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Offering, accepting and refusing in English Posted by carol on Jan 31, 2019 in English Language , English Vocabulary

Hello, dear readers! How are you feeling today? Would you guys like to learn key phrases in English today? So I am going to make you an offer you can’t refuse!

Communicating something at a basic level in a  foreign language is a great achievement, but the ability to do that in a colloquial manner or not, asessing each specific occasion, is a step further towards fluency. In case you are, or intend to go, to an English speaking country, it is very likely that you will find yourself in a situation in which it will be necessary to know how to offer, accept or refuse something in a polite or more casual way. Be it at a café, a restaurant, a diner, a friend’s house or a business meeting, these are all different contexts which require various levels of formality. There are infinite ways of doing that in a language, and it is important to know how to tell them apart to use the right language. Therefore, today’s lesson will show you some examples.

OFFER – to propose, to suggest, to give

REFUSE – to say “no”, to deny, to decline

ACCEPT – to say “yes”, to receive

• Formal: Would you like _____? 
• Formal: May I offer you _____? 
• Formal: Would you be interested in _____? 
• Neutral: Can I get you _____? 
• Informal: Do you want _____? 
• Informal: How about  _____? 
• Informal: Are you up for some _____?

(some coffee/ some tea/ some more/ some pizza/ some pie/ anything else/ more wine, etc.) 

• Formal: That would be nice.
• Formal: Yes, if you don’t mind.
• Formal: Yes, I’d love some. 
• Neutral: Yes, please.
• Neutral: Sure, thank you.
• Neutral: That’s a good idea. 
• Neutral: Sounds good/ nice/ great!
• Informal:  Yes, let’s do it / let’s go for it.
• Formal: No, thank you 
• Formal: No thank you, I don’t want to disturb.
• Formal: That’s very kind. Unfortunately, I ____ (reason).
• Formal: I’d like to, but ____ (reason).
• Formal: I won’t be able to attend.
• Neutral: I’m okay/ fine, thank you.
• Neutral: I’m sorry, but I can’t.
• Neutral: No, but thank you for asking.
• Neutral: Thank you, but you don’t need to worry.
• Informal: Thanks, but ____ (reason).
• Informal: No, thanks. 
• Informal: That’s alright.

Now  take a look at some  dialogues and pay attention to the various ways to  offer, accept and refuse in each one:

At a birthday party:

• Mindy: Would you like another slice of cake?
• Jerry: Oh, no. I’m fine, thanks.
• Mindy: Come on, go ahead, there’s a lot left.
• Jerry: I know, but I’ve already had too much.
• Mindy: Well, maybe some more soda, then? 
• Jerry: Okay then, I’d like some.

At the university 

• Jane: Hey guys. I’m having a party on Saturday at my place. Do you want to come? 
• Michael: Thanks for the invitation, Jane, but I’m busy on Saturday.
• Jim: Sounds cool, I’ll be there!
• Jane: How about you, Pam, are you free?
• Pam: Sure, I can make it! 
• Jane: Great! I have to go because I’m late for class, see you there! 

At a restaurant 

• Waiter: Good evening. Would you like to see the menu?
• Kevin: Yes, please.
• Waiter: In a minute, sir.
• Waiter: Here it is.
• Kevin: Thank you. I would like the ravióli, please. 
• Waiter: Can I get you anything to drink?
• Kevin: Some red wine would be good, thank you. 

That’s it for now! Are there any other expressions related to offering, accepting and refusing that you can think of? Let me know about it in the comments section!

Build vocabulary, practice pronunciation, and more with Transparent Language Online. Available anytime, anywhere, on any device.

Armando Martinez:

Wow ! Thank you for all of these useful lessons. This one was particularly instructive. It was clear and well presented

Just one observation. In the at a birthday dialogue I believe that the line should read:”I had TOO much” instead of “to much”.

Again thank you!

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• | Argo Workflows

Argo Workflows: The Basics and a Quick Tutorial

What is argo workflows.

Argo Workflows is an open source project that enables CI/CD pipeline management. It is a workflow engine that enables the orchestration of parallel jobs on Kubernetes. 

Argo Workflows is implemented as a Kubernetes custom resource definition (CRD), which allows you to:

• Define Kubernetes workflows using separate containers for each step in the workflow.
• Model workflows with directed acyclic graphs (DAG) to capture dependencies between multiple steps or define task sequences.
• Run compute-intensive data processing or machine learning tasks quickly and easily. 
• Natively run CI/CD pipelines on Kubernetes without configuring a complex application development solution.

This is part of an extensive series of guides about Kubernetes .

CI/CD with Argo Workflows on Kubernetes

Argo Workflows lets you define a YAML configuration with multiple steps, representing the steps in your CI/CD pipeline. Each of these steps runs in a separate container within your Kubernetes cluster. 

Argo uses a CRD called Workflows, which provides a generateName. This name becomes the prefix of all the pods the Workflow runs. As part of the Workflow, you can also define storage volumes, which will be accessible by the templates for your workflow steps.

Once you set up a basic workflow configuration (learn more in the quick tutorial below), you can start defining the templates for each stage of the CI/CD process. A best practice is to define a central template with multiple steps, known as the entrypoint, where each step runs one of the templates in your workflow. Templates have input arguments, which you can use to pass data between the steps. You can have any number of steps, allowing you to automate complex CI/CD processes.

A major advantage of Argo Workflows is that it runs all pipeline steps on existing resources in the Kubernetes cluster, with no external dependencies. There is no need to spin up additional compute instances for the build server or other components.

Argo Workflows Core Concepts

This diagram illustrates the core concepts in Argo Workflows. Below we discuss each of these concepts in detail.

Image Source: Argo

A Workflow is a central resource in Argo, defining the workflow to be executed and storing the workflow’s state. These critical functions mean you should treat Workflows as live objects—they are not merely static definitions but also serve as instances of a definition. 

You define the workflow you want to execute in the workflow.spec template. The spec contains a list specifying the entry point and any templates. You can think of a template as a function that defines the instructions you want to execute. An entrypoint  specifies the primary function of the workflow or the first template to execute. 

