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

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

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

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

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

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

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

TEXT SAMPLE:
"""What is Horseradish?

Species: Armoracia rusticana; family (Cruciferae/Brassicaceae)

Common Names: German Mustard.

Horseradish 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 light brown skin (when freshly harvested) and a white flesh.

The whole root is not pungent but once it’s bruised by cutting or grating certain enzymes and chemicals are released that make it pungent.

The 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)

When 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.

By Anna reg [CC BY-SA 3.0]

What is prepared horseradish?

To use horseradish roots, they have to be grated, finely shredded or crushed 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.

You 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.  (see this recipe).

Grated beetroot or beetroot juice can be added to prepared horseradish to to produce what we call Red Horseradish or Prepared Horseradish and Beets . The beetroot gives it a sweet taste. (see this product)

Please 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.

What is horseradish sauce?

Grated horseradish or horseradish powder can be combined with mayonnaise or or several ingredients to give what we call “horseradish sauce” 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’s and Lynch’s)

1. Arby’s Horsey Sauce

1 teaspoon (5g) of the famous Arby’s 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’s Horsey Sauce)

2. Lynch’s Creamy Horseradish Sauce

Here are ingredients in Lynch’s 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’s Horseradish Sauce)

Culinary Use of Horseradish

The pungent horseradish root compliments meat, poultry and vegetables. It is commonly grated, mixed with lemon or vinegar and eaten raw, as a condiment, although ketchup and mustard is more widely used.

Grated horseradish can be mixed with yoghurt and apple sauce and used to serve meat.

Prepared horseradish can be mixed with vinegar, lemon juice and grated apple and used to serve steak (see this recipe)

In 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 traditionally eaten with roast beef and can be stored int he fridge for two weeks. (see this recipe and this recipe)

In Germany horseradish sauce is served with beef and sausages

How to Prepare the root

Scrub 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’s still very fresh. Use as per your recipe.

How to Buy Horseradish

Choose firm robust roots without spots or cuts.

Avoid limp roots that have sat on the shelf for lengthy period of time.

Storage: store the root in plastic bag in the fridge crisper.

Availability: Fresh roots are mostly available in spring.

Author: Liz

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"""

```json
{
  "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."),
  "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."),
  "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."),
  "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.")
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""What is Etoricoxib?

Etoricoxib 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).
Etoricoxib 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.
Etoricoxib is marketed as a newer non-steroidal anti-inflammatory drug (NSAID), similar to Ibuprofen to manage musculoskeletal pain.

What are the uses of Etoricoxib?

Etoricoxib 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:

  • 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.
  • Etoricoxib is also used for treating pain following dental surgery in the short term.

What are the side effects of Etoricoxib?

Etoricoxib came under the regulators’ 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.

Etoricoxib’s common side effects are:

  • Stomach pain.
  • Constipation.
  • Swelling of the legs.
  • Irregular heartbeat and rhythm.
  • Increased blood pressure.
  • Mouth ulcers.

Less commonly noted side effects can be shortness of breath, heartburn, and inflammation of the inner lining of the stomach and intestine.

About Yashoda Hospitals

1. Can you take naproxen with Etoricoxib?

Etoricoxib 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.

2. Is Etoricoxib safe in pregnancy?

Pregnant 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.

3. How to take Etoricoxib?

Etoricoxib 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.

4. Can Etoricoxib cause high blood pressure?

Increased 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.

5. Can I take Etoricoxib with Paracetamol?

Etoricoxib 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.

6. Is Etoricoxib safe for kidneys?

The 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.

7. Is Etoricoxib stronger than Ibuprofen?

Various 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.

8. How long does it take for Etoricoxib to work?

The 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.

9. When is the best time to take Etoricoxib?

Since 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.

  • Yes Same as WhatsApp number

  • Yes Same as WhatsApp number

  • Yes Same as WhatsApp number"""

```json
{
  "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."},
  "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."},
  "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."},
  "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."}
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""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.

Although 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.

What Really Happens When A Bird Hits An Airplane?

  • 1
    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

Forget '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.

A '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.

As 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.

The plane crashed when a bird collided with it.

A bird crashed into a plane. (The two things collided.)

A bird crashed a plane. (The plane is what crashed here.)

The cars crashed [together].

The go-cart crashed.

I crashed a go-cart.

I crashed into a dumpster. (Maybe I was walking or maybe I was driving a go-cart.)

A plane crashed into a bird. (Just like biological things mechanical things can also crash into other things.)

If I just say I crashed without supporting context, most people will wonder what I crashed, my vehicle for example, or what I crashed into.

P.S. People can be described as crashing if they are extremely tired and fall asleep but that's a different definition.

