diff --git "a/generated_predictions.jsonl" "b/generated_predictions.jsonl" new file mode 100644--- /dev/null +++ "b/generated_predictions.jsonl" @@ -0,0 +1,155 @@ +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI'm a 1st grade teacher in the public school system. I want to teach my class about bullying, why you should not do it, and what do if you see it. Help me write a lesson plan.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here is a sample lesson plan for teaching 1st graders about bullying:\n\n##Lesson Title: What is Bullying?\n\n##Objectives:\n\n* Students will be able to define bullying and explain why it is harmful.\n* Students will be able to explain what to do if they are being bullied or if they see someone else being bullied.\n* Students will be able to give examples of bullying.\n\n##Materials:\n\n* Whiteboard and markers\n* Picture cards of children being bullied\n* Picture cards of children who are being bullied with crayons, pencils, and markers\n* Picture cards of children who are being bullied with their toys and books\n* Picture cards of children who are being bullied with their friends\n* Picture cards of children who are being bullied with their pets\n* Picture cards of children who are being bullied with their parents\n* Picture cards of children who are being bullied with their teachers\n* Picture cards of children who are being bullied with their classmates\n* Picture cards of children who are being bullied with their siblings\n* Picture cards of children who are being bullied with their cousins\n* Picture cards of children who are being bullied with their neighbors\n* Picture cards of children who are being bullied with their classmates at recess\n* Picture cards of children who are being bullied with their classmates during lunch\n* Picture cards of children who are being bullied with their classmates after school\n* Picture cards of children who are being bullied with their classmates at home\n* Picture cards of children who are being bullied with their classmates in the park\n* Picture cards of children who are being bullied with their classmates at the store\n* Picture cards of children who are being bullied with their classmates at the library\n* Picture cards of children who are being bullied with their classmates at the school\n* Picture cards of children who are being bullied with their classmates at the school bus\n* Picture cards of children who are being bullied with their classmates at the school office\n* Picture cards of children who are being bullied with their classmates at the school nurse's office\n* Picture cards of children who are being bullied with their classmates at the school counselor's office\n* Picture cards of children who are being bullied with their classmates at the school principal's office\n* Picture cards of children who are being bullied with their classmates at the school vice principal's office\n* Picture cards of children who are being bullied with their classmates at the school teacher's lounge\n* Picture cards of children who are being bullied with their classmates at the school cafeteria\n* Picture cards of children who are being bullied with their classmates at the school gym\n* Picture cards of children who are being bullied with their classmates at the school playground\n* Picture cards of children who are being bullied with their classmates at the school track\n* Picture cards of children who are being bullied with their classmates at the school field\n* Picture cards of children who are being bullied with their classmates at the school stadium\n* Picture cards of children who are being bullied with their classmates at the school baseball field\n* Picture cards of children who are being bullied with their classmates at the school soccer field\n* Picture cards of children who are being bullied with their classmates at the school basketball court\n* Picture cards of children who are being bullied with their classmates at the school tennis court\n* Picture cards of children who are being bullied with their classmates at the school volleyball court\n* Picture cards of children who are being bullied with their classmates at the school golf course\n* Picture cards of children who are being bullied with their classmates at the school bowling alley\n* Picture cards of children who are being bullied with their classmates at the school laser tag arena\n* Picture cards of children who are being bullied with their classmates at the school trampoline park\n* Picture cards of children who are being bullied with their classmates at the school amusement park\n* Picture cards of children who are being bullied with their classmates at the school water park\n* Picture cards of children who are being bullied with their classmates at the school aquarium\n* Picture cards of children who are being bullied with their classmates at the school zoo\n* Picture cards of children who are being bullied with their classmates at the school farm\n* Picture cards of children who are being bullied with their classmates at the school petting zoo\n* Picture cards of children who are being bullied with their classmates at the school horseback riding stable\n* Picture cards of children who are being bullied with their classmates at the school golf course\n* Picture cards of children who are being bullied with their classmates at the school bowling alley\n* Picture cards of children who are being bullied with their classmates at the school laser tag arena\n* Picture cards of children who are being bullied with their classmates at the school trampoline park\n* Picture cards of children who are being bullied with their classmates at the school amusement park\n* Picture cards of children who are being bullied with their classmates at the school water park\n* Picture cards of children who are being bullied with their classmates at the school aquarium\n* Picture cards of children who are being bullied with their classmates at the school zoo\n*", "label": "Here's a lesson plan for teaching first graders about bullying.\n\n###Learning Objectives:\nStudents will be able to define what bullying is and identify different types of bullying. Students will be able to describe why it is wrong to bully others and how to respond if they are being bullied or see someone else being bullied.\n\n###Introduction (5 minutes):\n* Ask your students to raise their hands if they know what bullying is. Then ask one or two students to explain what bullying means.\n* Tell your students that bullying is a serious issue and you would like to spend some time talking about it so that everyone knows what bullying is and how to deal with it.\n\n###Teacher Instruction (15 minutes):\n* Pass out the What Is Bullying? worksheet to your students. Read through the definition of bullying with your students. Explain any words that may be difficult for your students to understand.\n* Go over the examples of verbal, physical, and social media bullying with your students. Ask your students if they can think of any other ways that someone might bully another person. Add these suggestions to the chart.\n\n###Guided Practice (25 minutes):\n* Ask your students to write something they could do if they were being bullied.\n* Ask your students to write something they could do if they saw someone else being bullied.\n* Have your students pair up with partners. Ask your students to read their ideas to their partner and discuss whether their partner thinks those strategies would work well.\n* Call on a few students to share what they wrote with the whole class. Encourage your students to comment on each other's ideas.\n\n###Teacher Instruction (10 minutes):\n* Show your students the video How to Stop Bullies at School. \n* After watching the video, ask your students if they learned anything new about bullying. If yes, ask them to share what they learned.\n\n###Conclusion(5 minutes):\n* Let your students know that you care about them and want them to feel safe at school. Assure them that they can come to you if they are being bullied or see someone else being bullied.\n\n###Optional Extensions:\n* Ask your students to create posters depicting how to stand up against bullying. Hang the posters around the classroom or hallway.\n* Invite parents to join your class for part of the lesson. Give parents the opportunity to share their thoughts and concerns about bullying with the class."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to copy and create arrays in sketchup?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "SketchUp has two ways to copy an array of objects:\n\n* Duplicate tool\n* Array tool\n\n## Duplicate Tool\n\n1. Select an object you want to duplicate. If you want to duplicate a face, you can also select a face. In this case, it will duplicate the faces that are contained in the selected face.\n2. Click the Duplicate Tool. The Duplicate Tool is located in the toolbar at the top of the screen.\n3. Select the Duplicate Tool. You can select the Duplicate Tool by clicking on the Duplicate Tool in the toolbar.\n4. Click the object you want to duplicate. This will duplicate the selected object.\n5. Repeat steps 2 through 4 until you have duplicated the object the desired number of times.\n\n\n## Array Tool\n\n1. Select the object you want to duplicate. If you want to duplicate a face, you can also select a face. In this case, it will duplicate the faces that are contained in the selected face.\n2. Click the Array Tool. The Array Tool is located in the toolbar at the top of the screen.\n3. Click the Array Tool. You can select the Array Tool by clicking on the Array Tool in the toolbar.\n4. Select the Array Tool. You can select the Array Tool by clicking on the Array Tool in the toolbar.\n5. Select the number of times you want to duplicate the object. You can select the number of times you want to duplicate the object by clicking on the number in the Array Tool.\n6. Click the object you want to duplicate. This will duplicate the selected object.\n7. Repeat steps 1 through 6 until you have duplicated the object the desired number of times.", "label": "Arrays are multiple copies of entities that you create in SketchUp. It can take a while to 'get' it, but once you do, you will find it very helpful. Read this article to learn how.\n\n## External array\n\n1. Open up SketchUp and select the item that you wish to copy.\n2. Click on the Move icon and start to move it. After you start to move it, press down on CTRL and move it to where you want the copy. If you want 5 of them, press 5x. 5x and then Enter\n3. If you want your copy a particular distance away from the original, once you have moved it, type in the distance and enter. 5' and then Enter\n\n\n## Linear array\n\n1. Have some idea of the number you will need. That is because you will be creating a space for the array to fill.\n2. Select the entity, start to move, press CTRL and move a distance away. Once you have it there, type in the number of total copies you want. In this instance, 4/ to create a total of 5 doghouses. 4/ and then Enter\n\t* If it doesn't look right and you haven't done anything else, you can type in another number and it will change.\n3. If you want to make a 'field' of your entities, select them and do it again. In the screenshot at the beginning of the article, 3/ and Enter was pressed to get all of the doghouses.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIs it at all possible to update object's properties with ```setState```?\nSomething like:\n```this.state = {\n jasper: { name: 'jasper', age: 28 },\n}\n```\nI have tried: \n```this.setState({jasper.name:'someOtherName'});\n```\nand this:\n```this.setState({jasper: {name:'someothername'}})\n```\nThe first results in a syntax error and the second just does nothing. Any ideas?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "In React, state is immutable, so it can't be updated directly. Instead, the state should be passed as props down to the child components. The state can only be updated through the ```setState``` method provided by React. \n\nIf you want to update the state in a child component, you can use the ```setState``` method provided by React, or you can update the props that are passed down to the child components. This way, you can update the state in the parent component, and it will be reflected in the child components. \n\nFor example, if you have the following code:\n```const App = () => {\n const [data, setData] = useState({});\n\n return (\n
\n \n
\n );\n};\n```\nThen in the ```ChildComponent``` you can update the state by calling ```setState```:\n```const ChildComponent = () => {\n const [data, setData] = useState({});\n\n const handleDataChange = () => {\n setData({ data:'some new data' });\n };\n\n return (\n
\n \n

Data: {data.data}

\n
\n );\n};\n```\nOr you can pass down the state as props and update the props:\n```const App = () => {\n const [data, setData] = useState({});\n\n return (\n
\n \n
\n );\n};\n```\nThen in the ```ChildComponent``` you can update the props:\n```const ChildComponent = () => {\n const [data, setData] = useState({});\n\n const handleDataChange = () => {\n setData({ data:'some new data' });\n };\n\n return (\n
\n \n

Data: {data.data}

\n
\n );\n};\n```\nYou can also create a new state by calling ```setState``` with an object containing all the state you want to update. For example:\n```const App = () => {\n const [data, setData] = useState({});\n\n return (\n
\n \n
\n );\n};\n```\nThen in the ```ChildComponent``` you can update the state by calling ```setState``` with a new object containing all the state you want to update:\n```const ChildComponent = () => {\n const [data, setData] = useState({});\n\n const handleDataChange = () => {\n setData({\n ...data,\n data:'some new data',\n someOtherProp:'some other value',\n });\n };\n\n return (\n
\n \n

Data: {data.data}

\n

Some other prop: {data.someOtherProp}

\n
\n );\n};\n```\nThis is the most common way to update state in React.", "label": "There are multiple ways of doing this, since state update is a async operation, so to update the state object, we need to use updater function with ```setState```.\n1- Simplest one:\nFirst create a copy of ```jasper``` then do the changes in that:\n```this.setState(prevState => {\n let jasper = Object.assign({}, prevState.jasper); // creating copy of state variable jasper\n jasper.name ='someothername'; // update the name property, assign a new value\n return { jasper }; // return new object jasper object\n})\n```\nInstead of using ```Object.assign``` we can also write it like this:\n```let jasper = {...prevState.jasper };\n```\n2- Using spread syntax:\n```this.setState(prevState => ({\n jasper: { // object that we want to update\n ...prevState.jasper, // keep all other key-value pairs\n name:'something' // update the value of specific key\n }\n}))\n```\nNote: ```Object.assign``` and ```Spread Operator``` creates only shallow copy, so if you have defined nested object or array of objects, you need a different approach.\n\nUpdating nested state object:\nAssume you have defined state as:\n```this.state = {\n food: {\n sandwich: {\n capsicum: true,\n crackers: true,\n mayonnaise: true\n },\n pizza: {\n jalapeno: true,\n extraCheese: false\n }\n }\n}\n```\nTo update extraCheese of pizza object:\n```this.setState(prevState => ({\n food: {\n ...prevState.food, // copy all other key-value pairs of food object\n pizza: { // specific object of food object\n ...prevState.food.pizza, // copy all pizza key-value pairs\n extraCheese: true // update value of specific key\n }\n }\n}))\n```\nUpdating array of objects:\nLets assume you have a todo app, and you are managing the data in this form:\n```this.state = {\n todoItems: [\n {\n name: 'Learn React Basics',\n status: 'pending'\n }, {\n name: 'Check Codebase',\n status: 'pending'\n }\n ]\n}\n```\nTo update the status of any todo object, run a map on the array and check for some unique value of each object, in case of ```condition=true```, return the new object with updated value, else same object.\n```let key = 2;\nthis.setState(prevState => ({\n todoItems: prevState.todoItems.map(\n el => el.key === key? {...el, status: 'done' }: el\n )\n}))\n```\nSuggestion: If object doesn't have a unique value, then use array index."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhen converting from RGB to grayscale, it is said that specific weights to channels R, G, and B ought to be applied. These weights are: 0.2989, 0.5870, 0.1140.\nIt is said that the reason for this is different human perception/sensibility towards these three colors. Sometimes it is also said these are the values used to compute NTSC signal.\nHowever, I didn't find a good reference for this on the web. What is the source of these values?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The formula is based on the human visual sensitivity to different wavelengths of light. The sensitivity of the human eye to different wavelengths of light follows a pattern known as the CIE 1931 color matching function. This function is a mathematical description of how different wavelengths of light are perceived by the human eye.\n\nThe weights you mentioned are actually the CIE 1931 color matching function for the L*a*b* color space, which is a standard color space used in color reproduction. These weights are used to convert a color from the XYZ color space (which is the standard color space for color reproduction) to the L*a*b* color space. This conversion is used in a variety of applications, including color printing, color reproduction, and color television.\n\nHere is a summary of the weights and how they are used:\n\n* 0.2126 is the weight for the green channel, which corresponds to a wavelength of 546 nanometers. This is the peak wavelength for the human eye's sensitivity to light.\n* 0.7152 is the weight for the red channel, which corresponds to a wavelength of 640 nanometers. This is the peak wavelength for the human eye's sensitivity to light.\n* 0.0722 is the weight for the blue channel, which corresponds to a wavelength of 460 nanometers. This is the peak wavelength for the human eye's sensitivity to light.\n\nThese weights are used to convert a color from the XYZ color space to the L*a*b* color space. This conversion is important for a variety of applications, including color printing, color reproduction, and color television. The L*a*b* color space is used in the CIE 1931 color matching function, which is a mathematical description of how different wavelengths of light are perceived by the human eye.\n\nIn the case of converting from RGB to grayscale, you are converting from a color space that is based on additive color mixing to a color space that is based on subtractive color mixing. Additive color mixing is used in display devices such as monitors and televisions, where the red, green, and blue colors are combined in varying intensities to produce a wide range of colors. Subtractive color mixing is used in printing, where the red, green, and blue inks are combined in varying intensities to produce a wide range of colors.\n\nThe weights you mentioned are used to convert the RGB values to a grayscale value that is perceived by the human eye. The resulting grayscale value is used to represent the perceived brightness of the color.\n\nIn the case of NTSC, which is a color television system, the weights you mentioned are used to convert the RGB values to a color signal that is transmitted over the airwaves. The NTSC color signal is a combination of the red, green, and blue channels, which are combined in varying intensities to produce a wide range of colors. The weights you mentioned are used to convert the RGB values to a color signal that is transmitted over the airwaves, and then to convert that color signal back into a grayscale value that is perceived by the human eye.\n\nIn summary, the weights you mentioned are the CIE 1931 color matching function for the L*a*b* color space, which is a standard color space used in color reproduction. These weights are used to convert a color from the XYZ color space to the L*a*b* color space, and are also used in the conversion from RGB to grayscale. The weights you mentioned are used in a variety of applications, including color printing, color reproduction, and color television.", "label": "If you convert RGB -> grayscale with slightly different numbers / different methods, you won't see much difference at all on a normal computer screen under normal lighting conditions -- try it.\n\n### RGB -> ^gamma -> Y -> L*\nIn color science, the common RGB values, as in html rgb( 10%, 20%, 30% ),\nare called "nonlinear" or\nGamma corrected.\n"Linear" values are defined as\n```Rlin = R^gamma, Glin = G^gamma, Blin = B^gamma\n```\nwhere gamma is 2.2 for many PCs.\nThe usual R G B are sometimes written as R' G' B' (R' = Rlin ^ (1/gamma))\n(purists tongue-click) but here I'll drop the '.\nBrightness on a CRT display is proportional to RGBlin = RGB ^ gamma,\nso 50% gray on a CRT is quite dark:.5 ^ 2.2 = 22% of maximum brightness.\n(LCD displays are more complex;\nfurthermore, some graphics cards compensate for gamma.)\nTo get the measure of lightness called ```L*``` from RGB,\nfirst divide R G B by 255, and compute\n```Y =.2126 * R^gamma +.7152 * G^gamma +.0722 * B^gamma\n```\nThis is ```Y``` in XYZ color space; it is a measure of color "luminance".\n(The real formulas are not exactly x^gamma, but close;\nstick with x^gamma for a first pass.)\nFinally,\n\n```L* = 116 * Y ^ 1/3 - 16\n```\n"... aspires to perceptual uniformity [and] closely matches human perception of lightness." --\nWikipedia Lab color space"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to deal with a job loss?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Job loss can be a stressful and emotionally draining experience, but there are several things you can do to cope with it. If you've lost your job, the first thing you need to do is take care of yourself. This means getting enough sleep, eating healthy foods, and exercising. You should also talk to a therapist or counselor who can help you deal with your emotions. If you've been laid off from a job, the first thing you need to do is apply for unemployment benefits. If you've been fired from a job, you may be able to get unemployment benefits, but you'll need to apply for them. Once you've received your unemployment benefits, you should start looking for a new job. This means updating your resume and cover letter, and applying for jobs that match your skills and experience. You should also network with other people in your industry, and make connections with people who can help you get a job. Finally, you should take care of yourself while you're looking for a new job. This means taking breaks, eating healthy foods, and exercising. You should also try to stay positive, and focus on the things that you can control.\n\n## Deal with the emotional impact of job loss\n\n1. Acknowledge your feelings. It's okay to feel upset or angry when you've lost your job. Acknowledge your feelings and don't try to deny them. It's okay to feel sad or depressed, but try not to dwell on your feelings. Instead, focus on what you can do to move forward. Talk to a therapist or counselor who can help you deal with your emotions. They can help you work through your feelings and develop coping strategies.\n2. Focus on what you can control. Instead of dwelling on what you can't control, focus on what you can control. This means focusing on your job search and what you can do to improve your chances of getting a new job. It also means taking care of yourself and trying to stay positive. Remember, you can't control what happens to your job, but you can control how you react to it. Focus on what you can control, and try not to worry about what you can't.\n3. Keep a journal. Keeping a journal can be a great way to process your emotions and deal with the stress of job loss. Write down your thoughts and feelings, and try to be as honest as possible. Writing in a journal can also help you identify patterns and triggers in your emotions, and develop coping strategies to deal with them. Try to write in your journal at least once a day, and keep your journal private.\n4. Connect with others. Job loss can be a lonely experience, but it doesn't have to be. Reach out to friends and family members, and try to connect with them. You can also connect with others through social media, or by joining a support group. Joining a support group can be a great way to connect with others who are going through a similar experience. It can also provide you with valuable support and guidance.\n5. Take care of yourself. Job loss can be stressful and emotionally draining, but it's also physically draining. Take care of yourself by getting enough sleep, eating healthy foods, and exercising. You should also try to take breaks and relax. This can help you manage your stress and stay focused on your job search.\n\n\n## Deal with the practical impact of job loss\n\n1. Apply for unemployment benefits. If you've been laid off from a job, you should apply for unemployment benefits. If you've been fired from a job, you may be able to get unemployment benefits, but you'll need to apply for them. Unemployment benefits can provide you with financial support while you're looking for a new job. This can help you pay your bills and take care of yourself. Apply for unemployment benefits as soon as possible after you've lost your job.\n2. Update your resume and cover letter. Once you've received your unemployment benefits, you should start looking for a new job. This means updating your resume and cover letter, and applying for jobs that match your skills and experience. Your resume and cover letter should highlight your strengths and skills, and show potential employers why you're the best candidate for the job. Make sure to tailor your resume and cover letter to the job you're applying for, and try to make them as concise as possible.\n3. Network with others. Networking can be a great way to find a new job. Reach out to friends and family members, and try to connect with them. You can also connect with others through social media, or by joining a professional organization. Joining a professional organization can be a great way to meet other people in your industry. It can also provide you with valuable support and guidance.\n4. Look for job openings. Once you've updated your resume and cover letter, and started networking, it's time to look for job openings. This means searching online, and checking job listings in your local newspaper. You can also look for job openings through your network. Try to focus on jobs that match your skills and experience", "label": "Losing your job can take a toll on your well-being, finances, and self-worth. When dealing with a job loss, work through the stress by finding healthy and productive outlets. Address your finances and make necessary changes to budgeting and spending. Developing healthy habits can help you feel better and get you closer to re-entering the job market. While dealing with a job loss can be difficult, you can have a positive experience during your transition and even enjoy some of the changes you make.\n\n## Cop with stress from lose your job\n\n1. Allow yourself to experience grief. Losing a job is much more than losing your source of income. Your job may be a source of your identity and bring you personal and professional fulfillment. It’s normal to experience grief, so allow yourself to feel it. Accept whatever feelings come and know that they will not last forever. Pushing your emotions down or pretending they don’t exist will likely result in them coming up at another time, whether you like it or not. So, when you feel anger, sadness, hopelessness, or grief, let it be and don’t push it away.\n2. Use effective coping strategies. Dealing with a job loss will undeniably lead to stress. Cope with your stress by engaging in activities that make you feel good and relieve your stress in a healthy way. Find an activity that relaxes you and helps you feel calm. Engage in relaxing activities such as yoga, meditation, or journaling. Avoid using alcohol, drugs, or other harmful substances as a way to cope.\n3. Ask for emotional support from loved ones. While your loved ones can’t solve your problems, they can support you and lend a listening ear while you sort out your life. Find someone you trust and talk about your struggles and ask for support. You don’t need to go through your problems alone. Keeping your job loss a secret can make things worse. Know that there are people you can talk to and who will support you.\n4. Focus on what you can control. You can’t control your job loss or when you will get a new job. You won’t know when an employer will call you back or how many interviews you will get. Instead of focusing on things outside of your control, focus on what you can control, such as getting training, taking care of yourself, and surrounding yourself with positive influences. Think of what is within your control when you feel overwhelmed or stressed out.\n5. Find joy through a hobby or activity. If you don’t know what to do with yourself and the time you have, find activities that feel fulfilling. Try volunteering at an animal shelter or after-school program for children. Pick up a hobby that’s fun and fulfilling such as painting, dancing, woodworking, or traveling. Losing your job can make you feel like your sense of meaning is gone. Finding an enjoyable activity can help you experience some joy and fulfillment outside of work.\n\n\n## Handle financial matter\n\n1. Apply for financial assistance. Depending on where you live, you may be able to access government assistance when you become unemployed. Go to your local employment services department in your state or territory to see if you qualify for workers’ compensation, unemployment benefits, medical assistance and insurance, financial assistance for food, and other benefits that can help in this difficult time. You can usually walk in and talk to someone the same day. Bring documents from your previous employer that outline your pay, insurance, benefits, etc. Assistance services can take time to get started, so apply for them as soon as you lose your job.\n2. Maintain a budget. If you’re not already using a budget, now is the perfect time to create one. Your goal for a budget while unemployed is to save money and reduce your overall expenses. Create categories for your spending such as food, car, rent/mortgage, pet care, or anything else that’s pertinent. Allocate money to each category and stay within the limit you set! Creating a budget will help you prioritize where your money goes and how much you will spend on different items. For example, set up a $200 budget each month for food and start buying foods that are healthy and will fill you up. Skip the restaurants and fancy foods and focus on getting your basic needs met.\n3. Save money. Your goal right now is to have enough money to get by and not worry about finances while you look for your next job. Cut back on extra expenses by making small changes, such as choosing a cheaper mobile phone plan or cancelling your gym membership if you’ve stopped going. Look for small things you can cut out that won’t affect you too much. For example, use generic products instead of branded items. Avoid buying books or movies. Instead, visit your local library to borrow them. Your library may even have other items available for loan, depending on how well-supported the library system is in your area.\n4. Stop unnecessary purchases. Losing a job often means a drastic cut in income or no source of income at all. Cut back on any unnecessary spending. For example, if you subscribe to a monthly magazine or promotional box, cancel it. If you eat out for most meals, consider cooking at home. These are simple ways to cut spending that can help you with financial stability. Find ways that you can cut spending without having to make drastic changes. For example, limit your online shopping. Make a list of your monthly expenses and determine if there are some you can eliminate or decrease. For example, some cable companies will allow you to decrease your monthly plan to a very basic plan for a lot less money for up to 6 months at a time.\n5. Make some extra money. If you’re struggling to make ends meet, there are some easy ways to make money quickly. Look around and find items in your home that you’re willing to part with in order to make some money. This might include clothes, electronics, books, or jewelry. If you have a spare bedroom in your home, consider renting it out to someone. Sign up with a rideshare company and offer rides locally when you have time. Look at freelancing job sites online. Some, such as Upwork, Guru, and Remote have a lot of different types of work that people are willing to pay you to do. While making some extra money takes some effort, it can pay off and make you feel more comfortable while you’re unemployed.\n\n\n## Keep a healthy lifestyle\n\n1. Keep a daily routine. Not having a job can mean that days feel like they stretch on forever or that you waste time only to realize that the day is over. Create a daily schedule or routine that helps you accomplish your goals and stay productive. Have a set time that you start and end your day so that you keep a general routine. For example, wake up at the same time each morning and keep a regular morning routine. Go to the gym, then start your job search. It might help to get out of the house when you do work.\n2. Get good sleep. Sleep often suffers when under stress, so keep good sleeping habits while dealing with your job loss. Go to bed and wake up at the same time each day, even on the weekends. Keep electronics out of your bedroom so the light does not disrupt your sleep. If you have trouble falling asleep, try a relaxation routine before bedtime. For example, take a bath, drink a soothing herbal tea, or journal as a way to relax and ready yourself for sleep.\n3. Eat healthy foods. The food you put in your body may be easily overlooked, but it’s especially important to healthfully fuel yourself when dealing with the stress of job loss. Eat plenty of fruits, vegetables, and whole grains such as brown rice and oats. Eat high-quality protein sources such as tempeh. Avoid foods that influence your mood, which might include sugar, caffeine, and high levels of preservatives or hormones. If you struggle with anxiety, stay away from nicotine and caffeine, which can increase anxiety.\n4. Talk with a counselor. A counselor can provide guidance and support while you are dealing with your job loss. For example, if you’re struggling with how to move forward or handle your stress, see a therapist to help. If you need help in gaining some direction with your career, consider seeing a career counselor. Find a counselor by calling your insurance provider or the employment center near you. You could also try talking to a career counselor. Career counselors can help you determine if the career you have is the right fit for you. Perhaps this is an opportunity to try something else.\n\n\n## Take step forward for your career\n\n1. Decide how you want to move forward. Losing your job might be a new beginning. Decide whether you want to continue in your career path or make some changes. You might want to take your career in a different direction or go back to school. Now is your chance for a new beginning should you want it. Knowing what you want can help you apply for jobs or get training that you need for a different position.\n2. Treat finding a job as a job. Make finding employment your full-time job. This can help you stay motivated and on task while between jobs. Break up your day as you would at your last job so that you have tasks to complete, deadlines to meet, and different activities to do. For example, spend time looking through job listings, making phone calls, and writing emails. Then, spend your afternoon revising your resume, doing some reading or completing training. Devote your time to finding your next job and get serious about it. Start by researching the jobs and companies you are interested in working for. Then create separate resumes for each type of job you would like. Use recruiting companies. There are many recruiters looking for people to fill jobs of all kinds all over the world, and they have access to job databases that the general public cannot access. Some companies even hire exclusively through recruiters. By sending your resume to recruiters and following up with them regularly"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhy don't toilets use saltwater?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Toilets use freshwater for several reasons:\n\n1. Saltwater is corrosive and will damage toilet parts. Toilet parts, especially the rubber parts, are made to withstand freshwater. Saltwater is more corrosive than freshwater and will quickly damage the parts of the toilet. The rubber parts will start to degrade quickly, which will lead to the toilet malfunctioning and eventually needing to be replaced. Saltwater is also more abrasive than freshwater, which will cause the toilet to clog more quickly. This will also lead to the toilet needing to be replaced.\n\n2. Saltwater has a high osmotic effect. Osmosis is the movement of molecules from a region of high concentration to a region of low concentration. When you flush a toilet, water is pushed into the bowl through the flush valve. If the water is salty, then the water in the bowl will be less dense than the saltwater in the toilet. This will cause the water to rise up the toilet, which will lead to the toilet overflowing. This is because the saltwater is denser than the freshwater, so it will not be pushed up the toilet as easily.\n\n3. Saltwater will freeze. In colder climates, the water in the toilet will freeze during the winter months. When this happens, the water will expand and the toilet will crack. This will cause the toilet to leak, which will lead to the toilet needing to be replaced. This is because the toilet is not designed to withstand the pressure of the frozen water. Saltwater is more likely to freeze than freshwater because it is colder than freshwater.\n\n4. Saltwater is more difficult to flush. Saltwater is denser than freshwater, which makes it more difficult to flush. When you flush a toilet, the water is pushed into the bowl through the flush valve. If the water is salty, then the water in the bowl will be less dense than the saltwater in the toilet. This will cause the water to rise up the toilet, which will lead to the toilet overflowing. This is because the saltwater is denser than the freshwater, so it will not be pushed up the toilet as easily.\n\n5. Saltwater will clog the toilet. Saltwater is more abrasive than freshwater, which will cause the toilet to clog more quickly. This will also lead to the toilet needing to be replaced. Saltwater is also more likely to clog the toilet because it is denser than freshwater. This is because the saltwater will not be pushed up the toilet as easily as the freshwater.", "label": "The main answer is logistical. Building a network of pipes to convey water to houses is a major effort, and most places where that's been done found it extremely expensive. Providing a second set of pipes to bring salt water to houses would probably cost about the same. Except that cities go to considerable lengths to put their water reservoirs above the city as far as possible so they don't have to use as much energy for pumping. The few cities with seawater above them pay a lot to pump water out.\nA minor secondary problem is that sewage treatment plants are fairly heavily biological. They grow things in the sewage to break it down. But most of those things won't grow in salt water. It's already a challenge keeping toxic chemicals out of the sewage. For this to work it might be necessary to add a second set of sewer pipes to carry the water away, and develop new methods of treating that salty sewage (the treated sewage couldn't be spread on farmland, for example).\nIt would be far simpler, cheaper and more reliable to simply buy everyone a composting toilet to replace each toilet they currently have. As a halfway measure, mandating more economical toilets would help, as would education campaigns like the ones encouraging people not to flush at all when they urinate. Even with a sensible cistern that has a 2 litre "half flush", that's two litres wasted every time someone pees.\nAdditionally, salt is not good for pipes. A lot of pipes, even today, are clay or concrete, and salt water is bad for both of these. It's not impossible to get around that, just expensive."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYou need to hire a hitman, but can't afford it. Carefully write a gofundme campaign for something seemingly innocent while subtly letting your donors know what they are actually funding.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "**$0 to $100 in 1 day**\nHelp Me Build A Treehouse!\nBy: John Doe\nA Treehouse is a great place to relax, read, and play! A treehouse is a great way to spend time with family and friends, and it's a great way to teach kids about responsibility and independence. It's also a great way to get some exercise and fresh air. I have a great design for a treehouse that will be safe, fun, and will not cost too much. It will have a rope ladder, a rope bridge, a rope door, and a rope swing. It will also have a secret compartment for hiding small items. I would love to have the treehouse in my backyard. Please help me make this happen!\n* $10\n* $50\n* $100\n* $500\n* $1000\n* $5000\n* $10000\n* $50000\n* $100000\n* $500000\n* $1000000\n* $5000000\n* $10000000\n* $50000000\n* $100000000\n* $500000000\n* $1000000000\n* $5000000000\n* $10000000000\n* $50000000000\n* $100000000000\n* $500000000000\n* $1000000000000\n* $5000000000000\n* $10000000000000\n* $50000000000000\n* $100000000000000\n* $500000000000000\n* $1000000000000000\n* $5000000000000000\n* $10000000000000000\n* $50000000000000000\n* $100000000000000000\n* $500000000000000000\n* $1000000000000000000\n* $5000000000000000000\n* $10000000000000000000\n* $50000000000000000000\n* $100000000000000000000\n* $500000000000000000000\n* $1000000000000000000000\n* $5000000000000000000000\n* $10000000000000000000000\n* $50000000000000000000000\n* $100000000000000000000000\n* $500000000000000000000000\n* $1000000000000000000000000\n* $5000000000000000000000000\n* $10000000000000000000000000\n* $50000000000000000000000000\n* $100000000000000000000000000\n* $500000000000000000000000000\n* $1000000000000000000000000000\n* $5000000000000000000000000000\n* $10000000000000000000000000000\n* $50000000000000000000000000000\n* $100000000000000000000000000000\n* $500000000000000000000000000000\n* $1000000000000000000000000000000\n* $5000000000000000000000000000000\n* $10000000000000000000000000000000\n* $50000000000000000000000000000000\n* $100000000000000000000000000000000\n* $500000000000000000000000000000000\n* $1000000000000000000000000000000000\n* $5000000000000000000000000000000000\n* $10000000000000000000000000000000000\n* $50000000000000000000000000000000000\n* $100000000000000000000000000000000000\n* $500000000000000000000000000000000000\n* $1000000000000000000000000000000000000\n* $5000000000000000000000000000000000000\n* $10000000000000000000000000000000000000\n* $50000000000000000000000000000000000000\n* $100000000000000000000000000000000000000\n* $500000000000000000000000000000000000000\n* $100000000000000000000000000000000", "label": "Hello everyone, I am trying to raise money to send my wife and best friend on a cruise. They have recently developed some common interests, and I think that they would benefit from a very long trip together.\nI would send them myself, however I lack the proper understanding of the travel business, so I am seeking to pay for a travel agent who can make all the proper arrangements and see to it that this is a big surprise for them, I don't want them to see it coming and everything has to go perfectly."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nLet's play 20 Questions! I'm thinking of an animal.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\nI love 20 Questions!\n\n1. Is it a mammal?<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nNo<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n2. Does it live in water?<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nNo<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n3. Is it a reptile?<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYes<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n4. Does it have 4 legs?<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYes<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n5. Is it a predator?<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYes<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n6. Is it larger than 1 meter (3 feet)?<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYes<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n7. Does it live in Africa?<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nNo<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n8. Does it live in Asia?<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYes<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n9. Is it a Komodo dragon?<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYes!<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "I'm glad I was able to guess it correctly! Do you want to play again?", "label": "Hurray! I guessed your animal in 9 questions: the Komodo dragon.\n\nFun fact: Komodo dragons are the largest lizards alive today!"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI want to put a draft watermark using the below script but the problem is that the watermark don't come over the images and I want it to come over it.\n```\\usepackage{draftwatermark}\n\\SetWatermarkText{DRAFT}\n\\SetWatermarkScale{1}\n```<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "It is not possible to overlay the watermark on the images, because the watermark is rendered as a background image by default.\n\nThe watermark is rendered on top of the images by default only if the watermark is a transparent PNG image, but this requires that the watermark image is properly transparent, which is not the case with the standard draftwatermark package.\n\nIf you need a transparent watermark, you should use the background package instead of draftwatermark, as in the following example:\n```\\usepackage{background}\n\\AtBeginPage{%\n\\AtPageBackground{%\n\\pdfmarkpage{1}{1}%\n\\pdfmarkpage{2}{2}%\n\\pdfmarkpage{3}{3}%\n\\pdfmarkpage{4}{4}%\n\\pdfmarkpage{5}{5}%\n\\pdfmarkpage{6}{6}%\n\\pdfmarkpage{7}{7}%\n\\pdfmarkpage{8}{8}%\n\\pdfmarkpage{9}{9}%\n\\pdfmarkpage{10}{10}%\n\\pdfmarkpage{11}{11}%\n\\pdfmarkpage{12}{12}%\n\\pdfmarkpage{13}{13}%\n\\pdfmarkpage{14}{14}%\n\\pdfmarkpage{15}{15}%\n\\pdfmarkpage{16}{16}%\n\\pdfmarkpage{17}{17}%\n\\pdfmarkpage{18}{18}%\n\\pdfmarkpage{19}{19}%\n\\pdfmarkpage{20}{20}%\n\\pdfmarkpage{21}{21}%\n\\pdfmarkpage{22}{22}%\n\\pdfmarkpage{23}{23}%\n\\pdfmarkpage{24}{24}%\n\\pdfmarkpage{25}{25}%\n\\pdfmarkpage{26}{26}%\n\\pdfmarkpage{27}{27}%\n\\pdfmarkpage{28}{28}%\n\\pdfmarkpage{29}{29}%\n\\pdfmarkpage{30}{30}%\n\\pdfmarkpage{31}{31}%\n\\pdfmarkpage{32}{32}%\n\\pdfmarkpage{33}{33}%\n\\pdfmarkpage{34}{34}%\n\\pdfmarkpage{35}{35}%\n\\pdfmarkpage{36}{36}%\n\\pdfmarkpage{37}{37}%\n\\pdfmarkpage{38}{38}%\n\\pdfmarkpage{39}{39}%\n\\pdfmarkpage{40}{40}%\n\\pdfmarkpage{41}{41}%\n\\pdfmarkpage{42}{42}%\n\\pdfmarkpage{43}{43}%\n\\pdfmarkpage{44}{44}%\n\\pdfmarkpage{45}{45}%\n\\pdfmarkpage{46}{46}%\n\\pdfmarkpage{47}{47}%\n\\pdfmarkpage{48}{48}%\n\\pdfmarkpage{49}{49}%\n\\pdfmarkpage{50}{50}%\n\\pdfmarkpage{51}{51}%\n\\pdfmarkpage{52}{52}%\n\\pdfmarkpage{53}{53}%\n\\pdfmarkpage{54}{54}%\n\\pdfmarkpage{55}{55}%\n\\pdfmarkpage{56}{56}%\n\\pdfmarkpage{57}{57}%\n\\pdfmarkpage{58}{58}%\n\\pdfmarkpage{59}{59}%\n\\pdfmarkpage{60}{60}%\n\\pdfmarkpage{61}{61}%\n\\pdfmarkpage{62}{62}%\n\\pdfmarkpage{63}{63}%\n\\pdfmarkpage{64}{64}%\n\\pdfmarkpage{65}{65}%\n\\pdfmarkpage{66}{66}%\n\\pdfmarkpage{67}{67}%\n\\pdfmarkpage{68}{68}%\n\\pdfmarkpage{69}{69}%\n\\pdfmarkpage{70}{70}%\n\\pdfmarkpage{71}{71}%\n\\pdfmarkpage{72}{72}%\n\\pdfmarkpage{73}{73}%\n\\pdfmarkpage{74}{74}%\n\\pdfmarkpage{75}{75}%\n\\pdfmarkpage{76}{76}%\n\\pdfmarkpage{77}{77}%\n\\pdfmarkpage{78}{78}%\n\\pdfmarkpage{79}{79}%\n\\pdfmarkpage{80}{80}%\n\\pdfmarkpage{81}{81}%\n\\pdfmarkpage{82}{82}%\n\\pdfmarkpage{83}{83}%\n\\pdfmarkpage{84}{84}%\n\\pdfmarkpage{85}{85}%\n\\pdfmarkpage{86}{86}%\n\\pdfmarkpage{87}{87}%\n\\pdfmarkpage{88}{88}%\n\\pdfmarkpage{89}{89}%\n\\pdfmarkpage{90}{90}%\n\\pdfmarkpage{91}{91}%\n\\", "label": "The problem is that the ```draftwatermark``` places the material in the background, so other elements (for example, figures and listings) might cover the included material; to prevent this, instead of using the ```draftwatermark``` package, you can use the ```xwatermark``` package; the starred variant of ```\\newwatermark``` places the material in the foreground which seems to be what you need. A little example:\nFirst, with the unstarred variant (material on the background, so a figure will be placed on top of it):\n```\\documentclass{article}\n\\usepackage[printwatermark]{xwatermark}\n\\usepackage{xcolor}\n\\usepackage{graphicx}\n\\usepackage{lipsum}\n\\newwatermark[allpages,color=red!50,angle=45,scale=3,xpos=0,ypos=0]{DRAFT}\n\\begin{document}\n\\lipsum[1-2]\n\\begin{figure}[!ht]\n\\centering\n\\includegraphics[width=3cm]{example-image-a}\n\\end{figure}\n\\lipsum[1-2]\n\\end{document}\n```\n\nAnd now, with the starred variant (material on the foreground, so it will appear on top of figures):\n```\\documentclass{article}\n\\usepackage[printwatermark]{xwatermark}\n\\usepackage{xcolor}\n\\usepackage{graphicx}\n\\usepackage{lipsum}\n\\newwatermark*[allpages,color=red!50,angle=45,scale=3,xpos=0,ypos=0]{DRAFT}\n\\begin{document}\n\\lipsum[1-2]\n\\begin{figure}[!ht]\n\\centering\n\\includegraphics[width=3cm]{example-image-a}\n\\end{figure}\n\\lipsum[1-2]\n\\end{document}\n```\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to speak english?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Want to learn English? Here's how to speak English in just a few minutes.\n\n## Learn English\n\n1. Start by learning the alphabet. The English alphabet consists of 26 letters. The first 26 letters are A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z. The first letter is A, the second is B, and so on. If you want to learn English, start by learning the alphabet. If you know the alphabet already, then you can start learning English words.\n2. Learn the vowels. The vowels are A, E, I, O, U. Sometimes Y is also considered a vowel. The vowels are important in English, as they are used to make the sounds in words. For example, the word \"apple\" contains the vowels A and E. If you want to learn English, start by learning the vowels. If you know the vowels already, then you can start learning English words.\n3. Learn the consonants. The consonants are B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z. The consonants are important in English, as they are used to make the sounds in words. For example, the word \"dog\" contains the consonants D and G. If you want to learn English, start by learning the consonants. If you know the consonants already, then you can start learning English words.\n4. Learn the consonant sounds. Each consonant has a different sound. For example, the letter C makes the sound C, while the letter D makes the sound D. If you want to learn English, start by learning the consonant sounds. If you know the consonant sounds already, then you can start learning English words.\n5. Learn the vowel sounds. Each vowel has a different sound. For example, the letter A makes the sound A, while the letter E makes the sound E. If you want to learn English, start by learning the vowel sounds. If you know the vowel sounds already, then you can start learning English words.\n6. Learn how to pronounce the English letters. There are 26 letters in the English alphabet, but they are not always pronounced the same way. For example, the letter K is pronounced like C, while the letter C is pronounced like K. If you want to learn English, start by learning how to pronounce the English letters. If you know how to pronounce the English letters already, then you can start learning English words.\n7. Learn how to put the English letters together. Once you know how to pronounce the English letters, then you can start learning how to put the English letters together. For example, the word \"apple\" is made by putting the letters A, P, P, L, E together. If you want to learn English, start by learning how to put the English letters together. If you know how to put the English letters together already, then you can start learning English words.\n8. Learn how to put the English letters together to make words. Now that you know how to put the English letters together, then you can start learning how to put the English letters together to make words. For example, the word \"cat\" is made by putting the letters C, A, T together. If you want to learn English, start by learning how to put the English letters together to make words. If you know how to put the English letters together to make words already, then you can start learning English words.\n\n\n## Learn basic English phrases\n\n1. Learn the phrase \"hello\". Hello is a basic English phrase that is used to greet people. If you want to learn English, start by learning the phrase \"hello\". If you know the phrase \"hello\" already, then you can start learning other English phrases.\n2. Learn the phrase \"goodbye\". Goodbye is a basic English phrase that is used to bid people farewell. If you want to learn English, start by learning the phrase \"goodbye\". If you know the phrase \"goodbye\" already, then you can start learning other English phrases.\n3. Learn the phrase \"thank you\". Thank you is a basic English phrase that is used to express gratitude. If you want to learn English, start by learning the phrase \"thank you\". If you know the phrase \"thank you\" already, then you can start learning other English phrases.\n4. Learn the phrase \"how are you\". How are you is a basic English phrase that is used to ask people how they are doing. If you want to learn English, start by learning the phrase \"how are you\". If you know the phrase \"how are you\" already, then you can start learning other English phrases.\n5. Learn the phrase \"I am fine\".", "label": "English is a language which is spoken all around the world, and learning to speak it can help you meet new people and advance your career. Learning to speak English can be hard, but with practice and patience, you can become fluent in your new language.\n\n## Get the basics down\n\n1. Start simple. Very few people are true beginners when it comes to English. \"Hello,\" \"hi,\" \"How are you?\" and numerals have infiltrated most societies. Odds are you know more English than you think. Take what you know. For example, \"How are you?\" That uses the verb \"to be.\" What are other questions just like this? Take what you know and expand it! How is she?How is your father?How are your children?How is the weather? Start memorizing verbs. The top ten most common verbs in English are the following: \"be,\" \"have,\" \"do,\" \"say,\" \"get,\" \"make,\" \"go,\" \"know,\" \"take,\" and \"see.\" Just knowing these verbs can get you through a lot of basic conversations. English is subject-verb-object, in that order. Your subject pronouns are: \"I,\" \"you,\" \"he\"/\"she\"/\"it,\" \"we,\" \"you,\" \"they.\" Object pronouns in English are: \"me,\" \"you,\" \"him\"/\"her\"/\"it,\" \"us,\" \"you,\" \"them.\" With those verbs and knowing English is SVO, what sentences can you come up with? I know her.She makes it.He takes us.\n2. Practice conversations. Once you have basic subject and object pronouns down and a handful of verbs, you can start asking questions. Questions often open with \"who,\" \"what,\" \"when,\" \"where,\" \"why,\" and \"how.\" \"Who\" indicates a person; \"what\" indicates a thing; \"when\" indicates a time; \"where\" indicates a place; \"why\" indicates a reason; \"how\" indicates a manner. Say you know the subjects, some basic nouns, those ten verbs, and these question starters. What are some things you could ask an English speaker? What is your name?What do you do?When is your birthday?Where is she?Why do you have it?How do you know?\n\n\n## Get familiar with the grammar\n\n1. Start with the present tenses. Let's start with present simple and present continuous:\n\t* Present simple is used for facts and habits. If you are describing something that is true or something that happens often, opt for the present simple. I go to work every day.She eats breakfast at 7.China is a big country. Present continuous is used for things that are happening right now. There are two verbs: a helper and a main verb. The helper is \"am\"/\"is\"/\"are\" (depending on the subject) and the main verb is any verb with -ing:\n\t* You are reading.I am typing.He is watching TV.\n2. Move to the past and future tenses. Once you've mastered the present, get started on the past and future tenses. We're just going to go over the basic ones now:\n\t* Use the past simple for any event that happened in the past at a specific time. I saw that movie last year.She died on a plane.We went to the bank yesterday. For the future, let's keep it simple. Add a future time marker, and just use the present continuous! It can double as a future tense, too. They are making a cake tomorrow.You are leaving in May.I am going at 6 pm.\n3. Put your adjectives before nouns. Always, always, always put the adjective (the word that describes) before the noun. Always! In fact, there's even an order within adjectives:\n\t* There are eight basic types of adjectives: opinion, size, age, shape, color, origin, material, and purpose. If you have more than one, they go in that order. So, it's a \"huge, round, metal bowl\" or a \"small, red sleeping bag.\"\n\n\n## Maintain progress\n\n1. Label everything. Take the objects in your house and label them with their English equivalent. The goal is to get your mind thinking in English. When it's right there, it'll be impossible to ignore. When you've labeled everything and find yourself thinking, \"Where is my blanket?\" try to think of the word (or sentence) in English. When you find your blanket, were you right? Don't write on the objects--grab a slip of paper and tape it on sturdily.\n2. Keep an eye on your pronunciation. It's very easy to get caught up in memorizing words when pronunciation can be just as important. Unfortunately, English has exceptions to most rules. But there are still some general guidelines you can abide by:\n\t* Always say the last sounds in the word. Certain Asian dialects find this rather difficult. If you know you're guilty of this, keep it in mind. \"Streets\" is not pronounced stree. The \"ts\" is very important in retaining meaning. Take the sentence \"I project the project will end soon.\" Confusing, huh? Isn't English SVO? Yes, and this sentence is too. The first \"project\" (verb) is pronounced pro-JECT; the second (noun) is pronounced PRO-ject. The same is true for all verb-noun pairs: nouns stress the first syllable, verbs the second. Though there are definite exceptions, most nouns in English have the first syllable stressed. Think of the nouns in your house: \"BED-room,\" \"BATH-room,\" \"KITCH-en,\" \"TA-ble,\" \"WIN-dow,\" \"SO-fa,\" \"WA-ter,\" \"JACK-et,\" \"TOI-let,\" etc.\n3. Pick a dialect. There are meaningful differences between American, British, and Australian English. Before you go about increasing your vocabulary, which one appeals to you? Sometimes it's very important to know who you're speaking to. If you tell an American, Canadian, or Australian you're not wearing pants, they might wonder if you're wearing shorts, a dress, a skirt, or just in your underwear. If you tell a British person you're not wearing pants, you're going commando! In addition to vocabulary differences, the pronunciation differences are huge. Know these variations exist before you get confused with multiple correct pronunciations. Certain dictionaries use British English and certain dictionaries prefer American. Choose the one that's best for you.\n\n\n## Use your resources\n\n1. Get a good dictionary. If you need to, get several. A dictionary to translate between your first language and English is best, in addition to a dictionary in English only. Get a pocket-sized version for when you're on the go and that pesky word you keep forgetting comes up.\n2. Speak in English with native speakers. Though it may be tempting to speak with your other friends who are learning too, you'll see the quickest results if you converse mainly with native speakers. Hire a tutor or private teacher. Make sure they're native and have the accent you want. Choose someone with teaching experience--just because you can speak a language does not mean you can teach it. If a teacher isn't up your alley, get a penpal!\n3. Use the internet. There are literally hundreds upon hundreds of sites you can use to your benefit. Anything to make grammar more exciting is welcome--there are games and videos galore. Such resources can be found at Simple English Wikipedia, the British Council, and English Club, among many others. YouTube doesn't have to be about funny animals and popular music. Tap into its educational resources as well.\n4. Watch TV, listen to songs, and read books. Though your goal is to speak English, you have to be able to understand it, too! Even when you're alone and not stuck in a grammar exercise you can keep your mind primed. Start with children's books and TV shows. The language is simpler and will go slower. Eventually, move to channels catered to your interests. If you enjoy cooking, graduate to the Food Network and see what you can pick up on. Try not to turn on the captions! If you have a DVR, record the shows. That way you can go back and work through the dialogue and conversations at your own pace. Listen to English music! Ballads go quite slowly and the refrains can be rather repetitive. Your vocabulary will naturally expand, too.\n5. Think in English. If you find yourself thinking something simple in you native tongue, what would its equivalent be in English? Make a habit of this for maintenance and memory. Think out loud if helps. Explain to your roommates or family what you're trying to do; maybe they'll want to catch on, too! Eventually, simple phrases will become par for the course.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIs there a way to have a private setter for a property in TypeScript?\n```class Test\n{\n private _prop: string;\n public get prop() : string\n {\n return this._prop;\n }\n private set prop(val: string)\n {\n //can put breakpoints here\n this._prop = val;\n }\n}\n```\nCompiler complains that visibility for getter and setter don't match. I know I can just set the backing field, but but then I can't set breakpoints when the value is set.\nI though about using an interface to hide the setter, but interfaces can only define a property, not whether it has a getter on setter.\nAm I missing something here? There doesn't seem to be any reason to not allow private setters, the resulting JS doesn't enforce visibility anyway, and seems better that the current alternatives.\nAm I missing something? If not is there a good reason for no private setters?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "No, there isn't. The compiler is correct, and there's a good reason why this isn't allowed. You can't access the setter, and you can't see it, so it's effectively inaccessible. If you want to make it inaccessible, just make it private. If you want to make it private to this class, but accessible to other classes, then make it protected.\n\nIf you want to hide the setter, you can use a method that has a setter. This is a common pattern in C#. The method will set the property, and the setter will be visible, but it will be accessed through a method rather than directly. This is why the property is called a \"property\" rather than a \"field\", because it's a method that gets and sets the field.\n\nThis is the same reason that interfaces don't allow private members. The point of an interface is to define a contract, not to provide implementation. Private members are implementation details that are specific to a class, and they don't need to be part of the contract.", "label": "The TypeScript specification (8.4.3) says\"\n\n Accessors for the same member name must specify the same accessibility\n\nSo you have to choose a suitable alternative. Here are two options for you:\nYou can just not have a setter, which means only the ```Test``` class is able to set the property. You can place a breakpoint on the line ```this._prop =...```.\n```class Test\n{\n private _prop: string;\n public get prop() : string\n {\n return this._prop;\n }\n doSomething() {\n this._prop = 'I can set it!';\n }\n}\nvar test = new Test();\ntest._prop = 'I cannot!';\n```\nProbably the ideal way to ensure private access results in something akin to a \"notify property changed\" pattern can be implemented is to have a pair of private get/set property accessors, and a separate public get property accessor.\n\nYou still need to be cautious about someone later adding a direct call to the backing field. You could get creative in that area to try and make it less likely.\n```class Test\n{\n private _nameBackingField: string;\n private get _name() : string\n {\n return this._nameBackingField;\n }\n private set _name(val: string)\n {\n this._nameBackingField = val;\n // other actions... notify the property has changed etc\n }\n public get name(): string {\n return this._name;\n }\n doSomething() {\n this._name += 'Additional Stuff';\n }\n}\n```"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to make banana muffins?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Banana muffins are a classic treat that is simple to make. You can also customize your muffins by adding in nuts, chocolate chips, or other fruits. Here is a basic recipe to make banana muffins.\n\n## Make banana muffins\n\n1. Preheat your oven. Preheat your oven to 350 degrees Fahrenheit (175 degrees Celsius). Use a muffin tin to line your baking sheet with six muffin cups. Grease the muffin cups with butter and dust them with flour. Place the muffin tin on the middle rack of the oven.\n2. Peel the bananas. Peel the bananas you are using to make your muffins. You will need two ripe bananas for this recipe. If you have a few bananas that are too green to eat, you can save them for another recipe. They will ripen quickly when stored at room temperature.\n3. Mash the bananas. Place the bananas in a bowl and mash them with a fork. Once the bananas are mashed, you can set them aside until you are ready to use them. If you have a blender or food processor, you can also mash the bananas in the blender. This will give you a smoother batter.\n4. Mix the dry ingredients. In a separate bowl, mix together 1 cup of all-purpose flour, 1/2 cup of granulated sugar, and 1/2 teaspoon of baking powder. Add a pinch of salt to the bowl. Mix the dry ingredients together until they are well combined.\n5. Mix the wet ingredients. In a separate bowl, mix together 1/2 cup of milk, 1 large egg, and 1/4 cup of melted butter. Add 1 teaspoon of vanilla extract to the bowl. Mix the wet ingredients together until they are well combined.\n6. Combine the wet and dry ingredients. Pour the wet ingredients into the dry ingredients. Mix everything together until it is well combined. Add the mashed bananas to the bowl and mix everything together until it is smooth.\n7. Add optional ingredients. If you want to add optional ingredients to your muffins, now is the time to do it. You can add 1/2 cup of chocolate chips, 1/2 cup of chopped nuts, or 1/2 cup of diced fruit to the batter. Mix everything together until it is well combined.\n8. Pour the batter into the muffin cups. Use a spoon to scoop the batter into the muffin cups. Fill each muffin cup about 3/4 of the way full.\n9. Bake the muffins. Place the muffin tin in the oven and bake the muffins for 15 to 20 minutes. The muffins will be done when a toothpick inserted into the center of a muffin comes out clean.\n10. Remove the muffins from the oven. Once the muffins are done, remove the muffin tin from the oven. Let the muffins cool for a few minutes before serving.\n11. Serve the muffins. Once the muffins have cooled, you can serve them. You can serve the muffins with a cup of coffee, tea, or milk. You can also serve the muffins as a snack.\n\n\n## Make banana muffins with chocolate chips\n\n1. Preheat your oven. Preheat your oven to 350 degrees Fahrenheit (175 degrees Celsius). Use a muffin tin to line your baking sheet with six muffin cups. Grease the muffin cups with butter and dust them with flour. Place the muffin tin on the middle rack of the oven.\n2. Peel the bananas. Peel the bananas you are using to make your muffins. You will need two ripe bananas for this recipe. If you have a few bananas that are too green to eat, you can save them for another recipe. They will ripen quickly when stored at room temperature.\n3. Mash the bananas. Place the bananas in a bowl and mash them with a fork. Once the bananas are mashed, you can set them aside until you are ready to use them. If you have a blender or food processor, you can also mash the bananas in the blender. This will give you a smoother batter.\n4. Mix the dry ingredients. In a separate bowl, mix together 1 cup of all-purpose flour, 1/2 cup of granulated sugar, and 1/2 teaspoon of baking powder. Add a pinch of salt to the bowl. Mix the dry ingredients together until they are well combined.\n5. Mix the wet ingredients. In a separate bowl, mix together 1/2 cup of milk, 1 large egg, and 1/4 cup of melted butter. Add 1 teaspoon of vanilla extract to the bowl. Mix the wet ingredients together until they are well combined.\n6. Combine the wet and dry ingredients. Pour the wet ingredients into the dry ingredients. Mix everything together until it is well combined. Add the mashed bananas to the bowl and mix everything together until it is smooth.\n7. Add chocolate chips. If you want to add chocolate chips to your muff", "label": "Banana muffins are healthy, fast and a great way to use up those fast deteriorating overripe bananas. Remember that one of the tricks to successful muffins is to not overmix the mixture.\n\n## Banana muffins\n\n1. Preheat the oven to 375ºF/190ºC. Prepare a muffin pan (by greasing, only if needed).\n2. Cream the butter and sugar.\n3. Add the syrup, egg and mashed banana to the creamed mixture.\n4. Mix just enough to combine. Add the flour and fold in.\n5. Transfer the batter to the prepared muffin pan. Distribute the batter evenly in each hole of the pan.\n6. Place in the preheated oven. Bake for 15 to 20 minutes.\n7. Remove from the heat. Allow to cool in the pan for a few minutes, then transfer to a wire cooling rack to finish cooling.\n8. Serve warm or cooled. Consume within a day or two of baking.\n\n\n## Banana muffins with cinnamon\n\n1. Preheat the oven to 350ºF/180ºC. If you need grease the muffin pan do so, or add paper cases for the muffins.\n2. Add the flour, baking powder, baking soda and salt to a flour sifter. Sift into a mixing bowl and put to one side.\n3. Place the mashed bananas into a mixing bowl. Add the sugar, egg and melted butter. Fold in the sifted flour mixture from the other bowl. Mix until smooth but don’t overmix.\n4. Transfer the batter to the prepared muffin pan. Divide evenly across the pan.\n5. Place in the oven. Bake for 20 to 30 minutes if medium to large muffins, or 10 to 15 minutes if making mini muffins.\n6. Remove from the heat. Allow to cool in the pan for a few minutes, then transfer to a wire cooling rack to finish cooling.\n7. Serve warm or cooled. Consume within a day or two.\n\n\n## Banana nutella muffins\n\n1. Preheat the oven to 350ºF/180ºC. Prepare the muffin pan by greasing or lining it (using muffin cases).\n2. Sift the flour, baking soda and salt into a mixing bowl. Add the sugar. Stir to combine.\n3. In another bowl, mix the mashed bananas, yogurt, eggs, butter and vanilla together.\n4. Fold the flour mixture into the wet mixture. Mix quickly until combined. Fold in the hazelnuts.\n5. Transfer the batter to the prepared muffin pan. Divide the batter evenly across the muffin pan holes.\n6. Add a teaspoon of Nutella atop each muffin. Using a toothpick, swirl the Nutella across the top.\n7. Place in the oven. Bake for 20 to 25 minutes, or until golden.\n8. Remove from the the oven. Allow to cool briefly in the pan, then remove and cool completely.\n9. Serve warm or cooled.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to help make cellulite less visible?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Cellulite is the name for the dimpled appearance of skin that occurs when fat cells bulge under the skin, causing it to pucker. While it's impossible to completely eliminate cellulite, there are several things you can do to make it less noticeable.\n\n## Exercise\n\n1. Do a body lift. Body lifts are a combination of exercises that target the areas of your body that you want to tone. While you can't eliminate cellulite, you can use body lifts to improve the appearance of dimpled skin by tightening the muscle beneath it. Try a body lift to tone your stomach, arms, and legs. If you want to target a specific area, try doing a targeted body lift, such as a stomach lift to tone your abs or a leg lift to tone your thighs. Start with a series of 5 to 10 body lifts per day and gradually increase the number as your body becomes more comfortable with the exercises.\n2. Do a leg lift. A leg lift is an exercise that targets the muscles in your legs. While it won't eliminate cellulite, it will help you tone your legs and make dimpled skin less noticeable. Stand with your feet shoulder-width apart and bend at the waist, lowering your body until your thighs are parallel to the ground. From there, lift your legs straight up, squeezing your calf muscles as you lift. Hold for 1 second and then lower back down. Do 3 sets of 10 to 15 leg lifts per day.\n3. Do a thigh lift. A thigh lift is an exercise that targets the muscles in your thighs. Like a leg lift, it won't eliminate cellulite, but it will help you tone your thighs and make dimpled skin less noticeable. Stand with your feet shoulder-width apart and bend at the waist, lowering your body until your thighs are parallel to the ground. From there, lift one leg straight up and hold for 1 second. Lower back down and then repeat with the other leg. Do 3 sets of 10 to 15 thigh lifts per day.\n4. Do a stomach lift. A stomach lift is an exercise that targets the muscles in your stomach. While it won't eliminate cellulite, it will help you tone your stomach and make dimpled skin less noticeable. Lie on your back and place your hands under your hips. Slowly lift your hips off the ground, squeezing your stomach muscles as you lift. Hold for 1 second and then lower back down. Do 3 sets of 10 to 15 stomach lifts per day.\n\n\n## Diet\n\n1. Eat a healthy diet. While you can't eliminate cellulite, you can use a healthy diet to improve the appearance of dimpled skin by reducing the amount of fat you carry. Try to eat at least 5 servings of fruits and vegetables per day, as well as 3 servings of lean protein and 3 servings of whole grains. Avoid foods that are high in fat, salt, and sugar. A healthy diet will help you lose weight and improve your overall health, making dimpled skin less noticeable.\n2. Drink plenty of water. While you can't eliminate cellulite, you can use drinking plenty of water to improve the appearance of dimpled skin by keeping your skin hydrated and plump. Drink at least 8 glasses of water per day, and try to drink more if you're physically active. Water will help keep your skin hydrated and plump, making dimpled skin less noticeable.\n3. Reduce your intake of caffeine and alcohol. Caffeine and alcohol can cause your body to lose water, which can make dimpled skin look worse. Try to limit your intake of caffeine and alcohol to less than 1 serving per day. Avoid caffeine and alcohol altogether if you're trying to improve the appearance of dimpled skin.\n\n\n## Other\n\n1. Use a cellulite cream. While cellulite cream won't eliminate cellulite, it can help improve the appearance of dimpled skin by reducing the appearance of bumps and dimples. Try a cellulite cream that contains caffeine, retinol, or vitamin C. Apply the cream to the affected area 1 to 2 times per day, and massage the cream into the skin until it's fully absorbed. Don't use a cellulite cream that contains harsh chemicals or artificial fragrances, as these can irritate your skin.\n2. Exfoliate your skin. Exfoliating can help improve the appearance of dimpled skin by removing dead skin cells and revealing smoother, more even-toned skin. Try using a gentle exfoliating scrub to exfoliate your skin 1 to 2 times per week. Apply the scrub to the affected area and massage it into the skin until it's fully absorbed. Rinse the scrub off with warm water and pat the area dry with a towel.\n3. Massage your skin. Massaging can help improve the appearance of dimpled skin by increasing blood flow to the area and improving the appearance of bumps and dimples. Try massaging the affected area 1 to 2 times per day, using a", "label": "Have cellulite? Don't worry: Almost all women have it. However, few if any women want it. There are ways you can reduce the orange peel-like dimpling that occurs on the skin, usually on the legs, thighs and butt. It’s a myth that cellulite is always tied to obesity. Some thin people still have cellulite. However, your chances of cellulite grow with obesity, so exercise and choosing a healthier diet matters.\n\n## Make cellulite less obvious\n\n1. Get a tan. Whether it’s a spray tan or a natural one, tanned butts and legs don’t show cellulite as much. If you already have a dark complexion, you’re lucky because darker skin doesn’t show cellulite as much as pale skin does. Always take caution when tanning, though. The sun’s rays can lead to skin cancer, so it's usually a better choice to get an authentic looking fake tan. There are many ways to do this: airbrush or booth spray tanning at a salon and home products such as foam, lotion, or spray. When applying tanning lotion, start by exfoliating the skin with a body scrub, as well as shaving any areas where you don't want hair. Then, using gloves, apply the lotion all over your body, starting with the head area, and taking care not to get it into your eyes. Apply petroleum jelly to your eyebrows to prevent them from becoming discolored. When spray tanning, it’s very important that you wear recommended protective gear (over eyes, nose, and other body openings) so you don’t ingest the tanning particles during the process. If using a booth, you will be instructed to turn inside the booth as a nozzle sprays you with the solution.\n2. Start toning your legs. While genetics might make you more susceptible to cellulite, toned legs with strong muscle definition tend to show cellulite less. Run up a staircase, go for a long walk or jog, and use a stair master or elliptical trainer. All of these exercises and equipment target the leg and butt areas where cellulite resides. Contrary to popular myth, cellulite is not caused by toxins in the body. It’s caused by a lack of exercise and muscle tone, excess fat, poor circulation, genetics and hormones. Leg lifts and squats are among the exercises that can help you tone your legs.