Transact-SQL
Reinforcement Learning
R Programming
React Native
Python Design Patterns
Python Pillow
Python Turtle
Verbal Ability
Interview Questions
Company Questions
Artificial Intelligence
Cloud Computing
Data Science
Machine Learning
Data Structures
Operating System
Computer Network
Compiler Design
Computer Organization
Discrete Mathematics
Ethical Hacking
Computer Graphics
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Web Technology
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C Programming
Control System
Data Mining
Data Warehouse
So you've pushed through blank page syndrome, gotten into the zone, and written up stellar content that fits your vision. your writing starts strong, hits all the right points, and flows nicely. but you're stuck right before the finish line, unsure of how to tie things together well and end with a strong conclusion..
So you've pushed through blank page syndrome, gotten into the zone, and written up stellar content that fits your vision. Your writing starts strong, hits all the right points, and flows nicely. But you're stuck right before the finish line, unsure of how to tie things together well and end with a strong conclusion. Been here before? Originality.ai makes this pattern a thing of the past with our new free conclusion generator. Once you've done the hard work of producing content you're proud of, Originality.ai helps you carry it to completion and finish strong without spending precious time stuck behind writers block, all while maintaining your unique voice.
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Are you constantly stuck trying to wrap up your writing with a compelling conclusion? Orinality.ai's new conclusion generator tool is your new best friend when it comes to tying up all those loose ends in your writing. Whether you're a student struggling to conclude an essay, a busy content creator trying to keep your blog posts punchy, or a professional crafting reports and presentations, this tool has got your back. One of the best applications of this tool is in the realm of business communication. Imagine you're crafting a report or a proposal, where it's vital to conclude with a confidence that really drives your points home. This is where our AI conclusion generator becomes your secret weapon. Navigating through complex data, market analysis, or strategic plans to arrive at the perfect conclusion can be challenging. However, with this tool at your disposal, all you need to do is feed in the key elements of your discussion, and voilà – it generates a clear, effective conclusion that captures the essence of your work, at the level of detail that's right for you.
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Diverse language options allow you to conclude from, or in, a variety of languages, helping you reach any audience, and our structure settings allow you to format your conclusion as either a paragraph, a numbered list, or a set of bullet points, making it as useful for presentations and slide decks as it is for more traditional writing.
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1) input the content you would like to include under "your text".
Simply write or paste the writing you would like to conclude. If you have a document or website you would like to upload, you can click the "Upload" button to import the text from a file or URL.
If you have specific key terms that should be included in your conclusion, you can specify them in the keywords field, separated by commas must be separated by commas.
Select a word count range for your conclusion, from a short paragraph of less than 50 words to a longer paragraph of 200-250.
If you would like to tailor the style and formatting of your conclusion, click "Settings". Here you can select an option for tone, level of detail, target audience, and output language. You can also change the formatting from a paragraph to a bulleted or numbered list, and adjust the number of sections you would like to generate.
Click the generate button, and in a few moments your new conclusion will be added to the top of the feed.
If you would like to rewrite individual sentences within a conclusion, use the Finetune feature. Simply click the Finetune button below a conclusion, and then select the sentence you would like paraphrased. Your conclusion will be added to the top of the feed with that sentence rewritten. Note that Finetune rewrites will count towards your number of free uses per day.
Copy a conclusion by clicking the clipboard icon in the upper right, or download it as a .docx or .txt file by clicking the download icon in the same region.
Our AI Paragraph Conclusion Generator is equipped with the latest advancements in language technology, utilizing the GPT-3.5 system, a large language model (LLM) with 175 billion parameters. This powerful tool is engineered to produce high-quality writing that is tailored to your specific needs. It achieves this by analyzing the text you provide, and extracting any relevant key points or thesis statements, ensuring your conclusion aligns with your voice. The GPT-3.5 system's exceptional capability in interpreting language nuances guarantees that the generated content hits the core arguments of your writing. Moreover, its extensive training across multiple languages enables proficient writing and translation capabilities.
To assist you in creating exceptional content, Originality.ai has developed a cutting-edge set of free AI writing tools, built to tackle the biggest issues facing writers and content creators in a digital age. Need help writing body paragraphs? Try our Already have a paragraph that needs adjusting? Try our paragraph generator . If you'd like to paraphrase rather than write from scratch, check out our paragraph rewriter .
Wherever you are in your writing journey, Originality.ai has you covered with AI tools that make content creation a breeze, for free.
