{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Also found in: Thesaurus, Encyclopedia, Wikipedia.\n\n\nVariant of fusee.\n\n\n(Chemistry) a variant spelling of fusee\n\n\nor fu\u2022zee\n\n\nn., pl. -sees or -zees.\n1. a wooden friction match having a large head, formerly used when a larger than normal flame was needed.\n2. a red flare light, used on a railroad as a warning signal to approaching trains.\n3. a spirally grooved, conical pulley and chain arrangement for counteracting the diminishing power of an uncoiling mainspring in a watch.\n[1580\u201390; < Middle French fus\u00e9e spindleful, derivative of Old French *fus spindle. See fuse1]\nThesaurusAntonymsRelated WordsSynonymsLegend:\nNoun1.fuzee - a colored flare used as a warning signal by trucks and trains\nflare - a device that produces a bright light for warning or illumination or identification\n2.fuzee - a friction match with a large head that will stay alight in the wind\n3.fuzee - any igniter that is used to initiate the burning of a propellant\ndetonating fuse - a fuse containing an explosive\nigniter, ignitor, lighter, light - a device for lighting or igniting fuel or charges or fires; \"do you have a light?\"\ntime-fuse - a fuse made to burn for a given time (especially to explode a bomb)\nReferences in periodicals archive ?\nThe barrel, sliding frame and bolt- are driven forward by the fuzee spring on the outside of the left receiver wall and protected by the sheet metal fuzee cover.\nDIED: Adrienne Fuzee, 53, founder of Lesbians in the Visual Arts, of heart failure, May 18,\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 1, \"justification\": \"The text is mostly clear but has minor formatting issues, such as inconsistent spacing and unclear section headings.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text has a generic tone with no distinct authorial voice or style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides some information but lacks depth; multiple meanings are presented without much elaboration.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers some specialized terms but is mostly common knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"I am writing a non-magical fantasy story set in a low-tech world that is primarily composed of city-states with limited regional authority. I am trying to work out what kinds of seemingly realistic accommodations could/would be in place for disabled people. Culturally, I am trying to craft a world whose prejudices are very distinct from Earthly ones: no sexuality, gender-related, disability-related, or \u201crace\u201d-related discrimination exists. I am not trying to be \u201crealistic\u201d in terms of portraying the accommodations that the real past or the real present offers; I am trying to be realistic in a very optimistic, yet low-tech way, when it comes to accommodations. Do you have any advice for me?\n\n\u2013 Kiera\n\nHi Kiera,\n\nA lot of the time when people think about accessibility, they think about adaptive equipment such as wheelchairs and prosthetics. While adaptive equipment matters, it is important to keep in mind that the structure of the society plays a big role in shaping people\u2019s accessibility needs. For example, cities with lots of stairs, but few ramps or elevators, create a need for wheelchairs that can climb stairs. In contrast, there isn\u2019t a need for wheelchairs that can climb stairs in a city where all of the buildings have ramps and elevators. This is why it is helpful to start with broader aspects of social structure, such as architecture and social norms, when designing an accessible society.\n\nI recommend researching accessible architecture. Many aspects of accessible architecture can be achieved at lower technology levels, like using ramps instead of stairs and using curves instead of sharp corners. On the smaller scale, things like using round tables and diverse seating options are also very achievable. Keep in mind that different people have different accessibility needs, so it helps to avoid uniformity and instead provide multiple options.\n\nIt\u2019s also worth thinking about how ancient technology could be used by a society that cared more about accessibility. For example, while electric elevators are a relatively recent invention, humans have been using crane technology since ancient times. A society that wanted to could adapt this crane technology into something like an elevator.\n\nThe social structure of the society also has a big impact on accessibility. It is important to avoid situations where there is only one way to participate in something. Instead, create social situations where either the behavior of the group adjusts to meet individual needs or where there is a range of ways for people to participate. For example, having quiet spaces at large community celebrations provides space for those people who are overwhelmed by crowds. Another important behavior is open communication where people set expectations and ask about accessibility needs while events are being planned.\n\nWhen it comes to adaptive equipment, devices like wheelchairs and prosthetics have been around in some form for a long time. A little research into this history should provide a reasonable starting point for deciding what form these items will take in your setting. Keep in mind that a society that cares more about accessibility will put more effort into developing adaptive equipment, so it makes sense to err on the side of optimism and make sure that the accessibility needs of the characters are being met.\n\nBest wishes,\n\nFay from Writing Alchemy\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text sample is well-structured and professional, with clear formatting and no noticeable issues.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author's voice is clear and distinctive, with a tone that is engaged and helpful.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides detailed and informative content, offering specific examples and practical advice.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers general accessibility concepts and practical examples, but is not specialized or rare.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Winner of the New Statesman SPERI Prize in Political Economy 2016\n\nTuesday, 31 August 2021\n\nIs it true that \u201canything we can actually do we can afford\u201d?\n\n\nThis was something Keynes said in a 1942 BBC address. By 'we' he meant the government, and by 'actually do' he meant the physical resources (e.g. labour) were available. He was talking about what he hoped would happen after the war, and against the austerity policies that had seen mass unemployment in the late 1920s and 1930s. He says in the same address:\n\n\nIt was a policy the UK pursued in the next few decades, after a few years producing full employment on average along with rapid growth and, initially at least, with little or no inflation. Keynes was proved correct. However in the 1960s and 1970s that was no longer the case, and we learnt through double digit inflation, and in the UK widespread disruption, that the real constraint on what you can do is inflation rather than full employment. It was always clear, however, at least to UK and other European economists, that how close you could get to full employment before inflation set in was governed by a complex and variable set of institutional factors. So Keynes\u2019 statement became \u2018governments can do anything as long as inflation remains stable\u2019.\n\nIf inflation is the ultimate constraint on what we can actually do, why did governments start to worry about their own finances? Why did bodies like the IMF start advocating fiscal rules to limit government borrowing and later independent fiscal institutions to monitor government deficits? Some may have wanted to reduce the growth of government spending, but the official reason was real enough: deficit bias.\n\nDeficit bias has been long forgotten as a result of the macroeconomic disaster that began in 2010, but it is crucial to understanding the origin of financial considerations influencing what we can actually do. To understand deficit bias you also need to understand another change that began in the 1970s and has now become dominant, which is how demand management is done.\n\nIn the UK in the decades after WWII, fiscal policy was used to stabilise the economy at full employment. Interest rates played a minor role, and arbitrary limits on personal borrowing were common. (This is similar to the policy proposal associated with MMT.) This made sense under the system of fixed exchange rates created by Bretton Woods. When that came to an end in the early 1970s, interest rate changes became more powerful because of their impact on exchange rates, and that was enhanced as credit controls were gradually abolished.\n\nThe world moved, often erratically, towards a system we have today: macroeconomic stabilisation using interest rates set by central banks trying to hit inflation targets. This in turn created the problem of deficit bias. In a world where fiscal policy stabilises the economy, deficit bias isn\u2019t an issue because deficits increase in recessions but fall in booms. The economic cycle and the need for fiscal policy stabilisation means that government debt broadly looks after itself. To put it another way, labour shortages and high inflation are the cost an irresponsible government pays for spending to much or taxing too little.\n\nIn contrast, in a world where interest rates are varied to stabilise the economy, inflation is no longer a constraint on fiscal policy. In this world, Keynes\u2019 statement of the title again becomes true, because central banks will look after inflation. The only cost of spending a lot or taxing too little would be high interest rates, but as these rates were set by someone else, the political cost to governments of running large deficits is more opaque as long as the increase in rates wasn\u2019t too rapid.\u00a0\n\nThis is perhaps the most important point of this post. Deficit targets or more sophisticated fiscal rules only make sense in a world where interest rates are able to be used to target inflation. It follows automatically that fiscal rules make no sense when rates are stuck at their lower bound. These two sentences are sufficient to show that 2010 austerity makes no sense. The reason MMTers don\u2019t like fiscal rules follows automatically from their wish that fiscal policy rather than interest rates target inflation.\n\nIn the three decades after the fall in Bretton Woods, governments in the US and Europe (not the UK) took advantage of this new freedom monetary policy stabilisation had given them. Global debt to GDP ratios almost doubled. This is deficit bias. [1]\n\nTo what extent was this deficit bias a problem? In the short and medium term for the major economies (treating the Eurozone as a country) not much, but in the longer term (by which I mean centuries rather than decades) there is bound to be a limit on how large government debt could be in relation to GDP. [2] So for that reason alone it makes sense to try and make it hard, through rules and institutions, for governments to increase debt at that rate. It should also increase welfare if governments are discouraged from increasing debt for no good reason beyond buying elections.\n\nI think the evidence that inflation stabilisation by independent central banks was highly successful compared to all the other stabilisation regimes that preceded it is overwhelming. So having good fiscal rules that make it difficult for governments to try and win elections by increasing debt is also worth having. This is why I support good fiscal rules.\n\nHowever, I also think bad fiscal rules are far worse than no fiscal rules at all. It is vitally important that government debt should be allowed to rise in a number of situations. Fiscal rules that prevent that do far more harm than good. There are two clear situations today where debt needs to rise. The first is in severe recessions, where interest rates get stuck at their lower bound [3]. The second is where large investments are required to produce a large future benefit. The most obvious example of the latter is climate change.\n\nWhy are there so many bad fiscal rules around today? I think one important reason is that the political right has seen them as a way of reducing the size of the state. The media have not helped, by grossly exaggerating the cost of higher debt and using any departure from a (bad) fiscal rule as a sign of government irresponsibility.\n\nWhich brings me to what inspired this post, Adam Tooze\u2019s Chartbook No.34. This takes an MMT perspective, and ignores all the points I make about interest rate stabilisation and inflation. Which is understandable, when interest rates have been at or close to their lower bound for over a decade and inflation has not been an issue. The puzzle he addresses is how can we describe a government project (project X) as crowding out something else, when the amount the government could borrow before hitting an inflation constraint far exceeds what it actually borrows. You cannot say doing X stopped you doing Y and Z, because you could have done X, Y and Z.\n\nI suspect this is usually an artificial question, because for me at least doing X, Y and Z would bring the economy to the point where it either hits the inflation constraint (in an MMT world) or where interest rates start rising (in today\u2019s world). This would be a certainty if Y was greening the economy and Z were the fiscal transfers to make a carbon tax (or equivalent) politically acceptable. In both cases there is a clear opportunity cost of doing X.\n\nAn example of X where this arose recently was Trump\u2019s tax cuts for the rich. I am happy to say the main problem with this is it was a transfer of income from the many to the few. The rich were better off, and that money either comes from the rest of the population now or in the future. Most people don\u2019t see that because Trump paid for it by borrowing. For me [4], that means it\u2019s also an example of deficit bias: raising the deficit just to pay off those who gave you money to win the election. [5]\n\nI agree with Adam Tooze when he says there is no fixed pot of money. The government is the owner of the magic money tree, and in the US, UK and collective Eurozone today can borrow freely. I disagree on three points. First, I think the constraint in MMT type economies (where only fiscal policy does macro stabilisation) is normally inflation and not available resources, and second I think we can talk about the opportunity cost of bad policies even when the inflation constraint does not bite for the reason I gave above. Third, in today\u2019s economies, it does make sense to ask whether deficits are justified or not, just as it did over the period of deficit bias and subsequently.\n\n[1] The term deficit bias is bound to involve value judgments. No one should describe the rise in government debt after the GFC and the pandemic as deficit bias, because debt rose for very good reasons. Deficit bias is a rising government debt to GDP ratio over decades for no obviously good reason, and what a good reason is has to be a value judgement.\n\n[2] Debt around 100% of GDP is fine. But if it doubles every 30 years for no good reason, you are over 1000% a century later and over 10,000% after that.\n\n[3] This is why the fiscal rule that Jonathan Portes and I proposed here contained a knock-out where the rule no longer applies when interest rates hit the lower bound. Any fiscal rule today that fails to have something similar is a bad fiscal rule. It also focused on the current balance, putting no constraint on investment to green the economy, for example.\n\n[4] I admit that a Republican who thought the economy was better off if taxes on the rich were reduced would not call this deficit bias. In that case all you can do is point out that there is little sign his belief is correct (e.g.)\n\n[5] Does the relationship between r (the interest rate) and g (the nominal growth rate) matter here? I don\u2019t think so, because we are talking about a permanent flow (tax cuts) rather than a one-off project.\n\n\n  1. My suspicion is that the debate is where the floating exchange rate boundary is - and few economists can see that\n\n    Effectively government doesn't spend in green dollars. It spends in yellow dollars which via the interest rate has an exchange rate with green dollars.\n\n    QE makes that exchange rate impure and more like the 'dirty peg' that the Chinese run between the Yuan and the dollar.\n\n    MMT says scrap yellow dollars and just use green dollars, which then puts government in the same floating exchange rate zone as the rest of us. The floating rate boundary then moves from around Treasury out to the border of the currency zone.\n\n    The difference between Keynesians and MMT people is whether they believe having a variable cost parameter on government spending that comes from the silly shuffle that they call 'borrowing' has any economic value.\n\n  2. Offer a $15/\u00a310 per hour job to anybody who wants one, paying them directly from the central bank.\n\n    If mainstream economic theory is correct, nobody will turn up and/or nobody will be left on it very quickly.\n\n    The MMT position is that putting the currency on the labour hour standard is superior to interest rate adjustment in terms of inflation control - leading to greater output at stable prices than any competing ideas at any given interest rate.\n\n    That's because unlike the Gold standard labour hours cannot be hoarded and are fundamental to every form of activity in the economy.\n\n\n    May I suggest focusing not on the ratio of debt but the cost of debt service. Obviously at a low 2% average yield on nominal debt, the first scenario gives debt service as an alarming and doubtfully feasible 20% of GDP, and the second a mathematically impossible 200%.\n\n    The main reason for the change is that debt service directly represents the real burden on current and future taxpayers. The portfolio of nominal debt outstanding is a historical palimpsest, different for each country, especially ones with long debt records like the UK. Using nominal debt-to-GDP ratios adds pointless and emotive noise, and risks unsound policies.\n\n    The one aspect where nominal debt may be a better guide is in assessing rollover risks. But these need an additional indicator anyway to capture the maturity distribution, just as we need a distinct indicator of foreign bondholding to capture the foreign dependency risk.\n\n    A historical anecdote reinforces the argument. The UK's debt-to GDP ratio in 1815 after Waterloo is often cited with awe as a historical record for a country without hyperinflation, variously at 295% or 270% IIRC. It is a commonplace qualification thatthe denominator is uncertain, and Pitt did not have usable GDP estimates to go by. However, the estimates constructed later by economic historians are pretty good. What is less often noted is that he numerator is arbitrary.\n\n    As I understand it, when the Treasury needed to borrow during the long Napoleonic wars, which was often, it took the traditional 2.5% coupon on Consols as given and sold the new issue for what they could get, often considerably less than par. This was sensible policy, as it made the new issue legally identical to the old and over time created a huge and highly liquid pool of low-risk assets, as well as reducing administrative costs and risks of misappropriation to the absolute minimum. But it also meant that the nominal total of outstanding Consols was an unimportant book-keeping sum, not even a record of the total sums raised. Were any significant policymakers and pundits like Ricardo paying any attention to it?\n\n  4. \u00abI think the evidence that inflation stabilisation by independent central banks was highly successful compared to all the other stabilisation regimes that preceded it is overwhelming.\u00bb\n\n    That is pure handwaving, especially considering the periodic 15-20 year financial crashes and recessions.\n\n\n    But so many governments have been simply shifted the technique used to buy elections by increasing *private* debt (which is not really private, e.g. mortgage debt, \"secured\" by \"fantasy finance\" valuations) which thanks to the \"debt collateral spiral\" described by John Stiglitz generates high inflation of property and pension costs (which is not \"inflation\" of course).\n\n    This has been called by Kevin Crouch \"privatised keynesianism\" and has been celebrated by many central bankers as inducing the \"wealth effect\". Mervyn King however seems to have repented.\n\n\n    George Osborne: \u201cHopefully we will get a little housing boom and everyone will be happy as property values go up\n\n\n    As to the quote from Cameron, real booms result in a *reduction* of debt because they increase income from greater output rather than book capital gains from higher asset prices.\n\n  5. \"You cannot say doing X stopped you doing Y and Z, because you could have done X, Y and Z.\"\n\n    Not really. There are good reasons why we cannot achieve a perfect health service by, say, having 99% of the working population employed by the NHS. It isn't just an issue of funding. It is an issue of the allocation of national resources.\n\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and paragraphs, making it easy to follow.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a scholarly and informative tone, but lacks a distinct, personal authorial voice.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides detailed information on economic concepts and policies, with many specific examples and references.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content primarily covers economic theory and policy, with limited diversity in topics or perspectives.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"What is the number 7 considered to be lucky in Britain?\n\nOmens and SupersititionsBeliefs & CustomsCustoms and TraditionsGeneral Topics\n\nThis is a superstition which has been known to man since prehistoric times. It is very common and is followed throughout every corner of the globe. The number 7 is something which is woven into our history and throughout our illustrious past, we can find many instances of this number popping up.\n\nThe number 7 is so significant because in some form or another it is linked to our day to day lives. Read on to find why number 7 is one of the most beloved integers and why it is considered lucky.\n\nBiblical Origins\n\nThe story starts from Bible and the Book of Revelation, in the first the number seven is mentioned more than 700 times and in the later, it is said more than 54 times. In the Book of Genesis, the word \u201cCreation\u201d is said exactly seven times.\n\nAnd if we take the views of the Bible into account then The Lord created the world in 6 days which means that the 7th day was for him to rest; the seven day week has since been universally accepted. These are just a few of the references to the number 7 in our religious history, there are plenty more in many other civilizations.\n\nScientific Data\n\nComing to the parts that will really shock you, there are a total of seven colors in the visible spectrum, called VIBGYOR; this term was coined together in the 1600s. At a point of time, due to lack of good telescopes, the known number of planets in the solar system was 7.\n\nAlso, in the year 2007, on 7th July, which is on 07/07/2007, the new list of Seven Wonders of the World was released. All these things are based on the superstition that the number 7 is lucky, and it all started with the religious texts.\n\nPublished on 01-Mar-2019 07:00:06\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured but has minor formatting issues, such as inconsistent indentation and spacing.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a general, informative tone with no distinctive authorial style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides some information but could be more detailed in certain areas, such as the historical and scientific references.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers common knowledge about the number 7, with limited specialized or rare domain information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"300px|The Reactable,_an_example_of_a_[[tangible_user_interface_.html\" style=\"text-decoration: none;\"class=\"mw-redirect\" title=\"tangible user interface\">Reactable, an example of a tangible_user_interface\">Reactable,_an_example_of_a_[[tangible_user_interface_ In_the_[[industrial_design.html\" style=\"text-decoration: none;\"class=\"mw-redirect\" title=\"tangible user interface \">tangible user interface\">Reactable, an example of a [[tangible user interface In the [[industrial design\">tangible user interface \">tangible user interface\">Reactable, an example of a [[tangible user interface In the [[industrial design field of [[human\u2013computer interaction, a user interface (UI) is the space where interactions between humans and machines occur. The goal of this interaction is to allow effective operation and control of the machine from the human end, whilst the machine simultaneously feeds back information that aids the operators' decision-making process. Examples of this broad concept of user interfaces include the interactive aspects of computer operating systems, hand tools, heavy machinery operator controls, and process controls. The design considerations applicable when creating user interfaces are related to, or involve such disciplines as, ergonomics and psychology. Generally, the goal of user interface design is to produce a user interface which makes it easy, efficient, and enjoyable (user-friendly) to operate a machine in the way which produces the desired result (i.e. maximum usability). This generally means that the operator needs to provide minimal input to achieve the desired output, and also that the machine minimizes undesired outputs to the user. User interfaces are composed of one or more layers, including a human-machine interface (HMI) that interfaces machines with physical input hardware such as keyboards, mice, or game pads, and output hardware such as computer monitors, speakers, and printers. A device that implements an HMI is called a human interface device (HID). Other terms for human-machine interfaces are man-machine interface (MMI) and, when the machine in question is a computer, human\u2013computer interface. Additional UI layers may interact with one or more human senses, including: tactile UI (touch), visual UI (sight), auditory UI (sound), olfactory UI (smell), equilibrial UI (balance), and gustatory UI (taste). Composite user interfaces (CUIs) are UIs that interact with two or more senses. The most common CUI is a ''graphical user interface'' (GUI), which is composed of a tactile UI and a visual UI capable of displaying graphics. When sound is added to a GUI, it becomes a ''multimedia user interface'' (MUI). There are three broad categories of CUI: ''standard'', ''virtual'' and ''augmented''. Standard CUI use standard human interface devices like keyboards, mice, and computer monitors. When the CUI blocks out the real world to create a virtual reality, the CUI is virtual and uses a ''virtual reality interface''. When the CUI does not block out the real world and creates augmented reality, the CUI is augmented and uses an ''augmented reality interface''. When a UI interacts with all human senses, it is called a qualia interface, named after the theory of qualia. CUI may also be classified by how many senses they interact with as either an X-sense virtual reality interface or X-sense augmented reality interface, where X is the number of senses interfaced with. For example, a Smell-O-Vision is a 3-sense (3S) Standard CUI with visual display, sound and smells; when ''virtual reality interfaces'' interface with smells and touch it is said to be a 4-sense (4S) virtual reality interface; and when ''augmented reality interfaces'' interface with smells and touch it is said to be a 4-sense (4S) augmented reality interface.\n\n\nThe user interface or ''human\u2013machine interface'' is the part of the machine that handles the human\u2013machine interaction. Membrane switches, rubber keypads and touchscreens are examples of the physical part of the Human Machine Interface which we can see and touch. In complex systems, the human\u2013machine interface is typically computerized. The term ''human\u2013computer interface'' refers to this kind of system. In the context of computing, the term typically extends as well to the software dedicated to control the physical elements used for human\u2013computer interaction. The engineering of human\u2013machine interfaces is enhanced by considering ergonomics (human factors). The corresponding disciplines are human factors engineering (HFE) and usability engineering (UE), which is part of systems engineering. Tools used for incorporating human factors in the interface design are developed based on knowledge of computer science, such as computer graphics, operating systems, programming languages. Nowadays, we use the expression graphical user interface for human\u2013machine interface on computers, as nearly all of them are now using graphics. Multimodal interfaces allow users to interact using more than one modality of user input.\n\n\nThere is a difference between a user interface and an operator interface or a human\u2013machine interface (HMI). * The term \"user interface\" is often used in the context of (personal) computer systems and electronic devices. ** Where a network of equipment or computers are interlinked through an MES (Manufacturing Execution System)-or Host to display information. ** A human-machine interface (HMI) is typically local to one machine or piece of equipment, and is the interface method between the human and the equipment/machine. An operator interface is the interface method by which multiple pieces of equipment that are linked by a host control system are accessed or controlled. ** The system may expose several user interfaces to serve different kinds of users. For example, a computerized library database might provide two user interfaces, one for library patrons (limited set of functions, optimized for ease of use) and the other for library personnel (wide set of functions, optimized for efficiency). * The user interface of a mechanical system, a vehicle or an industrial installation is sometimes referred to as the human\u2013machine interface (HMI). HMI is a modification of the original term MMI (man-machine interface). In practice, the abbreviation MMI is still frequently used although some may claim that MMI stands for something different now. Another abbreviation is HCI, but is more commonly used for human\u2013computer interaction. Other terms used are operator interface console (OIC) and operator interface terminal (OIT). However it is abbreviated, the terms refer to the 'layer' that separates a human that is operating a machine from the machine itself. Without a clean and usable interface, humans would not be able to interact with information systems. In science fiction, HMI is sometimes used to refer to what is better described as a direct neural interface. However, this latter usage is seeing increasing application in the real-life use of (medical) prostheses\u2014the artificial extension that replaces a missing body part (e.g., cochlear implants). In some circumstances, computers might observe the user and react according to their actions without specific commands. A means of tracking parts of the body is required, and sensors noting the position of the head, direction of gaze and so on have been used experimentally. This is particularly relevant to immersive interfaces.\n\n\n\n1945\u20131968: Batch interface\n\nIn the batch era, computing power was extremely scarce and expensive. User interfaces were rudimentary. Users had to accommodate computers rather than the other way around; user interfaces were considered overhead, and software was designed to keep the processor at maximum utilization with as little overhead as possible. The input side of the user interfaces for batch machines was mainly punched cards or equivalent media like paper tape. The output side added line printers to these media. With the limited exception of the system operator's console, human beings did not interact with batch machines in real time at all. Submitting a job to a batch machine involved, first, preparing a deck of punched cards describing a program and a dataset. Punching the program cards wasn't done on the computer itself, but on keypunches, specialized typewriter-like machines that were notoriously bulky, unforgiving, and prone to mechanical failure. The software interface was similarly unforgiving, with very strict syntaxes meant to be parsed by the smallest possible compilers and interpreters. Once the cards were punched, one would drop them in a job queue and wait. Eventually, operators would feed the deck to the computer, perhaps mounting magnetic tapes to supply another dataset or helper software. The job would generate a printout, containing final results or an abort notice with an attached error log. Successful runs might also write a result on magnetic tape or generate some data cards to be used in a later computation. The turnaround time for a single job often spanned entire days. If one were very lucky, it might be hours; there was no real-time response. But there were worse fates than the card queue; some computers required an even more tedious and error-prone process of toggling in programs in binary code using console switches. The very earliest machines had to be partly rewired to incorporate program logic into themselves, using devices known as plugboards. Early batch systems gave the currently running job the entire computer; program decks and tapes had to include what we would now think of as operating system code to talk to I/O devices and do whatever other housekeeping was needed. Midway through the batch period, after 1957, various groups began to experiment with so-called \u201cload-and-go\u201d systems. These used a monitor program which was always resident on the computer. Programs could call the monitor for services. Another function of the monitor was to do better error checking on submitted jobs, catching errors earlier and more intelligently and generating more useful feedback to the users. Thus, monitors represented the first step towards both operating systems and explicitly designed user interfaces.\n\n1969\u2013present: Command-line user interface\n\n\n1985: SAA User Interface or Text-Based User Interface\n\n\n1968\u2013present: Graphical User Interface\n\n* 1968 \u2013 Douglas Engelbart demonstrated NLS, a system which uses a mouse, pointers, hypertext, and multiple windows. * 1970 \u2013 Researchers at Xerox Palo Alto Research Center (many from SRI) develop WIMP paradigm (Windows, Icons, Menus, Pointers) * 1973 \u2013 Xerox Alto: commercial failure due to expense, poor user interface, and lack of programs * 1979 \u2013 Steve Jobs and other Apple engineers visit Xerox PARC. Though Pirates of Silicon Valley dramatizes the events, Apple had already been working on developing a GUI, such as the Macintosh and Lisa projects, before the visit. * 1981 \u2013 Xerox Star: focus on WYSIWYG. Commercial failure (25K sold) due to cost ($16K each), performance (minutes to save a file, couple of hours to recover from crash), and poor marketing * 1982 \u2013 Rob Pike and others at Bell Labs designed Blit, which was released in 1984 by AT&T and Teletype as DMD 5620 terminal. * 1984 \u2013 Apple Macintosh popularizes the GUI. Super Bowl commercial shown twice, was the most expensive commercial ever made at that time * 1984 \u2013 MIT's X Window System: hardware-independent platform and networking protocol for developing GUIs on UNIX-like systems * 1985 \u2013 Windows 1.0 \u2013 provided GUI interface to MS-DOS. No overlapping windows (tiled instead). * 1985 \u2013 Microsoft and IBM start work on OS/2 meant to eventually replace MS-DOS and Windows * 1986 \u2013 Apple threatens to sue Digital Research because their GUI desktop looked too much like Apple's Mac. * 1987 \u2013 Windows 2.0 \u2013 Overlapping and resizable windows, keyboard and mouse enhancements * 1987 \u2013 Macintosh II: first full-color Mac * 1988 \u2013 OS/2 1.10 Standard Edition (SE) has GUI written by Microsoft, looks a lot like Windows 2\n\nInterface design\n\nPrimary methods used in the interface design include prototyping and simulation. Typical human\u2013machine interface design consists of the following stages: interaction specification, interface software specification and prototyping: * Common practices for interaction specification include user-centered design, persona, activity-oriented design, scenario-based design, and resiliency design. * Common practices for interface software specification include use cases and constrain enforcement by interaction protocols (intended to avoid use errors). * Common practices for prototyping are based on libraries of interface elements (controls, decoration, etc.).\n\nPrinciples of quality\n\nAll great interfaces share eight qualities or characteristics: # Clarity: The interface avoids ambiguity by making everything clear through language, flow, hierarchy and metaphors for visual elements. # Concision: It's easy to make the interface clear by over-clarifying and labeling everything, but this leads to interface bloat, where there is just too much stuff on the screen at the same time. If too many things are on the screen, finding what you're looking for is difficult, and so the interface becomes tedious to use. The real challenge in making a great interface is to make it concise and clear at the same time. # Familiarity: Even if someone uses an interface for the first time, certain elements can still be familiar. Real-life metaphors can be used to communicate meaning. # Responsiveness: A good interface should not feel sluggish. This means that the interface should provide good feedback to the user about what's happening and whether the user's input is being successfully processed. # Consistency: Keeping your interface consistent across your application is important because it allows users to recognize usage patterns. # Aesthetics: While you don't need to make an interface attractive for it to do its job, making something look good will make the time your users spend using your application more enjoyable; and happier users can only be a good thing. # Efficiency: Time is money, and a great interface should make the user more productive through shortcuts and good design. # Forgiveness: A good interface should not punish users for their mistakes but should instead provide the means to remedy them.\n\nPrinciple of least astonishment\n\nThe principle of least astonishment (POLA) is a general principle in the design of all kinds of interfaces. It is based on the idea that human beings can only pay full attention to one thing at one time, leading to the conclusion that novelty should be minimized.\n\nPrinciple of habit formation\n\nIf an interface is used persistently, the user will unavoidably develop habits for using the interface. The designer's role can thus be characterized as ensuring the user forms good habits. If the designer is experienced with other interfaces, they will similarly develop habits, and often make unconscious assumptions regarding how the user will interact with the interface.\n\nA model of design criteria: User Experience Honeycomb\n\nPeter Morville of Google designed the User Experience Honeycomb framework in 2004 when leading operations in user interface design. The framework was created to guide user interface design. It would act as a guideline for many web development students for a decade. # Usable: Is the design of the system easy and simple to use? The application should feel familiar, and it should be easy to use. # Useful: Does the application fulfill a need? A business\u2019s product or service needs to be useful. # Desirable: Is the design of the application sleek and to the point? The aesthetics of the system should be attractive, and easy to translate. # Findable: Are users able to quickly find the information they're looking for? Information needs to be findable and simple to navigate. A user should never have to hunt for your product or information. # Accessible: Does the application support enlarged text without breaking the framework? An application should be accessible to those with disabilities. # Credible: Does the application exhibit trustworthy security and company details? An application should be transparent, secure, and honest. # Valuable: Does the end-user think it's valuable? If all 6 criteria are met, the end-user will find value and trust in the application.\n\n\n# ''Attentive user interfaces'' manage the user attention deciding when to interrupt the user, the kind of warnings, and the level of detail of the messages presented to the user. # ''Batch interfaces'' are non-interactive user interfaces, where the user specifies all the details of the ''batch job'' in advance to batch processing, and receives the output when all the processing is done. The computer does not prompt for further input after the processing has started. # ''Command line interfaces'' (CLIs) prompt the user to provide input by typing a command string with the computer keyboard and respond by outputting text to the computer monitor. Used by programmers and system administrators, in engineering and scientific environments, and by technically advanced personal computer users. # ''Conversational interfaces'' enable users to command the computer with plain text English (e.g., via text messages, or chatbots) or voice commands, instead of graphic elements. These interfaces often emulate human-to-human conversations. # ''Conversational interface agents'' attempt to personify the computer interface in the form of an animated person, robot, or other character (such as Microsoft's Clippy the paperclip), and present interactions in a conversational form. # ''Crossing-based interfaces'' are graphical user interfaces in which the primary task consists in crossing boundaries instead of pointing. # ''Direct manipulation interface'' is the name of a general class of user interfaces that allow users to manipulate objects presented to them, using actions that correspond at least loosely to the physical world. # ''Gesture interfaces'' are graphical user interfaces which accept input in a form of hand gestures, or mouse gestures sketched with a computer mouse or a stylus. # ''Graphical user interfaces'' (GUI) accept input via devices such as a computer keyboard and mouse and provide articulated graphical output on the computer monitor. There are at least two different principles widely used in GUI design: Object-oriented user interfaces (OOUIs) and application-oriented interfaces. # ''Hardware interfaces'' are the physical, spatial interfaces found on products in the real world from toasters, to car dashboards, to airplane cockpits. They are generally a mixture of knobs, buttons, sliders, switches, and touchscreens. # ' provide input to electronic or electro-mechanical devices by passing a finger through reproduced holographic images of what would otherwise be tactile controls of those devices, floating freely in the air, detected by a wave source and without tactile interaction. # ''Intelligent user interfaces'' are human-machine interfaces that aim to improve the efficiency, effectiveness, and naturalness of human-machine interaction by representing, reasoning, and acting on models of the user, domain, task, discourse, and media (e.g., graphics, natural language, gesture). # ''Motion tracking interfaces'' monitor the user's body motions and translate them into commands, currently being developed by Apple. # ''Multi-screen interfaces'', employ multiple displays to provide a more flexible interaction. This is often employed in computer game interaction in both the commercial arcades and more recently the handheld markets. # ''Natural-language interfaces'' are used for search engines and on webpages. User types in a question and waits for a response. # ''Non-command user interfaces'', which observe the user to infer their needs and intentions, without requiring that they formulate explicit commands. # ''Object-oriented user interfaces (OOUI)'' are based on object-oriented programming metaphors, allowing users to manipulate simulated objects and their properties. # ''Permission-driven user interfaces'' show or conceal menu options or functions depending on the user's level of permissions. The system is intended to improve the user experience by removing items that are unavailable to the user. A user who sees functions that are unavailable for use may become frustrated. It also provides an enhancement to security by hiding functional items from unauthorized persons. # ''Reflexive user interfaces'' where the users control and redefine the entire system via the user interface alone, for instance to change its command verbs. Typically, this is only possible with very rich graphic user interfaces. # ''Search interface'' is how the search box of a site is displayed, as well as the visual representation of the search results. # ''Tangible user interfaces'', which place a greater emphasis on touch and physical environment or its element. # ''Task-focused interfaces'' are user interfaces which address the information overload problem of the desktop metaphor by making tasks, not files, the primary unit of interaction. # ''Text-based user interfaces'' (TUIs) are user interfaces which interact via text. TUIs include command-line interfaces and text-based WIMP environments. # ''Touchscreens'' are displays that accept input by touch of fingers or a stylus. Used in a growing amount of mobile devices and many types of point of sale, industrial processes and machines, self-service machines, etc. # ''Touch user interface'' are graphical user interfaces using a touchpad or touchscreen display as a combined input and output device. They supplement or replace other forms of output with haptic feedback methods. Used in computerized simulators, etc. # ''Voice user interfaces'', which accept input and provide output by generating voice prompts. The user input is made by pressing keys or buttons, or responding verbally to the interface. # ''Web-based user interfaces'' or ''web user interfaces'' (WUI) that accept input and provide output by generating web pages viewed by the user using a web browser program. Newer implementations utilize PHP, Java, JavaScript, AJAX, Apache Flex, .NET Framework, or similar technologies to provide real-time control in a separate program, eliminating the need to refresh a traditional HTML-based web browser. Administrative web interfaces for web-servers, servers and networked computers are often called control panels. # ''Zero-input interfaces'' get inputs from a set of sensors instead of querying the user with input dialogs.Sharon, Taly, Henry Lieberman, and Ted Selker.\nA zero-input interface for leveraging group experience in web browsing\n.\" Proceedings of the 8th international conference on Intelligent user interfaces. ACM, 2003.\n# ''Zooming user interfaces'' are graphical user interfaces in which information objects are represented at different levels of scale and detail, and where the user can change the scale of the viewed area in order to show more detail.\n\n\nFile:P8-f\u00fchrerstand2.jpg|Historic HMI in the driver's cabin of a German steam locomotive File:Ice3 leitstand.jpg|Modern HMI in the driver's cabin of a German Intercity-Express High-Speed Train File:Wireless toilet control panel w. open lid.jpg|The HMI of a toilette (in Japan) File:Google Glass detail.jpg|Voice user interface of a wearable computer (''here: Google Glass'') File:Engineer at audio console at Danish Broadcasting Corporation.png|HMI for audio mixing File:Mesa de v\u00eddeo 1.JPG|HMI for video production File:00-bma-automation-operator-panel-with-pushbuttons.JPG|HMI of a machine for the sugar industry with pushbuttons File:CNC panel Sinumerik.jpg|HMI for a Computer numerical control (CNC) File:CNC panel.jpg|slightly newer HMI for a CNC-machine File:Not-Aus Bet\u00e4tiger.jpg|emergency switch/panic switch File:Teletype_DMD_5620.jpg|DMD 5620 Terminal\n\nSee also\n\n* Adaptive user interfaces * Brain\u2013computer interface * Computer user satisfaction * Direct voice input * Distinguishable interfaces * Ergonomics and human factors \u2013 the study of designing objects to be better adapted to the shape of the human body * Flat design * Framebuffer * History of the GUI * Icon design * Information architecture \u2013 organizing, naming, and labelling information structures * Information visualization \u2013 the use of sensory representations of abstract data to reinforce cognition * Interaction design * Interaction technique * Interface (computer science) * Kinetic user interface * Knowledge visualization \u2013 the use of visual representations to transfer knowledge * Natural user interfaces * Ncurses, a semigraphical user interface. * Organic user interface * Post-WIMP * Tangible user interface * Unified Code for Units of Measure * Usability links * User assistance * User experience * User experience design * User interface design * Useware * Virtual artifact * Virtual user interface\n\n\nExternal links\n\nHCI and Interaction Design Conferences\ncovers a wide area of user interface publications\n\n{{DEFAULTSORT:User Interface Category:User interface techniques Category:Virtual reality Category:Human communication Category:Human\u2013machine interaction\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured but contains formatting issues, such as broken links and inconsistencies in headings and paragraphs.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a distinctive authorial voice, with a clear focus on technical details and historical context.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides a wealth of detailed information on user interfaces, their history, and design principles.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content is primarily specialized and technical, lacking diversity in perspectives or domains.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Skip to content\nSwitch branches/tags\n\nLatest commit\n\n\nGit stats\n\n\nFailed to load latest commit information.\nLatest commit message\nCommit time\nprontron - PRONunciation percepTRON\n    by Graham Neubig\n\nprontron is a tool for pronunciation estimation, mainly focusing on the pronunciation of Japanese unknown words, but written in a general way so it can be used for any string-to-string conversion task. I created it as a quick challenge to see if I could apply discriminative learning (the structured perceptron) to Japanese pronunciation estimation, but I am posting it in case anybody will find it useful.\n\n--- Download/Install ---\n\nDownload the latest version from\n\nThe code of prontron is distributed according to the Common Public License v 1.0, and can be distributed freely according to this license.\n\n--- Estimating Pronunciations with prontron ---\n\nTo estimate the pronunciation of words with prontron, you can use the models included in the model directory. If you have a file input.txt with one word per line, run the program as follows:\n\n$ model/model.dict model/model.feat < input.txt > output.txt\n\nThis will output pronunciations, one per line, into output.txt.\n\n--- Training prontron ---\n\nProntron training is a two step process. First, you have to build a dictionary of \"subword/pronunciation\" pairs, then run weight training.\n\nFirst, create two files train.word and train.pron that contain words and their pronunciations. Then run the alignment program to create a dictionary model/model.dict of subword/pronunciation pairs:\n\n$ train.word train.pron model/model.dict\n\nYou can add more entries to the dictionary if you notice that anything important is missing. Next, we train the feature weights model/model.feat using the perceptron algorithm.\n\n$ train.word train.pron model/model.dict model/model.feat\n\nThat is it! Both of these programs have a number of training options (mins and maxes should be the same for\n\n    -fmin  minimum length of the input unit (1)\n    -fmax  maximum length of the input unit (1)\n    -emin  minimum length of the output unit (0)\n    -emax  maximum length of the output unit (5)\n    -iters maximum number of iterations (10)\n    -word  use word units instead of characters only:\n    -cut   all pairs that have a maximum posterior probability \n           less than this will be trimmed (0.001) only:\n    -inarow  skip training examples we've gotten right\n             this many times\n    -recheck re-check skipped examples in this many times \n\n--- How Does it Work? ---\n\nProntron uses discriminative training based on the structured perceptron. This is good, because it lets the training many arbitrary features. The basic idea of the structured perceptron algorithm is:\n\n    * Given a set of feature weights h, for a certain word w find the highest scoring pronunciation p, and its set of features f(p).\n    * If p is not equal to the correct pronunciation p*, reduce the weights for features f(p) and increase weights of features of f(p*).\n    * Repeat this for every word in the corpus many times until we find good weights.\n\nIn the case of pronunciation estimation, it is not too difficult to find p, f(p), and f(p*) using the Viterbi algorithm. For the current features in prontron, we use bigram and length features over four sequences:\n\nWord:\t\u767a\u97f3 \t\u767a\u8868\nPronunciation:\t\u306f\u3064\u304a\u3093 \t\u306f\u3063\u3074\u3087\u3046\nSeq1 -- Char/Pron. Pairs:\t\u767a/\u306f\u3064 \u97f3/\u304a\u3093\t\u767a/\u306f\u3063 \u8868/\u3074\u3087\u3046\nSeq2 -- Pron. Strings:\t\u306f\u3064\u3000\u304a\u3093\t\u306f\u3063\u3000\u3074\u3087\u3046\nSeq3 -- Pron. Characters:\t\u306f\u3000\u3064\u3000\u304a\u3000\u3093\t\u306f\u3000\u3063\u3000\u3074\u3000\u3087\u3000\u3046\nSeq4 -- (Almost) Phonemes:\th a t u o n\th a x p i xyo u\n\nExamples of the features learned over each of these sequences are as follows:\n\n--- Contributors ---\n\n    * Graham Neubig (main developer)\n\nIf you are interested in participating in the prontron project, particularly tackling any of the interesting challenges below, please send an email to neubig at gmail dot com.\n\n--- TODO List ---\n\nThere are a bunch of possible improvements that would be quite interesting and useful:\n\n    * Regularization: Currently the perceptron is unregularized, but adding L1 or L2 regularization could reduce the number of features and increase performance.\n    * N-best Decoding: Currently prontron can only give one-best answers.\n    * Large-Margin Traning: Large-margin techniques such as support vector machines can be learned online. They are simple to implement, but require at least 2-best decoding.\n    * Other Loss Functions: Prontron currently only supports one-zero loss (examples are right, or not), but it would probably be better to do loss based on mora error rate. This is not, however, trivial to do.\n\n--- Revision History ---\n\nVersion 0.1.0 (7/10/2011)\n\n    * Initial release!\n\n\nA discriminative pronunciation estimator using the structured perceptron algorithm.\n\n\n\nNo releases published\n\n\nNo packages published\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured but has some formatting inconsistencies, such as the lack of clear section headings and inconsistent line spacing.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a clear, technical voice, though it remains generic in terms of authorial style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides substantial information on how to use the tool, with clear instructions and explanations of the underlying algorithm.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers technical details and usage instructions but lacks specialized or niche information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Are there gender pronouns in Dutch?\n\nDoes Dutch have a gender-neutral pronoun?\n\n\nWhat are the genders in Dutch?\n\nThere are three genders in Dutch: masculine, feminine, and neuter. De is used with masculine and feminine nouns. Het is used with neuter nouns. Each noun has a gender and some nouns have two genders.\n\nWhat are your pronouns in Dutch?\n\nPersonal pronouns\n\nNominative Accusative\nIk I Me\nU You (formal) You (formal)\nHij/-ie He Him\nZij/ze She Her\n\nHow do pronouns work in Dutch?\n\nDirect and indirect object pronouns are the same in Dutch, except for \u201cthem.\u201d Hen is used if it is a direct object, and hun is used if it is an indirect object. Generally, indirect objects are preceded by \u201cto\u201d or \u201cfrom\u201d in English, and direct objects are not preceded by any prepositions.\n\nDoes Dutch have 3 genders?\n\n\nIT IS INTERESTING:\u00a0 Can I substitute regular cocoa for Dutch processed?\n\nIs there any in the Dutch alphabet?\n\n\n\nLetter Letter name Spelling alphabet\nZ [z\u025bt] Zacharias\n\nIs Dutch easy to learn?\n\n\nWhat language has no gender?\n\nThere are some languages that have no gender! Hungarian, Estonian, Finnish, and many other languages don\u2019t categorize any nouns as feminine or masculine and use the same word for he or she in regards to humans.\n\nWhat is the opposite gender of Dutch?\n\nDutch as a nationality, is a unisex word. It is both masculine as feminine.\n\nWhat do you call a Dutch woman?\n\n[ duhch-woom-uhn ] SHOW IPA. / \u02c8d\u028ct\u0283\u02ccw\u028am \u0259n / PHONETIC RESPELLING. noun, plural Dutch\u00b7wom\u00b7en. a female native or inhabitant of the Netherlands; a woman of Dutch ancestry.\n\nAre the Dutch?\n\nDutch people\n\nc. 30 million\nRegions with significant populations\nNetherlands 16,215,000 (Citizens with Dutch nationality include both parents born in the Netherlands 13,227,000)\nUnited States 3,558,000\n\nWhat is ZIJ in Dutch?\n\n\u201cZij\u201d and \u201cze\u201d is a personal pronoun which can translate as either \u201cshe\u201d or \u201cthey\u201d in English. The difference in Dutch though is emphasis. \u201cZij\u201d is the emphatic form, \u201cze\u201d is unemphatic. The same goes for \u201cmij/me\u201d (me), \u201cjij/je\u201d (you), \u201cwij/we\u201d (we).\n\nIT IS INTERESTING:\u00a0 You asked: Is 3 days enough in Amsterdam?\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly clear and well-structured, but there are some formatting issues such as missing punctuation and inconsistent capitalization in headings.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a generic tone and lacks a distinct authorial voice or style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides some information about Dutch grammar, pronouns, and gender distinctions, but some sections are redundant or lack depth.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The information is somewhat specialized, but primarily covers common knowledge about Dutch and related topics.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Thursday, October 21, 2021\nHomeBlogs5 Tips on How to Teach A Child to Write\n\n5 Tips on How to Teach A Child to Write\n\nTeaching a child to write is entertaining as well as challenging. Parents need to be polite, patient and tolerant enough to teach a child to write in a well-coordinated way. Usually, children start learning to write before pre-school. Very often parents enjoy teaching their kids any new activity.\n\nParents should keep in mind that first three to fours years of a child\u2019s life are crucial in early development. Anything that kids face at this stage has a long-lasting effect on their lives for the years to come. Therefore, parents must treat their kids by keeping in mind their psyche.\n\nHow to Teach A Child to Write\n\nOne should keep a number of factors in mind before starting to teach a child to write. Briefly, applying following tips can help parents to accomplish this task in an effective manner.\n\n  1. Help Them Tighten the Grip\n\nKids usually have a tighter grip on everything they hold. But, they not always know how to hold something in the right way. Before, parents start to teach a child to write they must begin by working on their grip on the pencils.\n\n2. Writing In Front of the Children\n\nParents who think that it is time to teach their kids how to write should begin writing before them. It is the nature of children that they imitate elders in almost everything. So, parents practice writing before the kids for making them build an interest.\n\n3. Work on Their Posture\n\nParents must observe the comfort level of their kids from the very beginning. They should know what bothers their kids while writing. Usually, after the pen\u2019s grip, it is the angle that an arm makes with a hand which can bother a kid. It can also determine the writing style as well. Parents who will that their kids have difficulty in comfortably using the pen should use a slanting surface for writing.\n\n4. Making Kids Connect the Dots\n\nThe most effective way to teach a child to write is by designing the dotted letters and making your kids connect them with a pencil. It seems to be fun for kids to press a pencil over dots and complete the shapes.\n\n5. Correcting them in Beginning\n\nParents should also make sure to connect their children in beginning. Like they should tell them why to not stretch\u00a0a line too long or why to not keep it too short. Making such corrections in numerics and alphabetical letters are essential because they have fixed universal shapes and must be drawn accordingly.\n\nAlso Read\n\nLearn How to Teach Kids to Swim\n\n- Advertisment -\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is generally well-structured with headings and numbered tips, but some sentences are short and repetitive, indicating minor formatting issues.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author has a clear, practical voice suitable for parenting advice, though it lacks distinctive flair.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides practical tips for teaching children to write, though some points are generic and could be expanded for greater density.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content focuses on parenting and education, which are common topics rather than niche or specialized knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"How Many Hours In 24 Days?\n\nHow many days is it for 72 hours?\n\n72 Hours is 3 Days.\n\nIs 24 hours a day or two days?\n\n\nIs a day actually 24 hours?\n\n\nIs 24 hours a whole day?\n\nModern timekeeping defines a day as the sum of 24 hours \u2014but that is not entirely correct. The Earth\u2019s rotation is not constant, so in terms of solar time, most days are a little longer or shorter than that. The Moon is\u2014very gradually\u2014slowing the Earth\u2019s rotation because of friction produced by tides.\n\nYou might be interested:\u00a0 Readers ask: How To Remember How Many Days In Each Month?\n\nIs 72 hours the same as 3 days?\n\n\nHow many hours make 2 days?\n\nSo a full day is 24 hours. So that means two full days 48 hours.\n\nHow much is 48 hours?\n\n48 Hours is 2 Days.\n\nHow is 24 hours calculated?\n\nThere are two ways of telling the time: The 12-hour clock runs from 1am to 12 noon and then from 1pm to 12 midnight. The 24-hour clock uses the numbers 00:00 to 23:59 (midnight is 00:00).\n\nAt what time does 24 hours end?\n\nUnder the 24-hour clock system, the day begins at midnight, 00:00, and the last minute of the day begins at 23:59 and ends at 24:00, which is identical to 00:00 of the following day.\n\nWhy is a day 23 hours and 56 minutes?\n\nNot quite 24 hours, it turns out \u2014 it\u2019s precisely 23 hours and 56 minutes. But because Earth is constantly moving along its orbit around the sun, a different point on the planet faces the sun directly at the end of that 360-degree spin. \u201cIf we didn\u2019t orbit the sun, both days would be the same.\u201d\n\nHow many vacation days is 144 hours?\n\nHow many vacation days is 144 hours? This conversion of 144 hours to weeks has been calculated by multiplying 144 hours by 0.0059 and the result is 0.8571 weeks.\n\nYou might be interested:\u00a0 Question: How Many Days Amsterdam?\n\nHow many hours is one hour?\n\nThere are 60 minutes in 1 hour. To convert from minutes to hours, divide the number of minutes by 60. For example, 120 minutes equals 2 hours because 120/60=2.\n\nHow many days is 50 hours a week?\n\nA 50-hour workweek represents a workweek that exceeds the usual 40-hour schedule for professionals across industries. This means that instead of committing eight hours each day for five days, professionals may work 10 hours each day for five days, or work an additional sixth day to meet their 50-hour requirements.\n\nLeave a Reply\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is generally well-structured with clear headings and bullet points, but some sections repeat information, indicating minor issues in organization.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text has a generic, instructional tone with no distinct authorial voice or style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides some informative content, such as explanations about 24-hour clocks and Earth's rotation, but some sections repeat and lack depth.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The text covers common knowledge about timekeeping without specialized or rare information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"9 Symptoms of Clostridium Difficile Colitis\n\nUnusual Odor\n\nDiarrhea is a common symptom of Clostridioides difficile (C. diff) patients often complain about their feces having an unusual odor that has been described as \u2018sickeningly sweet\u2019. The stools of an infected person are usually watery and have a yellowish-green color. If you\u2019ve been passing unusual colored and smelly stools, it is best to visit your doctor to know the underlying cause of this symptom.\n\n\nMild to severe diarrhea can occur in CDI patients; this is an abnormally high number of bowel passages per day. The bacteria often causes the colon to become swollen or inflamed. This irritates the digestive organ and stimulates frequent bowel passages. The inflammation of the colon can cause patches of raw tissue to form, leading to bleeding or pus production. Persons suffering from this condition may defecate six to twelve times daily. Diarrhea is a severe symptom that requires immediate treatment because it can lead to other health complications.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and concise paragraphs, making it easy to read and understand.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a professional and informative tone, though it lacks a distinct personal or distinctive style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides specific information about Clostridium difficile colitis symptoms and treatment, though some details could be expanded for more density.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content focuses on a medical condition and its symptoms, which are relatively common knowledge in the medical field.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Gay, Lesbian, and Homosexual \u2013 these words have become common in our vocabulary as homosexuality has become one of the big ethical issues of our time. Supporters view homosexuality as a form of love that should be accepted as normal by society. They advocate legal same-sex marriage, promote homosexual equality, and some even claim that the Bible supports homosexuality. In some respects, their reasoning sounds right. If two people of the same sex love each other, then why shouldn\u2019t they be together? However, many people, even those who aren\u2019t religious, view homosexuality as something wrong. This is because at the core of their beings, people know that there is an underlying blueprint for humans. In truth, homosexuality is something that is wrong, and it is wrong for two main reasons.\n\nFirst, homosexuality goes against God\u2019s design for human beings. The first two chapters of Genesis perfectly illustrate this. At the beginning of the world, God created the first people, Adam and Eve. \u201cAnd God created man in His image; in the image of God He created him. He created them male and female\u201d (Genesis 1:27). God designs each person (while they are still in the womb) as either a male or a female.\n\norder nowDo You Need An Essay about Homosexuality \u2013 What's the Big Deal??First order? Save 10% on it! Use Discount Code \"freeessays10\"\n\nFurthermore, God designed sexual attraction and marriage to be between a man and a woman, not between people of the same sex. After creating Adam, \u201cthe LORD God said, \u2018It is not good that man should be alone; I will make him a helper comparable to him\u201d (Genesis 2:18). Considering that Adam is a man, wouldn\u2019t a comparable helper be a man as well? Genesis 2:22-24 gives the answer: \u201cThen the rib which the LORD God had taken from man He made into a woman, and He brought her to the man. And Adam said: \u2018This is now bone of my bones and flesh of my flesh; she shall be called Woman, because she was taken out of Man.\u2019 Therefore a man shall leave his father and mother and be joined to his wife, and they shall become one flesh.\u201d God created a couple \u2013 one man and one woman. As the first humans, Adam and Eve reveal the basic blueprint or template of God\u2019s design for human beings. It is evident, then, that man and woman are divinely designed for one another; they complement one another. For example, in areas where men are stronger, women are usually weaker, and in areas where women are stronger, men are usually weaker. Furthermore, one of the most apparent proofs that God designed sexual attraction and marriage to be between a man and a woman is that reproduction of the human race can only come through the union of a male and a female. This is the way the Creator designed it to be. \u201cAnd [Jesus] answered and said to them, \u2018Have you not read that He who made them at the beginning \u201cmade them male and female\u201d, and said, \u201cFor this cause a man shall leave father and mother and shall cling to his wife, and the two of them shall be one flesh?\u201d Therefore they are no longer two, but one flesh. Therefore what God has joined together, let not man separate\u2019\u201d (Matthew 19:4-6).\n\nRejecting God\u2019s design will only cause negative effects. For instance, consider a little child who has recently discovered how delicious candy is. It is so pleasing to his taste buds, that he decides he will never eat anything else. When he refuses the dinner that his mother made, asking for candy instead, she adamantly refuses. \u201cBut why can\u2019t I eat candy?\u201d the child asks, \u201cI love candy; it tastes good.\u201d When his mother explains that candy is filled with sugar, which his body was not designed to live off of, the child retorts, \u201cI don\u2019t believe you! Why would something that tastes so good be bad for me? I was born with these taste buds, and these taste buds tell me that candy is good!\u201d The little boy decides to stick to his beliefs, eating nothing but candy. It is not long before he starts to feel sick, and his body dramatically weakens. As time goes on, he will only get weaker and weaker because his body was not designed to live off of candy. Going against the way something is designed only brings malfunction and eventual breakdown. Homosexuality is against God\u2019s design, and, therefore, practicing it will bring a person to ruin because humans were created for something better.\nNot only does homosexuality go against God\u2019s design, but it also goes against God\u2019s commands. Being perfect, all-powerful, loving, and the one-and-only, God created rules for human beings to follow. He did not create these rules to be mean, oppressive, or controlling, but rather, to instruct people as to what is best for them. Since He designed them, He would know. One of His commands is that He alone be worshipped because He alone is God. \u201cIt is written, \u2018You shall worship the LORD your God and serve Him only\u201d (Luke 4:8). To put anything else above God in our hearts and minds is idolatry, and idolatry is at the heart of homosexuality. Homosexuality (or any sexual sin, for that matter) is the result of a sinful heart that worships (covets, lusts after) the image of the human instead of worshipping God as it should. Romans 1:26-27 aptly refers to this: \u201cFor they exchanged the truth of God for a lie, and worshiped and served the creature rather than the Creator, who is blessed forever. Amen. For this reason God gave them over to degrading passions; for their women exchanged the natural function for that which is unnatural, and in the same way also the men abandoned the natural function of the woman and burned in their desire toward one another, men with men committing indecent acts and receiving in their own persons the due penalty of their error\u201d (Romans 1:26-27).\nAlso, the Bible contains many of God\u2019s commands against sexual sins (of which homosexuality is a part). One of the first examples is found in Leviticus 20:13, where God is giving His laws to the set-apart nation of Israel: \u201cIf there is a man who lies with a male as those who lie with a woman, both of them have committed a detestable act; they shall surely be put to death. Their blood-guiltiness is upon them.\u201d This verse and the previous verse from Romans reveal God\u2019s view of homosexuality. To the Designer of human beings, homosexuality is \u201cdegrading\u201d, \u201cunnatural\u201d, \u201cindecent\u201d, and \u201cdetestable\u201d. That is why God commands that we \u201cFlee sexual immorality. Every sin that a man does is outside the body, but he who commits sexual immorality sins against his own body\u201d (1 Corinthians 6:18).\nAs with rejecting God\u2019s design, rejecting God\u2019s commands will only bring sorrow. God is just, and He cannot let sin go unpunished. Breaking His laws is just like breaking the law of the land \u2013 there will be consequences. The consequences to rejecting God\u2019s commands, however, affect ones soul; it affects where a person will go after dying. \u201cOr do you not know that the unrighteous will not inherit the kingdom of God? Do not be deceived; neither fornicators, nor idolaters, nor adulterers, nor effeminate, nor homosexuals, nor thieves, nor the covetous, nor drunkards, nor revilers, nor swindlers will inherit the kingdom of God\u201d (1 Corinthians 6:9-10).\n\nProponents of homosexuality may argue that such punishment is unjust, considering that people can be born with homosexual tendencies. However, although it is true that people can be born with homosexual tendencies, that fact does not make them innocent of breaking God\u2019s law. The reason a person can be born with homosexual tendencies is because every human being is born with a sinful nature. That is, a heart that does not want or seek after God; a heart that is naturally inclined to reject God\u2019s design and disobey God\u2019s commands because it wants what it wants when it wants it. Consequently, influences such as medical imbalances, improper upbringing, and sexual or mental abuse may cause a person to have stronger tendencies to give in to his sin nature, which can be expressed in homosexuality. No one is forced to be a homosexual, however, nor is a person born homosexual. Homosexuality is the result of a person giving in to his sinful nature. Giving in to one\u2019s sinful nature may feel right; however, that does not make it right. As Proverbs 14:12 says, \u201cThere is a way which seems right to a man, but the end of it is the ways of death.\u201d\n\nAlso, the fact that certain influences may contribute to a person giving in to his sinful nature does not make the person innocent. For example, imagine a man who just lost all of his vast wealth because the corporation in which he invested just crashed. Depressed, angry, and hopeless, the man buys a gun and takes out his frustration on some innocent townspeople, killing a little girl and her mother. Evidently, the man was not in his rightful mind, but, nonetheless, he is responsible for his crime and must bear the punishment. Similarly, to practice homosexuality, regardless of influences, is to reject God\u2019s design and break His law. Thus, God\u2019s punishment is fully just and appropriate.\n\nIn spite of this, there is hope. God sent His Son, Jesus Christ, to release people from the hold sin has on them. Just like every other human being, a person practicing homosexuality is unable to do anything to make himself good enough for heaven. Before God, every person is guilty. However, \u201cGod so loved the world that He gave His only begotten Son, that whoever believes in Him should not perish but have everlasting life. For God did not send His Son into the world to condemn the world, but that the world might through Him be saved\u201d (John 3:16-17). By sending His Son to die for sinners, God is offering the free gift of eternal life in heaven and salvation from death. The only thing a person needs to do is accept God\u2019s offer by repenting of his sin and believing in and following God!\n\nTo summarize, homosexuality is wrong because it goes against God\u2019s loving design and commands for human beings. God designed each human being as either a male or a female, and he designed sexual attraction and marriage to be between a male and a female, not between people of the same sex. Also, God commands that He alone be worshiped and that people flee from sexual sins (including homosexuality). Because God is the Master Designer and Lord over all, rejecting His designs and commands will only have negative and serious consequences. These consequences are not unjust because each person has broken God\u2019s law and is guilty before God. However, God offers hope. He sent His only Son to pay the price of the sin of those who repent and believe in Him.\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 1, \"justification\": \"The text sample is poorly structured with formatting issues such as inconsistent indentation and paragraphing, making it somewhat difficult to read.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text has a very specific, religious and judgmental tone, which does not present a clear, distinctive authorial voice.\"},\n  \"knowledge_density\": {\"score\": 1, \"justification\": \"The content contains religious arguments and biblical references, but much of it is repetitive and lacks substantive, original information.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The text primarily discusses a religious perspective on homosexuality, with no specialized or niche knowledge presented.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"February 25, 2021\n\nThe power of AI in industrial automation\n\nThe most advanced approaches to fully intelligent robotic systems\n\nAI (artificial intelligence) enables the automation of a growing number of business processes and industrial applications. The scope and pace of smart automation are directly dependent on the advancements in AI and as such have experienced giant leaps forward in recent years. Combined with powerful 3D machine vision, AI enables robots to recognize, localize, and handle any type of object and thus automate tasks that would be too dangerous, monotonous, or otherwise demanding for humans.\n\nAI-powered recognition and handling of boxes\n\nBut what is meant by AI in industrial automation, how does it work, and what possibilities does it open to factories and businesses striving for modernity, innovation, and increased productivity? First of all, let\u2019s have a look at the very beginnings of AI and its gradual development.\n\nFrom the first architectures to convolutional neural networks\n\nThe term AI may represent a number of machine capabilities and processes \u2013 from simple statistics through decision trees up to neural networks, such as convolutional neural networks, or even more advanced approaches such as reinforcement learning.\n\nThe history of the development of AI witnessed several approaches but neural networks proved to be the most promising and interesting thanks to their ability to generalize.\n\nIn the 1990s and early 2000s, neural networks received great attention thanks to the first successful applications of character recognition that included the reading of handwritten numbers in bank checks and letter zipcodes. These neural networks were trained on a so-called MNIST dataset (standing for Modified National Institute of Standards and Technology), which is a collection of handwritten digits from 0 to 9 used in machine learning and machine vision for training image processing systems. MNIST dataset served as the basis for benchmarking classification algorithms and is still used today for training and testing purposes.\n\nMNIST dataset\n\nThough these classical neural networks are able to learn practically anything, they represent an old, fully-connected architecture and training them requires a lot of time and effort. This is because all neurons in one layer are fully connected to the neurons in the next layer \u2013 which means a huge number of parameters to learn, rising with the size of an image. Though the performance of computers improved over time, it still takes very long to train the recognition of even small images.\n\nA turning point in the development of AI was marked by the introduction of convolutional neural networks (CNNs). CNNs are mainly used for analyzing visual imagery, including image classification or pattern recognition, and form the backbone of many modern machine vision systems. Another main field of application is natural language processing.\n\nA CNN is, very loosely speaking, inspired by the visual cortex system in the brain. The main idea behind CNNs is not to connect all neurons with one another, as is the case with fully connected networks, but only with neighboring neurons to create proximity, since neighboring inputs, such as pixels, carry related information. This means that CNNs can have several layers and neurons in one layer are only connected to neurons in the next layer that are spatially close to them. This reduces complexity, the number of neurons in the network, and consequently also the number of parameters to learn. Thanks to this, CNNs are faster to train, need fewer samples, and can also be applied to larger images.\n\nThe term \u201cconvolutional\u201d refers to the filtering process through which CNNs detect patterns. The individual layers convolve, i.e. combine, the input and pass the result to the next layer.\n\nThe progress in the development of CNNs has also been accelerated by the advancements in graphics processing units (GPUs). Their performance and calculation power have improved immensely over the past few years, opening up new possibilities for training CNNs.\n\nOne of the most recognized leaders in the field of AI, often referred to as the \u201cGodfather of AI\u201d, is Geoffrey Hinton. He has a degree in experimental psychology and artificial intelligence. This combination gave him great insight into how to train artificial neural networks.\n\nIn 2012 his student Alex Krizhevsky marked another turning point in AI when he created a CNN that was able to mimic the way the human brain recognizes objects. The CNN was named the AlexNet and for the first time in history enabled a machine to identify objects like a person.\n\nThis breakthrough popularized convolutional neural networks and showed the huge range of applications where CNNs could be used.\n\nTraining a convolutional neural network\n\nIn object recognition, it is important that a CNN has a property called invariance. This means that it is invariant to translation, viewpoint, size, or illumination to be able to interpret input patterns and classify objects regardless of where and how they are placed in an image. To achieve this, CNN needs to be trained on a certain amount of examples. One of the best practices to increase the amount of relevant data in a dataset is data augmentation.\n\nAugmentation is the practice of modifying input data, i.e. the original image, to generate several other, slightly altered versions of it. Augmentation techniques include horizontal or vertical flipping, rotation, scaling, cropping, moving the image along the X or Y direction, and others.\n\nTraining a CNN on an altered data makes its neurons immune to such augmentations and prevents it from learning irrelevant patterns. A flipped parrot will thus still be recognized as a parrot.\n\nAI-powered recognition and picking of fish\n\nWhat comes very handy here is so-called transfer learning. To eliminate the amount of training data, one can use an existing and already trained network and apply some of its filters for the recognition of new kinds of objects. For instance, a network trained for the recognition of dogs can also be used for the recognition of cats by keeping some of its filters and modifying only a certain part of it. This means that the network will adapt to the recognition of cats.\n\nBenefits of modular convolutional neural networks\n\nThe great value of CNNs lies in their architecture and the fact that the individual modules look at single image blocks. The modules do not need to be trained simultaneously and can be easily joined together. Combining these well-trained modules gave rise to complex architectures that can be used for segmentation\n\nIn contrast to the AlexNet, which can only recognize what is in the image, these complex CNNs can do object segmentation and define the object\u2019s location in the image.\n\nThis modularity enables one to use various input channels, which means that if the CNN was used for black & white data, it can also be used for color data, and if it was used for color data, it can be extended by depth information. Adding additional information boosts the CNN\u2019s performance, which includes increased accuracy and better recognition of objects and their positions.\n\nFrom object recognition to smart automation solutions\n\nBased on the above features and characteristics of convolutional neural networks, Photoneo took CNNs as a basis for its advanced robotic intelligence systems and automation solutions\n\nPhotoneo\u2019s CNN works with black & white data, color data, as well as depth information. The algorithms are trained on a large dataset of objects and if they come across new types of items, they can quickly generalize, that is, recognize and classify objects which it has not \u201cseen\u201d before.\u00a0\n\nLet\u2019s take the concept of a box, for instance. The algorithms were trained on a large dataset of boxes so they understand that a box has a certain amount of faces, edges, and vertices. This principle will also work for boxes that the algorithms have not come across before, even squeezed or damaged ones. The greatest value of AI lies in the fact that it can generalize concepts that it was trained on without further retraining.\n\nAI-powered recognition of boxes\n\nThis enables Photoneo systems to recognize items of various shapes, sizes, colors, or materials \u2013 a robotic ability used for the localization and handling of mixed objects, including organic items such as fruit or fish, sorting of parcels, unloading of pallets laden with boxes, and many other industrial applications.\u00a0\n\nLocalization and handling of mixed objects\n\nIt might also happen that the algorithms come across objects with features that are fundamentally different from those the algorithms were trained on. This might confuse the CNN and cause a decrease in its performance. What can be done to solve this problem is either to prevent it by expecting exotic objects or to have a good retraining system. In the latter case, the performance will be temporarily lower but the CNN will be retrained to reach full performance rather quickly.\n\nIn case a customer needs to pick unusual items or non-commercial products such as industrial components, the CNN can be trained on a specific dataset containing these exotic items.\n\nWhen it comes to the realization of a customer project, the customer receives Photoneo\u2019s CNN for pilot testing and a feasibility study to ensure that the network can be used for that particular application. This CNN can then be improved and further trained on images from the pilot phase of the project, which will provide greater variability.\n\nThe greatest challenge in AI-powered object recognition and picking\n\nThe greatest challenge could also be described as the last puzzle piece that was missing in the range of pickable objects. This last piece was bags\n\nThe difficulty lies in the nature of bags since they are extremely deformable and full of wrinkles, folds, and other irregularities. Despite the challenges that bags pose to AI, Photoneo developed a system that is able to recognize and pick bags, may they be full, half-empty, colored, transparent, or semi-transparent. This task is often challenging even for the human eye, which may find it difficult to recognize boundaries between bags that are chaotically placed in a container, especially if they are transparent.\n\nRecognition of bags\n\nHowever, good recognition and localization of bags are only part of the precondition for successful object picking. The other part relates to the mechanical side of an application \u2013 the robot gripper. The fact that bags are full of folds and wrinkles increases the risk that they will fall off the gripper. This risk can be prevented by using an appropriate vacuum gripper with feedback.\n\nFuture developments of AI\n\nDespite significant advancements that have been made in AI in recent years, the field still offers a vast space for new achievements. For instance, so-called reinforcement learning receives great attention as it seems to be very promising in suggesting complex movements, for instance allowing a robot to adjust the position of an item before grasping it.\u00a0\n\nReinforcement learning is not only able to cope with object recognition but also with mechanical problems of an application. This means that it not only enables a system to recognize items but also assess the individual steps of a robot action on the basis of rewards and punishments and \u201ccalculate\u201d the chance of success or failure. In other words, AI algorithms are trained to make a sequence of decisions that will lead to actions maximizing the total reward. An example of the power of reinforcement learning is mastering and winning the board game of Go.\n\nDespite its immense potential, reinforcement learning is closely linked to the environment it is set in and to the limitations it may pose. For example, the deployed gripper and its functionalities and limitations will always influence a system\u2019s overall performance.\n\nAI is the main driver of emerging technologies and its developments will be very dependent on a number of factors, including market demands, customer expectations, competition, and many others.\n\nRecent blog posts\n\nSmart Factory\n\n12.10.2021, BLOG\n\nWhat is machine tending\n\n22.07.2021, BLOG\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text sample is well-structured with clear headings and sections, making it easy to follow and visually organized.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a clear, informative tone with a professional style appropriate for a technical article.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text is highly informative, providing detailed information about AI and CNNs, including their history, applications, and future developments.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content primarily focuses on AI and industrial automation, which are common knowledge in the field, making it somewhat specialized but not niche.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"What are in tobacco?\n\nMaudie Volkman asked a question: What are in tobacco?\nAsked By: Maudie Volkman\nDate created: Sat, Mar 20, 2021 7:33 PM\n\n\n\nThose who are looking for an answer to the question \u00abWhat are in tobacco?\u00bb often ask the following questions:\n\n\ud83d\udeac What is in chewing tobacco tobacco?\n\nnicotine, acetone and something else that is commonly found in urine\n\n\ud83d\udeac What kind of tobacco is pipe tobacco?\n\nAlthough the varieties of tobacco are vast, the following seven are the most well-known and commonly used in pipe tobacco: Burley Tobacco. Cavendish Tobacco. Dark Fired Kentucky Tobacco.\n\n\ud83d\udeac What eats tobacco?\n\nWeevils eat cigars.\n\n1 other answer\n\nA single puff of tobacco contains more than 4000 chemicals and 40 of them are highly dangerous and can cause death and serious forms of lung cancer. For this reason, tobacco has been banned on all domestic flights in the U.S. The reason many people crave tobacco is because tobacco contains nicotine. Nicotine is the substance that increases the craving for tobacco. It speeds up the heart rate which increases the craving for tobacco. People who use tobacco daily create a tolerance for tobacco. Tolerance is when the body develops a need for larger and larger doses of drugs to feel the same effect. Tobacco also contains tarwhich is a black substance which coats the linings of the lung. Tar creates a disease called emphysema which destroys the lungs. In addition, tobacco contains carbon monoxide which is a colorless, oderless, poisonous gas.All things considered, it is important to avoid tobacco. Many people think that smokeless tobacco is a good alternative. But it is not true. In fact, smokeless tobacco contains more nicotine and tar than cigarettes do.Pregnant mothers should not use tobacco for risks of birth defects in their child. If they do, they risk their child being a smoke addict.The most dangerous type of smoke is sidestream smoke which is the smoke that directly comes from the burning end of a cigar. This is the most dangerous because the smoke has not been filtered like mainstream smoke is. Mainstream smoke is the smoke that smokers inhale and exhale. This smoke has been filtered and processed through your body. Another type of smoke is second-hand smoke which is air that has been contaminated by cigars. People who breathe in this air are known as passive smokers. Passive smokers are non-smokers who breathe in second-hand smoke.Overall, it is important to stay away from tobacco as it contributes to lung cancer and stomach ulcers and even death.DON'T TRY TOBACCO.\n\nYour Answer\n\nWe've handpicked 23 related questions for you, similar to \u00abWhat are in tobacco?\u00bb so you can surely find the answer!\n\nWhat classification is tobacco?\n\n\nRead more\n\nWhat color is tobacco?