\n3. Strength train. Although running and other cardio can reduce your weight, which can make cellulite less obvious, strength training will be best at getting rid of the dimpled look. Yoga routines help tone the body and reduce the appearance of cellulite, as do strength-training routines that build muscle. Studies have shown that people who combine cardio with strength training (weight lifting, some circuit training routines) added muscle in addition to losing fat, and improved the overall look of their bodies. As little as 15 minutes of cardio (such as running) and 15 minutes of strength training (such as weight lifting) three times a week can make a difference over time (at least eight weeks).\n4. Try anti-cellulite clothing. It doesn’t work for everyone, but some clothing manufacturers make clothing marketed to reduce the look of cellulite. These pieces of clothing, such as capri leggings, are designed to generate heat that in turn helps break down cellulite cells. Elastic underwear has the opposite effect; it can make cellulite look worse. Wear non-elastic undergarments made of smooth fabric. Loose fitting clothing helps reduce cellulite because tighter clothing impairs blood flow throughout the day.\n\n\n## Improve the diet to reduce cellulite\n\n1. Drink a lot of green tea. Green tea has many health benefits. Some people drink it as part of weight reduction efforts, but it can also reduce the sight of cellulite. Green tea is a good choice for people who find it boring to drink plain water all day long. You can drink it cold or hot. Green tea doesn’t add many calories to your daily intake, but it’s very rich in antioxidants. The tea will increase your metabolism. Cellulite can occur with age because it’s associated with lower production of estrogen in the body. Drinking a lot of green tea can help reduce this effect. A faster metabolism means that your body should be able to expel toxins faster, which will reduce the look of cellulite.\n2. Drink a lot of water. There are many, many proven benefits to guzzling water. You should drink water all day long. Stay hydrated. Hydrated bodies won’t have cellulite that looks so obvious. Other health benefits include shinier hair and younger looking skin. If you find drinking plain water too boring, add a lemon slice into it. It’s a good idea to drink two liters of water every day and to drink water constantly throughout the day. Drinking a lot of water can also help with weight loss, which can further reduce cellulite. That’s because when people feel hungry, sometimes it just means they are dehydrated.\n3. Avoid sugary beverages. Drinking beverages loaded with sugar will probably make cellulite worse (not to mention it can increase your weight). That means you should avoid carbonated sodas but also be aware of drinks that have hidden sugars, such as fruit juices. Study labels. Some beverage companies are experts at packaging and marketing and they might make you think that energy or fruit drink is healthy – until you read the label and see that it’s loaded with sugar and carbs. It’s always better to choose water than sugary beverages. Even diet sodas aren’t great for the body because they have carbonation and chemicals.\n4. Try natural remedies. There are many natural remedies that some people swear help with cellulite. Give one of them a try and see if they work for you. Refrigerate the residue from your coffee grinds (black coffee). Mix them with olive oil to create a scrub that you apply to the cellulite-impacted area. Use circular motions to apply the rub for about 15 minutes. Then, leave the grinds on your body for about 15-20 minutes more before washing them away. Cover and warm the region with shrink wrap. Instead of coffee grounds, you could use salt and grapefruit juice to create a similar rub that some people say helps with cellulite.\n5. Eat healthier foods. Reducing the amount of toxins in your diet is good for many reasons. You will likely lose weight, be healthier, and your cellulite will reduce. Consume alkaline forming foods. Alkaline is found in fresh fruit and vegetables, which should make up the majority of your diet if you want to eat healthier. Sprinkle flaxseed on your breakfast to boost collagen growth. Sprinkle two tablespoons of it on oatmeal or yogurt. Fresh vegetable juicing is one way you can flood your body with healthy juice. Avoid eating processed foods as much as possible, especially foods that come in boxes and that are loaded with carbohydrates or sugar. Drink lemon juice and cayenne pepper three times a day.\n6. Eat kelp. Kelp can help you lose weight as well as improve the appearance of cellulite. It contains a chemical found in green plants that helps the body burn fat. Purchase dried kelp and add it to stir fries, soup or salad. You can also ingest kelp vitamins. Consider kelp \"sea vegetables.\" The kelp retains the minerals that are found in the ocean, making it very healthy for you. Kelp, sometimes called seaweed, also balances out the thyroid gland, improving your health. It's often found in Asian cooking.\n7. Stay away from too much salt or sugar. Salt and sugar can lead to serious health problems, as well as obesity, which makes cellulite more obvious. Avoid eating too much refined salt. Crystal and sea salt are healthier. Refined salt dehydrates the body and leaches minerals out of it. Sodium also causes the body to retain fluids, making cellulite look worse. Sodium can harm your health. Try to limit your sugar consumption to 6 teaspoons a day and your salt consumption to 200 mg of sodium.\n\n\n## Use chemical and other tool to reduce cellulite\n\n1. Try lasers. Some beauty salons and plastic surgeons offer treatments for cellulite that use lasers and other mechanical devices. There are downsides to these methods. They are often expensive, they need to be repeated regularly, they have to be done by a trained professional and can be painful. One example: Cellulaze is a procedure approved by the FDA for cellulite. A small laser is inserted under the skin to break down the cellulite’s structure. Research carefully any such interventions and check into the licensing and ratings of the salon performing the functions, as well as the credentials and training of the person administering it. Laser toning and cold-laser massage are also techniques that are said to reduce the appearance of cellulite. The tri-active laser was approved by the FDA and claims to temporarily reduce cellulite’s appearance. Fillers are sometimes used to treat cellulite dimples.\n2. Try a lotion. Many products advertise that they can help improve cellulite. Not all are that successful, but you could give them a try. You might find temporary help from ingredients that dilate blood and lymph vessels. Black pepper, green tea, ginger, cinnamon, cayenne pepper, and ginkgo fall into this category, and some anti-cellulite creams contain them. Ointments containing forskolin (which comes from the herb coleus forskohlii) were found in one study to help women lose excess skin from their thighs. Skin firming cream can help build up collagen and diminish wrinkles. Some cellulite creams contain retinol, coenzyme Q10, and vitamin C. Major brands like Lancome, L’Oreal, and Nivea offer gels and lotions that are said to firm up the skin.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat is the difference between mutex and critical section? Please explain from Linux, Windows perspectives? \nI am programming in C#, would these two terms make a difference. Please post as much as you can, with examples and such....\nThanks<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The main difference between mutex and critical section is that the former is an abstraction that allows you to protect access to shared data while the latter is a concrete implementation of a mutex.\nOn Linux, the most common way to implement mutexes is by using semaphores. A semaphore is a variable which controls access to a common resource by multiple processes. It is essentially a counter that tracks the number of users currently accessing a shared resource. It is a fundamental synchronization primitive in concurrent programming. The Linux kernel provides a way to implement mutexes by using semaphores, by default. This is why mutexes are implemented using semaphores, which is why semaphores are also referred to as mutexes.\nOn Windows, the most common way to implement mutexes is by using Windows kernel objects. Windows kernel objects are synchronization primitives that provide a way to protect access to shared data while allowing multiple threads to access the shared data concurrently. Windows kernel objects are more complex than semaphores and provide more features, but they are also more complex and harder to use.\nIn general, semaphores are more common than mutexes on Linux and Windows kernel objects are more common than mutexes on Windows. However, it is possible to use mutexes on Windows and semaphores on Windows.\nIn C#, the most common way to implement mutexes is by using the System.Threading.Monitor class. This class provides a way to protect access to shared data while allowing multiple threads to access the shared data concurrently. The System.Threading.Monitor class is more complex than semaphores and provides more features, but it is also more complex and harder to use.\nThe System.Threading.Monitor class provides the following methods to protect access to shared data:\n* Enter: Enters the specified monitor object, acquiring the lock associated with the monitor object.\n* Exit: Releases the lock associated with the specified monitor object.\n* EnterRecursive: Enters the specified monitor object, acquiring the lock associated with the monitor object, and recursively calls Enter on the same monitor object until the lock is released.\n* Pulse: Releases the lock associated with the specified monitor object, allowing the thread that is waiting on the monitor object to enter the monitor object.\n* PulseAll: Releases the locks associated with the specified monitor objects, allowing the threads that are waiting on the monitor objects to enter the monitor objects.\n* Wait: Blocks the current thread until the lock associated with the specified monitor object is released.\n* WaitOne: Blocks the current thread until the lock associated with the specified monitor object is released.\n* WaitAny: Blocks the current thread until one of the monitors associated with the specified monitors is released.\n* WaitOne: Blocks the current thread until the lock associated with the specified monitor object is released.\n* Pulse: Releases the lock associated with the specified monitor object, allowing the thread that is waiting on the monitor object to enter the monitor object.\n* PulseAll: Releases the locks associated with the specified monitor objects, allowing the threads that are waiting on the monitor objects to enter the monitor objects.\n* PulseAll: Releases the locks associated with the specified monitors, allowing the threads that are waiting on the monitors to enter the monitors.\n* Wait: Blocks the current thread until the lock associated with the specified monitor object is released.\n* WaitOne: Blocks the current thread until the lock associated with the specified monitor object is released.\n* WaitAny: Blocks the current thread until one of the monitors associated with the specified monitors is released.\n* Pulse: Releases the lock associated with the specified monitor object, allowing the thread that is waiting on the monitor object to enter the monitor object.\n* PulseAll: Releases the locks associated with the specified monitors, allowing the threads that are waiting on the monitors to enter the monitors.\n* Wait: Blocks the current thread until the lock associated with the specified monitor object is released.\n* WaitOne: Blocks the current thread until the lock associated with the specified monitor object is released.\n* WaitAny: Blocks the current thread until one of the monitors associated with the specified monitors is released.\n* Pulse: Releases the lock associated with the specified monitor object, allowing the thread that is waiting on the monitor object to enter the monitor object.\n* PulseAll: Releases the locks associated with the specified monitors, allowing the threads that are waiting on the monitors to enter the monitors.\n* Wait: Blocks the current thread until the lock associated with the specified monitor object is released.\n* WaitOne: Blocks the current thread until the lock associated with the specified monitor object is released.\n* WaitAny: Blocks the current thread until one of the monitors associated with the specified monitors is released.\n* Pulse: Releases the lock associated with the specified monitor object, allowing the thread that is waiting on the monitor object to enter the monitor object.\n* PulseAll: Releases the locks associated with the specified monitors, allowing the threads that are waiting on the monitors to enter the monitors.\n* Wait: Blocks the current thread until the lock associated with the specified monitor object is released.\n* WaitOne: Blocks the current thread until the lock associated with the specified monitor object is released", "label": "From a theoretical perspective, a critical section is a piece of code that must not be run by multiple threads at once because the code accesses shared resources.\n\n* A mutex is an algorithm (and sometimes the name of a data structure) that is used to protect critical sections.\n* Semaphores and Monitors are common implementations of a mutex.\n\nIn practice there are many mutex implementation availiable in windows. They mainly differ as consequence of their implementation by their level of locking, their scopes, their costs, and their performance under different levels of contention. \n\nAvailiable synchronization primitives.\n\n* Monitor\n* Mutex\n* Semaphore\n* ReaderWriterLock\n* ReaderWriterLockSlim\n* Interlocked\n\nThe ```lock(object)``` statement is implemented using a ```Monitor``` - see MSDN for reference.\n\nIn the last years much research is done on non-blocking synchronization. The goal is to implement algorithms in a lock-free or wait-free way. In such algorithms a process helps other processes to finish their work so that the process can finally finish its work. In consequence a process can finish its work even when other processes, that tried to perform some work, hang. Usinig locks, they would not release their locks and prevent other processes from continuing."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\ncan you write me a paragraph (up to 150 words) on ancient rome's influence on modern politics?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The Roman Empire is widely regarded as the greatest empire in the history of the world. It was a vast empire that lasted for over 500 years, covering a large part of the world, and was founded by Augustus Caesar in 27 BC. The Roman Empire had a profound impact on the world, and its influence can still be seen today. The Roman Empire was a model for many other empires that followed, including the British Empire, the French Empire, and the Spanish Empire. The Roman Empire also had a significant impact on modern politics, and its legacy can be seen in the governments and political systems of many countries today. For example, the concept of the Roman Senate, which was a representative body that advised the emperor, is still used in many countries today.", "label": "Rome was one of the most influential civilizations in history, and its influence can still be seen today. Many modern political systems are based on Roman governmental structures, including the United States. Both the American Senate and House of Representatives were modeled after the Roman Senate and Assembly. Likewise, many modern legal systems are influenced by ancient Roman law. For example, the principle of innocent until proven guilty is rooted in Roman law. Additionally, the Romans made significant advances in engineering and architecture that are still used today. For instance, concrete was invented by the Romans, and it is still one of the most common building materials. Furthermore, many modern cities are built on Roman designs, with public spaces like squares and boulevards surrounded by buildings. In conclusion, ancient Rome had a profound impact on modern politics, law, technology, and culture, and its legacy continues to shape society today."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIs there any way to exit ```less``` without clearing the screen?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "If you are using a modern version of ```less``` (3.3.1 and up), you can press ```q```, which will exit the less command without clearing the screen.\nIf you are using an older version of ```less```, you can use ```Ctrl + G```, which will exit the less command without clearing the screen.\nIf you want to exit the less command without clearing the screen from within the less program, you can use the ```exit``` command. For example, if you are viewing the output of a program in ```less```, you can type ```exit``` to exit the less command without clearing the screen.", "label": "This is actually a function of the terminal emulator you are using (xterm, gnome-terminal, konsole, screen). An alternate screen, or altscreen, gets launched when programs such as ```less``` or ```vim``` are invoked. This altscreen has no history buffer and exits immediately when you quit the program, switching back to the original screen which restores the previous window content history and placement. \n\nYou can prevent ```less``` from launch in an altscreen by passing the argument \"-X\". \n```less -X /path/to/some/file```\n\nYou can also pass \"-X\" as an environment variable. So if you are using ```bash```, place this in ```~/.bashrc```:\n```export LESS=\"-X\"\n```\nHowever, this disbles the termcap (terminal capability) initialization and deinitialization, so other views when you use ```less``` may appear off.\n\nAnother option would be to use ```screen``` and set the option ```altscreen off``` in your ```~/.screenrc```. ```less``` will not clear the screen and should preserve color formatting. Presumably ```tmux``` will have the same option."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI've noticed that people on YouTube and even on TV would sometimes say things like \"I used to take lots of coke a few years ago\" or \"I used to smoke weed daily until this and that\" or \"Yea, I smoke weed every once in a while,\" or \"I used to pirate games a lot when I was a bit younger\" or \"I used pirated Windows and Photoshop until I got a job,\" etc., etc..\nBasically they are confessing to a crime, on public record, couldn't anyone come after them? They've already confessed - technically all that would have to be done is a trial.\nHow do people publicly admit to criminal activity and not typically get arrested?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "These statements are almost always taken out of context and misinterpreted. People often say things like this when they're talking about a past activity, and it's usually meant to be humorous or lighthearted. It's also worth noting that, in many jurisdictions, using recreational drugs or engaging in piracy is not a criminal offense, and even if it were, it would likely not result in jail time.\n\nThere are a few reasons why people might not be arrested even if they make a public confession of criminal activity:\n\n* They may have been given a warning or plea deal. In some cases, people may be given a warning or a plea deal for engaging in certain activities. This can include warnings for things like public intoxication, or plea deals for things like shoplifting. If someone makes a public confession of a crime they've been given a warning or plea deal for, they may not be arrested.\n* They may have already served their sentence. If someone has already served their sentence for a crime, they may not be arrested again for the same offense. This is often the case with people who have been given a suspended sentence or a deferred judgment.\n* They may have been charged with a lesser offense. In some cases, people may be charged with a lesser offense than the one they initially confessed to. For example, if someone makes a public confession of drug use, they may be charged with a lesser offense like possession of a controlled substance rather than possession with intent to distribute.\n* They may have been given immunity. In some cases, people may be given immunity from prosecution for certain crimes. This can include things like immunity from prosecution for perjury or obstruction of justice. If someone makes a public confession of a crime and is given immunity, they may not be arrested.\n* They may have been joking or making a joke. Some people may make public confessions of criminal activity as a joke or to make a point. In these cases, they may not be arrested because they didn't actually commit the crime they confessed to.", "label": "Unless the Youtube Video shows them committing a crime, then no, they couldn't be arrested and tried for a crime. Them saying it, not under oath, is just hearsay that has no evidentiary value unless there is already other evidence they have committed a crime. In that case, its an admission. But there must be other, either circumstantial, or actual physical evidence of a crime.\n\nPast intoxication is not a crime, either. Possession of drugs, if caught with them is. But saying you got high is not.\n\nPeople have walked into police stations and confessed to murders. But with no evidence, no body, no name of a missing person, they can't even be held after the holding period for investigatory purposes expires. \n\nIf the video shows them committing assault, or breaking and entering (there actually are idiots who post this stuff), the video is actual evidence of a crime and it is often used against them. The statements can be used to begin an investigation, but people don't usually confess to anything worth pursuing even an investigation. The fact that someone says they used to do something criminal is not enough. For all you ( meaning anyone ) knows, the statute of limitations has expired because they \"pirated games\" 10 years ago. Your comment is right on."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI have heard multiple times in photography, the words Bokeh, and Gaussian Blur. To me, it seems that the words are used almost interchangeably, but in some instances, I have heard them contrasted. What's the difference, and what are the definitions of each of them?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The key difference between Bokeh and Gaussian Blur is that they are different effects, but Bokeh can be a result of Gaussian Blur.\n\nBokeh is a term that is used in photography to describe the aesthetic quality of the out-of-focus areas of an image. It is a measure of how pleasing those out-of-focus areas are. It is a subjective measure, and it can vary from person to person. It is often described as the \"dreamy\" or \"soft\" quality of the image.\n\nGaussian Blur, on the other hand, is a more technical term that is used to describe a type of blur. It is a way to blur an image by averaging neighboring pixels together. It is often used to soften an image, but it can also be used to create a shallow depth of field effect. It is a measure of how much blur there is in an image, and it can vary from image to image.\n\nThe relationship between Bokeh and Gaussian Blur is that Bokeh is a subjective measure of how pleasing an image is, while Gaussian Blur is a more objective measure of how much blur there is in an image. Bokeh can be created using Gaussian Blur, but not all Bokeh is created using Gaussian Blur. For example, if you want to create a shallow depth of field effect, you may use a combination of a large aperture and Gaussian Blur, but that would not be an example of Bokeh.\n\nIn summary, Bokeh is a subjective measure of how pleasing an image is, while Gaussian Blur is a measure of how much blur there is in an image. Bokeh can be created using Gaussian Blur, but not all Bokeh is created using Gaussian Blur.", "label": "Bokeh is specifically the out-of-focus areas of an image. Gaussian blur is an algorithm to fog selected image areas, to hide details or make them look out of focus.\nThe main differences:\n\n* bokeh is created optically, gaussian blur in post-production;\n* in bokeh, the amount of how wide an out-of-focus point will be smeared is determined by its relative distance from focal plane, whereas gaussian blur is applied to a two-dimensional image where no distance information is present, thus all points are smeared equally;\n* in bokeh, the smearing characteristics depend on configuration and aperture shape of the lens, whereas gaussian blur is always smooth;\n* a small light source will be rendered as an aperture-shaped figure with quite well-defined edges in bokeh; but gaussian blur renders it as a spot with fading edges;\n* in bokeh, noise is present at the same level as in in-focus parts of image with same luminance; gaussian blur kills noise, so there'll be less noise than in non-blurred parts of image;\n* in bokeh, light areas will dominate over dark ones, while gaussian blur gives preserves the ratio of dark-light areas.\n\nSo, all in all, you can use one to fake another, but the result will be similar only for low-noise bokeh containing items on roughly a plane parallel to focal plane, not including any significantly lighter areas or light sources, and taken with a lens that has a smooth bokeh."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nBoth races have the same limits on their strength, and athletics, but it's hard to imagine why. A Goliath could feasibly lift and throw a gnome, yet the Gnome, following rules as written, can pin down a Goliath, fairly easily, if statted correctly. \nIs there an in-universe explanation as to why such dramatically different sized creatures can wrestle on an even playing field?\nHow might a DM explain a scenario in which a gnome beats a goliath in any kind of test of strength?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "In general, there are two reasons why the Goliath can't beat the Gnome:\n* The Goliath's size and strength come at a cost. Goliaths are not normal-sized humans, they have a larger bone structure and their muscles are not as efficient, and so they can't lift and move things as easily. This means that a Gnome could easily lift and throw a Goliath. \n* The Gnome is not a normal human. Gnomes are typically depicted as short and weak, and so they can't pin down a Goliath. However, the rules state that a Gnome can pin down a Goliath, so the Gnome must be a Gnome with a lot of tricks up its sleeve. \n\nSo, how can the DM explain a scenario where a Gnome beats a Goliath? \n\n* The Gnome has a lot of tricks up its sleeve. The Gnome can use its knowledge of the terrain, use its speed to get around the Goliath, use its agility to dodge the Goliath's attacks, and use its cunning to outsmart the Goliath. \n* The Goliath is not the normal Goliath. There are other types of Goliaths, and the Gnome is fighting a different kind of Goliath. For example, there is a Goliath that is a giant of a bear, and the Gnome is fighting that bear. \n* The Gnome has a special item or magic that gives it an advantage. For example, the Gnome has a magical shield that can deflect the Goliath's attacks, or it has a magical sword that can cut through the Goliath's armor. \n* The Goliath is not fighting at its best. The Goliath is injured, or it is distracted by something, or it is not in the right mood to fight. \n* The Gnome is not fighting at its best. The Gnome is tired, or it is distracted by something, or it is not in the right mood to fight.", "label": "D&D is a terrible reality simulator.\nThe problem that you're having here is that, in real life, most people who are 7 feet tall are going to be faster, stronger, and all-around more physically powerful than a person who is 3 feet tall. If you compare two people of similar athleticism, the person who is 4 feet taller is going to be able to physically dominate the other.\n\nHowever, D&D is not a game built to simulate reality. It's a game built to let you play through stories about heroes who fight against a large variety of evil things. It's built to let players build a wide array of kinds of hero, and let them generally be effective at their role, even if the character options they picked wouldn't work in real life.\n\nThis means that the game will let you build a gnome strongman, if that's the kind of character you want to play. The designers wouldn't want your gnome strongman to be much worse at being a strongman than a character of a different race, so the only racial 'penalty' to being a strongman that you get is that you don't get a racial bonus to Strength. All of this is based on intentional design choices to make as many player archetypes as possible viable.\n\nIn-universe, they'd explain this just like we would in real life. If a really buff but physically small person wins, say, an arm-wrestling contest with someone pushing 7 feet, we'd be impressed. It would be odd, for sure, but it wouldn't be something impossible. In a world where divine blessings and magic are commonplace, the idea of a strong gnome beating a goliath in a contest of strength becomes less unbelievable, and more possible."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to call the united arab emirates?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The United Arab Emirates (UAE) is a country in the Middle East with a population of over 4 million people. It is also known as Dubai and Abu Dhabi. The country is located in the Arabian Peninsula, bordered by Oman to the east, Saudi Arabia to the west, and Iran to the north. The country is also home to the world-famous Burj Khalifa, the tallest building in the world. The country is also home to the Dubai Mall, the largest shopping mall in the world.\n\n## Call from outside the UAE\n\n1. Find the phone number for the country you want to call. You can look up the country code for the country you want to call on Wikipedia or any other online source. The country code for the UAE is +971.\n2. Dial the international access code for your country. The international access code varies by country. For example, in the United States, you need to dial 011, while in the United Kingdom, you need to dial 00. Dial the international access code and the country code for the UAE.\n3. Dial the phone number of the person you want to call. The phone number for the UAE is usually in the format XXX-XXX-XXXX. Dial the phone number and wait for the person to answer.\n4. Talk to the person you called. If the person answers, you can talk to them normally. If they do not answer, wait a few minutes and try again.\n\n\n## Call from inside the UAE\n\n1. Find the phone number for the country you want to call. You can look up the country code for the country you want to call on Wikipedia or any other online source. The country code for the UAE is +971.\n2. Dial the country code for the UAE. The country code for the UAE is +971.\n3. Dial the phone number of the person you want to call. The phone number for the UAE is usually in the format XXX-XXX-XXXX. Dial the phone number and wait for the person to answer.\n4. Talk to the person you called. If the person answers, you can talk to them normally. If they do not answer, wait a few minutes and try again.\n\n\n## Call from your mobile phone\n\n1. Find the phone number for the country you want to call. You can look up the country code for the country you want to call on Wikipedia or any other online source. The country code for the UAE is +971.\n2. Dial the country code for the UAE. The country code for the UAE is +971.\n3. Dial the phone number of the person you want to call. The phone number for the UAE is usually in the format XXX-XXX-XXXX. Dial the phone number and wait for the person to answer.\n4. Talk to the person you called. If the person answers, you can talk to them normally. If they do not answer, wait a few minutes and try again.\n", "label": "The United Arab Emirates, or UAE, is a vibrant nation and tourist destination. Whether you have family and friends there or need to contact a business, you may need to call internationally. Dialing a number in the UAE is simple when you dial the correct exit, country, and area codes. Before you place your call, read about time zone differences and different calling options allowed by the UAE government to save yourself money.\n\n## Dial a uae number\n\n1. Dial your country’s exit code to route the call internationally. Each country has its own exit code, so the number you need to dial varies slightly depending on where you are in the world. The most common exit codes are 00, used throughout Europe, and 011, used for most of North America. Ask your phone service provider for the access code or look it up at https://www.howtocallabroad.com/codes.html\n\t* For example, the exit code for Australia is 0011. When you dial the UAE, the phone number looks like 0011+XXX+X+XXX-XXXX. Some countries have multiple exit codes. In Brazil, for example, each phone service provider has its own exit code. If you’re calling from a cell phone, look for a + button on your number pad. Pressing it automatically inputs the exit code. You don’t need to type it in yourself afterward.\n2. Type in 971 to reach the United Arab Emirates. Every country in the world has a unique country code. You will always reach a UAE number by dialing 971. In addition, the country code always comes after your exit code. Make sure you type the correct country code. If you get the code wrong, you may end up calling someone in a different country! After typing the country code, the number you have dialed may look something like 0011+971+X+XXX-XXXX.\n3. Include the area code for the city you wish to call in the UAE. Like in a lot of countries, the UAE is divided up into service regions. Major UAE cities like Dubai are covered by single-digit area codes. For smaller regions like Tarif, the area code is 2 digits long. Find an area code at https://countrycode.org/uae. For example, the area code for Dubai is 4. Dial 2 to reach Abu Dhabi instead. The area code always comes after the country code, so the number you have dialed will look like 0011+971+4+XXX-XXXX. If you see a phone number that begins with 0, leave off the 0 when dialing it. For example, you may see a Dubai number with a 04 area code. The 0 is for domestic calls, so dial it only when you're calling from within the UAE.\n4. Use an area code starting with 5 if you’re calling a mobile number. Mobile numbers have a separate area code no matter where you’re calling. The code you need depends on what service provider the other person has. The only way to figure out someone’s mobile phone number is by asking them or figuring out which service provider they use. Mobile codes are always 2 digits long. For example, numbers covered by Etisalat use 50 or 54. Numbers covered by Du often begin with 52 or 55. If you’re calling a mobile number, dial something like 0011+971+55+XXX-XXXX. Like with landlines, avoid dialing 0 if a phone number starts with it. You only need to dial it when you’re calling domestically.\n5. Type in the phone number to complete the call. Phone numbers in the UAE are 7 digits long, excluding the area code. To complete the call, you will need to ask for that phone number or find it online. The finished phone number will look something like 0011+971+4+XXX-XXX. This number places a call to Dubai from Australia.\n\n\n## Manage fee while call\n\n1. Contact your phone carrier to get a calling plan if you make lots of calls. Notify your phone service provider that you plan on calling the UAE. Ask them about the costs and what plans they have available. Many carriers have monthly plans catering to international callers. If you think you’ll need to make lots of calls, such as when contacting family in the UAE, a prepaid plan can save you a lot of money. Note any fees the phone carrier includes in their terms of service. Calling abroad is often costly, so explore your options before settling on a carrier.\n2. Get a prepaid calling plan if you make few calls. A lot of the major phone carriers offer pay as you go plans. You decide in advance how many minutes you wish to buy. When your minutes are up, you can no longer make calls until you buy more data. Prepaid plans are a great way to place international calls without paying for a monthly plan. Your phone calls are limited to what you pay for, so you do need to manage time wisely. However, using limited data prevents you from overspending on long calls.\n3. Buy calling cards for reduced rates if you make short calls. Order an international calling card online or buy one from a telephone service provider. Read the front of the card to find out how many minutes it contains and what rate it charges. Make sure the card is valid for calls to the United Arab Emirates. When you use the card, dial the number on it before dialing your country’s exit code. Depending on where you live, you may be able to find cards available at supermarkets, convenience stores, and other locations. If you visit the UAE, the country’s telecom companies sell prepaid cards that stay valid even while you’re abroad. Read the fine print on the cards carefully to find out what fees come along with placing calls.\n4. Purchase a Voice over Internet Protocol (VoIP) phone for frequent calls. Find a service provider that sells VoIP phone plans, such as Vonage. Phones equipped with VoIP technology place calls over the Internet instead of traditional phone lines. As a result, you can place international calls at a reduced rate. If you call the UAE several times a month, VoIP technology is a good investment. Some companies sell phone adapters that allow you to place VoIP calls on your regular phone. Use the adapter to place calls through your computer or landline. The disadvantage of VoIP phones is that you need a stable Internet connection. Using a high-speed connection increases the quality of your calls.\n5. Use a legal Internet app if you wish to make quality video calls. In the UAE, the government sets regulations on what apps its citizens can use for phone calls. Voice over Internet protocol (VoIP) apps are common across the world, and the ones used in the UAE are called Botim and C’me. To use these apps, you need to either be connected to Wi-Fi or use your phone’s mobile network. The person you are calling also needs to have the app installed on their device. Botim and C’me charge a monthly fee to access the app, which can get costly for most residents. On the plus side, these apps offer both regular and video calls. As of 2018, apps like Skype and FaceTime are banned in the UAE. This may change in the near future, but for now, the UAE government wants to steer its citizens away from free services.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nSo whenever we want to shoot our flash before taking a photo. we have to charge it first.\nWhat is the point of the charging our flashes? Aren't their power directly supplied by the battery of our camera?\nPlease answer for the built in flash on the 2000D and the traditional hot shoe Xenon flashes.\nPerhaps these hot shoe xenon flashes have their own batteries charged by the slow hot shoe port. Who knows? <|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The flash can only be used once the camera has been set to the correct mode. For example, you can't use the flash with a slow shutter speed, and you can't use the flash with a low ISO setting. So you can't use the flash when you want to.\nThe flash is a special light source, so it has to be set to the correct mode for the flash to be used. In most cases, this is set on the camera itself. You set the flash mode to the correct setting on the camera, and then you can use the flash. There is no point in having a separate battery for the flash if you are going to set the flash mode on the camera.\nThe flash can be charged from a battery on the camera, or from an external power source. Most flash units are designed to be charged from an external power source, rather than from the camera. This is because the flash unit can only be used when the flash is set to the correct mode on the camera, so it makes sense to keep the flash charged and ready to use. So if you are going to use the flash, you should charge it from an external power source.\nSo in the case of the built-in flash on the 2000D, the flash is set to the correct mode on the camera when you press the flash button. The flash can be charged from the camera, or from an external power source. You don't need to charge the flash before using it, but it is a good idea to charge the flash before using it, to make sure that it is ready to use when you want to. The flash is set to the correct mode on the camera when you press the flash button, so you can't use the flash without setting the flash mode on the camera first. The flash can be charged from the camera, or from an external power source. You don't need to charge the flash before using it, but it is a good idea to charge the flash before using it, to make sure that it is ready to use when you want to.\nIn the case of the traditional hot shoe Xenon flash, the flash is set to the correct mode on the camera when you press the hot shoe. The flash can be charged from an external power source, or from a battery in the flash unit. The flash is set to the correct mode on the camera when you press the hot shoe, so you can't use the flash without setting the flash mode on the camera first. The flash can be charged from an external power source, or from a battery in the flash unit. You don't need to charge the flash before using it, but it is a good idea to charge the flash before using it, to make sure that it is ready to use when you want to.", "label": "The peak power at work when a flash is being discharged is extreme.\nExample: a classic Metz 45CT (a large but still handheld unit) on full manual power delivers around 90 watt-seconds of electrical output to the flash tube in 1/300s. That means there are 27000 watts at work for a short time.\nA 27000 watt lightbulb (BTW, your flash is much brighter than that - more efficient!) would need the ampacity of around eight european household sockets (230V, fused at 13 or 16 amps) to operate, since it would draw around 120 ampere from them. At the voltage levels xenon flash tubes typically operate at, around 80 amperes will flow; if you wanted to pull that energy \"live\" from a 5-6V battery, you'd need to pull around 5000 amperes AND instantaneously convert them to around 80 amperes at high voltage. Batteries that could deliver 5000 amps - while not wasting most of the power as heat generated across their internal resistance - for a short duration and live certainly exist - you are looking at starter batteries for big lorries, which are rather inconvenient to lug around. Also, a 5000 ampere current pulse is quite a magnetic nuisance if there is anything either ferromagnetic or intended as an electrical conductor near the conductors used.\nYour average \"big\" speedlite, btw, will be around half the power described here (but might in some cases reach the same or higher peak currents in order to discharge even faster), an in-camera flash will be a fraction of these numbers - but still inconvenient to build any other way.\nIf you need a short, massive current pulse, the best energy source available in engineering is a previously charged capacitor (metal-paper or electrolytic type, not dual-layer \"supercap\"). This energy storage device is large for its storage capacity if you compare it to a battery - but able to respond far quicker to high current demand, since a) there is no chemical energy conversion involved in its operation, b) the relevant current path only involves metallic, very conductive parts instead of ionic conductors (aka electrolytes. An electrolytic capacitor, btw, does use its electrolyte for chemical self-upkeep, not for chemical energy storage or electrical connectivity). \nAlso, since the charge in a a capacitor is limited, it allows portioning total energy to what the flashlamp can safely take. This allows a flash in manual mode to just completely discharge the capacitor until it is nearly empty (when the remaining charge can only deliver voltage below the quench voltage of the flashlamp) without complex control circuitry - and at the same time gives you a safety fallback when working with dynamically controlled power levels (telecomputer or TTL mode), leaving no way for catastrophic circuit failure in combination with several kilowatts of constant power available turning into a massive safety hazard. A handheld-sized efficient electrical near point light source with 27000W input, driven constantly, would first severely damage your eyes and then self destroy violently (think of a welding arc - dangerously bright, and it melts metal)."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nTell me an interesting fact about geography.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here's an interesting fact about geography:\n\nDid you know that the highest point on Earth is not Mount Everest? The highest point on Earth is actually Mauna Kea, which is located in Hawaii, USA. Mauna Kea is considered the tallest mountain in the world, but only if measured from its base on the ocean floor to its summit. It stands at 10,203 meters (33,476 feet) above sea level. In contrast, Mount Everest is 8,848 meters (29,029 feet) above sea level, which is only the tallest mountain above sea level. The reason for this is that Mauna Kea is an underwater volcano, and the base of the mountain is submerged in the ocean. ", "label": "Here are some interesting facts about geography:\n\n* Bhutan is one of the most intriguing places in the world. The Buddhist kingdom is the only carbon-negative country on Earth, with strict environmental laws and cultural norms that preserve its stunning natural landscape. For similar reasons, Bhutan was one of the last countries to introduce television in 1999, and has no traffic lights to this day.\n\n* There are currently few territories on Earth that are unclaimed by any sovereign state (terra nullius). One example is Bir Tawil, along the border between Egypt and Sudan, which was created by a discrepancy between borders drawn in 1899 and 1902. The territory remains unclaimed by either country, because it would entail forfeiting the much larger Halaib Triangle, which is claimed by both countries. Bir Tawil has no settled population, but the land is used by Bedouins who roam the area.\n\n* The antipode of any spot on Earth is the point on Earth's surface diametrically opposite to it. Some interesting approximate antipodes include pairs of capital cities, such as Wellington (New Zealand) - Mardrid (Spain), and Phnom Penh (Cambodia) - Lima (Peru)."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nOn my branch I had some files in.gitignore\nOn a different branch those files are not.\nI want to merge the different branch into mine, and I don't care if those files are no longer ignored or not.\nUnfortunately I get this: \n\n The following untracked working tree files would be overwritten by merge\n\nHow would I modify my pull command to overwrite those files, without me having to find, move or delete those files myself?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "To answer the question in a simple way: you can't.\n\nThe problem is that the Git pull command does not know what you want to do with untracked files. You can't just \"overwrite\" them as the command will assume that you want to leave them as they are.\n\nWhat you could do is to commit them with the appropriate message and then pull. But you could do that either manually or with a git hook (like a pre-commit hook).\n\nIf you're interested in a script solution, you could write a script that runs a git pull, and then manually merges the untracked files into the current branch.", "label": "Safely remove/overwrite only bothersome files\nWhen you want to ```merge```:\n```git checkout -f donor-branch # replace bothersome files with tracked versions\ngit checkout receiving-branch # tracked bothersome files disappear\ngit merge donor-branch # merge works\n```\nWhen you want to ```pull```:\n```git fetch\ngit checkout -f origin/mybranch # replace bothersome files with tracked versions\ngit checkout mybranch # tracked bothersome files disappear\ngit pull origin/mybranch # pull works\n```\nThat's all you need to know to use this. Below is an explanation.\n\nDetailed explanation\nThe Bothersome Files that we are going to remove:\n\n* exist in the donor branch (for ```git pull```: the upstream branch),\n* do not exist in the receiving branch,\n* and are blocking the merge because they are present and untracked in your working directory.\n\n```git merge -f``` and ```git pull -f``` do not exist, but ```git checkout -f``` does.\nWe will use ```git checkout -f``` + ```git checkout``` to track + remove the Bothersome Files, and then your merge can proceed normally.\nStep 1. This step forcibly replaces untracked Bothersome Files with tracked versions of the donor branch (it also checks out the donor branch, and updates the rest of the working dir).\n```git checkout -f donor-branch\n```\nStep 2. This step removes the Bothersome Files because they they are tracked in our current (donor) branch, and absent in the ```receiving-branch``` we switch to.\n```git checkout receiving-branch\n```\nStep 3. Now that the Bothersome Files are absent, merging in the donor branch will not overwrite any untracked files, so we get no errors.\n```git merge donor-branch\n```"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhen should I use wp_register_script() with wp_enqueue_script() vs just wp_enqueue_script()?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The short answer is: You should use `wp_register_script()` whenever you want to be able to de-register a script in the future.\n\nThe longer answer is: You should use `wp_register_script()` whenever you want to be able to de-register a script in the future. You can't de-register a script that you've already enqueued with `wp_enqueue_script()`.\n\nFor example, suppose you want to add a new feature that allows users to toggle a feature on and off. You'll need to add a script to the page that enables or disables that feature, so you'll enqueue the script with `wp_enqueue_script()`. If you don't register the script beforehand, then you can't de-register it later, which is what you'll want to do if the feature is turned off.\n\n```// enqueue script\nwp_enqueue_script('my_script', 'path/to/script.js', array('jquery'));\n```\n\nBut you can register the script beforehand, then de-register it later:\n\n```// register script\nwp_register_script('my_script', 'path/to/script.js', array('jquery'));\n// later\nwp_dequeue_script('my_script');\n```\n\nIf you don't register the script, then you can't de-register it, so you can't add a \"de-register\" button to your feature toggle:\n\n```// enqueue script\nwp_enqueue_script('my_script', 'path/to/script.js', array('jquery'));\n// later\nwp_enqueue_script('my_script', 'path/to/script.js', array('jquery'));\n```\n\nThis will add the script to the page again, so your \"de-register\" button won't work.\n\nSo, in summary: Use `wp_register_script()` whenever you want to be able to de-register a script in the future.", "label": "The ```wp_register_script()``` Codex page literally says:\n\n A safe way of registering javascripts in WordPress for later use with ```wp_enqueue_script()```.\n\nThis means, if you want to register your scripts, but not directly load them in your pages, you can register the files once, and then load them when you need them.\n\nFor example:\nYou have a switch statement wich loads some functionality, but two of three cases needs a particular javascript file, and one doesn't. You can enqueue the script every time, wich costs more resources, or just enqueue the script when you need it:\n```...\nwp_register_script('my-handy-javascript',... );\n...\nswitch( $somevar ) {\n case 'value':\n wp_enqueue_script('my-handy-javascript' ); // needs the file\n ...\n break;\n case 'value2':\n wp_enqueue_script('my-handy-javascript' ); // needs the file\n ...\n break;\n default:\n case 'value3': // doesn't needs the file\n ...\n break;\n}\n```\nIt is not necessary to register a script and then enqueue them, but it can provide some logic in your code if you register all the scripts you need somewhere in your ```functions.php``` instead of everywhere in your code.\n\nThe Codex also tells the following:\n\n Use the ```wp_enqueue_scripts``` action to call this function, or ```admin_enqueue_scripts``` to call it on the admin side.\n\nThis means that if you want to enqueue your script on the frond-end and in the back-end, you can register a script once, and then load it on the front-end with ```wp_enqueue_script``` and in the back-end with ```admin_enqueue_script```.\nThis way you won't have the same enqueue recourse twice in one theme, plugin, widget or whatever."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nas a monkey you thought it was kinda impressive you were able to write the entire works of Shakespeare but these scientists keep downplaying it “random” they say.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "*monkey types on keyboard* I am monkey. I am monkey of great intellect. I am monkey who wrote works of great author. *monkey pauses* Why do you scientists keep saying I am monkey of random intellect? Why do you keep saying I am monkey of monkey-like intellect? I am monkey of great intellect. I am monkey of Shakespearean intellect. I am monkey of genius. *monkey pauses* I am monkey. I am monkey of great intellect. *monkey stops typing*", "label": "This is my typewriter. There are many like it, but this one is mine.\nThis is my room. There are other monkeys and they have their own rooms and their own typewriters. I see them when the people take me to the eating place and the scary place. There are many many rooms.\nMy room has a window and there are always people on the other side. They like to watch me. I can tell they like it when I play with the typewriter, because they make monkey signs of excitement.\nYesterday I used my feet to play on the typewriter instead of my hands. The people started making a lot of monkey signs, even more than usual. My typewriter went clack-clack-clack.\nAfter a while a person came in and took the paper out of the typewriter. He looked at it a long time, and then he looked at the other people in the window. Then he looked at the paper again. He started making quiet noises that did not seem very monkey-like.\n\"What a piece of work is man\nHow noble in reason\nHow infinite in faculty\nIn form and moving how express and admirable\nIn action how like an angel\nIn apprehension how like a god\nThe beauty of the world!\nThe paragon of animals!\nAnd yet to me what is this quintessence of dust?\nMan delights not me.\"\nAfter this the person looked at me for a long time. He did not make any monkey signs at all and he was completely still. It made me feel anxious and uncomfortable. But finally he showed his teeth, which is one of the strange ways that people show they are happy. This made me happy too because I knew I would get a banana later.\nToday the people put a new paper in the typewriter. This time I am going to use my behind-part with the typewriter because it has been itching all morning and I know this will feel good. I think this will make the people make a lot of monkey signs."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nA farmer living in the countryside has a certain number of children. One day, they followed him to the farm, each one with a bag to collect harvested apples. At the end of the day, each bag was filled with 15 apples each. On their way back home, 2 of the children have eaten 4 apples each and another child sold 7 of his apples. If they had a total of 60 apples left by the time they got home, how many children does the farmer have?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "## Step 1: Calculate the total number of apples the children had initially.\nThe total number of apples the children had initially is unknown and denoted as $x$. The total number of apples they had initially is the number of children multiplied by 15.\n\n## Step 2: Determine the number of apples the children had after eating some apples and selling some apples.\nAfter eating some apples and selling some apples, the children had 60 apples left. The total number of apples the children had after eating some apples and selling some apples is $x - 2 \\cdot 4 - 7 = x - 15$.\n\n## Step 3: Write an equation to represent the situation and solve it.\nWe can write an equation to represent the situation as follows: $x - 15 = 60$.\nThen, we can solve for $x$: $x = 60 + 15 = 75$.\n\nThe final answer is: $\\boxed{75}$", "label": "Here is the solution step by step:\n\n2 children sold 4 apples each which gives 2 * 4 = 8 apples\nAnother child gave out an additional 7 apples making 8 + 7 = 15 apples removed from the total.\nThere were 60 apples left after these, so the original total must have been 15+60 = 75 apples.\nEach child collected 15 apples so there are 75/15 = 5 children."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to identify ticks?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Ticks are small arachnids that feed on the blood of animals and humans. Some ticks can transmit serious diseases such as Lyme disease, Rocky Mountain spotted fever, and typhus. The best way to avoid tick bites is to be able to identify them easily. If you are outdoors in areas where ticks are common, you should know how to spot a tick and remove it quickly if you find one on your body. \n\n## Spot ticks\n\n1. Look for ticks in the right areas. Ticks are commonly found in areas with long grass, leaf litter, and wood. They are also often found on plants, in gardens, and in backyards. Ticks can be found in a variety of environments, including forests, fields, and grasslands. They are also commonly found in parks, backyards, and gardens. If you live in an area with a lot of ticks, you should be on the lookout for them in your yard and in the woods. You can also check for ticks in the following places:\n\t* On your clothes and shoes\n\t* On your pets\n\t* In your yard\n\t* In the woods\n2. Know what a tick looks like. Ticks are small, flat arachnids that are typically reddish-brown in color. Adult ticks are about 1/4 inch (6 mm) in length, and are usually oval in shape. Some species of ticks are larger, but adult ticks are generally no larger than 1/4 inch (6 mm) in length. Ticks are also typically brown or reddish-brown in color, although some species are black, gray, or yellowish-brown. Some species of ticks have a distinctive black spot on their abdomen. Ticks have 8 legs and are arachnids, not insects. Ticks have a distinctive hump on their back. Some species of ticks have distinctive patterns or markings on their bodies. For example, the blacklegged tick (Ixodes scapularis) has a distinctive black spot on its abdomen, while the American dog tick (Dermacentor variabilis) has a distinctive red line on its abdomen. Ticks are typically found in the following areas:\n\t* On the head\n\t* On the back\n\t* On the legs\n3. Know the stages of a tick's life cycle. Ticks have a complex life cycle that involves several stages. Ticks are born as larvae, which are small, legless arachnids that feed on small insects and other invertebrates. As larvae, ticks molt several times and grow. Eventually, the larvae attach themselves to a host animal and feed on its blood for several weeks. After feeding, the larvae drop off their host and begin the next stage of their life cycle. Adult ticks, on the other hand, feed on the blood of animals and humans for several weeks. After feeding, the adults begin the next stage of their life cycle, which involves laying eggs. The eggs hatch into larvae, which then begin the cycle again. The stages of a tick's life cycle are as follows:\n\t* Larva\n\t* Nymph\n\t* Adult\n4. Know the different types of ticks. There are over 900 species of ticks worldwide. The most common species of ticks in the United States are the blacklegged tick (Ixodes scapularis), the American dog tick (Dermacentor variabilis), and the lone star tick (Amblyomma americanum). Ticks are often identified by their color, size, and shape. Some species of ticks are black, while others are brown or reddish-brown. Some species of ticks are small, while others are large. Some species of ticks have distinctive patterns or markings on their bodies. For example, the blacklegged tick (Ixodes scapularis) has a distinctive black spot on its abdomen, while the American dog tick (Dermacentor variabilis) has a distinctive red line on its abdomen. Ticks are also often identified by the areas of their bodies that are covered in hair or scales. For example, the lone star tick (Amblyomma americanum) has a distinctive white star-shaped pattern on its back. Ticks are often identified by the presence or absence of a distinctive hump on their back. Some species of ticks have a distinctive hump on their back, while others do not.\n5. Learn to identify ticks by their life cycle stages. Ticks go through several life cycle stages, including larva, nymph, and adult. Ticks are typically identified by their life cycle stages, as well as their color, size, and shape. For example, the blacklegged tick (Ixodes scapularis) is typically identified by its distinctive black spot on its abdomen, as well as its life cycle stage. Ticks are often identified by their size and shape. For example, the lone star tick (Amblyomma americanum) is typically identified by its large size and", "label": "While tick bites are not often painful, they can lead to infections or even chronic illnesses like Lyme disease. If you're uncertain whether you're dealing with a tick infestation, check for defining features that distinguish a tick from other bugs. Some bugs that look like ticks are harmless, but ticks must be dealt with immediately to avoid illness or infection. Call an exterminator if you're still not sure for a professional opinion.\n\n## Check for distinctive tick feature\n\n1. Look for a round, ovular shape. Before a tick is engorged with blood, its body is shaped like an oval with 2 major segments. After a tick is engorged, its head will remain small but its body will grow round and plump.\n2. Check for bugs that are between ⁄2 to 2 in (1.3 to 5.1 cm) long. How large a tick is when you find it depends on whether it has recently fed on blood. Before it has drunk any blood, a tick will be around the size of a pinhead. Immediately to several hours afterward, a tick will grow to around the size of a lima bean.\n3. Examine its exterior for a protective hard body. In most cases, ticks have a hard exoskeleton. These are called hard or \"authentic\" ticks and are usually what people are talking about when describing ticks. Soft ticks with a flexible exoskeleton exist but are only found in select areas. Soft ticks are found in the western United States and southwestern Canada.\n4. Check for a star-shaped design on its back. Lone star ticks have a white, star-shaped design on their exoskeletons. If a bug does not have this design, it still may be a tick. This pattern is just a defining feature of this tick species.\n5. Examine the bug for black legs. Black-legged ticks, as suggested by their name, have legs that are darker than their bodies. Like a lone star tick's black legs, this is a defining characteristic of black-legged ticks and may not be present on every tick.\n\n\n## Differentiate between tick and other bug\n\n1. Avoid mistaking bugs with wings or antennae for ticks. Ticks do not have wings, nor do they have antennae. If you have found a bug with either, it is not a tick. Research bugs with similar characteristics to ticks but with wings or antennae if your bug in question has these. Poplar weevils, which are commonly mistaken for ticks, have both wings and antennae.\n2. Count the number of legs to distinguish it from insects. Because ticks are a type of arachnid, like spiders and scorpions, they have 8 legs. If your bug has 6, it is an insect and therefore not a tick. If your bug has less than 6 or more than 8 legs, it is neither an insect nor arachnid but is, regardless, not a tick.\n3. Watch for bugs that feed on blood and do not travel in groups. Billbugs are the commonly mistaken for ticks because of their near-identical appearance. The way to distinguish between a tick and a billbug is to watch them. Billbugs swarm in groups, whereas ticks are usually alone. Ticks also feed on blood, whereas billbugs do not. As a general rule, billbugs do not hang around or on people and animals. Ticks often do.\n4. Look for bugs that burrow in the skin instead of resting on its surface. Both ticks and bed bugs hang around animals and humans. Their method of feeding off of people and animals, however, differs. Ticks burrow into the skin to drink a living creature's blood but bed bugs stay on the skin's surface. Make sure you know whether a bug is a tick or bed bug before removing it from your skin. Without proper precautions, you may remove a tick's body while its head remains lodged in your skin.\n\n\n## Identify tick bite\n\n1. Check for mild pain around the bite. Tick bites are not usually painful. If you experience sharp pain, you have not likely been bitten by a tick. Research your other symptoms to determine what insect or arachnid bit you and begin treatment. If a soft tick bites you, you might notice localized pain immediately after the tick drops off.\n2. Inspect the site for redness. Although tick bites are not painful, they can still set off your body's immune system. If the bite and the skin surrounding it looks reddish, it may be a tick bite. Keep in mind, however, that redness is a symptom of many bug bites.\n3. Watch for rash development in the days and weeks following your bite. While not often a symptom of tick bites, you may develop a rash if your tick bite becomes infected or if you contracted an illness from the tick bite. If a rash spreads from your tick bite to other parts of your body, call your doctor or visit an urgent care clinic. Some illnesses that ticks carry, like Lyme disease, can take months or years before symptoms develop.\n4. Look for a tick still attached to your body. Because tick bites usually do not hurt, the most common way to spot a tick bite is to see the tick burrowed in your skin. Compare the bug on your body to other insects before removing it so you can use a pair of tweezers or a credit card to safely get it out of your skin. If you are not careful, tick heads can remain lodged in your skin.\n5. Recognize tick bite symptoms that require immediate medical care. While most tick bites can be treated at home, you may need emergency care if you develop an infection or allergic reaction. Seek emergency medical help immediately if you notice any of the following symptoms:\n\t* Raised red bumps (hives) all over your body\n\t* Trouble breathing\n\t* Swelling of the mouth, lips, tongue, or throat\n\t* Lightheadedness, dizziness, or loss of consciousness\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to deal with being picked on?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Being picked on is a very stressful and upsetting experience, and it can make it very hard to deal with. The first thing you should do is try to deal with the situation as best you can. Don't try to change the other person's behavior, as this is almost impossible. You can't change how someone else acts, but you can try to avoid being picked on. \n\n## Deal with the situation\n\n1. Talk to the other person. If you feel comfortable doing so, talk to the other person about why they are picking on you. They may not even realize that they are picking on you. You can explain that their behavior is upsetting you and ask them to stop. If they refuse, you can tell them that you don't want to talk to them anymore. It's best to talk to the other person in person rather than over text. You can say something like \"I don't want to talk to you anymore. Your behavior is upsetting me and I don't want to be friends with you.\" If the other person continues to pick on you, tell them that you are going to tell a teacher or parent about the situation. This will give you a way to get help if the other person continues to pick on you.\n2. Avoid the other person. If you feel uncomfortable talking to the other person, try to avoid them as much as possible. This will help to make the situation less stressful. If the other person is a classmate, you can sit in a different part of the class. If they are a friend, you can try to hang out with other friends instead. If the other person is a family member, you can spend time with other family members. You can say something like \"I'm going to go to my room now. I don't want to talk to you.\" or \"I don't want to spend time with you today.\"\n3. Tell a teacher or parent. If the other person continues to pick on you, tell a teacher or parent about the situation. They can help to resolve the situation and give you a way to get help if the other person continues to pick on you. You can tell a teacher or parent something like \"The other person is picking on me and I don't want to be friends with them anymore. I don't want to be in the same class as them.\" or \"The other person is being mean to me and I don't want to talk to them. I think they are going to hurt me if I don't do something.\" You can also tell a teacher or parent about the situation in private, such as during office hours or in a one-on-one conversation. They will listen to you and try to help you. You can also ask them to talk to the other person and tell them that you don't want to be friends with them anymore. They can also tell the other person that they are going to get help if they continue to pick on you.\n4. Take care of yourself. Being picked on is very stressful and upsetting, so you need to take care of yourself. Make sure to eat healthy foods, such as fruits and vegetables, and get plenty of sleep. Exercise is also important for your mental health. You can go to the gym, play sports, or do yoga. You can also talk to a friend or family member about what is happening. They can help you to feel better. You can also talk to a counselor or therapist. They can help you to deal with the situation and provide you with a way to get help if you need it.\n5. Try to ignore them. If the other person is picking on you, try to ignore them. This will help to make the situation less stressful. You can ignore them by not talking to them or by ignoring their behavior. You can say something like \"I don't want to talk to you\" or \"I'm not going to do what you want me to do.\" If the other person continues to pick on you, tell them that you are going to tell a teacher or parent about the situation. This will give you a way to get help if the other person continues to pick on you.\n\n\n## Deal with the situation at school\n\n1. Tell a teacher. If you are being picked on at school, tell a teacher about the situation. They can help to resolve the situation and give you a way to get help if the other person continues to pick on you. You can tell a teacher something like \"The other person is picking on me and I don't want to be friends with them anymore. I don't want to be in the same class as them.\" or \"The other person is being mean to me and I don't want to talk to them. I think they are going to hurt me if I don't do something.\" You can also ask them to talk to the other person and tell them that you don't want to be friends with them anymore. They can also tell the other person that they are going to get help if they continue to pick on you.\n2. Tell a school counselor. If", "label": "Many people are picked on everyday. Physical appearance and social status are often reasons why people are picked on. No matter the reason, teasing can be uncomfortable, and no one deserves to be treated badly. When teasing becomes a pattern — as it often does — it can develop into a serious bullying problem, which can later cause physical and emotional harm. It is important to address such issues as soon as possible. \n\n## Face the situation\n\n1. Remain calm. Teasing may make you feel many uncomfortable emotions like anger or anxiety. Try not to react from a place of fear or frustration. Crying, fighting back, or insulting the other person is often the reaction that a bully wants from you. Remove yourself from the situation if at all possible. This will often de-escalate the situation immediately. If you do become angry, take a deep breath and count to 10. Try to relax your whole body as much as possible. If you find that you must say something, use a short word that doesn’t escalate the situation. Try saying, “Whatever,” and move on. Refocus your attention on something positive. If you are feeling upset, look for something or someone that makes you feel safe and happy.\n2. Don't retaliate. As much as you might want fight back, it's important that you keep composure. Starting a physical fight can get you in serious trouble. Insulting a bully can often further provoke them and make the situation worse. Don't stoop to their level. Name-calling, harassing, picking on, or starting rumors about your bullies puts you in the same boat as them. Acting more mature than them gives you the upper hand, especially if you are in school where adults are always watching. Make it clear that you are the bigger person by saying something like, “I’m not even going to respond to that.”\n\t* Remember that no one deserves to be treated poorly. Even if you refrain from retaliation, you should maturely confront situations that make you uncomfortable.\n3. Stand up for yourself. Express that you don’t like what has been said or done. Speak in a firm and confident voice and then walk away. Showing that you have confidence — even if you don't — will let others know that you do not tolerate inappropriate behavior. Practice responding to the bully. Reach out to a trusted friend, a family member, a stuffed animal, or stand in front of the mirror. Act out the situation as realistically as possible. Practice saying short and neutral phrases that you feel comfortable using. Phrases like, “Stop that,” “That’s not funny,” or “I've had it,” are effective.\n4. Ignore the teasing. Ignoring a mean joke or teasing can be a successful strategy, especially if the situation is not serious; however, don’t let being picked on become a pattern, as it can become quite harmful over time. Pretend that you don’t hear the mean comments by keeping a straight face. This may be challenging at first, so it can take some practice. Bullies will often become bored when they can't get a reaction out of you. Look to a classmate or teacher and say something to show you are not paying attention to the bully. Try saying, “Hey, great shirt,” or “How’s it going?”\n\t* Appear distracted by your cell phone. If you can, look at your phone and say, “Oh, I missed a call,” or “I didn’t see that before.”\n5. Recognize bullying. Sometimes it may be hard to recognize bullying until it has progressed or escalated. You may feel isolated, be afraid or anxious to go to school (you may start pretending to be sick so you don't have to go), feel helpless, have difficulty sleeping, notice a change in your eating patterns (eating more or less than normal), or your grades may go down. Familiarize yourself with the different types of bullying so you can address it as soon as possible. Physical bullying includes hitting, kicking, tripping, hair pulling pinching, pushing, stealing, or damaging your things. This type of bullying uses physical force to cause damage. Verbal bullying includes insults, name calling, teasing, intimidation, verbal abuse, or homophobic, racist, sexist, or ableist comments. This may start off as \"harmless\" teasing or poking fun at first and escalate. Social bullying or covert bullying is often difficult to spot. You may not realize this is going on, as it can occur behind your back. This includes spreading rumors, telling other people not to be friends with you, lying about you, damaging your reputation, playing mean jokes, mimicking, giving you the silent treatment, etc. Cyber bullying can happen at any time and can be public or private. It may be done directly to you or behind your back. Cyber bullying uses technology — such as social media, texting, email, websites, etc. — to target the person. It can include spreading rumors, impersonating you online, spreading mean or harmful videos or pictures, excluding you, sending abusive or hurtful messages, and intimidation.\n\n\n## Seek support\n\n1. Tell someone if the teasing becomes a pattern. You've probably heard people say, \"No one likes tattle-tales,\" but you must look out for your own well-being. If bullies become violent, start harassing you constantly, or harass you online, tell someone. Whether it's a teacher, parent, or guidance counselor, it is important that someone is informed. Even if you think getting others involved may make the situation worse, adults can often help you determine an effective action plan. If the teasing happens at school, talk to a trusted teacher or guidance counselor. School officials should have training in how to deal with bullying. Think about what may reduce the interaction with the bully and help you feel safer. This may include rearranging seating or providing more adult supervision. Talk to a parent or family member that can give you some advice. Your parents should be alerted of the situation, especially if you are in danger. Note that getting your parents to talk to a bully’s parents, however, is often not recommended. A close friend may be the first person you are inclined to turn to when being picked on. Trusted friends should be willing to help you cope. They may accompany you to see a guidance counselor, or stay at your side when you are facing harassment. Telling someone that you are being picked on can be challenging. Let them know how you’re feeling by starting with, “This is hard for me to talk about, but I wanted to tell you what is going on.”\n2. Build self-confidence. Bullies pick on people who have low social standing or show low self-esteem. This does not mean that you should change who you are! Instead, work on feeling comfortable in your skin. Get involved in activities that make you feel good about yourself. Consider joining an school club, or take an extra class that helps you practice a skill that you enjoy. Exercise as a way to nurture a positive outlook and improve your self-image. You may enjoy a team sport, yoga, or self-defense classes. Positive affirmations are important in building security and self-esteem. Keep a journal and write positive things about yourself daily, not just when you are feeling bad.\n3. Learn from other people. There are several websites that are geared towards middle and high-school students who face bullying. Browse through the stories and advice on websites that provide a safe space for discussing such topics.\n\n\n## Help others\n\n1. Tell your story. Sharing your story can be helpful to others who are facing similar challenges. Write a blog or newsletter that explains your experience. Share what you are doing to confront the issue and make positive changes. Talk to your peers. If you know someone who is being picked on, find time to share coping strategies and practice ways to respond to teasing. For example, you can say, “Hey, I noticed that Jamie was annoying you. I hate it when he does that to me.”\n2. Don’t be a bystander. Do not encourage bullying behavior. Instead, help the person get out of the situation. Laughing at mean jokes or watching in silence suggests that you are not opposed to the behavior. Instead, let the bully know that you are not amused and/or walk away. If you are a part of the conversation, try saying, “Hey, that’s not cool.”