When navigating the dynamic world of digital content creation, tools like Originality.ai's free conclusion generator aren't just a luxury—they're a necessity. Tailor-made for the needs of diverse content creators, this tool shines with its ability to produce satisfying conclusions for your writing.
Imagine boosting your productivity with lightning-fast efficiency while ensuring your content stands out in the competitive digital arena. That's exactly what Originality's conclusion generator offers. It's not just about staying afloat in the fast-paced world of online content; it's about soaring to new heights with the power of innovation and originality at your fingertips. Give it a try, end all your writing woes today!
We deeply understand your needs when it comes to identifying original content and we are building features around our accurate ai detection and plagiarism checking that users love.
After testing a number of AI content detection tools, I have found Originality.ai to be one of the best on the market . And now with the ability to detect paraphrased AI content, Orignality.ai is even more powerful. It’s basically my go-to detection tool at this point.
SEO Consultant, GSQI.com
At Clicking Publish, producing original, high-quality content is essential to our success. To maintain these standards, it's important that we verify the work from freelancers and outsourced writers. Originality.ai makes this process easy for us by providing a simple and efficient tool that ensures the content we receive meets our expectations.
Kityo Martin
Clicking Publish
I love the tool. Not only does it detect ACTUAL Al written content, but also writers who write just like Al. Great way to weed out Al and poor writing. Just because content was written by a human doesn't mean they did any better than an Al tool. We had a lot of our writers test positive for Al and they didn't use Al. What was common in all their writing was the lack of original thoughts. It was all regurgitation.
Ryan Cunningham
After doing some serious testing with Originality (which caters for the newerAl tech), I can't fool it (yet).
Founder, FatJoe
So what can we learn from this? In many cases, the tool tells the right story, even when it's nuanced, like in the case of AI content edited by humans.
Gael Breton
Founder, Authority Hacker
I realize that AI content isn't going away and with human editing, it can save time/make blog content better. That said, I've also had writers submit content that was 100% AI and never told me. A BIG no-no. This tool (Originality.ai) is what I'm using to stop that.
Ron Stefanski
OneHourProfessor.com
Originality.ai has been featured for its accurate ability to detect gpt-3, chat gpt and gpt-4 generated content. see some of the coverage below…, featured by leading publications.
Originality.ai did a fantastic job on all three prompts, precisely detecting them as AI-written. Additionally, after I checked with actual human-written textual content, it did determine it as 100% human-generated, which is important.
Vahan Petrosyan
searchenginejournal.com
I use this tool most frequently to check for AI content personally. My most frequent use-case is checking content submitted by freelance writers we work with for AI and plagiarism.
searchengineland.com
After extensive research and testing, we determined Originality.ai to be the most accurate technology.
Rock Content Team
rockcontent.com
Jon Gillham, Founder of Originality.ai came up with a tool to detect whether the content is written by humans or AI tools. It’s built on such technology that can specifically detect content by ChatGPT-3 — by giving you a spam score of 0-100, with an accuracy of 94%.
Felix Rose-Collins
ranktracker.com
ChatGPT lacks empathy and originality. It’s also recognized as AI-generated content most of the time by plagiarism and AI detectors like Originality.ai
Ashley Stahl
Originality.ai Do give them a shot!
Sri Krishna
venturebeat.com
For web publishers, Originality.ai will enable you to scan your content seamlessly , see who has checked it previously, and detect if an AI-powered tool was implored.
Industry Trends
analyticsinsight.net
Improve your content quality by accurately detecting duplicate content and artificially generated text..
AI & Plagiarism Detector for Serious Content Publishers
© 0000 Originality.ai
Undergraduate courses.
Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.
Tuesday and Thursday, 11 a.m.-12:15 p.m.
Sharon Smith
ENGL 151 serves as an introduction to both the English major and the discipline of English studies. In this class, you will develop the thinking, reading, writing and research practices that define both the major and the discipline. Much of the semester will be devoted to honing your literary analysis skills, and we will study and discuss texts from several different genres—poetry, short fiction, the novel, drama and film—as well as some literary criticism. As we do so, we will explore the language of the discipline, and you will learn a variety of key literary terms and concepts. In addition, you will develop your skills as both a writer and researcher within the discipline of English.
In this section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the mind, the body and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the efficacy of sex education programs; the degree to which beliefs about race and gender influence school dress codes; and the unique mental and physical challenges faced by college students today. In this course, you will be learning about different approaches to argumentation, analyzing the arguments of others and constructing your own arguments. At the same time, you will be honing your skills as a researcher and developing your abilities as a persuasive and effective writer.