Several template types define the required functions of a workflow, typically in a container. Template definitions include:

• Container — schedules a container. This template’s spec is identical to a Kubernetes container spec, allowing you to define the container in the same way you normally would in Kubernetes. This template type is probably the most popular. 
• Resource — directly performs operations on a cluster resource. You can use this template for cluster resource requests such as GET, CREATE, APPLY, PATCH, REPLACE, or DELETE. 
• {{tasks.<NAME>.outputs.result}}
• {{steps.<NAME>.outputs.result}}
• Suspend — suspends the execution of a workflow for a specified duration or indefinitely (until you manually resume it). You can resume a suspend template from UI, the API endpoint, or the CLI using the argo resume command.

Additional templates include template invocaters, which you can use to invoke or call other templates and control their execution:

• Steps — lets you define workflow tasks as a sequence of steps. The template’s structure contains outer lists that run in sequence and inner lists that run in parallel. You can control execution using a wide range of settings. 
• DAG — lets you define workflow tasks as a graph of dependencies. The DAG lists all the tasks and specifies the order of their completion (i.e., if a task has dependencies). Argo will run any tasks without dependencies immediately.

Argo Workflows UI

Argo Workflows UI is a web-based user interface for the Argo Workflows engine. It allows you to view completed and live Argo Workflows, and container logs, create and view Argo Cron Workflows, and build new templates. 

The UI supports the event-driven automation solution Argo Events, allowing you to use it with Argo Workflows. The UI also offers an event flow page to visualize the connections between sensors and event sources throughout the Argo Project. You can see whether a message was viewed or if a trigger created a workflow. 

Argo Workflows UI provides widgets to embed your workflows’ status and progress. You can also embed the latest workflow created by a Cron workflow or template. The updated log viewer allows you to debug artifacts via init and wait containers.

Source: Argo Project

For more information, you can reference the Argo Workflows project GitHub repository, here .

Quick Tutorial: Getting Started with Argo Workflows

This tutorial is based on code and instructions from the Argo Workflows documentation .

1. Install Argo Workflows

Before you begin, ensure you have a Kubernetes cluster and kubectl running on your nodes.

The fastest way to install Argo Workflows is using the quick start manifest. It installs Argo Workflows together with other useful components.

2. Install the Argo CLI

Next, Download the latest Argo CLI:

• Download the latest version via curl —the latest URL is available on the releases page
• Unzip the binary and make it executable by running chmod
• Move the binary to path /usr/local/bin/argo
• Test installation by executing argo version

If you did not deploy Argo Workflows using the quick start manifest, you can install it via the CLI with the following command:

3. Get Familiar with the Argo CLI

Here is how to perform common Argo Workflows operations with the Argo CLI:

4. Run a Hello World Example

To see Argo Workflows in action, create a simple template that runs the Docker Hub docker/whalesay container image, which echoes “hello world” in the console.

To run the sample image from your shell, use this command: 

Here is an Argo workflow template that runs this container.

Let’s review the fields in this template:

• kind: Workflow —specifies that this template uses the Workflow spec defined by Argo
• generateName —defines the workflow spec name, which will also be the prefix of all pods created by the template
• entrypoint: whalesay —specifies that the whalesay template should be the entry point of the Argo workflow. This means that when the workflow spec is executed by Kubernetes, this template will be invoked. In a real workflow, there are multiple templates, and the entry point starts the multi-step process.
• resources —limits the resources that the container created by this template will be allowed to use.

For a more extensive tutorial covering additional Argo Workflows operations, see our full Argo Workflow tutorial

Using Argo Workflows with Codefresh

Codefresh now fully incorporates Argo Workflows and Argo Events, including the Codefresh Hub for Argo . This is a central hub for Codefresh platform users and Argo users to consume and share workflow templates.

On a technical level adopting Argo Workflows has the following advantages:

• Mature and battle-tested runtime for all pipelines.
• Kubernetes native capabilities such as being able to run each step in its own Kubernetes pod.
• Offering a set of reusable steps in the form of Workflow Templates
• Ability to reuse all existing Artifact integrations instead of spending extra effort to create our own.

The non-technical advantages are just as important:

• Organizations familiar with Argo Workflows can adopt Codefresh workflows with minimal effort.
• Faster delivery of new features – any new feature shipped by the Argo Workflows project is available to Codefresh users.

See Additional Guides on Key Kubernetes Topics

Together with our content partners, we have authored in-depth guides on several other topics that can also be useful as you explore the world of Kubernetes .

Kubernetes Troubleshooting

Authored by Komodor

• Kubernetes CrashLoopBackOff Error: What It Is and How to Fix It 
• Kubernetes Health Checks: Everything You Need to Know
• How to Fix CreateContainerError & CreateContainerConfigError

Container Security

Authored by Tigera

• What Is Container Security? 8 Best Practices You Must Know 
• Docker Container Monitoring: Options, Challenges & Best Practices 
• Container Security Tools: Top 7 Open-Source Options

Kubernetes Security

• Kubernetes Security: 8 Best Practices to Secure Your Cluster
• AKS Security: The Basics and 5 Critical Best Practices
• OpenShift Security: Challenges and 5 Critical Best Practices

See Codefresh Workflows in action – sign up for a free trial .

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• Argo Workflows vs. Airflow: 5 Key Differences and How to Choose
• Learn Argo Workflows with 8 Simple Examples
• Argo WorkflowTemplates: Types, Examples, and Basic Operations

There is NO AI content on this website. All content on TeachWithMovies.org has been written by human beings.

