OpenLLM-France/wikimedia huggingface dataset:
# posper_cashvisibleidgenerator

This table .. something about generating visible ids..
| Column Name | Data Type | Null Allowed? | Key? | Comments |
| id | INT(11) | No | Primary | value of the next id that should be used |
# posper_image

This table contains images referenced by other tables and displayed within the tinaposplus application.
| Column Name | Data Type | Null Allowed? | Key? | Comments |
| id | VARCHAR(255) | No | Primary | UUID instead of int |
| version | INT(11) | No | | This is used by hibernate to track table versions |
| imageBlob | MEDIUMBLOB | No | | This is the actual binary data comprising the image |
| description | VARCHAR(255) | Yes | | description of the image |
# kitchen_order

This table describes an order sent to the kitchen for completion.
| Column Name | Data Type | Null Allowed? | Key? | Comments |
| id | VARCHAR(255) | No | Primary | UUID instead of int |
| version | INT(11) | No | | This is used by hibernate to track table versions |
| openDate | DATE | Yes | | Describes when the order was sent. Currently unused within the application |
# posper_category

This table describes a product category within which products are found. Eg, you might have a "drinks" category containing products like "coffee"
| Column Name | Data Type | Null Allowed? | Key? | Comments |
| id | VARCHAR(255) | No | Primary | UUID instead of int |
| version | INT(11) | No | | This is used by hibernate to track table versions |
| visibleId | INT(11) | Yes | Uni | This is the user visible (user-friendly) Id |
| category_name | VARCHAR(255) | No | | the category name |
| parent_id | VARCHAR(255) | Yes | Foreign Key | Categories can have subcategories. If this is a subcategory, then this points to the parent category. |
| image_id | VARCHAR(255) | Yes | Foreign Key | If there is an associated image, this points to it. |
# posper_floor

This table has information for a restaurant "floor" where customers sit and eat (and need to have food brought to them)
| Column Name | Data Type | Null Allowed? | Key? | Comments |
| id | VARCHAR(255) | No | Primary | UUID instead of int |
| version | INT(11) | No | | This is used by hibernate to track table versions |
| visibleId | INT(11) | Yes | Uni | This is the user visible (user-friendly) Id |
| name | VARCHAR(255) | No | | This is the floor name |
| image_id | VARCHAR(255) | Yes | Foreign Key | If an image is associated with this floor, this points to it (foreign key) |
# Using POSper/Developer guide/Database-Miscellaneous Details

The two tables that store the sales are:
TICKETS (TICKETID, DATENEW, HOST, PERSON, PAYMENT, MONEY INTEGER)
PRODUCTSOUT (TICKETID, TICKETLINE, PRODUCT, UNITS, PRICE)
One sale is one record in the table TICKETS and one or more records in the table PRODUCTSOUT.
# posper_cashregister_ticket

This associative table links a ticket to a cash session (start and end time)
| Column Name | Data Type | Null Allowed? | Key? | Comments |
| cashregister_id | VARCHAR(255) | No | Foreign Key; Composite Primary Key | points to the associated cashregister |
| ticket_id | VARCHAR(255) | No | Foreign Key; Composite Primary Key | points to the associated ticket |
# VCE Physics/Unit 2/AoS 1/Dynamics
## Introduction

Dyanmics is also another fancy word that physicists use.

## Relevant dot points from the Study Design

* apply Newton’s three laws of motion to a body on which forces act: $a={\frac {F_{net}}{m}}$, $F_{\text{on A by B}}=-F_{\text{on B by A}}$
* apply concepts of momentum to linear motion: p = mv
* explain changes in momentum as being caused by a net force: $F_{net}={\frac {\Delta p}{\Delta t}}$
This section will also introduce the concept of "impulse" and "kinetic energy" which is implicit in other dot points but not a separate dotpoint.
# VCE Physics/Unit 1/AoS 1

Jump to the main table of contents for this book

## Description from the Study Design

In this area of study students investigate the thermodynamic principles related to heating processes, including concepts of temperature, energy and work. Students examine the environmental impacts of Earth’s thermal systems and human activities with reference to the effects on surface materials, the emission of greenhouse gases and the contribution to the enhanced greenhouse effect. They analyse the strengths and limitations of the collection and interpretation of thermal data in order to consider debates related to climate science.

