hand trace simple algorithms.
* Convert a simple algorithm from
* structured English into pseudo-code,
* pseudo-code into high level program code.
* Understand the standard algorithms: Bubble Sort, Linear Search
* Algorithm design
* Trace tables
* Pseudo code
* Searching and sorting
# Ada Programming/Attributes/'Terminated
## Description

X'Terminated is an Ada attribute where X is any task object. This attribute indicates if X has terminated (true) or not (false).
Be warned—calling X'Terminated can result in a race condition. X'Terminated may be false at the time the attribute value is read, but it may become true at the time action is taken based on the value read. Once X'Terminated is true, however, it can be expected to stay true.

## See also
### Wikibook

* Ada Programming
* Ada Programming/Attributes
* Ada Programming/Tasking
* Ada Programming/Attributes/'Callable

### Ada Reference Manual

* 13.3 Operational and Representation Attributes (Annotated)
* Annex K Language-Defined Attributes (Annotated)
# Ada Programming/Attributes/'Truncation
## Description

X'Truncation(Y) is an Ada attribute where X is any floating-point type and Y is any instance of that type. This attribute represents the truncation of Y to an integer value.
If Y is negative, then Truncation is equivalent to X'Ceiling(Y). If Y is positive, then Truncation is equivalent to X'Floor(Y).

## See also
### Wikibook

* Ada Programming
* Ada Programming/Attributes
* Ada Programming/Attributes/'Ceiling
* Ada Programming/Attributes/'Floor
* Ada Programming/Attributes/'Rounding
* Ada Programming/Attributes/'Remainder
* Ada Programming/Attributes/'Unbiased_Rounding

### Ada Reference Manual

* 13.3 Operational and Representation Attributes (Annotated)
* Annex K Language-Defined Attributes (Annotated)
# Ada Programming/Attributes/'Task ID
## Description

For a non-passive task object or a value, X, X’TASK_ID yields the unique task ID associated with the task. The value of this attribute is of the type SYSTEM.TASK_ID. If the task objector value X denotes a passive task, the result is the passive task header record object associated with the passive task. The result type is then of type SYSTEM.PASSIVE_TASK_ID.
# Ada Programming/Attributes/'To Any
## Description

This internal attribute is used for the generation of remote subprogram stubs in the context of the Distributed Systems Annex.
# Ada Programming/Attributes/'Unchecked Access
## Description

Same as X’Access but lacks accessibility rules/checks.
All rules and semantics that apply to X'Access apply also to X'Unchecked_Access, except that, for the purposes of accessibility rules and checks, it is as if X were declared immediately within a library package.
# Ada Programming/Attributes/'To Address
## Description

System'To_Address (X) is a GNAT specific attribute with the same purpose of function System.Storage_Elements.To_Address. The only difference is that it can be used in preelaborated units where non-static calls are not allowed. X is a value of that type System.Storage_Elements.Integer_Address (an implementation-defined integer type), and note that this attribute is not applied to the type of X but always to package System.

## Example

Using the standard Ada To_Address function:
Using the GNAT specific To_Address attribute:

## See also
### Wikibook

* Ada Programming
* Ada Programming/Libraries/System.Storage_Elements

### GNAT Reference Manual

* GNAT Implementation Defined Attributes: To_Address