OpenLLM-France/wikimedia huggingface dataset:
# Ada Programming/System.Multiprocessors.Dispatching Domains

This language feature has been introduced in Ada 2012.
System.Multiprocessors.Dispatching_Domains is a unit of the Predefined Language Environment since Ada 2012.

## See also
### Wikibook

* Ada Programming/Libraries/System
* Ada Programming/Libraries/System.Multiprocessors

### External examples

* Search for examples of System.Multiprocessors.Dispatching_Domains in: Rosetta Code, GitHub (gists), any Alire crate or this Wikibook.
* Search for posts related to System.Multiprocessors.Dispatching_Domains in: Stack Overflow, comp.lang.ada or any Ada related page.

### Ada Reference Manual
#### Ada 2012

* D.16.1: Multiprocessor Dispatching Domains

### Open-Source Implementations

FSF GNAT
* Specification: s-mudido.ads
* Body: s-mudido.adb
drake
* Specification: tasking/s-mudido.ads
# Ada Programming/Tutorials

This page contains a list of other Ada tutorials on the Net.
* Ada Programming, available on Wikibooks, is based on the Ada 2005 standard and currently being updated to Ada 2012.
* Introduction to Ada at learn.adacore.com is an interactive web tutorial based on Ada 2012. It has editable and compilable examples.
* Lovelace is a free (no-charge), self-directed Ada 95 tutorial available on the World Wide Web (WWW). Lovelace assumes that the user already knows another algorithmic programming language, such as C, C++, or Pascal. Lovelace is interactive and contains many short sections, most of which end with a question to help ensure that users understand the material. Lovelace can be used directly from the WWW, downloaded, or run from CD-ROM. Lovelace was developed by David A. Wheeler.
* AdaTutor is an interactive Ada 95 tutorial that was distributed as a public-domain Ada program and has been converted to a web tutorial.
* The Ada-95: A guide for C and C++ programmers is a short hypertext tutorial for programmers who have a C or C++ style programming language background. It was written by Simon Johnston, with some additional text by Tucker Taft. PDF edition.
* Dale Stanbrough's Introduction is a set of notes that provide a simple introduction to Ada. This material has been used for a few years as a simple introduction to the language.
* Coronado Enterprises Ada 95 Tutorial: shareware edition.
# Ada Programming/System.Storage Pools.Subpools

This language feature has been introduced in Ada 2012.
System.Storage_Pools.Subpools is a unit of the Predefined Language Environment since Ada 2012.

## See also
### Wikibook

* Ada Programming/Libraries/System
* Ada Programming/Libraries/System.Storage_Pools

### External examples

* Search for examples of System.Storage_Pools.Subpools in: Rosetta Code, GitHub (gists), any Alire crate or this Wikibook.
* Search for posts related to System.Storage_Pools.Subpools in: Stack Overflow, comp.lang.ada or any Ada related page.

### Ada Reference Manual
#### Ada 2012

* 13.11.4: Storage Subpools

### Open-Source Implementations

FSF GNAT
* Specification: s-stposu.ads
* Body: s-stposu.adb
drake
* Specification: s-stposu.ads
* Body: s-stposu.adb
# A-level Computing 2009/CIE/Computer systems, communications and software/Data: its representation, structure and management

* Data types
* (a) explain the use of codes to represent a character set (e.g. ASCII and Unicode)
* (b) explain the representation of different data types: integer, Boolean, date/time, currency and character
* (c) express positive integers in binary form
* (i) select appropriate data types for a given problem and explain the advantages and disadvantages of alternative choices
* Data structures
* (d) understand the structure of arrays (one- and two-dimensional), including initialising arrays, reading data into arrays and performing a simple serial search on an array
* (e) describe the LIFO and FIFO features of stacks and queues
* (f) explain how data is stored in files in the form of fixed-length records comprising items in fields
* (i) select appropriate data structures for a given problem and explain the advantages and disadvantages of alternative choices
* Data management
* (g) define and explain the difference between serial, sequential, indexed sequential and random access
* to data, using examples and stating their comparative advantages and disadvantages
* (h) describe how serial, sequential and random organisation of files may be implemented using indexes
* and hashing as appropriate
* (j) explain the procedures involved in backing up data and archiving, including the difference between data that is backed up and data that is archived
# A-level Computing 2009/CIE/Computer systems, communications and software/Data transmission and networking

