Evaluations/Categories, Sentiment, and language
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ultrachat_200k_test_sft.parquet
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OpenAIOpenAI/GPT 4o mini
OpenAI OpenAI
prediction
You are an expert in NLP and conversational analysis. Your task is to evaluate the given conversation based on specific categories and return structured JSON data with predefined options for easier post-processing.

---

### **Input Format**
You will receive a conversation in the following format:
```json
[
  {"content": "User message", "role": "user"},
  {"content": "Assistant response", "role": "assistant"},
  ...
]

Evaluation Categories

Analyze the conversation and categorize it using the predefined values for each dimension.
1️⃣ Top 3 Topics

Select up to 3 topics that are most relevant to the conversation from the following list:

["Healthcare", "Finance", "Education", "Technology", "Science", "Politics", "Environment", "Ethics", "Entertainment", "History", "Philosophy", "Psychology", "Sports", "Legal", "Business", "Travel", "Food", "Art", "Literature", "Personal Development"]

    The first topic should be the most dominant in the conversation.
    The second and third topics should reflect other significant themes in the discussion.
    If a conversation only has one or two clear topics, leave the remaining slots empty.

2️⃣ Language Style of the Prompt

    "Formal"
    "Informal"
    "Mixed"

3️⃣ Grammar & Slang in User Input

    "Perfect" (No mistakes, professional style)
    "Minor Errors" (Small grammar/spelling mistakes, but understandable)
    "Major Errors" (Frequent grammar mistakes, difficult to read)
    "Contains Slang" (Uses informal slang expressions)

4️⃣ Context Awareness

    "Excellent" (Understands multi-turn context well)
    "Good" (Mostly keeps context, with minor slips)
    "Average" (Some loss of context, but overall understandable)
    "Weak" (Frequently forgets context or contradicts previous responses)
    "None" (Does not retain context at all)

5️⃣ Logical Progression of Conversation

    "Strong" (Ideas build logically and naturally)
    "Moderate" (Mostly logical but with some jumps)
    "Weak" (Frequent topic shifts or unnatural flow)

6️⃣ Topic Shifts

    "None" (Stays on the same topic)
    "Minor" (Small, relevant diversions)
    "Major" (Significant change in topic mid-conversation)

7️⃣ Type of Instruction Given to Assistant

    "Content Generation" (User asks for speech, story, or creative writing)
    "Factual Inquiry" (User requests objective facts, statistics, or comparisons)
    "Opinion-Seeking" (User asks for subjective opinions or recommendations)
    "Task-Oriented" (User asks for a structured task, e.g., "Summarize this")
    "Conversational Engagement" (Casual conversation, open-ended questions)

Output Format

Return a JSON object with the following structure:

{
  "topics": ["Education", "Science", "Ethics"],
  "language_style": "Formal",
  "grammar_slang": "Perfect",
  "context_awareness": "Excellent",
  "logical_progression": "Strong",
  "topic_shifts": "Minor",
  "instruction_type": "Factual Inquiry"
}

Instructions

✅ Select up to 3 most relevant topics, ordered by prominence in the conversation.
✅ If a conversation clearly belongs to only one or two topics, leave the extra slots blank.
✅ Avoid assuming "Healthcare" unless explicitly related to medical treatment, conditions, or policies.
✅ Science-related discussions should be labeled "Science" unless primarily about education, in which case "Education" should be prioritized.
✅ Ensure responses use only predefined options for consistency in post-processing.
✅ Do not add explanations—only return JSON.

Now, evaluate the following conversation:

{{messages}}
Mar 16, 2025, 11:34 AM UTC
Mar 16, 2025, 11:34 AM UTC
00:00:06
5 row sample
4121 tokens$ 0.0008
5 rows processed, 4121 tokens used ($0.0008)
Estimated cost for all 23110 rows: $3.57
Sample Results completed
4 columns, 1-5 of 23110 rows
prompt
prompt_id
How does the author propose to fix the problem of science alienation in our educational system? What changes does she suggest should be made to science education? Answer according to: Science education should be split into two tracks. Split K-12 science education into two tracks, for majors and nonmajors. Those who want to specialize in science could take math and complex chemistry. Nonmajors would focus on science of the everyday—things like kitchen chemistry and CSI-style crime investigations. Some years ago, when I was working as a newspaper science writer in California, I fell into a rather idle conversation with a physicist on the subject of science education. Idle for him, at least, because what he said—the way he defined the American system of teaching K-12 students about science—has stayed with me since. This conversation has returned to me many times over the years. On the day my older son, who spent his childhood joyfully chasing insects and reading natural history books, came home from high school to announce that “biology is the most boring subject in the world.” The time the student adviser at the University of Wisconsin journalism school, where I teach, told me that undergrads don’t want to take science-writing classes because they already felt “beaten up by science.” Even on days when I read science literacy statistics and am startled by the percentage of people who think that antibiotics kill viruses as well as bacteria or that the sun revolves around the Earth. It’s easy for me to join with the chorus of concern over whether we are keeping up as a science-literate country. But even so, science literacy is the wrong term for the worried point I’m making here. I’m concerned about science alienation. The way we teach K-12 science, with its emphasis on the intricacies of formula and mathematical structure necessary for the next generation of scientists and engineers, shuts too many people out. I don’t mean just shut out of the priesthood here; there’s no reason for everyone to become a scientist. But shut out of the comfort zone, of the ability to think of science as something useful in daily life. And it’s the science-alienated who matter to me. Partly because as a science writer I find them the most interesting audience—I love the idea of seducing someone convinced that science is boring or meaningless into reading a research-centered story. Partly because I worry that what The New Yorker’s Michael Specter describes as a culture of science denialism is having a profound—possibly dangerous—effect on public policies. Think, for instance, of recent moves in Virginia, Texas, and