## Comments

The focus of this area of study is theory related to thermal physics, the application of that theory to climate science, and the use of experiment to carry out an investigation in this area.

## In This Area of Study

* Temperature, and how we measure it
* Temperature, energy, heat and work
* Applying thermal physics to climate science
* An investigation related to thermal physics
# VCE Physics/Unit 1/AoS 1/Investigation

Jump to the main table of contents for this book

### Introduction

Text to come.

### Relevant Dot Points from the Study Design

* apply thermodynamic principles to investigate at least one issue related to the environmental impacts of human activity with reference to the enhanced greenhouse effect:
** proportion of national energy use due to heating and cooling of homes
** comparison of the operation and efficiencies of domestic heating and cooling systems: heat pumps; resistive heaters; reverse-cycle air conditioners; evaporative coolers; solar hot water systems; and/or electrical resistive hot water systems
** possibility of homes being built that do not require any active heating or cooling at all
** use of thermal imaging and infrared thermography in locating heating losses in buildings and/or system malfunctions; cost savings implications
** determination of the energy ratings of home appliances and fittings: insulation; double glazing; window size; light bulbs; and/or electrical gadgets, appliances or machines
** cooking alternatives: appliance options (microwave, convection, induction); fuel options (gas, electricity, solar, fossil fuel)
** automobile efficiencies: fuel options (diesel petrol, LPG and electric); air delivery options (naturally aspirated, supercharged and turbocharged); and fuel delivery options (common rail, direct injection and fuel injection)
* explain how concepts of reliability, validity and uncertainty relate to the collection, interpretation and communication of data related to thermodynamics and climate science.
# VCE Physics/Unit 1/AoS 1/Thermodynamics

Jump to the main table of contents for this book

### Introduction

Text to come.

### Relevant Dot Points from the Study Design

* investigate and apply theoretically and practically the First Law of Thermodynamics to simple situations: Q = U + W
* explain internal energy as the energy associated with random disordered motion of molecules
* distinguish between conduction, convection and radiation with reference to heat transfers within and between systems
* investigate and analyse theoretically and practically the energy required to
** raise the temperature of a substance: Q = mcΔT
** change the state of a substance: Q = mL
* explain why cooling results from evaporation using a simple kinetic energy model
# VCE Physics/Unit 1/AoS 2
## Description from the Study Design

The description of this Unit: In this unit students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments. Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through indirect observations. In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question. Students design and undertake investigations involving at least one independent, continuous variable. A student-designed practical investigation relates to content drawn from Area of Study 1 and/or Area of Study 2 and is undertaken in Area of Study 3.

## Comments

Some comments about this unit.

## In This Unit

* Sub sections to be determined
# VCE Physics/Unit 2/AoS 1
## Description from the Study Design

In this area of study students observe motion and explore the effects of balanced and unbalanced forces on motion. They analyse motion using concepts of energy, including energy transfers and transformations, and apply mathematical models during experimental investigations of motion. Students model how the mass of finite objects can be considered to be at a point called the centre of mass. They describe and analyse graphically, numerically and algebraically the motion of an object, using specific physics terminology and conventions.

## In This Area of Study

* Kinematics (how things move)
* Forces
* Dynamics (how forces affect motion)
* Energy and momentum

## Comments about this Area of Study

Comments to come.
# VCE Physics/Unit 2

Jump to the main table of contents for this book

## Description from the Study Design

In this unit students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments. Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through indirect observations. In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question. Students design and undertake investigations involving at least one independent, continuous variable. A student-designed practical investigation relates to content drawn from Area of Study 1 and/or Area of Study 2 and is undertaken in Area of Study 3.

## Comments

Some text to go here.

