Docker-in-Docker via dind has historically been widely used in CI environments. It means the "inner" containers have a layer of isolation from the host. A single CI runner container supports every pipeline container without polluting the host's Docker daemon.

This is probably confusing because the "host" in --network=host does not mean host as in the underlying runner host / 'baremetal' system. To understand what is happening here, we must first understand how the docker:dind service works. When you use the service docker:dind to power docker commands from your build job, you are running containers 'on' the docker:dind service; it is the docker daemon. When you provide the --host option to docker run it refers to the host network of the daemon I.E. the docker:dind container, not the underlying system host.

When you specify FF_NETWORK_PER_BUILD that was specifying the docker network for the build job and its service containers that encapsulates all of your job's containers.

return &container.HostConfig{ DNS: e.Config.Docker.DNS, DNSSearch: e.Config.Docker.DNSSearch, RestartPolicy: neverRestartPolicy, ExtraHosts: e.Config.Docker.ExtraHosts, Privileged: e.Config.Docker.Privileged, NetworkMode: e.networkMode, Binds: e.volumesManager.Binds(), ShmSize: e.Config.Docker.ShmSize, Tmpfs: e.Config.Docker.ServicesTmpfs, LogConfig: container.LogConfig{ Type: "json-file", },

I'm closing this issue as extra_hosts config is now passed to build containers and services.

When a job uses needs, it no longer downloads all artifacts from previous stages by default, because jobs with needs can start before earlier stages complete. With needs you can only download artifacts from the jobs listed in the needs configuration.

A GitHub Action and an Azure DevOps Task are available for running a repository's dev container in continuous integration (CI) builds. This allows you to reuse the same setup that you are using for local development to also build and test your code in CI.

my/path/.my-custom-file.yml@mygroup/another-project:refname

export CI_SERVER_NAME="GitLab" export CI_SERVER_REVISION="70606bf" export CI_SERVER_VERSION="8.9.0"

Print Versions, All the Time

How to set it up

it is best to limit the number and scope of branches in your repository. Most implementations suggest that developers commit directly to the main branch or merge changes from their local branches in at least once a day.

discovering failures as early as possible is important to minimize the resources devoted to problematic builds. To achieve this, prioritize and run your fastest tests first. Save complex, long-running tests until after you’ve validated the build with smaller, quick-running tests.

When making these significant decisions, make sure you understand and document the trade-offs you are making.

So while running “all tests” in all builds would be ideal, reality dictates that we prioritize testing and run certain types of tests in certain stages of the dev/test cycle. There are a few ways to achieve prioritized testing:Having one automated build process that runs only the basic set of tests, and trigger additional tests manually.Having several build configurations: one for a basic set of tests, one including some more tests, up to the full production build which includes all tests. These sets of tests create numerous builds that are using almost the same artifacts, creating duplication and room for error. Not to mention maintenance-hell. Also, this approach limits flexibility to some extent. For example, what if a developer wants to execute a specific automated UI test to see if a change broke the interface? That will have to wait for later in the dev/test cycle.

human-centered aspects that predominate in community informatics, like ethics, legitimacy, empowerment, and socio-technical design

CI

2,500 free credits/week Run 1 job at a time Build on Linux, Windows, and Arm

GitHub Actions is GitHub’s platform for automation workflows. A workflow is a sequence of jobs that can run either in series or in parallel. A job usually contains more than one step, where each step is a self-contained function. To learn more about GitHub Actions, go through the tutorial on Continuous Integration for Android.

Sér bi aju na ci caru garab gi.

Ci taatu guy googu la jigéeni Ajoor yi di jaaye sanqal.

Open a separate PR to add Rails 6 to the CI matrix

A build matrix is made up by several multiple jobs that run in parallel.

master

Step 2: Research the problem.