\n\n\nRead more\n\nWhat countries grow tobacco?\n\n\nRead more\n\nWhat is aromatic tobacco?\n\n\nRead more\n\nWhat is bright tobacco?\n\n\nRead more\n\nWhat is broadleaf tobacco?\n\n\nRead more\n\nWhat is chewing tobacco?\n\n\n\nRead more\n\nWhat is dip tobacco?\n\nbasicly snuf\n\nRead more\n\nWhat is fermented tobacco?\n\n\nRead more\n\nWhat is green tobacco?\n\n\nRead more\n\nWhat is homogenised tobacco?\n\n\nRead more\n\nWhat is hookah tobacco?\n\nsmoke nicotine\n\n\nRead more\n\nWhat is kake tobacco?\n\npipe tobacco pipe\n\n\nRead more\n\nWhat is light tobacco?\n\n\nRead more\n\nWhat is marlboro tobacco?\n\n\nRead more\n\nWhat is muwat tobacco?\n\n\nRead more\n\nWhat is ohm tobacco?\n\npipe marlboro bag of tobacco\n\n\nRead more\n\nWhat is pipe tobacco?\n\n\nRead more\n\nWhat is pouch tobacco?\n\n  \u2022 Tobacco pouch. A tobacco pouch is a pouch used to hold tobacco. They are often made out of leather, and once were made of sealskin.\n\nRead more\n\nWhat is raw tobacco?\n\n  \u2022 \u201cRaw tobacco is any part of the tobacco plant (leaf, stem etc.) that has been harvested from the ground, but does not yet meet the definition of \u2018other smoking tobacco\u2019 or \u2018hand rolling tobacco\u2019\u201d...\n\nRead more\n\nWhat is smoked tobacco?\n\nSmoke tobacco are tobaccos you light up. Example: cigarettes, pipes, and cigars\n\nRead more\n\nWhat is snoose tobacco?\n\nWhat is Snoose tobacco?\n\n  \u2022 Snus -- pronounced \"snoose,\" like \u201cloose\u201d -- is a smokeless, moist powder tobacco pouch from Sweden that you place under your top lip. It comes in flavors such as mint and wintergreen .\n\nRead more\n\nWhat is spitless tobacco?\n\nOral nicotine products are used similarly to snus \u2013 a type of smokeless tobacco pouch that does not produce saliva, making it spit-less \u2013 but, unlike snus, they do not contain leaf tobacco.\n\nRead more\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured with clear headings and paragraphs, but there are some formatting inconsistencies like extra spaces and inconsistent indentation.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a straightforward, informative tone without a distinct authorial voice or style.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides specific, detailed information about tobacco, including chemicals, types, health risks, and effects, which adds substantial substance.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers various aspects of tobacco but is focused on common knowledge rather than niche or specialized information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"What is Dementia? A guide on what the person with dementia is going through and how to support\n\nAs dementia is such a broad range of topic, we will cover this in a 2 part article. In this article, we will talk about what exactly Dementia is, what the affected person is going through and how we can best support them.\n\nWhat is dementia?\n\nDementia is an umbrella term to describe issues with memory, speech, critical thinking skills that can interfere with daily living caused by abnormal brain changes.\n\nAs it is a progressive disease, the affected person starts to experience personality/behavior changes, difficulty in remembering things, communication issues and the ability to take care of themselves.\n\nAlthough Alzheimer\u2019s and dementia are commonly used interchangeably, Alzheimer\u2019s is actually a common form of dementia that falls under the category of dementia.\n\nWhat is the person going through with dementia?\n\nAn affected person knows that something is off and as more incidents of forgetfulness and uncertainty of the future causes them to feel anxious. \u201cWhere am I?\u201d, \u201cAm I causing stress to my family?\u201d, \u201cWhat is waiting for me in the future\u201d are all common internal dialogue that a person with dementia is constantly asking themselves.\n\nAs things that a person used to enjoy becomes harder due to cognitive decline, they often fall into a depressive state. Depression takes motivation away which in turn causes a vicious cycle that makes the person inactive, become socially isolated and unable to enjoy their hobbies like before.\n\nConfusion often leads the person in an iriitated state that can cause them to lash out by yelling, cussing and getting aggressive. Even a person who have never been physically aggressive can develop this behavior.\n\nTips on supporting a person with dementia\n\nCompassion and empathy \u2013 Compassion and empathy goes a long way, especially for caregivers and family who takes care of a person with dementia. Try to put yourself in their shoes and imagine if you became confused about your whereabouts, what time it is and even doubting who you are. How would you like to be treated? Responding with affection, reassurance and support will give the person comfort and your relationship with them will be much easier.\n\nSpeak clearly and break down questions as simple as possible. Try to speak slowly using simple words and sentences with positive attitude. If they have a hard time hearing, instead of raising your voice, lower the pitch of your voice. If they are not able to comprehend your question, rephrase your question using other simple words. Be patient in waiting for a reply. A person with dementia often have a hard time formulating words to respond so try to listen with your complete presence. If they are struggling for a response, you can make suggestions and offer visual cues such as drawing on a piece of paper to guide them.\n\nDementia care may be challenging but with the right attitude and educating yourself about dementia can drastically improve the care you provide.\n\nAt Holly Services, we have been helping clients with dementia in Southern California since 2004. Our experienced caregivers provide personalized support that can keep seniors with dementia safe and sound in the comfort of their own home.\u00a0 Feel free to\u00a0 contact us with any questions about our specialized dementia care today.\n\nLeave a comment\n\nYou must be logged in to post a comment.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and paragraphs. Formatting is consistent and professional, with no noticeable issues.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a professional and informative tone throughout, with a clear and distinctive authorial voice.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides informative content, including definitions, symptoms, and support tips. However, some sections could be more detailed.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers general dementia information and tips, which are common knowledge. No niche or specialized domain knowledge is present.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Eastchurch CofE Primary School\n\n\nInteractive Bar\n\nFacebook Facebook\nTwitter Twitter\nGoogle Search\nGoogle Translate\n\nWednesday 24th February 2021\n\nWednesday 24/02/21\n\n\nActivity 6- The hen\n\n\nWhat other characters are in the story? Are they all people? What would you do if you found a self playing harp or hen that laid golden eggs? Can you make your own hen? You can draw one, paint one or use materials. Take a look at this paper plate hen. You can use it for ideas.\n\n\nActivity 7 \u2013 making a beanstalk\n\n\nCan you build a model of a beanstalk? What materials make it able to stand and be stable?\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly clear with minor formatting issues like extra spaces and inconsistent date formatting. It's not disorganized but could be more polished.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The tone is generic, lacking a distinct authorial style or voice that would make it memorable or distinctive.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The content provides some information about activities for children but is somewhat vague and could benefit from more specific details or examples.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The content covers common educational activities (making a beanstalk, hen craft) without any specialized or niche knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"CodeBreakers Video Library\n\n\nThis is a course of short animated videos to help you understand jargon related to literacy.\n\n\nThis selection of short, animated videos will help you to understand:\n\nHow to label letters of the alphabet, tricky sequencing, letter reversals, alternate labelling\n\nWhat is the difference between a letter name or sound\n\nWhat is a consonant or vowel\n\nWhat is a noun, verb, adjective or adverb\n\nWhat is a syllable\n\nThe difference between a syllable and sound\n\nWhat is a blend\n\nWhat is a digraph\n\nWhat is a prefix or suffix\n\nPaste and present tense\n\nWord morphology\n\nWhat is a homophone\n\nWe\u2019ll keep adding to the content, please pop by and visit again soon if you can\u2019t see the video you\u2019re looking for.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text sample is well-structured with clear headings and concise content, making it easy to follow. The formatting is professional with no noticeable issues.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text lacks a distinct authorial voice or style; it is generic and informative without a unique tone.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides specific information about literacy concepts, such as letter sounds, word morphology, and parts of speech, which adds substantial value to the content.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers common literacy topics without any specialized or niche knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"1. epiphysis\n\nnoun. the end of a long bone; initially separated from the main bone by a layer of cartilage that eventually ossifies so the parts become fused.\n\n\n  \u2022 long bone\n\nFeatured Games\n\n2. epiphysis\n\nnoun. a small endocrine gland in the brain; situated beneath the back part of the corpus callosum; secretes melatonin.\n\n\n  \u2022 pineal body\n  \u2022 ductless gland\n  \u2022 endocrine gland\n  \u2022 epiphysis cerebri\n  \u2022 endocrine\n\nExample sentences of the word epiphysis\n\n1. Noun, singular or mass\nEach epiphysis is capped with articular cartilage that connects the bone to the rest of the body while simultaneously cushioning the end of the bone.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is somewhat organized but has formatting issues, such as repeated terms and lack of proper structure in some sections. It's mostly clear, but minor formatting problems are present.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text has a generic tone with no distinct authorial style or voice.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides some information about the term 'epiphysis' but includes some redundant entries and lacks depth in explanations.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The text consists mostly of common and specialized medical knowledge about 'epiphysis,' lacking niche or rare domain information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Wednesday, May 24, 2017\n\nWelcome Summer 17' Students\n\nEnjoy posting and commenting! \u00a0Please keep comments to your classmates posts above this one.\n\n\n  1. Theories of Punishment\n\n\n\n\n\n\n\n\n\n  2. Avoidance\n    By: Ramanpreet Kaur\n\n    Discussing Avoidance and Escape\n\n    Avoidance was discussed in the book and the slides provided for the \u201cPsychology of learning\u201d class. Being a part of the class, I found it interesting to write about avoidance and the topics that go alongside it. Escape and avoidance are two synonymous and linked terms that are promptly shown in our powerpoints by Professor Berg, as well as our very own \u201cLearning and Behavior\u201d textbook, which so greatly illustrates these two phenomenons.\n\n    One slide in the powerpoint had \u201cEscape\u201d as the title. Escape was discussed by the following: \u201cEscape from rain by running indoors when it starts\u201d is a scenario where one would benefit from escaping the situation. It would come into play since we are prone to run away from anything that has the potential to cause us harm or illness. In this case, the probability of individuals falling ill would be high because our body temperature would decrease unnaturally due to heavy rainfall. The end result would be a flu or a cold.\n\n    Falling ill is something that no one likes. We invariably are led to avoid certain things that cause illness. The same can be said to avoid heavy rainfall and downpour since our bodies are not used to getting sticky from the water, and then being forced to go home and take a long shower as a result. Furthermore, the itchiness and the uncleanliness that comes with that kind of water is annoying in itself. Hence, our motivation to take a leave from such situations (like rain).\n\n    Continuing forward our discussion of avoidance, I would like to compare how the scenario of avoidance is contrasted with the discussion of \u201cEscape.\u201d In the very same powerpoint, it states that avoidance would be the following: \u201cAvoid the rain completely by getting inside before the storm starts.\u201d I thought this was a wonderful point to make as when we don\u2019t want to deal with a certain stimuli, we would just completely rule it out, and do anything it takes to avoid it. This is the same case and the same scenario. I found the topic of avoidance and escape to be extremely significant so much that I decided to write a post about it. It definitely makes for an interesting discussion. Hope to see some comments on this so we can learn from one another.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The formatting is mostly clear but has some inconsistencies like extra spaces and inconsistent indentation. It's not fully polished but not disorganized.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a personal tone, but it's not distinct enough to stand out as a unique authorial voice.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The content is informative but not overly dense. It covers the topic of avoidance and escape in a clear and concise manner.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The content is based on common knowledge about avoidance and escape, with no specialized or niche information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Optimizing Brain Health for Effective Studying\n\nO Level Home Tuition Singapore\n\nHave you ever asked yourself what it would be like to have a brain that functions like a computer, where calculations can be easily done in a matter of milliseconds and you can store information without forgetting it? Well, we obviously can\u2019t achieve any of those, seeing as we are all human beings. However, there are ways with which we can improve our brain\u2019s function by keeping our brain in optimum health and condition. This article is dedicated to educating individuals as to how to keep their brains healthy and in optimal performance so that they can effectively learn and study.\n\nImportance of a healthy brain\n\nVarious benefits come with a brain that is performing at an optimal status. Here are a few of the benefits having a healthy and well-maintained brain has to offer:\n\n1. Provides better focus\n\nHave you ever experienced being so stressed out or deprived of sleep that it gets progressively more difficult to keep your focus on things as the day goes on? Well, this is a common occurrence once an individual\u2019s brain is not in desired health.\n\nA brain that operates at an optimal status will have no problem keeping focus on the tasks an individual does or the lectures they attend. Having a brain in tip-top shape may even improve the focus of an individual. Especially if that individual has been going day by day without proper care for their brain\u2019s health.\n\n2. Improves memory storage and retention\n\nA healthy brain not only leads to better focus but will also provide an individual with a better time storing and remembering information. If a brain is fatigued, the electric signals that the brain utilizes to retrieve information from the numerous neuron links get considerably slower. This makes memory retention and even storage a harder task than they should be.\n\nHowever, once an individual\u2019s brain operates at optimal status, the electric signals that travel from neuron to neuron travel far better than a fatigued brain. Thus, improving the memory storage and retention of an individual.\n\n3. Allows better absorption of knowledge\n\nAnother huge benefit in the field of academics that comes with having a healthy brain is that it allows for better absorption of knowledge. This not only includes facts and trivia but also theories and formulas that will be taught to an individual.\n\nThis is due to the improved rate of electrical signals that travel from neuron to neuron within the brain. Once an individual can retrieve information from their memory quickly, they will be able to piece together simpler theories in order to understand more complex theories and thus, is able to absorb knowledge better.\n\nRegister As A Tutor\n\nHow to keep your brain in good shape\n\nNow that we have discussed why it is desirable to have a brain that is in good shape, let us now move on to the methods as to how to keep your brain in good health.\n\n1. Mind your diet\n\nWhen one talks about the health of any body part in the human body, the most probable first thing to come to mind would be the diet one takes in. However, this is not the regular cutting of calories type of diet that should be done but is instead the type of diet where the nutrients and vitamins one intakes are controlled and monitored.\n\nFor your brain to be healthy, you also need to eat a combination of food that are rich in vitamins and minerals that will help your brain function better. The most basic of which would be a diet consisting of complex carbohydrates, lean protein, vegetables, and healthy fats.\n\nHowever, eating healthy foods is not the only thing you should keep watch of in your diet. You also need to stay away from deep-fried comfort foods and junk foods in general. Not only do these foods have a high concentration of unwanted fats and salt which are bad for your health, but will also make you feel sluggish and fatigued after you consume them.\n\nAnother thing to keep in mind is to stay away from alcohol. Alcohol is a depressant that, when taken in large doses, will result in feelings of sluggishness, disorientation, slower reaction times, and even a less responsive nervous system. These are all bad results that you should avoid if you want to have a brain that is healthy and in tip-top shape.\n\n2. Remember to hydrate yourself\n\nHydration comes hand in hand with an individual\u2019s diet when it comes to maintaining and improving one\u2019s health. Hydration is so important that it is one of the primary reasons life has existed and evolved on this planet. Hydration is one of the necessities of the human body which plays such a large role that not getting enough of it can actually cause death in some cases.\n\nHydrating yourself regularly by drinking the recommended 6-8 glasses of water (or roughly about 2 liters worth of water) per day not only provides your body with benefits but your brain as well.\n\nYour brain is made up of approximately 73% water, which indicates the importance of regular hydration towards keeping the brain healthy. If you happen to lack a sufficient amount of hydration during exam time, then you will experience symptoms such as a shortened attention span, impaired memory function, and even difficulty with concentration.\n\nWater is also important not only for keeping your brain sharp but for maintaining the general health and well-being of the brain and other organs as well. Water helps deliver nutrients that your brain needs in order to function properly while also flushing out any waste that the body produces.\n\n3. Get a good night\u2019s sleep\n\nResting well and being able to replenish a day\u2019s worth of consumed energy is essential for a healthy and well-maintained brain. Not only does getting enough hours of sleep allow for better absorption of knowledge learned throughout the day, but some studies also show that sleeping can help get rid of waste products excreted by the brain which allow for better overall brain activity.\n\nIf you aren\u2019t sold on the fact that sleep helps keep your brain performing at its best, then try to recall the last time you had a late-night cramming session without any follow-up studying the next day. If you have tried this, then chances are that you have forgotten or have trouble recalling the things you studied for the night before.\n\nThis is due to the overbearing fatigue that the brain has experienced throughout the exam period. Not only are you pumping in loads of knowledge into the brain and expecting it to remember everything, but you are also making your brain work overtime. This will inevitably result in a decrease in brain function and the brain\u2019s overall health.\n\nHowever, once you are properly rested every day by following the recommended number of hours a person should sleep, it will allow your brain to get its well-needed rest. It will also give your brain time to process and digest information that was put into it over the day which helps strengthen the neuron chains that allow for better memory retention.\n\nNot only that but getting the right amount of sleep also keeps the body in good shape. Lack of sleep can lead to serious consequences such as a compromised immune system, high blood pressure, and even depression. All of which can affect your brain function one way or another.\u00a0\u00a0\u00a0\u00a0\n\n4. Try out some exercises\n\nAnother way to help maintain brain health and make sure that it performs at its best is to get your regular dose of exercise. But who has time for exercise when there are exams to prepare for? Well, the answer is you, if you can manage your time well.\n\nExercise offers a myriad of benefits for the body, but its benefits are not limited to the muscles in your body. First off, especially aerobic exercises, improve a person\u2019s alertness, attention span, and also promotes positive thinking. Exercise also prepares and encourages the nerve endings to bind with one another, which makes the electrical signals traveling from neuron to neuron go faster which promotes memory retention and also helps make digesting information a whole lot easier.\n\nThe best exercises that allow a student to stay physically and mentally fit, while still having enough time to do other activities include: walking around the block for at least 30 minutes, going for a quick bike ride, doing a few laps in a pool (if you have access to any), or doing simple yoga poses at your home.\u00a0\n\n5. Manage your stress levels\n\nWhen things are getting challenging and feels like too much for a student, it can be very easy to build up stress. Stress is a natural bodily response that human beings demonstrate when they feel endangered by their surroundings. And when you are surrounded by project deadlines, exams, and piles of paperwork, it is almost impossible not to feel the slightest bit of stress.\n\nA little bit of stress isn\u2019t that bad. It can be considered as a spark that is a source of motivation that will drive you towards reaching your goal. However, when that spark grows into an uncontrollable fire that threatens to devour you, then it will be a huge problem to deal with.\n\nDealing with stress differs from person to person, but there are a few methods that you can test out to see if it will help reduce your stress levels. First is to do a quick self-examination of what things are stressing you out. Is it schoolwork? Social struggles? Financial issues? Then try to work out a solution for what is stressing you out and make it a goal to achieve that solution.\n\nYou can also try doing hitting two birds with one stone by doing yoga in order to get your daily exercise while also allowing your stress levels to calm down a bit.\n\nAnd the last method is to speak with someone about your worries. Keeping what is stressing you out bottled inside you will only cause the explosion it will cause to become stronger. So, it is better to let it all out before it gets too overbearing.\n\n\n\n\nTell Carelle Below What You Think About Her Post!\n\nAbout FamilyTutor!\n\n\n\nRelated Posts!\n\nFollow Us On Facebook!\n\nOur Service!\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and paragraphs, making it easy to follow. Formatting issues are minimal.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a professional and informative tone, though it lacks a distinct personal style or unique voice.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides detailed information on various aspects of brain health, including diet, hydration, sleep, exercise, and stress management, with specific examples and explanations.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content, while informative, focuses on general brain health topics and does not delve into specialized or niche domains.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Dental Tips for Children\n\nBy: Excellence in Dentistry\n\nDid you know that what your children eat on a daily basis will affect the health of their teeth not just now but later in life?\u00a0 The foods that we choose for them and how often they are permitted to consume snacks, is directly related to the health of their teeth and gums.\u00a0 The following are some healthy eating tips from Excellence in Dentistry:\n\n  1. Limit snacking and drinking between meals.\n  2. It is best to drink water all day.\n  3. When providing snacks, offer good choices.\n    \u2022 Some foods help to cleanse the teeth such as fibrous foods like celery, carrots, and apples.\n    \u2022 Dairy foods, like cheeses and yogurts are great options because foods containing dairy help to increase the flow of saliva and they are high in calcium.\n  4. Limit sugary foods and drinks. A few on our \u201cbad\u201d list are:\n    \u2022 Fruit snacks\n    \u2022 Sticky candy like taffy\n    \u2022 Swedish fish\n    \u2022 Sour patch kids\n  5. If you are going to offer pop and sugary drinks, it is best to only offer at meal times and to consume all in one sitting. Sipping all day long can cause even more damage to children\u2019s teeth.\n  6. It is always best to brush after every meal and snack, but if you are unable to have your children do that, then offer water and have them rinse their mouth really well.\n  7. Allowing children to snack and drink all day long will cause more decay, especially if what is being offered is full of sugar or is a sticky food.\n  8. Foods eaten at meal times have less of a chance of causing dental decay because more saliva is produced during this time.\n    \u2022 Saliva helps to move and wash food from the mouth. It decreases acids and sugars that cause cavities.\n\nThe EID dental team has been providing dental care for over 45 years.\u00a0 Doctors Mark Bentley, Charles Stevens, Julie Jones Heckman, Ryan Humphreys, and Zach Curtis are committed to educating parents and children on the importance of dental health and making a difference, one smile at a time.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured, with clear headings and numbered tips. Formatting issues are minimal, and the content is easy to read. \"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a professional, authoritative tone consistent with a dental practice providing practical advice.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides clear, actionable dental advice but repeats some points (e.g., brushing after meals) and could include more specific examples or statistics.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The content focuses primarily on common dental health tips for children, with no specialized or rare domain knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Frequently Cited Manufacturing OSHA Standards\n\nQ1 2021 Manufacturing Risk Advisor\n\nThe Occupational Safety and Health Administration (OSHA) not only keeps records of the most frequently cited standards overall, but also within particular industries. Understanding these standards and taking proactive steps to avoid violations can go a long way toward ensuring workplace safety. When it comes to the manufacturing industry, the following standards are commonly cited and make up more than 45% of all violations:\n\n  \u2022 Control of hazardous energy (lockout/tagout)\u2014Year over year, poor lockout/tagout practices regularly lead to violations for manufacturers. Per OSHA\u2019s standards, any machine that has the potential to release energy must be set to a zero-energy state and locked to prevent the accidental start up and release of that energy. To protect employees and avoid violations, businesses should create a written lockout/tagout program that outlines machine-specific lockout/tagout procedures, employee training practices and protocols for auditing the program annually.\n  \u2022 Respiratory protection\u2014This standard is in place to ensure employees are protected against airborne contaminants. In manufacturing settings, hazards can include gases, vapors, dusts, mists, fumes, smoke, sprays and fog\u2014all of which can negatively affect employee health and safety. To safeguard workers, employers must have a written respiratory protection program in place. Additionally, they must select respirators appropriate for the hazard and ensure employees are medically fit to wear a respirator. Employees should be trained on how to wear respirators properly and fit tested to ensure the respirator can protect the employee from the hazard.\n  \u2022 Machine guarding\u2014Failing to follow machine guarding practices is not only a common source of injury, but it\u2019s also a frequently cited OSHA standard in manufacturing. In general, machine guards are used to protect employees against direct contact with moving parts of equipment, debris, kickbacks, and mechanical and electrical failures. In general, OSHA requires that all machines include the proper guards. It should be noted that there are specific guarding protocols for individual machines and employers will need to regularly train their employees on the appropriate machine guarding protocols.\n  \u2022 Hazard communication\u2014Employees have the right to know about the hazards of chemicals they work with every day and what precautions they need to take to remain safe on the job. That\u2019s where hazard communication comes into play. Hazard communication programs typically include a written program, safety data sheets for all hazardous chemicals, an up-to-date list of chemicals, chemical labeling practices and employee training.\n\nFor more information on these topics and ways your business can protect its employees, contact us today.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and bullet points, making it easy to follow. Formatting is consistent and professional.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a professional and informative tone, typical of OSHA guidelines, without a distinct personal or distinctive authorial voice.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides specific, informative details about manufacturing OSHA standards, including examples and steps for compliance, adding distinct and valuable information.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers common manufacturing safety standards, which are well-known within the industry, lacking specialized or rare domain knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"The Galilean Moons of Venus\n\nThe full moon night could be the night lovers would give their all to meet. We find in a wide collection of books how young lovers wait with longing for the full moon night. It is as if the night is tailor-made for their passions to flow unrestrained, spontaneous. The author need not delve more into descriptions of any nature to create the perfect ambience if he mentions that it is a full-moon night. The reader knows by instinct and his study of related literature and art to tell what is about to follow. Despite this oddball moon's many exotic attributes, it actually sports one of the most Earth-like surfaces in our Solar System. Titan may also experience volcanic activity, but its volcanoes would erupt with different ingredients than the molten-rock lava that shoots out from the volcanoes of Earth. In dramatic contrast to what occurs on our own planet, Titan's volcanoes erupt icy water \"lava\" (cryovolcanism). Titan's entire alien surface has been sculpted by gushing methane and ethane, which carves river channels, and fills its enormous great lakes with liquid natural gas. The astronomers observed this effect in the upper layer of the lunar crust, termed the megaregolith. This layer is heavily pockmarked by relatively small craters, measuring only 30 kilometers or less in diameter. In contrast, the deeper layers of lunar crust, that are scarred by larger craters, appear not to have been as badly battered, and are, therefore, less porous and fractured.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured but has minor issues like inconsistent capitalization and punctuation. It's readable but not polished or professional.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text lacks a distinct authorial voice or style. It's generic and does not convey a unique perspective or tone.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides specific information about the Galilean Moons and Titan, adding distinct details and insights rather than being filler or vague.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content, while informative, pertains to common astronomical topics and does not demonstrate niche or rare domain knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"How do taxes work in Canada?\n\nBy: Updated: June 15, 2021\n\nTopics: ,\n\nNo one loves paying income taxes, but they make up about half of the revenue that the federal government needs to deliver services to Canadians. Fortunately, there are ways to reduce the amount of tax that you pay. Read on for more information about how the income tax system works and for some tax-saving tips.\n\n\nWhat is income tax?\n\nFirst, the basics. Income tax is payable on most forms of income, such as wages, self-employment earnings, capital gains and investment dividends.\n\nThe good news is that some income is not taxable. This includes lottery winnings (woo-hoo!), most inheritances and gifts, and life insurance payouts.\n\nHow much do Canadians pay in taxes? Surprisingly, not all Canadians pay income tax. About a third of tax filers owe nothing at all. The Canada Revenue Agency encourages everyone to file a return, even if your tax bill is zero. That\u2019s because you may be eligible for government programs such as the child tax benefit, GST credits and the Guaranteed Income Supplement.\n\nThe deadline to pay your income taxes is April 30 following the tax year. It\u2019s important to submit on time because the government charges penalties for late-filing.\n\n\nHow do tax brackets work in Canada?\n\nCanada has a progressive tax system in which people who earn higher incomes pay more. No one pays tax on the first $13,808 in income \u2013 this is known as the basic personal amount.\n\nIncome tax rates in Canada are determined by federal tax brackets. The tax rate on the first $49,020 is 15 percent. The highest tax bracket is 33 percent on taxable income above $216,511. It\u2019s important to note that when a taxpayer moves into a higher tax bracket, they only pay tax on the incremental amount, not on their entire income.\n\nThese are just the federal tax brackets in Canada. Each province has its own income tax brackets, although the funds are all collected by Ottawa.\n\n\nHow does a tax refund work in Canada?\n\nMost people have tax deducted from their paycheques. Their employer then remits these funds to the federal government. At the end of the year, you file your tax return \u2013 and the government will give you a refund if you have paid too much. Lucky you, right? Well, sort of. When you receive a refund, it simply means that the government has kept your money for an entire year without paying you any interest. If you want to reduce the amount of tax deducted each pay period, you can submit a request to CRA using a T1213 form. If approved, this will put more money in your pocket every month, although it will mean a smaller refund when you file your taxes.\n\n\nHow can you reduce your income tax?\n\nTwo of the most popular ways to pay less tax are to open a Tax Free Savings Account and/or a Registered Retirement Savings Plan.\n\nRRSPs help you to reduce your current taxes and save for your retirement. That\u2019s because your contributions are tax deductible up to a certain limit depending on your income (check your Canada Revenue Agency notice of assessment for your maximum contribution for this year). High-income earners can contribute up to $27,830 in 2021.\n\nWhile RRSPs are designed for retirement savings, you can actually withdraw funds at any time. Suppose you need to put a new roof on your house \u2013 you can either borrow the money or take some money out of your RRSP. However, you will be hit with a tax withholding on your withdrawal and will have to pay tax on it. So you must decide whether it\u2019s better to draw down your RRSP or borrow for the roof.\n\nHow does a tax free savings account work in Canada? Contributions that you make use after-tax funds. In other words, there is no tax deduction like there is with an RRSP. That\u2019s the bad news. The good news is that any dividends and interest that you earn inside a TFSA are not taxed. So you can withdraw the funds at any time without facing a tax hit.\n\nIn our example above of needing a new roof, you can take cash out of a TFSA without triggering tax consequences. So if you have both a TFSA and an RRSP, you may prefer to withdraw funds from the TFSA.\n\nThe maximum annual contribution to a TFSA is $6,000 per year. However, if you have not deposited funds in previous years, your contribution room grows annually.\n\n\nHow does a tax deduction work in Canada?\n\nIn addition to TFSAs and RRSPs, there are other ways to reduce your taxes. These are called tax deductions.\n\nSome of the key tax deductions are:\n\n  \u2022 Child care expenses: You can deduct the cost of daycare and camps for your children. These can be costly so be sure to keep receipts and add them to your tax return.\n\n  \u2022 Tuition: Students can deduct tuition fees and living costs up to a certain amount. However, since most students earn little money, they don\u2019t usually need this deduction and can transfer it to a parent. Post-secondary education is expensive so be sure to take advantage of this deduction.\n\n  \u2022 Moving expenses: If you are moving out of the area to take a job, you can deduct moving costs. Sorry, you can\u2019t deduct this if you are just moving across town.\n\n  \u2022 Support payments paid to your spouse: If you are separated and making payments to your spouse for alimony or child support, these payments may be deductible. There are specific legal requirements so check the rules to see if you are eligible.\n\nThese are just some of the available tax deductions. Check the CRA website for a complete list.\n\n\nHow does a tax credit work in Canada?\n\nTax credits reduce the tax you pay on your taxable income. There are two types \u2013 refundable and non-refundable. Refundable credits mean that if you have zero taxable income the government will send you a cheque for the credits. With non-refundable credits, you can eliminate your tax payable but won\u2019t be paid for any remaining credits.\n\nMost tax credits are non-refundable. These include tuition, caregiver amounts, medical expenses and charitable donations.\n\nGST/HST is one tax credit that is refundable. If you are eligible, the government will send you a cheque or direct deposit for the credit.\n\nThere is a wide range of tax credits, including special amounts for volunteer firefighters and members of the military. When you are completing your tax return, be sure to apply for everything that fits your situation!\n\n\nAre you incorporated in Canada?\n\nSmall business owners and incorporated individuals in Canada can use a Health Spending Account (HSA) to save on their medical expenses. An HSA is a cost effective alternative to traditional health insurance. The plan covers a wide variety of health and dental expenses. You could save thousands of dollars in taxes with an HSA.\n\n\nFind out more about Health Spending Account (HSA), download my free guides:\n\nDownload the HSA Guide for Incorporated Individuals\n\nDownload the HSA Guide for a Business with Staff\n\nWhat's in this article\n\nSubscribe to thge small buisness outlook\n\nSubscribe to the blog\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text sample is well-structured with clear headings and paragraphs, making it easy to read. No formatting issues are present.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a clear, informative tone typical of educational content, with no distinct authorial voice or style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides detailed information about Canadian income tax, including specific brackets, deductions, and credits, which adds substance to the content.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers various aspects of Canadian income tax, but it remains within the general domain without specialized or rare domain knowledge.\"\n}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"For individuals longing to have some break from the hustle and bustle of life, heading to somewhere silent and peaceful could provide a much needed respite.\n\nThankfully, scouting for such quiet place would now be easier thanks to a new map that reveals which parts of America are the loudest and which ones are the quietest.\n\nThe map, a National Park Service project presented at the annual meeting of the American Association for the Advancement of Science in San Jose, California on Feb. 16, depicts the noise levels across the U.S. on an average summer day based on 1.5 million hours of acoustic monitoring from places across the country ranging from the remote Dinosaur National Monument in Utah and the highly urbanized New York City.\n\nKurt Fristrup, from the National Park Service Division of Natural Sounds and Night Skies, and colleagues then fed these acoustic data into a computer algorithm that predicts the noise values in areas where sound was not directly measured, incorporating variables such as street traffic and air.\n\nThe deep blue regions in the map, which included the Great Sand Dunes National Park in Colorado and the Yellowstone National Park in Wyoming, indicate areas with background noise levels that are lower than 20 decibels.\n\nThe researchers said that this noise level is likely as deep as the one from prior to the European colonization that occurred over 500 years ago and which is significantly quieter than most cities where the average noise levels range between 50 and 60 decibels.\n\nThe yellow areas on the map, which include Los Angeles, New York City and Dallas, have noise levels of at least 50 decibels. The map also revealed that the eastern half of the country is louder than the west. The researchers also considered the loudness without the presence of humans and found that the East tend to be the loudest, which is driven by noises produced by waters.\n\nThe researchers have come up with the map to identify the areas with sound levels that could affect the survival of some species that have sensitive hearing and need quiet to detect and catch their prey.\n\nBats and owls, for instance, have ears that are up to 20 decibels more sensitive compared with the human ears. These animals tend to be influenced by man-made noises because these drown the faint noise produced by the insects and rodents that they hunt.\n\n\u24d2 2021 All rights reserved. Do not reproduce without permission.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is generally well-structured but contains minor issues like inconsistent capitalization and some repetitive phrasing ('quietest', 'quiet place').\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a distinct voice, with a conversational tone and clear focus on providing information about noise levels and their impacts.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides moderately dense information, covering noise levels, sources, and impacts, though some details could be more specific.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The content is centered around a common topic (noise levels in the U.S.) without specialized or niche knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"The Problem Explained\n\nEach year, the fashion industry produces and sells between 80 and 150 billion garments globally. \u00a0At the same time nearly 92 million tonnes of textile waste is created.\u00a087% of textile waste is incinerated or ends up in landfills where it takes 200-plus years to degrade. As it decomposes, it leaches toxic chemicals and dyes into the groundwater and our soil.\u00a0It is also responsible for 10% of global CO2 emissions each year. The production of textiles is expected to rise by 63% by 2030.\u00a0\n\n\nGenerate new value from Textile Waste\n\nEvery second a truck full of textile waste goes to landfill.\u00a0\nBioFashiontech\u2019s mission is to give textile waste another chance at a useful life and lower the carbon footprint of the fashion industry. We process textile waste using our low energy technology and transform them into a new sustainable materials\u00a0enabling the transition from a linear, petro-based economy to a circular one.\nHence we are solving two environmental problems with one solution.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly clear and well-structured, but there are minor formatting issues such as inconsistent spacing and lack of proper headings.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a clear, distinctive authorial voice focused on environmental issues and solutions in the fashion industry.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides informative content with specific statistics and details about textile waste, its environmental impact, and the mission of BioFashiontech.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content is somewhat specialized, focusing on textile waste and sustainable materials, but it remains within a general environmental and industry context.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Early education about sexual health\n\nWriting a literature review is all about\n\nlearning to support your ideas\n\nobjectively and empirically. This can\n\nbe a challenge as many of us use\n\nsubjective reasoning. Below are 3\n\ntopics. Your task is to pick 1 topic\n\nand find a peer reviewed article that\n\nis either in favor of or against the\n\nselected topic. You will summarize\n\nthe article and explain how it\n\nsupports your position. Be objective.\n\nBe sure to provide the APA full\n\nreference to the article that you have\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 1, \"justification\": \"The text sample is disorganized with inconsistent spacing and formatting, making it difficult to read and follow. Sentences are fragmented without clear structure or headings.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text has a generic, instructional tone with no distinct authorial voice or style. It lacks personality or unique perspective.\"},\n  \"knowledge_density\": {\"score\": 1, \"justification\": \"The text provides some basic information about writing a literature review but is vague and repetitive. It lacks depth or distinct details.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The content is generic and focused on a common educational task, lacking specialized or niche knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"How to Prevent a Heart Attack\n\nEver heard of the expression \u201cyoung and bulletproof\u201d? As young people, we once believed that we were invincible, that no matter what we did to our bodies or what we put inside them, we would bounce back stronger than ever and in record time to do it all over again.\n\nThat delusion of immortality quickly fades away when you or someone you know unexpectedly has a heart attack.\n\nWhen they occur, heart attacks immediately set a timeclock on your life in motion. Suddenly, your perception changes and you wonder if every passing second will be your last. Now you see each moment as a precious gift, holding onto them as priceless treasures. Some victims are able to recover quickly, while others find themselves changing their whole lives, facing a long road of pain, stress management and regular doctors visits.\n\nNo one on earth goes through life without knowing someone who has suffered a heart attack. It\u2019s one of the most frightening experiences with no clear, obvious warning signs to alert you.\n\nBut with dedication and discipline, you can prevent the fate of a heart attack. Here are steps you can take.\n\nEat Right\n\nA healthy diet can be your most powerful weapon against heart attacks. Nutritious foods rich with vitamins, minerals and fiber, but low in calories, can affect controllable risk factors like cholesterol and high blood pressure, and can even trim down your waistline. Cut down on, or completely get rid of salt, saturated fats, sweets, and red meats and build a diet that emphasizes fruits, vegetables, nuts, legumes and whole grains. Including low-fat dairy products, poultry and fish can be helpful as well. Also, be sure to monitor your sugar intake, as too much sugar in the blood can damage your arteries.\n\nBe Active & Manage A Healthy Weight\n\nStaying physically active also goes hand in hand with a healthy diet. Obesity places you at risk for high cholesterol and high blood pressure, which heighten your risk for heart disease. Coordinate your diet with your physical activity level so you\u2019re using up as many calories as you take in and maintaining a healthy weight.\n\nStop Smoking\n\nRisk of heart disease is dramatically reduced for those who quit smoking. Worse, smoking lowers your HDL cholesterol level, which helps prevent arteries from becoming blocked. When a person with high cholesterol also smokes, their risk of coronary heart disease increases even more. It\u2019s tough to quit, but recovering from a heart attack or stroke or living with chronic heart disease is even tougher.\n\nControl Your Drinking\n\nIn addition to seriously impeding your judgment and ability to drive, excessive alcohol consumption can raise blood pressure, cause obesity and increase your risk for developing an irregular heartbeat, a stroke, cancer, alcoholism and other diseases.\n\nHowever, that doesn\u2019t mean you need to avoid alcohol altogether. Moderate consumption can have a beneficial, protective effect. It is recommended to limit yourself to 1-2 standard drinks a day at most.\n\nTake It Easy\n\nYou\u2019ve probably heard of people who suffer heart attacks during times of heightened emotional stress: at the workplace, after a great tragedy, during a moment of great intimacy. Stress is known to affect risk factors of heart disease and stroke. When stressed, a person may overeat (nothing healthy), start smoking or smoke more than they otherwise would. Manage your stress and dedicate time to relax and enjoy life.\n\nYou Might Also Enjoy...\n\nDo I Have High Blood Pressure?\n\nA favorite pastime for many is looking up physical symptoms online to figure out if the internet can provide more insight than your physician. This is one of the great revolutions of the century because, in researching why you might have toe pain...\n\nWhat is Bad Cholestrol?\n\nGrowing up, you may have only heard about cholesterol in passing. Maybe you heard someone on the radio explain how you need to keep it low, or the businessman on TV announce to everyone he encountered that he lowered his cholesterol ...\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured with clear headings and subheadings, making it easy to follow. However, there are minor formatting inconsistencies, such as spacing between paragraphs.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author maintains a clear and informative voice, providing practical advice and personal insights, though it leans toward a general health-focused style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text contains informative content, such as dietary recommendations and stress management tips, though some sections could be more detailed.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers common health topics but lacks specialized or niche information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"What do we know about our aging world?\n\nShannon Roberts\nDecember 8, 2014\nReproduced with Permission\nDemography is Destiny\n\nDuring the next 5 years, for , the number of people in the world aged 65 years and older will outnumber children aged 5 years or younger. According to recent health research published in The Lancet medical journal , this is what we know:\n\n  1. Population ageing is the biggest driver of a substantial international rise in the prevalence of chronic conditions, such as dementia, stroke, chronic obstructive pulmonary disease, and diabetes.\n  2. Advances in medicine and socio-economic development mean that people are less likely to die from infections or diseases, so are more likely to be living with chronic conditions over a long period of time.\n  3. An increase in the prevalence of chronic conditions will not only strain health systems but will also have economic implications. Therefore, encouraging healthy lifestyles is essential. Only then can we try to ensure that, as we live longer, we will do so in good health. The effective treatment of chronic diseases, reducing reliance on institutional care, appropriate health staff training, and the modification of policies to try to encourage older adults to remain part of the workforce for longer are also all necessary if we are to be prepared for an aging population.\n  4. Increasingly, we need to think about the emotional wellbeing of the elderly as well as physical well-being. In high-income countries subjective wellbeing has a typical U-shaped pattern with age, but it progressively decreases in older adults in the former Soviet Union, eastern Europe, and Latin America. Poor health status is significantly associated with negative emotional status and reduced life satisfaction.\n  5. The scarcity of knowledge about leading health issues in older people has hampered an effective international response. This situation is particularly prominent in low-income and middle-income countries. However, a growing body of multidisciplinary international research from a range of low-income and middle-income countries supported by the US National Institute on Aging, such as WHO's Study on global AGEing and adult health has begun gradually to increase our understanding of health and well-being determinants in the elderly population.\n\nOne thing is for sure - almost every health system in the world will need to quickly find and implement effective strategies if they are to respond effectively to the needs of the fast approaching increases in the elderly population. A key challenge will be to avoid imposing a high financial burden on individuals and younger families in order to do so.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and paragraphs, making it easy to follow. No formatting issues are present.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a professional, informative tone but lacks a distinct authorial voice or style. It's consistent and authoritative, though not distinctive.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides dense, informative content with specific details about population aging, chronic conditions, and policy implications. Each point adds distinct, valuable information.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers general aging-related topics but does not delve into specialized or rare domains.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Gout \u2013 How Did Seneca and Cicero Know What Doctors\u00a0Don\u2019t?\n\n\nMajid Ali, M.D.\n\nOne of the early, if not the earliest, recorded epidemic of gout occurred during the years of the decline of the Roman empire. The Roman philosopher, Seneca (4 B.C.) recognized its association with intemperance and gluttony. He stated that was so because women \u201crival men in every kind of lasciviousness.\u201d How did Seneca know this about gout?\n\nRheumatologists blame uric acid for gout. I do not think they consider the fact that uric acid is a powerful antioxidant, nearly fifty-fold stronger than vitamin C. Like all bodily antioxidants that act as anti-inflammatory substances, uric acid is an anti-inflammatory agent within the physiologic range. Nor do they seem to recognize other crucial physiologic roles of uric acid in e healing immune responses. Specifically, the acid provides a molecular link between cell injury and immunity. Most intriguingly, uric acid facilitates conversations between dead and living cells. I present this subject at length in Integfrative Nutritional Medicine (2001%0, the fifth volume of my 14-volume textook entitled The Principles and Practice of Integrative Medicine.\n\nNow to Cicero. The Roman sage once visited a friend sick with gout who suggested that Cicero not eat his food. Cicero told his friend that he could eat the food because the cook did not have gout. How did Cicero know that gout was not an infection that he could contract by sharing a meal with a friend with gouty arthritis?\n\nSeneca and Cicero came to mind today when I saw limp into my office. I had not seen her for about two years. I glanced at the chart. Her previous doctor had diagnosed the following: gout arthritis, fibromyalgia, irritable bowel syndrome, GERD (gastroesophageal reflux disorder), memory lapses, and brain fog episodes. The outcome sheet recorded When looked up from the chart, her companion said, \u201cShe had a good run of about a year and a half and came X-mas and New Year eating and she came off your program. Within six weeks her symptom-complexes returned and within another a few weeks she developed incapacitating gout attack.\u201d\n\nI recognize this pattern of gouty attack every time I see a patient with acute gouty attack. This is how Seneca and Cicero must have figured out the causes and clinical course of gout. Why don\u2019t doctors today this? I leave that to your imagination.\n\nCauses of Gout\n\nGut fermentation and mitochondrial dysfunction due to toxicities of food, environment, and thought. Treatment: detect and address all relevant causes on an individual basis. See my article entitled \u201cDr. Ali\u2019s Top Seven for Gout.\u201d\n\nThe bliss of pharmaceutical companies is that doctors are eager to prescribe their drugs but reluctant to think about what they prescribe.\n\nLeave a Reply\n\n\nWordPress.com Logo\n\n\nGoogle photo\n\n\nTwitter picture\n\n\nFacebook photo\n\n\nConnecting to %s\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured and polished, with a clear layout that includes headings and paragraphs, making it easy to follow.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author uses a distinctive, informative voice, particularly in discussing medical and historical details related to gout.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides substantial information on gout, including historical context, medical perspectives, and personal anecdotes, though some sections could be more concise.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers common medical topics related to gout but presents a unique perspective through historical references and personal stories.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Grid Generation Basics\n\nWhen generating grids in CVLGrid there are generally three steps in the process: first load a file with which to shape the model domain, next create splines around the model domain and finally create the grid. Often when a grid is being created it is because the user needs to make a model of some geographic domain. Thus the grid should reflect the shape of that domain. CVLGrid allows the user to upload a polygon shape file that outlines the model domain, shown in Figure 1. Once this outline is visible in the workspace of CVLGrid, the user must create splines to outline the desired domain. Splines are the most essential part of generating grids correctly and accurately. Four splines enclosing a region are required to generate one grid. If the model domain is a simple shape, the user may be able to accurately model the area with only one grid. However, if the domain is complex with branches and heavy curves, the user will have to create several sub domains and connect multiple grids.\n\nFigure 1\u00a0 P2D Polygon shape file of the model domain.\n\nTo create a grid, four splines must be created and must completely enclose the whole or part of the model domain. The first spline will define \"I index\" of cells in grid. The spline intersects the first spline will define \"J index\" of cells in grid. The method for drawing the splines will depend on the particular features of the domain. For a very simple domain the first spline is drawn along the bottom of the domain from left to right. The second spline is drawn along the top of the domain. The last two splines are drawn along the sides of the domain and must intersect the previous two splines.\u00a0Figure 2 shows how these splines are drawn.\n\nFigure 2 Spline drawing guide.\n\nIn order to improve orthogonality it is good practice to make the intersecting lines as close to perpendicular as possible. This will simplify the computation and create a more orthogonal grid.\nOnce four splines are created, fully enclosing the desired area, the user may then generate the grid using the Generate Grid button . After clicking the Generate Grid icon, the user must specify the number of cells in the I and J (x and y) axis from the pop-up box, as shown in Figure 3. The first spline defines the I axis and the side splines define the J axis.\n\nFigure 3 Grid cell specification on I and J axis.\n\nOnce the grid is generated the user can view properties of the grid, such as orthogonal deviation or the coordinates, by using the CVLGrid Options menu in the sidebar. The user can RMC (right mouse click) in the workspace to see options for modifying and improving the grid.\n\nOnly one grid with a specific of cells number is generated with a layer of splines. This means if the user wants to generate a new grid they need to create a new layer of splines. To create a new spline layer, click on the New button on Layer Control menu shown in Figure 4.\n\nFigure 4 New layer button.\n\nA new pop-up menu will appear, choosing Layer Type as Splines and a new name for the layer before clicking the OK button to create a new spline layer as shown in Figure 5.\n\nFigure 5 Defining a new layer.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and figures, making it easy to follow. There are no formatting issues, and the layout is professional.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author's voice is clear and distinct, providing a technical and instructional tone suitable for the subject matter.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides clear and informative content with some redundancy, especially in explaining the steps and concepts involved in grid generation.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content is specialized to the field of CVLGrid and grid generation, making it somewhat niche but not rare.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"How To Control The Timing Of A Linear Actuators Motion\n\nHow to Control the Timing of a Linear Actuators Motion?\n\nGuest Writer\nGuest Writer\nPA Engineer\n\nIn our latest \"How To\" post, we will be going over how to control the timing of a linear actuator's motion using a microcontroller.\u00a0Microcontrollers\u00a0give a lot of freedom in motion control and this is just one example of an almost endless amount of motion control options available. Depending on your application, the example project in this article can be adjusted to suit your requirements, whether you add another timed actuator or beef up the power supply to handle a stronger linear actuator, it is all up to you.\n\n\nMotion Control Using a Microcontroller\n\nAn Arduino microcontroller will be used to control the motion timing of a linear actuator, but any microcontroller will work. However, since we are using a shield, the microcontroller needs to be compatible. We are going to walk you through the various parameters that you can adjust to change the speed of a linear actuator.\n\n\nWhat You Will Need\n\nFor this example, we will be using the following components for controlling a linear actuator:\n\n\nConnecting Components\n\nNow that we have our supplies, we will need to connect everything. Thankfully, connections are simple by using a shield as opposed to a separate board that requires additional wiring and soldering.\n\nFirst, let's connect our\u00a0actuator\u00a0to our LC-80 MegaMoto Plus shield by attaching the two wire leads from the actuator to the A/B screw terminals on the\u00a0LC-80. Then, we need to connect the LC-80 to our power supply, in this case, the PS-20-12. We do this by attaching positive and negative wires from the power supply to the BAT +/- terminals of the LC-80.\n\nFinally, we need to connect the LC-80 to the LC-066, which is as simple as sticking it on top of one another as shown in the image below.\n\n\nPhoto of microcontrollers by Progressive Automations\n\nAdjusting the Code\n\nFor us to get full control over our actuator's motion, we will need to do some linear actuator programming with our Arduino unit. We've prepared an example code that has our actuator extending and then retracting for 10 seconds each way for a 300-second cycle.\n\n//Use the jumpers on the board to select which pins will be used\n\nint EnablePin1 = 13;\n\nint PWMPinA1 = 11;\n\nint PWMPinB1 = 3;\n\nint extendtime = 10 * 1000;  // 10 seconds, times 1000 to convert to milliseconds\n\nint retracttime = 10 * 1000; // 10 seconds, times 1000 to convert to milliseconds\n\nint timetorun = 300 * 1000; // 300 seconds, times 1000 to convert to milliseconds\n\nint duty;\n\nint elapsedTime;\n\nboolean keepMoving;\n\nvoid setup() {\n\n\n  pinMode(EnablePin1, OUTPUT);//Enable the board\n\n  pinMode(PWMPinA1, OUTPUT);\n\n  pinMode(PWMPinB1, OUTPUT);//Set motor outputs\n\n  elapsedTime = 0; // Set time to 0\n\n  keepMoving = true; //The system will move\n\n}//end setup\n\nvoid loop() {\n\n  if (keepMoving) \n\n\n    digitalWrite(EnablePin1, HIGH); // enable the motor\n\n\n\n\n    delay(10);//small delay before retracting\n\n\n\n\n    elapsedTime = millis();//how long has it been?\n\n    if (elapsedTime > timetorun) {//if it's been 300 seconds, stop\n\n      Serial.print(\"Elapsed time is over max run time. Max run time: \");\n\n\n      keepMoving = false;  \n\n\n  }//end if\n\n}//end main loop\n\nvoid stopActuator() {\n\n  analogWrite(PWMPinA1, 0);\n\n  analogWrite(PWMPinB1, 0); // speed 0-255\n\n\nvoid pushActuator() {\n\n  analogWrite(PWMPinA1, 255);\n\n\n\nvoid pullActuator() {\n\n  analogWrite(PWMPinA1, 0);\n\n  analogWrite(PWMPinB1, 255);//speed 0-255\n\n\n\nIt is important to walk through the code, line-by-line to try and understand what is going on. By doing so, you can customize the code to do a whole host of other tasks. However, for now, the most important part is the first section and the setup loop, which that focuses on assigning pins and setting the cycle speed.\n\nYou need to configure the pins on our LC-80 to match what is in the first section of the code by setting the jumpers on the LC-80 or adjusting the code. In this case, set the \"Enable\" pin to D13, the \"PWMA\" pin to D11, and the \"PWMB\" pin to D3. The \u201cEnable\u201d pin is what controls and powers the motor and without it, the actuator will stop moving and will not be able to be controlled. The \u201cPWMA\u201d and \u201cPWMB\u201d pins control the extension and retraction of the actuator. We don't need the \"Sensor\" pins in this example so don't worry about selecting anything there.\n\nThe timer control of a linear actuator is now complete. You can upload the code to the Arduino by using their IDE (download from the Arduino website). Once you have your linear actuator extending and retracting, why not play around with the code a bit? Try and adjust the extend/retract time within the code, re-upload it to the Arduino, and see how the linear actuator responds. By adjusting these numbers in the code, you can control the speed and total motion cycle time based on your desired application.\n\n\nBelow we have included a video of a timing actuator in action. For the video example, we wanted to show off another way you can alter the timing, so we made it extend and retract for 5 seconds at a time over a 20-second cycle.\n\nAs stated earlier, this is just one example of a way you can alter the motion of an actuator with the help of our\u00a0microcontrollers. If you have your own custom control method in mind, you can have a control system built specifically to your custom requirements with the help of our talented engineering staff. They will guide you through the process and make sure you have full control over your units. If you'd like to learn more about the custom order process take a look at our\u00a0custom order page.\n\nPlease wait...\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured with clear headings and paragraphs, but there are minor formatting inconsistencies, such as an incomplete code block at the end.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a clear, instructional tone, but lacks a distinct authorial voice or style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides detailed information on controlling linear actuators with a microcontroller, including component setup and code examples, though some sections could be more concise.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content is primarily technical and focused on a specific application, lacking specialized or niche information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"condicio etymology\n\nLatin word condicio comes from Latin dico, Latin con-\n\nDetailed word origin of condicio\n\nDictionary entryLanguageDefinition\ncon- Latin (lat) Used in compounds to indicate a being or bringing together of several objects. Used in compounds to indicate the completeness, perfecting of any act, and thus gives intensity to the signification of the simple word.\ncondico Latin (lat) (legal) I give notice that something should be returned, demand back.. I proclaim, announce, publish.. I talk something over together, agree to/upon, concert, promise; fix, appoint.\ncondicio Latin (lat) (metonymy) A paramour, lover.. (metonymy) A spouse, bride.. A condition, term, demand.. A love affair, amour.. A marriage, match.. A nature, mode, character, disposition, manner, condition.. An agreement, contract, covenant, stipulation, pact, proposition.. An external position, situation, rank, place, circumstances, condition.\n\nWords with the same origin as condicio\n\nDescendants of dico\ndictator dictus dixit edicto\nDescendants of con-\ncomes comitia commune communis competere coniunx constat constitutum consuetudo consul contentus continuo coram curia\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text sample is mostly clear and well-structured but has minor issues such as missing punctuation and inconsistent capitalization. The formatting is not polished or professional.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text lacks a distinct authorial voice or style; it is purely informational and generic.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text is highly informative, providing detailed etymological and contextual information about the word 'condicio' and related terms.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content is somewhat specialized, focusing on etymology and usage, but it is not very niche or rare in the domain of linguistic analysis.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"A succession of severe winters has had the result of establishing the practice of thawing frozen water mains and service pipes by means of electricity. In some sections during the winter of 1903-4 water mains 7 ft. underground were frozen, and the old method of digging up the frozen ground to expose the affected pipe was found to be a matter of great expense, especially as several thousands of freeze-ups occurred in some of the large cities.\n\nThe principle upon which this method works is the fact that an electric current, in passing through a conductor which offers considerable resistance to its passage, develops a great amount of heat in the conducting material.\n\nPlate LII. Thawing Underground Water Pipes By Electricity\n\nThawing of Water Mains & Services by Electricity\n\nPlate 52.\n\nThawing Underground Water Pipes By Electricity 127\n\nIn passing an electric current through a frozen water pipe there is sufficient resistance encountered to generate the heat necessary to thaw the pipe. The ice itself offers great resistance, it being a poor conductor, while the pipe, especially at its joints, offers a considerable amount also. With this principle to work upon, the thawing of pipes may be accomplished if the means are at hand for providing a large enough current, in this work the securing of a large amount of current being of most importance, just as in the use of water for some purposes, the volume which may be obtained is of greater importance than the pressure which it is under.\n\nMany different and successful methods have been made use of in supplying the electric surrent. In sizable towns and in cities, the most convenient source of electricity for this work has been the electric-lighting mains, most of which are now alternating circuits.\n\nIn employing alternating currents it is necessary to use what is known as a step-down transformer. Such a device consists essentially of two coils of wire adjacent to each other, but not connected together in any way. The ends of the primary coil are connected to the lighting mains, and the passage of the current through this coil induces a current in the secondary coil. The step-down transformer takes a current from the mains at a high voltage or pressure and delivers it through the secondary coil under a much lower voltage.\n\nCurrents under various voltages, up to several thousand in amount, have been used on the primary and transformed generally to about 50 volts on the secondary.\n\nAn electric circuit is made up of three factors - current in amperes, voltage, and resistance. As the resistance increases, the amount of current decreases, and vice versa.\n\nThe thawing apparatus is generally placed upon a wagon or sled, and consists principally of the transformer and what is known as a water resistance. The latter is usually in the form of a small barrel filled with salted water, in which two copper plates are immersed, each being connected to a wire.\n\nAfter this apparatus has been taken to the place where the thawing is to be done, the primary leads are connected to the electric-light mains, proper fuses and an ammeter for measuring the current being provided.\n\nThe secondary leads or connections are then attached at either end of the frozen section, and the water resistance placed at any point in the secondary circuit, with the copper plates far apart. When in this position the resistance is great, and the amount of current small. When it is seen that a larger amount of current is necessary, it may be obtained by reducing the resistance, that is, by moving the plates closer together. Various amounts of current are required, depending on the conditions of each individual piece of work. For service pipes, which are naturally more often affected than the mains, currents of an amount between 200 and 300 amperes are generally used.\n\nLong leads are used on this work, and when possible the connection may be made most easily by attaching one of the secondary leads to the nearest hydrant, and the other to a faucet or to the piping inside the house, the current thus being allowed to pass through the frozen section. Attention should be given to making as good connections to the hydrant and faucet as possible, as a poor contact at either place may result in burning the metal.\n\nWhen there is no hydrant conveniently located, connection may be made to the piping of an adjacent house, and if the latter is too far distant it sometimes becomes necessary to dig down to the pipe to make the connection.\n\nWhen the service pipes of two or more adjacent houses are to be thawed, the several water services may be connected in series, and a single application of the current answer for thawing all of them.\n\nBy using long secondary leads, frozen service pipes of several houses may often be thawed without changing the primary connections to the lighting mains.\n\nSo universal has the practice become of thawing frozen mains and service pipes by electricity, that apparatus designed especially for such work may now be procured of manufacturers of electrical apparatus.\n\nIn some cases, where it was impossible to use lighting or power circuits, portable outfits have been used in this work, consisting of a steam or gas engine connected to an electric generator. Storage batteries have also been made use of. The time used in thawing pipes depends so largely on conditions, size of pipe, length of frozen section, amount of current available, etc., that it is difficult to make any estimate of it. Under favorable conditions, however, service pipes of different sizes have been thawed out in from ten to twenty minutes, and long lines of water mains, as large as 10 in. in size, in two or three hours.\n\nThe plumber, being ordinarily unacquainted with electrical work, should always seek the advice or the services of competent electricians before attempting this class of work, as errors in connections on his part might result seriously.\n\nThe workman inexperienced in electrical work might easily make a mistake which would not only result in considerable damage to apparatus, but which might also affect the lighting circuit to such an extent as to render it useless until repaired. In addition, there is the danger of serious or fatal injury to the workman.\n\nThe matter of caring for frozen mains and services has in many cities been taken over by the city water department, the thawing operations being performed by them, in combination with the electric-lighting companies. This would appear to be by far the best method under the circumstances.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is generally well-structured with clear headings and subheadings, but there are minor formatting issues like repeated plate numbers and inconsistent capitalization.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a formal, informative tone with a consistent style, though it lacks a distinct personal voice or unique perspective.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides detailed information about the process of thawing water mains and pipes using electricity, including technical details and practical considerations.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The content covers a specialized topic within the field of engineering and plumbing, lacking broader or niche domain knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Nutrition For Goals\n\nHey everyone! In my last nutrition article, I covered the fundamentals of nutrition. Having this basic knowledge is a crucial part of any fitness journey, as nutrition is the most important thing for any goal! In this article, I will be talking all about nutrition for goals. This will help you take the fundamentals of nutrition and apply them in ways that are specific to your goal. The 4 main different types of goals and their basic principles are outlined below:\n\nFat Loss \u2013 Must be in a caloric deficit (consuming fewer calories than your body burns), emphasis on protein intake, as well as weight training (weight training will be covered in another article)\n\nBodyweight Maintenance \u2013 Maintenance Calories (equal amount of calories consumed to calories burned), average levels of macronutrients relative to your lifestyle\n\nFat Loss & Muscle Gain \u2013 Must be in a\u00a0caloric deficit, have an emphasis on protein intake and a large focus on weight training\n\nMuscle Gain \u2013 Caloric surplus (size of surplus depends on goal), good amount of protein, emphasis on weight training\n\n\nFat Loss:\n\nFat loss is when you\u2019re trying to lose body fat but maintain as much muscle as possible, don\u2019t get this confused with weight loss. Weight loss refers to an overall drop in body weight, this includes fat and lean body mass (lean body mass being muscle as well as other things such as water). We want to avoid losing muscle because\u2026 why would anyone want to lose muscle right! So how do we accomplish this goal? There are 3 main pillars to fat loss, these include:\n\n  1. Caloric Deficit\n  2. Focus on Protein Consumption\n  3. Amounts of Fats & Carbs\n\n\nCaloric Deficit:\n\nIn order to lose weight, it is required to be in a caloric deficit, you need to be consuming fewer calories than your body burns. Simply put, this will force your body to find alternate energy sources to burn, with the primary source of this energy typically coming from fat.\n\nIt is important to know that there are 4 areas in which your body burns/uses calories.\u00a0The order of which mechanism typically burns the most calories descends from the top:\n\n  1. The first is your BMR (Basal Metabolic Rate), this refers to the calories your body burns just to keep itself running.\n  2. The second is NEAT (Non-Exercise Activity Thermogenesis), these are calories your body burns throughout your daily activities.\n  3. The fourth is called TEF (Thermal Effect of Food), this refers to the calories your body burns to digest and use the food you eat.\n  4. The third is EA (Exercise Activity), these are calories you burn by \u201cplanned\u201d exercise such as weight training\n\nIf you are trying to burn more calories without taking them out of your diet, consider trying to move more by going on walks, as an example. This would fit into either NEAT or EA. Where this fits into isn\u2019t really a big deal, however.\n\nWe know that we need to be in a caloric deficit, and how we actually use and therefore burn the calories we consume. Now the question is, how do we achieve this caloric deficit? There are 2 main ways in which a caloric deficit can be achieved, either through your nutrition (reducing calories consumed) or exercise (increasing exercise).\n\nIf your caloric deficit reaches a point where going lower isn\u2019t optimal and or sustainable, consider increasing your exercise to ensure your nutrition is still manageable.\n\nAll in all, you need to tip the \u201ccalorie balance scale\u201d towards the caloric deficit side, this will allow for weight loss. The keyword is weight, that could mean muscle as well, which is what we are trying to limit. Protein consumption is a major part in retaining this muscle, that is what will be explained next.\n\nIf you are wondering how to calculate your caloric deficit, I have linked a video done by the reputable Jordan Syatt. Click here to check it out!\n\n\nProtein Consumption:\n\nProtein consumption is huge for retaining muscle in a caloric deficit, it has a direct impact on muscle repair through a process called muscle protein synthesis. The biggest thing with weight loss is the caloric deficit, however, when it comes to nutrition, you need both a caloric deficit and adequate protein intake to focus the weight loss towards fat loss.\n\nAs your muscle fibres break down, they require the amino acids in protein to repair them. Adequate protein intake will ensure your muscles will have enough of these amino acids to complete this function. This is especially important while in a caloric deficit as your body is already running on a lower energy intake. Because of this, you don\u2019t want your body to be taking amino acids and using them for other things such as energy. Taking in adequate protein will ensure your muscles have enough protein to help maintain muscle mass.\n\nAs far as how much protein you should be taking in goes, it is quite simple. Stick to 1 gram per pound of bodyweight. If you want to go a bit higher while staying in a caloric deficit, it won\u2019t hurt and can have some benefits as far as creating a caloric deficit goes. \u00a0This is within a reasonable amount, of course. I wouldn\u2019t suggest going around consuming 4 grams of protein per pound of bodyweight.\n\nIf you have a relatively high amount of body fat, you may want to go with the following approach: 1.8 to 2.4 grams of protein per kilogram of lean body mass. Lean body mass is your total bodyweight minus your fat weight. The reason for this equation in this circumstance is because protein is far more metabolically active and protein demanding than fat. So if you have a fair amount of fat, basing protein intake of lean body mass makes much more sense.\n\nYou can eat higher protein if you would like. Once again, I wouldn\u2019t suggest anything too crazy though, as there isn\u2019t really a need for it.\n\n\nConsumption of Fats & Carbs:\n\nThe main thing with any caloric deficit is to make sure total daily calories and protein are accounted for. This will ensure you are eating the proper amount of calories to induce weight loss, and taking in enough protein to retain as much muscle as possible, thus influencing fat loss. However, we are missing 2 of the 3 macronutrients, fats and carbs.\n\nWhen total daily calories and protein are accounted for, fats and carbohydrates can be moved around as you prefer, it isn\u2019t shown to have an effect on fat loss. This is more so to focus on sustainability, and what makes you feel/perform the best. One guideline, however, is to make sure fat is above 15% of your total daily calories. Going lower than this can be less optimal in regards to things like hormones.\n\nLayne Norton does a great job of explaining fat loss in detail within a series on his Youtube channel, I actually gained some of my knowledge for this article from his series. You can check that out here.\n\n\n\nBody Recomposition:\n\nThis is most often a goal for those who have excess amounts of fat and relatively low amounts of muscle, and are looking to lose fat and gain muscle. That is what body recomposition is, losing fat and gaining muscle. This will be easier to accomplish with a higher fat to muscle ratio and or not a lot of weight training experience. There really isn\u2019t much of a difference between the steps taken for the goal of fat loss and body recomposition, it is more about your starting point.\n\nSo\u2026 that basically covers that! Haha!\n\n\nMuscle Gain:\n\nIf you are a relatively lean person or skinny in general and are not looking to lose more body fat but to put on muscle, a muscle gain approach is likely what you are looking for! The goal with this is to put on as much muscle as possible while limiting the amount of fat you gain. This is also great for those who are \u201cskinny fat\u201d, as they can get bigger by putting on muscle and limiting fat gain which in turn will help them to get leaner/reduce body fat percentage in the process. When they achieve a bodyweight that they are happy with, they can then decide if they would like to get leaner or not. Putting on muscle while limiting the addition of body fat can be achieved easier as a whole if you are new to weight training and or do not have a whole lot of muscle to begin with. If you have some years of training under your belt and already have a considerable amount of muscle, this can be harder to do. However, it can still be done!\n\nThere are 3 main things to consider when it comes to the goal of muscle gain alone, these are:\n\n  1. Caloric Surplus\n  2. Sufficient Protein Intake\n  3. Consumption of Fats & Carbs\n\n\nCaloric Surplus:\n\nAs we know, a caloric surplus is not required for muscle gain, however, when you aren\u2019t looking for fat loss, a caloric surplus makes sense. Especially if you are someone who has trouble putting on muscle.\n\nThere are 2 ways to achieve this, one of which includes a relatively small caloric surplus, another with a larger surplus. The smaller surplus will yield slower muscle gain, however, it will allow you to put on mostly muscle instead of fat. A larger caloric surplus will allow for quicker muscle gain, however, with that will come more fat. Both of these are being talked about assuming protein intake is sufficient.\n\nIf you are relatively lean, want to limit fat gain and are okay with slower progress, consider implementing a smaller surplus. If you already have a fair amount of body fat and want to limit anymore, yet you still want to gain muscle, also consider a smaller surplus.\n\nIf you are relatively lean, want to gain muscle at a quicker pace and do not mind putting on some body fat, consider implementing a larger surplus. If you have a fair amount of fat, are looking to gain muscle and don\u2019t care about the amount of fat you have; (not advisable, however, sometimes this is the situation if you need to bulk up quickly for specific circumstances such as a position in football), then also consider a larger surplus.\n\n\nSufficient Protein Intake:\n\nLot\u2019s of people hear muscle gain and think protein, protein, protein! Well, don\u2019t get too carried away as you actually require less protein to gain muscle while in a caloric surplus than if you are in a caloric deficit. This makes sense as your body should be supplied with ample amounts of carbohydrates and fats for fuel and other functions. Thus, the majority of protein is likely going to be used for its main function of building muscle.\n\nHow much protein should you be taking in to gain muscle while in a caloric surplus? A good guideline would be around 0.8-1.0 gram/pound of body weight. You can go lower to 0.6-0.8 grams/pound of bodyweight, however, if you weight train fairly often, done consistently and are relatively active, I wouldn\u2019t suggest this when trying to gain muscle.\n\n\nConsumption of Fats & Carbs:\n\nSimilar to being in a caloric deficit, the consumption of fats and carbs isn\u2019t a huge deal so long as you are hitting your calorie and protein goals. As I said before, you should be eating what is easiest for you to sustain and what allows you to perform your best. Some people may like higher carbs because they feel more energized from it for performance. Others may not notice too much of a difference between higher carbs or higher fat. However, they may find it difficult to take in enough calories, thus they may opt for the more calorically dense macro, which is fat.\n\n\nBodyweight Maintenance:\n\nThis may be for those who are already at their desired goal and are simply looking to maintain a healthy lifestyle. There isn\u2019t too much to think about here, you want to be eating at maintenance calories (equal calories consumed to calories burned). You want to be at a balance of protein (consuming enough protein to maintain muscle mass) and you want to be eating carbs and fats in amounts\u00a0that fit into your total daily calories in a healthy ratio that you prefer.\n\nYour maintenance calories will depend on your activity level and other things relative to you. It is very simple, however, you need to be eating the same amount of calories that you burn to be at maintenance calories. As far as protein goes, 0.35 grams/pound of body weight or 0.8 grams/kilogram of body weight is roughly where you want to be for good overall health. You may want to consider increasing these protein numbers a bit if you are quite active. More specifically with weight training. Other signs to increase protein intake include but are not limited to, noticing your recovery slowing (assuming other factors such as sleep and nutrition are in check) and or noticing yourself losing muscle mass.\n\n\nWrapping Up:\n\nI hope the information within this article has been able to benefit you! As always, if you have any questions or comments please do not hesitate to leave them below and I will be sure to reply!\n\nI would like to clarify that these are my recommendations and suggestions, they are not guaranteed to work specifically for you. They are solid suggestions, however, in the end, you need to be monitoring yourself and making changes accordingly. I would also like to note, if you have any conditions or believe you shouldn\u2019t be following these suggestions for circumstances you may have, consult with a doctor.\n\n\nUntil Next Time,\n\nKohl Johnson\n\n\n\nSupport is much appreciated if you benefited from this:\n\nKohl Johnson\n\n\n6 Responses\n\n  1. These are all great suggestions.\u00a0 And as you say, everybody\u2019s body is different and reacts differently to the same regimen.\u00a0 The biggest thing I\u00a0have a hard time with is getting in enough protein.\u00a0 I guess I should really consider starting with protein shakes to help supplement.\u00a0 What is the main reason for the importance of protein?\n\n    \u2022 I\u2019m glad you found the article helpful! Yes, different people will respond to routines differently, there are lot\u2019s of variables such as training experience, fat to muscle ratio, etc. Protein intake can be tough, especially because it is quite satiating. Protein is mainly responsible for muscle repair and growth because of it\u2019s amino acids. I would suggest getting your nutrition down pat before starting with protein shakes. If you are still having a tough time with getting in enough quality protein, then a good protein power isn\u2019t a bad idea to help hit your protein targets as it is quite convenient.\n\n  2. Thanks for the great instructions. I am looking forward to loosing a little bit of stomach fat.\n\n    There is quite a lot to focus on when wanting only to lose fat but no muscles. I\u2019ll have to go over this article again and again to remember all tips and recommendations.\n\n    I guess it will not be too easy for me due to sitting in my chair all day, working and not willing to do exercise. Is there still a chance to reduce my tummy fat within a reasonable time, just some 3-4 kilos?