• FOR TEACHERS
• FOR PARENTS
• FOR HOME SCHOOL
• TESTIMONIALS
• SOCIAL MEDIA
• DMCA COMPLIANCE
• GRATUITOUS VIOLENCE
• MOVIES IN THE CLASSROOM
• PRIVACY POLICY
• U.S. HISTORY
• WORLD HISTORY
• SUBJECT MATTER
• APPROPRIATE AGE LEVEL
• MORAL/ETHICAL EMPHASIS

SOCIAL-EMOTIONAL LEARNING

• SNIPPETS & SHORT SUBJECTS
• MOVIES BY THE CALENDAR
• DOCUMENTARIES & NON-FICTION
• TALKING AND PLAYING WITH MOVIES: AGES 3-8
• TWM’S BEST TEACHING FILMS
• TALKING AND PLAYING WITH MOVIES
• SET-UP-THE-SUB
• ARTICLES & STUDENT HANDOUTS
• MOVIE PERMISSION SLIP
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• MATHEMATICS
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• ANY FILM THAT IS A WORK OF FICTION
• FILM ADAPTATIONS OF NOVELS, SHORT STORIES, OR PLAYS
• ANY FILM THAT IS A DOCUMENTARY
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• ADAPTATION OF A NOVEL
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• HISTORICAL FICTION
• INFORMATIONAL DOCUMENTARY
• NEWS AND CURRENT EVENTS
• SEARCH [Custom]

SUBJECTS — U.S./1945 – 1991 & Iran – The Iran Hostage Crisis;

SOCIAL-EMOTIONAL LEARNING — Courage;

MORAL-ETHICAL EMPHASIS — Caring & Citizenship.

AGE :  Age: 14+; MPAA Rating — R for language and some violent images;

Drama; 2012; 120 minutes; Color . Available from Amazon.com .

Note: The film focuses on the good fortune of six American diplomats who escaped the 1979 take-over of the U.S. embassy in Tehran by Iranian militants. It takes attention away from more important stories including: (1) the American intervention in Iranian affairs which led to the brutal and repressive 25 year reign of the Shaw, an intervention that continues to be a major factor in the long-lasting hatred of the U.S. by many people in Iran; and (2) the plight of the 52 American diplomats who were held hostage and sometimes tortured for 444 days after the embassy take-over. TWM recommends this film only for the purpose of showing students some of the risks of getting history through movies that are “based on” real events, even if the facts presented in the film are themselves reasonably accurate. Since the vast majority of adults do not read history books but instead learn about the past from movies “based on” historical events, instruction in the proper use of historical fiction will be a lasting benefit for most students.

Benefits of the Movie Possible Problems Parenting Points Selected Awards & Cast

Using the Movie in the Classroom Discussion Questions Social-Emotional Learning Moral-Ethical Emphasis

Assignments and Projects Bridges to Reading Links to the Internet Bibliography

MOVIE WORKSHEETS & STUDENT HANDOUTS

TWM offers the following worksheets to keep students’ minds on the movie and direct them to the lessons that can be learned from the film.

Film Study Worksheet for a Work of Historical Fiction — note that discussion questions #s 1 & 2 are derived from this worksheet; and

Worksheet for Cinematic and Theatrical Elements and Their Effects .

Teachers can modify the movie worksheets to fit the needs of each class. See also TWM’s Historical Fiction in Film Cross-Curricular Homework Project .

DESCRIPTION

This is the story of the rescue of six American diplomats who escaped when Iranian militants seized the U.S. embassy in Tehran in 1979 and took the embassy staff hostage.

SELECTED AWARDS & CAST

Selected Awards:

2012 Academy Awards: Best Picture, Best Editing, Best Writing, Screenplay Based on Material Previously Produced or Published; 2012 American Film Institute Awards: Movie of the Year; 2012 Academy Awards Nominations: Best Achievement in Music Written for Motion Pictures, Original Score; Best Achievement in Sound Editing; Best Achievement in Sound Mixing; Best Performance by an Actor in a Supporting Role (Alan Arkin);

Featured Actors:

Ben Affleck as Tony Mendez; Bryan Cranston as Jack O’Donnell; Alan Arkin as Lester Siegel; John Goodman as John Chambers; Victor Garber as Ken Taylor; Tate Donovan as Bob Anders Clea DuVall as Cora Lijek; Scoot McNairy as Joe Stafford; Rory Cochrane as Lee Schatz; Christopher Denham as Mark Lijek; Kerry Bishé as Kathy Stafford

Ben Affleck.

Ben Affleck

Ambassador Ken Taylor and

Dr. Patricia Taylor

Antonio Mendez

BENEFITS OF THE MOVIE

The film can serve as the basis for discussion and writing with respect to the risks and benefits of using movies as historical fiction. With careful scaffolding, the film can also be a platform from which students can explore lessons about the risks of causing regime change in other countries and U.S./Iranian relations since WWII.

Students will evaluate a work of historical fiction and gain an understanding of the history of the difficult relationship between the U.S. and Iran over the last 60 years.

POSSIBLE PROBLEMS

None for the recommended age group, if the lesson plan is followed.

PARENTING POINTS

Make sure that your children know that this is not the major story of U.S. Iranian relations or the hostage crisis. See Note at the beginning of the Guide.

USING THE MOVIE IN THE CLASSROOM

Introduction: placing the events shown in the movie in context.

Teachers can introduce the film and place the escape of the six American diplomats in context by providing direct instruction covering the following topics. In the alternative, students can introduce the film themselves. Have students prepare and deliver, individually or in groups, five-minute class presentations on relevant topics. As time permits, topics can include the following:

• the strategic importance of Iran to the West during WWII and after;
• the history of U.S. intervention in Iran during the 1950s leading to the installation of the Shaw as the ruler of the country;
• the role of the Cold War in shaping U.S. policy toward Iran;
• the rule of the Shaw of Iran, it’s benefits and costs to the people of Iran;
• the Iranian Islamic Revolution of 1979;
• the structure of the government of Iran after the Islamic Revolution of 1979;
• the 1979-1981 U.S./Iranian hostage crisis;
• how the U.S. and Iran came to cooperate in limited ways after the hostage crisis, including the Iran-Contra scandal; and
• current relations between the Iranian government and the West, including the Iranian nuclear weapons program and Western sanctions.

After Showing the Film

Either through direct instruction or by way of a report from students, describe for the class what is accurate and inaccurate about the movie. (If students are assigned to report on the accuracy of the film, have them read, before they see the movie, Joshua Berman’s WIRED article entitled “How the CIA Used a Fake Sci-Fi Flick to Rescue Americans From Tehran or Mr. Mendez’ book, Argo – How the CIA and Hollywood Pulled Off the Most Audacious Rescue in History.) The discussion should cover the following points. Another alternative is to have all students read Berman’s article and give students Assignment #1, below.

