Upload 8 files

171f7ac verified 2 days ago

45.8 kB

	{"phase": "pretrain", "local_step": 2000, "global_step": 5000, "prompt": "ine advisory committee of the Food and Drug Administration selected the final influenza strains to include in the vaccines produced for the next flu season. These include H1N1, influenza B, and H3N2 viruses.\nThe goal is to find the best match between the vaccine and the influenza strains most likely to be circulating in the environment, particularly because flu viruses frequently mutate and can differ across time and from region to region. One common problem, however, is that the viruse", "completion": "s were brought to this style. These programs discovered the stan", "target": "s chosen for vaccines often mutate in the process of production, creating mismatches between seasonal flu viruses and the vaccine in any given flu season. This has been a particular problem with H3N2 viruses.\nBut a new technology developed by the University of Wisconsin–Madison’s Yoshihiro Kawaoka may make H3N2 vaccine development a bit easier. In Nature Microbiology today [April 29, 2019], Kawaoka and his team describe a new cell line that enables better growth of H3N2 for vaccine use. The virus is also far less likely to mutate during production using this cell line, improving the chances of a match between vaccine and circulating influenza viruses.\n“The NIH (National Institutes of Health) is interested in using new cell lines to make H3N2 human challenge strains since these recent H3N2 viruses do not grow well in existing cell lines,” explains Kawaoka, professor of pathobiological sciences at the UW–Madison School of Veterinary Medicine. Human challenge trials help public health agencies identify the best vaccine virus candidates.\nKawaoka has already provided the cell line to public health agencies for testing influenza samples from patients and for testing the effectiveness of antiviral drugs against the circulating strains. He is also providing them to a UW–Madison graduate, Bharat Biotech CEO Krishna Ella, based in Hyderabad, India, for the company’s work developing cell-based flu vaccines.\nKawaoka says the cell lines will be validated for vaccine use, and the Wisconsin Alumni Research Foundation has filed for a patent.\nFlu vaccines work by arming the human immune system with the ability to recognize flu in the environment so that it can fight off infection. Viruses that mutate during vaccine production can lead to a less adequately prepared immune system. Limiting mutations in vaccine viruses is important for producing vaccines that work well.\nWhile influenza viruses used for vaccines are usually grown in eggs, some are grown in specific cell lines such as MDCK (Madin-Darby canine kidney). But H3N2 is different: “H3N2 viruses — the most important human viruses among the four strains circulating — do not grow well in eggs or even in MDCK cells, which are most commonly used for influenza virus propagation,” says Kawaoka. “H3N2 causes epidemics more often and causes more severe disease in humans.”\nFlu viruses infect cells by attaching to docking stations called receptors on the cell surface. Cells in birds, which also can be infected by flu viruses, and human lung cells each have the kinds of receptors that flu recognizes, though they are slightly different in each species. This can affect how well an influenza virus attaches to and makes copies of itself inside cells.\nIn 2005, Kawaoka’s research group at the University of Tokyo, where he is also a professor of virology, modified MDCK cells to include more humanlike receptors. These cells, called AX4, better supported the growth of influenza. However, H3N2 viruses acquire mutations in these cells, too.\nFor the new study, Kawaoka’s team modified MDCK cells by overexpressing human virus receptors and reducing avian virus receptors by using the gene-editing tool CRISPR-Cas9. They found that these cells, which they call hCK, better mimic those found in the human upper respiratory tract.\nThe researchers also learned that H3N2 viruses grow faster and in higher amounts in hCK cells compared to MDCK and AX4, and in the new cell line, the team could more reliably recover virus particles that came from patient samples.\n“hCK cells are more than 100-fold better for growing human H3N2 viruses than", "nll": 1.3259594440460205, "ppl": 3.765796693500372}
	{"phase": "pretrain", "local_step": 2000, "global_step": 5000, "prompt": "Educational technology is the study and ethical practice of\nfacilitating learning and improving performance by creating, using and\nmanaging appropriate technological processes and resources.\" The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology\nis \"the theory and practice of design, development, utilization,\nmanagement, and evaluation of processes and resourc", "completion": "es, although the individual Neanderthal Communities and the educ", "target": "es for learning,\"\naccording to the Association for Educational Communications and\nTechnology (AECT) Definitions and Terminology Committee\n, educational technology includes other systems used in the process of\ndeveloping human capability. Educational Technology includes, but is not\nlimited to, software, hardware, as well as Internet applications and\nactivities. But there is still debate on what these terms mean.\nTechnology of education is most simply and comfortably defined as an\narray of tools that might prove helpful in advancing student learning\nand may be measured in how and why individuals behave. Educational\nTechnology relies on a broad definition of the word \"technology\".\nTechnology can refer to material objects of use to humanity, such as\nmachines or hardware, but it can also encompass broader themes,\nincluding systems, methods of organization, and techniques. Some modern\ntools include but are not limited to overhead projectors, laptop\ncomputers, and calculators. Newer tools such as \"smartphones\" and games\n(both online and offline) are beginning to draw serious attention for\ntheir learning potential. Media psychology is the field of study that\napplies theories in human behavior to educational technology.\nThose who employ educational technologies to explore ideas and communicate meaning are learners or teachers.\nConsider the Handbook of Human Performance Technology.\nThe word technology for the sister fields of Educational and Human\nPerformance Technology means \"applied science.\" In other words, any\nvalid and reliable process or procedure that is derived from basic\nresearch using the \"scientific method\" is considered a \"technology.\"\nEducational or Human Performance Technology may be based purely on\nalgorithmic or heuristic processes, but neither necessarily implies\nphysical technology. The word technology comes from the Greek \"techne\"\nwhich means craft or art. Another word, \"technique,\" with the same\norigin, also may be used when considering the field Educational\nTechnology. So Educational Technology may be extended to include the\ntechniques of the educator.\nA classic example of an Educational Psychology text is Bloom's 1956 book, Taxonomy of Educational Objectives. Bloom's Taxonomy\nis helpful when designing learning activities to keep in mind what is\nexpected of—and what are the learning goals for—learners. However,\nBloom's work does not explicitly deal with educational technology per se and is more concerned with pedagogical strategies.\nAccording to some, an Educational Technologist is someone who\ntransforms basic educational and psychological research into an\nevidence-based applied science (or a technology) of learning or\ninstruction. Educational Technologists typically have a graduate degree\n(Master's, Doctorate, Ph.D., or D.Phil.) in a field related to\neducational psychology, educational media, experimental psychology,\ncognitive psychology or, more purely, in the fields of Educational,\nInstructional or Human Performance Technology or Instructional (Systems)\nDesign. But few of those listed below as theorists would ever use the\nterm \"educational technologist\" as a term to describe themselves,\npreferring terms such as \"educator\".\nThe transformation of educational technology from a cottage industry to\na profession is discussed by Shurville, Browne, and Whitaker.\nsource : wikipedia", "nll": 1.2422592639923096, "ppl": 3.463429433678953}
	{"phase": "pretrain", "local_step": 2000, "global_step": 5000, "prompt": "HIST 360W Expressive Cultures in African History (1)\nThis course uses African expressive forms such as music, fashion, sport, theatre,", "completion": " alcoholic and acid.\nour first tool for its people, generalism, ", "target": "and art as a lens to understanding larger historical transformations--colonialism, urbanization, and independence--in twentieth century Africa. Organized thematically, the course will concentrate on three major themes: African expressive cultures as (1) sources of empowerment and resistance; (2) sites of consciousness producing new kinds of self and collectivity; and (3) expressions of older values and beliefs, as well as newer cultural forms. In addition, we will explore the lives of particular African artists, musicians, and actors and focus on how these individuals have reflected larger political, economic, and social changes over the past 100 years. Not only will this course enrich students' understanding of how Africans carve out for themselves time for pleasure and enjoyment, but also demonstrate how such creative practices reflect African understanding of their own history.\n- General Education Requirement Fulfillment: Writing-centered\n- Offering: Annually\n- Instructor: Murillo", "nll": 1.1235903872622623, "ppl": 3.075877994783275}