\n\n    \u2022 Hi Stefan, glad you found the article helpful! Please note that you can\u2019t spot reduce fat, in other words you cannot reduce fat in a specific area of your body. With a caloric deficit you will lose body fat as a whole, some spots may stay for longer. If that happens to be your stomach for you, just stay the course and be patient, it will eventually lean out. The sitting in a chair all day will make it somewhat harder, however the caloric deficit is what matters the most. Exercise will help in general, however if you want to retain your muscle weight training plays a big part in that. Be ready for my next article on training for different goals. With consistency and patience you can lose the 3-4 kilograms if you do it properly, however I really do suggest exercise to help with things overall, more specifically weight training to retain muscle.\u00a0\n\n  3. I\u2019m just starting to get myself on a healthier lifestyle and thinking about training so this article has been great with all your explanations of the different terms in relation to nutrition and achieving my goals. For me, I\u2019d like to do some muscle gain, and a smaller Caloric Surplus would be the way I want to go \u2013 take things nice and slow!\n\n    \u2022 Hi Fiona, good to hear your working on a healthy lifestyle, that is awesome! I\u2019m glad my article could help, it sounds like you have a good plan for yourself! You can check out my Fundamentals of Nutrition article if you would like for some more information to help you get started.\n\nLeave a Reply\n\n\nPost comment\n\nFollow by Email\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and subheadings, making it easy to follow. Formatting is clean and professional with no noticeable issues.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author has a clear, distinctive voice that is engaging and informative, providing specific, detailed information in a conversational tone.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text is highly informative, covering various aspects of nutrition for specific goals, with detailed explanations and examples that add distinct information to the topic.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content primarily covers common knowledge and basic principles of nutrition, with no specialized or niche information presented.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"WHAT IS BASEPLATE WAX (or Modelling Wax)?\n\nA dental wax containing mostly wax, resin and different types of additives ; used chiefly to establish the initial arch form in making trial plates for the arrangement of artificial denture teeth, and for the construction of complete dentures.\nProperties: Baseplate wax is composed mainly of paraffin and microcrystalline wax as well as resin and coloring matter that mixed together then casted into rectangles sheets.\u00a0The sheets are red or pink, typically cut into 3 inches wide and 6 inches long (7.62 cm X 15.24 cm) for the North American Market and 8.41 cm wide X 17.15 cm long\u00a0 (3 5/16 X 6 \u00be inches)for the European\u00a0 market . Baseplate wax is relatively hard and slightly brittle at room temperature but becomes soft and pliable when heated. Baseplate waxes vary in their consistency and strength, as well as colour and price.\n\nAt the present time there are three classifications for base plate waxes:\n\nClass 1 Soft\n\nClass 2 Hard\n\nClass 3 Extra Hard\n\n\nThe harder varieties are suitable for use in warm climates but tend to crack and flake at low temperatures. The softer series are suitable for use at low temperatures but may flow excessively at very high temperatures.Base plate Waxes are the relevant products for use in the dental laboratory.\n\nEach manufacturer decides which categories their waxes conform to. This process ensures that they can supply waxes that meet the relevant industry standard, while maintaining different ranges in performance. Baseplate Wax Class 1 and 2 are the only relevant products for use in the dental laboratory.\n\nThe desirable properties of baseplate wax could be defined as follows:\n\n  1. High strength and rigidity at mouth temperature.\n  2. Broad softening range above mouth temperature.\n  3. Easily pliable in its softened state, without flaking, cracking or tearing.\n  4. Low thermal contraction.\n  5. Easily carved at room temperature without flaking or chipping.\n  7. No residue on boiling out.\n\n\nBaseplate wax is a durable (usually pink) substance used mainly to fabricate occlusion rims for dental construction into which denture teeth are arranged (IE. holding artificial teeth to baseplates) before laboratory processing and during fabrication of the denture. Baseplate wax must be capable of holding porcelain or acrylic teeth in position both at normal room temperature and at mouth temperature.\n\nAmong its many functions, we find inlay patterning, boxing of impression, casting, establishing the arch form, establishing the level of occlusal plane, recording the maxillary mandibular relation, corrective impression, and bite registration.\u00a0 All this for the initial modeling\u00a0of, and later the fitting of trial dentures (try-ins) before the finished product is perfected.\n\nCarmel Industries\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured with clear headings and paragraphs, though there are minor formatting inconsistencies (e.g., inconsistent spacing between sections).\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a professional, informative tone but lacks a distinct authorial style or unique voice.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides detailed, specific information about dental waxes, including their composition, properties, classifications, and applications, which adds high substance.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content focuses on a specialized domain (dental waxes) but does not demonstrate niche or rare knowledge beyond standard dental practices.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"New High-Tech Lab at Fred Hutch Creates 3D Maps of Proteins to Aid Therapeutics and Vaccine Research\n\nA new lab has launched at the Fred Hutchinson Cancer Research Center to facilitate the cryogenic electron microscopy (cryo-EM) technique, which uses extreme temperatures and an electron microscope to create 3D maps of proteins.\n\nThe detailed images produced by cryo-EM bring the complex movement and structure of molecules to life in high resolution, allowing researchers to better understand their function. This groundbreaking method could ultimately lead to new therapeutics and vaccines targeting illnesses from autoimmune diseases to cancer and infectious diseases.\n\nFred Hutch plans to continue building up the facility and staff to expand the field, with the goal of eventually moving on from looking at a single protein or virus to bigger structures like cells.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured and easy to read, with no formatting issues. It presents information in a clear and professional manner.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a formal and informative tone, though it does not display a particularly distinctive or distinctive authorial style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides specific information about the lab's work with cryo-EM and its potential impact on therapeutics and vaccines, though some details could be more detailed.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content is centered around a specific scientific technique and its applications, which is somewhat specialized but not extremely niche.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Power BITutorials\n\nHow to Create A Sequential List Using Power Query\n\n1 Mins read\n\nThe Power Query M language allows you to create a list containing a sequence of numbers or characters very easily. This is possible when you are defining lists by using expressions in the format-\n\nTo get in-depth knowledge about Power Query and its functions, check our latest high rated Power Query Course and become a pro in Power Query & it\u2019s functioning.\u00a0\n\nCreate A Sequential List With Power Query\n\n\nLet us take an example to understand this feature.\n\nStep 1: Add Custom Column\n\nYou can write an M query in Power Query Editor for creating a list of integers, list of characters and list of Unicode values.\u00a0After you load the data in Power Query, you can link it to the list or table created using M query. To write the M query you can use the Advanced Editor or Custom column as shown below.\n\n\nStep 2: Write M Code\n\nWrite the M code we have created a simple table with three columns and three rows using the below-given formula-\n\n#table({\u201cA\u201d..\u201dC\u201d}, {{1..3}, {7..9}, {11..13}})\n\nThe output of this formula is shown below.\n\n\n\nYou can learn more :\u00a0\n\n\nThis is how you can control, shape and modify your data table using Power Query Editor features in Power BI.\n\nLeave a Reply\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text has a clean layout with headings and paragraphs, but there are minor formatting issues like inconsistent spacing and no bullet points for steps, which could be polished further.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author uses a clear, instructional tone with specific examples, demonstrating a distinct voice on how to use Power Query effectively.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides moderate density with specific instructions and examples, but misses some depth in explaining Power Query's full capabilities.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers a practical use case but is limited to general Power Query features, lacking niche or specialized information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Toprak-Kala, Karakalpakstan\n\nToprak-Kala, Karakalpakstan\n\nToprak-Kala served as the seat of the ancient capital of Khorezm, Uzbekistan nearly 2000 years ago. As the only fully excavated fortress of its kind in Karakalpakstan Region, it is one of the most unique sites in all horezm.\n\nToprak-Kala, whose names translates as \"Sand Fortress\" or \"Earthen Fortress\", was a fortified palace and settlement founded between the 1st-5th centuries AD. It stands adjacent to the Sultanuizdag Range in the Ellik Kala District of Karakalpakstan, approximately 12 kilometers from the village of Buston. Toprak-Kala is a significant stop along the Ellik Kala (Fifty Fortresses) cluster, better known as the Golden Ring of Ancient Khorezm.\n\nAt the beginning of the 1st millennium, Toprak-Kala served as the residence of the Khorezm shahs for centuries before being abandoned and falling into disrepair in the 5th century. The once-powerful fortress lay buried under the sands of the Kyzyklum Desert until 1938, when an archaeological expedition led by Sergei Pavlovich Tolstoy uncovered this astounding treasure of antiquity. Their findings have allowed us to peer into ancient Khorezm through the lens of the walled city of Toprak-Kala.\n\nThe skill and ingenuity of the Khorezm fortress architects is nothing short of impressive. Stretching 500 meters long and 350 meters wide, Toprak-Kala was fortified with 12-meter-thick walls and watchtowers standing 20 meters tall. More than 2,500 people once lived in Toprak-Kala, whose layout included busy streets, shopping malls, numerous houses stretched across an area of ten blocks and a Zoroastrian fire temple situated in the city\u2019s southeastern corner. Dominating the northwestern quadrant was a three-story palace which one housed a throne room, an additional 150 rooms and a three-towered building up to 30 meters in height.\n\nInside Toprak-Kala, archaeologists have discovered coins, ceramics, woolen and silk fabrics, fragments of burial vessels, gold jewelry, household utensils, unique sculptures, paintings and writings in the ancient Khorezmian language. Household documents dated to the 3rd century AD have even been found in the palace.\n\nToprak-Kala may be remote, but its air of mystery and historic significance make it a truly worthwhile and unforgettable stop during your Uzbekistan travels.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured and formatted neatly, with clear paragraphs and appropriate headings. It is easy to read and follows a logical flow of information.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a formal and informative tone throughout, reflecting a distinct authorial voice that clearly conveys historical and archaeological details.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text is highly informative, providing detailed historical context, architectural descriptions, and archaeological findings. Each sentence adds distinct and relevant information.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content focuses on a specific historical and archaeological site, providing specialized knowledge rather than common or niche information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Just a Few Weeks Early\n\nby admin\n\nJust a Few Weeks Early\n\nUntil recently, babies born a few weeks early\u2014between thirty-four and thirty-six weeks gestation\u2014were referred to as\u00a0near term infants. However, the designation,\u00a0near term, implies that an infant is\u00a0almost term\u00a0or almost fully mature, and the misnomer has often caused health professionals and parents to underestimate the medical risks in this large, vulnerable population of infants. Recently, the American Academy of Pediatrics has recommended that infants born at thirty-four, thirty-five, or thirty-six weeks gestation be referred to as\u00a0late-preterm infants\u00a0to emphasize that these babies are physiologically immature and have special health care needs compared to full term infants (born between thirty-seven to forty-one weeks). In addition, the mothers of late-preterm infants are more likely to have medical complications themselves, such as gestational diabetes, high blood pressure, or C-section delivery.\n\nThe Rising Incidence of Late-Preterm Births\nThe proportion of all U.S. births that are late preterm has increased over the past fifteen years. Late-preterm infants now comprise over 9 percent of all births, and account for more than 70 percent of all preterm births (less than thirty-seven weeks gestation), representing nearly 400,000 babies each year. Although the reason for the increase in late-preterm deliveries is not well understood, one explanation is the increased use of fertility treatments, which has lead to a rise in pregnancies with twins and higher multiples. Half of all twins and 90 percent of all triplets are born preterm. Other possible contributors to the rise in late-preterm births include the rise in cesarean section births (now 30 percent of all deliveries), the need to deliver some infants early due to medical complications, and more pregnancies occurring among women at an older age. In addition, performing elective labor inductions or elective cesarean sections for no clear medical or obstetrical reason sometimes leads to the unintentional delivery of a late-preterm infant. Both expectant mothers and obstetricians need to know the importance of avoiding late-preterm delivery unless it is medically necessary.\n\nMedical Complications Among Late-Preterm Infants\nBecause many late-preterm babies are the size of infants born at full term, health care professionals may not always give these at-risk infants the special treatment and careful screening they deserve. Instead, hospital personnel and parents tend to treat these apparently healthy infants as if they were developmentally mature. Late-preterm infants have been called impostor babies\u00a0because many of these \u201cslightly early\u201d newborns masquerade as full-term infants, appearing to need no special care after birth and being discharged as early as term babies. Yet, babies born even a few weeks early have an increased risk of medical complications after birth and may require a longer hospital stay than full-term infants. Late-preterm infants are more likely to develop low blood sugar, severe jaundice, breathing difficulties, and infections; to have difficulty maintaining their body temperature; and to experience feeding problems and excessive weight loss after birth. Late-preterm infants also are more likely to be re-admitted to the hospital in the early weeks of life for medical complications, including newborn jaundice, breastfeeding difficulties, dehydration, and possible infections.\n\nThe brain and nervous system are among the last systems to mature during fetal development, and some studies show that late-preterm infants have a higher risk of developmental and behavioral problems compared to full-term babies. Late-preterm infants also have a higher rate of birth defects and an increased risk of sudden infant death syndrome. For all these reasons, late-preterm infants require close monitoring, evaluation, and follow-up after birth.\n\nBreastfeeding Challenges Among Late-Preterm Infants\nThe initiation of successful breastfeeding can be especially challenging for smaller, developmentally immature, late-preterm infants. These babies often have trouble latching on to the breast correctly and may be unable to breastfeed effectively at first because of their lower muscle tone and tendency to tire easily. Inadequate breastfeeding increases a newborn\u2019s risk for severe jaundice and excessive weight loss.\n\nProviding your baby with skin-to-skin contact immediately after birth and as often as possible while you are rooming-in will help promote infant feeding behaviors and successful breastfeeding. Your hospital lactation consultant can offer valuable assistance with your breastfeeding technique during your hospital stay. Sometimes, using an ultra-thin, soft silicone nipple shield can help your late-preterm baby latch on and stay attached to your breast. Ask to be referred for extra help with breastfeeding after discharge, since it often takes several weeks for a late-preterm infant to be able to breastfeed effectively.\n\nLate-preterm infants seldom are able to drain their mother\u2019s breasts well at first. Ineffective breastfeeding not only increases a baby\u2019s risk of medical complications, a mother\u2019s milk supply can rapidly decrease if her baby removes little milk. If you deliver a late-preterm infant, you can help assure that you bring in and maintain an abundant milk supply by using an effective electric breast pump to express the extra milk your infant leaves behind after breastfeeding. Removing the milk remaining after your baby nurses is known as \u201cinsurance pumping\u201d or \u201cprevention pumping\u201d because it helps keep your milk supply generous until your infant is big enough and mature enough to drain your breasts well on her own. Having an abundant milk supply also helps your immature, smaller, less-vigorous baby obtain more milk when she attempts to breastfeed because she can \u201cdrink from a fire hydrant\u201d instead of having to work hard to get enough milk. Furthermore, the extra milk you remove with the pump makes the ideal supplement if your baby temporarily requires supplemental feedings. Your surplus pumped milk can be stored for later use (in the refrigerator for three to five days; in a separate door freezer for at least three months; in a deep freezer for at least six months).\n\nAfter you go home from the hospital, arrange to have your baby followed closely and weighed often to monitor her progress with breastfeeding. Her first pediatric visit should occur twenty-four to forty-eight hours after discharge. A lactation consultant or your baby\u2019s doctor periodically can weigh your baby (identically clothed) before and after breastfeeding to measure how much milk she drinks and monitor her progress with breastfeeding. As your baby matures and gains weight rapidly and becomes able to breastfeed effectively, you gradually can decrease your pumping regimen. Your extra investment of time and effort to safeguard breastfeeding in the early weeks after your baby\u2019s birth will pay off in a thriving infant and a plentiful milk supply that will set the stage for a long-term successful breastfeeding experience.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and paragraphs, making it easy to follow. No formatting issues are present.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The authoritative and informative tone is consistent throughout the text, providing clear and distinct information without a generic or overly casual style.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides a wealth of detailed information about late-preterm births, their causes, complications, and breastfeeding challenges, with most sentences adding distinct insights.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content focuses on medical and health-related topics, which are relatively common knowledge, with no specialized or rare domain information presented.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"7 Common Challenges In Plants\n\nSometimes, killing a plant accidentally is inevitable. It\u2019s true, we\u2019re just being honest. Most plant owners have been in that situation. Especially if you\u2019re new in gardening, it\u2019s almost impossible for you to avoid it. So if ever you\u2019ve had your own murder (of a plant of course!) and feel ashamed, don\u2019t hesitate to try again.\n\n\nWith practice and correct instruction on how to take care of a plant, you shall avoid being in the same crime. Here are the 7 common challenges in plants you might face. Read on and see how you can deal with it.\n\n\n\n\nThis is one of the most common challenges that a gardener and a plant can have. Over-watering and Under-watering your plants can cause its slow death. Caring for our plant is shown through correct watering.\n\n\nOver-watering can drown your plants while Under-watering them will leave their roots dry and thirsty. You\u2019ll see signs if your plants are over or under watered.\n\n\n\n\nOver-watering: The soil does not dry. The roots and leaves turn yellow.\n\nUnder-watering: Drooping stem and leaves.\n\n\n\n\n\n\nThis depends on the type of plant you are cultivating. Some plants need more water while others don\u2019t need much. To know if you have given it enough water, use your fingers to check the soil of the plant.\n\n\nFeel the moisture level of the soil to properly assess the wetness level of your plant.\n\n\n\n\nThis is the same with over-watering. You should follow the water direction for different plants. Slowly water your plant until you see the soil is evenly wet. Again, use your fingers to check the moisture level of your plant\u2019s soil.\n\n\n\n\nLight is important but too much or little of it can harm your beloved plants. Light from the window is not enough to cater to your plant\u2019s need for light. Light exposure does not always mean direct exposure to it. Sometimes, it is the feeling of warmth your plants get.\n\n\n\n\nLittle light: The color of the leaves turns green and soon begin to droop.\n\nToo much light: The leaves burn and there are brown spots. The color of the leaves starts to turn yellow.\n\n\n\n\nLittle light: Move to a brighter spot where your plant can have more light and warm.\n\nToo much light: Move your plant away from direct sunlight, such as the window pane.\n\n\nThe light that is needed will depend on your plant. So you better take note of that.\n\n\nThis works in a similar manner with watering. You need to know the amount of sunlight needed by your chosen plant. You can experiment on this, just make sure that you always check your plants so they don\u2019t die.\n\n\n\n\nYou can also relate these problems with the first 2 problems that were mentioned above. Over or under fertilizing your plants can cause their slow death. You probably know that fertilizers are plants\u2019 source of nutrition. It\u2019s their food supplement. Plant\u2019s do eat too if you\u2019re not aware of that.\n\n\nExcess nutrients can harm your plant\u2019s roots. Think of it as a child getting obese because of too much food. While under-fertilizing your plant can happen if you were not able to feed your plant for 6 months. It\u2019s like malnourished kiddo.\n\n\n\n\nOver-fertilized: The leaves are burnt because of the fertilizer.\n\nUnder-fertilized: The growth of your plants is slow and does not show new shoots and flowers.\n\n\n\n\nOver-fertilized: Decrease the fertilizer\u2019s concentration and lessen the frequency of doses.\n\nUnder-fertilized: Give your plant low doses of fertilizer.\n\n\n\n\nYour plants grow and eventually, they can run out of space to spread to. Usually, this happens once yearly. For other plants, it can occur once every two years. You shall see roots popping out of the soil as a clear sign for this problem.\n\n\n\n\nNo plant growth and roots pop out of the soil.\n\n\n\n\nRe-pot! Check out guides on how to re-pot your plant if you don\u2019t know how to.\n\n\n\n\nMoving your plants from places to places too much can cause problems. They like to have a rooted style of life. So moving them around too much only adds stress to them.\n\n\nSo before permanently planting them in your garden, it is best much as possible, find a spot that will be theirs for the rest of their plant life.\n\n\n\n\nYellowing leaves with slow growth.\n\n\n\n\nAvoid moving them too much.\n\n\n\n\nThis is very common, not just with plants but also with humans. Diseases are problems that can occur from time to time. It\u2019s just a matter of how you face it properly and immediately to stop it. Constantly checking for your plant\u2019s health is significant for their healthy growth. Recognizing problems early can reduce the chances of diseases spreading on your plant.\n\n\n\n\nIrregular growth of a plant (noticeable pests and insects are seen)\n\n\n\n\nYou can call for professional help if you don\u2019t know what to do. You can check out for some DIY steps to tend to your plants\u2019 health here.\n\n\n\n\nGrooming is needed by plants as well as people do. A loose stem, dropping leaves, and fall flowers are just normal things with plants. However, you have to keep them tidy to avoid pests and insects from pestering them.\n\n\n\nStunted growth of plants\n\n\n\n\nRemove dead leaves, branches, and flowers. Clean up so they won\u2019t pile up.\n\n\nProperly label your plants so you will know the right amount of sunlight, water, and fertilizer to use on them. Buy organic plant markers, today.\n\n\nLeave a Reply\n\n\nWordPress.com Logo\n\n\nGoogle photo\n\n\nTwitter picture\n\n\nFacebook photo\n\n\nConnecting to %s\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text sample is mostly well-structured with clear headings and subheadings, but there are some minor formatting issues like inconsistent indentation and an unclosed quote in the last line.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a conversational and somewhat informal tone, which is appropriate for a guide, but lacks a distinct authorial voice or style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides specific information about plant care challenges, with examples and solutions, but some sentences could be more concise and direct.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers common plant care issues but does not delve into specialized or niche topics.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Serial + Java = The World (Mostly) -\n\nSerial + Java = The World (Mostly)\n\nWhether it's an optional add-on or a part of the original base,a large percentage of modem devices still make use of serialcommunications for their connectivity. Communicating with thesedevices in Java requires the use of a vendor supplied serialsupport to provide the basic byte-wise communications capability.As the connected devices get more intelligent, communications ceaseto be merely byte streams and become streams of multi-byte messagesor \u201cpackets\u201d so code is needed to wade through the raw data streamand isolate the individual messages. Finally, a solution resilientto change has become imperative. As even newer devices are added, asolution that not only copes with change, but also gracefullyaccommodates it is necessary.\n\nFor example, a serial port is used to retrieve GlobalPositioning System (GPS) information using the National MarineElectronics Association (NMEA) format. The code has been developedand tested against a Trimble Lassen-SK8 device, which is a 12V unitwell suited for automobile applications.\n\nFigure 1: Overall data flow\n\nWorking Through the Solution\n\nAs with most problems, the overall problem can be divided intosmaller elements and then solved individually. Defining the smallproblems is the first step in the process:\n\n  1. Read the bytes from the serial port\n  2. Extract and validate the messages\n  3. Provide access to data in the message\n  4. Define the listener interface\n  5. Retrieve the GPS location.\n\nTo simplify the issue, each of the above problems is assigned toa class, and then each class is implemented to solve itsproblem(s). For example, three Java classes and an Interface can bereserved (see Figure 1). The GpsTransport class will take care ofthe first two duties, the GpsMessage class will take care of thethird duty, the GpsTransportListener Interface will handle dutyfour, and the Gps class is the master object that will be thesubsequent application code's focal point.\n\nReading the Bytes from the Serial Port\n\nA transport is responsible for sending and/or receivingmessages. In the case of the GpsTransport, the problem of sendingmessages can be overlooked, and the focus can be placed on how toprocess input messages from the GPS unit. Since the application andother activities should be executed while the user is waiting forinput from the InputStream, the GpsTransport must create andmaintain an internal thread that will continuously process it. Thecode for reading the serial port is contained in the methodGpsTransport.run0. This code begins executing on its own threadwhen the method shown below, GpsTransport.start0, is called.\n\nNext the basics must be addressed. In this case, the basicsconsists of the fundamental serial communications capability. Here,the serial support that is part of the VisualAge Micro Editionproduct is employed, but any similar serial support package couldbe utilized (such as Sun Microsystems' javax, comm). TheGpsTransport makes use of subclasses of the abstract InputStreamclass to accomplish its work. The InputStream class defines asimple protocol to read information from various sources in astandard way. By using this protocol, developers can apply the samemethodology to talk to either serial or file I/O. SeveralInputStream subclasses exist, but the SerialPortlnputSteam is usedfor serial support and the Filelnputstream is used for file I/Osupport.\n\nThe SerialPortlnputstream will be used to read the bytes fromthe serial port. Since the serial I/O is implemented by using JavaNative Interface (JNI) to call the Operating System API's to readthe serial port, developers should be careful to minimize thesystem overhead. They do this by calling the read(byte[] buffer)method with a large buffer instead of calling the single read()method for each byte. This way minimizes the number of internalcalls made to read the entire buffer.\n\nIt's important to note that the above code contains a whole loopthat continues until isRunning0 returns false. The GpsTransportclass contains a complimentary GpsTransport. stop0 method sets therunning flag to false, which will cause the loop to exit. Thisallows the thread to be cleanly stopped when the transport has beenrequested to stop processing by another thread.\n\nExtracting the Messages\n\nThe NMEA 0183 message format is astraightforward variable length packet of 79 bytes or less. Allbytes are in ASCII characters so the packets are directly readable.The messages have the general form \u2026\u2026..\n\n$IDMSG, D1,D2,D3,D4\u2026\u2026,Dn*CS[CR][LF]\n\n\nMessage start character\n\nTwo letter message source identifier\n\nThree letter message identifier\n\nField delimiter\n\nA data field element\n\nThe checksum delimiter\n\nTwo ASCII characters that indicate the hexadecimal checksumvalue\n\nMessage termination characters\n\nThe next activity in processing the inputbytes involves extracting a GPS message from the raw data. This isaccomplished by scanning the bytes read for the NMEA protocoldelimiters to find the boundaries of the particular message thatwas just received. The NMEA 0183 message format is explainedfurther in the sidebar.\n\nBelow is the code that ensures a message is complete, extractsthe bytes, and creates the GpsMessage instance for furtherprocessing by other objects:\n\nFigure 2: Packetizing the input stream\n\nAfter a message has been extracted, the message must bevalidated. The validation of a GPS message involves ensuring themessage follows the defined format, and the checksum is valid.Validation of the message insures the application does not receiveinvalid data. This responsibility is assigned to the message classitself. This code is contained in the GpsMessage. isValid() methodand is used as follows:\n\nAnyone who has an interest in receiving valid messages and is alistener of the transport will now be notified. After notification,the processing continues looking for the next message. Thisprocessing continues forever until the transport is stopped via theGpsTranspOrt. stop() method discussed earlier.\n\nBy using only the InputStream protocol in the GpsTransport, anyInputStream can be supported as the source of the GPS data. This isvery important because during the testing of this code, theFilelnputStream can test by creating and using a file as our GPSsource. That way developers don't need real operational hardwarefor complete system testing. They can also use the FilelnputStreamto simulate data that may not be easy to create in the currenthardware configuration. This is handy for GPS devices as they don'toperate well inside buildings, so actual data can be \u201ccaptured\u201d, ornew data even invented\u2014this is how GPS code can be testedagainst exotic tropical locations\u2014and the code tested withthe simulated stream from a file.\n\nAccessing the Data\n\nGPS Fix Data : This message has 14 datafields of the following form.\n\nPosition UTC\n\n\n\nGPS Quality\n\nNumber of satellites used\n\nHorizontal dilution of precision\n\nAntenna altitude in meters\n\nGeoidal separation in meters\n\nAge of differential GPS data\n\nDifferential reference station ID\n\nThe GpsMessage contains information about asingle GPS message received from the InputStream. The message willbe responsible for returning the various data fields containedwithin the message. The message also helps the transport determineif the message is valid by insuring the checksum is correct. Forexample, the GPS Fix Data message is the message that provideslatitude and longitude data. The message instance would be able toanswer any of these values for this message.\n\nDefining the Listener Interface\n\nThe GpsTransportListener interface defines the messageReceivedmethod that will be called when a message is received by thetransport. A message is passed as a parameter on themessageReceived notification method so that the receiving objectthat is listening can interrogate the message for any desireddata.\n\nThat the GpsTransport does not care about the implementation ofthe GpsTransportListener is an important concept. Many classes mayimplement the GpsTransportListener to perform various functions.For example, a transport debug class could be created to print allmessages received to the System.out or a log file. In thissolution, the Gps class will implement the GpsTransportListener toget the latitude and longitude.\n\nGetting the GPS Location\n\nThe Gps class implements the GpsTransportListener and registersits interest in receiving all valid messages that are received. TheGps class' messageReceived method uses the GpsMessage parameter toretrieve any desired data from the GPS messages it receives. Inthis example , it explicitly looks for the GPS Fix Data message andsaves the current latitude and longitude.\n\nCreating a New Transport\n\nTo support a new hardware device, these steps should be followedto create and test a new transport:\n\n  1. Get all the documentation available about the device. Thisincludes the hardware information, the communication information(e.g. baud rate), and the message format information.\n  2. Get the device and run any vendor supplied test program toinsure the device is correctly connected to your machine.\n  3. Build new transport software by starting simple and iteratingcode until the desired function is complete. Since Java is highlyportable from one hardware platform to another, for convenience,most of the development and testing could be done on a developmentmachine (e.g., Windows NT) and later tested on the runtimemachine.\n  4. Perform the final testing on the target machine.\n\nFurther Design Considerations\n\nAt this point, developers should examine other aspects ofpossible application solutions. An important consideration is howdoes the application code interact with the Gps object. Oneimmediate solution is to have the Gps class provide its ownlistener interface to trigger when the GPS location has changed.That way the application code could register interest with the Gpsobject for the information it is interested in, and wouldsubsequently be notified at the appropriate time, when the datachanges.\n\nThe granularity of this solution could range anywhere from whenan individual data item has changed (such as the latitude) toindicating only that the Gps object has changed in some manner, andthe particulars would be determined by further interrogation of theGps object. The granularity of the listener / notification schemewould be tuned to a developer's particular applications informationneeds and performance considerations.\n\nAnother possibility is for the individual data items themselvesto have listener interfaces. That way the latitude and longitudevalues could be encapsulated in classes like GpsLatitude andGpsLongitude and could be interacted with directly, as opposed toalways going through the Gps object to get the information. Thiswould be a great way to connect up the individual elements of theGps information to their respective individual user interfacecomponents.\n\nFinally, the grand unification scheme should be considered.Defining a measurement interface that any measurement from anydevice could support would allow applications to receive deviceinformation in a common way.\n\nIn fact, going even further, all devices could be supported viathree simple concepts:\n\n  1. A measurement is data sent to or received from a hardwaredevice\n  2. A command is an operation or set of operations performedagainst a hardware device\n  3. A signal is a notification received from a hardwaredevice.\n\nThat way, by having a common interface, application code wouldbe tremendously resilient to change. New devices, not conceived oforiginally, could be introduced to the already written applicationcode and would work fine, as long as they implemented the commoninterface. Some simple tests can be performed to see whether devicesoftware is truly resilient; the application code should not haveto be changed as a result of:\n\n  \u2022 Changes in message formats. For example, the GPS informationcould be provided via other format than NMEA (e.g., TrimbleStandard Interface Protocol).\n  \u2022 Moving to another communication device. For example, movingfrom serial to USB.\n\nThe common theme in all this discussion is the tradeoff ofinflexible simplicity for slightly more complicated flexibility.Just a little more thought and effort will pay off later in waysthat developers may not be able to foresee today.\n\nIt is relatively easy to interface with serial devices.Hopefully, developers will contemplate and employ some of theprocedures and techniques presented here whereby you can handlealmost any serially interfaced device. And not only standard RS232serial, but for an assortment of other very active serial stylebusses in use by many industries.\n\nMaybe you have gained an appreciation for the problem ofplanning for change, even though we didn't have the space to dealwith the complete story. For example, we have an extremely robustsolution that we have used to communicate not only with a lame setof devices on an automobile bus (which changes from manufacturer tomanufacturer), but the solution smoothly handles multiple \u201cpacket\u201doriented communications means, serial and beyond.\n\nLeave a Reply\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured, but there are minor issues such as the use of '0' in method names and inconsistent capitalization.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text lacks a distinct authorial voice or style; it has a generic, instructional tone.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text contains substantial information about serial communications, Java programming, and GPS data handling. However, some sections are repetitive and could be more concise.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text covers technical concepts related to serial communications and Java, which are somewhat specialized but not highly niche. There is little diversity in content or perspective.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Quick Answer: Can Your Baby Die In The Womb Without You Knowing?\n\nCan sitting in hot water cause miscarriage?\n\n\n\nCan a dead fetus make you sick?\n\n\nWhat food can kill a baby when pregnant?\n\n\nWhat week is miscarriage most common?\n\n\nWhat causes a baby to die in the womb?\n\nThere are wide-ranging reasons why a baby may die in the womb. These reasons include how the placenta works, genetic factors, a mum\u2019s 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.\n\nIs it OK to sleep on right side when pregnant?\n\n\nWhy do stillborn babies look bruised?\n\nLips \u2013 your baby\u2019s lips may be a bright cherry red, or a deep purple color. This can be due to birth asphyxia, or due to the baby\u2019s blood pooling after death has occurred. Head \u2014 collapse of the skull with overlapping bones, cranial bones become separated from the dura and periosteum.\n\nHow can I check my baby\u2019s heartbeat at home?\n\n\nHow do they remove a dead baby from the womb?\n\n\nHow do I know if my baby is growing inside me?\n\n\nWhat are the signs of unhealthy pregnancy?\n\nFirst Trimester Problems: When to Call Your DoctorVaginal Bleeding. \u2026 Excessive Nausea and Vomiting. \u2026 High Fever. \u2026 Vaginal Discharge and Itching. \u2026 Pain or Burning During Urination. \u2026 Leg or Calf Pain, or Swelling on One Side/ Severe Headache. \u2026 Flare-Ups of Chronic Diseases.\n\nHow do you know if something is wrong with your pregnancy?\n\nNormal 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.\n\nWhat week is stillbirth most common?\n\nWhat 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..\n\nWhich fruits should avoid during pregnancy?\n\n\nCan a baby be put back in the womb?\n\nIn a pioneering operation, a team of California surgeons has removed a 23-week-old fetus from his mother\u2019s womb, successfully operated to correct a blocked urinary tract and then returned the unborn baby to the uterus and sewed the womb back up.\n\nWhat are the symptoms if baby dies in womb?\n\n\nHow long can you keep a dead baby in your womb?\n\n\nWhy does a fetus heart stop beating?\n\nThis means the genetic material in the chromosomes wasn\u2019t right for a baby to develop. In a missed miscarriage, either the embryo doesn\u2019t develop, or it doesn\u2019t 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.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"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.\"},\n  \"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.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The content is mostly about general pregnancy and miscarriage topics, with no specialized or niche information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Small Grains\n\n\n\nCertified Natty Oats\n\nNatty 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.\n\nCereal Grain Rye\n\nRye is the most winter-hardy of all cereal grains, tolerating temperatures as low as -30\u00b0F once it is well stablished. It can germinate and grow at temperatures as low as 33\u00b0F 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.\n\n\n\nTriticale 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.\n\n\nBarley does an excellent job of\u00a0 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.\n\n\n\nAlthough typically grown as a cash grain, winter wheat can provide a grazing option prior to spring tiller elongation. It\u2019s 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.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a consistent, informative style typical of technical writing, but it lacks a distinct personal or authorial voice.\"},\n  \"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.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content is somewhat specialized, covering different cereal grains, but it does not delve into very niche or rare domains.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Diversity and inclusion (D&I) are more than just a set of policies, programs, and staff numbers. Employers who value each team member\u2019s 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.\n\nDifference Between Diversity and Inclusion\n\nDiversity 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\u2019s contributions, participation, and perspectives are valued and absorbed into space is referred to as inclusion.\n\nIf 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.\n\nWe\u2019ve already discussed the differences between diversity and inclusion, but it\u2019s a good idea to familiarize yourself with these words before making changes to your company\u2019s operations.\n\n  \u2022 The term \u201cdiversity\u201d 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\u2019s all about inviting other worldviews into your company.\n  \u2022 When all of your employees feel like they belong in your firm, you\u2019ve 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.\n\nSignificance of Workplace Diversity and Inclusion\u00a0\n\nIn 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\u2019s talent war. This is what diversity in the workplace entails.\n\nWith 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.\n\nA 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.\n\nDiversity, 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.\u00a0\n\nDeveloping 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.\n\nImplementing 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\u2019s DE&I goals and expectations, stimulate open dialogue and criticism, and provide practical strategies for becoming more inclusive in everyday encounters.\n\nIts Benefits\n\nThe advantages of having a diverse and inclusive workplace are:\n\n  \u2022 Increases revenue\n  \u2022 Increases creativity and innovation\n  \u2022 Employee retention is 5.4 times higher\n  \u2022 Reduces employee turnover to a significant level\n  \u2022 attract a diversified talent pool\n\n5 Diversity and Inclusion Training Topics\u00a0\n\nHere are five training topics for establishing a more accepting, inclusive, and open workplace culture:\n\n  1. Distinction Between Diversity and Inclusion\n\nWhile most people grasp what diversity is, the concept of inclusion necessitates a higher level of comprehension. \u201cDiversity Doesn\u2019t Stick Without Inclusion,\u201d according to a Harvard Business Review article, defines the distinction thus:\u00a0\n\n\u201cIn 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.\u201d\n\nIf 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\u2019s operations and leadership.\u00a0 Managers who act inclusively invite and listen to minority views, as well as facilitate relationships across groups, departments, job titles, and management levels.\n\n  1. Public Awareness of Unconscious Bias\n\nUnconscious 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\u2019s color, gender, ethnicity, age, handicap, or other criteria, whether favorable or unfavorable.\n\nUnconscious 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.\n\n  1. Recognizing Microaggressions\n\nMicroaggressions, a psychological notion that has been present for decades, has now become a part of the greater DE&I discourse.\u00a0\n\nDerald 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.\n\nMicroaggressions include:\n\n  \u2022 Telling a person of color how articulate they are.\n  \u2022 Constantly interrupting women in meetings.\n  \u2022 Assuming someone\u2019s sexual orientation based on their looks.\n\nThese 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.\u00a0\n\nEmployees 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.\n\n  1. Bystander Intervention and Allyship\u00a0\n\nBystander 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.\n\nEmployees 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.\n\n  1. Understanding the Link Between Diversity and Workplace Harassment\n\nOrganizations 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.\u00a0\n\nAccording to the EEOC\u2019s 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.\n\nHarassment 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, \u201cmay make harassment inside a workplace more likely or regarded as more acceptable,\u201d providing a danger that employers should assess and manage.\n\nOrganizations 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.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"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.\"},\n  \"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.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content focuses on common knowledge and practices in diversity and inclusion, without specializing in niche or rare topics.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Jefferson University Hospitals\n\nFrequently Asked Questions\n\nToday, people are more aware than ever of the risks of having a high blood cholesterol level.\n\nHigh 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.\n\nWhat is cholesterol?\n\nCholesterol 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.\n\nCholesterol 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.\n\nWhat do my cholesterol numbers mean?\n\nTotal 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.\n\nIdeally, 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.\n\nTriglyceride 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.\n\nHow can I lower my cholesterol level?\n\nYou 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.\n\nLoad 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.\n\nAdditionally, 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.\n\nAre foods labeled 'Cholesterol Free' safe bets?\n\nDon'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.\n\nShould I consider cholesterol-lowering drugs?\n\nDrugs 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.\n\nDo I need to worry about my child's cholesterol levels?\n\nResearch 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.\n\nEating 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.\n\nHow can I ensure an accurate cholesterol test?\n\nIt'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.\n\nHow often should cholesterol be checked?\n\nA 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.\n\nBefore 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.\n\nCan a cholesterol level ever be too low?\n\nUsually, 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.\n\n\nAbout 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.\n\n\nWhat are the common foot problems?\n\nMany 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.\n\n  \u2022 Bunions\n\n  \u2022 Corns and calluses\n\n    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.\u00a0\n  \u2022 Diabetes\n\n    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.\n  \u2022 Fallen arches (flat feet)\n\n    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.\n  \u2022 Fungal and bacterial conditions\n\n    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.\n  \u2022 Hammertoes\n\n    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.\n  \u2022 Heel pain\n\n    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.\n  \u2022 Ingrown toenails\n\n    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.\n  \u2022 Morton's neuroma\n\n    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.\n  \u2022 Ankle sprains\n\n    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.\n  \u2022 Arthritis of the foot and ankle\n\n    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.\n  \u2022 Plantar warts\n\n    These are viral skin infections found on the soles of the feet. Plantar warts require medical attention.\n\nWho treats foot problems?\n\nOrthopaedic 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.\n\nPeople 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.\n\nWhat is a stroke?\n\nStroke 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.\n\nWhat is diabetes?\n\nDiabetes is a disease which affects a person's ability to move blood sugar (or glucose) out of the blood and into the cells \u2013 where it is used as the body's primary source of fuel.\n\nThere are two types of diabetes:\n\n  \u2022 Insulin dependent (Type 1) \u2013 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).\n  \u2022 Non-Insulin dependent (Type 2) \u2013 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.\n\nWhy is there a link between stroke\u00a0& diabetes?\n\nThere 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.\n\nHypertension 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.\n\nHeart 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.\n\nBrain 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.\n\nWhat is the treatment for diabetes?\n\nBoth 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.\n\nFor an appointment with a Jefferson physician, more information or health information and education programs, please call 1-800-JEFF-NOW (1-800-533-3669).\n\nSpeech- or hearing-impaired callers can access JEFF NOW\u00ae by calling 1-800-654-5984.\n\nAm I eligible for the liquid fast portion of the Comprehensive Weight Management Program?\n\nThe 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.\n\nHow long will the liquid fast portion of the Comprehensive Program take?\n\nThe 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\u00ae products after the fast period. Our Program is one the largest maintenance programs in the country because we emphasize maintenance.\n\nI'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?\n\nOur 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.\n\nHow often do I have to attend meetings?\n\nDuring 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.\n\nAs you transition out of the initial phase, you will attend\u00a0six education sessions throughout the six-week\u00a0transitional 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\u00a0six sessions is mandatory.\n\nMaintenance groups are offered one to two times per week.\u00a0\n\nWhat are my options if I want to lose weight but don't want something as drastic as the Comprehensive Program?\n\nWe have two additional programs:\n\n  \u2022 One-session weight loss class\n  \u2022 Six-session weight loss class\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a professional and informative tone, though it lacks a distinctive authorial voice or unique style.\"},\n  \"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.\"},\n  \"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.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"More than 1,400 recycling bins have been rejected in just six months after the wrong things were put in them.\n\nRecycling 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.\n\nThe council started leaving red tags on bins when householders put the wrong things in them in December.\n\nREAD MORE: Moped menaces, drug users and vandals damaging beloved Grimsby community garden\n\nSince then, 1,416 bins have been tagged.\n\nOut of all the bins tagged, only 64 households put the wrong things in their bin a second time.\n\n\nEducation officers will send letters to and visit those who repeatedly put the wrong items in the recycling bins and help them get it right.\n\nCllr Stewart Swinburn, portfolio holder for Environment and Transport at North East Lincolnshire Council, said: \u201cWhen 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.\n\n\u201cWe collect good quality recycling in North East Lincolnshire and I\u2019m proud to say our recycling stays in the UK to be processed.\n\n\u201cHeavily contaminated recycling is not as valuable, and the reprocessing plants will reject it if it is below the standards they expect.\n\n\u201cTagging bins is one way we are helping households provide better quality recycling.\n\n\u201cRecycling helps prolong the lives of materials and products we use, such as plastics, metals and paper.\n\n\u201cA huge amount of energy and material resources goes into making a plastic bottle or a drinks can, so it\u2019s important that we make the most of them. This helps reduce the damage caused to the natural environment.\n\n\u201cRecycling 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.\u201d\n\nRecycling crews are now using the tags on several rounds.\n\nIf you find a red \u2018Ooops!\u2019 tag on your bin it means you have put something in the wrong bin.\n\nThe crew will not empty the tagged bins. The tags show people why the bins were not emptied.\n\nFind out what's happening in your area\n\n\nHouseholds 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.\n\nEach 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.\n\nMost households received an instruction booklet with their new bins, another booklet before Christmas and another with a calendar in February.\n\nThe booklets include helpful lists of items that can and can\u2019t be recycled in the blue or grey bin.\n\nSorting recycling helps create a better-quality product for reprocessing. Increased recycling saves energy and helps us transform existing items into something new.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a clear, informative, and authoritative tone, with the council representative's quotes providing a distinct voice.\"},\n  \"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.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers practical recycling information, which is somewhat specialized but not extremely niche or rare.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Latinos have contributed significantly to the success of the United States while overcoming systemic discrimination \u2014 and our stories have largely been erased from U.S. history.\n\nNow, our stories will have a new home with a Latino Museum on the National Mall.\n\nFrom astronaut Jos\u00e9 Hern\u00e1ndez, athlete Roberto Clemente, and Medal of Honor recipient Macario Garc\u00eda 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.\n\nAmidst the historic devastation of Latino communities by COVID-19, it is more important than ever to preserve and celebrate Latino stories for future generations.\n\nThis achievement is a testament to New York Congressman Jos\u00e9 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\u2019s greatness to all Americans.\n\nThank 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 Carden\u00e1s and Hurd for their work securing bipartisan support in the House.\n\nEditor\u2019s 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.\n\nQuality journalism takes time, effort and\u2026. Money!\n\n\n\n\nSign-up for the latest news\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"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.\"},\n  \"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\u2019s history and achievements.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content primarily covers common knowledge about Latino contributions and history, with no specialized or rare domain information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Question: Is Accrued Income A Debtor?\n\nIs accrued income a debit or credit?\n\nAccrued IncomeDebitIncome Receivable (Balance Sheet)CreditIncome (Income Statement)1 more row.\n\nIs accrued income an asset?\n\nAccrued 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.\n\nWhat is accrued income in balance sheet?\n\n\nWhat is accrued income example?\n\nAccrued 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.\n\nWhat is the difference between accrued income and prepaid income?\n\nAccrued 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.\n\nWhat are accrued items?\n\nAccrued 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.\n\nWhat is entry of accrued income?\n\nIt 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 \u201cDebit the increase in assets\u201d (modern rules of accounting).\n\nHow do you record accrued income?\n\nWhen 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\u2019s balance sheet is debited by the same amount, potentially in the form of accounts receivable.\n\nWhat is the double entry for accrued income?\n\nTherefore 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 \u2018un-invoiced receivable\u2019)\n\nWhat type of asset is accrued income?\n\n\nWhat is accrued amount?\n\nTo accrue means to accumulate over time\u2014most 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.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"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.\"},\n  \"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.\"},\n  \"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.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Clinical diagnosis and identification - three steps for the diagnosis of swine diseases\n\nDisease 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 don\u00e2\u20ac\u2122t say \u00e2\u20ac\u0153how the concept should be changed\u00e2\u20ac\u009d, and I don\u00e2\u20ac\u2122t say \u00e2\u20ac\u0153how do I need to do a good job in prevention?\u00e2\u20ac\u009d to say \u00e2\u20ac\u0153clinical diagnosis and identification\u00e2\u20ac\u009d after the onset of a pig.\nDescription: The following is a general case, non-exceptional cases, such as part of the data error or argument error, please correct me.\n\nThe first step: see the mental state\n\nNeedless 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.\n\nStep 2: Look at body temperature\n\nNot 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 38.5\u00c2\u00b0C, and the body temperature 38-40\u00c2\u00b0C measured with a thermometer is also within the normal range. A body temperature of 40\u00c2\u00b0C is slightly increased, but it is 40\u00c2\u00b0C for consecutive days, which can be regarded as an increase in body temperature.\n\nSo how do you identify clinically by increasing body temperature?\n\n1, high fever: body temperature exceeds 41 \u00c2\u00b0C\n\nTaking into account the accuracy of the thermometer, 40.5 \u00c2\u00b0C 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.\n\n2, in the burning: body temperature below 41 \u00c2\u00b0C\n\nAt 40.5\u00c2\u00b0C, it is usually due to a bacterial infection, but mild swine fever is also a symptom of low-grade fever.\n\nObserving Temperature Purpose: To determine if the pig is infected with a virus or a bacterial infection.\n\nThe principle of playing back the needle: fever above 41 \u00c2\u00b0C, observed 2-3 days without fever, indicating that the pig itself can not resist, needle cooling. Increase body temperature by 40-41\u00c2\u00b0C. Observe for 2-3 days. If fever does not occur, consider needle cooling. Below 40\u00c2\u00b0C, for several days, it is not recommended to rush back the needle.\n\nThe third step: see the stool\n\nThere 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).\n\nTherefore, using the two indicators of body temperature and excrement can greatly reduce the scope of the disease:\n\nHigh-grade fever must have a viral infection and may also have a bacterial infection.\n\nLow fever is generally a bacterial infection.\n\nWatery diarrhea must have a viral infection and may also have a bacterial infection.\n\nPaste diarrhea is generally a bacterial infection.\n\nThen someone said: My pig has a high fever of 42\u00c2\u00b0C 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 40\u00c2\u00b0C. 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.\n\nBluetooth Ecg Machine\n\nEcg Holter,Holter Ecg Machine,Bluetooth Ecg Machine,Portable Holter Ecg Machine\n\nChangchun Yingwang Times Digital Co., Ltd. ,\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"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.\"},\n  \"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.\"},\n  \"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.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Here\u2019s Michelle: \u201cYour 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.\u201d\n\nHow to begin:\n\n  1. Use a title: \u201cLetter of Recommendation for John Doe\u201d\n\n\n  1. Put the student\u2019s name in the first sentence: \u201cIt is my great pleasure to write this letter of recommendation for John Doe.\u201d\n\nSuggestions for the first paragraph:\n\n  \u2022 Write an anecdote. A story is always a great way to draw the reader in.\n\n  \u2022 Write a summary of the student\u2019s strengths. Introduce what is to follow in the body of the letter.\n\n  \u2022 Write what first comes to mind when you think of the student.\n\nSuggestions for body paragraphs:\n\nHere\u2019s Michelle: \u201cThe 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\u2019s 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\u2019s 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\u2019s application, and not your letter, be comprehensive.\u201d\n\nCharacter and Personality\n\nDescribing the student\u2019s character and personality is helpful. Giving examples and telling stories that illustrate the student\u2019s character and personality is golden.\n\nExtracurricular Activities\n\nIt is not necessary to repeat the student\u2019s activity list. Write what is unique about the student\u2019s 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?\n\n\nIn general, the teacher letter of recommendation will discuss the student\u2019s 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\u2019s application. The counselor letter of recommendation should also explain anything unique on the student\u2019s 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\u2019s transcript, the counselor should explain the reason.\n\nChallenging Circumstances\n\nAdmissions counselors will be interested in knowing if a student\u2019s 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.\n\n\nHow 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?\n\nSuggestions for the Conclusion:\n\n  \u2022 Why will you miss the student?\n\n  \u2022 What will the student offer their future campus community?\n\n  \u2022 What is your prediction for the student\u2019s success at college?\n\nFinally, Michelle writes that the counselor letter of recommendation \u201cshould always be positive.\u201d Even if you\u2019ve had a poor experience with the student, focus on their good qualities. A short letter with a few truthful, positive words is perfectly okay.\n\nHere\u2019s Michelle: \u201cEvery 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.\u201d\n\nSara Urquidez, executive director of Academic Success Program, has gathered a slate of strong counselor examples that work for different kinds of students. We\u2019ve included them below:\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"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.\"},\n  \"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.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The suggestions are broadly applicable to academic recommendation letters but lack niche/uncommon perspectives or specialized knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Skip to content\n\nCompressed Gas Safety\n\n\nCompressed 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\u2019s worry about how the container itself may behave, but also about the potential from harm from whatever chemical is stored inside.\n\nLearning Objectives:\n(1) Identify hazards associated with cylinder dispensing and control components and contents\n(2) Recognize identification labels and markings on compressed gas cylinders\n(3) Recall practices to safely use compressed gas cylinders and their components\n(4) Identify safe methods of moving and storing compressed gas cylinders.\n\nCourse length: 21 Minutes\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"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.\"},\n  \"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.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The content is centered around a common and specific topic related to compressed gas cylinders, lacking specialized or niche knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Alarm over deaths of bees from rapidly spreading viral\u00a0disease\n\nAn 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.\n\nChronic 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.\n\nAs 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.\n\nWhat's your view?\n\n\nYou are commenting using your account. Log\u00a0Out\u00a0/\u00a0 Change\u00a0)\n\nGoogle photo\n\n\nTwitter picture\n\n\nFacebook photo\n\n\nConnecting to %s\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"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.\"},\n  \"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.\"},\n  \"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.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Economics - Monopoly\n\nCan 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.\nThanks if u cn help.\nAnonymous User\nAnonymous User\nAsked Jan 22, 2012\nUnlike 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.\nAnswered Jan 22, 2012\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a casual, conversational tone typical of online forums, lacking a distinct authorial voice or style.\"},\n  \"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.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The content is limited to basic economic concepts related to monopolies and does not include specialized or niche knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"1. Forum\n  2. >\n  3. Topic: Dutch\n  4. >\n  5. \"Er zijn veel sterrenstelsels\u2026\n\n\"Er zijn veel sterrenstelsels in het universum.\"\n\nTranslation:There are many galaxies in the universe.\n\nDecember 23, 2014\n\n\n\nDoes Sterrenstelsel literally translate to \"star system\"?\n\n\nYes, sterren is stars and stelsel is system, is actually stars system, plural stars\n\n\nLiterally, yes, but the actual meaning is different: https://en.wikipedia.org/wiki/Star_system\n\n\nJust out of curiosity, does the word \"universum\" have a plural form?\n\n\nYes, either 'universa' or 'universums'.\n\n\nHow do you say \"solar\" as in \"solar power\" rather than as in Zonnestelsel?\n\n\nSolar power would be \"zonne-energie\" or \"zonnekracht\".\n\n\nis Sterrenstelsels not the same as \"solar systems\"?\n\n\nNo. In terms of astronomy, they are two different things (size being the biggest distinction between the two)\n\nIn terms of Dutch, they have two different words:\n\n  \u2022 Sterrenstelsel - Galaxy\n  \u2022 Zonnestelsel - Solar system\n\n\nMore specifically:\n\nZonnestelsel - Solar system = A star and things (e.g. planets, asteroids, etc) that orbit it.\n\nSterrenstelsel - 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.\n\nGalaxy - a star system containing a large number of stars, sometimes called a star cluster.\n\nAs 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.\n\nFor more see: https://en.wikipedia.org/wiki/Solar_System https://en.wikipedia.org/wiki/Star_system https://en.wikipedia.org/wiki/Galaxy\n\n\nI believe the term 'star system' would introduce some additional connotations in English... you can have binary star systems for example.\n\nGalaxy is more like the sum of all star systems orbiting a central core.\n\n\nThis 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.\n\n\nMy Belgian girl said that stelsel means a lot of things. Can anyone enlighten me?\n\n\nWell it's been a year, nobody answered, now i'm wondering. Maybe she can enlighten you?\n\n\nwhy is it veel and not vele? the plural (de form) is normally the vele form\n\n\n\"vele\" is more formal. You can use it, but \"veel\" is more common. See https://taaladvies.net/taal/advies/vraag/1339/\n\n\nIs een Melkwegstelsel a translate for a galaxy or not.\n\n\nMelkwegstelsel or Melkweg = Milky Way.\n\nThis is a galaxy, but not all galaxies are the Milky way.\n\n\nPlural / de noun = \"e\" form of an adjective so why isn't vele accepted here?\n\nLearn Dutch in just 5 minutes a day. For free.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"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.\"},\n  \"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.\"},\n  \"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.\"},\n  \"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.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Japanese Idioms: A List of Expressions Based on Body Parts\n\nPost date: Tuesday, April 20, 2021\n\nWhen learning a language one of the most difficult, yet most interesting aspects is mastering the idioms and expressions that come with the language. From literal meanings that are seemingly completely at odds with metaphorical meanings to confusing colloquialisms, learning idioms can be an uphill battle. However, becoming aware of these expressions and being able to use them is a rewarding and motivating experience. Below we cover the most popular idioms related to body parts.\n\nYou may also be interested in \"Japanese Verbal & Nonverbal Communication for Business\" and if you are interested in learning Japanese using your phone, our article \"Best Japanese Learning Apps - from beginners to advanced levels\" would help you.\n\nHead Expressions (\u982d)\n\nAtama ga agaranai (\u982d\u304c\u4e0a\u304c\u3089\u306a\u3044)\n\nAtama ga agaranai, or \u201cthe head can\u2019t rise,\u201d is an expression used to indicate a relationship where the speaker feels they are unable to be equal with the other person. They feel they are always outclassed or outperformed, whether this be in authority, strength, or results.\n\nAtama ga katai (\u982d\u304c\u304b\u305f\u3044)\n\nThis expression is used to describe a person who is inflexible, refusing to change their mind and stubborn about a situation. With a literal meaning of \u201chard-headed,\u201d it is read atama ga katai.\n\nFace Expressions (\u9854)\n\nAwaseru kao ga nai (\u5408\u308f\u305b\u308b\u9854\u304c\u306a\u3044)\n\nAwaseru kao ga nai, or \u201cthere is no matching face,\u201d is an expression used to convey a sense of shame. It refers to a situation in which one feels too embarrassed or ashamed to meet someone.\n\n\u00d4kina kao wo suru (\u5927\u304d\u306a\u9854\u3092\u3059\u308b)\n\n\u201cTo put on a big face\u201d is similar to the English expression \u201cto act big,\u201d meaning to act important. It is read\u00a0\u00f4kina kao wo suru.\n\nKaoiro wo ukagau (\u9854\u8272\u3092\u3046\u304b\u304c\u3046)\u00a0\n\nThe expression kaoiro wo ukagau has a similar literal and metaphorical meaning. The literal meaning is \u201cto examine someone\u2019s complexion/face\u201d while the metaphorical meaning is \u201cto gauge someone\u2019s feelings.\u201d Considering one aspect of understanding feelings is done through facial expressions, the link between the meanings is very clear.\n\nKao ga kiku (\u9854\u304c\u5229\u304f)\u00a0\n\nWhen describing someone with a lot of influence and popularity you might use the term kao ga kiku. This expression literally means \u201cto have a good or effective face\u201d and is used to describe influential people.\n\nKao ga tsubureru (\u9854\u304c\u6f70\u308c\u308b)\n\nRead as kao ga tsubureru, with a literal meaning of \u201cthe face is squashed,\u201d this expression has a similar meaning to the English expression \u201cto lose face\u201d. When one\u2019s integrity or credibility is injured, this expression could be used.\n\nKao ni doro wo nuru (\u9854\u306b\u6ce5\u3092\u5857\u308b)\n\nThe expression \u201cto put mud on one\u2019s face\u201d describes a situation where the speaker has brought disgrace or shame upon themselves. It is read kao ni doro wo nuru.\n\nKao ga hiroi (\u9854\u304c\u5e83\u3044)\n\nKao ga hiroi, or \u201cto have a wide face\u201d is a common expression referring to people who are well-connected or have a wide range of acquaintances. It could be compared to the English expression of being \u201cwidely known\u201d.\n\nEye Expressions (\u76ee)\n\nShiroi me de miru (\u767d\u3044\u76ee\u3067\u898b\u308b)\n\nThe expression shiroi me de miru, or \u201cto look with white eyes,\u201d is often used to describe looking coldly or frowning directly at someone in a malicious way.\n\nMe ga kiku (\u76ee\u304c\u5229\u304f)\n\nThis expression is almost identical to the English equivalent \u201cto have an eye for something,\u201d meaning to be good at understanding or distinguishing value in something. The Japanese version, read me ga kiku, literally means \u201cto have an effective eye.\u201d\n\nMe ga koeru (\u76ee\u304c\u80a5\u3048\u308b)\n\nThis expression is similar to the previous one, but differs in that the \u201cgood eye\u201d comes from experience of seeing \u201cgood things\u201d (such as art, cuisine, and the like) previously. Read me ga koeru, the literal meaning is that the \u201ceye grows fat.\u201d\n\nMe ni irete mo itakunai (\u76ee\u306b\u5165\u308c\u3066\u3082\u75db\u304f\u306a\u3044)\n\nRead me ni irete mo itakunai, this expression has the literal meaning of \u201cit doesn\u2019t hurt even if you put it in my eye.\u201d This may be confusing as the metaphorical meaning is that something or someone is so cute or irresistible you don\u2019t know what to do. It would be used to describe someone or something you love very much.\n\nMe wo sara no yo ni suru (\u76ee\u3092\u76bf\u306e\u3088\u3046\u306b\u3059\u308b)\n\nTo be wide-eyed in surprise, confusion, or even looking for something, we can use the expression me wo sara no yo ni suru. This has the literal meaning \u201cto make your eyes look like plates.\u201d\n\nNose Expressions (\u9f3b)\n\nHana de ashirau (\u9f3b\u3067\u3042\u3057\u3089\u3046)\n\nThe phrase hana de ashirau is used to describe treating someone with contempt or snubbing someone. It has the literal meaning \u201cto respond with the nose\u201d and could be considered similar to the English expression \u201cto turn up one\u2019s nose\u201d.\n\nHana ni kakeru (\u9f3b\u306b\u304b\u3051\u308b)\n\nHana ni kakeru has the literal meaning \u201cto put on the nose\u201d and is often used to describe someone who is overly prideful or boasting.\n\nEar Expressions (\u8033)\n\nMimi ga itai (\u8033\u304c\u75db\u3044)\n\n\u201cThe ears hurt\u201d is an expression used to describe a remark that is painfully true. It is read mimi ga itai and is used to refer to a comment that has hit home and is quite hurtful.\n\nMimi ni tako ga dekiru (\u8033\u306b\u305f\u3053\u304c\u3067\u304d\u308b)\n\nThe phrase mimi ni tako ga dekiru has a literal meaning of \u201cgetting calluses on the ears.\u201d It refers to a situation where one has heard the same thing too many times and is weary of hearing it so often.\n\nMimi wo soroeru (\u8033\u3092\u305d\u308d\u3048\u308b)\n\nIf you have to collect enough money to pay off a debt, it can also be referred to as \u201ccollecting one\u2019s ears.\u201d This is read as mimi wo soroeru.\n\nMouth Expressions (\u53e3)\n\nKuchi ga karui (\u53e3\u304c\u8efd\u3044)\n\nThis expression, \u201clight-mouthed,\u201d read as kuchi ga karui, describes someone who is talkative without thinking. They are unable to keep a secret and often say things they shouldn\u2019t have said.\n\nKuchi ga katai (\u53e3\u304c\u304b\u305f\u3044)\n\nThis expression is the direct opposite of the previous one, both in meaning and word usage. To describe someone as \u201chard-mouthed\u201d or kuchi ga katai, says they are able to keep a secret and are good at keeping their mouth shut when need be.\n\nKuchi ga omoi (\u53e3\u304c\u91cd\u3044)\n\nKuchi ga omoi, or \u201cheavy-mouthed\u201d differs from the above expression in that it describes someone who is incommunicative and taciturn, or someone who uses few words.\n\nKuchi kara saki ni umareru (\u53e3\u304b\u3089\u5148\u306b\u751f\u307e\u308c\u308b)\n\n\u201cTo be born from the mouth\u201d describes a person who is very chatty and enjoys talking. They like to converse with anyone and everyone. The expression is read kuchi kara saki ni umareru.\n\nKuchiguruma ni noru (\u53e3\u8eca\u306b\u4e57\u308b)\n\nThe expression kuchiguruma ni noru means \u201cto get on or to follow someone\u2019s smooth talk.\u201d The metaphorical meaning is very close to this and describes being taken in or deceived by someone with honeyed words or glib talk.\n\nKuchi wo hasamu (\u53e3\u3092\u306f\u3055\u3080)\n\nTo interrupt someone while they are speaking calls for the expression kuchi wo hasamu, or \u201cto pinch one\u2019s mouth.\u201d\n\nNeck and Throat Expressions (\u9996\u30fb\u306e\u3069)\n\nKubi wo tsukkomu (\u9996\u3092\u3064\u3063\u3053\u3080)\n\nThe expression kubi wo tsukkomu has a literal meaning of \u201cto stick out one\u2019s neck,\u201d but metaphorically correlates to a different body part expression in English. While in English one might say \u201cto poke your nose into someone\u2019s business\u201d to convey prying or interfering, Japanese uses \u201cto stick/push your neck out.\u201d\n\nKubi wo nagaku suru (\u9996\u3092\u9577\u304f\u3059\u308b)\n\nKubi wo nagaku suru, or to elongate one\u2019s neck, refers to a situation that the speaker is looking forward to or excited about. If you imagine stretching your neck closer to something you want to see, you can understand the logic behind this expression.\n\nNodo kara te ga deru (\u5589\u304b\u3089\u624b\u304c\u51fa\u308b)\n\nIf you desperately want something, you could use the expression nodo kara te ga deru, or \u201cthe hand comes out from the throat.\u201d While this may sound strange, the origin story is based around a time of famine and starvation, where people wanted to eat so desperately that eating utensils were ignored.\n\nChest and Abdomen Expressions (\u80f8\u30fb\u8179)\n\nHara ga kuroi (\u8179\u304c\u9ed2\u3044)\n\nHara ga kuroi literally means \u201cthe stomach is black.\u201d It refers to scheming and having \u201cevil thoughts,\u201d similar to how one might refer to a \u201cblack heart\u201d in English.\n\nHara no mushi ga osamaranai (\u8179\u306e\u866b\u304c\u6cbb\u307e\u3089\u306a\u3044)\n\nThis expression could be used to describe a situation in which you could not contain your anger. Such out-of-control anger is described as hara no mushi ga osamaranai, or \u201cthe insect in my stomach won\u2019t settle.\u201d\n\nMune ni kizamu(\u80f8\u306b\u523b\u3080)\n\nMune ni kizamu, or \u201cto carve into one\u2019s chest,\u201d has an easily understood meaning of something or someone that you will never forget; they are etched into your memory.\n\nMune wo nadeorosu (\u80f8\u3092\u306a\u3067\u4e0b\u308d\u3059)\n\nWhen you are feeling relieved after an anxious or stressful situation, you may want to use mune wo nadeorosu. Literally, this means \u201cto stroke down the chest.\u201d This is another easily understood expression. Stroking an animal to comfort it comes as second nature, so the metaphorical idea of stroking your heart (chest) to relieve anxiety is quite logical.\n\nMune wo haru (\u80f8\u3092\u5f35\u308b)\n\nThe expression mune wo haru, or \u201cto spread one\u2019s chest,\u201d is similar in both literal and symbolic meaning to its English equivalent. This expression means to be very proud, or in some cases overly proud.\n\nShoulders and Arms Expressions (\u80a9\u30fb\u8155)\n\nKata no ni ga oriru (\u80a9\u306e\u8377\u304c\u4e0b\u308a\u308b)\n\nThe English expression \u201cto take a weight off one\u2019s mind,\u201d meaning to be relieved of a burden or responsibility, is very similar to its Japanese equivalent, varying only in body part. The Japanese version, kata no ni ga oriru, means \u201ctake down the weight of one\u2019s shoulders\u201d and is a clear equivalent to the English expression.\n\nKatami ga semai (\u80a9\u8eab\u304c\u72ed\u3044)\n\nKatami ga semai, or \u201cthe shoulders are narrow,\u201d has the metaphorical meaning of feeling ashamed or embarrassed. It is often used in a situation where the speaker feels inferior to others.\n\nKata wo otosu (\u80a9\u3092\u843d\u3068\u3059)\n\nThe expression \u201cto drop one\u2019s shoulders\u201d is read as kata wo otosu. The meaning is to feel discouraged and down. It may refer to feeling discouraged about a certain project or just a general feeling.\n\nKata wo motsu (\u80a9\u3092\u6301\u3064)\n\nIn English, we often use the expression \u201cto have someone\u2019s back,\u201d meaning to support or be reliable for someone. In Japanese, the expression \u201cto have someone\u2019s shoulders,\u201d read kata wo motsu, has the same meaning.\n\nUde wo migaku (\u8155\u3092\u78e8\u304f)\n\nIf you are trying to improve your skills and abilities, you might find yourself using the expression ude wo migaku. This translates literally as \u201cto polish one\u2019s arm,\u201d but more metaphorically means to polish your skills and work on improving yourself.\n\nHands and Fingers (\u624b\u30fb\u6307)\n\nKayui tokoro ni te ga todoku (\u304b\u3086\u3044\u3068\u3053\u308d\u306b\u624b\u304c\u5c4a\u304f)\n\nHere we have the expression kayui tokoro ni te ga todoku, with the literal meaning \u201cto reach the itchy area.\u201d The more metaphorical meaning is to be focused on fine details. A person who is able to pay attention to all details and make sure even small tasks are completed correctly may be described with this expression.\n\nUshiro yubi wo sasareru (\u5f8c\u308d\u6307\u3092\u6307\u3055\u308c\u308b)\n\nUshiro yubi wo sasareru, or \u201cto have fingers pointed at one\u2019s back,\u201d is an expression referring to a situation in which others are talking about you behind your back. This is usually a negative thing involving criticism or accusations.\n\nTe no hira wo kaesu (\u624b\u306e\u3072\u3089\u3092\u8fd4\u3059)\n\nTo flip-flop or do an about-face is often described with the expression te no hira wo kaesu. This has the literal meaning of \u201cto turn over the palm of one\u2019s hand,\u201d a representation of turning over your decisions or opinions.\n\nTe wo nuku (\u624b\u3092\u629c\u304f)\n\nThe phrase te wo nuku has the literal meaning of \u201cto pull out one\u2019s hand.\u201d It is used in a similar way to the English expression \u201ccutting corners,\u201d meaning to skip aspects of work that should be done or to relax on the job.\n\nTe wo yaku (\u624b\u3092\u713c\u304f)\n\n\u201cTo burn one\u2019s hands,\u201d read as te wo yaku, describes a difficult situation. It may be a situation you can\u2019t cope with, are unsure what to do, or feel it is out of your control.\n\nYubi wo kuwaeru (\u6307\u3092\u304f\u308f\u3048\u308b)\n\nWhen in a situation where you are envious of someone or something but unable to do anything about it, you may want to use the expression \u201cto hold your fingers in your mouth\u201d or yubi wo kuwaeru.\n\nLower Back and Buttocks Expressions (\u8170\u30fb\u5c3b)\n\nKoshi ga hikui (\u8170\u304c\u4f4e\u3044)\n\nThis expression, read koshi ga hikui, means \u201cto have a low/short back.\u201d However, its idiomatic meaning is used to describe a person who is humble and modest.\n\nKoshi wo sueru (\u8170\u3092\u636e\u3048\u308b)\n\n\u201cLower the waist,\u201d or koshi wo sueru, refers to a situation in which you might have to take things calmly and move forward slowly but surely. It conveys a sense of being settled and calm.\n\nKoshi wo nukasu (\u8170\u3092\u306c\u304b\u3059)\n\nThis expression, read koshi wo nukasu, can seem confusing at first but soon makes clear sense. The literal meaning is \u201cto pull out or dislocate one\u2019s back,\u201d but the metaphorical meaning is \u201cto be very surprised.\u201d The etymology relates to being so surprised that you lose strength and can\u2019t stand up, similar to how you might feel with a dislocated back.\n\nShiri ni hi ga tsuku (\u5c3b\u306b\u706b\u304c\u3064\u304f)\n\nShiri ni hi ga tsuku is an expression that literally means \u201cthe buttocks catch fire.\u201d It is used in a situation where the situation is imminent and the speaker is pressed by urgent matters. They are so pressed for time that they might be running around like their pants are on fire, hence the expression.\n\nFeet Expressions (\u8db3)\n\nAshi ga omoi (\u8db3\u304c\u91cd\u3044)\n\n\u201cTo be heavy-footed\u201d refers to a feeling of not wanting to go, but needing to go. It describes a sense of reluctance. The expression is read ashi ga omoi.\n\nAshi ga bo ni naru (\u8db3\u304c\u68d2\u306b\u306a\u308b)\n\nAshi ga bo ni naru, or \u201cthe legs have become rods,\u201d describes a feeling when one\u2019s legs have become stiff and tired. This is usually after standing or walking for a long time.\n\nAshimoto wo miru (\u8db3\u5143\u3092\u898b\u308b)\n\nThe expression ashimoto wo miru has the meaning \u201cto look underfoot.\u201d However, the more metaphorical meaning is to \u201ctake advantage of someone\u2019s weaknesses\u201d in an unfair way.\n\nOther Expressions\n\nAgo de tsukau (\u3042\u3054\u3067\u4f7f\u3046)\n\n\u201cTo use with one\u2019s chin\u201d is an expression used to describe treating someone in an arrogant fashion or pushing someone around. It is read ago de tsukau.\n\nHa ga tatanai (\u6b6f\u304c\u7acb\u305f\u306a\u3044)\n\nHa ga tatanai has the literal meaning of \u201cteeth can\u2019t stand\u201d but is used metaphorically to refer to a situation in which one is completely unable to compete or make progress at all. It describes a problem or opponent that is insurmountable.\n\nHone wo oru (\u9aa8\u3092\u6298\u308b)\n\nThe expression \u201cto break one\u2019s bones\u201d describes a person\u2019s strong efforts to deal with a situation. It could be likened to the English expression \u201cbone-breaking labor,\u201d although it has a less intense feeling. It is read hone wo oru.\n\nHeso wo mageru (\u3078\u305d\u3092\u66f2\u3052\u308b)\n\nHeso wo mageru, or \u201cto bend the belly button,\u201d is often used in a similar way to the English expression \u201cto get bent out of shape\u201d. It describes creating a bad mood or ruining someone\u2019s mood.\n\nGreat Materials for Self-Study Japanese\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\n    \"score\": 3,\n    \"justification\": \"The text sample is well-structured with clear headings and sections, making it easy to follow and understand.\"\n  },\n  \"voice\": {\n    \"score\": 1,\n    \"justification\": \"The text has a distinct authorial voice, focusing on providing detailed explanations of Japanese idioms and their meanings.\"\n  },\n  \"knowledge_density\": {\n    \"score\": 3,\n    \"justification\": \"The text is highly informative, providing clear and detailed explanations of various Japanese idioms related to different body parts and their metaphorical meanings.\"\n  },\n  \"diversity\": {\n    \"score\": 1,\n    \"justification\": \"The content is somewhat specialized, focusing on Japanese idioms and their meanings, which is a niche domain.\"\n  }\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"In association with\nLogo Logo Logo\n\nThe World 9/11 Made\n\nIn hindsight, we can now see that 9/11 was a harbinger of what was to come: not the globalization of terrorism but the terrors of globalization. The attacks conveyed the message that distance and borders count for little in a global age.\n\nThis week marks the 20th anniversary of the September 11, 2001, terrorist attacks on the United States. On that day, 19 terrorists took control of four civilian aircraft, flew two into the towers of New York\u2019s World Trade Center, struck the Pentagon with a third, and crashed the fourth in a Pennsylvania field after passengers physically prevented the terrorists from reaching their target, often thought to be the White House or another US government building in Washington, DC.\n\nAll the hijackers were from the Middle East, 15 from Saudi Arabia alone. All were trained in Afghanistan, and four at US flight schools, as part of an operation planned, organized, and carried out by al-Qaeda (the \u201cbase\u201d), the terrorist group headed by Osama bin Laden. By the day\u2019s end, 2,977 innocent men, women, and children had been killed, and more than 6,000 injured. Most were American, although citizens of more than a hundred other countries also lost their lives as well.\n\nMany at the time feared that 9/11 had ushered in an era defined by global terrorism. And, to be sure, other al-Qaeda attacks followed, including the train bombings in Madrid in March 2004 and the attack on London\u2019s transit system in July 2005. Moreover, terrorists claiming allegiance to the Islamic State (ISIS) killed 32 people at Brussels Airport in March 2016, and staged a series of smaller attacks (often using vehicles to mow down pedestrians). But neither the US nor any of its allies has experienced another attack on the scale of 9/11 \u2013 or one even close to it. It is therefore necessary to ask: Beyond the immediate costs, what difference did 9/11 make? How did history change, if at all, as a result?\n\n\nThere are many explanations for why terrorists have not succeeded in executing additional major attacks. With the US invasion of Afghanistan, al-Qaeda lost its sanctuary. Almost every government around the world has introduced new screening procedures that make it more difficult for would-be terrorists to gain access to airports and airplanes. Countries have dramatically increased their intelligence, police, and military capabilities devoted to minimizing risks and countering threats. Countries have also increased their cooperation with one another; counterterrorism is a rare domain where governments that often disagree are willing and able to work together to a considerable degree.\n\nThere is also now broad agreement on what constitutes terrorism \u2013 the use of armed force by individuals and groups against civilians for political purposes \u2013 and a degree of support for the principle that governments should not distinguish between terrorists and those who give them sanctuary and support. Mostly gone are the days when individuals and groups who killed on behalf of their cause were romanticized as freedom fighters.