You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Quick Answer: Can Your Baby Die In The Womb Without You Knowing?

Can sitting in hot water cause miscarriage?

Can a dead fetus make you sick?

What food can kill a baby when pregnant?

What week is miscarriage most common?

What causes a baby to die in the womb?

There are wide-ranging reasons why a baby may die in the womb. These reasons include how the placenta works, genetic factors, a mum’s health, age and lifestyle, and if there has been any infection. Problems with the placenta are thought to be the most common cause of a baby dying in the womb.

Is it OK to sleep on right side when pregnant?

Why do stillborn babies look bruised?

Lips – your baby’s lips may be a bright cherry red, or a deep purple color. This can be due to birth asphyxia, or due to the baby’s blood pooling after death has occurred. Head — collapse of the skull with overlapping bones, cranial bones become separated from the dura and periosteum.

How can I check my baby’s heartbeat at home?

How do they remove a dead baby from the womb?

How do I know if my baby is growing inside me?

What are the signs of unhealthy pregnancy?

First Trimester Problems: When to Call Your DoctorVaginal Bleeding. … Excessive Nausea and Vomiting. … High Fever. … Vaginal Discharge and Itching. … Pain or Burning During Urination. … Leg or Calf Pain, or Swelling on One Side/ Severe Headache. … Flare-Ups of Chronic Diseases.

How do you know if something is wrong with your pregnancy?

Normal discomforts of pregnancy can include nausea (especially in the first 3 months), heartburn, a need to urinate often, backache, breast tenderness and swelling, and tiredness. There are some symptoms that may mean danger for you or the baby.

What week is stillbirth most common?

What is Stillbirth?An early stillbirth is a fetal death occurring between 20 and 27 completed weeks of pregnancy.A late stillbirth occurs between 28 and 36 completed pregnancy weeks.A term stillbirth occurs between 37 or more completed pregnancy weeks..

Which fruits should avoid during pregnancy?

Can a baby be put back in the womb?

In a pioneering operation, a team of California surgeons has removed a 23-week-old fetus from his mother’s womb, successfully operated to correct a blocked urinary tract and then returned the unborn baby to the uterus and sewed the womb back up.

What are the symptoms if baby dies in womb?

How long can you keep a dead baby in your womb?

Why does a fetus heart stop beating?

This means the genetic material in the chromosomes wasn’t right for a baby to develop. In a missed miscarriage, either the embryo doesn’t develop, or it doesn’t get very far and the heartbeat stops. Occasionally it happens beyond the first few weeks, perhaps at eight weeks or 10 weeks, or even further on."""

```json
{
  "format": {"score": 1, "justification": "The text sample is mostly clear but has formatting issues such as extra blank lines and lack of consistent structure. It is not entirely disorganized but shows minor formatting problems."},
  "voice": {"score": 0, "justification": "The text lacks a distinctive authorial voice or style; it appears to be a compilation of questions and answers with a neutral, informative tone."},
  "knowledge_density": {"score": 2, "justification": "The text provides some specific information about pregnancy, miscarriage, and fetal health, but some sections are repetitive or contain filler-like content."},
  "diversity": {"score": 0, "justification": "The content is mostly about general pregnancy and miscarriage topics, with no specialized or niche information."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Small Grains

Certified Natty Oats

Natty oats are a white hulled early maturing variety released from SDSU in 2015. Nattys offer superb yield potential as well as a good disease package which keeps test weight high and grain in quality condition. Natty oats work well for forage production with a medium-tall plant structure, great standability, and good straw strength.

Cereal Grain Rye

Rye is the most winter-hardy of all cereal grains, tolerating temperatures as low as -30°F once it is well stablished. It can germinate and grow at temperatures as low as 33°F and withstand frought better than other cereal grains. Compared to other cereal grains, rye grows faster in the fall and produces more dry matter the following spring.

Triticale is a highly versatile cereal forage for grazing, silage, hay or as a cover crop. Created by combining wheat and rye into a new species, triticale combines the advantages of both parent species for grain and forage. It develops rapidly in the spring for high quantity and high-quality silage or hay.

Barley does an excellent job of  preventing erosion, suppressing weeds, building organic matter, and scavenging for nutrients. Barley is a quick source of abundant biomass that, along with its thick root system, can improve soil structure and water infiltration. Being both easy to grow and terminate, barley provides exceptional erosion control and weed suppression in lighter soils. Barley has an upright posture and relatively open canopy that makes it a fine nurse crop for establishing a forage stand. Spring barley varieties will not overwinter.

Although typically grown as a cash grain, winter wheat can provide a grazing option prior to spring tiller elongation. It’s less likely than barley or rye to become a weed ans is easier to kill. Wheat also is slower to mature than some cereals, so there is no rush to kill it early in spring."""

```json
{
  "format": {"score": 2, "justification": "The text is well-structured with clear headings and paragraphs, but there are some unnecessary blank lines and inconsistent indentation. Overall, it is mostly clear and well-structured with minor issues."},
  "voice": {"score": 1, "justification": "The text has a consistent, informative style typical of technical writing, but it lacks a distinct personal or authorial voice."},
  "knowledge_density": {"score": 2, "justification": "The text provides detailed information about various cereal grains, including their characteristics and uses, but some sentences could be more concise."},
  "diversity": {"score": 1, "justification": "The content is somewhat specialized, covering different cereal grains, but it does not delve into very niche or rare domains."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Diversity and inclusion (D&I) are more than just a set of policies, programs, and staff numbers. Employers who value each team member’s individual needs, perspectives, and competencies outperform their competitors. Employees are more likely to trust and commit to diverse and inclusive settings as a result of this.

Difference Between Diversity and Inclusion

Diversity and inclusion are related, but not identical concepts. The representation of an entity is referred to as diversity. Whereas, the degree to which different groups of people’s contributions, participation, and perspectives are valued and absorbed into space is referred to as inclusion.

If there are many diverse genders, ethnicities, nations, sexual orientations, and identities present, but only the perspectives of select groups are appreciated or have any authority or influence, it may be varied, but it is not inclusive.

We’ve already discussed the differences between diversity and inclusion, but it’s a good idea to familiarize yourself with these words before making changes to your company’s operations.

  • The term “diversity” relates to how diverse your workforce is, and it encompasses a wide range of traits. Race, culture, gender, sexuality, and experience are all factors. It’s all about inviting other worldviews into your company.
  • When all of your employees feel like they belong in your firm, you’ve achieved inclusion. They have the ability to express themselves, they are not discriminated against because of their ethnicity, and they see themselves reflected in your firm principles.

Significance of Workplace Diversity and Inclusion

In order to attract people with the best innovative minds and skills, businesses must allocate the necessary resources and training. This may force you to seek beyond the typical recruitment pool in today’s talent war. This is what diversity in the workplace entails.

