OpenLLM-France/wikimedia huggingface dataset:
# U. S. Government/Transportation/The Automobile

In the 1920s, American's lives changed in many ways. One of the biggest changes was the introduction of the automobile to ordinary people. Cars had been built since the 1890s, but they were extremely expensive. Only the rich could afford them!
Henry Ford wanted to make cars available to more people. He moved to Detroit, Michigan, where he designed and built his first car in his home workshop. Later, he built a racing car called "999". It set a world speed record of 91 miles per hour. He started the Ford Motor Company in 1903.
Ford figured out how to build cars inexpensively. In his factory, he used a moving assembly line. At first, Ford Motor Company produced only one type of car, called the Model T. The cars were put together while moving past a line of workers. Each worker would do one specific, simple job. Then, the car moved on to the next worker. The asssembly line made production fast and efficient. At the Ford plant, a finished car rolled off the assembly line every 10 seconds!
In 1908, the price of a Model T was $850. By 1916, the cost had been reduced to $360, and by 1924, the price was less than $300. Ford kept prices down by keeping his car design simple. The same model came out year after year. He joked that you could choose any color, as long as you chose black. Henry Ford achieved his dream of making cars available to everyone.
Other car companies copied Ford. Along with Ford, the General Motors Company and others made cars available to Americans. Millions of cars were sold. Because so many Americans were able to buy cars, the US changed in many ways.
Many other industries grew because of the automobile industry. Tires, glass, and paint had to be made for cars, so companies that made these products grew. Because the cars ran on gasoline, the oil business expanded.
Before the car became popular, people traveled mostly by horse and wagon. Since wagons were slow, the roads did not need to be smooth. They were bumpy, uneven, and unpaved. However, traveling 50 or 60 miles per hour in a car was impossible on these roads. Thousands of miles of roads had to be paved.
Americans could now travel for business and pleasure. Now, going on vacation to visit other places was much easier. People could also move to the suburbs and drive into the city to work each day. The car changed Americans' way of life forever.
# U. S. Government/U. S. Branches/Executive Branch/Separation of Powers
## Functions of the National Executive Branch

* Headed by the president of the US, the chief executive officer of the nation
* Executes the laws of the land
* Prepares the annual budget for congressional action
* Appoints cabinet officers, ambassadors, and federal judges
* Administers the federal bureaucracy

## Checks and Balances

Executive Branch checks the Legislative Branch by:
* Proposing legislation
* Proposing an annual budget for Congressional approval
* Calling special sessions of Congress
* Vetoing legislation Congress has passed
Executive Branch checks the Judicial Branch by:
# U. S. Government/Public Policy
### I. The Media and Public Policy

The media informs policymakers and influences public policy.

#### Ways the media play an important role in setting the public agenda

* Focusing public attention on selected issues
* Offering a forum in which opposing viewpoints are communicated
* Holding government officials accountable to the public.
Government officials use the media to communicate with the public.

### II. Individuals, Interest Groups and Public Policy

Individuals and interest groups influence public policy.
* Lobbying: Seeking to influence legislators to introduce/vote for/vote against a bill.

#### Ways individuals influence public policy

* Participating in politics (seeking office, voting, campaigning)
* Expressing opinions (lobbying, demonstrating, writing letters)
* Joining interest groups

#### Ways interest groups influence public policy

* Identifying issues
* Making political contributions
* Lobbying government officials

### III. Local government, international issues, and public policy

Local governments may be required to formulate, adopt, and implement public policies in response to international issues and events.
International issues and events that would require policy decisions by local government officials could include the following:
* Public health concerns in the event of a pandemic
* Public safety in the event of an act of terrorism
* Economic development policies in response to the emerging global economy.
* Policies to protect the environment (wildlife protection)
# U. S. Government/Societal Changes and Opportunities for Minorities

Changing patterns in American society at the end of WW2 changed the way most Americans lived and worked.

