OpenLLM-France/wikimedia huggingface dataset:
# 360 Assembly/360 Instructions/MVZ

MVZ (MOVE ZONES)
Instruction Type: Machine Instruction
Machine Format: SS Instruction
D3 L B1 D1 B2 D2
Symbolic Format: [symbolic name] MVZ D1(L,B1),D2(B2)
[symbolic name) MVZ name1,name2
* The zone portion (high order 4 bits) of each byte from the second operand is placed in the zone portion of the corresponding byte of the first operand field.
* The instruction moves the data one byte at a time left to right. The zone portion of the leftmost (high-order) byte of the sending field is moved first.
* The operands may overlap in memory.
* The numeric portion (low-order 4 bits) of each byte are unchanged in either field.
* The first and second operands may overlap.
* A maximum of 256 bytes may be moved.
The condition code is unchanged.
# 360 Assembly/360 Instructions/LTORG

It creates a literal pool that contains all the literal operands used since the previous LTORG.
# 360 Assembly/360 Instructions/MVC

MVC - SS - Opcode D2 - Move Character
The MVC instruction allows the movement of 1 to 256 characters from one location in memory to another. It is a six byte, SS (storage-to-storage) instruction. As with the 360 series, movement is right to left, thus the first argument is the target to move to (with optional length specification), the right argument is the source to move from. For movement of more than 256 bytes in one instruction, the MVCL instruction should be used.

## Example usage

The following example is commonly used to clear out a print line:

## Format

    MVC D1(L,B1),D2(B2)
Where
* D1 is the displacement from base register B1, and is the target address
* D2 is the displacement from base register B2, and is the source address
* L is the number of bytes to move from source to target, valid values of 1 to 256.

## Opcode

SS Instruction (6 bytes) in Hex :
| Byte 1 | Byte 2 | Byte 3 | Byte 3 | Byte 4 | Byte 5 | Byte 5 | Byte 6 |
| (8 bits) | (8 bits) | (First 4 Bits of Byte 3) | (Second 4 Bits of Byte 3) | (8 bits) | (First 4 Bits of Byte 5) | (Second 4 Bits of Byte 5) | (8 bits) |
| Opcode D2 | L-1 | B1 | D1 (12 Bits) | D1 (12 Bits) | B2 | D2 (12 Bits) | D2 (12 Bits) |
The MVC instruction is not intended as a NOP, therefore at least one byte must be moved. Because the 1 byte length value can only hold the values 0 to 255, the length to be moved that is inserted into the instruction is one less than the actual L value in the source code, or, the actual length to move is one higher than the length field stored in the instruction.

## Availability

The MVC instruction is available on all models.

## Purpose of Instruction

The MVC instruction can be used to move from 1 to 256 bytes of data. The MVCL instruction is available on 370 and above machines for moving larger volumes of data.

## Typical Usage

When a program needs to move a string from one location to another. If the length is not specified, the assembler uses the specified length of the target field. The assembler will flag an error if the target length is over 256 bytes. The minimum length that can be moved is one byte.

## Operation

The string of characters in the address noted in the right operand is moved, for the specified length, to the address noted in the left operand. Bytes are moved one at a time.

## Exceptions and Faults

* Protection Exception - the source or the target is outside of the legal address range assigned to this task
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# Adventist Youth Honors Answer Book/First aid/Altitude sickness

Altitude sickness can begin in susceptible people at elevations as low as 2400 meters. The early symptoms are drowsiness, feeling unwell, and weakness, especially during exercise. More severe symptoms are headache, poor sleep, persistent rapid pulse, nausea and sometimes vomiting, especially in children. More severe symptoms include pulmonary edema (fluid in the lungs; persistent coughing), confusion, psychosis, hallucination and death.
Victims can sometimes control mild altitude sickness by consciously taking ten to twelve rapid large breaths every five minutes. If overdone, this can blow off too much carbon dioxide and cause tingling in the extremities of the body. The quickest cure is to reduce the victim's altitude if possible. Some mountain rescue groups carry acetazolamide (a prescription drug) to treat mountain sickness, injectable steroids to reduce pulmonary edema, and inflatable pressure vessels to relieve and evacuate severe mountain-sick persons.
Altitude acclimatization has two stages. Overnight, the body can adjust its carbonic acid balance, and substantially improve its performance. Over four to six weeks, the body can grow more blood cells, strengthen the heart and make other tissue changes. Above 5,500 meters, further altitude exposure weakens, rather than strengthening one's acclimation.
# Adventist Youth Honors Answer Book/First aid/Ankle splint