* Networking
* (a) describe the characteristics of a local area network (LAN) and a wide area network (WAN)
* (b) show an understanding of the hardware and software needed for a local area network (LAN) and for accessing a wide area network (WAN)
* (c) describe basic network topologies (bus, star and ring) explaining the benefits and drawbacks of each topology
* Data transmission
* (d) describe the different types of data transmission: serial and parallel; simplex, half duplex and full duplex modes
* (e) explain the relationship between bit rates and the time sensitivity of the data
* (f) recognise that errors can occur in data transmission; explain the use of parity checks, echoing and checksums in detecting and correcting these errors, and the use of parity blocks to aid self-checking
* Circuit switching and packet switching
* (g) explain the difference between packet switching and circuit switching
* Protocols
* (h) define the term protocol
* (i) describe the need for communication between devices, and between computers, and explain the need for protocols to establish communication links
* (j) explain the need for both physical and logical protocols and the need for layering in an interface
# A-level Computing 2009/CIE/Computer systems, communications and software/Handling of data in information systems

* Data capture, preparation and data input
* (a) describe manual and automated methods of capturing and inputting data into a system, including form design, keyboard entry, barcodes, Optical Mark Recognition (OMR), magnetic stripe cards, Optical Character Recognition (OCR), sensors and data logging, touch screens, chip and pin
* (b) describe image capture by use of a scanner, video capture card and digital camera/camcorder
* Validation and verification of data
* (c) explain the techniques of validation and verification, and describe validation tests which can be carried out on data
* Outputs from a system
* (d) describe possible output formats such as graphs, reports, interactive presentations, sound, video, images and animations stating the benefits and drawbacks of each format
* (e) discuss the need for a variety of output formats according to the target audience
* Knowledge-based systems
* (f) describe knowledge-based (expert) systems, how they are created and how they function
* (g) explain the use of knowledge-based (expert) systems as a diagnostic tool
# A-level Computing 2009/CIE/Computer systems, communications and software/Hardware

* Processor components
* (a) describe the function and purpose of the control unit, memory unit and arithmetic logic unit (ALU) as individual parts of a processor
* Primary and secondary storage
* (b) explain the difference between types of primary memory and their uses (RAM, ROM)
* (c) describe the basic features, advantages, disadvantages and use of secondary storage media
* e.g. magnetic, optical and solid state
* (d) describe use of buffers and interrupts in the transfer of data between peripheral devices and primary memory
* Peripheral devices
* (e) describe a range of common peripheral devices in terms of their features, benefits, drawbacks and
* uses
* (f) relate the choice of peripheral device to a given application, justifying the choices made
* (g) understand the potential problem of speed mismatch between peripheral and processor
# A-level Computing 2009/CIE/Computer systems, communications and software/Choosing appropriate applications software

* Custom-written software versus off-the-shelf software packages
* (a) distinguish between custom-written software and off-the-shelf software packages, and discuss the benefits and drawbacks of each in given situations
* (d) identify application areas for which generic application software is not appropriate
* Application software
* (b) identify the features of common applications found in business, commercial and industrial
* applications, e.g. stock control, payroll, process control, point-of-sale systems
* (c) identify suitable common generic application software for particular application areas, e.g. word processors, spreadsheets, desktop publishers (DTP), presentation software, drawing packages, and justify the choices
* (e) describe the purpose and impact of different types of generic application software, e.g. word processors, spreadsheets, desktop publishers (DTP), presentation software, drawing packages
# A-level Computing 2009/CIE/Computer systems, communications and software/Designing the user interface