#### A. Factors leading to changing patterns in U.S. society

What factors led to changing patterns of society in the post-WW2 era?
* Strong economy (healthy job market, increased productivity, increased demand for American products)
* The Baby Boom, which led to changing demographics (characteristics of a population)
* Interstate highway system.
* Changes in make-up of immigrants.

#### B. Better opportunities for military, women, and minorities

What policies and programs expanded educational and employment opportunities for the military, women, and minorities?
* Greater U.S. investment in education.
* Evolving role of women
* Eleanor Roosevelt
* African Americans' aspirations (goal) for equal opportunities. (Civil Rights Movement4)

#### C. Policies and programs expanding educational and employment opportunities

* G. I. Bill of Rights gave education, housing, and employment benefits to WW2 veterans.
* Harry Truman desegregated the armed forces.
* Civil Rights legislation led to increased educational, economic, and political opportunities for women and minorities.
# U. S. Government/Transportation

Henry Ford: His use of the assembly line made automobiles more affordable for everyone.

## Results of improved transportation

Growth of transportation - related industries
* Road construction
* Oil
* Steel
* Automobile
Creation of Jobs - more people were needed to work in factories and transportation related industries.
Greater Mobility - it was easier for people to travel from one place to another.
Movement to Suburban Areas (outside of the cities).

### Airplanes

The Wright Brothers invented the first airplane at Kitty Hawk, NC in 1903.
# U. S. Government/U. S. Branches/Executive Branch/Vocabulary

* Treaty: A formal agreement made between two or more countries (These can end wars, help land support, etc.)
* Ambassador: A citizen that serves as a diplomat for their country in a foreign country. (They serve as an official representative for their country overseas.)
* Administration: A governmental agency, such as the Food and Drug Administration (FDA).
* Bureaucracy: A government with many different departments and complex rules/procedures.
* Commander in Chief: Gives the president the role of being the final authority in all military matters.
* State of the Union Address: It is a message addressed to U.S. citizens, televised, where the president sits down and addresses all issues and current policies. (It's the president's way of speaking to (addressing) all of the citizens at once
* State of the Commonwealth Address: It is a message addressed to VA citizens, where the governor sits down and addresses all of the issues and current policies. (It is the governor's way of speaking to all of the citizens at once)
# U. S. Government/Labor Movement

Progressive Movement - A movement where reformers worked to improve the social and political problems that arose from the vast changes brought by industrialization.
| Negative Effects of Industry | Progressive Movement |
| Child Labor, as young as 5-6 year olds worked in factories; did not go to school; worked as hard as adults, but with lower pay | Placed restrictions on Child Labor |
| Unsafe working conditions, factory air was dirty; high injury rate; heavy machines used in small spaces; A worker could have broke a body part and lose his job | Improved safety conditions |
| Long hours/low wage, 12-18 hours a day; average play was $2 a week. | Reduced working hours/Increase pay |
* American Federation of Labor (AFL), headed by Samuel Gompers. This union limited its membership to only "Skilled Workers', whcih gave this labor union a lot of bargaining power but left out most workers.
* Homestead Strikers, failed strike between steel workers and Carnegie in Homestead, Pennsylvania. because deviance broke out, unions were seen as dangerous and it set back the labor movement for several years.

## Temperance Movement/Women's Suffrage
### Temperance Movement

* Composed of groups (mostly women) opposed (against) to the making and consuming of alcohol.
* They supported the 18th Amendment which prohibited the manufacture, sale, and transport of alcoholic beverages.

### Women's Suffrage

* Increased educational opportunities.
* Attained voting rights.
* Women gained the right to vote with the 19th Amendment to the Constitution of the US.
* Susan B. Anthony and Elizabeth C. Stanton worked for women's suffrage.

### Terms to Know

* Labor Union - An organization or wage earners formed for the purpose of serving the members' interests with respect to wages (pay) and working conditions.
* Strike - Method of protest used by unions where workers stop working.