With greater mobility of migrant workers travelling to the four corners of the globe for career advancement and the demand for a talented and skilled workforce, globalization has resulted in diversity becoming a significant engine of economic growth around the world.

A diverse workforce provides not just social harmony for employees at work, but also increased productivity and profitability, which will help the company prosper in the global economy.

Diversity, Equity, and Inclusion (DE&I) have risen to the forefront in companies all over the world as a result of a worldwide pandemic, polarized politics, and movements for racial and social justice.

Developing a long-term strategy, garnering leadership buy-in, assigning proper resources, and organizing communications, training, and education are necessary components of creating a more diverse and inclusive workplace culture.

Implementing an effective diversity training program is one of the most important aspects of creating workplace culture and developing inclusive attitudes for HR and training executives. Training can also be used to express an organization’s DE&I goals and expectations, stimulate open dialogue and criticism, and provide practical strategies for becoming more inclusive in everyday encounters.

Its Benefits

The advantages of having a diverse and inclusive workplace are:

  • Increases revenue
  • Increases creativity and innovation
  • Employee retention is 5.4 times higher
  • Reduces employee turnover to a significant level
  • attract a diversified talent pool

5 Diversity and Inclusion Training Topics

Here are five training topics for establishing a more accepting, inclusive, and open workplace culture:

  1. Distinction Between Diversity and Inclusion

While most people grasp what diversity is, the concept of inclusion necessitates a higher level of comprehension. “Diversity Doesn’t Stick Without Inclusion,” according to a Harvard Business Review article, defines the distinction thus:

“In the workplace, diversity implies representation. The vital relationships that attract diverse individuals, encourage their engagement, stimulate creativity, and contribute to economic growth will not happen without inclusion.”

If diversity is a mix of people with different characteristics, backgrounds, abilities, experiences, and perspectives, it takes diversity to the next level by involving marginalized or underrepresented people in the organization’s operations and leadership.  Managers who act inclusively invite and listen to minority views, as well as facilitate relationships across groups, departments, job titles, and management levels.

  1. Public Awareness of Unconscious Bias

Unconscious prejudice, commonly referred to as implicit bias or concealed bias, is a major impediment to DE&I. Unconscious bias occurs when people make judgments and take mental shortcuts based on stereotypes about someone’s color, gender, ethnicity, age, handicap, or other criteria, whether favorable or unfavorable.

Unconscious bias training for all employees, including resume screeners and hiring managers, can help raise awareness of the many types of unconscious bias and reduce its impact on workplace practices, policies, and processes.

  1. Recognizing Microaggressions

Microaggressions, a psychological notion that has been present for decades, has now become a part of the greater DE&I discourse.

Derald Wing, M.D. Sue, a Columbia University professor of psychology and a microaggressions pioneer, defines them as everyday verbal, non-verbal, and environmental slights, snubs, or insults that communicate hostile, derogatory, or negative messages to members of a marginalized group, whether intentional or unintentional.

Microaggressions include:

  • Telling a person of color how articulate they are.
  • Constantly interrupting women in meetings.
  • Assuming someone’s sexual orientation based on their looks.

These seemingly harmless comments, which are often the result of unconscious bias, have been compared to death by a thousand cuts and have been linked to health issues, workplace burnout, and other harmful consequences.

Employees who are on the receiving end, witnesses, or have been called out for a microaggression benefit from training that teaches them what microaggressions are and how to respond to them.

  1. Bystander Intervention and Allyship

Bystander intervention training has risen to prominence as one of the most efficient strategies to interrupt inappropriate behavior before it escalates into unlawful harassment. According to a former Equal Employment Opportunity Commission (EEOC) commissioner, it has the potential to be a game-changer in the workplace and a beneficial influence in instilling a sense of collective responsibility among employees. Being a positive bystander can also help with diversity and inclusion efforts.

Employees learn how to offer support and empathy for their marginalized or underrepresented coworkers. They also learn different ways to be advocates and allies for their coworkers who are targets of racism, microaggressions, and other non-inclusive conduct.

  1. Understanding the Link Between Diversity and Workplace Harassment

Organizations can use diversity training to reinforce anti-harassment and anti-discrimination policies and processes, as well as encourage people to speak up and report misconduct.

According to the EEOC’s Select Task Force on the Study of Harassment in the Workplace, a lack of diversity is one of the risk factors for workplace harassment. Also, sexual harassment of women is more likely to occur in firms with a predominantly male workforce. In contrast, racial/ethnic harassment is more likely to occur in organizations with a single race or ethnicity.

Harassment can also result from a lack of respect for different points of view. Increasingly intense discussions about current events outside the office, according to the task group, “may make harassment inside a workplace more likely or regarded as more acceptable,” providing a danger that employers should assess and manage.

