Lessons from handling up to 26 Billion transactions a day - The Weather Compa...Derek Baron
SUN is the cloud native platform for The Weather Company, in production since 2013. On an average day SUN handles 24 TB of data, and 15B API transactions, regularly scaling up to 26B transactions.
We believe the need to processes massive data like this is not exclusive to weather data. Because of IoT, mobile, social and other recent trends, there will be tremendous new requirements to get value from all this data for all industries in business and government.
We are establishing commercial partnerships with select foundational clients needing a data agnostic, 100% cloud based platform for Data Ingestion, Transformation, Persistence, Analytics, and Distribution.
Lessons from handling up to 26 Billion transactions a day - The Weather Compa...Derek Baron
SUN is the cloud native platform for The Weather Company, in production since 2013. On an average day SUN handles 24 TB of data, and 15B API transactions, regularly scaling up to 26B transactions.
We believe the need to processes massive data like this is not exclusive to weather data. Because of IoT, mobile, social and other recent trends, there will be tremendous new requirements to get value from all this data for all industries in business and government.
We are establishing commercial partnerships with select foundational clients needing a data agnostic, 100% cloud based platform for Data Ingestion, Transformation, Persistence, Analytics, and Distribution.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Intro of weather in French & connection to j'aime + infinitive
1. Settler (5-8 mins max)
MOTS MÊLÉS!
Wordsearch on desk to remind us of key vocab
from last lesson
Complétez pour les
devoirs si vous n’avez
pas fini!
Psst that means for
homework if not
finished!!
2. Les objectifs (WALT):
1.
to be able to understand or talk about the weather in French
2. to compare our weather with a French speaking country
3.to write longer sentences about what you do in different
weather conditions
3. Are we nearly there yet?
Les objectifs: How do we know that?
1. to be able to understand or talk about the weather in
French
2. to compare our weather with a French speaking country
3.to write longer sentences about what you do in different
weather conditions
What do we know now?
How have we learnt that?
Have we learnt
anything extra?
What did we know at the
start?
4. Are we nearly there yet?
WILF How do we know that?
• All of you will be able to give 3 different weather sentences
and either say or possibly write what activity you do in that
weather. (These sentences may not be linked).
• Most of you will also be able to simply link these 3
sentences using a connective. You will be able to
understand about weather in a different country.
• Some of you will be able to write longer sentences using
time expressions and connectives. You may be able to talk
about what activities people might like to do in a different
country with different weather to ours.
5. Starter
What do we know at the
start? (things to go into
this lesson’s rocket)
Expressions from last lesson
(j’aime +activity) eg. j’aime faire
du sport
Use your listening
skills to listen out for
Write 2 of these at the start of your 2 expressions –
your own ‘progress line’ (use hands up if you hear
both!
pg 60 if stuck)
EXTRA DETAILS ALERT!
What do you think the weather is
like on the French speaking island of
Mayotte? Draw 2 weather symbols
in your predictions box on your
lesson sheet. Homework!
16. Allons-y!
Quel temps fait-il?
Speaking
level 2 if
from
memory
17. Allons-y! Quel temps fait-il? Consolidate
Dessinez un image
vocab –
reading lev 2,
understanding
short phrases
1
1. Il pleut 2
2. Il neige
3
3. Il y a du soleil 4
4. Il y a du vent
5
5. Il y a du brouillard
6
6. Il y a des orages
7. Il fait chaud 7
8. Il fait froid
8
18. Les objectifs:
1. to be able to understand or talk about the weather in
French
2. to compare our weather with a French speaking country
3.to write longer sentences about what you do in different
weather conditions
What do we know now?
How have we learnt that?
What did we know at the
start?
19. Les objectifs:
1. to be able to understand or talk about the weather in Consolidate
vocab –
French speaking lev 3
2. to compare our weather with a French speaking country short prepared
speaking tasks
3.to write longer sentences about what you do in different
weather conditions
À deux: Quel temps fait-il à
Thirsk ou en Mayotte?
À Thirsk, il…… En Mayotte, il… ...
A. A.
B. B.
20. Les objectifs:
1. to be able to understand or talk about the weather in
French
2. to compare our weather with a French speaking country
3.to write longer sentences about what you do in different
weather conditions
What do we know now?
How have we learnt that?
Have we learnt
anything extra?
What did we know at the
start?
21. Now let’s put items we have learnt
over the last couple of lessons
together…………
What expressions did you put ‘in the
rocket’ at the start of this lesson?
(recap follows!)
What can we add to
these learned in this
lesson?
34. Are we nearly there yet?
Les objectifs: How do we know that?
1. to be able to understand or talk about the weather in
French
2. to compare our weather with a French speaking country
3.to write longer sentences about what you do in different
weather conditions
What do we know now?
How have we learnt that?
Have we learnt
anything extra?
What did we know at the
start?
35. La pyramide weather sentence
from todays lesson
weather sentence + j’aime & activity + add the j’aime
expressions that were put into the rocket expression to the
at the start of the lesson end
Writing lev
3c – 3a
short Quand (when) + weather feeling brave? add
sentences
(support/ sentence + j’aime & activity the time expression
memory) ‘quand’ to the start
Quand (when) + weather sentence + j’aime & activity
e.g. Quand il y a du soleil, j’aime faire du vélo
I challenge you to write at least 3 of these
super ‘quand’ sentences!
+write longer sentences about what you like to do in different
weather conditions = 3c-3a (into paragraphs & adding opinions
= lev 4c)
36. Are we nearly there yet?
Les objectifs: How do we know that?
1. to be able to understand or talk about the weather in
French
2. to compare our weather with a French speaking country
3.to write longer sentences about what you do in different
weather conditions
What do we know now?
How have we learnt that?
Have we learnt
anything extra?
What did we know at the
start?
37. Are we nearly there yet?
Les objectifs: How do we know that?
1. to be able to understand or talk about the weather in
French Mmm, I
2. to compare our weather with a French speaking country smell
3.to write longer sentences about what you do in different homework!
weather conditions
38. Les objectifs:
1. to be able to understand or talk about the weather in
French
2. to compare our weather with a French speaking country
3.to write longer sentences about what you do in different
weather conditions
Utilisez l’internet pour
découvrir le temps en
Mayotte. Remplissez la
grille pour 3 jours!
Psst! Use the
internet to
discover about
the weather in
Mayotte. Fill in
the grid for 3
days