Your Answer

"""

```json
{
  "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."},
  "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."},
  "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."},
  "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."}
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""Skip to main content

Economic Opportunity and Growth

Disrupting Beliefs in Racial Economic Progress

Despite limited progress, stark wealth inequality still exists between Black and White Americans, and many Americans are unaware of the size of the gap. In Personality and Social Psychology Bulletin, management professor and IPR associate Ivuoma Onyeador, IPR faculty adjunct Jennifer Richeson, and their colleagues examine whether information about racism’s impact on opportunities and outcomes for racial minorities improves White Americans’ 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’ belief in racial progress may be disrupted temporarily, their belief in the equality of Black and White Americans’ current economic circumstances is misinformed. Future research is needed to uncover interventions that could help provide accurate information about current economic gaps.

Immigration and Entrepreneurship in the U.S.

Immigration 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 IPR working paper, strategy professor and IPR associate Benjamin Jones and 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’s 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."""

```json
{
  "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."},
  "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."},
  "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."},
  "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."}
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""Best Answer

They 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.

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2008-04-23 17:13:26
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Q: What is the relationship between the Jews and Nazis today?
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Related questions

When did the war between Jewish and Nazis began?

This 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.

How did the conflict between the Jews and the Nazis begin and why?

There 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'.

Do the Nazis still dislike Jews today?

Neo-Nazis are anti-semitic. It is one of their core beliefs.

Who won the war between the Nazis and the Jews?

There 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.

What year did Nazis stop marriage between Jews and non-Jews?

1935 (September)

Why did the Nazis outlaw marriage between Jews and other Germans?

The Nazis believed that Jews were an inferior race and they didn't want their own race to be 'contaminated'.

What does the Nazis do to the Jews in the Holocaust?

Nazis killed Jews in the Holocaust.

How are Nazis and Jews alike?

Nazis 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.

How were the Nazis threatened by the Jews?

The Jews were not a 'threat' to either the Nazis or to Germany.

How did Nazis transport the Jews?

Nazis transported the Jews by train mostly.

What did the Jews have to give to the Nazis when they first arrived?

Nazis arrived after Jews.

What did the Nazis stop the Jews from doing?

The Nazis murdered two-thirds of Europe's Jews. So, to finish the sentence: The Nazis stopped the Jews from LIVING.

How can you connect Nazi treatment of the Jews with bullying today?

The 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.

What did the Nazis do to the Jews in gas chambers?

The Nazis put the Jews to death in the gas chambers.

How many Jews fled to the US during the Nazi period?

Between 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.

Why were Jews afraid of Nazis?

Because the Nazis blamed the world's problems on the Jews and so their goal was to kill all of the Jews.

What ways did the Nazis stripped the Jews of there dignity?

The Nazis made them legal stateless people. this way Nazis can kill Jews at their own will.

Why were Adolf Hitler and the Nazis jealous of the Jews?

Hitler and the Nazis hated the Jews; there was no jealousy involved.

Why did the Nazis treat the jews the way they did in the Holocaust?

Nazis hate Jews and they hate what there religious beliefs

What Did the Nazis do to the Jews during hitlers era?

The Nazis and Hitler committed genocide on the European Jews.

How did the Nazis know who were the Jews?

The main sources for the Nazis were: the Jews themselves, parish records and informants.

What did the Nazis want to do to the mentally ill?

The Nazis did what they did to the Jews

How did the Nazis treat Jews businesses and owners?

The 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.

When did the Nazis move the Jews into the ghettos?

The Nazis started to move Jews into ghettos in Poland in November 1939.

Did the Nazis kill Jews on trains?