Monday/Wednesday/Friday 1-1:50 p.m.
Gwen Horsley
English 201 will help students develop the ability to think critically and analytically and to write effectively for other university courses and careers. This course will provide opportunities to develop analytical skills that will help students become critical readers and effective writers. Specifically, in this class, students will:
Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations and expletive constructions.
Students will prepare writing assignments based on readings and discussions of essays included in "Literature and the Environment " and other sources. They may use "The St. Martin’s Handbook," as well as other sources, to review grammar, punctuation, mechanics and usage as needed.
Tuesday and Thursday 9:30-10:45 a.m.
Paul Baggett
For generations, environmentalists have relied on the power of prose to change the minds and habits of their contemporaries. In the wake of fires, floods, storms and droughts, environmental writing has gained a new sense of urgency, with authors joining activists in their efforts to educate the public about the grim realities of climate change. But do they make a difference? Have reports of present and future disasters so saturated our airwaves that we no longer hear them? How do writers make us care about the planet amidst all the noise? In this course, students will examine the various rhetorical strategies employed by some of today’s leading environmental writers and filmmakers. And while analyzing their different arguments, students also will strengthen their own strategies of argumentation as they research and develop essays that explore a range of environmental concerns.
S17 Tuesday and Thursday 12:30-1:45 p.m.
S18 Tuesday and Thursday 2-3:15 p.m.
Jodi Andrews
In this composition class, students will critically analyze essays about food, food systems and environments, food cultures, the intersections of personal choice, market forces and policy and the values underneath these forces. Students will learn to better read like writers, noting authors’ purpose, audience organizational moves, sentence-level punctuation and diction. We will read a variety of essays including research-intensive arguments and personal narratives which intersect with one of our most primal needs as humans: food consumption. Students will rhetorically analyze texts, conduct advanced research, reflect on the writing process and write essays utilizing intentional rhetorical strategies. Through doing this work, students will practice the writing moves valued in every discipline: argument, evidence, concision, engaging prose and the essential research skills for the 21st century.
Michael S. Nagy
English 221 is a survey of early British literature from its inception in the Old English period with works such as "Beowulf" and the “Battle of Maldon,” through the Middle Ages and the incomparable writings of Geoffrey Chaucer and the Gawain - poet, to the Renaissance and beyond. Students will explore the historical and cultural contexts in which all assigned reading materials were written, and they will bring that information to bear on class discussion. Likely themes that this class will cover include heroism, humor, honor, religion, heresy and moral relativity. Students will write one research paper in this class and sit for two formal exams: a midterm covering everything up to that point in the semester, and a comprehensive final. Probable texts include the following:
Monday, Wednesday and Friday noon-12:50 p.m.
April Myrick
A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.
Randi Anderson
In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the K-5 grade level. We will read a large range of works that fall into this category, as well as information on the history, development and genre of juvenile literature.
Readings for this course include classical works such as "Hatchet," "Little Women", "The Lion, the Witch and the Wardrobe" and "Brown Girl Dreaming," as well as newer works like "Storm in the Barn," "Anne Frank’s Diary: A Graphic Adaptation," "Lumberjanes," and a variety of picture books. These readings will be paired with chapters from "Reading Children’s Literature: A Critical Introduction " to help develop understanding of various genres, themes and concepts that are both related to juvenile literature and also present in our readings.
In addition to exposing students to various genres of writing (poetry, historical fiction, non-fiction, fantasy, picture books, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race and gender. Students’ understanding of these works and concepts will be developed through readings, research, discussion posts, exams and writing assignments designed to get students to practice analyzing poetry, picture books, informational books and transitional/easy readers.
Tuesday and Thursday 12:30-1:45 p.m.
This course provides a broad, historical survey of American literature from the early colonial period to the Civil War. Ranging across historical periods and literary genres—including early accounts of contact and discovery, narratives of captivity and slavery, poetry of revolution, essays on gender equality and stories of industrial exploitation—this class examines how subjects such as colonialism, nationhood, religion, slavery, westward expansion, race, gender and democracy continue to influence how Americans see themselves and their society.
Required Texts
Steven Wingate
Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve a research project. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.
Jodilyn Andrews
This course introduces students to the craft of writing, with readings and practice in at least two genres (including fiction, poetry and drama).
Amber Jensen, M.A., M.F.A.