A Note on Historical Accuracy

This is a reasonably accurate work of historical fiction with respect to the way in which the hostages were rescued. The primary historical error in the story is the focus on the CIA and the minimization of the role played by the Canadian government in the rescue. The Canadians played a major role in the rescue, issuing six fake passports for the diplomats (this required a secret act of the Canadian Parliament), creating Canadian identities for the American diplomats, and smuggling into Iran via diplomatic pouch materials to make the escape possible, such as the false passports, other false identification, disguise kits provided by the CIA, and movie paraphernalia to support the Argo cover story. Moreover, throughout the 79 days during which the Canadian Ambassador, Ken Taylor, and his wife, Dr. Patricia Taylor, provided shelter to their “houseguests,” Ambassador Taylor and the Canadian government played the lead role in protecting the hostages. By hiding the houseguests, Ambassador Taylor and his wife put their own safety at substantial risk. The British and New Zealand diplomats in Iran were also helpful.

Many of the incidents used to build tension at the bazaar and at the airport did not take place. The entire episode at the bazaar was fictional. The trip to the airport, through immigration, and onto the plane went without a hitch, except that the plane had needed a minor repair and departure was delayed for an hour. There was no call by a Revolutionary Guard to Hollywood (although an office had been set up and the call would have been answered) and there was no chase of the plane by gun toting revolutionaries on the tarmac. The Iranians had no idea that the diplomats were trying to escape. The Argo exfiltration operation went off very smoothly. However, certainly the diplomats trying to get out of Tehran were nervous and tense. It could be said that the incidents used to build tension were essentially truthful, whether they happened or not.

DISCUSSION QUESTIONS

1. Given the fact that the audience will take away from this film a vivid impression of the 1979-1981 Iran hostage crisis, do you think that, on the whole, this film improves the viewer’s understanding of the important historical events as they actually occurred? Justify your conclusion.

Suggested Response:

There is no one correct response. The discussion should include criticisms of the film as historical fiction if the audience takes it to be the definitive story of the hostage crisis because it focuses on the rescue of six diplomats taking the focus away from more important issues such as the reason for Iranian hostility to the U.S. and the plight of the 52 hostages held at the embassy. The discussion should also include a mention of the failure of the film to fully acknowledge the role of Ambassador Taylor and the Canadian government in protecting and freeing the hostages.

2. Historical fiction is still fiction and uses the techniques of fiction. What elements in the film create the suspense that keeps viewers on edge even though they know the outcome of the story?

Most of the tension stems from the race against time. The Iranians are busy reassembling shredded paper, and they are hunting for the missing American personnel who are now pretending to be part of a film crew. There is a close call at the bazaar and at the airport, and the phone call to the supposed studio is nearly missed. The housekeeper is in deep trouble should she not be able to flee to Iraq, a feat she barely accomplishes. There are several others that students may describe. In the discussion, note that all of these except perhaps for the first two are fictional.

3. Who was the primary audience for the Argo cover used in this exfiltration? Why did the CIA go into such depth as creating a fake production company, manning offices in Hollywood, having the Canadians create fake identities for the houseguests? (Hint: The primary audience wasn’t the Iranians at the airport or anywhere else.)

Antonio Mendez, the CIA officer who planned the operation and escorted the houseguests to freedom wrote:

The first rule in any deception operation is to understand who your audience is. In the case of Argo, the audience was not the Iranians but the houseguests [the 6 employees of the embassy] themselves. While we’d backstopped the cover story to the hilt, the people we really wanted to convince were those six American diplomats. Of course, if any Iranian officials had actually checked, their story would have seemed legitimate. But knowing that this is what sold the cover story to the houseguests in the first place. They believed in it, which gave them the confidence to carry it off. Argo – How the CIA and Hollywood Pulled Off the Most Audacious Rescue in History, by Antonio Mendez and Matt Baglio, Viking, 2012, page 298.

4. Describe some of the risks and benefits of engineering regime change in other countries.

There is no one correct answer. Certainly, the U.S. experience with Iran since the Second World War is an example of one risk, i.e., that the country is turned into an implacable foe and that thereafter, the intervening country has little ability to influence its actions. Note that in the case of Iran, there are other reasons for hostility between the two countries, including the Islamist fundamentalism of the regime and its opposition to Israel, a close U.S. ally. It is also important to note that the Cold Warrior architects of U.S. policy on Iran in the 1950s believed that the Soviet Union posed a mortal threat to the U.S. and that a change of government in Tehran was necessary to protect U.S. interests at the time. No one would argue that modern day Iran poses a mortal threat to the U.S. There are also other examples of U.S. sponsored regime change that did not lead to lasting hostility, e.g., Chile in 1973.

5. Who acted more heroically, the Taylors or Antonio Mendez?

There is no one correct answer. TWM views the Taylors as the most heroic. Ambassador Taylor, with the support of his wife, went far beyond his obligations and job description to help people of another country, putting his life and that of his wife in danger in order to protect the Americans. Mendez deserves praise as well, and earned all the awards he received from the CIA. He put his life in danger, too. However, Mendez was just doing his job. By the way, Jimmy Carter, who was President during this period and gave the final go-ahead for the operation, agrees. He gives the Canadians 90% of the credit for saving the hostages.

6. The voice-over at the beginning of the film, which outlines the nature of the U.S./Iran conflict, serves to provide background information for the story. In what way did this information influence your attitude toward both the revolutionaries and the diplomats?

All opinions are acceptable. Some students will decide that the historical overview lends support to the Iranian revolution; others will feel that it explains but does not excuse or lend support to the violent overthrow of the Shaw.

See questions on the Film Study Worksheet for a Work of Historical Fiction (discussion questions #s 1 & 2 are derived from this worksheet). See also Discussion Questions for Use With any Film that is a Work of Fiction .

See Discussion Question #5, above.

MORAL-ETHICAL EMPHASIS (CHARACTER COUNTS)

Discussion Questions Relating to Ethical Issues will facilitate the use of this film to teach ethical principles and critical viewing. Additional questions are set out below.

