OpenLLM-France/wikimedia huggingface dataset:
# WebApps with LocalStorage and AppCache/Create an AppLSAC

In this learning resource you will be able to create an AppLSAC. Defining in 5 minutes.
* The generated AppLSAC will be an editor for a data format of your choice.
* The data will be stored in a JSON and the data format will be defined in a JSON schema.
Defining an appropriate data structure for your purpose and domain is a learning task on its. In this learing resource we will focus on a workflow from a given JSON towards the generatd JSON Editor as AppLSAC.

## Learning Task

* (Demo of AppLSAC hamburger_menu_app) Explore basic AppLSAC template at hamburger_menu_app online or download ZIP of repository and try offline as AppLSAC-2.
* (Create your own AppLSAC with a Menu) Start the hamburger-menu-creator and create your own AppLSAC just like hamburger_menu_app online or download ZIP of repository and create your AppLSACS offline with hamburger-menu-creator as an AppLSAC-2 itself.
* (Create a JSON Editor as AppLSAC) Follow the main steps by using JSON2Schema. JSON2Schema was developed as support tool for the JSON editor by Jeremy Dorn.
* (AudioSlides4Web) Create an AudioSlides4Web presentation e.g. to support developers in creating their own WebApp. AudioSlides4Web is an AppLSAC itself. Explain how the AppLSAC Load, Processing and Save are used in this context of generation of web-based presentations (see a tutorial for AudioSlides4Web and analyze the required AppLSAC tasks for task).

## Create a JSON Editor as AppLSAC

The JSON Editor uses the upload feature of browsers for a server upload to load a local JSON file into the browser without submitting the file to servers on the internet (see AppLSAC/Load). The download feature of browsers for files from remote servers is used to save files to your local file system (see AppLSAC/Save). The difference is that the JSON file in not download from the internet. The JSON file was generated in the browser.
* (JSON to Schema) Use the given JSON in JSON2Schema, modify the given JSON and create the appropriate JSON Schema.
* (Schema to JSON Editor) Create a JSON Editor with the generated JSON Schema.
* (Download JSON Editor) Download the JSON Editor and use the WebApp. as AppLSAC-2 offline or provide the AppLSAC on your web server, so that others can use your WebApp as AppLSAC-1.

### JSON2Schema is an AppLSAC

JSON2Schema is itself an AppLSAC. If you start JSON2Schema directly from GitLab your run it as AppLSAC-1. It you download JSON2Schema from GitLab your can run it as AppLSAC-2 i.e. you can perform the JSON Editor generation also offline in your browser.

## Learning Resources

* hamburger_menu_app online demo of AppLSAC-1
* download ZIP of repository hamburger_menu_app.zip for testing as AppLSAC-2
* hamburger-menu-creator to create your hamburger_menu_app.
* hamburger-menu-creator.zip to run your own hamburger-menu-creator offline as AppLSAC-2.
# WebApps with LocalStorage and AppCache/Examples

This learning resource is the first step to explore some applications that are AppLSACs.

## Exploration of AppLSAC Examples

Explore existing AppLSAC software that support the development of Wikiversity Learning Resources
* Markers4Map Create markers on an OpenStreetMap and add a title, URL and description to each marker. Fetches the WebApp from GitHub and fetches the Map form OpenStreetMap (AppLSAC-0).
* AppLSAC-2 with Navigation Menu: the first GitHub example hamburger_menu_app shows how to create a menu in an HTML web page. If you want to create your own see Navigation Menu.
* Wiki2Reveal (AppLSAC-0)
* JSON3D4Aframe used for 3D Modelling/Create 3D Models (AppLSAC-2)
* Image Map Editor for Image Maps used in Wikiversity (AppLSAC-1). This AppLSAC does the image map editing totally in the browser, but the AppLSAC is able to load images from the Wiki Commons servers and add an Image Map to the image. The generated Image Map can be used in learning resources of Wikiversity or in Wikipedia
* Audioslides4Web Create a web based presentation with MP3 audio comments and PNG slides (AppLSAC-2)
* CSV2Chart Create charts from spreadshet data in LibreOffice Calc from ODS, XLS or XLSX files and generate an editable chart for the Graph-Chart-Template.
You can download the WebApp of type (AppLSAC-1) analyze the source code, if does what it pretends to do. Then you can run the HTML5 application offline on your device with a browser as runtime environment as (AppLSAC-2)
* WebApp-Game: First of all explore Bubblebreaker by bobak7 and assume that the users know to use a pseudonym for their players name when they use online games. The high score is persistent. Analyze the code and explain why the high score list must not be transmitted to a server and no client server interaction is required even if you run the code offline in your browser e.g. on your Linux desktop PC.

