OpenLLM-France/wikimedia huggingface dataset:
# Creating Dynamic Lessons/Assessment Overview

Go Back or Go to the next part of the lesson: Part 8: Assessment.
Testing...Testing...1...2...3
What are your favorite types of tests?--Wait, you don't like testing? Well, you can't leave out testing because a lesson should assess if the students learned the lesson's main objectives. Hey, a test does not have to be you filling in bubbles with a pencil! Assessment can take many forms, but some can make digital lesson more dynamic like these ideas:
* Administer a multiple choice quiz online
* Students could write answers on a blog or wiki.
* Students can create a product (digital presentation?).
* Students can post answers or projects online for teacher or peer review.
Since the internet is 24/7, does the teacher, have to be available 24/7? No way! Why? Self-assessment allows students to control their own learning, analyze their own strengths and weaknesses and edit lessons as they see fit. Responsibility is taken from YOU and placed on the STUDENT!
A CHECKLISTis a form of self-assessment where the student reads criteria for the assignment and determines independently if he has met those goals. This lesson will give you several examples of checklist self-assessments. It's time to see how checklists can help you out!
Assignment CHECK IT OUT!Click the "Discuss" tab at the top of this page to view links to assessment examples. If you know of any other examples, you are welcome to add more self-assessment examples to the Discuss tab.
Go Back or Go to the next part of the lesson: Part 8: Assessment.

## All Pages in the Lesson
### Creating Dynamic Lessons

* Part 1: Introduction
* Part 2: Intro_Practice
* Part 3: The Lesson
* Part 4: Practice
* Part 5: Practice the Practice Phase
* Part 6: Practicing Creating a Lesson
* Part 7: Assessment Overview
* Part 8: Assessment
* Part 9: Summary
# Creating Dynamic Lessons/Intro Practice

Go Back or Go to the next part of the lesson: Part 3: The Lesson.
Videos are a multimodal way to start a lesson. They are visually and auditorially appealing. You could choose music videos, world news clips, Hollywood video clips, home-video clips, or even a video you created. Today's culture usually sees video as an enjoyable form of pastime...sometimes even watching videos of themselves...Here are some sites that may contain videos you want to use to grab your learner's attention.
* youtube.com
* screen.yahoo.com
* netflix.com
* dailymotion.com/us
* nbcnews.com/news/video
Music--Are you teaching a lesson about irony? Play Alanis Morissette's "Ironic" at the beginning of the lesson. Several of the previously listed sites contain songs. The following website contains many music videos to preview for a lesson. Use the site's search bar to locate a music video. If you were going to do an Irish history lesson, you could search U2's song, "Sunday, Bloody Sunday." http://www.mtv.com/videos/u2/10275/sunday-bloody-sunday.jhtml
Stories are another lively way to begin a lesson. I got stuck in a terrible snow storm in the Rockies on my way to the hotel where scenes of The Shining were filmed. The walls of snow compared to the snow described in the story we are going to study, "To Build a Fire." The blinding snow and subzero temperatures were like the main character's weather conditions. Let's see if he or I had better survival skills--See, stories can connect a vacation to a lesson's topic.
Of course a teacher could tell a story in person, but learners may also be interested to watch videos that tell a story or listen to podcasts that tell a story related to a lesson's topic. The previously listed sites may contain stories to grab a learner's attention. Music can definitely tell a story. However, the following websites allow you to create your own stories tailored to a lesson's topic.
* podbean.com (Create and listen to online newscasts).
* blogger.com (Type--blog--your story and allow students to comment on it too).
* GoAnimate.com (Create animated stories with characters, narration, and scenery etc.)
Finally, an interactive way you could activate a learner's prior knowledge and get them participating in the lesson by creating a surveys or multiple choice quiz. You can immediately display the results to the students, debate the correct answers, and begin a rich discussion.
* surveymonkey.com
* heycrowd.com
Your Turn! Do you know a website that helps you tell stories or contains your favorite music video? What are some other sites that can reel an audience in? Click the "Discuss" tab at the top of this page to add your suggested website.
Go Back or Go to the next part of the lesson: Part 3: The Lesson.