## Labor Organizations

* Industrial Workers of the World
# Unit Testing/JUnit/Create a Simple Test
## Create a Java Program

Create the following Java program. Save it as Multiply.java

## Create a Test Program

Create the following JUnit test program. Save it as Main.java

## Test Success

Test the program by running it and observe the results.

## Test Failure

Change the multiply source code somehow, such as multiplying by 0 rather than multiplying by y. Test the program by running it again and observe the results.
# Unit Testing/Jest/Test Exceptions
## Create a JavaScript Program

Create the following JavaScript program. Save it as multiply.js

## Create a Test Program

Create the following Jest test program. Save it as multiply.test.js

## Test Success

Test the program by running Jest in a terminal or command prompt in the same folder as the two programs above and observe the results.

## Test Failure

Change the multiply source code somehow, such as removing the number validation. Test the program by running Jest again and observe the results.
# Unit Testing/Jest

Jest is a JavaScript testing framework maintained by Facebook, Inc. with a focus on simplicity.

## Readings

* Wikipedia: Test automation
* Wikipedia: Jest (JavaScript framework)

## Activities

* Install Jest
* Create a Simple Test
* Test Exceptions
* View Test Coverage

## See Also

* Wikipedia: Jest (JavaScript framework)
# Unit Testing/Jest/Install Jest

Create a JavaScript test environment.
* Install Node.js from Node.js.
* In a new folder, create a new node package.
** npm init
** Use default responses for everything except 'test command'. For 'test command', enter jest.
* Install Jest using:
** npm install --save-dev jest
* Install the Jest command-line interface using:
** npm install --save-dev jest-cli
# Unit Testing/Pytest

Pytest is a Python programming language test automation framework. Test automation is the use of software separate from the software being tested to control the execution of tests and the comparison of actual outcomes with predicted outcomes. Pytest uses simple assertion statements to test software accuracy.

## Readings

* Wikipedia: Test automation

## Multimedia

* YouTube: Python Unit Testing With PyTest
* YouTube: Code Coverage Tutorial with Python

## Activities

* Install Pytest
* Create an assert Test
* Create a unittest Test
* Test Input
* Test Output
* Test Exceptions
* View Test Coverage

## See Also

* Pytest.org
* TutorialsPoint: Pytest Tutorial
* Python.org: unittest Documentation
# Unit Testing/JUnit/Install JUnit

Create a Java test environment. Select one of the following:
* Install JUnit4 or JUnit5 from JUnit.org.
* Using your Java package manager, add org.junit.runner.

## See Also

* TutorialsPoint: JUnit Environment Setup
# Unit Testing/JUnit/Test Exceptions
## Create a Java Program

Create the following Java program. Save it as Multiply.java

## Create a Test Program

Create the following JUnit test program. Save it as Main.java

## Test Success

Test the program by running it and observe the results.

## Test Failure

Change the multiply source code somehow, such as multiplying the string by a positive number. Test the program by running it again and observe the results.
# Unit Testing/Jest/Create a Simple Test
## Create a JavaScript Program

Create the following JavaScript program. Save it as multiply.js

## Create a Test Program

Create the following Jest test program. Save it as multiply.test.js

## Test Success

Test the program by running Jest in a terminal or command prompt in the same folder as the two programs above and observe the results.

## Test Failure

Change the multiply source code somehow, such as multiplying by 0 rather than multiplying by y. Test the program by running Jest again and observe the results.
# Unit Testing/Jest/View Test Coverage

View test coverage.
* Run the following command and observe the results:
** npm test -- --coverage
* Add tests and then repeat the command above to achieve 100% coverage.
# Web 2.0 tools for teaching and learning/Image & video sharing

What are some possible applications of Image & Video Sharing in teaching and learning?

### Discussion

* Jazzing up a dull wiki! ~Drew
# Web Browser

A web browser (commonly referred to as a browser) is a software application for retrieving, presenting, and traversing information resources on the World Wide Web.