	{"phase": "pretrain", "local_step": 4000, "global_step": 10000, "prompt": "itions\nHydrophobic colloidal silica should be stored in a well-closed container. It will not absorb moisture but may still absorb volatile substances owing to its high surface area. It has a shelf life of 12 months.\nWhen handling the product, you should observe institutional SHEQ protocols appropriate to the circumstances and quantity of the material. Eye protection and gloves are recommended. Inhalation of Hydrophobic colloidal silica dust may cause irritation of the respiratory tract", "completion": " or analysis of the forest and three posts that are elected by a", "target": "(although it not not associated with fibrosis of the lungs). If suitable containment facilities are absent in the facility, a dust mask should be used when dealing with small quantities and for larger volumes, a dust respirator is recommended.\nSustainability and Environmental Impact\nA sustainability score for Hydrophobic silicon dioxide has not yet been provided.\nManufacturers & Suppliers\nAdditional Resources (Downloads)\nReferences and Literature Used\n Evonik Industries, SIPERNAT and AEROSIL – an essential in industrial powder technology, Technical information.\n World Health Organization & Food and Agriculture Organization of the United Nations. (1991). Evaluation of certain food additives and contaminants : thirty-seventh report of the Joint FAO/WHO Expert Committee on Food Additives [meeting held in Geneva from 5 to 14 June 1990], (1991).\n M. Fuji, H. Iwata, T. Takei, T. Watanabe, M. Chikazawa, The change in the water vapor affinity of fine silica particles loaded with trimethylsilyl groups, Advanced Powder Technology, 8 (1997) 325-334.\n G.K. Bolhuis, N. Anthony Armstrong, Excipients for direct compaction—an update, Pharmaceutical Development and Technology, 11 (2006) 111-124.\n L.C. Becker, W.F. Bergfeld, D.V. Belsito, R.A. Hill, C.D. Klaassen, D. Liebler, J.G. Marks, R.C. Shank, T.J. Slaga, P.W. Snyder, F.A. Andersen, Safety Assessment of Silylates and Surface-Modified Siloxysilicates, international Journal of Toxicology, 32 (2013).\n D. Majerová, L. Kulaviak, M. Růžička, F. Štěpánek, P. Zámostný, Effect of colloidal silica on rheological properties of common pharmaceutical excipients, European Journal of Pharmaceutics and Biopharmaceutics, 106 (2016) 2-8.\n Sccs, P.H.M. Hoet, Opinion of the Scientific Committee on Consumer Safety (SCCS) – Revision of the opinion on the safety of the use of Silica, Hydrated Silica, and Silica Surface Modified with Alkyl Silylates (nano form) in cosmetic products, regulatory toxicology and pharmacology, 74 (2016) 79-80.\n T.U.S.P. Convention, Food Chemicals Codex (11th Edition), (2018).\nPharmaCentral.com may on occasion publish user-generated content. Any information provided on our platform is for general informational and educational purposes only. All information is provided in good faith to enable collaboration and sharing of know-how among our community of users. Authors who submit content retain copyright to it.\nPharmaCentral.com does not make any representation or warranty of any kind regarding its accuracy, adequacy, or legality. Any references to particular product names, brands, descriptions, formats, styles, corporate entities, tests, applications, technologies, uses, standardisations, medical conditions, and treatments are for illustration purposes and should not be considered complete or binding. All respective intellectual property, such as trademarks and logos, are properties of their owners\nFair Use Copyright Disclaimer\nUnder Section 107 of the Copyright Act 1976, allowance is made for ‘Fair Use’ for purposes such as criticism, comment, news, reporting, scholarship, education, and research.\nFair use is a use permitted by copyright statute that might otherwise be infringing.\nSome information contained on PharmaCentral.com may contain copyrighted material, the use of which may not have been specifically authorised by the respective copyright owners. Some material is made available to help explain and relay complex phenomena, formulae, physical and chemical constants, and other concepts that are scientifically incontestable but relevant to the use of products, and/or to illustrate, transmit, an", "nll": 1.2390472888946533, "ppl": 3.452322831199478}
	{"phase": "pretrain", "local_step": 4000, "global_step": 10000, "prompt": "ation one character of space for each click\nLocation: Home tab, Alignment group\nWhen a number is entered with a format symbol, Excel immediately\ndisplays it with the assigned format\nThe horizontal and vertical lines on the worksheet are called ______ and make it easier to see and identify each cell.\nThe __________ presents information about the worksheet, the function of the button the mouse pointer is pointing to, or the mode of Excel.\nAs you type, Excel displays the entry in the _____", "completion": "____________________________that the only information took the m", "target": "_____, and also displays the active cell reference in the Name box on the left.\nIn Excel, any set of characters containing a letter, hyphen (as in a telephone number), or space is considered __________.\nA(n) __________ is a series of two or more adjacent cells in a column or rectangular group or cells.\nWhen cell references are copied, each cell reference that Excel automatically adjusts for the new position is called a __________.\nYou __________ a worksheet to emphasize certain entries, change the font size, add color to areas, and make the worksheet easier to read and understand.\nThe __________ specifies the size of the characters on the screen and is gauged by a measurement system called points. A single point is about 1/72 of one inch in height.\nThe opposite of cell merging is cell __________, which is done by selecting a merged cell and clicking the Merge and Center button.\nExcel remembers the last 100 actions you have completed. Thus, you can undo up to 100 previous actions by clicking the __________ button arrow to display the Undo list and then clicking the action to be undone.\nAs you are clearing cell entries, always remember that you should never press the __________ to clear a cell.\nThe ____________________ preceding a formula is important because it alerts Excel that a formula or function is being entered and not text.\nExcel places a small purple triangle, called a ______________, in a cell to indicate that a smart tag is available.\nSmart tag indicator\nThe ____________________ function sums the numbers in the specified range and then divides the sum by the number of non-zero cells in the range\nThe ____________________ inserts a comma every three positions to the left of the decimal point and causes numbers to be displayed to the nearest hundredths.\nComma style format\nA ____________________ is a dollar sign that appears immediately to the left of the first digit in a cell with no spaces.\nFloating Dollar Sign\nFormatting that appears only when the value in a cell meets specified conditions is called ____________________.\nA ____________________ is defined as a letter, number, symbol, or punctuation mark in the default font used by Excel.\n____________________ means that the width of a column will be increased or decreased so the widest entry will fit in the column.\n____________________ is a technique that can be used to conceal data that might not be relevant to a particular report or sensitive data that others should not see.\nTo correct a word throughout a worksheet, click the ____________________ in the Spelling dialog box shown in the accompanying figure.\nchange all button\nThe ____________________ of a worksheet is the version that shows the results of the formulas entered, rather than the actual formulas.\nThe ____________________ of a worksheet is the version that shows the actual formulas entered, rather than the resulting values.\n____________________ are values in cells that can be changed to determine new values for formulas.\nThe ____________________ is a special place in the computer's memory that allows you to collect text and graphic items from an Office document and then paste them into any Office document.\nYou can ensure correctness in your ____________________ by carefully checking them using Range Finder.\nThe Formula Auditing group on the Formulas tab on the Ribbon also can be helpful when verifying ____________________.\nBefore creating a worksheet, you should have a good understanding of the ____________________ document.\nWhen you first enter text, its angle is ____________________ degrees, and it reads from left to ri", "nll": 1.0625544786453247, "ppl": 2.893753587652979}
	{"phase": "pretrain", "local_step": 4000, "global_step": 10000, "prompt": "common in people lately.\nDefinitely, definitely, DEFINITELY ME. Discovering this not too long ago has really helped me understand myself better. I’ve always known I was “different” but just thought I was “shy”, which never explained everything because sometimes I love socializing. This definitely explains why it almost physically pains me to hear people complain or talk shit on their friends, and why I need time to think to know whether I liked or disliked a movie and why.\nHow do you f", "completion": "ind. The general administration may be best ideal to keep genera", "target": "ellow “HSP”s deal with a world that (to me at least) has a constant abundance of obnoxious stimulation and noise? As I type this I’m at work and though I mute the big TV in the lobby every time I come in, I can hear the one in the other room. It’s hard for me to think of something I hate more commercials. They’re so fucking INTRUSIVE!!!!!!!!!!!\n@tangledupinplaid21, this is hard… to ignore everything. One of the hardest practices I am still learning.\nIf I am not listening to “my” music or something, or when I made music and every little noise was bothering me… but I figured out that I could ignore the distractions and be a little more hard on myself, because I’m constantly making excuses.(?) It’s kinda stupid when something is distracting me right in my fucking face, but I still convinced myself that everything I complain about is an excuse I make. I cannot imagine how you deal with painting if someone else is interfering.\nFor me it is most difficult to deal with the fact that we feel/sense/take over other people their emotions so easily. Concerning the good emotions I am fine with it, but concerning the negative emotions I would really like to learn to deal with that. How to distinguish my own from others their emotions? This feeling when you are with somebody and you simply know that something is bothering the other person. Especially when something about me is bothering that person I feel it extrenely. But I never know how to deal with it and/or how to start about the subject. What if I am wrong? It is kind of awkward then, especially with people I am less close with. I really believe in a sixth sense which shows itself in this way.\nFurthermore the concentration problem some are talking about: this bothers me as well. Smoking weed helps to deal with this in the best way for me, but this is not a solution. Of course meditation is something that can definitely help to deal with this as well. Maybe meditation is also a solution for distinguishing your own from other people their feelings?\n@beyond, It’s funny you mention that because painting seems to be an exception to this. We have had more than one party over at our apartment where people are loud, drunk and obnoxious and I’m in the corner painting in my own world the whole time. I still hear them but I’m so focused on what I’m doing that it doesn’t bother me. If I wasn’t painting or drunk with them they’d probably drive me nuts.\n@filipek, I would like to learn this too. I just posted this in the “vibes” discussion so I will just copy and paste what I said there. I’m dating someone who is really intense and also really expressive so when something bad is going on I feel it like a dagger and it gives me really bad anxiety. Haven’t figured out how to deal with this because one should be able to count on their significant other to listen to them even when it’s not necessarily positive. But too much negativity and I will lose composure completely.\n@tangledupinplaid21, I know exactly what you are talking about. I think the fact that I am struggling with my own identity is due to the fact that my whole life I have been ‘taking’ other people their feelings/emotions, which led me to great confusion. The greatest example is my dad (from who I believe I got this ‘gift’ (I prefer to say gift rather than curse), who could change the mood of the whole family with his great negative tension. I think we, as HSPs, take over a lot more emotions/feelings/habits/traits etc. from other people during our childhood, than non HSPs. Therefore it is a lot harder to form our own identities and I think we are all m", "nll": 1.237091302871704, "ppl": 3.4455767357799316}