## All Pages in the Lesson
### Creating Dynamic Lessons

* Part 1: Introduction
* Part 2: Intro_Practice
* Part 3: The Lesson
* Part 4: Practice
* Part 5: Practice the Practice Phase
* Part 6: Practicing Creating a Lesson
* Part 7: Assessment Overview
* Part 8: Assessment
* Part 9: Summary
# Creating Dynamic Lessons/Assessment

Go Back or Go to the next part of the lesson: Part 9: Summary.
Attention-getter? Check. Introduction? Check. Lesson Content? Check. Lesson Practice? Check. Assessment? CheckLIST.
You are almost done learning about dynamic lessons, but first, it's time for you to figure out checklists! Assignment You can preview the checklist for this lesson below. Click the Discuss tab at the top of the figure to learn how to use the checklist.
Directions:Check the box that contains the answer to your question.
| Question | Yes | No |
| 1. Did you include an attention-getter in your lesson? | 1 | 0 |
| 2. Did you introduce your lesson and its main goals after the attention-getter? | 1 | 0 |
| 3. After the introduction, did you include the instructional phase of your lesson that teaches the lesson's main goals? | 1 | 0 |
| 4. Did you include some examples in the instruction? | 1 | 0 |
| 5. After the lesson's instruction, did you offer some methods for the student to practice the lesson's goals? | 1 | 0 |
| 6. At the end of the lesson, did you include an assessment to check your student's learning? | 1 | 0 |
| ..........................................................................................................................................................................Total | ---- | --- |
Go Back or Go to the next part of the lesson: Part 9: Summary.

## All Pages in the Lesson
### Creating Dynamic Lessons

* Part 1: Introduction
* Part 2: Intro_Practice
* Part 3: The Lesson
* Part 4: Practice
* Part 5: Practice the Practice Phase
* Part 6: Practicing Creating a Lesson
* Part 7: Assessment Overview
* Part 8: Assessment
* Part 9: Summary
# Creating Communities/Communities and their Symbols

Here's a list of specific communities along with descriptions of the symbols commonly used by each:
* Greenpeace: Symbol: The Greenpeace logo features a green and blue Earth with a rainbow running through it, symbolizing their commitment to environmental protection, peace, and global cooperation.
* Linux Users Group: Symbol: The Linux penguin, Tux, is a widely recognized symbol. Tux represents the open-source nature of Linux and the community's commitment to free and collaborative software development.
* CrossFit Community: Symbol: The CrossFit logo typically includes a combination of barbells, kettlebells, and the CrossFit name, symbolizing the high-intensity fitness program and the sense of community among participants.
* Harry Potter Fans: Symbol: The lightning bolt scar, Harry's glasses, or iconic objects like the Hogwarts crest, representing the magical world created by J.K. Rowling and the shared love for the Harry Potter series.
* Sierra Club (Outdoors and Nature Conservation): Symbol: The Sierra Club uses a mountain range as its logo, emphasizing its focus on outdoor activities, environmental protection, and the preservation of natural spaces.
* Red Cross (Humanitarian Aid): Symbol: The Red Cross emblem, a red cross on a white background, is an internationally recognized symbol of humanitarian assistance, neutrality, and medical care in times of crisis.
* National Geographic Society: Symbol: The yellow border of the National Geographic magazine cover is an iconic symbol, representing the society's commitment to exploring and documenting the wonders of the world.
* IEEE (Institute of Electrical and Electronics Engineers): Symbol: The IEEE logo includes the organization's name in blue letters along with a red emblem featuring an electrical waveform, representing the global community of professionals in the field of electronics and electrical engineering.
* Etsy (Artists and Creators): Symbol: The Etsy logo includes the company name in a distinctive, handcrafted font, representing the diverse community of artists, creators, and entrepreneurs who sell their handmade and vintage goods on the platform.
* SpaceX (Space Exploration and Innovation): Symbol: The SpaceX logo features a stylized "X" with a rocket trajectory inside, symbolizing the company's focus on space exploration, innovation, and the pursuit of interplanetary travel.
* Instagram (Photography and Social Sharing): Symbol: The Instagram logo is a simple camera icon with a gradient background, representing the platform's emphasis on visual content sharing and photography.
These symbols are integral to each community's identity, helping members recognize and connect with a shared purpose, interest, or ethos.
# Creating Communities/Community Member Names