## Lessons

* Computer Skills/Basic/Internet
* Internet Fundamentals/Web Browsers
* IC3/Internet Fundamentals

## See Also

* Wikipedia: Web browser
# Web Design/AJAX Challenges

Web Design → AJAX Challenges
This page is part of the Web Design project. :
Please help out and update the following challenges if you think they can be improved!

## Challenge 1: Postcodes and Suburbs

AJAX can seem really scary when you're starting out, but the Mozilla team have worked hard to create the AJAX: Getting Started tutorial to help us understand the building blocks of AJAX.
Work your way through the tutorial through to Step 4, making sure you test it out as you go. Once you have Step 4 working, your challenge is:
* Modify the tutorial so that your html page contains three postcodes in your area.
* When a postcode is clicked on, your AJAX will request the corresponding XML file from the server corresponding to that postcode to find and display the suburb using a window Alert.
An example XML file for the suburb Bullaburra might be:
Note: this is not a practical way at all to look up postcodes, it's just an example to build upon. We'll see a much more realistic example of this problem in a later challenge.
* Modify your code so that when a postcode is clicked, the population of that suburb is displayed as well as the suburb name (you'll need to update your XML files slightly to include the population)
* Modifying your code so that the suburb information displays in your actual page (rather than in an alert box). Hint: add an input box with an ID and set it's value from your Javascript code.
* Modify your code so that, instead of text that can be clicked on, your page provides a select drop-down box where the user can select their postcode. When a postcode is selected, your AJAX should then display the corresponding suburb and population info.
* Advanced Challenge: (not for the feint hearted) Instead of separate XML files for each postcode, create a single XML file that contains information for all three postcodes and update your code to use this one file instead.

## Challenge 2: Looking up suburbs

Note: this challenge requires that you are already familiar with PHP, MySQL and how to get info out of a database and into a page.
TODO Guide to Using AJAX and XMLHttpRequest from WebPasties

## Resources

* Wikipedia:Ajax (programming)
* Wikipedia:JavaScript
* Wikipedia:Ajax framework
* Wikipedia:Rich Internet application
* Wikipedia:XMLHttpRequest
* Wikipedia:JavaScript library
* Wikipedia:List of web application frameworks
# Web 2.0 tools for teaching and learning/What is Web 2.0?

Watch the following video that attempts to explain the Web 2.0 phenomenon, created by Dr. Michael Wesch, a cultural anthropologist at Kansas State University. It has been viewed about five and a half million times.
The Web is Us/ing Us

## Activity

Please post a personal definition of the term "Web 2.0".

### Definitions

* Web 2.0 expresses a collection of interrelated ideas about a transformation of the Internet that emphasizes creativity, usability, openness, and collaboration. ~Drew
* Web 2.0 is a state of mind that encourages sharing, openness, cross-referencing, and timeliness (up-to-the-nanosecond information). ~Ashley
* Web 2.0 is a neologism coined by Tim O'Reilly, owner of O'Reilly Media, that supposedly encompasses a "usage trend" of the Web revolving around social connections. It is neither a technical specification nor a technology. ~Thia
# Web 2.0 tools for teaching and learning/What tools are available?

Each year, Barry Dahl, CIO at Lake Superior College in Duluth, MN, releases his favorite Web 2.0 learning resources.
2008 Top 10 Tools for Learning

## Activity

Please browse Barry Dahl's 2008 Top 10 Tools for Learning, then post the number of tools in Barry's list that you are presently familiar with.

### Number of Tools

* 8 ~Drew
* I've heard of most of them, but have only really used Flickr. ~Thia
* I have used Flickr and Twitter. ~Ashley
# Web Design/A scaffolded Web Project

See the document links below for a chapter of a manuscript (not previously published) on writing websites to build a basic web site. The document offers a range of activities and culminates in a case study in which you use a template to create a web site within a given framework.
For more information, see user dedide.
# Web 2.0 tools for teaching and learning/Wikis

What are some possible applications of wikis in teaching and learning?