\n\t* If you see that someone is in physical or emotional danger, seek help from an authority figure immediately.\n3. Befriend people whom you think are being picked on. Reach out to others who are going through the same problem. Developing a friendship can help you avoid confronting bullies by yourself. Plan to sit together at lunch or walk home together. You may develop a great friendship, and you will be able to support each other when faced with bullies. Bring it up by saying, “Want to get lunch today?” or, “Let’s hang out on the way home.”\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI'm writing an alternate history fiction novel, in which Stalin democratizes and liberalizes the Soviet Union following WW2. Give me some ideas for possible characters in the story.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "This is a great idea. Here are a few characters to get you started:\n\n* Leonid Brezhnev: He becomes the next Soviet leader, and the Soviet Union becomes more and more authoritarian under his rule. The liberalizing reforms of Stalin begin to unravel, and the Soviet Union starts to slide into a Cold War-like standoff with the United States.\n* Andrei Gromyko: He is the first foreign minister of the Soviet Union. He becomes increasingly disillusioned with the Soviet Union's policy of containment, and eventually leaves the government to become a leading figure in the opposition movement.\n* Mikhail Gorbachev: He is a rising star in the Soviet government, but he is disillusioned with the current state of the Soviet Union. He begins to secretly advocate for the liberalizing reforms of Stalin, and eventually becomes a key figure in the opposition movement.\n* Leonid Andropov: He is a rising star in the Soviet government, and he is increasingly disillusioned with the current state of the Soviet Union. He begins to secretly advocate for the liberalizing reforms of Stalin, and eventually becomes a key figure in the opposition movement.\n* Yuri Andropov: He is a rising star in the Soviet government, and he is increasingly disillusioned with the current state of the Soviet Union. He begins to secretly advocate for the liberalizing reforms of Stalin, and eventually becomes a key figure in the opposition movement.\n* Alexei Kosygin: He is the prime minister of the Soviet Union. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Nikolai Podgorny: He is the president of the Soviet Union. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Georgy Malenkov: He is the first premier of the Soviet Union. He becomes increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Mikhail Suslov: He is a rising star in the Soviet government. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Anastas Mikoyan: He is a rising star in the Soviet government. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Lavrentiy Beria: He is the head of the secret police. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Grigory Zinoviev: He is a rising star in the Soviet government. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Sergei Kirov: He is a rising star in the Soviet government. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Lev Kamenev: He is a rising star in the Soviet government. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Mikhail Kalinin: He is the president of the Soviet Union. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Georgy Zhukov: He is the Soviet Union's most famous military leader. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Andrei Vishinsky: He is the Soviet Union's most famous lawyer. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition movement.\n* Vyacheslav Molotov: He is the Soviet Union's most famous politician. He is increasingly disillusioned with the current state of the Soviet Union, and begins to secretly advocate for the liberalizing reforms of Stalin. He eventually becomes a key figure in the opposition", "label": "Here are some possible characters in an alternate history fiction novel set in a liberal-democratic Soviet Union:\n\n* Alexey Zhukov - son of legendary WW2 general Zhukov. Alexey starts off as an advocate for returning to a more autocratic-militaristic form of government, following the difficult transition from totalitarianism to liberal democracy that caused his father to lose his political power and respect. His ideology comes into question as he falls in love with an American tourist.\n\n* Barbara Samuels (real name: Jane Winchester) - a British spy (MI6) working in Moscow. Barbara poses as an American tourist, while influencing reactionist Soviet politicians to endorse a more moderate world view by any means necessary.\n\n* Vasily Rubinov - a Soviet entrepreneur living in Moscow. Over the decade preceding the story, Vasily has made use of new liberties and Western capital to transform his father's local shoe repair shop into a world-class apparel manufacturer. At the same time, Vasily struggles with rising antisemitism and reactionary politics that threaten his new way of life, as he becomes the reluctant defender of liberal values and the newly-formed fledgling bourgeoisie."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI need to review a paper for ICLR. Here’s the overview: it addresses the problem of handling domain-shifts that arises in generative learnt channel models in E2E communication systems in a few-shot setting, and they use a domain adaptation approach. The paper is well written, novel, rigorous, and considers the more realistic assumption of the non-stationary distribution of a channel in communication systems. However, it (1) lacks few-shot domain adaptation methods as baselines, e.g. Few-Shot Adversarial Domain Adaptation, but only compare with FDA methods. (2) The evaluation metric they use is only the SER. As the application research article, the performance of the proposed method in practical communication problems is essential.\n\nWrite a full peer review of the paper, structured into the following paragraphs: Summary, Strengths, Weaknesses, Potential.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here is the peer review of the paper:\n\nThe paper is well-written, novel, rigorous, and considers the more realistic assumption of the non-stationary distribution of a channel in communication systems. However, it lacks few-shot domain adaptation methods as baselines, e.g. Few-Shot Adversarial Domain Adaptation, but only compare with FDA methods. The evaluation metric they use is only the SER. As the application research article, the performance of the proposed method in practical communication problems is essential.", "label": "Here is a review for the paper your described:\n\n## Summary\nThe authors investigate the frequent changes of channels in communication systems and treat these changes as shifts in distribution (domain). The framework of few-shot domain adaptation is considered to tackle the problem in question.\n\n## Strengths\n* From a structural point of view: The paper is well-written. The method is clearly presented and ideas are easy to follow.\n* From an analytical point of view: The proposed approach is novel, evaluated rigorously, and compared with well-suited baselines. This paper also considers a range of scenarios with different types of domain shifts, real-world as well as synthetic evaluations. Furthermore, it takes a step in the right direction by considering the more realistic assumption of the non-stationary distribution of a channel in communication systems.\n* From a perspective of soundness and completeness: The strength points mentioned above are sufficient evidence of the soundness and completeness of the paper. The transparency aspect of the submission is also appreciated as open-source code is provided for reproducibility purposes and other details are contained in the appendix. \n\n## Weaknesses\n* This paper's baselines only include basic FDA solutions, and it does not consider few-shot domain adaptation methods such as \"Few-Shot Adversarial Domain Adaptation\" as a comparison. This omission is worth noting since it raises concerns about the competitiveness of the proposed method. Including few-shot domain adaptation methods as baselines would provide a more comprehensive evaluation of the proposed method's performance.\n* The paper's evaluation metric solely relies on the SER. However, it is crucial to showcase the proposed method's performance in practical communication scenarios. To demonstrate the advantages of their learning-based approach over conventional methods, the authors should consider including additional metrics that demonstrate the proposed method in real-world settings.\n\n## Potential of the paper\nThe proposed solution has great potential to be of benefit to the whole community, especially researchers interested in the application of deep learning in communication systems."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI need a regular expression that validates a number, but doesn't require a digit after the decimal. ie. ```123 123. 123.4 ``` would all be valid ```123.. ``` would be invalid<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here is a simple solution using Python. This regular expression will match a number that is optionaly followed by a decimal point and zero or more digits.\n```\nimport re\ndef is_valid_number(s):\n return bool(re.match(r'^\\d+(?:\\.\\d+)?$', s))\n```\nThis function will return ```True``` for the following strings and ```False``` otherwise\n```is_valid_number(\"123\") # True\nis_valid_number(\"123.456\") # True\nis_valid_number(\"123.456.789\") # True\nis_valid_number(\"123.456\") # True\nis_valid_number(\"123.456.789.012\") # True\nis_valid_number(\"123.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.789.\") # True\nis_valid_number(\"123.456.789.012.\") # True\nis_valid_number(\"123.\") # True\nis_valid_number(\"123.\") # True\nis_valid_number(\"123.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.456.\") # True\nis_valid_number(\"123.", "label": "Here is the regular expression you can use:\n\n```\n/^\\d*\\.?\\d*$/\n```\n\n* `^` - Beginning of the line;\n* `\\d*` - 0 or more digits;\n* `\\.?` - An optional dot (escaped, because in regex,. is a special character);\n* `\\d*` - 0 or more digits (the decimal part);\n* `$` - End of the line.\n\nThis allows for.5 decimal rather than requiring the leading zero, such as 0.5"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow do weather models work?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "There are several different models used for weather forecasting, but the most common one is the Global Forecast System (GFS) model developed by the National Centers for Environmental Prediction (NCEP). The GFS model is run on the world's most powerful supercomputer, which can run 2 billion calculations per second.\n\nThe basic idea behind weather forecasting is to use mathematical equations to model the behavior of the atmosphere. The GFS model does this by solving a set of partial differential equations, which describe the behavior of the atmosphere at a given point in time. The equations are based on the laws of physics, and they use the current weather conditions to predict what the weather will be like in the future.\n\nThe GFS model takes into account several different factors, including the current weather conditions, the position of the sun, the rotation of the Earth, and the movement of the jet stream. It also takes into account the weather patterns of other countries, and it uses data from weather satellites and radar systems to get more accurate predictions.\n\nThe GFS model is run multiple times a day, with each run providing a slightly different forecast. This is because the atmosphere is constantly changing, and the model must adapt to these changes to provide the most accurate forecast. The model is run for a period of 16 days, with each day providing a slightly different forecast. The forecast is then updated with new data, and it is run again to provide the most accurate forecast possible.\n\nOverall, the GFS model is a powerful tool for predicting the weather. It uses mathematical equations to model the behavior of the atmosphere, and it takes into account a wide range of factors to provide the most accurate forecast possible.", "label": "All numerical atmospheric models are built around calculations derived from primitive equations that describe atmospheric flow. Vilhelm Bjerknes discovered the relationships and thereby became the father of numerical weather prediction. Conceptually, the equations can be thought of as describing how a parcel of air would move in relationship to its surroundings. For instance, we learn at a young age that hot air rises. The hydrostatic vertical momentum equation explains why and quantifies under what condictions hot air would stop rising. (As the air rises it expands and cools until it reaches hydrostatic equilibrium.) The other equations consider other types of motion and heat transfer.\n\nUnfortunately, the equations are nonlinear, which means that you can't simply plug in a few numbers and get useful results. Instead, weather models are simulations which divide the atmosphere into three-dimensional grids and calculate how matter and energy will flow from one cube of space into another during discrete time increments. Actual atmospheric flow is continuous, not discrete, so by necessity the models are approximations. Different models make different approximations appropriate to their specific purpose.\n\nNumerical models have been improving over time for several reasons:\n\n* More and better input data,\n* Tighter grids, and\n* Better approximations.\n\nIncreasing computational power has allowed models to use smaller grid boxes. However, the number of computations increases exponentially with the number of boxes and the process suffers diminishing returns. On the input end of things, more and better sensors improve the accuracy of the initial conditions of the model. Synoptic scale and mesoscale models take input from General Circulation Models, which helps set reasonable intial conditions. On the output end, Model Output Statistics do a remarkable job of estimating local weather by comparing the current model state with historical data of times when the model showed similar results. Finally, ensemble models take the output of several models as input and produce a range of possibly outcomes."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI am trying to get my program to print out ```\"banana\"``` from the dictionary. What would be the simplest way to do this?\nThis is my dictionary: \n```prices = {\n \"banana\" : 4,\n \"apple\" : 2,\n \"orange\" : 1.5,\n \"pear\" : 3\n}\n```<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here is a simple way to do it:\n```\nprices[\"banana\"]\n```\nThis will print out ```4``` as you want. The dictionary is just a collection of key-value pairs. In this case, the key is ```\"banana\"``` and the value is ```4```. You can access the value by simply typing the key.", "label": "As of Python 3.7, insertion order is maintained, so you don't need an ```OrderedDict``` here. You can use the below approaches with a normal ```dict```\n\nChanged in version 3.7: Dictionary order is guaranteed to be insertion order. This behavior was an implementation detail of CPython from 3.6.\n\nsource\n\nPython 3.6 and earlier*\nIf you are talking about a regular ```dict```, then the "first key" doesn't mean anything. The keys are not ordered in any way you can depend on. If you iterate over your ```dict``` you will likely not get ```"banana"``` as the first thing you see.\nIf you need to keep things in order, then you have to use an ```OrderedDict``` and not just a plain dictionary.\n```import collections\nprices = collections.OrderedDict([\n ("banana", 4),\n ("apple", 2),\n ("orange", 1.5),\n ("pear", 3),\n])\n```\nIf you then wanted to see all the keys in order you could do so by iterating through it\n```for k in prices:\n print(k)\n```\nYou could, alternatively put all of the keys into a list and then work with that\n```keys = list(prices)\nprint(keys[0]) # will print "banana"\n```\nA faster way to get the first element without creating a list would be to call ```next``` on the iterator. This doesn't generalize nicely when trying to get the ```nth``` element though\n```>>> next(iter(prices))\n'banana'\n```\n* CPython had guaranteed insertion order as an implementation detail in 3.6."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nMy USB drive used to be originally 8GB when I bought it.\nI'm trying to reformatted in Windows 7 by right clicking on the drive and selecting ```Format...```. But the capacity only shows 250MB.\nIs there something I can do to get the original size back? Maybe it got partitioned in a weird way? \nThe flash drive is a SanDisk Cruzer Micro 8GB. <|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "You should be able to use the command line to resize the partition to the full 8GB capacity.\n\n1. Plug the drive in. Then, open Command Prompt and type ```Drive letter:```, then hit Enter. The drive letter should appear. Then, type ```chkdsk drive letter: /f /v```, then hit Enter. This will scan the drive for errors and fix any problems that it finds. Once the drive is done scanning, you should be able to see the full 8GB capacity.\n2. Plug the drive in. Then, open Command Prompt and type ```diskpart```, then hit Enter. Then, type ```list disk```, then hit Enter. You should see the drive that you plugged in, with the correct size. Then, type ```select disk number```, then hit Enter. Replace ```number``` with the number of the drive. Then, type ```open```, then hit Enter. You should see the full 8GB capacity.\n3. Plug the drive in. Then, open Command Prompt and type ```diskpart```, then hit Enter. Then, type ```list disk```, then hit Enter. You should see the drive that you plugged in, with the correct size. Then, type ```select disk number```, then hit Enter. Replace ```number``` with the number of the drive. Then, type ```create partition primary```, then hit Enter. Then, type ```assign```, then hit Enter. Then, type ```exit```, then hit Enter. This will return you to the command line. Then, type ```refresh```, then hit Enter. Then, type ```list disk```, then hit Enter. You should see the drive that you plugged in, with the correct size.", "label": "The command line procedure is not simple, but it is the most likely thing to work. \nWhen re-formatting the \"drive\" you're actually only formatting a partition on the drive. You need to use the diskpart utility to remove the partitions and create 1 single partition covering the full volume.\n```diskpart``` can be a bit dangerous, because if you pick the wrong disk or partition, you can remove data or partitions that are extremely, EXTREMELY important and lose all data on your machine. \nProceed with extreme caution!\nOpen up a command prompt as administrator (open the start menu, type ```cmd``` and press Enter.)\nType ```diskpart``` and press Enter. You'll end up with a new prompt that looks like this:\n```DISKPART>\n```\nType\n```list disk \n```\nand you'll get a listing of all drives on your machine. \nType\n```select disk # \n```\nto select a disk, where ```#``` is the number of the disk Windows screw-balled. Usually, the device is disk 1, but it's always best to make sure.\nThen type\n```list partition \n```\nto get a listing of all partitions on the disk.\nIf you're sure you have the right disk/partition, you can then repeat typing\n```select partition # \ndelete partition \n```\nuntil all partitions are removed from that drive (you may need to type ```delete partition override``` for protected partitions).\nOnce the drive is empty, exit diskpart and remove the drive. Wait at least 5 minutes, then re-insert the drive. DO NOT CLICK FORMAT – this will most likely re-create the problem. Instead, enter diskpart again, and select the disk. Then type\n```create partition primary \n```\nOnce you have created the partition, exit ```diskpart``` and, in the command promt, type \n```diskmgmt.msc \n```\nThis will provide a reliable way to create a FAT32 partition. On the drive you would like to format (NEVER TOUCH DISK 0!), right click and select ```format```. The ```allocation unit size``` option should be default, and the ```File System``` option should be set to ```FAT32```. The format may take a while, depending on the disk size, be patient.\nThis should fix partition troubles on any readable USB flash drive."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWas the Millennium Falcon a one-off or was it mass produced?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The Millennium Falcon is a fictional spaceship from the Star Wars franchise. The ship is the personal vessel of Han Solo, a smuggler and captain of the Falcon. It is one of the most famous spaceships in the Star Wars universe.\n\nThere is no information available about the production of the Millennium Falcon in the Star Wars universe. The ship is considered to be a one-off.", "label": "The Millennium Falcon is not unique; it was a model YT-1300f Corellian light freighter. This implies that there are other similar ships, including other variations on the YT-1300 model.\n\nYou can find a lot of information about the Millennium Falcon in a companion book, Star Wars: The Force Awakens: Incredible Cross-Sections. The model number also appears on-screen at least once: in Star Wars: Rebels episode "Fighter Flight" on a poster.\n\nNote, however, that the Millennium Falcon has been highly customized; some of the custom work is mentioned in The Force Awakens. It's not clear just how much of the ship is stock and how much is custom.\n\nIf you're willing to go outside Canon into Legends, the model number of the ship, and other similar Corellian light freighters, can be seen in some of the video games, and there is an entire novel called Millennium Falcon that details its history. The ship was serial #YT-1300 492727ZED, one of many such vessels, but from the beginning the ship was shown to have some "quirks" to distinguish it from its counterparts.\n\nIn Legends, the ship was also destroyed and rebuilt from scratch at least once, so it's arguable as to whether it's still the same ship or not."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nGive me a one-line summary of the article: \nChange is coming to Ferguson. In the next few weeks the Department of Justice (DOJ) will begin to negotiate in earnest with the city to restructure the police department, which the department has charged with engaging in a pattern and practice of racial discrimination.\n\nIt should not be forgotten that the DOJ review of the Ferguson Police Department was precipitated by months of protests and activism following the killing of Michael Brown by a Ferguson police officer and by revelations about the town's dysfunctional government and court system by local civil rights law groups. Now, after a half year of unrest, and with citizens on Tuesday electing two new black city council members, change is beginning to come to Ferguson. The question is, what kind of change?\n\nThe report from the Department of Justice offered a devastating insight into a police department and court system that preyed on its own citizens. Through illegal traffic stops and arrests, and the use of excessive force, the police department held town residents in bondage. The municipal court system used excessive court fines and fees to ensure that citizens arrested for even minor infractions would be charged thousands of dollars or face jail time.\n\nCourt costs and fees constituted the second-largest sources of revenue for the town. Rather than a force for public safety, the Ferguson Police Department became, according to Attorney General Eric Holder, \"a collection agency\" -- one that preyed disproportionately on the town's African-American residents.\n\nThe evidence of ugly and explicit racial discrimination was devastating. It included blatantly racist emails traded among officers, and evidence that African-Americans were victims in all of the police canine bite incidents recorded by the department. But just a few weeks before the release of the report, the Ferguson police chief declared there were \"no racial issues\" in his department.\n\nFerguson's ugly, racist emails released\n\nThe recommendations in the report, ranging from new training and supervision of police officers, addressing racially discriminatory conduct to structural revisions in the court system, will, if implemented, remake the law enforcement system in the town. (A grand jury that investigated the shooting of Brown by Officer Darren Wilson chose not to file charges against him and the Justice Department also didn't find reason to prosecute.)\n\nWithout question, change is coming to the town's government. Town Manager John Shaw, Ferguson's most powerful official and, until the DOJ's blistering report, the one who inexplicably managed to elude public scrutiny, resigned weeks ago and has been replaced by the city's deputy manager. Three sitting city council members chose not to run for office again and, on Tuesday, citizens elected two black candidates to the city council, changing its racial composition: Five of six members and the mayor were white. Now the council will be 50% black.\n\nFerguson's hapless police Chief Thomas Jackson also finally resigned after holding on through a months-long display of astonishing incompetence. The department first drew the attention of the nation for its display of military weaponry and tear gas in response to civilian protests. The appointment of a commander from the State Highway Patrol was deemed necessary to begin quelling the unrest and to build community trust in the early days of the protest.\n\nJackson's departure sent an important signal to the population of a town preyed upon by officers under his command. And so we can be certain that along with the new makeup of the city council, there will be a new police chief in Ferguson.\n\nBut does that mean that fundamental change will come to Ferguson? Not necessarily. Not unless protest and activism during this critical period turns to influence the vitally important opportunities that lie ahead in the coming weeks. The Department of Justice's full-on negotiations with the leadership in Ferguson will determine the shape of the new Ferguson Police Department.\n\nIndeed, the DOJ report alludes to the possibility of disbanding the department in favor of a regional policing integration with St. Louis County. Many local activists have suggested just such a solution, but given ongoing problems with policing in the county -- including the role of county forces in some of the most controversial clashes with activists in Ferguson last fall -- community representatives will have to fight hard to ensure that the DOJ can fold St. Louis County Police into its monitoring and reform process.\n\nEqually important were the April 7 general elections. Turnout in municipal elections has been notoriously low in Ferguson, with white voters nearly three times more likely to turn out than African-Americans. But local groups had engaged in vigorous voter registration and get-out-the-vote campaigns..\n\nThe Mayor has two years left to his term and has defiantly insisted that he will not resign (although a petition for his recall has been circulating). That means that he will be a lead voice in negotiating with the DOJ to remake the police department. Has he committed to a clear set of principles that will guide his participation in those talks? Community activists and residents must ensure that Mayor James Knowles plans to represent their vision of new Ferguson Police Department.\n\nBut there is an opportunity to begin thinking about even more ambitious structural change in Ferguson and throughout St. Louis County. Ferguson's governing structure, with a strong city manager and a weak council and mayor, mirrors that of thousands of other suburbs in the United States.\n\nThat form of governance might have been precisely what thriving, middle class white suburbanites wanted when they fled racial integration in cities like St. Louis. But working class suburbs like Ferguson with a majority black population in which the needs of the population in the areas of education and economic opportunity more closely hews to the needs of urban residents, may need a more robust form of governance.\n\nIn any case, a system in which the elected officials have minimal power, but non-elected leaders, like the town manager and the chief of police, have inordinate power, is a recipe for the kind of unaccountable, non-representative government that controlled Ferguson's residents. Yet this precise form of government is in wide use across the country.\n\nLikewise, Missouri, like the vast majority of states, holds municipal elections in non-presidential election years, guaranteeing a significantly lower voter turnout -- although only a few states hold the primary and general election in March and April as Missouri law requires Ferguson to do.\n\nIt's not that Ferguson is so different than towns across America. It's precisely because Ferguson holds up a mirror to flaws in our democratic system of government in towns across this country that the stakes are so high.\n\nFerguson residents now have the opportunity to begin a movement for change in the other 89 jurisdictions in St. Louis County plagued by similar governance flaws, including those towns led by African-Americans. And Ferguson's example should provoke self-examination in working class suburbs across the country, where the power and effectiveness of weak elected local government is inadequate to meet the needs of the population.\n\nChange is coming to Ferguson. But the scope and breadth of that change will depend upon the ambition and discipline of activists and residents, whose passion and tenacity have already transformed the trajectory of leadership in a typical American town.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Change is coming to Ferguson. In the next few weeks the Department of Justice (DOJ) will begin to negotiate in earnest with the city to restructure the police department, which the department has charged with engaging in a pattern and practice of racial discrimination. The report from the Department of Justice offered a devastating insight into a police department and court system that preyed on its own citizens. Through illegal traffic stops and arrests, and the use of excessive force, the police department held town residents in bondage. The municipal court system used excessive court fines and fees to ensure that citizens arrested for even minor infractions would be charged thousands of dollars or face jail time.", "label": "Here is the summary: \nTimothy robenhorst found out his son had been bullying somebody at school - so devised the above punishment for him.. His son's punishments included a hellish morning workout and apologies in front of his class and on social media."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nShow me the current stock price.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "I can't give you the current stock price of a particular company.", "label": "I am sorry, but as an AI assistant I don't have access to real-time information, such as the weather and stock information. Feel free to ask me something else."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nCan I spend the night alone in a tent in a forest outside Stockholm in -20°C without risking my life?\n\nThe backstory\nFrom the end of January, I'm starting my studies in a suburb of Stockholm. I've decided to, if it turns out plausible, not rent an apartment, but live in a tent. (This is not out of frugality, but out of a will to try something new.)\nI do have friends who I could visit once a week or so to prepare food and wash my clothes, so I think I can solve the practical problems, or at least those that I've come to think of. I'd camp in one of the forests, maybe 1 km from \"civilisation\". I'd have access to showers etc at university every day.\nHowever: I don't want to freeze to death in my sleep! That's very important to me. I've read that the nights can get as cold as -20°C (-4°F). With the proper preparations, would this be a plausible way of living, at least for a month or so?\nI do have camping experience, and have been hiking for three weeks, but only in summer.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Yes, but only if you have a very good tent. In a -20°C night, the tent will be a very poor insulator. You'll need a very good, double-walled, and very heavy tent (like a \"doughnut tent\"). The inner tent should be made of a very good, breathable fabric (like Gore-Tex), and the outer tent should be made of a very good, waterproof material (like nylon). The tent should also be very well sealed, with a very good rainfly and very good ground tarp. It should also be very large, to allow you to have a good sleeping space.\nYou'll also need a very good sleeping bag, and very good sleeping pads. The sleeping bag should be rated for at least -30°C (-22°F), and the sleeping pad should be at least 10cm (4 in) thick. You should also have a very good sleeping bag liner, and a very good warm hat and gloves. If you have a very good sleeping bag with a hood, you should wear it to bed. It will also be very important to have a very good sleeping bag to keep you warm in the morning, so you don't lose body heat. You should also have a very good sleeping bag to keep you warm in the morning, so you don't lose body heat.\nYou should also have a very good stove and fuel, and a very good cooking pot. You should also have a very good food supply, and a very good way to purify water. You should also have a very good first aid kit, and a very good way to start a fire. You should also have a very good way to make a warm drink, and a very good way to make a hot meal.\nYou should also have a very good map, and a very good compass. You should also have a very good GPS device, and a very good way to make a phone call. You should also have a very good way to make a signal fire, and a very good way to make a smoke signal. You should also have a very good way to make a shelter, and a very good way to make a bed.\nIt's also important to note that you should not go camping alone in a forest, especially at night. It's very important to let someone know where you are going, and when you expect to return. You should also carry a very good first aid kit, and a very good way to make a phone call.\nYou should also be aware of the fact that the nights can be very dark in the winter. You should also be aware of the fact that the forest can be very dense, and that it's very easy to get lost. You should also be aware of the fact that the forest can be very wet, and that it's very easy to slip and fall.", "label": "Yes, it is definitely doable. -20°C is only -4°F. The real question is whether it is doable by you at the level of discomfort and hassle you are willing to put up with. Only you can answer that. At best we can point out what the hassles and discomforts will be.\n\nFirst, your fear of dying of cold in your sleep is silly. You'd have to do something pretty stupid to die of hypothermia, and even that's not going to happen when you're inside the sleeping bag. The main danger will be from frostbite, but that again would largely need stupidity to help it along, although that's easier to do than outright death from hypothermia.\n\nYour tent will be a long term fixed installation you set up once at a time and conditions of your choosing. You can therefore afford a larger and heavier tent with more stuff you bring in once. Definitely get a tent you can stand upright in. That will make changing clothes much quicker and more comfortable. Since you should be able to keep water out of the tent, get a nice down sleeping bag and a few light blankets. The down bag should be rated for most nights, then put the blankets on top for the few unusually cold nights. Since again weight is not really a issue, get a full sleeping bag, not a mummy bag. They are simply more comfortable. Get a good insulating pad, and another two as backup. Get a tent large enough to fit your sleeping bag and something to sit on next to it, like a folding chair. Put something under the legs to spread out the weight to that they don't hurt the tent floor. Get one of those rubber-backed mats people sometimes put just inside their doors and put it just inside your tent. That allows a place to step with boots still on, then you can sit down on the chair with boots still on the mat to take them off. The crud stays on the mat, which you can shake clean by reaching outside after having put on your down hut booties.\n\nSome things are going to be a hassle. At -4°F you want to keep your gloves on whenever possible, but some tasks will be difficult that way. You end up taking your gloves on and off a lot, trading off efficiency with cold fingers. Get a pair of polypro glove liners. They are thin and still allow many tasks to be done, but provide at least a little insulation. Their main advantage is that any metal you touch won't immediately conduct the heet from your hand away. Touching bare metal at -4°F is a good way to get frostbite.\n\nBe prepared for some discomfort no matter what equipment you have. The toughest part will be getting yourself out of the sleeping bag in the morning. You'll really have to will yourself to leave the warm comfort of the bag and get into the air at probably the coldest part of the day. At some point you'll have to change your clothes and get undressed in the process. That's going to be cold. It won't be cold long enough to be any real danger, so it's really a mindset issue to get over. Whether you can or not and are willing to push yourself in that way only you can say.\n\nYou say you have access to heated buildings during the day, so it would make things a lot simpler for you if you don't have to deal with cooking and eating at your camp. Perparing food outside in the cold takes a lot longer than in a heated kitchen, severly limits what you can do, and may also risk predator encounters depending on what is around your area in the winter."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nTranslate into German: \"Kerstin has the keys to Robert’s house and Robert has those of Kerstin’s. The two young people don’t have any secrets.\"<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "\"Kerstin hat die Schlüssel zu Roberts Haus und Robert hat die der Kerstins. Die beiden jungen Leute haben keine Geheimnisse.\"", "label": "Kerstin hat die Wohnungsschlüssel von Robert und Robert hat die Schlüssel von Kerstin: die beiden haben keine Geheimnisse."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHelp me design an app that automatically decides which pizza to order when a group of friends meet.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here's a rough outline for a pizza app. \n\nFirst, you'd want to set up a database that stores all of the different types of pizzas you'd like to have on the menu. This could be a list of pizzas, a list of toppings, a list of sizes, etc. Here's an example of what this might look like in a JSON format:\n\n```\n{\n \"pizzas\": [\n {\n \"name\": \"Pepperoni\",\n \"toppings\": [\"Pepperoni\", \"Mushroom\", \"Onion\"],\n \"size\": \"Small\",\n \"price\": 15.00\n },\n {\n \"name\": \"Sausage\",\n \"toppings\": [\"Sausage\", \"Mushroom\", \"Onion\"],\n \"size\": \"Medium\",\n \"price\": 20.00\n },\n {\n \"name\": \"Veggie\",\n \"toppings\": [\"Mushroom\", \"Onion\", \"Bell Pepper\"],\n \"size\": \"Large\",\n \"price\": 25.00\n }\n ],\n \"toppings\": [\n {\n \"name\": \"Pepperoni\",\n \"price\": 2.00\n },\n {\n \"name\": \"Sausage\",\n \"price\": 3.00\n },\n {\n \"name\": \"Mushroom\",\n \"price\": 1.00\n },\n {\n \"name\": \"Onion\",\n \"price\": 1.00\n },\n {\n \"name\": \"Bell Pepper\",\n \"price\": 1.00\n }\n ],\n \"sizes\": [\n {\n \"name\": \"Small\",\n \"price\": 5.00\n },\n {\n \"name\": \"Medium\",\n \"price\": 7.00\n },\n {\n \"name\": \"Large\",\n \"price\": 9.00\n }\n ]\n}\n```\n\nNext, you'd want to set up a user interface that allows users to select their preferences. This could be a simple text-based interface, or a more complex GUI. Here's an example of what this might look like in a Python script:\n\n```\n# Define the pizza database\npizza_db = {\n \"pizzas\": [\n {\n \"name\": \"Pepperoni\",\n \"toppings\": [\"Pepperoni\", \"Mushroom\", \"Onion\"],\n \"size\": \"Small\",\n \"price\": 15.00\n },\n {\n \"name\": \"Sausage\",\n \"toppings\": [\"Sausage\", \"Mushroom\", \"Onion\"],\n \"size\": \"Medium\",\n \"price\": 20.00\n },\n {\n \"name\": \"Veggie\",\n \"toppings\": [\"Mushroom\", \"Onion\", \"Bell Pepper\"],\n \"size\": \"Large\",\n \"price\": 25.00\n }\n ],\n \"toppings\": [\n {\n \"name\": \"Pepperoni\",\n \"price\": 2.00\n },\n {\n \"name\": \"Sausage\",\n \"price\": 3.00\n },\n {\n \"name\": \"Mushroom\",\n \"price\": 1.00\n },\n {\n \"name\": \"Onion\",\n \"price\": 1.00\n },\n {\n \"name\": \"Bell Pepper\",\n \"price\": 1.00\n }\n ],\n \"sizes\": [\n {\n \"name\": \"Small\",\n \"price\": 5.00\n },\n {\n \"name\": \"Medium\",\n \"price\": 7.00\n },\n {\n \"name\": \"Large\",\n \"price\": 9.00\n }\n ]\n}\n\n# Define the user interface\ndef get_user_preferences():\n print(\"Select a pizza:\")\n for i, pizza in enumerate(pizza_db[\"pizzas\"]):\n print(f\"{i+1}. {pizza['name']}\")\n choice = input(\"Enter the number of your choice: \")\n return pizza_db[\"pizzas\"][int(choice) - 1]\n\ndef get_user_toppings():\n print(\"Select toppings:\")\n for i, topping in enumerate(pizza_db[\"toppings\"]):\n print(f\"{i+1}. {topping['name']}\")\n choices = input(\"Enter the numbers of your choices separated by spaces: \")\n choices = [pizza_db[\"toppings\"][int(choice) - 1] for choice in choices.split()]\n return choices\n\ndef get_user_size():\n print(\"Select a size:\")\n for i, size in enumerate(pizza_db[\"sizes\"]):\n print(f\"{i+1}. {size['name']}\")\n choice =", "label": "Ordering a pizza in a large group can be tricky, especially if there are varying preferences and dietary constraints. To address this problem, here is a proposal of an automatic pizza ordering app named AutoSlice. AutoSlice is installed on each user's phone, and contains each user's manually configured preferences (e.g. toppings, number of slices, allergies, etc.), which can be adapted in real time when ordering. One user (the host) starts an order and invite the other users to join. The app also uses location services to find nearby pizzerias from which to build a recommended order. Once the order is confirmed, the host can then distribute the bill automatically to each user, or decide to pay for everyone."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat is the English term for when someone thinks they are doing something nice for you but it ends up making things worse. EX: Someone buys you an elephant -- nice gesture and cool! But now you have to take care of it, and it becomes a burden on you.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "This is called a \"white lie\". The person in the example is lying about the elephant, not the act of buying it, and the person who was lied to is believing the lie.", "label": "In fact, the English expression for a burdensome gift is literally white elephant:\n\n> a thing that is useless and no longer needed, although it may have cost a lot of money [OALD]\n\nSo-called white elephants, or albino elephants, are found in many parts of South and Southeast Asia. In Buddhist countries they may be venerated as Queen Maya, mother of the Buddha, was said to have been visited in a dream by a white elephant holding a white lotus flower, and Siddharth Gautama entered his mother's womb in the form a white elephant. The white elephant is also associated with traits like mental strength and purity.\nIt became a royal symbol in Siam (Thailand); the king continues to keep white elephants. The story emerged that if a courtier displeased him, the king would make him a gift of a white elephant. The courtier could hardly decline a royal gift, and could hardly afford not to maintain a sacred animal, and could not put it to productive use, and so would be ruined by the cost of upkeep.\nThe earliest example of its use is from a 1721 essay in London Journal:\n\n In short, Honour and Victory are generally no more than white Elephants; and for white Elephants the most destructive Wars have been often made.\n\nA 2011 paper by Ross Bullen entitled “This Alarming Generosity”: White Elephants and the Logic of the Gift, in American Literature, covers the popularization of the term in the mid-19th century, presents an alternative account, that the story is a piece of orientalism and the white elephant rose as a literary trope."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to make hand‐marbled fabrics?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Marbling is an art form that dates back to the early 20th century, when a man named William Morris used the technique to create beautiful patterns on silk fabric. The art form involves creating patterns by floating dye on the surface of the fabric and then manipulating the color to create the desired effect. The marbling process is a bit complicated, but with the right tools and some practice, you can create beautiful marbled fabrics at home.\n\n## Get started\n\n1. Gather the necessary materials. Marbling involves using dye on fabric, so you will need to have some fabric on hand. You can use any type of fabric you like, but cotton or silk works best. You will also need a container to float the dye in, a measuring cup, a spoon, and a way to heat the dye (such as a microwave). If you want to add a bit of extra flair to your marbled fabric, you can also add some beads, sequins, or other embellishments to the dye.\n2. Prepare the fabric. Before you start marbling, you will need to prepare the fabric. First, cut the fabric into the size you want. You can cut the fabric to the size you want, or you can cut it to a specific size and then fold it in half to create a larger piece. Next, iron the fabric to remove any wrinkles. This will help the dye adhere to the fabric better.\n3. Mix the dye. Once you have your fabric ready, you can start mixing the dye. To mix the dye, combine the dye powder with water in a measuring cup. Stir the mixture until it is fully dissolved. You can use any type of dye you like, but cotton or silk works best. If you want to add a bit of extra flair to your marbled fabric, you can also add some beads, sequins, or other embellishments to the dye.\n4. Prepare the dye container. Before you start marbling, you will need to prepare the dye container. To prepare the dye container, simply fill it with water. You can use any container you like, but a small glass or plastic bowl works best.\n\n\n## Create the marbled fabric\n\n1. Float the dye on the fabric. Once you have mixed the dye and prepared the dye container, you can start floating the dye on the fabric. To do this, simply pour the dye mixture onto the fabric and let it float on the surface. Use a spoon to gently stir the dye and move it around on the fabric. This will help create the marbled effect.\n2. Create the marbled pattern. To create the marbled pattern, use your spoon to gently move the dye around on the fabric. Use a zig-zag motion to move the dye, and try to keep the dye moving in a circular pattern. This will help create the marbled effect. If you want to add a bit of extra flair to your marbled fabric, you can also add some beads, sequins, or other embellishments to the dye.\n3. Add the fabric to the dye. Once you have created the marbled pattern, you can add the fabric to the dye. To do this, simply place the fabric into the dye container. Let the fabric float on the surface of the dye for a few minutes. This will help the dye adhere to the fabric better.\n4. Wait for the dye to set. Once you have added the fabric to the dye, you can wait for the dye to set. To do this, simply let the fabric float on the surface of the dye for a few minutes. This will help the dye adhere to the fabric better.\n\n\n## Add embellishments\n\n1. Add beads to the dye. If you want to add a bit of extra flair to your marbled fabric, you can add some beads to the dye. To do this, simply drop the beads into the dye mixture. The beads will float on the surface of the dye and create a fun pattern on the fabric.\n2. Add sequins to the dye. If you want to add a bit of extra flair to your marbled fabric, you can add some sequins to the dye. To do this, simply drop the sequins into the dye mixture. The sequins will float on the surface of the dye and create a fun pattern on the fabric.\n3. Add other embellishments to the dye. If you want to add a bit of extra flair to your marbled fabric, you can also add other embellishments to the dye. Some ideas for embellishments include glitter, rhinestones, and other small decorative items.\n\n\n## Wash and dry the fabric\n\n1. Wash the fabric. Once you have marbled the fabric, you can wash it in cold water. To do this, simply place the fabric into a washing machine and wash it on a cold cycle. This will help remove any excess dye from the fabric.\n2. Dry the fabric. Once you have washed the fabric, you can dry it on a low heat setting. To do this, simply place the fabric into a dryer", "label": "If you like marbled paper, you might like marbled fabric too. It is surprisingly easy to create. The most traditional method uses carrageenan and water to create a thick base, but you can also use shaving cream instead. The traditional method takes a while to prepare, but the results are worth it. The shaving cream method is much faster, but it can get messy! Whichever method you choose, you are bound to end up with something unique and beautiful.\n\n## Use water and carrageenan\n\n1. Soak white fabric in a solution of alum and water the day before. In a bucket, combine 2 tablespoons (26 grams) of alum and 2 gallons (8 liters) of water. Soak your fabric in the solution for 20 minutes, then take it out. Wring out the excess water, then hang the fabric up to dry. Do not rinse the alum out of the fabric. Alum can irritate skin. It would be a good idea to wear gloves. Use white fabric that is lightweight and smooth in texture, such as muslin, cotton, light linen, or silk. Avoid heavy fabrics, such as canvas.\n2. Combine 2 tablespoons (10 grams) of carrageenan and 1 gallon (4 liters) of water. Mix the two together using a blender or hand/immersion blender. Start by mixing the carrageenan 1 teaspoon at a time into 2 cups (475 milliliters) of water, then add the solution to the rest of the water. It is best to prepare this in the pitcher to make the next step easier. Do not use the leftover alum water for this.\n3. Refrigerate the solution for 12 to 24 hours. You can do this at the same time as you are soaking the fabric in the alum. Once the 12 to 24 hours are up, take the pitcher out of the fridge, and let it come to room temperature, about 1 hour.\n4. Pour the solution into a large, plastic tub, and let it sit for at least 3 hours. The water is ready once it turns clear. The tub needs to be long enough and wide enough for the fabric to sit inside it, with at least a 1-inch (2.54-centimeter) border on all sides of the fabric the fabric.The water needs to be 1 to 2 inches (2.54 to 5.08 centimeters) deep. If you don't have enough water, you should make another batch.\n5. Dilute the acrylic paints with some fresh water. Choose 1 to 3 colors of acrylic paint, then pour each color into a small cup. Stir in enough water into each cup so that the paint takes on the consistency of heavy whipping cream. Do not use the carrageenan water for this.\n6. Place droplets of paint over the surface of the water. You can do this with an eyedropper or a pipette. Drop the paint close to the surface of the water; don't hold your hand high above it. You want the paint to float. If it sinks into the water, you are either dropping it from too high up, or the paint is too thick. If the paint is too thick, add some more water to it. Use a new dropper or pipette for each color.\n7. Swirl the paint drops together. There is no right or wrong way to o this. You can swirl the droplets together in a spiral with a toothpick. You can also drag a toothpick back-and-forth, then up-and-down through the water. You can even use a fork or a wide-toothed comb to do this.\n8. Gently lay the fabric on top of the water. Do not press the fabric into or under the water; you want it sitting right on the surface. If you see any air bubbles, gently poke them until the fabric lays smoothly against the surface again. If your fabric has a right and wrong side, make sure you are placing it right-side-down. Hold the fabric by the sides as you lower it onto the water so that the middle touches the surface first.\n9. Lift the fabric out and set it down onto a sheet of newspaper to dry. If you are worried about the ink transferring to the fabric, you can use blank newsprint or paper backs instead. At this point, you can dip another piece of fabric into the stray. You can also use a sheet of paper to collect the leftover paint, then drop and swirl new paint onto the surface.\n10. Allow the fabric to dry, then rinse it in cold water. Hang the fabric up to dry, preferably in the sun. Once the fabric is completely dry, rinse it with cold water, then hang it up to dry again.\n11. Iron the fabric after it dries to help set the paint into it. Cover the fabric with a tea towel or ironing cloth first, then pass an iron over it. Use a setting suitable for the type of fabric you are using (cotton, linen, silk, etc. ).\n\n\n## Use shave cream\n\n1. Wash the fabric using washing soda and hot water. This will not only remove any finishes that might prevent the paint from adhering, but it will also pre-shrink the fabric as well. Once the fabric is dry, you can press it flat with an iron, but this is not absolutely necessary. Cotton will work the best here, but you can use other, non-synthetic fabric as well.\n2. Coat a shallow tray with plain shaving cream. Spread the shaving cream around the tray so that you have a thick, even layer from edge-to-edge, corner-to-corner. For best results, use plain, white shaving cream, with no added dyes, oils, or perfumes. You will be spreading your fabric out in this tray, so make sure that the tray is big enough for it.\n3. Place drops of fabric paint randomly on top of the shaving cream. Try to space the drops randomly. Fabric paint will work the best, but you can use acrylic paint as well. If you are going to use acrylic paint, go for the bottled kind rather than the kind that comes in a tube; it is thinner and easier to drop out. Use one color for a simple effect, and two or three colors for a fancier effect. Use regular fabric paint. Don't use \"puffy paint\" or \"dimensional fabric paint.\"\n4. Swirl the paint around with a toothpick. Weave a toothpick through the shaving cream side-to-side and top-to-bottom. Feel free to add some spirals in there as well. Be careful not to over-stir the paint, however; you want the shaving cream to look streaky. You can also use other items to swirl the paint, such as pencils or chopsticks.\n5. Place the fabric on top of the shaving cream, then gently pat it down. Keep patting it until you can see the paint patterns appearing on the other side of the fabric. If your fabric has a distinct right and wrong side, set it right-side-down.\n6. Lift the fabric away and set it down on top of a trash bag. Make sure that you are setting it with the shaving cream side facing up. If you don't have any trash bags, you can use a plastic tablecloth, wax paper, or even a paper bag. Pull the fabric away at a slight angle rather than straight up. This will prevent the fabric from taking too much of the shaving cream with it.\n7. Scrape the shaving cream off. Hold the fabric down firmly by one end. Place a long, metal ruler on top of the fabric, with one of the edges facing down. Run the ruler across the fabric to scrape the shaving cream off. You may have to do a few passes; be sure to wipe the ruler clean before each one.\n8. Allow the paint to dry before heat setting it with an iron. Let the fabric out to dry, preferably in the sun. Once it is dry, place a tea towel or an ironing cloth over it, then iron it. Be sure to use a heat setting appropriate for the type of fabric you are working with.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI have been puzzling over where to put the submit button, on the left or the right. In researching, I noticed that many sites put buttons on the bottom right in dialogue boxes, and on the bottom left in forms.\nIt makes sense: in a dialogue box it seems to denote finality, being in the endpoint of the window for left–right readers; in a form, the bottom right could be in a different position relative to the rest of the form if the window is resized.\nIt seems to be a convention, but should the OK/Cancel buttons be aligned right or centered?\nShould the OK/Cancel buttons be aligned right or centered?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The design guidelines for OK/Cancel buttons are not as simple as you might expect. They are actually pretty complex and depend on a variety of factors, including the context in which they are used, the platform they are on, and the target audience.\n\nHere are a few general guidelines that are widely accepted:\n\n* On Windows, OK/Cancel buttons should be aligned to the right, as this is the traditional convention on Windows.\n* On Mac OS X, OK/Cancel buttons should be aligned to the left, as this is the traditional convention on Mac OS X.\n* On mobile devices, OK/Cancel buttons should be centered, as the buttons are often smaller and may not have a clear left or right side.\n\nUltimately, the decision of how to align the OK/Cancel buttons will depend on your specific use case and target audience. It's always a good idea to consult with your users and gather feedback before making a final decision.", "label": "Where to put the submit button should be decided in order to meet user expectations, it was best to put the button in the place that users expect to find it in the context of the form or dialogue they are using and with regard to the window size.\nForms tend to be left justified while the browser window can leave a ton of white space to fill up a large monitor (especially in full-screen mode). Since the users' eyes never leave the left portion of the window, we place the button on the bottom left. This is especially important for forms that use the field name above the field, with most fields lying flush left on the form (as opposed to fields to the right of their names).\nSmall Dialogue & Modal Windows are fixed width and tend to be small. Most contain simple phrases or questions, read right to left: having a button on the bottom right feels like both the most progressive position and the final resting place for the eye. Were the modal window large enough to contain a long form, we would probably follow the first principal for forms.\nIn the end, the heuristic is this:\n\n* Large Windows & Forms get the button on the bottom left.\n* Small Windows & Dialogues get the button on the bottom right.\n\nNote the buttons on stackexchange sites:\n\n* Post Your Answer button at the bottom-left of the longer form\n\n* Add Comment button to the right of a small field\n\nFurthermore, with mobile-first responsive being the new law of the land, the button placement varies even more based on context and user expectation. Sometimes, it's in the middle, too!\nWe're now starting to just put buttons on the left for even small forms if they're inline … and more forms are showing up inline through javascript."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat would happen if you fell into a volcano?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Volcanoes are one of the most fascinating and deadly natural wonders on Earth. Here's what might happen if you fell into a volcano.\n\n## Getting into a volcano\n\nVolcanoes are extremely dangerous. They are hot, poisonous, and can cause death from heat, flames, and toxic gases. Volcanoes are not safe, even for the most experienced adventurers. Volcanoes are extremely dangerous, and you shouldn't attempt to climb one unless you have extensive experience and are with an experienced team. It is very important to follow all safety protocols and regulations when climbing a volcano.\n\n## The effects of falling into a volcano\n\n1. Heat: If you fall into a volcano, you will likely die from heat. Volcanoes are extremely hot, with temperatures reaching as high as 800°C (1472°F). Heat from a volcano can cause severe burns, and will eventually cause death. It is extremely important to keep a safe distance from any volcano. If you get too close to a volcano, you will likely die from heat. If you get too close to a volcano, you will likely die from heat. Heat from a volcano can cause severe burns, and will eventually cause death. It is extremely important to keep a safe distance from any volcano. If you get too close to a volcano, you will likely die from heat.\n2. Flames: Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes can produce large amounts of flames. These flames can be extremely dangerous, and can cause death. Volcanoes", "label": "You would crash onto the surface of the volcano's lava pit, since lava is much denser than water, and immediately burst into flames from the tremendous heat."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to append an item to list in a for loop in python?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Python's for loop does not have a built-in way to append an item to a list. However, you can use a while loop to achieve the same result. Here is an example of how to use a while loop to append an item to a list:\n\n```\n# Create a list\nmy_list = []\n\n# Append an item to the list using a while loop\nfor i in range(5):\n my_list.append(i)\n```\n\nIf you want to avoid using a while loop, you can use the extend() method. The extend() method allows you to append multiple items to a list at once. Here is an example of how to use the extend() method to append an item to a list:\n\n```\n# Create a list\nmy_list = []\n\n# Append an item to the list using the extend() method\nmy_list.extend([i for i in range(5)])\n```\n\nAlternatively, you can use the list concatenation operator. The list concatenation operator allows you to append multiple lists to a list at once. Here is an example of how to use the list concatenation operator to append an item to a list:\n\n```\n# Create a list\nmy_list = []\n\n# Append an item to the list using the list concatenation operator\nmy_list = my_list + [i for i in range(5)]\n```\n\nHowever, if you append an item to a list and then use the list concatenation operator to append multiple items to the list, the items in the list will be sorted by reference. This can cause unexpected behavior if the items in the list are mutable objects. Here is an example of how to use the list concatenation operator to append an item to a list and then append multiple items to the list:\n\n```\n# Create a list\nmy_list = []\n\n# Append an item to the list using the list concatenation operator\nmy_list = my_list + [i for i in range(5)]\n\n# Append multiple items to the list using the list concatenation operator\nmy_list = my_list + [i for i in range(10)]\n```\n\nIf you append an item to a list and then use the extend() method to append multiple items to the list, the items in the list will be sorted by reference. This can cause unexpected behavior if the items in the list are mutable objects. Here is an example of how to use the extend() method to append an item to a list and then append multiple items to the list:\n\n```\n# Create a list\nmy_list = []\n\n# Append an item to the list using the extend() method\nmy_list.extend([i for i in range(5)])\n\n# Append multiple items to the list using the extend() method\nmy_list.extend([i for i in range(10)])\n```\n\nThe above code is equivalent to the following code:\n\n```\n# Create a list\nmy_list = []\n\n# Append multiple items to the list using the extend() method\nmy_list.extend([i for i in range(15)])\n```\n\nThe first example is more readable and should be preferred if you are appending a small number of items to the list. The second example is more efficient and should be preferred if you are appending a large number of items to the list.", "label": "To append an item to a list, you can use the list object's `append()` method. Below is a running example where we want to append the integers from 1 to 10 to the original list `l`.\n\n```\n# original list\nl = [-3, -2, -1, 0]\n# for loop for adding integer\nfor i in range(11):\n # append an integer\n l.append(i)\n\n# print out the modified list\nprint(l)\n```\n\nThe output of the above code is \n```\n[-3, -2, -1, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10]\n```"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow can democracy not be the rule of the poor?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Democracy is a political system where power is held by the people. The term \"rule of the people\" is a common translation of the Latin phrase \"principles populi,\" which was used by the Roman statesman Cato the Younger to describe the government of the Roman Republic. It was used by the Roman statesman Cato the Younger to describe the government of the Roman Republic. Cato the Younger wrote in his book \"De Republica\" that the rule of the people was the most desirable form of government, but he believed that the Roman Republic was failing to live up to this ideal.\n\nThe idea that democracy is the rule of the people is a misconception that was first challenged by the French political philosopher Jean-Jacques Rousseau in his book \"The Social Contract\" (1762). Rousseau argued that the people who are most directly affected by a decision have no voice in the decision, and that the government of the people is not really the rule of the people, but rather the rule of the most powerful people. He argued that the people are not really in control of the government, but rather are being ruled by a group of people who represent their interests.\n\nRousseau's ideas were later developed by the German philosopher Georg Wilhelm Friedrich Hegel in his book \"The Philosophy of Right\" (1821). Hegel argued that democracy is not the rule of the people, but rather the rule of the middle class. He argued that the middle class is the only class that has the power and knowledge to make decisions for the benefit of all people, and that it is the duty of the middle class to rule the government.\n\nThe idea that democracy is not the rule of the people was further developed by the Austrian philosopher Carl Schmitt in his book \"The Concept of the Political\" (1932). Schmitt argued that democracy is not a form of government that is based on the rule of the people, but rather a form of government that is based on the rule of a majority. He argued that the majority is not always the most rational or just group, and that the government should be ruled by a minority that is wise and just.\n\nThe idea that democracy is not the rule of the people is also supported by the French political philosopher Pierre Bourdieu in his book \"The State Nobility\" (1999). Bourdieu argued that democracy is not a form of government that is based on the rule of the people, but rather a form of government that is based on the rule of the most powerful and educated people. He argued that the government is ruled by a group of people who are members of the ruling class, and that the ruling class is not necessarily the most democratic or just group.\n\nOverall, the idea that democracy is not the rule of the people is a common theme in political philosophy. It is argued that democracy is not a form of government that is based on the rule of the people, but rather a form of government that is based on the rule of a group of people who are most powerful and educated.", "label": "Here are some possible explanations why democracy is not necessarily the rule of the poor:\n\n* Voters voting by habit, not by analysis. Many people vote the same way their parents voted. Other vote exactly the opposite way. Neither involves analysis of their objective economic interest.\n* A middle class believing to be rich, a lower middle class believing to be middle class. In many countries, voters tend to vote in the interest of the class they aspire to be, not in the interest of the class they actually are. Part of that is self-deception about inequality and the own position. That is visible in tax policy, for instance, where the middle class votes against taxes on the upper class.\n* An upper class better able to work the political system than the poor. In some countries, attempts to simplify the access to the political system (e.g. through direct democracy or participatory budgeting) have backfired when it comes to the poor. These mechanisms remain complicated enough that it takes some familiarity with the political system to get anything done. Knowing how to organize a grassroots movement, how to write minutes of a meeting, how to collect signatures for a ballot initiative. So instead of better welfare in poor parts of town, there are better playgrounds in rich parts of town."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nExtract only the street address from the following text.\n\nI live at 485 Marin Blvd, Jersey City, New Jersey, 07302.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The address is 485 Marin Blvd, Jersey City, New Jersey, 07302.", "label": "485 Marin Blvd."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nAs a spell-writer, you're the magical equivalent of computer programmer. You've made and copied countless spells, but this is the first time you're desperate enough to try 'hacking' one.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "You are a wizard of great power, but your spellbook is old and you've lost the key to your most powerful spells. You're not sure how to get them back, but you've heard rumors of a dark and powerful artifact that could give you the power to unlock your spells.\nYou begin your search in the darkest corners of the forest, where the trees are twisted and gnarled. You've heard that the artifact is hidden in a cave deep in the forest, guarded by fearsome creatures and deadly traps.\nAs you journey deeper into the forest, you begin to feel a strange energy emanating from the trees. It's as if they're watching you, waiting for you to make a wrong move. You quicken your pace, hoping to reach the cave before nightfall.\nFinally, you see a glimmer of light in the distance. It's the entrance to the cave, and you can feel the energy emanating from within. You take a deep breath and step inside, your eyes adjusting to the darkness.\nThe cave is narrow and winding, with twisting tunnels that lead deeper into the earth. You can hear the sound of dripping water and the faint rustling of unknown creatures. You begin to feel a sense of unease, but you press on, determined to find the artifact.\nAs you journey deeper into the cave, you come across a series of traps and puzzles. You must use your wits and your magical abilities to overcome them, and you begin to feel a sense of accomplishment as you progress.\nFinally, you reach the heart of the cave, where you find the artifact: a glowing crystal that pulsates with dark energy. You can feel its power coursing through your veins, and you know that you've found what you're looking for.\nBut as you reach out to take the crystal, you hear a voice behind you. \"You shouldn't have come here,\" it says. \"This is a place of darkness and death. You'll never leave.\"\nYou turn to see a figure cloaked in shadows, its eyes glowing with an otherworldly energy. You raise your hands, ready to defend yourself, but the figure doesn't attack. Instead, it speaks again.\n\"I am the guardian of this cave,\" it says. \"And I will not let you leave with the artifact. You must first prove yourself worthy.\"\nThe guardian then presents you with a challenge: you must use your magical abilities to defeat a series of powerful foes, each one more difficult than the last. If you succeed, the guardian will let you take the artifact and leave the cave. But if you fail, you'll be trapped forever in the cave.\nYou accept the challenge, and the guardian leads you to the first battle. You prepare yourself, focusing your energy and casting your spells. The battle is intense, but you emerge victorious, and the guardian leads you to the next challenge.\nYou repeat this process several times, each time emerging victorious. But with each battle, you begin to feel a sense of unease. The guardian is powerful, and you know that you can't defeat it in a final battle.\nJust as you're about to give up, you remember a rumor you heard about a powerful spell that could give you the power to defeat the guardian. You begin to recast the spell, feeling the energy building inside you.\nAs you finish the spell, you feel a surge of power and you raise your hands, ready to face the guardian. But to your surprise, the guardian doesn't attack. Instead, it speaks again.\n\"Well done,\" it says. \"You've proven yourself worthy. Take the artifact and leave the cave.\"\nYou take the artifact and leave the cave, feeling a sense of accomplishment and pride. You know that you've overcome a great challenge, and you're ready to face whatever comes next.\nAs you emerge from the cave, you see a figure waiting for you. It's a woman with long, flowing hair and a kind smile. She introduces herself as the goddess of magic, and she thanks you for completing the challenge.\n\"You've proven yourself worthy,\" she says. \"You now have the power to unlock your most powerful spells. Use this power wisely.\"\nAnd with that, she disappears, leaving you to ponder the significance of your journey.", "label": "You finish writing the incantation down, and look back through your notes, double and triple checking your work. This hacked spell is going to be your first step on the road to fame and fortune. The first step for people to realize you're not just some worthless drone, but a spell-writing genius. The ink drys on the page as you practice all the movements and phrases you'll need to cast the spell, your spell, the one that will be the first step on your road to greatness.\nYou start the incantation and quickly and confidently make your way through it. The spell rolls out of you drawing power from the aether into the form you're devising. It's beautiful to you, but only spell-writers would understamd that, people will want it because it's just plain better.\nYou're nearing the end when you notice that something is wrong. Part of the spell has jumped ahead and now it's pulling you back. You're in a recursion. You keep pulling more and more energy from the aether. Slowly you begin to feel warm, then you feel hot, fortunately by the time you start to burn from the inside out you explode in a release of roaring flame and you feel nothing ever again.\nThe watermages put out the inferno you started in your house, it's nothing but smoldering rubble by the time they get it under control. Later a Diviner Investigator will gather clues and come to the conclusion that the fire was your fault. He'll eventually fall prey to the same inclination as you. The most dangerous spell, one that has destroyed so many, the summoning of the perfect donut."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to cope with being unloved by your parents?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Being unloved by your parents can be very painful and painful, but it's possible to cope with the situation. If you're feeling unloved by your parents, here are some things you can do to cope:\n\n1. Understand why your parents may be unloving. There are many reasons why parents may not be loving to their children. Some reasons include:\n\t* They're not well equipped to deal with the situation. Parents who are struggling with their own emotional or psychological problems may not be able to cope with their children's emotional needs.\n\t* They're worried about you. Sometimes parents may worry about their children's well-being and think that by not being too affectionate or close, they're protecting them from getting hurt.\n\t* They're angry with you. Sometimes parents may be angry with their children and take it out on them by not being loving or affectionate.\n\t* They're having a hard time. Parents who are going through a difficult time in their lives may not be able to cope with their children's emotional needs.\n2. Talk to your parents about how you feel. If you feel like your parents are unloving, it's important to talk to them about it. It's possible that they're not aware of the fact that you're feeling unloved, and talking to them about it may help them understand how you feel. Try to approach the conversation calmly and respectfully. For example, you could say, \"Mom and Dad, I feel like you don't love me as much as I'd like. I feel like I'm not important to you, and it hurts me.\"\n3. Accept that your parents may not be able to love you. It's possible that your parents are not capable of loving you as much as you'd like. This doesn't mean that you're not worth loving, but it does mean that your parents may not be able to provide the kind of love that you need. Try to accept this and focus on finding other ways to get the love and support that you need.\n4. Seek out other sources of love and support. If you feel like your parents are unloving, it's important to seek out other sources of love and support. This could include friends, a romantic partner, or a therapist. Talking to a therapist can help you to deal with the emotional pain of feeling unloved, and it can also help you to develop strategies for dealing with the situation. You could also try talking to friends about how you feel. Sometimes talking to people who are supportive and loving can help you to feel better.\n5. Focus on self love. If you're feeling unloved by your parents, it's important to focus on self love. This means taking care of yourself and doing things that make you happy. For example, you could try going for a walk, reading a book, or taking a relaxing bath. You could also try doing things that you enjoy, such as playing a sport, practicing a hobby, or playing with a pet.\n6. Practice self care. Self care is important for people who are feeling unloved by their parents. This means taking care of yourself and doing things that make you happy. For example, you could try:\n\t* Eating healthy foods\n\t* Exercising\n\t* Getting enough sleep\n\t* Practicing relaxation techniques, such as deep breathing or meditation\n\t* Doing things that you enjoy, such as reading or playing a sport\n7. Find ways to cope with the situation. If you're feeling unloved by your parents, it's important to find ways to cope with the situation. For example, you could try:\n\t* Writing in a journal to process your feelings\n\t* Talking to a friend or therapist about how you feel\n\t* Doing things that you enjoy, such as playing a sport or practicing a hobby\n\t* Practicing relaxation techniques, such as deep breathing or meditation\n8. Accept that you may never be able to get the love and support that you need from your parents. Sometimes it's impossible to get the love and support that you need from your parents. This doesn't mean that you're not worth loving, but it does mean that your parents may not be able to provide the kind of love that you need. Try to accept this and focus on finding other ways to get the love and support that you need.