Here are several examples of fan communities with unique names:
* Grateful Dead:
** Fans: Deadheads
* Phish:
** Fans: Phans
* Dave Matthews Band:
** Fans: Dave Heads or DMB Nation
* Justin Bieber:
** Fans: Beliebers
* Taylor Swift:
** Fans: Swifties
* Lady Gaga:
** Fans: Little Monsters
* Beyoncé:
** Fans: Beyhive
* Justin Timberlake:
** Fans: Timberlakers
* Harry Styles:
** Fans: Stylers
* One Direction:
** Fans: Directioners
* Ariana Grande:
** Fans: Arianators
* Kanye West:
** Fans: Yeezy Fans or Kanye Stans
* Ed Sheeran:
** Fans: Sheerios
* Tool:
** Fans: Tool Army
* Metallica:
** Fans: Metalheads
* Pink Floyd:
** Fans: Floydians or Pink Floyd Nation
* The Beatles:
** Fans: Beatlemaniacs
* Radiohead:
** Fans: Radioheaders
* The Rolling Stones:
** Fans: Stones Fans or Stonesheads
* Eminem:
** Fans: Stans (Derived from the song "Stan")
These names often reflect a sense of community and shared identity among fans of a particular artist or band. They can be playful, creative, and a way for fans to express their enthusiasm and connection to the music and the artist.
Here are member names for various other types of communities:
1. Anime and Manga Community
2. Science Fiction and Fantasy Community:
3. Gaming Community:
4. Travel and Adventure Community:
5. Fitness and Health Community:
6. Technology and Gadgets Community:
7. Food and Cooking Community:
8. Photography Community:
9. Fashion and Style Community:
10. Art and Creativity Community:
11. History and Genealogy Community:
12. Parenting Community:
13. DIY and Craft Community:
14. Film and Cinema Community:
15. Music Enthusiasts Community:
16. Environmental Sustainability Community:
17. Entrepreneurial Community:
18. Language Learning Community:
19. Parenting Community:
20. Writing and Literature Community:
These member names reflect the diversity of interests and passions within different communities, fostering a sense of belonging and shared identity among like-minded individuals.
* ↑ ChatGPT generated this text, responding to the prompt: “Fans of the grateful dead are called deadheds. Provide a list of several similar examples.”
* ↑ ChatGPT generated this text responding to the prompt: “provide member names for other types of communities”.
# Creating Dynamic Lessons

Next Page
Dynamic Lessons Welcome to the lesson about Dynamic Lessons!To begin learning all about dynamic lessons, watch the following video clip from the Hollywood film, Ferris Bueller's Day Off: (No, it's not a clip of Ferris trying to reverse the mileage on the red car,but that is a good scene too!) (Press Ctrl on your keyboard then select the link to open it in a new window).Anyone? Anyone? (http:// youtu.be/uhiCFdWeQfA)
Without an interesting start to a lesson, learners are never interested in the lesson and left daydreaming and zoning into outer space--similar to the students in the video. Lessons need a "hook" to grab a learner's attention for the rest of the lesson. This "hook" is called an attention-getter. The attention-getter to this current lesson was the Ferris Bueller video because it is a example of how you do not want your students viewing your instruction. This video and videos for other lessons can be located at youtube.com. Let's look at the lesson's' details and then view some other places where you can go to locate other attention-getters.Let's Keep Going!
Please go to the Next Page to begin the lesson.

## All Pages in the Lesson
### Creating Dynamic Lessons

* Part 1: Introduction
* Part 2: Intro_Practice
* Part 3: The Lesson
* Part 4: Practice
* Part 5: Practice the Practice Phase
* Part 6: Practicing Creating a Lesson
* Part 7: Assessment Overview
* Part 8: Assessment
* Part 9: Summary
# Creating Communities/Communities and their Purpose

Here are some communities along with a brief description of their shared purpose:
* Environmental Activists Community: Purpose: To advocate for and work towards environmental conservation, sustainable practices, and the protection of ecosystems.
* Open Source Software Developers Community: Purpose: Collaboratively develop and improve software that is freely available for anyone to use, modify, and distribute.
* Fitness and Wellness Enthusiasts Community: Purpose: Encourage and support each other in achieving and maintaining a healthy lifestyle through fitness activities, nutrition, and mental well-being.
* Book Club Community: Purpose: Share a love for literature, engage in meaningful discussions, and broaden members' perspectives through the exploration of various genres and authors.
* Local Community Garden Group: Purpose: Cultivate a sense of community through shared gardening activities, promote sustainable and organic farming practices, and provide fresh produce for members.
* Humanitarian Aid Volunteers Community: Purpose: Respond to humanitarian crises, provide aid and support to affected communities, and work towards building resilience and sustainable development.
* STEM Education Advocates Network: Purpose: Promote science, technology, engineering, and mathematics (STEM) education, encourage diversity in these fields, and support initiatives that enhance STEM learning opportunities.
* Mental Health Support Group: Purpose: Create a safe space for individuals to share their experiences, provide emotional support, and raise awareness about mental health issues to reduce stigma.
* Social Entrepreneurs Collective: Purpose: Foster a community of entrepreneurs committed to creating positive social and environmental impact through their businesses.
* Artists and Creatives Alliance: Purpose: Celebrate and promote various forms of art, provide a platform for collaboration, and advocate for the recognition and support of artists in society.
* Tech Innovators Hub: Purpose: Foster innovation in technology, share knowledge, collaborate on projects, and stay updated on the latest advancements in the tech industry.
* Culinary Enthusiasts Club: Purpose: Explore diverse cuisines, share cooking tips and recipes, and create a community that appreciates and celebrates the art of food.
These communities showcase the diversity of shared purposes that bring people together for common goals, interests, or values.
# Data Networking/Spring 2015/GROUP4/DHCP-SERVER
### Configure network interface file

