OpenLLM-France/wikimedia huggingface dataset:
# GCSE Computing/Computing hardware/Introduction to Binary Logic/Binary logic/On Off or High Voltage Low Voltage

In many cases we say that binary is shown by whether a wire (or other electrical signal) is on or off. You should understand that this is not literally true. What a computer is really detecting is whether the signal is high or low voltage. Sometimes you will see things referring to this high or low voltage instead of on or off. It is exactly the same idea, just explained slightly differently.
We also talk about a current in a wire. This is often absolutely what is happening, but you need to understand that the wire is not like a normal wire you'd see attached to something: it is absolutely tiny, etched inside a chip. The widths are constantly getting narrower, but are measured in nanometers, where one nanometer is one billionth of a metre. These wires are far too small to be seen with a microscope.
# GCSE Computing/Core

* Programming
* Logic
* Binary
* Databases
# What you need to know
## Networks

* (a) explain the advantages of networking stand-alone computers into a local area network
* (b) describe the hardware needed to connect stand-alone computers into a local area network, including hubs and switches and wireless access points
* (c) explain the different Client Server and Peer to Peer roles of computers in a client-server and a peer-to-peer network
* (d) describe, using diagrams or otherwise, the ring, bus and star network topologies
* (e) describe the differences between a local area network and a wide area network such as the Internet
* (f) explain the terms IP addressing, MAC addressing, packet and protocols
* (g) explain the need for security measures in networks, such as user access levels, suitable passwords and encryption techniques
* (h) describe and justify network policies such as acceptable use, disaster recovery, failover, back up, archiving.

## The Internet

* (i) describe the nature of the Internet as a worldwide collection of computer networks
* (j) describe the hardware needed to connect to the Internet including modems, routers etc
* (k) explain the need for IP addressing of resources on the Internet and how this can be facilitated by the role of DNS servers
* (l) explain the importance of HTML and its derivatives as a standard for the creation of web pages
* (m) describe common file standards associated with the Internet such as JPG, GIF, PDF, MP3, MPEG
* (n) explain the importance of compressing files that are transmitted via the Internet
* (o) describe the differences between lossy and lossless compression
# Introduction

A major part of a processor's job is making decisions and comparing values. It does this by what is called a logic gate: it takes (usually) two values, and outputs a value as a result.

# Types of Logic Gate
## OR Gate

An OR gate takes two inputs. If either of them is on (has a high voltage) then the gate outputs a high voltage. Otherwise it outputs a low voltage.

## AND Gate

An AND gate takes two inputs. If BOTH of them are on (has a high voltage) then the gate outputs a high voltage. Otherwise it outputs a low voltage.

# Example

In the diagram the AND gate outputs a low voltage (the light is off) because it needs BOTH values to be on. The OR gate outputs a high voltage (the light is on) because at least one input is on.
This diagram was made using the page at http://logic.ly/demo/ which gives you a chance to create your own combination. Go to that site and reproduce the diagram above. After you have done that change the inputs until you understand what causes the lights to go on and off. Make sure that you have tested all of these possibilities:
* both inputs on,
* both inputs off,
* first on, second off,
* first off, second on
# GCSE Computing/Computer systems and programming

2.1 Unit A451: Computer systems and programming This topic introduces computer systems and provides a foundation for the remaining topics in this unit. Candidates should develop a mental model of a computer system which comprises hardware and software and in which:
* data is input and converted into the computer’s internal representation by input devices
* the data is processed
* the results of the processing are converted from the computer’s internal representation and output by an output device
* the data may be stored for later use or transmitted to another computer system while it is still in the computer’s internal representation.
This model applies to the personal computer, but candidates should be aware of how it also applies to equipment which uses computer technology.
This unit is assessed in a 1.5 hour written exam paper and counts for 40% of the overall GCSE. It covers the following topic areas:
* 2.1.1 Components of a Computer System
* 2.1.2 Computing hardware
* 2.1.3 Software
* 2.1.4 Representation of Data in Computer Systems
* 2.1.5 Database
* 2.1.6 Computer Communications and Networking
* 2.1.7 Programming
# What you need to know