Organizations that provide diversity and inclusion training to its employees should focus on specialized sessions with on-going topics to bring a truly diverse and inclusive workplace. This makes individuals feel valued and connected and also they feel more engaged in work, thus, resulting in productivity."""

```json
{
  "format": {"score": 3, "justification": "The text is well-structured with clear headings and subheadings, making it easy to follow. Formatting issues are minimal, and the presentation is professional."},
  "voice": {"score": 1, "justification": "The text maintains a clear, authoritative tone focused on conveying information about diversity and inclusion, but it lacks a distinct personal style or unique voice."},
  "knowledge_density": {"score": 3, "justification": "The text provides substantial and detailed information on diversity and inclusion, covering definitions, benefits, and training topics, adding distinct and informative content."},
  "diversity": {"score": 1, "justification": "The content focuses on common knowledge and practices in diversity and inclusion, without specializing in niche or rare topics."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Jefferson University Hospitals

Frequently Asked Questions

Today, people are more aware than ever of the risks of having a high blood cholesterol level.

High cholesterol levels can lead to clogged arteries, heart attack or stroke. So if you have high cholesterol, you should take steps to lower it. Simple dietary and lifestyle changes can reverse your course and set you back on the path of good health. For those who have coronary artery disease, or are at unusually high risk for it, lowering your lipid levels can reduce further coronary events and the possible need for interventions such as surgery or angioplasty.

What is cholesterol?

Cholesterol is a waxy substance produced by the liver that is also found in animal foods such as red meat and whole milk dairy products, which are usually high in fat as well. (Plant sources do not contain cholesterol.) Your body uses cholesterol to build cell walls and other necessary tissues. High-fat diets stimulate the liver to produce excessive cholesterol. As a result of the amount your body manufactures normally and in response to a fat-laden diet, you can accumulate too much cholesterol in your blood. That is when trouble occurs in the form of cardiovascular disease.

Cholesterol travels through the blood in packages called lipoproteins. Low-density lipoproteins (LDL), or bad cholesterol, have a tendency to cling to the inner walls of the arteries as plaque. This plaque restricts the flow of blood to the heart or brain, which can lead to heart attack or stroke. High-density lipoproteins (HDL), or good cholesterol, whisk surplus cholesterol from the blood and arterial walls, thus lowering the odds of developing cardiovascular disease.

What do my cholesterol numbers mean?

Total blood cholesterol is the number most people are familiar with. Doctors no longer measure just the total cholesterol level in your blood, because that only provides part of the picture. Your doctor should do a complete lipid profile, which includes measuring your levels of good (HDL) and bad (LDL) cholesterol and triglycerides. (Although completely different from cholesterol, triglycerides likewise are fats found in foods and manufactured in the body. Most of the fat we eat is in the form of triglyceride.) Other lipid tests are also available, if needed, to help your doctor and you define your risk level.

Ideally, your LDL cholesterol should be below 100; a desirable HDL level is 45 or higher. The lower the LDL and the higher the HDL, the more protected you are from cardiovascular disease. Most pre-menopausal women have high levels of HDL because of the female hormone estrogen, which offers added protection against heart disease. After menopause, though, a woman's risk for heart attack jumps until she is 65, by which time it is almost as great as a man's.

Triglyceride levels above 150 mg/dl are abnormally high. A high triglyceride level often accompanies a higher total cholesterol and LDL cholesterol level, and especially a lower HDL cholesterol. The combination of high triglycerides and low HDL levels in concert with disorders such as diabetes or high blood pressure is termed "metabolic syndrome." Metabolic syndrome is strongly associated with abdominal obesity, which itself has been shown to put you at risk for coronary artery disease. Whatever your cholesterol counts, keep in mind other important risk factors as well. Age, heredity, family history, high blood pressure, diabetes, smoking and lifestyle should all be considered when evaluating your risk of cardiovascular problems.

How can I lower my cholesterol level?

You can take control of your cholesterol by making lifestyle changes. Eating a heart-healthy diet is often an effective way to bring your blood cholesterol within a normal range. Limit saturated fat to no more than 7 percent of your daily calories and trans fat to no more than 1 percent, and substitute more whole-grain and high-fiber foods.

Load up on fish, fruit, vegetables, beans, rice and other whole grains in place of meat or baked goods. Switch to low-fat or skim milk dairy products. When you must cook with fat, choose the monounsaturated varieties, such as olive or canola oils. Don't overdo your use of even these oils, however, as they are still high-fat foods. Fat in the diet stimulates the liver to raise blood cholesterol levels; it is not just eggs that elevate blood cholesterol.

Additionally, since regular exercise has been shown to increase the level of good cholesterol, get active. Because smoking reduces the level of good cholesterol, smokers should quit. Everyone should maintain a normal body weight, as above-normal weight and obesity contribute to abnormal lipid levels, as well as diabetes, high blood pressure and other disorders. The rewards of changing your habits are well worth it; for every 1 percent drop in bad cholesterol, you get a 2 percent drop in cardiovascular risk.

Are foods labeled 'Cholesterol Free' safe bets?

Don't be fooled by food labels that say "cholesterol free." Foods bursting with saturated fat are sometimes disguised with these healthier-sounding labels. Likewise, products made with hydrogenated vegetable oils may seem good for you but are actually rich in fat. Current U.S. Food and Drug Administration regulations cut down the hype surrounding terms used on food labels, such as "cholesterol free." To prevent being misled, however, read nutrition labels to learn the amount of fat in a serving. A truly low-fat product contains three grams or less of fat for every 100 calories.

Should I consider cholesterol-lowering drugs?

Drugs that can help normalize blood cholesterol may be necessary for people at higher risk who can't control their levels through diet. Dietary changes should often be tried before medication, however. Within three months of following a low-fat diet, you should notice a reduction in your cholesterol count. If this self-care method doesn't lower your cholesterol to an acceptable level, you may need to add medication to your regimen, particularly if you have other risk factors for cardiovascular disease. Since drugs that lower cholesterol can have side effects, however, you should consult your physician before deciding if medication is appropriate.

Do I need to worry about my child's cholesterol levels?

Research indicates that one out of four children and teenagers has a high cholesterol level. Clearly, it's never too early to start thinking about your child's cholesterol. Although the American Academy of Pediatrics does not recommend universal screening of all children, it's wise to test children over two years of age who have a family history of early heart attacks or elevated cholesterol. Overweight children or those with high blood pressure, diabetes or other risk factors for heart disease should also be screened. An abnormal level warrants dietary modifications, but it is best to consult your doctor in individual cases.

Eating habits are established at a young age, and regardless of whether your child has a clean bill of health, you should set an example for a healthy future by serving low-fat meals to children over two years old. Remember, though, that children need some fat in their diets to help them grow.

How can I ensure an accurate cholesterol test?

It's usually better to get tested at your doctor's office rather than at a mass screening at a mall. To obtain a correct measurement of blood cholesterol, you need to fast for 12 hours prior to an HDL/LDL/triglyceride workup for a total profile.

How often should cholesterol be checked?

A high cholesterol level produces no warning symptoms, so it makes sense to test periodically. The American Heart Association recommends a lipid profile by age 20 or earlier in some cases. If your levels are acceptable, return to your doctor every five years for subsequent checks until age 45; after that, screenings should be scheduled every three years.

Before menopause, some degree of protection is afforded to most women, but they should still be tested. After menopause, all women should have their cholesterol measured every three to five years.

Can a cholesterol level ever be too low?

Usually, a low cholesterol level is a good health indicator. In other cases, it may point to a systemic disease that needs treatment. Ask your family physician to discuss your cholesterol measurement with you.

About 75 percent of Americans have foot problems at some point during their lives. A complex structure of 26 bones, 40 joints, and an intricate maze of tendons, muscles, and ligaments, the average foot endures remarkable stresses throughout a lifetime. Yet, as much as we use our feet, we often take them for granted.

What are the common foot problems?

Many foot problems can be corrected by modifying shoes, by medication, or through a simple procedure to relieve pain and suffering. Some common foot problems are listed below.