	{"phase": "pretrain", "local_step": 9000, "global_step": 15000, "prompt": "f imagery. He therefore adopted a hermetic style, an alchemy of symbols which makes his work very obscure but deep in metaphysical resonance.\nThe major poems in Mallarmé’s oeuvre are: The Afternoon Of A Faun, The Clown Chastised, and The Virginal Vibrant and Beautiful Dawn (i.e. the swan sonnet). A curious reader is unlikely to find these poems anywhere so I will provide the text for the short poems here:\nThe Virginal, Vibrant, and Beautiful Dawn\nWill new and alive the beautiful today\nS", "completion": "ize Gallery Schemes (Chelu Snakes) approach to the Future of Wor", "target": "hatter with a blow of drunken wing\nThis hard lake, forgotten, haunted under rime\nBy the transparent glacier, flights unknown!\nA swan of long ago remembers now that he,\nMagnificent but lost to hope, is doomed\nFor having failed to sing the realms of life\nWhen the ennui of sterile winter gleamed.\nHis neck will shake off the white torment space\nInflicts upon the bird for his denial,\nBut not this horror, plumage trapped in ice.\nPhantom by brilliance captive to this place,\nImmobile, he assumes disdain’s cold dream,\nWhich, in his useless exile, robes the Swan.\nThe swan, caught in the ice of the lake and looking at it disdainfully, is thought to represent the poet crushed by the world and hating it. Baudelaire also used a swan to represent the artist in society. His swan had broken out of its cage and found itself unable to exist in the mud of the city streets. In a similar poem, an albatross captured on the deck of a ship symbolizes the poet being jeered at by the ignorant masses.\nBut in this poem, I think the swan symbolizes the proud artist immobilized by a willful refusal to soar the heights, doomed to a useless exile he disdains. The sonnet eloquently expresses the poet’s self-deprecatory frustration. Mallarmé sought to reach the ideal in art and blamed himself for not achieving it.\nThe Clown Chastised develops a similar theme:\nThe Clown Chastised\nEyes, lakes with my simple passion to be reborn\nOther than the actor, evoking with gestures\nFor feather the ugly soot of stage lights,\nI have pierced a window in the canvas wall.\nClear traitor swimmer, with my legs and arms\nLeaping and bounding, denying the wrong\nHamlet! as if I created in the wave\nA thousand tombs in which to virgin disappear.\nJoyous gold of the cymbal fists have inflamed,\nSuddenly the sun strikes the barrenness pure\nExhaled from my coolness like mother-of-pearl.\nStale night of the skin when you swept over me,\nUngrateful! Ignorant of my whole consecration,\nThat grease paint drowned in faithless glacier water.\nIn this poem, the artist attempts to deny his role, possibly to escape the eyes of the audience, or in other words, the social responsibilities of art. But he is punished by the loss of his divinity. His grease paint drowns in the glacier, implying a cold death of the spirit. Hamlet is mentioned to invoke the poetic soul with large aspirations who is impotent to realize his dreams. Like the swan sonnet, the poem suggests a refusal to accept the limitations of art and the hopelessness of transcending it.\nBibliography - Books In My Collection\nUnderlined titles are not hyperlinks\n1. Collected Poems translated by Henry Weinfield ISBN 0-520-08188-9 ©1994 University of California Press\n2. Toward The Poems Of Mallarmé by Robert Greer Cohn 65-25352 ©1965 University of California Press\n3. Selected Poetry And Prose edited by Mary Ann Caws ISBN 0-8112-0823-0 ©1982 New Directions NDP529\n4. Igitur by Robert Greer Cohn ISBN 0-520-04188-7 ©1981 University of California\n5. Mallarmé Or The Poet Of Nothingness by Jean-Paul Sartre ISBN 0-271-00755-9 ©1991 Pennsylvania State University Press\n6. Mallarmé And The Sublime by Louis Wirth Marvick ISBN 0-88706-279-2 ©1986 State University of New York Press\n7. Introduction To The Psychoanalysis Of Mallarmé by Charles Mauron 63-8918 ©1963 University of California Press\n8. Mallarmé by Wallace Fowlie ©1953 University of Chicago Press\n9. Selected Letters Of Stéphane Mallarmé translated by Rosemary Lloyd ISBN 0-226-48841-1 ©1988 University Of Chicago Press\n10. Poem & Symbol: A Brief History of French Symbolism by Wallace Fowlie ISBN 0-271-00696-X ©1990 Penns", "nll": 1.6257885694503784, "ppl": 5.082425302690712}
	{"phase": "pretrain", "local_step": 9000, "global_step": 15000, "prompt": "y groomed with – would form larger huddles at night than those animals with fewer social partners, allowing them to save more energy for growth and reproduction.\nThis method of keeping warm, called social thermoregulation, means that the macaques with more grooming partners would stay warmer, spend less energy on maintaining body temperature and be less exposed to environmental stress, increasing their probability of surviving winter.\nThe study is the first to show that such social hudd", "completion": "er causes to the control of the child are substance through the ", "target": "ling may be a mechanism that connects social bonding to higher \"fitness\" – the term used by scientists to measure of how well animals can cope with their local ecological conditions, usually measured by reproductive success and survival.\nDr Bonaventura Majolo, a behavioural ecologist based in the School of Psychology at the University of Lincoln, carried out the study with Liz Campbell, Programme Director at the Moroccan Primate Conservation Foundation, who previously worked as a researcher studying Barbary macaque social behaviour at the University of Lincoln.\nHe said: \"In several species, research has found that the most sociable individuals within a group tend to experience greater survival, longevity, reproductive output, and offspring survival.\n\"We know from previous studies of a number of different species that forming social bonds positively affects survival and reproduction, but exactly how this happens was not clear.\n\"Barbary macaques were an ideal species to examine because of the varying social relationships they have with their group companions, and the extreme weather conditions they experience, such as cold and snowy winters, and hot and dry summers. We found that monkeys which were more sociable would huddle together during winter nights with their social partners, and that this led to the formation of larger huddles when it rained or the temperature dropped.\"\nResearchers examined the grooming behaviour and hierarchy of two wild groups of Barbary macaques during the day, before recording their sleeping locations, and how many monkeys were huddled together in preparation for the night.\nThe air temperature and whether it had rained or snowed was also recorded, as well as the amount of time the primates spent grooming, their dominance rank, and whether the grooming pair was the same sex or opposite sex.\nResearchers found that monkeys that spent more time grooming together were more likely to huddle together, and that they would gather in larger groups when there was precipitation and low temperatures. The findings support previous research that increasing huddle sizes is a behavioural response to combat the adverse impact of cold climates.\nLiz Campbell, Programme Director at the Moroccan Primate Conservation Foundation, said: \"Social thermoregulation through huddling, communal nesting or communal roosting, is a very widespread behaviour across a range of species, and this could therefore be a very widespread mechanism linking sociality with an evolutionary advantage.\n\"In the ecological conditions of our study where Barbary macaques experience severe winter energy deficits, the benefits provided by social thermoregulation can explain why more social monkeys are more likely to survive winter. In less extreme climates, more effective social thermoregulation could allow greater energetic investment in growth and reproduction, contributing to the greater longevity, reproductive output, and offspring survival experienced by more social individuals in other species.\nWhile previous research has investigated the link between sociality and fitness, it has often explored behaviours that may not apply generally across species, such as support provided by social partners in fights, protection from infanticide, or stress reduction from grooming.\n\"We were searching for a behavioural mechanism which could potentially apply across a diverse range of species to explain the fitness benefit of social bonds. We hope that our study will stimulate further research in this area, helping to understand the benefit of forming and maintaining social bonds", "nll": 0.9866892099380493, "ppl": 2.682339093495214}
	{"phase": "pretrain", "local_step": 9000, "global_step": 15000, "prompt": "\|What is the International Nuclear Event Scale (INES) ?\|\nThe working principle of the INES scale is identical to t", "completion": "he competition of the apple data may include a component photogr", "target": "he principle of scales for measuring the seriousness of some natural phenomena (earthquakes, winds…). It aims at making easier the perception of the significance of incidents or accidents in nuclear installations.\nOnly events having an impact (even potential) on nuclear safety of the installations are included in this scale.\nEvents are classified on a scale at seven levels (from 1 to 7), according to their importance.\nEvents, which have no safety significance are termed “deviations” and are classified below scale, or level “0”. Events, which have no safety relevance are termed “out-of-scale”.\nThe INES scale cannot be used as a management tool to respond to an emergency situation. Specific arrangements to face such situations are put in place in the frame of the Nuclear and Radiological Emergency Plan for the Belgian Territory.", "nll": 1.0486717178653904, "ppl": 2.8538578709449958}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nHow are brain-computer interfaces (BCIs) expected to impact the future of education and learning?\n<\|assistant\|>\n", "completion": "The programming process is that the use of the programs can also", "target": "Brain-computer interfaces (BCIs) hold the potential to revolutionize education and learning in several ways. These technologies, which allow for direct communication between the brain and external devices, could significantly enhance cognitive abilities, personalize learning experiences, and provide new methods for skill acquisition.\n\n* Enhanced Cognitive Abilities: BCIs could be used to augment cognitive functions such as attention, memory, and processing speed.\n * For example, a BCI could help students focus better in class by filtering out distractions or improve memory retention by directly stimulating relevant brain regions during learning.\n* Personalized Learning: BCIs can provide real-time feedback on a student's cognitive state, allowing for adaptive learning environments tailored to individual needs.