The figure-eight bandage is used for dressings of the ankle, as well as for supporting a sprain. While keeping the foot at a right angle, start a 3-inch bandage around the instep for several turns to anchor it. Carry the bandage upward over the instep and around behind the ankle, forward, and again across the instep and down under the arch, thus completing one figure-eight. Continue the figure-eight turns, overlapping one-third to one-half the width of the bandage and with an occasional turn around the ankle, until the compress is secured or until adequate support is obtained.
# Adventist Youth Honors Answer Book/First aid/Blanket drag

The blanket drag can be used to move a person who, due to the severity of the injury, should not be lifted or carried by one person alone. Place the casualty in the supine position on a blanket and pull the blanket along the floor. Always pull the casualty head first, with the head and shoulders slightly raised so that the head will not bump against the floor.
# Adventist Youth Honors Answer Book/First aid/Burns

Burns should be immediately immersed in cold running water, or shower for large area. Do not wait to remove clothes. This should be maintained for at least 10–15 minutes.
Continue for at least 1 hour with cold pack, partially insulated with clean fabric (cotton, thin toweling), or further immersion in iced water. Blistered or open burn wounds should be cleaned and covered with non-adhesive gauze (preferably bactericidal) and cotton dressing. DO NOT use butter, oils or any similar treatment which can trap heat and increase risk of infection. Also do not use antiseptics that may aggravate sensitive skin.
Consult a medical physician immediately for any large, deep, infected or otherwise serious burn.
Aloe vera extract, silverdene (Silver Sulfazdiazine), topical analgaesics and NSAID are commonly used medications. Consult a doctor before use.
Burns are sustained by electricity, heat , chemical or radiation (sunburn). There are three levels of burns, including first degree burns (Superficial burn), second degree burns (Partial thickness burn) and third degree burns (Full thickness burn). The first degree burn is typical sunburn with symptoms such as redness of the skin and pain. Second degree often has blisters and severe pain. Third degree can be caused by fires and caustic chemicals. Often the victim will feel no pain because the nerves have been destroyed, even though the skin is deeply charred.
Burns that cover more than ten percent of the body, or are larger than the casualty's palm, are medical emergencies and need to be treated as such. Also ANY burns to the face, hands or groin should be considered critical and require an examination by a physician.
# Adventist Youth Honors Answer Book/First aid/Carbon monoxide

Carbon monoxide is present in exhaust gases of internal combustion engines as well as in sewer gas, lanterns, charcoal grills, and in manufactured gas used for heating and cooking. It gives no warning of its presence since it is completely odorless and tasteless. The victim may lose consciousness and suffer respiratory distress with no warning other than slight dizziness, weakness, and headache. The lips and skin of a victim of carbon monoxide poisoning are characteristically cherry red. Death may occur within a few minutes.
The first stage of treatment for an inhalation poisoning is to remove the victim from the toxic atmosphere immediately. WARNING: Never try to remove a victim from the toxic environment if you do not have the proper protective mask or breathing apparatus or if you are not trained in its use. Too often, well intentioned rescuers become victims. When in doubt, call for trained personnel. If help is not immediately available, and if you know you can reach and rescue the victim, take a deep breath, hold it, enter the area, and pull the victim out. If the victim is not breathing, begin CPR. Get the victim to a hospital as soon as possible.
# Adventist Youth Honors Answer Book/First Aid/Searches