  • Bunions

  • Corns and calluses

    Thickened and hardened patches of dead skin cells, these cause pain as they transmit pressure to the bones of the feet. Corns usually develop on the toes, while calluses are more likely to occur on the soles.
  • Diabetes

    People with diabetes are particularly prone to foot problems because of nerve damage associated with the disease. Pressure sores or infections often occur in people with diabetes. Because diabetes may impair the sense of feeling in the feet, people with this illness need to be particularly vigilant about foot care. Sores and infections may take much longer to heal, so any cuts should receive immediate medical attention.
  • Fallen arches (flat feet)

    This is a condition in which the arch of the foot has dropped, causing muscle fatigue and aching, pain or stiffness in the feet, legs and lower back. Custom-designed orthotics may be prescribed to alleviate the problem. Sometimes, surgery is indicated.
  • Fungal and bacterial conditions

    Athlete's foot and similar conditions can cause redness, peeling, blisters and itching of the skin. If not treated promptly, these can become chronic and difficult to cure.
  • Hammertoes

    A hammertoe is a painful deformation of the toe joint in which the toe curls downward, resembling a claw. Pain occurs on the top of the middle joint of the toe. Roomier shoes, splints, exercises and orthotic devices can alleviate pain. In more severe cases, surgery can provide relief.
  • Heel pain

    Pain occurring around the heel can often be attributed to nerve compression or inflammation of the tissues attached to the heel bone. Wearing well-fitted shoes, using orthotic devices or casts, stretching exercises, prescribed medications and, in severe cases, surgery, are all methods used to correct this problem.
  • Ingrown toenails

    The result of poor trimming of the nails or pressure from a nail deformity, ingrown toenails can cause infection and disabling pain. Once infected, they require medical attention.
  • Morton's neuroma

    This condition is the inflammation of a nerve in the ball of the foot. Pain sometimes extends toward the tip of the toe or to the ankle and lower leg. Your doctor may suggest roomier shoes, shoe pads, or cortisone injections. If these treatments don't work, surgery may be recommended.
  • Ankle sprains

    Patients can frequently injure the ligaments of their ankles with simple twisting injuries. About 23,000 ankle sprains occur daily in the United States. Most of these improve by themselves when treated with rest, ice compression and elevation. Some patients will need to see their physician for additional treatment, bracing or a physical therapy prescription. Sometimes, patients with chronic ankle sprains, or pain which does not improve with physical therapy or conservative treatment, may require operative intervention. This may incorporate arthroscopic procedures or open procedures.
  • Arthritis of the foot and ankle

    Arthritis can affect any joint of the foot and ankle just as it affects the larger joints throughout the body. Forms of arthritis include inherited, traumatic, overuse and inflammatory. These can be treated with medication, modified shoe wear and physical therapy. Arthritic conditions of the foot and ankle may require operative intervention involving arthrodesis, also known as fusion, in which joints are screwed together. Arthrodesis is often performed to relieve pain and improve function. Ankle replacement surgery is a new and potentially promising form of therapy for patients with ankle arthritis.
  • Plantar warts

    These are viral skin infections found on the soles of the feet. Plantar warts require medical attention.

Who treats foot problems?

Orthopaedic surgeons are medical doctors who have received additional, specialized training to treat the bony structures of the body. You should see an orthopaedic surgeon to treat more complex foot and ankle problems. Orthopaedic surgeons specialize in Foot and Ankle Surgery. Doctors of podiatric medicine, or podiatrists, are medically trained specialists who diagnose and treat problems and diseases of the foot, ankle and lower extremities. They are recognized legally and professionally as full members of the health care team. Podiatrists can correct most minor foot and ankle problems.

People with diabetes are nearly three times as likely to have a stroke than someone who does not have the disease. This increased risk may be due to some of the same complications that result from diabetes are also associated with stroke.

What is a stroke?

Stroke is a medical emergency, just like a heart attack. That's why experts in the field now refer to it as a "brain attack." Strokes result from a sudden decrease in the flow of blood to parts of the brain. When blood can't reach the brain, its cells are deprived of oxygen and die, so functions normally controlled by the damaged brain areas are impaired. Among the possible effects are temporary or permanent paralysis of various parts of the body or impaired speech or vision.

What is diabetes?

Diabetes is a disease which affects a person's ability to move blood sugar (or glucose) out of the blood and into the cells – where it is used as the body's primary source of fuel.

There are two types of diabetes:

  • Insulin dependent (Type 1) – found in childhood and is characterized by the body's inability to produce enough insulin, which is a hormone that permits the body to metabolize blood sugar (glucose).
  • Non-Insulin dependent (Type 2) – more common type of diabetes that makes up over 90 percent of all diabetes cases. It usually develops in adulthood and may go unnoticed for some time. The body is able to produce insulin, but tissues develop a resistance to its actions and blood sugar levels rise above normal.

Why is there a link between stroke & diabetes?

There are a number of risk factors that increase the chance of vascular complications in individuals with diabetes. At the top of this list is high blood pressure.

Hypertension is twice as likely among patients with diabetes. This contributes to a higher stroke risk, and can lead to a stroke from a blood clot or hemorrhage.

Heart disease is another common problem that can result in higher stroke risk among patients with diabetes. Myocardial infarction (heart attack) and atrial fibrillation (irregular beating pattern) are common and increase stroke risk.

Brain damage may be more severe and extensive if blood sugar is high when a stroke happens. Careful regulation of blood sugar, either with insulin or oral blood sugar-lowering drugs, can reduce vascular complications.

What is the treatment for diabetes?

Both types of diabetes can be controlled, reducing the risk of long-term health complications such as stroke. Type I is treated closely by monitoring blood sugar and taking daily insulin injections. Type II, which is worsened by obesity, can frequently be controlled through weight loss, dietary changes and exercise. Daily insulin injections are not usually necessary and are reserved as a last resort.

For an appointment with a Jefferson physician, more information or health information and education programs, please call 1-800-JEFF-NOW (1-800-533-3669).

Speech- or hearing-impaired callers can access JEFF NOW® by calling 1-800-654-5984.

Am I eligible for the liquid fast portion of the Comprehensive Weight Management Program?

The Jefferson Comprehensive Weight Management program is designed for people with a body mass index (BMI) of 30 or more, who have or are at risk of serious medical conditions. The Program also accepts people whose BMI is between 25 and 30 if they have health risks such as hypertension, diabetes, high cholesterol and sleep apnea. To determine whether you are eligible, please call us at 215-955-5732.

How long will the liquid fast portion of the Comprehensive Program take?

The liquid fast and transition to food can take up to 24 weeks. However, maintenance lasts a lifetime. Maintenance sessions are available one to two times per week and many participants continue to attend them long after losing weight. Some also continue to use OPTIFAST® products after the fast period. Our Program is one the largest maintenance programs in the country because we emphasize maintenance.

I've tried every diet out there, losing weight each time, only to gain it back. What makes this Program any different than all the others?

Our Weight Management Program is unique from most others because it is medically as well as behaviorally oriented. After your informational session, you will schedule an appointment with our medical staff for a physical assessment. During this appointment, we take a complete medical history, which includes blood work and a review of current medical conditions and medications. We also give you the tools to become personally responsible for your weight management and offer ongoing education programs.

How often do I have to attend meetings?

During the initial phase of the Program, you will attend meetings once a week. Please consider your schedule before committing to the program. Attendance at these sessions is very important. If you are chronically unable to attend the sessions, we may ask you to discontinue until you have more free time. If you expect to miss a session, we ask that you contact us and arrange a make-up time.

As you transition out of the initial phase, you will attend six education sessions throughout the six-week transitional phase. Even if you have been extensively educated about food in the past, we find that most people learn new information and approaches to old topics. For that reason, attendance at all six sessions is mandatory.

Maintenance groups are offered one to two times per week.

What are my options if I want to lose weight but don't want something as drastic as the Comprehensive Program?

We have two additional programs:

  • One-session weight loss class
  • Six-session weight loss class"""