* The Central Processing Unit (CPU)
* Introduction to Binary Logic
* Memory
* Input and output devices
* Secondary storage
Each of these topics has its own page

# How the parts fit together

The diagram below gives some examples of these different types of device and shows how data can be transferred between them in a computer system.
As an exercise work out where each of the five items listed above fit into this diagram.
Input Devices include any kind of device which can be used for getting data in to the computer system from the outside world and there are many more different kinds of input device than it is possible to list here. However some examples include; keyboard, mouse, microphone, heat sensors, switches, touch screens, digital cameras and so on.
When talking about Processing Devices we are usually referring to the Central Processing Unit (CPU), the "brain" of the computer which performs calculations and processes data.
Storage Devices include any device which will store data until it is needed for processing. This can include temporary storage devices, like the computer's memory, or long-term storage devices like hard-drives, DVD drives or tape drives, etc.
Communication Devices deal with the transfer of data from one computer system to another for instance a modem can be used to communicate data to another computer via the Internet.
Output Devices include any kind of device which can provide data in a useful format to a user. For instance a computer monitor, speakers and printers, etc.

## Peripheral Devices

Many hardware devices, which also fit in to one of the categories above, are also known as peripheral devices. These are devices which are not part of the main computer system, but are added on to increase the capabilities of the system. For instance keyboards, mice, scanners, printers, external hard-drives and so on.
# Fundamentals of Transportation/Homework
## Homework

1. Under what conditions might roundabouts be considered more effective than traffic signals or signs or interchanges?
2. What are some disadvantages of roundabouts.
# Fundamentals of Transportation/Horizontal Curves/Homework
## Homework

1. Why might maximum superelevation be higher in South Texas than in Northern Minnesota?
2. Which conic section forms the basis of horizontal curves?
3. When a vehicle is traveling around a horizontal curve, it is subject to two forces. What are these forces, and how do they operate on the vehicle (draw a clear diagram illustrating the forces).
4. An existing horizontal curve has a radius of 100 meters, which restricts the maximum speed on this section of road. Highway officials want a maximum design speed of 150 km/hr.
Assume the coefficient of side friction is 0.15 and rate of superelevation on both the original and rebuilt sections is 0.06.
Compute the existing speed and find the new radius of curvature.
5. A flat horizontal curve on a 2-lane highway is designed with a 609.600 m radius, the curve has a tangent length of 121.920 m and the PI is at station 3+139.440
| Design Speed (km/h) | Brake reaction distance (m) | Braking distance on level (m) | Calculated Stopping Sight Distance (m) | Design Stopping Sight Distance (m) |
| 80 | 55.2 | 73.4 | 129.0 | 130 |
| 90 | 62.6 | 92.9 | 155.5 | 160 |
| 100 | 69.5 | 114.7 | 184.2 | 185 |
| 110 | 76.5 | 138.8 | 215.3 | 220 |
Source: AASHTO: A Policy on Geometric Design of Highways and Streets
The road has 3.6 m lanes and a 96 km/h design speed.
a. Determine the stationing of the PT. Draw your solution. b. Determine the distance that must be cleared from the inside edge of the inside lane to provide sufficient stopping sight distance. Draw your solution.
6. A horizontal curve is designed with a 600 m radius. The curve has a tangent of 125 m and the PI is at metric station 10+000 (10 kilometers and 0 meters). Determine the stationing of the PT. Draw a diagram showing your answer.
# Fundamentals of Transportation/Grade/Homework
## Homework