\n\nThis is not to say that terrorism has not continued to claim tens of thousands of lives each and every year, which it most surely has. But almost all the attacks have taken place in the Middle East, Africa, and South Asia as part of ongoing conflicts (mostly in Iraq, Syria, Afghanistan, Libya, Somalia, Nigeria, Pakistan, and Yemen) as opposed to an isolated 9/11-style attack against one of the major powers. Terrorism is increasingly localized and decentralized. It is also resilient: capturing or killing the head of a terrorist organization does not necessarily spell its end. Al-Qaeda, for example, survived the killing of bin Laden by US special operations forces in Pakistan nearly a decade after the 9/11 attack.\n\nIt thus comes as no surprise that terrorism continues, with no end in sight. Nor can the possibility of a new 9/11 be ruled out, even though the US government has recently stated that the \u201cmost urgent terrorism threat\u201d the country faces is domestic. As the Provisional Irish Republican Army put it after its failed effort to assassinate British Prime Minister Margaret Thatcher in 1984, \u201cToday we were unlucky, but remember we only have to be lucky once. You will have to be lucky always.\u201d The danger is that the day will come when terrorists gain access to nuclear material or figure out how to manufacture and deliver a biological or chemical weapon, in which case terrorism could come to define the age. For now, though, it has not.\n\n\nNonetheless, 9/11 marked a historical turning point, with a profound impact on US foreign policy in the two decades since. Although the attacks did not usher in an era of global terrorism, they did usher in the so-called Global War on Terrorism, which profoundly affected what the US did in the world, how the world came to regard the US, and how many Americans came to see their country\u2019s foreign policy.\n\nThe saga begins in Afghanistan. Shortly after the 9/11 attacks, the US gave the Taliban, then in control of Afghanistan\u2019s government, a choice: either hand over the al-Qaeda leaders who were living in their country and responsible for planning the 9/11 attack, or put their rule at risk. When the Taliban refused to hand over the al-Qaeda leaders, US intelligence and military personnel collaborated with a loose confederation of Afghan tribes known as the Northern Alliance in overthrowing the Taliban. The US helped assemble a successor government that took control of most of the country.\n\nThat control, though, was never complete or unchallenged. Many individuals loyal to the Taliban and al-Qaeda escaped to neighboring Pakistan, where they gradually rebuilt their strength and resumed military operations against the government that had replaced them. The US for its part did not do enough to build an Afghan military, reduce corruption, or deny the Taliban a sanctuary in Pakistan. Instead, it increased its own presence and military operations in Afghanistan, essentially becoming a partner of the government in its civil war.\n\nAt its peak, the US effort in Afghanistan involved more than 100,000 of its soldiers. Over two decades, US operations cost more than $2 trillion, and more than 2,300 Americans, as well as tens of thousands of Afghans, lost their lives. The effort was at once both too much and not enough. While the US presence robbed the Afghan government of much of its legitimacy and generated opposition in the US, the Taliban proved to have more staying power than the US, which by 2020 had lost its will to continue a fight that promised only an open-ended stalemate.\n\nThe Global War on Terrorism also led the US to launch a war in Iraq. It is an open question whether President George W. Bush would have initiated the war had it not been for 9/11. Certainly, the attacks increased his inclination to signal to the world that the US was not, as President Richard Nixon put it during the Vietnam War, a \u201cpitiful helpless giant.\u201d It made some in the administration (particularly Vice President Dick Cheney) unwilling to take the risk that terrorists might gain control of weapons of mass destruction, which Iraqi leader Saddam Hussein was widely thought (incorrectly, it turned out) to possess. Still others wanted to spread democracy to Iraq, and from there to the entire Middle East, on the assumption that this was not just possible, but also that it would make the region far less likely to produce terrorists and support terrorism.\n\nThe war in Iraq, launched in March 2003, did not go as intended or predicted by the Bush administration and the many in Congress (including then-Senator Joe Biden) and around the country who supported it. The US was unprepared for much of what was to come. Initial military victories ousted the government but soon gave way to widespread violent turmoil and civil war. Decisions to disband the Iraqi military and exclude from government jobs many of the Iraqis who had been associated with the previous regime exacerbated an already chaotic situation. More fundamentally, Iraq, like Afghanistan, demonstrated the limits of what military force could accomplish at a reasonable cost and in a reasonable timespan.\n\nIn the end, the US was forced to increase its military presence to nearly 170,000 troops to sustain the embattled successor government in Baghdad. A degree of stability was achieved, but at an enormous cost. The US spent at least as much there as in Afghanistan, but at a much higher human cost: more than 4,000 American soldiers killed, many times that number wounded, and soaring suicide rates among US troops (both in Iraq and Afghanistan). And this total excludes private contractors and Iraqi casualties, for which estimates vary widely but which certainly total several hundred thousand.\n\nThe war in Iraq also weakened the US in other ways. There was never any evidence that Iraq was involved in the 9/11 attacks, and America\u2019s reputation suffered further when its stated rationale for launching a war without UN support \u2013 to eliminate Saddam\u2019s weapons of mass destruction \u2013 turned out to have no basis in reality. Images of US soldiers mistreating Iraqi prisoners further tarnished the country\u2019s reputation. Moreover, an Iraq at war with itself meant that Iran emerged as the most powerful country in the region (or one of two if Israel is included). Since the war, Iran has increased its sway over Iraq, Syria, Yemen, and Lebanon.\n\nIraq and Afghanistan also proved to be major strategic distractions. While the US was heavily involved in the Middle East and South Asia, regions that lacked any great-power presence or economic dynamism, the geopolitical balance moved against the US in both Europe and East Asia thanks to the emergence of a more aggressive Russia and a more capable and assertive China. The Global War on Terrorism did not and could not provide a compass for how US foreign policy should approach renewed great-power rivalry.\n\n\nThe wars fought in the wake of 9/11 also had significant domestic consequences for the US. They shook the confidence of a country that had emerged from the Cold War with a historically unprecedented preponderance of power and shattered the national unity that came to the surface in the immediate aftermath of the attacks. Moreover, their costs and failures stimulated opposition to a continuing, large US global role, giving rise to a new tendency toward isolationism. Likewise, the push for war, together with the 2007-09 global financial crisis and its economic fallout, powerfully undermined Americans\u2019 faith in elites, stimulating the rise of populist sentiment that, among other things, helped pave the way for the presidency of Donald Trump. Today\u2019s US is more divided than ever at home and increasingly disinclined to carry out the sort of active foreign policy that has been its hallmark since World War II\u2019s end, and which has, on balance, greatly benefited Americans and many others.\n\nIn hindsight, we can now see that 9/11 was a harbinger of what was to come: less the globalization of terrorism than the terrors of globalization. The attacks conveyed the message that distance and borders count for little in a global age. Little stays local for long, whether terrorists born in the Middle East and trained in Afghanistan, or the effects of the global financial crisis that had its origins in American financial mismanagement. We are all living with a pandemic virus that has killed millions since emerging in central China in December 2019. The fires, droughts, floods, storms, and heat ravaging much of the world are the consequence of climate change, itself the cumulative effect of human activity that has concentrated unsustainable amounts of heat-trapping greenhouse gases into the atmosphere.\n\nThe era triggered by events in Afghanistan has now come full circle, marking its 20th anniversary with events in Afghanistan. Twenty years ago, the Taliban were quickly ousted from power; in recent weeks they have regained power just as quickly. It is too soon to know whether the Taliban will revert to their old ways, becoming once again enablers of terrorism, and whether terrorists everywhere will get a boost from their victory over the US and its allies. What we do know, however, is that terrorism will remain a feature of our world. It will not define the future, but it will remain a visible aspect of the globalization that already has.\n\n\n\nComment here !\nRelated News\n\nChina is having an eventful month, marked by proliferating power-supply disruptions and the debt crisis of the country\u2019s second-largest property\n\nThe expiration of enhanced unemployment benefits in the United States has come and gone with no noticeable impact on the\n\nWhen US President Bill Clinton backed China\u2019s accession to the World Trade Organization, he suggested that the move would spark\n\nThe United Kingdom\u2019s prime minister, Boris Johnson, may not appeal to everyone \u2013 especially European Union leaders put off by\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and paragraphs, making it easy to follow. Formatting is clean and professional with no noticeable issues.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a distinct, authoritative voice that clearly communicates historical and political analysis, reflecting a mature and informed perspective.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides detailed, informative content that covers a wide range of aspects related to 9/11, its aftermath, and global implications without being overly repetitive.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text primarily discusses topics related to terrorism, globalization, and US foreign policy, which are not niche but rather common knowledge within relevant fields.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"\n\u2014 Veronica Reynolds, Arvada, Colorado\n\n\nThose numbers might make a person believe she could get by quite nicely without a gallbladder, but the organ does in fact serve an important purpose in digestion. It stores and releases bile, a substance that helps the body process fat.\n\nWhen the gallbladder is removed, bile still flows from the liver (where it originates) into the small intestine. However, the release is more haphazard and can result in discomfort after a meal\u2014particularly one that is high in fat.\n\nMy first recommendation is to consider eating smaller meals evenly spaced throughout the day and to reduce your intake of dietary fat. You may find these minor changes are all you need.\n\nIf that doesn't work, try slowly increasing your intake of fiber\u2014from whole grains, fruits, vegetables, beans, and lentils\u2014which helps speed the movement of food through your system. More efficient digestion can also help reduce bloating.\n\n\nA few gradual adjustments should ensure that you and food get along just fine, even without your gallbladder there to referee.\n\n\n\nNext Story\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured and easy to follow, with clear paragraphing and no formatting issues. It is polished and professional in appearance.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a clear, informative, and authoritative tone, with a focus on providing practical advice. This indicates a distinct authorial voice.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides detailed information about the gallbladder's function, the consequences of its removal, and dietary advice. Each sentence adds distinct information relevant to the topic.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content is focused on medical knowledge related to gallbladder function and dietary recommendations, which are common knowledge in this specialized domain.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"This morning it was announced that people must show two major symptoms of Covid-19 to qualify for a test, even those currently waiting must re-qualify by meeting the criteria. Patients must have a fever along with a cough or shortness of breath in order to be tested.\n\nBut there are milder symptoms we need to look out for that could be tell-tale signs you may have the sinister virus.\n\n1. Lack of appetite\n\nMost Covid-19 patients have said they have very little interest in food while some have no desire to eat at all.\n\n2. Losing sense of smell and taste\n\nThe British Association of Otorhinolaryngology warned that losing your sense of smell and taste may mean you have Covid-19.\"Evidence from other countries that the entry point for the coronavirus is often in the eyes, nose and throat areas,\" the Association said in a statement.\n\n3. Physical fatigue\n\nRest is always a great cure when you are ill but the overwhelming, constant feeling of fatigue is another common symptom of the Coronavirus. Many people have said they were unable to sleep due to coughing and having difficulty breathing.\n\n4. Upset tummy\n\nA newly published study by the American Journal of Gastroenterology links tummy problems to Covid-19. They found that 48.5% of 204 people who have been infected by the coronavirus in China's Hubei province had digestive symptoms such as diarrhoea.\n\nProtect yourself from getting coronavirus\n\nThings you can do to protect yourself from getting coronavirus include:\n\n  \u2022 wash your hands properly and regularly\n  \u2022 follow the travel advice from the Department of Foreign Affairs if travelling to China\n  \u2022 You do not need to use a face mask.\n  \u2022 Wash your hands\n\n\n  \u2022 after coughing or sneezing\n  \u2022 after toilet use\n  \u2022 before eating\n  \u2022 before and after preparing food\n  \u2022 if your hands are dirty\n  \u2022 if you have handled animals or animal waste\n\nCover your mouth when you cough and sneeze. If you have to sneeze or cough:\n\n  \u2022 cover your nose and mouth with disposable tissues\n  \u2022 put used tissues into a sealed bin\n  \u2022 wash your hands\n\n5. Sore eyes\n\nA burning or itching sensation in your eyes as if you suffer from hay fever or other allergies is also a common telltale sign someone is brewing.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured with clear headings and bullet points, but there are some minor formatting inconsistencies, such as repeated 'wash your hands' instructions and minor punctuation issues.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a clear and practical tone, but it lacks a distinct authorial style or voice that stands out as unique.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides informative content about Covid-19 symptoms and prevention measures, though some information is repetitive and could be streamlined for clarity.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text covers common Covid-19 symptoms and prevention methods, which are not specialized or rare but are presented in a somewhat detailed manner.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Difference between revisions of \"Free structure\"\n\nFrom HaskellWiki\nJump to: navigation, search\n(Deleting page that hasn't been edited for over 10 years)\nLine 1: Line 1:\n[[Category:Theoretical foundations]]\n=== Introduction ===\nThis article attempts to give a relatively informal understanding of \"free\" structures from algebra/category theory, with pointers to some of the formal material for those who desire it. The later sections make use of some notions from [[category theory]], so some familiarity with its basics will be useful.\n=== Algebra ===\n==== What sort of structures are we talking about? ====\nThe distinction between free structures and other, non-free structures, originates in [http://en.wikipedia.org/wiki/Abstract_algebra abstract algebra], so that provides a good place to start. Some common structures considered in algebra are:\n* '''[[Monoid]]s'''\n** consisting of\n*** A set <math>M</math>\n*** An identity <math>e \\in M</math>\n*** A binary operation <math>* : M \\times M \\to M</math>\n** And satisfying the equations\n*** <math> x * (y * z) = (x * y) * z </math>\n*** <math> e * x = x = x * e </math>\n* '''[http://en.wikipedia.org/wiki/Group_(mathematics) Groups]'''\n** consisting of\n*** A monoid <math>(M, e, *)</math>\n*** An additional unary operation <math>\\,^{-1} : M \\to M</math>\n** satisfying\n*** <math> x * x^{-1} = e = x^{-1} * x</math>\n* '''[http://en.wikipedia.org/wiki/Ring_(mathematics) Rings]'''\n** consisting of\n*** A set <math>R</math>\n*** A unary operation <math>- : R \\to R</math>\n*** Two binary operations <math> +, * : R \\times R \\to R</math>\n*** Distinguished elements <math>0, 1 \\in R</math>\n** such that\n*** <math>(R, 0, +, -)</math> is a group\n*** <math>(R, 1, *)</math> is a monoid\n*** <math> x + y = y + x </math>\n*** <math> (x + y)*z = x*z + y*z </math>\n*** <math> x * (y + z) = x*y + x*z </math>\n==== Free algebraic structures ====\nNow, given such a description, we can talk about the free structure over a particular set <math>S</math> (or, possibly over some other underlying structure; but we'll stick with sets now). What this means is that given <math>S</math>, we want to find some set <math>M</math>, together with appropriate operations to make <math>M</math> the structure in question, along with the following two criteria:\n* There is an embedding <math>i : S \\to M</math>\n* The structure generated is as 'simple' as possible.\n** <math>M</math> should contain only elements that are required to exist by <math>i</math> and the operations of the structure.\nSo, in the case of a free monoid (from here on out, we'll assume that the structure in question is a monoid, since it's simplest), the equation <math>x * y = y * x</math> should not hold unless <math>x = y</math>, <math>x = e</math> or <math>y = e</math>. Further <math>i x \\in M</math>, for all <math>x</math>, and <math>e \\in M</math>, and <math>\\forall x, y \\in M.\\,\\, x * y \\in M</math> (and these should all be distinct, except as required by the monoid laws), but there should be no 'extra' elements of <math>M</math> in addition to those.\nM = [S]\ne = []\n* = (++)\ni : S -> [S]\n-- etc.\n=== The category connection ===\n==== Free structure functors ====\nOne possible objection to the above description (even a more formal version thereof) is that the characterization of \"simple\" is somewhat vague. [[Category theory]] gives a somewhat better solution. Generally, structures-over-a-set will form a category, with arrows being structure-preserving homomorphisms. \"Simplest\" (in the sense we want) structures in that category will then either be [http://en.wikipedia.org/wiki/Initial_and_terminal_objects initial or terminal], [1] and thus, freeness can be defined in terms of such universal constructions.\nIn its [http://en.wikipedia.org/wiki/Free_object full categorical generality], freeness isn't necessarily categorized by underlying set structure, either. Instead, one looks at \"forgetful\" functors [2] from the category of structures to some other category. For our free monoids above, it'd be:\n* <math>U : Mon \\to Set</math>\nThe functor taking monoids <math>(M, e, *)</math> to their underlying set <math>M</math>. Then, the relevant universal property is given by finding an [http://en.wikipedia.org/wiki/Adjunction adjoint functor]:\n* <math>F : Set \\to Mon</math>, <math> F</math> \u22a3 <math>U </math>\n==== Algebraic constructions in a category ====\nCategory theory also provides a way to extend specifications of algebraic structures to more general categories, which can allow us to extend the above informal understanding to new contexts. For instance, one can talk about monoid objects in an arbitrary [http://en.wikipedia.org/wiki/Monoidal_category monoidal category]. Such categories have a tensor product <math>\\otimes</math> of objects, with a unit object <math>I</math> (both of which satisfy various laws).\nA monoid object in a monoidal category is then:\n* An object <math>M</math>\n* A unit 'element' <math>e : I \\to M</math>\n* A multiplication <math>m : M \\otimes M \\to M</math>\nsuch that:\n* <math>m \\circ (id_{M} \\otimes e) = u_l</math>\n* <math>m \\circ (e \\otimes id_M) = u_r</math>\n* <math> m \\circ (id_M \\otimes m) = m \\circ (m \\otimes id_M) \\circ \\alpha</math>\n* <math>u_l : M \\otimes I \\to M</math> and <math>u_r : I \\otimes M \\to M</math> are the identity isomorphisms for the monoidal category, and\n* <math> \\alpha : M \\otimes (M \\otimes M) \\to (M \\otimes M) \\otimes M </math> is part of the associativity isomorphism of the category.\n==== Monads ====\nOne example of a class of monoid objects happens to be [[monad (sans metaphors)|monads]]. Given a base category <math>C</math>, we have the monoidal category <math>C^C</math>:\n* Objects are endofunctors <math>F : C \\to C</math>\n* Morphisms are [[Category theory/Natural transformation|natural transformations]] [3] between the functors\n* The tensor product is composition: <math>F \\otimes G = F \\circ G</math>\n* The identity object is the identity functor, <math>I</math>, taking objects and morphisms to themselves\n* An endofunctor <math>M : C \\to C</math>\n* A natural transformation <math>\\eta : I \\to M</math>\n* A natural transformation <math>\\mu : M \\circ M \\to M</math>\n==== Free Monads ====\nBut, what about our intuitive understanding of free monoids above? We wanted to promote an underlying set, but we have switched from sets to functors. So, presumably, a free monad is generated by an underlying (endo)functor, <math>F : C \\to C</math>. We then expect there to be a natural transformation <math>i : F \\to M</math>, 'injecting' the functor into the monad.\ninstance Functor f => Monad (Free f) where\nreturn a = Return a\nReturn a >>= f = f a\n-- join (Return fa) = fa\ninj fa = Roll $ fmap Return fa\nThis should bear some resemblance to free monoids over lists. <code>Return</code> is analogous to <code>[]</code>, and <code>Roll</code> is analogous to <code>(:)</code>. Lists let us create arbitrary length strings of elements from some set, while <code>Free f</code> lets us create structures involving <code>f</code> composed with itself an arbitrary number of times (recall, functor composition was the tensor product of our category). <code>Return</code> gives our type a way to handle the 0-ary composition of <code>f</code> (as <code>[]</code> is the 0-length string), while <code>Roll</code> is the way to extend the nesting level by one (just as <code>(:)</code> lets us create (n+1)-length strings out of n-length ones). Finally, both injections are built in a similar way:\ninj_list x = (:) x []\ninj_free fx = Roll (fmap Return fx)\n=== Further reading ===\nFor those looking for an introduction to the necessary category theory used above, Steve Awodey's [http://www.math.uchicago.edu/~may/VIGRE/VIGRE2009/Awodey.pdf Category Theory] is a popular, freely available reference.\n=== Notes ===\n==== Universal constructions ====\ndata T = C1 A B C | C2 D E T\nwe consider the following:\n* A functor <math>F : Hask \\to Hask</math>, <math>F X = A \\times B \\times C + D \\times E \\times X</math>\n* F-algebras which are:\n** An object <math>A \\in Hask</math>\n** An action <math>a : FA \\to A</math>\n* Algebra homomorphisms <math>(A, a) \\to (B, b)</math>\n** These are given by <math>h : A \\to B</math> such that <math> b \\circ Fh = h \\circ a</math>\nThe datatype <code>T</code> is then given by an initial F-algebra. This works out nicely because the unique algebra homomorphism whose existence is guaranteed by initiality is the [[fold]] or 'catamorphism' for the datatype.\nIntuitively, though, the fact that <code>T</code> is an F-algebra means that it is in some sense closed under forming terms of shape F---suppose we took the simpler signature <code>FX = 1 + X</code> of the natural numbers; then both Z = inl () and Sx = inr x can be incorporated into Nat. However, there are potentially many algebras; for instance, the naturals modulo some finite number, and successor modulo that number are an algebra for the natural signature.\nHowever, initiality constrains what Nat can be. Consider, for instance, the above modular sets 2 and 3. There can be no homomorphism <math>h : 2 \\to 3</math>:\n* <math>h0=0 \\,\\, ;\\, h1=0</math>\n** <math>S(h1) = S0 = 1\\,</math> but <math>h(S1) = h0 = 0 \\neq 1</math>\n* <math> h0=0 \\,\\,;\\, h1=1</math>\n** <math>S(h1) = S1 = 2\\,</math> but <math>h(S1) = h0 = 0 \\neq 2</math>\n* <math> h0=0 \\,\\,;\\, h1=2</math>\n** <math>S(h0) = S0 = 1\\,</math> but <math>h(S0) = h1 = 2 \\neq 2</math>\n* <math> h0 \\neq 0 </math>\n** <math> 0 = Z \\neq hZ = h0</math>\nThis is caused by these algebras identifying elements in incompatible ways (2 makes SSZ = Z, but 3 doesn't, and 3 makes SSSZ = Z, but 2 doesn't). So, the values of an initial algebra must be compatible with any such identification scheme, and this is accomplished by identifying ''none'' of the terms in the initial algebra (so that h is free to send each term to an appropriate value in the target, according to the identifications there). A similar phenomenon occurs in the main section of this article, except that the structures in question have additional equational laws that terms must satisfy, so the initial structure ''is'' allowed to identify those, ''but no more'' than those.\n==== Forgetful functors ====\n* <math>U : Str \\to Set</math>, where <math>Str</math> is any category of algebraic structures, and U simply forgets about all of the n-ary operations and equational laws, and takes structures to their underlying sets, and homomorphisms to functions over those sets.\n* <math>U : Grp \\to Mon</math>, which takes a group and forgets about the inverse operation to give a monoid. This functor would then be related to \"free groups over a monoid\".\n==== Natural transformations ====\ntrans :: forall a. F a -> G a\n\nRevision as of 14:19, 6 February 2021\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\n    \"score\": 3,\n    \"justification\": \"The text sample is well-structured with clear headings, mathematical notation, and cross-references, indicating a polished and professional format.\"\n  },\n  \"voice\": {\n    \"score\": 1,\n    \"justification\": \"The text has a distinctive academic and technical voice, appropriate for its subject matter, but it lacks a distinct personal or conversational style.\"\n  },\n  \"knowledge_density\": {\n    \"score\": 2,\n    \"justification\": \"The text provides detailed information on algebraic structures, category theory, and their applications, though some sections could be more concise.\"\n  },\n  \"diversity\": {\n    \"score\": 1,\n    \"justification\": \"The content is specialized to mathematical and theoretical computer science, lacking broader domain diversity.\"\n  }\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Lighting, heating, transport... thanks to our waste? It\u2019s possible! Obtained via the fermentation of organic matter, biogas can be used to produce electricity, heat and even fertilizer. Purified biogas, known as biomethane, which has equivalent characteristics to those of natural gas, can be used in natural gas networks or as engine fuel. A renewable energy source as promising as it is virtuous\u2026 but the costs of which remain relatively high, thereby requiring government support.\n\nBiogaz et biom\u00e9thane\n\n\nWhat is biogas?\n\nBiogas is usually derived from the fermentation of organic matter under the action of microorganisms. This fermentation process, which occurs spontaneously in natural ecosystems (marshland, paddy fields, soil, intestines of mammals, etc.), is known as methanization. Now, humans are able to harness the process and use it to convert our waste, replacing some fossil energy sources. The objective: to reduce our greenhouse gas emissions\n\nOther production options?\nNew biogas production methods based on the gasification of lignocellulosic resources (straw, plant stems, wood chips, etc.) or methanization (production of synthetic methane via the conversion of bio-carbon monoxide or dioxide in the presence of hydrogen) are currently in the experimental or demonstration phases. The methanization of microalgae is also being considered as a longer-term option.\n\nHow is biogas produced?\n\nAll organic matter, whether of animal or plant origin, can be methanized to convert it into biogas. At present, the following types of waste are most frequently used:\n\n  \u2022 agricultural waste (animal excrement, harvest residues such as straw, etc.),\n  \u2022 green waste (grass clippings, etc.),\n  \u2022 agrifood industry waste (abattoirs, vines, dairies, etc.),\n  \u2022 water treatment plant sludge.\n\n\nMethanization must take place in a confined facility known as a digester, in the absence of oxygen. Microorganisms naturally present in organic matter break this matter down and produce biogas, as well as a residue known as digestate.\u00a0\n\nBiogas is a mixture of:\u00a0\n\n  \u2022 50 to 70% methane,\n  \u2022 20 to 50% carbon dioxide (CO2),\n  \u2022 traces of nitrogen, ammonia and hydrogen sulfide.\n\nOnly the methane is used, once it has been separated from the other gases (depending on its degree of purity, the CO2 could also be used).\u00a0\n\n\u200b\u200b\u200b\u200b\u200b\u200bThe different types of methanization units\nMethanization can be implemented on several scales. Smaller units tend to be agricultural (\u201cfarm\u201d methanization), operated by a farmer or a group of farmers.\u00a0\nBigger, collective facilities also exist, mainly converting urban or industrial waste:\u00a0\n\u2022\u00a0 centralized units (waste of varying origin depending on the location of the facility),\n\u2022\u00a0 industrial units (agrifood, chemical or paper industry waste),\n\u2022\u00a0 units specializing in the conversion of water treatment plant sludge,\n\u2022\u00a0 uhousehold waste methanization units (managed by local authorities or specialist companies).\n\nBiogas, a renewable energy source\u00a0\n\nBiogas can have several uses:\u00a0\n\n  \u2022 Heat production: biogas is burned in a boiler to produce heat. The latter must be used close to the production source to limit heat dissipation / loss,\u00a0\n  \u2022 Electricity production: biogas is burned and the energy produced powers a generator that in turn produces electricity,\u00a0\n  \u2022 Cogeneration: this involves the combined generation of electricity and heat. This is the most frequent application of biogas. Electricity is produced by a generator, while heat is recovered in the cooling system and exhaust gases and used locally,\n  \u2022 Vehicle fuel production: before it can be used as a fuel in a vehicle, the biogas must be purified (to remove carbon dioxide, water and hydrogen sulfide, which are corrosive for engines). The biomethane obtained is almost identical to NGV (natural gas for vehicles). This type of conversion has yet to be widely developed and primarily concerns captive fleets (urban transport, etc.).\u00a0\n\n\nIn France, for example, buses in the northern city of Lille have been running on biomethane since 2006.\u00a0\n\n\n  \u2022 Injection into the natural gas network: as for fuel production, the biogas must first of all be purified to give biomethane. The matter can then be injected into existing natural gas networks. This type of conversion is most frequent in Sweden, Germany, Switzerland and the Netherlands. In France, 76 methanization sites injected 0.7 Twh of biomethane into the natural gas networks in 2018. The cumulative total from the 660 projects waiting for the biomethane injection facilities to be linked up is estimated to be 14 Twh/year (source GRDF). In 2017, total natural gas consumption in France was 465 Twh.\u00a0\n  \u2022 Residue not digested by the bacteria (digestate) can be processed (in particular, to remove pathogens) before being used as agricultural fertilizer, i.e., as a substitute for chemical fertilizers.\u00a0\n\nBiogas, benefits for the environment\n\nMethanization is a solution that makes it possible to convert organic matter (thereby reducing the quantity of organic waste that has to be processed by other sectors) and produce energy.\n\nAs such, it contributes to the reduction in greenhouse gases enabling the use of biogas rather than fossil energies to produce heat, electricity or fuel. Moreover, its managed production and use avoid the uncontrolled release into the atmosphere of methane, a greenhouse gas with a warming potential 28 times greater than CO2 over a period of 100 years according to the IPCC.\n\nLastly, the use of digestate (residue that is not converted into biogas) avoids the use of chemical fertilizers, the manufacture of which requires fossil resources.\u00a0\u00a0\n\n\u00a0Public support required to develop the biogas sector\n\nIn 2016 in Europe, biogas accounted for around 8% of renewable energy production and the equivalent of 4% of natural gas consumption. Germany is the principal producer (half of European production), followed by the United Kingdom and Italy. These three countries alone account for 80% of the European total.\u00a0\n\nFrance is ranked 5th in Europe in terms of biogas production. The development of methanization in the country is more recent and the focus has very much been on the use of biowaste, particularly livestock effluent, unlike in other countries, where production depends mainly on dedicated crops (corn, sugar or fodder beet, grassland, sorghum, etc.). In order to reconcile biogas development with challenges related to land use requirements, a 2016 decree limits the use of food crops for methanization to 15%\n\nEuropean production is set to double by 2030. But financial support remains necessary to achieve this objective, since the price of biogas is not yet competitive compared to fossil energies. Feed-in tariffs for electricity or biomethane are the most widely employed measure. The possible reduction in production costs and, above all, the increase in the price of CO2, are also likely to improve the competitiveness of biogas.\n\nIn 2016 in Europe, biogas accounted for around 8% of renewable energy production.\n\n\nObjective for France: 10% of gas of renewable origin by 2030\nThe objective set by the 2015 French energy transition law is for renewable gas to account for 10% of total gas within the distribution network by 2030. The French long-term energy program presented by the French Ministry for the Ecological and Inclusive Transition in November 2018 confirms the objective of a 10% share of biogas in total gas consumption in France by 2030, provided costs fall.\nThe fermentation of agricultural waste, currently the best way of producing renewable gas in France, is the favored approach. At the start of 2018, France had 405 methanization facilities, of which 230 were farm-based.\u00a0\n\nSource:\u00a0Ministry for the Ecological and Inclusive Transition > \"Methanization\u201d working group conclusions\u00a0(in French - March\u00a02018)\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and paragraphs, making it easy to follow. Formatting issues are minimal, if any exist at all.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a distinctive authorial voice that is informative and technical, characteristic of educational or informational content about biogas and biomethane.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides comprehensive information on biogas, covering its production, uses, environmental benefits, and the economic aspects of its development, adding distinct and valuable information.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers general knowledge about biogas and biomethane, without specialized or rare domain knowledge that would indicate niche or specialized expertise.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Condor Legion\n\nPage 1 of 13 - About 122 essays\n  \u2022 The Condor Legion : Hitler Honed The Blitzkrieg In The Spanish Civil War\n\n    920 Words \u00a0|\u00a04 Pages\n\n    The Condor Legion: Hitler Honed the Blitzkrieg in the Spanish Civil War In 1936, right-wing military commanders launched the coup d\u2019\u00e9tat that sparked the Spanish Civil War. These insurgents, or Nationalists, quickly enlisted the support of Nazi Germany and Fascist Italy in their struggle against the loyalists, or Republicans. Eager to counter Soviet participation on the Republican side \u2013 and to test his own armed forces \u2013 Hitler formed the Condor Legion. Ultimately, 19,000 German troops served in\n\n  \u2022 Guernica By Pablo Picasso\n\n    700 Words \u00a0|\u00a03 Pages\n\n    born in Spain and was devastated to see it be ruled by a fascist who has taken over the country. Hitler, preparing for a world war, was making new weapons and asked Franco if he could test them on a spanish city. On April 26, 1937, the German Condor Legion bombed the city of Guernica in Northern Spain, all with the permission of Franco. The bombing killed over a thousand people and left the world shocked. Picasso\u2019s oil painting on canvas captures both the reactions of the public and the pain of the\n\n  \u2022 Guernica's History Essay\n\n    1081 Words \u00a0|\u00a05 Pages\n\n    it did not cause the bridge the bridge to collapse, would doubtless have made it unsafe for traffic (Gordon, Morgan 1975). The Condor Legion had had many successful missions to prove their accuracy. For example, they succeeded in dropping provisions squarely into the courtyard of the besieged Nationalist city of Alcazar. For the Guernica mission the Condor Legion was equipped with airplanes consisting of three German types, Junkers and Heinkel bombers and Heinkel fighters which were loaded with\n\n  \u2022 Symbolism In Guernica\n\n    720 Words \u00a0|\u00a03 Pages\n\n    Guernica, the title of the painting, is a town in Basque Country, Spain. It was the target of terror bombing during the Spanish civil war because it was the northern bastion of the Republican resistance movement. First, war is depicted as devastating and it cares no one \u2013 men, women, grandparents, children neither animals. Everyone is a victim. By looking at the paintings, the people are in pain. With their mouth open that might mean streaming out their agony; with their fingers wide spread, they\n\n  \u2022 Disappearances In Ferguson Analysis\n\n    1033 Words \u00a0|\u00a05 Pages\n\n    detainees once they disappeared into the hundreds of secret detention centers known as \"pits\" and \"black holes\". Aside from spreading confusion among guerrilla organizations, planting fear in Argentine society, destroying incriminating evidence, and misleading world opinion, the disappearances also served as a remembrance of the \u2018Dirty War\u2019. The armed forces did their best to influence national memory by impressing, the dirty war had been a legitimate antirevolutionary war against a guerrilla insurgency\n\n  \u2022 Why Should Zoos Be Illegal\n\n    1062 Words \u00a0|\u00a05 Pages\n\n    Imagine going to the zoo. Getting to see all sorts of unique animals. But has anyone wondered if the zoo is helping animals or is it the opposite? People had despised zoos for animal captivity and complained that zoos should be illegal. Why is that? Other\u2019s imagine animals in a cramped cage as they are treated poorly, but that is not the case. Zoos had existed for a while and they have been helping animals ever since. Zoos should not be illegal because it keeps all animals safe and well fed\n\n  \u2022 The Conservation Of Wildlife Animals\n\n    925 Words \u00a0|\u00a04 Pages\n\n    California condors. Goodall starts the story with a humorous description about the condors; she describes the redness of condors ' bare head and their strong wings. She continued by informs the readers about the decline of California condors and how it raised a controversial between the biologists and the \u201cprotectionist\u201d regarding the issue of captive breeding. As the possibility of condors surviving in the wild decreases, the argument finally comes to an end when the \u201clast wild Condors [are] taken\n\n  \u2022 Essay about Understanding Kissinger\u2019s Actions Toward Chile\n\n    1231 Words \u00a0|\u00a05 Pages\n\n    Understanding Kissinger\u2019s Actions Toward Chile Can an individual influence foreign policy? Based upon the eight years that Henry Kissinger was the Secretary of State it is clear that an individual can (Starr 466). It has become apparent through recently released classified documents that Kissinger played a large role in allowing the brutal Pinochet dictatorship over Chile to take place and allowed massive human rights violations to continually occur during the Pinochet regime. What is continually\n\n  \u2022 The Importance Of Zoos In The Conservation Of Animals\n\n    828 Words \u00a0|\u00a04 Pages\n\n    \u201cZoos and aquariums are some of the best places for you and your family to get connected to nature and become engaged in conservation action\u201d (\u201cSociety\u201d). Zoos are essential in growing public awareness of nature. Recently, zoos have faced controversies from animal activists. Many believe animals are restrained of their rights. Furthermore, individuals believe it is wrong to display animals for entertainment which is unethical and unnecessary. However, such perception is only one of many aspects.\n\n  \u2022 Paraguay's Archive Of Terror Analysis\n\n    732 Words \u00a0|\u00a03 Pages\n\n    The article \u201cParaguay\u2019s Archive of Terror: International Cooperation and Operation Condor\u201d by Katie Zoglin centers around the way in which the Southern Cone countries, with a specific focus on Paraguay, dealt with political opponents. The article was written in the period of winter-spring in 2001. This is significant because the article is also from the American Law Review at Miami University in a period just after the 9/11 attacks. This could affect some of the ideas about military governments and\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text sample is well-structured with clear headings and pagination, but there are minor formatting inconsistencies such as inconsistent indentation and spacing.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a clear distinct style with a mix of historical and analytical tones, particularly evident in the sections discussing historical events and their implications.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides a good amount of detailed information, particularly in sections discussing specific historical events and their impacts, though some sections could benefit from more specific details or examples.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers a variety of topics related to historical events and their impacts, but primarily focuses on European and North American history with limited diversity in terms of themes or perspectives.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Brigadef\u00fchrer Wilhelm Mohnke\n\nDiscussion in 'Axis Units' started by canuck, Jan 13, 2013.\n\n  1. canuck\n\n    canuck Closed Account\n\n    That he lived to the age of 90 is a complete travesty!\n\n    Wilhelm Mohnke was an officer in the Waffen SS during the Second World War, who commanded a regiment of the Hitler Youth division during the Battle of Normandy. Despite personal responsibility for atrocities committed on British prisoners of war in 1940, Canadian prisoners in 1944, and US prisoners that same year, he was not brought to justice after the war. He is described by Howard Margolian in his book Conduct Unbecoming as \"a brave soldier but a man beset by unspeakable inner demons, which seem to have been exacerbated by his addiction to morphine.\"1\n    [\u200bIMG][\u200bIMG][\u200bIMG]Wilhelm Mohnke, after the award of his Knight's Cross of the Iron Cross.Mohnke as a young junior officerAndr\u00e9 Hennicke, appearing as a steely-eyed, square jawed heroic figure, in the film Der Untergang.\n\n    Wilhelm Mohnke, the son of a cabinet maker, was born in L\u00fcbeck, Germany on 15 Mar 1911. His father, whom shared his name with his son, was a cabinet maker. Mohnke worked for glass and porcelain manufacturer after the death of his father, and joined the Nazi Party on 1 Sep 1931, and the SS two months later. He served in several security units and ceremonial guards, and joined theWaffen SS prior to the campaign in Poland, where he served as an infantry company commander. He earned both the Iron Cross Second Class, and the First Class, for his service there.\n    He still commanded a company of the LSSAH during the invasion of France in 1940, and acting as battalion commander when his CO was wounded. The pressures of his new duties were made evident by his actions on 28 May 1940. A group of about 100 British prisoners were collected at his headquarters near Wormhoudt; Margolian describes Mohnke as \"Raving like a madman\", and tells us \"...he ordered the escorts to turn the prisoners around, herd them into an adjacent field, and shoot them en masse.\" Eighty British prisoners were killed - an unusual occurence even for the Waffen SS, given that the incident occurred so early in the war, and against western opponents.2\n    He survived the Battle of France, and served in Yugoslavia in 1941, where as an SS-Sturmbannf\u00fchrer, he sustained serious wounds in an air attack on the first day of fighting and had to have his right foot amputated. He received the German Cross in Gold in Dec 1941. His personal drive and dedication got him through months of painful rehabilitation and he returned to duty with the LSSAH, helping organize the first tank unit, followed by transfer to the Replacement Battalion, where he served from Mar 1942 until transferring to the 12. SS Panzer Division \"Hitlerjugend\" in Sep 1943 as a regimental commander.\n    Acknowledged as a skillful and courageous soldier, Mohnke nonetheless was a man about whom even fellow officers had nothing good to say. His lack of popularity seems to have stemmed from his dour manner and violent temper. It has been suggested that Mohnke's turbulent personality really only manifested itself after he became addicted to morphine, which had been administered to him on a daily basis during his post-amputation convalescence. Certainly an addiction of this kind might exacerbate an already explosive temper, particularly under battlefield conditions, where access to the narcotic on which he was dependent would be inconsistent at best. Yet there is evidence that Mohnke was prey to ungovernable rages long before his wounding in the Balkans. After going years without garnering a promotion, a frustrated Mohnke finally cracked in August 1939, allowing a drunken argument with one of his NCOs to degenerate into fisticuffs. Only the outbreak of war a few weeks later and the need for experienced officers at the front spared him the embarrassment of a disciplinary hearing and almost certain expulsion from the SS.3\n    Mohnke was awarded the Knight's Cross of the Iron Cross in Jul 1944 for his leadership of SS Panzergrenadier Regiment 26, which saw heavy combat from 10 Jun in the wake of the Normandy Landing, and again in Jul during the Allied offensives to take Caen. He led a battlegroup formed from remnants of the division during the breakout and escape from the Falaise pocket, and transferred to the LSSAH again, as divisional commander, on 31 Aug 1944, with effective command backdated to 20 Aug. While under his command, a battle group of the LSSAH perpetrated the infamous \"Malmedy Massacre\" in which 72 US soldiers were gunned down after having surrendered. The US Department of Justice maintains that there is evidence to suggest Mohnke had some responsibility for the crime though he was not present when it occurred. He served with the LSSAH during until early 1945, promoted to SS-Brigadef\u00fchrer, and then injured in an air raid and suffering ear damage. His last combat posting was as commander of Kampfgruppe Mohnke in Berlin, devoted to defence of the Reich Chancellery, the seat of German government including Hitler's underground bunker.\n    The Murders in Normandy\n\n    Margolians book provides an excellent account of the actions leading up to and including the murders, and uniquely examines the military situation down to the platoon and section level, from the perspective of both the Germans and the Canadians. Mohnke's participation in, and responsiblity for, three separate instances of murder of Canadian soldiers in Normandy is well-chronicled in this account.\n    Mass Killing on the Caen-Fontenary Road\n\n    On 8 June, Mohnke's Regiment had concluded a successfuly counter-attack against troops of the 3rd Canadian Infantry Division - inflicting 256 casualties on the Royal Winnipeg Rifles alone and effectively destroying three of their four rifle companies. But the action had been costly and frustrating. As prisoners were being collected, the town of Putot would actually be retaken by the Canadians. Mohnke, who had received a large number of prisoners (about 100) now heard from one of his battalion commanders that 40 more had been collected. Mohnke expressed some annoyance to the officer and told him not to send back such large numbers of prisoners, which the officer took to mean not to take prisoners at all. The officer refused to act, however, and insisted on sending prisoners back to regimental headquarters. The group was marched (two of them were carried on stretchers) to the rear. An SS officer met the group (difficult to see in the gathering darkness), yelled at the soldier in charge of the escort (and according to one eyewitness may even have threatened him) and left. Soon after this exchange, a group of Germans approached the 40 Canadians, sitting in rows in a field, and turned their machine pistols on them. Thirty-five men were killed, five managed the escape - briefly - and were recaptured by other Germans, and went into captivity as prisoners. They were able to tell the story of the 40 men after their liberation at war's end.\n\n    Among those who were killed were:\n    \u2022 Royal Winnipeg Rifles\n      Lieutenant Ferguson, William\n    \u2022 Sergeant Reid, James\n    \u2022 Corporal Brown, George\n    \u2022 Corporal Firman, Roger\n    \u2022 Corporal Kines, Clare\n    \u2022 Corporal Kyle, James\n    \u2022 Corporal Scott, Robert\n    \u2022 Lance Corporal Culleton, Stewart\n    \u2022 Lance Corporal Hill, John\n    \u2022 Rifleman Booth, Walter\n    \u2022 Rifleman Bradley, Ernest\n    \u2022 Rifleman Daniels, Walter\n    \u2022 Rifleman Findlay, Robert\n    \u2022 Rifleman Freeman, Lant\n    \u2022 Rifleman Guiboche, Lawrence\n    \u2022 Rifleman Horton, Charles\n    \u2022 Rifleman Jones, Henry\n    \u2022 Rifleman Lefort, Elmer\n    \u2022 Rifleman Lewis, Gordon\n    \u2022 Rifleman MacLeod, Angus\n    \u2022 Rifleman Marych, Frederick\n    \u2022 Rifleman Sigurdson, Kjartan\n    \u2022 Rifleman Smith, Edward\n    \u2022 Rifleman Thompson, John\n    [*]Queen's Own Rifles of Canada\n    \u2022 Rifleman Smith, Richard\n    [*]3rd Anti-Tank Regiment, RCA\n    \u2022 Lieutenant Barker, Reginald\n    \u2022 Sergeant Beresford, William\n    \u2022 Gunner Birston, Hilliard\n    \u2022 Gunner Grant, Thomas\n    \u2022 Gunner Harkness, Alvin\n    [*]Cameron Highlanders of Ottawa\n    \u2022 Private Burnett, Donald\n    Margolian presents reasoning in his book that the officer who had spoken to the escort was Mohnke personally and suggests that he had given an order for the prisoners to be murdered. Unfortunately, eye witnesses by the end of the war were difficult to find and insufficient direct evidence for charges could be found. Mohnke's conduct was reminiscent of that he displayed at Wormhoudt, and his actions subsequent to the killings on 8 June further reinforce Margolian's theory.\n    First Aid Post Murders\n\n    Mohnke later visited the command post of the battalion commander who had refused to execute the prisoners, and as he made his displeasure known, an officer of the Panzer Lehr Division arrived, injured, to tell of his mistreatment while briefly in the custody of British soldiers. Mohnke was outraged and ordered his battalion commander to deny quarter in future and execute all prisoners taken by his men in future.\n    Later on, Mohnke again returned to the battalion command post, just as that battalion's medical officer reported three wounded Canadians had been collected. Mohnke ordered these three prisoners executed and the battalion commander refused. The battalion commander testified after the war that Mohnke was enraged, ordered a supernumerary officer on the battalion commander's staff to carry out the executions, but that officer also refused. Mohnke left in a rage. The battalion commander then took the unusual step of circumventing the chain of command, contacting divisional headquarters for a clarification - had the division been ordered not to take prisoners? The division's chief of staff ensured the officer that no such order had been given, and in fact, encouraged officers in the field to take prisoners as they were often the only source of information on enemy dispositions. Allied mastery of the air over Normandy, for example, prevented aerial reconnaissance. Prisoner interrogations were considered a reliable means of intelligence gathering.\n    Concerned by the battalion commander's report, the divisional chief of staff contacted regimental headquarters, talking to Mohnke's adjutant and reinforcing the importance of live enemy prisoners and insisting on humane treatment under the terms of the Geneva Convention. In the meantime, Mohnke again telephoned the 2nd Battalion, to find out if his orders had been carried out. The battalion commander was not available to talk on the phone, but Mohnke was informed that his orders had not been carried out. He hung up angrily, Margolian concluding that the orders for the executions now becoming a \"matter of honour\" in his mind. Mohnke again made a visit to the battalion command post, displaying what Margolian described as \"a terrifying display of obsessive behaviour\", lectured staff there about insubordination and disloyalty, but again left frustrated when the battalion commander wasn't available to talk to him.\n    The next morning, the three Canadians had been interrogated and fed, and Mohnke appeared personally at the medical station to again order the same supernumerary officer from the night before to shoot the prisoners. The officer complied, and Private Harold Angel of the Cameron Highlanders of Ottawa, and Riflemen Frederick Holness and Ernest Baskerville were led outside and shot by four Germans with machine pistols, the supernumerary applying a coup de grace to each with his pistol.\n    Command Post Murders\n\n    Mohnke was involved in one last incident on 11 Jun 1944, when Sapper John Ionel and Sapper George Benner of the 6th Field Company, Royal Canadian Engineers and Private Allan Owens of \"B\" Company of the Royal Winnipeg Rifles were marched to Mohnke's regimental headquarters. As the prisoners were searched and personal papers inspected, Mohnke was reportedly angry, and during a 15 minute interrogation Mohnke began to yell and gesture dramatically. The interrogations concluded when the military policemen who had escorted the prisoners to the headquarters moved them thirty yards away, removed the identification tags from the Canadians, and in full view of Mohnke marched the men three hundred yards into a field where they were shot down with machine pistols.\n    Wilhelm Mohnke had, in Margolian's words, \"personally ordered, instigated, or abetted more atrocities\" than any other officer in the division.\n    Post War\n\n    Mohnke was one of many in Hitler's inner circle who attempted a breakout from Berlin after the death of Hitler and the surrender of the city. He was captured by the Soviets, placed in solitary confinement unitl 1949, then moved to a prison camp for General Officers at Voikovo, 200 miles east of Moscow, until 10 Oct 1955. The Soviet refusal to turn him over to the western Allies was but one tiny act in the political battles of the Cold War. Mohnke, wanted for separate war crimes by the British (France, 1940), Canadians (Normandy, 1944) and Americans (Malmedy, Belgium, 1944), would have faced a much different future had he been tried.\n    But when he returned to West Germany in 1955, he returned to civil life where he sold small trucks and trailers near Hamburg.\n    Questions about his war record did not appear until the early 1970s, when the chaplain of the Dunkirk Veterans' Association talked to survivors of the Wormhoudt massacre. Reverend Leslie R. Aitken was so compelled he wrote a book about the subject, and his research brought up Mohnke's name as well as the connection to Normandy war crimes. In 1975, the German agency known as the Central Office of the Judicial Authorities for the Investigation of National Socialist Crimes informed Aitken of Mohnke's whereabouts. Aitken informed the agency that Canada had an arrest warrant for him, still outstanding from 1945, but prosecutors in L\u00fcbeck wrote back to report that evidence to try him was insufficient. The case was put on hold, and Aitken was informed that if he could suggest additional evidence, it would be reopened. Aitken then wrote to the Royal Canadian Mounted Police, who passed the letter to the Judge Advocate General's office in the Department of National Defence. The Directorate of History set to work verifying Aitken's claims, and re-examined the files on Canada's post-war investigation into Mohnke. DND passed their information on to the prosecutors in Germany, but the Judge Advocate General's office bureaucratically opined that there \"may exist\" reasons why the prosecution had not been pursued after the war - and without stating what those reasons were, declined to follow up. Canada had decided not to act further.\n    In 1988, a German prosecutor did reopen the Wormhoudt case, but concluded there was insufficient evidence against him.\n    Wilhelm Mohnke lived to the ripe old age of 90, dying on 6 Aug 2001, never having been prosecuted for the atrocities he is alleged to be responsible for. Controversially, he received a pension from the German government for his injuries, a special \"victim pension\" awarded under the \"Social Compensation And Assistance To War Victims\" law (Bundesversorgungsgesetz or BVG).\n    Dramatic Portrayals\n\n    Andr\u00e9 Hennicke depicted Wilhelm Mohnke in the German film Der Untergang, about the last days of the Third Reich in Berlin. In the film, Mohnke is shown as a professional and compassionate officer with no hint about his former conduct at Dunkirk or in Normandy. It is true that the film focuses on the events of Apr 1945 and that his earlier conduct is wholly irrelevant to the subject of the film. Nonetheless, Mohnke's sympathetic portrayal seems at odds with the historical figure. While Margolian paints Mohnke (admittedly, perhaps, not without some bias) as a raving madman and drug addict, the character in the film is a square-jawed heroic figure, who not only concentrates his efforts on acquiring medical care for the wounded under his command, but actually, physically carries a wounded man to safety. He expresses concern for the wounded and civilian population on more than one occasion in the film, and points out to Dr. Goebbels that the untrained soldiers being thrown into battle in Berlin are being sacrificed needlessly. His attitude towards the enemies he is fighting are never revealed. Viewers of the film with an understanding of his history have cause to be disappointed with this sympathetic treatment though technically, the character of Mohnke is not inaccurately portrayed. The film makers have chosen to concentrate - wittingly or unwittingly - on aspects of his character other than his temper and attitudes towards illegal killings. Certainly the portrayal of Mohnke as a dedicated professional officer is accurate as there could be little argument about the strength of will he possessed.\n    David Cesarani (research professor in history at Royal Holloway, University of London) and Professor Peter Longerich (director of the centre for research on the Holocaust and 20th-century history also at Royal Holloway) wrote the following in the 7 Apr 2005 edition of \"The Guardian\" newspaper, in an article entitled \"The Massaging of History\":\n    Most astonishingly, Waffen-SS General Wilhelm Mohnke is depicted as a humanitarian pleading with Hitler to evacuate civilians and arguing with Goebbels against the suicidal deployment of poorly armed militia against the Red Army.\n    This is the same Mohnke whose Waffen-SS unit massacred 80 captured British soldiers outside Dunkirk in May 1940. He later led a Waffen-SS regiment in Normandy that murdered more than 60 surrendered Canadian troops.\n    In one dramatic encounter, Mohnke protests to Goebbels against the pointless sacrifice of aged militia men. Goebbels retorts that they had consented to Nazi rule and \"now their little throats are going to be cut\". The effect is to engender contempt for the heartless Nazi propaganda chief and sympathy for his hapless victims who were hoodwinked into giving their mandate to a gang of murderous thugs.\n    However, the scene is invented. The only source is the postwar memoir of Hans Fritzsche, who served in the Nazi propaganda ministry. Fritzsche claimed to have heard these words at the last Goebbels press conference, not addressed to Mohnke.\n    Yet this fabrication goes to the heart of the film's mission, which is to depict the German people as the last victims of Nazism whose true defenders were a band of brave German soldiers, including SS men, who fought until overwhelmed by the Bolshevik hordes.\n    Jonathan Ball likes this.\n  2. Staffsyeoman\n\n    Staffsyeoman Member\n\n\n    There were many efforts to bring a case against Mohnke in the UK over the years, and a number of television reports. I am leaving out a lot of detail as I am away from my files. Jeff Rooker MP (now Lord Rooker)pressed the case in Parliament. Unfortunately Margolian's assertion cannot be proven - and people tried. The nearest can be got is Mohnke turning to the soldiers who brought in Royal Warwick s prisoners and saying 'What do you mean by bringing prisoners here, directly against orders' There is (sadly) no direct instruction that he ordered the shootings - which is why a case has not been brought for Wormhoudt, because it would not succeed.\n  3. Drew5233\n\n    Drew5233 #FuturePilot 1940 Obsessive\n\n\n    I take it the author didn't do very much research on the 1940 section of his article?\n  4. Another baffling example of how live sometimes works. This derailed man lives until he is ninety and countless good men didn't make it to twenty during that war. Here's hoping there is justice in the afterlife.\n  5. Harry Ree\n\n    Harry Ree Very Senior Member\n\n    Mohnke was a career Nazi whose background is well known.\n\n    He was lucky to be appointed as the Battle Commander of the Reich Chancellery and that ultimately led to be captured by the Russians and contributed to the failure to bring him to book for his involvement in battlefield excesses in the west.It transpired that he had vanished into Soviet captivity and not been killed on the fall of Berlin as generally supposed.The Russians denied his existence to the British authorities who were unaware of his existence until reports filtered through that he was alive and living in a Hamburg suburb.\n\n    As regards Mohnke's release from Soviet captivity.After Adenauer visited Russia in September 1955,the outcome was the establishing of diplomatic relations between West Germany and Russia.But from this meeting,the last of the German POWs,who the Soviets had deemed to be war criminals, were released between October 1955 and January 1956, as a gesture by Bulganin.Among these prisoners was Mohnke, a prisoner who the Soviets,particularly Stalin had been interested in from the war end to establish beyond all doubt, that \"that bastard Hitler was dead\"...(as quoted by Stalin).Stalin remained unconvinced that Hitler was dead and even commissioned a document prepared by Linge and Gunsche,later available as \"The Hitler Book\" which detailed the last days of Hitler and his inner circle within the Hitler Chancellery.\n  6. snake36bravo\n\n    snake36bravo New Member\n\n    There were many all around during that war who 'got away with it'. Im no fan of this rat SOB or of his chosen organization.\n\n    In appearance alone he didnt met the criteria that was the soap opera of LSSAH. Not pretty enough, intelligent enough or charismatic enough. Revisionists or apologists attempt the line of drug addiction when working to explain away his mental state however they cant explain away his propensity for the killing of unarmed prisoners of war as early as 1940, his inability to control his brutality even towards his own men. He was universally not well liked but held favor with Dietrich who was his saving grace in the ass kiss that was the officer corps of the Waffen-SS.\n\n    Attached Files:\n\nShare This Page\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text has formatting issues such as inconsistent indentation and lack of clear section breaks, but it is mostly well-structured with clear headings and paragraphs.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a distinct authorial voice, as evidenced by the author's critical and opinionated tone, particularly in discussing Mohnke's actions and their implications.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides a moderate amount of information, with detailed accounts of Mohnke's actions and their consequences. However, some sections repeat or duplicate information unnecessarily.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text is somewhat specialized, focusing on a specific historical figure and his actions, but lacks niche or rare domain content.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Kotlin Quick Guide\nvisitors license\n\nThis is a quick start guide to Kotlin for people with prior coding experience (in any other language). I compiled what I learned from different sources like Kotlin Koans and JetBrains Academy, as a quick reference while working on coding challenges or Android applications. This guide is in no way a complete reference to Kotlin, but it probably will be sufficient for new users. I\u2019ve assumed you already know programming in some other language, so I have skipped explanations for concepts like mutability and lambda expressions. However, if you are new to such terms, a simple web search will definitely help you undertand them.\n\nA sample Hello-World program has been included in the src directory to give you an idea of how Kotlin files and packages look like.\n\nTable of Contents\nBasic Facts\nValues and Variables\nData Types\nType Conversion\nType Inference\nNull Safety\nStandard Input/Output\nFunctions and Lambda Expressions\nStandard Library\nControl Flow Statements\nObject Oriented Programming\nWorking With Files\nLearn Kotlin\n\nBasic Facts\n\n  \u2022 Blocks of code are enclosed in curly braces, {...}\n\n  \u2022 Each statement should start on a new line\n\n  \u2022 There are three types of comments in Kotlin:\n\n// This is a single line comment\n\n/* This is an example of\n   a multiline comment. */\n\n  * These are\n  * documentation comments.\n  \u2022 &&, ||, ! and xor represent the logical operators \u2013 and, or, not and xor.\n\nValues and Variables\n\n  \u2022 val is used to declare read-only values.\n\nval name = \"Kotlin\"\nname = \"Programming\"   // won't work, as 'name' is read-only and cannot be reassigned\n  \u2022 var is used to declare mutable variables. You can reassign the variables with values of the same type as the initial value.\n\nvar language = \"English\"\nlanguage = \"Klingon\"   // this is possible\nlanguage = 10   // won't work, as language is a String variable\n  \u2022 The variables type is inferred by the compiler. This is called type inference.\n\n  \u2022 The type of a variable can be specified, if required, while declaring it. The type should be specified if the variable is not initialized during declaration, as the compiler cannot automatically infer the type.\n\nvar name: String = \"Kotlin\"\nval num: Int = 999\nval foo   // won't work, as type can't be inferred\nval character: Char\ncharacter = 'A'   // works as expected\n  \u2022 If you create a variable and assign an object to it, the new variable can point to the same object as well. This is called copying by reference. In other words, the = sign does not copy the object itself, it only copies a reference to it.\n\nval msg1 = \"Hey\"\nval msg2 = msg1\n// msg1 and msg2 will both point to a single object in memory, the String \"Hey\".\n  \u2022 If the object is immutable, you cannot change it, but you can use another object and assign this new object to the same variable. When you reassign the variable, it will point to the new object and other variables will still point to the old object. Standard types such as strings or numbers are immutable, so it\u2019s safe to copy them by reference. The behavior of mutable objects is different. If you modify an object from one variable, the other assigned variables continue to point to that object, so they will also reflect the same changes.\n\n  \u2022 If mutable types like lists or arrays are declared with the val keyword, the reference to the object is declared as read-only. However, the contents of the mutable type are still modifiable. In other words, if you declare a variable of type Array using val, you cannot reassign another Array to it, but you can change the values in the original Array.\n\n  \u2022 The comparison operators == and != checks for structual equality, while === and !== checks for referential equality.\n\nval blue = Box(3)\nval green = blue   // object reference is copied\nval red = Box(3)\n\nprintln(blue == green)  // true\nprintln(blue === green) // true, as both point (refer) to the same object\nprintln(blue == red)   // true\nprintln(blue === red)  // false, they point (refer) to different objects\n\nvar two = 2\nvar anotherTwo = 2\n\nprintln(two === anotherTwo) // true, because the '===' equality check is equivalent to the '==' check for primitive types\ntwo = two + 1\nprintln(two === anotherTwo) // false\n  \u2022 The val keyword implies an immutable reference to the object. The var keyword implies a mutable reference to a variable, so you can reassign it.\n\n  \u2022 Kotlin supports prefix and postfix increment/decrement operators (++ and --) on variables.\n\nData Types\n\n  \u2022 The names of Kotlin datatypes start with a capital letter.\n\n  \u2022 Types:\n    Byte: 8 bits (1 byte), Range: -128 to 127\n    Short: 16 bits (2 bytes), Range: -32768 to 32767\n    Int: 32 bits (4 bytes), Range: \u2212(231) to (231)\u22121\n    Long: 64 bits (8 bytes), Range: \u2212(263) to (263)\u22121\n    Float: 32 bits (4 bytes), 6-7 significant decimal digits\n    Double: 64 bits (8 bytes), 15-16 significant decimal digits\n    Char: 16 bits (2 bytes), represents a 16-bit Unicode character\n    Boolean: size is machine-dependent\n    String: size depends on the string\n\n  \u2022 Strings are enclosed in double quotes, \"...\".\n\n  \u2022 Characters are enclosed in single quotes, '_'.\n\n  \u2022 Fractional numbers are inferred as Double by default. Explicitly specify the type, or use the suffix f or F to use Float instead.\n\n  \u2022 Long is used by the compiler only if the value won\u2019t fit in an Int variable. To use Long with a small value, explicitly specify the type of the variable, or use the suffix l or L with the value.\n\n  \u2022 Underscores can be used to divide the a number into blocks for easier readability. 1_000_000 is the same as 1000000.\n\n  \u2022 Types in Kotlin are organized into a hierarchy of subtype-supertype relationships. Supertype is a type that specifies some common characteristics and rules of behavior that every subtype will follow.\n\n  \u2022 Number is a supertype for all types that represent numeric value. For example, Int, Float and Double are subtypes of Number type.\n\n  \u2022 The type checker of the Kotlin compiler also enforces supertype-subtype relationships. For example, to a function waiting for an argument of type Number, you can pass its subtype, Int:\n\nfun calc(number: Number) { /*...*/ }\n\nval number: Int = 1\n  \u2022 Any is a supertype for all non-nullable types in Kotlin. Any? is a supertype for Any that includes every other nullable type.\n\n  \u2022 Unit is the equivalent of the void type found in many other programming languages. It is the return type of a function that does not return any meaningful value. If the return type of a function is not specified, it is inferred to be Unit. A return statement is not required for such functions as they are returned implicitly. Unit is also a subtype of Any.\n\n  \u2022 Nothing is a type that has no instances, and are used in functions like fail() or expressions like throw, which doesn\u2019t return control. Any code following an expression of type Nothing is unreachable. When you call a function with a Nothing return type, the compiler won\u2019t execute any code beyond this call.\n\n  \u2022 If you use null to initialize a value of an inferred type and there\u2019s no other information that can be used to determine a more specific type, the compiler will infer the Nothing? type:\n\nval x = null           // type: Nothing?\nval l = listOf(null, null)   // type: List<Nothing?>\n  \u2022 In Kotlin, 0 is not the same as false. So you cannot assign a Int value to a Boolean variable.\n\n  \u2022 Small errors may accumulate after operations involving Float and Double types. Generally, avoid using == in expressions involving floating-point operations.\n\nval one = 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1\nprintln(one) // 0.9999999999999999\n// one == 1.0 will return false\n  \u2022 A Char can be also created by using its hexadecimal code in the Unicode table. They are interconvertible with Int values.\n\nval alphabet = '\\u0041'     // represents 'A'\n  \u2022 Int numbers can be added to characters, but the reverse is not true.\n\nvar ch = 'a'\n\nval ch1 = ch + 1      // 'b'\nval ch2 = 1 + ch      // Error\n\nch += 2               // 'c'\n  \u2022 You can compare Char using relational operators according to their position in the Unicode table.\n\n  \u2022 The Char class has built-in utility functions like isDigit(), isLetter(), isLetterOrDigit(), isWhitespace(), isUpperCase(), isLowerCase(), toUpperCase() and toLowerCase().\n\n  \u2022 String has a property length that stores the number of characters in the string. Individual elements can be accessed using their indices. It also has functions like first(), last() and lastIndex() to improve readability.\n\nval text = \"Hello!\"\n\nprintln(text.length)      // 6\nprintln(text.first())     // H\nprintln(text.last())      // !\nprintln(text.lastIndex()) // 5\n  \u2022 Individual characters of a String can\u2019t be changed, because it is an immutable type.\n\n  \u2022 String objects can be concatenated using the + operator. Values of other types can also be appended to a String using the + operator, but the expression must start with the String.\n\nval firstName = \"John\"\nval lastName = \"Doe\"\nval fullName = lastName + \", \" + firstName      // Doe, John\nval userName = \"johnny\" + true + 69             // johnnytrue69\nval nickname = 8 + \"ball\"                   // Error, as a string can't be added to an Int\n  \u2022 Kotlin supports string templates. Variables can be used directly in a String by prefixing the dollar sign ($) to the variable name. Similarly, expressions can be used in a String by enclosing them in curly braces after the dollar sign.\n\nval name = \"John\"\n\nprintln(\"My name is $name.\")                      // My name is John.\nprintln(\"My name has ${name.length} letters.\")    // My name has 4 letters.\n  \u2022 The substring() method of a String accepts startIndex and lastIndex as arguments and returns the substring that starts at the startIndex and ends right before the lastIndex. If lastIndex is omitted, the default value (length of the original string) is used.\n\n  \u2022 The substringBefore() and substringAfter() functions of String accept a delimiter as argument and return a String before/after the first occurrence of the specified delimiter. If the String does not contain the delimiter, the entire String is returned. Similarly, the substringBeforeLast() and substringAfterLast() methods return a String before or after the last occurrence of the delimiter. If a second argument is provided to these methods, it is returned if the delimiter is not found in the String.\n\n  \u2022 The replace() method of a String replaces all occurrences of the first argument in the String with the second argument. Similarly, replaceFirst() replaces the first occurrence of the first argument with the second, and skips the rest.\n\n  \u2022 The toLowerCase() and toUpperCase() methods of a String returns a String with its case converted accordingly.\n\n  \u2022 The repeat() method of String allows you to repeat a String without using loops.\n\nprint(\"Hey\".repeat(5))      // HeyHeyHeyHeyHey\n  \u2022 A CharArray can be converted to a String using String(), and a String can be converted to a CharArray using the toCharArray() method. The toTypedArray() method can be used to convert an list of String to a TypedArray.\n\nval chars = charArrayOf('A', 'B', ' ', 'C', 'D')\nval text = String(chars)                                        // \"AB CD\"\nval charsFromString = text.toCharArray()                        // { 'A', 'B', ' ', 'C', 'D' }\nval words1: List<String> =  text.split(\" \")                     // { \"AB\", \"CD\" }\nval words2: Array<String> = text.split(\" \").toTypedArray()      // { \"AB\", \"CD\" }\n  \u2022 You can iterate through a String using a range of indices, array of indices, or using the characters of the String.\n\nval text = \"Hello World\"\n\nfor (i in 0 until text.length) {\n    print(\"${text[i]} \")              // H e l l o  W o r l d\n\nfor (index in text.indices) {\n    print(\"${text[index]} \")          // H e l l o  W o r l d\n\nfor (i in text) {\n    print(\"$i \")                      // H e l l o  W o r l d\n\nType Conversion\n\n  \u2022 Unlike some other programming languages, there are no implicit widening conversions for numbers in Kotlin. For example, an Int variable cannot be initialized with a Short or Byte variable. A function with a Double parameter can be called only on Double values, but not Float, Int, or other numeric values. The compiler will not perform any automatic type conversion in these cases.\n\n  \u2022 There are methods built into the datatypes for explicit type conversion. It will not affect the type of the original variables.\n\n  \u2022 Every number type supports the following conversions:\n    toByte(), toShort(), toInt(), toLong(), toFloat(), toDouble() and toChar().\n\n  \u2022 Numbers are converted to Char and vice versa using the Unicode Table.\n\n  \u2022 When you convert a larger type to smaller type, the value may be truncated.\n\n  \u2022 All datatypes can be converted to a string using toString().\n\n  \u2022 Strings can be converted to numbers if they are in the correct format of the type.\n\n  \u2022 If the string is \u201ctrue\u201d or \u201cfalse\u201d (case insensitive), it can be converted to a Boolean using toBoolean(). Any value other than \u201ctrue\u201d will be a false Boolean.\n\nType Inference\n\n  \u2022 In expressions involving variables of different datatypes, the widest type in the expression is inferred by the compiler as the type of the result.\n    Double > Float > Long > Int > (Byte, Short)\n\n  \u2022 The result of an expression involving Byte or Short variables is of the type Int (or an even larger type), unless explicitly casted.\n\n\n  \u2022 Kotlin lets you create ranges of values using rangeTo() from the kotlin.ranges package, and its operator form ...\n\n  \u2022 a..b is a range from a to b (inclusive), and in is a keyword used to check whether a value is within a range.\n\nif (i in 1..5) {  // equivalent of 1 <= i && i <= 5\n  \u2022 If you need to exclude the right border, you should subtract one from it:\n\nval within = c in a..b - 1\n// equivalent of a <= c && c < b\n  \u2022 If you need to check that a value is not within a range, use !in:\n\nval notWithin = 100 !in 10..99   // true\n  \u2022 You can assign a range to a variable and use it later somewhere in the code:\n\nval range = 1..5\nprint(3 in range)   // true\n  \u2022 You can also use ranges of characters and strings (in dictionary order):\n\nprintln('b' in 'a'..'c') // true\nprintln(\"hello\" in \"he\"..\"hi\") // true\n  \u2022 Integral type ranges can be iterated over using for loops:\n\nfor (i in 1..5) print(i)   // 12345\n  \u2022 To iterate numbers in reverse order, use the downTo function instead of ..:\n\nfor (i in 5 downTo 1) print(i)   // 54321\n  \u2022 To iterate over numbers with an arbitrary step, use the step function:\n\nfor (i in 1..10 step 2) {\n    print(i)   // 13579\n  \u2022 To iterate a number range which does not include its end element, use the until function:\n\n\n\n  \u2022 A regex instance can be created using the toRegex() method of a String or by calling the Regex constructor:\n\nval string = \"ing\"\nval regex1 = string.toRegex()\nval regex2 = Regex(\"ing\")\n// regex1 and regex2 represent the same regular expression\n  \u2022 matches() method of a string returns true if the string is full match for the regex specified:\n\nval regex = Regex(\"ing\")\nval string1 = \"ing\"\nval string2 = \"running\"\n\nprintln(string1.matches(regex))   // true\nprintln(string2.matches(regex))   // false\n  \u2022 The dot character (.) can match any character except a newline. A question mark (?) denotes that the preceding character is optional. A double backslash (\\\\) is used to escape special characters. A single backslash (\\) is used to escape double quotes (\").\n\n  \u2022 To match \\, the regexp is \\\\\\\\.\n\n\n  \u2022 The Java Class Library provides a BigInteger class for processing very large numbers, limited only by the memory available. It is immutable.\n\nimport java.math.BigInteger\n\nval number1 = BigInteger(\"52955871795228763416553091\")   // initialized using constructor\nval number2 = BigInteger.valueOf(1000000000)   // initialized from a Long value using the valueOf() method\nval number3 = 1234.toBigInteger()   // initialized from an Int value using the toBigInteger() method\n\n// Some constants defined in the BigInteger class:\nval zero = BigInteger.ZERO // 0\nval one = BigInteger.ONE   // 1\nval ten = BigInteger.TEN   // 10\n  \u2022 The divideAndRemainder() function returns an array consisting of the result of integer division and its remainder.\n\nval (result, remainder) = oneHundredTen.divideAndRemainder(nine) // 12 and 2\n  \u2022 The abs() function returns a new BigInteger whose value is the absolute value of the initial BigInteger. The gcd() function returns the greatest common divisor of two numbers.\n\nval number = BigInteger(\"-1\")\nprintln(number.abs()) // 1\n\nval twelve = BigInteger.valueOf(12)\nval fifteen = BigInteger.valueOf(15)\nprintln(twelve.gcd(fifteen)) // 3\n\nNull Safety\n\n\n  \u2022 To allow nulls, we have to declare a variable as nullable by defining the type of the variable as <type>?.\n\n  \u2022 You can generally handle operations using nullable variables in three ways:\n    \u2022 You can explicitly check whether the variable is null.\n\n    var a: String? = \"abc\"\n    val l = if (a != null) a.length else -1\n    \u2022 Use the safe call operator, ?..\n\n    val b: String? = null\n    println(b?.length)      // returns b.length if b is not null, and null otherwise\n    // the type of this expression is Int?\n\n    Safe calls are useful in chains. For example, if Bob (Employee) may be assigned to a Department, that in turn may have another Employee as a department head, then to obtain the name of Bob\u2019s department head (if any), we write:\n\n    bob?.department?.head?.name     // returns null if any of the properties is null\n\n    To perform an operation only for non-null values, you can use the safe call operator together with let:\n\n    for (item in listWithNulls) {\n\n    A safe call can also be placed on the left side of an assignment. If one of the receivers in the safe calls chain is null, the assignment is skipped, and the expression on the right is not evaluated at all:\n\n    person?.department?.head = managersPool.getManager()\n\n    We can also use the Elvis operator (?:) in place of an if-expression. The expression to the right of ?: is evaluated only if the left-hand side is null.\n\n    val l = a?.length ?: -1\n    // Equivalent to:\n    // val l: Int = if (a != null) a.length else -1\n    // Other examples:\n    val parent = node.getParent() ?: return null\n    \u2022 The not-null assertion operator (!!) can be used to convert any value to a non-null type and throw an exception if the value is null.\n\n    val l = a!!.length\n  \u2022 Regular casting may result in a ClassCastException if the object is not of the target type. You can use safe casts that return null if the attempt was unsuccessful:\n\nvar a: String? = \"abc\"\nval n: Int? = a as? Int     // null, as the String can't be casted to an Int type\n  \u2022 If you have a collection of elements of a nullable type and want to filter non-null elements, you can use filterNotNull():\n\nval intList: List<Int> = nullableList.filterNotNull()     // [1, 2, 4]\n\n\n  \u2022 Four spaces are used for indentation. Do not use tabs.\n  \u2022 Omit semicolons (;) wherever possible, as they are optional.\n  \u2022 Put spaces around binary operators, for example, a + b.\n  \u2022 Put spaces between control flow keywords (if, when, for and while) and the corresponding opening parenthesis.\n  \u2022 If a variable or function name is a single word, it should be in lowercase; if the name has multiple words, it should be in lowerCamelCase.\n  \u2022 For curly braces, put the opening brace in the end of the line where the construct begins, and the closing brace on a separate line aligned horizontally with the opening construct.\n\nif (elements != null) {\n    for (element in elements) {\n        // ...\n\nStandard Input/Output\n\n  \u2022 print(message: Any?) can be used to print the given message to the standard output stream.\n\n  \u2022 println(message: Any?) prints the given message to the standard output stream along with a newline at the end.\n\n  \u2022 readLine() reads a whole line from standard input and returns it as a String. The returned string can be casted to the required type using casting function like toInt() or toBoolean(). You can use two exclamation marks at the end of the function call to force a non-null return value.\n\nval line = readLine()   // can be null\nval line2 = readLine()!!    // not null; commonly used\n  \u2022 A Java Scanner object can be used to read input:\n\nimport java.util.Scanner      // or import java.util.*\n\nval scanner = Scanner(System.`in`)\nval line = scanner.nextLine() // read a line\nval integer = scanner.nextInt()   // read a number\nval word = scanner.next()   // read a string\n\nFunctions and Lambda Expressions\n\n  \u2022 A function definition in Kotlin looks like:\n\nfun functionName(param1: Type1, param2: Type2, ...): ReturnType {\n    // body of the function\n    return result     // optional\n// ReturnType is optional if the return type is Unit\n  \u2022 If the function returns a single expression, you can avoid the curly braces:\n\nfun hello() = print(\"Hello World\")\nfun isNegative(num: Int): Boolean = num < 0\n// the return types of these functions can be inferred automatically\n  \u2022 The main() function is the entry point in a Kotlin program.\n\nfun main(args: Array<String>) {\n    // body\n// args is optional\n  \u2022 Kotlin supports default arguments in function declarations and named arguments in function calls:\n\nfun horizontalRule(symbol: Char = '-', count: Int = 10, end: Char = '\\n') {\n    for (i in 1..count) {\n\nfun main() {\n    horizontalRule()                // ----------\n    horizontalRule('_', end = '?')  // __________?\n  \u2022 The default value for a parameter of a function can also be another named argument, or a function:\n\nfun sum(a: Int, b: Int = a) = a + b\n  \u2022 Kotlin uses the call stack (execution stack) of the JVM to store information about functions that are being executed. Each function and its associated data (like function address, argument references and local variables) is stored as a stack frame in the stack. A StackOverflowError occurs when the number function invocations exhaust the memory available to the stack.\n\n  \u2022 Functions are first-class citizens in Kotlin. They can be stored in variables, and passed to or returned by other functions.\n\n  \u2022 The type of a function is given as:\n    (types of parameters, comma separated) -> return type of the function\n\n// Type is:\n// (Int, Int) -> Int\n\nfun hello() = print(\"Hello World\")\n// Type is:\n// () -> Unit\n  \u2022 Reference to a function can be obtained by prefixing a double colon (::) to the function name.\n\nvar newSum = ::sum\n// newSum(1, 2) will return 3\n  \u2022 The filter() method of String or collections can accept references to other functions to act as the filtering criteria.\n\n  \u2022 Anonymous functions in Kotlin are of the form fun(arguments): ReturnType { body }\n\n  \u2022 Lambda expressions in Kotlin are of the form { arguments -> body }.\n    If the lambda doesn\u2019t have arguments, it\u2019s written in the form { body }.\n\n  \u2022 When the lambda is the last argument to a function, it can be placed outside the parenthesis. If the function has no other arguments other than the lambda, you can omit the parenthesis altogether. If there is only a single argument for the lambda, it can be used to refer to the parameter rather than assigning a name to it.\n\nval someText = \"L-o-r-e-m I-p-s-u-m\"\n\nprint(   someText.filter({ ch -> ch != '-' })    )    // Lorem Ipsum\nprint(   someText.filter() { ch -> ch != '-' }   )    // Lorem Ipsum\nprint(   someText.filter { ch -> ch != '-' }     )    // Lorem Ipsum\nprint(   someText.filter { it != '-' }           )    // Lorem Ipsum\n  \u2022 If the lambda has multiple lines of code, its last line is treated as the return value. The return keyword is not required in this case.\n\n  \u2022 If you use return in a lambda expression, a non-local return happens to the nearest enclosing function.\n\nfun foo() {\n    listOf(1, 2, 3, 4, 5).forEach {\n        if (it == 3) return              // non-local return directly to the caller of foo()\n    println(\"this point is unreachable\")\n  \u2022 To return just from a lambda expression and not the enclosing function, you need to use a fully qualified return statement.\n\nfun foo() {\n    listOf(1, 2, 3, 4, 5).forEach [email\u00a0protected]{\n        if (it == 3) return@lit           // local return to the caller of the lambda, the forEach loop\n    print(\" done with explicit label\")\n\nfun bar() {\n        if (it == 3) return@forEach       // local return to the caller of the lambda, the forEach loop\n    print(\" done with implicit label\")\n  \u2022 A return statement in an anonymous function will return from the anonymous function itself.\n\nfun foo() {\n    listOf(1, 2, 3, 4, 5).forEach(fun(value: Int) {\n        if (value == 3) return            // local return to the caller of the anonymous function, the forEach loop\n    print(\" done with anonymous function\")\n  \u2022 The variables and values visible where the lambda is created are also visible inside the lambda, i.e. lambda captures variables. So if a variable is changed inside the lambda, the changes are also reflected outside it.\n\nfun placeArgument(value: Int, f: (Int, Int) -> Int): (Int) -> Int {\n    return { i -> f(value, i) }\n\nval mul = { a: Int, b: Int -> a * b }\nval double = placeArgument(2, mul)\nprint(double(5))      // 10\n\nStandard Library\n\n  \u2022 The Math (inherited from Java) and kotlin.math libraries contains implementation of common mathematical functions and constants.\n\nval sqrt = Math.sqrt(2.0)   // 1.4142...\n  \u2022 Random numbers can be generated using the Random class in the kotlin.random package.\n\nimport kotlin.random.Random\n\nfun main() {\n    println( Random.nextInt() )       // generates a random Int number\n    println( Random.nextLong() )      // generates a random Long number\n    println( Random.nextFloat() )     // generates a random Float number between 0 (inclusive) and 1.0 (exclusive)\n    println( Random.nextDouble() )    // generates a random Double number between 0 (inclusive) and 1.0 (exclusive)\n    println( Random.nextInt(10) )     // generates a non-negative Int value less than 10\n    println( Random.nextInt(1, 10) )  // generates an Int value between 1 (inclusive) and 10 (exclusive)\n    // ranges can be specified for all these functions except nextFloat()\n  \u2022 You can set the seed for the pseudorandom number generator using the Random() class constructor.\n\nval generator = Random(42)      // setting the seed 42\nfor (i in 0..4) {\n    print(generator.nextInt(10).toString() + \" \")     // \"3 0 1 2 1 \" will always be the sequence generated for this seed if the same Kotlin runtime and architecture is used\n  \u2022 A generator initialized using Random.Default will have a different seed each time it is used.\n\n\n  \u2022 Kotlin supports the following native arrays for primitive types: IntArray, LongArray, DoubleArray, FloatArray, CharArray, ShortArray, ByteArray and BooleanArray. There is no StringArray.\n\n  \u2022 To create an array of a specified type, pass the elements as parameters to functions like intArrayOf(), charArrayOf() and booleanArrayOf(). To initialize an array with a single value, use a lambda expression along with the type constructor.\n\nval numbers1 = intArrayOf(1, 2, 3, 4, 5)      // Array<Int>: { 1, 2, 3, 4, 5 }\nprintln(numbers.joinToString())               // 1, 2, 3, 4, 5\n\nval numbers2 = IntArray(5)                    // { 0, 0, 0, 0, 0 }\nval numbers3 = IntArray(5) {1}                // { 1, 1, 1, 1, 1 }\n  \u2022 You cannot change the size of an array, but you can modify its elements.\n\n  \u2022 The size of an array can be obtained using the size property.