```json
{
  "format": {"score": 2, "justification": "The text is well-structured with clear headings and sections, but there are minor formatting inconsistencies, such as the inclusion of unrelated content about foot problems and diabetes at the end."},
  "voice": {"score": 1, "justification": "The text maintains a professional and informative tone, though it lacks a distinctive authorial voice or unique style."},
  "knowledge_density": {"score": 2, "justification": "The text provides detailed and informative content about cholesterol, heart health, and related topics, though some sections are repetitive or redundant."},
  "diversity": {"score": 1, "justification": "The text covers a range of health-related topics, but much of the content is common and familiar, with limited niche or specialized information."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""More than 1,400 recycling bins have been rejected in just six months after the wrong things were put in them.

Recycling crews at North East Lincolnshire Council found items including dirty cat litter, guttering, a football, carpets, roof felt and vacuum cleaner parts when the new recycling bins were presented to them for collection.

The council started leaving red tags on bins when householders put the wrong things in them in December.

READ MORE: Moped menaces, drug users and vandals damaging beloved Grimsby community garden

Since then, 1,416 bins have been tagged.

Out of all the bins tagged, only 64 households put the wrong things in their bin a second time.

Education officers will send letters to and visit those who repeatedly put the wrong items in the recycling bins and help them get it right.

Cllr Stewart Swinburn, portfolio holder for Environment and Transport at North East Lincolnshire Council, said: “When you put the right thing in the right bin, it means the quality of recycling we collect from your household is high and can be used to make something else.

“We collect good quality recycling in North East Lincolnshire and I’m proud to say our recycling stays in the UK to be processed.

“Heavily contaminated recycling is not as valuable, and the reprocessing plants will reject it if it is below the standards they expect.

“Tagging bins is one way we are helping households provide better quality recycling.

“Recycling helps prolong the lives of materials and products we use, such as plastics, metals and paper.

“A huge amount of energy and material resources goes into making a plastic bottle or a drinks can, so it’s important that we make the most of them. This helps reduce the damage caused to the natural environment.

“Recycling plays a key role as the country moves to a more circular economy and helps us keep resources in use for as long as possible.”

Recycling crews are now using the tags on several rounds.

If you find a red ‘Ooops!’ tag on your bin it means you have put something in the wrong bin.

The crew will not empty the tagged bins. The tags show people why the bins were not emptied.

Find out what's happening in your area

Households that are given a tag need to check their bins and take out anything that is in the wrong bin. The crews will then empty the bin on the next scheduled collection day.

Each bin lid is clearly labelled with symbols showing what to put in them. Paper and card go in the blue wheelie bin. Washed plastic bottles, tubs and trays, food tins and drink cans and glass bottles and jars go in the grey wheelie bin.

Most households received an instruction booklet with their new bins, another booklet before Christmas and another with a calendar in February.

The booklets include helpful lists of items that can and can’t be recycled in the blue or grey bin.

Sorting recycling helps create a better-quality product for reprocessing. Increased recycling saves energy and helps us transform existing items into something new."""

```json
{
  "format": {"score": 2, "justification": "The text is generally well-structured with clear paragraphs and headings, but there are minor formatting inconsistencies such as inconsistent use of bullet points and spacing. Overall, it is readable but not perfectly polished."},
  "voice": {"score": 1, "justification": "The text maintains a clear, informative, and authoritative tone, with the council representative's quotes providing a distinct voice."},
  "knowledge_density": {"score": 2, "justification": "The text provides informative content about recycling practices, council actions, and the importance of recycling, but some information is repetitive and could be more concise."},
  "diversity": {"score": 1, "justification": "The content covers practical recycling information, which is somewhat specialized but not extremely niche or rare."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Latinos have contributed significantly to the success of the United States while overcoming systemic discrimination — and our stories have largely been erased from U.S. history.

Now, our stories will have a new home with a Latino Museum on the National Mall.

From astronaut José Hernández, athlete Roberto Clemente, and Medal of Honor recipient Macario García to Supreme Court Justice Sonya Sotomayor, civil rights organizer Dolores Huerta, and cultural icon Selena Quintanilla, Latinos are from many nations, compose diverse cultures, and have contributed to what it means to be an American.

Amidst the historic devastation of Latino communities by COVID-19, it is more important than ever to preserve and celebrate Latino stories for future generations.

This achievement is a testament to New York Congressman José Serrano. Born in humble circumstances in Puerto Rico, raised in public housing in the Bronx, and completing 46 years in public service, Representative Serrano has fulfilled the American Dream. Future generations will learn about the triumphs and setbacks of Latinos in the United States and be inspired to expand our nation’s greatness to all Americans.

Thank you to the community champions of the National Museum of the American Latino, whose persistent advocacy powered a broad coalition to make this museum possible.I commend Senator Bob Menendez for his unwavering commitment over two decades to creating this museum and for his leadership shepherding this legislation in the Senate. I also want recognize Representatives Cardenás and Hurd for their work securing bipartisan support in the House.

Editor’s Note: The above guest column was penned by U.S. Rep. Joaquin Castro on behalf of the Congressional Hispanic Caucus (CHC). Castro, a Democrat from San Antonio, chairs the CHC. Castro wrote the column following inclusion of the National Museum of the American Latino in the fiscal year 2021 appropriations bill that was passed by Congress on Dec. 21, 2020.

Quality journalism takes time, effort and…. Money!

Sign-up for the latest news
"""

```json
{
  "format": {"score": 3, "justification": "The text is well-structured with clear paragraphs and a professional tone. No formatting issues are present, making it polished and easy to read."},
  "voice": {"score": 1, "justification": "The text maintains a clear, authoritative tone, particularly in discussing advocacy and legislation. The distinct voice is evident through Castro's focus on community and national service."},
  "knowledge_density": {"score": 3, "justification": "The text provides specific examples of Latino contributions to American society, including individuals and institutions. The information is informative and adds distinct insights into the community’s history and achievements."},
  "diversity": {"score": 1, "justification": "The content primarily covers common knowledge about Latino contributions and history, with no specialized or rare domain information."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Question: Is Accrued Income A Debtor?

