11 04a-11 e8
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The students were instructed to complete their daily language review (DLR) from the previous day and have their shoulder buddy correct it. Their names and their buddy's name must be on the DLR to receive credit. They were also told to take out the first part of their grammar, usage and mechanics (GUM) workbook and swap with their buddy. Finally, students were reminded to have their vocabulary window, phrase notes and copy of "The Tell-Tale Heart" on the left corner of their desk for the lesson.
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November thoughts
This document contains motivational quotes from various speakers and writers posted between November 1st and November 30th. Each day includes a quote, a prompt for a quick writing exercise, and a word ending exercise. The quotes discuss topics like the influence of friends, learning from past failures, making an effort even against odds, accepting change, and the power of beliefs and actions. The writing prompts ask the reader to reflect on relationships, routines, ambitions, gratitude and enjoyed aspects of life.
Hent&Lesen Fifty Shades of Grey (Fifty Shades, #1) Page entiere
When literature student Anastasia Steele goes to interview young entrepreneur Christian Grey, she encounters a man who is beautiful, brilliant, and intimidating. The unworldly, innocent Ana is startled to realize she wants this man and, despite his enigmatic reserve, finds she is desperate to get close to him. Unable to resist Ana?s quiet beauty, wit, and independent spirit, Grey admits he wants her, too?but on his own terms.?Shocked yet thrilled by Grey?s singular erotic tastes, Ana hesitates. For all the trappings of success?his multinational businesses, his vast wealth, his loving family?Grey is a man tormented by demons and consumed by the need to control. When the couple embarks on a daring, passionately physical affair, Ana discovers Christian Grey?s secrets and explores her own dark desires.Erotic, amusing, and deeply moving, the Fifty Shades Trilogy is a tale that will obsess you, possess you, and stay with you forever.This book is intended for mature audiences. .
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This document provides an agenda and instructions for an English class listening and reading session of John Steinbeck's novella "The Pearl". The agenda includes reviewing literary terms like parable, theme, and symbol. Students are asked to take Cornell notes on the terms and complete assignments from the reading including identifying quotes and describing the main characters' lives before and after finding a pearl. Imagery, symbolism, and listening to an audio version are discussed as ways to understand the story.
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The document informs students that there will be a test today in English 8. It offers 5 points of extra credit to students who complete two sentences - one at the top of page one stating their personal test score goal, and another at the bottom of the last page initialing that they did their best work.
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This document provides an overview of an English class. It includes instructions for students to complete and correct an assignment from the previous day. It also outlines the topics to be covered in class, including a discussion of participles and participial phrases, literary elements in Edgar Allan Poe's short story "The Tell-Tale Heart," and vocabulary from the story. Students are assigned to create flashcards and define vocabulary words. The document concludes with guidelines for respectful behavior in class.
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This document provides information and instructions for English 8 students. It includes:
- A do now activity for students to complete
- Details about an upcoming study guide assignment due on Monday
- Guidelines for writing a persuasive essay, including required elements like a hook, claim, evidence, and warrants
- Classroom behavior expectations
- Recognition of students who have done well recently
- Available grade data for students
- A new guideline about late work not being accepted
- Information about an upcoming Toulmin essay draft that is due on Tuesday
09 06-11
Students are instructed to have the following items on their desk:
1) Planner
2) Daily Language Review (DLR)
3) Do Now Journal or paper
4) Pen/pencil
5) Cornell Notes section of their English notebook
6) Completed essay on the left corner of the desk
7) Two handouts to be received
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1. Know your goal | make each slide count
2. Plan it out | in some detail
3. Avoid templates | they have the uglies
4. Choose a color scheme | 4 colors, 1 accent
5. Choose a font scheme | match tone
6. Choose a layout scheme | comprehension
7. Use images (wisely) | they’re more memorable
8. 15 words per slide | this slide had 16 words
9. Play with typography | impact, interest, hierarchy
10. Don’t overdo it | white space
Hope you enjoy!