## In This Unit
### Area of Study 1 : How can motion be described and explained?

* Kinematics (how things move)
* Forces
* Dynamics (how forces affect motion)
* Energy and momentum

### Area of Study 2 : Options

* 2.1 : What are stars?
* 2.2 : Is there life beyond Earth’s Solar System?
* 2.3 : How do forces act on the human body?
* 2.4 : How can AC electricity charge a DC device?
* 2.5 : How do heavy things fly?
* 2.6 : How do fusion and fission compare as viable nuclear energy power sources?
* 2.7 : How is radiation used to maintain human health?
* 2.8 : How do particle accelerators work?
* 2.9 : How can human vision be enhanced?
* 2.10 : How do instruments make music?
* 2.11 : How can performance in ball sports be improved?
* 2.12 : How does the human body use electricity?

### Area of Study 3 : Practical investigation

* Sub sections to be determined
# VCE Physics/Unit 1/AoS 1/Climate

Jump to the main table of contents for this book

### Introduction

Text to come.

### Relevant Dot Points from the Study Design

* identify regions of the electromagnetic spectrum as radio, microwave, infrared, visible, ultraviolet, x-ray and gamma waves
* describe electromagnetic radiation emitted from the Sun as mainly ultraviolet, visible and infrared
* calculate the peak wavelength of the re-radiated electromagnetic radiation from Earth using Wien’s Law: λ_maxT = constant
* compare the total energy across the electromagnetic spectrum emitted by objects at different temperatures such as the Sun
* describe power radiated by a body as being dependent on the temperature of the body according to the Stefan-Boltzmann Law, P∝T^4
* explain the roles of conduction, convection and radiation in moving heat around in Earth’s mantle (tectonic movement) and atmosphere (weather)
* model the greenhouse effect as the flow and retention of thermal energy from the Sun, Earth’s surface and Earth’s atmosphere
* explain how greenhouse gases in the atmosphere (including methane, water and carbon dioxide) absorb and re-emit infrared radiation
* analyse changes in the thermal energy of the surface of Earth and of Earth’s atmosphere
* analyse the evidence for the influence of human activity in creating an enhanced greenhouse effect, including affecting surface materials and the balance of gases in the atmosphere.
# TI-Basic Z80 Programming/GetKey

When writing certain TI-Basic programs, it can be useful to get individual key presses for advanced menu handling or games. This can be achieved via the getKey (PRGM I/O 7). getKey returns the numerical value of a key press at the instance of the instruction execution.

## Key Code Diagram

The value that is stored into variable is a special number that represents the key that was pressed. The diagram to the right shows the value that corresponds to the key.
Each key has a two or three digit number assigned to it. The first digit, or two digits if the number is three digits, is the key's row number (how far down on the calculator the key appears) and the last digit is the key's column number (how far across on the row the key appears). Thus the SIN key is in the 5th row and the 2nd column, so its code is 52. The only slight exception to this is the arrows keys. ←, ↑, and → are all considered part of the second row and are numbered as such. ON doesn't have an accessible numerical value (theoretically it should be 101; however, it acts as the program break button).

## Usage

Because getKey only returns the key press during the instruction of the command, it will often return 0 since no keys were pressed while command was being executed. However, the getKey command can be run on a loop, allowing for user input to be registered at any time.
To do so, use this simple code:
    0→K
    Repeat K
    getKey→K
    End
This program will wait until the user presses a key on the keypad, then will break out of the loop and continue execution. Since getKey returns 0 if no keys are pressed, the code repeats since Repeat will loop if the condition is 0 or false.
Note that the variable K is the de facto variable to store getKey to.
It is possible to shave off 4 bytes by using Ans:
    Repeat Ans
    getKey
    End
If getKey is called, but not stored to a variable, the value will be stored into Ans.

## You try it!

Try these examples to practice using getKey.