Is accrued income a debit or credit?

Accrued IncomeDebitIncome Receivable (Balance Sheet)CreditIncome (Income Statement)1 more row.

Is accrued income an asset?

Accrued income is listed in the asset section of the balance sheet because it represents a future benefit to the company in the form of a future cash payout.

What is accrued income in balance sheet?

What is accrued income example?

Accrued income can be the earning generated from an investment but yet to receive. For example, XYZ company invested in $500,000 in bonds on 1 march in a 4% $500,000 bond that pays interest $10,000 on 30th September and 31st March each.

What is the difference between accrued income and prepaid income?

Accrued expenses are the opposite of prepaid expenses. Prepaid expenses are payments made in advance for goods and services that are expected to be provided or used in the future. While accrued expenses represent liabilities, prepaid expenses are recognized as assets on the balance sheet.

What are accrued items?

Accrued items. On a closing statement, items of expense that are incurred but not yet payable, such as interest on a mortgage loan or taxes on real property. Closing. An event where promises made in a sales contract are fulfilled and mortgage loan funds (if any) are distributed to the buyer.

What is entry of accrued income?

It is income earned during a particular accounting period but not received until the end of that period. It is treated as an asset for the business. Journal entry for accrued income recognizes the accounting rule of “Debit the increase in assets” (modern rules of accounting).

How do you record accrued income?

When accrued revenue is first recorded, the amount is recognized on the income statement through a credit to revenue. An associated accrued revenue account on the company’s balance sheet is debited by the same amount, potentially in the form of accounts receivable.

What is the double entry for accrued income?

Therefore we need to recognise another form of receivable. This will be invoiced and collected at some point in the future; accrued income. The double entry for this is: Dr Accrued income (again, an asset. Think of this as an ‘un-invoiced receivable’)

What type of asset is accrued income?

What is accrued amount?

To accrue means to accumulate over time—most commonly used when referring to the interest, income, or expenses of an individual or business. Interest in a savings account, for example, accrues over time, such that the total amount in that account grows."""

```json
{
  "format": {"score": 3, "justification": "The text sample is well-structured with clear headings and bullet points, making it easy to read and understand. There are no formatting issues observed."},
  "voice": {"score": 1, "justification": "The text has a clear and informative style, providing specific details and explanations about accrued income without resorting to a generic tone."},
  "knowledge_density": {"score": 3, "justification": "The text provides detailed and specific information about accrued income, including its definition, examples, accounting treatment, and differences from other financial concepts."},
  "diversity": {"score": 1, "justification": "The content covers various aspects of accrued income but remains within the realm of general financial accounting knowledge, without any specialized or rare domain information."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Clinical diagnosis and identification - three steps for the diagnosis of swine diseases

Disease is more important than prevention is not more than governance, emphasis on the concept is not emphasis on experience, but the level of domestic farming is limited, pigs accept the new concept is slow. Some pig farmers have been bragging pigs for 10 years (less than 20 sows), have seen many diseases, and claim to have rich experience, but they have not seen any development on the scale or reduction in the number of dead pigs. Gein has always earned a living allowance. Only. Today, I donâ€™t say â€œhow the concept should be changedâ€, and I donâ€™t say â€œhow do I need to do a good job in prevention?â€ to say â€œclinical diagnosis and identificationâ€ after the onset of a pig.
Description: The following is a general case, non-exceptional cases, such as part of the data error or argument error, please correct me.

The first step: see the mental state

Needless to say this, if the mental state is normal, ignore it, with them overturning the earth, if the mental state is not good, turn to the second step - body temperature observation.

Step 2: Look at body temperature

Not all elevated body temperatures require treatment. Increased body temperature is a defensive manifestation of the body's resistance to pathogenic invasion. There is no problem with a rise in body temperature in the short term, and fever is required for a continuous increase in body temperature. The normal body temperature of the pig is 38.5Â°C, and the body temperature 38-40Â°C measured with a thermometer is also within the normal range. A body temperature of 40Â°C is slightly increased, but it is 40Â°C for consecutive days, which can be regarded as an increase in body temperature.

So how do you identify clinically by increasing body temperature?

1, high fever: body temperature exceeds 41 Â°C

Taking into account the accuracy of the thermometer, 40.5 Â°C is also considered high fever. This situation is usually infected with a virus, and occasional acute bacterial infections can also cause high fever. Therefore, the scope of the disease has been reduced, such as flu, pseudo-mad, acute swine fever, parasporosis, paratyphoid and so on.

2, in the burning: body temperature below 41 Â°C

At 40.5Â°C, it is usually due to a bacterial infection, but mild swine fever is also a symptom of low-grade fever.

Observing Temperature Purpose: To determine if the pig is infected with a virus or a bacterial infection.

The principle of playing back the needle: fever above 41 Â°C, observed 2-3 days without fever, indicating that the pig itself can not resist, needle cooling. Increase body temperature by 40-41Â°C. Observe for 2-3 days. If fever does not occur, consider needle cooling. Below 40Â°C, for several days, it is not recommended to rush back the needle.

The third step: see the stool

There are two kinds of excrement in appearance: one is diarrhea and the other is constipation. There are two types of diarrhea: a watery diarrhea and a paste. Among them, watery diarrhea was found mostly in viral infections, and pasty diarrhea was mostly seen in bacterial infections. In addition to constipation, in fact, constipation does not have much guiding significance, because high fever generally leads to pig constipation, but in special circumstances constipation has a very effective guiding significance. Situation 1: Dry spherical bake is covered with a layer of oil, most likely found in mild swine fever. Situation 2: There is blood in the stool and guidance is also very important. Such as blood stasis (induced by Treponema), ileitis (Clostridial), rectal prolapse, acute gastroenteritis, paratyphoid (pigs).

Therefore, using the two indicators of body temperature and excrement can greatly reduce the scope of the disease:

High-grade fever must have a viral infection and may also have a bacterial infection.

Low fever is generally a bacterial infection.

Watery diarrhea must have a viral infection and may also have a bacterial infection.

Paste diarrhea is generally a bacterial infection.

Then someone said: My pig has a high fever of 42Â°C and mushy diarrhea. Tell you: Well, basically, you said, can you have diarrhea with such a high fever? The above is an ordinary case, not a special case. Swine constipation and diarrhea will alternate, and some swine mild pigs do not perform well or even have a low fever, such as 40Â°C. The swine fever, also known as bad field temperature, is related to the progress of the rotten gut. Pig manure will have different performance. However, it is rare to see diarrhea under high fever.

Bluetooth Ecg Machine

Ecg Holter,Holter Ecg Machine,Bluetooth Ecg Machine,Portable Holter Ecg Machine

Changchun Yingwang Times Digital Co., Ltd. ,"""

```json
{
  "format": {"score": 1, "justification": "The text has formatting issues, such as missing punctuation and inconsistent capitalization. It is not entirely readable, but the structure is somewhat present."},
  "voice": {"score": 0, "justification": "The text lacks a distinct authorial voice or style; it is generic and repetitive, more like notes than a coherent piece."},
  "knowledge_density": {"score": 2, "justification": "The text provides some specific information about clinical diagnosis steps for swine diseases, but it is repetitive and lacks depth. Many sentences are redundant or provide low-value information."},
  "diversity": {"score": 0, "justification": "The text is centered around a common agricultural topic and lacks specialized or niche information. It is generic and does not demonstrate diversity in content or domain."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Here’s Michelle: “Your letter will be a combination of your own impressions and knowledge of the student and a synthesis of the information you have gathered from the student and other sources.”