SEE MORE OF MY WORK: http://www.visuali.se
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This document contains motivational quotes from various speakers and writers posted between November 1st and November 30th. Each day includes a quote, a prompt for a quick writing exercise, and a word ending exercise. The quotes discuss topics like the influence of friends, learning from past failures, making an effort even against odds, accepting change, and the power of beliefs and actions. The writing prompts ask the reader to reflect on relationships, routines, ambitions, gratitude and enjoyed aspects of life.
Hent&Lesen Fifty Shades of Grey (Fifty Shades, #1) Page entiere
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11 08-11 e8
This document provides an agenda and instructions for an English class listening and reading session of John Steinbeck's novella "The Pearl". The agenda includes reviewing literary terms like parable, theme, and symbol. Students are asked to take Cornell notes on the terms and complete assignments from the reading including identifying quotes and describing the main characters' lives before and after finding a pearl. Imagery, symbolism, and listening to an audio version are discussed as ways to understand the story.
11 01-11 e8
The document informs students that there will be a test today in English 8. It offers 5 points of extra credit to students who complete two sentences - one at the top of page one stating their personal test score goal, and another at the bottom of the last page initialing that they did their best work.
10 31-11 e8
This document provides an overview of an English class. It includes instructions for students to complete and correct an assignment from the previous day. It also outlines the topics to be covered in class, including a discussion of participles and participial phrases, literary elements in Edgar Allan Poe's short story "The Tell-Tale Heart," and vocabulary from the story. Students are assigned to create flashcards and define vocabulary words. The document concludes with guidelines for respectful behavior in class.
10 27-11 e8
This document provides information and instructions for English 8 students. It includes:
- A do now activity for students to complete
- Details about an upcoming study guide assignment due on Monday
- Guidelines for writing a persuasive essay, including required elements like a hook, claim, evidence, and warrants
- Classroom behavior expectations
- Recognition of students who have done well recently
- Available grade data for students
- A new guideline about late work not being accepted
- Information about an upcoming Toulmin essay draft that is due on Tuesday
09 06-11
Students are instructed to have the following items on their desk:
1) Planner
2) Daily Language Review (DLR)
3) Do Now Journal or paper
4) Pen/pencil
5) Cornell Notes section of their English notebook
6) Completed essay on the left corner of the desk
7) Two handouts to be received
10 Tips for Making Beautiful Slideshow Presentations by www.visuali.se
1. Know your goal | make each slide count
2. Plan it out | in some detail
3. Avoid templates | they have the uglies
4. Choose a color scheme | 4 colors, 1 accent
5. Choose a font scheme | match tone
6. Choose a layout scheme | comprehension
7. Use images (wisely) | they’re more memorable
8. 15 words per slide | this slide had 16 words
9. Play with typography | impact, interest, hierarchy
10. Don’t overdo it | white space
Hope you enjoy!
SEE MORE OF MY WORK: http://www.visuali.se
11 07-11 e8
The document provides instructions and information for an English class listening and reading John Steinbeck's novella The Pearl. It includes directions to have certain materials ready, notes on catching students up if they were absent, and information about submitting essay edits. It also includes questions for students to answer in their Cornell Notes, details about the author and story, and guidance for listening to and reading the novella.
11 02-11 e8
This document provides an overview of an English class. It includes instructions for students to complete and correct an assignment from the previous day. It also outlines the topics to be covered in class, including a discussion of participles and participial phrases, literary elements in Edgar Allan Poe's short story "The Tell-Tale Heart," and vocabulary from the story. Students are assigned to create flashcards and define vocabulary words. The document concludes with guidelines for respectful behavior in class.
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This document provides guidance and instructions for students on their classwork. It outlines expectations for an in-class quiz, details requirements for a Toulmin essay assignment including the different parts and their length, and establishes new guidelines and deadlines for submitting assignments. It also recognizes student achievements and makes announcements about available grade data.
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This document provides information and instructions for an English class. It begins by asking students to complete their daily work. It then discusses implementing consequences like strikes and pop quizzes for disrupting class time. Guidelines for respectful behavior are also listed. Some students are given positive recognition for their work. Data from assignments and grades is made available. New guidelines are introduced, such as no longer accepting late work and requiring certain assignments be emailed. Instruction is provided on writing essays, including the parts and requirements.