After they reached a consensus on identifying the problem, I asked the students, “What do you think can be done to change the name?” Silence. Wait time. Heads shook from side to side. I ob-served subdued bodies and even slumping at desks. As if in a chorus from an Aztec or Greek drama, the students raised their voices and spoke:

As a result, I sought a way to intro-duce them to critical praxis as a “reflection and ac-tion directed at the structures to be transformed” (Freire 126). This was largely driven in my belief in changing conditions through nonviolence, civil discourse, and— if necessary— civic disobedience to change conditions. Change can unfold through models from Tolstoy, Thoreau, Gandhi, Martin Lu-ther King Jr., Cesar Chavez, and Dolores Huerta, among others.

My awareness of students’ love of literature and writing, ranging from poetry and short stories to young adult literature, guided me to select texts that could extend the conversation to texts about humane treatment. We had previously read two literary works that presented the words sweep and dirt in separate connotations in the poem “How I Learned to Sweep” by Julia Alvarez and in the chap-ter titled “When I Was Dirt” from the novel Car-amelo by Sandra Cisneros.

Tardy Sweep (see Figure 1). The students’ concern stemmed from the connota-tion to refuse and trash.

Across these activities, she noted how Khaleeq and his peers were actively engaging in the community by questioning and writing journal entries about visible signs of gentrification.

During an interview, Rendell recalled how some teachers talked negatively about his familial circumstances and academic potential. He shared:I did school OK, but you start thinkin’ on what they said. Like, “You know where you from, don’t hope for too much,” or “It’s alright you don’t know that,” or “Don’t worry about doing well,” or, like, “College? No, just get ah trade.”

(p. 210). Examples like Bledsoe contest essentializing mischaracterizations of Black adolescents as uneducable, irresponsible, and inclined to criminality. As we argue, this contestation is important because it demonstrates the valuable role of Black adolescents producing counternarratives to negative perceptions about who they are and what they allegedly can or cannot do.Counternarratives, or counterstories, represent one tenet of critical race theory. While they take a variety of forms (e.g., personal stories, others’ stories, compos-ite stories), Solórzano and Yosso (2002) define them as a “method of telling the stories of those people whose experiences are not often told” in order to “shatter complacency, challenge the dominant discourse on race, and further the struggle for racial reform” (p. 32).

In addition to viewing literacy as cultural, as critical, and as a social practice, Neuman and Rao (2004) contend that “literacy also involves engaging with and creating a range of texts, building on the languages, experiences, cultures, and other assets of students, and communicating and expressing understanding in multiple ways” (p. 7). This type of communication happens individually and with other people.

When students are sitting in classes hungry, when they cannot see the words on the board or on the page, and when they experience school as a place where they are regularly bombarded with standardized tests, we have to wonder: Education as a great equalizer for whom?When they are forced to learn under conditions that rely on English Only and zero-tolerance policies, we have to inquire:

fairy tales were selected because they represent a set of narratives that most young children are exposed to in early literary interactions or through educ

parent and community groups concerned with the educational experiences of African American children

Writing Our Lives is a project situated within community spaces

Equally as important, these teachers offer urban middle school students opportunities and tools to counter narrate—simultaneously critiquing and reimagining the places they inhabit and the often-negative stories told about them

nalyzing graphs of obesity trends and informational articles.nCollecting and analyzing neighborhood data to determine whether they live in a food desert

Urban spaces, for example, are dense ecologies with complex networks of materials (both “natural” and human-made) and histories of race, class, and power dynamics (e.g., changing neighborhood demographics, systemic housing discrimination). Acknowledging these dimensions of urban environments disrupts notions of place as “external to the social world” (p. 2) and suggests the importance of attending explicitly to space and place in justice-oriented pedagogies.

three gas stations

Components of the unit

In the five blocks around the school, Kara’s students found one grocery store whose selection was “not great,” three gas stations, a drugstore, a corner store, and a bulk candy store.

Super Size Me

mentors

wanted

They see and experience violence on multiple levels—physical, verbal, emotional, intellectual, through media, through bullying. They are aware of violence against immigrant youth, against Black and Brown youth, and against transgender youth.

I knew that the commonly held view of Black children as nonwriters and nonreaders who were disengaged from learning was false.