\n * By monitoring brain activity, educational software could adjust the difficulty level of tasks, present information in optimal formats, or identify when a student is struggling an", "nll": 1.0603494188262195, "ppl": 2.8873797178551786}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nExplain how the unique properties of shape-memory alloys (SMAs), specifically the `shape memory effect` and `superelasticity`, contribute to innovative engineering designs across various sectors. Provide specific examples of their application.\n<\|assistant\|>\n", "completion": "Protecting the problem is a memorable and manipulated as a way t", "target": "Shape-memory alloys (SMAs) are a class of metallic materials capable of recovering a predetermined shape when subjected to an appropriate thermal cycle or mechanical load. Their remarkable abilities stem from unique crystallographic phase transformations, enabling highly innovative engineering solutions.\n\n### Key Properties Contributing to Innovation\n\n* `Shape Memory Effect (SME)`: This is the ability of an SMA to \"remember\" its original shape and return to it upon heating, even after being plastically deformed at a lower temperature.\n * Mechanism: At low temperatures, the SMA is in its `martensitic` phase (a low-symmetry, easily deformable phase). Upon heating above a critical transformation temperature (`Af` for austenite finish), it transforms to the `austenitic` phase (a high-symmetry, strong phase), recovering its pre-programmed shape.\n * Innovative Contribution: Enables the creation of compact, lightweight actuators that replace complex mechanical or electromechanical systems. It", "nll": 1.48634765625, "ppl": 4.42091927949238}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nWhat is the primary biological imperative that drives plants to perform photosynthesis, and what are the key outcomes of this process?\n<\|assistant\|>\n", "completion": "The government is the company's service at the process of intern", "target": "Plants perform `photosynthesis` primarily to produce their own food in the form of sugars (glucose) for energy and growth. Unlike animals, plants are `autotrophs`, meaning they can create their own nourishment from inorganic substances.\n\n### Key Outcomes of Photosynthesis:\n\n* Energy Production:\n * > The most crucial outcome is the creation of `glucose` (a sugar), which serves as the plant's main energy source. This energy powers all cellular activities, from root absorption to leaf development.\n * Glucose can be converted into other complex carbohydrates like `starch` for storage or `cellulose` for structural support, forming cell walls.\n* Oxygen Release:\n * As a vital byproduct, `oxygen` (O₂) is released into the atmosphere. This oxygen is indispensable for the respiration of most living organisms, including plants themselves, animals, and microorganisms.\n* Carbon Dioxide Sequestration:\n * Photosynthesis consumes atmospheric `carbon dioxide` (CO₂), playing a critical", "nll": 1.5717626953125, "ppl": 4.815128321760393}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nHow are brain-computer interfaces (BCIs) expected to impact the future of education and learning?\n<\|assistant\|>\n", "completion": "The student involves advertising and responsibilities to student", "target": "Brain-computer interfaces (BCIs) hold the potential to revolutionize education and learning in several ways. These technologies, which allow for direct communication between the brain and external devices, could significantly enhance cognitive abilities, personalize learning experiences, and provide new methods for skill acquisition.\n\n* Enhanced Cognitive Abilities: BCIs could be used to augment cognitive functions such as attention, memory, and processing speed.\n * For example, a BCI could help students focus better in class by filtering out distractions or improve memory retention by directly stimulating relevant brain regions during learning.\n* Personalized Learning: BCIs can provide real-time feedback on a student's cognitive state, allowing for adaptive learning environments tailored to individual needs.\n * By monitoring brain activity, educational software could adjust the difficulty level of tasks, present information in optimal formats, or identify when a student is struggling an", "nll": 1.0608754525533537, "ppl": 2.888898976525431}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nExplain how the unique properties of shape-memory alloys (SMAs), specifically the `shape memory effect` and `superelasticity`, contribute to innovative engineering designs across various sectors. Provide specific examples of their application.\n<\|assistant\|>\n", "completion": "The application of all engagement is that the security of proper", "target": "Shape-memory alloys (SMAs) are a class of metallic materials capable of recovering a predetermined shape when subjected to an appropriate thermal cycle or mechanical load. Their remarkable abilities stem from unique crystallographic phase transformations, enabling highly innovative engineering solutions.\n\n### Key Properties Contributing to Innovation\n\n* `Shape Memory Effect (SME)`: This is the ability of an SMA to \"remember\" its original shape and return to it upon heating, even after being plastically deformed at a lower temperature.\n * Mechanism: At low temperatures, the SMA is in its `martensitic` phase (a low-symmetry, easily deformable phase). Upon heating above a critical transformation temperature (`Af` for austenite finish), it transforms to the `austenitic` phase (a high-symmetry, strong phase), recovering its pre-programmed shape.\n * Innovative Contribution: Enables the creation of compact, lightweight actuators that replace complex mechanical or electromechanical systems. It", "nll": 1.4911232850609757, "ppl": 4.44208244245823}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nWhat is the primary biological imperative that drives plants to perform photosynthesis, and what are the key outcomes of this process?\n<\|assistant\|>\n", "completion": "The primary process of processing is that it is also important t", "target": "Plants perform `photosynthesis` primarily to produce their own food in the form of sugars (glucose) for energy and growth. Unlike animals, plants are `autotrophs`, meaning they can create their own nourishment from inorganic substances.\n\n### Key Outcomes of Photosynthesis:\n\n* Energy Production:\n * > The most crucial outcome is the creation of `glucose` (a sugar), which serves as the plant's main energy source. This energy powers all cellular activities, from root absorption to leaf development.\n * Glucose can be converted into other complex carbohydrates like `starch` for storage or `cellulose` for structural support, forming cell walls.\n* Oxygen Release:\n * As a vital byproduct, `oxygen` (O₂) is released into the atmosphere. This oxygen is indispensable for the respiration of most living organisms, including plants themselves, animals, and microorganisms.\n* Carbon Dioxide Sequestration:\n * Photosynthesis consumes atmospheric `carbon dioxide` (CO₂), playing a critical", "nll": 1.5777046017530487, "ppl": 4.843824534423357}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nHow are brain-computer interfaces (BCIs) expected to impact the future of education and learning?\n<\|assistant\|>\n", "completion": "The student is a new student that is compromised by analyzing th", "target": "Brain-computer interfaces (BCIs) hold the potential to revolutionize education and learning in several ways. These technologies, which allow for direct communication between the brain and external devices, could significantly enhance cognitive abilities, personalize learning experiences, and provide new methods for skill acquisition.\n\n* Enhanced Cognitive Abilities: BCIs could be used to augment cognitive functions such as attention, memory, and processing speed.\n * For example, a BCI could help students focus better in class by filtering out distractions or improve memory retention by directly stimulating relevant brain regions during learning.\n* Personalized Learning: BCIs can provide real-time feedback on a student's cognitive state, allowing for adaptive learning environments tailored to individual needs.\n * By monitoring brain activity, educational software could adjust the difficulty level of tasks, present information in optimal formats, or identify when a student is struggling an", "nll": 1.060625595464939, "ppl": 2.8881772548058304}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nExplain how the unique properties of shape-memory alloys (SMAs), specifically the `shape memory effect` and `superelasticity`, contribute to innovative engineering designs across various sectors. Provide specific examples of their application.\n<\|assistant\|>\n", "completion": "The problem is that it is produced by any product engineers to b", "target": "Shape-memory alloys (SMAs) are a class of metallic materials capable of recovering a predetermined shape when subjected to an appropriate thermal cycle or mechanical load. Their remarkable abilities stem from unique crystallographic phase transformations, enabling highly innovative engineering solutions.\n\n### Key Properties Contributing to Innovation\n\n* `Shape Memory Effect (SME)`: This is the ability of an SMA to \"remember\" its original shape and return to it upon heating, even after being plastically deformed at a lower temperature.\n * Mechanism: At low temperatures, the SMA is in its `martensitic` phase (a low-symmetry, easily deformable phase). Upon heating above a critical transformation temperature (`Af` for austenite finish), it transforms to the `austenitic` phase (a high-symmetry, strong phase), recovering its pre-programmed shape.\n * Innovative Contribution: Enables the creation of compact, lightweight actuators that replace complex mechanical or electromechanical systems. It", "nll": 1.4960139576981708, "ppl": 4.463860424594024}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nWhat is the primary biological imperative that drives plants to perform photosynthesis, and what are the key outcomes of this process?\n<\|assistant\|>\n", "completion": "The process of longing in the job is to the biodiversity of mach", "target": "Plants perform `photosynthesis` primarily to produce their own food in the form of sugars (glucose) for energy and growth. Unlike animals, plants are `autotrophs`, meaning they can create their own nourishment from inorganic substances.\n\n### Key Outcomes of Photosynthesis:\n\n* Energy Production:\n * > The most crucial outcome is the creation of `glucose` (a sugar), which serves as the plant's main energy source. This energy powers all cellular activities, from root absorption to leaf development.\n * Glucose can be converted into other complex carbohydrates like `starch` for storage or `cellulose` for structural support, forming cell walls.\n* Oxygen Release:\n * As a vital byproduct, `oxygen` (O₂) is released into the atmosphere. This oxygen is indispensable for the respiration of most living organisms, including plants themselves, animals, and microorganisms.\n* Carbon Dioxide Sequestration:\n * Photosynthesis consumes atmospheric `carbon dioxide` (CO₂), playing a critical", "nll": 1.5876470798399391, "ppl": 4.8922243621222545}