## Test Browsers as AppLSAC Runtime Environments

* Firefox,
* Chromium or Chrome
# Weather station/Wireless

Wireless weather stations can be a real bonus when you wish to understand trending weather patterns. Personally, I've owned one wireless weather station for over two years now.
I've learned many great things with this wonderful device, one being that I can pretty accurately predict the weather just by watching the trending barametric pressure. What will normally happen is that the pressure will drop, then rise within about a 12 hour period.
Once the wireless weather station shows a dropping barometric pressure that dips much lower then before, then I know that we are in for a great storm. Time to lock down the hatches.
This only came through time and experience. I do find this procedure to be more than 90% accurate. There are times when the weather will be tricky but, most of the time, it comes through.
What really helps is a shifting wind pattern, too. Watching wind speed allows me to guess how fast the changing weather pattern is emerging in my area. Winds over 20km/hr will normally indicate a real weather shift.
I personally would recommend purchasing your own wireless weather station if you wish to learn much about how weather operates.
Here's another tidbit for you. Weather will move into an area in waves, much like a tide coming in or out. We especially witness this effect right here in sunny Alberta.
# WebApps with LocalStorage and AppCache/Build

This learning module of AppLSAC will introduce in the build of your WebApp. The included learning obejctives are:
* NPM (Node Package Manager)
* Browserify, to convert the NodeJS modules into Javascript library, that a browser can import and interpret.
* Watchify and NodeMon to monitor the source code for changes and trigger a build process automatically when source code changes.
# WebApps with LocalStorage and AppCache/Create an AppLSAC/Handlebars4Code
## Introduction

Handlebars4Code is a library and NPM module that extends Handlebars with Helpers for Code Generation in a specific programming language (e.g. Javascript)

## Learning Tasks

* Explore the Demo for Handlebars4Code or the Hello World example with the source code to explore the basic workflow for Javascript template engines.

### Use Cases - Javascript Template Engines

The following use-cases guide you from standard Handlebars usage toward Handlebars4Code usage.

### Basic Use Case

Assume you have a JSON with data in it and you want to create a HTML table with data in the JSON.
The HTML output:
For this basic examples you might want to use just Handlebars directly as Javascript template.

### Use Case - Generation of Programming Code

For generation of Programming code the standard markers with two brackets Template:Firstname are replaced in general by markers with 3 brackets {{{firstname}}} because the replacement by Handlebars with two brackets escapes characters like “>” by &gt;. This is for HTML output in general useful, but for generation of code with template engine the code may become syntactically incorrect due to escaping of characters
The Code Template for Handlebars4Code would e.g. like this:
The replacement of {{{statement.condition}}} would provide the correct desired output
if ( a < b )
and the replacement of Template:Statement.condition would create an syntactical error of the generated code by
if ( a &gt; b ).
If you want to use Handlebars4Code for code generation use 3 brackets for encoding the variable replacement with JSON content. The same is applicable, if you create HTML-tags with
# Weaving

Weaving is a craft in which two different pieces of yarn or string or interlaced to make fabric. The threads that run leangth wise are held under tension are called warp. The threads that run from side to side and aren't held under tension are called weft. Weaving is done on a loom, the main job of which is to hold the warp under tension and insert weft yarn in it.

## Course Outline

1.Weaving Preparatory Process
2.Chronological Development of looms
3.Objectives & Classification of Shedding
4.Tappet Shedding
5.Dobby Shedding
6.Jacquard Shedding
7.Picking
8.Beating
9.Take up & Take off mechanism
10.Autometic Conventional Weaving

## Blanket Weavers

In the image on the right, the weaver is feeding fabric yarn through the loom.

## Thermals

Def. a "heavy, loosely woven fabric, usually large and woollen, used for warmth while sleeping or resting" is called a blanket.
The blanket on the left is a Navajo woman's fancy manta, wool, ca. 1850-1865, worn as a blanket or a wrap-around dress.