This course explores creative writing as a way of encountering the world, research as a component of the creative writing process, elements of craft and their rhetorical effect and drafting, workshop and revision as integral parts of writing polished literary creative work. Student writers will engage in the research practices that inform the writing of literature and in the composing strategies and writing process writers use to create literary texts. Through their reading and writing of fiction, poetry and creative nonfiction, students will learn about craft elements, find examples of those craft elements in published works and apply these elements in their own creative work, developed through weekly writing activities, small group and large group workshop and conferences with the instructor. Work will be submitted, along with a learning reflection and revision plan in each genre and will then be revised and submitted as a final portfolio at the end of the semester to demonstrate continued growth in the creation of polished literary writing.
Tuesday 6-8:50 p.m.
Danielle Harms
Techniques, materials and resources for teaching English language and literature to middle and secondary school students. Required of students in the English education option.
Thursdays 3-6 p.m.
This course introduces students to contemporary works by authors from various Indigenous nations. Students examine these works to enhance their historical understanding of Indigenous peoples, discover the variety of literary forms used by those who identify as Indigenous writers, and consider the cultural and political significance of these varieties of expression. Topics and questions to be explored include:
Possible Texts
Tuesdays 2-4:50 p.m.
Jason McEntee
Do you have an appreciation for, and enjoy watching, movies? Do you want to study movies in a genre-oriented format (such as those we typically call the Western, the screwball comedy, the science fiction or the crime/gangster, to name a few)? Do you want to explore the different critical approaches for talking and writing about movies (such as auteur, feminist, genre or reception)?
In this class, you will examine movies through viewing and defining different genres while, at the same time, studying and utilizing different styles of film criticism. You will share your discoveries in both class discussions and short writings. The final project will be a formal written piece of film criticism based on our work throughout the semester. The course satisfies requirements and electives for all English majors and minors, including both the Film Studies and Professional Writing minors. (Note: Viewing of movies outside of class required and may require rental and/or streaming service fees.)
In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence, and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.
Wednesday 3-5:50 p.m.
With the publication of Horace Walpole’s "The Castle of Otranto " in 1764, the Gothic officially came into being. Dark tales of physical violence and psychological terror, the Gothic incorporates elements such as distressed heroes and heroines pursued by tyrannical villains; gloomy estates with dark corridors, secret passageways and mysterious chambers; haunting dreams, troubling prophecies and disturbing premonitions; abduction, imprisonment and murder; and a varied assortment of corpses, apparitions and “monsters.” In this course, we will trace the development of Gothic literature—and some film—from the eighteenth-century to the present time. As we do so, we will consider how the Gothic engages philosophical beliefs about the beautiful and sublime; shapes psychological understandings of human beings’ encounters with horror, terror, the fantastic and the uncanny; and intervenes in the social and historical contexts in which it was written. We’ll consider, for example, how the Gothic undermines ideals related to domesticity and marriage through representations of domestic abuse, toxicity and gaslighting. In addition, we’ll discuss Gothic texts that center the injustices of slavery and racism. As many Gothic texts suggest, the true horrors of human existence often have less to do with inexplicable supernatural phenomena than with the realities of the world in which we live.
Flexible Scheduling
Nathan Serfling
Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations, and develop a richer sense of writing as a complex and negotiated social process.
Engl 572.s01: film criticism, engl 576.st1 fiction.
In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.
Thursdays 1-3:50 p.m.
This course will provide you with a foundation in the pedagogies and theories (and their attendant histories) of writing instruction, a foundation that will prepare you to teach your own writing courses at SDSU and elsewhere. As you will discover through our course, though, writing instruction does not come with any prescribed set of “best” practices. Rather, writing pedagogies stem from and continue to evolve because of various and largely unsettled conversations about what constitutes effective writing and effective writing instruction. Part of becoming a practicing writing instructor, then, is studying these conversations to develop a sense of what “good writing” and “effective writing instruction” might mean for you in our particular program and how you might adapt that understanding to different programs and contexts.
As we read about, discuss and research writing instruction, we will address a variety of practical and theoretical topics. The practical focus will allow us to attend to topics relevant to your immediate classroom practices: designing a curriculum and various types of assignments, delivering the course content and assessing student work, among others. Our theoretical topics will begin to reveal the underpinnings of these various practical matters, including their historical, rhetorical, social and political contexts. In other words, we will investigate the praxis—the dialogic interaction of practice and theory—of writing pedagogy. As a result, this course aims to prepare you not only as a writing teacher but also as a nascent writing studies/writing pedagogy scholar.