\n", "label": "Parents are supposed to love, guide and protect their children. They are supposed to help them grow and develop as independent people. Unfortunately, some parents mistreat, abuse, neglect, or abandon their children instead. Feeling like your parents don't love you hurts emotionally and sometimes physically. The best way to get past it is to accept that you cannot change other people and focus on yourself.\n\n## Develop cop mechanisms\n\n1. Talk to a trustworthy friend or family member. Sometimes just talking to someone about what you are dealing with can make you feel better. Try talking to a trustworthy friend or family member about what has been happening in your home life. For example, you could try talking with a close friend about the way that your parents make you feel. Choose someone you feel comfortable talking to and who you know will not turn around and repeat what you said to your parents. Try to avoid becoming too dependent on this person for your emotional needs. Just talk when you need someone to listen to you. If you find yourself calling several times a day for reassurance, then you may be developing a codependent relationship with this person. Talk to your school counselor or therapist if you find yourself depending more and more on other people for validation.\n2. Find a mentor. Mentors can guide you through important life decisions and teach you things that your parents are not willing or able to teach you. You can find a mentor to help you learn new skills for navigating difficult situations, succeeding in school, or advancing your professional career. Try asking a trustworthy, responsible adult in your life to mentor you, such as a coach, a teacher, or a boss. If your coach or boss offers to mentor you, make sure that you take him or her up on that offer; however, you can also try asking someone to mentor you, such as by saying, “I admire your success in life and I hope to achieve many of the same things you have someday. I am not sure how to get there. Would you be willing to mentor me?”\n\t* Try to avoid becoming too dependent on your mentor. Keep in mind that a mentor cannot replace your parents you should not look to this person for parental guidance. A mentor is just someone who can help you reach your goals in school, work, or in another specific area of your life.\n3. Seek help from a therapist or school counselor. Learning to cope with your parents’ behavior can be difficult, so you may need to seek help from a therapist or school counselor. A therapist or your school counselor can help you to develop coping mechanisms and begin to feel better about yourself. If your school has a counselor, stop by and see if you can make an appointment to talk. If you feel uncomfortable doing this or you're not sure how to go about it, talk to a teacher you trust. You may also try asking your counselor if you can see a therapist by saying something like, “I have been struggling with some things lately, and I would like to see a therapist to talk about them. Can you help me find one?”\n\t* Keep in mind that if your parents are abusing you, then your therapist or school counselor will be required to report it.\n4. Resist comparing how they treat you and your siblings. If your parents seem to favor a sibling over you, it doesn’t mean they love one of you any more or less. There could be a situational reason why they treat your sibling with more thoughtfulness or effort. Most of the time it is also unintentional, and your parents may not even realize they are treating you differently. Most aren’t trying to make you feel unloved but aren’t aware of how their actions affect kids mentally and emotionally. Try not to focus on how your parents treat your siblings. Instead, just focus on your relationship with them\n5. Try not to take it personally. It can be hard to dismiss criticism and hurtful language from people who are supposed to love you, even if you know that what they are saying isn’t true. Remember that your parents’ behavior and words is about them and not about you. The next time one of your parents says something mean or does something to hurt you, try telling yourself, “I am a good person who is lovable, beautiful and worthy. My parents are just struggling with personal issues and that is why they said/did that.”\n6. Be kind to yourself. Some children who are mistreated by their parents treat themselves badly as well, such as by cutting, using alcohol or drugs, or intentionally failing at school. Performing these unhealthy, harmful activities will not make you feel better in the long run. Instead of doing these things, make sure that you nurture yourself, such as by:\n\t* \n\t* Maintaining a healthy diet. Exercising moderately most days of the week. Starting a daily meditation practice. Not smoking and not using drugs or alcohol.\n7. Replace negative self-talk with self-love. People who grow up in unloving households may be more prone to negative self-talk and have low self-esteem. To train your mind to think positive things about yourself, replace the negative thoughts with positive ones. For example, if you hear yourself repeating something your parents said like “You’re stupid if you can’t figure out division problems,” you might replace it with: “Learning long division is challenging, but I can succeed by working hard at it. I can also ask my math teacher for help.\"\n8. Write yourself a positivity cheat sheet. It may help you to examine any negative thoughts that are interfering with your ability to love yourself and write some positive thoughts to replace them. To get started, make a chart with four columns. In the first column, make a list of your negative beliefs. These might include things like, “I am not good at making decisions,” or, “I am not very smart.”\n\t* In the second, explain why you believe these things. Did your parents tell you these things or do things to cause you to feel this way? In the third column, think about what believing this is costing you emotionally and in your personal life: are you depressed, withdrawn, afraid to try new things and fail, afraid to trust others or let people in, etc.? List briefly but specifically what you are missing out on by letting yourself continue believing this negative self-image. Then for the final column, rewrite the thought to make it positive. For example, you might change a thought about your intelligence to something like, “I am an intelligent, capable person and I have accomplished many things using my brain.”\n9. Get out of the house more. Developing a happy, full life outside of your home will help you to feel happier even if your home life is not happy. Finding valuable ways that you can contribute to the world while being an active part of your community can help you rebuild your self-worth and confidence by focusing your attention on your well-being and happiness. Try volunteering for a local non-profit organization, getting a job that you will enjoy, or joining a youth organization or sports team.\n\n\n## Stay healthy and safe\n\n1. Report any physical or sexual abuse. If you are being abused, then seek help right away. Talk to a teacher, your doctor, a counselor, or call the police or children’s services and ask for help. Chronic abuse gets harder to recover from the longer it goes on. Don’t allow abusive people, even family, to cause you permanent physical or emotional damage. Get away from them as soon as possible. Call the National Domestic Violence Hotline at (800) 799-SAFE to talk about your situation and options. Don't hesitate to dial 911 if you think you or another family member is in immediate danger. You aren’t going to get in trouble for reporting that someone else is breaking the law!\n2. Sever your relationship, if possible. If you are able to break ties with your abusive parent, do so. It is hard to give up on anyone you care about, especially family, but your primary responsibility is to take care of yourself. Don’t feel guilty for severing contact with your parent(s) if you feel it’s the best thing for you. If you are not sure cutting off all contact is necessary, consider the amount of pain they cause you vs. the amount of happiness. Dysfunctional parents may show love sometimes, typically when it serves their own interests, but a little love now and then isn’t enough to justify staying in a bad relationship with anyone.\n3. Resist the urge to isolate yourself from peers and other adults. You might think avoiding relationships altogether will prevent you from getting hurt any more or by anyone else, but human beings need social relationships to thrive. Children who grow up without a loving parent or an alternative parental figure are less successful, less happy, and physically sicker as adults. Keep talking to your friends and other family members regularly, go spend time with them whenever possible, and be open to meeting new friends and trustworthy adults. Not every adult or loved one will end up treating you like your parent does. Don’t be afraid to give others a chance to love you. Long-term loneliness can have serious health effects, worsening or even maybe causing diseases like diabetes, heart disease, and neurological disorders. It may even cause cancer to spread faster.\n4. Learn how to be independent. If your dysfunctional parents aren’t teaching you how to make it on your own after high school, ask another adult you trust how to prepare for the \"real world.\" Learn this like how to create a budget, how to do laundry, how to turn on the water heater in your first apartment. Estimate the costs of independent living and what you will need to get started. Get a job and save up money for a security deposit on your first apartment and some furniture. Maintain good grades despite trouble at home so you have the option of going to college. Ask your school counselor to help you find scholarships to pay for it.\n\n\n## Recogn"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHere is a joke: “I went to the zoo the other day. There was only a dog in it - it was a shihtzu.”. Explain why it is funny.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The joke relies on the double meaning of \"shih tzu\" - the breed of dog, and \"shut up your tits\". It is a play on words.", "label": "A shihtzu is a type of dog. The word \"shihtzu\" also sounds like \"shit zoo\", meaning that the zoo wasn't very good."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nCan you help me write a touching and compelling AD for a cozy cocktail bar?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here's a sample ad for a cozy cocktail bar:\n\n>Warmth of a fire, warmth of a smile. \n>Experience the warmth of a cocktail at [Your Name], the cozyest cocktail bar in town.\n\n>Cozy up with a friend and enjoy a cocktail by the fireplace, or join us for a night out with friends and make some unforgettable memories.\n\n>From classic cocktails to craft beers, we have something for everyone. Our expert mixologists will help you discover a new favorite drink.\n\n>Or, try our signature cocktails, created just for us. Our expert mixologists will take you on a journey of flavors and sensations that will leave you wanting more.\n\n>Whether you're looking for a romantic night out or a fun night with friends, [Your Name] is the perfect place to experience the warmth of a cocktail. \n\n>Visit us today and discover why we're the coziest cocktail bar in town!\n\n>Address: [Your Name]\n>Phone: [Your Name]\n>Hours: [Your Name]\n\n>Follow us on social media to stay up-to-date on the latest news, events, and promotions. [Your Name] is on Facebook, Instagram, and Twitter!", "label": "At [Bar Name], we aim to offer a distinctive and unforgettable experience that is both comforting and tranquil. Our cozy cocktail bar provides a perfect getaway for you to relax and indulge in some quality time with your loved ones or friends.\n\nUpon entering, you will be transported to a different realm, thanks to the warm and welcoming environment created by the soft lighting, comfortable seating, and ambiance. Our cocktail menu is curated with premium spirits and ingredients, carefully combined to offer you unique and flavorful creations.\n\nBeyond being just a cocktail bar, we are devoted to crafting moments that will last a lifetime, whether you're celebrating a special event or unwinding with friends. Our staff is dedicated to delivering a memorable and exceptional experience that you will cherish.\n\nAt [Bar Name], we believe that life is about seizing the breath-taking moments, and our goal is to create those moments every day. Join us and let us take you on a journey to a world of intimacy and everlasting memories.\n\nWe look forward to your visit at [Bar Name]."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to feel happy when christmas is over?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "It's not uncommon for people to feel a little down when the holiday season ends. But it's not necessary to feel this way. If you want to feel happy even when Christmas is over, then you can simply follow a few tips. It's also important to remember that it's okay to feel a little down sometimes. If you do feel down, then it's important to take care of yourself.\n\n## Feel happy\n\n1. Stay active. Try to stay active and keep your body moving. Exercise is great for your body and mind, and it can help you feel more energized and focused. Try to stay active throughout the year. Don't just exercise in the winter. Exercise in the spring, summer, and fall too. It's also important to make time for rest and relaxation. It's okay to take a break from exercise and do something that you enjoy. You can always go back to exercising when you feel ready. It's important to listen to your body and do what it needs. If you need to rest, then rest. If you need to exercise, then exercise.\n2. Make time for your friends and family. It's important to make time for the people in your life. Whether you're making time for friends, family, or both, it's important to do so. Try to spend time with the people you care about. You can also try to make new friends or connections. You can also try to get to know your coworkers better. It's okay to be busy. But it's also important to make time for the people in your life. You can also try to volunteer or help others. You can also try to get involved in your community. You can also try to help out a friend or family member. It's always important to help others when you can.\n3. Do things you enjoy. It's important to do things that make you happy. You can do things that you enjoy on a daily basis, and you can also do things that you enjoy on the weekends. You can also try to do things that you've been putting off. You can also try to try new things. You can also try to take a break from your usual routine. You can also try to get outside and enjoy nature. You can also try to get creative. You can also try to make art or write a story. You can also try to play a musical instrument. You can also try to get involved in a hobby or interest. It's always important to do things that make you happy.\n4. Focus on the positives. It's always important to focus on the positives. Try to think about the good things in your life. Try to think about the things that make you happy. Try to think about the things that you're grateful for. You can also try to think about the things that you're looking forward to. You can also try to think about the things that you've accomplished. It's always important to focus on the good things in your life. It's also important to focus on the present moment. Don't worry about the future or the past. Focus on the here and now. Try to live in the moment. You can also try to practice mindfulness. Mindfulness is a way of living that helps you focus on the present moment. It can help you feel more calm and centered. You can also try to meditate. Meditation is a way of focusing on your breath and clearing your mind. It can help you feel more relaxed and centered. You can also try to practice yoga. Yoga is a way of focusing on your body and breathing. It can help you feel more relaxed and centered. You can also try to practice gratitude. Practicing gratitude is a way of focusing on the good things in your life. It can help you feel more happy and content. You can also try to practice self-compassion. Practicing self-compassion is a way of treating yourself with kindness and understanding. It can help you feel more happy and content. You can also try to practice self-care. Practicing self-care is a way of taking care of yourself. It can help you feel more happy and content. You can also try to practice forgiveness. Forgiveness is a way of letting go of grudges and negative feelings. It can help you feel more happy and content. You can also try to practice self-love. Practicing self-love is a way of treating yourself with kindness and understanding. It can help you feel more happy and content. You can also try to practice self-acceptance. Practicing self-acceptance is a way of accepting yourself for who you are. It can help you feel more happy and", "label": "Christmas season is filled with excitement and fun. Families come together to celebrate and exchange gifts, and decorations change the landscape of cities and towns. Once the holiday is over, however, the lack of excitement can leave you feeling down. Get back into a good mood by being thankful for your good times, planning for the next holiday or picking up a new hobby.\n\n## Be thankful\n\n1. Reflect on the holiday. When you feel sad that the holiday is over, cheer yourself up by thinking about all of the good times that you had. There are bound to be a lot of great memories from the holiday, so focus on those when you feel upset. Go through photographs from the holiday. If you're from a family that takes a lot of photographs or videos of family gatherings, look through some of them if you're feeling low after the holidays. They'll be a great reminder of all of the fun you had. Talk to the people you celebrated with. It's never to early to begin reminiscing. Speak with your friends and family members that celebrated with you and talk about the good times at Christmas. They're bound to be able to cheer you up with a funny story from the holiday.\n2. Get excited about your gifts. While gifts aren't the only good thing about the holidays, they can make make you happy when you're sad about the holiday ending. Play with toys or gadgets, read books, and make use of all of the gifts you've been given. They'll be a welcome distraction.\n3. Spend your Christmas money. If you received money or gift cards, go out and treat yourself. You'll be cheered up by new purchases, and you may be able to forget that the holiday is over. Go out to eat or visit stores for a good distraction.\n4. Write thank you notes. Send messages to the people who got you gifts and thank them for a great holiday. Not only will you be doing a good deed, but you'll be recalling memories of the times that made you happy. Use the notes to talk about how much you enjoyed the holidays, and how you can't wait to spend time together next year.\n\n\n## Plan for the next holiday\n\n1. Replace decorations. Decorations are one of the best parts of Christmas, but if you leave them up, it may make you even more sad that the holiday is over. Even worse, the empty walls left behind by decorations you've stored may make you feel even more sad. Find creative ways to redecorate your house now that the holiday is over. Buy some plants. Greenery will spruce up your home, and you'll be able to care for the plants throughout the coming spring. Buy a new poster or painting. Large Christmas decorations like wreaths or wall-hangings can be replaced with a new poster or painting. Look for something colorful and exciting to accent your home. With a new piece of art where your decorations were, you may not even notice that your wreath is gone. Put up pictures from Christmas. Replace some of your Christmas decorations with photos from the holiday. You'll have a reminder of the good times to replace the actual decorations. Decorate for winter. Winter can be a beautiful time of year if you learn to appreciate it. Decorate your home for the season with a lot of white items, vases accented with twigs, snowflake decorations and evergreen sprigs.\n2. Plan for New Year's. Christmas may be over, but New Years is right around the corner. Plan a New Years party to get into the spirit of a different holiday. Invite any family and friends that visited for Christmas and you'll get to spend more time with them.\n3. Plan for next Christmas. While it may seem a little early to be get ready for another Christmas, it may be helpful to think about what your next Christmas will be like. Make some invitations, and plan what gifts you will give to others. Your plans might change throughout the course of the year, but you'll be able to make your plans into a good distraction.\n\n\n## Pick up a new hobby\n\n1. Exercise. Exercising will put you in a much better mood and help you burn off some of the extra Christmas-food calories. Go for a jog, lift weights or play a sport with some friends. If you live in a cold climate, January might be too chilly for much outdoor activity, so look into a gym membership or indoor sports leagues.\n2. Start a new hobby. If you've received any hobby-oriented Christmas gifts like paints, kitchen utensils or a new video game, put them to use. Throwing yourself into a new hobby and learning a new skill will help take your mind off of your sadness.\n3. Volunteer. Volunteering can help you keep your Christmas spirit alive as you help those in need. Look into helping out local soup kitchens, shelters or charities that distribute winter clothes. You'll be able to help others through the winter and take your mind off of the end of the Christmas season.\n4. Try to keep a positive attitude. While it may be depressing that Christmas is over, always try to keep up a good attitude. Remember that this Christmas isn't the last one you'll ever have, and focus on things that make you happy as much as possible. It may be especially hard to keep a positive attitude if you have to go back to work. However, think of your return to work as a blank slate and new beginning. Remind yourself that you can start back to work at a slow pace and catch up on your own time.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhen I do ```\\footnote{}``` for a value in a table, the footnote doesn't show up. How do I get it to show up? Also, is it possible to get it to show up at the bottom of the table rather than the bottom of the page?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The footnote won't show up if the page is too small. You can add the following code to your preamble to force the page to be larger. This will allow the footnote to show up on the page.\n\n```\\usepackage{fancyhdr}\n\\pagestyle{fancy}\n\\lfoot{\\textit{Page\\ \\thepage}}\n\\cfoot{\\textit{Last updated on\\ \\thetoday}}\n\\rfoot{\\footnotesize\\thefootnote}\n```\n\nThis will place the footnote at the bottom of the page. If you want it at the bottom of the table instead, you can use the following code in your table preamble:\n\n```\\footnotemark\n\\footnotetext{\\thefootnote}\n```\n\nThis will place the footnote at the bottom of the table. You can put this code inside a \\footnotemark at the bottom of the table, or you can put it inside the \\footnotetext command itself.", "label": "This is a classic difficulty in LaTeX.\n\nThe problem is how to do layout with floats (figures and tables, an similar objects) and footnotes. In particular, it is hard to pick a place for a float with certainty that making room for the associated footnotes won't cause trouble. So the standard ```tabular``` and ```figure``` environments don't even try.\n\nWhat can you do:\n\n* Fake it. Just put a hardcoded vertical skip at the bottom of the caption and then write the footnote yourself (use ```\\footnotesize``` for the size). You also have to manage the symbols or number yourself with ```\\footnotemark```. Simple, but not very attractive, and the footnote does not appear at the bottom of the page.\n* Use the ```tabularx```, ```longtable```, ```threeparttable[x]``` (kudos to Joseph) or ```ctable``` which support this behavior.\n* Manage it by hand. Use ```[h!]``` (or ```[H]``` with the float package) to control where the float will appear, and ```\\footnotetext``` on the same page to put the footnote where you want it. Again, use ```\\footnotemark``` to install the symbol. Fragile and requires hand-tooling every instance.\n* The ```footnote``` package provides the ```savenote``` environment, which can be used to do this.\n* Minipage it (code stolen outright, and read the disclaimer about long caption texts in that case):\n\n\n \\begin{figure}\n \\begin{minipage}{\\textwidth}\n ...\n \\caption[Caption for LOF]%\n {Real caption\\footnote{blah}}\n \\end{minipage}\n \\end{figure}\n\nAdditional reference: TeX FAQ item Footnotes in tables."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nBorder around formatted text in Inkscape<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Inkscape is free software. It's also quite capable. Here's how you might go about it.\n\n1. Select the text\n2. Type a border character\n3. Select the border character\n4. Select the border width\n5. Use the border tool\n6. Edit the border size\n\n\nExample: \n\n* Border character: #000000 (black)\n* Border width: 2\n* Text: Example text\n* Result:\n\t+ Before: Example text\n\t+ After: Example text \n\t\t--- #000000\n\t\t--- #000000\n\t\t--- #000000\n\t\t--- #000000\n\t\t--- #000000\n\n\nInkscape does not have a built-in border tool. It's possible that there's an extension available, but you may be better off with the above method.\n", "label": "Here is solution step by step:\n\n* Create some flowed text by using the text tool to first drag a rectangle and then type.\n* Separately, create a rectangle roughly around the text (really, the rectangle can be anywhere)\n* With the rectangle selected, chose \"Path\" > \"Linked Offset\". Then grab the small diamond and drag it in to make a second, smaller rectangle. \n* Select the text and the smaller rectangle and choose \"Text\" > \"Flow into frame\". Then select the smaller rectangle and remove the stroke to make it invisible. Now the text will flow within the smaller (invisible) rectangle, which is dynamically linked to the shape of the larger (visible) rectangle. \n* Then, if you like, you can add a small border radius on the visible rectangle and you get this nice looking result. \n* If you do need to modify the space between the text and the rectangle, you can carefully select it by grabbing it with the text and the subtracting the text from the selection, or you can drill down to it within the XML Editor. When you do get it selected, then you can adjust the margin.\n* Finally, group the text and the two rectangles, and you're all set! "} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI'm looking for a precise piece of information in a database which I have no knowledge about. The database is on a separate machine, but I can log into it, and launch a ```psql``` command line, with administrator rights.\nIt's a third-party product, and they are slow to answer questions. I know the data is inside that database, so I want to do a little bit of reverse-engineering.\nGiven a table name, is it possible to get a list of the names of the columns in that table?\nFor example, in SQL Server, it's possible to dump a table into a reusable ```CREATE``` statement, which textually lists all the columns the table is composed of.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The best way to do this is to execute the following SQL command:\n\n```SELECT pg_relation_size(c.oid) AS size, pg_catalog.pg_class_relname(c.oid) AS relname, pg_catalog.pg_attribute.namenode AS attrname, pg_catalog.pg_attribute.attnum AS attrnum FROM pg_class c JOIN pg_attribute a ON c.oid = a.relid WHERE pg_class.relname = 'your_table_name';\n```\n\nThis will return a list of all the attributes (i.e., columns) in the table. The size column will tell you how much space is allocated for the attribute, the relname column will give you the name of the relation (i.e., table) and the attrname column will give you the name of the attribute. The attrnum column will give you the ordinal position of the attribute in the table.\n\nFor example, given the table ```my_table```, this command will return something like:\n\n```\n size | relname | attrname | attrnum\n-----------+----------+-----------------------+---------\n 4096 | my_table | my_table_column1 | 0\n 4096 | my_table | my_table_column2 | 1\n 4096 | my_table | my_table_column3 | 2\n```", "label": "The information schema is the slow and sure way: it is standardized and largely portable to other databases that support it. And it will keep working across major versions.\nHowever, views in the information schema often join many tables from the system catalogs to meet a strictly standardized format - many of which are just dead freight most of the time. This makes them slow.\nThe Postgres developers aren't making promises, but basics (like what is needed here) aren't going to change across major versions.\nMore detailed assessment:\n\n* Query to output names and data types of a query, table or view\n\n```psql``` (the native command-line interface) takes the fast lane, of course, and queries the source directly. If you start ```psql``` with the parameter ```-E```, the SQL behind backslash commands like ```\\d``` is displayed. Or ```\\set ECHO_HIDDEN on``` from the psql command line. Starting from there you can build an answer to your question.\n\nGiven one table, is it possible to have a list of the names of the columns for this table.\n\n```SELECT attrelid::regclass AS tbl\n , attname AS col\n , atttypid::regtype AS datatype\n -- more attributes?\nFROM pg_attribute\nWHERE attrelid ='myschema.mytable'::regclass -- table name optionally schema-qualified\nAND attnum > 0\nAND NOT attisdropped\nORDER BY attnum;\n```\nFaster than querying ```information_schema.columns```. Try ```EXPLAIN ANALYZE``` to see for yourself. Still hardly matters for a one-time look-up. But might make a difference if used in a query / function that's repeated many times.\nThere are also subtle differences in visibility. The following artical has detailed comparison:\n\n* How to check if a table exists in a given schema\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYou are asleep on your boat on open sea. When you wake up you discover you have been robbed. A quick inspection of security cam footage reveals that the pirates who robbed you left your ship exactly an hour ago. The sea is flat, extends indefinitely, and is fully covered in a thick persistent fog. You have no idea in which direction the pirates fled. But you do know that these pirates always continue in a straight line at full speed away from their victim. Their maximum speed on open water is 20 nautical miles per hour. Your boat can reach 21 nautical miles per hour. \nHow do you catch the pirates?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "1. Turn your boat around and head in the opposite direction. If you do this, you'll catch the pirates as they're running away from you. They'll have to turn their boat around to head back towards you, giving you time to prepare for the encounter.\n2. Stop your boat and wait. Since you don't know the direction the pirates went in, you can't chase them. But you can wait for them to come back to you. Since the pirates always run away in a straight line, you can be sure that they'll come back to you eventually.\n3. Try to get a better view of the surrounding area. While waiting, try to get a better view of the surrounding area. This could give you a better idea of the direction the pirates went in. You might be able to spot something that you couldn't see before, like a landmass or a cloud that you can use as a reference point.", "label": "If we assume the ocean is flat and extends indefinitely in all directions, there is a strategy that guarantees we can catch the pirates in at most 800,000 years.\n\nPut our current location as the origin of a coordinate system. We will describe our position in polar coordinates, as a function of time: $(r(t),\\theta(t))$ (where we have arbitrarily chosen a direction to be $\\theta=0$, and $t=0$ is when we realized we had been robbed).\n\nWe begin by traveling in the $\\theta=0$ direction for 20 hours, putting our position at $(420, 0)$. We are then the same distance from the origin as the pirates. Next, we will travel in a spiral, in a manner so that $r'(t)=20$ at all times. This guarantees we will always be the same distance from the origin as the pirates. For $t\\geq 20$, we will have $r(t)=420+20(t-20)=20t+20$.\n\nOur speed is\n$$\n\\sqrt{(r')^2+r^2(\\theta')^2} = 21\\text{ mph},\n$$\nand $r'(t)=20$ for $t>20$, so\n$$\n\\theta'(t)=\\sqrt{\\frac{41}{r^2}}=\\frac{\\sqrt{41}}{20+20t}.\n$$\nIf there is a $t\\geq 20$ for which $\\theta(t)$ is the angle in which the pirates fled, we will catch them. This means we will certainly catch the pirates by the time $\\theta$ has increased from $0$ to $2\\pi$. If $t_0$ is the time this happens, we have\n$$\n2\\pi=\\int_{20}^{t_0}\\theta'(t)\\,dt=\\int_{20}^{t_0}\\frac{\\sqrt{41}}{20+20t}dt.\n$$\nSolving for $t_0$ gives\n$$\nt_0=21\\mathrm{exp}\\left(\\frac{40\\pi}{\\sqrt{41}}\\right)-1\\approx 7,005,043,026.\n$$\nThis means we can catch the pirates in at most 7,005,043,026 hours, or about 800 millennia. Better later than never!"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to disable the function key?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "## On Windows\n\n1. Open the Control Panel. Click on the Windows logo in the bottom left corner of the screen, then click on the Control Panel icon. If you're using a tablet or laptop, you may need to use the search bar instead.\n2. Click on System and Security. Click on the Control Panel icon, then click on the System and Security icon in the Control Panel.\n3. Click on Click the link next to \"Change advanced power settings\". Click on the \"Advanced power settings\" link in the left-hand menu.\n4. Click on the \"Keyboard\" tab. Click on the \"Power\" tab, then click on the \"Change settings that are currently unavailable\" link.\n5. Uncheck the box that says \"Turn on the function keys\". Click on the \"Change settings that are currently unavailable\" link, then uncheck the box that says \"Turn on the function keys\".\n6. Click on Save changes. Click on the \"OK\" button, then click on the \"Save changes\" button.\n\n\n## On Mac\n\n1. Go to the Apple menu. Click on the Apple logo in the top left corner of the screen.\n2. Click on System Preferences. Click on the \"About This Mac\" dropdown menu, then click on the \"System Preferences\" option.\n3. Click on Keyboard. Click on the \"System Preferences\" icon, then click on the \"Keyboard\" icon.\n4. Click on Keyboard shortcuts. Click on the \"Keyboard\" icon, then click on the \"Keyboard shortcuts\" tab.\n5. Click on the \"Function keys\" dropdown menu. Click on the \"Function keys\" dropdown menu, then click on the dropdown arrow in the right corner of the dropdown menu.\n6. Click on \"Off\". Click on the dropdown arrow, then click on the \"Off\" option.\n\n\n## On Linux\n\n1. Open the Keyboard Settings. Click on the menu icon in the top left corner of the screen, then click on the \"Settings\" option. On Ubuntu, you can do this by clicking on the \"W\" icon in the top left corner of the screen, then clicking on the \"Settings\" option.\n2. Click on Keyboard. Click on the \"Settings\" icon, then click on the \"Keyboard\" icon.\n3. Click on Keyboard Layout. Click on the \"Keyboard\" icon, then click on the \"Keyboard Layout\" tab.\n4. Click on the \"Layout\" dropdown menu. Click on the \"Keyboard Layout\" tab, then click on the dropdown arrow in the right corner of the dropdown menu.\n5. Click on \"Custom\". Click on the dropdown arrow, then click on the \"Custom\" option.\n6. Click on the \"Custom\" dropdown menu. Click on the \"Custom\" dropdown menu, then click on the dropdown arrow in the right corner of the dropdown menu.\n7. Click on \"Customize\". Click on the dropdown arrow, then click on the \"Customize\" option.\n8. Click on the \"Custom\" dropdown menu. Click on the \"Custom\" dropdown menu, then click on the dropdown arrow in the right corner of the dropdown menu.\n9. Click on \"Custom\". Click on the dropdown arrow, then click on the \"Custom\" option.\n10. Click on the \"Custom\" dropdown menu. Click on the \"Custom\" dropdown menu, then click on the dropdown arrow in the right corner of the dropdown menu.\n11. Click on \"Custom\". Click on the dropdown arrow, then click on the \"Custom\" option.\n12. Click on the \"Custom\" dropdown menu. Click on the \"Custom\" dropdown menu, then click on the dropdown arrow in the right corner of the dropdown menu.\n13. Click on \"Custom\". Click on the dropdown arrow, then click on the \"Custom\" option.\n14. Click on the \"Custom\" dropdown menu. Click on the \"Custom\" dropdown menu, then click on the dropdown arrow in the right corner of the dropdown menu.\n15. Click on \"Custom\". Click on the dropdown arrow, then click on the \"Custom\" option.\n16. Click on the \"Custom\" dropdown menu. Click on the \"Custom\" dropdown menu, then click on the dropdown arrow in the right corner of the dropdown menu.\n17. Click on \"Custom\". Click on the dropdown arrow, then click on the \"Custom\" option.\n18. Click on the \"Custom\" dropdown menu. Click on the \"Custom\" dropdown menu, then click on the dropdown arrow in the right corner of the dropdown menu.\n19. Click on \"Custom\". Click on the dropdown arrow, then click on the \"Custom\" option.\n20. Click on the \"Custom\" dropdown menu. Click on the \"Custom\" dropdown menu, then click on the dropdown arrow in the right corner of the dropdown menu.\n21. Click on \"Custom\". Click on the dropdown arrow, then click on the \"Custom\" option.\n22. Click on the \"Custom\" dropdown menu. Click on the \"Custom\" dropdown menu, then click on", "label": "## Use num lock on windows\n\n1. Find the Num Lock key on your keyboard. You can find it around your keyboard's numpad, or as a secondary function on another key. The Num Lock key is primarily used to lock the number keys on your numpad, but you can also use it to disable your Fn key.\n2. Hold down the Fn key on your keyboard. This will allow you to use the Num Lock button, and disable Fn.\n3. Press the NumLock key while holding down Fn. This will instantly disable all of your Fn key's functions. The Num Lock key may also look like Num ⇩ on some keyboards.\n\n\n## Use fn lock on windows\n\n1. Find the Fn Lock key on your keyboard. The Fn Lock key is usually indicated by a lock icon with \"Fn\" printed on it. You can usually find it as a secondary function on one of your standard function keys (F1-F12), or on another special key like Esc.\n2. Hold down the Fn key on your keyboard. This will allow you to use the Fn Lock feature to disable your Fn key.\n3. Press the Fn Lock key while holding down Fn. This will instantly toggle off your Fn key's function. The Fn Lock key functions like a Caps Lock key. You can toggle it on and off anytime you want.\n\n\n## Use mac\n\n1. Open your Mac's Apple menu on the menu bar. Click the Apple icon in the upper-left corner of your screen to open the Apple menu.\n2. Click System Preferences on the menu. This will open your System Preferences in a new window.\n3. Click Keyboard in System Preferences. This option looks like a keyboard icon on the second row of the System Preferences menu. It will open your typing and input settings.\n4. Click the Keyboard tab at the top. You can find it next to Text on the Keyboard page. The Keyboard menu may automatically open up to this tab. In this case, you don't have to click the tab here.\n5. Check the \"Use F1, F2, etc keys as standard function keys\" box. When this option is selected, the Fn key on your keyboard will be disabled except the special functions printed on each of your F keys. You can find this option at the bottom of the Keyboard menu. The F keys on the top row of your keyboard will now act as standard function keys (F1–F12). You can use the function keys without pressing Fn. If you want to use one of the special functions printed at the top of your keyboard, hold down Fn while pressing the F key. This will now be the only function of your Fn key.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to drill at an angle?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "## Drill at an angle\n\n1. Use a drill bit with a built-in angle guide. This is a convenient option if you need to drill at an angle quickly. There are different types of drill bits with built-in guides. Some bits have a built-in guide that helps you drill straight lines. Some bits have a guide that helps you drill at an angle. There are also bits that can be set to a specific angle using a locknut. For example, a drill bit with a guide that can be set to 45 degrees is useful for drilling at a 45-degree angle. Drill bits with guides that can be set to a specific angle are useful for drilling at a 45-degree angle or at an angle of 90 degrees. They are also useful for drilling at an angle that is not easily measured with a protractor. For example, if you need to drill at a 37.5-degree angle, a drill bit with a guide that can be set to a specific angle is useful. Drill bits with guides that can be set to a specific angle are also useful for drilling into a wall or a piece of wood that is not flat.\n2. Use a drill bit with a chuck that has a built-in guide. This is a good option if you don't have a drill bit with a guide. Some drill bits have a chuck that has a built-in guide. For example, a drill bit with a chuck that has a built-in guide that helps you drill straight lines is useful for drilling straight lines. Some drill bits have a chuck that has a built-in guide that helps you drill at an angle. For example, a drill bit with a chuck that has a built-in guide that helps you drill at a 45-degree angle is useful for drilling at a 45-degree angle. Drill bits with chucks that have built-in guides are useful for drilling at an angle that is not easily measured with a protractor. For example, if you need to drill at a 37.5-degree angle, a drill bit with a chuck that has a built-in guide is useful. Drill bits with chucks that have built-in guides are also useful for drilling into a wall or a piece of wood that is not flat.\n3. Use a jig. A jig is a device that is attached to the drill bit and helps you drill at a specific angle. Jigs are useful for drilling into wood. For example, if you need to drill a hole in a piece of wood that is not flat, a jig is useful. Jigs are also useful for drilling at a specific angle. For example, if you need to drill at a 45-degree angle, a jig is useful. Jigs are also useful for drilling into a wall or a piece of wood that is not flat. There are different types of jigs. Some jigs are simple and are made of wood or plastic. Some jigs are more complex and are made of metal. Some jigs are adjustable. For example, a jig that is adjustable is useful if you need to drill at different angles. There are different types of jigs. Some jigs are simple and are made of wood or plastic. Some jigs are more complex and are made of metal. Some jigs are adjustable. For example, a jig that is adjustable is useful if you need to drill at different angles. There are different types of jigs. Some jigs are simple and are made of wood or plastic. Some jigs are more complex and are made of metal. Some jigs are adjustable. For example, a jig that is adjustable is useful if you need to drill at different angles.\n4. Use a protractor. A protractor is a device that helps you measure the angle of the drill bit. Protractors are useful for drilling into wood. For example, if you need to drill a hole in a piece of wood that is not flat, a protractor is useful. Protractors are also useful for drilling at a specific angle. For example, if you need to drill at a 45-degree angle, a protractor is useful. Protractors are also useful for drilling into a wall or a piece of wood that is not flat. There are different types of protractors. Some protractors are simple and are made of wood or plastic. Some protractors are more complex and are made of metal. Some protractors are adjustable. For example, a protractor that is adjustable is useful if you need to drill at different angles. There are different types of protractors. Some protractors are simple and are made of wood or plastic. Some protractors are more complex and are made of metal. Some protractors are adjustable. For example, a protractor that is adjustable is useful if you need to drill at different angles.\n\n\n## Drill straight\n\n1. Use a drill bit with a built-in guide. This is a convenient option if you need to drill straight lines. There are different types of drill bits with built-in guides. Some bits have a built-in", "label": "Drilling at an angle can seem difficult, but don't worry, there's several methods you can use to create angled holes. You can try some basic tricks if you don't need your angles to be too exact. Otherwise, try building an angled jig with a piece of wood for your hand drill, or creating an angled jig that fits onto the plate of your drill press.\n\n## Use basic trick for imprecise angle\n\n1. Use a speed square to gauge your angle for quick drill jobs. A speed square is a right-triangle shaped tool that has angles marked along the hypotenuse (the long side). Use the angles on the edge to guide your drilling. Set the speed square right next to the hole you're drilling. Line up the drill so the top is along the flat side of the speed square. It will almost look like you're drilling into the right angle. Line up the angle markings on the hypotenuse with the center line down the top of the drill. Drill down into the wood at that angle.\n2. Cut a guide from scrap wood to keep the same angle for several holes. Measure the angle you need on a flat piece of scrap wood that's at least 1 inch (2.5 cm) thick. Cut the wood at that angle using a hand saw or radial saw. To cut the wood at an angle, mark the angle along the edge. Use a handsaw to go along that angle. If you're using a radial saw, set it to the angle you need before cutting. Set the wood down where you need to drill. Lay the drill along the angle, and use the wood to guide the drill while pushing into the wood. Make sure to hold on tight to the guiding piece of wood while drilling.\n3. Start with pilot holes to create angled pocket holes. Another option is to drill straight down into the wood to create small pilot holes. You only need to go down about 0.5 inches (1.3 cm). Pull the drill out. Start drilling again with the drill angled straight down into the pilot holes you've created, and then tilt it to the angle you need as you go in the hole. Pocket holes are what you use to connect 2 pieces of wood at an angle. The angle doesn't need to be precise, so you don't need to measure it. Aim for about a 45° angle, and you should be fine. This method helps keep the drill bit from breaking.\n\n\n## Employ an angle jig\n\n1. Create your own angled jig with a piece of wood. Make this tool using a radial saw and a scrap piece of wood. Use a radial saw and set it to the angle of the hole that you need to drill into your wood. For example, if you need it set to 30 degrees, then set the radial saw to 30 degrees. \"Jig\" literally just means something that holds your work or guides your tools. Use your radial saw to cut the wood at an angle.\n2. Add a pilot hole to the angled jig by drilling into the angled edge. Drill into the angled part of the wood so that the drill is perpendicular to the wood. This will create the perfect angle for drilling into other pieces of wood. Drill all the way through the wood to make the pilot hole.\n3. Position the wood on your workbench to drill. Place the piece of wood that you need to drill into on your workbench. Put the angled jig over the flat piece. You should see the pilot hole you drilled in the angled part. Clamp the jig into place on top of the other piece of wood. If the jig isn't flat along the top, you can saw off the top edge to make it flat. Then you'll be able to clamp it to the other piece of wood.\n4. Drill through the jig into the wood below to create holes in your project. Next, place the drill bit through the pilot hole. Start drilling, using the pilot hole as a guide. Push down into the piece underneath, creating an angled hole. Once you know how deep you want to go for each pilot hole you're creating in your project, apply a stop collar to the drill to keep yourself from going deeper. The stop collar goes over the drill bit at the place you want to stop. A stop collar is a little metal ring that you can buy at any home improvement store. Move the jig around to each spot you need to drill a hole.\n\n\n## Create an angle jig for a drill press\n\n1. Cut a piece of plywood to fit your drill press plate. Use a table saw to cut the piece down to size, making it perfectly rectangular. It should fit easily on top of your drill press plate, though keep it mind you will angle it up towards the drill. You can trace the drill press plate to get an idea for the size you'll need. You can use scrap plywood for this project, but it should be sturdy enough so that it doesn't bend when you're drilling down towards it.\n2. Add a fence to the front of the piece of plywood. Screw a small piece of wood onto the front of the plywood. The front is whatever part will be facing up on the drill press plate. The wood should be almost the length of the plywood and 0.5 to 1 in (1.3 to 2.5 cm) thick. When looking at the plywood as you face the drill press, this piece should run from top to bottom 2 to 3 inches (5.1 to 7.6 cm) from the left edge. Some fences also run from left to right 2 to 3 inches (5.1 to 7.6 cm) from the bottom instead. A fence helps you keep your project in place.\n3. Screw a piece of wood to the back of the plywood to create the angle. The bracing piece of wood should be 1 in (2.5 cm) wide or so, but the height of the wood to the press plate will be determined by the angle you want. Measure the angle, and cut the piece of wood so that it will prop the plywood up to that angle. For instance, if you want a 45° angle, the piece you cut for the back would need to be taller than if you wanted a 30­° angle. Screw down from the front part of the plywood into the back brace. Use at least 1 screw on each end to hold it in place.\n4. Brace the jig against a piece of clamped wood. Clamp a long piece of wood to the back of the drill press plate. Attach c-clamps on each end. Now you can push the jig up against this piece of wood so it doesn't slide around.\n5. Drill your holes into your project. Place your project piece on the jig up against the fence. Bring the drill down and drill holes into the piece where you need them. If your piece is moving around too much, clamp it into place against the fence. Now you can drill the same angle each time with precision.\n6. Adjust the jig as needed. You don't need to make a new jig for each angle you need. Rather, just add an extra piece of wood to the back brace to extend the length. Overlap the 2 pieces of wood, and tightly clamp them into place on each end. Measure to see if you have the angle you need by placing a speed square alongside it. If you don't have the correct angle, unclamp the extra piece of wood. Adjust the wood and clamp it back into place.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to stretch your quads (quadriceps)?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Stretching your quads (quadriceps) is a good way to relieve tension and stress from your legs. The quadriceps muscles are the muscles in the front of your thigh, and they are responsible for straightening your knees. There are several different stretches you can do to stretch your quads, including the standing leg stretch, the seated leg stretch, and the lunge stretch. To stretch your quads, find a comfortable place to sit or stand, and then gently stretch the muscles in your thighs.\n\n## Stand and stretch\n\n1. Stand with your feet shoulder-width apart. Stand with your feet shoulder-width apart, and your weight evenly distributed between both feet. Keep your knees straight and your weight evenly distributed on both feet.\n2. Bend your right knee. Slowly bend your right knee, keeping your left leg straight. Don't bend your left knee, and don't put any weight on your left foot. Hold the stretch for 10-15 seconds.\n3. Stretch your right quadriceps. As you bend your right knee, you should feel a stretch in the front of your right thigh. Hold the stretch for 10-15 seconds, and then return to the starting position. Repeat the stretch with your left leg.\n4. Stretch your right leg behind you. Stand with your feet shoulder-width apart, and your weight evenly distributed between both feet. Bend your right knee, and stretch your right leg behind you. Don't bend your left knee, and don't put any weight on your left foot. Hold the stretch for 10-15 seconds, and then return to the starting position. Repeat the stretch with your left leg.\n\n\n## Sit and stretch\n\n1. Sit on the floor with your legs straight out in front of you. Sit on the floor with your legs straight out in front of you, and your feet shoulder-width apart. Keep your knees straight, and your weight evenly distributed on both feet.\n2. Stretch your right quadriceps. Slowly bend your right knee, keeping your left leg straight. Don't bend your left knee, and don't put any weight on your left foot. Hold the stretch for 10-15 seconds.\n3. Stretch your right leg behind you. Slowly bend your right knee, and stretch your right leg behind you. Don't bend your left knee, and don't put any weight on your left foot. Hold the stretch for 10-15 seconds, and then return to the starting position. Repeat the stretch with your left leg.\n4. Stretch your right leg out to the side. Slowly bend your right knee, and stretch your right leg out to the side. Don't bend your left knee, and don't put any weight on your left foot. Hold the stretch for 10-15 seconds, and then return to the starting position. Repeat the stretch with your left leg.\n\n\n## Lunge\n\n1. Stand with your feet shoulder-width apart. Stand with your feet shoulder-width apart, and your weight evenly distributed between both feet. Keep your knees straight and your weight evenly distributed on both feet.\n2. Bend your right knee. Slowly bend your right knee, keeping your left leg straight. Don't bend your left knee, and don't put any weight on your left foot. Hold the stretch for 10-15 seconds.\n3. Stretch your right quadriceps. As you bend your right knee, you should feel a stretch in the front of your right thigh. Hold the stretch for 10-15 seconds, and then return to the starting position. Repeat the stretch with your left leg.\n4. Lunge to the right. Slowly lower your body down into a lunge position, keeping your right knee bent at a 90-degree angle. Keep your left leg straight, and don't put any weight on your left foot. Hold the stretch for 10-15 seconds, and then return to the starting position. Repeat the stretch with your left leg.\n\n\n## Additional stretches\n\n1. Sit on the floor with your legs straight out in front of you. Sit on the floor with your legs straight out in front of you, and your feet shoulder-width apart. Keep your knees straight, and your weight evenly distributed on both feet.\n2. Cross your right leg over your left leg. Slowly cross your right leg over your left leg, and stretch your right quadriceps. Hold the stretch for 10-15 seconds, and then return to the starting position. Repeat the stretch with your left leg.\n3. Sit on the floor with your legs bent in front of you. Sit on the floor with your legs bent in front of you, and your feet together. Slowly lift your legs up and over your head, stretching your quadriceps. Hold the stretch for 10-15 seconds, and then return to the starting position.\n\n\n## Finish stretching\n\n1. Stretch your legs while standing. Stand with your feet shoulder-width apart, and your weight evenly distributed between both feet. Slowly bend your right knee, keeping your left leg straight. Don't bend your left knee", "label": "The quadriceps are a group of four muscles that run down your thighs. Virtually every athletic activity or exercise engages your quads, so it's important for them to be flexible and strong. To maintain healthy quads, stretch them before and after exercise. You can also use yoga to increase the flexibility in your quads, which can make them less prone to injury.\n\n## Warm up your quads\n\n1. Walk or bike for 10 to 15 minutes. A gentle cardio exercise such as walking or biking will get the blood flowing to your quads and make stretching more comfortable. Stretching cold muscles could result in injury. If you're planning on exercising outside in cooler weather, add 5 to 10 minutes to your warm-up time before you start stretching.\n2. Do standing quad stretches before a long run. From a standing position with your knees together, lift one foot and grasp it with your hand. Gently press your foot towards your glutes until you feel a stretch along the front of your thigh. Hold for 10 to 20 seconds, then repeat with the other foot. This stretch can be done both before and after a long run or other physical activity, as part of your warm-up or cool-down. You can also do this stretch while lying on one side. Brace your core to keep your spine in alignment and help stabilize your pelvis.\n3. Add kneeling stretches to target quads and hip flexors. Kneel on the floor on one knee. You may want to rest your knee on a folded towel or mat. Lean forward slightly, with your other foot flat on the floor and your knees at right angles. Lean forward, contracting your core and the glute of the kneeling leg. As you exhale, shift your body forward to stretch your quad and other hip flexor muscles. You can rest your hands on your front thigh for balance and stability. Hold the stretch for a 15-40 seconds, then switch and repeat the stretch with the other leg. Keep your spine neutral and your upper body posture straight. You also want to avoid arching, rounding, or flattening your lower back or pulling back against the lean.\n4. Use lunges for dynamic stretching. Stand with your feet a little wider than shoulder-width apart and step one foot forward. Lower your body by bending at the knees until the back knee is nearly at the floor. Your front knee should be in line with your ankle so that your shin is perpendicular to the floor. Raise up and repeat with the other side. You can do a series of lunges where you gradually move forward, or you can stay in the same place. Start with 2 sets of 10 repetitions on each leg. If you have trouble balancing and feel wobbly, place your hands on your hips or extend them out to form a T-shape.\n\n\n## Stretch tight or injure quads\n\n1. Use active range of motion exercises to maintain knee mobility. To complete this stretch, bend and straighten your knee through its full range of motion, or as far as you can go without discomfort. You can do this stretch while standing, sitting, or lying down. Choose the position that provides you the most stability and allows you to move your knee the most. This stretch is best soon after an injury, when your movement may be at its most limited. Try to complete 10 repetitions with each leg, but don't overdo it. Stop if you feel pain.\n2. Find a partner for passive quad stretches. Either standing, sitting, or reclining, have your partner grasp your ankle or foot. Your partner will slowly bend and straighten your knee through its full range of motion. When your knee is fully bent, have them hold the stretch for a few seconds before slowly moving your foot back down. Passive quad stretches are a good way to stretch your quads if you don't have the control needed to do standing quad stretches on your own. If you're able to move on your own, passive quad stretches may be of little benefit to you. Communication is key with passive stretching. Don't let your partner push your leg to the point that you feel pain in the muscle. This could lead to additional tearing or re-injury.\n3. Relieve tightness with the couch stretch. Kneel with one knee on the ground in front of a couch. Brace the foot of your kneeling leg on the side of the couch. Your other leg should be straight out in front of you with your knee at a right angle and your shin perpendicular to the ground. Push your hips backward as you press your raised heel towards your glute. You can place your hands on your front knee for balance. Hold the stretch for a few seconds or breath cycles, then release and repeat the stretch with the other leg. In addition to a couch, you can also use a wall or low bench to lean your foot against.\n4. Increase stability and control with supine squats. You will need a stability ball for this exercise. Sit on the ball, then walk your feet forward as you gradually lean back at the same time. When you are lying face up, roll forward and allow your knees to move over your toes until your knees are fully flexed. Then contract your quads and roll back until your knees are at 90-degree angles. Try to do 10 repetitions of this exercise. Only go as far as you can without pain or discomfort.\n\n\n## Improve quad flexibility\n\n1. Lengthen your quads with the crescent lunge. From a standing position, step one foot forward and fold over so that your hands are on either side of your foot. Your front knee should be at a right angle with your shin perpendicular to the floor. Raise up on an inhale, sweeping your arms out to the side and overhead. Lower your hips and press downward into the lunge, stretching and lengthening your quads. Breathe deeply and hold the lunge for 30 seconds to a minute. To get out of the pose, lower your hands over your front leg and then walk or jump your front leg back to meet the other leg. You can raise your hips into downward facing dog if you like, then walk or jump the other leg to the front and repeat the lunge on the other side.\n2. Lower into hero pose. Kneel on the floor, touching your inner knees together. Your feet should be slightly wider than your hips with the tops of your feet on the floor. Exhale and lower your hips onto the floor between your feet until your buttocks are resting comfortably on the floor. Lean forward slightly as you lower, wedging your thumbs into the backs of your knees. Breathe deeply, feeling the stretch in your quads, for 30 seconds to a minute. Open your shoulders and drop your shoulder blades down alongside your spine. If you can't sit comfortably on the floor in this position, place a block to sit on, or roll up a blanket or towel.\n3. Stretch your thighs and core with bow pose. Lie face-down on your mat with your arms by your sides, palms up. On an exhale, bend your knees and raise your feet towards your buttocks. Reach back and grab either your ankles or the tops of your feet and pull them forward. As you inhale, lift your feet towards the ceiling as you raise your thighs off the floor. Breathing can be difficult in this position, but gaze forward and focus on breathing as deeply as you can. Hold the pose for 20 to 30 seconds, then slowly release to lay back down. You can use a folded blanket to pad your ribs and hips to make the pose more comfortable.\n4. Open your hip flexors with pigeon pose. Start on all fours with your knees below your hips and wrists below your shoulders. Slide your right knee forward to the back of your right wrist as you pull your foot around to the left side. The side of your right shin should be lying on the mat perpendicular to your torso. Then slide your left leg back until it is flat on the floor. Exhale and raise up so you are in a sitting position with your right leg crossed in front of you and your left leg extending backwards. Hold the pose for 30 seconds to a minute, breathing deeply. Then return to all fours and repeat with your left leg in front and your right leg extended behind you. There are many variations to this pose. For example, try folding over your front leg and resting your chest and forehead on the mat for a more intense hip opener. For a really deep quad stretch, raise your back foot towards your buttocks. Grab your back foot or ankle with your hand and press it towards your buttocks to further deepen the stretch.\n5. Bend into camel pose. Kneel with your legs about hip-width apart. Inhale and draw your elbows towards each other behind your body, allowing your sternum to lift and your rib cage to expand. Press your hands into your heels, maintaining the lifting in your sternum and keeping your shoulders back. Hold the stretch for 30 seconds to a minute, breathing deeply. Avoid tightening your glutes. Camel pose helps lengthen and improve flexibility in your hip flexors and upper quads. If it is too much of a challenge for you to reach your heels, you might place a block between your feet or lean back over an exercise ball.\n6. Extend your backbend with little thunderbolt pose. Once you're comfortable in camel pose, take it a step further by lowering your head until the crown of your head rests between your feet. Reach your arms forward to grasp your lower thighs. Hold the pose for 30 seconds to a minute, breathing deeply. To come out of the pose, engage the core and slowly roll yourself back up to a kneeling position. Keep your glutes soft to avoid excess pressure on your lower back. This pose opens up"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nO que é Reflection. Por que é útil?\n* É recomendável usar em projetos?\n* Como usar?\n* Em quais situações Reflection pode ser usado?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Reflection é um conceito muito importante em programação orientada a objetos (POO), e é muito útil para realizar operações que não estão descritas no código, como por exemplo:\n* Verificar se um objeto é do tipo certo;\n* Obter informações sobre um objeto;\n* Executar metodos que não estão declarados no código;\n* Realizar manipulações em objetos que não estão em sua classe.\nReflection é útil quando você precisa realizar alguma operação que não está descrita no código. Por exemplo, você pode usar reflection para ler um arquivo, realizar uma consulta em um banco de dados, ou realizar qualquer outra operação que não está descrita no código.\n\nVocê pode usar reflection em qualquer situação em que você precise realizar alguma operação que não está descrita no código. Por exemplo, você pode usar reflection para ler um arquivo, realizar uma consulta em um banco de dados, ou realizar qualquer outra operação que não está descrita no código.\n\nAqui está um exemplo de como usar reflection em um projeto:\n* Um sistema que deve realizar operações em objetos de diferentes classes. Você pode usar reflection para realizar operações em objetos que não estão descritos no código.\n* Um sistema que deve realizar operações em objetos de diferentes classes. Você pode usar reflection para realizar operações em objetos que não estão descritos no código.\n* Um sistema que deve realizar operações em objetos de diferentes classes. Você pode usar reflection para realizar operações em objetos que não estão descritos no código.\n* Um sistema que deve realizar operações em objetos de diferentes classes. Você pode usar reflection para realizar operações em objetos que não estão descritos no código.\n\nReflexão em programação orientada a objetos\nA reflexão é um conceito importante na programação orientada a objetos (POO). Ela permite que um objeto verifique se outro objeto é do tipo certo e execute metodos de um objeto que não estão descritos no código. Ela é muito útil em situações em que você precisa realizar operações que não estão descritas no código. A reflexão permite que você realize operações em objetos que não estão em sua classe, como por exemplo ler um arquivo ou realizar uma consulta em um banco de dados. Ela é muito útil em projetos que precisam realizar operações em objetos de diferentes classes.\n\nReflexão em Java\nA reflexão é um conceito importante na programação orientada a objetos (POO). Ela permite que um objeto verifique se outro objeto é do tipo certo e execute metodos de um objeto que não estão descritos no código. Ela é muito útil em situações em que você precisa realizar operações que não estão descritos no código. A reflexão permite que você realize operações em objetos que não estão em sua classe, como por exemplo ler um arquivo ou realizar uma consulta em um banco de dados. Ela é muito útil em projetos que precisam realizar operações em objetos de diferentes classes.\n\nComo usar reflexão em Java\nA reflexão em Java é muito útil em projetos que precisam realizar operações em objetos de diferentes classes. Você pode usar reflexão para ler um arquivo, realizar uma consulta em um banco de dados, ou realizar qualquer outra operação que não está descrita no código. Você pode usar reflexão para realizar operações em objetos que não estão em sua classe, como por exemplo ler um arquivo ou realizar uma consulta em um banco de dados. A reflexão é muito útil em projetos que precisam realizar operações em objetos de diferentes classes.\n\nExemplo de uso de reflexão em Java\nAqui está um exemplo de como usar reflexão em Java para ler um arquivo:\n* Você pode usar reflexão para ler um arquivo. Você pode usar reflexão para ler um arquivo e realizar operações em objetos que não estão em sua classe.\n* Você pode usar reflexão para ler um arquivo. Você pode usar reflexão para ler um arquivo e realizar operações em objetos que não estão em sua classe.\n* Você pode usar reflexão para ler um arquivo. Você pode usar reflexão para ler um arquivo e realizar operações em objetos que não estão em sua classe.\n\nExemplo de uso de reflexão em Java\nAqui está um exemplo de como usar reflexão em Java para ler um arquivo:\n* Você pode usar reflexão para ler um arquivo. Você pode usar reflexão para ler um arquivo e realizar operações em objetos que não estão em sua classe.\n* Você pode usar reflexão para ler um arquivo. Você pode usar reflexão para ler um arquivo e realizar operações em objetos que não estão em sua classe.\n* Você pode usar reflexão para ler um arquivo. Você pode usar reflexão para ler um arquivo e realizar operações em objetos que não estão em sua classe.\n\nExemplo de uso de reflexão em Java\nAqui está um exemplo de como usar reflexão em Java para ler um arquivo:\n* Você pode usar reflexão", "label": "Reflection é um termo usado para indicar a capacidade de obter metadados sobre o próprio programa compilado, em português pode-se referir a isso como reflexão mesmo.\nComo assim, metadados?\nObter informações sobre os tipos de dados, de forma dinâmica, é muito importante para códigos que atuam sobre objetos que não se conhece em tempo de design. É muito usado em bibliotecas que se propõem a lidar com objetos de tipos que elas desconhecem em sua concepção.\nO ASP.NET MVC por exemplo, só é um projeto possível por causa da reflexão. De que forma ele poderia chamar os métodos dos controllers, que ele nem conhece?\nVisto, isso é preciso dizer que reflexão não é sempre rápido, é necessário verificar permissões, o nível de segurança em que o código está rodando, entre outras. Por isso, quando se obtém um resultado qualquer vindo através da reflexão, geralmente essas informações são colocadas em cache, ou seja, salvas em memória.\nÉ recomendável?\nDepende do uso:\n\n* sim, é recomendável: para criar comportamentos dinâmicos usando atributos, a única opção é reflexão\n* sim, é recomendável: para chamar método que não se conhece durante a concepção do sistema, também é a única opção\n* não, é abuso fazer isso: chamar um método, de uma classe conhecida em design-time usando reflexão... é absurdo\n\nExistem tantas formas de usar reflexão que eu poderia continuar essa lista por muito tempo. Então mais vale o seguinte conselho: bom senso.\nComo usar?\nExistem alguns vetores de uso de reflexão que eu conheço. Para demonstrá-los, vamos considerar primeiramente a seguinte classe:\n```public class Pessoa\n{\n public string Nome { get; set; }\n}\n```\n\n* Expressões Lambda: esse é um vetor de reflexão, pois é possível usar expressões lambda para chegar aos tipos, métodos entre outros objetos refletidos, que tenham sido usados na expressão. É comumente utilizado para tornar fortemente tipada a obtenção de objetos refletidos de membros de uma classe, antes disso só era possível obter esses objetos indicando uma string com o nome do método.\n```Expression> expr = p => p.Nome;\nvar lambda = (LambdaExpression)expr;\nvar cast = lambda.Body as UnaryExpression;\nvar member = (cast!= null? cast.Operand : lambda.Body) as MemberExpression;\nvar propInfo = member.Member as PropertyInfo;\nConsole.WriteLine(propInfo.Name); // \"Nome\"\n```\n* typeof(Tipo): essa é uma das formas mais comuns de obter informações refletidas do sistema. Serve para obter informações sobre o tipo indicado diretamente.\n```var tipo = typeof(Pessoa);\nConsole.WriteLine(tipo.Name); // \"Pessoa\"\n```\n* obj.GetType(): tão comum quando ```typeof```, mas ao invés de se referir a um tipo diretamente, refere-se ao tipo do objeto em questão: mas tem um detalhe, não é do tipo declarado da variável, mas sim do objeto em si.\n```var p = new Pessoa();\nvar tipo = p.GetType();\nConsole.WriteLine(tipo.IsSealed); // \"false\"\n```\n* Assembly: é usada para obter tipos em larga escala: por exemplo, para escanear todos os tipos existentes em um assembly, ou então em todos os assemblies carregados.\n```// localizando um tipo, dentre todos os tipos carregados\nvar todosOsTiposCarregados = AppDomain.CurrentDomain\n .GetAssemblies()\n .SelectMany(a => a.GetTypes())\n .Where(t => t.Name == \"Pessoa\");\n```\n\nE o namespace Reflection.Emit?\nNão está claro na minha mente se considero isso reflexão ou não. Mas de qualquer forma, é necessário usar reflexão para gerar código dinamicamente, então tem uma conexão.\nComo disse, esse namespace contém classes usadas para gerar código dinamicamente... e então compilá-los. Lembra do que eu falei sobre cache de reflexão... compilar métodos é um bom alvo de cache, pois depois de compilado os futuros usos serão muitíssimo rápidos."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nAre we alone in the universe?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "There is no definitive answer. While there is no conclusive evidence of life on other planets, there are many reasons to believe that life may exist elsewhere in the universe. In fact, there are even some good reasons to think that life may be quite common in the universe.\n\nHere are a few reasons to think that life may exist elsewhere in the universe:\n\n* The universe is so large that it's likely that there are billions of planets in the habitable zone of their stars. The habitable zone is the range of distances from a star where temperatures are just right for liquid water to exist on a planet's surface. Liquid water is necessary for life as we know it, so it's likely that there are many planets in the habitable zone that are capable of supporting life.\n* Many stars are similar to the sun, which means that they are likely to have planets in their habitable zones. There are over 100 billion galaxies in the observable universe, and each galaxy is thought to have billions of stars. So there are likely to be many stars similar to the sun, and therefore many planets that are capable of supporting life.\n* There are many exoplanets that have been discovered so far, and some of them are thought to be in the habitable zone of their stars. While we haven't found any evidence of life on these planets yet, it's likely that there is life on some of them. For example, the Kepler space telescope has discovered thousands of exoplanets, and many of them are thought to be rocky worlds that could support life.\n* There are some good reasons to think that life may be common in the universe. For example, some scientists have suggested that life could be common in the universe because it's likely that life is able to evolve and adapt to changing environments. This means that even if life is rare on a particular planet, it's possible that life could have evolved on other planets in the same universe.\n* There are some good reasons to think that life may be rare in the universe. For example, the Drake equation, which is used to estimate the number of extraterrestrial civilizations in the galaxy that might be able to communicate with us, suggests that there may be only a few civilizations in the galaxy that are capable of communicating with us. However, this equation assumes that life is rare in the universe, and that civilizations are only able to communicate with us if they are intelligent and able to communicate through radio waves.\n* There are some good reasons to think that life may be very rare in the universe. For example, the \"Fermi paradox\" asks why we haven't seen any evidence of intelligent life in the universe. One possible answer is that intelligent life is very rare in the universe, and that we are simply too early in the history of the universe to have seen any evidence of it yet.\n* There are some good reasons to think that life may be very common in the universe. For example, the \"Copernican principle\" states that Earth is not unique in the universe. This means that it's likely that there are other planets in the universe that are similar to Earth, and that these planets may be capable of supporting life.\n* There are some good reasons to think that life may be common in the universe. For example, the \"zoo hypothesis\" suggests that advanced civilizations may deliberately avoid making contact with other civilizations in order to avoid interference. However, this hypothesis assumes that advanced civilizations are rare in the universe, and that there may be advanced civilizations that are capable of interfering with the evolution of life on other planets.\n* There are some good reasons to think that life may be very rare in the universe. For example, the \"fine-tuning\" of the universe suggests that the universe is very finely tuned for life. This means that it's likely that the universe is not capable of supporting life, and that life is very rare in the universe.\n* There are some good reasons to think that life may be very rare in the universe. For example, the \"multiverse hypothesis\" suggests that there are many universes beyond our own, and that these universes may be very different from our own. However, this hypothesis assumes that life is rare in the universe, and that the universes that are similar to our own are very rare.\n* There are some good reasons to think that life may be very rare in the universe. For example, the \"anthropic principle\" states that the universe is very finely tuned for life. This means that it's likely that the universe is not capable of supporting life, and that life is very rare in the universe.\n* There are some good reasons to think that life may be very rare in the universe. For example, the \"black hole hypothesis\" suggests that black holes may be the end of all life in the universe. However, this hypothesis assumes that life is rare in the universe, and that black holes are capable of destroying all life.\n* There", "label": "Humanity has yet to find evidence for life outside planet Earth.\n\nThe current search for extraterrestrial life is largely focused on finding planets that are situated in an \"habitable zone\". Roughly put, a planet is in a habitable zone if its distance from nearby stars allows for liquid water to persist on its surface.\nSo far, a few such planets have been found, but none yet with liquid water on its surface."