OpenLLM-France/wikimedia huggingface dataset:
# Docker/AWS Elastic Beanstalk

AWS has multiple services for running Docker containers. This example shows how to run a single instance Docker container using AWS Elastic Beanstalk.

## Readings

* Wikipedia: AWS Elastic Beanstalk

## Multimedia

* YouTube: Introduction to AWS Elastic Beanstalk
* YouTube: Deploying Docker Container in AWS Elastic Beanstalk

## Activities

* Complete the following tutorial.
** AWS: Getting started using Elastic Beanstalk
* Create a Docker application.
** Create a local Docker application using the examples from one of the programming languages in this learning project.
** Create a .zip file that contains the Dockerfile and the application file (for example: app.py for Python). Be careful to select and zip the two files rather than the containing folder.
* Deploy the Docker application to AWS Elastic Beanstalk.
** Navigate to the AWS: Elastic Beanstalk Console. No environments should exist yet.
** Select Create Application.
** Name the application Hello.
** Select Docker as the platform.
** Select Upload your code.
** Choose the Docker application zip file created above.
** Very Important: To avoid default options and reduce overall costs: Select Configure more options. View the available options.
** Select Create app.
* Test the Docker application.
** When the app is running, navigate to the app website to test the deployment.
* Clean up.
** When you have finished testing the application, use Environment Actions to terminate the environment.
** Use Application Actions to delete the application.

## See Also

* AWS: Using the docker platform
* Medium: Deploying a Docker Container to AWS with Elastic Beanstalk
# Docker/Compose

Docker Compose is a tool for defining and running multi-container Docker applications. It uses YAML files to configure the application's services and performs the creation and start-up process of all the containers with a single command. The docker-compose CLI utility allows users to run commands on multiple containers at once, for example, building images, scaling containers, running containers that were stopped, and more. The docker-compose.yml file is used to define an application's services and includes various configuration options.

## Try It
### Online Free

* Use Play with Docker. Create an account and/or log in.
* Start an interactive session and add a new instance.
* In the terminal window, enter the following commands:
** touch docker-compose.yml
** touch Dockerfile
** touch app.js
* Use the Editor button to edit the files and save the contents into each respective file. Use the docker-compose.yml file above and the Dockerfile and app.js files from Docker/Express.
* Run the following commands:
** docker-compose up
* In the top window, select the Open Port button and enter 3000 to connect to the running server.

### On Your Own System

* Install Docker Desktop or the Docker Engine.
* Save the file above and from Docker/Express into a new Docker Express folder:
** docker-compose.yml
** Dockerfile
** app.js
* At a command prompt, change to the Docker Express folder and then run the following command:
** docker-compose up
* Open a web browser to connect to the running server:
** http://localhost:3000.

## See Also

* Server-Side Scripting
* Docker: The best way to learn Docker for Free: Play-With-Docker (PWD)
* Youtube: Docker Compose in 6 minutes
# Do women and men think differently?

Can differences in behavior between men and women be traced to biological differences in their brains?

## Reading

* male and female mate choice by Andy Lock, et al.
* Kruger, D.J., Fisher, M., & Jobling, I. Proper and dark heroes as dads and cads: Alternative mating strategies in British Romantic literature (2003) Human Nature, 14, 305-317.
* Normal Sexual Dimorphism of the Adult Human Brain Assessed by In Vivo Magnetic Resonance Imaging by Jill M. Goldstein, et al.
* Brain response to putative pheromones in homosexual men by Ivanka Savic, Hans Berglund, and Per Lindström
* G Helman Ceil, (2007) Culture, Health and Illness, Medical School, London

## Discussion

* Are there real differences between male and female human behaviors or just mythical stereotypes?
* Are there differences in the structure of male and female brains?
* Is there so much variation in human brains that differences between brains of average human males and average females are insignificant?
* How can we determine which behavioral differences between men and women are due to culture and which are due to biology?
# Docker/Express
## Try It
### Online Free

* Use Play with Docker. Create an account and/or log in.
* Start an interactive session and add a new instance.
* In the terminal window, enter the following commands:
** touch Dockerfile
** touch app.js
* Use the Editor button to edit both files and save the contents above into each respective file.
* Run the following commands:
** docker build -t express-server .
** docker run -d -p 3000:3000 --name=express-server express-server
* In the top window, select the 3000 button to connect to the running server.