(Be kind; Be compassionate and show you care; Express gratitude; Forgive others; Help people in need)

CITIZENSHIP

(Do your share to make your school and community better; Cooperate; Stay informed; vote; Be a good neighbor; Obey laws and rules; Respect authority; Protect the environment)

ASSIGNMENTS, PROJECTS & ACTIVITIES

1. Read Joshua Berman’s WIRED article dated 2007 and entitled “How the CIA Used a Fake Sci-Fi Flick to Rescue Americans From Tehran.” Write an essay in which you note how the information presented in Berman’s piece is presented in Argo. Be specific; quote from the details Berman presents and cite scenes in the film that create an image of these details. Conclude with a judgment on the accuracy of the adaptation from magazine to film. [Students who want to go further can read the book written by Tony Mendez, the CIA spymaster who planned and carried out the operation, Argo – How the CIA and Hollywood Pulled Off the Most Audacious Rescue in History.]

2. Research Internet information focused on the role played by the Canadian government in sheltering the American diplomats and the fact that in the film, the CIA took most of the credit for the operation. Write an opinion essay about which group you determine to have been most responsible for the success of the exfiltration plan. Quote sources, such as Jimmy Carter, and various news outlets that gained access to the story, details of which were made public in 1997.

3. Gain access to and watch the Special Features information that has been released with the film. Evaluate how accurately the actors in the film portrayed the characters who were actually involved in the events themselves. Quote from the interviews and cite action or dialogue in the film to support your opinions. Conclude with a judgment on the credibility of the film in terms of the principals involved.

See also Assignments, Projects, and Activities for Use With any Film that is a Work of Fiction .

BRIDGES TO READING

• Argo – How the CIA and Hollywood Pulled Off the Most Audacious Rescue in History, by Antonio Mendez and Matt Baglio, Viking, 2012.

LINKS TO THE INTERNET

• Wikipedia Article on Argo ; and
• “How the CIA Used a Fake Sci-Fi Flick to Rescue Americans From Tehran by Joshua Berman, WIRED, April 24, 2007.

BIBLIOGRAPHY

In addition to websites which may be linked in the Guide and selected film reviews listed on the Movie Review Query Engine , the following resources were consulted in the preparation of this Learning Guide:

This is Learning Guide was written by James Frieden with assistance from Mary RedClay .

This Guide was revised on April 21, 2013.

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Everything you need to know about argo workflows.

March 16, 2022

Eric Goebelbecker

In this comprehensive post, we'll cover everything you need to know about Argo Workflows with clear definitions and detailed examples.

Your business thrives on data and your ability to process it quickly, efficiently, and effectively. And like everyone else, you need to process larger and larger volumes of data with each passing week, if not each day. Processing data sets in small batches—or worse, by hand—doesn't work anymore. You need the ability to process large quantities of data in parallel. You need tools like Kubernetes and Argo Workflows. 

In this post, we'll look at Argo Workflows and how it can help you. If you want to see Argo Workflows in action, book your personalized demo with us.

‍ What Is Argo Workflows?

Argo Workflows is a workflow engine for Kubernetes (K8s) clusters. It runs as a custom resource definition , so it's container native, and you can run it on EKS , GKE , or any other K8s implementation. Argo Workflows is a CNCF incubating open-source project maintained by Intuit. 

With Argo, each step in your workflow runs in a container. So, depending on how you describe the steps and their dependencies, it's easy to run them sequentially or in parallel. You define your workflow and those dependencies using Argo's Workflow spec, a YAML format that's easy to follow.

With Argo Workflows, you can run and scale pipelines for nearly any purpose. For example, many companies use it for machine learning, data processing, continuous integration/continuous deployment (CI/CD), and infrastructure automation. 

Let's look at a few examples and how easy they are to create and run.

{% cta-1 %}

‍ Argo Workflows Examples

‍ getting set up.

For many, the best way to learn how things work is to roll up their sleeves and get their hands dirty. All of the example workflows we'll cover here work, so you can follow along. 

What you'll need is a K8s cluster. If you're not familiar with setting up K8s, Docker Desktop comes with a convenient Kubernetes cluster built-in.  If you have another Kubernetes cluster already available, feel free to use that too.

Once you have a pod up and running, follow the Argo Quick Start guide , and you're ready to go. 

Let's run some workflows! 

‍ Hello, World!

In accordance with prevailing custom, let's say hello to the world. 

Here's the first example workflow from the Argo Core Concepts guide . This is a simple one-step workflow: 

Let's run this before examining it line by line. 

First, save the YAML to a file named {% c-line %}hello.yaml{% c-line-end %}. Then, use the Argo CLI to pass it to your Kubernetes pod. Assuming you named your pod {% c-line %}argo{% c-line-end %}, here's the command:

(Screen refreshes several times)

Your terminal will refresh a few times before the workflow completes. Where's the message? We need to check the logs. 

{% c-line %}argo logs -n <pod name> @latest{% c-line-end %} retrieves the latest logs from your pod.

The Docker whale says hello! 

What happened in this workflow? Let's break it down. 

The first few lines identify the kind of document this file contains. An Argo workflow is a special type of K8s resource, so we need a document header to identify it. 

The only user-serviceable part here is the workflow name defined by {% c-line %}generateName: hello-world-{% c-line-end %}. 

The next block, the spec , defines the workflow. 

The first field is the {% c-line %}entrypoint{% c-line-end %}. This is the first step in the workflow. In this example, it's the one and only step. 

So, logically, the definition of {% c-line %}whalesay{% c-line-end %} follows. 

Templates are the basic building block of Argo Workflows. In this case, we have one: 

All templates use a container. This one uses docker/whalesay . When K8s starts the container, it executes the {% c-line %}cowsay{% c-line-end %} command and passes in the listed {% c-line %}args{% c-line-end %} So we get our "Hello, world!" message in the Docker logs. 

That's a simple one-step job. What does running more than one job look like? 

‍ Managing Multiple Steps With a DAG

Running a single step was a great intro, but the real power in Argo Workflows comes from managing multiple steps with multiple dependencies.

This workflow uses a directed acyclic graph (DAG) to establish dependencies between steps. While the name can be a little intimidating, DAGs are straightforward tools for establishing dependencies between steps in a workflow. 