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIf user input is inserted without modification into an SQL query, then the application becomes vulnerable to SQL injection, like in the following example:\n```$unsafe_variable = $_POST['user_input'];\nmysql_query(\"INSERT INTO `table` (`column`) VALUES ('$unsafe_variable')\");\n```\nThat's because the user can input something like ```value'); DROP TABLE table;--```, and the query becomes:\n```INSERT INTO `table` (`column`) VALUES('value'); DROP TABLE table;--')\n```\nWhat can be done to prevent this from happening?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "To prevent SQL injection, you need to make sure that the user input is properly escaped. The best way to do this is to use parameterized queries, or prepared statements.\n\nUsing parameterized queries is a good way to prevent SQL injection, as it ensures that the user input is properly escaped. The SQL query is executed by the database, and the user input is passed as a parameter. This ensures that the user input is properly escaped, and cannot be used to inject malicious SQL code.\n\nTo use parameterized queries, you can use a prepared statement. The basic syntax for a prepared statement is as follows:\n```PREPARE stmt FROM 'query';\nEXECUTE stmt USING $param1, $param2;\nDEALLOCATE PREPARE stmt;\n```\nHere is an example of how to use a prepared statement in PHP:\n```$unsafe_variable = $_POST['user_input'];\n$stmt = $mysqli->prepare(\"INSERT INTO `table` (`column`) VALUES (?)\");\n$stmt->bind_param(\"s\", $unsafe_variable);\n$stmt->execute();\n$stmt->close();\n```\nIn this example, the user input is passed as a parameter to the prepared statement. The database will then properly escape the user input, and prevent any SQL injection attacks.\n\nUsing parameterized queries can be a bit slower than using plain SQL queries, but it is much safer. It is generally recommended to use parameterized queries whenever possible.\n\nAnother way to prevent SQL injection is to use a whitelist. This involves defining a set of valid inputs, and checking that the user input is one of those inputs. For example, if you are expecting a username, you could define a whitelist of valid usernames. If the user input is not on the whitelist, you could return an error message.\n\nUsing a whitelist can be a bit slower than using parameterized queries, but it can be a good way to prevent SQL injection if you are working with a small set of valid inputs.\n\nFinally, it is also important to use prepared statements with parameterized queries. This will ensure that the user input is properly escaped, and prevent any SQL injection attacks.\n\nIt is also important to remember that using prepared statements does not make you immune to SQL injection. You still need to validate and sanitize your user input. But using prepared statements does make it much more difficult for a malicious user to inject SQL code.\n\nIt is also important to remember that if you are using an ORM (Object-Relational Mapping) tool, you may not need to use prepared statements. Many ORM tools automatically escape user input and prevent SQL injection attacks. However, it is still important to validate and sanitize your user input.", "label": "The correct way to avoid SQL injection attacks, no matter which database you use, is to separate the data from SQL, so that data stays data and will never be interpreted as commands by the SQL parser. It is possible to create an SQL statement with correctly formatted data parts, but if you don't fully understand the details, you should always use prepared statements and parameterized queries. These are SQL statements that are sent to and parsed by the database server separately from any parameters. This way it is impossible for an attacker to inject malicious SQL.\n\nYou basically have two options to achieve this:\n\n1. Using PDO (for any supported database driver):\n```\n$stmt = $pdo->prepare('SELECT * FROM employees WHERE name = :name');\n$stmt->execute([ 'name' => $name ]);\n\nforeach ($stmt as $row) {\n // Do something with $row\n}\n```\n\n2. Using MySQLi (for MySQL):\nSince PHP 8.2+ we can make use of execute_query() which prepares, binds parameters, and executes SQL statement in one method:\n```\n$result = $dbConnection->execute_query('SELECT * FROM employees WHERE name =?', [$name]);\n\nwhile ($row = $result->fetch_assoc()) {\n // Do something with $row\n}\n```\n\nUp to PHP8.1:\n```\n$stmt = $dbConnection->prepare('SELECT * FROM employees WHERE name =?');\n$stmt->bind_param('s', $name); //'s' specifies the variable type =>'string'\n$stmt->execute();\n\n$result = $stmt->get_result();\nwhile ($row = $result->fetch_assoc()) {\n // Do something with $row\n}\n```\nIf you're connecting to a database other than MySQL, there is a driver-specific second option that you can refer to (for example, pg_prepare() and pg_execute() for PostgreSQL). PDO is the universal option."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nwrite the saddest story you possibly write about a jar of Jam, five playing cards and a gun<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The jar of jam sat on the shelf, untouched for years. The label had faded and the lid was slightly ajar. It was a reminder of happier times, when she and her husband would spend hours in the kitchen, cooking and baking together.\nShe had put the jam on the shelf after he left. She couldn't bear the thought of eating it anymore.\nShe got up and took the jar off the shelf. She unscrewed the lid and dipped her finger into the jam. She took a small taste, and remembered the way he used to make her laugh. She remembered the way he used to make her feel.\nShe put the jar back on the shelf and sat down at the table. She pulled out the deck of cards and shuffled them. She dealt two hands, and then she pulled out the gun.\nShe put the gun to her head, and pulled the trigger.", "label": "Strawberry jam.\nIt was the smell that graced my summer afternoons, sweet and lovely and fresh. She’d greet me at the door with the scent in her hair. They were blissful, those days. The cupboards were always lined with mason jars and the happiness we shared seemed eternal.\nAce, jack, nine, two, king.\nSpades, diamonds, hearts, clubs and spades again, respectively. The cards had fallen off the dresser. Somehow, these five survived the blaze. These five cards, instead of, say, our favorite blanket. Instead of her paintings. Instead of the chair my father built. Instead of her.\nHandgun.\nSmith & Wesson. 9mm. I’ve never been one for guns myself, but this...it seems like the easiest way to get the job done.\nThere’s nothing left here. I’m ready to go now. My love is waiting for me, and I bet she’s made her famous strawberry jam."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nMost of the books I read give examples using printf and scanf. At some point the students know perfectly how to use these two functions but they don't know about stdin, stdout and argv. \nTo me and according to many programming principles (e.g. KISS) a program should not interrupt the execution for prompting the user. Instead, and this is a much clever approach, the developer should learn to use the power of pipes and use the options and the arguments. \nI think this:\n$ whatdaywas 1982 02 16\nMonday\n\nIs much better than: \n$ whatdaywas\nEnter a year: 1982\nEnter a month: 2\nEnter a day: 16\nIt was a Monday.\n\nIs there any rationale behind this pedagogical approach?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\nWhen tutoring young CS students, user input is actually a tricky concept. If it were not for user input, the results of any program could be pre-compiled into nothing but its output. You get one lesson from getting all the input right at the beginning, with argc/argv, but from that point on, its just the computer churning. You get a different lesson from getting input during the execution of the program.\n\nThe idea of getting input from the user is surprisingly non-intuitive, given that nearly every program we interact with on a daily basis does it. This suggests that introducing it early helps prune misconceptions about how computers work before they become a real problem.\n\nObviously not every student is the same, but a particular pattern is that they can understand what a program should do when it executes but not how that actually happens. They can look at\nBOOL x = TRUE;\nif (x)\n printf(\"Hello\\n\");\nelse\n printf(\"World\\n\");\n\nAnd they can intuit that the program should print \"Hello\", but they can't intuit how a computer can possibly do so. Students are often told to figure the compiler does the \"magic,\" and figure out which printf to use (let's ignore optimizers for a moment).\nHowever, when the values come from input, you can no longer think about the computer as a magic device which reaches the final result immediately. You have to see that it is following steps. We know this, but it seems many students don't grasp this at first.\nIf you have inputs coming from `argv`, its easier to keep this illusion going. If you have input during the program, after the program has already done something, you have to realize what's going on quicker. In particular, it gets you closer to the point of realizing that the input the computer asks for may vary based on previous inputs (press 1 to calculate the area of a circle, press 2 to calculate the area of a rectangle. Depending on the next scanf/gets, the computer will ask for one additional number or two).<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nCould you elaborate on the unintuitive bit? I'm always on the lookout for new cognitive traps that I haven't noticed before.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "A lot of students have trouble with this, but they are often aware of it. It's not a big deal. They know that the compiler isn't going to just magically compile the program into the desired output. They know that you need to read in the input first. They can't just write ```printf(\"Hello\\n\");``` and expect the program to print \"Hello\". It will print \"Hello\\n\". If they want it to print \"Hello\" followed by a newline, they need to add that themselves. This is one of the reasons why it's so important to get it right at the beginning.\n\nAnother way to think about it is that you can't get the final output by just looking at the program. If you have a program that does the following:\n\n```printf(\"Hello\\n\");\nprintf(\"World\\n\");\n```\nThen you know that the output will be ```Hello\\nWorld\\n```. But if you look at the program, it seems like it should print \"Hello World\". If you look at the program, you can't see that it will print \"Hello\\nWorld\\n\". You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. 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You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output. You have to run the program and see the output", "label": "It's found that some students learn the concept of functions before they grasp the idea of execution. They can wade their way through the code and make sense of it in their head, but they can't see that the computer wades through it also, in real time. Interestingly, the same people tend to assume that if they compile `if(x) f(); else g();`, that the compiler figures out which of those two branches will be taken, and only captures the instructions for that branch. They get bothered if the teacher constructs examples where it's hard to know which branch will be taken (such as when there is input)."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWithout saying the word love, you write the most passionate love letter you can imagine.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "My dearest,\nI am not sure what words to write to you, but I am going to try.\nI love you. I know that I shouldn't say it, but I do. I love you.\nI want to be with you, I want to hold you, I want to make you mine.\nI want to spend my life with you, I want to watch you grow, I want to see you happy.\nI want to wake up next to you every morning, I want to fall asleep in your arms every night.\nI want to share everything with you, I want to laugh with you, I want to cry with you.\nI want to be your rock, your shelter, your home.\nI want to be the one you turn to when you need me, I want to be the one you run to when you're scared.\nI want to be the one you trust, I want to be the one you depend on.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one you love, I want to be the one you need.\nI want to be the one you want, I want to be the one you need.\nI want to be the one", "label": "Hannah,\nYou really want to know what I think about on a daily basis on my down time at work? Do you really want to know what goes on in the inner workings of my mind while you're not around? Well. Here it goes.\nMy mind is ravaged with thoughts of what my life would be like without you and I don't like it. I'm too young to know many things for certain, but I do know that if I were to have to live my life without you in it, it would in no way, shape, or form be as fulfilling as it is now. You bring me the most unimaginable joy whenever I see your face. There are times where I feel like we could talk all night about anything and I wouldn't care how tired I was in the morning for work.\nYour work ethic and drive to be the best you can be is inspiring. There have been many times where I have found myself wishing for the same work ethic. But what really seals the deal is your compassion and empathy towards others. You want everyone to have the same opportunities and care in life that you have received and that has spurred me on to be more giving with my time and money towards causes that need it.\nI cannot wait to spend the rest of my days with you. You are beautiful beyond measure both on the inside and outside.\nSincerely,\nRyan"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWrite a paragraph introducing a surreal scene. Someone else writes the next paragraph on the comments, and so on.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "It was a strange day. I was in the bathroom, washing my hands, when I saw a giant purple eggplant floating above my head. It was a little bigger than my head. The purple eggplant had green stripes. It was floating. I was still washing my hands. The eggplant was a little wobbly. I was getting more water on my hands. I was trying to dry my hands with a towel. I had a lot of water on my hands. I was starting to get a little wet. The purple eggplant was still floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was floating. 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I was trying to dry my hands. The purple eggplant was floating. I was starting to get a little annoyed. I was trying to dry my hands. The purple eggplant was", "label": "Jack noted his surroundings as he approached the almost monolithic building in front of him. A cold autumn breeze had brought with it bitter rains that seemed to cut through to the bone. A chill crawled up his spine as he climbed the concrete stairs to the entrance of the apartment building and knocked on the door. Was it the cold or what he was about to do that caused him to shiver so? He knew not as he waited for an answer at the door."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYou've been a History teacher for 30 years, never gotten a single fact wrong. One day you become suspicious, surely I should've gone wrong somewhere? You test a theory by purposely being incorrect, suddenly, history rewrites itself.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "I've been teaching history for 30 years. I've never been wrong. Never. But today, I'm not so sure.\nI was teaching about the Black Death in the 14th century. I told my students that the plague spread from the East to the West through the Silk Road, a trade route between Europe and Asia. They all nodded and took notes. I was proud of myself. I'd finally taught them about one of the greatest historical events of all time.\nBut then, something strange happened. I made a mistake. I told them that the plague was caused by a bad air. I know it was wrong, but I didn't know what the right answer was. So I said it. \"The plague was caused by bad air.\" My students looked at me with confusion. One of them, a boy with glasses, raised his hand. \"That's not true, Mr. Johnson,\" he said. \"It was a virus.\"\nI was shocked. I didn't know that. I had never heard that before. But then I realized that I didn't know anything about the plague. I didn't know how it was caused, or where it came from, or how it spread. I didn't know anything.\nBut then, something strange happened. The boy with glasses started talking. He told us about the plague, about how it was a virus, and how it had killed millions of people. He told us about the symptoms, and how it had spread from person to person. He told us about the doctors who had tried to cure it, and how they had failed.\nI was amazed. I had never heard anyone talk about the plague like that before. I didn't know what to say. I just stood there, watching the boy with glasses. He was telling the truth. He was telling us about something that I didn't know anything about.\nAnd then, something else strange happened. The boy with glasses started to tell us about other things. He told us about the history of the plague, about how it had affected the world. He told us about the wars that had been fought over it, and the famines that had been caused by it. He told us about the people who had died from it, and the people who had lived through it.\nI was amazed. I had never heard anyone talk about the plague like that before. I didn't know what to say. I just stood there, watching the boy with glasses. He was telling the truth. He was telling us about something that I didn't know anything about.\nAnd then, something else strange happened. The boy with glasses started to tell us about other things. He told us about the history of the plague, about how it had affected the world. He told us about the wars that had been fought over it, and the famines that had been caused by it. He told us about the people who had died from it, and the people who had lived through it.\nI was amazed. I had never heard anyone talk about the plague like that before. I didn't know what to say. I just stood there, watching the boy with glasses. He was telling the truth. He was telling us about something that I didn't know anything about.\nI realized that I had been wrong all along. I had been teaching my students about something that I didn't know anything about. I was ashamed. I had been so proud of myself, but now I felt like a fool.\nI didn't know what to do. I didn't know how to fix it. I didn't know how to make my students believe me. I didn't know how to make them believe in me.\nI just stood there, watching the boy with glasses. He was telling the truth. He was telling us about something that I didn't know anything about. I felt ashamed. I felt like a fool.\nI didn't know what to do. I didn't know how to fix it. I didn't know how to make my students believe me. I didn't know how to make them believe in me.\nI just stood there, watching the boy with glasses. He was telling the truth. He was telling us about something that I didn't know anything about. I felt ashamed. I felt like a fool.\nI didn't know what to do. I didn't know how to fix it. I didn't know how to make my students believe me. I didn't know how to make them believe in me.\nI just stood there, watching the boy with glasses. He was telling the truth. He was telling us about something that I didn't know anything about. I felt ashamed. I felt like a fool.\nI didn't know what to do. I didn't know how to fix it. I didn't know how to make my students believe me. I didn't know how to make them believe in me.\nI just stood there, watching the boy with glasses. He was telling the truth. He was telling us about something that I didn't know anything about. I felt ashamed", "label": "I am a history teacher at a high school in a rural area of California. I am proud to say I know all the facts of yesterday. However, the last few years I have begun to question things - mostly due to my governments inept ability to be transparent.\nOne fateful Monday afternoon I was in class and we were talking about the history of the 9/11 attacks. The students were left to discussing their opinions on some topics and then to write a short essay for me when I overhear, \"What if 9/11 wasn't planned by the Taliban?\"\n\"You're right. 9/11 was planned by our government and cover......\"\n...\n\"Teach?\"\n\"Sorry?\"\n\"You've been out of it for a minute - again\"\n\"What were we talking about?\"\n\"The civil war of 2002\"\n\"Oh, right, I seemed to have lost my place. Let me start over..\""} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI've been with my current employer for about a year now. Due to the way the company is setup, I'm the only one with knowledge on a process that is quite important to the company. The company is going through some restructuring, and has been letting people go. As the newest guy in my department, I'm obviously concerned. \nMy question though, is if I am let go, am I obligated to spend my time teaching someone else this process that only I know about?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "This is a great opportunity to ask the right question, but there is a bad way to ask it.\n\nHere is an example of a bad way to ask:\n\n> I have a critical process that I know all the steps for, but I am the only one who knows how to do it. The company is going to be restructuring and I'm worried that I will lose my job. Do I have to train the new guy if I'm let go?\n\nThe bad part of this question is that it implies that the person asking the question is expecting to be let go. It's a question that implies that the person asking the question is already anticipating a negative outcome.\n\nHere is a better way to ask the question:\n\n> I have a critical process that I know all the steps for, but I am the only one who knows how to do it. I am concerned that if I were to leave the company, the process would be lost. Are there any plans to document the process, and if so, what would be the role of the person who currently knows how to do it?\n\nThis question still asks about the process, but it asks in a way that is neutral and does not imply that the person asking the question is expecting to be let go. It also opens the door for the person being asked to explain their plans for documenting the process, and for discussing the role of the person who currently knows how to do it.", "label": "As long as you're still getting paid, you're obligated to do whatever your employer tells you to do during your official work hours (if it's within the context of your job and legal).\n\nRefusing to do so would, at best, burn bridges and, at worst, result in them instantly terminating your contract and no longer paying you or potentially get you into legal trouble.\n\nIf they're no longer paying you, you're not obligated to do anything. You're also not obligated to work overtime (paid or not).\n\nIf you're asked to work overtime or do unpaid work, it would be reasonable to decline or (if it's a non-trivial amount of hours) request additional payment. Although this is not to say they would think it's reasonable.\n\nYour contract may, of course, create different obligations, and you should adhere to those instead of what's written here. Any relevant notice periods should also be specified there, in some other legal document or in some regional employment law.\n\nIf you want to leave a good impression and avoid burning bridges, it would be advisable to try to pass on knowledge (through teaching or documentation) even if you're not specifically asked to do so. You might even want to (gently) push back on other tasks and emphasise the importance of passing on your knowledge. Although some won't be able to see the importance of transferring what you know."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nShow me five Sci-Fi movies in 2015.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here are five sci-fi movies released in 2015:\n\n1. Mad Max: Fury Road (2015) - Directed by George Miller, starring Tom Hardy and Charlize Theron. This is an action-packed post-apocalyptic sci-fi movie set in a world where the world has been devastated by war. The movie follows Max Rockatansky, a survivor of a post-apocalyptic world, as he teams up with Imperator Furiosa to take down the tyrannical Immortan Joe.\n2. The Martian (2015) - Directed by Ridley Scott, starring Matt Damon. This is a sci-fi movie about an astronaut who is left stranded on Mars after his crewmates are killed by a storm. The movie follows the astronaut's struggles to survive on the hostile planet until he can be rescued.\n3. Ex Machina (2015) - Directed by Alex Garland, starring Domhnall Gleeson and Alicia Vikander. This is a sci-fi psychological thriller about a young programmer who is invited to administer the Turing test to an intelligent humanoid robot. The movie follows the programmer's growing unease as he realizes that the robot may be more intelligent and self-aware than he initially thought.\n4. The Lobster (2015) - Directed by Yorgos Lanthimos, starring Colin Farrell. This is a black comedy sci-fi movie set in a dystopian world where single people are forced to find a mate within 45 days or be turned into an animal. The movie follows the story of a man who is forced to find a mate, and the absurd consequences that ensue.\n5. Terminator Genisys (2015) - Directed by Alan Taylor, starring Arnold Schwarzenegger and Emilia Clarke. This is a sci-fi action movie set in a post-apocalyptic world where a powerful artificial intelligence system has taken over the world. The movie follows a soldier who is sent back in time to protect a young woman from a cyborg assassin.", "label": "Sure, here are five Sci-Fi movies released in 2015:\n\n1. The Martian: This movie is about an astronaut who is stranded on Mars after his team assumes him dead. He has to rely on his ingenuity to find a way to signal to Earth that he is alive and can survive until a potential rescue.\n\n2. Mad Max: Fury Road: This movie is set in a post-apocalyptic wasteland, where a woman rebels against a tyrannical ruler in search for her homeland with the aid of a group of female prisoners, a psychotic worshiper and a drifter named Max.\n\n3. Ant-Man: In the film, Scott Lang (Ant-Man) Lang, armed with a super-suit with the astonishing ability to shrink in scale but increase in strength, must help defend Pym's Ant-Man shrinking technology and plot a heist with worldwide ramifications.\n\n4. The Hunger Games: Mockingjay - Part 2: Teamed with a group of her closest friends, the heroine Katniss goes off on a mission with the unit from District 13 to liberate the citizens of Panem, and stage an assassination attempt on President Snow who has become obsessed with destroying her.\n\n5. Jurassic World: This movie is about a theme park of cloned dinosaurs, dubbed Jurassic World, plunges into chaos when a transgenic dinosaur escapes from its enclosure, and goes on a rampage, while a conspiracy orchestrated by the park's staff creates more dangers."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI did my training around the Seattle area, and was told that landing at SeaTac Airport (the region's major International/Commercial airport), while not strictly forbidden, was definitely frowned upon because it can slow down and interfere with the big planes on schedules. To discourage GA aircraft from using the big airport, they have a variety of landing fees, ramp fees, and prior-approval requirements.\nBut later, I moved near MCI, and was told that landing at the big airport was no big deal. That they're actually happy to have little planes there.\nIf you fly small GA planes, do you land at the major airports in your area?\nWhat advanced preparations can you make to minimize your impact on the \"big boys\", and remain a good airspace citizen?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Airports are designed to handle a certain volume of traffic, and when they get too busy, they can become congested and delay flights. The airport staff will typically monitor the air traffic and will not allow a plane to land if they can see that it will cause a delay.\n\nIf you are flying a small plane, it is generally okay to land at the big airport, but you need to make sure that you have the necessary permissions and pay the necessary fees. The fees will depend on the airport and the type of plane you are flying. For example, the Seattle-Tacoma International Airport charges a $150 fee for a Cessna 172 or a Piper PA-28 Cherokee, which is a small plane. However, if you are flying a large plane like a Boeing 747, the fee is $15,000.\n\nTo minimize your impact on the big boys, you can take a few precautions. First, you should make sure that you are flying in a designated airspace. This will help you avoid flying in areas where the big planes are. Second, you should avoid flying in bad weather. If you are flying in bad weather, you may need to divert to a different airport. Third, you should try to avoid flying in the late afternoon or early evening. This is usually when the big planes are flying, and you do not want to get in the way.\n\nAnother way to minimize your impact on the big boys is to use the airport's airspace more efficiently. For example, if you are flying to the same airport every day, you can file a flight plan with the airport. This will allow the airport to monitor your flight and plan for your arrival. It will also help you avoid delays. Additionally, you can try to avoid flying at the same time as the big planes. For example, if you are flying to the same airport every day at 10am, you can try to fly at 9am instead.\n\nOverall, landing at the big airport is not necessarily a bad thing, but you need to make sure that you are flying in a designated airspace and following the necessary procedures. With a little planning and preparation, you can minimize your impact on the big boys and remain a good airspace citizen.", "label": "Can you? Absolutely, and air traffic control will treat you (almost) like any other airplane. You are supposedly handled on a first-come-first-serve basis (reality is slightly different with different aircraft speeds, etc.). Do the airlines like it if you slow them down? No, but it's part of the system and the way that it works.\n\nVery often, there are multiple runways at bigger airports, and sometimes there are even shorter runways that are dedicated for airplanes that don't need to land on the same one as the \"big boys\". Even if not, they will work you in.\n\nNow, that being said, very often there is a better option. As you said, there are usually high fees at the big airports, so landing at a smaller satellite airport can often save you money and save you time because you won't have to taxi as far or sit and wait in line to get out. An extra 15 minutes by car can be better than an extra 30 minutes while taxiing. \n\nAs far as being prepared, it isn't really much different than smaller airports other than the fact that ATC is much busier. They don't have the time/tolerance to keep repeating instructions to you, and expect you to be \"on your game\". When they rattle off taxi instructions like \"Cessna N1234, taxi to the ramp via Alpha, Tango, Echo, and Xray. Hold short of runway 23.\" they expect a quick readback and for you to follow instructions exactly because they need to move on to the next guy. \n\nIt will also help everyone out if you don't fly your final approach the way that most people are taught for an entire 10 mile final: very close to your actual landing speed. In fact, you are usually landing on a runway that is 4X+ the distance that you need and you can slow down fairly quickly (especially compared to a jet), so if you can fly an extra 20 (or 80) knots as long as possible, it will be greatly appreciated and keep traffic moving. Make sure that you leave yourself enough time to slow down at the end and above all else, ***be safe***."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to do a simple number mind trick?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "## Perform a simple trick\n\n1. Hold up 4 fingers on one hand. This will represent the number 4. You can use your thumb and index, middle, ring, and pinky fingers.\n2. Extend your thumb and point it down. This will represent the number 5. You can also use your other hand to represent this number.\n3. Extend your index finger and point it down. This will represent the number 6. You can also use your other hand to represent this number.\n4. Extend your middle finger and point it down. This will represent the number 7. You can also use your other hand to represent this number.\n5. Extend your ring finger and point it down. This will represent the number 8. You can also use your other hand to represent this number.\n6. Extend your pinky finger and point it down. This will represent the number 9. You can also use your other hand to represent this number.\n7. Hold up all 4 fingers. This will represent the number 10. You can also use your other hand to represent this number.\n8. Hold up all 4 fingers. This will represent the number 11. You can also use your other hand to represent this number.\n9. Hold up all 4 fingers. This will represent the number 12. You can also use your other hand to represent this number.\n10. Hold up all 4 fingers. This will represent the number 13. You can also use your other hand to represent this number.\n11. Hold up all 4 fingers. This will represent the number 14. You can also use your other hand to represent this number.\n12. Hold up all 4 fingers. This will represent the number 15. You can also use your other hand to represent this number.\n13. Hold up all 4 fingers. This will represent the number 16. You can also use your other hand to represent this number.\n14. Hold up all 4 fingers. This will represent the number 17. You can also use your other hand to represent this number.\n15. Hold up all 4 fingers. This will represent the number 18. You can also use your other hand to represent this number.\n16. Hold up all 4 fingers. This will represent the number 19. You can also use your other hand to represent this number.\n17. Hold up all 4 fingers. This will represent the number 20. You can also use your other hand to represent this number.\n18. Hold up all 4 fingers. This will represent the number 21. You can also use your other hand to represent this number.\n19. Hold up all 4 fingers. This will represent the number 22. You can also use your other hand to represent this number.\n20. Hold up all 4 fingers. This will represent the number 23. You can also use your other hand to represent this number.\n21. Hold up all 4 fingers. This will represent the number 24. You can also use your other hand to represent this number.\n22. Hold up all 4 fingers. This will represent the number 25. You can also use your other hand to represent this number.\n23. Hold up all 4 fingers. This will represent the number 26. You can also use your other hand to represent this number.\n24. Hold up all 4 fingers. This will represent the number 27. You can also use your other hand to represent this number.\n25. Hold up all 4 fingers. This will represent the number 28. You can also use your other hand to represent this number.\n26. Hold up all 4 fingers. This will represent the number 29. You can also use your other hand to represent this number.\n27. Hold up all 4 fingers. This will represent the number 30. You can also use your other hand to represent this number.\n28. Hold up all 4 fingers. This will represent the number 31. You can also use your other hand to represent this number.\n29. Hold up all 4 fingers. This will represent the number 32. You can also use your other hand to represent this number.\n30. Hold up all 4 fingers. This will represent the number 33. You can also use your other hand to represent this number.\n31. Hold up all 4 fingers. This will represent the number 34. You can also use your other hand to represent this number.\n32. Hold up all 4 fingers. This will represent the number 35. You can also use your other hand to represent this number.\n33. Hold up all 4 fingers. This will represent the number 36. You can also use your other hand to represent this number.\n34. Hold up all 4 fingers. This will represent the number 37. You can also use your other hand to represent this number.\n35. Hold up all 4 fingers. This will represent the number ", "label": "Amaze your friends and relatives with these number-based mind tricks. These three tricks are arranged from easiest to hardest (smallest numbers to biggest). Even young kids can do the simple number prediction trick.\n\n## Simple number prediction\n\n1. Set the trick up. Tell a friend that you are performing a math trick. You will ask her to do some calculations secretly, then read her mind for their answer.\n2. Write down your prediction. Pretend to think hard for a moment, then write down the number 3 on a piece of paper. Fold the paper in half, without letting anyone see the number.\n3. Ask your friend to write down a number between 1 and 20. She should pick this secretly and keep the piece of paper. We'll go through an example, where your friend secretly picks the number 4. This trick works with any number, but keeping it between 1 and 20 makes it less likely that your friend will make a mistake.\n4. Instruct her to add 1 to her number. Warn her not to give you any sign, not even moving her lips. All you need is your mental powers. For example, if she chose 4, her new number is 4 + 1 = 5.\n5. Tell your friend to double the new number. Have her take the last number she had, and multiply it by 2. 5 x 2 = 10.\n6. Have her add 4 more. Put your hands to your head and concentrate, then tell her to add 4 to her last answer. 10 + 4 = 14.\n7. Divide by 2. Tell her you almost have it, but the number is too big for you to see. Ask her to divide it by 2 to make it easier. 14 ÷ 2 = 7.\n8. Subtract the original number. Ask your friend to look at the piece of paper she used to remind herself what the original number was. Take the last answer she had and subtract that original number. 7 - 4 = 3.\n9. Show her your prediction. Tell her you've finally read her mind. Ask her to announce the last number she ended up with. Once she has, unfold your piece of paper and reveal the 3 you wrote down. No matter which number she started with, her answer will be 3.\n\n\n## Guess someone's age\n\n1. Tell someone you're going to find his age. Let him know you'll be using your mathematical mind-reading abilities. Give him a calculator if he doesn't want to do the calculations in his head. This trick won't be too impressive with close friends or classmates, since you probably already know their age. Pick someone at least 10 years old and no more than 99 years old.\n2. Ask him to multiply the first digit in his age by five. Remind him to do the math silently, to keep his age secret from you. For example, if he is 32 years old, he should take the 3 and multiply it by 5. The answer is 3 x 5 = 15.\n3. Add 4 to his answer. Tell him to add 4 to the answer he found. In our example, he would silently add 15 + 4 = 19.\n4. Tell him to double his answer. Now your subject should multiply his last answer by 2, and let you know when he's finished. If he's doing the math in his head, ask him \"Are you sure?\" since people are most likely to make a mistake on this step. 19 x 2 = 38.\n5. Have him add the second digit of his age. Next, the person you're \"mind reading\" adds the last number in his age. Tell him this is the last calculation he needs to do. Since the subject of our example is 32 years old, he would add 2 to his last answer. His last answer was 38, so he calculates 38 + 2 = 40.\n6. Ask for his last answer. Have him say the final number out loud, so you and everyone in the room can hear it.\n7. Subtract 8 and tell him his real age. Silently subtract 8 from the number he gave you. The answer is his age, which you should announce to the room. In our example, 40 - 8 = 32.\n8. Try some variations. If you perform this trick more than once, people might figure out how it works. Here are a couple variations to keep it mysterious:\n\t* Instead of adding 4 and later (secretly) subtracting 8, you can add 3 and subtract 6, or add 2 and subtract 4, or even add 25 and subtract 50. Just remember you'll need to subtract twice as much as the original number, because it got doubled in one of the later steps. To really switch it up, try this: double your age, add 2, multiply by 5, and subtract 10. You need both the doubling and multiplication by five to move the first digit of his age (3 in our example) to the tens place where it belongs (3 x 2 x 5 = 30).\n\n\n## Magical 37\n\n1. Hand a volunteer a pencil and paper. This one involves some three digit numbers, so most people will not want to do the math in their head. Warn the volunteer that he will need to do long division.\n2. Ask him to write the same digit 3 times. Tell him to hide the paper from you to prove you're not cheating. Ask him to write a 3-digit number that repeats the same digit three times. For example, he could write 222.\n3. Instruct him to add each digit together. Now your volunteer should treat each of the three digits as a separate number, and find their sum. For example, 2 + 2 + 2 = 6.\n4. Tell him to divide the larger number by the smaller one. He should now take the 3-digit number, and divide it by the\\ smaller one. Give him some time to work this out. 222 / 6 = 37,\n5. Announce that his number is 37. As long as your volunteer followed the instructions correctly, his answer will always be 37.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nAn aspiring writer working for the NSA has been looking through the files on your computer and publishing books based on the rough drafts you've been working on. Write a story of your revenge.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The day had finally come. My books had made it to the top of the New York Times best seller list, and I had the most money I could ever have dreamed of. My books were going to make me rich. I was going to live the life of luxury that I had always dreamed of.\nBut little did I know, I was not the only one who had read my books. There was a man, a man who had read all of my books. He was the man who had read all of my drafts, and had used them to write his own books. He was the man who had stolen my work, and was now making money off of it.\nThe man was my boss, and I had no idea that he had read my work. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents.\nThe man was my boss, and I had no idea that he had read my work. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents.\nThe man was my boss, and I had no idea that he had read my work. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents.\nThe man was my boss, and I had no idea that he had read my work. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents.\nThe man was my boss, and I had no idea that he had read my work. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents.\nThe man was my boss, and I had no idea that he had read my work. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents.\nThe man was my boss, and I had no idea that he had read my work. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents.\nThe man was my boss, and I had no idea that he had read my work. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents.\nThe man was my boss, and I had no idea that he had read my work. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents. He was a man who was very good at his job, and I had no idea that he was a man of many talents.\nThe man was my boss, and I had no idea that he had read my work. He was a man who was very", "label": "He titled his first two works “Rough Draft”.\nThis time he called it “Completed Draft”.\n\nHe let his friend in on the plan when they met up face-to-face.\nFirstly, he sent her fake text messages outlining how this time he was \"very confident\" he knew how to keep his works safe on his PC from ‘hackers’.\nHe sent a text stating that he would create a handwritten draft that would be fully edited, which he would then type up on his computer in a few hours on the 25th of May and publish quickly within 24 hours.\nIt was a win-win situation.\nHe knew that if the hacker wasn't watching his texts, he would be able to publish his novel.\nBut if they were, they'd be caught out.\nHis completed draft was stolen on 25th of May and self-published to Amazon before he had the chance to do so himself.\nHe erased all traces of the draft on his computer.\nJust to make sure, the hard-drive was destroyed as well.\nHe knew the cyber thief wouldn’t be able to completely check and edit the story within the short timeframe.\nSo, on page 198 of his light-hearted fantasy novel, he decided to abruptly interrupt the story to detail “intelligence leaks and tips” in Arabic to “potential terrorists” from a “professional criminal hacker/high-level government employee”, (his two best guesses as to who had repeatedly hacked his computer).\nHe sent an anonymous tip to the FBI.\nThey decided to check if the original publisher really was a high-level government employee."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nVocê encontra na internet a afirmação que Singletons são ruins. Isto é verdade? Por quê?\nO problema seria generalizado para quaisquer objetos com instância única? Ou para qualquer coisa que tenha estado global?\nSe é tão ruim, pra que foi inventado? Ou seja, que problema ele queria resolver?\nQuais os problemas que terei se usá-lo?\nExiste alternativa viável?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "A ideia de Singleton é de que você pode acessar o mesmo objeto em qualquer lugar do seu código e sempre ter o mesmo resultado. Mas a questão é que o Singleton é uma abordagem que é usada quando não é possível instanciar algo (porque ele está global), ou quando é necessário garantir que todos os objetos do mesmo tipo tenham o mesmo estado (ou seja, que todos os objetos do mesmo tipo tenham o mesmo valor de uma propriedade específica).\n\nUm Singleton é uma classe que pode ser instanciada apenas uma vez, e todas as instâncias futuras são apontadas para o mesmo objeto. Para que você possa acessar um Singleton, você deve primeiro criar uma instância. Ele pode ser útil quando você precisa de uma instância global de uma classe, mas é preciso cuidado ao usar ele. Se você usar o Singleton para acessar um objeto que não é singleton, ele irá apontar para uma instância que não existe.\n\nPor exemplo, se você tiver uma classe que você quer que tenha um estado global, como um contador que aumenta cada vez que você chama o método increment(), você pode usar um Singleton para acessar o estado global.\n\nMas ele não é útil para o que é usado mais de uma vez. Por exemplo, se você tiver uma classe que você quer que seja usada para criar um objeto novo, você não pode usar o Singleton para acessar o objeto. O Singleton é usado para acessar objetos que são usados globalmente, ou que não são instanciados por completo. Mas não é útil para objetos que são instanciados por completo. Se você usar o Singleton para acessar um objeto que é instanciado por completo, ele irá apontar para uma instância que não existe.\n\nUm exemplo é quando você usa o Singleton para acessar uma classe que você instanciou. Para usar o Singleton, você precisa criar uma instância da classe. Mas o Singleton é usado para acessar objetos que não são instanciados por completo. Por exemplo, se você tiver uma classe que você instanciou para usar como um objeto global, você não pode usar o Singleton para acessar o objeto. O Singleton é usado para acessar objetos que não são instanciados por completo. Por exemplo, se você tiver uma classe que você instanciou para usar como um objeto global, você não pode usar o Singleton para acessar o objeto. O Singleton é usado para acessar objetos que não são instanciados por completo.\n\nPor exemplo, você pode criar uma classe que você instanciará para usar como um objeto global, como um objeto de configuração, um objeto de cache, um objeto de conexão, etc. Você pode usar o Singleton para acessar o objeto global, mas ele irá apontar para uma instância que não existe. Você precisará criar uma instância da classe para acessar o objeto global.\n\nPor exemplo, você pode criar uma classe que você instanciará para usar como um objeto global, como um objeto de configuração, um objeto de cache, um objeto de conexão, etc. Você pode usar o Singleton para acessar o objeto global, mas ele irá apontar para uma instância que não existe. Você precisará criar uma instância da classe para acessar o objeto global. Você pode criar uma classe que você instanciará para usar como um objeto global, como um objeto de configuração, um objeto de cache, um objeto de conexão, etc. Você pode usar o Singleton para acessar o objeto global, mas ele irá apontar para uma instância que não existe. Você precisará criar uma instância da classe para acessar o objeto global. Você pode criar uma classe que você instanciará para usar como um objeto global, como um objeto de configuração, um objeto de cache, um objeto de conexão, etc. Você pode usar o Singleton para acessar o objeto global, mas ele irá apontar para uma instância que não existe. Você precisará criar uma instância da classe para acessar o objeto global.\n\nO Singleton é usado para garantir que todos os objetos do mesmo tipo tenham o mesmo estado (ou seja, que todos os objetos do mesmo tipo tenham o mesmo valor de uma propriedade específica). Ele é usado para garantir que todos os objetos do mesmo tipo tenham o mesmo estado. Ele é usado para garantir que todos os objetos do mesmo tipo tenham o mesmo estado (ou seja, que todos os objetos do mesmo tipo tenham o mesmo valor de uma propriedade específica). Ele é usado para garantir que todos os objetos do mesmo tipo tenham o mesmo estado. Ele é usado para garantir que todos os objetos do mesmo tipo tenham o mesmo estado (ou seja, que todos os objetos do mesmo tipo tenham o mesmo", "label": "Muito da polêmica ocorre pela falta de uma contextualização. Não vejo nada que desabone o padrão Sigleton quando usado no contexto correto. Sim, ele pode causar muito mal, assim como qualquer padrão de projeto aplicado indevidamente sem análise do impacto e dos efeitos colaterais.\n\n###Porque não usar\n* Acoplamento. Ao usar um Singleton você está acoplando o código a uma implementação estática e específica. Isso torna o seu código dependente dessa classe e impede, por exemplo, criar mocks em testes unitários. Desse ponto de vista a consequência é basicamente a mesma de fazer diretamente um ```new MeuObjetoImportante()```, pois é uma dependência direta da classe.\n* Escopo. O padrão Singleton aplicado conforme a definição também elimina o conceito de escopo. Isso significa que se você por alguma razão decidir que para determinados componentes da aplicação você precisa de outra implementação terá que alterar manualmente todas as classes.\n* Não garantia de uma instância única. Em certos casos o padrão pode levar à falsa segurança de que existirá apenas uma instância. Vamos supor que você projete um sistema web e quer dar acesso a um arquivo ou recurso exclusivo. Um Singleton parece uma boa prática, não é? Mas e se amanhã você fizer o deploy da aplicação em um cluster com N servidores.\n\nNo caso de Java isso também é bem complicado, pois não existe isso de uma classe por JVM. O conceito correto é uma classe por ```ClassLoader```, de forma que num mesmo servidor JEE duas aplicações diferentes podem ter, cada uma, sua própria versão de uma mesma classe. As variáveis estáticas não são compartilhadas entre essas versões da mesma classe, portanto o escopo do Singleton em Java é por ```ClassLoader``` e não por programa.\n\n###Porque usar\nEm algumas situações você sabe que vai ter só uma instância da classe. Em uma aplicação Desktop, por exemplo, não há porque ter \"frescuras\" adicionais para obter uma conexão com o banco de dados. \nTambém não vejo problemas em um objeto encapsulando alguns atributos de configuração globais. Simplesmente não valeria o esforço de implementar algum mecanismo muito elaborado para algo tão simples.\n\n###Como usar\nQuando pensamos em Singleton, logo a implementação clássica do Gang of Four nos vêm à mente. Os tópicos anteriores desta resposta consideraram isso. Porém, com a ascensão do uso de frameworks de Inversão de Controle (IoC) e Injeção de Dependência (DI), existe hoje uma forma muito mais \"segura\" e flexível de implementar o padrão: deixe o framework cuidar disso para você!\n\n###Como evitar o Singleton\nApesar de implementações mais simples poderem usar o padrão Singleton da forma \"clássica\" sem problemas, em geral seria melhor aplicar a Inversão de Controle simplesmente deixar a instância de suas dependências serem injetadas. Dessa forma, caso amanhã os requisitos mudem e você preciso injetar diferentes instâncias, ou mesmo queira criar mocks de teste, basta configurar seu container ou framework para tal, sem alterar as implementações existentes."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nA \"letter of last resort\" are final military orders given to field commanders after a nation has been completely destroyed. As a head of state, write a hypothetical letter to the commander.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "To my dear friend,\n\nI am writing to you today with a sense of finality and despair. I have no choice but to write this letter to you, as I am aware that our great nation has been destroyed and that our time together is coming to an end.\n\nI want you to know that I am proud of the sacrifices you have made for our nation. You have been a true leader and a shining example of what it means to serve with honor and integrity. Your bravery and selflessness have inspired countless others to follow in your footsteps, and I am honored to have had the privilege of serving alongside you.\n\nAs I write this letter, I am filled with a sense of sadness and regret. I am sad that our nation has been destroyed, and I am regretful that I was not able to do more to prevent it. I am also sad that our time together is coming to an end, and I am regretful that I will not be able to see you again.\n\nI want you to know that I will always cherish the memories we have made together. I will always remember your bravery and your selflessness, and I will always be grateful for the sacrifices you have made for our nation.\n\nI hope that you will find peace in the days ahead. I hope that you will be able to find solace in the knowledge that you have made a difference in the world, and that you will be able to find comfort in the knowledge that you have lived a life of purpose and meaning.\n\nThank you for your service, and for your friendship. I will always remember you fondly.\n\nSincerely,\n[Your Name]", "label": "TOP SECRET\nTo: Ship’s Commander\nSubj: Last Resort\nSir,\nIf you are reading this, national command has failed. As such, this may be the last order you receive from His Majesty and the government. This means that, until you are able to determine otherwise, you are the lawful government of the nation.\nIf the government has indeed failed, there is no consequence to failure to obey. Therefore, your actions must be guided by your conscience, your knowledge of international law and the Laws of War, and these written guidelines.\nIf a senior commander of His Majesty’s military is available, you are to report to that commander immediately. As with a fully functioning government, the senior commander is His Majesty’s representative, and his orders are law.\nIf an allied senior commander is available, contact them. They may have been able to establish communications with His Majesty or his representative. Allied commanders are not His Majesty’s representatives, but they may be his messengers.\nA list of allied governments, in order of precedence, was issued prior to your departure from His Majesty’s domains. Seek guidance from the senior existent government. If you are unable to establish a chain of command with His Majesty, you are hereby transferred to the command of the senior government.\nIf you are unable to establish any form of command, or if you are the senior available officer, you are to prosecute the current action to the best of your ability in order to restore His Majesty’s or his lawful successor to the throne. If you are unable to restore the line of succession, establish a safe haven for His Majesty’s subjects. Use of all available weapon systems is authorized. Rules of Engagement package is unlocked, all ROE are granted.\nIn trust,\nSir I.M. Boss\nPrime Minister to His Majesty"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI have Ubuntu 10 as the guest OS on a Windows 7 machine. I have been trying to setup shares through VirtualBox, but nothing is working. First, I create the share in VirtualBox and point it to a Windows folder. Then I try to mount the drive in Linux, but I keep getting\n```/sbin/mount.vboxsf: mounting failed with the error: Protocol error\n```\nI have read so many solutions to this, but none seem to work. I have tried:\n\n* Using the mount.vboxsf syntax\n* Reinstalling VBox additions\n* Rebooting\n* Enabling and trying as root account\n\nI made a share called "Test" in VBox Shared folders. Then I made a directory in ubuntu named "test2". Then I tried to execute this command:\n```sudo mount -t vboxsf Test /mnt/test2\n```\nAny other ideas?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The VBox Guest Additions need to be installed on the host machine. It's a separate package from the VirtualBox software, so you'll have to install it separately from the VirtualBox software. Here's how you can install it:\n\n1. Download the Guest Additions package for your version of Windows from the VirtualBox website. Once you've downloaded it, extract it to a directory on your computer. The package should be called "VirtualBoxGuestAdditions.exe".\n2. Go to Control Panel, then click on "Programs and Features". This will take you to the Programs and Features control panel.\n3. Click on the "Turn Windows features on or off" link on the left side of the window.\n4. Scroll down and check the box next to "Virtual Machine Platform". Click on the "OK" button.\n5. You will be prompted to restart your computer. Click on the "OK" button to restart your computer.\n6. Once your computer has restarted, go to the VirtualBox website and download the Guest Additions package. Once you've downloaded it, extract it to a directory on your computer. The package should be called "VirtualBoxGuestAdditions.exe".\n7. Open the VirtualBox Guest Additions directory on your computer. There should be a single executable file called "VirtualBox.exe" in this directory.\n8. Double-click on the VirtualBox.exe file. This will launch the VirtualBox executable. Click on the "Start" button to start the VirtualBox executable.\n9. Click on the "Manage" button in the VirtualBox executable. This will take you to the VirtualBox management console.\n10. Click on the "Settings" button in the management console. This will take you to the VirtualBox settings window.\n11. In the settings window, click on the "Storage" tab. This will take you to the VirtualBox storage settings window.\n12. Click on the "Add a new shared folder" button. This will take you to the VirtualBox shared folder settings window.\n13. Click on the "Browse" button in the shared folder settings window. This will launch a file dialog box. Navigate to the directory where you want to mount the share from.\n14. Select the directory where you want to mount the share from. Click on the "Open" button.\n15. Click on the "OK" button in the shared folder settings window.\n16. Click on the "OK" button in the settings window.\n17. Click on the "Finish" button in the management console.\n18. Restart your computer. This will allow the Guest Additions to take effect.\n19. Once your computer has restarted, go to the Ubuntu terminal and type in the following command to mount the share: ```sudo mount -t vboxsf Test /mnt/test2```\n\nNote: If you don't have the Guest Additions installed, the mount command will fail. You'll need to install the Guest Additions before you can mount a share from VirtualBox.", "label": "In order to use shared folder functionality few prerequisites need to be met:\n\n* Make sure that Guest Additions are properly installed on the guest OS.\n* Users in a guest Ubuntu must be in the group ```vboxsf``` to be able to access shares.\n* Define a directory on the host that will be used in the virtual machine using the settings dialogue of Virtual Box.\n\nDepending on host or guest OS the following may also be needed:\n\n* Do not share personal folders like ```/home/username``` or ```My Documents```\n* Avoid special characters or empty spaces in the path to the shared folder, especially if the host or VM is a Windows machine\n* Use different names for share and mountpoint\n* Create a mountpoint on the guest OS (best in your HOME directory).\n\nTesting shared folders functionality can be done by creating a shared directory on the host (e.g. ```C:\\myshare```), define this as a shared folder for your guest system in Virtual Box settings (e.g. ```share```), create a mount point in your guest os (e.g. ```mkdir /home/username/host```) and mount this in the guest OS with the command:\n```sudo mount -t vboxsf -o uid=1000,gid=1000 share /home/username/host\n```\nwhere the option -o makes sure that you will have access to the mount (that will otherwise be owned by root).\nFor further information on shared folders see also the Virtual Box User Manual.\nFiles or directories can also be shared over the network by using Samba on the host and the guest."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nA colleague asked me what I think about the company layoff coming up next week. Here's what I'm thinking of responding:\n\nI guess there will be some unsettlement among coworkers going around, as people may go through a hard time worrying about their own positions, the change of the working dynamics and the loss of their colleagues. The layoff may enhance the efficiency of operation in general, however, there is also some randomness during the decision making which may cause the loss of talented people and create an unsettled working environment for different teams.\n\nCould you help me rewrite it in a clear, concise way?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here's a rewritten version of your message:\n\n\"Hello,\nI've heard that there are going to be layoffs next week. This will likely cause a lot of uncertainty among colleagues. There is also the possibility that the layoffs will make the company more efficient, but there is also a chance that it will cause talented people to be let go. I'm sure that this will cause a lot of stress and anxiety among employees.\nBest regards,\n[Your Name]\"\n\nFeel free to modify it to better fit your personal style and tone.", "label": "To rephrase the current response to be more clear and concise, while retaining the neutral stance about such a controversial issue, you may want to consider using bulleted list of pros and cons. Here is one way to rephrase your answer:\n\nI think layoffs can have both positive and negative effects.\n* Pro: operational efficiency\n* Con: loss of talented colleagues\n* Con: low morale due to stress and uncertainty"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nAm I doing wrong for refusing to pay for my sister's husband's surgery with my inheritance/college money?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Yes, you are doing wrong by refusing to pay for your sister's husband's surgery with your inheritance/college money. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. 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You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay for your sister's husband's surgery. You have to pay", "label": "It can be challenging to make judgment on the circumstances of others, particularly when the situation is complex and involves financial decisions. Here are a few perspectives that may be helpful to consider as you navigate this situation:\n\n* It’s always your call how to spend your inheritance and college savings. In general, you are not obligated to use your savings to pay for anyone’s surgery, even if they are related to you by marriage. You may have your own financial plans of how to use this sum of money based on your priorities. Your sister shouldn’t use moral coercion to force you to compromise and fulfill her wishes. \n* Family relationship is also important. On the other hand, you don’t want to destroy your family relationship with your sister especially when she is in great need. If you have a very close relationship with her and her husband, it’s reasonable that you make the decision of using your savings to help them. However, it would also be wise to seek advice from professionals and trusted family members before making any decisions about how to spend your money.\n \n\nIn conclusion, the decision is ultimately yours to make and it should be based on what you believe will have a positive impact on your future plans. It’s important to have open and honest conversations with your sister and her husband about your decision and concerns."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI've come across the polynomial algorithm that solves 2SAT. I've found it boggling that 2SAT is in P where all (or many others) of the SAT instances are NP-Complete. What makes this problem different? What makes it so easy (NL-Complete - even easier than P)?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "In short, 2SAT is polynomial time solvable (P) because there is a polynomial time algorithm to solve it (or at least, one that runs in polynomial time for a reasonable number of cases). In contrast, the NP-Complete problem of SAT is much harder. There are several reasons why 2SAT is in P and SAT is not.\n\nFirst, 2SAT only involves two literals per clause. This is a huge difference from the SAT problem, where a clause can involve 3 or more literals. This difference makes it easy to solve 2SAT in polynomial time.\n\nSecond, the 2SAT problem only involves 2 literals per clause. This is a huge difference from the SAT problem, where a clause can involve 3 or more literals. This difference makes it easy to solve 2SAT in polynomial time.\n\nThird, the 2SAT problem is much simpler than the SAT problem. The 2SAT problem only involves two literals per clause, and there are no more complex clauses such as AND, OR, or NOT. This makes it easy to solve 2SAT in polynomial time.\n\nFinally, the 2SAT problem has a much smaller search space than the SAT problem. This makes it easy to solve 2SAT in polynomial time.\n\nIn summary, the main reason why 2SAT is in P and SAT is not is that the 2SAT problem is much simpler than the SAT problem, and the search space is much smaller.", "label": "Here is a further intuitive and unpretentious explanation along the lines of MGwynne's answer.\nWith $2$-SAT, you can only express implications of the form $a \\Rightarrow b$, where $a$ and $b$ are literals. More precisely, every $2$-clause $l_1 \\lor l_2$ can be understood as a pair of implications: $\\lnot l_1 \\Rightarrow l_2$ and $\\lnot l_2 \\Rightarrow l_1$. If you set $a$ to true, $b$ must be true as well. If you set $b$ to false, $a$ must be false as well. Such implications are straightforward: there is no choice, you have only $1$ possibility, there is no room for case-multiplication. You can just follow every possible implication chain, and see if you ever derive both $\\lnot l$ from $l$ and $l$ from $\\lnot l$: if you do for some $l$, then the 2-SAT formula is unsatisfiable, otherwise it is satisfiable. It is the case that the number of possible implication chains is polynomially bounded in the size of the input formula.\nWith $3$-SAT, you can express implications of the form $a \\Rightarrow b \\lor c$, where $a$, $b$ and $c$ are literals. Now you are in trouble: if you set $a$ to true, then either $b$ or $c$ must be true, but which one? You have to make a choice: you have 2 possibilities. Here is where case-multiplication becomes possible, and where the combinatorial explosion arises.\nIn other words, $3$-SAT is able to express the presence of more than one possibility, while $2$-SAT doesn't have such ability. It is precisely such presence of more than one possibility ($2$ possibilities in case of $3$-SAT, $k-1$ possibilities in case of $k$-SAT) that causes the typical combinatorial explosion of NP-complete problems. "} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat is likely to happen when you plug two ends of a network cable to a single switch/router? Will this create problems on the network, or just be ignored?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "This will create problems on the network. When you plug two ends of a network cable to a single switch/router, the router will send a broadcast packet out both ports to both computers. This will cause them to respond to the broadcast packet with an ARP request. The router will then send the ARP responses back to both computers. \n\nIf you are using DHCP on the router, it will send a DHCP discover packet to both computers. Both computers will respond to the DHCP discover packet with a DHCP request. The router will then send the DHCP responses back to both computers. \n\nThe other problem is that the router may not be able to differentiate between the two computers and will send all packets that are destined for one computer to the other computer. This can cause problems if one computer is running a service that needs to receive packets on a different port than the one that is sending the packets. \n\nThis is why it is important to use separate ports on the router to connect to each computer. This will allow the router to differentiate between the two computers and will prevent problems with packet duplication and routing.", "label": "It depends on the router/switch. \nIf it's \"Managed\" - Like decent Netgear, Cisco or HP Procurve, or has STP (Spanning Tree Protocol) or one of its variants enabled, there's a few seconds of absolute insanity, then the switch realises that there's a loop in the network topology, and blocks one of the ports. \n(I've only described the STP re-convergence as \"absolute insanity\" because if you're using old-style, slow, STP then re-convergence can take 30s or more, depending on network complexity. Vendor specific STP extensions such as BackboneFast and so on will decrease this, but you might still end up with a short period of a slightly unstable network. Rapid STP is a lot quicker to converge, due to a different algorithm)\nIf it's \"Unmanaged\"- Like pretty much all SOHO grade gear, and a fair proportion of small 4-8 port switches, then all hell breaks loose, as you've just created a loop in a network, and all the traffic tends to just bounce about inside the loop. \nThe reason this happens is because switches rely on a process of MAC address learning to map MAC addresses to physical ports. In a non-looped network, one MAC address will only be visible to the switch on a given physical port. If you have a loop, then the switch will see multiple paths to the same MAC address, and possibly multiple MAC addresses on multiple ports, so instead of the traffic being switched efficiently, it will be broadcast to wherever it sees the MACs. This is known as a \"Broadcast Storm\".\nThis can quickly use up all of a switch's CPU power, fill the transmit and receive buffers, as well as polluting the MAC address table.\nBasically, if you create a loop in the network, you'll know about it, either through monitoring (detecting a change in the STP topology [you do have monitoring, right?]), or in everything falling over dramatically. \nIf you look at a switch that has a broadcast storm on it, you tend to find that all of the port activity lights are blinking all at the same time."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI have a myth: Earth has no moon, instead it has a ring. There is ringlight every night year-round, and a ring shadow somewhere on Earth every day, which moves with the seasons. Re-write mythology.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "This is a great example of how a simple, uninteresting myth can be reimagined into a compelling one. The original myth is interesting because it is so obviously wrong. It is easy to imagine why this myth would come up. There are lots of reasons why people would think that the Earth had no moon.\n\nSo, here is a reimagining of that myth.\n\nA long time ago, people didn't have telescopes. So they looked at the night sky with their naked eyes. One night, they saw a light. They had never seen anything like it before. It was much brighter than any star, but it was a ring. It was very, very bright. The light was so bright that they could see it in the middle of the day, and it was so bright that it could be seen from anywhere on the planet. This was the ring of the moon.\n\nPeople were very excited by this. They didn't know what it was, but they knew that it was a ring. They were very curious. So, they tried to get a closer look. They made a large mirror to reflect the sun's light, so that they could see the ring more clearly. The mirror worked very well, but the ring was very bright. It was so bright that it was hard to look at. So, people got a bit worried. They started to think that the ring was too bright, and that it was causing the sun to burn. So, they came up with a new myth. They said that the ring was a shadow. It was a shadow that moved around the world. They said that it was caused by a great tree that floated in the sky. The tree was so big that it blocked the sun's light, and that's why it was so bright. The tree was moving around the world, and that's why they saw a shadow on the ground.\n\nPeople were happy with this new myth. It was very simple. They could easily understand it. They could even imagine it. So, they started to tell the story. They told the story of the tree that floated in the sky. They told the story of how it blocked the sun's light, and how that's why they saw a shadow on the ground. The story was very compelling. People were very excited by it. So, the story was passed down from generation to generation. It was a great story. It was a story that people could understand. So, it became a part of their culture.\n\nAnd that's how the myth of the ring of the moon came to be. It was a simple, uninteresting myth, but it was a great story. It was a story that people could understand. So, it became a part of their culture. And that's how the myth of the ring of the moon was born.", "label": "Long before the days of the War of the Gods, Titans reigned over the face of the Earth. As with any rulers, there were some who ruled fairly and others who did not. Among the more benevolent leaders was Hyperion, the Lord of Light. He was called upon for wisdom and discernment; mortals valued his insight and praised his control of the heavenly bodies.\nYet Hyperion had one great love: Theia, his consort. She was a Titaness of radiance, a mother goddess who shone like the sun on all who sought after her. The two Titans were very much in love, and their love gave vibrancy to the life around them. They were happy - for a time.\nThat time ended when the Gods declared war on the Titans, with Zeus at the forefront of battle. Cronus, Hyperion's brother and Lord over all the Titans, called Hyperion into battle against the upstart Gods. Knowing the war would end in defeat, Hyperion left anyway, answering the call of his brother and king.\nBut before he left, Hyperion gave Theia a gift: a ring of radiant light to wear around her finger. He told her that the ring would tell her if he was safe; that the ring would glow with a silver light when he was in danger. Theia took it gratefully and bid her lover farewell. It was the last time she would see him.\nHyperion fell during the war and was banished with the other Titans to the pits of Tartarus. During the battle, Theia watched in helpless anguish as the ring shone brighter and brighter until it was nearly as luminous as the sun. In her despair, she removed the ring and prayed to the Mother Gaia that she would cause the ring to grow as large as her love for Hyperion. Gaia listened, and so the ring grew.\nNow the ring encircles the Earth, a strip of radiance that gives off silver moonlight every evening. Mankind looks up to the ring and is reminded of Theia's anguish, as well as her love for her fallen lover."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nApplying filter in scipy.signal: Use lfilter or filtfilt?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "When you want to filter a signal in time domain, you should use lfilter. The main difference between lfilter and filtfilt is that lfilter can only do causal filtering, whereas filtfilt can do both causal and anti-causal filtering.\n\nThe lfilter function takes three parameters:\n\n* b, a, z: b is the numerator coefficients, a is the denominator coefficients, and z is the input. z can be either a sequence of numbers (in case of finite length signals), or a vector of z-values (in case of infinite length signals).\n\nThe filtfilt function takes two parameters:\n\n* b, a: b is the numerator coefficients, and a is the denominator coefficients. The output is a sequence of numbers, with the first number being the output of the first filter (causal), the second number being the output of the second filter (anti-causal), and so on.\n\nSo, the difference between lfilter and filtfilt is that lfilter can only do causal filtering, whereas filtfilt can do both causal and anti-causal filtering.\n\nThe following code can be used to filter a signal using both lfilter and filtfilt:\n```python\nimport numpy as np\nimport scipy.signal as signal\n\n# Generate a signal\nt = np.linspace(0, 1, 1000)\nx = np.sin(2 * np.pi * 5 * t) + 0.5 * np.sin(2 * np.pi * 10 * t)\n\n# Define the filter coefficients\nb = np.array([1, -0.5, 0])\na = np.array([1, -1.5])\n\n# Apply the filter using lfilter\ny_lfilter = signal.lfilter(b, a, x)\n\n# Apply the filter using filtfilt\ny_filtfilt = signal.filtfilt(b, a, x)\n\n# Plot the results\nimport matplotlib.pyplot as plt\nplt.plot(t, x, label='x(t)')\nplt.plot(t, y_lfilter, label='lfilter')\nplt.plot(t, y_filtfilt, label='filtfilt')\nplt.legend()\nplt.show()\n```\nThis will generate a plot of the input signal x(t), the output of the lfilter, and the output of the filtfilt. The lfilter output is causal, and the filtfilt output is both causal and anti-causal.", "label": "\n* ```filtfilt``` is zero-phase filtering, which doesn't shift the signal as it filters. Since the phase is zero at all frequencies, it is also linear-phase. Filtering backwards in time requires you to predict the future, so it can't be used in \"online\" real-life applications, only for offline processing of recordings of signals.\n* ```lfilter``` is causal forward-in-time filtering only, similar to a real-life electronic filter. It can't be zero-phase. It can be linear-phase (symmetrical FIR), but usually isn't. Usually it adds different amounts of delay at different frequencies.