In wilderness areas searches are conducted in an ever widening circle normally. All available resources are used including hunting dogs, aircraft, search hikers, and mounted search personnel. When a person is lost in the wilderness there is rarely any expense spared in the search for the person. If details are known about intended camping sites and hiking routes then teams will be sent to investigate those locations directly while others are sent into line of site search patterns where from the best known location for the missing person(s) was outward with each searcher being within site of the next. This will also be done in staggered waves so that any evidence overlooked by one searcher might be found by the next. When the area becomes large enough to make line of site searches impractical the teams will be broken into zones using a search grid. A team of two or more will be assigned some small piece of the map area to search, all areas will be searched repeatedly for missed evidence or people. All the while roadways and known paths will have searches, or outposts on them in case the victim is still mobile and trying to work his way out of his circumstance. Aircraft will search in grids as well when weather provides. At night some aircraft may utilize heat sensors to try and identify people in the wilderness, this has proven effective at times and at other times not. When an aircraft identifies a possible victim a search team in the grid will respond to the location, sometimes they find nothing; other times they find animals. If a person is seeking shelter in a very cold area, he may have burrowed deep enough into a location as to defeat the heat sensors on any aircraft as was the case with a child in Arizona who hid among some cactus which cool greatly at night. This particular child had evaded rescuers intentionally for more than a day because he was not supposed to talk to strangers.
# Adventist Youth Honors Answer Book/First aid/Animal bites

A special kind of infection that must be guarded against in case of animal bites is rabies (sometimes called “hydrophobia”). This disease is caused by a virus that is present in the saliva of infected animals. The disease occurs most commonly in wild animals, but it has been found in domestic animals and household pets. In fact, it is probable that all mammals are susceptible to it. The virus that causes rabies is ordinarily transmitted by a bite, but it can be transmitted by the saliva of an infected animal coming in contact with a fresh wound or with the thin mucous membrane of the lips or nose. The virus does not penetrate normal unbroken skin. If the skin is broken, DO NOT attempt wound closure.
If rabies develops in man, it is usually fatal. A preventive treatment is available and it is very effective, but only if it is started shortly after the bite. Since the vaccine can be obtained only at a medical treatment facility, any person bitten by an animal must be transferred quickly to the nearest treatment facility for evaluation, along with a complete report of the circumstances surrounding the incident. Remember, prevention is of utmost importance. Immediate local treatment of the wound should be given. Wash the wound and the surrounding area carefully, using sterile gauze, soap, and sterile water. Use sterile gauze to dry the wound, and then cover the wound with a sterile dressing. DO NOT use any chemical disinfectant. All of the animal’s saliva must be removed from the victim’s skin to prevent further contamination of the wound. CAUTION: DO NOT allow the animal’s saliva to come in contact with open sores or cuts on your hands. When a person has been bitten by an animal, every effort must be made to catch the animal and to keep it confined for a minimum of 8 to 10 days. DO NOT kill it if there is any possible chance of catching it alive. The symptoms of rabies are not always present in the animal at the time the bite occurs, but the saliva may nevertheless contain the rabies virus. It is essential, therefore, that the animal is kept under observation until a diagnosis can be made. The rabies treatment is given if the animal develops any definite symptoms, if it dies during the observation period, or if for any reason the animal cannot be kept under observation. Remember that any animal bite is dangerous and MUST be evaluated at a treatment facility.
# Adventist Youth Honors Answer Book/First aid/Bleeding

If you see a person who is bleeding heavily, you can do the following:
* Press hard onto the wound to stop the bleeding.
* If an arm or leg is cut, elevate the limb.
* Cover with a clean pad and apply a bandage.
* Check that the bleeding has stopped. If it has not, add another pad, and bandage, do not remove previous bandage.
* If you have bandaged a limb, check frequently that the fingers and toes remain warm. If fingers and toes are getting cold, loosen the bandage to let the blood circulate.
* For severe bleeding (5 cups of blood or more), get the person to a hospital for stitches (and possibly immunization against Tetanus) keeping the limb raised.
# Adventist Youth Honors Answer Book/First aid/Blisters