Let's run this workflow. 

Here are the output and the logs on my system: 

The output from the running workflow shows the four steps, and the logs reflect that Argo executed each step. The logs show that they ran in numerical order this time. As we'll see below, this won't always be the case. 

This workflow has two templates. The first is an {% c-line %}alpine{% c-line-end %} container that executes the {% c-line %}echo{% c-line-end %} shell command with a string passed in as an argument. So, each time this template is called, it will echo the text to the standard output, which will end up in the Docker logs. 

The next template is the DAG. 

It defines four {% c-line %}tasks{% c-line-end %}. Each task uses the {% c-line %}echo{% c-line-end %} template to send its name to the Docker log. Below, you can see one template can refer to another via the {% c-line %}dependencies{% c-line-end %} field. You can also see where templates get their names. They're robust tools for implementing DRY in your workflows. If you have some code that you need to use more than once, put it in a template. 

The working part of the DAG is in {% c-line %}tasks Second{% c-line-end %}, {% c-line %}Third{% c-line-end %}, and {% c-line %}Fourth{% c-line-end %}. Each has a {% c-line %}dependencies{% c-line-end %} field that tells Argo which {% c-line %}tasks{% c-line-end %} need to complete before it can run. Let's look at this graph as, well, a graph. We can do this in the Argo UI.

First, tell {% c-line %}kubectl{% c-line-end %} to forward the TCP port for the UI to the host operating system.

Then, point your browser at port 2746 on the Kubernetes host. For me, that’s http://genosha:2746 . You may have to tell your browser to ignore that the site isn’t secure, since it’s not running HTTPS.

Click the workflows icon.

Find the {% c-line %}dag-hello-XXXX{% c-line-end %} workflow, click on it, and then click the graph button.

You’ll see a graphic representation of your workflow.

The lines represent how Argo executes the workflow. {% c-line %}First{% c-line-end %} must be completed successfully before {% c-line %}Second{% c-line-end %} and {% c-line %}Third{% c-line-end %} can run. Only after that will {% c-line %}Fourth{% c-line-end %} commence.  {% related-articles %}

Adding a Template

If you'll pardon the pun, let's take this template one step further. 

Let's add the {% c-line %}whalesay{% c-line-end %} template from the "Hello, world!" example and call it from {% c-line %}tasks Second{% c-line-end %} and {% c-line %}Fourth{% c-line-end %}. 

The output is what we expect. Although, it's worth noting that this time {% c-line %}Third{% c-line-end %} finished executing before {% c-line %}Second{% c-line-end %}. Since there are no dependencies between them, there's no guarantee that Second will run first. The order in the workflow definition is not important—only the dependencies count. 

Argo Workflows for Your Pipelines

In this post, we covered Argo Workflows basics. You saw how to create a basic workflow with a single step. Then we covered how to use DAGs to define more complicated workflows with multiple steps that depend on being executed in the correct order. While we walked through the examples, you learned how Argo templates are defined and reused to make up workflows. 

Argo Workflows makes it easy to build complex workflows for processing large amounts of data quickly and efficiently. Put them to work on your data today! 

Are your data pipelines scalable and reliable?

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Unlock Workflow Parallelism by Configuring Volumes for Argo Workflows

Why it’s time to migrate your ci/cd from jenkins to argo, how to fine-tune an llm with argo workflows and hera.

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About the author -

Eric has worked in the financial markets in New York City for 25 years, developing infrastructure for market data and financial information exchange (FIX) protocol networks. He loves to talk about what makes teams effective (or not so effective!).

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Learn how to overcome parallelism limitations in Argo Workflows by leveraging read-write-many disks and setting up K8s clusters with NFS provisioners.

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Discover how to make LLMs work for your needs by fine-tuning with Argo Workflows and Hera. Dive into infrastructure setup, distributed training, and efficient tear-down.

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How do you Argo?

Boater Community

Argo Boater

Current vessel.

19′ Sea Hunt Center Console

Years Boating

Where he boats.

South Florida & the Keys

Why he chose Argo :

“I was taking my family down to the Keys for the first time and I wanted to plot the course ahead of time because there are a lot of dangerous waters where depth can go from 5-6 feet to 6 inches within seconds. Most of that is sand but there are some rocks. So I downloaded a bunch of apps to try to get an idea. My driving force was: could I open it and scroll around with the ease and speed of Google maps, and did it have the things I needed? My first need was where is the right boat ramp for me near the hotel where we’re staying? Second, where’s the safe passage–even at mean low tide–to get to a restaurant and back, and how long is it going to take me. Argo gave me that the minute I opened it. The other apps were not as easy and were pushing me to upgrade immediately. For example, you click on a restaurant for a location but it says upgrade to see the information. Another litmus test for me is, do the developers keep the app up like Jeff keeps Argo up? Do they stay in contact like Jeff does? Do they really care about what boaters care about? For me, the number one priority is safety–my dad was in the Coast Guard and that was drilled into me at an early age. So, I chose Argo because it was easy and I could use it right away, and I stick with it because I see Jeff sticking with it.”

Best thing about Argo?

“I think Argo has successfully combined the simplicity of Apple with speed of Google and the complexity of paper charts.”

How he uses Argo:

“I use Argo as a supplement to my main Garmin GPS. I usually use it for when we trailer the boat into unknown waters, but I also just navigated at night for the first time around familiar waters in Boca Raton with the kids to see Christmas lights. Argo helped me know when the markers were coming up. It really is the north star on any trip!”

Best Argo story?

“We all wanted to go to Robbie’s, a well-known marina in the Keys. Because it was stormy, my kids and wife planned to drive down and I was going to take the boat. I thought it was a good place for a challenge – 6 feet of water, full radio coverage, cell phone coverage. So I went for it and plotted it out. I navigated the 15 nautical miles in about 45 minutes before the storm. On the way back the wind had come up and was against me–it took me about an hour and a half. In that time, my Garmin went out but there was nowhere safe to stop and work on it. Thankfully I had Argo at my side; it was nice to have this independent unit on the phone to help me finish the trip. I can’t say I wouldn’t have made it without Argo, but I have to say it was a great help because my GPS doesn’t have the features such as restaurants, it just has gas and boat ramps and such.”