1. Determine the maximum grade an empty tractor-trailer with a mass of 10000 kg can climb at a sustained speed of 75 km/h.
The frontal area (A) of the truck is 10 m$^2$, the drag coefficient = 1.00 and the available power is 280 kW, ρ=1.2 kg*m$^{−3}$, g = 9.81 m*sec$^{−2}$
2. What is the maximum grade a bicycle can climb at a sustained speed of 12 km/h assuming the following:
* Rho = density of air (1.20 kg*m$^{−3}$)
* g = 9.81 m*sec$^{−2}$
* Mass (with bicyclist) = 100 kg
* Nominal Power = 1 kW
* Frontal Area (A) = 1 m$^2$
* Drag Coefficient = 0.5
* Available power = 100 percent of nominal power
* Fr = 0.020 W
3. Bicyclists get tired. Assume the bicyclist slowly loses power (and thus velocity) going up the hill of the grade you just determined in question 2 above. If available power drops continuously from 100% to 0% over the course of the hour, to the nearest kilometer, how far does the bicyclist travel? (Use appropriate approximations.)
# Fundamentals of Transportation/Grade/Problem

It has been estimated that a Tour-de-France champion could generate a sustained 510 Watts of power while a healthy young human male (HYHM) can generate about 310 Watts of power. The bicycling champion and HYHM are going to race (on bicycles) up a hill with a 6% upgrade, that is five miles long, and the elevation at the top of the hill is 5000 feet. Both rider/bicycle combinations weigh 170 lbs, with frontal area 0.4m2 and coefficient of drag 0.9 (values being typical of bicyclists in crouched racing positions). The coefficient of rolling resistance for both bicycles is 0.01. Assume $\rho$ is 1.0567 kg/cubic-m. Remember, power equals the product of force and velocity. (1) Who gets to the top first? (2) How much longer does it take the loser to make it to the top?
# Fundamentals of Transportation/Grade/Solution

It has been estimated that a Tour-de-France champion could generate a sustained 510 Watts of power while a healthy young human male (HYHM) can generate about 310 Watts of power. The bicycling champion and HYHM are going to race (on bicycles) up a hill with a 6% upgrade, that is five miles long, and the elevation at the top of the hill is 5000 feet. Both rider/bicycle combinations weigh 170 lbs, with frontal area 0.4 $m^{2}$ and coefficient of drag 0.9 (values being typical of bicyclists in crouched racing positions). The coefficient of rolling resistance for both bicycles is 0.01. Assume $\rho$ is 1.0567 kg/cubic-m. Remember, power equals the product of force and velocity. (1) Who gets to the top first? (2) How much longer does it take the loser to make it to the top?
The winner is obvious the Tour-de-France champion, as everything between the two is equal with the exception of power. Since the champion produces more power, he, by default, would win.
We need to find the maximum steady state speed for each racer to compute the differences in arrival time. At the steady state speed we must have:
$F_{t}=R_{a}+R_{rl}+R_{g}\,\!$
Where:
* $F_{t}\,\!$ = Tractive Effort
* $m\,\!$ = Vehicle Mass
* $a\,\!$ = Acceleration
* $R_{a}\,\!$ = Aerodynamic Resistance
* $R_{rl}\,\!$ = Rolling Resistance
* $R_{g}\,\!$ = Grade Resistance
We also know:
* $\rho \,\!$ = 1.0567 kg/cubic-m
* $W\,\!$ = 756 N
* $f_{rl}\,\!$ = 0.01
* $G\,\!$ = 0.06
* $A\,\!$ = 0.4 $m^{2}$
* $C_{D}\,\!$ = 0.9
To estimate available tractive effort we can use the definition of power as time rate of work, P = FV, to get:
$F={\frac {P}{v}}\,\!$
Substituting in the components of the individual formulas to the general one, we get:
${\frac {P}{v}}={\frac {\rho }{2}}AC_{D}V^{2}+f_{rl}W+WG\,\!$
If we compute rolling and grade resistance, we get:
$R_{rl}=f_{rl}W=0.01(756)=7.56\ N\,\!$
$R_{g}=WG=756(0.06)=45.36\ N\,\!$
Together, they add up to 52.92 N.
Aerodynamic Resistance can be found to be:
$R_{a}={\frac {1.0567}{2}}(0.4)(0.9)v^{2}=0.19v^{2}\,\!$
With everything substituted into the general formula, the end result is the following formulation:
$v={\frac {P}{[0.19v^{2}+52.92]}}\,\!$
This problem can be solved iteratively (setting a default value for v and then computing through iterations) or graphically. Either way, when plugging in 510 watts for the Tour-de-France champion, the resulting velocity is 7.88 meters/second. Similarly, when plugging in 310 watts for the HYHM, the resulting velocity is 5.32 meters/second.
The hill is five miles in length, which translates to 8.123 kilometers, 8,123 meters. It will take the champion 1030 seconds (or 17.1 minutes) to complete this link, whereas the HYHM will take 1527 seconds (or 25.4 minutes). The resulting difference is 8.3 minutes.
# Fundamentals of Transportation/Grade/Additional Problems
## Additional Questions