I do not ascribe the word radicalto suggest that youth writing is somehow atypical, unique, or extraordinary. In fact, I use it to point to the opposite—

A student who was participating in the Writing Our Lives after-school program shared this with me, explaining the difference in her writing experiences in and for school versus outside of school and in her personal life. As she expressed being underwhelmed and under-challenged by the school’s writing curriculum at the time,

In school you kinda contradict yourself and you kinda like, you know, cover up some stuff, like you kind of hide yourself in school but when you’re outside of school, it’s like you open yourself up. You unfold everything.”

For instance, social jus-tice–driven hashtags such as #BlackLivesMatter, #AmINext, #ShutItDown, and #ICantBreathe illustrate how “Black Twitter is successfully harnessing the power of its collective identity in order to express the views and beliefs of a group that is marginalized by dominant ideas in mainstream media” (Williams & Domoszlai, 2013).

Though Wafer was eventually found guilty of second-degree murder, many mainstream media outlets initially focused on whether McBride was drunk or high as opposed to focusing on why Wafer shot and killed McBride before

For example, phrases such as “he was bullied,” “she had a troubled past,” “he had a hard home life,” or even “he suffered from mental illness” are frequently used to justify the crimes committed by White suspects. In cases where empathy is not shown, White suspects get characterized as a “lone wolf.” The lone wolf narrative attempts to shift our attention away from how these acts are part of a legacy of terrorist attacks committed by White supremacists. This pattern was demonstrated in the case of Dylan Roof, who brutally murdered nine Black people at Emanuel African Meth-odist Episcopal Church in Charleston, South Carolina. Many media outlets described Roof as a “white supremacist lone wolf” and commented, “we don’t know why he did this.” Conversely, the media’s framing of crimes committed by Black people and other people of color tend to perpetuate stereotypes about the entire community they represent. T

rarely posit Black people in positive ways. Even when Black people are victims of violence, it is rare that their accomplishments are named in the media. Conversely, the media are careful about how they represent White criminals, usually portraying them sympathetically.

Furthermore, the Spring Valley incident reminds us that schools and classrooms are not exempt from assault against Black bodies. In other words, the same racist brutality toward Black citizens that we see happening on the streets across the United States mirrors the violence toward Black students that is happening in our nation’s academic streets. As Black women, moth-ers of Black children,2 educators, critical scholars, and spiritual beings,3 we are devastated by the ubiquitous assault against Black people, and we know that Black children are suffering too.

ill (2015) emphatically asserted in a tweet following the incident that “NOBODY would be asking what that little girl did to deserve a police assault if she were white.”

White criminals, usually portraying them sympathetically.

Listen to them.

If that girl got out of the seat when she was told

White school resource officer.

language

media

“

evidenced

writing a business- oriented let-ter

“With remarkable consistency, schools serving low- income, non- White children disproportionately produce the citizens who will spend most of their adult lives in the least desirable and least mobile socioeconomic positions (prison, low- ranking military positions, and service labor)”

“I’m tired of hearing this over and over again: ‘Freeze! You’re caught in a Tardy Sweep. Don’t move!’”

Since then, Michelle Alexan-der and others have shown in their research that the prison incarceration rates increased full- blown to 600 percent from the mid- 1960s until the 2000s to now reflect a “racial caste system” (Alexander 2).

ppro-priately, multiple approaches are warranted, given the numerous instructional and institutional chal-lenges facing Black girls in public schools.

Collaboratives and non-profit organizations including the Black Girl Lit-eracy Collective, BlackGirlsRock!, and 12- year- old Black girl Marley Dias’s #1000BlackGirlBooks have worked to decriminalize lit-eracy for Black girls.

En-glish education teachers expose Black students, and Black girls in particular, to mostly Western European thought and tradition that mutes the racial, ethnic, and gendered experiences of individuals who look like the students whom they are teaching (Willis et al.).

Black girls are still experiencing slav-ery through more modernized weaponry that has advanced beyond shackles and chains.

