OpenLLM-France/wikimedia huggingface dataset:
# Computer Support/Security/Best Practices

This lesson covers security best practices.

## Objectives and Skills

Objectives and skills for the security best practices portion of A+ certification include:
    Given a scenario, deploy and enforce security best practices to secure a workstation.
   * Password best practices
   ** Setting strong passwords
   ** Password expiration
   ** Changing default user names/passwords
   ** Screensaver required password
   ** BIOS/UEFI passwords
   ** Requiring passwords
   * Account management
   ** Restricting user permissions
   ** Login time restrictions
   ** Disabling guest account
   ** Failed attempts lockout
   ** Timeout/screen lock
   * Disable autorun
   * Data encryption
   * Patch/update management

## Readings

* Wikipedia: Password policy
* Wikipedia: AutoRun

## Multimedia

* YouTube: Workstation Security Best Practices - CompTIA A+ 220-902 - 3.4
# Computer Support/Procedures/Policies

This lesson covers policies.

## Objectives and Skills

Objectives and skills for the policies portion of A+ certification include:
    Summarize the process of addressing prohibited content/activity, and explain privacy, licensing, and policy concepts.
   * Incident Response
   ** First response
   *** Identify
   *** Report through proper channels
   *** Data/device preservation
   ** Use of documentation/documentation changes
   ** Chain of custody
   *** Tracking of evidence/documenting process
   * Licensing / DRM / EULA
   ** Open source vs. commercial license
   ** Personal license vs. enterprise licenses
   * Personally Identifiable Information
   * Follow corporate end-user policies and security best practices

## Readings

* Wikipedia: Digital forensics

## Multimedia

* YouTube: Prohibited Activities and End-user Policies - CompTIA A+ 220-902 - 5.3
# Computer Support/Security/Data Destruction

This lesson covers data destruction.

## Objectives and Skills

Objectives and skills for the data destruction portion of A+ certification include:
    Given a scenario, use appropriate data destruction and disposal methods.
   * Physical destruction
   ** Shredder
   ** Drill / Hammer
   ** Electromagnetic (Degaussing)
   ** Incineration
   ** Certificate of destruction
   * Recycling or repurposing best practices
   ** Low level format vs. standard format
   ** Overwrite
   ** Drive wipe

## Readings

* Wikipedia: Data remanence
* Wikipedia: Disk formatting
* Wikipedia: Degaussing

## Multimedia

* YouTube: Data Destruction and Disposal - CompTIA A+ 220-902 - 3.6
# Computer Support/Security/Mobile

This lesson covers mobile devices security.

## Objectives and Skills

Objectives and skills for the mobile devices security portion of A+ certification include:
    Compare and contrast various methods for securing mobile devices.
   * Screen locks
   ** Fingerprint lock
   ** Face lock
   ** Swipe lock
   ** Passcode lock
   * Remote wipes
   * Locator applications
   * Remote backup applications
   * Failed login attempts restrictions
   * Antivirus/Antimalware
   * Patching/OS updates
   * Biometric authentication
   * Full device encryption
   * Multifactor authentication
   * Authenticator applications
   * Trusted sources vs. untrusted sources
   * Firewalls
   * Policies and procedures
   ** BYOD vs. corporate owned
   ** Profile security requirements

## Readings

* Wikipedia: Mobile security

## Multimedia

* YouTube: Securing Mobile Devices - CompTIA A+ 220-902 - 3.5
# Computer Support/Security/Prevention

This lesson covers security through prevention methods.

## Objectives and Skills

Objectives and skills for the security prevention methods portion of A+ certification include:
    Compare and contrast common prevention methods.
   * Physical security
   ** Lock doors
   ** Mantrap
   ** Cable locks
   ** Securing physical documents/passwords/shredding
   ** Biometrics
   ** ID badges
   ** Key fobs
   ** RFID badge
   ** Smart card
   ** Tokens
   ** Privacy filters
   ** Entry control roster
   * Digital security
   ** Antivirus/Antimalware
   ** Firewalls
   ** User authentication/strong passwords
   ** Multifactor authentication
   ** Directory permissions
   ** VPN
   ** DLP
   ** Disabling ports
   ** Access control lists
   ** Smart card
   ** Email filtering
   ** Trusted/untrusted software sources
   * User education/AUP
   * Principle of least privilege

## Readings

* Wikipedia: Computer security

## Multimedia

* YouTube: Physical Security Prevention Methods - CompTIA A+ 220-902 - 3.2
* YouTube: Digital Security Prevention Methods - CompTIA A+ 220-902 - 3.2
* Watch YouTube: Security Awareness - CompTIA A+ 220-902 - 3.2
# Computer Support/Procedures/Safety

This lesson covers safety procedures.