## 19th Century

"This blanket [in the image centered] was woven at the end of the "wearing blanket era," just as the railroad came into the Southwest in 1881. The heavier handspun yarns and synthetic dyes are typical of pieces made during the transition from blanket weaving to rug weaving."-Ann Hedlund, Arizona State Museum.
# TESOL/Recommending places
## Key sentences

| Asking for recommendations | Giving recommendations |
| Where can I have (verb) ? | Why don't you go to (proper noun) ? |

### Drills

Say these sentences without looking.
Where can I have (verb) ? :
| verb | sentence |
| lunch | Where can I have lunch ? |
| coffee | Where can I have coffee ? |
| Chinese food | Where can I have Chinese food ? |
| dinner | Where can I have dinner ? |
Why don't you go to (proper noun) ? :
| proper noun | sentence |
| Coco Ichi | Why don't you go to Coco Ichi ? |
| Dotoru | Why don't you go to Dotoru ? |
| Chukaen | Why don't you go to Chukaen ? |
| Yoshinoya | Why don't you go to Yoshinoya ? |

## Example

Practice this conversation.
| Asking for recommendations | Giving recommendations |
| Where can I have (lunch) ? | Why don't you go to (Coco Ichi) ? |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking for recommendations | Giving recommendations |
| Where can I have ... ? | Why don't you go to ... ? |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking for recommendations | Giving recommendations |
| Ask for recommendations of places around your town. | Recommend places to your partner. |

## Further study

* English lesson topics

## Analysis

* Why don't you (verb)?
** Why don't you go?
It means "I suggest that you (go)."
Clause introduced by a subordinating conjunction :
Wh-adverb phrase :
Wh-adverb phrase :
* Wh-adverb
* why
Inverted yes/no question or main clause of a wh-question :
Inverted yes/no question or main clause of a wh-question :
* Verb (non-3rd person singular present)
* do
* Adverb
* not
Noun phrase :
* Personal pronoun
* you
Verb phrase :
* Verb (base form)
* go
# TESOL/Requests

English provides many ways of making requests with differing levels of politeness appropriate for different situations. Making requests differs from offering suggestions and giving commands.

## Form
### Yes/no questions
#### Direct yes/no questions

Requests are usually made using yes/no questions. Roughly in order of politeness, they include:
* can you - ?
* could you - ?
* would you - ?
* would you be able to - ?
* could you possibly - ?
* would you possibly - ?
* might you possibly - ?
* would it be (at all) possible for you to - ?
* might it be (at all) possible for you to - ?

#### Question tags

Negative statements with question tags are also used to make informal requests.
* You couldn't lend me your pen, could you?

#### Indirect yes/no questions

If a yes/no question is asked indirectly, it can make an even more polite request.
* I wonder if you could help me carry this.
* I don't suppose you have some spare change.
If a question tag is added to this type of request, it is still very polite.
* I don't suppose I would be able to use your computer, would I?
* I don't suppose you could lend me your phone, could you?

#### Mechanics

Requests made using yes/no questions are polite only if the question is positive. If the question is negative, the question sounds more like a complaint than a request.
* Can you leave me alone for a few minutes? Can't you leave me alone for a few minutes?
* Could you get me some tea? Couldn't you get me some tea?

## Quiz

Change the following commands to polite requests.
# TESOL/Shapes
## Shapes
#### It's a...

* Circle
* Cylinder
* Rectangle
* Square
* Triangle
| Noun (It looks like a circle.) | Adjective (It looks circular.) |
| Circle | Circular |
| Cylinder | Cylindrical |
| Square | Square |
| Triangle | Triangular |
| Rectangle | Rectangular |
| Cube | Cubic |

## Give it a try
### Vases

* 1
* 3
* 4
* 6
* 7
* 8
# TESOL/Reflecting on the past
## Key sentences

| Regretting or being thankful | Explaining why |
| I wish I had (past participle) when I was younger. | I would (verb) by now. |
| Regretting or being thankful | Explaining why |
| I'm really glad I (verb). It's a good thing I (verb). | If I hadn't, I wouldn't have (past participle). |