Favorite Argo features:

• Plot and save. “I use this the most. I can plot something in the Keys, or North Carolina or Jupiter before I leave my home marina. Familiarizing yourself with where you’re about to go boating should be at the top of every safe captain’s list–where are you going, what does it look like, what should you be looking out for, what are the landmarks.”
• Search. “This function makes it easy to find places on the water, such as restaurants.”
• Create a report. “I think that’s really cool because you often run into debris such as a lodged log, especially after storm. It would be awesome if Argo became the international standard and someone can say, much like Google maps says there’s a cop up here, like, hey, there’s a log here and I don’t want anyone to hit it. It kind of creates a community of boaters that can help make a better chart.”

How Argo has helped him:

“It increases safety for my family. In a boat you can’t let your confidence get ahead of you. Not knowing where you’re going ahead of time can get you in a rough place really quick.”

What he would tell a friend:

Get the argo app, free to download, free to use.

Argo is available to download for free for phone or tablet on the App Store or Google Play.

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Published september 18, 2023 in general, how to get help with assignments: a comprehensive guide, by scholarly, introduction.

Do you find yourself struggling with assignments and in need of some help? Look no further! This comprehensive guide will provide you with all the information you need to get the assistance you require. From understanding the benefits of seeking help to exploring various resources available, this article will cover it all.

In the past, students had limited options when it came to getting help with their assignments. They had to rely on their classmates, tutors, or visit their professors during office hours. This approach often limited the availability and quality of assistance.

Current State

Today, the landscape of assignment help has greatly evolved. With advancements in technology, students now have access to a wide range of resources and services. Online platforms, tutoring services, writing centers, and academic support programs have become popular options for students seeking assistance.

Future State

As technology continues to advance, the future of assignment help looks promising. AI-powered tools and virtual assistants will offer personalized and efficient support. These tools will analyze students' needs and provide tailored guidance, making the process of completing assignments even easier.

Seeking help with assignments offers numerous benefits. Here are some key advantages:

• Enhanced Understanding: Getting assistance helps students better comprehend complex concepts and topics.
• Improved Time Management: With help, students can better manage their time and meet deadlines.
• Better Grades: Getting help often leads to improved grades and academic performance.
• Reduced Stress: Assignments can be stressful, but with support, students can feel more confident and less overwhelmed.
• Academic Growth: Seeking help fosters academic growth and instills effective learning strategies.

Significance

The significance of getting help with assignments cannot be overstated. It plays a crucial role in a student's academic journey by providing support, reducing academic stress, and paving the way for success. Seeking help also encourages collaboration, critical thinking, and problem-solving skills.

Best Practices

To make the most out of assignment help, consider these best practices:

• Start Early: Begin seeking help as soon as you encounter difficulties to avoid falling behind.
• Communicate Clearly: Clearly communicate your needs and expectations to the person or service providing assistance.
• Utilize Resources: Take advantage of online resources, writing centers, and academic support programs.
• Attend Workshops: Participate in workshops or seminars to enhance your skills and knowledge.
• Review Feedback: Carefully review feedback provided by tutors or instructors to improve future assignments.

Pros and Cons

Let's examine the pros and cons of seeking help with assignments:

• Improved Understanding: Getting help can lead to a clearer understanding of the assignment's objectives and requirements.
• Time Savings: With assistance, students can save time and focus on other academic or personal commitments.
• Expanded Resources: Seeking help exposes students to a wider range of resources and perspectives.
• Individualized Support: Tutors and online platforms offer personalized support tailored to students' specific needs.
• Higher Quality Work: With assistance, students can produce higher-quality assignments that showcase their knowledge and skills.
• Dependency: Constant reliance on help can make students dependent on external assistance.
• Costs: Some services may come with associated costs, which can be a limitation for students on a tight budget.
• Lack of Ownership: Students may feel a sense of detachment or lack of ownership over the completed assignment.
• Lack of Personalization: Depending on the resource, students may receive generic assistance that doesn't fully address their unique challenges.
• Limited Availability: Certain resources or services may have limited availability, especially during peak academic periods.

When seeking help with assignments, it's essential to compare different tools and resources available. Here are some popular options:

1. Writing Centers

Writing centers, typically found on college campuses, provide one-on-one assistance with writing assignments. Tutors at writing centers help students refine their writing skills, provide feedback, and offer guidance on structuring their assignments.

2. Online Tutoring Services

Online tutoring services connect students with expert tutors in various subjects. These services offer personalized support through virtual sessions, allowing students to receive assistance from the comfort of their homes.

3. Academic Support Programs

Many educational institutions offer academic support programs that provide additional assistance to students. These programs may include workshops, tutoring sessions, study groups, or academic coaching.

4. Peer Collaboration

Collaborating with peers can be a beneficial way to seek help with assignments. Group study sessions, virtual meetups, or online forums allow students to share knowledge, clarify doubts, and work together on assignments.

5. AI-Powered Tools

AI-powered tools like Scholarly provide students with innovative ways to get help with assignments. These tools offer features such as AI-generated flashcards, text completion, and virtual tutors, empowering students to learn and master the content more effectively.

Here are some effective methods to get help with assignments:

1. Utilize Online Resources

Take advantage of online resources such as educational websites, subject-specific forums, or online study guides. These resources often provide explanations, examples, and practice exercises to help you tackle your assignments.

2. Seek Assistance from Tutors

Reach out to tutors, either in person or through online platforms, to get personalized assistance. Tutors can help clarify concepts, provide guidance, and review your assignments to ensure you're on the right track.

3. Form Study Groups

Collaborate with classmates or join study groups to work on assignments together. This allows you to pool your knowledge, share ideas, and discuss challenging concepts. Studying in a group can also provide motivation and accountability.

4. Use AI-Powered Tools

Leverage AI-powered tools like Scholarly to enhance your learning experience. These tools can generate flashcards, provide auto-completion suggestions, and even simulate a tutoring session to help you understand and master the content.