How to begin:

  1. Use a title: “Letter of Recommendation for John Doe”

  1. Put the student’s name in the first sentence: “It is my great pleasure to write this letter of recommendation for John Doe.”

Suggestions for the first paragraph:

  • Write an anecdote. A story is always a great way to draw the reader in.

  • Write a summary of the student’s strengths. Introduce what is to follow in the body of the letter.

  • Write what first comes to mind when you think of the student.

Suggestions for body paragraphs:

Here’s Michelle: “The body of your letter is going to be determined by what information will be most helpful to an admissions counselor in determining if the college and the student will be a good fit. If you had the opportunity to read the student’s essay and teacher letter of recommendations, you will be able to choose the content of your body paragraphs to complement, but not repeat, what has already been written. Your goal is to provide MORE information. If soccer is the most important thing in a student’s life and the student already has a letter of recommendation from the soccer coach, it is acceptable not to mention soccer. It is important that the student’s application, and not your letter, be comprehensive.”

Character and Personality

Describing the student’s character and personality is helpful. Giving examples and telling stories that illustrate the student’s character and personality is golden.

Extracurricular Activities

It is not necessary to repeat the student’s activity list. Write what is unique about the student’s participation in activities. Do any themes emerge? Is the student a leader? Has the student tried many new things in an effort to figure out their interests? Is their interest in activities based on genuine interest rather than resume-building?

In general, the teacher letter of recommendation will discuss the student’s academic progress and abilities. If a student is an avid reader, write about what they like to read. If a student is a news junkie, mention it. These details are important and may not be discussed in the rest of the student’s application. The counselor letter of recommendation should also explain anything unique on the student’s transcript such as an exchange program or perhaps a reason why a student took a specific course. If there is a dip in grades on the student’s transcript, the counselor should explain the reason.

Challenging Circumstances

Admissions counselors will be interested in knowing if a student’s grades were affected by challenging circumstances such as death, divorce, illness and poverty. It is usually appropriate to mention adversity without giving too much detail. Focus on how the student coped with adversity and how the circumstance might affect the student in college.

How does the student interact with adults? Is the student a good friend? Does the student have a special relationship with a sibling? Is the student a leader? What kind of roommate will the student be?

Suggestions for the Conclusion:

  • Why will you miss the student?

  • What will the student offer their future campus community?

  • What is your prediction for the student’s success at college?

Finally, Michelle writes that the counselor letter of recommendation “should always be positive.” Even if you’ve had a poor experience with the student, focus on their good qualities. A short letter with a few truthful, positive words is perfectly okay.

Here’s Michelle: “Every student deserves the chance to grow and mature. Attending college is the change of environment that might just be what the student needs to turn their behavior and attitude around. The counselor letter is our chance to set students up for success.”

Sara Urquidez, executive director of Academic Success Program, has gathered a slate of strong counselor examples that work for different kinds of students. We’ve included them below:"""

```json
{
  "format": {"score": 2, "justification": "The text is well-structured with clear headings and numbered suggestions, but some paragraphs could benefit from more consistent indentation or bullet points for better readability."},
  "voice": {"score": 1, "justification": "The text maintains a professional, instructional tone typical of authoritative guides, though the authorial voice could be more distinctive with stronger personalization."},
  "knowledge_density": {"score": 2, "justification": "The content provides practical, step-by-step advice with examples but lacks depth on specific technical details. Some sections (e.g., challenges) could expand on nuances."},
  "diversity": {"score": 1, "justification": "The suggestions are broadly applicable to academic recommendation letters but lack niche/uncommon perspectives or specialized knowledge."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Skip to content

Compressed Gas Safety

Compressed gas cylinders can be extremely hazardous, not only because of the contents of the cylinders, but because of the pressure of the gases within the cylinders, so there is a dual concern. When a cylinder is compromised, there’s worry about how the container itself may behave, but also about the potential from harm from whatever chemical is stored inside.

Learning Objectives:
(1) Identify hazards associated with cylinder dispensing and control components and contents
(2) Recognize identification labels and markings on compressed gas cylinders
(3) Recall practices to safely use compressed gas cylinders and their components
(4) Identify safe methods of moving and storing compressed gas cylinders.

Course length: 21 Minutes"""

```json
{
  "format": {"score": 3, "justification": "The text is well-structured with clear headings and bullet points, making it easy to follow. No formatting issues are present, presenting a polished and professional look."},
  "voice": {"score": 1, "justification": "The text has a clear, instructional tone typical of safety guidelines and training materials, but it does not exhibit a distinct personal or authorial voice."},
  "knowledge_density": {"score": 2, "justification": "The text provides specific learning objectives related to compressed gas cylinders, which adds substance and informative content. However, some information could be more detailed or practical."},
  "diversity": {"score": 0, "justification": "The content is centered around a common and specific topic related to compressed gas cylinders, lacking specialized or niche knowledge."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Alarm over deaths of bees from rapidly spreading viral disease

An article in The Guardian reports on a viral disease that causes honey bees to suffer severe trembling, flightlessness and death within a week is spreading exponentially in Britain.

Chronic bee paralysis virus (CBPV) was only recorded in Lincolnshire in 2007. A decade later, it was found in 39 of 47 English counties and six of eight Welsh counties, according to data collected from visits to more than 24,000 beekeepers.

As well as struggling to fly, the afflicted bees develop shiny, hairless abdomens. Piles of dead individuals are found outside hives with whole colonies frequently wiped out by the disease.

What's your view?