* Interface design
* (a) discuss the importance of good interface design
* (b) discuss human computer interaction (HCI) design issues such as the use of colour, layout, and content
* (c) identify the required characteristics of a user interface with respect to information, type of user, physical location and current technology
# A-level Computing 2009/CIE/Computer systems, communications and software/Logic gates

* Uses of logic gates to translate Boolean concepts into physical uses
* (a) understand and define the function of AND, OR, NOT, NAND and NOR logic gates including the binary output produced from all possible binary inputs
* (b) calculate the outcome from a set of logic gates given the input by producing truth tables for given logic circuits
* (c) produce a simple logic circuit from a given written statement (e.g. if A AND B are on AND if C is on then the lights will be on)
# A-level Computing 2009/CIE/Computer systems, communications and software/Components of a computer system and modes of use

* Types of hardware
* (a) define the terms hardware, software, input device, storage device and output device
* (b) describe the purpose of input devices, storage devices and output devices
* Types of software
* (c) define the different types of software: operating system and generic/common application software
# A-level Computing 2009/CIE/Computer systems, communications and software/Components of a computer system and modes of use/Types of hardware

Hardware components are often categorised as being either input, output, storage or processing components. Devices which are not an integral part of the CPU are referred to as being peripherals. Peripherals are usually used for either input, storage or output (such as a hard disk, keyboard or printer). A device does not necessarily have to be outside the same physical box as the CPU. The best example of this is the hard disk, which is a peripheral even though it is not usually housed within the main case.
Input devices are hardware devices which take information from the user of the computer system, convert it into electrical signals and transmit it to the processor. The primary function of input devices is to allow humans to interact with the computer system. For instance a mouse allows the user to control the movement of the pointer (a common element in user interface design).
Output devices take data from the computer system and convert it to a form that can be interpreted by humans. For instance a monitor creates a visual electronic display to output information created by the processor to the user.
Processing devices are the components responsible for the processing of information within the computer system. This includes devices such as the CPU, memory and motherboard.
Storage devices are components which allow data to be stored within a computer system. This includes devices such as hard disk drives and compact disk drives.
Exercise: Types of hardware
How many different hardware components can you list? Label each one with the labels "input", "output", "processing" or "storage" as appropriate.
Answer:
Input
Processing
Output
Storage
keyboard
mouse
joystick
graphics tablet
trackball
touchpad
touchscreen
microphone
sensor
processor (CPU)
memory
motherboard
printer
monitor
touchscreen
plotter
speakers
headphones
motor
data projector
hard disk drive :
# A-level Computing 2009/CIE/Computer systems, communications and software/Components of a computer system and modes of use/Types of software

Software components of a computer system have no physical presence, they are stored in digital form within computer memory. There are different categories of software, including system software, utilities and applications software. Software can also be described as being either generic or bespoke.
System software is the software used to manage and control the hardware components and which allow interaction between the hardware and the other types of software. The most obvious type of system software is the computer's operating system but device drivers are also included within this category.
Utility software is software such as anti-virus software, firewalls, disk defragmenters and so on which helps to maintain and protect the computer system but does not directly interface with the hardware.
Applications software (also known as 'apps') are designed to allow the user of the system complete a specific task or set of tasks. They include programs such as web browsers, office software, games and so on. They are usually the reason you bought the computer system in the first place and aren't concerned with the management or maintenance of the system itself.
Any individual software package, whichever of the above types it falls into, can be either generic (or 'off-the-shelf') or it can be bespoke (custom-built). Generic software is mass produced with the intention that it will be used by a wide variety of different users in a range of different situations. Bespoke software is created for a specific purpose which will be used in a known environment.
Often generic software is used when there is a package available that meets the needs of the user. Because it is used by many more people the cost of creating it is spread over a greater number of people or organisations and so the cost to the individual is much lower. It also has the advantage that it is available immediately there's no waiting time involved while the software package is designed, created and tested. Bespoke software has the advantage that it can be tailor made to exact specifications but it significantly more expensive and will take time to create.
* Exercise: Types of software
* Create a table to show what software packages of each type are installed on your computer.
# Animal Crossing: New Horizons/Bug catching