indirectly, Jews died on trains because of the conditions that the Nazis sujected them to."""

```json
{
  "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."},
  "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."},
  "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."},
  "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."}
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""ObituaryNov 20th 2010 edition

Liang Congjie

Liang Congjie, modern China’s first environmentalist, died on October 28th, aged 78

UNTIL 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.

As 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.

Friends 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.

Though 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.

He 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—American-educated parents, a grandfather renowned as a reformer under the Qing dynasty—made 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.

This 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.

Within 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—though, 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.

Kestrels in the smog

His proudest achievement, however, was to start environmental awareness in China. Where FON led, some 3,000 NGOs have followed. His “Project Hope” 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. “Mr Liang's heart, very sensitive, very soft,” 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.

This article appeared in the Obituary section of the print edition under the headline "Liang Congjie"

Reuse this contentThe Trust Project
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```json
{
  "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."},
  "voice": {"score": 1, "justification": "The author uses a reflective and informative tone, which is distinct but not particularly engaging or charismatic."},
  "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."},
  "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."}
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""Vladimir Tretchikoff

Page 1 of 50 - About 500 essays
  • Messages About Morality and Politics Conveyed in Priestley's An Inspector Calls

    1216 Words  | 5 Pages

    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

  • Vladimir Lenin : An Influential Philosopher And Controversial Political Figures Of The 20th Century

    1414 Words  | 6 Pages

    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

  • George Orwell 's Animal Farm

    1449 Words  | 6 Pages

    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’s novel Animal Farm crave. The animals of Animal Farm want freedom from their “dictator” 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

  • The Potential Of Foreign Corporations ( Mncs )

    1520 Words  | 7 Pages

    Since the collapse of the Soviet Union and the onset of the “third wave” 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

  • Was War Communism the Main Reason Why the Bolsheviks Were Able to Remain in Power Between 1918-1924?

    670 Words  | 3 Pages

    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’t have any idea of what their ambition was. The Bolsheviks also had the

  • Russia And Russi Russian Intervention

    1616 Words  | 7 Pages

    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’s 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’s offer of to purchase

  • Russia 's Intervention During The Ukrainian Crisis

    1673 Words  | 7 Pages

    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’s 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

  • The Russian Revolution 's Influence On Joseph Stalin

    1436 Words  | 6 Pages

    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

  • Why The Government Goes Corrupt

    785 Words  | 4 Pages

    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

  • Economic Systems: Capitalism, Communism and Socialism

    814 Words  | 3 Pages

    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"""

```json
{
  "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."},
  "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."},
  "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."},
  "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."}
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""There’s nothing that unites and divides people quite like money. They say you can’t 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’t even have to work for it? This may sound like a communist fairy tale, but it is a real economic theory. It’s 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’ll 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.

The 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’t a perfect solution, as it’s unlikely we’d 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, “If people are getting money for nothing, why would they work?” 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’s 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’s 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’t going to put their money back into the economy, what’s 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’s not an opinion everyone shares.

With a stable UBI, we can get rid of minimum wage. Unless you’re a business owner, that probably doesn’t 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’ll save you the calculations, it’s not enough to get by. It’s actually not even close. UBI take the burden off of wages as the singular source of income. If you’re afraid that, without a minimum wage owners would only offer employees peanuts, don’t be. Competition would take care of that. If employers aren’t 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.

Don’t Quit Your Day Job

Universal 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."""

```json
{
  "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."},
  "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."},
  "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."},
  "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."}
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""Earth Science - Other

Can Science Save the Planet

Chris Handy's image for:
"Can Science Save the Planet"
Image by:

When 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.

First 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.

Probably 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"?

Another 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?
Having 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.
Next, 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.
First 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.
Lastly, 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.
I 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?

More about this author: Chris Handy

From Around the Web"""

```json
{
  "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."},
  "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."},
  "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."},
  "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."}
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""The Southern Key: Class, Race, and Radicalism in the 1930s & 1940s by Michael Goldfield

BY Barry Eidlin

The 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.

Vast 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.).

The 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.

This 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 “Jobs and Freedom,” and that Martin Luther King, Jr.’s program incorporated broader economic demands, this part of King’s dream was deferred.

Understanding 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.

That’s why I’m recommending Mobilizing Ideas’ 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’s work, and a tremendous contribution not only to the study of labor history and politics, but of social movements more broadly.

What is Goldfield’s 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.

However, the CP’s 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 “Popular Front,” even in cases where it legitimately enjoyed broader worker support than the more conservative alternative. This undermined the CP’s 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.

Goldfield 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.

As he discusses in a methodological first chapter, Goldfield’s 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.

A great example of this is Goldfield’s 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’s relative mobility, which undermines workers’ 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.

While his analysis is structural, Goldfield also takes seriously Marx’s oft-quoted maxim that “men [sic] make their own history, but they do not make it…under self-selected circumstances.” Leadership styles and organizational decisions play key roles in Goldfield’s account of labor and the Left’s 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.

This, ultimately, is the most important point of Goldfield’s 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.

But in order to win, it’s crucial to learn the lessons of these historical events from the 1930s and 40s. That’s why it’s worth spending part of your summer with Michael Goldfield’s The Southern Key.

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```json
{
  "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."},
  "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."},
  "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."},
  "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."}
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""The Power of Journals: Going Beyond the Text

Grade: 8

Subjects: Social Studies, English Language Arts

Concepts: Journaling, understanding frame of reference/bias, colonial period captivity phenomenon, Native American relations

Skills: Reading comprehension, vocabulary, small and large group discussion, historical context

Materials: Handouts, Vocabulary and Historical Terms, Quiz

Time: 2 class periods (set up activity is 4 days prior)

Focus Questions

  • What can we learn about captivities during the colonial period that are not in the text?
  • What is the reliability of personal accounts?
  • What does it mean to express yourself through journal writing?