### On Your Own System

* Install Docker Desktop or the Docker Engine.
* Save the files above into a new Docker Flask folder:
** Dockerfile
** app.js
* At a command prompt, change to the Docker Flask folder and then run the following commands:
** docker build -t express-server .
** docker run -d -p 3000:3000 --name=express-server express-server
* Open a web browser to connect to the running server:
** http://localhost:3000.

## See Also

* Server-Side Scripting
* JavaScript Programming
* Docker: The best way to learn Docker for Free: Play-With-Docker (PWD)
# Docker/Go
## Try It
### Online Free

* Use Play with Docker. Create an account and/or log in.
* Start an interactive session and add a new instance.
* In the terminal window, enter the following commands:
** touch Dockerfile
** touch app.go
* Use the Editor button to edit both files and save the contents above into each respective file.
* Run the following commands:
** docker build -t go-server .
** docker run -d -p 8000:8000 --name=go-server go-server
* In the top window, select the 8000 button to connect to the running server.

### On Your Own System

* Install Docker Desktop or the Docker Engine.
* Save the files above into a new Docker Go folder:
** Dockerfile
** app.go
* At a command prompt, change to the Docker Go folder and then run the following commands:
** docker build -t go-server .
** docker run -d -p 8000:8000 --name=go-server go-server
* Open a web browser to connect to the running server:
** http://localhost:8000.

## See Also

* Server-Side Scripting
* Docker: The best way to learn Docker for Free: Play-With-Docker (PWD)
# Docker/Images

This lesson introduces Docker images.

## Objectives and Skills

Objectives and skills for this lesson include:
* Describe Dockerfile options(add, copy, volumes, expose, entrypoint, etc)
* Show the main parts of a Dockerfile
* Give examples on how to create an efficient image via a Dockerfile
* Use CLI commands such as list, delete, prune, rmi, etc to manage images
* Inspect images and report specific attributes using filter and format
* Demonstrate tagging an image
* Utilize a registry to store an image
* Display layers of a Docker image
* Apply a file to create a Docker image
* Modify an image to a single layer
* Describe how image layers work
* Deploy a registry (not architect)
* Configure a registry
* Log into a registry
* Utilize search in a registry
* Tag an image
* Push an image to a registry
* Sign an image in a registry
* Pull an image from a registry
* Describe how image deletion works
* Delete an image from a registry
# Docker

Docker is a set of platform as a service (PaaS) products that use OS-level virtualization to deliver software in packages called containers. Containers are isolated from one another and bundle their own software, libraries and configuration files; they can communicate with each other through well-defined channels. All containers are run by a single operating system kernel and therefore use fewer resources than virtual machines.
This course comprises x lessons covering Docker. Each lesson includes a combination of Wikipedia readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for Docker Certified Associate certification.

## Preparation

This is a fourth-semester college-level course. Learners should already be familiar with programming fundamentals, computer networking, Linux administration concepts, and cloud essentials.

## Lessons

* Orchestration
* Images
* Installation
* Networking
* Security
* Storage

## Examples

* AWS Elastic Beanstalk
* Compose
* Express
* Flask
* Go
* MongoDB
* MySQL
* Node.js
* PHP
* Redis
* Ruby
* SQL Server
* SQLite
* Tomcat

## See Also

* DevOps/Docker
* Cloud computing
* Server-Side Scripting
* Wikipedia: Docker (software)
* AWS: Elastic Beanstalk Docker Configuration
* Medium: Alpine, Slim, Stretch, Buster, Jessie, Bullseye — What are the Differences in Docker Images?
# Fire and emergency management/Fire service instructor I/Cognitive Applications

* Program Management-001
* Instructional Development 001
* Instructional Delivery 001
* Instructional Delivery 002
* Evaluation and Testing 001
# Fire and emergency management/Fire service instructor I/Cognitive Applications/Evaluation and Testing 001