\n\nval numbers = intArrayOf(1, 2, 3, 4, 5)\nprintln(numbers.size)       // 5\n  \u2022 Arrays also have the first(), last() and lastIndex() methods, and it works in the same way it does for String.\n\n  \u2022 Arrays can be compared using the contentEquals() method, as == only compares the references and not the contents of the object.\n\nval numbers1 = intArrayOf(1, 2, 3, 4)\nval numbers2 = intArrayOf(1, 2, 3, 4)\n\nprintln(numbers1.contentEquals(numbers2))     // true\nprintln(numbers1 == numbers2)                 // false\n  \u2022 The Array<T> class lets you create an array of any object. The arrayOf() and emptyArray() functions can be used to create an Array.\n\nval array1 = arrayOf(\"Hello\", \"World\")\nval array2 = arrayOf<String>(\"Hello\", \"World\")      // if you want to enforce the type\nval array3 = emptyArray<String>()\n  \u2022 The joinToString() method returns a String containing the elements of the array, separated using commas. The contentEquals() method can be used to compare the Array with another Array.\n\n  \u2022 The size of an array can be changed (by adding or removing elements) only if it was declared using var, and not val. However, you can change the elements in both cases.\n\n  \u2022 Arrays can be nested to create multidimensional arrays. The nested arrays can even be of different types.\n\nval array = arrayOf(\n    arrayOf(1, 2),\n    arrayOf(3, 4, 5))\n  \u2022 The contentDeepToString() method can be used to get the entire content of a multidimensional array as a single String.\n\nControl Flow Statements\n\n  \u2022 In Kotlin, if is also treated as an expression, and not just a statement. It can return the result of some computation, by specifying the result as the last expression in the body. If if is used as an expression, it must have an else branch.\n\nval max = if (a > b) {\n    println(\"a wins!\")\n} else {\n    println(\"b wins!\")\n  \u2022 The braces can be omitted if the body has only one statement.\n\nprintln( if (a == b) \"a equal b\"\n         else if (a > b) \"a is greater than b\"\n         else \"a is less than b\" )\n  \u2022 The when construct is the alternative to the switch-case statement found in many languages. The else keyword specifies the default (fallback) argument for the construct. You can use multiple statements in a branch by enclosing them in curly braces. They can also be used as expressions, and the else branch is required in such cases.\n\nwhen (alphabet) {\n        \"a\", \"A\" -> println(\"Alpha\")\n        \"b\", \"B\" -> println(\"Beta\")\n        \"c\" -> { println(\"Gamma\")\n                 alphabet = \"C\"\n        else -> println(\"Unknown\")\n  \u2022 The branch conditions of a when construct can also be expressions. It can also be used without an argument; in this case, the branch conditions are evaluated as boolean expressions.\n\nval a = 5\nval b = 6\nval c = 11    \n\nprintln(when (c) {\n        a + b -> \"$c equals $a plus $b\"\n        a - b -> \"$c equals $a minus $b\"\n        a * b -> \"$c equals $a times $b\"\n        else -> \"We do not know how to calculate $c\"\n        })                                            // \"11 equals 5 plus 6\"\nwhen (c) {\n        in 0..10 -> println(\"c is between 0 and 10 (inclusive).\")\n        else -> println(\"c is not between 0 and 10.\")\n  \u2022 The repeat block simply executes its body over and over again for the specified number of times.\n\nimport java.util.*\n\nval scanner = Scanner(System.`in`)\nval n = 10\nval sum = 0\n\nrepeat(n) {\n        val num = scanner.nextInt()\n        sum += num\n  \u2022 A for loop is used to iterate through ranges, arrays or collections of elements.\n\nfor (i in 1..4) {\n  \u2022 Kotlin supports the standard while and do..while loops. The break and continue statements also work as expected.\n\n  \u2022 Any expression in Kotlin may be marked with a label. Labels have the form of an identifier followed by the @ sign. You can use break, continue and return statements using these labels.\n\n    for (j in 1..100) {\n        if (i == 10 && j == 10) break@loop      // breaks out from both loops\n\nfun foo() {                                     // prints \"1245\"\n        if (it == 3) return@forEach // local return to the forEach loop\n\nfun foobar() {                                  // prints \"12\"\n    run [email\u00a0protected]{\n            if (it == 3) return@loop // non-local return from the lambda passed to run\n\nObject Oriented Programming\n\n  \u2022 A class is defined using the class keyword. If the body of the class is empty, the curly braces can be omitted.\n\nclass ClassName {\n  // class properties and methods\n\nval object = ClassName()\n  \u2022 The default values of the properties can be specified in the class definition itself. The properties can be accessed by using the object.property format.\n\nclass Solid {\n  var color = \"red\"\n  var count = 10\n  var shape = \"sphere\"\n\nval object = Solid()\nprintln(object.shape)     // sphere\n  \u2022 A class in Kotlin has one primary constructor, and zero or more secondary constructors. The primary constructor is a part of the class header, and does not have to be defined separately. Optionally, the primary constructor can also take parameters.\n\nclass Person(name: String) { /*...*/ }\n// Same as:\n// class Person constructor(name: String) { /*...*/ }\n  \u2022 Any initialization code for the primary constructor has to be put in one or more init blocks. These init blocks are executed in the order in which they appear.\n\nclass InitOrderDemo(name: String) {\n    val firstProperty = \"First property: $name\".also(::println)\n\n    init {\n        println(\"First initializer block that prints ${name}\")\n\n    val secondProperty = \"Second property: ${name.length}\".also(::println)\n\n    init {\n        println(\"Second initializer block that prints ${name.length}\")\n  \u2022 The parameters passed to the primary constructor can be used as class properties by adding val or var keywords to the parameters list.\n\nclass Name(val firstName: String, val lastName: String)     // example of a data class, used to store structured data\n  \u2022 The primary constructor also takes default values in the arguments list.\n\nclass Solid(val shape = \"sphere\", val color = \"red\") { /*...*/ }\nval object = Solid(color = \"blue\")\n  \u2022 Class methods are called member functions in Kotlin. They are defined inside the class definition block. The this keyword can be used to refer to the current instance.\n\nclass Color(var color = \"red\") {\n  fun printColor() {\n    print(this.color)     // you can omit the 'this' keyword if the property name is unique\n\nval obj = Color(\"green\")\nobj.printColor()      // prints \"green\"\n  \u2022 When you access a property, a getter function is invoked implicitly. Similarly, a setter function is invoked when the value of a property is changed. Each property has their own getter and setter functions. They are automatically defined by the compiler, but you can define custom functions if required. Inside the getter and setter function, the keyword field has to be used in place of the actual property name to avoid an infinite recursive call of getter/setter functions.\n\nclass Person {\n    var name: String = \"John\"\n        get() = field\n        set(value) {\n          print(\"Changed name from $field to $value.\")\n          field = value\n\nval guy = Person()\nguy.name = \"Ron\"      // prints \"Changed name from John to Ron\"\n  \u2022 If a class is to be inherited (extended), it has to be declared with the open keyword. We can pass parameters to the constructor of the parent class, if required.\n\nopen class Person(var name: String, var age: Int = 25)\n\nclass Employee(name: String, dept: String) : Person(name) {\n    var department = dept\n  \u2022 Any function that accepts a parent class also accepts a child class as its parameter.\n\n  \u2022 To override a function from the parent class in a child class, the open modifier has to be used in the function definition in the parent class, and the override modifier has to be used in the function definition in the child class. An overridden method is automatically open to all subclasses (if any). The final modifier can be used to close such implicitly open functions. Overriding properties works in a similar way.\n\nopen class Shape {\n    open val vertices: Int = 0\n\nclass Rectangle : Shape() {\n    final override val vertices = 4\n  \u2022 Code in a derived class can call its superclass functions and property accessors implementations using the super keyword.\n\nopen class Rectangle {\n    open fun draw() { println(\"Drawing a rectangle\") }\n\nclass FilledRectangle : Rectangle() {\n    override fun draw() {\n        println(\"Filling the rectangle\")\n  \u2022 Secondary constructors are declared as constructor(). A class can have more than one secondary constructors, provided they all have unique function signatures.\n\nclass Person {\n    var children: MutableList<Person> = mutableListOf()\n    constructor(parent: Person) {\n  \u2022 If the class has a primary constructor, each secondary constructor needs to delegate to the primary constructor, either directly or indirectly through another secondary constructor(s). The this keyword can be used to delegate to another constructor of the same class. Delegation to the primary constructor happens as the first statement of a secondary constructor, so the code in init blocks and property initializers is executed before the secondary constructor body.\n\nclass Person(val name: String) {\n    var children: MutableList<Person> = mutableListOf()\n    init {                                        \n        println(\"Initializing..\")     // always runs before the secondary constructor\n  \u2022 A singleton class is a special class with a only single instance globally. Singletons are implemented in Kotlin by using object declarations. The singleton is declared like a regular class declaration, but with the keyword object in place of class. Such classes doesn\u2019t need instantiation, and can be accessed directly using the class name.\n\nobject President {\n  val name = \"Abraham Lincoln\"\n  fun printMsg() {\n    println(\"$name was a former US President.\")\n\n  \u2022 Classes can be nested. As a singleton is also a special type of class, objects declarations can also be nested in class or object declarations.\n\n  \u2022 Extensions are used to extend a class with new functionality without having to inherit from the class. You can declare methods and properties for a class without modifying the actual class declaration. To declare an extension, we prefix its name with the receiver type (the class being extended). Extensions do not actually modify the classes being extended, and are resolved statically.\n\n    this[index1] = this[index2]\n    this[index2] = tmp\n\nval list = mutableListOf(1, 2, 3)\nlist.swap(0, 2) // [3, 2, 1]\n  \u2022 If an extension for a class is defined with the same name (and signature) as a member, the member always wins. However, functions can be overloaded by using a different signature.\n\nclass Example {\n\nfun Example.printFunctionType() = println(\"Extension function\")\n\nExample().printFunctionType()     // Class method\n  \u2022 Extensions can also be defined with a nullable receiver type.\n\nfun Any?.toString(): String {\n    if (this == null) return \"null\"\n    // resolves to the member function of the Any class\n    return toString()\n  \u2022 Extension properties can have getters and setters, but cannot have initializers.\n\n  val <T> List<T>.lastIndex: Int\n    get() = size - 1\n  \u2022 The toString() method of classes are invoked implicitly by when you try to print them. You can override the toString() method of a class to change the default behavior (which is a string of the form <class_name>@). This modified function is inherited by the child classes, if any.\n\nopen class Toy(val type: String = \"ball\", val color: String = \"blue\") {\n  override fun toString(): String {\n    return \"$color $type\"\n\nclass ToyOwner(val name: String, type: String = \"ball\", color: String = \"blue\") : Toy(type, color) {\n  override fun toString(): String {\n    return \"${name}'s ${super.toString()}\"\n\nval blueBall = ToyOwner(\"John\")\nprint(blueBall)   // John's blue ball\n  \u2022 An object declaration inside a class can be marked with the companion keyword. Members of the companion object can be called by using simply the class name as the qualifier. The name of the companion object can be omitted, in which case the name Companion will be automatically.\n\nclass SampleClass {\n    companion object {\n        fun create(): SampleClass = SampleClass()\n\nval instance1 = SampleClass.create()\nval instance2 = SampleClass.Companion.create()\n// both function calls refer to the same function, and creates different instances of the class\n  \u2022 Properties from the outer class will shadow the properties of the companion if they have the same name. Only one companion object can be created for a class. A companion class cannot be nested inside another companion class or object declaration.\n\n  \u2022 The enum keyword is used to create enumeration classes.\n\nenum class Rainbow {\n  \u2022 Enum classes can be used to store multiple parameters per member, and even add member functions.\n\nenum class Rainbow(val color: String, val rgb: String) {\n    RED(\"Red\", \"#FF0000\"),\n    ORANGE(\"Orange\", \"#FF7F00\"),\n    YELLOW(\"Yellow\", \"#FFFF00\"),\n    GREEN(\"Green\", \"#00FF00\"),\n    BLUE(\"Blue\", \"#0000FF\"),\n    INDIGO(\"Indigo\", \"#4B0082\"),\n    VIOLET(\"Violet\", \"#8B00FF\");\n\n    fun printFullInfo() {\n        println(\"Color: $color --- RGB: $rgb\")\n\nval rgb = Rainbow.RED.rgb\n  \u2022 Enum classes also contain some methods and properties implicitly defined by Kotlin.\n\nval color: Rainbow = Rainbow.BLUE\nprintln(color.name)     // returns the enum instance's name, \"BLUE\"\nprintln(color.ordinal)      // returns the postion (index) of the instance in the class declaration, 4\nfun isRainbowColor(color: String) : Boolean {\n    for (enum in Rainbow.values()) {      // returrns a list of instances in the enum class\n        if (color.toUpperCase() == enum.name) return true\n    return false\n\nprintln(isRainbowColor(\"Pink\"))     // false\n  \u2022 Data classes declared with the modifier data is used to store data in an organized manner. These classes automatically support methods like equals(), hashCode(), toString() and copy(). However, such built-in methods only consider the properties listed in the constructor, and ignores any properties found in the body of the class. All the methods except copy() can be overridden if required.\n\ndata class Toy(var type = \"Ball\", var color = \"Blue\")\n\nval blueBall = Toy()\nval redBall = blueBall.copy(color = \"Red\")\n  \u2022 Data classes can be unpacked, or destructured. A destructuring declaration uses a componentN() operator that returns the n-th element in the data class.\n\n\nval blueBall = Toy()\nval (toyType, toyColor) = blueBall\n// Same as:\n// val toyType = blueBall.component1()\n// val toyColor = blueBall.component2()\n\nprintln(toyType)      // Ball\nprintln(toyColor)     // Blue\n  \u2022 Regular classes can also be destructured if you explicitly define componentN() operators.\n\n    operator fun component1(): String = type\n    operator fun component2(): String = color\n  \u2022 Destructuring also works with arrays. If there are less variables than the size of the array, it will skip the remaining elements of the array. If there are more variables, the expression will result in an error. If you don\u2019t need a variable in the destructuring declaration, you can place an underscore instead of its name.\n\n\n  \u2022 The following properties and methods are supported by all the standard collections in Kotlin:\n\n    \u2022 size\n    \u2022 contains(element) \u2192 checks if element is in the collection\n    \u2022 containsAll(col) \u2192 checks whether all the elements in the collection col is in the current collection\n    \u2022 isEmpty()\n    \u2022 joinToString() returns a string consisting of the elements of the collection.\n    \u2022 indexOf(element) returns the index of the first occurrence of element in the collection, and -1 if element is not present in the collection.\n  \u2022 Mutable collections have some more common methods:\n\n    \u2022 clear() removes all the elements in the collection\n    \u2022 remove(element) removes the first occurrence of element\n    \u2022 removeAll(col) removes all elements of the collection col from the current collection\n  \u2022 List<T> stores elements in a specified order and provides indexed access to them. A List can contain duplicate elements, even null.\n\nval numbers = listOf(\"one\", \"two\", \"three\", \"four\")\nval empty = emptyList<String>()     // to initialize an empty list\n\nprintln(\"Number of elements: ${numbers.size}\")\nprintln(\"Third element: ${numbers.get(2)}\")\nprintln(\"Fourth element: ${numbers[3]}\")\nprintln(\"Index of element \\\"two\\\" ${numbers.indexOf(\"two\")}\")\n  \u2022 A MutableList<T> is a mutable List, i.e supports adding or removing elements. A List can be converted to a MutableList using the toMutableList() method of a List.\n\nval numbers = mutableListOf(1, 2, 3, 4)\nnumbers.add(5)    // 1, 2, 3, 4, 5\nnumbers.removeAt(1)   // 1, 3, 4, 5\nnumbers[0] = 0    // 0, 3, 4, 5\nnumbers.shuffle()   // list is shuffled in a random order\n  \u2022 A Set<T> is used an unordered collection of unique elements. Even null can occur only once in a Set. Two sets are equal if they have the same size, and for each element of a set there is an equal element in the other set. The default implementation of a Set is a LinkedHashSet, which remembers the order of insertion of elements. So it also supports methods like first() and last().\n\nval numbers = setOf(1, 2, 3, 4)\n\nif (numbers.contains(1)) println(\"1 is in the set\")\n\nval numbersBackwards = setOf(4, 3, 2, 1)\nprintln(\"${numbers == numbersBackwards}\")\n  \u2022 A MutableSet allows you to add or remove values.\n\nval empty = mutableSetOf<Int>()     // declare an empty mutable set for Int elements\n  \u2022 Map<K, V> stores key-value (KV) pairs. The keys in a Map should be unique. Two maps containing the equal pairs are equal regardless of the order in which the pairs are found in the maps.\n\nval numbersMap = mapOf<String, Int>(\"key1\" to 1, \"key2\" to 2, \"key3\" to 3, \"key4\" to 1)     // the type specification can be omitted as it is automatically inferred\nprintln(\"All keys: ${numbersMap.keys}\")\nprintln(\"All values: ${numbersMap.values}\")\nif (\"key2\" in numbersMap) println(\"Value of \\\"key2\\\": ${numbersMap[\"key2\"]}\")    \nif (1 in numbersMap.values) println(\"The value 1 is in the map\")\nif (numbersMap.containsValue(1)) println(\"The value 1 is in the map\") // same as previous\n  \u2022 A MutableMap allows you to add new key-value pairs and update existing ones.\n\nval numbersMap = mutableMapOf(\"one\" to 1, \"two\" to 2)\nnumbersMap.put(\"three\", 3)\nnumbersMap[\"one\"] = 11\nprintln(numbersMap)     // {one=11, two=2, three=3}\nnumbersMap.remove(\"four\")     // nothing happens\nnumbersMap.remove(\"three\", 4)     // removes the pair only if the value associated with \"three\" is 4\nprintln(numbersMap.containsValue(3))      // true\nprintln(numbersMap.containsKey(3))      // false\n  \u2022 Collections support iteration. When iterating over maps, a pair of values is returned in each iteration, which can be destructured into two separate variables.\n\n  \u2022 A description of all the properties and methods supported by lists, mutable lists, sets, mutable sets, maps and mutable maps can be found in the official documentation.\n\n\n  \u2022 You can throw exceptions using the throw keyword.\n\nthrow ArithmeticException\n  \u2022 The Exception class is used to create custom exceptions.\n\nval customException = Exception(\"A custom error message.\")\nthrow customException\n\n// Same as:\n// throw Exception(\"A custom error message.\")\n  \u2022 Kotlin supports try-catch blocks. They can have multiple handlers (catch blocks) if required. The message property stores the error message related to an Exception. When an exception occurs in the try block, the suitable handler is determined by trying to match the exception types from the first catch block to the last. So specialized handlers like IOException should come before general handlers like Exception (which can catch every type of exception). After the exception is handled, code execution resumes from the line immediately after the try-catch block.\n\ntry {\n    print(10 / 0)\ncatch (e: IOException) {\n    // handles IOException and its subtypes\ncatch (e: Exception) {\n    // handles all subtypes of Exception\n    println(e.message)      // \"/ by zero\"\n  \u2022 A finally block is executed irrespective of whether an exception was encounter in a try or catch block.\n\ntry {\n    // code that may throw an exception\ncatch (e: Exception) {\n    // exception handler\nfinally {\n    // always executed\n  \u2022 A try-catch block can also be used as an expression in Kotlin.\n\nval number: Int = try { \"abc\".toInt() } catch (e: NumberFormatException) { 0 }\nprintln(number)     // 0\n\nWorking With Files\n\n  \u2022 Files are handled using the File class from the java.io package. A File object contains a pointer to the specified file. When a method (except write methods) is called and the file does not exist, and a NoSuchFileException is thrown.\n\n  \u2022 The readText() method returns the entire contents of the file as a String.\n\nimport java.io.File\n\nval file = File(\"file.txt\")       // file is not opened, only a reference to the file is returned\nval content = file.readText()     // file is opened and closed automatically by the method\nprint(content)                    // entire content of the text file is displayed\n  \u2022 The readLines() method returns a List with each line of the file as an element of the list.\n\n  \u2022 The readBytes() method returns the entire content of the file as a byte array.\n\n  \u2022 The forEachLine() method executes an action for each line in the file. This is recommended for very large files, as directly trying to read the entire file in one go may exhaust the system memory.\n\nval fileName = \"file.txt\"\nFile(fileName).forEachLine { println(it) }\n  \u2022 The writeText() method is used to write a String to file. If the file does not exists, it is created automatically. If the file already exists, its contents are overwritten.\n\n  \u2022 The appendText() method is used to append a String to an existing file.\n\n  \u2022 The writeBytes() and appendBytes() methods are used to write a ByteArray to file.\n\n  \u2022 The length() method returns the number of characters in the file.\n\n  \u2022 The exists() method of the File class can be used to check whether a file exists.\n\n  \u2022 A list of all methods supported by the File class can be found in the official documentation.\n\n\nBasic Syntax \u2013 Kotlin Official Documentation\nKotlin Programming Language Reference \u2013 Kotlin Official Documentation\nNOTE: A lot of code samples have been taken directly from the official documentations.\n\nLearn Kotlin\n\n  \u2022 JetBrains Academy has a Kotlin track that helps you learn by working on a project in Kotlin. The course is current in a public beta phase, and available for free at the time of writing.\n  \u2022 Kotlin Koans is great way for Java developers to learn Kotlin, by working on a curated series of exercises in Kotlin.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\n    \"score\": 3,\n    \"justification\": \"The text is well-structured and follows a professional format with clear headings and sections. It is easy to follow and organized effectively.\"\n  },\n  \"voice\": {\n    \"score\": 1,\n    \"justification\": \"The text has a clear, distinct authorial voice, particularly evident in its technical style and the use of programming-specific terminology.\"\n  },\n  \"knowledge_density\": {\n    \"score\": 3,\n    \"justification\": \"The text provides a high density of information, covering a wide range of Kotlin programming concepts in depth and detail.\"\n  },\n  \"diversity\": {\n    \"score\": 1,\n    \"justification\": \"The text focuses primarily on Kotlin programming concepts and lacks niche or specialized knowledge, hence it scores low on diversity.\"\n  }\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Central Australia\n\nThe Central Australia region is the geographical centre of Australia.\n\nDesert land covers 600,000\u00a0square kilometres and 40%\u00a0of the NT.\n\nThe Central Australia region contributes an estimated\u00a018% ($2.9\u00a0billion) to the NT gross state product.\n\nAlice Springs, the second largest town in the NT, with a population of roughly\u00a028,000, services a total regional population of\u00a041,000.\n\nAlice Springs is the major economic, business and service hub for the region, and also services parts of South Australia, Western Australia and Queensland.\n\nThe economy is sustained by mining, tourism and primary industries and is underpinned by government funding for regional service delivery and defence.\n\nA large percentage of the Central Australia region\u2019s population live in outlying communities including the Yulara township, which provides accommodation and services for the tourism industry at Uluru\u2013Kata Tjuta National Park.\n\nYulara's population of just over 1,000\u00a0people is increased by visitor numbers to around 300,000\u00a0each year.\n\nOther major remote centres in the Central Australia region include Ntaria, Yuendumu and Papunya, with the rest of the population widely spread across the region in smaller communities, outstations, pastoral properties and mining operations.\n\nThese residents depend on Alice Springs for supplies and essential services.\n\nLast updated: 24 September 2021\n\nGive feedback about this page.\n\nShare this page:\n\nURL copied!\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured with clear paragraphs, but there are some minor formatting issues like the extra 'Last updated:' and 'Share this page:' lines which are not necessary for the main content.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a factual, informative tone typical of a reference or descriptive article, lacking a distinct authorial style or voice.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides specific details about Central Australia's geography, economy, and population, though some information like population figures could be more contextually linked to broader trends.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers general aspects of Central Australia's geography, demographics, and economy, which are common knowledge and not niche or specialized.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"MERIDA Yucatan (Times Media Mexico) \u2013 Whoever visits Yucatan soon notices the unique elements that differentiate it from the Mexican Republic\u2019s other states. Perhaps, Campeche and Quintana Roo\u2019s neighboring states, which once formed a single entity and have a shared history. The Yucatan Mayan language gives the Spanish spoken in Yucatan an emphatic and robust accent that is quickly identifiable. Likewise, it mixes many Mayan words with the Spanish spoken in this state, the culture, music, gastronomy, and in general, the way of being of the Yucatan, which is exotic even for our compatriots.\n\nOn one occasion, many years ago, in a bohemian talk by friends, between drinks of aged rum, someone mentioned that in Mexico, there are two kinds of Mexicans: the Mexicans, worth the redundancy, and the Yucatecans.\nHistorically, the Yucatan developed, to some extent, apart from the rest of the country.\n\nDuring the colonial era, it was General Captaincy. That is, the Governor and General Capital were directly named by the King of Spain. Therefore, both politically and militarily, they depended and were directly accountable to the Spanish crown; their territory, at some point, included, besides the mentioned and current states of Yucatan, Campeche, and Quintana Roo, also Tabasco, Belize, and the Guatemalan Pet\u00e9n. Only, in the judicial field, the Yucatecans had to resort to the Royal Court of New Spain or the Royal Court of Guatemala.\n\nCoupled with the peninsula\u2019s geographic location and its dense forests and rainforests, it made communications easier by sea than by land. Yucatan was isolated from the rest of the \u201cNew Spain\u201d and Mexico once independence from Spain was obtained.\n\nAll these circumstances have shaped the Yucatecan culture. However, it can be said that the current Yucatecan is a consequence of the syncretism of the Mayas and the Spanish. Other countries and cultures have contributed their grain of sand in the conformation of our identity; influences such as the Lebanese, European, Caribbean, and even Asian have influenced the cultural confirmation of this part of the Mexican nation; so much so that even the famous American Chef Ricky Bayless specialized in Mexican food, in his program entitled \u201cMexico: One Plate at a time\u201d, in its 11th season, is dedicated to the gastronomy of this region of the country and indicates the following in its official page: \u201cFor the 11th season of Chef Rick Bayless\u2019 highly-rated cooking and travel show, we\u2019re taking our viewers on a journey through a different Mexico, to the Yucatan Peninsula.\u201d\n\nBetween Cuba and Yucatan there has been a close historical relationship, even since pre-Columbian times, not only because the island was the gateway and therefore communication of Spain with its American domains, but also by the geographical proximity to our peninsula, separated by the Yucatan channel and the geographical arrangement of both, the poet Salvador Diaz Miron expressed: \u201cLike two hands that were together and still want to shake each other\u201d; with an identical climate, Doctor Eduardo Urzaiz Rodriguez, points out in one of the works that serve as a source for this article, that it is one more Antilla that, by the whim of Geology, remained attached to the Continent.\n\nDuring the time in which Yucatan separated from Mexico for opposition to the centralism established by Antonio L\u00f3pez de Santa Anna, in the middle of 1847, the Mayan people\u2019s rebellion against the Creole and mestizo oppression broke out in the east of the state, the Mayan hosts were devastating the towns, until practically arriving at the doors of the city of Merida, the government\u2019s resources were exhausted and the situation was desperate, when unexpected help arrived from Cuba, on March 9, 1848, The Spanish war Churruca, the brigantine schooner Juanita and the war corvette Luisa Fernanda arrived at the port of Sisal with a cargo of 2000 useful rifles with their bayonets, 200 cavalry sabers, 2 12-pound mountain howitzers and 200 quintals of gunpowder, that were of great help and that served to raise the spirits of the Yucatecans and, although the support came from the Spanish authorities on the island, it left a debt of gratitude in the hearts of the Yucatecans, which was later taken advantage of by the Cuban emigrants.\n\nTo be continued\u2026\n\nMiguel Fern\u00e1ndez-Montilla Cervera\nFor\u00a0The Yucat\u00e1n Times\n\nMiguel Fern\u00e1ndez-Montilla Cervera is a Yucatecan\u00a0 lawyer, specialist in labor law, and an enthusiast of Yucatan\u2019s history. He has hosted the program \u201cEl buho de la noche\u201d\u00a0(The Night Owl) which deals with historical issues and anecdotes of the Yucatan.\n\n\n\nmore recommended stories\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text sample is well-structured with clear paragraphs and appropriate sectioning. There are no formatting issues, and the writing flows naturally from one idea to the next.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a professional and informative tone, with a distinct voice that reflects the author's expertise in Yucatan's history and culture.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides rich, informative content with historical context, cultural insights, and specific details about Yucatan's unique characteristics and relationships with other regions.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers various aspects of Yucatan's culture and history, but it remains within the realm of general knowledge and does not delve into highly specialized or rare topics.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Do you have now, or have you ever had a child who engaged in challenging behavior?\n\nIf so, you may have been given or asked to participate in the creation of a behavior plan.\n\nIDEA states that a behavior plan is based on a functional behavioral assessment.\n\nA functional behavioral assessment is considered an evaluation that, through data collection and observations hypothesizes the function of behavior. Once you have a data-driven hypothesis, a behavior plan (if necessary) would be created, which should include strategies and interventions that address the behaviors and their functions.\n\nThere is a function behind all behavior.\n\nTake a second to think about your own behavior. Do you bite your nails, do you play on Facebook for a few minutes instead of finishing that report? I could go on and on, but you probably get where I am going.\n\nWhen we think about our students or children, understanding the function of their behavior may help us respond in a way that creates change and not more or different challenging behaviors.\n\nInteresting Functions Of Behavior;\n\nThere are four types of function in regards to behavior;\n\nTired Of The Endless Search For Answers?\n\nSchedule A Free Consultation With A Special Education Expert Today!\nFree Consultation\n  \u2022 Sensory/Automatic\n  \u2022 Escape\n  \u2022 Attention\n  \u2022 Tangible\n\nLet\u2019s take a more in-depth look into each behavior and some examples of each.\n\n\nThis function is sometimes referred to as self-stimulatory. The behaviors are not dependent on anything other than the behavior itself. The behavior itself is reinforcing to the person.\n\nSome examples of Sensory behaviors would be: repetitive body motions such as, but not limited to- hand flapping, leg shaking, spit play, chewing on fingers, nail-biting and could also include some self-injurious behaviors.\n\n\nBehaviors with an escape function are meant to do just that, escape from whatever has been presented to the person immediately before the behaviors. To stop or avoid something is what is reinforcing.\n\nSome examples of Escape/Avoidance behaviors would be: Aggression, spitting, (to get people to leave them alone), running away, crying, whining, masturbation and self-injurious behavior.\n\nThink about it like this \u2013 there\u2019s a child in the classroom who was given an assignment and does not immediately start it. Instead, he throws his pencil and gets up to roam the room. This is an example of escape behavior that has been reinforced.\n\n\nBehaviors with an attention function are those that are done to elicit attention.\n\nAttention can be positive or negative. Sometimes, attention is so reinforcing that it can be negative (ex. behavioral correction) or positive (ex. praise). Any attention that maintains the behavior is reinforcing.\n\nSome examples of Attention behaviors would be: calling out in class, nose picking, aggression, elopement, and unsafe climbing.\n\nThink about it like this \u2013 a child is climbing on a bookshelf in a classroom. Every single time the teacher walks over, tells him to get down and then physically pulls him down, the child goes back to the activity they should have been doing. This is an example of attention-seeking behavior that has been reinforced.\n\n\nBehaviors with a tangible function are to obtain an object or item. This function is pretty straightforward that a person engages in a behavior to get something.\n\nSome examples of Tangible behaviors would be: yelling, screaming, and aggression.\n\nThink about it like this \u2013 You\u2019re in a store with your child at checkout. There are rows of candy bars. Your child starts screaming for one. You give it to them to stop the screaming. This is an example of tangible behavior that was reinforced.\n\nThese examples of behaviors are not an end-all list, but instead just collection of some behaviors you may encounter. Each person and their behavior is unique and must be treated as such.\n\nFBA\u2019s (Functional Behavioral Assessment) and BIP\u2019s (Behavior Intervention Plan) should be individualized to the person they are about.\n\nAs a teacher and a special education tutor, I am constantly aware of my actions and how they may be affecting children around me. As you develop a greater knowledge in this area, you will help your child develop in a way that truly maximizes their potential (and decreases your stress level substantially)!\n\n\nNicole Adamski, MA\n\nNicole Adamski, MA\n\nNicole Adamski, MA\n\nNicole Adamski, MA\n\nLeave a Reply\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured with clear headings and subheadings, but there are some minor formatting issues like repetitive author names and repeated mentions of 'Nicole Adamski, MA' which could be better organized.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author demonstrates a clear, authoritative tone, especially in providing guidance on behavior plans and assessments. However, it lacks a distinct, distinctive style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides substantial, informative content on the topic of functional behavioral assessments and behavior plans, though some sections repeat similar ideas about behavior functions.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text covers general topics related to behavior and education but lacks niche or specialized content. Most information is common knowledge in this domain.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Design Approach to Intercom Public Address (PA) System\n\nA design approach to a PA system encompasses the available technologies and a project-specific project-specific engineered layout. This requires a review of the plan drawings to confirm coverage/functionality and a load calculation of the design circuits thus assuring that the expected sound level is realized at each location.\n\nWhen reviewing the plan drawings, it is important to understand the differences in performance provided by the different speaker types. The more commonly used speakers are speaker/transformer/baffle assemblies, usually a ceiling mount unit, and the horn speaker type also called a loudspeaker. The horn speaker is normally applied to common areas with high occupancy and outdoor use. Two major differences in performance can be seen in the speakers. Possibly the more important difference is in response rate; the frequency response in the normal speech range is significantly better on the ceiling mount type speaker. This basically means that typical announcements come thru as a more intelligible speech pattern. The other major difference is in the audio output performance. In this, the horn speaker can produce up to 15 watts of audio power while the ceiling mount speaker can produce a maximum of 5 watts. The power rating on the speakers translates directly to sound levels where more power means louder sound.\n\nAs noted, the typical mounting of the two-general type of speakers differs. The more common ceiling type speaker is offered in a 2x2 drop-in ceiling tile and also as a pendant back-can configuration for mounting in hard ceilings; either recessed in the ceiling or suspended on a conduit box. The horn speaker is often recessed into a wall but does have a surface mount option. The horn speaker is not easily ceiling mounted.\n\nOnce the type of speakers in the layout is identified, the sound level has to be established. Because the sound level is directly related to power, louder overall building requirements mean more power must be made available thru the PA system. The typical measurement for sound pressure is the dB scale. The OSHA Sound Level chart is used to establish a baseline with the understanding that the scale is for sustained sound levels and not short announcements.\n\nA typical scale is as follows:\n\nAllowable exposure to the levels are as follows:\n\n\u00a0 From the above, a value of 80 dB is used for a typical classroom, 91 dB for hallways, and 105 dB for horn speakers. After an audible power value is placed on the speakers, a power matrix is created which represents the limits that a PA output card and amplifiers can supply as well as defining the maximum speakers that can be \"strung\" together\u2026placed in one common circuit. An example of the power matrix is shown below:\n\n\u00a0This chart represents a PA system with 18 output cards, each card having 25 output ports and a maximum capacity of 50 watts per card. Note that this system also includes an RTU; a large capacity output module.\n\nTwo considerations are accounted for when assigning output ports:\n\n  \u2022 Maintaining the load per card at below 80%, if possible, but always below 100%. Further evaluation is given to those cards that exceed 80%\n  \u2022 Grouping of PA zones/areas of the building within the same output cards\n\nLoad assignments to ports are based on the number of speakers in each circuit. This is symbolized by riser diagrams. The riser diagram is a representation of how an output channel will provide power from the port thru each terminal block down to the speaker.\n\nAn example is shown below:\n\nOnce the power assignments are allocated, the total power (watts) can be calculated, and thus the number of amplifiers required to meet the listed load.\n\nIt is important to note that each output port has a maximum capacity. As such, the matrix prevents overloading any one port, the individual card or reaching the limits of assigned amplifiers to respective cards. High loads can be assigned to high output ports and, where needed, space can be made available for future expansion by assigning expected values to the associated ports.\n\nFieldwork is also simplified as the speaker assignments are engineered to the respective terminal blocks. An example of the expected wiring is shown below.\n\nWith this approach, field wiring, testing, and troubleshooting can be traced down to specific circuits thus eliminating any guesswork as to where the tie point might be.\n\nThe end result is a fully functional system meeting the intended sound levels of each area.\n\nShort Circuit Current Ratings for UL 508A Industri...\nBLTI Becomes Value Added Reseller for Samsara - Wi...\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\n    \"score\": 2,\n    \"justification\": \"The text is well-structured with clear headings and subheadings, but there are minor formatting inconsistencies, such as spacing between paragraphs and inconsistent use of bullet points.\"\n  },\n  \"voice\": {\n    \"score\": 1,\n    \"justification\": \"The text maintains a professional and technical tone, though it lacks a distinct authorial voice or unique style.\"\n  },\n  \"knowledge_density\": {\n    \"score\": 2,\n    \"justification\": \"The text provides substantial technical information about PA system design, including speaker types, sound level calculations, and power matrix considerations.\"\n  },\n  \"diversity\": {\n    \"score\": 1,\n    \"justification\": \"The content primarily covers technical aspects of PA systems with limited diversity, focusing on common speaker types and power ratings.\"\n  }\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Nnnfinding book value of total assets\n\nFor example, if the asset value per share is higher than the market price for a share then the. Annaly capital management book value per share nly. How should a mutual fund investor interpret net asset value. Understand the difference between book value per common share and net asset value, and learn how these evaluations are used by investors and market analysts. Bvta book value of total assets finance acronymfinder. If the value of a plant asset suddenly falls so severely that its future cash flows are estimated to be less than its current book value, the asset is deemed to be impaired and an impairment loss is. How can we calculate market value of equity and book value of. Asset value does not take into account the share price. Asset turnover measures how quickly a company turns over its asset through sales. In short, when there are outstanding liabilities and have capital on one side of bala. Book value is a key measure that investors use to gauge a stocks valuation. Market value of equitybook value of total liabilities. The first equation deducts accumulated depreciation from the total assets to get the book value amount.\n\nIf you look up any balance sheet you will find that it is divided in 3 sections. If this was helpful please press the accept button. The book value of a company is the total value of the companys assets, minus the companys. The net property, plant, and equipment is the total book value of all of these assets. Overview book value per share is a well known measure for a company. Creating the net book value fixed asset report page 1 of 11 creating the net book value fixed asset report because of the way the data is kept, and that the system allows you. What is the difference between book value per common share. Investors often use the asset value of a company when determining if the companys shares are overvalued or undervalued. What is the book value of klingons total assets today. Altman explains that the ratio shows how much the firms assets can decline in value measured by market value of equity before the liabilities exceed the assets and the firm becomes. Net book value the difference between the depreciable basis and total depreciation is the remaining balance or nbv net book value a detailed depreciation can be run every month for the internal book schedule to get an accurate picture of the present value of your assets. One approach determines asset value by calculating what those assets are worth to their owners.\n\nTraditionally, a companys book value is its total assets minus intangible. To define net book value, it can be rightly stated that it is the value at which the assets of a company are carried on its balance sheet. The book value calculation in practice is even simpler. To make this easier, convert total book value to book value per share. Because the return of owning an asset comes in the future, you use discounted. Book value of an asset is the value at which the asset is carried on a balance sheet and calculated by taking the cost of an asset minus the accumulated depreciation. The asset turnover ratio measures the ability of a company to use its. The net book value of a noncurrent asset is the net amount reported on the balance sheet for a longterm asset.\n\nThe price to book ratio or pb is calculated as market capitalization divided by its book value. Net book value is calculated as the original cost of an asset, minus any accumulated depreciation, accumulated depletion, accumulated amortization, and accumulated impairment. This is the price at which investors buy fund units from a fund company or sell it back to the fund house. Book value of total assets how is book value of total. Therefore, teslas asset turnover for the quarter that ended in dec. There are various equations for calculating book value. An initial investigation of firm size and debt use by. To illustrate net book value, lets assume that several years ago a company purchased equipment to be used in its business. The sum of current and longterm assets owned by a person, company, or other entity. Users are able to filter and tailor this report as desired for their specific use.\n\nTotal assets are the mix of working capital and non working capital fix assets and these both are essential. If they have no bv then they are not appearing on your balance sheet or the depreciation on. As history has shown many of us who live in canada, depreciating values for housing are not necessarily the most accurate representation for real estate. Book value is an assets original cost, less any accumulated depreciation and impairment charges that have been subsequently incurred. Book value can also be thought of as the net asset value of a company calculated as total assets minus intangible assets patents, goodwill.\n\nThe only way, whether there is a gain, loss, or none upon the sale, for the total assets to not change, is if the fixed assets in question had zero book value which means the fa was fully depreciated on the books. Fully depreciated asset still has remaining net book value. Asset value is an important component of a companys total value, and it can be computed in a number of ways. Stockopedia explains market value of equitybook value of total liabilities. In accounting, book value is the value of an asset according to its balance sheet account balance. Click the property book folder to display the total asset visibility report displayed on the right. Theoretically, book value represents the total amount a company is worth if all its assets are sold and all the liabilities are paid back. Ycharts book value of equity is the equivalent of total assets less total liabilities and preferred equity. It is simply the amount that the companys assets net of depreciation, depletion and amortization and total liabilities. The market value of debt, market versus book value of debt, and returns to assets richard j. The final amount of all gross investments, cash and equivalents, receivables, and other assets as they are presented on the balance sheet. The net book value can be defined in simple words as the net value of an asset. Traditionally, a companys book value is its total assets minus intangible assets and liabilities. The true market value of a property if it were offered for sale at a particular time to a buyer with sufficient information about the property to make an informed decision.\n\nFully depreciated asset still has remaining net book value nbv amount in fixed assets for microsoft dynamics gp. Fundamental analysts may use a companys asset value to determine whether it is. Book value of assets is defined as the value of an asset in the books of records of a company or institution or an individual at any given instance. This is calculated by dividing the net value of all the securities in the portfolio by the number of shares outstanding. It can be useful to compare the market price of shares to the book value. Consider a retailing firm with a net profit margin of 3. When impaired, the carrying value of goodwill is written down to fair value. The book value of a stock book value of total assets total liabilities. Book value also carrying value is an accounting term used to account for the effect of depreciation on an asset.\n\nNelcast total assets and asset turnover ratio financial graphs. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Depreciation implies allocating the cost of a tangible fixed or longterm asset over its useful life. Accounting policy on goodwill and intangible assets goodwill is tested for impairment on an annual basis in the fourth fiscal quarter and, when specific circumstances dictate, between annual tests. It is calculated by dividing the total value of all the assets in a portfolio, minus all its liabilities. The difference between the market value mv and the book value bv. The value today is the discounted value of the sum of the dividend or service flow plus the future price of the asset. Contrast with book value, which is the original purchase price, plus capital expenditures, minus depreciation. The book value of an asset is the value of that asset on the books the accounting books and the balance sheet of the company. Net asset value nav represents a funds per unit market value. The market value of debt, market versus book value of debt. Book value of total assets how is book value of total assets abbreviated.\n\nMarket value is the worth of a company based on the total. The value of an asset is the most you would pay to own that asset. Sweeney is sullivandean professor of finance in the school of business at georgetown university. An initial investigation of firm size and debt use by small restaurant firms michael c. Lubar professor of finance at the university of wisconsinmilwaukee. The companys balance sheet is where youll find total asset value, and for accounting purposes, the cost of acquiring the asset is the starting. I am presuming that by total assets you are referring to the balance sheet presentation. For companies, it is calculated as the original cost of the asset less accumulated depreciation and impairment costs. Its important to note that the book value is not necessarily the same as the fair market value the amount the asset could be sold for on the open market. In the uk, book value is also known as net asset value. Book value refers to the value of an asset based on the current numbers in the balance sheet, or to the total value of a company according to its financial reports.\n\nAccording to this measurement principle, the economic. Depreciation makes a part of the cost of asset chargeable as an expense in profit and loss account of the accounting periods in which the asset has helped in earning revenue. Net book value is the amount at which an organization records an asset in its accounting records. While small assets are simply held on the books at cost, larger assets like buildings and.\n\nA loss recognized on an impaired asset equal to the difference between its book value and its current fair value. Can we make a conversion from book value to market value for. Total assets is the sum of all assets, current and fixed. Fixed asset depreciation detail report net book value report. The net market value of a companys assets divided by the number of outstanding shares of that companys stock. Your businesss net asset value is calculated by subtracting liabilities and intangible assets from total assets. Total assets per most recent financial statements 1450000. The asset turnover is calculated as total sales divided by ending total assets. It shows the current position of the asset base after liabilities are taken into account. Bvps is the net assets of a company after you deduct all of the liabilities. Assets definition of assets by the free dictionary.\n\nThe net asset value nav is the calculation that determines the value of a share in a fund of multiple securities, such as a mutual fund, hedge fund, or exchangetraded fund etf. In depth view into annaly capital management book value per share including historical data from 1997, charts, stats and industry comps. It is calculated as revenue divided by total assets. Book value involves the historical cost of assets held on the balance sheet and is primarily an accounting metric, which includes provisions such as depreciation. Book value is the total value of a business assets found on its balance sheet, and represents the value of all assets if liquidated. Book value is defined as total assets minus liabilities, preferred.\n\nFor assets, the value is based on the original cost of the asset less any depreciation, amortization or impairment costs made against the asset. Book value of assets definition, formula calculation. Why is it sometimes neccessary to writeoff fixed assets with no book value. Teslas total assets for the quarter that ended in dec. The book values of assets are routinely compared to market values as part of various financial analyses.\n\n663 1458 752 1003 1558 100 43 426 671 1045 746 599 1587 355 1050 745 785 1152 344 1228 1532 303 920 104 25 1211 83 87 500 1059 930 10 115 834 132 34 783 202 272 1499 123 1411 530 1269\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is somewhat structured but has formatting issues, such as random numbers and lack of clear section headings. It is not completely unreadable, but it is not as polished as it could be.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text lacks a distinctive authorial voice or style. It appears to be an informational piece with a generic tone rather than something with a unique perspective or voice.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text contains a moderate amount of detailed information about book value, net asset value, and asset turnover. However, some sections are repetitive and contain filler content.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The text mostly covers general accounting and finance topics without specialized or niche information. It does not demonstrate diversity in its content or approach.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"All News\n\n5 ways to outfox foxes in Adelaide\n\nWednesday 06 October 2021\n\nFoxes are a threat to many of Adelaide\u2019s native animals, along with pet chickens, birds, guinea pigs and rabbits. Here\u2019s four ways to reduce their threat.\n\nFoxes are everywhere in metropolitan Adelaide. You can find foxes more-so around cities than rural areas for the simple reason that city life suits them. This is because there is plenty of food and shelter in urban areas.\n\nAre foxes good or bad?\n\nFoxes are an introduced and pest species in Australia.\n\nAdelaide has a widespread population of them, and this is bad because they can:\n\n  \u2022 hurt and kill Adelaide\u2019s native animals\n  \u2022 prey on pet rabbits, guinea pigs, chickens and other pet birds, and\n  \u2022 carry a diseases like mange that can spread to pet dogs.\n\n    As foxes have been around since the 1850s, most of our remaining native wildlife have adjusted to their presence, so eradicating foxes from our suburbs and cities is not realistic, we instead need to reduce their threat to native wildlife and our pets in metropolitan Adelaide.\n\n    Here\u2019s five ways you can reduce the threat of foxes across Adelaide:\n\n    1. Keep your chicken coop secure\n\n      Foxes are good climbers and can climb pens. So the best way to protect your chickens from raids is to fox-proof them in a fully enclosed pen or coop. A fox-proof enclosure should be made from material that foxes cannot jump over, chew through or dig under.\n\n      2. Avoid leaving fox food lying around\n\n        Foxes living a city life become scavengers and feed on anything \u2013 rubbish, food left out for pets, even fruit that\u2019s fallen from backyard trees.\n\n        3. Reduce fox access to potential shelter\n\n          Foxes don\u2019t need much living space and can build a den under a house, or a quiet part of a neighbourhood. Things like wood piles, old tires and green waste make great homes for foxes.\n\n            4. Don\u2019t feed wild native animals\n\n              When you feed native animals this makes them less wary of others and this includes being less wary for foxes. So keep those snacks at home.\n\n              5. Record sightings in FoxScan\n\n              You can help control foxes in metropolitan Adelaide by recording sightings in FoxScan. Anyone can use FoxScan to record information about foxes. Information you record can be used to manage foxes more effectively to reduce the damage they cause. The more information you record, the more useful FoxScan will become for fox management.\n\n              Fun fact: native animal tactics to outfox foxes\n\n              Some native animals can outfox a fox, like possums and native water rats.\n\n              Possums are known to race up tree tops and move around on rooves and power lines to keep safe. Whereas, native water rats (or rakali) keep safe by living in rivers and lakes and foxes prefer to stay dry.\n\n                Ringtail possum. Picture: Martin Stokes\n\n                Remember, though some may look cute, it\u2019s illegal to keep foxes as pets in South Australia.\n\n                  This story was originally published in May 2021.\n\n                  Like what you\u2019ve read? Browse Green Adelaide\u2019s other nature stories, subscribe to our monthly newsletter or follow us on Facebook and Instagram.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured with clear headings and subheadings. However, there are minor formatting inconsistencies, such as inconsistent bullet points and some paragraphs that could be more concise.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a clear, informative voice, but it is not particularly distinctive or unique. It provides practical advice but lacks a strong personal or authorial style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides specific, actionable information on reducing fox threats in Adelaide, with details on various methods and their implications. However, some sections could be more detailed.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content is somewhat specialized, focusing on foxes in Adelaide, but it does not delve into highly niche or rare topics.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"\u201cThe very basic core of a man\u2019s living spirit is his passion for adventure.\u201d This was the philosophy of a young man who abandoned his family, car and possessions, inventing a new life for himself. Into The Wild is the story of Christopher McCandless, a twenty-four year old from the East Coast, who walked alone into the Alaskan wilderness and never came out. At the discovery of his remains, the puzzling circumstances of the boys death received huge media attention. Many called him reckless, incompetent, selfish, a wacko, a \u201cnarcissist who perished out of arrogance and stupidity.\u201d Jon Krakauer, author of Into the Wild, reported on McCandless\u2019s death, and soon realized the connection he had with the boy who perished in the Alaskan bush.While Krakauer\u2019s work is technically a biography, the essence of his novel is very complex: a narrative at times, and most importantly a persuasive and comparative essay. Jon Krakauer\u2019s comparisons of Christopher McCandless to Everett Ruess, Walt McCandless, and Krakauer himself, compels readers to change their view of McCandless to brilliant rather than arrogant.\n\nEverett Ruess, a young man who mysteriously disappeared in a remote area of Utah in 1934, is extensively discussed in Jon Krakauer\u2019s Into The Wild. Krakauer\u2019s description of Everett Ruess and Christopher McCandless draws significant parallels between their personalities. Rather than focusing on the misjudgements that led to their deaths, Krakauer brings to light the motives behind them. First, Krakauer describes in detail Ruess\u2019s family; successful, educated and wealthy, not so different from McCandless\u2019s family. Strangely enough, Ruess like McCandless began travelling the wilderness alone just after high school. And to the bewilderment of his family returned home less and less until one day, he didn\u2019t return at all. Without background knowledge, this appears to be a selfish act; completely undermining the love and support of family. Krakauer however, reveals a different perspective Ruess had, which the reader can\u2019t help but apply to Christopher McCandless. To open the chapter, Krakauer includes an excerpt from a letter Ruess wrote to his brother in 1934, the last letter ever received from him. In it, Ruess not only justifies his abandonment of civilization, but McCandless\u2019s as well who held his life to the same principles: \u201cDo you blame me for staying here, where I feel that I belong and am one with the world around me? It is true that I miss intelligent companionship, but there are so few with whom I can share the things that mean so much to me that I have learned to contain myself. It is enough that I am surrounded by beauty.\u201d Krakauer\u2019s strategic placement of this excerpt before retelling Ruess\u2019s story destroys any misconceptions that Ruess (and McCandless) were running away from relationship trouble, which would undermine his pure and authentic awe with the wilderness. He was not trying to get revenge on those he loved by walking out of their lives, rather he felt so inspired the wild that he couldn\u2019t bear to leave it. Krakauer discusses their similarities further by stating specific examples of these parallels, such as adopting a new name before entering the wild. Ruess inscribed \u201cNemo 1934\u201d on a canyon wall while McCandless inscribed \u201cAlexander Supertramp 1992\u201d on an abandoned bus in Alaska. Both McCandless and Ruess were undeterred by physical discomfort, and obsessed with the pursuit of adventure. By showing these similarities, the perception that McCandless had unprecedented feelings is challenged, as he mirrored another man\u2019s actions from decades before. Krakauer\u2019s decision to share Ruess\u2019s story changes the way McCandless\u2019s actions are interpreted: \u201cIn attempting to understand Everett Ruess and Chris McCandless, It can be illuminating to consider their deeds in a larger context. It is helpful to look at counterparts from a distant place and a century far removed.\u201d This comparison is crucial in depicting McCandless as a courageous young man whose pursuit of adventure has been shared by other men before him.\n\nWhile the comparison of Ruess discussed adventurous motivations, Krakauer\u2019s analysis of McCandless\u2019s relationship with his father shed light on his frustration with the world around him, further explaining his desire to go to Alaska. Krakauer dedicates nearly an entire chapter of Into the Wild on Walter McCandless\u2019s life and his interactions with his son, drawing on personal statements from Walter, and interpreting those statements based on Christopher\u2019s actions. Krakauer\u2019s description of the tension between Christopher and his father is supported and further developed by examples. First, Krakauer describes a fundamental point of contention-money. To provide background information on Walt, Krakauer outlines his life and struggle from a poor child to successful businessman. With enough money to finally provide for his family, Walt showered his wife and kids with expensive things, a loving act in his mind. Krakauer provides a quote from Chris\u2019s mother who acknowledges that Chris was \u201cembarrassed\u201d by it, as he was strictly against materialism. To further inform the reader, more background is given on Chris\u2019s childhood and his revulsion to any kind of fatherly advice. The examples given in Chris\u2019s early years are effective foreshadowing to greater disagreements that Krakauer will discuss later, such as the value of a college education. Walt thought college was necessary to make an impact, while Chris viewed it as a waste of time and money. To further establish the tension between Chris and Walt, Krakauer uses juxtaposition and places their point of view side by side. Like setting up a row of dominos, Krakauer uses each source of conflict to prepare the reader for the major relational flaw. First the reader is left wondering why Chris\u2019s anger towards his father increases after high school. Krakauer places the reader in the position of Chris\u2019s family, who were bewildered by his sudden disconnect. Next, the perspective changes, as Krakauer reveals the missing piece to the puzzle of Chris\u2019s anger. Walt had continued his relationship with his first wife while he was married to Chris\u2019s mother Billie, and had fathered one of her children after having Chris. This only hardened the resentment Chris felt for his father, solidifying the distance between them. Krakauer\u2019s detached tone during this chapter forces readers to analyze the gray areas between the turbulent relationship of Chris and his father. However, by including the father aspect, the reader must place themselves in Chris\u2019s childhood and family life which is crucial in understanding him. Krakauer\u2019s keen sense to include this is vital in the portrayal of McCandless as misunderstood; destroying the notion that he had no reason for dissatisfaction with his life before entering the wild.\n\norder nowDo You Need An Essay about The Power of Comparison: Into The Wild?First order? Save 10% on it! Use Discount Code \"freeessays10\"\n\nPerhaps the most formative comparison Krakauer makes of McCandless is to himself. Krakauer has a personal connection to McCandless in many ways; a strained relationship with his father, a love of the outdoors, and most importantly a desire of adventure that brushed with death. In destroying the notion that McCandless was suicidal, Krakauer uses his personal experience as a young man who nearly lost his life while climbing an ice cap. He first states: \u201cAs a youth, I am told, I was willful, self-absorbed, intermittently reckless, moody,\u201d then shares his plan to climb Devil\u2019s Thumb, a unclimbed mountain in Alaska. He describes this ordeal in detail, a terrifying experience that nearly ended with him falling three thousand feet to his death. Most importantly, Krakauer emphasizes the emotions that led to his actions; feelings that can be applied to McCandless: \u201cIt is easy, when you are young, to believe that what you desire is no less than what you deserve, to assume that if you want something badly enough, it is your God-given right to have it. When I decided to go to Alaska that April, like Chris McCandless, I was a raw youth who mistook passion for insight and acted according to an obscure, gap-ridden logic\u2026I suspect we had a similar intensity, a similar heedlesness, a similar agitation of the soul.\u201d Krakauer\u2019s personal story portrays a young man whose sense of adventure nearly cost him his life; not a suicidal maniac. This is critical in understanding McCandless. Many of McCandless\u2019s critics portrayed him as naive, incompetent, even insane. As a well known and respected author known for his knowledge of the wilderness, the connections between McCandless and Krakauer help improve Chris\u2019s image from someone who was mentally unstable, to an adventurous young man who suffered from bad luck. Krakauer points out that in a different array of events he could\u2019ve died on the ice cap, and people would be saying of him exactly what they were saying of McCandless. The two men\u2019s stories were very much alike, apart from a very different end. The emotional link between Krakauer and McCandless is key in the portrayal of McCandless as a young man searching for a purpose, not a death wish.\n\nInto the Wild successfully reports the outcome and events leading up to Christopher McCandless\u2019s journey into the wilderness. It completely fits the role of biography, yet Krakauer\u2019s approach defend McCandless\u2019s actions against the judgement of the world. Krakauer successfully does this through a series of comparisons that not only increases the readers understanding of McCandless, but portrays him as a young man with a deep passion for life, an intense moral compass, and a restlessness that many young people can relate to.With each small part of the larger whole that is the novel, Krakauer draws the reader in, using pathos to change the view of McCandless. In comparison to Ruess, Krakauer proves that the desire for unpredictability offered by the wilderness is universal to young men with a certain agitation of the soul. The investigation of McCandless\u2019s relationship with his father reveal a strong sense of moral rectitude possessed by Chris, further improving his image. Lastly, the personal connection Krakauer had with McCandless depicted a similar experience which highlighted the characteristics of post-adolescence and the struggle to find identity. Into The Wild is the defense of a man who pursued the life he wanted, and all who share a similar passion.\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text sample is well-structured with clear headings and paragraphs, presenting information in a polished and professional manner. There are no formatting issues observed.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author's style is clear and informative, but it leans towards a more academic tone, lacking a distinctive personal voice or unique style that stands out distinctly.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text is highly informative, providing detailed insights into Christopher McCandless's life, his motivations, and his relationship with Jon Krakauer. The information is dense and adds distinct new information throughout.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text primarily discusses themes related to adventure, biography, and personal relationships, without delving into niche or specialized domains.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Posted: April 7th, 2021\n\nIntro to philosophy | Philosophy homework help\n\nRead chapters 1-3 \u00a0from the book provided below and Please answer the following questions in your own words. \u00a0The format is that of a \u201cshort answer\u201d test, meaning that each question can be answered in a short paragraph. \u00a0This exam is also \u201copen book,\u201d so I expect you to use your textbook. \u00a0\n\n1. Please explain the meaning of an \u201cAd hominem\u201d attack.\u00a0\n\n2. What was the rationale that Thales of Miletus gave for his idea concerning the fundamental nature of the world?\u00a0\n\n3. Name and explain Plato\u2019s tripartite theory of the soul.\u00a0\n\n4. In terms of validity, what is the difference between inductive and deductive arguments? \u00a0\n\n5. Name and explain Aristotle\u2019s \u201cFour causes.\u201d\u00a0\n\n6. What is Philosophy?\u00a0\n\n7. Under what division of Philosophy would skepticism fall? \u00a0Please give a definition of skepticism and describe one example of its ontological limitations.\u00a0\n\n8. According to Bertrand Russell, what is the primary task of philosophizing?\u00a0\n\n9. Explain how divine commands are related to the field of Ethics.\u00a0\n\n10. From your textbook, name and explain one of the most popular sayings of Heraclitus.\u00a0\n\nExpert paper writers are just a few clicks away\n\n\nCalculate the price of your order\n\nYou will get a personal manager and a discount.\nWe'll send you the first draft for approval by at\nTotal price:\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 1, \"justification\": \"The text sample has a basic structure with chapter headings and numbered questions, but the formatting is inconsistent (e.g., line breaks and spacing). The presence of pricing-related text at the end disrupts the academic tone.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The tone is generic and instructional, typical of a homework help prompt, lacking a distinct authorial style or voice.\"},\n  \"knowledge_density\": {\"score\": 1, \"justification\": \"The content provides specific philosophical questions and references to chapters, but the answers are not provided, and the questions are repetitive and broad.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The topics covered (e.g., ad hominem, Thales, Plato, Aristotle, Russell) are common philosophical concepts, lacking specialized or rare domain knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Baseband Processor\n\n  \u2022 What is it?\n    A baseband processor is a chip in a smartphone, tablet or other device that helps convert digital data into radio frequency signals (and vice-versa) which can then be transmitted over a\u00a0RAN\u00a0(Radio Access Network).\n\n  \u2022 Why do you need it?\n    A baseband processor manages all the wireless radio functions of a cellular device. Without it, it would would be impossible for the device to connect to a wireless cellular network. Some important manufacturers of baseband processors include Broadcom, Icera, Intel, MediaTek and Qualcomm.\n\n  \u2022 How is GIGABYTE helpful?\n    A baseband processor will include to be an integral part of any mobile device including in use of upcoming\u00a05G\u00a0networks. GIGABYTE\u2019s server technology will also be essential in building out the infrastructure needed deploy 5G networks, with our Edge Server solutions ideal to be adopted as Baseband Units (that fulfill a similar function to a baseband processor but at the network infrastructure level) or as a\u00a0MEC\u00a0(Multi-access Edge Computing) server to support a range of 5G applications at the network edge.\n\n    What is Edge Computing? Definition and Cases Explained.\n    Back to top\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured with clear headings and bullet points. However, there are minor formatting inconsistencies, such as inconsistent capitalization in the headings.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a technical tone, which is appropriate for the subject matter, but it lacks a distinct authorial voice or style that would make it distinctive.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides clear and informative content about baseband processors, 5G networks, and Edge Computing, though some sections are repetitive in terms of the information provided.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers common technical knowledge about baseband processors and 5G, but there is some specialized information regarding Edge Computing and MEC that adds a bit of diversity.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"\u201cUnlike Any Other\u201d \u2013Exoplanet Discovered Three-Times Mass of Jupiter\n\nJupiter-Like Exoplanet\n\n\n\u201cThis planet is unlike the planets in our solar system, but more than that, it is unlike any other exoplanets we have discovered so far,\u201d says Caltech\u2019s Sarah Blunt about a planet discovered with three times the mass of Jupiter that travels on a long, slingshot-shaped path around its star.\n\n\u201cCopernicus taught us that Earth is not the center of the solar system, and as we expanded into discovering other solar systems of exoplanets, we expected them to be carbon copies of our own solar system,\u201d said Andrew W. Howard, Caltech professor of Astronomy and head of California Planet Search. \u201cBut it\u2019s just been one surprise after another in this field. This newfound planet is another example of a system that is not the image of our solar system but has remarkable features that make our universe incredibly rich in its diversity.\u201d\n\n\u201cAlien Glow\u201d \u2013May Indicate Hidden Biospheres on Exoplanets\n\nIf this planet were somehow placed into our own solar system, it would swing from within our asteroid belt to out beyond Neptune. Other giant planets with highly elliptical orbits have been found around other stars, but none of those worlds were located at the very outer reaches of their star systems like this one.\n\n\u201cOther planets detected far away from their stars tend to have very low eccentricities, meaning that their orbits are more circular,\u201d added Blunt, first author of the new study. \u201cThe fact that this planet has such a high eccentricity speaks to some difference in the way that it either formed or evolved relative to the other planets.\u201d\n\n\n\n\nCalifornia Planet Search, led Howard, is one of the few groups that watches stars over the decades-long timescales necessary to detect long-period exoplanets using radial velocity. In addition to Keck Observatory, the California Planet Search also used the Lick Observatory in Northern California and the McDonald Observatory in Texas.\n\nThe data needed to make the discovery of the new planet were first provided by W. M. Keck Observatory in Hawaii. In 1997, the team began using the High-Resolution Echelle Spectrometer (HIRES) on the Keck I telescope to take measurements of the planet\u2019s star, called HR 5183.\n\n\n\n\n\n\n\n\n\nThe Daily Galaxy, Max Goldberg, via Keck Observatory\u00a0\n\nImage credit: ESO Hot Jupiter\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and paragraphs, and the layout is professional and easy to follow. There are no formatting issues or typos observed.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a clear, authoritative voice typical of scientific news reporting, which is consistent and professional, but lacks distinctive stylistic elements or personal voice.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides specific information about the exoplanet, such as its mass, orbital characteristics, and the observatory data sources, which add substance. However, some sentences could be more concise to increase density.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text covers scientific discovery and its implications but remains within the realm of mainstream astronomy topics, lacking specialized or niche information.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Understanding with the Heart\n\n\nThere are seed that fall in good soil, who produce good fruit, yielding one hundred-fold, sixty, or thirty.\u00a0 These are those who hear the word and understand it.\u00a0\u00a0\u00a0\n\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Matthew 13:23\n\nThe parable of the sower is somewhat unusual because Jesus tells the disciples its meaning.\u00a0 Its broad purpose is to explain the failure of the grace God has poured out on the earth and its inhabitants to produce universally faith, hope, love, and obedience, and in some the seed, understood, has produced fruit pleasing to God.\u00a0\u00a0\u00a0\u00a0\n\nJesus gives three examples of failure, examples now familiar. \u00a0 The seed that falls along the path is easily taken away by the birds because the one thus gifted has no understanding. \u00a0 The seed that fell on rocky ground represents those who receive the word with joy but whose understanding is superficial; when their faith is tried, when the commands of Christ seem hard, these fall away.\u00a0 The seed that falls among thorns\u00a0 does not bear fruit because the one to whom it is entrusted is seduced by the cares of the world, delights in the good things of the world to the exclusion of faithfulness to Christ.\u00a0\u00a0\n\nJesus also gives a single example of success.\u00a0 These are\u00a0 seed that fall in good soil, who produce good fruit , yielding one hundred-fold, sixty, or thirty. \u00a0 They hear the word and understand it.\u00a0 The good soil is the heart prepared by grace given and received, enabling the elect to understand\u00a0 the Word.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\n\nThe verb beneath the word \u201cunderstand\u201d\u00a0 is a compound of the prefix together or with and a verb that has many meanings.\u00a0 Its use in Matthew must signal its importance, for, although it appears in other biblical texts, in the Gospels it is limited to parallel texts and to those describing the disciples\u2019 understanding of Jesus\u2019 words. \u00a0 Of\u00a0 course Jesus spoke Aramaic, but we trust the Greek-speaker who recorded His words for the Graeco-Roman world to have used the verb translated as \u201cunderstand\u201c accurately.\u00a0 In any event we know that \u201cto understand\u201d is different from knowledge that signifies our recognition of the facts of the\u00a0 matter, although it includes that recognition, but to understand the Word sown means something deeper. \u00a0 Monsignor Knox and the Douay-Rheims and the Authorized Version translate \u201cunderstand\u201d as \u201cunderstanding of the heart,\u201d and RSV in another place as \u201chear and grasp.\u201d\u00a0\u00a0\n\nThe translators are telling us something important.\u00a0 The word \u201cheart\u201d does not appear in either the Greek or Latin. The Greek for \u201cgrasp\u201d is also missing from the text. Jesus is explaining that those\u00a0 who failed to enter the Kingdom, although they heard did not take the Word into their hearts. \u00a0 But there were those who\u00a0 both heard and understood, who located Christ and His Gospel at the center of their lives, those who have grasped Jesus and His message, who make His person and His words the very principle of their thoughts and actions, bearing fruit for the Kingdom of the New Heart over which Christ now reigns as king.\n\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Jesus offers an explanation of the failure of those who hear but do not understand. \u00a0 Christians are not permitted to say that Satan caused them to sin (James 1:13), but it is evident from Scripture that he never stops trying, and that with the cooperation of the human will, he may have his successes.\u00a0 From the moment of the Incarnation, Satan has roamed the earth seeking to destroy the faith of the children of the Woman Clothed with the Sun (Revelation 12:17).\u00a0 His principle method is obfuscation and studied neglect. It is he who sows weeds among the wheat that grows in the Church.\u00a0 And the weeds will continue to grow because Jesus warns the zealous disciples that if they try to clear the field of weeds, in rooting up the weeds the wheat may be damaged. \u00a0 And this means that the Kingdom in its historical manifestation as the Church will always be a mixed community consisting of some who have taken the Gospel to heart and some who hear but do not understand. \u00a0 It is a mercy that only Christ knows who has understood with the heart and who has not; this will not be revealed until He comes again, until the book of life is opened at the end of the age.\u00a0\n\nMeanwhile understanding the Good News planted in the human heart prompts many actions: belief, obedience, and above all love, love for God and love for our neighbors, for those we come upon as we walk the path that is our life. \u00a0 Each of these has its own necessity. \u00a0 Belief involves belief in the merciful acts of Jesus by which He bought our freedom with His death and resurrection.\u00a0 But it involves more; each sentence in the Creed invites our belief, and we dare not prefer belief in one of Jesus\u2019 actions to another.\u00a0 \u00a0 For belief to be effective it must be what is called theological faith, belief that is ours not because we consider it suitable or even because we are grateful for it, but belief because the truths of our religion are expressions of the authority of God. \u00a0 In an analogous way heart-understanding expresses itself in obedience.\u00a0 Very often the yoke is easy and the burden light, but the day will come when conscience makes a claim that desire can follow only with difficulty and humility.\u00a0 It is the evangelist John who reminds the ages that the sure sign of our love for Christ is our obedience to His commandments, of which the first is love of our brothers and sisters.\u00a0 And as for love, it is the supernatural empowering gift that enables belief and obedience.\u00a0\u00a0\u00a0\u00a0\n\nWhat the Word in our hearts promotes may seem simple, but it is in reality deep.\u00a0 Jesus commands us to love God with all our hearts, all our souls, and all our minds (Matthew 22:37).\u00a0 And perfecting the Word understood in a life lived is made difficult by the fact that God is not unopposed in this world.\u00a0 As Matthew 13:24\u201330 tells us, there is an enemy roaming the earth, seeking endlessly with demonic energy to snatch the Word from every life, sowing doubt, ever proclaiming the glory and the satisfactions of \u201cthe lust of the flesh, the lust of the eyes, and pride of life.\u201d\u00a0 In our present century Satan has an easy sell, for he moves among a people, perhaps even\u00a0 Christian people, who have never taken Christ and His words into their hearts, who do not understand and who do not know that they do not\u00a0 understand.\u00a0\u00a0\n\nTherefore to our duty to believe, to obey, and to love, there is added one more, the duty to witness. \u00a0 You, said Jesus, are my witnesses to the ends of the earth. \u00a0 Laying aside not the grace of conversational engagement but the fear of intruding upon others and the pusillanimity that cannot bear a challenge, refusing the stance that considers religion too private to have any place in the public square, the time has come to accept the scandal of the Gospel, that no one comes to the Father except through His Son Jesus, that men are appointed once to die and after that comes judgement, that God\u2019s judgement is the ultimate source of meaning, that this same judgement rewards those who long to see the face of God and allows those who have not and will not understand the consequences of their neglect.\n\nLeave a Reply\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured but has minor formatting issues, such as inconsistent spacing and indentation. It is not disorganized, but it could be polished further.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a religious and theological perspective, but the authorial voice is not distinctively personal; it adheres to a scholarly tone typical of religious texts.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides informative content about the parable of the sower, its meaning, and biblical references. However, some sentences are somewhat redundant and could benefit from more concise phrasing.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The text focuses primarily on religious and theological themes, lacking specialized or niche knowledge that would qualify it as diverse beyond the given domain.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Printer Friendly\n\n\n\nBy Yuval Noah\n\n\n\n$29.99, 464 pages\n\nISBN 9780062316097\n\neBook available\n\n\nOriginally published in Israel, Dr. Yuval Noah Harari's brilliant history of humankind has already become an international bestseller. A specialist in world history, Harari undertakes a daunting task in Sapiens: to examine the rise of our species and discern the reasons behind our remarkable success.\n\n\"How did we manage to settle so rapidly in so many distant and ecologically different habitats?\" Harari asks. \"How did we push all other human species into oblivion?\"\n\nHarari is clear about the most likely answer: our unique language. And the author's own command of words and ideas is part of what makes this account so engaging.\n\nHarari traces the rise of human language, focusing on a period about 70,000 years ago he calls the Cognitive Revolution, which led to the extinction of the Neanderthals.\n\nHarari's scope is both deep and broad, yet while immersing the reader in the sweep of history, he also presents fascinating information about the roles money, science and religion have played.\n\nFinally, Harari speculates about the future, wondering whether we will continue to improve the human condition while wreaking havoc on our planet and the plants and animals that share it with us.\n\nCOPYRIGHT 2015 BookPage\nCopyright 2015 Gale, Cengage Learning. All rights reserved.\n\nArticle Details\nPrinter friendly Cite/link Email Feedback\nAuthor:Hopkinson, Deborah\nArticle Type:Book review\nDate:Feb 1, 2015\nPrevious\u00a0Article:Screening Room.\nNext\u00a0Article:Beauty and the beast.\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text sample has a basic, unformatted structure with excessive line breaks and no headings, making it somewhat difficult to read. However, it is not disorganized and the layout is generally clear.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text sample has a straightforward, informative tone typical of a book review. It lacks a distinct, distinctive authorial voice or style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides specific information about the book's content, such as its title, author, ISBN, and a summary of its main arguments. However, some sentences could be more concise.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text primarily discusses a well-known book and its author, which are common knowledge. There is little specialized or niche information present.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"The \u0160arplaninac is an ancient breed of dog from southeastern Yugoslavia's mountain region, which during Roman times was referred to as Illyria. It was originally bred to guard livestock, and is still used today frequently in their homeland for flock protection from predators, but they are not known widely in the United States. [1] While they have some similarities to other dog breeds, they have several unique characteristics as well. This wikiHow will help you with figuring out whether a dog is a \u0160arplaninac.\n\nMethod 1\nMethod 1 of 3:\nBody Structure\n\n  1. 1\n    Consider the dog's size. \u0160arplaninacs are typically anywhere from 23 to 24 inches (58 to 61\u00a0cm) tall, and they usually weigh somewhere between 66 to 99 pounds (30 to 45\u00a0kg). [2]\n  2. 2\n    View the dog's head. When the dog's height is average, the length of their head should be around 9.75 inches (24.8\u00a0cm) going from their occiput to nose tip. However, this will vary proportionate to the dog's size. When looked at in a profile view, you should notice that the dog's muzzle length when measured from the stop to their nose is a little shorter than the skull when measured from the stop to the occiput. You should also notice a little stop. [3]\n  3. 3\n    Check the dog's ears. \u0160arplaninacs should have drop ears that are in the shape of a V, hang near their cheeks, and are covered in hair which is dense and short. When the ears are brought forwards, their tips should reach the eye's inside corner. The dog's ears should be set right below or on a line that goes from the nose tip to their eye's inside corner. [4]\n  4. 4\n    Take note of the dog's eyes. \u0160arplaninacs should have moderate-sized eyes that are almond in shape. The color of the dog's eyes can be anywhere from dark brown to chestnut-colored. [5]\n  5. 5\n    Look at the dog's tail. \u0160arplaninacs should have a thick tail that appears to be a natural topline extension, and has a base which is muscular. Their tail should also taper in the shape of a saber to the tip. If the tail is of the right length, it should reach to their hock or further. When the dog is at rest, their tail should be hanging naturally down, and when they are alert or in motion, their tail should be raised to or a little higher than the back's level. If the dog is quite agitated, they may raise their tail above their back. [6]\n  6. 6\n    Examine the dog's overall appearance. Overall, \u0160arplaninacs should appear bigger than they actually are due to a coat that is thick and bone which is heavy. When the dog is trotting, they should freely move using medium length strides. When they are alert, they should have purposeful, determined movement, and their head may be lowered a little and they may raise their tail higher than their back. [7]\n\nMethod 2\nMethod 2 of 3:\n\n  1. 1\n    Analyze the dog's coat color. \u0160arplaninacs can be any any solid color, ranging from white to quite dark (almost black) brown. Most often, the dog is an iron gray color. On the dog's neck, body and head, the color may be darker, and this shade may become lighter in color going towards their extremities, though this is gradual and not appearing to form color patches or spots. You may also notice black-tipped outer coat hairs, which create a color pattern that is sable. While not ideal, the dog may also have small markings that are white in color on their toes and chest. [8]\n  2. 