	{"phase": "pretrain", "local_step": 2000, "global_step": 5000, "prompt": "ine advisory committee of the Food and Drug Administration selected the final influenza strains to include in the vaccines produced for the next flu season. These include H1N1, influenza B, and H3N2 viruses.\nThe goal is to find the best match between the vaccine and the influenza strains most likely to be circulating in the environment, particularly because flu viruses frequently mutate and can differ across time and from region to region. One common problem, however, is that the viruse", "completion": "s were brought to this style. These programs discovered the stan", "target": "s chosen for vaccines often mutate in the process of production, creating mismatches between seasonal flu viruses and the vaccine in any given flu season. This has been a particular problem with H3N2 viruses.\nBut a new technology developed by the University of Wisconsin–Madison’s Yoshihiro Kawaoka may make H3N2 vaccine development a bit easier. In Nature Microbiology today [April 29, 2019], Kawaoka and his team describe a new cell line that enables better growth of H3N2 for vaccine use. The virus is also far less likely to mutate during production using this cell line, improving the chances of a match between vaccine and circulating influenza viruses.\n“The NIH (National Institutes of Health) is interested in using new cell lines to make H3N2 human challenge strains since these recent H3N2 viruses do not grow well in existing cell lines,” explains Kawaoka, professor of pathobiological sciences at the UW–Madison School of Veterinary Medicine. Human challenge trials help public health agencies identify the best vaccine virus candidates.\nKawaoka has already provided the cell line to public health agencies for testing influenza samples from patients and for testing the effectiveness of antiviral drugs against the circulating strains. He is also providing them to a UW–Madison graduate, Bharat Biotech CEO Krishna Ella, based in Hyderabad, India, for the company’s work developing cell-based flu vaccines.\nKawaoka says the cell lines will be validated for vaccine use, and the Wisconsin Alumni Research Foundation has filed for a patent.\nFlu vaccines work by arming the human immune system with the ability to recognize flu in the environment so that it can fight off infection. Viruses that mutate during vaccine production can lead to a less adequately prepared immune system. Limiting mutations in vaccine viruses is important for producing vaccines that work well.\nWhile influenza viruses used for vaccines are usually grown in eggs, some are grown in specific cell lines such as MDCK (Madin-Darby canine kidney). But H3N2 is different: “H3N2 viruses — the most important human viruses among the four strains circulating — do not grow well in eggs or even in MDCK cells, which are most commonly used for influenza virus propagation,” says Kawaoka. “H3N2 causes epidemics more often and causes more severe disease in humans.”\nFlu viruses infect cells by attaching to docking stations called receptors on the cell surface. Cells in birds, which also can be infected by flu viruses, and human lung cells each have the kinds of receptors that flu recognizes, though they are slightly different in each species. This can affect how well an influenza virus attaches to and makes copies of itself inside cells.\nIn 2005, Kawaoka’s research group at the University of Tokyo, where he is also a professor of virology, modified MDCK cells to include more humanlike receptors. These cells, called AX4, better supported the growth of influenza. However, H3N2 viruses acquire mutations in these cells, too.\nFor the new study, Kawaoka’s team modified MDCK cells by overexpressing human virus receptors and reducing avian virus receptors by using the gene-editing tool CRISPR-Cas9. They found that these cells, which they call hCK, better mimic those found in the human upper respiratory tract.\nThe researchers also learned that H3N2 viruses grow faster and in higher amounts in hCK cells compared to MDCK and AX4, and in the new cell line, the team could more reliably recover virus particles that came from patient samples.\n“hCK cells are more than 100-fold better for growing human H3N2 viruses than", "nll": 1.3259594440460205, "ppl": 3.765796693500372}
	{"phase": "pretrain", "local_step": 2000, "global_step": 5000, "prompt": "Educational technology is the study and ethical practice of\nfacilitating learning and improving performance by creating, using and\nmanaging appropriate technological processes and resources.\" The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology\nis \"the theory and practice of design, development, utilization,\nmanagement, and evaluation of processes and resourc", "completion": "es, although the individual Neanderthal Communities and the educ", "target": "es for learning,\"\naccording to the Association for Educational Communications and\nTechnology (AECT) Definitions and Terminology Committee\n, educational technology includes other systems used in the process of\ndeveloping human capability. Educational Technology includes, but is not\nlimited to, software, hardware, as well as Internet applications and\nactivities. But there is still debate on what these terms mean.\nTechnology of education is most simply and comfortably defined as an\narray of tools that might prove helpful in advancing student learning\nand may be measured in how and why individuals behave. Educational\nTechnology relies on a broad definition of the word \"technology\".\nTechnology can refer to material objects of use to humanity, such as\nmachines or hardware, but it can also encompass broader themes,\nincluding systems, methods of organization, and techniques. Some modern\ntools include but are not limited to overhead projectors, laptop\ncomputers, and calculators. Newer tools such as \"smartphones\" and games\n(both online and offline) are beginning to draw serious attention for\ntheir learning potential. Media psychology is the field of study that\napplies theories in human behavior to educational technology.\nThose who employ educational technologies to explore ideas and communicate meaning are learners or teachers.\nConsider the Handbook of Human Performance Technology.\nThe word technology for the sister fields of Educational and Human\nPerformance Technology means \"applied science.\" In other words, any\nvalid and reliable process or procedure that is derived from basic\nresearch using the \"scientific method\" is considered a \"technology.\"\nEducational or Human Performance Technology may be based purely on\nalgorithmic or heuristic processes, but neither necessarily implies\nphysical technology. The word technology comes from the Greek \"techne\"\nwhich means craft or art. Another word, \"technique,\" with the same\norigin, also may be used when considering the field Educational\nTechnology. So Educational Technology may be extended to include the\ntechniques of the educator.\nA classic example of an Educational Psychology text is Bloom's 1956 book, Taxonomy of Educational Objectives. Bloom's Taxonomy\nis helpful when designing learning activities to keep in mind what is\nexpected of—and what are the learning goals for—learners. However,\nBloom's work does not explicitly deal with educational technology per se and is more concerned with pedagogical strategies.\nAccording to some, an Educational Technologist is someone who\ntransforms basic educational and psychological research into an\nevidence-based applied science (or a technology) of learning or\ninstruction. Educational Technologists typically have a graduate degree\n(Master's, Doctorate, Ph.D., or D.Phil.) in a field related to\neducational psychology, educational media, experimental psychology,\ncognitive psychology or, more purely, in the fields of Educational,\nInstructional or Human Performance Technology or Instructional (Systems)\nDesign. But few of those listed below as theorists would ever use the\nterm \"educational technologist\" as a term to describe themselves,\npreferring terms such as \"educator\".\nThe transformation of educational technology from a cottage industry to\na profession is discussed by Shurville, Browne, and Whitaker.\nsource : wikipedia", "nll": 1.2422592639923096, "ppl": 3.463429433678953}
	{"phase": "pretrain", "local_step": 2000, "global_step": 5000, "prompt": "HIST 360W Expressive Cultures in African History (1)\nThis course uses African expressive forms such as music, fashion, sport, theatre,", "completion": " alcoholic and acid.\nour first tool for its people, generalism, ", "target": "and art as a lens to understanding larger historical transformations--colonialism, urbanization, and independence--in twentieth century Africa. Organized thematically, the course will concentrate on three major themes: African expressive cultures as (1) sources of empowerment and resistance; (2) sites of consciousness producing new kinds of self and collectivity; and (3) expressions of older values and beliefs, as well as newer cultural forms. In addition, we will explore the lives of particular African artists, musicians, and actors and focus on how these individuals have reflected larger political, economic, and social changes over the past 100 years. Not only will this course enrich students' understanding of how Africans carve out for themselves time for pleasure and enjoyment, but also demonstrate how such creative practices reflect African understanding of their own history.\n- General Education Requirement Fulfillment: Writing-centered\n- Offering: Annually\n- Instructor: Murillo", "nll": 1.1235903872622623, "ppl": 3.075877994783275}