* What is maximum grade a vehicle can travel, what effects it? Explain how to find maximum grade at a given speed. Explain what each variable means and how it contributes to figuring max grade.
* Why are $A$ and $C_{D}$ the only things need to calculate air resistance. → Because it is a crude approximation of aerodynamics. Real aerodynamics are of course complicated, but the additional detail does not sufficiently improve accuracy.
* If there were no heavy vehicles, would planners design roads with steeper grades? → Yes, they should. There has been discussion for a number of years for separate car and truck highways, since car-only highways would be cheaper and truck-only highways could avoid congestion. However additional rights of way would be required
* Define rolling resistance. Why is rolling resistance different for cars and trucks? What is the difference between rolling resistance and maximum grade?
* What is the relationship between available power and nominal power? Why do trucks use more of their nominal power than cars.
* What is the mass/power ratio used for?
* What happens if air resistance is larger than tractive effort force.
* What is maximum grade a road can have?
* What forces affect vehicle motion?
* What are two relevant parameters for passenger car, type $P$?
* Define $F_{r}$, $F_{a}$, $F_{t}$, $F_{g}$.
* If given a grade of 3%, should you use 0.03 or 3 in the equation?
* How does coefficient of rolling resistance vary between vehicles.
* What kind of safety factors are in these equations.
# Fundamentals of Transportation/Evaluation/Solution2

A new SouthStar rail line is proposed. This project is expected to reduce travel time for 2,000 commuters by 30 minutes per day, in its completion year. The line only operates on weekdays (Monday-Friday). It will take 2 years to build and cost $320,000,000 total (Net Present Value). If the interest rate is 3 percent, above what value of time must average value of time for SouthStar passengers be in order for the benefit/cost ratio to exceed 1.
Benefits considered are only Travel Time Savings.
Travel Time Savings = 2,000 Commuters x 0.5 Hours/day (30 minutes/day)
Travel Time Savings = 1000 Commuters-Hours/day x 5 days/week 52 weeks/year
Travel Time Savings = 260,000 Commuters-Hours/year
Travel Time Savings start after two years (given in the problem statement). Other assumptions are: Present Year is 0, no growth (constant commuters ev- ery year, and thus constant savings), and constant Value of Travel Time (VOT). Therefore, Benefits must be discounted to Present value for each year and added for a total during the lifespan of the project considered (30 years).
Adding up all Present Value of Travel Time
Present Value of Travel Time = (VOT )(260,000)(1/[1+0.03]^2 + 1/[1+0.03]^3 + ... + 1/[1+0.03]^29 + 1/[1+0.03]^30)
You can sum it up in an excel spreadsheet or recognize that this is a geometric series.
The sum is 18.63 inside the parentheses.
Total Present Value of Travel Time = (4,843,687.57)(VOT)
Costs are given by Total Present Value of $320,000,000.
Benefits/Costs = 1
Thus
(4,843,687.57)(VOT)/320,000,000 = 1
VOT = USD$66/Hr.
The VOT must be at least 66 US dollars.
# Indonesian/Lessons/Level one

| ( v • d • e ) | Indonesian Language Course | (discussion) |
| Learning the Indonesian Language • Downloadable and Print Versions Lessons • Grammar • Appendices • Texts • About • Q&A • Planning Introductory •  Level One •  Level Two •  Level Three •  Level Four |||
If you haven't done so already, spend a few minutes to first read the course's introductory lessons. Once that's done, you're ready to begin your very first traditional Indonesian lesson! After you have completed this level, you can move on to the next level. Finally, go to the lessons planning page if you would like to help improve this course.