## Objectives and Skills

Objectives and skills for the safety procedures portion of A+ certification include:
    Given a scenario, use appropriate safety procedures.
   * Equipment grounding
   * Proper component handling and storage
   ** Antistatic bags
   ** ESD straps
   ** ESD mats
   ** Self-grounding
   * Toxic waste handling
   ** Batteries
   ** Toner
   ** CRT
   * Personal safety
   ** Disconnect power before repairing PC
   ** Remove jewelry
   ** Lifting techniques
   ** Weight limitations
   ** Electrical fire safety
   ** Cable management
   ** Safety goggles
   ** Air filter mask
   * Compliance with local government regulations

## Readings

* Wikipedia: Antistatic wrist strap

## Multimedia

* YouTube: Managing Electrostatic Discharge - CompTIA A+ 220-902 - 5.1
* YouTube: Computer Safety Procedures - CompTIA A+ 220-902 - 5.1
# Computer Support/Security

This section of the computer support course covers security. Lessons include prevention, threats, best practices, data destruction, wireless, and wired security.

## Preparation

Learners should already be familiar with IC$^3$ - Computer Use and Safety.

## Lessons

* Threats
* Prevention
* Windows
* Best Practices
* Mobile
* Data Destruction
* Wired and Wireless

## See Also

* IC$^3$ - Computer Use and Safety
# Assistant teacher program/Symposium

* This is a forum page. You can discuss research projects and findings concerning the assistant teacher program here.
* Please create a new sub page for each new topic.
* If you intend to contribute to the content of the assistant teacher program you might want to
* use the assistant teacher program talk page instead.
* If you want to refer to relevant publications you can do that here or on the Further reading page.
* Consistent with Vygotzsky's view, some researchers argue that children's peers are one another's primary socializers and cultural ambassadors. <...> It is in [children's] equating maturity with status that makes little children want to behave, speak and dress like bigger ones. According to Harris, older peers are enormously powerful influencing agents.

## Discussion of findings
### Academic achievements
### Socialization

* This resource has been released into the public domain by the copyright holder, its copyright has expired, or it is ineligible for copyright. This applies worldwide. You are advised to consider the possibility of extraterrestrial intellectual property rights claims that do require mentoring duties in compensation ("either mentoring or trouble with extraterrestrials").
* Content released into the public domain may be used for any purpose without attribution, including commercial activities and creation of derivative works.
# Assistant teacher program for asylum seekers
## Assistant teacher program for asylum seekers

The assistant teacher program for asylum seekers is the proposal to use the Wikiversity assistant teacher program as an educational program for asylum seekers and refugees.
A premise is that asylum seekers without sufficient secondary education can be obligated to participate in the program for several years after entering a country. Participating asylum seekers can receive a student loan in order to be able to pay tuition fees but with the concession to repay the student loan only according to capability.
A further sensible obligation appears to be that asylum seekers could have to accept work assignments during and after the educational program as teaching assistants in the country of residence but with the personal option of international mobility, both as preparation and as measure to allow repayment of the tuition fees.
Asylum seekers who have successfully received a better education may be able and willing to migrate to other countries, potentially freeing resources for other participants. The rationale is that teachers from developed countries, who may be unwilling to live in one of the least developed countries for several years
, could teach participants from developing countries who may then be capable to make a living and contribute to the development of a developing country, possibly as teaching assistants, primary school teachers or even as middle school teachers. A school implementing the program could hire participants as teaching assistants after the training but demand a degree of international mobility.
Work as a teacher could also include work as a private teacher or internet tutor/mentor. A rationale for the furthered integration of asylum seekers and refugees (or migrants in general) in schools can be the promotion of intercultural competence of the school as organization and community.
Asylum seekers in Germany often lack a work permit but could/can attend a school (e.g. folk high school and Abendgymnasium).