2\n    See if the coat is of varying lengths. \u0160arplaninacs should have a long outer coat, and an undercoat that is shorter. The dog should also have short hair on their ears, head, and the front of their legs. On the dog's tail, buttocks, back of their legs and neck, the hair should be longer. The outer coat on the dog's withers should be between 4 to 5 inches (10 to 13\u00a0cm) in length, though it should not be any shorter than 2.75 inches (7.0\u00a0cm). Because of the varying coat length, you should notice a neck ruff, a frill that is noticeable at the neck's nape, a tail plume, and breeches found on the back of the dog's legs and their buttocks. [9]\n  3. 3\n    View the coat's overall appearance. Overall, \u0160arplaninacs should have a double coat, with a straight outer coat that feels relatively rough in texture and a thicker undercoat that is a lot more fine. [10]\n  4. 4\n    Look for a large grooming need. Due to a relatively large amount of shedding, \u0160arplaninacs will need regular grooming that starts while they are young. [11]\n\nMethod 3\nMethod 3 of 3:\n\n  1. 1\n    Know if the dog is a good guard dog. Because of their protectiveness and wariness towards strangers, \u0160arplaninacs are known to be good guard dogs. [12]\n    \u2022 Although they are not usually aggressive, \u0160arplaninacs may attack if they think they should, so this is something you should be aware of. [13] A good amount of socialization can be helpful for this dog to be able to handle strangers. [14]\n  2. 2\n    Recognize whether the dog is calm. Despite being protective, \u0160arplaninacs are known to be quiet, calm dogs on the most part who are okay with relaxing after they complete a job they are given. [15]\n  3. 3\n    Check for a need for regular exercise. \u0160arplaninacs need regular exercise, such as farmland work or time in a securely, completely fenced-in yard. [16]\n  4. 4\n    Make sure the dog is trained by someone with confidence and experience. \u0160arplaninacs can be willful and stubborn, and will need to be trained with persistence. They tend to do well with repetition and fixed commands. [17]\n  5. 5\n    See if the dog is independent. \u0160arplaninacs are known to be independent dogs who usually do not develop separation anxiety. [18]\n\nCommunity Q&A\n\nAsk a Question\n200 characters left\n\n\n\n      \u2022 Look in to dog DNA testing if you would like to know your dog's breed, because this can help confirm whether or not your dog is a \u0160arplaninac.\n\n      Related wikiHows\n\n      Potty Train a PuppyPotty Train a Puppy\n      Check Cats for FleasCheck Cats for Fleas\n      Know if Your Rabbit is PregnantKnow if Your Rabbit is Pregnant\n      Tell a Turtle's AgeTell a Turtle's Age\n      Remove Warts on DogsRemove Warts on Dogs\n      Deworm CatsDeworm Cats\n      Train a Guard DogTrain a Guard Dog\n      Take Care of a DogTake Care of a Dog\n      Tell the Age of a BudgieTell the Age of a Budgie\n\n      About this article\n\n      How helpful is this?\n      Co-authors: 1\n      Updated: September 27, 2021\n      Views:\u00a061\n\n      Did this article help you?\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured with clear headings and subheadings, but there are some minor formatting inconsistencies, such as the use of [number] in the text which should be inline with the main text.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a professional, informative tone throughout, but there is no distinct authorial voice or style that stands out as distinctive.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides detailed information about the \u0160arplaninac dog breed, including its physical characteristics, coat color, and behavioral traits, but some sections are repetitive and could be more concise.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers various aspects of the breed but is focused on general information and lacks specialized or rare domain knowledge.\"\n}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Call us 02 9635 7159\nText us 0451 005 151\n\nMigraines And Headaches\n\n\nThe Ayurvedic history of migraines dates back to 6000 BC when Ayurveda originated from Divinities as an oral tradition. First documented evidence of headache can be found in the ancient Vedic texts like Ashtanga Hridayam, Charaka Samhita and Sushruta Samhita where it is termed Sirasoola and we can find description about its different types and clinical subtypes. Though Hippocrates defined about headaches in 400 B.C.E.\n\nPlease Mind Your Head!\n\nHeadache has been ranked as the second leading cause of disorders by the Global burden of disease studies because it affects the normal and work life, increases absenteeism causing social and economic burden making them disable. Migraine comes in the third position affecting the people in the age group between 20 to 50 years. Based on the studies, there can be up to three million migraine sufferers in Australia and up to seven million tension-type headache sufferers. At least one migraine suffering person is present in one fourth of the houses of Australia. Proper history, CT or MRI will help in reaching to a causative factor of headache.\n\nHeadaches can be of structural, physiological or psychological. Though it may cause physical, emotional, and economic burdens proper guidance is less sought. Structural headaches are mainly due to space occupying lesions/tumours, inflammatory responses or increased intracranial pressure. Among them some can be dangerous and life-threatening.b90% of the headaches are physiological or psychological and they are classified under primary type in clinical medicine. They can be like cluster headache, tension head ache, migraine and Trigeminal neuralgia.\n\nMigraines can be unilateral lasting from several hours to 3 days preceded with or without aura and sensitivity to light; sound and pain. It will be of moderate to severe type and will be relieved on vomiting. Many of you can have an evident family history. If left untreated it may lead to serious complications. Cluster headaches are usually unilateral around one eye lasting about 4 hours and patient will be active. Trigeminal neuralgic patients will be having shooting pain to the face. Tension headaches are one of the other most common types with squeezing pain and pressure on both sides of the head and neck and people rarely seek medical advice. Sinus headaches usually have pain behind fore head and cheekbones. Some other types of primary headaches are cough head ache, exertional headache, Headache associated with sexual activity, Medication over use headache and\u00a0 Dull Headaches which develops only during sleep.\n\nAyurvedic management of Migraine and other head aches at Ayur Healthcare:\n\nAyurveda understands migraine as a reflection of poor metabolism associated with accumulation of toxins leading to imbalance of doshas. Vata is heavily imbalanced and disturb Pitta and Kapha as well as per your body\u2019s conditions. The preventive treatment for migraine at Ayur Healthcare helps in reducing frequency, severity and duration of migraine attacks. At Ayur Healthcare, tailored plans will be recommended to address migraine from root causes after a detailed assessment via consultation by Ayurvedic experts.\n\nDiet and Lifestyle\n\nFollowing Ayurvedic concepts of Dinacharya (daily regimen) and Ritucharya (seasonal regimen) will helpsto maintain the body\u2019s homeostasis and neurological balance as there can be involvement of multiple Doshas. Since neurotransmitters play a major role in the formation of migraines and headache, it is necessary to maintain a perfect gut and healthy nervous system. Eat a healthy diet without skipping meals. Include soups and salads in your diet. Reduce sour foods and hot spices. Foods prepared using immunomodulatory medicinal herbs like garlic; Cinnamons and Ginger tend to reduce the intensity of headache. Use rock salt instead of sea salt. Drink Plenty of Juices especially, coconut water. Abstain from smoking and drinking for a better neuronal health. Walk at least 30 minutes a day. Listen to nice music for 15 minutes every day. Always sleep early and wake up early, avoid mobiles at bed time especially during sleep and if you are the kind of person keeping mobiles under your pillow your brain will suffer because,\u00a0 research studies show that due to hypersensitivity of several brain areas to these triggering factors\u00a0 knowingly or unknowingly initiating a stimuli may initiate a migraine attack .\n\nAlways note the triggering factors of disease. A headache diary should always be maintained. Migraines always need immediate treatment before it becomes full blown. Treatment should start when the prodromal symptoms start so that it will never lead to intolerable pain. Keeping an eye on hormonal fluctuations will help in taking necessary precautions. Minimize use of pain killers. Relaxing techniques should be practiced. Regular head and shoulder massages with medicated herbal oils are of great help in headache. Avoid sleeping during day time.\n\nSo it\u2019s time to refresh your Brain!!!!\n\nPanchakarma treatment is inevitable in this condition as it provides you with the safest mode of herbal relief. Specially processed herbal Ghee\u2019s can be taken under the supervision of an Ayurvedic consultant. Purgation once in a month can help in the elimination of toxins and improve gut brain interaction. Steam bath with different types of herbal steams will help in release toxins.\n\nOnce your toxins are released its time to revitalise. Following the preventive and curative principles of Ayurveda do Nasya (the nasal detox) regularly or as sessions followed by herbal smoke with incense made of purifying herbs. Nasya helps to protect, stabilise and strengthen sensory organs, shoulders, chest, skin, and neck.Circulation and blood flow are the undebatable factors needed to keep a healthy brain which is possible through leech therapy. Shirodhara the streaming of warm herbal oil at third eye helps to relax the body deeply and reduce stress thereby reducing the frequency of migraines.\n\nFollow the Ayur Health Care\u2019s time tested formula for Migraine. Feel Yourself Revitalised. Find the better you with the ancient wisdom\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured with clear headings and paragraphs, but there are minor formatting inconsistencies such as inconsistent spacing and some sentences that are too long. Overall, it is mostly clean and professional.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a distinct authorial voice that is informative and somewhat specialized, particularly in the Ayurvedic medicine and headache management context.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides detailed information on migraines and headaches, including Ayurvedic perspectives, types, and treatments, though some sections could benefit from more depth.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers common knowledge related to migraines and headaches, though it does touch on some specialized Ayurvedic aspects, making it somewhat niche.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Having better learned here how action potential creation works in some detail, I'd like to pin down the functional role of voltage-gated potassium channels: they mainly shorten the time it takes the neuron to get back to rest potential. Without potassium channels, the sodium ions that entered the neuron through a sodium channel would slowly diffuse away (electrotonically) and the sodium potassium pumps reset the potential. With potassium channels, this process is drastically accelerated (by quickly moving positively charged ions out of the neuron in situ). Without potassium channels, an action potential would be created nevertheless by the sodium channels alone, i.e. a peak of 40mV would be generated (equally fast!), but it would decay much slower, not yielding a pronounced peak.\n\nWould you agree that this is a correct description of the main \"purpose\" of potassium channels involved in producing action potentials?\n\nIn any case, potassium channels seem to work equally well when their \"closing\" potential would not be -80mV, but e.g. -70mV, i.e. the resting potential. But because it's -80mV the potassium channels produce an afterhyperpolarization. My second question is:\n\nDoes afterhyperpolarization play a (\"positive\") functional role, too, or is it just unavoidable? If so: Which \"negative\" and undesirable effects might it have? (In some respects it might have been better, if there was no afterhyperpolarization.)\n\n\nThe meaning of reversal potential\n\nIon channels do not themselves have reversal potentials except for via a weighted average of the ions that they conduct. The reversal potential for a given ion is given by the Nernst equation and besides physical constants is a function only of the relative concentrations of ions inside and outside the cell.\n\nThe equilibrium potential of the whole cell is given by the Goldman equation, which is similar to the Nernst equation but covers any number of ions. Note that you can also calculate a \"reversal potential\" for a channel using the Goldman equation by considering all the ions that a given channel will conduct.\n\nThe reason that a cell's equilibrium potential at rest is not equal to the potassium reversal potential is because cells are not permeable only to potassium at rest; although potassium dominates, there is some conductance to other ions, which depolarizes the cell slightly.\n\nThere is no way for a potassium-selective channel to have a reversal potential any different from the potassium reversal potential, unless it were to be permeable to other ions as well.\n\nWhat would happen if there were no potassium channels?\n\nIf there were no potassium channels at all, cells would rest near 0 mV, give or take a few mV. The \"leak\" channels that allow cells to rest at a negative potential are primarily potassium channels. However, it seems like your question is mostly directed towards voltage-gated potassium channels.\n\nWhat would happen if there were no voltage-gated potassium channels?\n\nAs you suggest, cells would repolarize much more slowly. However, your question still has inaccuracies.\n\n1) This repolarization would not be from sodium diffusing away, it would be from potassium leaving the cell through leak channels.\n\n2) The sodium-potassium ATPase is not directly responsible for the membrane potential or for repolarization in an action potential. Ion concentrations change very little during an action potential. The thing that changes is the permeability to different ions. The sodium-potassium ATPase is important, however, for maintaining the relative inside concentrations of sodium and potassium ions over the long term.\n\nIn addition, as you also suggest, there would be no afterhyperpolarization.\n\nIs there a purpose to the afterhyperpolarization? Is it just unavoidable?\n\nThere is somewhat of a purpose. Although the afterhyperpolarization isn't strictly necessary to get action potentials to fire, there are some hyperpolarization-activated channels in some cells, and in all cells the hyperpolarization facilitates the removal of the inactivation block of sodium channels. In general words, it serves as a bit of a 'reset signal' beyond mere repolarization.\n\nHowever, the afterhyperpolarization is also pretty much unavoidable without a very fine-tuned engineering of the repolarization process (you would need to rapidly close potassium channels as they approached rest, which would also slow down the return to rest).\n\nOverall, this material would be well-covered in an introductory neuroscience textbook. My personal recommendation is Purves:\n\n\n(any other edition is fine, too, and there a lot of other good alternatives as well)\n\n  \u2022 $\\begingroup$ Thanks a lot for this - once again - great answer! You say: \"repolarization would not be from sodium diffusing away\". Not at all? Or only to a (much?) lesser extent than potassium leaking? $\\endgroup$ Dec 5 '17 at 9:07\n  \u2022 $\\begingroup$ (Yes, you are right, I was mainly interested in voltage-gated potassium channels, I should have made this explicit. On the other side: I wouldn't have learnt about the important functional role of potassium leak channels!) $\\endgroup$ Dec 5 '17 at 9:09\n  \u2022 $\\begingroup$ @HansStricker The net diffusion of sodium across the membrane will (almost) always be sodium coming in, because the reversal potential of sodium is greater than the membrane potential of the cell. The Nernst equation is your friend. Only if the membrane potential is raised higher than the reversal potential for sodium could sodium net flow out. This is plausible if calcium currents push the membrane potential to a high voltage, but this would be a very minor amount and would reverse as soon as the cell was back to the sodium reversal potential. $\\endgroup$\n    \u2013\u00a0Bryan Krause\n    Dec 5 '17 at 23:13\n  \u2022 $\\begingroup$ Ah, once again, I've not been clear enough! I meant diffusion not across but parallel to the membrane. $\\endgroup$ Dec 6 '17 at 6:28\n  \u2022 $\\begingroup$ @HansStricker Since you'd like to emphasize your question on voltage gated potassium channels, you are mainly talking about action potentials; in the context of an action potential, you have sodium coming in all throughout the cell. There could be some flow into the dendrites, but the flow of sodium into the dendrites is going to depolarize them (and many dendrites also have active sodium conductances) unless there is leak of potassium out of the dendrites: you have to cross the membrane eventually. :) $\\endgroup$\n    \u2013\u00a0Bryan Krause\n    Dec 6 '17 at 9:05\n\nAs theorized about here, there might be another \"purpose\" of voltage-gated potassium channels: They give spreading action potentials - especially in myelinated axons - the form of wandering decaying pulses (compared to a stationary peak at the site of creation, that simply decays, nevertheless giving rise to a rise of the potential at distant sites).\n\nWhat this shaping is good for \u2013 per se \u2013 is another question. Why is it per se better that the potential arrives at the next trigger zone as a pulse: the ion channels there won't see a difference, will they? They are unaware of whether potassium channels were present or not at the first trigger zone, they will experience roughly the same (rise of) potential after roughly the same time.\n\nWell, as a pulse (which fades out as it faded it) the signal is shorter, otherwise it lasts longer, making temporal fine tuning harder.\n\n  \u2022 $\\begingroup$ I don't understand what you are suggesting here, and your link in reference is simply to another answer by yourself. $\\endgroup$\n    \u2013\u00a0Bryan Krause\n    Dec 6 '17 at 18:21\n  \u2022 $\\begingroup$ Sorry for that, I'll try to explain - and visualize - it in more detail.I guess it's not nonsense - and maybe even common knowledge - but hard to explain in a few words. $\\endgroup$ Dec 6 '17 at 19:01\n  \u2022 $\\begingroup$ Sorry, I could also be more explicit in my criticism. What is a \"wandering decaying pulse\"? That doesn't sound at all like what an action potential is, so I don't understand how voltage gated potassium channels could be conveying a property that action potentials don't have. $\\endgroup$\n    \u2013\u00a0Bryan Krause\n    Dec 6 '17 at 20:54\n\nYour Answer\n\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\n    \"score\": 2,\n    \"justification\": \"The text is well-structured with clear headings and paragraphs, but there are some formatting inconsistencies such as the use of bullet points and references that could be standardized.\"\n  },\n  \"voice\": {\n    \"score\": 1,\n    \"justification\": \"The text maintains a clear and informative authorial voice, particularly evident in the detailed explanations of complex neuroscience concepts.\"\n  },\n  \"knowledge_density\": {\n    \"score\": 3,\n    \"justification\": \"The text is highly informative, providing detailed explanations of ion channels, their functions, and the effects of their absence, which adds distinct and valuable information.\"\n  },\n  \"diversity\": {\n    \"score\": 1,\n    \"justification\": \"The content primarily covers specialized knowledge in neuroscience, with little to no diversity in topics or perspectives.\"\n  }\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Essay Example on the Sedition Act\n\nDate:\u00a0 2021-04-09 17:29:09\n3\u00a0pages\u00a0 (610 words)\nBack to categories\nUniversity of Richmond\nType of paper:\u00a0\n\nAs the 18th century approached its end, during the Adams administration, America was still a young democracy and at the time federalist had majority rule over Congress. However despite this, the Democratic-Republicans opposing parties which were led by Jefferson were developing due to the dissent they had with the federalist polices (Edsitement, 2010, pg. 2). This dissent by opposing party brought into question if the ruling party was capable of protecting its citizens, those who opposed them inclusive, but still allow them the freedom to oppose them. For a democracy to be able to grow there had to be those who opposed the ones in rule so as to keep them in order. However, too much dissent was seen as a security threat to the nation and arguments were brought up so as to see means of controlling such opposition. Due to this in 1997 The Sedition Act was introduce as a debate to Congress (Edsitement, 2010, pg. 3).\n\nDue to this strong opposition, which was even more hastened when pandemonium broke loose on February 15, 1798, in the House of Representatives when, Roger Griswold scuffled with Matthew Lyon congress argued on how to minimize such dissent (Edsitement, 2010, pg. 5). The federalist argued that dissent needed to be controlled because domestic and foreign nations, France to be exact were trying to cause a separation between the American citizen and the government through introductions factions who undermined their rule (Edsitement, 2010, pg. 8). Hence John Adams proposed The Sedition act in preparation for an anticipated war with France. The Sedition Act would limit freedom of speech and writing scandalous or malicious things concerning the government this would help in controlling dissent among the opposition and citizens. Furthermore, they said the Sedition Act would help in improving of security especially in this time of looming war with France.\n\nHowever, not all people agreed to the Sedition Act saying that it was unconstitutional. Those who opposed said it was a complete violation of ones first amendment rights, according to Mr. S. Smith one should be able to speak the truth even if its damaging to anyone in power or authority (Edsitement, 2010, pg. 9). Mr. Nicholas also went on to argue that both the House of Representatives and congress had no authority to pass such a bill since it was prohibited by the Constitution saying that Congress shall make no law abridging the freedom of speech, or of the press.(Edsitement, 2010, pg. 10). In fact the majority argued that the bill should not be passed due to its nature in prohibiting democracy (Carroll, 1920).\n\nI would side with the opposing side, freedom of speech and press is a very necessary right and no one should be allowed to take that away. If one is blasphemous and abuses freedom of expression or press then that should be dealt by through a court of law but not through prohibiting everyones rights. The opposing side against the Sedition Act, Constitutionally wise is correct in that the constitution also states that everyone has a right to freedom of speech and press, which is a first amendment right that should not be taken away from you in any way (Martin, 1999). If this Act were passed to date I believe American would not have grown to be such a democratic country like it is today.\n\nWorks Cited\n\nCarroll, Thomas F. \"Freedom of Speech and of the Press in the Federalist Period; The Sedition Act.\" Michigan Law Review 18.7 (1920): 615-651.\n\nMartin, James P. \"When repression is democratic and constitutional: the federalist theory of Representation and the Sedition Act of 1798.\" The University of Chicago Law Review (1999): 117-182.\n\n\"The Sedition Act: Certain Crimes Against The United States | Edsitement\". N.p., 2010. Web. 28 Feb. 2017, (Pg. 4 - 25).\n\n\n\nRequest Removal\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 1, \"justification\": \"The text is well-structured with clear headings and a logical flow, but there are minor formatting inconsistencies, such as the citation style and some sentence fragments. These issues do not significantly detract from readability but make it slightly less polished.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author displays a clear, distinctive voice with a historical and analytical perspective, particularly evident in the discussion of the Sedition Act and its implications.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides some detailed information about the Sedition Act, including historical context and opposing viewpoints. However, some sentences repeat similar ideas and lack additional unique insights.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The text covers common historical knowledge about the Sedition Act and its implications without delving into specialized or rare domain knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"First Past the Post electoral system\n\nFrom Academic Kids\n\nThe First Past the Post electoral system, is a voting system for single-member districts. The name first past the post (abbreviated FPTP or FPP) is an analogy to horse racing; the system is also variously called winner-take-all, plurality voting, or relative majority. In political science, it is known as Single-Member District Plurality or SMDP. When this system is in use at all levels of politics it usually results in a true two-party system, based on single seat district voting systems. However, the system of forming a governing government is also crucial; it is very common in former British colonies and is the single most commonly used system for election of parliaments [1]\u00a0(http://www.aceproject.org/main/english/es/esh.htm) based on FPTP voting districts. A thorough list is given below.\n\n\n\nThe United Kingdom continues to use First Past The Post for national and most regional elections. Changes to the UK system have been proposed, and alternatives were examined by the Jenkins Committee in the late 1990s but no major changes have been implemented. Canada also uses First Past The Post for national and provincial elections. In May 2005 the citizens of the Canadian province of British Columbia had a chance to cast a ballot for a referendum for abolishing plurality in favor of the Single Transferable Vote after the Citizens' Assembly on Electoral Reform made a recommendation for the reform. The referendum obtained 57% of the vote, but failed to meet the 60% requirement for passing.\n\nWales, Scotland, Northern Ireland, the Republic of Ireland, and New Zealand have fairly recently implemented different election systems.\n\n\nThe term \"first past the post\" refers to a now seldom-used analogy with horse racing, where the winner is the first to pass a particular point (in this case a plurality of votes), upon which all other runners automatically and completely lose (\"winner take all\"). There is, however, no \"post\" that the winning candidate must pass in order to win, they are just required to receive the largest number of votes in their favour. This sometimes results in the alternate name \"furthest past the post\".\n\nDuverger's law predicts that constituencies that use first-past-the-post systems will become two-party systems.\n\n\nEach voter in a given electoral district selects one candidate. All votes are counted and the candidate with more votes than any of the other candidates is the winner. The winner represents the entire electoral district.\n\n\nSimple example\n\n\nFor this example, consider the election for the president of a school class. Each class has a president, who sits on a school council. Further assume that, in this imaginary school, girl and boy students disagree with each other on most issues, and students prefer to vote for others of the same sex as themselves.\n\nThe election for class president\n\nThere are three candidates, Amy, Brian and Chloe. Each class member gets a ballot paper, with these three names on it. The class member must put an \"X\" against one of the names.\n\nAfter the election finishes, the papers are sorted into three piles. One pile contains all the papers where there is an \"X\" against Amy (that is, votes for Amy). The other two piles contain votes for Brian and for Chloe.\n\nThe largest pile decides the winner. For instance, if Amy's pile has 11 votes, Brian's pile has 16 votes, and Chloe's pile has 13 votes, then the winner is Brian.\n\nNotice that there were a total of 11 + 16 + 13 = 40 votes, and the winner had only 16 of them \u2014 only 40%. But that is only the result for this one class.\n\nThe election to the school council\n\n\n\nSome might argue that a boy won for this class because there were two girls, who \"split the vote\": some of the girls in the class voted for Amy and others for Chloe. Perhaps if Amy had not been a candidate, all the girls would have voted for Chloe and she would have won this class; this in turn would make the girls the winners of the whole council. Arguments exactly like this, but on a larger scale, are common wherever there are first-past-the-post elections.\n\nMore complex example\n\nImagine an election for the capital of Tennessee, a state in the United States that is over 500 miles (800 km) east-to-west, and only 110 miles (180 km) north-to-south. In this vote, the candidates for the capital are Memphis, Nashville, Chattanooga, and Knoxville. The population breakdown by metro area is as follows:\n\nTennesee's four cities are spread throughout the state\n  \u2022 Memphis: 826,330\n  \u2022 Nashville: 510,784\n  \u2022 Chattanooga: 285,536\n  \u2022 Knoxville: 335,749\n\nIf the voters cast their ballot based strictly on geographic proximity, the voters' sincere preferences might be as follows:\n\n42% of voters (close to Memphis)\n  1. Memphis\n  2. Nashville\n  3. Chattanooga\n  4. Knoxville\n\n26% of voters (close to Nashville)\n\n  1. Nashville\n  2. Chattanooga\n  3. Knoxville\n  4. Memphis\n\n15% of voters (close to Chattanooga)\n\n  1. Chattanooga\n  2. Knoxville\n  3. Nashville\n  4. Memphis\n17% of voters (close to Knoxville)\n  1. Knoxville\n  2. Chattanooga\n  3. Nashville\n  4. Memphis\n\nIf voting follows sincere preferences, Memphis is selected with the most votes. Note that this system does not require that the winner have a majority, but only a plurality. That is, Memphis wins because it has the most votes, even though more than half of the voters preferred another option.\n\n\nFewer parties\n\n\n\n\nSingle-member districts also mean that parties need to appeal to a wide cross-section of the populace rather than a political niche. Some argue that this discourages \"extremist\" parties.\n\n\n\n\nEach representative must be a winner\n\nSometimes, the voters are in favour of a political party, but do not like specific candidates. An example was the premier of Alberta, Donald Getty. His government was re-elected in 1989, but because of voter dissatisfaction with the way the government was led, Getty, the leader of the Alberta Progressive Conservative Party, was not re-elected by voters from his electoral district.\n\nHowever this can also have the opposite effect. A candidate who is very popular among the electrorate in general may lose if the candidate or the candidate's party is unpopular or has caused dissatisfaction in his or her seat.\n\nSimilarly, in the 1999 Ontario provincial election, Mike Harris and his Progressive-Conservative party was re-elected to a majority government, but symbolic of the growing discontent among voters about cuts to education, his education minister and strong ally was resoundingly defeated by the opposition candidate.\n\n\n\n\nThe most commonly expressed disadvantage \u2013 perhaps because it is easiest to express and explain \u2013 of first-past-the-post is that it frequently produces disproportional results, i.e. results in which a party's share of the seats does not match up with its share of the votes. Thus, substantial bodies of opinion can be left out of the final outcome, and a party can obtain a majority of seats without a majority of the vote. Examples include the recent United Kingdom general election of 2005 where the new government won a majority of the seats with less than 38% of the national vote. The dispproportonate nature of this system also means that whole regions may have M.P.s from only one party. The British Conservatives won large majorities of seats in the 1980's on a minority of votes while almost all the Scottish seats were Labour or Liberal or SNP, thus creating tremendous disatisfaction in Scotland.\n\n\nTactical voting\n\nTo a greater extent than most other methods, first-past-the-post encourages the tactical voting technique known as \"compromising\"; voters are frequently pressured to vote for one of the two options most likely to win, even if it is not their most preferred option. In the above example, voters from Chattanooga and Knoxville may \"compromise\" by voting for Nashville, which they prefer to Memphis.\n\nIf enough voters use this tactic, the first-past-the-post system becomes a form of runoff voting where the first round is held in the court of public opinion. This can give substantial power to the media as voters will tend to believe their viewpoint on who the leading contenders are likely to be in the election and use that viewpoint to decide where a \"tactical\" vote would be (in the voter's opinion) best used. This can also become a system promoting votes against more so than votes for.\n\n\nTactical voting can lead to situations where voters pass over a candidate who is preferred by a majority of voters and instead vote for a \"lesser evil\" who has shown themselves as good vote getters in the past.\n\nOne often-overlooked flaw in the FPTP system is that invariably, voters can select only one candidate in a single-member district, whilst in multi-member districts they can never select more canidates than the number of seats in the district. Some argue that FPTP would work better if electors could cast a vote for as many candidates as they wish. This would allow voters to \"vote against\" a certain despised candidate if they choose without having to guess at who they should vote for to defeat that candidate, thus eliminating the need for tactical voting. Such a system would also serve to reduce the spoiler effect.\n\nAnomalous results\n\nAn interesting anomaly in the results of this system arose in the Canadian federal election of 1926 for the province of Manitoba. The province was entitled to 17 seats in that election. The result was very different from how people voted.\n\nPolitical party Percentage of votes Number of seats Percentage of Seats\nConservatives 42.2% 0 0%\nLabour Progressives 19.5% 7 41%\nLiberals 18.4% 4 24%\nProgressives 11.2% 4 24%\nLabour 8.7% 2 12%\n\nThe Conservatives clearly had the largest number of votes across the province, but received no seats at all. The other parties were able to have success by having concentrated support in particular constituencies, and by not running candidates in others.\n\nThis presents a problem because the parties tend to focus narrowly on the needs and well-beings of specific electoral districts where they can be sure to win seats, rather than be sensitive to the sentiments of voters everywhere. In order to secure election results, some also choose to use gerrymandering, that is, redistricting to distort election results by enclosing party voters together in one electoral district.\n\nFewer parties\n\nFirst-past-the-post's tendency toward fewer parties and more frequent one-party rule can produce both advantages and disadvantages.\n\nOne disadvantage of having fewer parties is that the government does not consider as wide a range of perspectives and concerns.\n\nAnother disadvantage is that fewer choices are offered to the voters, often pressuring voters to vote for a candidate whom they largely disagree with, in order to oppose a candidate whom they disagree with even more. (See \"tactical voting\" above.) The likely result of this is that candidates will less closely reflect the viewpoints of those who vote for them.\n\nIt may also be argued that one-party rule is more likely to lead to radical changes in government policy that are only favored by a plurality or bare majority of the voters, whereas multi-party systems usually require greater consensus in order to make dramatic changes.\n\nWipe out and clean sweep results\n\nSince FPTP combined with single member constituencies generate a winner's bonus, if not winner takes all, the loyal opposition can be left with few if any seats.(See above)\n\nAn opposition that is weak or absent, because of an electoral wipeout, is not good for good governance, it is argued. Provincal elections in several Canadian provinces provide suitable examples.\n\nThis is the missing corollary of strong-government argument for FPTP.\n\nNo system can guarantee a clear result\n\nA close election is one where the winner's majority is very small, or where third parties or independents hold the balance of power.\n\nWhere First Past the Post systems are used\n\n\nSee Table of voting systems by nation\n\nThe first past the post election system is used in the Republic of China on Taiwan for executive offices such as county magistrates, mayors, and the president, but not for legislative seats which used the single non-transferable vote system. This has produced an interesting party structure in which there are two broad coalitions of parties which cooperate in executive elections but which compete internally in legislative elections. Source: Making Votes Count, Gary Cox (1997).\n\nIndia is using a proportional representation system for its upper house.\n\nBallot types\n\nBallots can be of two forms. The simplest form is a blank ballot where the name of a candidate is written in by hand. A more structured ballot will list all the candidates and allow a mark to be made by a single candidate. (A ballot with a candidate list can include space for a write-in candidate as well)\n\nMissing image\n\n\nSee also\n\nExternal links\n\n\nAcademic Kids Menu\n\n  \u2022 Art and Cultures\n  \u2022 Space and Astronomy\n\n\n\n  \u2022 Clip Art\u00a0(http://classroomclipart.com)\nPersonal tools\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\n    \"score\": 3,\n    \"justification\": \"The text sample is well-structured with clear headings, bullet points, and examples that enhance readability. Formatting is clean and professional with no apparent issues.\"\n  },\n  \"voice\": {\n    \"score\": 1,\n    \"justification\": \"The text has a distinct voice that is informative and authoritative, particularly in explaining electoral systems and their implications.\"\n  },\n  \"knowledge_density\": {\n    \"score\": 3,\n    \"justification\": \"The text provides a comprehensive overview of the First Past the Post electoral system, including examples, history, and implications, which adds substantial depth and informative content.\"\n  },\n  \"diversity\": {\n    \"score\": 1,\n    \"justification\": \"The content, while informative, is primarily focused on electoral systems and lacks diversity in terms of topics or specialized knowledge beyond this domain.\"\n  }\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"\u041f\u0435\u0440\u0435\u0439\u0442\u0438 \u043a \u043e\u0441\u043d\u043e\u0432\u043d\u043e\u043c\u0443 \u0441\u043e\u0434\u0435\u0440\u0436\u0430\u043d\u0438\u044e\n\nWFP West Africa Annual Achievements 2020\n\n+ 19\n\u0414\u0430\u0442\u0430 \u043f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0438\n\n\n19 countries covered by WFP West Africa region\n\n57.6 million people estimated to be food insecure by the end of 2020\n\n11 million children aged 6-59 months estimated to be acutely malnourished in 2020\n\nIn 2020, the West Africa region faced unprecedented levels of challenges, including protracted conflicts, climatic shocks, and poor macroeconomic conditions. The increasing number of emergencies coupled with the impact of COVID-19 pandemic exacerbated the food and security needs in the region, with households living in poverty and fragile environments being more affected. Compared to the pre-COVID estimates of acute food insecurity, an additional 36 million people were projected to be food insecure (Cadre Harmonis\u00e9 Phase 3-5) by the end of 2020, increasing the total burden of food insecurity to 57.6 million people (135 percent increase). This included 40 percent residing in Nigeria (23 million), a further 10 percent in Niger, and between 4 and 6 percent each in Burkina Faso,\nChad, Cameroon, Central African Republic, Mali, and Senegal. The key drivers of food insecurity expanded beyond conflict in 2020, affecting countries differently.\n\nCountries with chronic vulnerabilities and active conflict were affected more severely by the socioeconomic consequences of the COVID-19 restrictions that were put into place, that disrupted supply chains, led to food price increases and worsened tensions. This included the Central Sahel countries (Burkina Faso, Mali and Niger),\nLake Chad Basin (Nigeria, Cameroon and Chad) and Central African Republic. Within the coastal countries, Sierra Leone and Liberia were the most impacted, likely explained by the deepening of recession this year, fuelled by food price increases of over 40 percent and persistent depreciation of the local currencies.\n\n2020 was also characterized by a significant deterioration of the nutrition situation in the region. The number of acute malnutrition cases among children aged 6-59 months was estimated at nearly 11 million, an increase of 40 percent compared to 2019. This was the highest number in a decade, of which half can be attributed to COVID-19. WFP contributed to these estimates by providing a methodology to estimate additional cases of wasting due to COVID19. Levels were especially alarming in the Sahel countries. The joint WFP-UNICEF Nutrition Hotspot Analysis done for the six Sahel countries (Burkina Faso, Chad, Mali, Mauritania, Niger and Senegal) demonstrated that approximately half of the estimated figure for the region (5.4 million children) would be in these six countries.\n\nFill the Nutrient Gap analysis, carried out in 4 countries in 2019 and 2020 (Burkina Faso, Mauritania, Mali and Niger) indicated that on average three out of five households in the Central Sahel cannot afford of a nutritious diet. This is even higher in remote or conflict affected areas. The non-affordability of a nutritious diet is especially affecting pregnant and lactating women, as well as young children since proportionally their nutrient requirements are highest. To prevent malnutrition at scale, it is therefore essential to restructure food systems with the aim to ensure access to affordable nutritious diets for all, including in remote and conflict affected areas.\n\nLastly, the upsurge in insurgency and violence due to protracted conflicts, and contested presidential election results (such as in Burkina Faso, Central African Republic, C\u00f4te d\u2019Ivoire, Guinea and Niger) resulted in forced displacement, disruption of livelihoods and operational and access challenges. As of 15 December 2020, 5.6 million internally displaced persons (IDPs) and 2.1 million refugees were reported by UNHCR across the seven hotspots for insecurity in the region (Burkina Faso, Cameroon, Central African Republic, Chad, Mali, Niger and Nigeria). The number of IDPs increased significantly between February and November, with the highest increase in Chad (100 percent), followed by Niger (40 percent), Burkina Faso (35 percent) and Mali (30 percent). Moreover, the crisis in the Central Sahel continued to spill-over in the region, spreading to Benin and C\u00f4te d\u2019Ivoire this year.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and bullet points, making it easy to follow. No formatting issues are apparent.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a professional and informative tone, indicative of a distinct authorial voice that clearly communicates specialized knowledge about the WFP West Africa region's situation.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides detailed, specific information about food insecurity, malnutrition, and the socioeconomic impacts of COVID-19 in the region. Most sentences add distinct, informative data points.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text covers topics such as food insecurity, malnutrition, and conflict impacts, which are somewhat specialized but not very niche or rare. Information is mostly within the common knowledge domain for this subject matter.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"What is Horseradish?\n\nSpecies: Armoracia rusticana; family (Cruciferae/Brassicaceae)\n\nCommon Names: German Mustard.\n\nHorseradish is a European plant of the cabbage family (Brassicaceae) with large green leaves and a large cylindrical, edible root, used as a condiment.. The root has a\u00a0light brown skin (when freshly harvested) and a white flesh.\n\nThe whole root is not pungent but once it\u2019s bruised by cutting or grating certain enzymes and chemicals are released that make it pungent.\n\nThe enzyme is called myrosinase and it breaks down two compounds, sinigrin and gluconasturtiin into a compound called allyl isothiocyanate, which irritates the eyes, mucuos membranes and sinuses, so be careful when grating or blitzing horseradish in a blender. (WIKI)\n\nWhen allyl isothiocyanate is exposed to air or heat it oxidizes and gradually looses its pungency, eventually darkening in colour and developing an unpleasantly bitter taste. To avoid this, freshly grated horseradish should be stored in vinegar as soon as possible. Allyl isothiocyanate is also responsible for pungency in mustard.\n\nBy Anna reg [CC BY-SA 3.0]\n\nWhat is prepared horseradish?\n\nTo use\u00a0horseradish roots, they have to be grated,\u00a0finely shredded or\u00a0crushed and mixed with vinegar to give them a longer shelf life and stop them from oxidizing. This preparation is referred to as prepared mustard and is usually seasoned with salt. Some people also call it pickled horseradish.\n\nYou can either prepare horseradish by yourself or buy bottled prepared horseradish in the supermarket in the cold section near sauerkraut and potato salad. Freshly prepared horseradish is more pungent than commercial preparations. \u00a0(see this recipe).\n\nGrated beetroot or beetroot juice can be added to\u00a0prepared horseradish to to produce what we call\u00a0Red Horseradish or Prepared Horseradish and Beets\u00a0. The beetroot gives it a sweet taste. (see this product)\n\nPlease note that once horseradish is prepared it will gradually lose its pungency, so it should be stored in an airtight container and used as soon as possible to get maximum flavour.\n\nWhat is horseradish sauce?\n\nGrated horseradish or horseradish powder can be combined with mayonnaise or or several ingredients\u00a0to give what we call \u201chorseradish sauce\u201d which is usually bought in the supermarkets. These types of sauces are usually very high in fat and calories. Below are two examples of store-bought horseradish sauces (Arby\u2019s and Lynch\u2019s)\n\n1. Arby\u2019s Horsey Sauce\n\n1 teaspoon (5g) of the famous Arby\u2019s Horsey Sauce has 20 calories (15 from fat) and the following ingredients: Soya Bean Oil, Water, High Fructose Corn Syrup, Distilled Vinegar, Corn Syrup, Modified Cornstarch, Egg Yolks, Salt, Mustard Flour, Horseradish Powder, Artificial Flavour, Sodium Benzoate (Preservative), Calcium Disodium EDTA (to protect flavour). It should be refrigerated after opening. (see Arby\u2019s Horsey Sauce)\n\n2. Lynch\u2019s Creamy Horseradish Sauce\n\nHere are ingredients in Lynch\u2019s Creamy Horseradish Sauce: Horseradish (horseradish, water, white vinegar), water, sugar, glucose, vinegar, modified corn starch, canola oil, coconut oil, corn syrup solids, salt, mustard, concentrated lemon juice, colour, sodium benzoate, potassium sorbate, sodium caseinate (milk), dipotassium phosphate, mono & diglycerides (soy), silicon dioxide, xanthan gum, soy lecithin, spice extractive. (see Lynch\u2019s Horseradish Sauce)\n\nCulinary Use of Horseradish\n\nThe pungent horseradish root compliments meat, poultry and vegetables. It\u00a0is commonly grated, mixed with lemon or vinegar and eaten raw, as a condiment, although ketchup and mustard is more widely used.\n\nGrated horseradish can be mixed with yoghurt and apple sauce and used to serve meat.\n\nPrepared horseradish can be mixed with vinegar, lemon juice and grated apple and used to serve steak (see this recipe)\n\nIn the UK, horseradish sauce is prepared at home by finely grating the root and mixing it with whipped double or heavy cream. This sauce is\u00a0traditionally eaten with roast beef and can be stored int he fridge for two weeks. (see this recipe and this recipe)\n\nIn Germany horseradish sauce is served\u00a0with beef and sausages\n\nHow to Prepare the root\n\nScrub the roots and peel the outer skin before grating. Watch out for the pungent aroma that will permeate your kitchen as you grate the root especially if it\u2019s still very fresh. Use as per your recipe.\n\nHow to Buy Horseradish\n\nChoose firm robust roots without spots or cuts.\n\nAvoid limp roots that have sat on the shelf for lengthy period of time.\n\nStorage: store the root in plastic bag in the fridge crisper.\n\nAvailability: Fresh roots are mostly available in spring.\n\n\nAuthor: Liz\n\n\n2 thoughts\n\nPlease join the conversation.....\n\n\nWordPress.com Logo\n\n\nGoogle photo\n\n\nTwitter picture\n\n\nFacebook photo\n\n\nConnecting to %s\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured with clear headings and subheadings, but there are some minor formatting inconsistencies (e.g., the use of bullet points and paragraphs). Overall, it is mostly clean and professional.\"),\n  \"voice\": {\"score\": 1, \"justification\": \"The author maintains a consistent and informative style, providing detailed information about horseradish. However, the tone is not particularly distinctive or unique.\"),\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text contains substantial information about horseradish, including its preparation, uses, and storage. However, some sections are repetitive, and some information could be concise.\"),\n  \"diversity\": {\"score\": 1, \"justification\": \"The text covers general knowledge about horseradish and its culinary uses but does not delve into niche or specialized topics. It remains within common knowledge about the plant.\")\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"What is Etoricoxib?\n\nEtoricoxib is a painkiller primarily used for its analgesic and anti-inflammatory effects. The FDA approved it in 2004. But it was subsequently withdrawn from the US market in 2007 due to increased risk of cardiovascular diseases. However, Etoricoxib is now approved across 60 countries, including India, for treating arthritis, chronic back pain, and other acute pain (e.g., dental pain).\nEtoricoxib is a selective cyclo-oxygenase enzyme (COX-2) inhibitor that reduces the production of prostaglandins from arachidonic acid. Prostaglandins affect our physiological processes, such as inflammation and blood flow. Thus, Etoricoxib breaks the pain pathway.\nEtoricoxib is marketed as a newer non-steroidal anti-inflammatory drug (NSAID), similar to Ibuprofen to manage musculoskeletal pain.\n\nWhat are the uses of Etoricoxib?\n\nEtoricoxib is used for long-term treatment (taken for 3-months and more) and short-term treatment (taken for 1 to 3 weeks). It is used to manage pain in the following ways:\n\n  \u2022 In conditions like osteoarthritis, rheumatoid arthritis, and ankylosing spondylitis, Etoricoxib is prescribed to reduce pain and swelling in the joints and muscles for long-term treatment. Its clinical trials have shown a comparatively better safety profile and tolerance than Ibuprofen.\n  \u2022 Etoricoxib is also used for treating pain following dental surgery in the short term.\n\nWhat are the side effects of Etoricoxib?\n\nEtoricoxib came under the regulators\u2019 lens due to various clinical trials reporting a higher risk of adverse cardiovascular events. However, the evidence was not conclusive. It could not prove that Etoricoxib caused a higher risk of blood clotting or hypertension-related adverse effects when compared to other NSAIDs like Diclofenac and Ibuprofen.\n\nEtoricoxib\u2019s common side effects are:\n\n  \u2022 Stomach pain.\n  \u2022 Constipation.\n  \u2022 Swelling of the legs.\n  \u2022 Irregular heartbeat and rhythm.\n  \u2022 Increased blood pressure.\n  \u2022 Mouth ulcers.\n\nLess commonly noted side effects can be shortness of breath, heartburn, and inflammation of the inner lining of the stomach and intestine.\n\nAbout Yashoda Hospitals\n\n\n\n1. Can you take naproxen with Etoricoxib?\n\nEtoricoxib and naproxen are selective COX-2 inhibitors that follow identical mechanisms of action. Therefore, do not take naproxen with Etoricoxib. A comparative study demonstrated that Etoricoxib resulted in better pain management and lesser side effects than naproxen. Don't take Etoricoxib or naproxen unless a registered medical practitioner prescribes it.\n\n2. Is Etoricoxib safe in pregnancy?\n\nPregnant women, women planning to become pregnant, or breastfeeding mothers are discouraged from taking Etoricoxib. While human studies have been inconclusive, animal studies have shown that COX-2 inhibitors like Etoricoxib show reproductive toxicity. Nursing animals were proven to secrete the drug in breast milk, which would affect prostaglandin production in infants. Therefore, consult your doctor if you are already taking Etoricoxib and planning to become pregnant.\n\n3. How to take Etoricoxib?\n\nEtoricoxib is available as tablets with concentrations of 30mg, 60mg, 90mg, and 120mg. Etoricoxib intramuscular injections are available in 90mg concentration. It is generally prescribed as a once-daily dose and can be taken on an empty stomach or after meals. However, it provides much quicker relief from pain and swelling when taken on an empty stomach.\n\n4. Can Etoricoxib cause high blood pressure?\n\nIncreased blood pressure is a common side effect associated with Etoricoxib. A study conducted on Australian patients concluded that Etoricoxib should not be prescribed to patients with blood pressure levels above 140/90 mm of Hg. Compared with other NSAIDs like Diclofenac and Celecoxib, Etoricoxib was associated with a significantly higher risk of increased blood pressure.\n\n5. Can I take Etoricoxib with Paracetamol?\n\nEtoricoxib can be taken with paracetamol, as Etoricoxib is anti-inflammatory and paracetamol reduces fever. Together, they prevent the release of chemicals in the brain that cause pain and fever. This combination should be sold only when a registered medical practitioner prescribes it, as side effects like stomach problems and feet and hand swelling are possible.\n\n6. Is Etoricoxib safe for kidneys?\n\nThe NSAIDs are extensively studied across various populations for their effects on renal function. The studies have shown COX-2 inhibitors are relatively safer than COX-1 inhibitors. Etoricoxib being a COX-2 inhibitor, is relatively safe for kidneys. A comparative study between naproxen, Ibuprofen (both selective COX-2 inhibitors), and Etoricoxib demonstrated that less than 2% of the 4700 study participants presented symptoms of kidney disorders.\n\n7. Is Etoricoxib stronger than Ibuprofen?\n\nVarious European clinical studies have shown that Etoricoxib is as effective as Ibuprofen in providing relief from pain and inflammation. The side effects seen across the users were also similar across various clinical settings. Etoricoxib is generally preferred over Ibuprofen for long-term consumption due to its lesser tendency to cause stomach irritation than common painkillers like Ibuprofen. Usually, Ibuprofen is a choice of drug for injuries like bruises wherein pain is acute but requires medication for a few days to a week. Etoricoxib is a choice of drug for chronic pain like osteoarthritis wherein the prescription must be taken for weeks to months.\n\n8. How long does it take for Etoricoxib to work?\n\nThe peak plasma concentration of Etoricoxib is seen within one hour of taking the tablet or after injection. It takes Etoricoxib at least one hour to bring in pain and swelling relief. Its half-life is 20-hours, and it is eliminated through urine. Thus, only one dose per day is recommended.\n\n9. When is the best time to take Etoricoxib?\n\nSince Etoricoxib is a food-neutral drug, you can take it before or after food. Studies have shown that Etoricoxib, when taken on an empty stomach has a faster pain-relieving effect. The pain-relieving effect of Etoricoxib lasts for at least a day with a single tablet. Post-marketing studies have recommended consuming the tablet during breakfast, usually supplemented with an antacid for best pain and swelling relief with minimum side effects. However, your physician might suggest a different time based on your medical condition.\n\n\n\n  \u2022 Yes Same as WhatsApp number\n\n\n  \u2022 Yes Same as WhatsApp number\n\n\n  \u2022 Yes Same as WhatsApp number\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text sample is well-structured with clear headings, bullet points, and paragraphs that are easy to follow. Formatting issues are minimal, making it very clean and professional.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a clear, informative, and authoritative voice, which is appropriate for a medical drug information source. The authorial voice is distinct and conveys expertise.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text is highly informative, providing detailed information about Etoricoxib, its uses, side effects, and interactions. Most sentences add distinct information, making it dense and informative.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content primarily covers medical information about Etoricoxib and its interactions with other drugs. It does not demonstrate specialized or niche knowledge, focusing instead on common medical knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"I referred to dictionaries, then concluded that collisions can't be replaced with clash or crash, but I'm not 100% sure my conclusion is right.\n\nAlthough bird strikes pose a sizable threat to flight safety, the number of major accidents caused due to bird strikes are quite low. The majority of bird strikes do little damage to the affected airplane, but these collisions are almost always fatal to the birds involved in the accident.\n\nWhat Really Happens When A Bird Hits An Airplane?\n\n  \u2022 1\n    Clashes is completely unsuitable (it means are not compatible, do not go well together). And crashes is a very poor choice when the specific sentence it occurs in is about the birds getting \"shredded\" without causing the plane to crash. In short, stick with collisions. Sep 10 at 17:16\n\nForget 'clash' - that does have a different meaning. It can mean \"to collide with a loud, harsh, usually metallic noise\", but more often than not it is a deliberate collision. For example, the sound of cymbals is a 'clash', and the same word can describe them being played, ie \"the cymbals clashed together\". It doesn't usually describe an accidental collision.\n\nA 'crash' is often the same thing as a 'collision' - for example, 'a car crash' or 'a car collision' are both idiomatic ways of referring to an accident involving one or more cars. The two words have distinct meanings though, and both carry different inferences. Sometimes, \"collision\" is used in a positive way. For example, when two people meet it is sometimes said that \"their worlds collided\". On the other hand, a car crash would almost certainly mean damage to the car and whatever it collided with - another car, or a tree, for example. If a car collided with a bird it is unlikely that the car would be damaged (although the bird might not fare so well). Bird strikes, as mentioned in your example, are notoriously dangerous for planes because a bird can get into the engine and cause damage to the plane, although your example text is saying that more often than not they are harmless. \"Collision\" definitely seems to be the best word here because of the varying outcomes that are possible.\n\n\nAs a general rule mobile biological things do not crash but mobile mechanical things do. Biological things are more likely to be described as crashing into something or crashing something else.\n\nThe plane crashed when a bird collided with it.\n\nA bird crashed into a plane. (The two things collided.)\n\nA bird crashed a plane. (The plane is what crashed here.)\n\nThe cars crashed [together].\n\nThe go-cart crashed.\n\nI crashed a go-cart.\n\nI crashed into a dumpster. (Maybe I was walking or maybe I was driving a go-cart.)\n\nA plane crashed into a bird. (Just like biological things mechanical things can also crash into other things.)\n\nIf I just say I crashed without supporting context, most people will wonder what I crashed, my vehicle for example, or what I crashed into.\n\nP.S. People can be described as crashing if they are extremely tired and fall asleep but that's a different definition.\n\nYour Answer\n\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured, but there are minor formatting issues like inconsistent indentation and some paragraphs that could be better organized for clarity. Overall, it is readable but not perfectly polished.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author has a clear distinct style, with technical language and examples specific to the topic, but it leans towards being overly academic rather than uniquely distinctive.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text is moderately dense, with clear information about bird strikes, the meanings of 'collision' and 'crash', and examples of usage. Some sentences add distinct details, but a few could be more concise.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers technical terms and usage examples, but these are fairly common knowledge for readers familiar with aviation or language studies. The examples are not niche.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Skip to main content\n\nEconomic Opportunity and Growth\n\nDisrupting Beliefs in Racial Economic Progress\n\nDespite limited progress, stark wealth inequality still exists between Black and White Americans, and many\u00a0Americans are unaware of the size of the gap. In\u00a0Personality and Social Psychology Bulletin, management professor and IPR associate\u00a0Ivuoma Onyeador, IPR faculty adjunct\u00a0Jennifer Richeson, and their colleagues examine whether information about racism\u2019s impact on opportunities and outcomes for racial minorities improves White Americans\u2019 perceptions of the current Black-White wealth gap. In one study, 667 White participants read an article about racial inequality in the U.S. or another article and then provided their estimates of income and wealth equality between Black and White Americans in 1963 and 2016. In a second study, 845 White participants were randomly assigned to read one of two articles about the persistence of racial discrimination because of either explicit bias or implicit bias, or they did not read anything. Both studies found that reading about racism and either implicit or explicit discrimination produced smaller overestimates of how much the wealth gap had narrowed over time, but largely because participants adjusted their estimates of past levels of racial economic equality down. The findings indicate that, while White Americans\u2019 belief in racial progress may be disrupted temporarily, their belief in the equality of Black and White Americans\u2019 current economic circumstances is misinformed. Future research is needed to uncover interventions that could help provide accurate information about current economic gaps.\u00a0\n\nImmigration and Entrepreneurship in the U.S.\n\nImmigration can expand labor supply and create greater competition for native-born workers, but immigrants also start businesses and increase the demand for labor. In an\u00a0IPR working paper, strategy professor and IPR associate\u00a0Benjamin Jones\u00a0and his colleagues study the role of immigrants in entrepreneurship. Using U.S. Census Bureau data and population-wide W-2 tax records, they integrated employment and demographic records to see whether founders of companies between 2005 and 2010 were native- or foreign-born. To determine the immigrant status of the founders and the size of the companies, the researchers also examined the U.S. Census\u2019s Survey of Business Owners in 2012, and they collected data on firms listed in the 2017 Fortune 500 ranking. The researchers find across the data that immigrants start companies of every size at higher rates than native-born individuals. Overall, the results show immigrants are highly entrepreneurial. Jones and his colleagues suggest that immigrants act more as \"job creators\" than \"job takers.\" These findings can help resolve the tension between labor supply-oriented analyses, where immigrants are seen to compete with local workers and depress wages, and natural experiments that often show more positive economic results of immigration for native born workers. Jones is the Gordon and Llura Gund Family Professor of Entrepreneurship.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text sample is well-structured with clear headings and sections, making it easy to follow. There are no formatting issues present.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text sample has a clear and informative style, providing specific details and insights into the studies mentioned. However, it lacks a distinctive authorial voice that would make it easily identifiable as coming from a specific author.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text sample is highly informative, providing detailed information about the studies conducted by the researchers, including specific data points and conclusions. Each sentence adds distinct information to the overall understanding of the topic.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text sample covers topics related to economic opportunity, racial economic progress, and immigration and entrepreneurship. While these are important subjects, they do not represent a highly specialized or niche domain.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Best Answer\n\nThey don't like each other and there is little contact between them. Sometimes Neo-Nazis insult and mock the Jews, in particular by denying the Holocaust.\n\nUser Avatar\n\nWiki User\n\n2008-04-23 17:13:26\nThis answer is:\nUser Avatar\nStudy guides\nSee all Study Guides\nCreate a Study Guide\n\nAdd your answer:\n\nEarn +20 pts\nQ: What is the relationship between the Jews and Nazis today?\nWrite your answer...\nRelated questions\n\nWhen did the war between Jewish and Nazis began?\n\nThis question is odd. It is formulated in a way that suggests there was an actual war between 'the Jews' and the Nazis. There was the Holocaust, in which the Nazis murdered about 6 million harmless and defenceless Jews. That began in late 1941/early 1942. The idea that there was an actual war between Jews and Nazis is false.\n\nHow did the conflict between the Jews and the Nazis begin and why?\n\nThere was no conflict, no war between the Jews and the Germans. If anything, many Jews were inclined to be pro-German. There was a completely unprovoked onslaught by the Nazis against the Jews, mainly because the Nazis regarded Jews as Communists - and Nazism saw the eradication of Communism at its key 'mission'.\n\nDo the Nazis still dislike Jews today?\n\nNeo-Nazis are anti-semitic. It is one of their core beliefs.\n\nWho won the war between the Nazis and the Jews?\n\nThere was no war between the Nazis and the Jews. The Nazis committed mass murder against unarmed Jewish civilians in the Holocaust. Please see the related question.\n\nWhat year did Nazis stop marriage between Jews and non-Jews?\n\n1935 (September)\n\nWhy did the Nazis outlaw marriage between Jews and other Germans?\n\nThe Nazis believed that Jews were an inferior race and they didn't want their own race to be 'contaminated'.\n\nWhat does the Nazis do to the Jews in the Holocaust?\n\nNazis killed Jews in the Holocaust.\n\nHow are Nazis and Jews alike?\n\nNazis and Jews are not alike in any way. Those people who say or believe that Nazis and Jews are alike are not only wrong, they are intolerant and bigoted. Nazis, the followers of Adolph Hitler, discriminated against Jews, and murdered or tortured many Jews in the Holocaust. Ask any Holocaust survivor, and they will tell you how the Nazis harmed the Jews. They will also tell you that Jews are not Nazis, and are not like the Nazis in any way.\n\nHow were the Nazis threatened by the Jews?\n\nThe Jews were not a 'threat' to either the Nazis or to Germany.\n\nHow did Nazis transport the Jews?\n\nNazis transported the Jews by train mostly.\n\nWhat did the Jews have to give to the Nazis when they first arrived?\n\nNazis arrived after Jews.\n\nWhat did the Nazis stop the Jews from doing?\n\nThe Nazis murdered two-thirds of Europe's Jews. So, to finish the sentence: The Nazis stopped the Jews from LIVING.\n\nHow can you connect Nazi treatment of the Jews with bullying today?\n\nThe Nazis' treatment of the Jews included 'bullying' in the sense of persecution or active and persistent harassment, but overall, what the Nazis did to the Jews in areas under their control was vastly worse than bullying.\n\nWhat did the Nazis do to the Jews in gas chambers?\n\nThe Nazis put the Jews to death in the gas chambers.\n\nHow many Jews fled to the US during the Nazi period?\n\nBetween 1933 and 1941 the U.S. accepted about 250,000 refugees from Germany and Austria and a small number fleeing the Nazis from other countries. The majority of these were Jews (as defined by the Nazis), but some of the refugees were political opponents of the Nazis and were not Jews.\n\nWhy were Jews afraid of Nazis?\n\nBecause the Nazis blamed the world's problems on the Jews and so their goal was to kill all of the Jews.\n\nWhat ways did the Nazis stripped the Jews of there dignity?\n\nThe Nazis made them legal stateless people. this way Nazis can kill Jews at their own will.\n\nWhy were Adolf Hitler and the Nazis jealous of the Jews?\n\nHitler and the Nazis hated the Jews; there was no jealousy involved.\n\nWhy did the Nazis treat the jews the way they did in the Holocaust?\n\nNazis hate Jews and they hate what there religious beliefs\n\nWhat Did the Nazis do to the Jews during hitlers era?\n\nThe Nazis and Hitler committed genocide on the European Jews.\n\nHow did the Nazis know who were the Jews?\n\nThe main sources for the Nazis were: the Jews themselves, parish records and informants.\n\nWhat did the Nazis want to do to the mentally ill?\n\nThe Nazis did what they did to the Jews\n\nHow did the Nazis treat Jews businesses and owners?\n\nThe Nazis manipulated the Jews and took control. The Jews were under the Nazis commands. The Nazis forced Jewish business owner for no charge, close all there business, ran them out , and couldnt process doing business and selling goods to the Jews.\n\nWhen did the Nazis move the Jews into the ghettos?\n\nThe Nazis started to move Jews into ghettos in Poland in November 1939.\n\nDid the Nazis kill Jews on trains?\n\nindirectly, Jews died on trains because of the conditions that the Nazis sujected them to.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 1, \"justification\": \"The text sample lacks consistent formatting and is somewhat difficult to read, with questions and answers interspersed without clear structure. There are also formatting issues such as inconsistent indentation and lack of paragraph breaks.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text has a very generic and factual tone, lacking a distinctive authorial voice or style. It is informative but does not convey a clear, distinctive perspective.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The sample provides some specific information, such as dates, numbers of refugees, and descriptions of Nazi policies, but much of the content is repetitive and redundant. Some sentences could be removed without losing essential information.\"},\n  \"diversity\": {\"score\": 0, \"justification\": \"The content is primarily factual and historical, with no specialized or niche knowledge present. It focuses on common historical events and does not delve into rare or specialized topics.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"ObituaryNov 20th 2010\u00a0edition\n\nLiang Congjie\n\nLiang Congjie, modern China\u2019s first environmentalist, died on October 28th, aged 78\n\nUNTIL the air began to clog and burn, the rivers turned to sludge and desert sand began to sift into the streets of Beijing, China's people did not much care what Mao Zedong's great leap into industrialisation had done to the motherland. Pollution did not happen in socialist countries; it was a Western, capitalist evil. But Liang Congjie noticed. He realised he no longer saw the blue skies of the Beijing of his boyhood, or the courtyard trees he had loved to climb. In the rugged south of Shanxi province, the water in the mountain streams was now black with coal dust and undrinkable.\n\nAs a historian Mr Liang was a traditionalist, sighing sometimes that nothing could surpass the wooden temples of the Tang dynasty; by breeding he was a preservationist, the son of a distinguished architect who had famously sat weeping on the medieval walls of Beijing the night before Mao's bulldozers demolished them. Some were inclined to think that Mr Liang was less than committed to China's progress. But he was determined that China should surge forward armed with green sensibility, and a green heart.\n\nFriends of Nature, founded by him in 1994 with three colleagues from the Academy for Chinese Culture, was China's first legal NGO and the first committed to protecting the country's environment. At its inaugural meeting it drew 60 members; there are now around 10,000. As Mr Liang proudly said, it was for everybody: housewives, students, food-sellers in the market, even workers from the Capital Steel Corporation factory where Mr Liang, each January, would gather snow in plastic bottles to show schoolchildren the little black specks of pollution in it.\n\nThough based on Western organisations he had seen on television, Friends of Nature was less a lobbying outfit than a club, whose members would go tree-planting, camping and chorus-singing to spread the green message through the land. In the main Beijing office, a homely red-painted house in a courtyard littered with bicycles, visitors would be handed staff cards printed on recycled paper and given metal reusable chopsticks, together with a lecture on how much of China's virgin forest was disappearing for wooden chopsticks every year. Here, among countless papers and the relentless tap of computers, Mr Liang would be working away in shirt and casual slacks, never raising his soft voice, modest as ever. His bike was among the others outside.\n\nHe came to his cause when he was past 60, a dignified figure with greying hair. Most of his professional life had been spent unremarkably, teaching history in universities and compiling a 74-part encyclopedia of China. His family background\u2014American-educated parents, a grandfather renowned as a reformer under the Qing dynasty\u2014made him suspect during the Cultural Revolution, and for nine years he was forced to teach in a cadre school in rural Yunnan. But he was slow to radicalise, and cautious even as his radicalism grew. Not for him the prison or martyrdom route. Instead he joined the right committees, especially in the Chinese People's Political Consultative Conference, and used his connections to persuade the government and the media to listen.\n\nThis was delicate work. In China, he always said, there was no point in the sort of dangerous and eye-catching stunts favoured by Greenpeace. He indulged in one or two, handing a letter to Tony Blair, on a visit to China in 1998, to petition him to help save the Tibetan antelope, or bringing in secret cameras to record illegal logging in Sichuan. State goons kept a bit of an eye on him. But in general his campaigns were conducted in an orderly Chinese manner. You did not criticise your parents; instead, you helped with the housework. Similarly, you did not attack the government; instead, you reminded it that there were laws already on the books to protect the land, the water and the air, and offered to help enforce them.\n\nWithin these self-described limits, Mr Liang and his NGO notched up several famous victories. He managed to stop the cutting of virgin forest (and the destruction of golden monkey habitat) in Yunnan province. With others, he killed proposals to build giant dams on the Salween river and in one of the most spectacular gorges of the Yangzi. The Tibetan antelope, hunted almost to extinction for the fineness of its fur, remained his favourite cause, and he went to the icy plateau to burn sequestered skins himself\u2014though, to his sorrow, he could not stop the disbanding of the heroic anti-poaching brigade and the transfer of patrols to corruptible local officials. He was sure, he said diplomatically, that the government would do all it could.\n\nKestrels in the smog\n\nHis proudest achievement, however, was to start environmental awareness in China. Where FON led, some 3,000 NGOs have followed. His \u201cProject Hope\u201d sends out buses, painted with an antelope, to rural villages, to teach schoolchildren to treasure flowers, streams and woods. His bird-spotting book encourages residents of Beijing to look out, through the still-smoggy air, for egrets and kestrels. \u201cMr Liang's heart, very sensitive, very soft,\u201d wrote a sad Chinese blogger after his death. All hearts should be so soft, he would have said, the better to plant green seeds in.\n\nThis article appeared in the Obituary section of the print edition under the headline \"Liang Congjie\"\n\nReuse this contentThe Trust Project\nThe Economist today\n\nHandpicked stories, in your inbox\n\nA daily newsletter with the best of our journalism\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured with clear sections and paragraphs, but there are minor formatting inconsistencies like the extra spaces around 'ObituaryNov 20th 2010 edition' and the use of a non-standard em dash instead of a standard hyphen in some places.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author uses a reflective and informative tone, which is distinct but not particularly engaging or charismatic.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides detailed information about Liang Congjie's life, his environmental activism, and the history of Friends of Nature, though some sentences could be more concise.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers a range of topics related to Liang Congjie and his environmental work, but it does not delve into very niche or specialized areas.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Vladimir Tretchikoff\n\nPage 1 of 50 - About 500 essays\n  \u2022 Messages About Morality and Politics Conveyed in Priestley's An Inspector Calls\n\n    1216 Words \u00a0|\u00a05 Pages\n\n    A morality play is a medieval play designed to teach the audience right from wrong. JB Priestley uses An Inspector call to convey a moral message, which is that you should not judge people on their class i.e. lower working class/higher class. He also expands the views of socialism within the message; this is all made very clear by the use of dramatic devices. Although it is a morality play it is not in the traditional format. Priestley makes it very clear in what he wants the audience to think is\n\n  \u2022 Vladimir Lenin : An Influential Philosopher And Controversial Political Figures Of The 20th Century\n\n    1414 Words \u00a0|\u00a06 Pages\n\n    Windle Hutchinson Mrs. Rausch English 10 20 April 2015 Vladimir Lenin Vladimir Lenin was a very persuasive person, he was very good at getting crowds and people on his side. He is considered one of the most influential and controversial political figures of the 20th century. Lenin was one of the leaders for the Bolshevik Revelation. Later in 1917 he became the head leader of the USSR, the newly formed Union of Soviet Socialist Republics. He was born on April 10th of 1870. School was very important\n\n  \u2022 George Orwell 's Animal Farm\n\n    1449 Words \u00a0|\u00a06 Pages\n\n    What is freedom, is it a necessity, do we need it or do we just crave it? Freedom is defined in the dictionary as the state of being free or at liberty rather than in confinement or under physical restraint. Freedom is a concept that the animals in George Orwell\u2019s novel Animal Farm crave. The animals of Animal Farm want freedom from their \u201cdictator\u201d Farmer Jones and the rest of humanity. Their problem is that Farmer Jones and humanity are still in power. With the bravery of two pigs, Napoleon and\n\n  \u2022 The Potential Of Foreign Corporations ( Mncs )\n\n    1520 Words \u00a0|\u00a07 Pages\n\n    Since the collapse of the Soviet Union and the onset of the \u201cthird wave\u201d of democracy, spreading across former communist regimes, foreign direct investment (FDI) has skyrocketed to unprecedented levels. It seems now as if though engaging in foreign direct investment outweighs establishing trade relations (dependent on the formal and informal trade barriers and economies of scale). Many countries have benefited drastically to the increased investment into their economies and their labour population\n\n  \u2022 Was War Communism the Main Reason Why the Bolsheviks Were Able to Remain in Power Between 1918-1924?\n\n    670 Words \u00a0|\u00a03 Pages\n\n    Was war communism the main reason why the Bolsheviks were able to remain in power between 1918-1924? There were many reasons why the Bolsheviks were able to remain in power. Lenin and Trotsky teamwork and leadership gave them a great advantage because they really knew how to control their team. The red army was incredibly stronger than the whites. The red army knew what they were fighting for whereas the whites really didn\u2019t have any idea of what their ambition was. The Bolsheviks also had the\n\n  \u2022 Russia And Russi Russian Intervention\n\n    1616 Words \u00a0|\u00a07 Pages\n\n    of a crucial regional partner, Russia would often make economic offers to entice the Ukrainian government to retain its current relations with the former. During Ukraine\u2019s negotiations with E.U. on a trade association agreement, Russian president Vladimir Putin and Russian friendly Ukrainian president Viktor Yanukovych met to negotiate on Russia\u2019s offer of to purchase\n\n  \u2022 Russia 's Intervention During The Ukrainian Crisis\n\n    1673 Words \u00a0|\u00a07 Pages\n\n    With the current civil war in Ukraine unfolding and Russian involvement being well known, the average person would consider this a very simple situation of Russia flexing its might. While there is some truth for Russian involvement being exactly that, the reasoning for Russia\u2019s foreign policy is a much more complex situation that cannot be summarized into one definitive reason. In fact, there are a variety of factors that could be categorized into three groups known as the three levels of analysis\n\n  \u2022 The Russian Revolution 's Influence On Joseph Stalin\n\n    1436 Words \u00a0|\u00a06 Pages\n\n    living in Russia to increase military equipment and supplied. These brutal acts of oppression forced him to make concessions after each incident, and from here Russia recognized the need for a parliamentary system, and a constitution. Soon thereafter, Vladimir Lenin rose to prominence as the most powerful figure in Russia. Lenin had lived in self-imposed exile in Europe since 1900\n\n  \u2022 Why The Government Goes Corrupt\n\n    785 Words \u00a0|\u00a04 Pages\n\n    by the people. As stated, there is strength in numbers, you cannot stop the mass of individuals with one sole purpose. The people rebel and fight back, demanding the end of the violence. The lower class people of Russia living under the rule of Vladimir Lenin started to feel that they were being treated unfairly with the rich, upper class possessing more political power than them. They believed that every man and woman deserves the same amount of voice and impact in the government. When Lenin heard\n\n  \u2022 Economic Systems: Capitalism, Communism and Socialism\n\n    814 Words \u00a0|\u00a03 Pages\n\n    Economic Systems 04/22/2014 Throughout history, nations or regions have supported different economic systems. Economic systems control the political economy, markets, consumer and public economics, national income, natural resources and other aspects. The economic systems lead the country towards its flourished and depraved situations. The systems also provide the type of business and government imposed on the societies and the country. Some of the economic systems are capitalism, communism\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 1, \"justification\": \"The text sample has formatting issues such as inconsistent indentation and spacing, making it somewhat hard to read. It is not well-structured and has minor formatting problems.\"},\n  \"voice\": {\"score\": 0, \"justification\": \"The text lacks a clear, distinctive authorial voice or style. It appears to be a compilation of notes or excerpts rather than a cohesive narrative or opinion piece.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides information on various historical and political topics but is somewhat redundant and repetitive in some areas. It contains specific details and facts, though some sections could be more concise.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The topics covered, such as Vladimir Lenin, George Orwell's Animal Farm, and foreign direct investment, are somewhat specialized but not highly niche or rare. They remain within the realm of common historical and political knowledge.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"There\u2019s nothing that unites and divides people quite like money. They say you can\u2019t have too much of it; a theory I imagine many would be more than willing to test. Some people inherit it, some people win it, but most people have to work for it. In fact, many people work hard and still barely make a living wage. What if things were different? What if the government helped you get closer to a living wage and you didn\u2019t even have to work for it? This may sound like a communist fairy tale, but it is a real economic theory. It\u2019s called Universal Basic Income. The short explanation of UBI is that the government would give every citizen (potentially limited to adults) a relatively substantial amount of money (this figure can vary wildly, for the purposes of simplicity, we\u2019ll be using $1000 as an example) simply for being a citizen. Do you remember the stimulus plans of the previous decade; where everyone got an extra couple hundred dollars on their tax returns to promote economic growth? UBI is kinda like that, only on an exponentially greater scale. Sounds crazy, right? It might not be as ridiculous as it seems.\n\n\nThe most obvious criticism of (effectively) supporting the entire country financially is that it would be too expensive. Fun fact: giving every adult in America around $1000 a month would be cheaper than our current welfare system. Now, this isn\u2019t a perfect solution, as it\u2019s unlikely we\u2019d swap one for the other, but it does go to show that the idea itself is not as far-fetched as it immediately appears. The next biggest criticism is that it would promote laziness and bring our country to a standstill. The thought is, \u201cIf people are getting money for nothing, why would they work?\u201d There are two problems with the logic there. Firstly, $1000 a month is just plainly not enough to live off of a single source of income. Not much more to it than that. The second reason that line of thinking is faulty is a bit more complicated. History has shown that that\u2019s not how people think. Remember those stimulus plans I was talking about? In theory, if you give people some extra cash, they will spend it, revitalizing the marketplace. Well, that\u2019s not really what happened. Many people used the extra money to pay off debts or build their savings. The idea that people would just go out and blow their UBI on alcohol and drugs is a vicious, yet virulent myth. While that explains away one criticism, it creates another. If people aren\u2019t going to put their money back into the economy, what\u2019s the point in the first place? While it could be argued that the very point of a government is to make the lives of its citizens better; that\u2019s not an opinion everyone shares.\n\n\nWith a stable UBI, we can get rid of minimum wage. Unless you\u2019re a business owner, that probably doesn\u2019t sound like a good thing; but hear me out. If the purpose of a minimum wage is to ensure that every working citizen makes enough money to live off of, then the concept of a minimum wage has been an abject failure. You need only look at the poverty statistics to see that. The national minimum wage is about $7.50. I\u2019ll save you the calculations, it\u2019s not enough to get by. It\u2019s actually not even close. UBI take the burden off of wages as the singular source of income. If you\u2019re afraid that, without a minimum wage owners would only offer employees peanuts, don\u2019t be. Competition would take care of that. If employers aren\u2019t offering a fair wage, no one will take the job. Employees are in a stronger bargaining position with UBI. It gives them a fallback position where otherwise they would have nothing.\n\nDon\u2019t Quit Your Day Job\n\nUniversal Basic Income may not be as far-fetched as it sounds when you initially hear it, but we are nowhere near it ever becoming a thing in the US, especially considering our current political landscape. There are, however, places around the world playing with the idea, testing its feasibility. The outlook is promising. Though we might not see it in America any time soon, it may be a future to look forward to.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly well-structured with clear paragraphs and headings. However, there are minor issues such as lack of consistent indentation and a small number of formatting errors, which makes it not quite as polished as needed.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a distinct, informative tone with a clear authorial voice advocating for the concept of Universal Basic Income and addressing potential criticisms.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides a good amount of information on the topic, including the benefits, criticisms, and comparisons to other government policies, though some points are repeated or redundant.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers a range of perspectives and ideas related to Universal Basic Income, but it remains within the sphere of general economic theories and doesn't delve into very niche or specialized topics.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Earth Science - Other\n\nCan Science Save the Planet\n\nChris Handy's image for:\n\"Can Science Save the Planet\"\nImage by:\u00a0\n\nWhen referring to science one refers to the studies of the physical world through observation, the formation of theories, and experimentation to prove or disprove those theories. Scientists though, are supposed to look at these theories with constant skepticism. For instance, Einstein took Newton's laws of gravity and said that gravity, that thing holding me onto Earth, is just a theory. So why is it that climate researchers are so sure of global warming? Should they not be more skeptical about their theories? Or is there politics involved that is driving them to the conclusions they reach. I am not writing this essay as a scholar in the field; I am writing it as a student who feels politics should not be involved in science and that scientists should be doing what they were taught to do, which is to look at the world with a skeptical eye.\n\nFirst of all, I do not feel it is proper to use the term global warming because today's data confirms that while the northern hemisphere is warming the southern hemisphere is cooling. This is due to precession, which I will discuss later. Through the course of this essay though, I feel the proper term is \"global climate change\" which has occurred naturally throughout the Earth's 4.5 billion year history. The modern fear of global warming is about as scary as the fear of global cooling during the 1970's. While both make sense to those who don't know science, it can be easily disproven by those who do.\n\nProbably the most well known piece to global warming is the greenhouse effect. The greenhouse states that while certain gases are in the atmosphere they will trap heat, causing the Earth to warm. If this is true than I would like to hear an explanation as to why Antarctica is growing in size. Of course though, it is apparent that I will never see a story about that because that that will make even the dumbest of people realize that the Earth is not warming. Since most people think they understand the greenhouse effect and what it does to the Earth it seems relevant to explain the fact that greenhouse gases remove themselves naturally from the atmosphere. Of course though, when I went to find out how long it takes them to exit the atmosphere the answer I get was, \"CO2 has a variable atmospheric lifetime, and cannot be specified precisely\"?\n\nAnother aspect to science which is completely ignored in the global warming theory is the entire scientific theory. The scientific theory says that you must have an independent variable (constant) which changes due to a dependant variable. Global warming says that distribution of greenhouse gases causes Earth to warm but greenhouse gas levels cannot be an independent variable (constant) because of the simple fact that they are not uniform throughout the atmosphere. If you search for the greenhouse gas concentration over every major city in the United states you will not find the same number, and if you look at suburbs as well as rural areas the concentration will deviate even more. So the question remains. How can you say human pollution causes global warming when the pollutants are not the same throughout the atmosphere?