### Player Movement

Using getKey, draw a player (use a single character like *) on the screen and allow the user to push the arrow keys to move the player in X and Y directions. Make sure the player won't go off the screen.
Previous: Criteria Instructions Next: Menus Table of Contents: TI-Basic Z80 Programming
# TI-Basic Z80 Programming/Goto and Lbl

Goto (PRGM CTL 0) and Lbl (PRGM CTL 9) are used to jump to different sections in the program. However, these should be used sparingly, since having many Gotos can make the program very convoluted and difficult to understand.

## Syntax and Usage

Where label is a one or two character code that only includes 0–9, A–Z, and θ.
When the program executes a Goto statement, it jumps to the corresponding Lbl with the same label. If the specified Lbl does not exist, a label error is thrown.
For example, observe the following program:
    Goto A
    Lbl A
    Disp "HI!"
    Lbl B
    Disp "HELLO!"
You may think that this program will display HI!. However, the following is actually displayed:
This is because after the Disp command after the first Lbl, the program continues past the second Lbl and continues executing statements. To prevent the program from continuing to execute instructions, Stop (PRGM CTL G) can be used, which simply stops the current program.
    Goto A
    Lbl A
    Disp "HI!"
    Stop
    Lbl B
    Disp "HELLO!"
    Stop
This modified program simply displays:
Previous: GetKey Next: Menus Table of Contents: TI-Basic Z80 Programming
# TI-Basic Z80 Programming/List of Commands/ClrDraw

ClrDraw (DRAW:1)
This instruction clears the calculator's graph screen except for Y= functions. Syntax:
(No arguments)
# TI-Basic Z80 Programming/Errors

When programming on the TI-84, the calculator will assume the written code is valid. If, as it executes the code, finds an unexpected token, or encounters an otherwise invalid statement, the TI-84 will throw an error. The calculator will stop executing the code in the program and display the type of error on the screen. There are two types of errors: syntax errors and runtime errors.
For example, consider the following example:
The syntax for the Output( command expects two integers, then a string. In this example, the second argument is a string, which the calculator does not know how to interpret. In this case, the calculator throws an error:
Code execution halts and a menu is displayed. The first option quits the program and returns to the home screen. The second option will open the code editor and scroll to the line in the code where the error occurred.
The second type of error is a runtime error. These errors can't necessarily be detected by the appearance of code. Consider the following example that displays the reciprocal of the entered value:
    Disp A$^{-1}$
The code works fine in most scenarios:
However, consider when the user inputs 0:
This behavior can be unwanted, since the code halts and does not continue executing if an error occurs. Therefore, it is important to consider all edge cases for calculations and statements. In this case, the line :If A≠0 before Disp would prevent an error.
Runtime errors do not necessary have to display an error to be an error. For example, a program that is expected to display the even letters of the alphabet, but instead displays the odd letters of the alphabet, would have a runtime error since the program does not function as expected. These can be the hardest and easiest errors to fix!

## You try it!

Examine the following examples, identify which kind of error is presented, and a fix to resolve the error(s).
The following program should store 10 random numbers in L1, but contains an error. Find, identify, and fix the error.
    0→dim(L1
    For(I,1,10
    rand→L1[I]
    End
In this example, the program should output the largest number in L1 (this program assumes there is at least one value in L1).
    -9E99→L
    For(A,1,dim(L1
    If L1(A)>L
    A→L
    End
    Disp L
Previous: Menus Next: Tips, Tricks and Optimizations Table of Contents: TI-Basic Z80 Programming
# TI-Basic Z80 Programming/Input

Input functions accept data from the calculator's user. Input and output functions can be found under PRGM I/O.

## Input

Input (PRGM I/O 1) accepts both keyboard and graph point data.
* If no variable is passed, Input will open the graph and the user will select a point by using the arrow keys and ENTER.
* If a variable is passed, Input will store the user's input into this variable.
* If a string or text is provided with the variable, the text will be displayed and the user input will follow on the same line.
Input without a variable will open the current graph and pause the program. The arrow keys can be used to move the cursor. When ENTER is pressed, the variables X and Y will be updated with the X,Y position of the cursor. In PolarGC mode, R and θ will be updated instead.
If a variable follows Input, the program will accept a value from the keyboard and store it in the variable when ENTER is pressed.
If the format Input "string",variable is used, the calculator will display up to 16 user-defined characters before accepting input. If Strn is used, Strn is string number n, accessed with VARS 7 n. Note that "text" must be contained in quotation marks (ALPHA ["]).