### Mentoring

    "Mentoring is a tool for helping children and youth succeed in life. Although nearly 17.6-million young Americans need or want a mentor, only about three million are in formal, high-quality mentoring relationships. That means nearly 15-million young people (in the USA) are still in need today." w:MENTOR
ToDo:
* Mentoring
* Universal mentoring
* Promoting teacher education

## Footnotes

* ↑ Even the German University in Cairo reported 2005 difficulties in the recruitment of qualified personnel from Germany. (Source: German Wikipedia)
* ↑ Examples for E-tutoring are eTandem, TutorVista, LearnMatics, Growing Stars, Learnissimo and others.
# Assistant teacher program/Practical philosophy
## Practical philosophy

| Activity: | lecture, group work |
| Group size: | unlimited |
| Preparation: | handouts |
| Instructors: | 1 |
| Duration: | ? |
Practical philosophy is a school subject in North Rhine-Westphalia; the subject has a strong affinity to educational goals of an assistant teacher effort. The subject is meant as a substitute for the subject religion, similarly to the subject ethics.

### Practical philosophy and assistant teachers

Chapter 5 "achievement evaluation" of the core curriculum specifies that the subject has no written examinations or other formal skill level ascertainments; learning outcome assessment is restricted to the evaluation of contributions to class education. Class education must therefore allow pupils to apply acquired competencies repeatedly and in varying contexts. Learning outcome assessment must allow understanding for individual learning progress and assess acquired competencies. Teachers should recommend individual learning strategies and help parents to understand ways to support their children. Longer, continuous contributions by single pupils or groups of pupils are typical of the subject.
* Practical philosophy: Competence expectancies
Discuss ideas for assistant teachers contributing to lessons in practical philosophy.
* Which competencies can assistant teachers acquire and how?
* Which competencies can pupils acquire and how?
* What can assistant teachers do to support indvidual learning strategies?
* What can assistant teachers do to help parents?

### The assistant teacher effort as a topic

An assistant teacher effort can be treated as a topic in practical philosophy, but this may become incompatible with the goal to separate the assistant teachers as an independent and self-governed organization. If the pupils are actively engaged in the planning phase of the assistant teacher effort they may quickly decide to demand democratic participation from the start. Advantages and disadvantages can be discussed by the participants; solutions to the problem should be easy to deduce.
How is the planning phase of the assistant teacher effort related to practical philosophy?
* Discuss the possible and desirable effects of an assistant teacher effort on
** debate skills.
** media literacy.
** understanding for others.
* Discuss a federation of assistant teacher groups as a pluralistic society.
* Who should be allowed to determine the inherent value system of the policies guiding an assistant teacher effort?
* Should the assistant teacher office be given competence expectancies itself? Select the competence expectancies from the handout that apply.

### Qualification in practical philosophy

The subject practical philosophy has by design a greater need for "longer, continuous contributions by single pupils or groups of pupils", which makes the subject a good choice for qualifying projects of assistant teacher candidates.
# Assistant teacher program/Teaching and mentoring in primary school
## Teaching and mentoring in primary school

| Activity: | lecture, group work |
| Group size: | unlimited |
| Preparation: | none |
| Instructors: | 1 |
| Duration: | ? |
# Assistant teacher program/Partner school program/school

[{{{URL}}} {{{name}}}]
{{{address}}} {{{area code}}} {{{city}}}, {{{country}}}
Parameters:
* URL
* name (the name of the school)
* user (a Wikiversity user name, optional)
* address
* address2 (optional)
* area code
* city
* region (optional)
* country
# Assistant teacher program/Respect economy
## Respect economy

| Activity: | lecture, group work |
| Group size: | unlimited |
| Preparation: | handouts |
| Instructors: | 1 |
| Duration: | ? |
Respect is not a scarce resource, the respect economy overemphasizes a certain scarcity that applies to respect in order to allow the participants to derive an advanced moral perspective towards respect.
Analyze reasons for respect
* towards people in your social environment.
* towards celebrities and other people known through the media.
* towards people who don't belong to either group.
What are possible secondary effects of respect?
Analyze how respect can be shifted when people join or leave a group or place.
* Can respect behave as a scarce resource?
* Are there attitudes which amplify or diminish the effect?
* Should respect be a scarce resource?
* If respect can be a scarce resource sometimes what are desirable properties of that resource?
* What are personality traits, attitudes or standards that should demand respect?
* What are personality traits, attitudes or standards that actually gain your respect or that of others?
* Can raising standards shift respect and does that mean higher standards could be seen to entail an obligation?
* What obligation could that be?
# Assistant teacher program/Responsible consumers
## Responsible consumers

| Activity: | lecture, group work |
| Group size: | unlimited |
| Preparation: | handouts |
| Instructors: | 1 |
| Duration: | ? |
The responsible consumers course phase will invite the participants to act as responsible consumers.
The market does not generally act collectively intelligent but may have to respond to a lowest common denominator.
* If the market may react like a child, how can you educate that child?
* Discuss collective intelligence and market forces.
* What are the responsibilities of the consumer towards the market?
* What are the responsibilities of the consumer towards other consumers in the same market?
* Discuss strategies to encourage or to discourage certain behaviors in certain markets (e.g. housing market).
# Assistant teacher program in adult education
## Assistant teacher program in adult education

This page is not a single course but a collection of optional modules and ideas to make the Wikiversity assistant teacher program useful in adult education, for instance in adult high schools or folk high schools. The Wikiversity assistant teacher program is primarily useful for long-running education programs where the participants can feel as part of a learning community.