\nHaving brought up pollution I'm sure Carbon Dioxide came to your mind. Little do people know that 95% of the pollution humans cause is actually water. Water vapor is not a threat though because that is what clouds are made of. Once you exclude water vapor (as most CNN broadcasts about global warming do) Carbon Dioxide is the next most concentrated greenhouse gas. Assuming that all of this Carbon Dioxide goes into the atmosphere, CO2 only consitutes for .03% of Earths atmosphere. So why is it seen as such a threat? The answer is that no one knows that statistic and blindly believe what they read on the headlines of the newspaper and what they hear in the first 15 seconds of a news segment. In fact I would challenge any regular person who thinks they understand global warming from what they read in the newspaper to explain. All they will do is preech that pollution causes the Earth to warm because Al Gore made a movie about it.\nNext, when you step outside and complain that it's hot you should think again. Most people have never heard of the medieval warm period but approximately 1,000 years ago it was warmer than it is now. Obviously pollution couldn't have caused this warm period because the industrial revolution occurred 200 years ago. So what could have made it so warm you ask? The answer: Natural causes. Humans aren't responsible for global climate change.\nFirst is something called precession. Most people don't think of the world on a large scale but as the Earth rotates about it's axis it moves in weird ways. To understand this concept you must first understand that ALL objects in the universe with mass exert gravity on eachother. This means all the planets, the sun, even other galaxies to an extent will influence the Earth with their gravity. This causes the Earth's axis to wobble. What this does is it moves the Earth's poles closer to or further from the sun. This is why while the Northern hemisphere warms, the southern hemisphere cools. Another cause has to do with the sun itself. As we all know, through nuclear fusion the sun gives off heat. What most people don't know though, is that sometimes the sun gives off more heat than other times. Through periods of 22 years (called the solar cycle) sunspots on the surface of the sun shift. These sunspots control parts of the sun's magnetic field. What happens is over 11 years the sunspots shift so that the sun's magnetic field actually flips itself over and than over the next 11 years it flips itself back. During each of those 2 points when the magnetic field is flipped one way or the other, the sun gives off immense amounts of heat. These are actually the cause of the Aurora Borealis, which in case you don't know are the beautiful lights given off by gases in the atmosphere which are ionized by the high amounts of energy the sun hits them with.\nLastly, the politics behind global warming must be discussed. It has become apparent since the late 1970's that we have a limited amount of fossil fuels here on the Earth. I'm not sure how many people have noticed but ever since global warming became a big deal, cars that get high gas mileage and hybrids have been highly advertised. People are always talking about conspiracy theories involving the government, but what business does the government have involving itself with climate research? What business is it of an ex-Vice President to make a movie about global warming? It is clear that the quickest way to cause change is to scare people, so what a better way to cause a change than to tell them that if they don't buy hybrids and/or fuel efficient cars they will die because of global warming. Then to top it all off you have the liberal media jumping on the opportunity to scare people even though the writers have no idea what they're talking about.\nI am not writing this essay as a scholar. I am writing it as a skeptical high school senior who feels that politics has no place in climate research, and that global warming is not a threat, nor does it exist. If you question anything I said go look any of it up in an encyclopedia or a text book and read about it yourself. The whole theory of global warming has so many holes in it that it is suprising that no real scientist has questioned it yet. Now my question to you is this. Will you question it, or will you follow blindly believing a \"scientific\" theory which does not follow the basics of science itself?\n\nMore about this author: Chris Handy\n\nFrom Around the Web\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text has a clear structure with sections and headings, but there are minor formatting inconsistencies such as inconsistent indentation and spacing. Overall, it is well-structured with no major issues.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The author's voice is clear and distinctive, especially in their skepticism towards science and global warming theories. However, it leans more towards a general critical tone rather than a highly distinctive personal style.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text contains some informative content with detailed explanations of scientific concepts and theories. However, there is some repetition and redundancy in certain sections.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text covers topics related to Earth science and climate change, which are somewhat specialized but not extremely niche. The discussion is mainly focused on the author's skepticism and critical view towards global warming.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"The Southern Key: Class, Race, and Radicalism in the 1930s & 1940s by Michael\u00a0Goldfield\n\nBY Barry Eidlin\n\nThe U.S. Civil Rights Movement (CRM) from the mid-1950s through the mid-1970s has served as the template for contemporary social movement scholarship. Not only has the movement itself been the most widely studied, but many of the core theoretical concepts, most notably political process theory, either were developed as part of explaining the emergence and development of the CRM, or had the CRM as a key empirical vantage point.\n\nVast amounts of scholarship have sought to explain the timing and trajectory of the CRM, how it framed issues, how it won key rights and freedoms. Considerably less scholarship examines why the movement took the shape it did (i.e. based in the Black church and clergy-led) or ended up focusing on the issues it did (i.e. equal individual rights such as voting, access to desegregated public and private facilities, etc.).\n\nThe scholarship that does exist reveals an earlier incipient civil rights movement in the 1930s and 40s. As scholars like Robin D. G. Kelley, Robert Korstad, and Manning Marable have shown, this one was far more rooted in the organized working class, with the Communist Party (CP) playing a leading role. Its program took aim much more squarely at the economic power of Southern racism and Northern reaction, while linking principled anti-racism to a broad program for economic justice.\n\nThis movement was violently repressed in the aftermath of World War II. Its defeat delayed the emergence of a full-blown civil rights movement in the U.S. for a decade or more, and constrained the demands the movement that did emerge could win. While it is true that the 1963 March on Washington was for \u201cJobs and Freedom,\u201d and that Martin Luther King, Jr.\u2019s program incorporated broader economic demands, this part of King\u2019s dream was deferred.\n\nUnderstanding how and why this incipient labor-based civil rights movement was snuffed out remains critical for explaining not only the trajectory of the later CRM that emerged, but Southern and U.S. politics more broadly.\u00a0\n\nThat\u2019s why I\u2019m recommending Mobilizing Ideas\u2019 summer reading list a great new book from Michael Goldfield entitled The Southern Key: Class, Race, and Radicalism in the 1930s and 1940s (Oxford University Press, 2020). Few scholars have delved as deeply as Goldfield into questions of race, labor, and Left politics, particularly in the U.S. South. The result is a book that is a culmination of his life\u2019s work, and a tremendous contribution not only to the study of labor history and politics, but of social movements more broadly.\n\nWhat is Goldfield\u2019s explanation for why a labor-based CRM failed to take root? Briefly, he argues that conservative business union leaders tamped down the worker upsurges of the 1930s, preventing the broader community alliances and grassroots organizing that could have overcome racial divisions and the power of Southern reaction. The possible counterweight to the business unionists was the CP. It had considerable influence within labor thanks to its members, who proved themselves to be the hardest-working, most dedicated organizers. They were also the most consistent, principled anti-racists, which won them respect among Black workers and Black communities more broadly. Through its campaigns, the CP served as the base for an incipient labor-civil rights movement.\u00a0\n\nHowever, the CP\u2019s Stalinist-influenced politics vacillated according to the dictates of the Soviet Comintern. While these shifts penetrated the ranks unevenly, in the South they meant that the Party soft-pedaled its principled anti-racism and allied with business unionists in the name of building a \u201cPopular Front,\u201d even in cases where it legitimately enjoyed broader worker support than the more conservative alternative. This undermined the CP\u2019s ability to counter the business unionist vision while leaving its leaders and activists more vulnerable to Red-baiting attacks that destroyed the Party, and with it the possibility of a broader labor-civil rights movement in the South.\n\nGoldfield develops this argument through in-depth analyses of organizing in key Southern industries: coal, steel, wood, and textile. These are the industries which would have been key to organizing the South. In each case, he carefully documents the objective possibilities for organizing the industry, the internal politics of the unions or committees leading the organizing drives in each industry, and how and why they came up short. A subsequent chapter on the failure of Operation Dixie in the late 1940s shows that it was a coda to previous failures to organize the South rather than a decisive moment itself, while a concluding chapter focused on the CP offers a nuanced assessment of how it both built and undermined possibilities for a stronger, more interracial labor movement.\n\nAs he discusses in a methodological first chapter, Goldfield\u2019s approach is resolutely structural, focusing on how economic relations shape the forms that protest takes and the conditions for movement success. In this he evokes the work of pioneering social movement scholars like Doug McAdam and Frances Fox Piven. This approach is essential for challenging widely held shibboleths about race, politics, and social mobilization in the South, which tend to view the region as inherently conservative and irredeemably racist.\u00a0\u00a0\n\nA great example of this is Goldfield\u2019s analysis of textile organizing, a strategically vital sector where organizers consistently ran into trouble. Much existing scholarship lays the blame on conservative Southern textile communities. But through a comparative analysis of textile industry organizing at a global scale, Goldfield shows that it is challenging everywhere, not just the U.S. South. The reason is textile\u2019s relative mobility, which undermines workers\u2019 structural power, as compared to miners or steelworkers for example. To compensate for this and to organize successfully, textile workers must rely on building up associational power through community alliances, solidarity strikes from workers in other structurally powerful industries, and other such measures. In the case of the U.S. South, organizers focused on large textile mills in isolated, rural areas, instead of starting by building a base in mills located closer to urban areas, where possibilities for associational power were greater.\u00a0\n\nWhile his analysis is structural, Goldfield also takes seriously Marx\u2019s oft-quoted maxim that \u201cmen [sic] make their own history, but they do not make it\u2026under self-selected circumstances.\u201d Leadership styles and organizational decisions play key roles in Goldfield\u2019s account of labor and the Left\u2019s defeat. This comes through in his meticulous archival research, which includes fascinating organizational correspondence from union and CP staff and leadership. You get to observe these actors weighing and making the fateful decisions that doom their organizing drives. By extension, you gain a clearer sense of what alternate possibilities could have been viable, and what it would have taken to win.\u00a0\n\nThis, ultimately, is the most important point of Goldfield\u2019s book, and what makes it important for social movement scholars to read: its insistence, based on carefully documented evidence, that failure was not inevitable. Organizing the South and building a labor-based civil rights movement was indeed possible, but failed due to certain critical decisions and the outcomes of key battles. By implication, different decisions and battle outcomes could have led to a different outcome. And, by extension, in spite of the historic challenges that workers in the South and across the U.S. face today, winning is still an option.\u00a0\n\nBut in order to win, it\u2019s crucial to learn the lessons of these historical events from the 1930s and 40s. That\u2019s why it\u2019s worth spending part of your summer with Michael Goldfield\u2019s The Southern Key.\n\nLeave a comment\n\nFiled under Great Books for Summer Reading 2021\n\nLeave a Reply\n\n\nYou are commenting using your account. Log\u00a0Out\u00a0/\u00a0 Change\u00a0)\n\nGoogle photo\n\n\nTwitter picture\n\n\nFacebook photo\n\n\nConnecting to %s\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and paragraphs, making it easy to follow. There are no formatting issues present, and the content is presented in a polished manner.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text maintains a formal and academic tone, which is consistent with the authoritative style typically seen in scholarly writing. There is no distinct authorial voice or style present.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text provides detailed and informative content, covering the history of the Southern Key movement, its roots, and the impact of the Communist Party. It goes into depth about the specifics of the organizing drives and the factors that influenced the movement's trajectory.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content is centered around a historical and academic perspective, with no specialized or rare domain knowledge present. It covers topics that are more commonly known and studied.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"The Power of Journals: Going Beyond the Text\n\nGrade: 8\n\nSubjects: Social Studies, English Language Arts\n\nConcepts: Journaling, understanding frame of reference/bias, colonial period captivity phenomenon, Native American relations\n\nSkills: Reading comprehension, vocabulary, small and large group discussion, historical context\n\nMaterials: Handouts, Vocabulary and Historical Terms, Quiz\n\nTime: 2 class periods (set up activity is 4 days prior)\n\nFocus Questions\n\n  \u2022 What can we learn about captivities during the colonial period that are not in the text?\n  \u2022 What is the reliability of personal accounts?\n  \u2022 What does it mean to express yourself through journal writing?\n\nInstructional Objectives\n\nStudents will be able to:\n\n  \u2022 Define vocabulary and historical terms\n  \u2022 Identify reasons for Native American captivities of Europeans during the Colonial Period\n  \u2022 Empathize with European and Native American cultures of the 18th century\n  \u2022 Construct their own journal and make a personal connection to the past\n  \u2022 Explain the value and pitfalls of using a journal as a historical source\n\nRationale and Background\nConnection to the NH Framework Proficiencies\n\nIntroductory Activity\n\n  1. Ask students to keep a journal of their activities for four days. Students should list their activities from the time they arise until bedtime. Ask them to keep a record of what they think and feel along with what they eat and do.\n  2. After four days, ask students to hand in their journals.\n  3. Conduct a whole class discussion, asking:\n    \u2022 How often did you write?\n    \u2022 Did you include absolutely everything? If not, what kinds of things did you leave out?\n    \u2022 Would someone close to you see the events of your day differently? How?\n    \u2022 What does your thoughts and feeling show about your perspective on life?\n    \u2022 How is your perspective different from your classmate or teacher?\n    \u2022 Years from now, if someone \u201cdiscovered\u201d your journal, would it tell them everything they needed to know about your life today? Why or why not?\n    \u2022 Why do historians need to be alert when using a journal to learn about a historical time period?\n\nTransition to the lesson, by telling students they are going to look deeper into the answer of the last question. Tell them the goal of the lesson is to show the unique role of historical journals in helping students understand historical figures and time periods.\n\nInstructional Resources or Materials\n\nInstructional Procedure\n\n  1. Distribute the Handout: Selections from: a Narrative of the Captivity of Mrs. Johnson along with the list of Vocabulary and Historical Terms for students to use as a resource while reading.\n  2. Ask for a student volunteer to read the Introduction while the rest of the class follows along.\n  3. Have students read the rest of the selections on their own, using the vocabulary list as a resource. Put any other unknown vocabulary words on the board with their definitions.\n  4. When everyone has finished, have students get into groups of three. For accountability, ask that each group member choose a role as: Leader, Speaker and Quizzer.\n    \u2022 The leader facilitates the answering of the questions among group members.\n    \u2022 The speaker shares the group\u2019s responses with the whole class.\n    \u2022 The quizzer tests the team\u2019s knowledge of the vocabulary terms.\n  5. Once all the groups have had time to answer the questions and review the vocabulary, lead a whole class discussion about the questions and journal in general. Go over the answers integrating information on how historians would use this primary source to construct a picture of Susanna Johnson\u2019s experience and colonial life at that time. Wrap up discussion questions may include:\n    \u2022 What did you learn about the value of journals?\n    \u2022 What new insights do you have of the Colonial Period?\n    \u2022 What was Susanna Johnson\u2019s perspective as shown by her writing?\n    \u2022 If historians discovered a Native American journal about Susanna Johnson\u2019s captivity, what might it have said? Would it be similar or very different than Mrs. Johnson\u2019s version? Why?\n    \u2022 What precautions (in terms of author bias etc.) must students take when reading historical journals?\n\n\n  \u2022 Students will keep a journal of their thoughts and activities over a four day period\n  \u2022 Students will complete the questions at the end of the handout\n  \u2022 Students will take a Quiz on Vocabulary and Historical Terms\n  \u2022 Students will participate in small group and whole class discussions\n\nCurriculum Modifications/Extension\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\n    \"score\": 3,\n    \"justification\": \"The text sample is well-structured with clear headings and subheadings, making it easy to follow. There are no formatting issues, and the layout is professional.\"\n  },\n  \"voice\": {\n    \"score\": 1,\n    \"justification\": \"The text has a clear, instructional tone, which is consistent with educational content. The authorial voice is distinctive and focused on delivering instructional material.\"\n  },\n  \"knowledge_density\": {\n    \"score\": 2,\n    \"justification\": \"The text provides specific information about the activity, including objectives, materials, and procedures. It also includes some discussion questions that add value, though some content is repetitive.\"\n  },\n  \"diversity\": {\n    \"score\": 1,\n    \"justification\": \"The content is somewhat specialized, focusing on historical journaling and colonial period captivity. However, it is not highly niche or rare.\"\n  }\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Search \u00a0\u00a0\u00a0 Ancestors \u00a0\u00a0\u00a0 Map \u00a0\u00a0\u00a0 Descendants \u00a0\u00a0\u00a0 Load Gedcom file\n\nEdward IV, King of England\nDetermine relationship to...\n29 APR 1442 Rouen, Haute-Normandie, France\nRichard Plantagenet, Duke of York\nCecily de Neville\nElizabeth Woodville 1 MAY 1464 Grafton Regis, Northamptonshire, England\nElizabeth of York, Princess of England\nBorn: 11 FEB 1466 Westminster Palace, London, Middlesex, England\nDied: 11 FEB 1503 Tower of London, The City, London, England\nElizabeth Lucy BEF 1470\nArthur Plantagenet, Vicount Lisle\nBorn: ABT 1470 Calais, Aquitaine, France\nDied: 3 MAR 1542 Tower of London, The City, London, England\nElizabeth Woodville 1 MAY 1464 Grafton Regis, Northamptonshire, England\nEdward V, King of England\nBorn: 4 NOV 1470 Sanctuary, Westminster, England\nDied: 1483 Tower of London, The City, London, England\nRichard of Shrewsbury, Duke of York and Norfolk\nBorn: 17 AUG 1473 Shrewsbury, Shropshire, England\nAnne Plantagenet, Princess of England\nBorn: 1479\nDied: 1512\nCatherine Plantagenet\nBorn: 14 AUG 1479 Eltham Palace, Kent, England\nDied: 15 NOV 1527 Tiverton Castle, Tiverton, Devon, England\n9 APR 1483 Westminster Palace, London, Middlesex, England aged 40\nREIGNED: making an admirable start on reforming royal administration, on improving the machinery of royal finance Strong emphasis was placed on restoring law and order.\n\nThe Houses of Lancaster and York had fought the Wars of the Roses, and despite the civil war that continued intermittently until 1471 when all Lancastrian resistance was crushed and Henry VI was taken prisoner, Edward fostered the commerce of his realm. During his reign, printing and silk manufacturing were introduced in England.\n\nEdward's marriage to Elizabeth Woodville, a commoner, and his efforts to create a new nobility more amenable to his interests, angered the older nobles and alienated Richard Neville, Earl of Warwick, who had been a power behind his throne. Warwick made an alliance with the Lancastrians and, in 1470, drove Edward from the throne and into exile in Holland. Henry VI again became king of England. Supplied with funds by his brother-in-law, Charles the Bold, duke of Burgundy, Edward returned to England in 1471, raised a large army, and won decisive victories over his enemies at Barnet and Tewkesbury. Thereafter the crown was securely in his possession. The later years of his reign were, for the most part, uneventful. The most notable incident of this period was a short war with France in 1475, which was terminated by an arrangement whereby King Louis XI agreed to pay Edward an annual subsidy. Edward was succeeded by his son Edward V.\n\nOCCUPATION: including the renovation of St. George's Chapel at Windsor Castle, intended to be the mausoleum of the House of York. It was a hugely ambitious redevelopment of St George's funded with French money received under the terms of the Treaty of Picquigny.\n\nThe centrepiece of this redevelopment was a chapel of cathedral-like proportions set out immediately to the west of its predecessor. Integral to the new building was the king's own funeral monument and chantry. The construction of this sumptuous chapel, one of the masterpieces of late medieval European architecture, was supervised by Richard Beauchamp, bishop of Salisbury, and directed by the master mason Henry Janyns.\n\nThis new building completely obscured the original public fa\u00e7ade of Edward III's college and necessitated a complete reordering of the lower bailey, including the construction of the Horseshoe Cloister for the community of the vicars.\nWhen Edward IV died his new collegiate church and funerary monument were far from complete. The choir was roofed but not vaulted and the walls of the nave were still under construction. Despite the king's death, work to the chapel does appear to have continued for a short while but the Yorkist defeat at the Battle of Bosworth in 1485 soon brought operations at St George's to a complete standstill.\nJust before this event, however, the body of Henry VI, the Lancastrian king murdered by Edward IV was brought to the chapel. Almost immediately miracles were reputedly worked by the murdered king and a pilgrimage cult focused on Windsor began to develop and with far-reaching results.\n\nBIOGRAPHICAL: He was popular with the people, especially the Londoners and the ladies. Inclined to be lazy and easy going, he could act with alacrity when the occasion demanded it.\n\nYork 1461-1470, 1471-1483\n\nDatabase: stanwardine \u00a0 Bridge Family Tree\nContact: William Bridge\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text sample has a clean structure but is somewhat disrupted by irregular spacing and inconsistent use of punctuation. It is generally well-organized, with a clear sequence of information, but minor issues prevent it from being perfectly polished.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text sample exhibits a clear, informative, and somewhat formal voice, typical of a historical biography. The authoritative tone is consistent with the subject matter and historical context.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides substantial information about Edward IV's lineage, reign, and contributions, along with relevant historical context. However, some sentences could be more concise to enhance density.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content covers historical and biographical aspects, focusing on the House of York and Edward IV's reign. It does not delve into specialized or rare domains, maintaining a common perspective.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"\n\nHow to Eat Healthy as a Family from expert Sarah Koszyk, MA, RD\n\nPrint & Share\nShare on facebook\nShare on twitter\nShare on pinterest\n\nSuperKids Nutrition had the opportunity to chat with nutrition expert Sarah Koszyk, MA, RD.\u00a0 Sarah is a pediatric specialist and creator of \u201cA Family\u2019s Colorful Weight Management Program\u201d at MV Nutrition in San Francisco, California.\u00a0 The program emphasizes a sustainable lifestyle approach rather than a diet towards healthy living.\u00a0 Read below for Sarah\u2019s tips on how to get kids to eat more fruits and vegetables, how to fit healthy eating in a busy schedule and why it is so important to get the entire family involved.\n\nParents who are overweight often have overweight children, how do you help make eating right a family affair in an effort to pass down healthy habits from generation to generation?\n\nMany children who are referred to me for overweight/obesity, have parents who are also struggling with their own weight and eating patterns. First of all, I work with the entire family to learn and develop healthy habits in their eating behaviors. I usually start off by learning about the child\u2019s eating patterns, and then I learn about the adult\u2019s eating patterns. Once I identify where the struggles exist for both, we then work together to adjust the habits that are inhibiting them from reaching their goals. I also remind parents just how much of a role model they are to their kids. Parents love to be reminded that they are important and it encourages them to make simple changes to assist their children. By focusing on the basics, such as eating breakfast, having healthy snacks available, and consistent meal times and frequency, everyone can enjoy the experience of eating while learning core principles for optimal health.\n\nWhy is it so important that the entire family get involved in eating healthfully together?\n\nFamilies are a team, and relationships are meant to be supportive units: people helping one another out. This idea of relationships and teamwork is between adults, between children and adults, as well as between siblings. By working together and helping each other out, it keeps the concept of family alive. The more involved both parents and kids are in the food arena, the more ease and acceptance the family will have when it comes time to eat. When children participate in any aspect of meal preparation, like washing produce, tossing a salad, chopping vegetables (if age appropriate), or even mixing a dressing, they get excited and are more likely to eat their creation or at least try it, which can encourage a happier, more well-balanced, veggie-filled meal. Also, the family is working together which brings unity and quality time spent together.\n\nWhat would you advise a family to do with a child who won\u2019t eat their fruits and vegetables?\n\nI was teaching students Nutrition at an elementary school in Berkeley, CA, where the students had access to a garden, as well as weekly gardening classes. I attended one of those gardening classes and the students were making \u201cwee-tos.\u201d The students were wrapping arugula and frisee (a type of bitter lettuce) into a romaine lettuce leaf just like a burrito. What looked like a weed to me, the students were excitedly eating their \u201cwee-tos.\u201d This is a true example of how children, who get more involved, will try more food items. Even the green \u201cWeeds!\u201d\n\nI recommend taking a child to a local farmers market where the children can walk around and even try the produce. Many farmers are elated to have a child try their product. When the child has the choice to pick up, touch, smell, and taste something, the child most likely will try a little. Also, take the child to the grocery store and while walking around the produce department, have them pick out 1 or 2 of their favorite fruits and vegetables. This way you give them a choice, the child is empowered, and you can prepare that fruit and vegetable with a little less fuss.\n\nWhat kind of fitness activities do you encourage for your clients and practice yourself? How can busy moms and families fit fitness into a hectic schedule?\n\nIf only we had more time in the day! Hectic schedules do add up! I enjoy taking walks with my loved ones whether it is after dinner (weather and sun permitting), in a park, or just around the neighborhood. Walking can be a great, simple way to get some more activity in and it can also be a nice time to talk and share with one another. For busy families with hectic schedules, actually scheduling that walk into the calendar can prioritize it and make it happen: treat that fitness activity just like it\u2019s an appointment! Prioritize it! If the weather is poor, people can now play in the house with Wii or other activities that both parents and kids can do together.\n\nWhat\u2019s the best advice that you can give to parents to encourage healthy eating habits for life?\n\nFor the parents: Start the day off right with a high fiber, high protein breakfast such as \u00be cup Nature\u2019s Path cereal + \u00be cup blueberries + 2 Tbsp of ground flaxseed + 1 cup Fage Greek Yogurt (great source of protein). Make sure to have a protein/carbohydrate snack after school or mid-work day around 3-4 pm (for both parents and kids) to keep your energy up and running, such as 1 fruit + 1 light string cheese. Practice what you preach to your kids. By eating consistently throughout the day, you will stay fueled and energized. Then, through nutrition coaching, you can reduce your portion sizes at lunch and dinner to make your meals more even and consistent throughout the day.\n\nMany people complain that they don\u2019t have time to prepare healthy meals.\u00a0 What are 3 tips you can provide for fitting cooking into a busy schedule?\n\n  1. Plan your snacks for everyone at the beginning of the week on a Sunday (or Monday if out of town on the weekend). Put everyone\u2019s snacks into individual containers for the entire week so that each morning, you just grab it and quickly divvy up the snacks. Now everyone has energy to stay fueled throughout the day. This is great time management, too, because you spend about 20 minutes once preparing the snacks and then you are done for the rest of the week.\n  2. On busy days where one knows the day will end in pure exhaustion, have a simple go-to dinner on hand. For example, boil pasta, open a jar of pasta sauce, throw in some pre-made frozen turkey meatballs, and steam some broccoli. You now have a complete meal that is easy to prepare in 10 minutes OR use another quick, go-to dinner that you know how to prepare without thinking about it such as a stir-fry with frozen veggies, chicken and easy-to-make brown rice that can be made in about 3 minutes. Add some soy sauce and boom, you have your quick meal. When it comes down to it, having a plan can help with healthy meal preparation even when there is NO time. So plan, plan, plan in advance to have your go-to meal available. What\u2019s your simple dish that you love to prepare?\n  3. Make 1 big dish a week to have leftovers with. This dish can either be a stew or casserole or crockpot recipe. I also enjoy making healthy versions of enchiladas or lasagnas. By cooking on a day that\u2019s easier such as a Sunday, you can have leftovers for dinner on a Tuesday or Wednesday.\n\nWhat is your secret for managing your weight and staying in shape?\n\nMy secret: Prioritizing myself and my family\u2019s health. I grocery shop weekly (often times twice a week). I pre-plan what we\u2019re going to eat Monday through Wednesday so that I have an idea of what to make for dinner. Thursday is usually our leftover night. I also prep everyone\u2019s lunches the night before so that in the morning, I just have to grab and go for all. By making most of our meals from home, I save money and I\u2019m able to keep my portions in my control, which is helpful to my waistline. I also schedule my workouts as appointments in my calendar so that they happen and I get the \u201cjob\u201d done.\n\nWhat is your favorite go-to healthy meal?\n\nMy favorite go-to healthy meal is Burrito Bonanza. We grab a high fiber, low carb tortilla, put some Jarlsberg lite cheese in there with some grilled onions, green peppers, jalapenos, and chicken breast (I put in spices such as cumin, chili powder, garlic powder, cayenne, and red chili peppers when I grill the onions, peppers, and chicken), add some salsa, canned black beans, and chopped romaine lettuce and roll it up! It\u2019s fun, fast, and each person can make his/her own burrito to his particular liking. You\u2019ve got vegetables, carbohydrates, and protein all in one! Bon app\u00e9tit!\n\nAs a dedicated, spirited, and compassionate registered dietitian, Sarah Koszyk, focuses on empowering people to make positive lifestyle changes. Her expertise in nutrition and food science, behavior modification, motivational interviewing, and cognitive therapy virtually assures her client\u2019s success. Sarah originally became part of the MV Nutrition Team in 2005 and has since excelled in achieving healthy benefits for all of her clients.\n\nSarah designed A Family\u2019s Colorful Weight Management Program at MV Nutrition, which emphasizes a sustainable lifestyle approach rather than a diet towards healthy living. \u00a0A Family\u2019s Colorful Weight Management Program is broken down for all age groups with educational materials for both parents and kids. The program is taught in either a group setting or an individual one-on-one setting, and is provided in either Spanish or English. Age-appropriate tools have been developed to maximize learning and interaction at every level. \u00a0Whether the visits are group or individual, we stress the importance of teaching our children proper portion sizes, including a variety of colors in all meals and snacks, learning heart-healthy ingredients, and modifying our behaviors as the keys to success.\n\nSign Up For Our Newsletter!\n\nSimilar Articles You May Like...\n\nAbout the Author\n\nSarah Abrams\n\nSarah Abrams\n\n\nSign Up Today\n\n\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n    \"format\": {\n        \"score\": 3,\n        \"justification\": \"The text sample is well-structured with clear headings and subheadings, making it easy to follow. The formatting is professional and polished.\"\n    },\n    \"voice\": {\n        \"score\": 1,\n        \"justification\": \"The author, Sarah Koszyk, MA, RD, has a clear and distinctive voice that is professional, informative, and empathetic, focusing on empowering families to make positive lifestyle changes.\"\n    },\n    \"knowledge_density\": {\n        \"score\": 3,\n        \"justification\": \"The text sample is highly informative, providing specific tips and strategies for healthy eating and fitness, with detailed examples and practical advice.\"\n    },\n    \"diversity\": {\n        \"score\": 1,\n        \"justification\": \"The content is focused on family nutrition and wellness, which is a common topic area. While the examples and advice are specific, they do not represent a highly specialized or niche domain.\"\n    }\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"\u2022 John\n  \u2022 Felde\n  \u2022 University of Maryland\n  \u2022 USA\n\nLatest Posts\n\n  \u2022 USA\n\n  \u2022 James\n  \u2022 Doherty\n  \u2022 Open University\n  \u2022 United Kingdom\n\nLatest Posts\n\n  \u2022 Andrea\n  \u2022 Signori\n  \u2022 Nikhef\n  \u2022 Netherlands\n\nLatest Posts\n\n  \u2022 CERN\n  \u2022 Geneva\n  \u2022 Switzerland\n\nLatest Posts\n\n  \u2022 Aidan\n  \u2022 Randle-Conde\n  \u2022 Universit\u00e9 Libre de Bruxelles\n  \u2022 Belgium\n\nLatest Posts\n\n  \u2022 Vancouver, BC\n  \u2022 Canada\n\nLatest Posts\n\n  \u2022 Laura\n  \u2022 Gladstone\n  \u2022 MIT\n  \u2022 USA\n\nLatest Posts\n\n  \u2022 Steven\n  \u2022 Goldfarb\n  \u2022 University of Michigan\n\nLatest Posts\n\n  \u2022 Fermilab\n  \u2022 Batavia, IL\n  \u2022 USA\n\nLatest Posts\n\n  \u2022 Seth\n  \u2022 Zenz\n  \u2022 Imperial College London\n  \u2022 UK\n\nLatest Posts\n\n  \u2022 Nhan\n  \u2022 Tran\n  \u2022 Fermilab\n  \u2022 USA\n\nLatest Posts\n\n  \u2022 Alex\n  \u2022 Millar\n  \u2022 University of Melbourne\n  \u2022 Australia\n\nLatest Posts\n\n  \u2022 Ken\n  \u2022 Bloom\n  \u2022 USA\n\nLatest Posts\n\nPosts Tagged \u2018Statistics\u2019\n\nThe IceCube Moon Shadow\n\nMonday, June 2nd, 2014\n\n\n\n\n\n\n\n\n\nWhenever we come across a new result one of the first things we ask is \u201cHow many sigma is it?!\u201d It\u2019s a strange question, and one that deserves a good answer. What is a sigma? How do sigmas get (mis)used? How many sigmas is enough?\n\nThe name \u201csigma\u201d refers to the symbol for the standard deviation, \u03c3. When someone says \u201cIt\u2019s a one sigma result!\u201d what they really mean is \u201cIf you drew a graph and measured a curve that was one standard deviation away from the underling model then this result would sit on that curve.\u201d Or to use a simple analogy, the height distribution for male adults in the USA is 178cm with a standard deviation of 8cm. If a man measured 170cm tall he would be a one sigma deviation from the norm and we could say that he\u2019s a one sigma effect. As you can probably guess, saying something is a one sigma effect is not very impressive. We need to know a bit more about sigmas before we can say anything meaningful.\n\nThe term sigma is usually used for the Gaussian (or normal) distribution, and the normal distribution looks like this:\n\nThe normal distribution\n\nThe normal distribution\n\nThe area under the curve tells us the population in that region. We can color in the region that is more than one sigma away from the mean on the high side like this:\n\nThe normal distribution with the one sigma high tail shaded\n\nThe normal distribution with the one sigma high tail shaded\n\nThis accounts for about one sixth of the total, so the probability of getting a one sigma fluctuation up is about 16%. If we include the downward fluctuations (on the low side of the peak) as well then this becomes about 33%.\n\nIf we color in a few more sigmas, we can see that the probability of getting two, three, four and five sigma effect above the underlying distribution is 2%, 0.1%, 0.003%, and 0.00003%, respectively. To say that we have a five sigma result is much more than five times as impressive as a one sigma result!\n\nThe normal distribution with each sigma band shown in a different color.\n\nThe normal distribution with each sigma band shown in a different color. Within one sigma is green, two sigma is yellow, three sigma is... well can you see past the second sigma?\n\nWhen confronted with a result that is (for example) three sigma above what we expect we have to accept one of two conclusions:\n\n  1. the distribution shows a fluctuation that has a one in 500 chance of happening\n  2. there is some effect that is not accounted for in the model (eg a new particle exists, perhaps a massive scalar boson!)\n\nUnfortunately it\u2019s not as simple as that, since we have to ask ourselves \u201cWhat is the probability of getting a one sigma effect somewhere in the distribution?\u201d rather than \u201cWhat is the probability of getting a one sigma effect for a single data point?\u201d. Let\u2019s say we have a spectrum with 100 data points. The probability that every single one of those data points will be within the one sigma band (upward and downward fluctuations) is 68% to the power 100, or \\(2\\times 10^{-17}\\), a tiny number! In fact, we should be expecting one sigma effects in every plot we see! By comparison, the probability that every point falls within the three sigma band is 76%, and for five sigma it\u2019s so close to 100% it\u2019s not even worth writing out.\n\nA typical distribution with a one sigma band drawn on it looks like the plot below. There are plenty of one and two sigma deviations. So whenever you hear someone says \u201cIt\u2019s an X sigma effect!\u201d ask them how many data points there are. Ask them what the probability of seeing an X sigma effect is. Three sigma is unlikely for 100 data points. Five sigma is pretty much unheard of for that many data points!\n\nA typical distribution of simulated data with a one sigma band drawn.\n\n\nSo far we\u2019ve only looked at statistical effects, and found the probability of getting an X sigma deviation due to fluctuations. Let\u2019s consider what happens with systematic uncertainties. Suppose we have a spectrum that looks like this:\n\nA sample distribution with a suspicious peak.\n\nA sample distribution with a suspicious peak.\n\nIt seems like we have a two-to-three sigma effect at the fourth data point. But if we look more closely we can see that the fifth data point looks a little low. We can draw three conclusions here:\n\n  1. the distribution shows a fluctuation that has a one in 50 chance of happening (when we take all the data points into account)\n  3. the model is correct, but something is causing events from one data point to \u201cmigrate\u201d to another data point\n\nIn many cases the third conclusion will be correct. There are all kinds of non-trivial effects which can change the shape of the data points, push events around from one data point to another and create false peaks where really, there is nothing to discover. In fact I generated the distribution randomly and then manually moved 20 events from the 5th data point to the 4th data point. The correct distribution looks like this:\n\nThe sample distribution, corrected.\n\nThe sample distribution, corrected.\n\nSo when we throw around sigmas in conversation we should also ask people what the shape of the data points looks like. If there is a suspicious downward fluctuation in the vicinity of an upward fluctuation be careful! Similarly, if someone points to an upward fluctuation while ignoring a similarly sized downward fluctuation, be careful! Fluctuations happen all the time, because of statistical effects and systematic effects. Take X sigma with a pinch of salt. Ask for more details and look at the whole spectrum available. Ask for a probability that the effect is due to the underlying model.\n\nMost of the time it\u2019s a matter of \u201cA sigma here, a sigma there, it all balances out in the end.\u201d It\u2019s only when the sigma continue to pile up as we add more data that we should start to take things seriously. Right now I\u2019d say we\u2019re at the point where a potential Higgs discovery could go either way. There\u2019s a good chance that there is a Higgs at 125GeV, but there\u2019s also a reasonable chance that it\u2019s just a fluctuation. We\u2019ve seen so many bumps and false alarms over the years that another one would not be a big surprise. Keep watching those sigmas! The magic number is five.\n\n\nA Grumpy Note on Statistics\n\nTuesday, March 13th, 2012\n\nLast week\u2019s press release Fermilab about the latest Higgs search results, describing the statistical significance of the excess events, said:\n\n\nThis actually contains a rather common error \u2014 not in how we present scientific results, but in how we explain them to the public. Here\u2019s the issue:\n\nWrong: \u201cthe probability that the data could be due to a statistical fluctuation\u201d\nRight: \u201cthe probability that, were there no Higgs at all, a statistical fluctuation that could explain our data would occur\u201d\n\nObviously the first sentence fragment is easier to read \u2014 sorry![1] \u2014 but, really, what\u2019s the difference? Well, if the only goal is to give a qualitative idea of the statistical power of the measurement, it likely doesn\u2019t matter at all. But technically it\u2019s not the same, and in unusual cases things could be quite different. My edited (\u201cright\u201d) sentence fragment is only a statement about what could happen in a particular model of reality (in this case, the Standard Model without the Higgs boson). The mistaken fragment implies that we know the likelihood of different possible models actually being true, based on our measurement. But there\u2019s no way to make such a statement based on only one measurement; we\u2019d need to include some of our prior knowledge of which models are likely to be right.[2]\n\nWhy is that? Well, consider the difference between two measurements, one of which observed the top quark with 5 sigma significance and the other of which found that neutrinos go faster than light with 5 sigma significance. If \u201c5 sigma significance\u201d really meant \u201cthe probability that the data could be due to a statistical fluctuation,\u201d then we would logically find both analyses equally believable if they were done equally carefully. But that\u2019s not how those two measurements were received, because the real interpretation of \u201c5 sigma\u201d is as the likelihood that we would get a measurement like this if the conclusion were false. We were expecting the top quark, so it\u2019s a lot more believable that the excess is associated with the top quark than with an incredibly unlikely fluctuation. But we have many reasons to believe neutrinos can\u2019t go faster than light, so we would sooner believe that an incredibly unlikely fluctuation had happened than that the measurement was correct.[3]\n\nIsn\u2019t it bad that we\u2019d let our prior beliefs bias whether we think measurements are right or not? No, not as long as we don\u2019t let them bias the results we present. It\u2019s perfectly fair to say, as OPERA did, that they were compelled to publish their results but thought they were likely wrong. Ultimately, the scientific community does reach conclusions about which \u201creality\u201d is more correct on a particular question \u2014 but one measurement usually can\u2019t do it alone.\n\n\n[1] For what it\u2019s worth, I actually spent a while thinking and chatting about how to make the second sentence fragment simpler, while preserving the essential difference between the two. In this quest for simplicity, I\u2019ve left off any mention of gaussian distributions, the fact that we really give the chance of a statistical fluctuation as large or larger than our excess, the phrase \u201cnull hypothesis,\u201d and doubtless other things as well. I can only hope I\u2019ve hit that sweet spot where experts think I\u2019ve oversimplified to the point of incorrectness, while non-expert readers still think it\u2019s completely unreadable. \ud83d\ude09\n\n[2] The consensus among experimental particle physicists is that it\u2019s not wise to include prior knowledge explicitly in the statistical conclusions of our papers. Not everyone agrees; the debate is between Frequentist and Bayesian statistics, and a detailed discussion is beyond the scope of both this blog entry and my own knowledge. A wider discussion of the issues in this entry, from a Bayesian perspective, can be found in this preprint by G. D\u2019Agostini. I certainly don\u2019t agree with all of the preprint, but I do owe it a certain amount of thanks for help in clarifying my thinking.\n\n[3] A systematic mistake in the result, or in the calculation of uncertainties, would be an even likelier suspect.\n\n\n\n\n\n\n\n\nMore on Higgs Boson Exclusion (Added 01 Sept 2011)\n\n\n\n\n\n\n\n\n\nNature\u2019s Little Secrets\n\n\n\n\n\n\n\n\n\n\nHappy Colliding.\n\n\n\u2013 richard (@bravelittlemuon)\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\n    \"score\": 2,\n    \"justification\": \"The text sample is well-structured with clear sections and headings, but there are some formatting inconsistencies, such as extra spaces and line breaks.\"\n  },\n  \"voice\": {\n    \"score\": 1,\n    \"justification\": \"The text sample has a distinct authorial voice that is informative and somewhat technical, but it leans towards being generic for a scientific audience.\"\n  },\n  \"knowledge_density\": {\n    \"score\": 2,\n    \"justification\": \"The text sample provides moderately dense information with clear explanations of statistical concepts, but some parts could benefit from more detail or examples.\"\n  },\n  \"diversity\": {\n    \"score\": 1,\n    \"justification\": \"The text sample focuses primarily on statistical concepts and their applications, which is common knowledge in the field of particle physics. There is some diversity in the examples and analogies used, but overall the content remains within a specialized domain.\"\n  }\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Skip to main content\n\nA systematic review of population health interventions and Scheduled Tribes in India\n\n\n\n\n\n\n\n\n\n\nPeer Review reports\n\n\nDespite India's recent economic growth, health and human development indicators of Scheduled Tribes (ST) or Adivasi (India's indigenous populations) lag behind national averages [1, 2].(See Table 1) While there has been some improvement for STs, the gaps remain wide and for some indicators have even been increasing (Table 1). These disparities persist despite the Indian government's pursuit of affirmative action since independence and their investments in Tribal development programs [3]. There has been considerable debate on reservations of government seats, public jobs, and education institutions,[4] but the role of population health interventions in improving the situation for STs has received relatively little attention.\n\nTable 1 Selected health indicators in India for total population and STs, 1992-2006\n\nPopulation health interventions include policies or programs - either within or outside of the health sector - that address the underlying causes of ill health embedded in behaviours, contexts and systems of social stratification that increase risk and vulnerability. Population health intervention research encompasses \"attempts to capture the value and differential effect of these interventions, the processes by which they bring about change and the contexts within which they work best.\"[[5], p.I-8] We systematically searched and assessed peer-reviewed literature of population health interventions research involving STs in order to inform policy and to identify important research gaps. The aim of this review was to identify the public health interventions or components of these interventions that are effective in improving population health outcomes (reducing morbidity or mortality rates and reducing risks of ill health) among ST populations in India.\n\nScheduled Tribes across India\n\nAccording to India's most recent census in 2001, there are 84.3 million STs, which is 8.2% of the population [6]. The distributions of ST populations varies widely across India's states and territories. (Figure 1) In Mizoram and Lakshadweep, STs represent close to 95% of the population whereas in Kerala and Tamil Nadu STs represent only 1% of the population. Among the total ST population in India, the highest proportions are found in Madhya Pradesh (14.5%), Maharashtra (10.2%), and Orissa (9.7%). There are around 700 different tribes living across India, predominantly in remote areas: forests, hills, and rough terrain in plateau areas [3]. There is great heterogeneity across different tribal groups, including a sub-category of particularly vulnerable STs known as \"primitive\" tribes (due to the derogatory nature of this term, these groups are being renamed by the Government of India as 'particularly vulnerable tribal groups') [3].\n\nFigure 1\n\nMap of State wise Tribal Population percentage in India, 2001. Source: Government of India, 2001.\n\nThe health of Scheduled Tribes\n\nST populations continue to carry high burdens of 'diseases of the poor', namely undernutrition and infectious diseases. High levels of chronic undernutrition have been observed among child and adult populations [7]. Micronutrient malnutrition is also a major problem among STs, including anaemia and iodine deficiency disorders [810]. Malaria persists, particularly among tribal populations living in forested areas and the prevalence has been found to be rising in some areas [11, 12]. Prevalence of tuberculosis varies across tribal populations. A number of studies have found that the prevalence and patterns of TB does not differ significantly from non ST communities, but that TB control programs for STs require special attention due to difficult terrain and limited drug supplies in many tribal areas [1316]. Geographical isolation and limited interactions with other communities has limited exposure of HIV/AIDS among ST communities and among some tribal groups prevalence rates remain low;[17] however in some areas, STs are emerging as a high-risk group for HIV/AIDS as they migrate driven by displacement or for employment opportunities [18].\n\nSTs face a number of risks of ill-health including high rates of poverty, illiteracy, harsh living environments, high rates of smoking and alcohol use, and poor access to health care [2, 3, 1923]. ST communities have also faced high levels of discrimination, displacement and alienation from their land and livelihoods [3]. In the case of previously enslaved tribal groups, there is evidence suggesting high levels of resignation among STs and limited capacity to take advantage of benefits available to them, reducing their opportunities for good health [24, 25]. While historically gender relations among STs were more egalitarian compared to other social groups, anti-female patterns of discrimination have been increasing among some tribal communities as their lives become integrated in mainstream culture and social practices, generally through the conversion to Hinduism [26, 27].\n\nResearch and Scheduled Tribes\n\nIn other contexts, indigenous populations have been harmed through inappropriate research methods and practices [2830]. ST communities are also vulnerable to this, due to their high levels of impoverishment, exposure to discrimination, diverging worldviews from other social groups, and lack of voice to express their own priorities and views. What matters is not only to pursue research to improve the health of indigenous populations, but how this knowledge is gathered. Research should be undertaken in a manner that is culturally sensitive and considers the needs, priorities, and 'ways of knowing' of ST populations. To integrate these aspects, there is a need for some level of participation of the ST community, which may include: developing the research question, input in the study design and interpretation of study findings, and developing recommendations for policy. In this paper, we pay particular attention to the considerations that researchers have taken with respect to the nature and level of the participation of the ST community in the intervention and research process as well as the ethical components that have been adopted to ensure the protection of the participants.\n\n\nThe search was restricted to peer-reviewed articles published in English and French languages during the period of 1990 to 2009. The search was undertaken by the first author during the month of October 2009. Since the health of STs are both a public health issue and a development issue, we searched databases in both the health and social science: PubMed, EconLit, and Social Sciences Index and Abstract. The grey literature was not included for several reasons. First, given India's size and diversity (including languages), it would be extremely difficult to systematically identify and review the literature in a timely manner. Second, as the focus of the review is on intervention research, which requires rigorous methods, the quality of much of the available grey literature would likely be inadequate. Third, in our experience, local nongovernmental organizations have among the greatest expertise in working with ST populations, but they tend not to systematically document their knowledge. Tapping into this evidence base will take innovative approaches (e.g. collaboration of NGOs, ST communities, and academics in writing projects, which was done as part of Paniya Sadas, a forum held on marginalised STs in South India) that were beyond the scope of this review.\n\nFour inclusion criteria were to be met for articles to be included in our review. These were: (a) evaluations or intervention studies of a population health intervention, including surveillance systems, health promotion or prevention programs, and treatment programs, (b) undertaken with an ST population or in a tribal area (where the majority of the population have ST affiliations) in India, (c) with a population health outcome(s), which included morbidity or mortality, and risks of ill health and (d) involving primary data collection. Studies that addressed genetic disorders or evaluated a drug or plant for therapeutic properties were excluded. The review of articles proceeded in four steps. First, we conducted our searches using the following abstract key words: (a) Trib*, (b), India (c) health, HIV, tuberculosis, malaria, nutrition, alcohol, tobacco, smok*. Since population health interventions can be defined using a variety of terms, we did not include a term for intervention. We searched the literature for articles that included Trib* (population) and India (setting) and one health outcome, leaving the search for intervention studies in the following step. Second, titles and abstract were screened to meet inclusion criteria, including whether the study assessed a public health intervention. Third, guided by Critical Appraisal Skills Programme (CASP), potential articles were further scrutinised for quality. Any study with a major flaw in design or methodology (the intervention failed to meet either the CASP screening questions or 2 or more of the detailed questions) was excluded. Fourth, the references of the selected articles were reviewed to identify other articles not found in our search. The first author reviewed and prepared critical appraisal summaries for the papers, then, the second author reviewed these summaries, followed by a discussion and synthesis of the findings by both authors.\n\nInformation was collected on the description of the study, including the intervention, objectives of the study, region of study, study design, methods and study population (including the specific tribal groups). We further abstracted information on ethical considerations of the study and the nature of ST participation in the research process. Finally, information on the main findings and conclusions were retained.\n\n\nThe initial search retrieved 397 potential articles (Figure 2). Following the screening of titles and abstracts, 377 studies were deemed ineligible as they were either not empirical studies that collected primary data or did not assess a public health intervention. This led to 20 potential studies of which the full papers were obtained and reviewed. Nine papers were further excluded due to either poor quality of studies or because there was duplication of interventions by the same authors (we retained the paper which demonstrated the strongest implications for how to build effective public health interventions for ST populations). Our additional search of references from papers retained for our review did not identify any further articles. Therefore, we had a total of 11 papers eligible for the review. Before discussing the findings, we first provide a description of the studies and the extent that ethical considerations and ST participation were integrated in the studies.\n\nFigure 2\n\nSearch strategy diagram.\n\nDescription of studies\n\nTable 2 presents a description of the studies, which have been published between 1995 (no publications were identified between 1990 and 1994) and 2009. Nine interventions addressed two diseases: the surveillance, prevention, and control of malaria,[3136] and the control and treatment of TB [3739]. One study examined an anaemia prevention program [40] and another presented a maternal mortality surveillance system [41]. The studies were conducted predominantly in either tribal states or states with significant proportions of tribes; only 1 study was conducted in a Southern state (Tamil Nadu), where the proportion of tribes is lower. Four studies worked with ST populations exclusively. Studies were undertaken with the Gond tribe, the Savara tribe, the Nicolese, and two studies included multiple tribal groups. The majority of studies, however, did not specify the tribal groups and only one study noted the inclusion of a minority of non-STs within their population sample.\n\nTable 2 Description of studies included in the review\n\nNo experimental designs were identified; the majority of studies were quasi-experimental, one of the quasi-experimental studies include a qualitative component [35]. Participatory research approaches were not used and gender analysis was not incorporated into any of the studies. No study included a theoretical input to guide their study. Outcomes assessed by the studies included measures related to the uptake of the intervention (e.g. use of bed nets) and health outcomes (e.g. prevalence of malaria).\n\nEthics and ST participation in studies\n\nEight studies did not make any statement regarding ethics. One study cited that they had obtained ethical approval from a scientific research centre [31]. Informed consent was collected in three studies, [31, 35, 38] although only one study provided details on how informed consent was collected [35]. We identified no study that had specific statements regarding the participation of ST populations in the research process. In two studies, the authors described community meetings that were held prior to the implementation of the intervention to explain the purpose of the ITN program and how to use the ITNs [33, 35] In another study community meetings were held to explain the program and to request cooperation from the population [38]. Two studies integrated ST participation as part of the intervention (described below), but none of the studies stated any involvement of STs in developing the research question, providing input on the study design, assisting in interpreting the findings or developing policy recommendations.\n\n\nLow-cost, rapid results, and easily administered\n\nSeveral authors stressed the need to provide interventions that are relatively low-cost, demonstrate rapid results, and easily administered. In prevention efforts, three studies examining insecticide-treated nets (ITNs) found that ITNs could be easily distributed, were widely accepted and used by the community, and provided a mass protective effect against malaria [32, 33, 35] However, challenges arose when participants were required to retreat the nets at their own costs.\n\nRegarding diagnostics, one study proposed that the rapid immune-chromatic test, which was demonstrated to be sensitive (91%) and specific (80%), was particularly effective for ST communities living in forested areas because this test is easier and faster to perform than microscopy [31]. The test does not require laboratory or technical equipment, a simple diagnostic facility can be set up and can be performed by unskilled personnel. Moreover, the test provides immediate results (as opposed to delays generally associated with medical laboratories), therefore, a physician can quickly communicate to their patients the results and begin appropriate treatment.\n\nOf the two surveillance studies, one examined a prospective maternal mortality surveillance system that used key informants, in contrast to retrospective systems used in most low-income settings and relying upon secondary data sources. The surveillance system, which covers three districts and a total population of 228, 186, was found to produce reliable data at a relatively low cost (386 USD per month) [41]. A second surveillance system used a Geographic Information System (GIS) to generate dynamic maps of hot spots for malaria in tribal areas at the district and village levels, with the purpose of developing rapid response for malaria control [36]. Using the GIS approach, map-generated figures can be easily and quickly updated and information can be done through electronic formats - computer facilities are located at the district level. Furthermore, once it is set up, the system can be easily converted to monitor other diseases, such as dengue. No cost estimates of this intervention were provided.\n\nMulti-pronged approaches\n\nIn order to increase the effectiveness of interventions suggestions were made for multi-pronged approaches. Two studies found that the widespread acceptance of long lasting insecticide treated mosquito nets (LLINs) was often not due to an understanding of the link between their use and malaria prevention but for other reasons, such as limiting the nuisance of mosquito bites [33, 35] The authors suggest that the distribution of LLINs is insufficient without adequate transfer of knowledge of malaria and how it is spread, and recommend an educational component to coincide with the introduction of LLINs programs. Another study found that girls aged 14 to 18 years who participated in a program that combined iron-supplementation with a life-skills training program (that included the importance of consuming iron for their health) found a significant improvement in their haemoglobin levels [40]. This study, however, did not separately examine the effects of the iron-supplementation and the training program. Therefore, it cannot be determined the effect, if any, of the training program on reducing haemoglobin levels of participants. One study demonstrated the improvement in nutritional status of STs with TB following the beginning of their treatment [39]. Given that malnutrition predisposes individuals to TB, addressing both malnutrition and TB will be more effective that addressing either factor in isolation.\n\nST participation\n\nIntegrating ST participation into public health interventions was proposed in several studies. One study trained literate ST youth volunteers in detecting cases of pulmonary TB in their communities [37]. The training occurred over a relatively short time and engaged 61 male unemployed ST youths who diagnosed TB patients as effectively as skilled para-medical workers from the same area (misdiagnosis was 2%). Another study trained village volunteers in a tribal area (although we could not determine if these volunteers had ST affiliations) to distribute chloroquine to malaria patients and to fill out a 'fever treatment sheet' upon each deliver [34]. Volunteers were selected by the villages (or heads of villages) and were generally male and either small farmers or agricultural labourers. About 10% of the volunteers were replaced due to loss of interest or poor performance, but the majority continued, enjoying the 'social recognition' of delivering the treatments. Over a period of 3 years, the volunteers treated 88,575 fever cases, and malaria mortality and morbidity was reduced significantly more in villages with the program compared to control villages. These results need to be interpreted with caution, however due to potential selection bias; the authors controlled for prevalence of malaria in the villages, but other factors that may impact outcomes of their intervention (e.g. poverty levels, literacy rates, use of bednets) were not addressed. Community-involvement in an ITN program was also found to increase the likelihood of the retreatment of the nets therefore preserving their protective effect from malaria [32].\n\n\nDespite the large disparities in health between ST and non ST populations in India, we identified only a small number of articles that examined interventions to improve the health of STs. Furthermore, the studies in this review included only disease-specific interventions; we did not identify any article that assessed a comprehensive health intervention for STs. Finally, assessing public health interventions requires rigorous methods and the majority of studies were either descriptive or had a weak study design, even after rejecting those that were more seriously limited. Implementing stronger quasi-experimental designs that address major biases, such as selection bias, would have provided stronger evidence [42]. However, experimental and quasi-experimental designs may not be feasible or appropriate to assess some interventions, notably complex interventions with multiple interacting components [43]. Researchers need to consider various 'trade-offs' that may arise in the pursuit of the best choice of design, given the type of intervention, the populations, the context, and the availability of resources [43, 44]. But regardless of study design, there are steps researchers can take to ensure their approach is rigorous and the study is of good quality [45]. In our review, we found the evidence collected to be limited in its quantity, scope, and methodological rigour, and thus should be interpreted with caution. Reviews of the effectiveness of public health interventions in other contexts with indigenous populations have similarly found an 'underdeveloped' evidence base in terms of both the number of available studies and the rigour of the studies [4648].\n\nThe evidence compiled in this review revealed three issues that promote effective public health interventions with STs. First, there is a need to develop and implement interventions that are low-cost, give rapid results and can be easily administered. This addresses the challenge of delivering effective interventions to ST communities who predominantly live in remote areas, where there is limited access to health care, few laboratory facilities, inadequate surveillance, poor vital registrations, and few skilled workers to implement highly technical tasks. Innovative technologies, such as rapid diagnosis tests that do not require laboratories and GIS, offer new opportunities. But by moving one step further and connecting innovative technologies with ST culture and harnessing STs' capacity to use these technologies, could increase opportunities for STs to develop new skills and increase their control over interventions.\n\nSecond, even though the study included interventions that addressed a specific disease or a single health need, a multi-pronged approach was advanced by several authors based largely on limitations to the intervention design identified by their studies. ST populations face multiple risks of ill health and are exposed to a number of diseases. Combining two or more activities in a single intervention will likely improve health outcomes. This has been demonstrated among other indigenous groups and vulnerable populations in low-income countries [49]. Given the high levels of health need there is a need for a public health (as opposed to a medical or disease approach) to improve the health of STs and reduce the disparities in health that exist between STs and other social groups. For policy-makers considering new intervention designs, the challenge is to retain the 'quick-wins' of low-cost and easy administration, but always with an eye to adding more elements to a program to make it more comprehensive and capable of responding to health determinants residing in the contexts of STs' cultural, geographic and economic environments.\n\nThird, the involvement of ST populations in the intervention was advocated to help address the isolation of many ST communities, the cultural specificities of STs, the limited resources available and to promote community control. Involving ST populations may improve current programs that have demonstrated poor performance. For example, an increase in the prevalence of TB between 1986 and 2002 was observed in Car Nicobar (the administrative headquarters for the Nicobar district in the Andaman and Nicobar Islands), despite the implementation of a national TB program [38]. The authors argue that this increase may be attributed to the lack of a district level TB control program which contributed to insufficient TB control in the area. A district level program as part of the national one could allow for ST participation in its design, improving its community acceptance by, and cultural appropriateness for, the local population. The participation of indigenous populations in public health interventions has been found to be an effective strategy in other contexts [47].\n\nFuture Research\n\nThe paucity of good quality evidence on population health interventions for ST populations suggests ways in which the present level of knowledge can be improved. Given the marginalisation and cultural oppression of many ST populations, however, there is also a need to undertake research that is culturally and ethically appropriate. We propose two avenues to pursue this goal. First, the highest ethical standards should be followed. This includes ensuring that individuals and communities are truly informed and consent to the research being undertaken. One approach that has been used with ST populations is the development of an ethical code of research conduct, and collecting community consent prior to individual consent [50]. The development of ethical guidelines undertaking research with ST populations could help to promote national standards. The development of ethical guidelines and tools at the local level could further help to address the needs of specific tribal communities and can be developed in partnership with these communities. Second, indigenous researchers have advocated for a need for new approaches to research that integrate indigenous views and perspectives and promote self-determination, mobilisation and transformation of these communities [28]. One way to pursue these goals is through participatory research, which is rooted in the philosophy that those who are most affected by health and development issues should be active participants in the research process and subsequent policy action [5053]. Participatory research combines local knowledge, expertise and experiences with scientific methods and theories, and can be used with a range of study designs and methods including randomized controlled trials [52]. The benefits of participatory approaches for intervention research can extend beyond the research project by increasing the capacity of communities to address their own health needs and redress imbalances in power within the community, which may ultimately contribute to reducing social disparities in health [53]. Researchers can also pursue innovative approaches that include developing partnerships with NGOs who have established programs with ST populations in order to document their existent (but largely undocumented) knowledge and other collaborations (e.g. evaluating ST programs implemented by NGOs). Another approach is to develop solid theoretical foundations for public health interventions and health outcomes for STs, which will help to refine hypothesis generating and improve the accuracy of the interpretation of findings [54, 55]. These theoretical frameworks can be developed specifically for ST populations, integrating indigenous 'ways of knowing'. Finally, given the need for the implementation of 'low cost interventions', cost effectiveness studies can provide valuable information for decision-making in selecting the most appropriate intervention strategies.\n\nWhile there is a growing body of knowledge on the health needs of STs, there is a paucity of data on how we can address these needs. This suggests that future research priority be given to quality public health intervention studies that assess a broad range of interventions and outcomes. Key programs to evaluate include: (1) interventions specific for ST populations, both disease-specific interventions and comprehensive tribal health programs, such as the Tribal Health Initiative in South India,[56] (2) tribal development programs that fall outside of the health sector, but address key determinants of health,[57] and (3) population level interventions to identify how these interventions may better address the needs of STs. In the latter case, these interventions should include not only local or national level programs, but also those that address global factors that may impact ST communities, such as climate change, financialization of economic markets and global trade [58, 59]. Research should account for heterogeneity that exists across tribal groups (e.g. comparative analyses) and within tribal groups (e.g. gender analysis). Finally, due to the great diversity across India, studies should be undertaken in different contexts (e.g. urban, rural, forested land, etc) across states and territories.\n\nPolicy implications\n\nAs India's economy continues to grow and the health of the population improves, there is a need for greater attention and resources to be allotted to those populations who have not benefitted from the country's economic growth and who continue to face high levels of health needs. Despite pursuing affirmative action for more than fifty years, there are persistent gaps in health and well-being between STs and non STs. This suggests the need to devise and implement new policies. Given the large gaps in knowledge on how to improve the health of STs, resources should be targeted to developing a critical mass of researchers in this domain, including training of researchers with ST affiliations.\n\n\nThe findings of this review identified three effective strategies for improving health outcomes among ST populations in India: low-cost, rapid results, and easily administered programs, multi-pronged approaches, and including ST participation in the intervention. The evidence base, however, is insufficient. There is a need for a better understanding of how to improve their health by pursuing public health intervention research appropriate for ST populations.\n\n\n  1. 1.\n\n    Sarkar S, Mishra S, Dayal H, Nathan D: Development and deprivation of Scheduled Tribes. 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KM is supported by a Canadian Institutes for Health Research global health postdoctoral fellowship [grant number: 174429]. RL holds a Canada Research Chair in Globalization/Health Equity.\n\nAuthor information\n\n\n\nCorresponding author\n\nCorrespondence to KS Mohindra.\n\nAdditional information\n\nCompeting interests\n\nThe authors declare that they have no competing interests.\n\nAuthors' contributions\n\nKM conceived the study, undertook the review, and wrote the manuscript. RL guided the study and contributed to the interpretation of the findings and drafting of the manuscript. Both authors reviewed and approved the manuscript.\n\nAuthors\u2019 original submitted files for images\n\n\nAuthors\u2019 original file for figure 1\n\nAuthors\u2019 original file for figure 2\n\nRights and permissions\n\n\nReprints and Permissions\n\nAbout this article\n\nCite this article\n\nMohindra, K., Labont\u00e9, R. A systematic review of population health interventions and Scheduled Tribes in India. BMC Public Health 10, 438 (2010).\n\nDownload citation\n\n\n  \u2022 Malaria\n  \u2022 Public Health Intervention\n  \u2022 Tribal Group\n  \u2022 Rapid Result\n  \u2022 Schedule Tribe\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text sample is well-structured with clear section headings and a logical flow of information, making it easy to follow. There are no formatting issues observed.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text exhibits a clear and distinctive authorial voice, particularly evident in the detailed analysis and the tone of concern and urgency in addressing the health disparities of Scheduled Tribes in India.\"},\n  \"knowledge_density\": {\"score\": 2, \"justification\": \"The text provides a moderate amount of information, with some detailed analysis and data on health indicators and interventions. However, there is room for more in-depth information and specificity, particularly in terms of the effectiveness of interventions.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content primarily focuses on the health and human development indicators of Scheduled Tribes in India, with less emphasis on specialized or niche knowledge. The examples and references provided are relevant but do not delve deeply into specialized or rare domains.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Live Chat\n\nChina Overview\n\nChina is a vast country situated at the eastern part of Eurasia and the western coast of the Pacific Ocean. Covering a land area of 3,706,581 square miles (9,600,000 square kilometers), China is the third largest of the world, inferior to Russia and Canada. It is 3,231 miles long from east to west and 3,417.5 miles long from north to south. With the entire territory shaping like a rooster, its northernmost end reaches Mohe in Heilongjiang Province; the southernmost is at Zengmu Ansha in Nansha Islands, the easternmost at conjunction of Heilongjiang River and the Wusuli River, while the western at the Pamirs.\n\nFacts of China\nFormal Mame:\u00a0People's Republic of China (PRC)\nReferred Name: China (\u4e2d\u56fd zh\u014dnggu\u00f3\uff09\nArea:The total area is 14.3 million square kilometers, of which the land area is about 9.6 million square kilometers, and the water area is about 4.7 million square kilometers.\nPopulation:1.45 billion people\u00a0(2019)\nNationality: 56 nationalities including Han\nCapital:\u00a0Beijing\u00a0\nCurrent President : Xi Jingping\nCurrent Prime Minister: Li Keqiang\nNational Day: 1st, Oct\nNational Flag:\u00a0Red flag with five stars.\u00a0\nNational Anthem:\u00a0March of the Volunteers\nNational Emblem:\u00a0Tiananmen Gatetower under five stars, encircled by ears of grain and with a gear wheel below.\u00a0\nAdministrative division:By the end of 2017, China had 34 provincial-level administrative regions (including 23 provinces, 5 autonomous regions, 4 municipalities, and 2 special administrative regions), 334 prefecture-level administrative regions, 2851 county-level administrative regions, and 39888 township-level administrative regions\n\nChina is an ancient country having a profound history. Originated in the eastern area of the\u00a0Yellow River\u00a0Region, the country's civilization is over 5,000 years old and was considered one of four ancient civilizations of the world, along with the civilizations of the ancient Babylon, the ancient Egypt and the ancient India. The first dynasty of\u00a0Chinese history\u00a0started from the Xia Dynasty (2070BC-1600BC) and the last one was the Qing Dynasty (1644-1912), while the most glorious period were the Qin (221BC-206BC), Han (206BC-220), Tang (618-907) and Ming (1368-1644) dynasties. During thousands of years of feudal ruling, Chinese people have created brilliant science and art culture, like the\u00a0Four Great Inventions, the poetry, paintings and\u00a0Chinese calligraphy. Also, a great amount of cultural relics such as the\u00a0Great Wall\u00a0and the\u00a0Terra Cotta Warriors\u00a0left by ancestors have become the treasures of the nation and the wonder of the world.\n\nFounded in 1949 by the Communist Party, The People's Republic of China,\u00a0(PRC) is a unified multi-ethnic country. 56 nationalities are now living in 34 direct administrative regions including 23 provinces, five autonomous regions, four directly-governed city regions\u2013Beijing,\u00a0Shanghai,\u00a0Tianjin\u00a0and\u00a0Chongqing\u00a0and two special administrative regions (SAR)\u2013Hong Kong\u00a0and\u00a0Macau. The 55 ethnic minorities mainly live in Chongqing, Gansu, Guangxi, Guizhou, Hainan, Heilongjiang, Hubei, Hunan, Inner Mongolia, Jilin, Liaoning, Ningxia, Qinghai, Sichuan, Tibet, Xinjiang and Yunnan. China is also the most populous country in the world. Being over 1.3 billion (in the end of 2007), the country's population is about 22 percent of the world population. The most populous part is the eastern coastal areas. Almost 94 percent of Chinese people live in the Southeast part of the country which covers 43 percent of its land area; while the other six percent people live in the northwestern areas which cover 57 percent of the territory.\nChina Basic Facts China Geography China People\nChinese Name Chinese Language China Holidays\n4 Days Guangzhou Zhangjiajie Tours\nChnese Dress Code Dual Nationality China Tourism\nChina Time\nChinese Etiquette Adopt Chinese Children China Time\nWeights & Measures China Toilet China Environment\n\n\nAsk Questions ?\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is mostly clear and well-structured but has minor formatting issues, such as a lack of consistent indentation and inconsistent use of bullet points or numbering. These issues do not significantly detract from the readability but indicate minor formatting issues.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a clear, distinct authorial voice. It is informative and descriptive, focusing on factual information about China. The author's style is evident through the use of specific details and organization of information.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text is highly informative, providing detailed and specific information about China's geography, population, administrative divisions, and historical context. Most sentences add distinct information that enhances understanding.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The content, while detailed, covers common and well-known aspects of China, such as its geography, population, and historical dynasties. There is no specialized or rare domain information presented.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Voir en\n\n\nLHC Report: the role of the injectors\n\nHow the injector chain has contributed to increase the luminosity of the proton-lead ion run\n\n\nFor its last four running weeks of the year\u00a0the LHC is colliding protons (p) with lead ions (Pb). This not only presents a challenge for the collider itself, but also for the six accelerators involved in producing the beams, which have to provide the bunches that will eventually collide in ALICE, ATLAS, CMS and LHCb. Two different injector chains boost and deliver the two different types of particles to the LHC. For the protons, the chain is Linac 2, the PS Booster (PSB), the Proton Synchrotron (PS) and the Super Proton Synchrotron (SPS), and for the lead ions, it\u2019s Linac 3, the Low Energy Ion Ring (LEIR), the PS and the SPS.\n\nThe challenge for the injector complex is twofold. Firstly, the injection pattern of the protons must match with that of the lead ions, in order to maximise the number of colliding bunches in the LHC.\n\nThe ideal situation would be to have the same number of bunches and the same bunch spacing for both protons and lead ions. However, the lead ion injection technique sets a constraint. LEIR and the PS can only provide the SPS with a lead ion beam consisting of four bunches spaced by 100 nanoseconds (ns), a different pattern than in normal p-p operations where the proton beam consists of 72 bunches spaced by 25 ns.\n\nSecondly, the intensity of the proton beam must also be reduced to correspond to that of the lead ions. For p-Pb operations, the proton bunches need to be five times less intense than usual.\n\nThe best possible match that the injector team has found is to inject a train of two batches each consisting of 18 bunches of protons and a train of seven batches consisting of four bunches of lead ions (see picture for more details).\n\nThe injector chain is already benefiting from the results of the LHC Injector Upgrade (LIU) project, which aims to upgrade the beam performance of the injectors for the future High-Luminosity LHC. Since the beginning of the run, the Pb injectors have delivered an intensity three times greater than the original design value. This was a major contributor to reaching peak luminosity\u00a0about six times greater than expected when the proton-lead programme was planned just a few years ago.\n\nAt the time of writing, the LHC is still on course to achieve all the physics goals of this run, in spite of all the technical mishaps encountered, such as a power cut last week and a quench on 24 November.\n\nWhen not filling the LHC, the injector chain provides beams for lots of other users, including the Antiproton Decelerator, AWAKE, HiRadMat, and the North Area.\n\nThe injection scheme for the proton beam (upper part of the picture) starts with the PSB, which first sends four bunches to the PS, followed by two more 1.2 seconds later. In the PS, the bunches are then split in three and are spaced by 100 ns. The 18 resulting bunches are accelerated to 25\u00a0GeV and delivered to the SPS. This operation is repeated and the second batch of 18 bunches is injected next to the first one in the SPS, with a spacing of 200\u00a0ns. After acceleration to 450 GeV, the 36-bunch train is transferred to the LHC. For the lead ion beam (lower half of the picture): LEIR accelerates the ion beam in two bunches to 72 MeV/nucleon, and sends it to the PS. In the PS, the bunches are split in two and their spacing is set to 100\u00a0ns using an RF technique known as \u201cbatch expansion\u201d. The accelerated beam is extracted towards the SPS and traverses a 1-mm thick aluminium foil, which strips the ions of their 28 remaining electrons. This operation is repeated six times, accumulating the seven four-bunch trains in the SPS with a spacing of 200\u00a0ns. The 28 bunches are sent to the LHC after acceleration to 177\u00a0GeV/nucleon.Due to the different bunch spacings, only the 27 blue bunches collide in each train. Each operation is repeated 20 times to fill both rings of the LHC.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 3, \"justification\": \"The text is well-structured with clear headings and paragraphs, making it easy to follow. There are no formatting issues, and the content is presented in a professional manner.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a distinct authorial voice that is technical and focused on the specific subject of the LHC injectors and their role in the proton-lead ion run. It provides detailed information in a precise manner, indicating the author's expertise on the topic.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text is highly informative, providing detailed insights into the injector chain, the challenges faced, and the solutions found by the injector team. It contains specific information about the injector chains, beam intensities, and the LHC Injector Upgrade project.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text covers specialized and technical knowledge related to particle accelerators and the LHC. While it is informative, it does not delve into more niche or rare topics within this domain.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"Towards Industry 4.0: Big Data and Industrial Internet of Things(IIoT)\n\nWhat to do with a cancelled lecture session? Publish a blog about it, of course. This excerpt is about Big Data and the Industrial Internet of Things.\u00a0\n\nWhat is Big Data?\n\nBig data can be described as all forms of structured and unstructured information that are generated by people, systems and processes in a given environment. Data is generally termed BIG on the basis of its volume, variety and velocity. In an industrial context, Big Data refers to all sorts of data that are generated from the design stage of a product; through to the products\u2019 useful life and to its end-of-life. Engineering big data is usually obtained from an interconnection of cyber-physical devices such as machines or sensors, networks such as the cloud, analytical applications and user-interfaces that facilitate real-time condition monitoring. Such interconnection is what we now refer to as the Industrial Internet of Things (IIoT) \u2013 a key driver of the 4th Industrial Revolution (Industry 4.0).\n\nWhy are we interested in Big Data and IIoT ?\n\nA synergy of Big Data and IoT holds vast potentials for high levels of adaptability and quick turn-arounds in production and manufacturing systems \u2013 otherwise known as smart manufacturing. It creates value by increasing system efficiency and reducing operational costs since such systems could be effectively monitored remotely \u2013 through forward and backward control feeds. This facilitates additional business intelligence and tends to reduce human errors, particularly in high-precision or risk-averse industries such as aerospace, health care and the energy sectors. However, the ability to automatically analyse huge amounts of data in real-time and make predictions that would trigger corrective action; almost immediately, still presents a unique challenge.\n\nHow can Industry harness Big Data and IIoT?\n\nThere are several ways of enhancing operations through the use of data-driven technology such as IoT. Two key areas out of several others were selected and summarised here.\n\nSafety and Occupational Health: Safety is a top priority in most industrial environment. A good percentage of falls and trips in production environment could be attributed to a combination of factors ranging from clogged gangways, carelessly kept tools, lack of illumination and tiredness among others. Gangways and shop floors may benefit from embedded instruments that track or flag slipperiness, obstructions and keep a log of previous near-falls. An innovative consideration might be creation of digitally enabled gangways or smart mats; but, these have to be designed for purpose depending on the ergonomic demands of a task. A wearable IoT device could provide a solution, particularly in situations where workers are more vulnerable to the risks of accidents, fatigue and deadly contagious illnesses.\n\nAs several factories and logistic organisations recently shut down operations due to the sudden outbreak of infection, Big Data from IoT devices could help to keep workers safer; in the event of need for continued operations for the sake of essential products. This may impact the manufacturing and distribution of essential consumables that are in high demand. For instance, an integrated wearable, embedded with micro-electronic microphone, lumbar motion monitors and temperature instruments could be designed to flag down bio-data with signs of unusual cough patterns, musculoskeletal injuries and unusual high body temperatures. Potential occupational health hazards might be minimized by the use of such digitalised technology as data could be streamed to specialist cloud stations where they could be further analysed for proper medical intervention, if needed.\n\nCondition Monitoring, Reliability and Risk: Rotating machineries, including mills, pumps and compressors account for almost 40% of repair and maintenance activities in industrial environments. Unprecedented downtimes due to system failures are undesirable because they cost time and money; therefore, it makes sense to have an idea about when a process or system might fail for corrective plans to be initiated in good time.\u00a0 In a recent project, we looked at a milling operation where a huge amount of data was being generated by a milling machine. The data contained useful information that could potentially tell us about the quality of the milling process \u2013 in real time and quickly trigger corrective adjustments, if required. This was a good step in the direction of digitalising engineering operations as it indicated that it is possible to change a product\u2019s desired shape or quality; with less disruption to the overall process and at less cost. However, understanding and utilizing such data for process digitalisation is not very simple. Using techniques from engineering data analytics and machine learning, we were able to accurately identify patterns in the data for decision making. In the project, milling data consisting of information such as; the vibration of the mill, the sound produced by the mill, the current, speed, depth and wear of the mill insert were analysed and trained using machine learning; for predicting the status of the milling process. Pattern recognition is a crucial step for process digitalisation. In this case, it enabled us to understand what was going on in the system and future predictions about the state; whether nominal or failed, of the milling process and the part. Thus, when new data is presented to our model, it can automatically tell us if the milling is going to fail or be successful. A cross-validation of the results showed that the approach provided a good interpretation and prediction of the milling process.\n\nIn summary, Big Data and IIoT could mean different things from industry to industry and from sector to sector \u2013 depending on the nature of available data and the parameters of interest. However, the key element of Industry 4.0 is the ability of systems to automatically make meaning out of the data it receives from various processes in real-time, and swiftly make data\u2013driven decisions. Industrial assets could be effectively monitored, controlled and digitalised with a proper network of interconnected equipment, people and processes. There is good evidence that it enhances human safety, reduces cost and saves time.\n\nThis article was written by Ikenna A. Okaro (PhD),\u00a0a Mechanical Engineer whose current research focuses on the use of data-driven techniques to digitalize process control, risk management and the reliability of emerging technologies.\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\"score\": 2, \"justification\": \"The text is well-structured and readable, but there are minor formatting issues such as the lack of consistent subheadings and some paragraphs appearing slightly disjointed. Overall, it is mostly clear and well-organized but not flawless.\"},\n  \"voice\": {\"score\": 1, \"justification\": \"The text has a clear and distinctive authorial voice, with the author providing detailed explanations and insights into the concepts of Big Data and IIoT. However, the voice leans towards a professional and informative tone rather than a distinctive or conversational one.\"},\n  \"knowledge_density\": {\"score\": 3, \"justification\": \"The text is highly informative, providing clear, detailed explanations of Big Data, IIoT, and their applications in industry. Each section adds distinct, valuable information that enhances understanding of the topic.\"},\n  \"diversity\": {\"score\": 1, \"justification\": \"The text covers topics related to Big Data and IIoT, which are somewhat specialized but not extremely niche. It focuses on industrial applications and does not venture into highly specialized or rare domains.\"}\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}