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This document provides an overview of an English class lesson on Edgar Allan Poe's short story "The Tell-Tale Heart". It includes directions for students to complete assignments, take Cornell notes on literary elements like imagery and figurative language used in the story, define terms, and do a vocabulary activity with words from the story. Students are also assigned a 200-word creative writing where they vent their feelings towards someone using at least 5 literary elements and are reminded of classroom behavior guidelines.
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The document provides instructions and guidelines for an 8th grade English class. It discusses doing a vocabulary quiz, implementing strikes for disrespectful behavior, respect guidelines for scholarly behavior, earning tickets for good behavior to redeem for prizes, correcting homework, and an upcoming essay assignment on the WDC.
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The document provides instructions and information for an English class. It begins by asking students to complete an assignment in their DLR books and swap papers with a shoulder buddy for corrections. It then lists students who did well on last week's vocabulary quiz and provides directions for the current vocabulary quiz. The rest of the document outlines the class work period where students will work individually on their WDC essays, due the next day. It lists the parts of the Toulmin essay and students who are over halfway finished. Finally, it lists the assignments due the next day.
10 21-11-English
The document provides instructions and information for an English class. It includes:
1) Instructions for students to prepare for an in-class quest by taking out their books and clearing their desks.
2) Guidelines for respectful classroom behavior.
3) Announcements about an upcoming essay assignment and working on drafts in class.
4) Recognition of students who have gone "above and beyond" with their English work.
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The document provides instructions and information for an 8th grade English class. It includes directions to complete a "Do Now" activity in 5 minutes and swap papers with a shoulder buddy. Students are asked to have their vocabulary sentences, essay draft, and handout available. Procedures for the class include working quietly with a shoulder buddy, placing completed work in the left corner, and asking designated students for help. The document lists items due for the next class, including updated flashcards, reading assigned chapters, a vocabulary quiz, bringing a hook for their essay, and completing the essay by the end of class.
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Students were asked to complete Friday's work in their DLR workbook and place specific materials in the left corner of their desk including their vocabulary window, flash cards, DLR and gum from the week. For homework, students should update their flash cards, read chapters in their book, and leave a comment online for extra credit on the next Friday's quiz.
10.17.11
1) 28% of the English class scored 80% or above on the most recent quiz. Several students are named who achieved this.
2) The document provides instructions on how to respond to short answer questions from the book "WDC" and discusses two encounters involving an LR9.
3) Vocabulary words from "WDC" are defined, and students are asked to demonstrate their understanding of these words by using them in original sentences on their own.
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Students were instructed to complete Thursday's work in their DLR and remain silent. They were then given tips for working productively in pairs such as choosing a shoulder buddy, passing materials gently, whispering at a 2-inch voice level, and raising their hand for questions. The class was then told to have specific materials ready on their desk and in their notebook to work on writing a claim, clarification, evidence, and warrants with a shoulder buddy using a provided handout, with the goal of completing that work by 10:35.
10 12-11-English8
Students were instructed to complete an in-class assignment, take a brief vocabulary quiz using five words in sentences, and gather necessary supplies for an upcoming Socratic seminar discussion. The document provided guidance on the seminar format and roles of the inner and outer discussion circles. It also reminded students to bring specific materials for the next class.
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This document provides instructions and information for an English class. It includes directions to complete an assignment in a workbook, review answers together, and work on developing a claim, clarification, and hook for a Toulmin essay. It also discusses preparing for a Socratic seminar by taking Cornell notes, learning five vocabulary words to be tested on, using the words in sentences with a partner, and materials to bring for the next class.
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This document provides instructions and information for an English class. It includes directions to complete an assignment in the DLR workbook, review notes together, develop a claim and clarification for a Toulmin essay using a provided question, write a hook to engage readers, and prepare for a Socratic seminar the next day by taking Cornell notes. It also lists five vocabulary words to be defined and used in sentences for an exit ticket, and notes what materials to bring for the next class.
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This document provides information and instructions for an English class. It includes:
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- Examples and explanations of prepositional phrases.
- Recognition of students who did well on vocabulary.
- Five vocabulary words to study for an upcoming test along with sample sentences.
- A request to work with a partner to write sentences using the vocabulary words.
- A preview of the next class which will involve clarifying essays with help from named students.