### Wikibooks

* Parent Education Course Writer's Guide

### Forum

* Topic:Assistant teacher program/Forum#Adult education

### Specific goals

* Assistant teacher program for asylum seekers
# DevOps/Kubernetes

Kubernetes (commonly stylized as K8s[3]) is an open-source Container-Orchestration system for automating deployment, autoscaling (based on CPU, memory or custom metrics) and management of containerized applications.[4] It works with a range of container tools, including Docker.
Kubernetes objects, concepts or subsystems:
* Containers, Pods, Volumes
* Persistent Volumes subsystem provides an API for users and administrators that abstracts details of how storage is provided from how it is consumed
* namespaces

## Installation

See: Installation and Kubernetes changelog.

## Microk8s

MicroK8s single node Kubernetes solution available since December 2018
* Installation:
** snap install microk8s
** snap install microk8s --classic

## minikube

brew cask install minikube

## Kubernetes Log files

Master
* /var/log/kube-apiserver.log - API Server, responsible for serving the API
* /var/log/kube-scheduler.log - Scheduler, responsible for making scheduling decisions
* /var/log/kube-controller-manager.log - Controller that manages replication controllers
* etcd
Worker Nodes
* /var/log/kubelet.log - Kubelet, responsible for running containers on the node
* /var/log/kube-proxy.log - Kube Proxy, responsible for service load balancing

## Kubernetes Ports

* Kubernetes API: TCP 6443
See also OpenShift port requeriments: https://docs.openshift.com/container-platform/4.2/installing/installing_bare_metal/installing-bare-metal.html

## Activities

* Read Kubernetes changelog: https://github.com/kubernetes/kubernetes/blob/master/CHANGELOG.md
* Read the History of Kubernetes: https://blog.risingstack.com/the-history-of-kubernetes/
* Read wikitech documentation: https://wikitech.wikimedia.org/wiki/Portal:Toolforge/Admin/Kubernetes
* Read Kubernetes Storage documentation: https://kubernetes.io/docs/concepts/storage/ and types of Volumes supported.

## Kubernetes Cloud Service Providers

Kubernetes is offered as a service on multiple public clouds, including Amazon Web Services (EKS) (since June 2018 in the US East (N. Virginia) and US West (Oregon) Regions), Microsoft Azure (AKS) since october 2017, DigitalOcean (since May 2018), Google Kubernetes Engine (GKE) in Google Cloud Platform (at least since November 2014), IBM Cloud, Alibaba Cloud, Mail.Ru Cloud Solutions (since May 2018). For a more comprehensive list you can check https://kubernetes.io/docs/setup/pick-right-solution/#hosted-solutions. Most of them if not all requires a valid credit card.

## Kubernetes Timeline

* 12/2018 Microk8s released
# DevOps/GitLab/GitLab Runner/Read GitLab Runner Changelog

v1.1.0 xx/xx/xxxx (No date)
# DevOps/GitLab/gitlab-ci.yml

GitLab CI/CD pipelines are configured using a YAML file called .gitlab-ci.yml: https://docs.gitlab.com/ee/ci/yaml/

## Gitlab-ci.yml and CI/CD pipelines Changelog

* 22/09/2019 GitLab 12.3
** rules keyword: rules:if, rules:changes
** timeout for jobs.
** interruptible
* 22/08/2019 GitLab 12.2
** needs:https://docs.gitlab.com/ee/ci/yaml/#needs
* xx/xx/2019 GitLab 11.8
** Nested includes
* xx/xx/2019 GitLab 11.8
** trigger (premium version)
* xx/xx/2019 GitLab 11.7
** include:file
** include:template
* xx/xx/2019 GitLab 11.5
** parallel
* xx/xx/2019 GitLab 11.4
** only:changes/except:changes
** when:delayed
** include (available in Premium since 10.5)
* 22/09/2018 GitLab 11.3
** extends as alternative to YAML anchors
** artifacts:reports
* xx/xx/201x GitLab 9.5
** retry
* xx/xx/201x GitLab 8.10
** when:manual
* xx/xx/201x GitLab 8.9
** environment
* xx/xx/201x GitLab 8.6
** Anchors feature
GitLab Runner 11.10
* Git clean flags
* Custom build directoriesl https://docs.gitlab.com/ee/ci/yaml/#custom-build-directories
GitLab Runner v0.7.0
* cache