At the end of this course, you should be able to engage effectively in the classroom practices described above and participate in academic conversations about writing pedagogy, both orally and in writing. Assessment of these outcomes will be based primarily on the various writing assignments you submit and to a smaller degree on your participation in class discussions and activities.
Thursdays 3–5:50 p.m.
Katherine Malone
This course explores the rise of the New Woman at the end of the nineteenth century. The label New Woman referred to independent women who rebelled against social conventions. Often depicted riding bicycles, smoking cigarettes and wearing masculine clothing, these early feminists challenged gender roles and sought broader opportunities for women’s employment and self-determination. We will read provocative fiction and nonfiction by New Women writers and their critics, including authors such as Sarah Grand, Mona Caird, George Egerton, Amy Levy, Ella Hepworth Dixon, Grant Allen and George Gissing. We will analyze these exciting texts through a range of critical lenses and within the historical context of imperialism, scientific and technological innovation, the growth of the periodical press and discourse about race, class and gender. In addition to writing an argumentative seminar paper, students will complete short research assignments and lead discussion.
In this course, we will explore the voices of female authors and characters in contemporary literature of war. Drawing from various literary theories, our readings and discussion will explore the contributions of these voices to the evolving literature of war through archetypal and feminist criticism. We will read a variety of short works (both theoretical and creative) and complete works such as (selections subject to change): "Eyes Right" by Tracy Crow, "Plenty of Time When We Get Home" by Kayla Williams, "You Know When the Men are Gone" by Siobhan Fallon, "Still, Come Home" by Katie Schultz and "The Fine Art of Camouflage" by Lauren Johnson.
Wiz Research discovered CVE-2024-37032, an easy-to-exploit Remote Code Execution vulnerability in the open-source AI Infrastructure project Ollama.
Ollama is one of the most popular open-source projects for running AI Models, with over 70k stars on GitHub and hundreds of thousands of monthly pulls on Docker Hub . Inspired by Docker, Ollama aims to simplify the process of packaging and deploying AI models.
Wiz Research discovered an easy-to-exploit Remote Code Execution vulnerability in Ollama: CVE-2024-37032, dubbed “Probllama.” This security issue was responsibly disclosed to Ollama’s maintainers and has since been mitigated. Ollama users are encouraged to upgrade their Ollama installation to version 0.1.34 or newer.
Our research indicates that, as of June 10, there are a large number of Ollama instances running a vulnerable version that are exposed to the internet. In this blog post, we will detail what we found and how we found it, as well as mitigation techniques and preventative measures organizations can take moving forward.
Taken as a whole – and in light of the Wiz Research team’s ongoing focus on the risk inherent to AI systems – our findings underscore the fact that AI security measure s have been largely sidelined in favor of focusing on the transformative power of this technology, and its potential to revolutionize the way business gets done.
Organizations are rapidly adopting a variety of new AI tools and infrastructure in an attempt to hone their competitive edge. These tools are often at an early stage of development and lack standardized security features, such as authentication. Additionally, due to their young code base, it is relatively easier to find critical software vulnerabilities, making them perfect targets for potential threat actors. This is a recurring theme in our discoveries – see prior Wiz Research work on AI-as-a-service-providers Hugging Face and Replicate , as well as our State of AI in the Cloud report and last year’s discovery of 38TB of data that was accidentally leaked by AI researchers.
Over the past year, multiple remote code execution (RCE) vulnerabilities were identified in inference servers, including TorchServe, Ray Anyscale, and Ollama. These vulnerabilities could allow attackers to take over self-hosted AI inference servers, steal or modify AI models, and compromise AI applications.
The critical issue is not just the vulnerabilities themselves but the inherent lack of authentication support in these new tools. If exposed to the internet, any attacker can connect to them, steal or modify the AI models, or even execute remote code as a built-in feature (as seen with TorchServe and Ray Anyscale ). The lack of authentication support means these tools should never be exposed externally without protective middleware, such as a reverse proxy with authentication. Despite this, when scanning the internet for exposed Ollama servers, our scan revealed over 1,000 exposed instances hosting numerous AI models, including private models not listed in the Ollama public repository, highlighting a significant security gap.
RCE Vulnerability in Ollama explained
To exploit this vulnerability, an attacker must send specially crafted HTTP requests to the Ollama API server. In the default Linux installation , the API server binds to localhost, which reduces remote exploitation risk significantly. However, in docker deployments ( ollama/ollama ), the API server is publicly exposed , and therefore could be exploited remotely.
Wiz customers can use the pre-built query and advisory in the Wiz Threat Center to search for vulnerable instances in their environment.