To change the IP address of DHCP server to static,interface file should be edited.
add these lines to it

### Edit the configuration file

Add these lines into it.
# CONFIGURATION STEPS FOR NFS SERVER=

1.Install the NFS server by using below command:
2.create a directory that can be shared.provide the permissions
3.create somefiles in the shared directory and createuser and group
4.Edit the /etc/exports file and enter the details of the directory which should be shared and provide permissions accordingly and modify as shown below
5.Restart the server by using the following commmand
6.To see the directories or files

## CONFIGURATION AT CLIENT SIDE

1.Install nfs common
2.Now create a directory
3.Now connect both client and server and mount the files
4. To check the mounted fiiles
To test NFS
In client;
1.To see mounted file:
# Data Networking/Spring 2015/GROUP4
## Project Team

* Sravani Kishore cheppalli
* Rajesh Nadiminti
* Mahidhar Kakarla
* Vineela Ganugapenta

## Project Requirement

In brief, the network solution engineers team is provided with the requirement to design and implement servers which support Domain Name Service (DNS), Dynamic Host Control Protocol (DHCP) and Web-server for NEU Networks. Also the team has to design the security solutions to conserve these servers.

## Technology

The following topics are essential to the successful implementation of our servers and solutions. The details of the protocols used and servers implemented are provided in the reference links below.

### Protocols

* DNS
* DHCP

### Servers

* DNS-SERVER
* DHCP-SERVER
* WEB-SERVER
* FIREWALL

## Algorithm

The implementation of the network is based on the following Algorithm and Flow Chart.
* Algorithm

## Add Ons implemented

* VPN
* NFS
* Web Server Backup
* FTP
* Virtual hosting
* SSH

## Future Improvements

* Support for IPv6 version in DHCP, DNS and web server.
* Handling IPv6 and IPv4 versions simultaneously.
* Enhancement in firewall rules

### Citation
#### Books

* Computer Networking A TopDown Approach by KUROSE and ROSS

#### Online

* https://help.ubuntu.com/community/BIND9ServerHowto
* https://help.ubuntu.com/10.04/serverguide/
* http://httpd.apache.org/docs/
* https://help.ubuntu.com/community/isc-dhcp-server
* https://wiki.ubuntu.com/UncomplicatedFirewall
* https://help.ubuntu.com/community/VPNclient
# Data Networking/Spring 2015/GROUP4/Algorithm
## Algorithm

The algorithm for the project is as follows:
1.The client tries to connect to the network.
2. Client must obtain IP address.
3. Client sends request to DHCP.
4.Client wants to access webserver.
5.Client accesses the web server.
# Data Networking/Spring 2015/GROUP4/DNS-SERVER
## STEPS TO CONFIGURE DNS=

Assign permanent IP through to the DNS server:
IP assigned to the DNS is 192.168.5.6
Install Bind:
Use the following command to install bind9
Edit the resolv.conf file
edit the hosts file
Edit the options file:
It is done to configure the primary DNS. The command used is-
Configure the local file:
Use the command shown below to access the file.
Once the file opens, configure the forward and reverse lookup zones.
Create zone directory and forward and reverse files:
To create the zone directory, use the command-
Copying the content
The forward lookup zone does hostname > IP address translation and reverse lookup zone does IP address > hostname translation.
Our forward lookup zone file is db.for.com.
Edit the forward lookup zone file by a command specifying the path
Copying the content
Our reverse lookup zone filename is db.192
Edit the reverse lookup zone file by a command specifying the path
Restart bind:
Finally, restart bind to load the server. Use the command-