# Basic Indonesian

| 01 | Pelajaran 01 : Ini dan Itu | Demonstrative pronoun and its negation |
| | Lesson 01 : This and That | Demonstrative pronoun and its negation |
| 02 | Pelajaran 02 : Perkenalan | |
| | Lesson 02 : Introducing Yourself | |
| 03 | Pelajaran 03 : Pelangi | G: Adjectives V: Colors, Numbers |
| | Lesson 03 : Rainbow | G: Adjectives V: Colors, Numbers |
| 04 | Pelajaran 04 : Keluarga | G: V: Family |
| | Lesson 04 : Family | G: V: Family |
| 05 | Pelajaran 05 : Sekolah | G: V: Games, Sports, Places, Playing |
| | Lesson 05 : School | G: V: Games, Sports, Places, Playing |
| 06 | Pelajaran 06 : Rumah | G: V: Household, Housework, Furniture |
| | Lesson 06 : The House | G: V: Household, Housework, Furniture |
| 07 | Pelajaran 07 : Cuaca | G: V: Weather |
| | Lesson 07 : Weather | G: V: Weather |
| 08 | Pelajaran 08 : Bepergian | G: V: Hotels, Directions |
| | Lesson 08 : Travel | G: V: Hotels, Directions |
| 09 | Pelajaran 09 : Seni | G: V: Museums, Music, Plays |
| | Lesson 09 : Art | G: V: Museums, Music, Plays |
| 10 | Pelajaran 10 : Ilmu Pengetahuan | G: V: Elements, Astronomy |
| | Lesson 10 : Science | G: V: Elements, Astronomy |
* Level One Test and the Answers
# Indonesian/Lessons/Learning Indonesian

| ( v • d • e ) | Indonesian Language Course | (discussion) |
| Learning the Indonesian Language • Downloadable and Print Versions Lessons • Grammar • Appendices • Texts • About • Q&A • Planning Introductory •  Level One •  Level Two •  Level Three •  Level Four |||
^ Indonesian ^ | << Why learn Indonesian? | How to use this Indonesian Wikibook | Lesson 0: The Alphabet >>

## Cara Pemakaian (Usage)

I plan to structure this book so that for each lesson you will have the corresponding exercise. So, if you have finished lesson 1, do the exercise 1 before proceeding to lesson 2, and so forth. This is so that you fully understand the Indonesian.
I understand that it is pretty hard to illustrate simple concepts of Indonesian without knowing anything about it. So, my approach is to illustrate the most important basic components of Indonesian in the basic section. My suggestion is to skim the basic section and grasp a little bit about it and step up to the beginner section so that you can see these components in action.
^ Indonesian ^ | << Why study Indonesian? | How to use this Indonesian Wikibook | Lesson 0: The Alphabet >>
Lessons
Information • Introductory • Print Versions • Q&A • Planning
Basic:  Learning Indonesian • The Alphabet • Greetings • This and that • Pronouns • Simple Sentences • Numbers • Rainbow • Prepositions
Beginner:  Introducing Yourself • My Body • My Family • My Home • At School • At Work • To the Market • What Time is it? • Happy Birthday! • Going to Bali
Expert:  Me and you • Slang language • Money • Transportation
# Indonesian/Lessons/Rainbow