Why research ollama .
Our research team makes an active effort to contribute to the security of AI services, tooling, and infrastructure, and we also use AI in our research work.
For a different project, we looked to leverage a large-context AI model. Luckily, around that time, Gradient released their Llama3 version which has a context of 1m tokens .
Being one of the most popular open-source projects for running AI Models with over 70k stars on GitHub and hundreds of thousands of monthly pulls on Docker Hub , Ollama seemed to be the simplest way to self-host that model 😊.
Ollama consists of two main components: a client and a server. The server exposes multiple APIs to perform core functions, such as pulling a model from the registry, generating a prediction for a given prompt, etc. The client is what the user interacts with (i.e. the front-end), which could be, for example, a CLI (command-line interface).
While experimenting with Ollama, our team found a critical security vulnerability in an Ollama server. Due to insufficient input validation, it is possible to exploit a Path Traversal vulnerability to arbitrarily overwrite files on the server. This can be further exploited into a full Remote Code Execution as we demonstrate below.
This issue is extremely severe in Docker installations, as the server runs with root privileges and listens on 0.0.0.0 by default – which enables remote exploitation of this vulnerability.
It is important to mention that Ollama does not support authentication out-of-the-box. It is generally recommended to deploy Ollama behind a reverse-proxy to enforce authentication, if the user decides to expose its installation. In practice, our research indicates that there are a large number of installations exposed to the internet without any sort of authentication.
Ollama’s HTTP server exposes multiple API endpoints that perform various actions.
One of the endpoints, /api/pull , can be used to download a model from an Ollama registry.
By default, models are downloaded from Ollama’s official registry ( registry.ollama.com ), however, it is also possible to fetch models from private registries.
While Ollama's official registry can be considered "trusted," anyone can set up their own registry and host models on it. As researchers, we were interested in this attack surface – are private registries being blindly trusted? What damage could a malicious private registry cause?
What we found is that when pulling a model from a private registry (by querying the http://[victim]:11434/api/pull API endpoint), it is possible to supply a malicious manifest file that contains a path traversal payload in the digest field.
The digest field of a given layer should be equal to the hash of the layer. Among other things, the digest of the layer is also used to store the model file on the disk:
/root/.ollama/models/blobs/sha256-04778965089b91318ad61d0995b7e44fad4b9a9f4e049d7be90932bf8812e828
However, we found that the digest field was used without proper validation, resulting in path traversal when attempting to store it on the filesystem. This issue can be exploited to corrupt arbitrary files on the system.
By exploiting the previous issue, we can plant an additional malicious manifest file on the server (e.g /root/.ollama/models/manifests/%ATTACKER_IP%/library/manifest/latest ), which effectively registers a new model to the server. We found out that if our model’s manifest contains a traversal payload for the digest of one of its layers, when attempting to push this model to a remote registry via the http://[victim]:11434/api/push endpoint, the server will leak the content of the file specified in the digest field.
As we mentioned previously, it is possible to exploit the Arbitrary File Write vulnerability to corrupt certain files in the system. In Docker installations, it is pretty straightforward to exploit it and achieve Remote Code Execution , as the server runs with root privileges.
The simplest way we thought of achieving remote-code-execution would be to corrupt ld.so configuration files, specifically /etc/ld.so.preload . This file contains a whitespace - separated list of shared libraries that should be loaded whenever a new process starts. Using our Arbitrary File Write exploit-primitive, we plant our payload as a shared library on the filesystem ( /root/bad.so ) and then we corrupt etc/ld.so.preload to include it. Finally, we query the /api/chat endpoint on the Ollama API Server, which subsequently creates a new process and thus loads our payload!
Regarding exploitation of instances which do not run with root privileges - we do have a strategy for exploitation that leverages our /Arbitrary File Read primitive. However, it will be left as an exercise for the reader 😊
CVE-2024-37032 is an easy-to-exploit remote code execution that affects modern AI infrastructure. Despite the codebase being relatively new and written in modern programming languages, classic vulnerabilities such as Path Traversal remain an issue.
Security teams should update their Ollama instances to the latest version to mitigate this vulnerability. Furthermore, it is recommended not to expose Ollama to the internet unless it is protected by some sort of authentication mechanism, such a reverse-proxy.
We responsibly disclosed this vulnerability to Ollama’s development team in May 2024. Ollama promptly investigated and addressed the issue while keeping us updated.
May 5, 2024 – Wiz Research reported the issue to Ollama.
May 5, 2024 – Ollama acknowledged the receipt of the report.