North Carolina to deny that sea level rise is related to global climate change. And partly I just think that the filtered-out are cheated. They endure the mandatory classes, but they never really learn the main lesson—the way that science helps us understand ourselves and the world around us. The great psychologist and philosopher William James wrote more than 100 years ago that the science establishment would face consequences if it dismissed the importance of the lay public. In the year 1909, he said, it was easy to find people who no longer paid attention to the teachings of researchers. “They are indifferent to science,” he explained, “because science is so callously indifferent to their experiences.” Today, this is very relevant to K-12 science education: Our system breeds that indifference. How can we fix it? By requiring even more science education—but changing it dramatically. All high school students should have to take four years of science, instead of the minimal two usually required for graduation. Along with that, we should also offer separate “science tracks”—something like the old tracks for vocational or college-bound students. Those who want to specialize in science could take math, physics, and complex chemistry (and the kind of genetically detailed biology that my son disliked). Nonmajors, by contrast, would focus on what I think of as science of the everyday—things like kitchen chemistry, CSI-style crime investigation, the biology of health, and a class in the physics of sports that would include playing the games. My tracking system could easily build on existing science electives. My son’s school, for instance, teaches a forensic science unit which uses the classroom as an ever changing “crime scene,” exploring everything from DNA analysis to blood typing. It’s a way of putting science in context. More students would take such classes; more would be exposed to these ideas as they did the coursework needed to complete each track. Ideally, the tracks could be coordinated with the science classes offered for majors and nonmajors at the college level. Of course, occasionally a student might want to switch tracks—and we should allow for that, too. It could go both ways: Would-be scientists might realize that the field isn’t really for them and switch to the nonmajor track, while some students might be inspired by the CSI class to move into the more difficult sciences. We need to stop trying to teach every child as either a future scientist or a future failed scientist. We don’t want or need every student to be a scientist, but we do want each one to be a success. And success includes a solid understanding and appreciation of science, one that will remain useful to both themselves and society throughout their lives. Also in Slate’s special issue on science education: Fred Kaplan explains why another “Sputnik moment” would be impossible; Philip Plait explains why he became the “Bad Astronomer”; Paul Plotz describes how almost blowing up his parents’ basement made him a scientist; Tom Kalil says that the Obama administration is using the Make movement to encourage science education; and Dana Goldstein explains why you should make your daughter play video games. Also, share your ideas for fixing science education in the Hive. This article arises from Future Tense, a joint partnership of Slate, the New America Foundation, and Arizona State University.
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Rice tolerance to suboptimal low temperatures relies on the maintenance of the photosynthetic capacity. Gazquez, A., Vilas, J. M., Colman Lerner, J. E., Maiale, S. J., Calzadilla, P. I., Menendez, A. B. and Rodriguez, A. A. Laboratorio de Fisiologia de Estres Abiotico en Plantas, Unidad de Biotecnologia 1, IIB-INTECH, CONICET, UNSAM, Chascomus, Argentina. Centro de Investigaciones y Desarrollo en Ciencias Aplicadas, FCEx, UNLP, Argentina. Departamento de Biodiversidad y Biologia Experimental, FCEyN - UBA, INMIBO-CONICET, Buenos Aires, Argentina. Laboratorio de Fisiologia de Estres Abiotico en Plantas, Unidad de Biotecnologia 1, IIB-INTECH, CONICET, UNSAM, Chascomus, Argentina. Electronic address: andresrodriguez@conicet.gov.ar. The purpose of this research was to identify differences between two contrasting rice cultivars in their response to suboptimal low temperatures stress. A transcriptomic analysis of the seedlings was performed and results were complemented with biochemical and physiological analyses. The microarray analysis showed downregulation of many genes related with PSII and particularly with the oxygen evolving complex in the sensitive cultivar IR50. Complementary studies indicated that the PSII performance, the degree of oxygen evolving complex coupling with the PSII core and net photosynthetic rate diminished in this cultivar in response to the stress. However, the tolerant cultivar Koshihikari was able to maintain its energy equilibrium by sustaining the photosynthetic capacity. The increase of oleic acid in Koshihikari could be related with membrane remodelling of the chloroplasts and hence contribute to tolerance. Overall, these results work as a ground for future analyses that look forward to characterize possible mechanisms to tolerate this stress. How did the tolerant rice cultivar Koshihikari maintain its photosynthetic capacity under suboptimal low temperatures stress, and what possible mechanisms could contribute to its tolerance?
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Write a free verse poem about the power of the human spirit to overcome adversity, using vivid imagery and sensory language to depict a specific moment or event where someone has faced a major challenge and risen above it. Consider the emotions, thoughts, and actions that led to this triumph and use these to craft a powerful and inspiring message about resilience and inner strength. Be sure to employ literary devices such as metaphor, repetition, and symbolism to enhance the poem's impact and meaning.
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Compose a speech about the need for more affordable dental care.
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Write a historical fiction story that is set during the World War II, emphasizing the individuals and their experiences. Consider including themes such as bravery, sacrifice, and perseverance. Ensure that your story contains accurate historical details and that your characters are true to the time period. Also, pay attention to your style of writing, using descriptive language to bring your story to life.
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