{"prompt": [{"content": "You are an expert evaluator. Rate the TEXT SAMPLE on four dimensions: Format, Voice, Knowledge Density, and Diversity.\nFollow the rubrics exactly and return ONLY a JSON object that matches the schema below.\n\nRUBRICS\n1) Format (0\u20133)\n  0 = Disorganized/unreadable\n  1 = Partially structured; noticeable formatting issues\n  2 = Mostly clear and well-structured; minor issues\n  3 = Very clean, polished, professional formatting\n\n2) Voice (0\u20131)\n  0 = Generic tone; no distinct style\n  1 = Clear, distinctive authorial voice/style\n\n3) Knowledge Density (0\u20133)\n  0 = Mostly filler/vague; little information\n  1 = Some information but redundant/low substance\n  2 = Moderately dense; clear informative content\n  3 = Highly informative; most sentences add distinct info\n\n4) Diversity (0\u20132)\n  0 = Common/generic knowledge\n  1 = Somewhat specialized/uncommon\n  2 = Very niche/specialized/rare domain\n\nOUTPUT SCHEMA (must be valid JSON; no extra text):\n{\n  \"format\":        {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"voice\":         {\"score\": <int 0-1>, \"justification\": \"<1\u20132 sentences>\"},\n  \"knowledge_density\": {\"score\": <int 0-3>, \"justification\": \"<1\u20132 sentences>\"},\n  \"diversity\":     {\"score\": <int 0-2>, \"justification\": \"<1\u20132 sentences>\"}\n}\n\nCONSTRAINTS\n- Use integers only for scores and keep them within the allowed ranges.\n- Justifications must be concise (\u22642 sentences each).\n- Do not include any commentary outside the JSON object.\n\nTEXT SAMPLE:\n\"\"\"King Philip - Makers of History\nby John S. C. (John Stevens Cabot) Abbott\nPrevious Part\u00a0\u00a0\u00a0\u00a0 1\u00a0 2\u00a0 3 \u00a04 \u00a05 \u00a06 \u00a0\u00a0\u00a0\u00a0Next Part\nHome - Random Browse\n\n\"There are some that have hopes of their greatest and chiefest sachem, named Philip. Some of his chief men, as I hear, stand well-inclined to hear the Gospel, and himself is a person of good understanding and knowledge in the best things. I have heard him speak very good words, arguing that his conscience is convicted. But yet, though his will is bound to embrace Jesus Christ, his sensual and carnal lusts are strong bands to hold him fast under Satan's dominion.\"\n\nSome time after this, Rev. Mr. Elliot records that, in conversation with King Philip upon the subject of religion, the Wampanoag chieftain took hold of a button upon Mr. Elliot's coat, and said, very deliberately,\n\n\"Mr. Elliot, I care no more for the Gospel of Jesus Christ than I do for that button.\"\n\nFor nine years Philip was probably brooding over the subject of the encroachments of the English, and the waning power of the Indians. This was the inevitable result of the idle, vagabond life of the Indians, and of the industry and energy of the colonists. The Indians had not thus far been defrauded. Mr. Josiah Winslow, governor of Plymouth Colony, writes, in a letter dated May 1, 1676:\n\n\"I think I can truly say that, before these present troubles broke out, the English did not possess one foot of land in this colony but what was fairly obtained by honest purchase of the Indian proprietors.\"\n\nThe discontent of Philip did not, however, escape the notice of the English, and for a long time they saw increasing indications that a storm was gathering. The wary monarch, with continued protestations of friendship, was evidently accumulating resources, strengthening alliances, and distributing more extensively among the Indians guns and other weapons of Indian warfare. His warriors soon rivaled the white men in skill as sharp-shooters, and became very adroit in the use of their weapons. They were carefully laying up stores of powder and bullets, and Philip could not conceal the interest with which he endeavored to learn how to manufacture gunpowder.\n\nUnder this state of affairs, it is easy to perceive that mutual suspicions and recriminations must have rapidly ensued. The Indians and the colonists, year after year, became more exasperated against each other. The dangers of collision were constantly growing more imminent. Many deeds of violence and aggression were perpetrated by individuals upon each side. Still, candor compels us to admit, as we carefully read the record of those days, that the English were very far from being patterns of meekness and long-suffering. Haughtiness and intolerance when in power has marked the career of our venerated, yet far from faultless ancestors in every quarter of the globe.\n\nThe Narraganset tribe had now lost its pre-eminence. Canonicus had long since died, at the age of eighty years. Miantunnomah had been taken prisoner by the Mohegans, and had been executed upon the plain of Norwich. Ninigret, who was now sovereign chief of the Narragansets, was old, infirm, and imbecile. His character illustrates the saying of Napoleon, that \"better is it to have an army of deer led by a lion, than an army of lions led by a deer.\"\n\nPhilip, by his commanding genius and daring spirit, had now obtained a great ascendency over all the New England tribes excepting the Mohegans. They, under Uncas, were strongly attached to the English, to whom they were indebted for their very existence. The character of Philip is illustrated by the following incident. In 1665, he heard that an Indian had spoken disrespectfully of his father, Massasoit. To avenge the insult, he pursued the offender from place to place, until, at last, he tracked him to the island of Nantucket. Taking a canoe, Philip proceeded to the island. Assasamooyh, who, by speaking ill of the dead, had, according to Indian law, forfeited his life, was a Christian Indian. He was sitting at the table of one of the colonists, when a messenger rushed in breathlessly, and informed him that the dreaded avenger was near the door. Assasamooyh had but just time to rush from the house when Philip was upon him. The Indian fled like a frighted deer, pursued by the vengeful chieftain. From house to house the pursued and his pursuer rushed, while the English looked with amazement at this exhibition of the energy of Indian law. According to their code, whoever spoke ill of the dead was to forfeit life at the hand of the nearest relative. Thus Philip, with his brandished tomahawk, considered himself but the honored executor of justice. Assasamooyh, however, at length leaped a bank, and, plunging into the forest, eluded his foe. The English then succeeded, by a very heavy ransom, in purchasing his life, and Philip returned to Mount Hope, feeling that his father's memory had been suitably avenged.\n\nIn the year 1671, the English, alarmed by the threatening aspect of affairs, and seeing increasing indications that Philip was preparing for hostilities, sent an imperious command to him to come to Taunton and explain his conduct. For some time Philip made sundry rather weak excuses for not complying with this demand, at the same time reiterating assurances of his friendly feelings. He was, as yet, quite unprepared for war, and was very reluctant to precipitate hostilities, which he had sufficient sagacity to foresee would involve him in ruin, unless he could first form such a coalition of the Indian tribes as would enable him to attack all the English settlements at one and the same time. At length, however, he found that he could no longer refuse to give some explanation of the measures he was adopting without giving fatal strength to the suspicions against him.\n\nAccordingly, on the 10th of April of this year, he took with him a band of warriors, armed to the teeth, and painted and decorated with the most brilliant trappings of barbarian splendor, and approached within four miles of Taunton. Here the proud monarch of the Wampanoags established his encampment, and, with native-taught punctiliousness, sent a message to the English governor, informing him of his arrival at that spot, and requiring him to come and treat with him there. The governor, either afraid to meet these warriors in their own encampment, or deeming it beneath his dignity to attend the summons of an Indian chieftain, sent Roger Williams, with several other messengers, to assure Philip of his friendly feelings, and to entreat him to continue his journey to Taunton, as a more convenient place for their conference. Philip, with caution which subsequent events proved to have been well timed, detained these messengers as hostages for his safe return, and then, with an imposing retinue of his painted braves, proudly strode forward toward the town of Taunton.\n\nWhen he arrived at a hill upon the outskirts of the village, he again halted, and warily established sentinels around his encampment. The governor and magistrates of Massachusetts, apprehensive that the Plymouth people might get embroiled in a war with the Indians, and anxious, if possible, to avert so terrible a calamity, had dispatched three commissioners to Taunton to endeavor to promote reconciliation between the Plymouth colony and Philip. These commissioners were now in conference with the Plymouth court. When Philip appeared upon the hill, the Plymouth magistrates, exasperated by many outrages, were quite eager to march and attack him, and take his whole party prisoners, and hold them as hostages for the good behavior of the Indians. With no little difficulty the Massachusetts commissioners overruled this rash design, and consented to go out themselves and persuade Philip to come in and confer in a friendly manner upon the adjustment of their affairs.\n\nPhilip received the Massachusetts men with reserve, but with much courtesy. At first he refused to advance any farther, but declared that those who wished to confer with him must come where he was. At length, however, he consented to refer the difficulties which existed between him and the Plymouth colony to the Massachusetts commissioners, and to hold the conference in the Taunton meeting-house. But, that he might meet his accusers upon the basis of perfect equality, he demanded that one half of the meeting-house should be appropriated sacredly to himself and his followers, while the Plymouth people, his accusers, should occupy the other half. The Massachusetts commissioners, three gentlemen, were to sit alone as umpires. We can not but admire the character developed by Philip in these arrangements.\n\nPhilip managed his cause, which was manifestly a bad one, with great adroitness. Talleyrand and Metternich would have given him a high position among European diplomatists. He could not deny that he was making great military preparations, but he declared that this was only in anticipation of an attack from the Narraganset Indians. But it was proved that at that moment he was on terms of more intimate friendship with the Narragansets than ever before. He also brought charge for charge against the English; and it can not be doubted that he and his people had suffered much from the arrogance of individuals of the domineering race. Philip has had no one to tell his story, and we have received the narrative only from the pens of his foes. They tell us that he was at length confounded, and made full confession of his hostile designs, and expressed regret for them.\n\nAs a result of the conference, all past grievances were to be buried in oblivion, and a treaty was entered into in which mutual friendship was pledged, and in which Philip consented to the extraordinary measure of disarming his people, and of surrendering their guns to the governor of Plymouth, to be retained by him so long as he should distrust the sincerity of their friendship. Philip and his warriors immediately gave up their guns, seventy in number, and promised to send in the rest within a given time.\n\nIt is difficult to conceive how the Indians could have understandingly, and in good faith, have made such a treaty. The English had now been fifty years in the country. The Indians had become familiar with the use of guns. Bows and arrows had long since been laid aside. As game was with them an important element of food, the loss of their guns was apparently a very serious calamity. It is not improbable that the English magistrates humanely hoped, by taking away the guns of the Indians, to lead them from the precarious and vagabond life of hunters to the more refining influences of agriculture. But it is very certain that the Indians cherished no such views. It was also agreed in the council that, in case of future troubles, both parties should submit their complaints to the arbitration of Massachusetts.\n\nThis settlement, apparently so important, amounted to nothing. The Indians were ever ready, it is said, to sign any agreement whatever which would extricate them from a momentary difficulty; but such promises were broken as promptly as they were made. Philip, having returned to Mount Hope, sent in no more guns, but was busy as ever gaining resources for war, and entering into alliances with other tribes. Philip denied this, but the people of Plymouth thought that they had ample evidence that such was the case.\n\nThe summer thus passed away, while the aspect of affairs was daily growing more threatening. As Philip did not send in his guns according to agreement, and as there was evidence, apparently conclusive, of his hostile intentions, the Plymouth government, late in August, sent another summons, ordering the Wampanoag sovereign to appear before them on the 13th of September, and threatening, in case he did not comply with this summons, to send out a force to reduce him to subjection. At the same time, they sent communications to the colonies of Massachusetts and Rhode Island, stating their complaints against Philip, and soliciting their aid in the war which they thought evidently approaching.\n\nIn this movement Philip gained a manifest advantage over the Plymouth colonists. It will be remembered that, according to the terms of the treaty, all future difficulties were to be referred to the arbitration of Massachusetts as an impartial umpire. But Plymouth had now, in violation of these terms, imperiously summoned the Indian chieftain, as if he were their subject, to appear before their courts. Philip, instead of paying any regard to this arrogant order, immediately repaired to Boston with his councilors, and thus manifestly placed himself in the position of the \"law and order\" party. It so happened that he arrived in Boston on the very day in which the Governor of Massachusetts received the letter from the Plymouth colony. The representations which Philip made seemed to carry conviction to the impartial umpires of Massachusetts that he was not severely to be censured. They accordingly wrote a letter to Plymouth, assuming that there was perhaps equal blame on both sides, and declaring that there did not appear to be sufficient cause for the Plymouth people to commence hostilities. In their letter they write:\n\n\"We do not understand how Philip hath subjected himself to you. But the treatment you have given him, and your proceedings toward him, do not render him such a subject as that, if there be not a present answering to summons, there should presently be a proceeding to hostilities. The sword once drawn and dipped in blood, may make him as independent upon you as you are upon him.\"\n\nArrangements were now made for a general council from the united colonies to assemble at Plymouth on the 24th of September. King Philip agreed to meet this council in a new attempt to adjust all their difficulties. At the appointed time the assembly was convened. King Philip was present, with a retinue of warriors, all decorated in the highest style of barbaric splendor. Bitter complaints were entered upon both sides, and neither party were disposed to draw any very marked line of distinction between individual acts of outrage and the measures for which the two governments were responsible. Another treaty was, however, made, similar to the Taunton treaty, and the two parties again separated with protestations of friendship, but quite hostile as ever at heart. The colonists were, however, all anxious to avoid a war, as they had every thing to lose by it and nothing to gain. Philip, on the contrary, deemed the salvation of the Indians was depending upon the extermination of the colonists. He was well aware that he was quite unprepared for immediate hostilities, and that he had much to do in the way of preparation before he could hope successfully to encounter foes so formidable as the English had now become.\n\nThree years now passed away of reserved intercourse and suspicious peace. The colonists were continually hearing rumors from distant tribes of Philip's endeavors, and generally successful endeavors, to draw them into a coalition. The conspiracy, so far as it could be ascertained, included nearly all the tribes of New England, and extended into the interior of New York, and along the coast to Virginia. The Narragansets agreed to furnish four thousand warriors. Other tribes, according to their power, were to furnish their hundreds or their thousands. Hostilities were to be commenced in the spring of 1676 by a simultaneous assault upon all the settlements, so that none of the English could go from one portion of the country to aid another.\n\nThe English, month after month, saw this cloud of terror increasing in blackness; yet measures were so adroitly adopted by King Philip that, while the air was filled with rumors, it was difficult to obtain any positive proof, and still more difficult to decide what course to pursue to avert the calamity. As these deep-laid plans of the shrewd Wampanoag chieftain were approaching maturity, Philip became more independent and bold in his demeanor. The Massachusetts colonists now began to feel that the danger was indeed imminent, and that their Plymouth brethren had more cause for complaint than they had supposed. The evidence became so convincing that this dreadful conspiracy was in progress, that the Governor of Massachusetts sent an embassador to Philip, demanding an explanation of these threatening appearances, and soliciting another treaty of peace and friendship. The proud sachem haughtily replied to the embassador,\n\n\n\n\n\n\nEnthusiasm of the young Indians.\u2014John Sassamon.\u2014Betty's Neck.\u2014Private secretary of Philip.\u2014The conspiracy.\u2014Incredulity of the English.\u2014Sassamon to be murdered.\u2014Death of Sassamon.\u2014Indians arrested.\u2014Proof of the murder.\u2014Execution of the Indians.\u2014Superstitious notions.\u2014Insolence of the Indians.\u2014They capture a settler.\u2014The first blood.\u2014Day of fasting.\u2014Letter of Governor Winslow.\u2014Murders by the Indians.\u2014Flight of the colonists.\u2014Energy of Philip.\u2014Assistance implored.\u2014Flight of Philip.\u2014March of the army.\u2014The Soykonate tribe.\u2014Awashonks.\u2014Captain Church.\u2014The embassadors of Philip.\u2014The council.\u2014Appearance of the embassadors.\u2014Exciting conference.\u2014Rage of Captain Church.\u2014Awashonks to remain friendly.\u2014The Pocasset tribe.\u2014Wetamoo joins Philip.\u2014Indian warfare.\u2014The colonists much scattered.\u2014An illustration.\u2014Heroic woman.\u2014Dispatching the Indians.\u2014Succor arrives.\u2014Defiance of the English.\u2014Horrible sight.\u2014Destruction of corn.\u2014An ambush.\u2014Attempt to surround them.\u2014A retreat.\u2014Apparent hopeless situation.\u2014Bravery long continued.\u2014Relief at hand.\u2014All rescued.\u2014Narrow escape of Captain Church.\u2014Dartmouth burned.\u2014Perfidy of the English.\u2014Attempts to capture Philip.\u2014An unfortunate ambush.\u2014Lesson of caution dearly purchased.\u2014Indian allies.\u2014Preaching politics.\u2014Escape of Philip.\u2014A conference agreed upon.\u2014Suspicions of treachery.\u2014Furious attack.\u2014Escape to Brookfield.\u2014Attack upon the town.\u2014Brookfield consumed.\u2014Attempts to burn the garrison.\u2014Relief comes.\u2014A shower.\u2014The garrison saved.\u2014The Indians elated by victory.\n\nThe old warriors, conscious of the power of the foe whose fury they were about to brave, were not at all disposed to precipitate hostilities, but Philip found it difficult to hold his young men under restraint. They became very insolent and boastful, and would sharpen their knives and tomahawks upon the door-sills of the colonists, vaporing in mysterious phrase of the great deeds they were about to perform.\n\nThere was at this time a Christian Indian by the name of John Sassamon, who had learned to read and write, and had become quite an efficient agent in Christian missions to the Indians. He was esteemed by the English as truly a pious man, and had been employed in aiding to translate the Bible into the Indian language, and also in preaching to his countrymen at Nemasket, now Middleborough. He lived in semi-civilized style upon Assawompset Neck. He had a very pretty daughter, whom he called Assowetough, but whose sonorous name the young Puritans did not improve by changing it into Betty. The noted place in Middleborough now called Betty's Neck is immortalized by the charms of Assowetough. This Indian maiden married a warrior of her tribe, who was also in the employment of the English, and in all his interests had become identified with them. Sassamon was a subject of King Philip, but he and his family were on the most intimate and friendly relations with the colonists.\n\nPhilip needed a private secretary who could draw up his deeds and write his letters. He accordingly took John Sassamon into his employment. Sassamon, thus introduced into the court and cabinet of his sovereign, soon became acquainted with the conspiracy in all its appalling extent and magnitude of design. He at once repaired to Plymouth, and communicated his discovery to the governor. He, however, enjoined the strictest secrecy respecting his communication, assuring the governor that, should the Indians learn that he had betrayed them, his life would be the inevitable forfeit. There were many who had no faith in any conspiracy of the kind. Rumors of approaching perils had been rife for many years, and the community had become accustomed to them. Most of the Massachusetts colonists thought the Plymouth people unnecessarily alarmed. They listened to the story of Sassamon with great incredulity. \"His information,\" says Dr. I. Mather, \"because it had an Indian original, and one can hardly believe them when they do speak the truth, was not at first much regarded.\"\n\nSassamon soon after resigned his situation as Philip's secretary, and returned to Middleborough, where he resumed his employment as a preacher to the Indians and teacher of a school.\n\nBy some unknown means Philip ascertained that he had been betrayed by Sassamon. According to the Indian code, the offender was deemed a traitor and a renegade, and was doomed to death; and it was the duty of every subject of King Philip to kill him whenever and wherever he could be found. But Sassamon had been so much with the English, and had been for years so intimately connected with them as their friend and agent, that it was feared that they would espouse his cause, and endeavor to avenge his death. It was, therefore, thought best that Indian justice should be secretly executed.\n\nEarly in the spring of 1675 Sassamon was suddenly missing. At length his hat and gun were found upon the ice of Assawompset Pond, near a hole. Soon after his body was found beneath the ice. There had been an evident endeavor to leave the impression that he had committed suicide; but wounds upon his body conclusively showed that he had been murdered. The English promptly decided that this was a crime which came under the cognizance of their laws. Three Indians were arrested under suspicion of being his murderers. These Indians were all men of note, connected with the council of Philip. An Indian testified that he happened to be upon a distant hill, and saw the murder committed. For some time he had concealed the knowledge thus obtained, but at length was induced to disclose the crime. The evidence against Tobias, one of the three, is thus stated by Dr. Increase Mather:\n\n\"When Tobias came near the dead body, it fell a bleeding on fresh, as if it had been newly slain, albeit it was buried a considerable time before that.\" In those days of darkness it was supposed that the body of a murdered man would bleed on the approach of his murderer.\n\nThe prisoners were tried at Plymouth in June, and were all adjudged guilty, and sentenced to death. The jury consisted of twelve Englishmen and four Indians. The condemned were all executed, two of them contending to the last that they were entirely innocent, and knew nothing of the deed. One of them, it is said, when upon the point of death, confessed that he was a spectator of the murder, which was committed by the other two.\n\nThe summary execution of three of Philip's subjects enraged and alarmed the Wampanoags exceedingly. As the death of Sassamon had been undeniably ordered by Philip, he was apprehensive that he also might be kidnapped and hung. The young Wampanoag warriors were roused to phrensy, and immediately commenced a series of the most intolerable annoyances, shooting the cattle, frightening the women and children, and insulting wayfarers wherever they could find them. The Indians had imbibed the superstitious notion, which had probably been taught them by John Sassamon, that the party which should commence the war and shed the first blood would be defeated. They therefore wished, by violence and insult, to provoke the English to strike the first blow. The English established a military watch in every town; but, hoping that the threatening storm might blow over, they endured all these outrages with commendable patience.\n\nOn the 20th of June, eight Indian desperadoes, all armed for fight, came swaggering into the town of Swanzey, and, calling at the door of a colonist, demanded permission to grind their hatchets. As it was the Lord's day, the colonist informed them that it would be a violation of the Sabbath for them to do such work, and that God would be displeased. They replied, \"We care neither for your God nor for you, but we will grind our hatchets.\" They then went to another house, and, with insulting carousals, ransacked the closets, helping themselves abundantly to food. The barbarian roisterers then proceeded blustering along the road, when they chanced to meet a colonist. They immediately took him into custody, kept him for some time, loading him with taunts and ridicule, and then dismissed him, derisively telling him to be a good man, and not to tell any lies or work on the Lord's day.\n\nGrowing bolder and more insolent as they advanced, they began to shoot the cattle which they saw in the fields. They encountered no opposition, for the houses were at some distance from each other, and most of the men were absent at public worship. At last they came to a house where the man chanced to be at home. They shot his cattle, and then entered the house and demanded liquor. Being refused, they became very boisterous in threats, and attempted to get the liquor by violence. The man at last, provoked beyond endurance, seized his gun and shot one of them, inflicting a serious but not mortal wound. The first blood was now shed, and the drama of war was opened. The young savages retired, bearing their wounded companion with them, and breathing threatenings and slaughter.\n\nThe next Thursday, June 24th, had been set apart by the colonists as a day of fasting, humiliation, and prayer, in view of the alarming state of affairs. Upon an impartial review of all the transactions, it is difficult to see how the colonists could have avoided the war.\n\n\"I do solemnly protest,\" says Governor Winslow, in a letter written July 4th, 1675, \"we know not any thing from us which might have put Philip upon these motions, nor have heard that he pretends to have suffered any wrong from us, save only that we had killed some Indians, and intended to send for himself for the murder of John Sassamon.\"\n\nAs the people in Swanzey were returning from church on fast-day, a party of Indians, concealed in a thicket by the road side, fired upon them, killing one instantly, and severely wounding many others. Two men who set off in haste for a surgeon were waylaid and murdered. At the same time, in another part of the town, a house was surrounded by a band of Indians, and eight more of the colonists were shot. These awful tidings spread rapidly, causing indescribable alarm. One man, afraid to remain in his unprotected dwelling, hastily sent his wife and only son to the house of the Rev. Mr. Miles, which was fortified, and could be garrisoned. He remained a few moments behind to take some needful things. The wife had gone but a short distance when she heard behind her the report of a gun. True to woman's heroic love, she instantly returned to learn the fate of her husband.\n\nHe was lying in his blood on the threshold of his door, and the savages were ransacking the house. The wretches caught sight of her, pursued her, killed both her and her son, and took their scalps. In this terrible state of alarm, the scattered and helpless colonists fled with their families, as rapidly as they could, to the garrison house. Two men went from the house to the well for water. They fell, pierced by bullets. The savages rushed from their concealment, seized the two still quivering bodies, and dragged them into the forest. They were afterward found scalped, and with their hands and feet cut off. Such were the opening acts of the tragedy of blood and woe.\n\nWith amazing energy and with great strategetic skill, the warriors of Philip, guided by his sagacity, plied their work of destruction. It was their sole, emphatic mission to kill, burn, and destroy. The savages, flushed with success, were skulking every where. No one could venture abroad without danger of being shot. Runners were immediately sent, in consternation, from all the frontier towns, to Plymouth and Boston, to implore assistance. In three hours after the arrival of the messenger in Boston, one hundred and twenty men were on the march to attack Philip at Mount Hope. But the renowned chieftain was too wary to be caught in the trap of Mount Hope Neck. He had sent his women and children to the hospitality of distant tribes, and, abandoning the Neck, which was nearly surrounded by water, traversed with his warriors the country, where he could at any time plunge into the almost limitless wilderness.\n\nThe little army from Massachusetts moved promptly forward, pressing into its service all the available men to be found by the way. They marched to Swanzey, and established their head-quarters at the garrison house of the Rev. Mr. Miles, a Baptist clergyman of exalted character and of fervent piety, who was ready to share with his parishioners in all the perils of protecting themselves from the border ruffians of that day. About a dozen of the troops, on a reconnoitring party, crossed the bridge near the garrison house. They were fired upon from an ambush, and one killed and one wounded. The Indians fled, hotly pursued by the English, and took refuge in a swamp, after having lost sixteen of their number.\n\nUpon the eastern shore of Narraganset Bay, in the region now occupied by Little Compton and a part of Tiverton, there was a small tribe of Indians in partial subjection to the Narragansets, and called the Soykonate tribe. Here also a woman, Awashonks, was sachem of the tribe, and the bravest warriors were prompt to do homage to her power. Captain Benjamin Church and a few other colonists had purchased lands of her, and had settled upon fertile spots along the shores of the bay. Awashonks was on very friendly terms with Captain Church. Though there were three hundred warriors obedient to her command, that was but a feeble force compared with the troops which could be raised both by Philip and by the English. She was therefore anxious to remain neutral. This, however, could not be. The war was such that all dwelling in the midst of its ravages must choose their side.\n\nPhilip sent six embassadors to engage Awashonks in his interest. She immediately assembled all her counselors to deliberate upon the momentous question, and also took the very wise precaution to send for Captain Church. He hastened to her residence, and found several hundred of her subjects collected and engaged in a furious dance. The forest rang with their shouts, the perspiration dripped from their limbs, and they were already wrought to a pitch of intense excitement. Awashonks herself led in the dance, and her graceful figure appeared to great advantage as it was contrasted with the gigantic muscular development of her warriors.\n\nImmediately upon Captain Church's arrival the dance ceased. Awashonks sat down, called her chiefs and the Wampanoag embassadors around her, and then invited Captain Church to take a conspicuous seat in the midst of the group. She then, in a speech of queenly courtesy, informed Captain Church that King Philip had sent six of his men to solicit her to enter into a confederacy against the English, and that he stated, through these embassadors, that the English had raised a great army, and were about to invade his territories for the extermination of the Wampanoags. The conference was long and intensely exciting. Awashonks called upon the Wampanoag embassadors to come forward.\n\nThey were marked men, dressed in the highest embellishments of barbaric warfare. Their faces were painted. Their hair was trimmed in the fashion of the crests of the ancient helmets. Their knives and tomahawks were sharp and glittering. They all had guns, and horns and pouches abundantly supplied with shot and bullets.\n\nCaptain Church, however, was manifestly gaining the advantage, and the Wampanoag embassadors, baffled and enraged, were anxious to silence their antagonist with the bludgeon. The Indians began to take sides furiously, and hot words and threatening gestures were abundant. Awashonks was very evidently inclined to adhere to the English. She at last, in the face of the embassadors, declared to Captain Church that Philip's message to her was that he would send his men over privately to shoot the cattle and burn the houses of the English who were within her territories, and thus induce the English to fall in vengeance upon her, whom they would undoubtedly suppose to be the author of the mischief. This so enraged Captain Church that he quite forgot his customary prudence. Turning to the Wampanoag embassadors, he exclaimed,\n\n\"You are infamous wretches, thirsting for the blood of your English neighbors, who have never injured you, but who, on the contrary, have always treated you with kindness.\"\n\nThen, addressing Awashonks, he very inconsiderately advised her to knock the six Wampanoags on the head, and then throw herself upon the protection of the English. The Indian queen, more discreet than her adviser, dismissed the embassadors unharmed, but informing them that she should look to the English as her friends and protectors.\n\nCaptain Church, exulting in this success, which took three hundred warriors from the enemy and added them to the English force, set out for Plymouth. At parting, he advised Awashonks to remain faithful to the English whatever might happen, and to keep, with all her warriors, within the limits of Soykonate. He promised to return to her again in a few days.\n\nJust north of Little Compton, in the region now occupied by the upper part of Tiverton, and by Fall River, the Pocasset tribe of Indians dwelt. Wetamoo, the former bride of Alexander, was a princess of this tribe. Upon the death of her husband and the accession of Philip to the sovereignty of the Wampanoags, she had returned to her parental home, and was now queen of the tribe. Her power was about equal to that of Awashonks, and she could lead three or four hundred warriors into the field. Captain Church immediately proceeded to her court, as he deemed it exceedingly important to detach her, if possible, from the coalition.\n\nHe found her upon a high hill at a short distance from the shore. But few of her people were with her, and she appeared reserved and very melancholy. She acknowledged that all her warriors had gone across the water to Philip's war-dance, though she said that it was against her will. She was, however, brooding over her past injuries, and was eager to join Philip in any measures of revenge. Captain Church had hardly arrived at Plymouth before the wonderful successes of Philip so encouraged the Indians that Wetamoo, with alacrity and burning zeal, joined the coalition; and even Awashonks could not resist the inclinations of her warriors, but was also, with reluctance, compelled to unite with Philip.\n\nWar was now raging in all its horrors. A more harassing and merciless conflict can hardly be imagined. The Indians seldom presented themselves in large numbers, never gathered for a decisive action, but, dividing into innumerable prowling bands, attacked the lonely farm-house, the small and distant settlements, and often, in terrific midnight onset, plunged, with musket, torch, and tomahawk, into the large towns. These bands varied in their numbers from twenty to thirty to two or three thousand. The colonists were very much scattered in isolated farm-houses through the wilderness. In consequence of the gigantic growth of trees, which it was a great labor to cut down, and which, when felled, left the ground encumbered for years with enormous stumps and roots, the colonists were eager to find any smooth meadow or natural opening in the forest where, for any unknown cause, the trees had disappeared, and where the thick turf alone opposed the hoe. They often had neither oxen nor plows. Thus these widely-scattered spots upon the hill-sides and the margins of distant streams were eagerly sought for, and thus these lonely settlers were exposed, utterly defenseless, to the savage foe.\n\nThe following scene, which occurred in a remote section of the country at a later period, will illustrate the horrible nature of this Indian warfare. Far away in the wilderness, a man had erected his log hut upon a small meadow, which had opened itself in the midst of a gigantic forest. The man's family consisted of himself, his wife, and several children, the eldest of whom was a daughter fifteen years of age. At midnight, the loud barking of his dog alarmed him. He stepped to the door to see what he could discover, and instantly there was a report of several muskets, and he fell upon the floor of his hut pierced with bullets, and with a broken leg and arm. The Indians, surrounding the house, now with frightful yells rushed to the door. The mother, frantic with terror, her children screaming around her, and her husband groaning and weltering in his blood, barred the door and seized an axe. The savages, with their hatchets, soon cut a hole through the door, and one of them crowded in. The heroic mother, with one blow of the axe, cleft his head to the shoulder, and he dropped dead upon the floor. Another of the assailants, supposing, in the darkness, that he had made good his entrance, followed him. He also fell by another well-directed stroke. Thus four were slain before the Indians discovered their mistake.\n\nThey then clambered upon the house, and were soon heard descending through the capacious flue of the chimney. The wife still stood with the axe to guard the door. The father, bleeding and fainting, called upon one of the little children to roll the feather bed upon the fire. The burning feathers emitted such a suffocating smoke and smell that the Indians were almost smothered, and they tumbled down upon the embers. At the same moment, another one attempted to enter the door. The wounded husband and father had sufficient strength left to seize a billet of wood and dispatch the half-smothered Indians. But the mother was now so exhausted with terror and fatigue that her strength failed her, and she struck a feeble blow, which wounded, but did not kill her adversary. The savage was so severely wounded, however, that he retreated, leaving all his comrades, six in number, dead in the house. We are not informed whether the father recovered of his wounds. Some distant neighbors, receiving tidings of the attack, came with succor, and the six dead Indians, without much ceremony, were tumbled into a hole.\n\nVolumes might be filled with such terrible details. No one could sleep at night without the fear of an attack from the Indians before the morning. In the silence of the wilderness, many a tragedy was enacted of terror, torture, and blood, which would cause the ear that hears of it to tingle.\n\nThe day after the arrival of the English force in Swanzey the Indians again appeared in large numbers, and with defiant shouts dared them to come out and fight. Philip himself was with this band. A party of volunteers rushed furiously upon the foe, killed a number, and pursued the rest more than a mile. The savages retired to their fastnesses, and the English traversed Mount Hope Neck until they came to the imperial residence of Philip. Not an Indian was to be found upon the Neck. But here the English found the heads of eight of their countrymen, which had been cut off and stuck upon poles, ghastly trophies of savage victory. They took them down and reverently buried them.\n\nIt was now the 29th of June, and the Indian corn-fields were waving in luxuriant growth. Philip had not anticipated so early an outbreak of the war, and had more than a thousand acres planted with corn. These fields the English trampled down, and destroyed all the dwellings of the Indians, leaving the Neck barren and desolate. This was a heavy blow to Philip. The destruction of his corn-fields threatened him with starvation in the winter. The Indians scattered in all directions, carrying every where terror, conflagration, and death.\n\nCaptain Church, with twenty men, crossed the Taunton River, and then followed down the eastern shores of the bay, through Pokasset, the territory of Wetamoo, toward Sogkonate Neck, where Awashonks reigned. At the southern extremity of the present town of Tiverton they came to a neck of land called Punkateeset. Here they discovered a fresh trail, which showed that a large body of Indians had recently passed. Following this trail, they came to a large pea-field belonging to Captain Almy, a colonist who had settled there. They loitered a short time in the field, eating the peas. The forest, almost impenetrable with underbrush, grew very densely around. Just as they were emerging from the field upon an open piece of ground, with the woods growing very thickly upon one side, a sudden discharge of musketry broke in upon the silent air, and bullets were every where whistling fiercely around them. Instantly three hundred Indians sprang up from their ambush. Captain Church \"casting his eyes to the side of the hill above him, the hill seemed to move, being covered with Indians, with their bright guns glistening in the sun, and running in a circumference, with a design to surround them.\" Captain Church and his men slowly retreated toward the shore, where alone they could prevent themselves from being surrounded. The Indians, outnumbering them fifteen to one, closely pressed them, making the forest resound with their hideous outcries.\n\nAs the savages emerged from their ambush, they followed at a cautious distance, but so directed their steps as to cut off all possibility of retreat from the Neck. They felt so sure of their victims that they thought that all could be killed or captured without any loss upon their own part.\n\nThe situation of the English now seemed desperate. They had no means of crossing the water, and the exultant foe, in overwhelming numbers and with fiendlike yells, were pressing nearer and nearer, and overwhelming them with a storm of bullets.\n\nBut the colonists resolved to sell their lives as dearly as possible. It was better to die by the quick ministry of the bullet, than to fall as captives into the hands of the savages, to perish by lingering torment. Fortunately, the ground was very stony, and every man instantly threw up a pile for a breastwork. The Indians were very cautious in presenting their bodies to the unerring aim of the white men, and did not venture upon a simultaneous rush, which would have secured the destruction of the whole of Captain Church's party.\n\nFor six hours the colonists beat back their swarming foes. The Indians availed themselves of every stump, rock, or tree in sight, and kept up an incessant firing. Just as the ammunition of the colonists was about exhausted, and night was coming on, a sloop was discerned crossing the water to their rescue. Captain Golding, a man of great resolution and fearlessness, had heard the firing, and was hastening to their relief. The wind was fair, and as the vessel approached the shore the Indians plied their shot with such effect that the colors, sails, and sides of the sloop were soon pierced full of bullet holes. The water was so shoal that they dropped anchor, and the vessel rode afloat several rods from the beach. Captain Golding had a small canoe, which would support but two men. Attaching a cord to this, he let it drift to the shore, driven by the fresh wind. Two men entered the canoe, and were drawn on board. The canoe was then returned, and two more were taken on board. Thus the embarkation continued, covered by the muskets of those on board and those on the shore, until every man was safe. Not one of their number was even wounded. The English, very skillful with the musket, kept their innumerable foes at a distance. It was certain death for any Indian to step from behind his rampart. The heroic Church was the last to embark. As he was retreating backward, boldly facing his foes, presenting his gun, which all the remaining powder he had did but half charge, a bullet passed through his hat, cutting off a lock of his hair. Two others struck the canoe as he entered it, and a fourth buried itself in a stake which accidentally stood before the middle of his breast. Discharging his farewell shot at the enemy, he was safely received on board, and they were all conveyed to the English garrison which had been established at Mount Hope. Many Indians were killed or wounded in this affray, but it is not known how many.\n\nCaptain Church then went, with a small army, to ravage the territories of Wetamoo. When he arrived at the spot where Fall River now stands, he found that Wetamoo, with her warriors, had taken refuge in a neighboring swamp. Just then news came that a great part of the town of Dartmouth was in flames, that many of the inhabitants were killed, and that the survivors were in great distress. Captain Church marched immediately to their rescue. But the foe had finished his work of destruction, and had fled into the wilderness, to emerge at some other spot, no one could tell where, and strike another deadly blow. The colonists, however, took one hundred and sixty Indians prisoners, who had been induced by promises of kind treatment to come in and surrender themselves. To the extreme indignation of Captain Church, all these people, in most dishonorable disregard of the pledges of the capitulation, were by the Plymouth authorities sold into slavery. This act was as impolitic as it was criminal. It can not be too sternly denounced. It effectually deterred others from confiding in the English.\n\nThe colonists, conscious of the intellectual supremacy of King Philip as the commanding genius of the strife, devoted their main energies to his capture, dead or alive. Large rewards were offered for his head. The barbarian monarch, with a large party of his warriors, had taken refuge in an almost impenetrable swamp upon the river, about eighteen miles below Taunton. All the inhabitants of Taunton, in their terror, had abandoned their homes, and were gathered in eight garrison houses. On the 18th of July, a force of several hundred men from Plymouth and Taunton surrounded the swamp. They cautiously penetrated the tangled thicket, their feet at almost every step sinking in the mire and becoming shackled by interlacing roots, the branches pinioning their arms, and the dense foliage blinding their eyes. Philip, with characteristic cunning, sent a few of his warriors occasionally to exhibit themselves, to lure the English on. The colonists gradually forgot their accustomed prudence, and pressed eagerly forward. Suddenly from the dense thicket a party of warriors in ambush poured upon their pursuers a volley of bullets. Fifteen dropped dead, and many were sorely wounded. The survivors precipitately retired from the swamp, \"finding it ill,\" says Hubbard, \"fighting a wild beast in his own den.\"\n\nThe English, taught a lesson of caution by this misadventure, now decided to surround the swamp, guarding every avenue of escape. They knew that Philip had no stores of provisions there, and that he soon must be starved out. Here they kept guard for thirteen days. In the mean time, Philip constructed some canoes and rafts, and one dark night floated all his warriors, some two hundred in number, across the river, and continued his flight through the present towns of Dighton and Rehoboth, far away into the unknown wilderness of the interior of Massachusetts. Wetamoo, with several of her warriors, accompanied Philip in his flight. He left a hundred starving women and children in the swamp, who surrendered themselves the next morning to the English.\n\nA band of fifty of the Mohegan Indians had now come, by direction of Uncas, to proffer their services to the colonists. A party of the English, with these Indian allies, pursued the fugitives. They overtook Philip's party not far from Providence, and shot thirty of their number, without the loss of a single man. Rev. Mr. Newman, pastor of the church in Rehoboth, obtained great commendation for his zeal in rousing his parishioners to pursue the savages.\n\nPhilip had now penetrated the wilderness, and had effected his escape beyond the reach of his foes. He had the boundless forest around him for his refuge, with the opportunity of emerging at his leisure upon any point of attack along the vast New England frontier which he might select.\n\nThe Nipmuck Indians were a powerful tribe, consisting of many petty clans spread over the whole of the interior of Massachusetts. They appear to have had no sachem of distinction, and at one time were tributary to the Narragansets, but were now tributary to the Wampanoags. They had thus far been living on very friendly terms with the inhabitants of the towns which had been settled within the limits of their territory. The court at Boston, apprehensive that the Nipmucks might be induced to join King Philip, sent some messengers to treat with them. The young warriors were very surly, and manifestly disposed to fight; but the old men dreaded the perils of war with foes whose prowess they appreciated, and were inclined to a renewal of friendship.\n\nIt was agreed that a conference should be held at a certain large tree, upon a plain about three miles from Brookfield, on the 2d of August. At the appointed time, the English commissioners were there, with a small force of twenty mounted men. But not an Indian was to be seen. Notwithstanding some suspicions of treachery, the English determined to advance some miles farther, to a spot where they were assured that a large number of Indians were assembled. They at length came to a narrow pass, with a steep hill covered with trees and underbrush on one side, and a swamp, impenetrable with mire and thickets, upon the other. Along this narrow way they could march only in single file. The silence of the eternal forest was around them, and nothing was to be seen or heard which gave the slightest indication of danger.\n\nJust as they were in the middle of this trail, three hundred Indians rose up on either side, and showered upon them a storm of bullets. Eight dropped dead. Three were mortally, and several others severely wounded. Captain Wheeler, who was in command, had his horse shot from under him, and a bullet also passed through his body. His son, who rode behind him, though his own arm was shattered by a ball, dismounted, and succeeded in placing his father in the saddle. A precipitate retreat was immediately commenced, while the Indians pursued with yells of exultation. But for the aid of three Christian Indians who accompanied the English party, every Englishman must have perished. One of these Indians was taken captive. The other two, by skill and bravery, led their friends, by a by-path, back to Brookfield.\n\nThis town was then a solitary settlement of about twenty houses, alone in the wilderness, half way between the Atlantic shore and the settlements on the Connecticut. The terrified inhabitants had but just time to abandon their homes and take refuge in the garrison house when the savages were upon them. With anguish they saw, from the loop-holes of their retreat, every house and barn consumed, their cattle shot, and all their property of food, clothing, and furniture destroyed. They were thus, in an hour, reduced from competence to the extreme of want.\n\nThe inhabitants of Brookfield, men, women, and children, amounted to but eighty. The nearest settlement from whence any help could come was at Lancaster, some forty miles northeast of Brookfield. The Indians surrounded the garrison, and for two days exerted all their ingenuity in attempting to destroy the building. They wrapped around their arrows hemp dipped in oil, and, setting them on fire, shot them upon the dry and inflammable roof. Several times the building was in flames, but the inmates succeeded in arresting the conflagration. It was now the evening of the 4th of August. The garrison, utterly exhausted by two days and two nights of incessant conflict, aware that their ammunition must soon be exhausted, and knowing not from what quarter to hope for relief, were in despair. The Indians now filled a cart with hemp, flax, and the resinous boughs of firs and pines. They fastened to the tongue a succession of long poles, and then, setting the whole fabric on fire, as it rolled up volumes of flame and smoke, pushed it back against the log house, whose walls were as dry as powder. Just then, when all hope of escape was abandoned, relief came.\n\nMajor Willard had been sent from Boston to Lancaster with a party of dragoons for the defense of that region. By some chance, probably through a friendly Indian, he was informed of the extreme distress of the people at Brookfield. Taking with him forty-eight dragoons, he marched with the utmost possible haste to their relief. With Indian guides, he traversed thirty miles of the forest that day, and arrived at the garrison in the evening twilight, just as the Indians, with fiendish clamor, were all engaged in their experiment with the flaming cart. Though the Indian scouts discovered his approach, and fired their guns and raised shouts of alarm, there was such a horrid noise from the yells of the savages and the uproar of musketry that the scouts could not communicate intelligence of the approach of the English, and the re-enforcement, with a rush, entered the garrison. At the same moment a very heavy shower arose, which aided greatly in the extinguishment of the flames.\n\nThe savages, thus balked of their victims, howled with rage, and, after firing a few volleys of bullets into the walls of the fortress, retired to their fastnesses. During this siege many of the whites were wounded, and about eighty of the Indians were killed. The day after the defeat, Philip, with forty-eight warriors, arrived at the Indian encampment at Brookfield. Though the Indians had not taken the garrison, and though they mourned the loss of many warriors, they were not a little elated with success. They had killed many of their enemies, and had utterly destroyed the town of Brookfield.\n\n\n\n\nPhilip's influence.\u2014Simultaneous attacks.\u2014Deerfield burned.\u2014Re-enforcement.\u2014An ambuscade.\u2014Dreadful slaughter and tortures.\u2014Rescue of Northfield.\u2014Northfield abandoned.\u2014Attempts to save some corn.\u2014Unsuspicious of danger.\u2014Sudden attack.\u2014A scene of carnage.\u2014The English overpowered.\u2014Captain Mosely attempts a rescue.\u2014A prolonged fight.\u2014The Indians vanquished.\u2014Burial of the dead.\u2014Deerfield destroyed.\u2014Plot against Springfield.\u2014A timely warning.\u2014Lieutenant Cooper shot.\u2014The attack.\u2014The conflagration.\u2014Loss of books.\u2014Alarm of the inhabitants.\u2014Decree of the general court.\u2014Arrangement of forces.\u2014Attack upon Hatfield.\u2014The Indians defeated.\u2014Narrow escape of Major Appleton.\u2014The Indian rendezvous.\u2014Philip's employments.\u2014Attempts to secure the Narragansets.\u2014Mission to the Narragansets.\u2014Compulsory treaty.\u2014Erection of an Indian fort.\u2014Advantages of the Indians.\u2014Indian warfare.\u2014Endurance of the Indians.\u2014Losses of the colonists.\u2014Anxious deliberations.\u2014Arguments pro and con.\u2014The Indians to be attacked.\u2014A day of fasting.\u2014John Woodcock.\u2014Mode of collecting debts.\u2014March of the army.\u2014Skirmishes.\u2014Fortifications of the Indians.\u2014The Indian fort.\u2014Deplorable condition of the colonists.\u2014A friendly traitor.\u2014Terrible march.\u2014Entrance to the swamp.\u2014Appearance of the fort.\u2014Fearless bravery.\u2014Terrible slaughter.\u2014An entrance effected.\u2014Capture of the fort.\u2014A scene of carnage.\u2014Continuance of the battle.\u2014The houses fired.\u2014Flight of the Indians.\u2014Helplessness of the English.\u2014Necessity for a retreat.\u2014A second retreat from Moscow.\u2014Horrors of the night.\u2014Want of provisions.\u2014Disappointment at not finding food.\u2014Arrival of a vessel.\n\nPhilip now directed his steps to the valley of the Connecticut, and gave almost superhuman vigor to the energy which the savages were already displaying in their attack upon the numerous and thriving settlements there. Even most of the Christian Indians, who had long lived upon terms of uninterrupted friendship with the English, were so influenced by the persuasions of Philip that they joined his warriors, and were as eager as any others for the extermination of the colonists.\n\nAttacks were made almost simultaneously upon the towns of Hadley, Hatfield, and Deerfield, and also upon several towns upon the Merrimac River, in the province of New Hampshire. In these conflicts, the Indians, on the whole, were decidedly the victors. As Philip had fled from Plymouth, and as the Narragansets had not yet joined the coalition, the towns in Plymouth colony enjoyed a temporary respite.\n\nOn the 1st of September the Indians made a rush upon Deerfield. They laid the whole town in ashes. Most of the inhabitants had fortunately taken refuge in the garrison house, and but one man was slain. They then proceeded fifteen miles up the river to Northfield, where a small garrison had been established. They destroyed much property, and shot eight or ten of the inhabitants. The rest were sheltered in the garrison. The next day, this disaster not being known at Hadley, Captain Beers was detached from that place with thirty-six mounted infantry and a convoy of provisions to re-enforce the feeble garrison at Northfield. They had a march before them of thirty miles, along the eastern bank of the river. The road was very rough, and led through almost a continued forest.\n\nWhen they arrived within a few miles of Northfield, they came to a wide morass, where it was necessary to dismount and lead their horses. They were also thrown into confusion in their endeavors to transport their baggage through the swamp. Here the Indians had formed an ambuscade. The surprise was sudden, and disastrous in the extreme. The Indians, several hundred in number, surrounded the doomed party, and, from their concealment, took unerring aim. Captain Beers, a man of great valor, succeeded, with a few men, in retreating to a small eminence, since known as Beers's Mountain, where he bravely maintained the unequal fight until all his ammunition was expended. A ball then pierced his bosom, and he fell dead. A few escaped back to Hadley to tell the mournful tidings of the slaughter, while all the rest were slain, and all their provisions and baggage fell into the hands of the exultant savages. The barbarian victors amused themselves in cutting off the heads of the slain, which they fixed upon poles at the spot, as defiant trophies of their triumph. One man was found with a chain hooked into his under jaw, and thus he was suspended on the bough of a tree, where he had been left to struggle and die in mortal agony. The garrison at Northfield, almost destitute of powder and food, was now reduced to the last extremity.\n\nMajor Treat was immediately dispatched with a hundred men for their rescue. Advancing rapidly and with caution, he succeeded in reaching Northfield. His whole company, in passing through the scene of the disaster, were most solemnly affected in gazing upon the mutilated remains of their friends, and appear to have been not a little terror-stricken in view of such horrid barbarities. Fearing that the Indians were too numerous in the vicinity to be encountered by their small band, they brought off the garrison, and retreated precipitately to Hadley, not tarrying even to destroy the property which they could not bring away. It is said that Philip himself guided the Indians in their attack upon Captain Beers.\n\nHadley was now the head-quarters of the English army, and quite a large force was assembled there. Most of the inhabitants of the adjoining towns in tumult and terror had fled to this place for protection. At the garrison house in Deerfield, fifteen miles above Hadley, on the western side of the river, there were three thousand bushels of corn standing in stacks.\n\nOn the 18th of September, Captain Lothrop, having been sent from Hadley to bring off this corn, started with his loaded teams on his return. His force consisted of a hundred men, soldiers and teamsters. As no Indians had for some time appeared in that immediate vicinity, and as there was a good road between the two places, no particular danger was apprehended. The Indians, however, from the fastnesses of the forest, were all the time watching their movements with eagle eye, and with consummate cunning were plotting their destruction.\n\nAfter leaving Deerfield, the march led for about three miles through a very level country, densely wooded on each side of the road. The march was then continued for half a mile along the borders of a morass filled with large trees and tangled underbrush. Here a thousand Indians had planted themselves in ambuscade. It was a serene and beautiful autumnal day. Grape-vines festooned the gigantic trees of the forest, and purple clusters, ripe and juicy, hung in profusion among the boughs. Captain Lothrop was so unsuspicious of danger that many of his men had thrown their guns into the carts, and were strolling about gathering grapes.\n\nThe critical moment arrived, and the English being in the midst of the ambush, a thousand Indians sprang up from their concealment, and poured in upon the straggling column a heavy and destructive fire. Then, with savage yells, which seemed to fill the whole forest, they rushed from every quarter to close assault. The English were scattered in a long line of march, and the Indians, with the ferocity of wolves, sprang upon them ten to one. A dreadful scene of tumult, dismay, and carnage ensued.\n\nThe tragic drama was soon closed. The troops, broken and scattered, could only resort to the Indian mode of fighting, each one skulking behind a tree. But they were so entirely surrounded and overpowered that no one could discharge his musket more than two or three times before he fell. Some, in their dismay, leaped into the branches of the trees, hoping thus to escape observation. The savages, with shouts of derision, mocked them for a time, and then pierced them with bullets until they dropped to the ground. All the wounded were indiscriminately butchered. But eight escaped to tell the awful story. Ninety perished upon this bloody field. The young men who were thus slaughtered constituted the flower of Essex county. They had been selected for their intrepidity and hardihood from all the towns. Their destruction caused unspeakable anguish in their homes, and sent a wave of grief throughout all the colonies. The little stream in the south part of Deerfield, upon the banks of which this memorable tragedy occurred, has in consequence received the name of Bloody Brook.\n\nCaptain Mosely had been left in the garrison at Deerfield with seventy men, intending to go the next day in search of the Indians. As he was but five miles from the scene of the massacre, he heard the firing, and immediately marched to the rescue of his friends. But he was too late. They were all, before his arrival, silent in death. As the Indians were scalping and stripping the dead, Captain Mosely, with great intrepidity, fell upon them, though he computed their numbers at not less than a thousand. Keeping his men in a body, he broke through the tumultuous mass, charging back and forth, and cutting down all within range of his shot.\n\nStill, aided by the swamp and the forest, and being so overwhelmingly superior to the English in numbers, the savages maintained the fight with much fierceness for six hours. Captain Mosely and all his men might perhaps also have perished, had not another party providentially and very unexpectedly come to their relief.\n\nMajor Treat, from Connecticut, was ascending the river with one hundred and sixty Mohegan Indians, on his way to Northfield, in pursuit of the foe in that vicinity. It was so ordered by Providence that he approached the scene of action just as both parties were exhausted by the protracted fight. Hearing the firing, he pressed rapidly forward, and with fresh troops fell vigorously upon the foe. The Indians, with yells of disappointment and rage, now fled, plunging into the swamps and forests. They left ninety-six of their number dead by the side of the English whom they had so mercilessly slaughtered in the morning. It is supposed that Philip himself commanded the Indians on this sanguinary day. The Indians, though in the end defeated, had gained a marvelous victory, by which they were exceedingly encouraged and emboldened.\n\nCaptains Mosely and Treat encamped in the vicinity for the night, and the next morning attended to the burial of the dead. They were deposited in two pits, the English in one and the Indians in another. A marble monument now marks the spot where this battle occurred, and a slab is placed over the mound which covers the slain.\n\nTwenty-seven men only had been left in the garrison at Deerfield. The next morning the Indians appeared in large numbers before the garrison, threatening an attack. They tauntingly exhibited the clothes they had stripped from the slain, and shouted messages of defiance and insult. But the captain of the garrison, making a brave show of resistance, and sounding his trumpets, as if to call in forces near at hand, so alarmed the Indians that they retired, and soon all disappeared in the pathless forest. Deerfield was, however, utterly destroyed, and the garrison, abandoning the fortress, retired down the river to afford such protection as might be in their power to the lower towns.\n\nAbout thirty miles below Hadley, upon the river, was the town of Springfield, a very flourishing settlement, containing forty-eight dwelling-houses. A numerous tribe of Indians lived in the immediate vicinity, having quite a spacious Indian fort at Long Hill, a mile below the village. These Indians had for forty years lived on terms of most cordial friendship with their civilized neighbors. They now made such firm protestations of friendliness that but few doubted in the least their good faith. But, while thus protesting, they had yielded to the potent seductions of King Philip, and, joining his party secretly, were making preparations for the destruction of Springfield.\n\nOn the night of the 4th of October, three hundred of King Philip's warriors crept stealthily through the forest, and were received into the Indian fort at Long Hill. A friendly Indian by the name of Toto, who had received much kindness from the whites, betrayed his countrymen, and gave information of the conspiracy to burn the town and massacre the inhabitants. The people were thrown into consternation, and precipitately fled to the garrison houses, while a courier was dispatched to Hadley for aid.\n\nStill, many had so much confidence in the sincerity of the Springfield Indians that they could not believe in their treachery. Lieutenant Cooper, who commanded there, was so deceived by their protestations that he the next morning, taking another man with him, rode toward the fort to ascertain the facts. He had not advanced far before he met the enemy, several hundred in number, marching to the assault. The savages immediately fired upon him. His companion was instantly shot, and several bullets passed through his body. He was a man of Herculean strength and vigor, and, though mortally wounded, succeeded, by clinging to his horse, in reaching the garrison and giving the alarm before he died.\n\nThe savages now came roaring on like ferocious wild beasts. The town was utterly defenseless. Thirty-three houses and twenty-five barns were almost instantly in flames. Fortunately, nearly all of the inhabitants were in the block-houses, and but five men and one woman were killed. The Indians kept cautiously beyond the reach of gun-shot, vigorously plundering the houses and applying the torch. The wretched inhabitants, from the loop-holes of the garrison, contemplated with anguish the conflagration of their homes and all their earthly goods. The Reverend Mr. Glover, pastor of the church in this place, was a man of studious habits, and had collected a valuable library, at an expense of five thousand dollars. He had, for some time, kept his library in the garrison house for safety; but, a short time before the attack, thinking that Philip could not venture to make an assault upon Springfield, when it was surrounded by so many friendly Indians, he removed the books to his own house. They were all consumed. The loss to this excellent man was irreparable, and a source of the keenest grief. In the midst of the conflagration and the plunder Major Treat appeared with a strong force from Hadley, and the Indians, loaded down with booty, retreated into their forest fastnesses. Fifteen houses only were left unburned.\n\nThis treachery on the part of the Springfield Indians caused very great alarm. There were, henceforward, no Indians in whom the colonists could confide. The general court in Boston ordered:\n\n\"That no person shall entertain, own, or countenance any Indian, under penalty of being a betrayer of this government.\n\n\"That a guard be set at the entrance of the town of Boston, and that no Indian be suffered to enter, upon any pretense, without a guard of two musketeers, and not to lodge in town.\"\n\nAnimated by his success, Philip now planned a still bolder movement. Hatfield was one of the most beautiful and flourishing of the towns which reposed in the fertile valley of the Connecticut. Its inhabitants, warned by the disasters which had befallen so many of their neighbors, were prepared for a vigorous defense. They kept a constant watch, and several garrison houses were erected, to which the women and children could fly in case of alarm. All the male inhabitants were armed and drilled, and there were three companies of soldiers stationed in the town; and Hadley, which was on the opposite side of the river, was the head-quarters of the Massachusetts and Connecticut forces, then under the command of Major Appleton. An attack upon Hatfield would immediately bring the forces of Hadley to its relief.\n\nOn the 19th of October, Philip, at the head of eight hundred warriors, boldly, but with Indian secrecy, approached the outposts of Hatfield. He succeeded in cutting off several parties who were scouring the woods in the vicinity, and then made an impetuous rush upon the town. But every man sprang to his appointed post. Every avenue of approach was valiantly defended. Major Appleton immediately crossed with his force from Hadley, and fell furiously upon the assailants, every man burning with the desire to avenge the destruction of Northfield, Deerfield, and Springfield. Notwithstanding this determined defense, the Indians, inspired by the energies of their indomitable leader, fought a long time with great resolution. At length, repulsed at every point, they retreated, bearing off with them all their dead and wounded. They succeeded, however, in burning many houses, and in driving off many cattle. The impression they made upon the English may be inferred from the fact that they were not pursued. In this affair, six of the English were killed and ten wounded. A bullet passed through the bushy hair of Major Appleton, cutting a very smooth path for itself, \"by that whisper telling him,\" says Hubbard, \"that death was very near, but did him no other harm.\"\n\nWinter was now approaching, and as Philip found that the remaining settlements upon the Connecticut were so defended that he could not hope to accomplish much, he scattered his forces into winter quarters. Most of his warriors, who had accompanied him from the Atlantic coast to the Connecticut, returned to Narraganset, and established their rendezvous in an immense swamp in the region now incorporated into the town of South Kingston, Rhode Island. Upon what might be called an island in this immense swamp, they constructed five hundred wigwams, and surrounded the whole with fortifications admirably adapted to repel attack. Three thousand Indians were soon assembled upon this spot.\n\nThere is some uncertainty respecting the movements of Philip during the winter. It is generally supposed that he passed the winter very actively engaged in endeavors to rouse all the distant tribes. It is said that he crossed the Hudson, and endeavored to incite the Indians in the valley of the Mohawk to fall upon the Dutch settlements on the Hudson. It is also probable that he spent some time at the Narraganset fort, and that he directed several assaults which, during this season of comparative repose, fell upon remote sections of the frontier.\n\nStraggling parties of Indians lingered about Northampton, Westfield, and Springfield, occasionally burning a house, shooting at those who ventured into the fields, and keeping the inhabitants in a state of constant alarm.\n\nAt the commencement of the war, just before the discomfiture of Philip in the swamp near Taunton, a united force of the Massachusetts, Plymouth, and Connecticut colonies had been sent into the Narraganset country to persuade, and, if they could not persuade, to compel the Narraganset Indians to declare for the English. It was well known that the Narragansets in heart espoused the cause of Philip; for the Wampanoag chieftain, to relieve himself from embarrassment, had sent his old men, with his women and the children, into the Narraganset territory, where they were received and entertained with much hospitality.\n\nIn this mission to the Narraganset country, a part of the troops crossed the bay in boats, while others rode around by land, entering the country by the way of Providence. The two parties soon met, and advanced cautiously together to guard against ambush. They could, however, for some time find no Indians. The wigwams were all deserted, and the natives, men, women, and children, fled before them. At length they succeeded in catching some Narraganset sachems, and with them, after a conference of two or three days, concluded a treaty of peace. It was virtually a compulsory treaty, in which the English could place very little reliance, and to which the Narragansets paid no regard.\n\nAccording to the terms of this treaty, which was signed on the 15th of July, 1675, the Narragansets agreed,\n\n1st. To deliver to the English army every subject of King Philip, either living or dead, who should come into their territories.\n\n2dly. To become allies of the English, and to kill and destroy, with their utmost ability, all the subjects of King Philip.\n\nThere were several other articles of the treaty, but they were all comprehended in the spirit of the two first. But now, in three months after the signing of this treaty, Philip, with the aid of the Narragansets, was constructing a fort in the very heart of their country, and was making it the general rendezvous for all his warriors. The Narragansets could bring a very fearful accumulation of strength to the cause of Philip. They could lead two thousand warriors into the field, and these warriors were renowned for ferocity and courage. Dwelling so near the English settlements, they could at any time emerge from their fastnesses, scattering dismay and ruin along their path.\n\nThe Indians enjoyed peculiar advantages for the rude warfare in which they engaged. They were not only perfectly acquainted with the wilderness, its morasses, mountains, and impenetrable thickets, but, from their constant intercourse with the settlements, were as well acquainted with the dwellings, fields, and roads of the English as were the colonists themselves. They were very numerous and widely scattered, and could watch every movement of their foe. Stealthily approaching through the forest under cover of the night, they could creep into barns and out-houses, and lie secreted behind fences, prepared for murder, robbery, and conflagration. Often they concealed themselves before the very doors of their victims. The first warning of their presence would be the ring of the musket, as the lonely settler, opening his door in the morning, dropped down dead upon his threshold. The house was then fired, the mother and her babes scalped, and the work of destruction was accomplished. Like packs of wolves they came howling from the wilderness, and, leaving blood and smouldering ruins behind them, howling they disappeared. While the English were hunting for them in one place, they would be burning and plundering in another. They were capable of almost any amount of fatigue, and could subsist in vigor where a civilized man would starve. A few kernels of corn, pounded into meal between two stones, and mixed with water, in a cup made from rolling up a strip of birch bark, afforded a good dinner for an Indian. If to this he could add a few clams, or a bird or a squirrel shot from a neighboring tree, he regarded his repast as quite sumptuous.\n\nThe storms of winter checked, but by no means terminated the atrocities of the savages. Marauding bands were wandering every where, and no man dwelt in safety. Many persons were shot, houses and barns were burned, and not a few men, women, and children were taken captive and carried into the wilderness, where they miserably perished, often being subjected to the most excruciating torture. The condition of the colonies was now melancholy in the extreme. Their losses had been very great, as one company after another of their soldiers had wasted away. Industry had been paralyzed, and the harvest had consequently been very short, while at the same time the expenses of the war were enormous. The savages, elated with success, were recruiting their strength, to break forth with new vigor upon the settlements in the early spring.\n\nThe commissioners of the united colonies deliberated long and anxiously. The all-important question was whether it were best to adopt the desperate enterprise of attacking the Narraganset fort in the dead of winter, or whether they should defer active hostilities until spring. Should they defer, the warriors now collected upon one spot would scatter every where in the work of destruction. The Narragansets, who had not as yet engaged openly in the conflict, would certainly lend all their energies to King Philip. Another year of disaster and blood might thus be confidently anticipated.\n\nOn the other hand, the severity of the winter was such that a whole army, houseless, on the march, might perish in a single night. Storms of snow often arose, encumbering the ground with such drifts and masses that it might be quite impossible to force a march through the pathless expanse.\n\nBut, in view of all the circumstances, it was at length decided best to make the attack. A thousand men were to be raised. Of these, Massachusetts contributed five hundred and twenty-seven. Plymouth furnished one hundred and fifty-eight. Connecticut supplied three hundred and fifteen, and also sent one hundred and fifty Mohegan Indians. Josiah Winslow, governor of the Plymouth colony, was appointed commander-in-chief. The choicest officers in the colonies were selected, and the men who filled the ranks were all chosen from those of established reputation for physical vigor and bravery. All were aware of the perilous nature of the enterprise. In consequence of the depth of the snow, it would probably be impossible to send any succor to the troops by land in case of reverse. \"It was a humbling providence of God,\" wrote the commissioners, \"that put his poor people to be meditating a matter of war at such a season.\" The second of December was appointed as a solemn fast to implore God's aid upon the enterprise.\n\nThe Massachusetts troops rendezvoused at Dedham, and on the morning of the 9th of December commenced their march. They advanced that day twenty-seven miles, to the garrison house of John Woodcock, within the limits of the present town of Attleborough. Woodcock kept a sort of tavern at what was called the Ten Mile River, which tavern he was enjoined by the court to \"keep in good order, that no unruliness or ribaldry be permitted there.\" He was a man of some consequence, energetic, reckless, and not very scrupulous in regard to the rights of the Indians. An Indian owed him some money. As Woodcock could not collect the debt, he paid himself by going into the Indian's house and taking his child and some goods. For this crime he was sentenced to sit in the stocks at Rehoboth during a training day, and to pay a fine of forty shillings.\n\nAt this garrison house the troops encamped for the night, and the next day they advanced to Seekonk, and were ferried across the river to Providence. On the morning of the twelfth they resumed their march, and followed down the western shore of the bay until they arrived at the garrison house of Mr. Smith, in the present town of Wickford, which was appointed as their head-quarters. Here, in the course of a few days, the Connecticut companies, marching from Stonington, and the Plymouth companies were united with them. As the troops were assembling, several small parties had skirmishes with roving bands of Indians, in which a few were slain on both sides. A few settlers had reared their huts along the western shores of the bay, but the Indians, aware of the approach of their enemies, had burned their houses, and the inhabitants were either killed or dispersed. Nearly the whole region was now a wilderness.\n\nThe Indians, three thousand in number, were strongly intrenched, as we have before mentioned, in a swamp, which was in South Kingston, about eighteen miles distant from the encampment of the colonists. It is uncertain whether Philip was in the fort or not; the testimony upon that point is contradictory. The probability, however, is that he was present, sharing in the sanguinary scene which ensued.\n\nThe swamp was of immense extent and quite impenetrable, except through two or three paths known only to the Indians. In the centre of the swamp there were three or four acres of dry land, a few feet higher than the surrounding morass. Here Philip had erected his houses, five hundred in number, and had built them of materials far more solid and durable than the Indians were accustomed to use, so that they were quite bullet-proof. They were all surrounded by a high palisade. In this strong encampment, in friendly alliance with the Narragansets, Philip and his exultant warriors had been maturing their plans to make a terrible assault upon all the English settlements in the spring. Whether Philip was present or not when the fort was attacked, his genius reared the fortress and nerved the arms of its defenders.\n\nThe condition of the colonial army seemed now deplorable. Their provisions were nearly consumed, and they could hardly hope for any supply except such as they could capture from the savages. They knew nothing of the entrances to the swamp, and were entirely unacquainted with the nature of the fortification and the points most available for attack. The ground was covered with snow, and they huddled around the camp-fires by night, with no shelter from the inclemency of frost and storm.\n\nThe morning of the 19th dawned cold and gloomy. The supper of the previous night had utterly exhausted their stores. At break of day they commenced their march. A storm was then raging, and the air was filled with snow. But for the treachery of one of Philip's Indians, they would probably have been routed in the attack and utterly destroyed. A Narraganset Indian, who, for some cause, had become enraged against his countrymen, deserted their cause, and, entering the camp of the colonists, acted as their guide.\n\nEarly in the afternoon of the cold, short, and stormy winter's day, the troops, unrefreshed by either breakfast or dinner, after a march of eighteen miles, arrived at the borders of the swamp. An almost impenetrable forest, tangled with every species of underbrush, spread over the bog, presenting the most favorable opportunity for ambuscades, and all the stratagems of Indian warfare. The English, struggling blindly through the morass, would have found themselves in a helpless condition, and exposed at every point to the bullets of an unseen foe. The destruction of this army would have so emboldened the savages and paralyzed the English that every settlement of the colonists might have been swept away in an inundation of blood and flame. The fate of the New England colonies trembled in the balance.\n\nThe Narraganset deserter guided them to the entrance of a narrow and intricate foot-path which led to the island. The Indians, watching their approach, were lying in ambush upon the edge of the swamp. They fired upon the advancing files, and retreated. The English, returning the fire, vigorously pursued. Led by their guide, they soon arrived at the fort. It presented a formidable aspect. In addition to the palisades, a hedge of fallen trees a rod in thickness surrounded the whole intrenchment; outside the hedge there was a ditch wide and deep. There was but one point of entrance, and that was over the long and slender trunk of a tree which had been felled across the ditch, and rested at its farther end upon a wall of logs three or four feet high. A block-house, at whose portals many sharp-shooters were stationed in vigilant guard, commanded the narrow and slippery avenue. It was thus necessary for the English, in storming the fort, to pass in single file along this slender stem, exposed every step of the way to the muskets of the Indians. Every soldier at once perceived that the only hope for the army was in the energies of despair.\n\nPrevious Part\u00a0\u00a0\u00a0\u00a0 1\u00a0 2\u00a0 3 \u00a04 \u00a05 \u00a06 \u00a0\u00a0\u00a0\u00a0Next Part\nHome - Random Browse\"\"\"", "role": "user"}], "completion": [{"role": "assistant", "content": "```json\n{\n  \"format\": {\n    \"score\": 3,\n    \"justification\": \"The text sample is well-structured with clear headings and sections, making it easy to follow. There are minor formatting issues, such as the use of numbers and bullet points, but these do not significantly impact readability.\"\n  },\n  \"voice\": {\n    \"score\": 1,\n    \"justification\": \"The text sample exhibits a clear, distinctive authorial voice/style, particularly evident in the detailed and informative narrative of historical events.\"\n  },\n  \"knowledge_density\": {\n    \"score\": 3,\n    \"justification\": \"The text sample is highly informative, providing detailed accounts of historical events, including specific names, dates, and locations. It covers a wide range of topics related to the conflict, giving a comprehensive view of the period.\"\n  },\n  \"diversity\": {\n    \"score\": 1,\n    \"justification\": \"The text sample focuses heavily on a specific historical conflict, primarily involving the Wampanoag and English settlers. There is limited diversity in the topics covered, with most content focused on this single historical event.\"\n  }\n}\n```"}], "score": 1.0, "temperature": 0.7, "model": "baidu/ERNIE-4.5-21B-A3B-PT", "max_tokens": 4096}