Bug catching is a lucrative activity, and one that can also be used to expand the museum collection.
Bug catching requires a net.
Unlike fishing, which focuses mostly on good reaction times, Bug catching leans more on stealth, letting the net loose at a precise moment for more elusive bugs.
# Animal Crossing: New Horizons/Foraging

A variety of items may be acquired by simply picking them off the ground. Most of these items are either intended for crafting or are of low value, but do not require the use of tools. These items often include:
* Sticks
* Weeds
* Seashells
# Animal Crossing: New Horizons/Fossils

Digging for fossils in Animal Crossing: New Horizons serves as both a way to expand the Museum, and as a way of generating bells. Fossils can also be used as decorative pieces.
# Animal Crossing: Wild World

Welcome to the Wikibook on Animal Crossing: Wild World.

## Contents

* A printable version of Animal Crossing: Wild World is available.
* General
* Changes since the GameCube version
* Characters
* Tom Nook
* Paintings
* Golden Tools
* Random Tips
# Animal Crossing: New Horizons/Artwork

Artwork can be acquired to expand the museum, or to decorate the island. Unlike many other collectibles, counterfeit artwork can be acquired, which is far less valuable as it can not be used to expand the museum.
# Animal Crossing: New Horizons/Homesteading
## Waking up

Tom Nook will wake up the player character and give them a "NookPhone" ingame smartphone. Tom Nook will ask some questions, and offer the "Island Life 101" app to the player, which should be accepted.
Tom Nook will then give the player a bill, which can't be paid as the player starts with 0 bells, which are the currency of the game. The total is 49,800 bells. Tom Nook will then offer the player the Nook Mileage Program, which can offer reward points used in lieu of bells, allowing the player to only pay 5,000 miles instead of 49,800 bells. After Nook leaves, the game can now be saved by prssing the - button.
# A-level Philosophy/AQA
## AS
### Unit 1 - Introduction to Philosophy 1

* Reason and experience
* Why should I be governed
* Why should I be moral?
* The Idea of God
* Persons

### Unit 2: An Introduction to Philosophy 2

* Knowledge of the external world
* Tolerance
* The value of art
* God and the world
* Free will and determinism

## A2
### Unit 3: Key Themes in Philosophy

* Philosophy of mind
* Political Philosophy
* Epistemology and metaphysics
* Moral philosophy
* Philosophy of religion

### Unit 4: Philosophical Problems

* Hume
* Plato
* Mill
* Descartes
* Nietzsche
# A-level Mathematics/OCR/S2/Normal Distribution

A collection of data can be modelled with the Normal Distribution if the data produces a fairly bell-shaped curve when put into a histogram and has the same mean, median and mode - that is to say most of the data is in the middle of the diagram, with the bins becoming smaller toward the outside. If a sample of data is truly normally distributed, about 68% of the data will fall within one standard deviation, 95% within two standard deviations, and 99.7% within 3 standard deviations of the mean.
The normal distribution's probability density function is: ${\frac {1}{\sigma {\sqrt {2\pi }}}}\,e^{-{\frac {(x-\mu )^{2}}{2\sigma ^{2}}}}$
The standard normal distribution is a special case in which the mean, μ, is 0 and the standard deviation, σ, is 1. Its p.d.f is: ${\frac {1}{\sqrt {2\pi }}}\,e^{-{\frac {x^{2}}{2}}}$
Integrating this function in order to obtain probabilities is a trifle difficult if you're an S2 candidate, so it is usual to use calculator functions or tables of cumulative probabilities (these give probabilities from -∞ to a particular value).
# A-level Mathematics/OCR/S3

Please post all questions to A-level Mathematics/Discussion.

## Contents

* More about Continuous Random Variables
* Linear Combinations of Random Variables
* Confidence Intervals and t Distribution
* Difference of Population Means and Proportions
* χ² tests
# A-level Philosophy/AQA/Why should I be moral?/Morality as a social contract

Egoist Enlightened Egoist State of Nature
Criticisms
* Marx
* How do we make a social contract
# A-level Mathematics/OCR/S4

Please post all questions to A-level Mathematics/Discussion.