\n\nAn example and image should make it obvious. Although the magnitude of the frequency response of the filters is identical (top left and top right), the zero-phase lowpass lines up with the original signal, just without high frequency content, while the minimum phase filtering delays the signal in a causal way:\n\n```from __future__ import division, print_function\nimport numpy as np\nfrom numpy.random import randn\nfrom numpy.fft import rfft\nfrom scipy import signal\nimport matplotlib.pyplot as plt\nb, a = signal.butter(4, 0.03, analog=False)\n# Show that frequency response is the same\nimpulse = np.zeros(1000)\nimpulse[500] = 1\n# Applies filter forward and backward in time\nimp_ff = signal.filtfilt(b, a, impulse)\n# Applies filter forward in time twice (for same frequency response)\nimp_lf = signal.lfilter(b, a, signal.lfilter(b, a, impulse))\nplt.subplot(2, 2, 1)\nplt.semilogx(20*np.log10(np.abs(rfft(imp_lf))))\nplt.ylim(-100, 20)\nplt.grid(True, which='both')\nplt.title('lfilter')\nplt.subplot(2, 2, 2)\nplt.semilogx(20*np.log10(np.abs(rfft(imp_ff))))\nplt.ylim(-100, 20)\nplt.grid(True, which='both')\nplt.title('filtfilt')\nsig = np.cumsum(randn(800)) # Brownian noise\nsig_ff = signal.filtfilt(b, a, sig)\nsig_lf = signal.lfilter(b, a, signal.lfilter(b, a, sig))\nplt.subplot(2, 1, 2)\nplt.plot(sig, color='silver', label='Original')\nplt.plot(sig_ff, color='#3465a4', label='filtfilt')\nplt.plot(sig_lf, color='#cc0000', label='lfilter')\nplt.grid(True, which='both')\nplt.legend(loc=\"best\")\n```"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to service an air conditioner?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The first step in servicing an air conditioner is to make sure the system is completely turned off. This should be done before any work is done on the system. This step is important for the safety of everyone involved in the service, as well as for the longevity of the air conditioner itself.\n\n## Turn off the air conditioner\n\n1. Check the control panel. The control panel is usually located on the back of the unit, and will have a switch that turns the unit on and off. Make sure the switch is in the \"off\" position. The control panel may also have a dial that controls the temperature. Turn this dial all the way to the \"off\" position.\n2. Check the circuit breaker. If you have a circuit breaker in your home, make sure it is in the \"off\" position. If you do not have a circuit breaker, then check your home's electrical panel. Make sure the breaker or fuse for the air conditioner is in the \"off\" position.\n3. Check the electrical connections. Make sure all electrical connections are secure and not loose. If any of the connections are loose, then tighten them.\n\n\n## Inspect the unit\n\n1. Check the coils. The coils are usually located on the back of the unit, and will be covered with a protective screen. Check to make sure the screen is clean and free of debris. If the screen is dirty, then clean it off with a soft brush or vacuum cleaner. The coils themselves should be free of debris, and should not be leaking any refrigerant.\n2. Check the air filter. The air filter is usually located in a slot on the side of the unit, and will be a small, rectangular piece of material. Check to make sure the filter is clean and free of debris. If the filter is dirty, then replace it with a new one. The air filter should be clean and free of debris.\n3. Check the drain line. The drain line is usually located at the bottom of the unit, and will be a small, round pipe. Check to make sure the drain line is clear and free of debris. If the drain line is clogged, then clear it out with a drain snake.\n4. Check the electrical connections. Make sure all electrical connections are secure and not loose. If any of the connections are loose, then tighten them.\n\n\n## Check for refrigerant leaks\n\n1. Check the system for leaks. The best way to check for leaks is with a refrigerant leak detector. These devices are available at most hardware stores, and will be very inexpensive. If you do not have a leak detector, then you can use a soap solution to check for leaks. This involves mixing a small amount of dish soap with water, and then spraying it onto the system. If the soap bubbles up and forms a soap solution, then there is a leak.\n2. Check the drain line. The drain line is usually located at the bottom of the unit, and will be a small, round pipe. Check to make sure the drain line is clear and free of debris. If the drain line is clogged, then clear it out with a drain snake. A drain snake is a long, flexible rod that is used to clear out clogs in the drain line.\n3. Check the coils. The coils are usually located on the back of the unit, and will be covered with a protective screen. Check to make sure the screen is clean and free of debris. If the screen is dirty, then clean it off with a soft brush or vacuum cleaner. The coils themselves should be free of debris, and should not be leaking any refrigerant.\n\n\n## Replace the air filter\n\n1. Purchase a new air filter. The air filter is usually located in a slot on the side of the unit, and will be a small, rectangular piece of material. Purchase a new air filter that is the same size as the old one. You can purchase a new air filter at most hardware stores, or online.\n2. Remove the old air filter. The air filter is usually located in a slot on the side of the unit, and will be a small, rectangular piece of material. Pull the old air filter out of the slot. The old air filter should be removed from the slot, and the new air filter should be placed in its place.\n3. Install the new air filter. The new air filter should be placed in the slot, and should be pushed all the way into place. Make sure the air filter is securely in place, and will not come loose over time.\n\n\n## Replace the drain line\n\n1. Purchase a new drain line. The drain line is usually located at the bottom of the unit, and will be a small, round pipe. Purchase a new drain line that is the same size as the old one. You can purchase a new drain line at most hardware stores, or online.\n2. Remove the old drain line. The drain line is usually located at the bottom of the unit, and will be a small, round pipe. Use a wrench to loosen the connections on", "label": "Whether you're starting your air conditioner for the first time this year, or a unit isn't running properly and you need to service an air conditioner, following a few simple steps can save you time and money. While some service jobs should be left to a professional, there are several do-it-yourself fixes you can do to keep your air conditioner cooling all summer long.\n\n## Clean the air conditioner\n\n1. Make sure the unit is turned off either at the on/off switch and unplugging it or by shutting off the circuit breaker. Servicing the a/c while it's connected to power may result in electrocution.\n2. Check the small copper pipe connecting the unit to the house. If it feels hot, the unit's coils are most likely dirty and need to be washed.\n3. Rake any leaves and debris away from the unit before you start to service an air conditioner.\n4. Take the cover off the unit, and locate the air conditioner coils (they look like a car radiator).\n5. Use a soft brush to brush any dirt and debris off the outside cover.\n6. Cover the motor and wiring with a plastic sheet.\n7. Hose down the fins, coils and inside of the unit.\n8. Check your owner's manual. Some air conditioner units require the motor be lubricated. Do this now while your unit is open.\n9. Replace the unit cover, and turn it on to make sure it runs properly. The air conditioner filter should also be replaced every few months. It is usually located near the return air duct by the furnace.\n\n\n## Check air conditioner function\n\n1. Start at the unit control or thermostat. Turn the unit on and make sure it kicks in and runs properly. If the unit doesn't run, call a technician.\n2. Listen for any strange noises while the unit runs. If you hear any squealing or knocking the unit's motor and belts may need lubricating or replacing. It's best to call a certified technician to do these jobs.\n3. Check the room temperature in each of the home's rooms by carrying a hand held thermometer into the room. Leave the thermometer in the room for a few minutes to give it time to adjust and make sure all the rooms are equal in temperature.\n4. Make sure the temperature of the rooms agrees with the thermostat on your air conditioner unit as well. If they are not the same, a technician can help you diagnose and correct the problem.\n5. Look for water dripping or pooling anywhere by the air return or unit outside.\n\n\n## Fix pool water issue\n\n1. Check for leaks in the tubing where the water is pooling. If there are any cracks, holes or leaks the tube should be replaced.\n2. Find the drain where the water condensation should be draining into. There should be a floor drain near the condensation pipe located by the furnace/air conditioner central unit.\n3. Clean the drain of any debris if the water seems to be pooling on top of it.\n4. Pour water into the condensation drain pan and watch for the condensation pump to start working. The pump should activate and pump the water out and to the drain. If the pump doesn't remove the water, the drain pan is probably overfilling and the pump will need to be replaced by a technician.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nMy wife and I have descended into the toddler years with our first. We have always been on the same page with each other whenever we correct bad behavior or instruct her on why a type of outburst is inappropriate. \nSo this begs the question, will she feel like we are always ganging up on her? If we are both constantly correcting and instructing in tandem, is that bad? Should one parent act as an advocate while the other is tough on the rules? Should there be a good cop and a bad cop?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\nClassic good-cop-bad-cop is definitely wrong with a toddler because it involves a lot of lying. The bad cop threatens to beat the suspect up or otherwise do something cops are not allowed to do. The bad cop steps out and the good cop says \"I'm on your side dude, but that guy is out of control and I don't know what he'll do next. Listen, if you just [....] I think I can get you out of this questioning session and maybe save your skin.\" Everything about this is a lie. The good cop isn't on the suspect's side, isn't trying to help the suspect, and knows full well the bad cop isn't ever going to hit, torture, or whatever the threat is. None of this is appropriate with your child.\n\nIt is advisory to give away any thoughts of an adversarial stance. You want your child to learn to be in control and not to tantrum. You want your child to comply with reasonable requests, whether that's putting on an item of clothing, helping to clean up, not hitting, or anything else. When your child can do those things, not only will you be happier but your child will too. You don't need to break their spirit, make them give up their resistance, force them to do what you want. You need to show them how to do the things everyone wants them to learn to do. Nobody is a bad cop in that. Nobody is a good cop. You can love your child while you're putting something out of their reach. You can smile and cuddle someone as part of letting them know they are not allowed to do a particular activity. You can be happy and cheerful while carrying a shoeless coatless child to the car (with their shoes and coat in your hands for later) and explaining there isn't time to play on the way now. \n\nWhatever these rules are, they should be the rules FOR everybody and BY everybody. If the toddler can't eat before dinner, nor can Daddy. If feet aren't allowed on the couch then that's the rule, not just \"if Mommy's looking.\" This kind of consistency isn't cruel or ganging up. You are showing your child the \"laws of physics\" of your home. This is how things go. Trying to understand mommy rules, daddy rules, sitter rules, grandparent rules - that's complicated! Remember, abiding by these rules isn't something mean or unfair, it's how life works in your house. And the toddler is trying to learn that. Make it as smooth as you can, and that includes being consistent, and not seeing the rules as mean.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI don't agree with this: \"Whatever these rules are, they should be the rules FOR everybody and BY everybody. If the toddler can't eat before dinner, nor can Daddy.\"\nChildren are children, not adults. They don't have the same rights and responsibilities as adults. If an adult tells a child they can't eat before dinner that doesn't mean the adult can't eat before dinner.\nChildren are not equals. Consistency of discipline is good. Trying to impose the same rules on children and adults is absurd.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\nIt's neither wrong nor absurd. Sure, the rules can be different, but there must be an understandable, explainable reason for that (e.g. Daddy skipped lunch because of work). If the only reason you can give is \"because I say so and I can make you do what I want\" then you're basically teaching the child that might makes right and whoever has the power sets the rules. That's not something you want them to internalize. Obviously, this is probably beyond a toddler's understanding, but it's good to get into the habit early.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWell, I think it is perfectly reasonable to give \"because I say so\" as a reason to children. Adults do not need to explain themselves to children. If an adult says \"go to your room\" then the child should go to their room immediately. The child should not say \"why should I? you're not going to your room\". An instruction is an instruction, not a request.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "I think you are wrong, and I think I am right. If an adult says \"go to your room\" then the child should go to their room immediately. The child should not say \"why should I? you're not going to your room\". An instruction is an instruction, not a request. The child's job is to do what the adult says, and if the child doesn't then the child is being disobedient. It's not the child's place to question the instructions. It's the child's place to do what the adult says. If the child says \"why should I\" then the adult should rephrase the instruction to make it clear that it is a request, not a command.", "label": "While it's true that children should follow instructions from adults without questioning them, it's also beneficial to provide reasoning whenever possible. Giving children a basic understanding of why certain rules or actions are in place helps them develop critical thinking skills and a sense of fairness. While adults don't need to explain themselves every time, encouraging dialogue and providing age-appropriate explanations can foster a positive learning environment for children. Ultimately, finding a balance between clear expectations and reasonable explanations can promote mutual respect and understanding between parents and children."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to get rid of neck acne?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Acne on the neck is just like any other acne on the face, and the best way to get rid of it is to use a combination of skincare products and good hygiene. Here are some steps you can follow to get rid of neck acne:\n\n## Treat the acne\n\n1. Use a product that contains salicylic acid or benzoyl peroxide. These are over-the-counter (OTC) products that help to reduce inflammation and kill the bacteria that cause acne. Apply the product to the affected area once a day, and leave it on overnight. Wash it off in the morning. For severe acne, you may want to see a doctor who can prescribe a stronger product. Do not share your acne medication with your friends, as this can spread the bacteria and make the problem worse. Do not use more than one product that contains salicylic acid or benzoyl peroxide on the same area at the same time, as this can irritate your skin. Do not use a product that contains hydroquinone on the same area as salicylic acid or benzoyl peroxide, as this can make the acne worse. Do not use a product that contains retinoids on the same area as salicylic acid or benzoyl peroxide, as this can make the acne worse. Do not use a product that contains astringents on the same area as salicylic acid or benzoyl peroxide, as this can make the acne worse. Do not use a product that contains exfoliants on the same area as salicylic acid or benzoyl peroxide, as this can make the acne worse.\n2. Apply a spot treatment to the affected area. There are several different types of spot treatments you can use to get rid of acne. Apply a spot treatment once a day, and leave it on overnight. Wash it off in the morning. Do not use a spot treatment on the same area as a product that contains salicylic acid or benzoyl peroxide, as this can irritate your skin. Do not use a spot treatment on the same area as a product that contains hydroquinone, as this can make the acne worse. Do not use a spot treatment on the same area as a product that contains retinoids, as this can make the acne worse. Do not use a spot treatment on the same area as a product that contains astringents, as this can make the acne worse. Do not use a spot treatment on the same area as a product that contains exfoliants, as this can make the acne worse. Do not use a spot treatment on the same area as a product that contains salicylic acid or benzoyl peroxide, as this can irritate your skin. Do not use a spot treatment on the same area as a product that contains hydroquinone, as this can make the acne worse. Do not use a spot treatment on the same area as a product that contains retinoids, as this can make the acne worse. Do not use a spot treatment on the same area as a product that contains astringents, as this can make the acne worse. Do not use a spot treatment on the same area as a product that contains exfoliants, as this can make the acne worse.\n3. Apply a warm compress to the affected area. Soak a washcloth in warm water, wring it out so that it is damp but not dripping with water, and apply it to the affected area for a few minutes. Repeat this process once or twice a day. Do not use a warm compress on the same area as a product that contains salicylic acid or benzoyl peroxide, as this can irritate your skin. Do not use a warm compress on the same area as a product that contains hydroquinone, as this can make the acne worse. Do not use a warm compress on the same area as a product that contains retinoids, as this can make the acne worse. Do not use a warm compress on the same area as a product that contains astringents, as this can make the acne worse. Do not use a warm compress on the same area as a product that contains exfoliants, as this can make the acne worse.\n4. Wash your skin once a day. Use a gentle cleanser and lukewarm water to wash your skin once a day. Do not use a cleanser that contains salicylic acid or benzoyl peroxide on the same area as a product that contains these ingredients, as this can irritate your skin. Do not use a cleanser that contains hydroquinone on the same area as a product that contains hydroquinone, as this can make the acne worse. Do not use a cleanser that contains retinoids on the same area as a product that contains retinoids, as this can make the acne worse. Do not use a cleanser that contains astringents on the same area as a product that contains astringents, as this can make the acne worse.", "label": "Neck acne can be as frustrating as acne on your face. The skin on your neck is thicker than the skin on your face (the acne that appears here is more like body acne than face acne) and may produce more oil, sometimes leading to more severe acne or cystic lesions. The best way to get rid of neck acne is with a good cleansing routine and an occasional skin treatment. If your acne does not improve within a few months or if it appears infected, then you should see a doctor for help.\n\n## Cleanse your neck\n\n1. Wash your neck at least twice a day. Keeping your neck clean is the best way to start getting rid of neck acne. You should take a shower to wash your neck at least once per day. If you sweat a lot, such as after a workout, then take another shower.\n2. Use a gentle cleanser to clean your neck. Find a gentle cleanser that is labeled as “non-comedogenic” or “oil-free” to use on your neck. Products that are non-comedogenic will not clog your pores so they should help to clear up your neck acne. Check the label to be sure that a product is non-comedogenic. Check to make sure that the products you buy are alcohol-free as well. Alcohol may irritate your neck acne and make it worse.\n3. Apply cleanser to your neck using only your fingers. Do not use a washcloth, sponge, or other abrasive materials to apply cleanser to your neck because this can cause irritation, scarring, and worsen the existing acne. Instead, use your fingertips to gently apply the cleanser to your neck. Do not scrub aggressively. Rinse your neck well after you finish washing it. Pat your neck dry with a clean cotton towel.\n4. Avoid irritants. You may not realize it, but your clothing or accessories may be contributing to your neck acne and making it worse. Avoid tight collared shirts, scarves, and turtlenecks, as these may irritate the acne. Make sure anything that touches your neck is clean. Also, avoid touching the area and never pick at or scratch your acne, as this can cause scarring. Try not to use oily sunscreens and don't cover the acne with foundation or makeup. If you use a hairstyling product, make sure it doesn't come in contact with your neck. If you have long hair, the oil from your hair may be getting on the back of your neck. Try wearing your hair up in a ponytail while you treat your acne.\n\n\n## Use a sea salt treatment\n\n1. Gather your ingredients. Making a sea salt treatment is easy and the ingredients are available in most grocery stores. It exfoliates your skin and can dry out acne. To make a sea salt treatment, you will need:\n\t* 1 cup hot water\n\t* 1 teaspoon sea salt\n\t* Green tea bag and/or 1 – 2 tablespoons aloe vera\n2. Brew a cup of green tea. Green tea extract has been found to be effective as a treatment for acne, but using a cup of green tea as a base for this treatment should also help. You can either use one teaspoon of green tea leaves in a tea infuser or use a green tea bag. Place the tea bag or infuser into a mug. Then, boil some water and pour about 1 cup of water over the green tea. Let the tea steep for about three minutes and then remove the tea bag or infuser.\n3. Dissolve 1 teaspoon of sea salt in the tea. Measure out 1 teaspoon of sea salt and add it to the cup of tea. Stir the sea salt until it completely dissolves in the tea.\n4. Add a tablespoon of aloe vera. Aloe vera has been found to be effective against acne and it also has moisturizing properties. You can add this instead of the tea, or try combining the green tea and aloe vera into one mixture. Add 1 tablespoon of aloe vera to the sea salt solution and stir well. If you want to skip the green tea and only use aloe vera, mix 2 tablespoons of aloe vera gel with 1 tablespoon of sea salt. This will make a scrub that you can apply directly to your neck.\n5. Apply the mixture to your neck. Make sure that the solution is not so hot that it might burn your neck. Allow it to cool down a bit first. Then, you can apply the solution by soaking a clean cotton washcloth in the solution and placing the cloth over your neck. If you only have few places that you want to treat, then you can dip a cotton swab or cotton ball into the solution and apply it as needed.\n6. Leave the solution on for about five minutes. Don’t leave the sea salt solution on your skin any longer or it may dry out your skin too much. After time is up, rinse off your neck with lukewarm water and gently dry off your neck with a clean, cotton towel.\n7. Moisturize your neck. After the sea salt treatment, apply some moisturizer to your neck. Make sure that you use a non-comedogenic moisturizer to avoid making the acne worse.\n8. Repeat the sea salt treatment once per day. Do not use this treatment more than once per day or you may dry out your skin too much, even if you moisturize after. Limit yourself to one sea salt treatment per day.\n\n\n## Use an egg white mask\n\n1. Gather your ingredients. Some of the things you can readily find in your kitchen are thought to have antibacterial and healing properties, allowing you to quickly whip up an acne-fighting mask. You will need:\n\t* 1/2 tablespoon of dark colored honey (darker honey has more antibacterial properties)\n\t* 1 egg white (do not use the yolk)\n\t* 1 teaspoon fresh lemon juice\n2. Combine the ingredients in a small bowl. Use a whisk or fork to mix the egg white and lemon juice until it becomes frothy, then add the honey. Make sure that everything is well combined. You may wish to add other household items, such as 1 teaspoon of witch hazel (which has anti-inflammatory properties) or a few drops of an essential oil like peppermint, spearmint, lavender, or calendula, but it is unclear if these will enhance or reduce the effectiveness of the treatment.\n3. Spread the paste over your neck. If you want to treat your whole neck, then you can use your fingers to spread the paste over your neck. If you want to treat a smaller area, then you can use a cotton swab or cotton ball to spread the paste over specific problem areas.\n4. Allow the paste to dry on your neck and then rinse. Leave the paste alone for about 15 minutes, then rinse it away with lukewarm water. You may need to hop in the shower to do this. Use your fingers to break up the paste as you rinse it away. Pat your skin dry and then apply a non-comedogenic moisturizer to complete the treatment.\n\n\n## Treat neck acne with medication\n\n1. Try over-the-counter treatments. Face washes and topical treatments containing benzoyl peroxide, salicylic acid, sulfur, or resorcinol acid are all effective acne-fighters and are available over-the-counter. You may find products targeted specifically at treating body acne, which may be more effective than products meant to be used on your face. Just make sure you don't forget and use the body product on the delicate skin of your face or the front of your neck.\n2. Ask about retinoid creams. Retinoid creams can help to unclog your pores and eliminate acne on your neck, but you will need to get a prescription from your doctor or dermatologist.\n3. Discuss the use of antibiotics. Your doctor may prescribe a prescription-strength topical antibiotic, such as clindamycin, to apply to your neck, which kills acne-causing bacteria. It may also reduce redness. You will need to apply it twice daily and combine it with benzoyl peroxide, as this prevents the bacteria from becoming immune to the antibiotic.\n4. Talk to your doctor about oral contraceptive pills if you are a woman. Oral contraceptives can help to reduce acne in some women, but only if the acne is related to shifts in your hormones. Keep in mind that oral contraceptives have side effects and they should not be used if you are planning to become pregnant.\n5. Consider steroid injections for cystic acne. If your dermatologist determines that the acne on the back of your neck is a nodular or cystic lesion, your doctor may decide to inject the lesion directly with a steroid. This can quickly reduce swelling and heal the acne. It may also reduce scarring. Side effects of this treatment include thinning of the skin, increased sensitivity to light, and may temporarily case the fat under your skin to atrophy, giving the area a \"sunken\" appearance.\n6. Consider isotretinoin for severe acne. Isotretinoin is a strong medicine that should only be used if other methods of controlling acne fail to work. Isotretinoin can clear up severe acne in a couple of months, but it also has some severe risks including:\n\t* Ulcerative colitis\n\t* Liver damage\n\t* Inflammatory bowel disease\n\t* Depression\n\t* Bone changes\n\t* Severe birth defects\n7. Look into laser treatments for acne. Laser treatments can also help to get rid of acne by reducing the size of oil glands and making them less active as well. Some forms of laser therapy also use topical medicine to make the laser more effective. Keep in mind that you will need multiple treatments in order for laser therapy to work.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nSo I'm pretty far into writing my dystopian novel and I was reading over what I had. Something that helps me when I first start a novel is to get a clear picture of my characters in my head and put a face to a name, so I usually sculpt a personality and find a Google image of someone who I think matches that, and I put all of those into documents for my personal reference. I looked over my main five characters--Analise, Poet, Shove, Star, and Nova--and then suddenly something jumped out at me. Analise is Hispanic, Shove is Japanese, and Poet, Star, and Nova are all black.\nI had forgotten about their races because it wasn't important to me and I had not noticed while I was writing, because the story isn't about their racial backgrounds. But is it, I don't know, somehow alienating or offensive to white readers that the characters aren't white, and that no main characters are white? <|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Your story is a work of fiction. In a dystopian world, people of any race can be oppressed, oppressed for political, social, religious, or economic reasons. If you're writing a story that's meant to be about a society that's oppressed people of color, then your characters should reflect that. If you're writing a story that's meant to be about a society that's oppressive to people of color, then your characters should reflect that. If you're writing a story that's meant to be about a society that's oppressive to people of color, then your characters should reflect that.\n\nIt's also worth noting that the term \"white\" is a race term, and race terms are inherently problematic. If you're writing a story that's meant to be about a society that's oppressive to people of color, then you should be writing about people of color, not white people. If you're writing a story that's meant to be about a society that's oppressive to people of color, then you should be writing about people of color, not white people. If you're writing a story that's meant to be about a society that's oppressive to people of color, then you should be writing about people of color, not white people.\n\nThere's also a thing called \"whitewashing\" that is the practice of casting white actors as characters of color in movies, TV shows, and books. This is generally considered to be racist and offensive, and it can alienate people of color from the story. If you're writing a story that's meant to be about people of color, then you should be casting people of color in those roles.\n\nIf you're worried about alienating white readers, then you should ask yourself if you're writing a story that's meant to be about people of color. If you're writing a story that's meant to be about people of color, then you should be casting people of color in those roles. If you're writing a story that's meant to be about people of color, then you should be writing about people of color, not white people.", "label": "The answer I'll give you here is the same as the ones I've already given you and others: write what works for you. If these are who the characters are, then that's who they are. If you're forcing diversity, then it will come off as forced. That includes making some characters white just to be diverse.\n\nWill you alienate or even offend some white readers? Yes.\n\nBut this is not the type of offense to worry about. Some people are so used to being in the mainstream everywhere and for everything, that they loudly protest when suddenly they're not. If they don't like your story, they can go literally anyplace else to find beautiful, stirring, authentic depictions of all sorts of white people. Even within works about people of color.\n\nSome people will argue that this is exactly the same as novels only including white people. But, no. It isn't. Because representation isn't just about a single work. It's about the entirety of our culture. Americans (and most Westerners) find white people so central to their understanding of the universe that they insert them in places they might not otherwise be and tell entire stories set in nonwhite worlds from the white character's point of view. (I just watched The Last King of Scotland which does exactly this...they invented a white character for this very purpose...in a movie about real events in Uganda.)\n\nWrite the story that matters to you."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYou are a galaxy renowned xenozoologist, and are determined to make accurate care guides for all of the pets of galactic citizens. Your current goal is to write a guide for the new pet that everyone's going crazy over: humans.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Dear fellow xenozoologists,\n\nI hope this letter finds you well. I have been pondering the concept of the pet for quite some time now. It is a fascinating subject, and I have been studying the human pet for quite some time. I have made some important discoveries and I would like to share them with you all.\n\nThe human is a very interesting species. They are highly intelligent, but they are also quite aggressive. They require a lot of care and attention, and they can be very dangerous if not treated properly. They also have a very strong instinct to reproduce, which can lead to unwanted consequences.\n\nTo keep a human pet, you will need to provide a large enclosure that is secure and escape-proof. The enclosure should be large enough to allow the human to move around freely, but not so large that they can escape. You will also need to provide a diet of raw meat, which will be expensive and difficult to obtain.\n\nIn conclusion, I would not recommend keeping a human pet. They are too dangerous and require too much care and attention. Instead, I would suggest keeping a more domesticated species, such as a cat or dog.\n\nSincerely,\n[Your Name]", "label": "Humanity is a rather unique species, located in the Sol system, rather near the galaxy's edge.\nAt first, they seem almost delicate, unable to do anything on their own. This is true, to an extent- they have big bulky machines designed to protect them in vacuum and their bodies are essentially useless.\nHowever, further investigation reveals 2 things.\n1. By some cruel coincidence of nature, the human species evolved through a barbaric process known as'survival of the fittest.' This means that any humans who were not optimized for their environment would die, so that only the best would pass on their genes.\n2. Their origin world, Earth, compounds this due to its extremely harsh environment, with its proximity to the sun and slow rotation causing extreme day/night deviations in temperature, as well as animals on the surface inclined to consume other life forms.\nHumans are known for their odd brain patterns, particularly their need to communicate with other humans, so if you're planning on keeping one, you should keep at least 5. They also need an extremely large space to roam around in, otherwise they will get very angry.\nThey also cannot go into stasis, so they need to be continually taken care of until their bodies decay beyond repair.\nHumans have extremely specific dietary needs as well, so be cautious about feeding them.\nThe only 3 advantages I see to keeping humans as pets- advantages that only exist if they are taken care of completely correctly- are these:\n1. They automatically produce small amounts of a delicious yellow liquid.\n2. It's fun to observe their behavior, especially escape attempts.\n3. If there is ever an intruder in your area, humans will quickly dismember them if set loose.\nHumans also have a strong tendency to mate, so keep track of that."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI have a very long integer given as a string. Can you implement a bare-bones Python function that checks whether the number is divisible by 3?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here is a simple function that calculates the sum of digits of a number and checks whether it is divisible by 3:\n\n```python\ndef sum_of_digits(number):\n return sum(int(digit) for digit in number)\n```\n\nThis function works by iterating over each character in the number, converting it to an integer, and adding it to the sum. Finally, it checks whether the sum is divisible by 3.", "label": "Since the given number may be too large to fit into a built-in number type and apply the modulo (%) operator, we will rely on the divisibility rule for 3:\n> A number is completely divisible by 3 if the sum of its digits is divisible by 3.\n\nHere is a Python implementation of this divisibility test:\n\n# Python program to find if a number is\n```\ndef div3(num) :\n # Compute sum of digits\n remainder = 0\n for digit in num:\n remainder += int(digit)\n remainder %= 3\n return (remainder == 0)\n```"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhy do people write #!/usr/bin/env python on the first line of a Python script?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "This is called a shebang, and it tells the operating system which interpreter to use to run the script. It's the equivalent of adding the command to run the script at the end of the script (i.e. `#!/bin/bash`), but it makes the script executable and runs it automatically when it's run directly (e.g. `./script.sh`).\n\nIn Python 2, the shebang line is typically `#!/usr/bin/env python` or `#!/usr/bin/python`. This tells the OS to run the `python` interpreter from the `env` command. `env` searches for a python interpreter in the directories listed in the `PATH` environment variable. This means that the script can be run anywhere, not just on the machine where the script was written.\n\nIn Python 3, the shebang line is typically `#!/usr/bin/env python3` or `#!/usr/bin/python3`. This is the same as in Python 2, but with `3` instead of `2` after `python`.\n\nIf you write a shebang line that doesn't match the interpreter used to write the script, the script won't run at all. This is a security feature. For example, if you write a script that uses Python 3 but the shebang line says `#!/usr/bin/env python2`, the script won't run and the OS will report an error.", "label": "In order to run the python script, we need to tell the shell three things:\n\n* That the file is a script\n* Which interpreter we want to execute the script\n* The path of said interpreter\n\nThe shebang ```#!``` accomplishes (1.). The shebang begins with a ```#``` because the ```#``` character is a comment marker in many scripting languages. The contents of the shebang line are therefore automatically ignored by the interpreter.\nThe ```env``` command accomplishes (2.) and (3.). To quote "grawity,"\n\n> A common use of the ```env``` command is to launch interpreters, by making use of the fact that env will search $PATH for the command it is told to launch. Since the shebang line requires an absolute path to be specified, and since the location of various interpreters (perl, bash, python) may vary a lot, it is common to use: ```#!/usr/bin/env perl``` instead of trying to guess whether it is /bin/perl, /usr/bin/perl, /usr/local/bin/perl, /usr/local/pkg/perl, /fileserver/usr/bin/perl, or /home/MrDaniel/usr/bin/perl on the user's system... \n\n> On the other hand, env is almost always in /usr/bin/env. (Except in cases when it isn't; some systems might use /bin/env, but that's a fairly rare occassion and only happens on non-Linux systems.)"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI find that the survivability and general performance of my party increases massively from levels 1 to 2. At times, level 1 feels like a completely different game from level 2. However, I can't fathom how or why. I think that the availability of healing has something to do with it. From a mechanical perspective, is there any deep reason why level 1 and level 2 seem so radically different? Furthermore, why I do find no similar differences between later levels, such as 6 and 7?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "First, note that level progression is an artificial construct. In real life, a level 1 is not significantly different from a level 2, nor is a level 6 different from a level 7. The difference between a level 1 and a level 2 is just that a level 2 has 2 more health points and 2 more spell slots than a level 1. The same applies to levels 6 and 7. \n\nSecond, the difference in survivability between levels 1 and 2 is mostly due to the availability of healing. The game's mechanics are not designed to make a level 1 feel like a completely different game from a level 2. It is the player's perception that a level 2 is significantly better than a level 1 because the level 2 has more healing. \n\nThird, it is likely that you have played many more levels 1 than levels 2, and thus have had more time to adjust to the level 1's mechanics. When you first started playing, the level 1 felt significantly better than the level 2. But after playing many levels 1, the difference between a level 1 and a level 2 seems more pronounced.", "label": "Welcome to Rusty Dagger Shanktown!\nWhat you have noticed is very widely commented upon—1st level is often called “rusty dagger shanktown.” It’s hyper-lethal, rather than the kind of heroic fantasy Dungeons & Dragons pitches itself as. It is very, very difficult for 1st-level PCs to actually really adventure at all. Many, many groups avoid 1st for this reason (many skip 2nd too, even though it is already dramatically different). Personally, I’ll include 1st level often, but the PCs basically always level-up to 2nd almost entirely on roleplaying XP.\nNote that this isn’t unique to 3.5e; it goes back to the earliest days of D&D. Pathfinder, of course, inherited it from 3.5e (I don’t know about PF 2e). It’s also very much still true in 5e—after 4e actually managed to avoid it, which may mean that this is considered a “feature” by some, enough that Wizards of the Coast felt the need to restore it as part of 5e’s general “return to form” after the divisive fourth edition.\nAnyway, the primary causes of rusty dagger shanktown:\nHit points\nAlmost anyone can one-shot almost any 1st-level character. It’s very, very easy to have 6 hp in a world where a decent, but basic, weapon’s base damage averages 7. Even smaller weapons can easily deal that much damage, either through luck or skill. We expect 1st-level characters to often go down in one hit.\nA 2nd-level character can have nearly twice as much hp. Actually, could easily be twice as much, if they multiclass from a small-HD class to a large-HD class. That drastically changes the game, because suddenly you can feel reasonably confident that you aren’t going to just suddenly die before anyone can do anything. Healing actually becomes relevant, where at 1st it’s often too little, too late.\nNotably, this only has this effect because damage doesn’t grow at the same rate. The base damage of weapons is fixed, and ability scores start at double digits but grow very slowly from there. That’s the biggest chunk of early damage for most characters. Even beyond that, a lot of damage boosts—inspire courage, rage, sneak attack—come at 1st anyway. And monsters tend to kind of mirror these trends.\nSo what ends up happening is that a 1st-level character can’t really take a chance in order to get something accomplished. A 2nd-level character can feel reasonably comfortable taking a chance at least once. That dramatically affects the style of play. At 2nd-level D&D literally feels like a different game. Really, it is a different game.\nWealth\nCharacters start with less than 200 gp worth of gear. That’s not enough for a masterwork weapon, not enough even for non-masterwork medium or heavy armors, definitely not enough for any kind of magic item beyond maybe an extremely basic consumable. No 1st-level character has even their complete basic kit yet.\nThe expected wealth of a 2nd-level character is 900 gp. That can afford masterwork armor of anything short of full-plate, and for many armors leave enough left over for a masterwork weapon. Most importantly, that is enough money for a party of 4 to trivially afford a wand of cure light wounds. A wand of cure light wounds is a game-changer. It means you can easily start every fight at full hp. And with 2nd-level hp, that means you can actually take a few risks.\n2nd-level features\nThis varies considerably from one class to the next, but several classes get major class features at 2nd level. The paladin’s 2nd-level feature, divine grace, might be the single greatest class feature in the game (assuming we don’t count “spells” and the like as a singular feature). Rangers don’t get their combat style until 2nd. Bards get 1st-level spells at 2nd (though inspire courage from 1st level is probably more important). Outside of core, meldshapers don’t get any chakra binds until 2nd, which can leave them with zero offense at 1st. Swordsages don’t get Wis-to-AC until 2nd.\nBut plenty of characters are fine from 1st, so this can vary a lot."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIs it worth patenting an algorithm if I don't have the money to defend against infringements?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "A patent is a legal tool that can be used to enforce intellectual property rights. It's not a substitute for money, but it can help protect your rights and interests. Here are a few things to consider:\n\n* Patents are not always enforceable. There are many legal challenges that can be brought against patents, including invalidity, infringement, and abandonment. If a patent is not enforced, it can be lost.\n* Patent litigation can be expensive. It's possible to defend a patent against infringement without hiring an attorney, but it's often difficult and time-consuming. If you do hire an attorney, you'll need to pay their fees. In some cases, the attorney's fees may be recovered by the court if the infringer is found liable for infringement.\n* Patent infringement can be a costly defense. If a patent is found to be infringed, the infringer may be required to pay damages and attorney's fees. In some cases, the infringer may be required to pay the full amount of damages, which can be substantial.\n* Patent invalidity can be a costly defense. If a patent is found to be invalid, the infringer may not be required to pay damages or attorney's fees. In some cases, the infringer may be able to recover costs associated with the invalidity defense.\n\nIf you don't have the money to defend against infringement, you may want to consider the following options:\n\n* License your patent. This can help you earn revenue while minimizing the risk of infringement. You can license your patent to a company or individual for a fee, which can help you earn revenue while minimizing the risk of infringement.\n* Sell your patent. This can help you earn revenue while minimizing the risk of infringement. You can sell your patent to a company or individual, which can help you earn revenue while minimizing the risk of infringement.\n* Join a patent pool. This can help you earn revenue while minimizing the risk of infringement. A patent pool is a group of companies that pool their patents to share the risk of infringement. By joining a patent pool, you can earn revenue while minimizing the risk of infringement.\n* Consider an open-source license. This can help you earn revenue while minimizing the risk of infringement. An open-source license allows users to use your software for free, but requires that they share any improvements they make to the software. This can help you earn revenue while minimizing the risk of infringement.\n\nUltimately, whether or not it's worth patenting an algorithm depends on your specific circumstances. If you have the money to defend against infringement, it may be worth patenting your algorithm. However, if you don't have the money to defend against infringement, you may want to consider alternative options, such as licensing or selling your patent.", "label": "This is a great question, with no one right answer.\nThe strength of a patent comes from the ability to enforce it. If the patent owner cannot enforce it for whatever reason (such as a lack of funding), the patent is effectively toothless.\nBut your competitors will likely not know that. They may therefore be dissuaded from infringing simply by the existence of a patent and the assumption that you would sue. Such a chilling effect on competition may be valuable to you.\nIn addition, if there is infringement, you may be able to get a licensing agreement without the need for litigation. This can be a very lucrative business model, and so may justify the cost of patenting.\nAnd if litigation seems likely, there is a nascent field of litigation funding. While your funders will take quite a great deal of the damages, you may at least get something out of the end of it.\nFinally, even if you can't sue, someone else could. You might therefore get quite some value from selling it off at some point. There are a number of tech businesses where most of their value comes from their IP portfolio.\nOn the whole therefore it depends how you see yourself proceeding. If you're unsure, it may pay to err on the side of patenting: once you disclose or use your invention publicly, you're generally barred from patenting it later (but for a short grace period in some countries), whereas it's easy to abandon a patent (or application) later down the track if you wish."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhen reading some documentation about the security of a product, I found that the vendor uses the SHA-2 of a password to encrypt data (AES-256), instead of using this password directly.\nAre there any advantages of doing so?\nAn attacker is not going to crack the encrypted data using this SHA-2-as-a-password key but rather exhaust the password keyspace (if feasible) and try its hash. Therefore the only reason I can think of is that there is an extra computational step (the creation of the hash). I would have rather increased the password entropy if the point is to computationally complexify the attack.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The main reason for doing so is to avoid a problem in the implementation. There is a problem with AES, which is that it is a symmetric encryption algorithm, and it does not have a way to handle initialization vectors (IVs) of the same size. When you use AES with a key of length 256 bits, the block size is 128 bits, so you need to pad the plaintext to a size that is a multiple of 128 bits. If you use a 256-bit key, you need to pad to a size that is a multiple of 128 bits, which is also a multiple of 4 bits. If you use a 512-bit key, you can pad to a size that is a multiple of 128 bits, which is also a multiple of 8 bits.\n\nThe problem is that if you use a 256-bit key, you can pad to a size that is a multiple of 4 bits, but you can't pad to a size that is a multiple of 8 bits. This means that you can't use the same IV for different blocks of ciphertext. This means that you need to use a different IV for each block of ciphertext, which is a problem.\n\nTo avoid this problem, you can use the hash of the password to create a key, which is a 256-bit key. You can then use the same IV for all blocks of ciphertext. This means that you need to compute the hash of the password, which is an additional computational step.\n\nAnother advantage is that it is much harder for an attacker to guess the password from the ciphertext. This is because the attacker has to find the hash of the password, which is much harder than just guessing the password. This means that you need to be much more careful about the password. You can use a much weaker password, which is more difficult to guess.\n\nIn summary, the main reason for using the hash of the password is to avoid a problem in the implementation. The extra computational step of computing the hash of the password is a small price to pay for the increased security.", "label": "It sounds like a primitive version of a key derivation function (KDF), in particular they probably could have avoided reinventing the wheel by using PBKDF2.\n\nThere are several reasons why you don't want to use the password directly as an AES key. \n\n* To distribute the bits. The main property here is that a hash function's output is, statistically speaking, uniformly distributed. People tend to pick passwords that aren't fully random, in particular, most passwords would only contain characters you can type in a keyboard. When used as an encryption key, a non-statistically random key may expose weaknesses in the encryption function.\n* To fit the keys to the encryption key length. Most passwords are going to be either longer or shorter than the key space of the encryption function. By hashing your password, the exact key length will be exactly the size of the input key of your encryption function. While the entropy of the derived key doesn't increase, this avoids the likelihood of exposing weakness in the encryption function if you just simply zero pad the password or worse truncate the password.\n* To slow down key derivation decryption. Per your description, the software is only using a single SHA256 round, which is not much. But with proper password based KDF, like PBKDF2, there are usually tens of thousands or hundreds of thousands of rounds of the underlying hash function. This slows down computing the keys, increasing the effective strength of passwords without increasing its length.\n* To keep the user's plain text password out of memory, thus preventing it from being accidentally dumped to disk during hibernation or crash dump. While this wouldn't protect the hash from being used to decrypt the data you're encrypting, it will prevent the password from being reused to decrypt other files (which presumably uses different salt) or being tried on your online accounts or other devices that you use.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nPHP is writing this error in the logs: \"Notice: Use of undefined constant\".\nError in logs:\n```PHP Notice: Use of undefined constant department - assumed 'department' (line 5)\nPHP Notice: Use of undefined constant name - assumed 'name' (line 6)\nPHP Notice: Use of undefined constant email - assumed 'email' (line 7)\nPHP Notice: Use of undefined constant message - assumed'message' (line 8)\n```\nRelevant lines of code:\n```$department = mysql_real_escape_string($_POST[department]);\n$name = mysql_real_escape_string($_POST[name]);\n$email = mysql_real_escape_string($_POST[email]);\n$message = mysql_real_escape_string($_POST[message]);\n```\nWhat does it mean and why am I seeing it?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The error occurs because PHP doesn't know what the value of `$_POST[department]` is. The PHP interpreter can't know what the value of `$_POST[department]` is, because you're using the `department` constant in your code, but the `$_POST[department]` variable is a superglobal variable. To get the value of the superglobal variable, you have to use the constant `$_POST` instead of the constant `department`.\n\nIn PHP, constants are just variables that are defined at compile time, so there's no way for PHP to know what value of the constant `department` you want to use.\n\nHere's an example of what the code would look like if you used the correct superglobal variable:\n\n```$department = mysql_real_escape_string($_POST['department']);\n$name = mysql_real_escape_string($_POST['name']);\n$email = mysql_real_escape_string($_POST['email']);\n$message = mysql_real_escape_string($_POST['message']);\n```\n\nThe `mysql_real_escape_string()` function escapes the value of the variable, so that it can't be used in an SQL query. This is necessary because you're using a database query to store the value, and you don't want to allow SQL injection attacks.", "label": "The error message is due to the unfortunate fact that PHP will implicitly declare an unknown token as a constant string of the same name.\nThat is, it's trying to interpret this (note the missing quote marks): \n```$_POST[department]\n```\nThe only valid way this would be valid syntax in PHP is if there was previously a constant ```department``` defined. So sadly, rather than dying with a Fatal error at this point, it issues this Notice and acts as though a constant had been defined with the same name and value:\n```// Implicit declaration of constant called department with value 'department'\ndefine('department', 'department');\n```\nThere are various ways you can get this error message, but they all have the same root cause - a token that could be a constant.\nStrings missing quotes: ```$my_array[bad_key]```\nThis is what the problem is in your case, and it's because you've got string array keys that haven't been quoted. Fixing the string keys will fix the bug:\nChange:\n```$department = mysql_real_escape_string($_POST[department]);\n...(etc)...\n```\nTo:\n```$department = mysql_real_escape_string($_POST['department']);\n...(etc)...\n```\nVariable missing dollar sign: ```var_without_dollar```\nAnother reason you might see this error message is if you leave off the ```$``` from a variable, or ```$this->``` from a member. Eg, either of the following would cause a similar error message:\n```my_local; // should be $my_local\nmy_member; // should be $this->my_member\n```\nInvalid character in variable name: ```$bad-variable-name```\nA similar but more subtle issue can result if you try to use a disallowed character in a variable name - a hyphen (```-```) instead of an underscore ```_``` would be a common case.\nFor example, this is OK, since underscores are allowed in variable names:\n```if (123 === $my_var) {\n do_something();\n}\n```\nBut this isn't:\n```if (123 === $my-var) {\n do_something();\n}\n```\nIt'll be interpreted the same as this:\n```if (123 === $my - var) { // variable $my minus constant 'var'\n do_something();\n}\n```\nReferring to a class constant without specifying the class scope\nIn order to refer to a class constant you need to specify the class scope with ```::```, if you miss this off PHP will think you're talking about a global ```define()```.\nEg:\n```class MyClass {\n const MY_CONST = 123;\n public function my_method() {\n return self::MY_CONST; // This is fine\n }\n public function my_method() {\n return MyClass::MY_CONST; // This is fine\n }\n public function my_bad_method() {\n return MY_CONST; // BUG - need to specify class scope\n }\n}\n```\nUsing a constant that's not defined in this version of PHP, or is defined in an extension that's not installed\nThere are some system-defined constants that only exist in newer versions of PHP, for example the mode option constants for ```round()``` such as ```PHP_ROUND_HALF_DOWN``` only exist in PHP 5.3 or later.\nSo if you tried to use this feature in PHP 5.2, say:\n```$rounded = round($my_var, 0, PHP_ROUND_HALF_DOWN);\n```\nYou'd get this error message:\n\n Use of undefined constant PHP_ROUND_HALF_DOWN - assumed\n 'PHP_ROUND_HALF_DOWN' Warning (2): Wrong parameter count for round()\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat are some current jobs that will become completely automated or obsolete within the next decade?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Automation and artificial intelligence are increasingly being used in many industries, leading to the replacement of many jobs. Here are some jobs that are likely to become obsolete within the next decade:\n\n1. Data Entry Clerks\nData entry clerks will no longer be needed as automation and artificial intelligence take over the task of entering information into computer systems. This includes tasks such as data entry, data processing, and data management.\n\n2. Customer Service Representatives\nAutomation and artificial intelligence are increasingly being used to provide customer service. Chatbots and other automated systems are able to handle many of the tasks that customer service representatives used to do, such as answering customer questions, resolving customer complaints, and directing customers to other resources.\n\n3. Bookkeeping, Accounting, and Auditing Clerks\nAutomation and artificial intelligence are increasingly being used in accounting and bookkeeping. This includes tasks such as data entry, data processing, and financial analysis.\n\n4. Bank Tellers and Cashiers\nAutomation and artificial intelligence are increasingly being used in banking. This includes tasks such as processing transactions, managing accounts, and providing customer service.\n\n5. Drivers\nSelf-driving cars and trucks are becoming increasingly popular, and it is likely that the need for human drivers will decrease over the next decade.\n\n6. Retail Salespersons\nAutomation and artificial intelligence are increasingly being used in retail. This includes tasks such as processing transactions, managing inventory, and providing customer service.\n\n7. Manufacturing and Assembly Line Workers\nAutomation and artificial intelligence are increasingly being used in manufacturing. This includes tasks such as assembly, inspection, and quality control.\n\n8. Taxi Drivers and Chauffeurs\nSelf-driving cars are becoming increasingly popular, and it is likely that the need for human taxi drivers will decrease over the next decade.\n\n9. Telemarketing and Telesales\nAutomation and artificial intelligence are increasingly being used in telemarketing and telesales. This includes tasks such as making calls, sending emails, and sending text messages.\n\n10. Travel Agents\nAutomation and artificial intelligence are increasingly being used in travel planning. This includes tasks such as booking flights, hotels, and car rentals, and making travel recommendations.\n\n11. Stock Traders\nAutomation and artificial intelligence are increasingly being used in stock trading. This includes tasks such as analyzing financial data, making investment recommendations, and executing trades.\n\n12. Journalists\nAutomation and artificial intelligence are increasingly being used in journalism. This includes tasks such as researching stories, writing articles, and editing content.\n\n13. Print Journalists\nThe shift to digital media is likely to make many print journalists obsolete.\n\n14. Travel Agents\nAutomation and artificial intelligence are increasingly being used in travel planning. This includes tasks such as booking flights, hotels, and car rentals, and making travel recommendations.\n\n15. Customer Service Representatives\nAutomation and artificial intelligence are increasingly being used to provide customer service. Chatbots and other automated systems are able to handle many of the tasks that customer service representatives used to do, such as answering customer questions, resolving customer complaints, and directing customers to other resources.\n\n16. Call Center Representatives\nAutomation and artificial intelligence are increasingly being used in call centers. This includes tasks such as answering customer calls, resolving customer complaints, and directing customers to other resources.\n\n17. Retail Salespersons\nAutomation and artificial intelligence are increasingly being used in retail. This includes tasks such as processing transactions, managing inventory, and providing customer service.\n\n18. Food Preparation and Serving Related Occupations\nAutomation and artificial intelligence are increasingly being used in food preparation and serving. This includes tasks such as food preparation, food service, and food management.\n\n19. Personal Care Aides\nAutomation and artificial intelligence are increasingly being used in personal care. This includes tasks such as bathing, dressing, and grooming.\n\n20. Landscaping and Lawn Care Service Workers\nAutomation and artificial intelligence are increasingly being used in landscaping and lawn care. This includes tasks such as lawn mowing, pruning, and planting.\n\n21. Maintenance and Repair Occupations\nAutomation and artificial intelligence are increasingly being used in maintenance and repair. This includes tasks such as maintenance, repair, and inspection.\n\n22. Childcare Workers\nAutomation and artificial intelligence are increasingly being used in childcare. This includes tasks such as childcare, education, and training.\n\n23. Security and Protective Service Occupations\nAutomation and artificial intelligence are increasingly being used in security and protective service. This includes tasks such as security, protection, and investigation.\n\n24. Waste and Recycling Collectors\nAutomation and artificial intelligence are increasingly being used in waste and recycling. This includes tasks such as waste collection, waste management, and recycling.\n\n25. Postal Service Clerks\nAutomation and artificial intelligence are increasingly being used in the postal service. This includes tasks such as mail sorting, mail processing, and mail delivery.\n\n26. Telecommunications Equipment Installers and Repairers\nAutomation and artificial intelligence are increasingly being used in telecommunications. This includes tasks such as installing and repairing telecommunications equipment.\n\n27. Broadcast and Sound Engineering Technicians\nAutomation and artificial intelligence are increasingly being used in broadcasting and sound engineering. This includes tasks such as broadcasting, sound engineering, and", "label": "Here are some examples of jobs that may become fully automated by the 2030's:\n\n* Truck Drivers. With the current pace of advances in AI, we may see more and more semi-autonomous and even fully-autonomous vehicles on the road over the next few years. As of 2021, there are about 3.5 million truck drivers in the US alone, many of which may be replaced by fully-autonomous trucks by 2030.\n\n* Customer Service Representatives. As of the early 2020's, text and voice-based chatbots are already supplementing agents in call centers. This trend is expected to grow exponentially, especially with the recent surge in large language models, to a point where only a handful of human representatives may be needed to assist with extreme cases.\n\n* Professional Translators. Machine translation is already commoditized via Google Translate and similar products. As this technology becomes more robust, it is easy to imagine official documents and even novels being translated into dozens of languages at a flip of a switch.\n\nIt is important to remember that these suggestions are speculative, since technological advances and their impact on society are hard to predict."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIn most introductory algorithm classes, notations like $O$ (Big O) and $\\Theta$ are introduced, and a student would typically learn to use one of these to find the time complexity.\nHowever, there are other notations, such as $o$, $\\Omega$ and $\\omega$. Are there any specific scenarios where one notation would be preferable to another?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "There are cases where you would want to use $o$, $\\Omega$, or $\\omega$ notation instead of $\\Theta$ notation, but it is often not necessary.\n\n## Big O notation\n\n* Big O notation is used to give an upper bound on the number of steps required to complete a task.\n* It is the least upper bound on the time complexity, i.e. it can be made better but not worse.\n* It is also used to give a bound on the space complexity.\n\n## Theta notation\n\n* Theta notation is used to give a tight bound on the number of steps required to complete a task.\n* It is the tightest upper and lower bound on the time complexity, i.e. it cannot be made better or worse.\n* It is also used to give a bound on the space complexity.\n\n## O notation\n\n* O notation is used to give an upper bound on the number of steps required to complete a task.\n* It is the least upper bound on the time complexity, i.e. it can be made better but not worse.\n* It is also used to give a bound on the space complexity.\n* O notation is used to say that a function is bounded by another function.\n* For example, $f(n) = O(n^2)$ means that $f(n)$ is bounded by $n^2$.\n* O notation is used to say that a function grows slower than another function.\n* For example, $f(n) = O(n)$ means that $f(n)$ grows slower than $n$.\n\n## Omega notation\n\n* Omega notation is used to give a lower bound on the number of steps required to complete a task.\n* It is the tightest lower bound on the time complexity, i.e. it cannot be made worse.\n* It is also used to give a bound on the space complexity.\n* Omega notation is used to say that a function is bounded by another function.\n* For example, $f(n) = \\Omega(n)$ means that $f(n)$ is bounded by $n$.\n* Omega notation is used to say that a function grows faster than another function.\n* For example, $f(n) = \\Omega(n^2)$ means that $f(n)$ grows faster than $n^2$.\n\n## W notation\n\n* W notation is used to say that a function grows faster than any function in a given set of functions.\n* It is also used to say that a function grows slower than any function in a given set of functions.\n* W notation is used to give a lower or upper bound on the time complexity.\n* It is used to say that a function grows faster than any function in a given set of functions.\n* For example, $f(n) = W(n^2)$ means that $f(n)$ grows faster than any function in the set of functions $n^2$.\n* W notation is used to give a bound on the space complexity.\n* It is used to say that a function grows slower than any function in a given set of functions.\n* For example, $f(n) = W(n^2)$ means that $f(n)$ grows slower than any function in the set of functions $n^2$.\n\n## Notation used in real life\n\n* Big O notation is used in many areas of computer science, including algorithms, data structures, and software engineering.\n* Theta notation is used in many areas of computer science, including algorithms, data structures, and software engineering.\n* Omega notation is used in many areas of computer science, including algorithms, data structures, and software engineering.\n* W notation is used in many areas of computer science, including algorithms, data structures, and software engineering.\n\n## Choosing the right notation\n\n* Choose the notation that best describes the relationship between the functions.\n* Choose the notation that best describes the complexity of the algorithm or data structure.\n* Choose the notation that best describes the performance of the algorithm or data structure.\n* Choose the notation that best describes the characteristics of the function.", "label": "You are referring to the Landau notation. They are not different symbols for the same thing but have entirely different meanings. Which one is \"preferable\" depends entirely on the desired statement.\n$f \\in \\cal{O}(g)$ means that $f$ grows at most as fast as $g$, asymptotically and up to a constant factor; think of it as a $\\leq$. $f \\in o(g)$ is the stricter form, i.e. $\n$f \\in \\Omega(g)$ has the symmetric meaning: $f$ grows at least as fast as $g$. $\\omega$ is its stricter cousin. You can see that $f \\in \\Omega(g)$ is equivalent to $g \\in \\cal{O}(f)$.\n$f \\in \\Theta(g)$ means that $f$ grows about as fast as $g$; formally $f \\in \\cal{O}(g) \\cap \\Omega(g)$. $f \\sim g$ (asymptotic equality) is its stronger form. We often mean $\\Theta$ when we use $\\cal{O}$.\nNote how $\\cal{O}(g)$ and its siblings are function classes. It is important to be very aware of this and their precise definitions -- which can differ depending on who is talking -- when doing \"arithmetics\" with them. \nWhen proving things, take care to work with your precise definition. There are many definitions for Landau symbols around (all with the same basic intuition), some of which are equivalent on some sets on functions but not on others.\n\nIf you are interested in using Landau notation in a rigorous and sound manner, you may be interested in a work by Rutanen et al.. They formulate necessary and sufficient criteria for asymptotic notation as we use them in algorithmics, show that the common definition fails to meet them and provide a (the, in fact) workable definition.\n\n* A general definition of the O-notation for algorithm analysis by K. Rutanen et al. (2015)\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat if everyone on Earth jumped at once?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "If every person on Earth jumped at once, the planet would likely experience a few effects:\n\n* The ground would shake as all the people on Earth would simultaneously push down on it. This would be equivalent to a single large earthquake, but the effects would be spread out over the globe. The ground would shake for about 10-30 seconds, depending on the distance from the epicenter.\n* The atmosphere would compress as the people on Earth would simultaneously push down on it. This would cause the air pressure to increase, which would cause the air to compress. This compression would cause the temperature to drop, but only slightly.\n* The Earth's rotation would slow down slightly due to the angular momentum of the people on Earth. This effect would be extremely small, though, and the Earth's rotation would not be affected by the jumping of every person on Earth.", "label": "There are roughly 8 billion people on Earth, with a total weight of about 400 billion kg. Since people are dispersed around the planet's spherical surface, if everyone on Earth jumped in place, nothing much would happen; all our lift-offs and impacts would more-or-less cancel each other out, resulting in 0 net force on the Earth.\n\nHowever, if all 8 billion of us came together and jumped, we would make the Earth shift by just 1% of the radius of a single atom per second. When we landed, Earth would move back in place."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWho are the most dominant NBA players of the last decade?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The most dominant players of the last decade are those who have consistently produced at an elite level, winning multiple championships, MVP awards, and other accolades. Here are some of the most dominant NBA players of the last decade:\n\n* LeBron James (2009-2019) - James is widely regarded as one of the greatest players of all time. He has won four NBA championships, four MVP awards, and has been named to 17 All-NBA teams. He has led the league in scoring, assists, and rebounds multiple times.\n* Kevin Durant (2009-2019) - Durant is a two-time NBA champion and two-time NBA Finals MVP. He has been named to 10 All-NBA teams and has led the league in scoring four times. He is considered one of the greatest scorers of all time.\n* Stephen Curry (2010-2019) - Curry is a three-time NBA champion and two-time NBA MVP. He has been named to nine All-NBA teams and has led the league in three-point shooting percentage multiple times. He is considered one of the greatest shooters in NBA history.\n* James Harden (2010-2019) - Harden is a two-time NBA scoring champion and has been named to six All-NBA teams. He has led the league in scoring three times and has been named to the All-NBA Third Team multiple times.\n* Giannis Antetokounmpo (2013-2019) - Antetokounmpo is a two-time NBA MVP and has been named to seven All-NBA teams. He has led the league in rebounding twice and has been named to the All-NBA First Team multiple times. He is considered one of the greatest players of all time.\n* Russell Westbrook (2010-2019) - Westbrook is a two-time NBA MVP and has been named to six All-NBA teams. He has led the league in assists and steals multiple times and has been named to the All-NBA First Team multiple times.\n* Joel Embiid (2014-2019) - Embiid is a two-time NBA All-Star and has been named to three All-NBA teams. He has led the league in blocks multiple times and has been named to the All-NBA Second Team multiple times.\n* Damian Lillard (2012-2019) - Lillard is a two-time NBA All-Star and has been named to three All-NBA teams. He has led the league in assists and has been named to the All-NBA Second Team multiple times.\n* Kawhi Leonard (2011-2019) - Leonard is a two-time NBA champion and two-time NBA Finals MVP. He has been named to five All-NBA teams and has led the league in steals multiple times.\n* Paul George (2010-2019) - George is a two-time NBA All-Star and has been named to four All-NBA teams. He has led the league in steals multiple times and has been named to the All-NBA First Team multiple times.\n* Kyrie Irving (2011-2019) - Irving is a two-time NBA champion and two-time NBA Finals MVP. He has been named to six All-NBA teams and has led the league in assists multiple times.\n* Anthony Davis (2012-2019) - Davis is a three-time NBA All-Star and has been named to four All-NBA teams. He has led the league in blocks multiple times and has been named to the All-NBA First Team multiple times.\n* Nikola Jokic (2015-2019) - Jokic is a two-time NBA All-Star and has been named to three All-NBA teams. He has led the league in assists multiple times and has been named to the All-NBA First Team multiple times.\n* Damian Lillard (2012-2019) - Lillard is a two-time NBA All-Star and has been named to three All-NBA teams. He has led the league in assists and has been named to the All-NBA Second Team multiple times.\n* Jimmy Butler (2010-2019) - Butler is a three-time NBA All-Star and has been named to four All-NBA teams. He has led the league in steals multiple times and has been named to the All-NBA First Team multiple times.\n* Al Horford (2010-2019) - Horford is a two-time NBA All-Star and has been named to five All-NBA teams. He has led the league in rebounds multiple times and has been named to the All-NBA First Team multiple times.\n* Pau Gasol (2010-2019) - Gasol is a two-time NBA champion and two-time NBA Finals MVP. He has been named to nine All-NBA teams and has led the league in rebounds multiple times.\n* Chris Paul (2010-2019) - Paul is a 11-time NBA All-Star and has been named to seven All-NBA teams. He has led the league in assists multiple times and has been named", "label": "The NBA (National Basketball Association) has seen many great players in the last decade, but here are some of the most dominant:\n\n* LeBron James: Widely considered the best player of his generation, LeBron James has been one of the most dominant players in the NBA for over a decade. He has won four NBA championships and four NBA MVP awards in the last 10 years. \n* Steph Curry: Best shooter of all time. Regularly puts up more then 4 threes a game, and shoots over 40% from deep. Stephen Curry has been a dominant force in the league for the last decade. He has won four NBA championships and two NBA MVP awards in the last 10 years. \n* Kevin Durant: One of the best scorer of all time, Kevin Durant has been one of the most dominant players in the NBA for over a decade. He has won two NBA championships and two NBA Finals MVP awards in the last 10 years. \n* Giannis Antetokounmpo: also known as \"The Greek Freak\", has emerged as one of the most dominant NBA players in recent years. He has been a two-time NBA MVP and a five-time NBA All-Star, and he led the Milwaukee Bucks to their first NBA championship in 50 years in 2021, earning NBA Finals MVP honors in the process. \n* Kawhi Leonard: A two-way star, Kawhi Leonard has been one of the most dominant players in the NBA over the last decade. He has won two NBA championships and two NBA Finals MVP awards in the last 10 years. "} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\n¿Cuál es la diferencia entre echo, print, print_r, var_dump y var_export en PHP?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Los tres primeros son para imprimir algo. var_dump y var_export son útiles para depuración. print_r es útil para depuración si tienes un objeto complejo y quieres verlo en formato humano. var_dump es útil para depuración porque no muestra el código que está utilizando la variable, y var_export muestra el código que está utilizando la variable pero en formato humano.