### Drills

Say these sentences without looking.
I wish I had (past participle) when I was younger. :
| past participle | sentence |
| studied English | I wish I had studied English when I was younger. |
| learned to play the piano | I wish I had learned to play the piano when I was younger. |
| saved more money | I wish I had saved more money when I was younger. |
| started a business | I wish I had started a business when I was younger. |
I would (verb) by now. :
| verb | sentence |
| be fluent | I would be fluent by now. |
| have mastered the piano | I would have mastered the piano by now. |
| be rich | I would be rich by now. |
| own my own business | I would own my own business by now. |
I'm really glad I (verb). :
| verb | sentence |
| went to college | I'm really glad I went to college. |
| joined my company | I'm really glad I joined my company. |
| kept playing the piano | I'm really glad I kept playing the piano. |
| kept exercising | I'm really glad I kept exercising. |
If I hadn't, I wouldn't have (past participle). :
| past participle | sentence |
| gotten a degree | If I hadn't, I wouldn't have gotten a degree. |
| met my husband / wife | If I hadn't, I wouldn't have met my husband / wife. |
| become a great piano player | If I hadn't, I wouldn't have become a great piano player. |
| stayed in shape | If I hadn't, I wouldn't have stayed in shape. |

## Example

Practice this conversation.
| Regretting or being thankful | Explaining why |
| I wish I had (studied English) when I was younger. | I would (be fluent) by now. |
| Regretting or being thankful | Explaining why |
| I'm really glad I (went to college). | If I hadn't, I wouldn't have (gotten a degree). |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Regretting or being thankful | Explaining why |
| I wish I had ... when I was younger. | I would ... by now. |
| Regretting or being thankful | Explaining why |
| I'm really glad I .... | If I hadn't, I wouldn't have .... |
Change partners. Use your imagination and make another conversation.

## Practice

| Regretting or being thankful | Explaining why |
| Talk about what you are glad about or regret. | Explain why. |

## Further study

* English lesson topics

## quiz

This is about learning English.
# TESOL/Talking about fears
## Talking about fears
### Sentences

* I'm afraid/scared/terrified of (noun/-ing)
* I can't stand (noun/-ing)

### Vocabulary
#### Common fears

* heights
* snakes
* spiders
* crowded places
* confined spaces
* dark places

#### Physical reactions

* get sweaty (palms)
* feel dizzy
* freeze
* your legs/hands shake

## Lesson plan

* Topic question: What were you afraid of when you were younger?
    Example: I was afraid of heights.
* Drill with names of fears.
    heights: I'm terrified of heights.
    the dark: I'm terrified of the dark.
    confined spaces: I'm terrified of confined spaces.
* Drill with situations that cause the fear.
    Even looking over the balcony makes me scared.
** Elaborate with physical reactions.
    My legs start to shake.

## Discussion

Work together and decide which of these is the scariest: heights, snakes, or the dark.
I will give you one minute to discuss. Ready?
Go.
Which was your first choice. Why?
Which was your last choice? Why?

## Further study

* English lesson topics
# TESOL/Reported speech
## Key sentences

| Asking about a conversation | Telling about a conversation |
| What did she say? | She said she was (adjective). He said (that) he (past progressive). |
| Asking about a conversation | Telling about a conversation |
| What does she say? | She says (that) they (verb in the present tense). She says (that) they (present progressive). |
| Asking about a conversation | Telling about a conversation |
| What did she think? | She was like, (phrase) |
| Asking about a conversation | Telling about a conversation |
| What did you tell them? | I told them I (verb in past tense). I told them (noun). |

### Drills

Say these sentences without looking.
She said she was (adjective). :
| adjective | sentence |
| excited | She said she was excited. |
| busy | She said she was busy. |
| tired | She said she was tired. |
| relaxed | She said she was relaxed. |
She says (that) they (verb in the present tense). :
| verb in the present tense | sentence |
| like it | She says (that) they like it. |
| meet every day | She says (that) they meet every day. |
| are delicious | She says (that) they are delicious. |
| can come | She says (that) they can come. |
She was like, (phrase) :
| phrase | sentence |
| "whatever." | She was like, "whatever." |
| "I think so." | She was like, "I think so." |
| "I'm so tired." | She was like, "I'm so tired." |
| "whoa." | She was like, "whoa." |
I told them I (verb in past tense). :
| verb in past tense | sentence |
| couldn't come | I told them I couldn't come. |
| was interested | I told them I was interested. |
| wanted to buy it | I told them I wanted to buy it. |
| needed one | I told them I needed one. |