## Contents

* Advanced Probability
* Non-parametric Tests
* Probability Functions
* Moment Generating Functions
* Estimators
* Discrete Bivariate Distributions
# A-level Mathematics/WJEC

This is a book about AS (advanced subsidiary) and A (advanced) level Mathematics. It aims to fit in with the WJEC GCE Mathematics Specification (2009 onwards) syllabus but is not endorsed by WJEC. It should be useful as a revision guide or to find alternative explanations to the ones in your textbook. It assumes you have already done GCSE Mathematics. While it is aimed at people studying A-levels, it may be of interest to others in general. More information about A-levels can be obtained from the A-level article in Wikipedia.

# Modules Available

Pure:
C1 Summary of topics covered.
C2
C3
C4
Further Pure:
FP1
FP2
FP3
Statistics:
S1
S2
S3
Mechanics:
M1
M2
M3
# A-level Philosophy/AQA/Why should I be moral?

We are going to look at ways that lead to moral behaviour
Morality as a social contract
Morality as constitutive of self-interest
Morality as overcoming self-interest
# AppleScript Programming/Sample Programs/Calculator
## Simple Calculator

This simple calculator uses things we learned from the numbers and strings section, display dialog section, and the basic commands section. It also includes the "if" and "else" statements, as well as the tell block. Try putting this into Script Editor and running it.
Here's the code:

## Advanced Calculator

This calculator script prevents everything except numbers to be entered. Try putting this into Script Editor and running it.
Here's the code:
# AppleScript Programming/Sample Programs/Email Maker

This script will let the user input data, the data are then declared as variables. They are then formed together making a person's perfect email address. I have divided the code into sections. The full code is at the bottom of the page.
First, the welcoming:
Next, we declare variables for the text returned
We set 3 variables : pet, dono, and prov
prov = provider
dono = last two digits of birth year
pet = pet name
We set them to the text returned of a display dialog with text input. Then we displayed all the variables (pet, dono, prov) together.
Result
Full Code:
# AppleScript Programming/Sample Programs/MS Word 2008

Microsoft Word 2008 and its Office brethren are a completely different animal when it comes to scripting. The majority of the code needed to script Word comes from the same object hierarchy as the (at the time of this writing) dead Visual Basic for Mac.
The script below creates a new Word document, and inserts predefined text. Then the text is formatted.
--This is just where we define our variable fiHR and could be returned from any interview or picked up and parsed through an external program. We have cheated a bit by using AppleScripts built in language to pre-format our text, however AppleScript, itself, knows nothing about text styling (bold, fonts etc.) applications like Text Edit and MS Word do though.
set fiHR to "Facts" & return & return & return & return & "Issue" & return & return & return & return & "Holding" & return & return & return & return & "Rationale"—telling Microsoft Word to startup and come to front
tell application "Microsoft Word" activate—telling MS Word to create a new document, as opposed to "active document"
create new document—this defines the area for all of the text of the new document, start 0 end 0 captures the whole doc, with existing docs you could call out words, characters, lines in paragraphs etc.
set myRange to create range active document start 0 end 0—now we are setting what the contents of text, for the whole document (myRange), should be, by calling our variable (fiHR) which we have previously defined
set content of myRange to fiHR—this line sets our cursor/insertion point to the end of our text. it could be set to a character, word, line paragraph etc. Story is everything we have typed into the new doc. We do this, because we want the formatting to apply to all of the text typed in from our variable.
set myRange to change end of range myRange by a story item ¬ extend type by selecting—begin formatting the text fiHR by setting the font and the styling of the font
set name of font object of myRange to "Arial"
set italic of font object of myRange to true—telling Microsoft Word that we are done bossing it around for now. We have not saved nor closed this doc, but that could be added too.
end tell
code by SolutionArts.net