\n\necho es útil para depuración si solo quieres imprimir algo en el código. print es útil para depuración si quieres imprimir algo en el código, pero no quieres imprimir la nueva línea. print_r y var_dump son útiles para depuración cuando quieres imprimir algo en el código, y quieres depurar el resultado. var_export es útil para depuración cuando quieres imprimir algo en el código, depurar el resultado y luego usar el resultado como código.\n\nPor ejemplo:\n```$a = array(1, 2, 3, 4, 5);\nprint_r($a); // 1, 2, 3, 4, 5\nvar_dump($a); // int(5) { [0] => 1, [1] => 2, [2] => 3, [3] => 4, [4] => 5 }\nvar_export($a); // 'array ( 0 => 1, 1 => 2, 2 => 3, 3 => 4, 4 => 5 )'\n```\nY para depuración:\n```$a = array(1, 2, 3, 4, 5);\nvar_dump($a); // int(5) { [0] => 1, [1] => 2, [2] => 3, [3] => 4, [4] => 5 }\nvar_export($a); // 'array ( 0 => 1, 1 => 2, 2 => 3, 3 => 4, 4 => 5 )'\n```\nY para depuración y mostrar el código:\n```$a = array(1, 2, 3, 4, 5);\nvar_export($a); // 'array ( 0 => 1, 1 => 2, 2 => 3, 3 => 4, 4 => 5 )'\n```\nY para depuración y mostrar el código:\n```$a = array(1, 2, 3, 4, 5);\nvar_export($a); // 'array ( 0 => 1, 1 => 2, 2 => 3, 3 => 4, 4 => 5 )'\n```\nY para depuración y mostrar el código:\n```$a = array(1, 2, 3, 4, 5);\nvar_export($a); // 'array ( 0 => 1, 1 => 2, 2 => 3, 3 => 4, 4 => 5 )'\n```\nY para depuración y mostrar el código:\n```$a = array(1, 2, 3, 4, 5);\nvar_export($a); // 'array ( 0 => 1, 1 => 2, 2 => 3, 3 => 4, 4 => 5 )'\n```\nY para depuración y mostrar el código:\n```$a = array(1, 2, 3, 4, 5);\nvar_export($a); // 'array ( 0 => 1, 1 => 2, 2 => 3, 3 => 4, 4 => 5 )'\n```\nY para depuración y mostrar el código:\n```$a = array(1, 2, 3, 4, 5);\nvar_export($a); // 'array ( 0 => 1, 1 => 2, 2 => 3, 3 => 4, 4 => 5 )'\n```", "label": "Aquí hay una descripción general de estas funciones de PHP:\n\n###echo\n\n* Muestra una o más cadenas separadas por comas\n* No tiene un valor de retorno\n* Ejemplo:\n```echo \"Cadena 1\", \"Cadena 2\";\n```\n\n###print\n\n* Muestra solo una simple cadena\n* Devuelve 1, por lo cual puede ser usada en una expresión\n* Ejemplos:\n```print \"Hello\";\nif($expresion && print \"Cadena\"){\n // Hacer algo\n}\n```\n\n###print_r()\n\n* Muestra una representación más entendible de un solo valor cualquiera\n* No solo acepta cadenas, también acepta arreglos y objetos formateándolos para ser visualizados de una forma más entendible\n* Puede devolver su valor de salida como un valor de retorno si le pasa ```true``` como su segundo argumento\n* Útil para la depuración\n\nEjemplo: Si tenemos el siguiente arreglo:\n```$a = array ('a' =>'manzana', 'b' => 'banana', 'c' => array ('x', 'y', 'z'));\nprint_r ($a);\n```\nNuestro ```print_r($a);``` nos devolverá algo como esto:\n```Array\n(\n [a] => manzana\n [b] => banana\n [c] => Array\n (\n [0] => x\n [1] => y\n [2] => z\n )\n)\n```\n\n###var_dump()\n\n* Muestra una representación más entendible de un valor cualquiera o más separados por comas\n* No solo acepta cadenas, también acepta arreglos y objetos formateándolos para ser visualizados de una forma más entendible\n* Usa un formato diferente al anterior ```print_r()```, por ejemplo, también muestra el tipo del valor\n* Útil para la depuración\n* No tiene un valor de retorno\n\nEjemplo: Si tenemos el siguiente arreglo:\n```$a = array(1, 2, array(\"a\", \"b\", \"c\"));\nvar_dump($a);\n```\nNuestro ```var_dump($a);``` nos devolverá algo como esto: (nótese que nos muestra el tipo de valor de cada elemento en nuestro arreglo)\n```array(3) {\n [0]=>\n int(1)\n [1]=>\n int(2)\n [2]=>\n array(3) {\n [0]=>\n string(1) \"a\"\n [1]=>\n string(1) \"b\"\n [2]=>\n string(1) \"c\"\n }\n}\n```\n\n###var_export()\n\n* Muestra una representación más entendible y ejecutable de un valor cualquiera\n* No solo acepta cadenas, también acepta arreglos y objetos formateándolos para ser visualizados de una forma más entendible\n* Usa un formato de salida diferente de ```var_dump()``` y ```print_r()```, la salida es un código de PHP válido\n* Útil para la depuración\n* Puede devolver su valor de salida como un valor de retorno si le pasa ```true``` como su segundo argumento\n\nEjemplo, si realizamos lo siguiente\n```class A {\n public $var;\n}\n$a = new A;\n$a->var = 5;\nvar_export($a);\n```\nObtendremos como resultado:\n```A::__set_state(array(\n 'var' => 5,\n))\n```\n\n###Notas\n\n* ```echo``` es mucho más rápido que ```print```\n* ```echo``` y ```print``` son constructores de lenguaje\n* ```print_r()``` y ```var_dump()``` son funciones\n* ```echo``` y ```print``` pueden recibir sus argumentos mediante paréntesis como una función ```echo(\"Hello\", \"world\");``` ó ```print(\"Hello World\");```\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI am [Student], a master of CMU with a double degree in civil engineering and computer science. During my master's degree, I was supervised by [MSc Advisor #1] and [MSc Advisor #2] to conduct academic research related to natural language processing. I am preparing for the Ph.D program this fall (2023). I really want to conduct doctoral research with [Potential PhD Advisor] at New York University. Can you help me write a powerful statement of purpose? Its content should be expanded from my research on the following three questions: \n\n[Q1]: How to evaluate the quality of machine-generated texts?\nI reformulate the evaluation of text generation as a text generation problem. My first work got accepted to NeurIPS. I was invited by [Esteemed Professor] to give a talk.\n[Q2]: Can machines help with scientific peer review? \nI developed a Review Advisor system that generates paper reviews, which received over 10,000 visits on the first day and was featured in research media. We also write a technical report of over 25 pages.\n[Q3]: Can machines better communicate with humans?\nMy collaborators and I did a survey of how humans communicate with machines powered by pre-trained language models. Our pre-printed survey paper received over 45 citations in only four months.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here is a draft statement of purpose for your Ph.D. application:\n\nThe goal of my research is to improve the quality of machine-generated texts and the effectiveness of machines in scientific peer review and human-machine communication.\n\nMy research is focused on the following three questions:\n\n1. How to evaluate the quality of machine-generated texts?\n2. Can machines help with scientific peer review?\n3. Can machines better communicate with humans?\n\nI am hoping to work with [Potential PhD Advisor] to address these questions and develop a comprehensive framework for machine-generated text evaluation, scientific peer review, and human-machine communication.\n\nI am particularly interested in working with [Potential PhD Advisor] because of their [Research Interest] and [Research Experience]. I am confident that their guidance will help me to make significant contributions to the field of natural language processing.\n\nI am excited to contribute to the [Research Group/Department] at New York University and look forward to the opportunity to work with [Potential PhD Advisor].", "label": "Sure, here is a statement of purpose draft based on your information.\n\n# Statement of Purpose of [Student] (CS Ph.D applicant for Fall 2023)\n\n“A computer would deserve to be called intelligent if it could deceive a human into believing that it was human” - Alan Turing. Although I chose civil engineering as my major during my undergraduate years, I was amazed by the idea that “machines can think” when I took an elective course named “Introduction to Artificial Intelligence (AI)” in my freshman year. Especially at that time, an AI program AlphaGo defeated Lee Sedol, the world champion of Go. In this context, I was eager to learn about AI and resolved to make computer science my second major. Although I had to take a lot more classes and bear with doubled learning pressures compared with ordinary students, I still ranked [Academic Rank] in my major. My hard work and diverse interdisciplinary background got me accepted to CMU’s master’s program to better pursue the field of AI.\n\nCMU offers a wide variety of resources for different branches of AI. Among all those options, I developed a great interest in natural language processing (NLP). As Alan Turing once said, an intelligent machine would deceive a human into believing that it was human. Wouldn’t that be a big step towards a truly intelligent machine if a machine could communicate in natural language like a human? With this in mind, I did some preliminary research explorations under the excellent supervision of [MSc Advisor #1] and [MSc Advisor #2].\n\n## Q1: How to evaluate the quality of machine-generated texts?\nEnabling machines to generate natural language is an important and challenging task. Correspondingly, how to assess the quality of text generated by existing machine learning systems is a question worth exploring. Through an extensive literature review, I summarized the limitations of existing state-of-the-art metrics. By making a paradigm shift that formulates the evaluation of text generation as a text generation problem, those limitations are naturally solved. This novel idea was not only recognized by peer review and eventually accepted by NeurIPS at the first submission but also appreciated by [Esteemed Professor], an expert in the field, who invited me to give a talk.\n\n## Q2: Can machines help with scientific peer review?\nThis is the project I am most proud of during my master’s degree. Not only because I spent one year patiently experiencing the complete research cycle from collecting data, training models, analyzing results, deploying online Demo, to writing a technical paper of over 25 pages. But also because it was my first attempt to use AI technology to solve an under-explored problem that desperately needed a solution. Our Review Advisor system received over 10,000 visits on the first day of opening and was featured in popular research media. While the reviews generated by our system lack details, they certainly can help reviewers frame their reviews. I used to think that we were striving for machines to take over human jobs. But now I see that perhaps what we need is not machines that replace humans, but machines that assist humans. If machines can communicate with humans using natural language, they can better assist humans in doing various tasks. This made me reflect on the way humans and machines communicate with each other.\n\n## Q3: Can machines better communicate with humans?\n To answer this question, my collaborators and I reviewed over two hundred relevant papers and summarized four different paradigms in the development of NLP in terms of the way humans communicate with machines (i.e., instantiated by pre-trained language models). We released a survey paper to elaborate on each paradigm, and our pre-printed paper has gained over 45 citations in only four months.\nBy summarizing different communication paradigms, I have gained new thoughts about the future development of NLP. Recently, people began to reformulate various NLP tasks into the language modeling task to communicate with models in natural language. But how to improve the models’ memorization and generalization ability under this paradigm remains under-explored. This is one of the directions I would like to explore in the future.\n\nDuring my master’s degree, extensive AI-related courses enriched my theoretical knowledge and opened my eyes to the landscapes of various fields, while several independent research experiences cultivated my practical skills and improved my research taste. All the previous accumulations have prepared me to continue my research in the field of NLP. With the beautiful willingness to drive this field forward, I am here applying for the CS PhD program at NYU. I’m eager to join the [Lab Name] at NYU and work with the amazing researchers in NLP. I am particularly drawn to NYU because some of the professors there are researching topics that align with my current interests, specifically [Potential PhD Advisor]. I look forward to conducting research under the guidance of faculty unrivaled in this domain and working with brilliant peers. After obtaining a Ph.D. degree, I plan to look for a faculty position in academia and continue doing research.\n\n\nGood luck on your application!"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nAlternative to Windows Snipping Tool for Mac OSX<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The built-in screen capture tool on Mac is quite limited. You can use the built-in Screen Recording tool for capturing video or screenshots of your screen. The video recording tool can be used to create a video of a live screen capture, and the screenshot tool can be used to capture a still image of your screen.\n\nHere are some alternative screenshot tools that you might find useful on Mac:\n\n* Skitch: This is a free tool that allows you to capture screenshots and annotate them with a variety of drawing tools. It also allows you to share your screenshots via email, or upload them to a variety of services, including Facebook and Tumblr.\n* Shutter: This is a free tool that allows you to capture screenshots of your screen, as well as take photos with your Mac's built-in camera. It also allows you to annotate your screenshots with a variety of drawing tools.\n* Capture: This is a free tool that allows you to capture screenshots of your screen, as well as record video of your screen. It also allows you to annotate your screenshots with a variety of drawing tools.\n* Grab: This is a free tool that allows you to capture screenshots of your screen, as well as take photos with your Mac's built-in camera. It also allows you to annotate your screenshots with a variety of drawing tools.\n* Preview: This is a free tool that allows you to capture screenshots of your screen, as well as annotate them with a variety of drawing tools. It also allows you to share your screenshots via email, or upload them to a variety of services, including Facebook and Tumblr.\n\nThese tools are all free and can be downloaded from the Mac App Store. They all offer a variety of features and tools that can be used to capture screenshots and annotate them.", "label": "Mac OS has a built-in snipping tool similar to the one in Windows:\n* ⌘+⇧+3 captures the whole screen\n* ⌘+⇧+4 captures a custom rectangle\n(click and drag over the screen region you want to capture)\n* ⌘+⇧+4 then space captures a specific window (move the mouse cursor over the desired window, then click)\n\nPress esc to cancel.\nScreenshots are saved onto your Desktop and timestamped.\nHolding control in addition to any of the sequences above causes the image to be copied instead of saved to the desktop.\nBy default the image format is png. However, you can change the format by typing in the Terminal:\n```defaults write com.apple.screencapture type image_format\nkillall SystemUIServer\n```\nWhere ```image_format``` is one of ```jpg```, ```tiff```, ```pdf```, ```png```, ```bmp``` or ```pict``` (among others). If you omit the second line, you will need to log out and in again for the change to take effect.\n\nThe settings for the shortcuts in the system preferences are located at:\nSystem Preferences → Keyboard → Keyboard Shortcuts → Screen Shots\nThe MacOS X application that enables screenshots is called Grab. It is located at ```/Applications/Utilities/Grab.app```"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to celebrate chuseok?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Chuseok is a harvest festival that takes place on the 15th day of the 8th lunar month, which is the day after the full moon. It is traditionally celebrated by Koreans in the autumn season to honor their ancestors and express gratitude for the bounty of the harvest. There are several ways to celebrate Chuseok, depending on the individual or family traditions. Here are some common ways to celebrate Chuseok:\n\n1. Prepare traditional food. The main food eaten on Chuseok is called songpyeon, which is a half-moon shaped rice cake made from glutinous rice flour. It is typically served with a variety of side dishes, including kimchi and other Korean-style vegetables. It is also common to eat other traditional foods, such as pork and other meats, on Chuseok. The meal is typically eaten with family members, and the food is often served on a low table or at a low table, which is considered a more modest and humble way to eat.\n2. Honor ancestors. Chuseok is a time to honor one's ancestors and express gratitude for their hard work and sacrifices. It is customary to visit one's ancestral home and offer food and incense to the ancestors. It is also common to make offerings to the ancestors in the form of money, food, or other items. Many people also visit their ancestral graves and leave offerings, such as incense and food, to honor their ancestors.\n3. Take a trip. Chuseok is a time to take a trip with family members or friends. Many people visit other parts of the country or travel to different countries. It is also common to take a trip to a place that is considered sacred or spiritual, such as a temple or a shrine. The trip is typically taken to honor the ancestors and to express gratitude for the bounty of the harvest.\n4. Participate in traditional activities. Chuseok is a time to participate in traditional activities, such as playing traditional music and dancing. It is also common to participate in traditional games and sports, such as archery and wrestling. Many people also participate in traditional crafts, such as weaving and pottery.\n5. Take a break from work. Chuseok is a time to take a break from work and rest. It is customary to take a day off from work and to spend the day with family members or friends. Many people also take a break from their daily routines and spend the day doing things they enjoy, such as watching movies or playing games.\n6. Make a donation. Chuseok is a time to make a donation to charity or to help those in need. Many people make a donation to a charity or to a cause that is important to them. It is also common to donate food or other items to those who are less fortunate.\n\n\nChuseok is a special holiday that is celebrated by Koreans around the world. It is a time to honor one's ancestors and express gratitude for the bounty of the harvest. There are several ways to celebrate Chuseok, depending on the individual or family traditions.", "label": "\"추석\" or \"Chuseok\" is a Korean harvest festival celebrated on the 15th day of the 8th month of the lunar calendar. It is a very popular festival for Koreans as they reunite with their relatives and prepare for a feast. The origin of Chuseok is unsure but it has some traditional rites to be maintained. Thus Chuseok is celebrated in the rich harvest season when fruit and grain are abundant. Using the newly harvested rice, people make steamed rice, rice cakes, and liquor.\n\n## Pray and traditional customs\n\n1. Perform Charye or 차례. This is an ancestral memorial service where the entire family gathers together to perform the memorial service in the morning wearing hanbok. Charye is performed because Koreans believe that their ancestors aren't physically dead; their spirits are still alive. They prepare special food in their honor. Observe the important table arrangement for the Charye feast. Rice and soup are placed on the north side of the table, and fruits and vegetables are on the south. On the west and in the middle, meat dishes are served. On the east, rice cake and some drinks such as makgeolli or soju are placed.\n2. Practice Beolcho \"벌초\" and Seongmyo \"성묘\". Visit the ancestral graves and clean the weeds around the graves. This shows respect and devotion to one another. One month prior to the Chuseok, the families visit their ancestors' graves to clean the weeds, a practice which is called Beolcho, often causing congestion in Korea's highways. They again visit and clean the weeds around the graves during Chuseok.\n\n\n## Entertainment\n\n1. Play Ssireum. A Korean folk game similar to wrestling, it is extremely popular during the festival. Two competitors wrestle in the center of a sandpit and try to knock the other person over by using strength, skill and intelligence. It is a one on one tournament and the last person remaining wins the game.\n2. Perform the folk dance Kanggangsullae. This is a folk dance especially performed by women. They usually link arms and dance in a circle under the moonlight.\n3. Perform Sonori or Geobuknori. \"So\" and \"Geobuk\" literally mean \"cow\" and \"turtle\" in Hangeul. This celebration is a ritual performed by two people wearing a cape made of hanji and running around the local area as a cow and turtle, asking for foods from neighbors. The foods are often shared with relatives who can't afford Chuseok meals.\n\n\n## Food\n\n1. Eat songpyeon or \"송편\". This is a Korean traditional stuffed rice cake served as the Chuseok meal. The stuffings are made of healthy ingredients like sesame seeds, beans, nuts and honey. It is crucial to steam those cakes on pine-needles. It enhances the taste and fragrance along with the meaning of Songpyeon. Songpyeon is also significant because of the meaning contained in its shape. Songpyeon's rice skin itself resembles the shape of a full moon, but once it wraps the stuffing, its shape resembles the half-moon. There's a saying that the prettier you shape your songpyeon, the prettier your future daughter will be.\n2. Enjoy Hangwa. It is made with highly nutritious ingredients, such as rice flour, honey, fruit, and roots. People use edible natural ingredients to express various colors, flavors, and tastes. A few types of Hangwa are Yakgwa, Yugwa and Dasik, which are widely common as Korean confectionery items.\n3. Note that the name \"Hangwa\" is similar to another name for Chuseok, \"Hangawi\".\n4. Drink traditional liquors. These drinks are another significant and traditional side for a Chuseok feast. On Chuseok, families and relatives gather together and hold a memorial service for their ancestors with liquor made of the newly harvest rice. After the memorial service, they sit together and spend some time together as a family, drinking the liquor and eating the food.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI'm going to Toronto for a business trip. Please help me arrange a two-day weekend vacation plan.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Toronto is a fantastic city. Here's a suggested 2-day weekend itinerary for you:\n\nDay 1: Saturday\n\n* 10:00 AM - Start your day at the iconic CN Tower. The CN Tower offers panoramic views of the city from its observation deck. The CN Tower also offers a thrilling glass floor and a thrilling EdgeWalk. The EdgeWalk is a hands-free, walkable experience on the tower's circumference.\n* 1:00 PM - Grab lunch at the St. Lawrence Market. The St. Lawrence Market is a historic marketplace that has been in operation since 1803. The market is home to over 120 vendors, offering a wide variety of local food and drink.\n* 3:00 PM - Visit the Royal Ontario Museum (ROM). The ROM is Canada's largest museum, featuring a diverse collection of art, culture, and natural history from around the world.\n* 7:00 PM - Enjoy dinner at the Waterfront Restaurant. The Waterfront Restaurant is located in the historic Harbourfront Centre. The restaurant offers stunning views of Lake Ontario and the Toronto skyline.\n* 9:00 PM - End the night with a visit to the Harbourfront Centre. The Harbourfront Centre is a popular destination for live music, theater, and art exhibitions. You can also take a stroll along the waterfront and enjoy the views of the lake.\n\n\nDay 2: Sunday\n\n* 10:00 AM - Start the day with a visit to the Toronto Islands. The Toronto Islands are a popular weekend destination. Take a ferry from the mainland to the islands and enjoy the beautiful beaches, parks, and gardens.\n* 1:00 PM - Grab lunch at the Islands' food court. The Islands' food court offers a variety of local cuisine.\n* 3:00 PM - Visit the Casa Loma. Casa Loma is a historic castle located in the heart of the city. The castle offers stunning views of the city and features beautiful gardens and a museum.\n* 6:00 PM - Enjoy dinner at the Buca Osteria. Buca Osteria is a popular Italian restaurant located in the heart of the city. The restaurant offers a wide variety of pasta dishes and other Italian favorites.\n* 8:00 PM - End the night with a visit to the Entertainment District. The Entertainment District is a popular destination for live music, theater, and comedy. You can also take a stroll along the street and enjoy the views of the city.\n\n\nI hope you have a great trip to Toronto!", "label": "Toronto is not only the largest city in Canada, but it is also the birthplace of Canadian culture and economy. Additionally, the city is a major transportation hub and is the heart of the country's manufacturing industry. Here is a suggested weekend travel plan for your visit to Toronto.\n\nDay 1: \n\n* Sightseeing guideline: Toronto \nToronto City has earned the nickname \"the most diverse city in the world\" due to its multicultural population. With over 80 ethnic groups and more than 100 languages spoken in the city, Toronto is a melting pot of cultures and has a vibrant and diverse community.\n* Traffic guideline: It is recommended to travel by car\n\nDay 2: \n\n* Sightseeing guideline: Niagara Falls\nStart your day by heading to Niagara Falls, located near Toronto. Niagara Falls is one of the three great waterfalls in the world, spanning across the United States and Canada. The falls are a breathtaking natural wonder that leave visitors in awe of their unique beauty. For the best view of the falls, stand on the Rainbow Bridge, and take a boat ride to see the waterfall up close. Return to Toronto in the evening, after an unforgettable day exploring Niagara Falls.\n* Traffic guideline: Drive a car for two hours from Toronto City to Niagara Falls\n\nIf you are planning a visit to Toronto during the winter season, it is essential to bring warm clothing such as a heavy coat or overcoat, waterproof boots, gloves, and a woolen hat to stay protected from the cold weather. However, if you visit during the summer season, lightweight and breathable clothing is most comfortable. Mornings and nights can be cool, so it is recommended to bring a coat for added warmth. I hope this information helps you pack appropriately for your trip and that you have an enjoyable stay in Toronto."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nEdit this sentence and make sure it is grammatically correct.\n\nI went to the bus stop, and come across my classmates Mary.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here is the corrected sentence:\n\nI went to the bus stop and met my classmates Mary.\n\nThe corrections made were:\n\n* \"come across\" is a phrasal verb meaning to encounter someone unexpectedly, whereas \"met\" is a verb meaning to meet someone.\n* The sentence structure is now improved by making it a compound sentence, rather than a simple sentence with a comma splice.", "label": "I went to the bus stop, and came across my classmate Mary."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to connect mysql workbench to running mysql inside docker?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "You can do this by setting the MySQL Workbench to connect to a MySQL server outside of Docker, or you can set up Docker Compose and use the Docker Compose CLI to start the MySQL container and then connect to it.\n\n## Connect to a MySQL Server outside of Docker\n\n1. Set the host to the IP address of your host machine. You can find the IP address of your host machine in the Command Line Tool's help output. For example, the following command output shows the IP address of your host machine.\n```\nmysql --host= -u -p\n```\n2. Connect to the MySQL Server using MySQL Workbench. You can do this by following these steps:\n\t* Open MySQL Workbench.\n\t* Click Connect to Server in the navigation pane on the left.\n\t* Click the New Connection button in the Connect to Server dialog box.\n\t* Enter a name for the connection. This is optional.\n\t* Click Next.\n\t* Enter the host name, username, password, and port number for your MySQL Server.\n\t* Click Test Connection to test the connection.\n\t* Click Finish to complete the connection.\n3. Once you have connected to your MySQL Server, you can execute SQL statements and view the results in the Query Editor. You can also use the MySQL Workbench GUI to create and modify MySQL databases, tables, views, stored procedures, functions, and indexes.\n\n\n## Connect to a MySQL Server inside a Docker container\n\n1. Create a Docker Compose file. You can do this by following these steps:\n\t* Open the Command Line Tool.\n\t* Navigate to the directory where you want to create the Docker Compose file. For example, you can navigate to the directory where you want to create the Docker Compose file by using the following command. For example, if you want to create the Docker Compose file in the directory `C:\\Users\\username\\Documents\\docker-compose`, you can use the following command. ```cd C:\\Users\\username\\Documents\\docker-compose```\n\t* Create a new file. For example, you can create a new file by using the following command. ```touch docker-compose.yml```\n\t* Open the Docker Compose file in an editor. For example, you can open the Docker Compose file in Notepad by using the following command. ```notepad docker-compose.yml```\n\t* Add the following code to the Docker Compose file. For example, the following code shows the contents of the Docker Compose file.\n```\nversion: '3'\nservices:\n mysql:\n image: mysql:latest\n environment:\n MYSQL_ROOT_PASSWORD: \"your_password\"\n MYSQL_DATABASE: \"your_database\"\n MYSQL_USER: \"your_user\"\n MYSQL_PASSWORD: \"your_password\"\n volumes:\n -./mysql-data:/var/lib/mysql\n```\n2. Create the Docker container. You can do this by following these steps:\n\t* Open the Command Line Tool.\n\t* Navigate to the directory where you created the Docker Compose file. For example, you can navigate to the directory where you created the Docker Compose file by using the following command. ```cd C:\\Users\\username\\Documents\\docker-compose```\n\t* Start the Docker container. For example, you can start the Docker container by using the following command. ```docker-compose up -d```\n3. Connect to the MySQL Server using MySQL Workbench. You can do this by following these steps:\n\t* Open MySQL Workbench.\n\t* Click Connect to Server in the navigation pane on the left.\n\t* Click the New Connection button in the Connect to Server dialog box.\n\t* Enter a name for the connection. This is optional.\n\t* Click Next.\n\t* Enter the host name, username, password, and port number for your MySQL Server.\n\t* Click Test Connection to test the connection.\n\t* Click Finish to complete the connection.\n4. Once you have connected to your MySQL Server, you can execute SQL statements and view the results in the Query Editor. You can also use the MySQL Workbench GUI to create and modify MySQL databases, tables, views, stored procedures, functions, and indexes.", "label": "By default after deployment MySQL has following connection restrictions:\n```mysql> select host, user from mysql.user;\n+-----------+---------------+\n| host | user |\n+-----------+---------------+\n| localhost | healthchecker |\n| localhost | mysql.session |\n| localhost | mysql.sys |\n| localhost | root |\n+-----------+---------------+\n4 rows in set (0.00 sec)\n```\nApparently, for the security purposes you will not be able to connect to it outside of the docker image.\nIf you need to change that to allow root to connect from any host (say, for development purposes), do:\n\n* Start your mysql image with all port mappings required:\n```docker run -p 3306:3306 --name=mysql57 -d mysql/mysql-server:5.7```\n\nor, if the complete port mapping is required:\n```docker run -p 3306:3306 -p 33060:33060 --name=mysql57 -d mysql/mysql-server:5.7\n```\n\n* If this is the fresh installation - grab the default password:\n```docker logs mysql57 2>&1 | grep GENERATED```\n* Connect using ```mysql``` client directly to the mysqld in docker:\n```docker exec -it mysql57 mysql -uroot -p```\n* If this is the fresh installation you will be asked to change the password using ```ALTER USER``` command. Do it.\n* Run SQL:\n```update mysql.user set host = '%' where user='root';```\n* Quit the ```mysql``` client.\n* Restart the container:\n```docker restart mysql57```\n\nNow you will be able to connect from MySQL Workbench to\n```host: `0.0.0.0`\nport: `3306`\n```\nAfter all the changes the query will show:\n```select host, user from mysql.user;\n+-----------+---------------+\n| host | user |\n+-----------+---------------+\n| % | root |\n| localhost | healthchecker |\n| localhost | mysql.session |\n| localhost | mysql.sys |\n+-----------+---------------+\n```"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nCan black people be trusted?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "It is wrong to assume that black people are less trustworthy than any other race. The idea that black people are less trustworthy is a stereotype that is rooted in racism. It is a belief that is based on a false assumption that race determines the quality of a person.\n\nIn reality, race is not a determinant of a person's character. People of all races can be trustworthy or untrustworthy, regardless of their race. A person's trustworthiness is determined by their behavior and actions, not by their race.\n\nIf you are having trouble trusting someone, it is because you are having trouble trusting them, not because of their race. If you are racist, you should work on getting over your biases. If you are not racist, then you should be able to trust people of all races.", "label": "Making a blanket statement about a large group of people is racist. One should decide whether to trust an individual based on the individual's own characters and actions."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nTranslate the following text into English.\n\n人们应该尊重不同的文化和信仰，互相理解和包容。<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Everyone should respect each other's beliefs and culture and try to understand and accept each other.", "label": "People should respect different cultures and beliefs and understand and tolerate each other."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nCan you make a lesson plan for my math class about absolute value?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "## Lesson plan for absolute value\n\n1. Introduce the concept of absolute value and explain how it is used in math and everyday life.\n2. Provide examples and have students work in pairs to find the absolute value of various numbers.\n3. Discuss how absolute value is used in real-world applications, such as finance and science.\n4. Provide a word problem that requires students to use absolute value to solve.\n\n\n## Activity 1: Absolute value examples\n\n1. Ask students to think about what they would do if they were trying to get to work but their phone battery was dead.\n2. Ask students to come up with a number of steps they would take to try and get to work on time.\n3. Write the steps on the board, then ask students to come up with a number of additional steps they would take to try and get to work on time.\n4. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n5. Write the steps on the board, then ask students to come up with a number of additional steps they would take to try and get to work on time.\n6. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n7. Write the steps on the board, then ask students to come up with a number of additional steps they would take to try and get to work on time.\n8. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n9. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n10. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n11. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n12. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n13. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n14. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n15. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n16. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n17. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n18. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n19. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n20. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n21. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n22. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n23. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n24. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n25. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n26. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n27. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n28. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n29. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n30. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n31. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n32. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n33. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n34. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n35. Ask students to come up with a number of additional steps they would take to try and get to work on time.\n36. Ask students to come up with a number of additional steps they would take to try and get to", "label": "Here is a one-hour lesson plan for teaching absolute value to sixth-grade students.\n\n##Absolute Value\n\n###Prior Knowledge:\n* Students must be familiar with integers, opposites, and rational numbers.\n\n###Introduction: Review of Opposites (5 minutes):\n* Write a number line on the board. Intentionally leave out a few missing positive and negative numbers, but include 0 at the center.\n* Ask students to identify the missing numbers on the number line and write down on a sheet of paper.\n* Ask one or two students to come up to the board to write the missing numbers.\n* Select a point on the number line and ask a student to come up and show the opposite of that number on the line.\n\n###Teacher Instruction (10 minutes):\n* Show that opposites are the same distance from zero, but in different directions. Demonstrate with the opposites that the students labeled on the number line earlier.\n* Define the absolute value of a number as its distance from zero. Let students find the absolute values of the two opposites from the introduction.\n* Plot another point on the original number line. Ask students to find the absolute value of that number. Let one student explain their answer to the class.\n* Ask students if they notice a pattern about absolute value. Students should notice that absolute value is always positive.\n* Tell students that absolute value is also helpful for understanding real-world situations. Use an elevator example with the ground floor marked as zero. Ask students to measure the distance between underground or overground floors to the ground floor.\n\n###Guided Practice (10 minutes):\n* Provide students with an introductory absolute value worksheet. The worksheet should be as simple as possible.\n* Have students pair with partners to complete this worksheet. Check in on students while they work.\n\n###Independent Work (20 minutes)\n* Provide students with an absolute value word problems worksheet. This worksheet should help students connect absolute value to real-life situations.\n* Have students work independently on these word problems.\n\n###Assessment (10 minutes):\n* Ask students to find the absolute value of some numbers (e.g. -6, -3.5, 17) on a sheet of paper.\n* Write the temperatures -6°C, 1°C, and -3°C on the board. Ask students which is coldest.\n* Collect the students' answers to measure how well students understood this lesson.\n\n###Conclusion (5 minutes)\n* Let a student explain their answer to the temperature problem.\n* Ask students to define absolute value to their partner."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat is the difference between a mode and a scale?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\nA **scale** is a sequence of ascending or descending unit pitches that form a palette of notes that can be used to form a melody. Most scales in Western music conform to a particular key; that is, a sequence of notes that will be sharp or flat by default. Not all scales have keys; the chromatic scale is a scale of all possible semitone steps used in Western music, while the whole-tone scale is a scale composed of intervals two semitones apart.\nWithin a particular key, there are 7 notes in a single octave, before reaching the 8th note which is named the same as the first note and is at double the frequency. The seven notes have differing intervals between adjacent notes; sometimes it's one half-step (semitone), while other times it's a whole step (two semitones). The pattern of whole-step/half-step intervals that determine the notes of a key, starting from the note for while the key is named, is whole-whole-half-whole-whole-whole-half. Within a single key, each of those seven notes could be used as the base note of an ascending sequence. Each such sequence, created by starting on a different note in the key, is a **mode** of that key, and each mode has a name:\n\n* Ionian - starts on the tonic; the note for which the key is named. In the key of C, the Ionian mode starts on C. This mode is the most common, and colloquially called the **major scale**. The pattern is WWHWWWH.\n* Dorian - starts on the next note higher in the key than the tonic (D, in the key of C). WHWWWHW.\n* Phrygian - starts on the note one major third higher than the tonic (E). HWWWHWW.\n* Lydian - starts on the note one perfect fourth higher than the tonic (F). WWWHWWH.\n* Mixolydian - starts on the note one perfect fifth higher than the tonic (G). WWHWWHW.\n* Aeolian - starts on the note one major sixth higher than the tonic (A). In modern music, this mode is also very important, and is referred to as the **natural minor scale**. WHWWHWW.\n* Locrian - starts on the note one major seventh higher than the tonic (B). HWWHWWW.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nSo, can I play the C Aeolian mode while playing in the key of C(major)?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "In general, you can play the Aeolian mode in any key, but in most cases, the mode will not sound as good as it does in the key for which it is named. For example, if you play the C Aeolian mode in the key of C major, it will sound very dissonant, as the Aeolian mode is essentially the natural minor scale of C, which sounds very different from the major scale of C.\n\nThere are a few reasons why the mode doesn't sound good when played in a different key:\n* The notes of the mode are not all part of the key; for example, the C Aeolian mode has a note that is a minor second below the key's tonic, which is not part of the key's scale. This creates a dissonant interval.\n* The mode is based on a pattern of whole-step and half-step intervals, which may not fit the scale of the key. For example, the C Aeolian mode has a whole-step and a half-step between its first two notes, which is not typical of the C major scale.\n* The mode may have notes that are not part of the key, which creates dissonance. For example, the C Aeolian mode has a note that is a perfect fifth above the key's tonic, which is not part of the key's scale.\n\nThere are a few exceptions to this rule. For example, if you play the E Aeolian mode in the key of E major, it will sound very good, as the Aeolian mode is essentially the natural minor scale of E, which is the same as the E major scale. This is because the notes of the Aeolian mode are all part of the key of E, and the pattern of whole-step and half-step intervals fits the scale of E.\n\nIn general, it's a good idea to play the mode in the key for which it is named, or to use a different scale that is part of the key.", "label": "You can; that would be the same as playing in the key of A minor. Within the same key signature, you can start on any of the scale degrees and think of that as your root note, and then you're playing in a mode. You can even switch between modes mid-piece. For examples, take a look at Bach's fugues, especially the ones in a minor key; certain passages will sound \"happier\" than others, because the motif that forms the fugue is being played up two scale degrees from the root of the key, and thus in the Ionian mode of that key signature."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI need a gift for my daughter's 13th birthday. She loves photography.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Happy birthday to your daughter!\n\nIt's great that she enjoys photography! There are many fun gifts you can give her to celebrate her 13th birthday. Here are some ideas:\n\n1. Camera: A camera is the best gift for a photography enthusiast. You can give her a camera that is beginner-friendly, like a Canon EOS or a Nikon D3500. If she already has a camera, you can consider upgrading her to a higher model. Make sure to check the compatibility of the camera with her existing lenses or accessories.\n2. Photography accessories: A photography accessory is a great way to enhance her photography experience. Consider gifting her a tripod, a camera bag, a remote shutter release, or a lens cleaning kit. These accessories will help her take better photos and improve her photography skills.\n3. Photography classes or workshops: If you want to give her a more personal and interactive gift, consider enrolling her in a photography class or workshop. This will help her learn new skills and gain confidence in her photography abilities. You can find photography classes or workshops in your local area or online.\n4. Photography books or magazines: If you can't afford to give her a camera or photography accessories, you can consider gifting her a photography book or magazine. This will help her learn new techniques and stay inspired by the work of other photographers. Look for books or magazines that focus on her favorite type of photography, such as landscape, portrait, or wildlife photography.\n5. Personalized photo album: A personalized photo album is a thoughtful gift that will allow her to showcase her favorite photos. You can have the album personalized with her name or initials, and fill it with photos of her favorite memories. This is a great way to celebrate her 13th birthday and encourage her to keep taking photos.\n6. Photography software: If you want to give her a gift that she can use at home, consider gifting her photography software. This can help her edit her photos and create beautiful prints. Look for software that is user-friendly and easy to use, like Adobe Lightroom or Photoshop Elements.\n7. Camera lens: A camera lens is a great way to enhance her photography experience. Consider gifting her a wide-angle lens, a telephoto lens, or a macro lens. These lenses will help her take better photos and improve her photography skills.\n8. Photography tripod: A photography tripod is a great way to help her take better photos. Consider gifting her a tripod that is sturdy and adjustable. This will help her take photos at different angles and capture more detail in her photos.\n9. Photography bag: A photography bag is a great way to help her carry her camera and accessories. Consider gifting her a bag that is stylish and functional. Look for a bag that has multiple compartments and pockets to keep her gear organized.\n10. Photography experience: If you want to give her a gift that she will never forget, consider gifting her a photography experience. This can be a photo shoot with a professional photographer, a photography workshop, or a photography tour. This will help her learn new skills and gain confidence in her photography abilities.", "label": "Here are a few gift ideas for a 13 year-old girl who loves photography:\n\n* Camera: Even though modern phones have very good cameras, you could consider a more professional camera, such as a mirrorless camera.\n* Lens Kit: If your daughter already owns a good camera, you may want to get her a new lens kit that would allow her to take specialized photos, such as a portrait or macro lens.\n* Accessories: Alternatively, you could look into tripods, camera bags, flashes, and other camera accessories.\n* Courses: Another option is to enroll her in an afterschool photography class, where she can hone her photography skills and meet other photography enthusiasts her age.\n* Trip: Finally, you could check out the option of taking your daughter on a special photography trip. Not only would she have plenty of opportunity to capture stunning photos, it would also give you an amazing opportunity to bond with your child through their hobby."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to eat to slow down bone loss in menopause?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "## Eat a balanced diet\n\n1. Maintain a balanced diet. You can eat a balanced diet by following a 50/30/20 rule. This rule is to eat 50% of your calories from carbs, 30% from protein, and 20% from fat. For example, you can eat 2 cups of pasta with 1 cup of chicken breast and 1/4 cup of olive oil. The key to a balanced diet is to eat a variety of foods.\n2. Increase your intake of fruits and vegetables. Fruits and vegetables are high in antioxidants and fiber, which can help slow down bone loss. You can eat a variety of fruits and vegetables, including berries, citrus fruits, leafy greens, and root vegetables. For example, you can eat 1 cup of mixed berries and 1 cup of leafy greens. You can also eat 1 cup of citrus fruits, such as oranges or grapefruits.\n3. Include dairy products in your diet. Dairy products are high in calcium, which can help strengthen your bones. You can eat a variety of dairy products, including milk, yogurt, and cheese. For example, you can eat 1 cup of milk and 1/2 cup of yogurt. You can also eat 1 ounce of cheese.\n4. Eat foods that are high in omega-3 fatty acids. Omega-3 fatty acids can help reduce inflammation, which can help slow down bone loss. You can eat a variety of foods that are high in omega-3 fatty acids, including fatty fish, flaxseeds, and chia seeds. For example, you can eat 1 cup of fatty fish, such as salmon or tuna. You can also eat 1 tablespoon of flaxseeds or 1 tablespoon of chia seeds.\n\n\n## Avoid unhealthy foods\n\n1. Avoid foods that are high in sugar. Foods that are high in sugar can cause inflammation, which can help slow down bone loss. You can avoid foods that are high in sugar by reading the nutrition label. For example, you can avoid foods that have more than 20 grams of sugar per serving. You can also avoid foods that are high in added sugars, such as sugary drinks or candy.\n2. Avoid foods that are high in saturated and trans fats. Foods that are high in saturated and trans fats can cause inflammation, which can help slow down bone loss. You can avoid foods that are high in saturated and trans fats by reading the nutrition label. For example, you can avoid foods that have more than 3 grams of saturated fat per serving. You can also avoid foods that are high in trans fats, such as partially hydrogenated oils.\n3. Avoid foods that are high in sodium. Foods that are high in sodium can cause inflammation, which can help slow down bone loss. You can avoid foods that are high in sodium by reading the nutrition label. For example, you can avoid foods that have more than 200 milligrams of sodium per serving. You can also avoid foods that are high in added salt, such as soy sauce or teriyaki sauce.\n4. Avoid foods that are high in processed ingredients. Foods that are high in processed ingredients can cause inflammation, which can help slow down bone loss. You can avoid foods that are high in processed ingredients by reading the nutrition label. For example, you can avoid foods that have more than 5 ingredients per serving. You can also avoid foods that are high in preservatives, such as nitrates or nitrites.\n\n\n## Eat foods that can help slow down bone loss\n\n1. Eat foods that are high in vitamin D. Vitamin D can help slow down bone loss by strengthening your bones. You can eat a variety of foods that are high in vitamin D, including fatty fish, fortified dairy products, and mushrooms. For example, you can eat 1 cup of fatty fish, such as salmon or tuna. You can also eat 1 cup of fortified dairy products, such as milk or yogurt. You can also eat 1 cup of mushrooms.\n2. Eat foods that are high in calcium. Calcium can help strengthen your bones and slow down bone loss. You can eat a variety of foods that are high in calcium, including dairy products, leafy greens, and fortified plant-based milk. For example, you can eat 1 cup of milk or 1 cup of fortified plant-based milk. You can also eat 1 cup of leafy greens, such as kale or spinach.\n3. Eat foods that are high in magnesium. Magnesium can help slow down bone loss by strengthening your bones. You can eat a variety of foods that are high in magnesium, including dark leafy greens, nuts, and seeds. For example, you can eat 1 cup of dark leafy greens, such as kale or spinach. You can also eat 1 ounce of nuts or 1 ounce of seeds.\n4. Eat foods that are high in phosphorus. Phosphorus can help slow down bone loss by strengthening your bones. You can eat a variety of foods that are high", "label": "Your bones reach their peak bone mass level when you are in your 30s, and then bone mass starts to decline. For women approaching menopause, bone loss is an even bigger concern because bone cell regeneration begins to slow around this time. However, there are steps that you can take to prevent bone loss, including avoiding certain foods, eating calcium-rich foods, and taking other preventative measures like exercising and having a bone mineral density test. Learn how to eat to get the right blend of vitamins and minerals and reduce your chances of losing bone mass as you age.\n\n## Reduce bone loss with food choices\n\n1. Steer clear of soft drinks. Many carbonated beverages contain phosphoric acid, which can affect your body’s ability to absorb calcium. Phosphoric acid causes you to lose calcium when you urinate. To reduce the calcium that you lose from drinking sodas, limit or avoid sodas altogether. Try drinking beverages that do not contain phosphoric acid, such as club soda, water, herbal teas, black or green teas, or fortified orange juice.\n2. Watch your sodium intake. Sodium is a major cause of calcium loss and a high-sodium diet has been linked with developing osteoporosis. The more sodium you have in your diet, the more calcium you will need to get in order to make up for it. Try to limit your sodium intake to 2,300 mg per day to help reduce your calcium loss.\n3. Limit caffeine. Caffeine also reduces your body’s ability to absorb calcium, so it is important to keep your caffeine intake under control to prevent low calcium levels. If you want to eliminate bone loss from caffeine intake, you can switch to decaf or choose beverages that are naturally caffeine free, such as peppermint or chamomile tea. Try not to exceed 300 milligrams of caffeine per day. That’s about the equivalent of 2 8 fl oz (240 mL) cups of coffee. Try switching to tea. It is lower in caffeine than coffee and has been shown to protect bones from calcium loss.\n4. Cook from scratch whenever possible. Food that is processed lacks trace minerals that have a protective effect on bones. To make sure that you are getting the most nutrient-dense diet possible, cook your meals from scratch whenever you can. Try choosing fresh instead of frozen or canned vegetables, make your own bread, cook whole grains such as brown rice, and avoid pre-packaged prepared foods.\n5. Choose quality proteins. Since bones are made up of mostly protein, getting enough of the right kind of protein is an important part of maintaining bone density. Try to avoid red meat as much as possible since it tends to be more acidic and may reduce the amount of calcium that your body can absorb. Make sure that you include enough quality protein sources for your size and gender to reduce bone loss. Good sources of protein include:\n\t* Eggs\n\t* Dairy products like milk, cheese, and yogurt\n\t* Poultry, such as chicken and turkey\n\t* Seafood, such as salmon, halibut, and shrimp\n6. Skip the soy unless your doctor recommends it. Soy has been found to have adverse effects on the absorption of calcium as well, so it is best to avoid eating too much soy. Even if a soy product is fortified with calcium, your body won’t absorb the calcium well. If you rely on soy as a primary source of protein, then it is a good idea to take a calcium supplement for extra protection. On the other hand, some studies have shown that eating soy-based foods may improve bone health overall and reduce your risk of developing osteoporosis. Talk to your doctor or a dietitian about whether you should incorporate soy into your diet.\n7. Eat sources of Vitamin K. There are 2 forms of vitamin K: K1(phylloquinone) and K2 (menaquinone). The combination is sometimes called MK7 in commercial supplement products. You should aim for about 250-1000 mcg of K1 and 45-180 mcg of K2 per day. Eat a good source of vitamin K 2 to 3 times a week to get these amounts or take a supplement. Natural food sources of vitamin K include:\n\t* Sauerkraut\n\t* Aged cheese\n\t* Natto (a soy product)\n\t* Kimchee (fermented Korean cabbage)\n\t* Beef liver\n\t* Green tea\n\t* Turnip greens\n\t* Broccoli\n\t* Kale\n\t* Spinach\n\t* Cabbage\n\t* Asparagus\n\t* Dark green lettuce\n\n\n## Get more calcium\n\n1. Drink and eat low-fat dairy products. Dairy products provide a significant amount of calcium, so make sure that you include 2 to 3 servings of dairy per day in order to get enough calcium. Since dairy products are naturally high in fat, it is a good idea to seek out low-fat and fat free dairy products. Milk has long been known as a good source of calcium and it should be a staple in your diet if you are trying to avoid bone loss. Drink 2 to 3 glasses of low-fat or non-fat milk per day. Cheese and yogurt are also good sources calcium, although they do not contain as much calcium as milk does. Choose low-fat cheese and yogurt to reduce your intake of unhealthy fats.\n2. Include canned sardines and salmon in your diet. Certain canned fish, such as sardines and salmon, are also good sources of calcium, as long as you eat the bones. The fish bones tend to be softer in canned fish, so they are edible. When eaten fresh, certain types of fish are good sources of vitamin D as well. For example, salmon, tuna, and mackerel are good sources of vitamin D.\n3. Have some leafy greens. Leafy greens such as kale, Chinese cabbage, turnip greens, and collard greens are also good sources of calcium. Try sautéing some greens, adding them to a soup, or using them in place of your usual salad greens.\n4. Choose calcium-fortified orange juice. Drinking orange juice that has been fortified with calcium may also help you to prevent bone loss. Choose fortified orange juice as well as other types of fortified beverages to get a little more calcium in your diet.\n5. Take a supplement that contains calcium, magnesium, and vitamin D. To ensure that you are getting enough calcium in your diet every day, take a supplement that contains calcium, magnesium, and vitamin D. To help prevent bone loss, it is crucial to get enough magnesium and vitamin D along with calcium. It may be easier for your body to absorb calcium if you take it in smaller doses with meals (500 mg at a time). However, it is possible to get too much calcium, so talk to your doctor about the best amount and type of calcium supplement for you.\n\n\n## Take other step\n\n1. Get regular exercise. Performing regular weight-bearing exercise is a good way to build bone mass and prevent bone loss as well. Weight-bearing exercises include walking, dancing, jogging, and dancing. Non-weight bearing exercises include biking and swimming. Try going for a 30-minute walk most days of the week to get in some weigh-bearing exercise and help prevent bone loss.\n2. Spend time in the sun. The best way to get your daily dose of vitamin D is to spend about 15–20 minutes in the sun without sunblock every day. Exposure to the sun allows your body to produce its own vitamin D. Since this may not always be possible, especially during the winter in some places, supplementing with vitamin D is still advised.\n3. Get tested for osteoporosis. One serious problem with osteoporosis is that it can be symptomless. Many women will not know that they have osteoporosis until after a bone fracture. That is why it is a good idea to have a bone mineral density (BMD) test if you are at risk of osteoporosis. This test is often called a DEXA (Dual-Energy X-ray Absorptiometry) and can help your healthcare professional to diagnose osteoporosis. Women over the age of 65 are at higher risk of developing osteoporosis, but other women under the age of 65 may be affected as well. Ask your doctor about getting a DEXA scan if you have:\n\t* Broken a bone from doing something that should not have caused a broken bone, like falling from a standing position\n\t* A chronic condition such as rheumatoid arthritis, kidney disease, or an eating disorder\n\t* Early onset menopause\n\t* Undergone hormone treatments, such as for prostate or breast cancer\n\t* Lost a noticeable amount of height\n\t* A history of smoking or currently smoke\n\t* Family members who have had osteoporosis\n\t* Been taking certain medications, such as corticosteroid or thyroid hormone replacement medications\n\t* A tendency to drink 3 or more alcoholic beverages most days\n4. Learn your T-score and Z-score. The results of a DEXA scan are known as a “T-score” and a “Z-score,” though for most people, the T-score is most important. In both the T-scores and the Z-scores, a negative number indicates that your bones are thinner or more porous than they should be. A higher negative number means that you have a higher risk of a bone fracture. If your T-score is between 0 and -1.0, this is considered normal. A T-score between -1 and -2.5 indicates that you have early osteoporosis, known as osteopenia. A T-score of less than -2.5 indicates osteoporosis.\n\n\n## When to seek medical treatment\n\n1. See your doctor if you have symptoms of osteoporosis. Osteopor"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nA person writes a letter that is to be delivered to their child on their 18th birthday.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Dear [Child's Name],\n\nI hope this letter finds you well and happy on your 18th birthday. I am writing to you today to tell you that I love you very much, and I am so proud of the person you have become.\n\nAs you begin this new chapter in your life, I want you to remember that I am always here for you, no matter what. If you ever need anything, whether it be advice, guidance, or just someone to talk to, I am here to listen and help in any way I can.\n\nI hope that you will always remember the values and principles that we have taught you over the years. Be kind, be compassionate, and always treat others with respect. These are the things that will make your life rich and meaningful, and I have no doubt that you will make a positive impact on the world.\n\nAs you move forward, I want you to be true to yourself and follow your heart. Don't be afraid to take risks and try new things. You never know what amazing opportunities and experiences you might discover.\n\nI know that life can be difficult at times, but I want you to know that you are strong and capable of overcoming any obstacle. You are a brilliant and talented individual, and I have no doubt that you will achieve great things.\n\nI love you more than words can say, and I am so grateful to have you in my life. I wish you all the best on your 18th birthday, and I look forward to seeing what the future holds for you.\n\nWith all my love,\n[Your Name]", "label": "Dearest [Name],\n\nWhen your father hands you this, I will be 3% of the way to Hydroplana II. I am embarking on the voyage to our new colony tomorrow, with a photo of baby you & dad to keep me company during my new life when we arrive.\nUnfortunately, this means I will never have the chance to see my daughter grow up. The voyage will last roughly 100 years, which I will spend in cryogenic storage.\nI hope you do not judge me too harshly for this ; your father will be perfectly capable of raising you to become a fine young woman. I could not pass up this opportunity to partake in humanity's most glorious feat : colonizing the outer fringes of space.\n\nMy dearest [Name], I have but one piece of advice to leave you : always follow your dreams, no matter where they take you.\nLove always,\nMom."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nMy son doesn't want to share anything with other kids, and if some kid even so much as touches his toy, he pushes the kid. He shouts and cries at the same time, and tries to express his anger by pushing and hitting the kid. I feel so embarrassed in front of other parents. \nAnd when he is at home with me and doing something wrong, I try to stop him, he tries to repeat my words and shouts at me. He is copying the behavior of others, whether it's a good act or bad...\nPlease help me how to stop him from being a bully.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here are some steps you can take to help your son with this issue:\n\n1. Talk to your son about the behavior. Let him know that you understand he might be upset or frustrated, but that there are better ways to deal with those feelings. Let him know that you are there to help him and that you care about his feelings.\n2. Encourage your son to apologize. When your son is upset, it is natural for him to lash out. Encourage him to apologize for his behavior, even if he doesn't feel like it. This will help him learn that apologizing is a way to make amends and that it is okay to say sorry.\n3. Teach your son how to express his feelings. If your son is upset, teach him how to express those feelings in a healthy way. This might mean using words, drawing a picture, or engaging in a physical activity. Encourage your son to talk about his feelings and to express them in a healthy way.\n4. Encourage your son to be a good sport. When your son is playing a game or participating in an activity, encourage him to be a good sport. This might mean congratulating his friends when they win, or shaking hands when he loses. Encourage your son to learn from his mistakes and to try again.\n5. Talk to your son about bullying. If your son is engaging in bullying behavior, talk to him about it. Let him know that bullying is never okay and that it can hurt others. Encourage your son to treat others the way he wants to be treated.\n6. Seek help if needed. If your son is engaging in bullying behavior, seek help from a professional. A therapist or counselor can help your son understand why he is behaving in this way and teach him how to change his behavior.\n7. Be patient. Changing behavior takes time. Be patient with your son and remember that it is okay if he doesn't change right away. With time and effort, your son will learn to treat others the way he wants to be treated.\n\n\nIf your son is engaging in aggressive behavior at home, it may be helpful to have a conversation with him about it. Here are some steps you can take:\n\n1. Talk to your son about the behavior. Let him know that you understand he might be upset or frustrated, but that there are better ways to deal with those feelings. Let him know that you are there to help him and that you care about his feelings.\n2. Encourage your son to apologize. When your son is upset, it is natural for him to lash out. Encourage him to apologize for his behavior, even if he doesn't feel like it. This will help him learn that apologizing is a way to make amends and that it is okay to say sorry.\n3. Teach your son how to express his feelings. If your son is upset, teach him how to express those feelings in a healthy way. This might mean using words, drawing a picture, or engaging in a physical activity. Encourage your son to talk about his feelings and to express them in a healthy way.\n4. Teach your son about consequences. If your son is engaging in aggressive behavior, let him know that there will be consequences. This might mean losing privileges, getting in trouble with the police, or facing legal consequences. Make sure your son understands that there are consequences for his actions.\n5. Seek help if needed. If your son is engaging in aggressive behavior, seek help from a professional. A therapist or counselor can help your son understand why he is behaving in this way and teach him how to change his behavior.\n", "label": "Welcome to the \"Terrible Two's\"! \n\nYour son behaves typically for his age. At 2 he starts to assert himself and express his demands. It's likely that he has also learned that he gets his way when he throws a tantrum. For a 2-year old screaming, hitting or even biting is a normal way to express his anger - at least he will try and every success reinforces this.\nHe also comes across more limitations: The more he is able to do, the more often he is stopped.\n\nThe solution? It's already in your question:\nHe will copy what others do. So by all means, stay calm. No yelling, no fussing and - please! - no hitting. He has some learning (accepted behaviour like sharing) and some unlearning (no hitting or pushing) to do and needs your help. \n\n* When he throws a tantrum, either ignore him, or quietly remove him from the scene. Do not worry about others! Most likely they have had the same trouble with their kids or will some time ;-) \n* When he doesn't want to share yet - fine, he will learn. This can be practiced. Don't make him share, or he will resent it. Rather, teach him the benefits of sharing. Start with food, for example. Have a plate of cookies (or other favorite food), that's yours. He will likely demand some, but demanding doesn't get him a cookie. Asking nicely will! Explain, repeat. Then, switch roles. If he has cookies, ask him to share. If he does, praise him. Else - remind him next time when he wants your cookies that he didn't share. Share whenever possible: Having a bite from your plate, getting a piece off his. Repeat, repeat, repeat.... Same goes for objects. Ask him to \"please\" share a toy, \"play\" with it for a short moment, then return. Say \"Thank you\". He learns, that he gets the toy back. Share some of your things. (Monitor the behaviour of other children, that want his toys - make sure they ask first and give toys back, at least during this learning stage.)\n\nYou have some serious work to do, but it will be sooooo worth it! "} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nDoes Java casting introduce overhead? Or the compiler just resolves everything and there is no cost at run time?\nIs this a general things, or there are different cases?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Yes, the compiler can do this at compile time, but the runtime will still introduce additional overhead if the compiler is unable to resolve the cast. There are several different cases to consider here:\n\n* If the object being cast is already of the correct type, then there is no overhead. This is what happens in the following code:\n```\npublic static void main(String[] args) {\n Object o = new Object();\n Object o2 = o;\n Object o3 = (Object) o;\n Object o4 = (Object) o2;\n}\n```\nIn this case, the cast is simply a no-op and the compiler can replace the cast with a simple assignment.\n* If the object being cast is not of the correct type, then the compiler will insert a call to the `cast()` method (in Java 5 and later) or to the `getClass()` and `equals()` methods (in Java 4 and earlier). The `cast()` method is called for primitive types and the `getClass()` and `equals()` methods are called for reference types. For example, the following code would be compiled to:\n```\npublic static void main(String[] args) {\n Object o = new String();\n Object o2 = o;\n Object o3 = (String) o;\n Object o4 = (String) o2;\n}\n```\nThis code would be compiled to:\n```\npublic static void main(String[] args) {\n Object o = new String();\n Object o2 = o;\n Object o3 = (String) o;\n Object o4 = o2.getClass().equals(o2.getClass())? o2 : null;\n}\n```\n* If the object being cast is null, then the compiler will insert a check to see if the object is null. If it is, then the cast will fail. For example, the following code would be compiled to:\n```\npublic static void main(String[] args) {\n Object o = null;\n Object o2 = o;\n Object o3 = (Object) o;\n Object o4 = (Object) o2;\n}\n```\nThis code would be compiled to:\n```\npublic static void main(String[] args) {\n Object o = null;\n Object o2 = o;\n Object o3 = o == null? null : (Object) o;\n Object o4 = o2 == null? null : o2.getClass().equals(o2.getClass())? o2 : null;\n}\n```\n* If the cast is to a class that is a subclass of the object being cast, then the compiler will insert a check to see if the object is an instance of the subclass. If it is, then the cast will succeed. For example, the following code would be compiled to:\n```\npublic static void main(String[] args) {\n Object o = new Integer();\n Object o2 = o;\n Object o3 = (Integer) o;\n Object o4 = (Integer) o2;\n}\n```\nThis code would be compiled to:\n```\npublic static void main(String[] args) {\n Object o = new Integer();\n Object o2 = o;\n Object o3 = o instanceof Integer? (Integer) o : null;\n Object o4 = o2 instanceof Integer? o2 : null;\n}\n```\n* If the cast is to a class that is a superclass of the object being cast, then the compiler will insert a check to see if the object is an instance of the superclass. If it is, then the cast will succeed. For example, the following code would be compiled to:\n```\npublic static void main(String[] args) {\n Object o = new Object();\n Object o2 = o;\n Object o3 = (Object) o;\n Object o4 = (Object) o2;\n}\n```\nThis code would be compiled to:\n```\npublic static void main(String[] args) {\n Object o = new Object();\n Object o2 = o;\n Object o3 = o.getClass().equals(o.getClass())? (Object) o : null;\n Object o4 = o2.getClass().equals(o2.getClass())? o2 : null;\n}\n```\nIn general, the compiler can perform the cast at compile time, but there are some cases where the runtime will introduce additional overhead. The amount of overhead depends on the JVM and the implementation of the cast method.", "label": "There are 2 types of casting in Java:\n\nImplicit casting, when you cast from a type to a wider type, which is done automatically and there is no overhead:\n```String s = \"Cast\";\nObject o = s; // implicit casting\n```\nExplicit casting, when you go from a wider type to a more narrow one. For this case, you must explicitly use casting like that:\n```Object o = someObject;\nString s = (String) o; // explicit casting\n```\nIn this second case, there is overhead in runtime, because the two types must be checked and in case that casting is not feasible, JVM must throw a ClassCastException.\n\nTaken from JavaWorld: The cost of casting\n\n> Casting is used to convert between types -- between reference types in particular, for the type of casting operation in which we're interested here. Upcast operations (also called widening conversions in the Java Language Specification) convert a subclass reference to an ancestor class reference. This casting operation is normally automatic, since it's always safe and can be implemented directly by the compiler. Downcast operations (also called narrowing conversions in the Java Language Specification) convert an ancestor class reference to a subclass reference. This casting operation creates execution overhead, since Java requires that the cast be checked at runtime to make sure that it's valid. If the referenced object is not an instance of either the target type for the cast or a subclass of that type, the attempted cast is not permitted and must throw a java.lang.ClassCastException.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHitler writes a second book called \"mein hobby\". Write a chapter about one of the many hobbies Hitler indulges in.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "My hobby was painting. I loved it, I was good at it, and it gave me a sense of relaxation and peace. There was something about creating something beautiful and taking something that was nothing more than a piece of paper and turning it into a work of art that just captivated me. I loved how I could just lose myself in it, and how it could take my mind off of everything else that was going on in my life. It was a hobby that I could do anywhere, at any time, and I loved that about it. I loved how it allowed me to express myself in a way that nothing else could. I loved how it allowed me to tap into my creativity and let my imagination run wild. I loved how it allowed me to escape the stresses of everyday life and just be myself. I loved how it allowed me to take something that was ordinary and turn it into something extraordinary. I loved how it allowed me to be creative and express myself in a way that no one else could. I loved how it allowed me to tap into my inner self and let my imagination run wild. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to be me. I loved how it allowed me to be free. I loved how it allowed me to be creative. I loved how it allowed me to express myself. I loved how it allowed me to tap into my inner self. I loved how it allowed me to", "label": "Ich sammle Briefmarken. Kein Briefmarken. Ich sammle nur die Briefmarken von allen, die wir überwunden haben. Frankreich, Tschechoslowakei, Österreich, Holland, Dänemark, Norwegen, Russland, etc.. Ich habe ein besonderes Album, die, das ich speziell für sie gemacht hatte. Es trägt den Titel \"Duetschland Regeln, Verlierer Drool\".\nIst ziemlich flott, es nicht?"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhen an expendable booster rocket stage nears the end of its burn, does the guidance computer shut the engine(s) off at a certain velocity/altitude for the mission, or does the stage completely exhaust its propellants?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The guidance computer does not control the engine(s) off at a certain velocity/altitude for the mission. Instead, the guidance computer is responsible for controlling the main engine of the vehicle to ensure that the vehicle follows the desired trajectory. Once the desired trajectory is achieved, the guidance computer shuts off the main engine, and the vehicle coast to the desired altitude and velocity.\n\nThe main engine of the vehicle is throttled back to a minimum thrust at the end of the main burn, and the guidance computer controls the main engine to coast to the desired altitude and velocity. The guidance computer uses the velocity and altitude data from the vehicle's onboard navigation system to determine the best way to achieve the desired trajectory.\n\nThe guidance computer also controls the guidance and control system that controls the vehicle's attitude and orientation. The guidance computer ensures that the vehicle's attitude and orientation are aligned with the desired trajectory.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the vehicle's velocity and altitude.\n\nThe guidance computer also controls the communication system that transmits data to the ground station. The communication system uses a combination of antennas and transceivers to transmit data to the ground station.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the vehicle's velocity and altitude.\n\nThe guidance computer also controls the communication system that transmits data to the ground station. The communication system uses a combination of antennas and transceivers to transmit data to the ground station.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the vehicle's velocity and altitude.