| ( v • d • e ) | Indonesian Language Course | (discussion) |
| Learning the Indonesian Language • Downloadable and Print Versions Lessons • Grammar • Appendices • Texts • About • Q&A • Planning Introductory •  Level One •  Level Two •  Level Three •  Level Four |||
^ Indonesian ^ | << Lesson 12: To The Market | Lesson 13: Rainbow | Lesson 14: Happy Birthday! >>
Lessons
Information • Introductory • Print Versions • Q&A • Planning
Basic:  Learning Indonesian • The Alphabet • Greetings • This and that • Pronouns • Simple Sentences • Numbers • Rainbow • Prepositions
Beginner:  Introducing Yourself • My Body • My Family • My Home • At School • At Work • To the Market • What Time is it? • Happy Birthday! • Going to Bali
Expert:  Me and you • Slang language • Money • Transportation
# Indonesian/Lessons/School

| ( v • d • e ) | Indonesian Language Course | (discussion) |
| Learning the Indonesian Language • Downloadable and Print Versions Lessons • Grammar • Appendices • Texts • About • Q&A • Planning Introductory •  Level One •  Level Two •  Level Three •  Level Four |||
^ Indonesian ^ | << Lesson 9: My Home | Lesson 10: At School | Lesson 11: What Time Is It? >>
Lessons
Information • Introductory • Print Versions • Q&A • Planning
Basic:  Learning Indonesian • The Alphabet • Greetings • This and that • Pronouns • Simple Sentences • Numbers • Rainbow • Prepositions
Beginner:  Introducing Yourself • My Body • My Family • My Home • At School • At Work • To the Market • What Time is it? • Happy Birthday! • Going to Bali
Expert:  Me and you • Slang language • Money • Transportation
# Indonesian/Lessons/Introductory

| ( v • d • e ) | Indonesian Language Course | (discussion) |
| Learning the Indonesian Language • Downloadable and Print Versions Lessons • Grammar • Appendices • Texts • About • Q&A • Planning Introductory •  Level One •  Level Two •  Level Three •  Level Four |||

# Halo! - Introductory Indonesian

| 01 | Pelajaran 01 : Pengenalan | History of the Indonesian Language Extent of the Indonesian Language |
| | Lesson 01 : Introduction | History of the Indonesian Language Extent of the Indonesian Language |
| 02 | Pelajaran 02 : Belajar bahasa Indonesia | Reasons To Learn Indonesian, Book Organization Advice on Studying Indonesian |
| | Lesson 02 : Learning Indonesian | Reasons To Learn Indonesian, Book Organization Advice on Studying Indonesian |
| 03 | Pelajaran 03 : Abjad | Letters Punctuation |
| | Lesson 03 : The Alphabet | Letters Punctuation |
| 04 | Pelajaran 04 : Pengucapan | Pronunciation |
| | Lesson 04 : Pronuncation | Pronunciation |
| 05 | Pelajaran 05 : Sapaan | Greetings Good-byes, Names |
| | Lesson 05 : Greetings | Greetings Good-byes, Names |
| 06 | Pelajaran 06 : Bahasa resmi | Anda vs Kamu Titles, Asking For One's Name |
| | Lesson 06 : Formal Speech | Anda vs Kamu Titles, Asking For One's Name |
| 07 | Pelajaran 07 : Apa kabar? | Asking How One Is Doing |
| | Lesson 07 : How are you? | Asking How One Is Doing |
| 08 | Pelajaran 08 : Angka-angka | Cardinal Numbers Ordinal Numbers |
| | Lesson 08 : Numbers | Cardinal Numbers Ordinal Numbers |
| 09 | Pelajaran 09 : Penanggalan | Numbers 01-31, Seasons Days of the week, Months of the Year |
| | Lesson 09 : Dates | Numbers 01-31, Seasons Days of the week, Months of the Year |
| 10 | Pelajaran 10 : Menyebut Waktu | Numbers 30-60, Times of Day Asking for the time |
| | Lesson 10 : Telling Time | Numbers 30-60, Times of Day Asking for the time |