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The document provides instructions and reminders for students to complete work in their DLR (Daily Language Review) and GUM (Grammar, Usage, and Mechanics) assignments. It outlines the components students need for their first Toulmin essay, including a claim, clarification, evidence, and warrant. It also mentions reviewing a Toulmin rubric and working in small groups to find evidence from assigned textbook chapters for their essays.
10 05-11english8
The document provides instructions and reminders for an English class. Students are asked to complete assignments in their DLR and GUM notebooks, including swapping papers with neighbors for grading. They should create vocabulary index cards with words, definitions, and example sentences. A vocabulary quiz will require using assigned words in meaningful sentences. Discussion of the assigned reading should involve predicting, visualizing, asking questions, summarizing, clarifying, making connections, and evaluating. Homework due the next day includes finishing additional notebooks, reading chapters of a book, and adding to a dual entry journal.
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1) Students are instructed to complete assignments in their DLR workbook and prepare their Cornell notes, vocabulary flashcards, and notes on WDC for class.
2) The class will discuss how to analyze texts by making predictions, visualizing, asking questions, summarizing, clarifying, and making connections. They will also define the term "warrant" and its use in essay writing.
3) Working in groups, students are asked to choose evidence from their notes on WDC and write warrants - 3-5 sentence explanations of how the evidence supports their claim about the Little Rock Nine. unfinished work is assigned as homework.
10 03-11english8
This document provides the agenda and assignments for an English class. It includes instructions for completing warmup exercises, taking notes on grammar concepts like predicate nouns and adjectives, practicing vocabulary words, and analyzing a text using the "Say, Mean, Matter" method. Students are to finish reading assigned chapters, complete vocabulary flashcards, and prepare for a quiz on grammar, vocabulary and the text topics through chapter 14.
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The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
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The document provides instructions and information for an English class listening and reading John Steinbeck's novella The Pearl. It includes directions to have certain materials ready, notes on catching students up if they were absent, and information about submitting essay edits. It also includes questions for students to answer in their Cornell Notes, details about the author and story, and guidance for listening to and reading the novella.
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This document provides an overview of an English class. It includes instructions for students to complete and correct an assignment from the previous day. It also outlines the topics to be covered in class, including a discussion of participles and participial phrases, literary elements in Edgar Allan Poe's short story "The Tell-Tale Heart," and vocabulary from the story. Students are assigned to create flashcards and define vocabulary words. The document concludes with guidelines for respectful behavior in class.
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This document provides guidance and instructions for students on their classwork. It outlines expectations for an in-class quiz, details requirements for a Toulmin essay assignment including the different parts and their length, and establishes new guidelines and deadlines for submitting assignments. It also recognizes student achievements and makes announcements about available grade data.
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This document provides information and instructions for an English class. It begins by asking students to complete their daily work. It then discusses implementing consequences like strikes and pop quizzes for disrupting class time. Guidelines for respectful behavior are also listed. Some students are given positive recognition for their work. Data from assignments and grades is made available. New guidelines are introduced, such as no longer accepting late work and requiring certain assignments be emailed. Instruction is provided on writing essays, including the parts and requirements.
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This document provides an overview of an English class lesson on Edgar Allan Poe's short story "The Tell-Tale Heart". It includes directions for students to complete assignments, take Cornell notes on literary elements like imagery and figurative language used in the story, define terms, and do a vocabulary activity with words from the story. Students are also assigned a 200-word creative writing where they vent their feelings towards someone using at least 5 literary elements and are reminded of classroom behavior guidelines.
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The document provides instructions and guidelines for an 8th grade English class. It discusses doing a vocabulary quiz, implementing strikes for disrespectful behavior, respect guidelines for scholarly behavior, earning tickets for good behavior to redeem for prizes, correcting homework, and an upcoming essay assignment on the WDC.
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The document provides instructions and information for an English class. It includes:
1) Instructions for students to prepare for an in-class quest by taking out their books and clearing their desks.
2) Guidelines for respectful classroom behavior.
3) Announcements about an upcoming essay assignment and working on drafts in class.
4) Recognition of students who have gone "above and beyond" with their English work.