	{"phase": "pretrain", "local_step": 4000, "global_step": 10000, "prompt": "itions\nHydrophobic colloidal silica should be stored in a well-closed container. It will not absorb moisture but may still absorb volatile substances owing to its high surface area. It has a shelf life of 12 months.\nWhen handling the product, you should observe institutional SHEQ protocols appropriate to the circumstances and quantity of the material. Eye protection and gloves are recommended. Inhalation of Hydrophobic colloidal silica dust may cause irritation of the respiratory tract", "completion": " or analysis of the forest and three posts that are elected by a", "target": "(although it not not associated with fibrosis of the lungs). If suitable containment facilities are absent in the facility, a dust mask should be used when dealing with small quantities and for larger volumes, a dust respirator is recommended.\nSustainability and Environmental Impact\nA sustainability score for Hydrophobic silicon dioxide has not yet been provided.\nManufacturers & Suppliers\nAdditional Resources (Downloads)\nReferences and Literature Used\n Evonik Industries, SIPERNAT and AEROSIL – an essential in industrial powder technology, Technical information.\n World Health Organization & Food and Agriculture Organization of the United Nations. (1991). Evaluation of certain food additives and contaminants : thirty-seventh report of the Joint FAO/WHO Expert Committee on Food Additives [meeting held in Geneva from 5 to 14 June 1990], (1991).\n M. Fuji, H. Iwata, T. Takei, T. Watanabe, M. Chikazawa, The change in the water vapor affinity of fine silica particles loaded with trimethylsilyl groups, Advanced Powder Technology, 8 (1997) 325-334.\n G.K. Bolhuis, N. Anthony Armstrong, Excipients for direct compaction—an update, Pharmaceutical Development and Technology, 11 (2006) 111-124.\n L.C. Becker, W.F. Bergfeld, D.V. Belsito, R.A. Hill, C.D. Klaassen, D. Liebler, J.G. Marks, R.C. Shank, T.J. Slaga, P.W. Snyder, F.A. Andersen, Safety Assessment of Silylates and Surface-Modified Siloxysilicates, international Journal of Toxicology, 32 (2013).\n D. Majerová, L. Kulaviak, M. Růžička, F. Štěpánek, P. Zámostný, Effect of colloidal silica on rheological properties of common pharmaceutical excipients, European Journal of Pharmaceutics and Biopharmaceutics, 106 (2016) 2-8.\n Sccs, P.H.M. Hoet, Opinion of the Scientific Committee on Consumer Safety (SCCS) – Revision of the opinion on the safety of the use of Silica, Hydrated Silica, and Silica Surface Modified with Alkyl Silylates (nano form) in cosmetic products, regulatory toxicology and pharmacology, 74 (2016) 79-80.\n T.U.S.P. Convention, Food Chemicals Codex (11th Edition), (2018).\nPharmaCentral.com may on occasion publish user-generated content. Any information provided on our platform is for general informational and educational purposes only. All information is provided in good faith to enable collaboration and sharing of know-how among our community of users. Authors who submit content retain copyright to it.\nPharmaCentral.com does not make any representation or warranty of any kind regarding its accuracy, adequacy, or legality. Any references to particular product names, brands, descriptions, formats, styles, corporate entities, tests, applications, technologies, uses, standardisations, medical conditions, and treatments are for illustration purposes and should not be considered complete or binding. All respective intellectual property, such as trademarks and logos, are properties of their owners\nFair Use Copyright Disclaimer\nUnder Section 107 of the Copyright Act 1976, allowance is made for ‘Fair Use’ for purposes such as criticism, comment, news, reporting, scholarship, education, and research.\nFair use is a use permitted by copyright statute that might otherwise be infringing.\nSome information contained on PharmaCentral.com may contain copyrighted material, the use of which may not have been specifically authorised by the respective copyright owners. Some material is made available to help explain and relay complex phenomena, formulae, physical and chemical constants, and other concepts that are scientifically incontestable but relevant to the use of products, and/or to illustrate, transmit, an", "nll": 1.2390472888946533, "ppl": 3.452322831199478}
	{"phase": "pretrain", "local_step": 4000, "global_step": 10000, "prompt": "ation one character of space for each click\nLocation: Home tab, Alignment group\nWhen a number is entered with a format symbol, Excel immediately\ndisplays it with the assigned format\nThe horizontal and vertical lines on the worksheet are called ______ and make it easier to see and identify each cell.\nThe __________ presents information about the worksheet, the function of the button the mouse pointer is pointing to, or the mode of Excel.\nAs you type, Excel displays the entry in the _____", "completion": "____________________________that the only information took the m", "target": "_____, and also displays the active cell reference in the Name box on the left.\nIn Excel, any set of characters containing a letter, hyphen (as in a telephone number), or space is considered __________.\nA(n) __________ is a series of two or more adjacent cells in a column or rectangular group or cells.\nWhen cell references are copied, each cell reference that Excel automatically adjusts for the new position is called a __________.\nYou __________ a worksheet to emphasize certain entries, change the font size, add color to areas, and make the worksheet easier to read and understand.\nThe __________ specifies the size of the characters on the screen and is gauged by a measurement system called points. A single point is about 1/72 of one inch in height.\nThe opposite of cell merging is cell __________, which is done by selecting a merged cell and clicking the Merge and Center button.\nExcel remembers the last 100 actions you have completed. Thus, you can undo up to 100 previous actions by clicking the __________ button arrow to display the Undo list and then clicking the action to be undone.\nAs you are clearing cell entries, always remember that you should never press the __________ to clear a cell.\nThe ____________________ preceding a formula is important because it alerts Excel that a formula or function is being entered and not text.\nExcel places a small purple triangle, called a ______________, in a cell to indicate that a smart tag is available.\nSmart tag indicator\nThe ____________________ function sums the numbers in the specified range and then divides the sum by the number of non-zero cells in the range\nThe ____________________ inserts a comma every three positions to the left of the decimal point and causes numbers to be displayed to the nearest hundredths.\nComma style format\nA ____________________ is a dollar sign that appears immediately to the left of the first digit in a cell with no spaces.\nFloating Dollar Sign\nFormatting that appears only when the value in a cell meets specified conditions is called ____________________.\nA ____________________ is defined as a letter, number, symbol, or punctuation mark in the default font used by Excel.\n____________________ means that the width of a column will be increased or decreased so the widest entry will fit in the column.\n____________________ is a technique that can be used to conceal data that might not be relevant to a particular report or sensitive data that others should not see.\nTo correct a word throughout a worksheet, click the ____________________ in the Spelling dialog box shown in the accompanying figure.\nchange all button\nThe ____________________ of a worksheet is the version that shows the results of the formulas entered, rather than the actual formulas.\nThe ____________________ of a worksheet is the version that shows the actual formulas entered, rather than the resulting values.\n____________________ are values in cells that can be changed to determine new values for formulas.\nThe ____________________ is a special place in the computer's memory that allows you to collect text and graphic items from an Office document and then paste them into any Office document.\nYou can ensure correctness in your ____________________ by carefully checking them using Range Finder.\nThe Formula Auditing group on the Formulas tab on the Ribbon also can be helpful when verifying ____________________.\nBefore creating a worksheet, you should have a good understanding of the ____________________ document.\nWhen you first enter text, its angle is ____________________ degrees, and it reads from left to ri", "nll": 1.0625544786453247, "ppl": 2.893753587652979}
	{"phase": "pretrain", "local_step": 4000, "global_step": 10000, "prompt": "common in people lately.\nDefinitely, definitely, DEFINITELY ME. Discovering this not too long ago has really helped me understand myself better. I’ve always known I was “different” but just thought I was “shy”, which never explained everything because sometimes I love socializing. This definitely explains why it almost physically pains me to hear people complain or talk shit on their friends, and why I need time to think to know whether I liked or disliked a movie and why.\nHow do you f", "completion": "ind. The general administration may be best ideal to keep genera", "target": "ellow “HSP”s deal with a world that (to me at least) has a constant abundance of obnoxious stimulation and noise? As I type this I’m at work and though I mute the big TV in the lobby every time I come in, I can hear the one in the other room. It’s hard for me to think of something I hate more commercials. They’re so fucking INTRUSIVE!!!!!!!!!!!\n@tangledupinplaid21, this is hard… to ignore everything. One of the hardest practices I am still learning.\nIf I am not listening to “my” music or something, or when I made music and every little noise was bothering me… but I figured out that I could ignore the distractions and be a little more hard on myself, because I’m constantly making excuses.(?) It’s kinda stupid when something is distracting me right in my fucking face, but I still convinced myself that everything I complain about is an excuse I make. I cannot imagine how you deal with painting if someone else is interfering.\nFor me it is most difficult to deal with the fact that we feel/sense/take over other people their emotions so easily. Concerning the good emotions I am fine with it, but concerning the negative emotions I would really like to learn to deal with that. How to distinguish my own from others their emotions? This feeling when you are with somebody and you simply know that something is bothering the other person. Especially when something about me is bothering that person I feel it extrenely. But I never know how to deal with it and/or how to start about the subject. What if I am wrong? It is kind of awkward then, especially with people I am less close with. I really believe in a sixth sense which shows itself in this way.\nFurthermore the concentration problem some are talking about: this bothers me as well. Smoking weed helps to deal with this in the best way for me, but this is not a solution. Of course meditation is something that can definitely help to deal with this as well. Maybe meditation is also a solution for distinguishing your own from other people their feelings?\n@beyond, It’s funny you mention that because painting seems to be an exception to this. We have had more than one party over at our apartment where people are loud, drunk and obnoxious and I’m in the corner painting in my own world the whole time. I still hear them but I’m so focused on what I’m doing that it doesn’t bother me. If I wasn’t painting or drunk with them they’d probably drive me nuts.\n@filipek, I would like to learn this too. I just posted this in the “vibes” discussion so I will just copy and paste what I said there. I’m dating someone who is really intense and also really expressive so when something bad is going on I feel it like a dagger and it gives me really bad anxiety. Haven’t figured out how to deal with this because one should be able to count on their significant other to listen to them even when it’s not necessarily positive. But too much negativity and I will lose composure completely.\n@tangledupinplaid21, I know exactly what you are talking about. I think the fact that I am struggling with my own identity is due to the fact that my whole life I have been ‘taking’ other people their feelings/emotions, which led me to great confusion. The greatest example is my dad (from who I believe I got this ‘gift’ (I prefer to say gift rather than curse), who could change the mood of the whole family with his great negative tension. I think we, as HSPs, take over a lot more emotions/feelings/habits/traits etc. from other people during our childhood, than non HSPs. Therefore it is a lot harder to form our own identities and I think we are all m", "nll": 1.237091302871704, "ppl": 3.4455767357799316}