Instructional Objectives

Students will be able to:

  • Define vocabulary and historical terms
  • Identify reasons for Native American captivities of Europeans during the Colonial Period
  • Empathize with European and Native American cultures of the 18th century
  • Construct their own journal and make a personal connection to the past
  • Explain the value and pitfalls of using a journal as a historical source

Rationale and Background
Connection to the NH Framework Proficiencies

Introductory Activity

  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.
  2. After four days, ask students to hand in their journals.
  3. Conduct a whole class discussion, asking:
    • How often did you write?
    • Did you include absolutely everything? If not, what kinds of things did you leave out?
    • Would someone close to you see the events of your day differently? How?
    • What does your thoughts and feeling show about your perspective on life?
    • How is your perspective different from your classmate or teacher?
    • Years from now, if someone “discovered” your journal, would it tell them everything they needed to know about your life today? Why or why not?
    • Why do historians need to be alert when using a journal to learn about a historical time period?

Transition 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.

Instructional Resources or Materials

Instructional Procedure

  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.
  2. Ask for a student volunteer to read the Introduction while the rest of the class follows along.
  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.
  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.
    • The leader facilitates the answering of the questions among group members.
    • The speaker shares the group’s responses with the whole class.
    • The quizzer tests the team’s knowledge of the vocabulary terms.
  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’s experience and colonial life at that time. Wrap up discussion questions may include:
    • What did you learn about the value of journals?
    • What new insights do you have of the Colonial Period?
    • What was Susanna Johnson’s perspective as shown by her writing?
    • If historians discovered a Native American journal about Susanna Johnson’s captivity, what might it have said? Would it be similar or very different than Mrs. Johnson’s version? Why?
    • What precautions (in terms of author bias etc.) must students take when reading historical journals?

  • Students will keep a journal of their thoughts and activities over a four day period
  • Students will complete the questions at the end of the handout
  • Students will take a Quiz on Vocabulary and Historical Terms
  • Students will participate in small group and whole class discussions

Curriculum Modifications/Extension"""

```json
{
  "format": {
    "score": 3,
    "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."
  },
  "voice": {
    "score": 1,
    "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."
  },
  "knowledge_density": {
    "score": 2,
    "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."
  },
  "diversity": {
    "score": 1,
    "justification": "The content is somewhat specialized, focusing on historical journaling and colonial period captivity. However, it is not highly niche or rare."
  }
}
```


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

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

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

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

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

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

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

TEXT SAMPLE:
"""Search     Ancestors     Map     Descendants     Load Gedcom file

Edward IV, King of England
Determine relationship to...
29 APR 1442 Rouen, Haute-Normandie, France
Richard Plantagenet, Duke of York
Cecily de Neville
Elizabeth Woodville 1 MAY 1464 Grafton Regis, Northamptonshire, England
Elizabeth of York, Princess of England
Born: 11 FEB 1466 Westminster Palace, London, Middlesex, England
Died: 11 FEB 1503 Tower of London, The City, London, England
Elizabeth Lucy BEF 1470
Arthur Plantagenet, Vicount Lisle
Born: ABT 1470 Calais, Aquitaine, France
Died: 3 MAR 1542 Tower of London, The City, London, England
Elizabeth Woodville 1 MAY 1464 Grafton Regis, Northamptonshire, England
Edward V, King of England
Born: 4 NOV 1470 Sanctuary, Westminster, England
Died: 1483 Tower of London, The City, London, England
Richard of Shrewsbury, Duke of York and Norfolk
Born: 17 AUG 1473 Shrewsbury, Shropshire, England
Anne Plantagenet, Princess of England
Born: 1479
Died: 1512
Catherine Plantagenet
Born: 14 AUG 1479 Eltham Palace, Kent, England
Died: 15 NOV 1527 Tiverton Castle, Tiverton, Devon, England
9 APR 1483 Westminster Palace, London, Middlesex, England aged 40
REIGNED: making an admirable start on reforming royal administration, on improving the machinery of royal finance Strong emphasis was placed on restoring law and order.

The 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.

Edward'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.

OCCUPATION: 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.

The 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.

This new building completely obscured the original public façade 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.
When 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.
Just 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.

BIOGRAPHICAL: 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.

York 1461-1470, 1471-1483

Database: stanwardine   Bridge Family Tree
Contact: William Bridge"""

```json
{
  "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."},
  "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."},
  "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."},
  "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."}
}
```