5. Consult Your Instructors

If you're struggling with an assignment, don't hesitate to approach your instructors for guidance. They can provide clarification, offer additional resources, or suggest alternative approaches to tackle the assignment.

AI has the potential to revolutionize assignment help. Here are some AI applications and benefits:

AI Applications

• Automated Grading: AI can automate the grading process, providing faster and more consistent feedback to students.
• Smart Content Suggestions: AI can analyze students' assignments and provide tailored content suggestions to enhance their work.
• Virtual Tutors: AI-powered virtual tutors can offer personalized guidance and support to students.

AI Challenges

Despite its potential, AI in assignment help also faces challenges. These include:

• Bias: AI systems may carry inherent biases, which can affect the quality and fairness of the assistance provided.
• Privacy Concerns: AI tools may collect and process personal data, raising privacy concerns if not handled securely.
• Limited Contextual Understanding: AI may struggle with understanding complex assignments that require a deeper understanding of context and nuance.

AI Online Apps

Here are some AI-powered online apps that can assist with assignments:

• Scholarly: Scholarly is an AI-powered platform that offers AI-generated flashcards, text completion, and virtual tutors to help you with your assignments. Sign up here .
• Grammarly: Grammarly uses AI to provide real-time writing suggestions and grammar checks, ensuring your assignments are error-free.
• Google Docs: While not AI-specific, Google Docs offers helpful features like grammar suggestions and collaborative editing to facilitate assignment completion.

Getting help with assignments is a valuable resource for students. It enhances understanding, improves time management, and leads to better academic performance. By following best practices, considering the pros and cons, and utilizing the right tools and resources, you can make the most out of assignment help. With AI technology on the rise, the future of assignment assistance looks promising, offering personalized support and innovative learning experiences. So don't hesitate to seek help when needed, and make use of AI-powered tools like Scholarly to excel in your assignments.

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Posted November 15, 2023 in General

Revolutionize your learning: the impact of ai-powered technology.

Next-Gen Learning: Embrace AI-Powered Education Now

Harnessing AI: Tools and Tips to Accelerate Your AI Learning

AI Education: How to Learn AI With Confidence and Ease

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Installing a Snow Plow on Your Argo

An Argo amphibious ATV isn’t just fun to drive in the winter, it’s also great for working in cold weather. By adding a snow blade, you can clear parking lots and driveways in no time. Here’s what you need to know to install a snow plow kit on your Argo.     Before You Begin   This kit requires a winch. Once the blade is installed, the winch is used to lower and raise the blade. Argo recommends installing an alternator on older models. This provides more power than the factory stator, so frequent use of the winch doesn’t drain the battery.   The snow plow can’t be installed on vehicles with standard or super tracks, due to interference with the mounting bracket. However, the plow is compatible with other types of tracks.     Tools   You’ll need the following tools and equipment for this job:   – Ratchet with 17mm, 19mm, 9/16”, 5/8”, 3/4” and 1-1/8” sockets – 17mm, 19mm, 9/16”, 3/4” and 1-1/8” wrenches – Retaining ring pliers – Grease     Mounting Brackets   The mounting brackets attach to the axle bearing extensions on your Argo’s front axle.   1. Place blocks under the front of your Argo. 2. Remove the front tires. 3. Remove the three bolts and flat washers on the axle extensions. 4. Install the mounting brackets using the holes in the axle extensions. Use the included 7/16-20 x 3-1/4” bolts if you’re installing the kit on an older vehicle, like an early Conquest, Bigfoot, Van2 or Response. Reuse the hardware you removed to install brackets on other XTVs.     Plow Blades   Slide the blade onto the mounting bracket. Place a washer on the ¾ x 5.5 inch bolt, then push the bolt up through the mounting bracket and blade. Place a second washer on top of the bolt, then secure the bolt with a 3/4” lock nut.     Extension Springs   1. Thread a 3/8” nut onto the matching eyebolts. 2. Hook one end of the spring to the eyebolt and the other to the bracket at the top of the blade assembly. 3. Place flat washers on the sides of the eyebolt and use a 3/8” lock nut to secure the bolt to the spring mounting angle. Tighten the nut until one inch of the eyebolt protrudes above the angle.     Scraping Knife   Attach the knife to the bottom of the blade with four one inch long carriage bolts and 3/8” lock nuts.     Block Adjustment Pin   1. Slide the spring, a matching washer, and the spring stop plate into the bracket that faces your XTV. Use the 10-20 x ¾ inch bolts and matching lock nuts to attach the plate to the bracket. 2. Place a washer on the 3/8”-16 eyebolt. Slide the eyebolt into the hole on the side of the stop plate. Screw it into the bracket.   Connecting the Winch   1. Reel out a few feet of winch line. 2. Attach the quick link to the mounting hole on your winch’s hook. 3. Slide the quick link through the hole behind the blade mounting bolt you installed earlier. Close the quick link. 4. Reel the line in until it starts to lift the blade.     If It’s Argo, We Have It   When you need help with your Argo, go to Shank’s Argo. We don’t just sell amphibious ATVs, we can also provide you with the parts, accessories and support you need to get the most from your vehicle. Visit our shop at 4900 Molly Pitcher Highway in Chambersburg, PA.   Do you need parts or accessories for your Argo, and want to do the work yourself? We can ship what you need to any address in the U.S. or Canada. Visit us online at www.shanksargo.com.

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The Pros and Cons of Using Assignment Help Services

Teaching Practice

Assignment help services can be beneficial in many ways, but they also have their drawbacks. Here are some of the pros and cons of using assignment help services:

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Dependency: Using assignment help services can make students dependent on them. Students may become too reliant on these services, and they may not develop the necessary skills to write academic papers on their own.

Quality issues : Some assignment help services may not provide high-quality work, and this can negatively affect a student’s grades. Students need to do their research to ensure that they are using a reputable and reliable assignment help service.

Ethical concerns : Some people believe that using assignment help services is unethical because it involves paying someone to do academic work on your behalf. This can lead to academic dishonesty and undermine the value of education.

In conclusion , using assignment help services can be beneficial in some ways, but it also has its drawbacks. Students need to carefully consider these pros and cons before deciding whether to use these services or not.

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