May 5, 2024 – Ollama notified Wiz Research that they committed a fix to GitHub.
May 8, 2024 – Ollama released a patched version.
June 24, 2024 – Wiz Research published a blog about the issue.
Ollama committed a fix in about 4 hours after receiving our initial report, demonstrating an impressive response time and commitment to their product security.
The deployment of GenAI, LLMs, and chat interfaces expands potential attack surfaces and poses increased security threats.
We are excited to be ‘in-process’ for DoD IL4, continuing our commitment to helping public sector secure everything they build and run in the cloud
See what’s new with Wiz at Re:Inforce 2024 with this year’s recap
“Best User Experience I have ever seen, provides full visibility to cloud workloads.”
“Wiz provides a single pane of glass to see what is going on in our cloud environments.”
“We know that if Wiz identifies something as critical, it actually is.”
Michael hsieh, designed for ipad, screenshots, description.
Track your writing habits with statistics and get daily reminders to reach your goals. Handy whether you're making full-length novels, short stories, essays, blogs, screenplays, or other writing projects. Visualize your progress with graphs and strengthen your habits with practice. Features: - Daily progress reminder - Daily word count graph - Total project progress - Writing sessions streaks calendar - Time spent per day, week, or month - Phases percentages - Save timed or calendar writing sessions - Customizable project settings
The developer, Michael Hsieh , indicated that the app’s privacy practices may include handling of data as described below. For more information, see the developer’s privacy policy .
The following data may be collected and linked to your identity:
The following data may be collected but it is not linked to your identity:
Privacy practices may vary, for example, based on the features you use or your age. Learn More
Up to six family members can use this app with family sharing enabled., more by this developer.
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Level Up Your Team. See why leading organizations rely on MasterClass for learning & development. Conclusions are at the end of nearly every form of writing. A good conclusion paragraph can change a reader's mind when they reach the end of your work, and knowing how to write a thorough, engaging conclusion can make your writing more impactful.
The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.
Step 1: Return to your thesis. To begin your conclusion, signal that the essay is coming to an end by returning to your overall argument. Don't just repeat your thesis statement —instead, try to rephrase your argument in a way that shows how it has been developed since the introduction. Example: Returning to the thesis.
Let's go through each step. 1. Understand the Purpose. The conclusion is your final opportunity to leave an impact. It should tie together your main ideas, reinforce your message, and give the reader a sense of closure. Wrap Up Your Main Ideas. The conclusion should succinctly wrap up the main points of your writing.
Developing a Conclusion for Your ProjectCOM 14: Writing ConclusionsThe conc. usion gives your readers a final impression on your topic and ideas. An effective conclusion can summarize the main points of the essay, point to broader implications of the topic, make a recommendation about the topic, share outlooks for the fu.
A good conclusion will review the key points of the thesis and explain to the reader why the information is relevant, applicable, or related to the world as a whole. Make sure to dedicate enough of your writing time to the conclusion and do not put it off until the very last minute. Organize your papers in one place. Try Paperpile.
Highlight the "so what". At the beginning of your paper, you explain to your readers what's at stake—why they should care about the argument you're making. In your conclusion, you can bring readers back to those stakes by reminding them why your argument is important in the first place. You can also draft a few sentences that put ...
3. Refer Back to your Introduction. To tie everything together nicely in your conclusion, consider referring back to something you mentioned in your introduction. This could be a story you opened with or a key statistic you brought up that the reader will now have a better understanding of. 4.
Table of contents. Step 1: Restate the problem. Step 2: Sum up the paper. Step 3: Discuss the implications. Research paper conclusion examples. Frequently asked questions about research paper conclusions.
See how to write a good conclusion for a project, essay or paper to get the grade. ... Check out a conclusion example for a high school science fair project. Through my analysis of Huggies and Pampers brand diapers, it's been proven that Huggies is the sure winner in leak protection and fluid retention. As you can see through my experiment ...
Simply repeat your thesis word-for-word. This lacks originality and doesn't offer a fresh perspective. Summarize your key points concisely. 📝 Briefly revisit the main arguments used to support your thesis. Rehash every detail from your essay. 🔍 Focus on a high-level overview to reinforce your essay's main points.
Generate the conclusion outline: After entering all necessary details, click on 'generate'. Paperpal will then create a structured outline for your conclusion, to help you start writing and build upon the outline. Write your conclusion: Use the generated outline to build your conclusion.