Persistent societal images that negatively por-tray Black women and girls have contributed to normalcy and the mosaic of Whiteness as pure and innocent while Blackness is seen as inhumane or representing death. Black girls are often character-ized as Jezebels, Sapphires, aggressive, or sexualized to the point that they are deprived of having any in-tellectual currency and curiosity

School is a racially violent space that has caused Black girls to be physically assaulted for perceived classroom defiance. These acts of state- sanctioned violence and state- sanctioned incarcer-ation have been historically predicated on Black bodies, and they are simply reemerging within

Schooling practices that criminalize tradi-tional Black hair care methods and styles further perpetuate this.

Black Code

Let’s turn, now, to Native American Heritage Month and its intersection with Thanksgiving. Many teachers read aloud children’s books about the “First Thanksgiving.” Some classrooms take part in reenactments, with kids dressing up like Pilgrims and Indians or, perhaps, Wampanoags. Most of these books and activities default to stereo-types where Native people are shown in feathered headdresses and fringed clothing— items worn by Plains Indians rather than anything the Wampa-noag people would have worn.

In contrast, Peter Spier’s (1992) Noah’s Ark is not labeled “folklore,” but “Bible stories— O.T.” In fact, all three are creation stories, but the Christian story is treated differently. This difference in how Native and Christian creation stories are treated privileges Christianity, perpetuating institutional-ized racism that keeps in place the ideologies of a society that is predominantly Christian.

There are more than 500 federally recognized tribal nations in the United States today, each with distinct systems of governance, languages, locations, material cultures, religions, and, of course, stories! Some people are taken aback at the word “nation” as applied to Native nations because of the tendency to group Native peoples with other minority groups in the United States.

Historically, “Indian” was commonly used, but over time, more people began using “Native” instead. Most recently, “Indigenous” is emerg-ing as an alternative, as seen in the movements to replace Columbus Day with Indigenous Peoples Day.

cultures passed down from many generations with complex practices and traditions— hardly primitive.

They are ubiquitous and mostly written by people who are not, themselves, Native.

tendency to group Native peoples with other minority groups in the United States.

When teachers use Thanksgiving as the vehicle for their instruction about Native peoples, they are inadvertently locat-ing Native lives in the past.

In the context of the recent presidential election, teachers have verbal-ized their fear about speaking to the origins of the harm persistent in their classrooms: comments of xenophobia, racism, religious intolerance, and misogyny all regularly issued by Trump. If teachers are to take up the task of collective healing in classrooms, such work must begin by establishing trusting relationships “within which the wounded of divided communities can engage in critical and productive dialogue” (

One area of this work that is particularly resonant with our concerns here is the exploration of the intersections between shared, collective traumas and more intimate, personal traumas; witnessing of and testimony to life stories as pedagogy; and classrooms as sites of vulnerability and embodied experience

Listening to teachers and students that day and in the weeks leading up to and following the 2016 election provided striking and poignant reminders that students of all ages carry with them into school the myriad worries, ideas, and oft-repeated phrases of indoctrination spouted on television, websites, and in neighborhoods.

even as we also recognize that some readers did and, perhaps, still do support President Trump.

I am struggling with how to teach today and the next few days.

However, such settings can be paradoxically fraught for both

each-ers are generally not prepared to address the intersections of healing, politics, and emotion in classrooms.

not only is knowledge itself embodied

In considering emotion and trauma in classrooms, witnessing serves as both action and metaphor for the kind of presence necessary in classrooms

When absent in teacher education programs and national policies, it is little wonder that many English teachers may be both stymied and fearful about addressing the civic, healing needs of classrooms

The nuances of a “safe space” for SEL in our classrooms requires looking across social, political, and cultural factors for all members of a school community.

English educators must address trauma in classrooms, while also recognizing how individuals and groups are positioned differently in the material and emotional stakes of this election.