10 18-11
The document provides instructions and information for an 8th grade English class. It includes directions to complete a "Do Now" activity in 5 minutes and swap papers with a shoulder buddy. Students are asked to have their vocabulary sentences, essay draft, and handout available. Procedures for the class include working quietly with a shoulder buddy, placing completed work in the left corner, and asking designated students for help. The document lists items due for the next class, including updated flashcards, reading assigned chapters, a vocabulary quiz, bringing a hook for their essay, and completing the essay by the end of class.
10.14.11
Students were asked to complete Friday's work in their DLR workbook and place specific materials in the left corner of their desk including their vocabulary window, flash cards, DLR and gum from the week. For homework, students should update their flash cards, read chapters in their book, and leave a comment online for extra credit on the next Friday's quiz.
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1) 28% of the English class scored 80% or above on the most recent quiz. Several students are named who achieved this.
2) The document provides instructions on how to respond to short answer questions from the book "WDC" and discusses two encounters involving an LR9.
3) Vocabulary words from "WDC" are defined, and students are asked to demonstrate their understanding of these words by using them in original sentences on their own.
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Students were instructed to complete Thursday's work in their DLR and remain silent. They were then given tips for working productively in pairs such as choosing a shoulder buddy, passing materials gently, whispering at a 2-inch voice level, and raising their hand for questions. The class was then told to have specific materials ready on their desk and in their notebook to work on writing a claim, clarification, evidence, and warrants with a shoulder buddy using a provided handout, with the goal of completing that work by 10:35.
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Students were instructed to complete an in-class assignment, take a brief vocabulary quiz using five words in sentences, and gather necessary supplies for an upcoming Socratic seminar discussion. The document provided guidance on the seminar format and roles of the inner and outer discussion circles. It also reminded students to bring specific materials for the next class.
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This document provides information and instructions for an English class. It includes:
- Directions to complete an assignment in DLR (Daily Language Review) and reminds students to include their name.
- An essential understanding question about prepositions and the student's Cornell notes response.
- Examples and explanations of prepositional phrases.
- Recognition of students who did well on vocabulary.
- Five vocabulary words to study for an upcoming test along with sample sentences.
- A request to work with a partner to write sentences using the vocabulary words.
- A preview of the next class which will involve clarifying essays with help from named students.
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The document provides instructions and reminders for students to complete work in their DLR (Daily Language Review) and GUM (Grammar, Usage, and Mechanics) assignments. It outlines the components students need for their first Toulmin essay, including a claim, clarification, evidence, and warrant. It also mentions reviewing a Toulmin rubric and working in small groups to find evidence from assigned textbook chapters for their essays.
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1) Students are instructed to complete assignments in their DLR workbook and prepare their Cornell notes, vocabulary flashcards, and notes on WDC for class.
2) The class will discuss how to analyze texts by making predictions, visualizing, asking questions, summarizing, clarifying, and making connections. They will also define the term "warrant" and its use in essay writing.
3) Working in groups, students are asked to choose evidence from their notes on WDC and write warrants - 3-5 sentence explanations of how the evidence supports their claim about the Little Rock Nine. unfinished work is assigned as homework.
10 03-11english8
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Mind map of terminologies used in context of Generative AI
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“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...Edge AI and Vision Alliance
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.Microsoft - Power Platform_G.Aspiotis.pdf
Revolutionizing Application Development
with AI-powered low-code, presentation by George Aspiotis, Sr. Partner Development Manager, Microsoft
Uni Systems Copilot event_05062024_C.Vlachos.pdf
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Driving Business Innovation: Latest Generative AI Advancements & Success Story
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
Removing Uninteresting Bytes in Software Fuzzing
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
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Mind map of terminologies used in context of Generative AI
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“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
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11 04a-11 e8
- 1. English 8 November 4, 2011
- 2. Do Now Complete Friday’s DLR. When you are finished, give your paper to your shoulder buddy to correct. Your DLR is due onoday. It must be corrected and graded by your buddy. Your name and your buddy’s name must be on it, in order to receive credit. Take out GUM part one and swap with your buddy. Your vocabulary window, phrase notes (chomp-chomp) and copy of “The Tell-Tale Heart” should be on the left corner of your desk.