Practical Evaluation: FI1-005
Objective: EVALUATION AND TESTING
Materials Provided: None
Materials Needed: Classroom setting, desks, chairs, board, and sample testing materials
Instructions: Given one of the following classroom settings, the student shall set up a class that is conducive for learning:
1.) ___ cognitive test setting (written testing)
2.) ___ psychomotor test setting (practical skills testing)
THIS IS A PASS / FAIL EVOLUTION - The student will be permitted three (3) attempts. The student must score at least 70% on one (1) of the three (3) attempts after any deductions are made. On any failed attempt the student must start their next attempt from the beginning of the evolution as per instructions from the Evaluator. If after the third (3rd) attempt the student still has not received a minimum score of 70%, this evolution is recorded as a failure and student must see the Program Coordinator or Director before continuing with any other evolution.
Reference: NFPA 1041 Chapter 2
Practical Evaluation: FI1-005
Objective: EVALUATION AND TESTING
Student Name: __________________________________________________________
Social Security Number: __________________________________________________
Date: _______________ Evaluation Score: Passed _____ Fail _____
Maximum Criteria 5
Minimum Criteria 4
Total Criteria Achieved
Criteria:
Explains classroom/ drill field setup
(Include station setup for practical skills testing) ___Pass ___Fail
Explains how tests are “picked up” from coordinator ___Pass ___Fail
Explains safety precautions ___Pass ___Fail
Explains administrative testing procedures (ie, testing procedures, timeframes for tests, and organizational policies) ___Pass ___Fail
Explains safety considerations ___Pass ___Fail
Explains how tests are returned to coordinator ___Pass ___Fail
Evaluator’s Name: ________________________________________________________
# Fire and emergency management/Fire service instructor I/Cognitive Applications/Instructional Delivery 002

Practical Evaluation: FI1-004
Objective: INSTRUCTIONAL DELIVERY
Materials Provided: None
Materials Needed: Classroom setting, desks, chairs, board, PowerPoint monitor, podium
Instructions: Given one of the following classroom settings, the student shall set up a class that is conducive for learning:
1.) ___ cognitive classroom setting (classroom)
2.) ___ psychomotor classroom setting (practical skills)
3.) ___ laboratory classroom setting (computer lab class)
THIS IS A PASS / FAIL EVOLUTION - The student will be permitted three (3) attempts. The student must score at least 70% on one (1) of the three (3) attempts after any deductions are made. On any failed attempt the student must start their next attempt from the beginning of the evolution as per instructions from the Evaluator. If after the third (3rd) attempt the student still has not received a minimum score of 70%, this evolution is recorded as a failure and student must see the Program Coordinator or Director before continuing with any other evolution.
Reference: NFPA 1041 Chapter 2
Practical Evaluation: FI1-004
Objective: INSTRUCTIONAL DELIVERY
Student Name: __________________________________________________________
Social Security Number: __________________________________________________
Date: _______________ Evaluation Score: Passed _____ Fail _____
Maximum Criteria 5
Minimum Criteria 4
Total Criteria Achieved
Criteria:
Explains facility layout
(i.e., layout for desks, chairs, podium, PowerPoint presentation, equipment, etc.)___Pass ___Fail
Defines advantages of style used ___Pass ___Fail
Defines disadvantages of style used ___Pass ___Fail
Explains safety considerations ___Pass ___Fail
Explains setup, breakdown, and field repair of AV equipment used. ___Pass ___Fail
Evaluator’s Name: ______________________________________________________
# Fire and emergency management/Fire service instructor I/Cognitive Applications/Program Management-001

Practical Evaluation: FI1-001
Objective: PROGRAM MANAGEMENT
Materials Provided: None
Materials Needed: Powerpoint, chalkboard, preprinted lesson plans, and podium
Instructions: Given the one of the administrative options below, the student shall complete the appropriate paperwork:
1.) ___ Opening paperwork
2.) ___ Class roster
THIS IS A PASS / FAIL EVOLUTION - The student will be permitted three (3) attempts. The student must score at least 70% on one (1) of the three (3) attempts after any deductions are made. On any failed attempt the student must start their next attempt from the beginning of the evolution as per instructions from the Evaluator. If after the third (3rd) attempt the student still has not received a minimum score of 70%, this evolution is recorded as a failure and student must see the Program Coordinator or Director before continuing with any other evolution.
Reference: NFPA 1041 Chapter 2
Practical Evaluation: FI1-001
Objective: PROGRAM MANAGEMENT
Student Name: __________________________________________________________
Social Security Number: __________________________________________________
Date: _______________ Evaluation Score: Passed _____ Fail _____
Maximum Criteria 4
Minimum Criteria 3
Total Criteria Achieved
Criteria:
All forms are completed accurately ___Pass ___Fail
The student accurately explains procedures for processing the paperwork (ie, who to file all paperwork with) ___Pass ___Fail
All forms are legible ___Pass ___Fail
Explains when timelines when paperwork should be turned in ___Pass ___Fail
Evaluator’s Name: _______________________________________________________
# Fire and emergency management/Fire service instructor I/Psychomotor Applications
## Fire Instructor I Skills Sheets
#### Program Management:

* Program Management 001

#### Instructional Development:

* Instructional Development 001

#### Instructional Delivery:

* Instructional Delivery 001
* Instructional Delivery 002

#### Evaluation and Testing:

* Evaluation and Testing 001
# Fire and emergency management/Fire service instructor I/Cognitive Applications/Instructional Development 001

Practical Evaluation: FI1-002
Objective: INSTRUCTIONAL DELIVERY
Materials Provided: None
Materials Needed: Powerpoint, chalkboard, preprinted lesson plans, and podium
Instructions: Given the materials provided the student shall give a 15 minute presentation on an assigned topic. The topics will be chosen at random and the student will be assigned them the first day of class.
THIS IS A PASS / FAIL EVOLUTION - The student will be permitted three (3) attempts. The student must score at least 70% on one (1) of the three (3) attempts after any deductions are made. On any failed attempt the student must start their next attempt from the beginning of the evolution as per instructions from the Evaluator. If after the third (3rd) attempt the student still has not received a minimum score of 70%, this evolution is recorded as a failure and student must see the Program Coordinator or Director before continuing with any other evolution.
Reference: NFPA 1041 Chapter 2
Practical Evaluation: FI1-002
Objective: INSTRUCTIONAL DELIVERY
Student Name: __________________________________________________________
Social Security Number: __________________________________________________
Date: _______________ Evaluation Score: Passed _____ Fail _____
Maximum Criteria 5
Minimum Criteria 4
Total Criteria Achieved
Criteria:
Provides an introduction to include: an established need to know, defined objectives, outlined main points ___Pass ___Fail
Expresses knowledge of subject, terminology, language and vocabulary ___Pass ___Fail Expresses delivery well through composure, eye contact, gestures and enthusiasm. ___Pass ___Fail
Effective use of teaching aids ___Pass ___Fail
Expresses teaching qualities through personality, appearance, voice, preparedness, logical sequence, and time use. ___Pass ___Fail
Evaluator’s Name: ________________________________________________________
# Fire and emergency management/Fire service instructor I/Evaluation and Testing
## Learning Objectives

Terminal Objective: Given a lesson plan, evaluation instruments, and the evaluation procedures of the agency administer oral, written, and performance tests so that the testing is conducted according to procedures and the security of the materials is maintained.
Enabling Objectives:
Students must know:
* Testing administration
* Agency policies
* Laws affecting records and disclosure of training information
* Purposes of evaluation and testing
* Performance skills evaluating
* Use of skill checklists
* Oral questioning techniques
Terminal Objective: Given class answer sheets or skills checklists and appropriate answer keys, grade student oral, written, or performance skills checklists so the examinations are accurately graded and properly secured.
Enabling Objectives:
Students must know:
* Grading and maintaining confidentiality of scores
Terminal Objective: Given a set of test answer sheets or skills checklists, a report form and policies and procedures for reporting, report test results so that the results are accurately recorded, the forms are forwarded according to procedure, and unusual circumstances are reported.
Enabling Objectives:
Students must know:
* Reporting procedures
* Interpretation of test results
* Communication skills
* Basic coaching
Terminal Objective: Given evaluation data, provide feedback to students so that the feedback is timely, specific enough for the student to make efforts to modify behavior, objective, clear, and relevant; include suggestions based on the data.
Enabling Objectives:
Students must know:
* Reporting procedures
* Interpretation of test results
* Communication skills
* Basic coaching