## Example

Practice this conversation.
| Asking about a conversation | Telling about a conversation |
| What did she say? | She said she was (excited). |
| Asking about a conversation | Telling about a conversation |
| What does she say? | She says (that) they (like it). |
| Asking about a conversation | Telling about a conversation |
| What did she think? | She was like, ("whatever.") |
| Asking about a conversation | Telling about a conversation |
| What did you tell them? | I told them I (couldn't come). |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking about a conversation | Telling about a conversation |
| What did she say? | She said she was ... . |
| Asking about a conversation | Telling about a conversation |
| What does she say? | She says (that) they .... |
| Asking about a conversation | Telling about a conversation |
| What did she think? | She was like, ... |
| Asking about a conversation | Telling about a conversation |
| What did you tell them? | I told them I .... |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking about a conversation | Telling about a conversation |
| Your partner talked with someone. Ask about their conversation. | Imagine you talked with someone. Tell your partner the conversation. |

## Further study

* English lesson topics
# TESOL/Saying goodbye
## Key sentences

| Saying goodbye | Letting their partner go |
| I'd better (verb). | Yeah, me too. Yeah, it's getting late. |
| Saying goodbye | Letting their partner go |
| I (verb) go. | Ok. |
| Letting their partner go | Saying goodbye |
| Well, I'll let you (verb). | Yeah, I'd better get back too. |
| Saying goodbye | Letting their partner go |
| Thanks for (noun). It was good seeing you. | You're welcome. Don't mention it. It was my pleasure. |
| Saying goodbye | Letting their partner go |
| I'll (verb) you later. Let's meet again soon. | Yeah, (agreement). Definitely. |

### Drills

Say these sentences without looking.
I'd better (verb). :
| verb | sentence |
| go | I'd better go. |
| get back to work | I'd better get back to work. |
| get going | I'd better get going. |
| be going | I'd better be going. |
I (verb) go. :
| verb | sentence |
| should | I should go. |
| have to | I have to go. |
| *gotta | I *gotta go. |
| ought to | I ought to go. |
Well, I'll let you (verb). :
| verb | sentence |
| get back | Well, I'll let you get back. |
| go | Well, I'll let you go. |
| get back to work | Well, I'll let you get back to work. |
| return to work | Well, I'll let you return to work. |
Thanks for (noun). :
| noun | sentence |
| lunch | Thanks for lunch. |
| coffee | Thanks for coffee. |
| meeting me | Thanks for meeting me. |
| having me | Thanks for having me. |
I'll (verb) you later. :
| verb | sentence |
| see | I'll see you later. |
| talk to | I'll talk to you later. |
| catch up with | I'll catch up with you later. |
| email | I'll email you later. |
Yeah, (agreement). :
| agreement | sentence |
| until then | Yeah, until then. |
| we should | Yeah, we should. |
| I'd like that | Yeah, I'd like that. |
| that sounds good | Yeah, that sounds good. |

## Example

Practice this conversation.
| Saying goodbye | Letting their partner go |
| I'd better (go). | Yeah, me too. |
| Saying goodbye | Letting their partner go |
| I (should) go. | Ok. |
| Letting their partner go | Saying goodbye |
| Well, I'll let you (get back). | Yeah, I'd better get back too. |
| Saying goodbye | Letting their partner go |
| Thanks for (lunch). | You're welcome. |
| Saying goodbye | Letting their partner go |
| I'll (see) you later. | Yeah, (until then). |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Saying goodbye | Letting their partner go |
| I'd better ... . | Yeah, me too. |
| Saying goodbye | Letting their partner go |
| I ... go. | Ok. |
| Letting their partner go | Saying goodbye |
| Well, I'll let you .... | Yeah, I'd better get back too. |
| Saying goodbye | Letting their partner go |
| Thanks for .... | You're welcome. |
| Saying goodbye | Letting their partner go |
| I'll ... you later. | Yeah, .... |
Change partners. Use your imagination and make another conversation.

## Practice

| Saying goodbye | Letting their partner go |
| Say goodbye. | Let your partner go. |

## Further study

* English lesson topics