	{"phase": "pretrain", "local_step": 9000, "global_step": 15000, "prompt": "f imagery. He therefore adopted a hermetic style, an alchemy of symbols which makes his work very obscure but deep in metaphysical resonance.\nThe major poems in Mallarmé’s oeuvre are: The Afternoon Of A Faun, The Clown Chastised, and The Virginal Vibrant and Beautiful Dawn (i.e. the swan sonnet). A curious reader is unlikely to find these poems anywhere so I will provide the text for the short poems here:\nThe Virginal, Vibrant, and Beautiful Dawn\nWill new and alive the beautiful today\nS", "completion": "ize Gallery Schemes (Chelu Snakes) approach to the Future of Wor", "target": "hatter with a blow of drunken wing\nThis hard lake, forgotten, haunted under rime\nBy the transparent glacier, flights unknown!\nA swan of long ago remembers now that he,\nMagnificent but lost to hope, is doomed\nFor having failed to sing the realms of life\nWhen the ennui of sterile winter gleamed.\nHis neck will shake off the white torment space\nInflicts upon the bird for his denial,\nBut not this horror, plumage trapped in ice.\nPhantom by brilliance captive to this place,\nImmobile, he assumes disdain’s cold dream,\nWhich, in his useless exile, robes the Swan.\nThe swan, caught in the ice of the lake and looking at it disdainfully, is thought to represent the poet crushed by the world and hating it. Baudelaire also used a swan to represent the artist in society. His swan had broken out of its cage and found itself unable to exist in the mud of the city streets. In a similar poem, an albatross captured on the deck of a ship symbolizes the poet being jeered at by the ignorant masses.\nBut in this poem, I think the swan symbolizes the proud artist immobilized by a willful refusal to soar the heights, doomed to a useless exile he disdains. The sonnet eloquently expresses the poet’s self-deprecatory frustration. Mallarmé sought to reach the ideal in art and blamed himself for not achieving it.\nThe Clown Chastised develops a similar theme:\nThe Clown Chastised\nEyes, lakes with my simple passion to be reborn\nOther than the actor, evoking with gestures\nFor feather the ugly soot of stage lights,\nI have pierced a window in the canvas wall.\nClear traitor swimmer, with my legs and arms\nLeaping and bounding, denying the wrong\nHamlet! as if I created in the wave\nA thousand tombs in which to virgin disappear.\nJoyous gold of the cymbal fists have inflamed,\nSuddenly the sun strikes the barrenness pure\nExhaled from my coolness like mother-of-pearl.\nStale night of the skin when you swept over me,\nUngrateful! Ignorant of my whole consecration,\nThat grease paint drowned in faithless glacier water.\nIn this poem, the artist attempts to deny his role, possibly to escape the eyes of the audience, or in other words, the social responsibilities of art. But he is punished by the loss of his divinity. His grease paint drowns in the glacier, implying a cold death of the spirit. Hamlet is mentioned to invoke the poetic soul with large aspirations who is impotent to realize his dreams. Like the swan sonnet, the poem suggests a refusal to accept the limitations of art and the hopelessness of transcending it.\nBibliography - Books In My Collection\nUnderlined titles are not hyperlinks\n1. Collected Poems translated by Henry Weinfield ISBN 0-520-08188-9 ©1994 University of California Press\n2. Toward The Poems Of Mallarmé by Robert Greer Cohn 65-25352 ©1965 University of California Press\n3. Selected Poetry And Prose edited by Mary Ann Caws ISBN 0-8112-0823-0 ©1982 New Directions NDP529\n4. Igitur by Robert Greer Cohn ISBN 0-520-04188-7 ©1981 University of California\n5. Mallarmé Or The Poet Of Nothingness by Jean-Paul Sartre ISBN 0-271-00755-9 ©1991 Pennsylvania State University Press\n6. Mallarmé And The Sublime by Louis Wirth Marvick ISBN 0-88706-279-2 ©1986 State University of New York Press\n7. Introduction To The Psychoanalysis Of Mallarmé by Charles Mauron 63-8918 ©1963 University of California Press\n8. Mallarmé by Wallace Fowlie ©1953 University of Chicago Press\n9. Selected Letters Of Stéphane Mallarmé translated by Rosemary Lloyd ISBN 0-226-48841-1 ©1988 University Of Chicago Press\n10. Poem & Symbol: A Brief History of French Symbolism by Wallace Fowlie ISBN 0-271-00696-X ©1990 Penns", "nll": 1.6257885694503784, "ppl": 5.082425302690712}
	{"phase": "pretrain", "local_step": 9000, "global_step": 15000, "prompt": "y groomed with – would form larger huddles at night than those animals with fewer social partners, allowing them to save more energy for growth and reproduction.\nThis method of keeping warm, called social thermoregulation, means that the macaques with more grooming partners would stay warmer, spend less energy on maintaining body temperature and be less exposed to environmental stress, increasing their probability of surviving winter.\nThe study is the first to show that such social hudd", "completion": "er causes to the control of the child are substance through the ", "target": "ling may be a mechanism that connects social bonding to higher \"fitness\" – the term used by scientists to measure of how well animals can cope with their local ecological conditions, usually measured by reproductive success and survival.\nDr Bonaventura Majolo, a behavioural ecologist based in the School of Psychology at the University of Lincoln, carried out the study with Liz Campbell, Programme Director at the Moroccan Primate Conservation Foundation, who previously worked as a researcher studying Barbary macaque social behaviour at the University of Lincoln.\nHe said: \"In several species, research has found that the most sociable individuals within a group tend to experience greater survival, longevity, reproductive output, and offspring survival.\n\"We know from previous studies of a number of different species that forming social bonds positively affects survival and reproduction, but exactly how this happens was not clear.\n\"Barbary macaques were an ideal species to examine because of the varying social relationships they have with their group companions, and the extreme weather conditions they experience, such as cold and snowy winters, and hot and dry summers. We found that monkeys which were more sociable would huddle together during winter nights with their social partners, and that this led to the formation of larger huddles when it rained or the temperature dropped.\"\nResearchers examined the grooming behaviour and hierarchy of two wild groups of Barbary macaques during the day, before recording their sleeping locations, and how many monkeys were huddled together in preparation for the night.\nThe air temperature and whether it had rained or snowed was also recorded, as well as the amount of time the primates spent grooming, their dominance rank, and whether the grooming pair was the same sex or opposite sex.\nResearchers found that monkeys that spent more time grooming together were more likely to huddle together, and that they would gather in larger groups when there was precipitation and low temperatures. The findings support previous research that increasing huddle sizes is a behavioural response to combat the adverse impact of cold climates.\nLiz Campbell, Programme Director at the Moroccan Primate Conservation Foundation, said: \"Social thermoregulation through huddling, communal nesting or communal roosting, is a very widespread behaviour across a range of species, and this could therefore be a very widespread mechanism linking sociality with an evolutionary advantage.\n\"In the ecological conditions of our study where Barbary macaques experience severe winter energy deficits, the benefits provided by social thermoregulation can explain why more social monkeys are more likely to survive winter. In less extreme climates, more effective social thermoregulation could allow greater energetic investment in growth and reproduction, contributing to the greater longevity, reproductive output, and offspring survival experienced by more social individuals in other species.\nWhile previous research has investigated the link between sociality and fitness, it has often explored behaviours that may not apply generally across species, such as support provided by social partners in fights, protection from infanticide, or stress reduction from grooming.\n\"We were searching for a behavioural mechanism which could potentially apply across a diverse range of species to explain the fitness benefit of social bonds. We hope that our study will stimulate further research in this area, helping to understand the benefit of forming and maintaining social bonds", "nll": 0.9866892099380493, "ppl": 2.682339093495214}
	{"phase": "pretrain", "local_step": 9000, "global_step": 15000, "prompt": "\|What is the International Nuclear Event Scale (INES) ?\|\nThe working principle of the INES scale is identical to t", "completion": "he competition of the apple data may include a component photogr", "target": "he principle of scales for measuring the seriousness of some natural phenomena (earthquakes, winds…). It aims at making easier the perception of the significance of incidents or accidents in nuclear installations.\nOnly events having an impact (even potential) on nuclear safety of the installations are included in this scale.\nEvents are classified on a scale at seven levels (from 1 to 7), according to their importance.\nEvents, which have no safety significance are termed “deviations” and are classified below scale, or level “0”. Events, which have no safety relevance are termed “out-of-scale”.\nThe INES scale cannot be used as a management tool to respond to an emergency situation. Specific arrangements to face such situations are put in place in the frame of the Nuclear and Radiological Emergency Plan for the Belgian Territory.", "nll": 1.0486717178653904, "ppl": 2.8538578709449958}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nHow are brain-computer interfaces (BCIs) expected to impact the future of education and learning?\n<\|assistant\|>\n", "completion": "The programming process is that the use of the programs can also", "target": "Brain-computer interfaces (BCIs) hold the potential to revolutionize education and learning in several ways. These technologies, which allow for direct communication between the brain and external devices, could significantly enhance cognitive abilities, personalize learning experiences, and provide new methods for skill acquisition.\n\n* Enhanced Cognitive Abilities: BCIs could be used to augment cognitive functions such as attention, memory, and processing speed.\n * For example, a BCI could help students focus better in class by filtering out distractions or improve memory retention by directly stimulating relevant brain regions during learning.\n* Personalized Learning: BCIs can provide real-time feedback on a student's cognitive state, allowing for adaptive learning environments tailored to individual needs.