Blister Prevention
When it comes to blisters on the feet, it is always best to avoid them. Blisters are caused when your foot rubs against something repeatedly. Blisters can be avoided by wearing footwear that fits you correctly. Also, be sure to break your footwear in before embarking on a long hike. It also helps to wear two pairs of socks. When you do this, the inner sock moves with your foot and the outer sock moves with your boot. All the rubbing takes place between the two socks rather than between your foot and the sock. This will eventually wear a hole in your sock, but replacing socks is a lot less painful than hiking with a blister.
Blister Treatment
Try not to break the blister open. It is far better if the skin continues to cover the injury, as this will keep out germs and prevent infection. If you must open the blister in order to be able to walk, do it as follows.
* Clean the affected area
* Sterilize a needle
* Pierce the blister in several places around its perimeter to drain the fluid, but try to leave as much of the skin intact as possible.
* Wipe the injury down with rubbing alcohol.
* Cover a small blister with an adhesive bandage
* Cover a large blister with gauze and adhesive tape.
* Be sure to allow the blister to breathe
# A-level Physics (Advancing Physics)/Stress, Strain & Young's Modulus/Worked Solutions

1. stress=force/cross-sectional area
2. cross-sectional area=force / stress
3. strain=extension/original length
4. Decimal --> percentage
5. young modulus=stress/strain
8. Tensile Strength = Force / Area
9. force/area = (young modulus)(extension/length)
10. 10 Newton = mg = (kilograms)x(9.8 m/s/s)
       But you have to be careful here because although they say a kilogram "equals" about 2.2 pounds, the pound is a unit of force (not mass). Google replaces "equals" with "means", to obtain:
# A-level Physics (Advancing Physics)/The Standard Model

The standard model of particle physics attempts to explain everything in the universe in terms of fundamental particles. A fundamental particle is one which cannot be broken down into anything else. These fundamental particles are the building blocks of matter, and the things which hold matter together.
The standard model is usually represented by the following diagram:
The particles in the standard model can be put into two groups: fermions and bosons. Fermions are the building blocks of matter. They all obey the Pauli exclusion principle. Bosons are force-carriers. They carry the electromagnetic, strong, and weak forces between fermions.

## Bosons

There are four bosons in the right-hand column of the standard model. The photon carries the electromagnetic force - photons are responsible for electromagnetic radiation, electric fields and magnetic fields. The gluon carries the strong nuclear force - they 'glue' quarks together to make up larger non-fundamental particles. The W$^+$, W$^-$ and Z$^0$ bosons carry the weak nuclear force. When one quark changes into another quark, it gives off one of these bosons, which in turn decays into fermions.

## Fermions

Fermions, in turn, can be put into two categories: quarks and leptons. Quarks make up, amongst other things, the protons and neutrons in the nucleus. Leptons include electrons and neutrinos. The difference between quarks and leptons is that quarks interact with the strong nuclear force, whereas leptons do not.

## Generations

Fermions are also divided into three generations. The first generation contains the fermions which we are made of - electrons, the up and down quarks, and the neutrino. The first generation particles have less mass than the second, and the second generation particles have less mass than their respective third generation particles. The second generation (the μ generation) contains two leptons: the muon and the muon-neutrino. It also contains the charm and strange quarks. The third generation (the τ generation) contains another two leptons: the tau and the tau-neutrino. Its quarks are the top and bottom quarks.

## Antiparticles

Every fermion has its antiparticle. An antiparticle has the same mass as a particle, but the opposite charge. So, the standard model contains 12 quarks, 12 leptons, and the bosons (which are even more complex).

## Questions

1. The third generation top quark was the last quark in the Standard Model to have its existence proven experimentally (in 1995). It is also the most massive of the quarks. Why was it so difficult to observe a top quark?
2. What observable phenomena does the Standard Model not explain?
3. How much more massive is an up quark than an electron?
4. How many fermions are there in the Standard Model?
5. The antiparticle of the electron (e$^-$) is the positron. What is the charge and rest mass of a positron?
6. what difference do you find between bosons and quarks?
7. what do the other quarks and leptons do and how have we observed them?
Worked Solutions
# A-level Physics (Advancing Physics)/Transformers/Worked Solutions