### Discussion

* Wikis are moderating systems that help diverse viewpoints to achieve consensus. ~Drew
* I think sharing ideas and actually feeling like you have created something can be good for training sessions. ~Ashley
* Wiki creation requires motivation, honestly. Unmotivated underclassmen won't make wiki material. ~Thia
# Web Science/Part1: Foundations of the web/Web content/Metadata/script

Metadata placed in the head of your HTML page meta tags often have both the name and content attributes
Metadata was foreseen very early as part of HTML, but:
* it does not really work
* usual problem: ignored
* worse problem: intentionally forged, e.g. wrong keywords given in order to mislead search engine
* result: search engines have ignored metadata for two decades
Situation changed with:
* SearchMonkey
* RichSnippets
* Schema.org
Difference:
Semantic annotations:
* microdata
* microformats
* RDFa
15% of web sites/pages use some form of semantic annotation
Show examples how to do semantic annotation using RDFa (note to Rene. I'd target the philosophy to show students newest developments, such as HTML5; in the same vein: don't show micro format, micro data, but RDFa)
# Motivating separation of content and layout
## Learning goals

* See the problems with inline styles
* Understand that a style sheet gives you freedom
* being able to explain people why they should use style sheets

## Script

We have now learned about HTML document structures and also about HTML options for formatting. But, what do we now need style sheets for and why do we distinguish between document structure and document layout? Isn't this much more practical, right to the point and easier to handle both together? Yes, to some very limited extent it is, but there are some issues that arise quickly:
* Consistency of Layout: It is very difficult to remember and maintain consistency of layout (e.g. always use italics for emphasis instead of bold face) over a longer time of working. When you collaborate on a text, it is practically speaking even infeasible. It is much simpler to provide structure (emphasize) and factor out the decision how to convey the corresponding notion through layout (e.g. italics)
* Expertise: The content expert is typically not an expert for layout and vice versa. Even if one person does both, the person may learn over time about content vs layout at different speeds leading to the next issue of
* Change of Layout: Layout and content tend to develop in different cycles. You may decide for a new text and maintain existing layout. Or you may change your layout, but maintain existing content. Hence, it is good practice to separate the two.
* Adaptability: Some users have a big screen, others have only a tiny device. What a heading is, is not altered by a different device, but how to display it may change. Knowing about a certain font size, however, does not identify a heading.
* Personalizability: Some users have perfect eye sight, others may be color blind or their eye sight may be even more challenged. Determining colors to be red and green may prevent color-blind people from understanding the content. But, they might decide to go for certain color options in their browser.
* Repurposing: Even a single user may have varying requirements, for instance depending on whether he wants to print content or view it on screen.
Rule of thumb: People who are serious about publishing use style sheets.

## Quiz

Web Science/Part1: Foundations of the web/Web content/Motivating separation of content and layout/quiz
# Web Science/Part1: Foundations of the web/Web content/HTML for web document structures/script

In the previous lecture we have seen how to structure content using XML. The core idea was that we write down what the content is about, e.g. a record or an artist, and how such content may be structured, e.g. that a record stores something that an artist created. Thus the XML document that we created structured the content in a way that was rather independent of its use. One piece of software may use it to answer database queries. Another piece of software may use it to ship data from one database to another. And, finally our browser may use the structure to display the content. The browser can do so, but the resulting display does not look very nice yet, hence we undertook the effort in the previous lesson to transform the XML document into some HTML document that could be displayed in a much nicer way.
But, how is the resulting HTML document related to XML? Actually, the result is also an XML document. But the result is a document that does not talk about entities like artists, but about entities like headings, lists, list items, emphasized pieces of texts, and so on. Thus, HTML is really a kind of XML subdialect, one also calls it an application of XML, that has standard element names for document structures and not for almost arbitrary content structures.
Minimal HTML document
What are some sample categories are relevant for document structure?
* headings
* paragraphs
* lists
* emphasizing of text
* tables
The core idea is that elements define a structure and attributes provide additional information.
You may interactively type the HTML code examples into http://www.w3schools.com/tags/tryit.asp?filename=tryhtml_br and immediately display the result by submitting your HTML code.