### Testing

Checking of the forward and reverse zone files
Use the following commands-
* for forward lookup zone
* for reverse lookup zone
Checking reverse lookup zone:
Use the command-
This shows the hostname for the IP address as vivek.fabfour.com which is the name server of Fabfour.
Checking forward lookup zone:
Use the command-
This shows the IP address of the host as 192.168.5.9 which is the IP address of the webserver.
Checking host file:
Use the command-
this will show all the hosts.
Using dig command:
# Data Networking/Spring 2015/GROUP4/FIREWALL

1.Install IP tables by giving command
2. To block ICMP request on webserver use this command
3.To reject telnet request at port 23 use this command
4. To allow access to particular IP's
# Data Networking/Spring 2015/GROUP4/FTP

1. Install vsftpd
2. modify the permissions to the files using the vsftp.conf
3. add a group to share files
4. add user to access the group
5. create password to the user ftp
6.to change the permissions to the user add the below line
7.to add users users to the group
8.start the ftp service
To test FTP
# Data Networking/Spring 2015/GROUP4/DHCP

DHCP

## Understanding the Protocol
### Behavior of the protocol

Dynamic Host Configuration Protocol (DHCP) is a client/server protocol that automatically provides an Internet Protocol (IP) host with its IP address and other related configuration information such as the subnet mask and default gateway.With dynamic IP adressing,each time when a host a connected to the network will be addressed dynamically. This TCP/IP standard reduces the complexity and administrative overhead of managing network client IPv4 / IPv6 addresses and other configuration parameters.

### Signaling

DHCP servers and DHCP clients communicate through a series of DHCP messages. To obtain a lease, the DHCP client initiates a conversation with a DHCP server using a series of these DHCP messages.
The common messages that can be sent between DHCP clients and servers are as follows:
DHCPDiscover Broadcast by a DHCP client when it first attempts to connect to the network. This message requests IP address information from a DHCP server.
DHCPOffer Broadcast by each DHCP server that receives the client DHCP Discover message and has an IP address configuration to offer to the client. The DHCPOffer message contains an unleased IP address and additional TCP/IP configuration information, such as the subnet mask and default gateway.
DHCPRequest Broadcast by a DHCP client after it selects a DHCPOffer. The DHCPRequest message contains the IP address from the DHCPOffer that it selected. If the client is renewing or rebinding to a previous lease, this packet might be unicast directly to the server.
DHCPAck Broadcast by a DHCP server to a DHCP client acknowledging the DHCPRequest message. Upon receipt of the DHCPAck, the client can use the leased IP address to participate in the TCP/IP network and complete its system startup. This message is typically broadcast, because the DHCP client does not officially have an IP address that it can use at this point.
DHCPNack, DHCPDecline, DHCPRelease and DHCPInform are the other common messages used by the server and client.
* ↑ http://computernetworkingnotes.com/network-administrations/web-server.html
# Data Networking/Spring 2015/GROUP4/DNS
## DNS

DNS is application layer protocol which is used for domain naming for all the devices connected to the network.DNS translates our logical words into IP addresses and viceversa.The main function of it is to convert human form of understanding into machine suitable language.The DNS main function is to map the IP addresses to respective domains. DNS can be implemented in different levels of nae servers.

## Behaviour of Protocol

DNS uses the services of UDP which is located at port number 53.The DNS request packet maps to hosts and fetches associate record and encapsulates it in the reply packet of UDP.

## DNS Server

All the authoritative name servers uploads their important details like webservers,mailservers,canonical name servers into the DNS by registrars who are certified by icann.

## Signaling

1.The client will generate dns query packet and send to local DNS .
2.Local DNS forwards this query to root name server ans a reply will be sent to local DNS which contains NS and A records of TLD servers.
3.Local DNS query the TLD nameserver and send reply to root name server.It also contain NS and A records.
# Data Networking/Spring 2015/GROUP4/SSH
### To configure SSH Server:

1) Install openssh in server
2)change directory
3)modify ssh_config
4) To reload ssh:

### To configure in Client:

1.Install openssh in client
2. Generate keygen
3. After generating keygen change the directory
4. To access the server
5. ls- to show all accessable files
# Astronomy college course/Introduction to stellar measurements/questions/7

See replacement on Talk:Astronomy college course/Introduction to stellar measurements/questions