## Activities

* Read gitlab-ci.yml reference documentation https://docs.gitlab.com/ee/ci/yaml/
* Review new keyworks introduced in gitlab-ci.yml reading this page
# DevOps/JFrog Artifactory/JFrog Artifactory versions

* 6.15 November 18, 2019 https://www.jfrog.com/confluence/display/RTF/Release+Notes#ReleaseNotes-Artifactory6.14
* 6.14 November 3, 2019 https://www.jfrog.com/confluence/display/RTF/Release+Notes#ReleaseNotes-Artifactory6.14
* 6.13 October 6, 2019 https://www.jfrog.com/confluence/display/RTF/Release+Notes#ReleaseNotes-Artifactory6.13
* 6.12 August 18, 2019 https://www.jfrog.com/confluence/display/RTF/Release+Notes#ReleaseNotes-Artifactory6.12
* 6.11 June 25, 2019 https://www.jfrog.com/confluence/display/RTF/Release+Notes#ReleaseNotes-Artifactory6.11
* 6.10 May 6, 2019 https://www.jfrog.com/confluence/display/RTF/Release+Notes#ReleaseNotes-Artifactory6.10
* 6.9 March 25, 2019 https://www.jfrog.com/confluence/display/RTF/Release+Notes#ReleaseNotes-Artifactory6.9
* 6.8 February 14, 2019 https://www.jfrog.com/confluence/display/RTF/Release+Notes#ReleaseNotes-Artifactory6.8
* 6.7 January 22, 2019 https://www.jfrog.com/confluence/display/RTF/Release+Notes#ReleaseNotes-Artifactory6.7
* 6.6 December 18, 2018 https://www.jfrog.com/confluence/display/RTF/Release+Notes#ReleaseNotes-Artifactory6.6
    Introduced new 'artifactory-build-info' repository
# DevOps/Jenkins X

To Install Jenkins X on Mac: brew tap jenkins-x/jx && brew install jx. Jenkins-X can also be used for Continuous Delivery with AWS EKS.
# DevOps/Kubernetes/Certified Kubernetes Administrator

Certified Kubernetes Administrator based on v1.15.0: https://github.com/cncf/curriculum/blob/master/CKAD_Curriculum_V1.15.0.pdf

## Core Concepts (13%)

* Understand Kubernetes API primitives
* Create and configure basic Pods

## Multi-Container Pods (10%)

* Understand Multi-Container Pod design patters (e.g. ambassador, adapter, sidecar)

## Pod Design (20%)

* Understand how to use Labels, Selector and Annotations
* Understand Deployments and how to perform rolling updates
* Understand Deployments and how to perform rollbacks

## State Persistence (8%)

* Understand PersistentVolumeClaims for storage

## Services & Networking (13%)

* Understand Services
* Demonstrate basic understanding of NetworkPolicies

## Observability (18%)

* Understand LivenessProves and ReadinessProbes
* Understand container logging
* Understand how to monitor applications in Kubernetes
* Understand debugging in Kubernetes
# DevOps/Etcd

etcd is a distributed key/value store that uses the Raft consensus algorithm to manage a highly-available replicated store, it is used as a software component for software such as CoreOS Container Linux or Kubernetes and for many organizations such as wikipedia
Latency is an important metric as Raft is only as fast as the slowest machine in the majority.
Since etcd’s consensus protocol depends on persistently storing metadata to a log, a majority of etcd cluster members must write every request down to disk
Beside the configuration management, etcd also provides service discovery by allowing deployed applications to announce themselves and the services they offer. Communication with etcd is performed through an exposed REST-based API, which internally uses JSON on top of HTTP; the API may be used directly (through curl or wget, for example), or indirectly throughetcdctl command.
A simple use case is storing database connection details or feature flags in etcd as key-value pairs.

## Basic etcd Operation
### Adding a new member to the cluster

To add a new server called conf1001.example.com to our cluster, using the etcdctl tool:

## etcd ports

TCP Ports 2379 for client communication and on port 2380 for server-to-server communication needs to be open