## Instructional Outline

(Skills Sheet: Evaluation and Testing-001)
Prior to beginning this section, students should have read Chapter 9 of the IFSTA Fire and Emergency Services Instructor, 6th Edition.
# Fire and emergency management/Fire service instructor I/Instructional Development
## Learning Objectives:

Terminal Objective: Given the materials for a specific topic, specific audience and learning environment review instructional materials so that elements of the lesson plan, learning environment and resources that need adaptation are identified.
Enabling Objectives:
Students must know:
* Recognition of student limitations, methods of instruction, and types of resource materials
* Organizing the learning environment
* Policies and procedures
* Analysis of resources, facilities and materials
Terminal Objective: Given course materials and an assignment adapt a prepared lesson plan so that the needs of the student and the objectives of the lesson plan are achieved.
Enabling Objectives:
Students must know:
* Elements of a lesson plan
* How to select instructional aids and methods
* Origination of learning environment
* How to prepare and organize

## Instructional Outline

(Skills sheet: Instructional Delivery-001)
Prior to attending this component of the class the students should have read Chapters 4,5,6 of IFSTA Fire and Emergency Services Instructor, 6th Edition.

#### Analysis of resources, facilities, and materials

* Possible resurce: Research Administration
# Fire and emergency management/Fire service instructor I/Program Management
## Learning Objectives

Terminal Objective: Given a specific topic, assemble course materials so that the lesson plan, all materials, resources and equipment needed to deliver the lesson are obtained.
Enabling Objectives:
Student must know:
* Components of a lesson plan
* Policies and procedures for the procurement of materials and equipment
* Availability of resources
Terminal Objective: Given policies, procedures, and forms, prepare training records and report forms so that required reports are accurately completed and submitted in accordance with the procedures.
Enabling Objectives:
Students must know:
* Types of records and reports required
* Policies and procedures for processing records and reports
* Basic report writing and record completion

## Instructional Outline

(Skills sheet:Program Management-001)
Prior to beginning this section, the students should have read Chapters 1,2,3 of IFSTA Fire and Emergency Services Instructor, 6th Edition.

#### Types of Records and Reports

An excellent resource for teaching this component is NFPA 1401

#### Basic Report Writing

Reference:Writing in Business
# Favourite presentations

The idea for this "pedagogy" learning project is create and discuss a list of favourite presentations.
These presentations can be personal favourites - not everyone has like to like them. But the point is really to explore and explain why each of the suggested presentations "works" and/or why they don't "work".
The purpose of this project is develop a collaborative, inspiring resource for teachers and presenters, with lots of examples, about ways to "present" a topic to an "audience".

## Favourite presentations

This section is for suggesting favourite presentations and anyone can add notes analysing the presentation.

### Hardt (2005) - Identity 2.0

Identity 2.0. See also Lecture 2.0#Example 1: Hardt 2005
* What works
** Relatively small amount of content per slide makes for a faster-moving, visually-alive presentation
* What doesn't

## What works and what doesn't

This section is for synthesising a generic set of observations or tips about what works and what doesn't work for presenting.

### What works?

* Relatively small amount of content per slide makes for a faster-moving, visually-alive presentation
Michael De Percy and Amanda Burells idea of lectures as a performance, in my opinion certainly works. After watching Michael present yesterday I would happily go to any "performance" he gave on a topic. As a student it is refreshing to see that kind of commitment and personality from a lecturer rather than the monotonous reading off a slide.
James Neills audio streaming also is an idea to consider as it provides a service for those that cannot make it to the lecture however I don't think it allows for the feedback and communicaton between students and lecturer as well as a lecture does. I also think the lecture provides an arena to meet other students and to make social connections, it allows conversation during breaks or after the lecture and allows an interaction between students about the topic.
I know James also has an assessment piece that is an e-portfolio on wikiversity. If students would fully participate it is an excellent learning tool, the problem is getting everyone to do that.

### What doesn't?

* Reading directly off the slides with no extra information or expansion in a monotone. Students WILL go to sleep!
* Too many presentations, one after the other.

## Some places to search for presentations

* http://slideshare.net - most favourited
* http://teacher.tv
* http://ted.com
* http://www.wepapers.com
# Farsi I/Airport Vocabulary

       means airport
       means airplane