“I want to know your story,” only to have your story told “back to you in a new way. Tell it back to you in such a way that it has become mine, my own” (p. 343), and no longer yours. She continues: “Re-writing you, I write myself anew. I am still author, authority. I am still the colonizer, the speaking subject, and you are now at the center of my talk” (hooks, 1990, p. 343

Allen’s (2015) study of Black males who are academically successful reveals that their drive to succeed is often influenced by their parents’ high expectations

However, in the com-munity, he was viewed as smart and knowledgeable.

“Our struggle to live never matters to other people,” is poi-gnant for a number of reasons. First, it points to his belief that Black lives and, by extension, Black history, struggle, and liberation, do not matter to others, or to say it more explicitly, to many White people

adolescents can develop literate identities if they have access to resources such as supportive writing communities. She

Thus, it is important for literacy scholars to consider what literacy means and represents, and how and for what purposes young people engage in literacy events in relation to out-of-school time and space.

technology

During this time, every student reads their piece. As students read, we laugh, cry, and create community, but we also teach and learn from each other.

Often one novel will provide the center, or core, and I’ll surround it with other texts, role-plays, videos, improvs, museum visits, speakers.

And then there was the graduate who returned and chided me for not preparing her with any “traditional” literature.

I knew what didn’t work, but I still didn’t know what did work.

I prayed that none of my students or colleagues would see the article.

As students read, I ask them to take notes on each person’s narrative and to think how their classmates felt about their homes.

t’s big and it’s messy. It combines the reading and writing of poetry, fiction, essay, historical documents and statistics, lots of discussions, read-arounds, days of writing, responding, and revising of student work.

“sancocho of English and Spanish,” the poet Denice Frohman says,

I prayed that none of my students or colleagues would see the article. This wasn’t how I framed my students or my work. Yes, many of my students qualified for free and reduced lunch.

The needs: keyword enables executing jobs out-of-order, allowing you to implement a directed acyclic graph in your .gitlab-ci.yml. This lets you run some jobs without waiting for other ones, disregarding stage ordering so you can have multiple stages running concurrently.

uses a pre-clone step to seed the project with a recent archive of the repository. This is done for several reasons: It speeds up builds because a 800 MB download only takes seconds, as opposed to a full Git clone.

GIT_DEPTH: '1' helps a little bit but we could speed up our pipelines massively for jobs that only rely on an image that is the sole dependency to run the job.

In a basic configuration, GitLab runs a pipeline each time changes are pushed to a branch. If you want the pipeline to run jobs only when merge requests are created or updated, you can use pipelines for merge requests.

Have adopted CI best practices and are defining their CI/CD pipelines as code

Using the special CI_REGISTRY_USER variable: The user specified by this variable is created for you in order to push to the Registry connected to your project. Its password is automatically set with the CI_REGISTRY_PASSWORD variable. This allows you to automate building and deploying your Docker images and has read/write access to the Registry. This is ephemeral, so it's only valid for one job.

GitLab CI/CD

It involves continuously building, testing, and deploying code changes at every small iteration, reducing the chance of developing new code based on bugged or failed previous versions.

We check in our code at the entry point of a pipeline, version control (Git and Github in our case), and then it’s taken through a series of steps aimed at assuring quality and lowering risk of releases. Automation helps us keep these steps out of our way while maintaining control through fast feedback loops (context-switching is our enemy). If any step of the pipeline breaks (or fails) we want to be alerted in our communication channel of choice (in our case Slack), and it needs to happen as quickly as possible while we’re in the right context.

Never compile the same project twice Nix allows to easily share build results across machines. If the CI has built the project, developers or servers can download the build results instead of re-building the same thing.

Valdomiro Bilharvas - Squads mais eficientes com Devops

João Brito - CI/CD - Pense um pouco além das ferramentas

Implementando CI com GitLab

Fights for su"rage andenfranchisement feature heavily in the progressive narrative ofAmerican history.

Since CI begins immediately after a commit or merge hasbeen made, feedback needs to be fast to allow the developer(or team) responsible for the commit or merge to resolve thebreakage while his or her changes are still fresh in their mind