\n * By monitoring brain activity, educational software could adjust the difficulty level of tasks, present information in optimal formats, or identify when a student is struggling an", "nll": 1.0603494188262195, "ppl": 2.8873797178551786}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nExplain how the unique properties of shape-memory alloys (SMAs), specifically the `shape memory effect` and `superelasticity`, contribute to innovative engineering designs across various sectors. Provide specific examples of their application.\n<\|assistant\|>\n", "completion": "Protecting the problem is a memorable and manipulated as a way t", "target": "Shape-memory alloys (SMAs) are a class of metallic materials capable of recovering a predetermined shape when subjected to an appropriate thermal cycle or mechanical load. Their remarkable abilities stem from unique crystallographic phase transformations, enabling highly innovative engineering solutions.\n\n### Key Properties Contributing to Innovation\n\n* `Shape Memory Effect (SME)`: This is the ability of an SMA to \"remember\" its original shape and return to it upon heating, even after being plastically deformed at a lower temperature.\n * Mechanism: At low temperatures, the SMA is in its `martensitic` phase (a low-symmetry, easily deformable phase). Upon heating above a critical transformation temperature (`Af` for austenite finish), it transforms to the `austenitic` phase (a high-symmetry, strong phase), recovering its pre-programmed shape.\n * Innovative Contribution: Enables the creation of compact, lightweight actuators that replace complex mechanical or electromechanical systems. It", "nll": 1.48634765625, "ppl": 4.42091927949238}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nWhat is the primary biological imperative that drives plants to perform photosynthesis, and what are the key outcomes of this process?\n<\|assistant\|>\n", "completion": "The government is the company's service at the process of intern", "target": "Plants perform `photosynthesis` primarily to produce their own food in the form of sugars (glucose) for energy and growth. Unlike animals, plants are `autotrophs`, meaning they can create their own nourishment from inorganic substances.\n\n### Key Outcomes of Photosynthesis:\n\n* Energy Production:\n * > The most crucial outcome is the creation of `glucose` (a sugar), which serves as the plant's main energy source. This energy powers all cellular activities, from root absorption to leaf development.\n * Glucose can be converted into other complex carbohydrates like `starch` for storage or `cellulose` for structural support, forming cell walls.\n* Oxygen Release:\n * As a vital byproduct, `oxygen` (O₂) is released into the atmosphere. This oxygen is indispensable for the respiration of most living organisms, including plants themselves, animals, and microorganisms.\n* Carbon Dioxide Sequestration:\n * Photosynthesis consumes atmospheric `carbon dioxide` (CO₂), playing a critical", "nll": 1.5717626953125, "ppl": 4.815128321760393}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nHow are brain-computer interfaces (BCIs) expected to impact the future of education and learning?\n<\|assistant\|>\n", "completion": "The student involves advertising and responsibilities to student", "target": "Brain-computer interfaces (BCIs) hold the potential to revolutionize education and learning in several ways. These technologies, which allow for direct communication between the brain and external devices, could significantly enhance cognitive abilities, personalize learning experiences, and provide new methods for skill acquisition.\n\n* Enhanced Cognitive Abilities: BCIs could be used to augment cognitive functions such as attention, memory, and processing speed.\n * For example, a BCI could help students focus better in class by filtering out distractions or improve memory retention by directly stimulating relevant brain regions during learning.\n* Personalized Learning: BCIs can provide real-time feedback on a student's cognitive state, allowing for adaptive learning environments tailored to individual needs.\n * By monitoring brain activity, educational software could adjust the difficulty level of tasks, present information in optimal formats, or identify when a student is struggling an", "nll": 1.0608754525533537, "ppl": 2.888898976525431}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nExplain how the unique properties of shape-memory alloys (SMAs), specifically the `shape memory effect` and `superelasticity`, contribute to innovative engineering designs across various sectors. Provide specific examples of their application.\n<\|assistant\|>\n", "completion": "The application of all engagement is that the security of proper", "target": "Shape-memory alloys (SMAs) are a class of metallic materials capable of recovering a predetermined shape when subjected to an appropriate thermal cycle or mechanical load. Their remarkable abilities stem from unique crystallographic phase transformations, enabling highly innovative engineering solutions.\n\n### Key Properties Contributing to Innovation\n\n* `Shape Memory Effect (SME)`: This is the ability of an SMA to \"remember\" its original shape and return to it upon heating, even after being plastically deformed at a lower temperature.\n * Mechanism: At low temperatures, the SMA is in its `martensitic` phase (a low-symmetry, easily deformable phase). Upon heating above a critical transformation temperature (`Af` for austenite finish), it transforms to the `austenitic` phase (a high-symmetry, strong phase), recovering its pre-programmed shape.\n * Innovative Contribution: Enables the creation of compact, lightweight actuators that replace complex mechanical or electromechanical systems. It", "nll": 1.4911232850609757, "ppl": 4.44208244245823}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nWhat is the primary biological imperative that drives plants to perform photosynthesis, and what are the key outcomes of this process?\n<\|assistant\|>\n", "completion": "The primary process of processing is that it is also important t", "target": "Plants perform `photosynthesis` primarily to produce their own food in the form of sugars (glucose) for energy and growth. Unlike animals, plants are `autotrophs`, meaning they can create their own nourishment from inorganic substances.\n\n### Key Outcomes of Photosynthesis:\n\n* Energy Production:\n * > The most crucial outcome is the creation of `glucose` (a sugar), which serves as the plant's main energy source. This energy powers all cellular activities, from root absorption to leaf development.\n * Glucose can be converted into other complex carbohydrates like `starch` for storage or `cellulose` for structural support, forming cell walls.\n* Oxygen Release:\n * As a vital byproduct, `oxygen` (O₂) is released into the atmosphere. This oxygen is indispensable for the respiration of most living organisms, including plants themselves, animals, and microorganisms.\n* Carbon Dioxide Sequestration:\n * Photosynthesis consumes atmospheric `carbon dioxide` (CO₂), playing a critical", "nll": 1.5777046017530487, "ppl": 4.843824534423357}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nHow are brain-computer interfaces (BCIs) expected to impact the future of education and learning?\n<\|assistant\|>\n", "completion": "The student is a new student that is compromised by analyzing th", "target": "Brain-computer interfaces (BCIs) hold the potential to revolutionize education and learning in several ways. These technologies, which allow for direct communication between the brain and external devices, could significantly enhance cognitive abilities, personalize learning experiences, and provide new methods for skill acquisition.\n\n* Enhanced Cognitive Abilities: BCIs could be used to augment cognitive functions such as attention, memory, and processing speed.\n * For example, a BCI could help students focus better in class by filtering out distractions or improve memory retention by directly stimulating relevant brain regions during learning.\n* Personalized Learning: BCIs can provide real-time feedback on a student's cognitive state, allowing for adaptive learning environments tailored to individual needs.\n * By monitoring brain activity, educational software could adjust the difficulty level of tasks, present information in optimal formats, or identify when a student is struggling an", "nll": 1.060625595464939, "ppl": 2.8881772548058304}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nExplain how the unique properties of shape-memory alloys (SMAs), specifically the `shape memory effect` and `superelasticity`, contribute to innovative engineering designs across various sectors. Provide specific examples of their application.\n<\|assistant\|>\n", "completion": "The problem is that it is produced by any product engineers to b", "target": "Shape-memory alloys (SMAs) are a class of metallic materials capable of recovering a predetermined shape when subjected to an appropriate thermal cycle or mechanical load. Their remarkable abilities stem from unique crystallographic phase transformations, enabling highly innovative engineering solutions.\n\n### Key Properties Contributing to Innovation\n\n* `Shape Memory Effect (SME)`: This is the ability of an SMA to \"remember\" its original shape and return to it upon heating, even after being plastically deformed at a lower temperature.\n * Mechanism: At low temperatures, the SMA is in its `martensitic` phase (a low-symmetry, easily deformable phase). Upon heating above a critical transformation temperature (`Af` for austenite finish), it transforms to the `austenitic` phase (a high-symmetry, strong phase), recovering its pre-programmed shape.\n * Innovative Contribution: Enables the creation of compact, lightweight actuators that replace complex mechanical or electromechanical systems. It", "nll": 1.4960139576981708, "ppl": 4.463860424594024}
	{"phase": "sft", "local_step": 932, "global_step": 20000, "prompt": "<\|user\|>\nWhat is the primary biological imperative that drives plants to perform photosynthesis, and what are the key outcomes of this process?\n<\|assistant\|>\n", "completion": "The process of longing in the job is to the biodiversity of mach", "target": "Plants perform `photosynthesis` primarily to produce their own food in the form of sugars (glucose) for energy and growth. Unlike animals, plants are `autotrophs`, meaning they can create their own nourishment from inorganic substances.\n\n### Key Outcomes of Photosynthesis:\n\n* Energy Production:\n * > The most crucial outcome is the creation of `glucose` (a sugar), which serves as the plant's main energy source. This energy powers all cellular activities, from root absorption to leaf development.\n * Glucose can be converted into other complex carbohydrates like `starch` for storage or `cellulose` for structural support, forming cell walls.\n* Oxygen Release:\n * As a vital byproduct, `oxygen` (O₂) is released into the atmosphere. This oxygen is indispensable for the respiration of most living organisms, including plants themselves, animals, and microorganisms.\n* Carbon Dioxide Sequestration:\n * Photosynthesis consumes atmospheric `carbon dioxide` (CO₂), playing a critical", "nll": 1.5876470798399391, "ppl": 4.8922243621222545}