You are commenting using your account. Log Out /  Change )

Google photo

Twitter picture

Facebook photo

Connecting to %s"""

```json
{
  "format": {"score": 3, "justification": "The text is well-structured with clear headings and paragraphs, making it easy to read. No formatting issues are present, presenting a polished and professional look."},
  "voice": {"score": 1, "justification": "The text maintains a formal and informative tone, which is appropriate for reporting on scientific findings. However, there is no distinct authorial style or unique voice."},
  "knowledge_density": {"score": 2, "justification": "The text provides specific details about the spread of Chronic bee paralysis virus, including locations and symptoms, making it moderately dense and informative."},
  "diversity": {"score": 1, "justification": "The content is focused on a specific scientific topic, which is somewhat specialized but not rare or niche enough to score the maximum points for diversity."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""Economics - Monopoly

Can someone give the numerical example to show that a monopolist's marginal revenue can be upward sloping over part of its range: The price on the demands curve is the producer's average revenue.
Thanks if u cn help.
Anonymous User
Anonymous User
Asked Jan 22, 2012
Unlike a competitive market, a monopoly's marginal revenue that it gets from selling an additional unit will always be less than the price the unit is sold for.
Answered Jan 22, 2012
"""

```json
{
  "format": {"score": 2, "justification": "The text is mostly well-structured but has minor formatting issues, such as inconsistent capitalization and lack of proper punctuation in the 'if u cn help' part. Overall, it is clear but not perfectly polished or professional."},
  "voice": {"score": 1, "justification": "The text has a casual, conversational tone typical of online forums, lacking a distinct authorial voice or style."},
  "knowledge_density": {"score": 2, "justification": "The text provides some economic information but is somewhat brief and repetitive, with redundant points like 'a monopoly's marginal revenue' being mentioned twice."},
  "diversity": {"score": 0, "justification": "The content is limited to basic economic concepts related to monopolies and does not include specialized or niche knowledge."}
}
```


You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.
Follow the rubrics exactly and return ONLY a JSON object that matches the schema below.

RUBRICS
1) Format (0–3)
  0 = Disorganized/unreadable
  1 = Partially structured; noticeable formatting issues
  2 = Mostly clear and well-structured; minor issues
  3 = Very clean, polished, professional formatting

2) Voice (0–1)
  0 = Generic tone; no distinct style
  1 = Clear, distinctive authorial voice/style

3) Knowledge Density (0–3)
  0 = Mostly filler/vague; little information
  1 = Some information but redundant/low substance
  2 = Moderately dense; clear informative content
  3 = Highly informative; most sentences add distinct info

4) Diversity (0–2)
  0 = Common/generic knowledge
  1 = Somewhat specialized/uncommon
  2 = Very niche/specialized/rare domain

OUTPUT SCHEMA (must be valid JSON; no extra text):
{
  "format":        {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "voice":         {"score": <int 0-1>, "justification": "<1–2 sentences>"},
  "knowledge_density": {"score": <int 0-3>, "justification": "<1–2 sentences>"},
  "diversity":     {"score": <int 0-2>, "justification": "<1–2 sentences>"}
}

CONSTRAINTS
- Use integers only for scores and keep them within the allowed ranges.
- Justifications must be concise (≤2 sentences each).
- Do not include any commentary outside the JSON object.

TEXT SAMPLE:
"""1. Forum
  2. >
  3. Topic: Dutch
  4. >
  5. "Er zijn veel sterrenstelsels…

"Er zijn veel sterrenstelsels in het universum."

Translation:There are many galaxies in the universe.

December 23, 2014

Does Sterrenstelsel literally translate to "star system"?

Yes, sterren is stars and stelsel is system, is actually stars system, plural stars

Literally, yes, but the actual meaning is different: https://en.wikipedia.org/wiki/Star_system

Just out of curiosity, does the word "universum" have a plural form?

Yes, either 'universa' or 'universums'.

How do you say "solar" as in "solar power" rather than as in Zonnestelsel?

Solar power would be "zonne-energie" or "zonnekracht".

is Sterrenstelsels not the same as "solar systems"?

No. In terms of astronomy, they are two different things (size being the biggest distinction between the two)

In terms of Dutch, they have two different words:

  • Sterrenstelsel - Galaxy
  • Zonnestelsel - Solar system

More specifically:

Zonnestelsel - Solar system = A star and things (e.g. planets, asteroids, etc) that orbit it.

Sterrenstelsel - Star system (A term Duo still refuses to acknowledge, despite the fact that it's more accurate and the LITERAL translation) = A group of stars (some of which may be part of solar systems) that orbit each other.

Galaxy - a star system containing a large number of stars, sometimes called a star cluster.

As far as I can tell, in Dutch, there isn't any disambiguation between "star system" and "galaxy"... I suspect this is because most scientific papers by Dutch people would be written in English.

For more see: https://en.wikipedia.org/wiki/Solar_System https://en.wikipedia.org/wiki/Star_system https://en.wikipedia.org/wiki/Galaxy

I believe the term 'star system' would introduce some additional connotations in English... you can have binary star systems for example.

Galaxy is more like the sum of all star systems orbiting a central core.

This is a problem for astronomers in English as well as Dutch. The issue arose because when the term "solar system" was invented, there was only one known, and that remained true for more than a century, although others were assumed to exist, and finally discovered in the 1990s. So there was little need to differentiate between "the Solar System" meaning the one around Sol, our sun, and "a solar system" orbiting another star. In English, too, a "star system" is ambiguous, and can mean a system of stars i.e. a galaxy, or a system of planets around a star i.e. a solar system. I don't know how usage in Dutch has settled, but it seems like Duo is trying to get us to use zonnestelsel for "solar system" even when the star in the middle is not de zon.

My Belgian girl said that stelsel means a lot of things. Can anyone enlighten me?

Well it's been a year, nobody answered, now i'm wondering. Maybe she can enlighten you?

why is it veel and not vele? the plural (de form) is normally the vele form

"vele" is more formal. You can use it, but "veel" is more common. See https://taaladvies.net/taal/advies/vraag/1339/

Is een Melkwegstelsel a translate for a galaxy or not.

Melkwegstelsel or Melkweg = Milky Way.

This is a galaxy, but not all galaxies are the Milky way.

Plural / de noun = "e" form of an adjective so why isn't vele accepted here?

Learn Dutch in just 5 minutes a day. For free."""

```json
{
  "format": {"score": 2, "justification": "The text sample is partially structured with some formatting issues, such as line breaks and indentation inconsistent. It is mostly clear but has minor issues that could be improved for better readability."},
  "voice": {"score": 1, "justification": "The text sample has a conversational and somewhat informal tone, with frequent questions and answers. This makes it distinct but not highly polished."},
  "knowledge_density": {"score": 3, "justification": "The text sample provides detailed information about Dutch translations and meanings, with clear examples and references to external resources. Most sentences add distinct information."},
  "diversity": {"score": 1, "justification": "The text sample covers topics related to Dutch language and astronomy but is not highly specialized or rare. It is mostly common knowledge and information."}
}
```