### Examples

This code returns the X,Y coordinates of the graph cursor:
    Input
    Disp X,Y
This code accepts a value from the keyboard, stores it in the variable called A, and displays it:
    Input A
    Disp A
This code displays what the program is looking for, accepts and stores a numeric value from the keyboard in the variable called A. Then A is displayed:
    Input "APPLES",A
    Disp A

## Prompt

Prompt (PRGM I/O 2) gets user input for one or more variables at a time. It displays the variable name followed by =? for each variable, waiting for keypad input followed by ENTER before continuing. Each value entered is stored in its respective variable.
Prompt is useful for quick user input, but should be avoided due to the limitation that only the variable name can be displayed.

### Examples

Displays the following:
Displays the following (with user input):

## You try it!

Try these examples to practice getting and handling user input.

### Pythagorean Theorem

The Pythagorean Theorem states that, for any right triangle with legs A and B and hypotenuse C, $A^{2}+B^{2}=C^{2}$. Write a simple program that can calculate the hypotenuse C given values A and B, and display it to the screen. You can use the Input or Prompt commands.

### Greeting

Write a program that asks the user what their name is, and respond, using their name.
Previous: Output Next: Conditional Statements Table of Contents: TI-Basic Z80 Programming

### Age Calculator

Write a program the allows the user to enter their age in years, then display their age in hours, then in minutes, then in seconds.
# TI-Basic Z80 Programming/List of Commands/Archive

Archive Variable Accessible only through catalog by pressing 2nd+0 Note: Only available through the home screen. Trying to use syntax will produce error.
Work-a-round: Type the following into a program variable of your choice:
    AsmPrgm21F8893E02AE77C9
Return to the home screen and type the following, then press enter:
    AsmComp(pgrmName,prgmName)
Once compiled, you can call this program from one of your programs, which will allow you to Archive and UnArchive variables. If you do use it, remember to call this program again, after you are done doing whatever. Also, it will allow you to use the catalog to enter a snippet of code to test out, such as an If and Then, and even Labels.
For the Assembly Programmer: This small program toggles the parser flag. When the system executes an instruction, it checks the state of the parser flag to see if it is currently running a basic program. If you ask me, that was a stupid thing they did, because it removes functionality from programs and the home screen. If the parser flag is set, you cannot Archive or UnArchive, but if it is reset, you cannot test small snippets of code from the home screen.
# TI-Basic Z80 Programming/List of Commands
## PRGM
### CTL

Control; this menu contains the instructions dealing with controlling the program's flow.
* If
* Then
* Else
* For
* While
* Repeat
* End
* Pause
* Lbl
* Goto
* IS
* DS
* Menu
* prgm
* Return
* Stop
* DelVar
* GraphStyle

### I/O

Input/Output; this menu contains the instructions dealing with the input and output of data.
* Input
* Prompt
* Disp
* DispGraph
* DispTable
* Output
* getKey
* ClrHome
* ClrTable
* GetCalc
* Get
* Send

### EXEC

The contents of this menu vary by calculator; they contain every program residing in RAM (or ARC).
Archived programs cannot be used, or unarchived from within a program.

## DRAW
### DRAW

* ClrDraw
* Line
* Horizontal
* Vertical
* Tangent
* DrawF
* Shade
* DrawInv
* Circle
* Text
* Pen

### POINTS

* Pt-On
* Pt-Off
* Pt-Change
* Pxl-On
* Pxl-Off
* Pxl-Change
* Pxl-Test

### STO

* StorePic
* RecallPic
* StoreGDB
* RecallGDB

## Memory

* Archive
* UnArchive
Previous: Programming Games
Next: Appendix B: Catalog