1. A step-down transformer has 300 coils on one coil, and 50 coils on the other. If 30 kV AC is put in, what voltage comes out?
${\frac {300}{50}}={\frac {30000}{V_{s}}}=6$
$V_{s}={\frac {30000}{6}}=5{\mbox{ kV}}$
2. A step-up transformer has 200 coils on one coil, and 980 coils on the other. If 25 kV AC comes out, what voltage was put in?
${\frac {200}{980}}={\frac {V_{p}}{25000}}$
$V_{p}={\frac {25000\times 200}{980}}\approx 5.1{\mbox{ kV}}$
3. An ideal transformer transforms a 50A current into a 1A current. It has 40 coils on the primary coil. How many coils are in the secondary coil?
${\frac {50}{1}}={\frac {N_{s}}{40}}=50$
$N_{s}=40\times 50=2000{\mbox{ coils}}$
4. Transformers tend to vibrate. Why is this? What effect does this have on the efficiency of the transformer?
There are wires with current in them going perpendicularly through a magnetic field. According to F = BIL, a force is exerted on the wires. This means that some of the energy is converted into kinetic energy, reducing the efficiency of the transformer.
5. Air does have some permeability. What effect does this have on the efficiency of the transformer? Why?
Some of the flux passes through the air instead of the core, and so does not pass through the secondary coil, and is not used to create AC. This means that some of the energy put in oscillates in and out of the magnetic field, reducing the efficiency of the transformer.
# A-level Physics (Advancing Physics)/Specific Heat Capacity/Worked Solutions

1. How much work would it take to heat 100 kg of liquid water from 20 °C to 36.8 °C?
$\Delta E=mc\Delta \theta =100\times 4180\times 16.8=7.022{\mbox{ MJ}}$
2. How much work would it take to heat a well-insulated room from 15 °C to 21 °C, if the room is a cube with side length 10m, and the density of the air is 1.2kgm$^{−3}$?
$V=10^{3}=1000{\mbox{ m}}^{3}$
$\rho ={\frac {m}{V}}$
$m=V\rho =1000\times 1.2=1200{\mbox{ kg}}$
$\Delta E=mc\Delta \theta =1200\times 1010\times 6=7.272{\mbox{ MJ}}$
3. A 10 kg block of iron at 80 °C is placed in the room above once it has reached 21 °C. If the iron cools by 40 °C, what is the new temperature of the room?
Energy must be conserved, so:
$10\times 450\times 40=1200\times 1010\times \Delta \theta$
$\Delta \theta ={\frac {180000}{1212000}}=0.149$°C
So, the new temperature of the room is 21.149 °C.
# A-level Physics (Advancing Physics)/Standing Waves/Worked Solutions

1. The air in a 3m organ pipe is resonating at the fundamental frequency. Organ pipes are effectively open at both ends. What is the wavelength of the sound?
$3={\frac {\lambda }{2}}$
so λ = 2 x 3 = 6m.
2. A string is vibrating at the second harmonic frequency. How many wavelengths long is the standing wave created?
$(2+1)\times {\frac {\lambda }{2}}={\frac {3\lambda }{2}}$
3. Express, in terms of λ, the length of a pipe which is closed at one end, where λ is the length of one wave at the fundamental frequency.
¼λ (this is the distance between a node and an antinode)
# A-level Physics (Advancing Physics)/The Standard Model/Worked Solutions

1. The third generation top quark was the last quark in the Standard Model to have its existence proven experimentally (in 1995). It is also the most massive of the quarks. Why was it so difficult to observe a top quark?
Creating massive particles requires a lot of energy. It took a long time to develop a particle accelerator which accelerated other particles to the energy required to create top quarks.
2. What observable phenomena does the Standard Model not explain?
Gravity, as well as mass, and the large number of constants in the Standard Model.
3. How much more massive is an up quark than an electron?
${\frac {2.4}{0.511}}=4.7{\mbox{ times}}$
4. How many fermions are there in the Standard Model?
12 + 12 = 24 (remember the antiparticles)
5. The antiparticle of the electron (e$^-$) is the positron. What is the charge and rest mass of a positron?
Charge: +1.6 x 10$^{−19}$C
Mass: 0.511 MeV/c$^2$ = 9.11 x 10$^{−31}$ kg