It's better to leave it out of the paper than to include it in the conclusion. 5. Proofread and revise your conclusion before turning in your paper. Set aside your paper for at least a few hours. Then, re-read what you've written. Look for typos, misspelled words, incorrectly used words, and other errors.
Restate the main idea of your essay. A good conclusion should summarize the main points of your essay and reiterate the main idea or thesis statement. Provide closure to your argument. Your conclusion should provide a sense of closure to your argument and tie up any loose ends. Emphasize the importance of your topic.
Spread the loveHow to write a conclusion for a school, college or any academic project / academic work (dissertation, thesis, research paper). You can use these ideas to write a conclusion for a project (school or college), report, research paper, essay, assignment. Contents hide 1 Importance of Conclusion 2 Most Students Struggle to Write a […]
Step 1: Answer your research question. Step 2: Summarize and reflect on your research. Step 3: Make future recommendations. Step 4: Emphasize your contributions to your field. Step 5: Wrap up your thesis or dissertation. Full conclusion example. Conclusion checklist. Other interesting articles.
Writing a compelling conclusion usually relies on the balance between two needs: give enough detail to cover your point, but be brief enough to make it obvious that this is the end of the paper. Remember that reiteration is not restatement. Summarize your paper in one to two sentences (or even three or four, depending on the length of the paper ...
1. Restate the thesis. An effective conclusion brings the reader back to the main point, reminding the reader of the purpose of the essay. However, avoid repeating the thesis verbatim. Paraphrase your argument slightly while still preserving the primary point. 2. Reiterate supporting points.
Align the tone of your conclusion with the tone used in the rest of the document. Avoid using phrases like "in conclusion", "in summary" or "in closing" as they don't add value to the article. Avoid using a conclusion that is too short, because it cannot cover all the required elements of an effective conclusion.
After reviewing the data and results in Steps 11 & 12, make a conclusion.. When writing your conclusion: Follow the four steps to a good conclusion. Steps to a good conclusion: restate the purpose & briefly describe the experiment; state your conclusion; Include data evidence; state if your hypothesis supported or rejected. (Remember, it is OKAY for your hypothesis to be disproven!)
50+ Conclusion Sentence Starters (Plus a Free Printable) In our opinion, every student needs to learn to write good conclusions. By Jill Staake, B.S., Secondary ELA Education. Jun 27, 2024. A strong conclusion wraps up your writing and leaves a lasting impression in the reader's mind. Use these helpful conclusion sentence starters to let your ...
Here are some tips on how to write a conclusion for your English project: Length: Your conclusion should be concise and to the point, typically around 3-5 sentences in length. It should summarize the main points of your project and leave a lasting impression on the reader. What to include: In your conclusion, you should restate your thesis ...
The concluding paragraph should rephrase your thesis, summarize the main supporting ideas you have discussed throughout the work. It should offer your final impression of the central idea. This final summons should also include the morality of your story or the revelation of a deeper reality. A good conclusion will summarize your final thoughts ...
Improve your content quality by accurately detecting duplicate content and artificially generated text. Armed with the power of advanced AI, our easy-to-use conclusion generator analyzes your writing, identifies the key ideas and central arguments of your work, and produces a conclusion that matches the tone and style of your input.
3. Separate the Summary from the Body with a Blank Line. If your commit message needs more detail, add a body. Make sure to add a blank line between the summary and the body to make it more readable. and improve overall response times over the network. The cache invalidates every ten minutes to ensure data freshness.
Tuesday and Thursday, 11 a.m.-12:15 p.m. Sharon Smith. ENGL 151 serves as an introduction to both the English major and the discipline of English studies. In this class, you will develop the thinking, reading, writing and research practices that define both the major and the discipline. Much of the semester will be devoted to honing your ...
Introduction & Overview Ollama is one of the most popular open-source projects for running AI Models, with over 70k stars on GitHub and hundreds of thousands of monthly pulls on Docker Hub.Inspired by Docker, Ollama aims to simplify the process of packaging and deploying AI models. Wiz Research discovered an easy-to-exploit Remote Code Execution vulnerability in Ollama: CVE-2024-37032, dubbed ...
Screenshots. Track your writing habits with statistics and get daily reminders to reach your goals. Handy whether you're making full-length novels, short stories, essays, blogs, screenplays, or other writing projects. Visualize your progress with graphs and strengthen your habits with practice. Features:
By Hal B. Klein. June 20, 2024. Over the past three months, the Pittsburgh Dumpling Project took on a 6,000-mile journey from the bustling cities of East Asia to the sun-soaked boot of Italy in ...