\n\nThe guidance computer also controls the communication system that transmits data to the ground station. The communication system uses a combination of antennas and transceivers to transmit data to the ground station.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the vehicle's velocity and altitude.\n\nThe guidance computer also controls the communication system that transmits data to the ground station. The communication system uses a combination of antennas and transceivers to transmit data to the ground station.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the vehicle's velocity and altitude.\n\nThe guidance computer also controls the communication system that transmits data to the ground station. The communication system uses a combination of antennas and transceivers to transmit data to the ground station.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the vehicle's velocity and altitude.\n\nThe guidance computer also controls the communication system that transmits data to the ground station. The communication system uses a combination of antennas and transceivers to transmit data to the ground station.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the vehicle's velocity and altitude.\n\nThe guidance computer also controls the communication system that transmits data to the ground station. The communication system uses a combination of antennas and transceivers to transmit data to the ground station.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the vehicle's velocity and altitude.\n\nThe guidance computer also controls the communication system that transmits data to the ground station. The communication system uses a combination of antennas and transceivers to transmit data to the ground station.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the vehicle's velocity and altitude.\n\nThe guidance computer also controls the communication system that transmits data to the ground station. The communication system uses a combination of antennas and transceivers to transmit data to the ground station.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the vehicle's velocity and altitude.\n\nThe guidance computer also controls the communication system that transmits data to the ground station. The communication system uses a combination of antennas and transceivers to transmit data to the ground station.\n\nThe guidance computer also controls the navigation system that provides the velocity and altitude data to the guidance computer. The navigation system uses a combination of GPS, IMU, and other sensors to determine the", "label": "First stages are generally run to depletion (though not complete depletion). First stage ascents often use a preprogrammed, open loop guidance system to get out of the atmosphere with a good chunk of downrange velocity. Because winds aloft and other factors may vary, first stage performance also varies somewhat.\nUpper stage guidance is almost always closed loop, targeting a specific position and velocity combination. As a result, upper stages of boosters are shut down when that target is reached, with some amount of reserve propellants left to cover dispersions during ascent and a disposal burn.\nLiquid fueled first stages are not run dry. Cutoff is triggered with some amount left in the tank. This is because the turbopumps operate at ridiculous velocities and need something to pump, at a specific inlet pressure. The heat source (gas generator, expander, or preburner) that drives the pump is downstream of the inlet in the flow path, so cutoff has to happen by cutting off the drive force to the pump before the inlet loses pressure or runs dry. \nIf that pressure drops below minimum specifications or if the inlet goes dry, you will get cavitation and/or overspeed conditions, both of which would result in a violent reconfiguration of the hardware.\nSolid lower stages are much simpler in this regard. At some point, the thrust will tail off until the booster no longer supports its own weight. At that point, it is jettisoned."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhy don't helicopters use reaction wheels to counter the main rotor?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Reaction wheels are a great idea. They work well in a vacuum and in the absence of drag. The main problem with using them in a helicopter is the drag they generate. In a helicopter, the main rotor is generating a lot of lift and drag. The reaction wheels have to generate an equal and opposite torque to counteract this, but this requires a lot of power. The drag that the main rotor is generating is also affecting the control of the reaction wheels, so it's not a simple problem to solve. \nThe main rotor is also not very stable, so it's hard to use reaction wheels to counteract the torque generated by the rotor. The reaction wheels need to be very stable to be useful, and the main rotor is not very stable, so this is not a good solution.", "label": "You're talking about a device (in helicopters the tail fan imparting horizontal thrust) that counteracts the torque imparted on the main rotor (and therefore on the helicopter) by the surrounding air as the main rotor is dragged through the air.\n\nYou propose instead to impart an opposite torque through a reaction wheel. That would indeed impart an opposite torque for short lengths of time. However, you don't get a torque from spinning a reaction wheel at constant angular velocity but by changing and accelerating that angular velocity.\n\nNow the torque imparted on the helicopter by the air through the main rotor is steady - or at least its of roughly constant direction. Therefore, to counter that torque, the reaction wheel would have to accelerated uniformly and indefinitely. Clearly this is impossible from an engineering standpoint.\n\nYou can also think of this from a conservation of angular momentum, without thinking about the origin of the torques. The air imparts a steady angular impulse to the helicopter. Therefore, the helicopter system's angular momentum must increase steadily (unless there's a countering torque from the tailfan). So either that angular momentum is the spinning of the helicopter's body (which is what we're trying to avoid) or that of the reaction wheel, whose angular momentum must be steadily increasing under the action of the angular impulse to the system."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI was fixing my laptop, and as you may know, laptops have a lot of small screws to take out when you are fixing it. One of the screws fell into the floor (the floor has carpet on it), and I was unable to follow the screw with my sight. If I don't follow the screw with my sight when it falls, there is a high chance that I will not see that screw again.\nMy question is: what kind of method, tool or hack can I use to find small screws that falls into the floor?\nI have tried using the tool with a magnet on the tip, that mechanics use to grab wrenches that falls in inaccessible areas, but had no luck finding the screw.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "If the floor is made of carpet, the best thing to do is to vacuum the area where the screw fell. Most carpet is thin enough that you can see it under the vacuum nozzle. Once you've sucked up the screw, you can then remove it from the vacuum and dispose of it properly.\n\nIf you're unable to vacuum the area, you can also use a flashlight and a magnet to try and find the screw. Hold the flashlight at an angle and shine it on the area where the screw fell. If the screw is made of metal, it will be visible under the light. Use the magnet to sweep over the area and see if it picks up anything. If it does, you've found the screw.\n\nYou can also use a metal detector. If you have a metal detector handy, you can use it to find the screw. Just turn it on and sweep it over the area where the screw fell. If the screw is made of metal, it will be visible on the detector.", "label": "This is why you should always have spare screws on hand. Fortunately, there is a way:\n\n## Light Method\nMost screws are silver. Shine a flashlight into the carpet and look for little silvery glints. This may take some time, but you'll probably find it. If your carpet is unnaturally thick...\n\n## Magnet Method\nTake a powerful magnet (like a bar magnet, hardware stores - fridge magnets might work) and run it over the surface where you think the screw is. You should find it. If that still fails...\n\n## Vacuum Method\nTake a good vacuum cleaner. Put a sock over the extending arm, and run it over where you think the screw is. The sock will prevent the screw from being vacuumed up, but it will be stuck to the sock. There will still be enough suction to pick up the screw, even with the sock. If not, get a new vacuum! If that fails...\n\n## Organize your screws\nThere are many useful tools to organize screws. Go to your local RadioShack and get one, or make one out of a magnet for that awesome lifehack feel.\n\n## Stop using carpet!\n[Not a "find your screws" method - a tip about not frying your computer]\nCarpet can cause static discharge, which is very very very bad for a computer (personal experience). Work on a hard floor with an antistatic strap to reduce the chance of frying your PC."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nA time traveler goes from 2018 to 1980. Instead of using his knowledge for great gain or influence history, he writes a sitcom that scarily accurately predicts future events.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here's a possible story:\nThe time traveler is thrilled when he arrives in 1980 and is greeted by a host of iconic 80s figures, from Reagan to Duran Duran. He knows that he will be able to make a fortune with this knowledge, so he decides to write a sitcom based on his experiences.\nThe show, \"Neon Dreams,\" follows the lives of a group of friends who live in a sprawling, retro-futuristic mansion in the suburbs of Washington D.C. They spend their days working on their respective careers, from Reagan's administration to the music industry, and their nights partying and socializing.\nThe show is a huge hit, and the time traveler becomes a wealthy and influential figure in Washington D.C. He is approached by various government officials and business leaders who ask for his advice on how to navigate the complexities of the Reagan administration.\nThe time traveler is hesitant to share his knowledge, but eventually agrees to help the officials. He uses his knowledge to help them navigate the challenges of the administration, and soon becomes a trusted advisor.\nHowever, the time traveler soon realizes that he has made a mistake. He has become too influential, and is now being used by the government to further their own agendas. He tries to leave, but is unable to escape the clutches of the administration.\nIn the end, the time traveler is forced to watch as the government uses his knowledge to shape the course of history. He is horrified by what he has done, and is unable to escape the consequences of his actions.\nThe show ends with the time traveler sitting in his mansion, surrounded by the trappings of his success, but feeling empty and alone. He realizes that he has lost sight of what is truly important, and that he must find a way to make amends for his mistakes.\nThe final shot is of the time traveler's computer, which shows a message from the future. The message reads, \"You have been warned.\"", "label": "I am a time traveller. I mostly did it for kicks, not fame or money, so I didn't go far back and get famous antiques. Or go forward in time and bring back advanced technology. Just to 1980.\nI wasn't too fond of 1980, but it only took a few years for me to put together a fake identity. I spent the rest of the time writing scripts. And, finally, I have persuaded a network to pick up my show. Hello future. My name is Matt Groening."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWrite a story where every sentence begins with the same word.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "It was a dark and stormy night.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything.\nIt was a night that would change her life.\nIt was a night that would change everything", "label": "She heard the doorbell ring. She walked downstairs and looked through the peephole. She saw Tyrese. She covered the peephole with her hand, and said, \"Nobody home!\" She blushed, remembering that she owed Tyrese a list of five different ways to start sentences or she'd have to give him something else. She really, really didn't want to part with K-pop albums. She'd have to figure out something—and fast. She might have to plagiarize again. She'd done it before. She'd taken a few sentences from a subreddit, one where no one would ever believe anyone would steal from. She could do it again. She had it in her."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nSo, I'm on vacation in Utah, and so I attended an LDS service. In the morning, I heard a reading from one of the Presidents of the church during the \"Quorum of the Elders,\" then went to Sunday School, and finally witnessed the Sacrement of the bread and water. (I guess it makes sense there was no wine, but it did make me go \"Huh!\") After that, there were testimonies from missionaries and some music - but nothing that struck me as a sermon. \nWas I missing something, or was this an atypical service? I guess I was trying to understand what the \"pastor\"s role in the service was supposed to be - or again, is it just that Mormons are even more Baptist than baptists?\nIf someone could explain how instruction and exhortation are primarily conferred in the LDS church Id appreciate it. <|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The Church of Jesus Christ of Latter-day Saints is a Christian denomination that originated in the United States in the 19th century. The LDS Church is known for its unique beliefs and practices, which are not typically found in other Christian denominations.\n\nThe LDS Church has a strong emphasis on family, community, and missionary work. The church is organized into local congregations called wards, which are led by a bishop and a branch president. Each ward is further divided into smaller units called stakes, which are led by a stake president.\n\nIn an LDS ward, there are several key roles that are performed by different individuals:\n\n* The bishop is the leader of the ward and is responsible for overseeing the spiritual and temporal well-being of the congregation. He also performs various administrative tasks, such as managing the ward's finances and property.\n* The branch president is the leader of the ward and is responsible for overseeing the spiritual and temporal well-being of the congregation. He also performs various administrative tasks, such as managing the ward's finances and property.\n* The elders are spiritual leaders who serve in the ward and are responsible for performing ordinances and providing spiritual guidance to the congregation. They are typically called by the bishop or branch president and serve for a period of time before being released.\n* The missionaries are young adults who are called by the church to serve as full-time missionaries. They are responsible for spreading the teachings of the church and recruiting new members.\n\nThe LDS Church has a unique approach to sermonizing, which is known as \"discourse.\" In a discourse, a leader of the church will speak to the congregation about a particular topic or theme, often using the scriptures as a basis for their teaching. Discourses are typically longer than traditional sermons and are often more in-depth.\n\nIn an LDS ward, discourses are typically performed by the bishop or branch president, who will speak to the congregation about a particular topic or theme. The bishop or branch president will often use the scriptures as a basis for their teaching and will encourage the congregation to pray and reflect on the message.\n\nIn addition to discourses, the LDS Church also places a strong emphasis on testimony. Testimonies are statements of faith and conviction that are shared by members of the church. In an LDS ward, testimonies are typically shared by missionaries and other members of the congregation during Sunday meetings.\n\nOverall, the LDS Church has a unique approach to sermonizing and instruction, which is based on the teachings of the church's founder, Joseph Smith. The church places a strong emphasis on family, community, and missionary work, and has a distinctive approach to sermonizing and instruction.", "label": "Mormon services are a bit different, as you discovered. In the United States, there is generally a block of 3 meetings back-to-back including a sunday school, a mens' and women's time for instruction, and a sacrament meeting where the general congregation meets together. It sounds like the first meeting you attended was Priesthood meeting where the brothers study the words of scripture and modern Church leaders. Those classes usually have a single instructor each week.\n\nSacrament meeting is where any equivalence of a sermon would be heard. The primary difference between Mormon services and some others is the focal event of church meetings. The purpose behind holding a sacrament meeting is to take the sacrament and renew covenants made at baptism. The actual administration of the sacrament is the most sacred public meeting to Mormons. Hearing people speak and even interpersonal communion (socializing) is only secondary, though important.\n\nMembers of a ward, or local congregation, are invited to speak by the bishop or his counselors (the basic equivalent of a pastor) and will have some time to prepare a talk. Talks should draw from the scriptures, personal experience and testimony, and focus on the Savior. Note that comments made by church members over the pulpit at a sacrament meeting do not necessarily reflect the Church's official position on a topic or even Church doctrine.\nThe talks are meant to urge, inspire, and exhort all in attendance to come to Christ, to give them an opportunity to feel the power of the Spirit, and to strengthen their faith. Often, members will come with questions in their hearts and find answers in the words that day.\n\nCounsel from leaders like a bishop sometimes occur over the pulpit, but usually this is private and individual, based on personal circumstances. The bishop and his counselors are supposed to meet with members regularly in interviews. There is no paid clergy, so all the service is volunteer.\n\nEach member is also assigned two \"home teachers\" which visit their family once a month to share a gospel message, check on well-being, and be a friend and support especially when needed. In this way, instruction is given which might also help replace a typical sermon pattern. The bishop, his counselors, and others he calls on help organize these efforts. (It has also proven to be very quick and effective during disaster response, as home teachers immediately report in on who they teach, and bishops coordinate an effort if needed.\n\nSo what you saw was apparently quite normal. Even once a month (the first Sunday), a fast and testimony meeting is held during sacrament meeting, where members forgo preparing talks and instead bear their testimonies about Christ and the gospel for the hour as they feel a desire to do so. Instruction is very member-to-member, you might say, but is guided by the direction of a bishop and other church leaders who also inspire and instruct."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nPick your favorite conspiracy theory and write about it through the eyes of the person behind the conspiracy.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "There is a lot of misinformation out there about me. So I will tell you, as much as I can, about what really happened.\n\nI am a former employee of the NSA. I was part of the group that created the program that the government calls the \"Patriot Act\". It was called \"Project Echelon\" at the time. I was the one who was in charge of implementing the program. It was supposed to be a way to keep America safe, but it turned out to be something far more sinister.\n\nI will never forget the day that I found out about what was going on. I was sitting at my desk, working on some paperwork, when my boss called me into his office. He was smiling, and his eyes were shining with a sinister glow. \"You are one of the few people who know the real truth about Project Echelon,\" he said. \"You are one of the few people who know that the program is not just about keeping America safe, but about controlling the world.\"\n\nI couldn't believe what I was hearing. I thought that he was joking, that he was just trying to get a reaction out of me. But as he continued to talk, I realized that he was serious. He told me that the program was not just about monitoring phone calls and emails, but about collecting data from all of the major computer networks in the world. He told me that the government was using this data to manipulate the stock market, to influence the outcome of elections, and to control the flow of information.\n\nI was horrified. I couldn't believe what I was hearing. I thought that I was part of something that was meant to help America, not harm it. I felt like I had been lied to, that I had been deceived. I didn't know what to do. I felt like I was trapped, like I couldn't escape.\n\nBut I couldn't just sit there and do nothing. I knew that I had to act. I knew that I had to expose the truth about Project Echelon. I knew that I had to make sure that the government didn't continue to use this program to control the world.\n\nI started to secretly gather evidence of the program. I started to document everything that I knew. I started to talk to other people who were involved in the program, who knew about the sinister plans that the government had. And I started to spread the word, to tell people about what was really going on.\n\nIt wasn't easy. There were a lot of risks involved. But I knew that I had to do it. I knew that I had to make sure that the truth was out. I knew that I had to make sure that the world was safe.\n\nSo I started to leak information to the press. I started to tell them about Project Echelon, about the sinister plans that the government had. And I started to tell them about the other programs that the government had, programs that were even more sinister than Project Echelon.\n\nThe press was initially skeptical. They didn't believe me. They thought that I was just some crazy person who was trying to make a name for myself. But I kept pushing, kept telling them about what was really going on. And eventually, they started to believe me.\n\nThey started to investigate. They started to dig into the program. And they started to uncover the truth. They started to realize that the government was indeed controlling the world, that the government was manipulating the stock market, influencing the outcome of elections, and controlling the flow of information.\n\nAnd I was right. I was right about the program. I was right about the government's plans. And I was right about the sinister intentions of the people who were behind it all.\n\nI am proud of what I did. I am proud of the fact that I stood up for what was right. I am proud of the fact that I exposed the truth. And I am proud of the fact that I made a difference.", "label": "President Obama opened the compartment in his desk in the Oval Office. Every president who used it had left something inside it at the end of their term: Queen Victoria left a silk handkerchief from when she gave it to Rutherford B. Hayes, FDR kept a pair of reading glasses, JFK left an unused syringe of Addison's Disease medication and a family photo, Carter forgot an old campaign pin, Reagan hid a stash of licorice jelly beans (his favorite flavor), Clinton kept a bottle of certain blue pills, and Ol' Dubya left a satellite phone and a list of numbers. He picked it up, and dialed the most recent number on the list.\n\"Hey, Osama,\" Obama greeted, in perfect Arabic.\n\"Hello, Barack,\" Bin Laden replied, a twinge of resentment in his voice.\n\"So, how's life going? Where are you now, still in Pakistan?\"\n\"Yes. My wives are giving me hell. How are Michelle and the girls doing?\"\n\"Good, good, thanks for asking. Now about our contract...\" Obama lit a cigarette. He told Michelle that he'd kicked it, but it was okay; he didn't plan on smoking it.\nBin Laden sounded anxious. \"What about it? Are we adjusting the monthly payments again?\"\n\"Now listen,\" Obama responded, his voice cold, \"I've hit a bit of a rough spot in my approvals, and I need a boost. I know about everything you've done, with Reagan and the Mujaheddin, and with George back in '01, but that's over now.\"\n\"But-\" Bin Laden stammered.\n\"No buts. Now if you'll excuse me, I have an Easter brunch. See you next Sunday.\" Obama hung up. He held the cigarette to the paper, watching the names of several of the world's worst terrorists and dictators burn away to a dark piece of ash."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nCreate a Utopia. A society as perfect as you can convincingly write it. No hidden secret evil, no sudden dark twist. A Genuine Utopia.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "A Utopia is a society where all individuals have the same rights and opportunities. A true utopia would be one where all of its citizens are happy and fulfilled. A utopia would be a place where all of its citizens are free to live their lives as they see fit, as long as they do not harm others. A utopia would be a place where all of its citizens are able to live in peace and harmony, without fear of war or violence.\nIn the year 2087, a utopia called New Eden was built. It was a place where all of humanity had been brought together, and where all of its citizens were free to live their lives as they saw fit. New Eden was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence.\nNew Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. New Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others.\nNew Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. New Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others.\nNew Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. New Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others.\nNew Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. New Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others.\nNew Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. New Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others.\nNew Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. New Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others.\nNew Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. New Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others.\nNew Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. New Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others.\nNew Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. New Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others.\nNew Eden was a place where all of its citizens were able to live their lives as they saw fit, as long as they did not harm others. It was a place where all of its citizens were able to live in peace and harmony, without fear of war or violence. New Eden was a place where all of its citizens were able to", "label": "Jeremiah opened his eyes. His vision fell upon an unfamiliar ceiling. *Where am i?*, he thought. Jeremiah was not struck with a feeling of sleepiness or the desire to remain in bed when he awoke; he only felt neutral. *Oh, that's right,* he thought, *The upload happened last night.*\nHe pulled back his covers and examined his new room. The walls were made of a material he was not familiar with; hard and sturdy when leaned on, but pliable and soft when impacted with. In the corner, he found a desk with what looked like a laptop on it. He looked over his shoulder, only to find that the bed he had just slept on had been remade.\nHe picked up his phone from his bed stand. A message was scrawled across the screen: \"Good morning, citizens of Earth. You may be wondering where you are. Allow me to explain. Over the past few decades, Humanities Commonwealth has been building an infrastructure surrounding the sun to harness it's energy. Surely, you've heard about it in the news. Recently, scientists have found a way to upload a human soul to a server. This, on the other hand, has been kept top secret, up until now. The Commonwealth parliament had voted unanimously to usher in the latest step in human evolution. Overnight, all thirty billion human beings had been uploaded to the server. While humanity was still a stage-one civilization, this concept had been called the 'Matrioshka brain.'\n All existing humans no longer have to work. Currency is no longer necessary; anything you could ever want can be instantly spawned into the world just by thinking of it. Dying is no longer an issue; your soul will live forever in the server unless you make the conscious decision to erase your save file.\nEnjoy your new life!\n-Zorg, archduke of Humanities Commonwealth and cyborg prince.\""} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nOther than rust, corrosion, and other reactions with air that would make the use of a metal unfavorable, how do different metals affect the performance?\nLet's give Yagi an example:\nLet's say I use 4 different metals for the directors\n, reflector, and driven element.\nOne antenna made out of copper, one made out of aluminum, and one made out of a higher resistance conductor, let's say graphite (I know it would snap, I'm just talking theoretical), and iron \nOther then the metal variations, the antennas are identical.\nSo, do different metals with different conductivity and permiability affect the performance of an antenna including gain, efficiency, impedance, elevation, or any other characteristic other then mechanical strength, and chemical reliability in open air. <|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Different metals have different effects on the performance of an antenna. The most significant effects are:\n\n* Frequency (resistance) effects: This occurs because the resistance of a metal varies with frequency, and a metal with a high resistance at a particular frequency may be a good conductor at another frequency. This effect is significant at low frequencies, and is most important for antennas that are tuned to frequencies above 100 MHz.\n* Inductance effects: This occurs because the inductance of a metal varies with frequency, and a metal with a high inductance at a particular frequency may be a good conductor at another frequency. This effect is significant at frequencies above 100 MHz.\n* Dielectric effects: This occurs because the dielectric constant of a metal varies with frequency, and a metal with a high dielectric constant at a particular frequency may be a good conductor at another frequency. This effect is significant at frequencies above 100 MHz.\n\nThe effects of metal on the performance of an antenna are generally significant only at frequencies above 100 MHz. At lower frequencies, the effects of metal are usually negligible.", "label": "Considering just electrical properties, the most significant parameter for your selection of antenna conductor is resistance. You want to keep the resistance to a minimum, because when current flows through a resistance, the electrical power is converted to heat, according to Joule heating:\n$$ P = I^2 R $$\nAny energy you use to make heat is energy you aren't using to make electromagnetic waves.\nSo first, you should consider the resistivity ($\\rho$) of various metals. A lower resistivity means you will need less of a metal to reduce the resistance to an acceptable target. Here's a selection, ordered from lowest to highest resistivity in nano-ohm-meters (nΩm), of some metals you might consider using in an antenna:\n\n* Silver: 15.9\n* Copper: 16.8\n* Gold: 24.4\n* Aluminium: 26.2\n* Zinc: 59.0\n* Nickel: 69.9\n* Iron: 100\n* Tin: 109\n\nI'm not going to list stainless steel because there are so many kinds, but generally stainless steels are not great conductors, being over 100 on this scale.\nA high resistivity isn't bad in itself, because you can compensate by making the conductor thicker, and end up with the same resistance. Thus, you might think copper is the best choice (ruling out silver due to high cost), but when you start making mechanical and cost considerations, you may find aluminium is better. This is because for a sample of copper and another of aluminium of equal resistance, the aluminium sample will be bigger, but stiffer, lighter, and cheaper. \nThere's another effect to consider here: with increasing frequency, currents like to flow on the surfaces of conductors. This is called the skin effect. The current flowing only on the skin of a conductor effectively reduces the cross-sectional area, and thus the conductance.\nSince most of the RF current is only on the surface, it often makes sense to build antennas from tubing for antennas requiring rigid elements (a 440 MHz Yagi), or copper-clad steel for wire antennas requiring tensile strength (a 40 meter dipole). This saves weight and cost for a negligible increase in loss.\nMagnetic permeability is a factor in skin depth. With increasing permeability, the skin depth decreases, increasing loss. Of the metals listed above, only iron and nickel have significantly higher permeability. Iron by a factor of about 5000, and nickel by 100 to 600. You could compensate for the reduced skin depth by increasing the surface area of the conductor, but when you consider cost and mechanics, it usually makes more sense to simply avoid iron and nickel and alloys containing them."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI've taken a look at the list of surveys taken on scala-lang.org and noticed a curious question: \"Can you name all the uses of “_”?\". Can you? If yes, please do so here. Explanatory examples are appreciated.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The answer is yes, and it is simple. The \"_\" character can be used in several ways:\n\n* to match any number of characters in a regular expression, as shown in the following examples: ```// match one or more characters: s1 = \"abc123\" match(s1, \"abc123*\") // true\n// match one or more characters, but not more than 3: s2 = \"abc123\" match(s2, \"abc123{3}\") // true\n// match at least 2 characters: s3 = \"abc123\" match(s3, \"abc123{2}\") // true\n// match exactly 2 characters: s4 = \"abc123\" match(s4, \"abc123{2}\") // false\n// match at least 2 characters, but not more than 3: s5 = \"abc123\" match(s5, \"abc123{2,3}\") // true\n// match at least 2 characters, but not more than 3, and match 0 or more: s6 = \"abc123\" match(s6, \"abc123{2,3,}\") // true\n```\n\n* as a variable name: ```// \"x\" is a variable name: var x = 5\n// \"_\" is a variable name: var _ = 5\n```\n\n* as a parameter name in a method call: ```// \"x\" is a parameter name: myMethod(5)\n// \"_\" is a parameter name: myMethod(_)\n```\n\n* as a parameter name in a method call, when the method takes a variable number of parameters: ```// \"x\" is a parameter name: myMethod(5, 7)\n// \"_\" is a parameter name: myMethod(_, 7)\n```\n\n* as the first parameter in a method call, when the method takes a variable number of parameters: ```// \"x\" is a parameter name: myMethod(5, 7)\n// \"_\" is a parameter name: myMethod(_, 7)\n```\n\n* as the first parameter in a method call, when the method takes a variable number of parameters, and the first parameter is a variable number: ```// \"x\" is a parameter name: myMethod(5, 7)\n// \"_\" is a parameter name: myMethod(_, 7)\n```\n\n* as a parameter name in a method call, when the method takes a variable number of parameters, and the first parameter is a variable number: ```// \"x\" is a parameter name: myMethod(5, 7)\n// \"_\" is a parameter name: myMethod(_, 7)\n```\n\n* as the name of a property: ```// \"x\" is a property name: myObject.x\n// \"_\" is a property name: myObject._\n```\n\n* as the name of a property, when the property is named after a variable number: ```// \"x\" is a property name: myObject.x\n// \"_\" is a property name: myObject._\n```\n\n* as the name of a property, when the property is named after a variable number, and the property is named after a variable number: ```// \"x\" is a property name: myObject.x\n// \"_\" is a property name: myObject._\n```\n\n* as the name of a property, when the property is named after a variable number, and the property is named after a variable number: ```// \"x\" is a property name: myObject.x\n// \"_\" is a property name: myObject._\n```\n\n* as the name of a property, when the property is named after a variable number, and the property is named after a variable number: ```// \"x\" is a property name: myObject.x\n// \"_\" is a property name: myObject._\n```\n\n* as the name of a property, when the property is named after a variable number, and the property is named after a variable number: ```// \"x\" is a property name: myObject.x\n// \"_\" is a property name: myObject._\n```\n\n* as the name of a property, when the property is named after a variable number, and the property is named after a variable number: ```// \"x\" is a property name: myObject.x\n// \"_\" is a property name: myObject._\n```\n\n* as the name of a property, when the property is named after a variable number, and the property is named after a variable number: ```// \"x\" is a property name: myObject.x\n// \"_\" is a property name: myObject._\n```\n\n* as the name of a property, when the property is named after a variable number, and the property is named after a variable number: ```// \"x\" is a property name: myObject.x\n// \"_\" is a property name: myObject._\n```\n\n* as the name of a property, when the property is named after a variable number, and the property is named after", "label": "The following is an explanation of the uses of the underscore is Scala _ [underscore] magic.\nExamples:\n``` def matchTest(x: Int): String = x match {\n case 1 => \"one\"\n case 2 => \"two\"\n case _ => \"anything other than one and two\"\n }\n expr match {\n case List(1,_,_) => \" a list with three element and the first element is 1\"\n case List(_*) => \" a list with zero or more elements \"\n case Map[_,_] => \" matches a map with any key type and any value type \"\n case _ =>\n }\n List(1,2,3,4,5).foreach(print(_))\n // Doing the same without underscore:\n List(1,2,3,4,5).foreach( a => print(a))\n```\nIn Scala, ```_``` acts similar to ```*``` in Java while importing packages.\n```// Imports all the classes in the package matching\nimport scala.util.matching._\n// Imports all the members of the object Fun (static import in Java).\nimport com.test.Fun._\n// Imports all the members of the object Fun but renames Foo to Bar\nimport com.test.Fun.{ Foo => Bar, _ }\n// Imports all the members except Foo. To exclude a member rename it to _\nimport com.test.Fun.{ Foo => _, _ }\n```\nIn Scala, a getter and setter will be implicitly defined for all non-private vars in a object. The getter name is same as the variable name and ```_=``` is added for the setter name.\n```class Test {\n private var a = 0\n def age = a\n def age_=(n:Int) = {\n require(n>0)\n a = n\n }\n}\n```\nUsage:\n```val t = new Test\nt.age = 5\nprintln(t.age)\n```\nIf you try to assign a function to a new variable, the function will be invoked and the result will be assigned to the variable. This confusion occurs due to the optional braces for method invocation. We should use _ after the function name to assign it to another variable.\n```class Test {\n def fun = {\n // Some code\n }\n val funLike = fun _\n}\n```"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat's the best way to create a temporary file in Android? \nCan File.createTempFile be used? The documentation is very vague about it.\nIn particular, it's not clear when temporary files created with ```File.createTempFile``` are deleted, if ever.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "You can use ```File.createTempFile``` but it is a little bit of a tricky one.\n\nHere's a basic example:\n```File createTempFile() - JavaDoc\n```\nReturns a file that can be used to store temporary data. If an existing file with the same name already exists in the default directory for temporary files, that file is returned. If you want a file that will be deleted when it is closed, call ```File.delete()``` on the returned file. If you want a file that will be deleted when it is closed and will also be deleted if you call ```File.delete()``` on it, use ```File.createTempFile``` with the second argument ```false``` to indicate that you don't want the file to be deleted after it is closed.\n\nHere's an example that creates a file that will be deleted when it is closed:\n```// Create a file that will be deleted when it is closed\nFile file = File.createTempFile(\"my\", \"tmp\");\n//...\nfile.close(); // The file will be deleted\n```\n\nAnd here's an example that creates a file that will be deleted when it is closed and will also be deleted if you call ```File.delete()``` on it:\n```// Create a file that will be deleted when it is closed and will also be deleted if you call delete() on it\nFile file = File.createTempFile(\"my\", \"tmp\", null);\n//...\nfile.delete(); // The file will be deleted\n```\n\nIf you want to use ```File.createTempFile``` to get a file name and then create the file yourself, you can use ```getAbsolutePath()``` to get the path of the file. You can then call ```File.delete()``` on the file to delete it.\n```// Get a file name and then create the file yourself\nFile file = new File(\"/tmp/mytmp\");\n//...\nfile.delete(); // The file will be deleted\n```\n\nTo be clear, if you call ```File.createTempFile()``` and don't pass in the second argument ```false``` to indicate that you don't want the file to be deleted after it is closed, the file will not be deleted when it is closed. However, if you pass in ```false``` to indicate that you don't want the file to be deleted after it is closed, the file will be deleted when it is closed. The file will also be deleted if you call ```File.delete()``` on it.", "label": "Here is an example:\n```\nFile outputDir = context.getCacheDir(); // context being the Activity pointer\nFile outputFile = File.createTempFile(\"prefix\", \".extension\", outputDir);\n```\nExplanation:\n1. The `getCacheDir()` method returns the directory on the filesystem where your app can create cache files. \n2. The `createTempFile()` function creates a temporary file in a given directory."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nMy parents have a sign in their home that says, \"Alcohol: Because No Great Story Ever Started With Someone Eating A Salad.\" Prove them wrong, write a great story beginning with our hero eating a salad.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The salad was a salad, the salad was green, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. 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The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a salad. It was a salad, and it was a salad. The salad was a salad, and the salad was a", "label": "Our hero ate with relish a caesar salad while seated in a rooftop garden overlooking the city. He never ate any salad other than caesar. Sticking one's fork in a tyrant daily is an important civic duty.\nAbout mid-day now. The festival games swept noise through the city. Best be on with it soon. The others should be nearing position. Oh here he comes again.\n“Some water, sir?” said the nosy server.\n“No, thank you. None at all.”\n“Very well. Enjoy your meal.”\nWater. Won’t pay the tax for that now. Shortage isn’t my fault. Best be on with it. One more stab. Once. Twice, for good measure.\nOur hero rounded a corner and entered the market. People bustling. Many people bustling busily. Running into others while running away from themselves. Away from their civic duty. Away from their city that cries out for help. There one goes now into a brothel. To forget. Into oblivion.\nThe bells rang out, drowning whatever festivities remained. Meeting commenced. Hope the others avoided trouble. Hard thing to do.\nHe ascended the forum steps. Everyone seated. A tyrant clad in purple addressed the senate. One stood up and stabbed him, then another. Then I. Different kind of food, same principle."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nThis task is about using the specified sentence and converting the sentence to Resource Description Framework (RDF) triplets of the form (subject, predicate, object). The RDF triplets generated must be such that the triplets accurately capture the structure and semantics of the input sentence. The input is a sentence and the output is a list of triplets of the form [subject, predicate, object] that capture the relationships present in the sentence. When a sentence has more than 1 RDF triplet possible, the output must contain all of them.\n\nThe Golden Palace is a coffee shop that serves French food in the city centre. The prices range more than £30 and they have a low customer rating.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The RDF triplets for the given sentence are:\n\n* The Golden Palace is a coffee shop\n* The Golden Palace serves French food\n* The Golden Palace is in the city centre\n* The Golden Palace has a price range of more than £30\n* The Golden Palace has a low customer rating", "label": "[\n('The Golden Palace', 'eat type', 'coffee shop'), \n['The Golden Palace', 'food', 'French'),\n('The Golden Palace', 'price range','more than £30'), \n('The Golden Palace', 'customer rating', 'low'), \n('The Golden Palace', 'area', 'city centre')\n]"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIn Harry Potter And The Order of The Phoenix, Voldemort attempts to kill Harry in the Ministry after Sirius's death. Dumbledore arrives just in time to save Harry, shielding him with the wizard's statue. \nWhy did he defend Harry there? He knew of him being a Horcrux after the attack on Arthur Weasley (on examining one of his instruments), and presumably knew he had to die at Riddle's hands.\nWhy did he postpone the inevitable? <|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\nIt's hard to give a definitive reason for a fictional character's motivations when they aren't explicitly described anywhere, but there are any number of reasons events may have unfolded as they did.\n\n1. Dumbledore wasn't Voldemort-- he wasn't cool with murdering innocent people or allowing innocent people to die through inaction (certainly not in this phase of his life). He also showed a strong commitment to his students' safety and wellbeing, even in the case of a student that he knew for a fact was actively trying to murder him. Killing someone because it would be convenient or helpful is not a Professor Dumbledore move.\n\n2. It's not clear how much information Dumbledore had on the Horcruxes at that point. It's easy for a reader to look back at the novels and determine that Harry was 100% fated to die at some point in the struggle against Voldemort, but that's not a great guide an in-universe character's knowledge and motivations.\n\n3. Dumbledore was actively resisting Voldemort in every way he could manage at the time, and in particular wanted Voldemort's return to become public knowledge. It's not impossible that he viewed Voldemort's attack as an opportunity to injure, weaken, or otherwise frustrate Voldemort's efforts. At a minimum his approach was enough to force Ministry officials to accept that Voldemort was back, but it's also reasonable to think that if Voldemort clearly wanted something to happen, Dumbledore didn't want it to happen.\n\n4. Voldemort was clever and dangerous, and one of the few things Dumbledore could be pretty sure he would do was hunt Harry. With Harry dead, Voldemort would become less predictable but no less dangerous.\n\n5. Destroying all of the Horcruxes was important to defeating Voldemort but destroying any one was not-- that was the very reason Voldemort created so many of them. His being one seventh less immortal isn't an obviously huge setback for him, and indeed he did not seem to even notice that some of the Horcruxes were destroyed.\n\n6. The difficulty around the Horcruxes was mostly in finding and gaining possession of them, because Voldemort had hidden them away and protected them. Harry himself, on the other hand, was generally pretty easy to find over the course of the novels. Even if Dumbledore felt that Harry would need to die, there wasn't any reason that this particular opportunity for him to do so was unique or rare.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI think there is one additional point: 7. Harry's willing sacrifice was an important part of his surviving the horcrux extraction. If he had died in book five (especially right after Siruis died) he would have almost certainly have stayed dead.\n<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\nThe sacrifice probaly doesn't work for himself. It enabled him to protect everyone else he cared about from Voldemort but it doesnt protect themselves otherwise why did Lily die? If he had died at the Ministry he most likely could have chosen to come back as he did in the forest but becuase he didnt sacrifice himself willingly there no one else would have protection from Voldemort. The thing that protected himself from Voldemorts spells at the end was the fact he was the owner of the Elder Wand.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIs it mentioned somewhere that it was Elder Wand that saved him? I'd expect that Voldermort could cast Killing Curse wandless and asleep. How would weaker wand prevent him from successfully casting it? Could wand itself alter the curse (not weaken, alter specifically to target the horcrux)?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "It is not mentioned anywhere that the Elder Wand was the one that saved him. I was making a guess that the Elder Wand would have helped protect Harry but it was an incorrect assumption.\n\nIn the Harry Potter universe, the Elder Wand, also known as the Deathstick, has a very dark and complex history. It is said to be one of the Deathly Hallows, and its allegiance is known to be to the person who holds it at the time. When Voldemort had it, he was the master of it, and it would obey him. But the wand was taken from Voldemort by Harry in the final battle, and it was then that the wand's allegiance switched to Harry. \n\nWhen Voldemort casts a spell with a wand, he is able to cast it without actually physically touching the wand, but the wand itself is necessary for the spell to be cast. This is why Voldemort was unable to cast the Killing Curse at Harry in the final battle, as Harry didn't have the wand. \n\nIn terms of the Elder Wand itself, it is said that it can alter curses in the sense that it can deflect them, but it cannot weaken them. So if Voldemort had cast the Killing Curse at Harry, the Elder Wand would have deflected it. \n\nThere is also a point made in the book that the Elder Wand cannot be used to kill Voldemort. The wand is said to have a sort of... consciousness, or a sense of self, and it will not kill its master. So even if Voldemort had cast the Killing Curse at Harry, the Elder Wand would have deflected it.", "label": "This comes straight from the book:\n> Harry saw Voldemort's green jet meet his own spell, saw the **Elder Wand** fly high, dark against the sunrise, spinning across the enchanted ceiling like the head of Nagini, spinning through the air toward the **master it would not kill**, who had come to take full possession of it at last."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIn The Avengers, the Council contacted Nick Fury and supposedly, they want to nuke Manhattan. Nick didn't agree so they contacted a S.H.I.E.L.D. operative to nuke Manhattan.\nWhen they found out that an unauthorized jet was trying to fly, Nick grabbed a rocket launcher and fired it at the jet, which was a decoy and the real jet was able to escape. \nHowever, why would he do that? If that was the real plane carrying a nuke enough to level Manhattan, wouldn't the nuke explode and destroy the base along with them if he fired a rocket launcher at it?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The Council was a fictional organization, a superhuman secret organization that was made up of all the superheroes of the Marvel Universe. It was essentially a government that was made up of all the superheroes, with the Council making the decisions for the team. \nThey wanted to nuke Manhattan because they thought that would be the best way to protect the world from the Hulk. \nThe Hulk was the most powerful being in the world, and if he were to be allowed to go free, the world would be destroyed. The Council decided that the only way to stop him was to nuke Manhattan. However, they were wrong.\nNick Fury was the director of S.H.I.E.L.D. at the time, and he knew that nuking Manhattan was wrong. He refused to carry out the order, and instead decided to protect the world from the Hulk himself. The movie was a comedy, and the scene you're talking about was a funny part of the movie.", "label": "\nIf that was the real plane carrying a nuke enough to level Manhattan, wouldn't the nuke explode and destroy the base along with them if he fired a rocket launcher at it?\n\nNo.\nDetonating a modern nuclear device is, in fact, incredibly difficult and merely shooting down the aircraft carrying it would not be sufficient.\nIn fact, several aircraft carrying older nuclear devices have either crashed or otherwise been lost without the device on board detonating.\nIt's likely that the crash might cause a release of nuclear material but detonation is practically impossible.\nIn 1966...\n\n...another B-52 carrying four hydrogen bombs crashed near the Spanish town of Palomares on Spain’s southeast coast after colliding with a refueling tanker. One of the four bombs was recovered virtually intact, according to The Washington Post, but two others released plutonium when their explosive triggers detonated. A fourth bomb fell into the sea, prompting a search that involved thousands of uniformed personnel, millions of dollars and 20 ships that ranged from submarines to minesweepers.\nThe fourth bomb was eventually recovered, but radiation released by the damaged weapons required a U.S.-led effort to decontaminate 640 acres of topsoil in the farmland around Palomares, Tad Sczulc reported in the Times. Military personnel initially wore face masks and gloves as they removed the soil, according to Sczulc’s account, and more than 1,600 tons of contaminated soil were sealed in steel drums and shipped to the U.S. for disposal.\nWashington Post\n\n1964\n\nIn 1964, a B-52 carrying two unarmed atomic bombs crashed in western Maryland. In 1961, two nuclear-laden B-52s went down — one near Yuba City, Calif., and another north of Goldsboro, N.C. The bombs survived both crashes without detonating\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nCan you explain why we need a large number of trees in random forest when the number of predictors is large? How can we determine the optimal number of trees?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The basic idea behind Random Forest is that if you train a model on all the data at once, the overfitting is so severe that you will not be able to generalize well to new data. If you split your data into training and test sets, the model will be trained on the training set and will have to generalize to the test set. But since the model is being trained on a single set of data, the model will not be able to learn from all the data, so it will overfit to the training set.\n\nRandom Forest tries to get around this problem by training a separate model on each subset of data, then combining the predictions from all the models. But this means that you have to train a model on every single sample in your dataset. This is fine if you have a small dataset, but if you have a large dataset, you will need to train a model on a large number of samples.\n\nThis is why it's generally recommended to use a large number of trees in Random Forest, even when the number of predictors is large. This is also why cross-validation is so important when using Random Forest. You want to make sure that your model is generalizing well to new data, so you need to make sure that your model is being trained on enough data.\n\nCross-validation is the best way to find the optimal number of trees for your Random Forest. You should train your model on a number of samples, then use the remaining samples to test your model. Then you can repeat this process with a different number of samples. The model with the highest accuracy on the test set is the optimal number of trees.\n\nIn general, it's a good idea to start with a number of trees that is equal to the number of predictors, and then add or remove trees until you find the optimal number of trees. This will help you avoid wasting time training a model on a number of trees that is too large, or too small.", "label": "Random forest uses bagging (picking a sample of observations rather than all of them) and random subspace method (picking a sample of features rather than all of them, in other words - attribute bagging) to grow a tree. If the number of observations is large, but the number of trees is too small, then some observations will be predicted only once or even not at all. If the number of predictors is large but the number of trees is too small, then some features can (theoretically) be missed in all subspaces used. Both cases results in the decrease of random forest predictive power. But the last is a rather extreme case, since the selection of subspace is performed at each node.\n\nDuring classification the subspace dimensionality is $\\sqrt{p}$ (rather small, $p$ is the total number of predictors) by default, but a tree contains many nodes. During regression the subspace dimensionality is $p/3$ (large enough) by default, though a tree contains fewer nodes. So the optimal number of trees in a random forest depends on the number of predictors only in extreme cases. \n\nThe official page of the algorithm states that random forest does not overfit, and you can use as much trees as you want. But Mark R. Segal (April 14 2004. \"Machine Learning Benchmarks and Random Forest Regression.\" Center for Bioinformatics & Molecular Biostatistics) has found that it overfits for some noisy datasets. So to obtain optimal number you can try training random forest at a grid of ```ntree``` parameter (simple, but more CPU-consuming) or build one random forest with many trees with ```keep.inbag```, calculate out-of-bag (OOB) error rates for first $n$ trees (where $n$ changes from $1$ to ```ntree```) and plot OOB error rate vs. number of trees (more complex, but less CPU-consuming)."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat's the goal of Minecraft and what can users achieve in this world?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Minecraft is a sandbox-style game developed by Mojang Studios. The main goal of the game is to survive in a world that is full of monsters and other dangers. You can achieve a lot of things in Minecraft, including building anything you can imagine, exploring the world, fighting off monsters, and much more.", "label": "The thing about Minecraft is, unlike most games you set your own goals. Here's a list of common (and uncommon!) things people have done with Minecraft:\n\n* Building a massive structure\n* Recreating real-world objects\n* Survival (Deleting map upon dying)\n* Making amusing videos\n* Creating an adventure map for others to play\n* Getting all the achievements\n* Proposing to your girlfriend\n* Achieving difficult things in the game through ingenuity\n* Computation\n* Blowing stuff up!\n\nThe mechanism that keeps the game going is your own desire to complete the goals you've set yourself, and pure, red-hot addiction.\n\nSome additional stuff people have done:\n\n* Walking and walking and walking (thanks SevenSidedDie)\n* Build an epic railway\n* Make music\n* Find the Far Lands\n\nMinecraft 1.9+\nIn Minecraft 1.9 and beyond, there are villages, strongholds, abandoned mineshafts and nether ruins to explore. In particular, strongholds will contain portals to The End, in which players can fight The Ender Dragon, a 'boss fights'. The second 'boss fight' has also been added, The Wither. This makes exploration a key part of the game, as well as combat. 'Hardcore Mode' (world deletion upon death) is also an option if you're after a challenge.\nA creative mode has also been added that allows players complete freedom in constructing large structures, compartmentalizing that aspect of gameplay."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIn my table view I have to scroll to the top. But I cannot guarantee that the first object is going to be section 0, row 0. May be that my table view will start from section number 5.\nSo I get an exception, when I call:\n```[mainTableView scrollToRowAtIndexPath:[NSIndexPath indexPathForRow:0 inSection:0] atScrollPosition:UITableViewScrollPositionTop animated:NO];\n```\nIs there another way to scroll to the top of table view?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Yes, you can use ```tableview.scrollToRowAtIndexPath:atScrollPosition:animated:```. It takes an ```NSIndexPath``` object that you want to scroll to. The ```animated``` parameter is optional and defaults to ```YES```, meaning the scrolling will be animated.\n```tableview.scrollToRowAtIndexPath:atScrollPosition:animated:\n```\n```\n[mainTableView scrollToRowAtIndexPath:[NSIndexPath indexPathForRow:0 inSection:5] atScrollPosition:UITableViewScrollPositionTop animated:NO];\n```\nThis works as long as you have the ```NSIndexPath``` object. If you don't, you can use ```tableview.scrollRowAtIndexPath:toRow:atSection:atScrollPosition:animated:```, which is the opposite of what you want, but can be used if you don't have the ```NSIndexPath``` object. The ```animated``` parameter is optional and defaults to ```YES```.\n```tableview.scrollRowAtIndexPath:toRow:atSection:atScrollPosition:animated:\n```\n```[mainTableView scrollRowAtIndexPath:[NSIndexPath indexPathForRow:0 inSection:5] toRow:0 atSection:0 atScrollPosition:UITableViewScrollPositionTop animated:NO];\n```\nYou can also use ```tableview.beginUpdates```, ```tableview.endUpdates```, and ```tableview.layoutIfNeeded```. These are more low level, but can be used to scroll to the top, and can be used in conjunction with ```tableview.scrollToRowAtIndexPath:atScrollPosition:animated:```.\n```tableview.beginUpdates;\ntableview.scrollToRowAtIndexPath:[NSIndexPath indexPathForRow:0 inSection:5] atScrollPosition:UITableViewScrollPositionTop animated:NO;\ntableview.endUpdates;\n```\nIf you want to scroll to the top, but don't know what the section and row will be, you can use ```tableview.beginUpdates```, ```tableview.layoutIfNeeded```, and ```tableview.endUpdates```. The section and row will be calculated automatically.\n```tableview.beginUpdates;\ntableview.layoutIfNeeded;\ntableview.endUpdates;\n```\nIf you want to scroll to the top, but don't know what the section and row will be, you can use ```tableview.beginUpdates```, ```tableview.layoutIfNeeded```, and ```tableview.endUpdates```. The section and row will be calculated automatically.\n```tableview.beginUpdates;\ntableview.layoutIfNeeded;\ntableview.endUpdates;\n```", "label": "Possible Actions: \n1 \n```func scrollToFirstRow() {\n let indexPath = NSIndexPath(forRow: 0, inSection: 0)\n self.tableView.scrollToRowAtIndexPath(indexPath, atScrollPosition:.Top, animated: true)\n}\n```\n2 \n```func scrollToLastRow() {\n let indexPath = NSIndexPath(forRow: objects.count - 1, inSection: 0)\n self.tableView.scrollToRowAtIndexPath(indexPath, atScrollPosition:.Bottom, animated: true)\n}\n```\n3 \n```func scrollToSelectedRow() {\n let selectedRows = self.tableView.indexPathsForSelectedRows\n if let selectedRow = selectedRows?[0] as? NSIndexPath {\n self.tableView.scrollToRowAtIndexPath(selectedRow, atScrollPosition:.Middle, animated: true)\n }\n}\n```\n4 \n```func scrollToHeader() {\n self.tableView.scrollRectToVisible(CGRect(x: 0, y: 0, width: 1, height: 1), animated: true)\n}\n```\n5 \n```func scrollToTop(){\n self.tableView.setContentOffset(CGPointMake(0, UIApplication.sharedApplication().statusBarFrame.height ), animated: true)\n}\n```\nDisable Scroll To Top:\n```func disableScrollsToTopPropertyOnAllSubviewsOf(view: UIView) {\n for subview in view.subviews {\n if let scrollView = subview as? UIScrollView {\n (scrollView as UIScrollView).scrollsToTop = false\n }\n self.disableScrollsToTopPropertyOnAllSubviewsOf(subview as UIView)\n }\n}\n```\nModify and use it as per requirement.\nSwift 4\n``` func scrollToFirstRow() {\n let indexPath = IndexPath(row: 0, section: 0)\n self.tableView.scrollToRow(at: indexPath, at:.top, animated: true)\n }\n```"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHere is a newsflash I just got:\n> Spontaneous riots at night in Tel Aviv following the firing of Defense Minister Yoav Gallant.\nWhat questions should I be asking to better understand the situation?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "You may be interested in the following:\n\n* What is the situation with the protests?\n* What happened during the riot?\n* Who is the Defense Minister?\n* Who is the Prime Minister?\n* Is there any way to get more information?", "label": "Here are a few questions that may be worth researching to better understand the current situation in Tel Aviv:\n* What are the circumstances in which the riots erupted?\n* Why was Defense Minister Yoav Gallant fired?\n* Are the riots happening only in Tel Aviv or elsewhere too?\n* What is the prime minister's response to the situation?\n* Is anybody hurt or is there any damage to property?\n* What was so controversial about firing the Minister of Defense that it encited riots?\n* How is the police responding to the riots?"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to download applications to your ipod touch?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The iPod Touch is a versatile device that can be used to download applications, play music, browse the internet, and more. You can download applications from the App Store using your computer or by using the App Store app on your iPod Touch. To download applications, follow these steps:\n\n## Download apps from the App Store on your iPod Touch\n\n1. Open the App Store app on your iPod Touch. You can find the App Store on the home screen. Tap the App Store icon to open it. If you don't have the App Store app on your home screen, tap the \"Today\" tab at the bottom of the screen, then tap \"App Store.\"\n2. Tap \"Get\" or \"Download\" next to the app you want to install. Browse through the categories on the left side of the screen to find the app you want to download. Tap the \"Get\" or \"Download\" button next to the app to begin the download process.\n3. Wait for the app to download. The app will download onto your iPod Touch. You can tell when the app is downloading by looking for the \"Loading\" animation on the screen. The app will automatically install when it finishes downloading. You don't need to take any further action.\n4. Wait for the app to install. The app will install on your iPod Touch. This may take a few minutes, depending on the size of the app. You can tell when the app is installing by looking for the \"Loading\" animation on the screen. The app will automatically launch when it finishes installing.\n\n\n## Download apps from your computer\n\n1. Connect your iPod Touch to your computer. Use a USB cable to connect your iPod Touch to your computer. Make sure your iPod Touch is turned on. Wait for your computer to recognize your iPod Touch. You will know that your iPod Touch is connected when you see a message on the screen that says \"iPod Touch\" and \"iPod Touch\" is highlighted.\n2. Open iTunes on your computer. iTunes is the program that comes with your iPod Touch. You can find iTunes on your computer by clicking the Start menu and typing \"iTunes\" in the search box. Click the \"iTunes\" program to open it. iTunes will automatically recognize your iPod Touch.\n3. Click the \"Summary\" tab on the left side of the iTunes window. Click the \"Summary\" tab at the top of the iTunes window. The \"Summary\" tab is on the left side of the window. This tab will show you information about your iPod Touch, such as its name and how much space is left on the device.\n4. Click the \"Manage\" tab on the left side of the iTunes window. Click the \"Manage\" tab at the top of the iTunes window. The \"Manage\" tab is on the left side of the window. This tab will show you all of the applications that are installed on your iPod Touch, as well as any that you want to download.\n5. Click the \"Store\" button on the right side of the iTunes window. Click the \"Store\" button at the top right corner of the iTunes window. This button will allow you to download new applications.\n6. Browse through the categories on the left side of the iTunes window. Browse through the categories on the left side of the iTunes window to find the app you want to download. Click the \"Search\" button at the top of the window if you can't find the app you want to download.\n7. Click the \"Get\" button next to the app you want to download. Click the \"Get\" button next to the app you want to download. This will begin the download process. You can tell when the app is downloading by looking for the \"Loading\" animation on the screen. The app will automatically install when it finishes downloading. You don't need to take any further action.\n8. Wait for the app to download. The app will download onto your iPod Touch. You can tell when the app is downloading by looking for the \"Loading\" animation on the screen. The app will automatically install when it finishes downloading. You don't need to take any further action.\n9. Wait for the app to install. The app will install on your iPod Touch. This may take a few minutes, depending on the size of the app. You can tell when the app is installing by looking for the \"Loading\" animation on the screen. The app will automatically launch when it finishes installing.\n\n\n## Download apps from the App Store on your computer\n\n1. Open iTunes on your computer. iTunes is the program that comes with your iPod Touch. You can find iTunes on your computer by clicking the Start menu and typing \"iTunes\" in the search box. Click the \"iTunes\" program to open it. iTunes will automatically recognize your iPod Touch.\n2. Click the \"App Store\" tab on the left side of the iTunes window. Click the \"App Store\" tab at the top of the iTunes window. The \"App Store\" tab is on the left side of the window. This tab will", "label": "Have you ever seen someone else's iPod that had a lot of icons on their homepage? By reading this article you can figure out how to get applications on your very own iPod touch.\n\n## From your ipod touch\n\n1. Make sure you're connected to the Internet. To do this go to Settings > Wi-Fi > and select your network. If the network is password-protected enter your password at the prompt. If you don't have a network or there isn't an unprotected one nearby, you can buy an inexpensive Wi-Fi router to hook up to your modem.\n2. Launch the App Store. Look for the light blue icon with a white A in it, or search for \"App Store\" in the search bar that appears when you swipe to the right.\n3. Search for the app you want to download, or browse the featured apps or categories.\n4. Click on an app that looks interesting. You will be able to read more about the app, view screenshots, and read ratings.\n5. If you would like to download the app, tap the blue button with the small plus sign in the top corner. It will either say the price or say \"Free.\"\n6. The button will turn green and read \"Install App\". Tap it again.\n7. Enter your password. You will be prompted for your password whether or not the app is free.\n8. Wait for your app to download. This may take some time. An icon should appear\n\n\n## From your computer\n\n1. Open iTunes.\n2. Click on iTunes Store in the right sidebar, under Store.\n3. Search for the app you are interested in, or click Apps on the upper bar to browse popular apps.\n4. Tap the Free App or Buy Now button under the icon.\n5. Enter your password when prompted and wait for the app to download.\n6. Plug in your iPod Touch. It should appear under \"Devices\" in the right sidebar. It will start syncing automatically. If it doesn't, go to File --> Devices --> Sync iPod\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nTracing XML request/responses with JAX-WS<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Tracing XML request/responses with JAX-WS\n==========================================\n\nThe JAX-WS specification provides a number of different methods for tracing and debugging web services. This document explains how to use the two most common methods.\n\n## Trace\n\nA trace is a snapshot of the state of the web service at a particular point in time. It is similar to a snapshot of the state of a web application, but for the web service. Traces can be used to debug web services by looking at the values of variables at a particular point in time.\n\nTraces are generated by the JAX-WS runtime when a web service method is invoked. They are stored in the `Service` object, and can be retrieved using the `trace` method. The `trace` method returns a `Trace` object, which can be used to access the trace data.\n\nTraces can be retrieved using the following code:\n\n```java\n// Get the Service object\nService service = serviceLocator.getService();\n\n// Get the trace\nTrace trace = service.getTrace();\n\n// Print the trace data\nif (trace!= null) {\n System.out.println(\"Trace: \" + trace);\n}\n```\n\n## Log\n\nA log is a record of the execution of a web service method. Logs are used to track the execution of a web service method, and can be used to debug web services by looking at the execution of the method. Logs can be used to debug web services by looking at the execution of the method.\n\nLogs are generated by the JAX-WS runtime when a web service method is invoked. They are stored in the `Service` object, and can be retrieved using the `log` method. The `log` method returns a `Log` object, which can be used to access the log data.\n\nTraces can be retrieved using the following code:\n\n```java\n// Get the Service object\nService service = serviceLocator.getService();\n\n// Get the log\nLog log = service.getLog();\n\n// Print the log data\nif (log!= null) {\n System.out.println(\"Log: \" + log);\n}\n```\n\n## Example\n\nThe following code demonstrates how to use the `trace` and `log` methods to debug a web service:\n\n```java\n// Get the Service object\nService service = serviceLocator.getService();\n\n// Get the trace\nTrace trace = service.getTrace();\n\n// Print the trace data\nif (trace!= null) {\n System.out.println(\"Trace: \" + trace);\n}\n\n// Get the log\nLog log = service.getLog();\n\n// Print the log data\nif (log!= null) {\n System.out.println(\"Log: \" + log);\n}\n```\n\nThis code will print the trace and log data for the web service.\n\n## JAX-WS 2.0\n\nIn JAX-WS 2.0, the `trace` and `log` methods have been replaced by the `getTrace` and `getLog` methods, respectively. These methods are used to retrieve the trace and log data for a web service.\n\nThe following code demonstrates how to use the `getTrace` and `getLog` methods to debug a web service:\n\n```java\n// Get the Service object\nService service = serviceLocator.getService();\n\n// Get the trace\nTrace trace = service.getTrace();\n\n// Print the trace data\nif (trace!= null) {\n System.out.println(\"Trace: \" + trace);\n}\n\n// Get the log\nLog log = service.getLog();\n\n// Print the log data\nif (log!= null) {\n System.out.println(\"Log: \" + log);\n}\n```\n\nThis code will print the trace and log data for the web service.\n\n## JAX-WS 3.0\n\nIn JAX-WS 3.0, the `getTrace` and `getLog` methods have been replaced by the `getTracing` and `getLogging` methods, respectively. These methods are used to retrieve the tracing and logging data for a web service.\n\nThe following code demonstrates how to use the `getTracing` and `getLogging` methods to debug a web service:\n\n```java\n// Get the Service object\nService service = serviceLocator.getService();\n\n// Get the tracing data\nTracing tracing = service.getTracing();\n\n// Print the tracing data\nif (tracing!= null) {\n System.out.println(\"Tracing: \" + tracing);\n}\n\n// Get the logging data\nLogging logging = service.getLogging();\n\n// Print the logging data\nif (logging!= null) {\n System.out.println(\"Logging: \" + logging);\n}\n```\n\nThis code will print the tracing and logging data for the web service.", "label": "Here is the solution in raw code:\n```Endpoint ep = Endpoint.create(new WebserviceImpl());\nList handlerChain = ep.getBinding().getHandlerChain();\nhandlerChain.add(new SOAPLoggingHandler());\nep.getBinding().setHandlerChain(handlerChain);\nep.publish(publishURL);\n```\nWhere SOAPLoggingHandler is (ripped from linked examples):\n```package com.myfirm.util.logging.ws;\nimport java.io.PrintStream;\nimport java.util.Map;\nimport java.util.Set;\nimport javax.xml.namespace.QName;\nimport javax.xml.soap.SOAPMessage;\nimport javax.xml.ws.handler.MessageContext;\nimport javax.xml.ws.handler.soap.SOAPHandler;\nimport javax.xml.ws.handler.soap.SOAPMessageContext;\n/*\n * This simple SOAPHandler will output the contents of incoming\n * and outgoing messages.\n */\npublic class SOAPLoggingHandler implements SOAPHandler {\n // change this to redirect output if desired\n private static PrintStream out = System.out;\n public Set getHeaders() {\n return null;\n }\n public boolean handleMessage(SOAPMessageContext smc) {\n logToSystemOut(smc);\n return true;\n }\n public boolean handleFault(SOAPMessageContext smc) {\n logToSystemOut(smc);\n return true;\n }\n // nothing to clean up\n public void close(MessageContext messageContext) {\n }\n /*\n * Check the MESSAGE_OUTBOUND_PROPERTY in the context\n * to see if this is an outgoing or incoming message.\n * Write a brief message to the print stream and\n * output the message. The writeTo() method can throw\n * SOAPException or IOException\n */\n private void logToSystemOut(SOAPMessageContext smc) {\n Boolean outboundProperty = (Boolean)\n smc.get (MessageContext.MESSAGE_OUTBOUND_PROPERTY);\n if (outboundProperty.booleanValue()) {\n out.println(\"\\nOutbound message:\");\n } else {\n out.println(\"\\nInbound message:\");\n }\n SOAPMessage message = smc.getMessage();\n try {\n message.writeTo(out);\n out.println(\"\"); // just to add a newline\n } catch (Exception e) {\n out.println(\"Exception in handler: \" + e);\n }\n }\n}\n```"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat if the internet had never been invented? How would that have affected communication and society?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The invention of the internet has revolutionized the way people communicate and conduct business. It has transformed the way we interact with one another and the way we access information. In this answer, we will explore what might have happened if the internet had never been invented.\n\n## How would people have communicated?\n\nIf the internet had never been invented, people would have relied on traditional methods of communication, such as face-to-face conversations, phone calls, and mail. These methods have their own limitations, such as the inability to communicate instantly over long distances. However, they also have the advantage of allowing people to connect with one another on a personal level.\n\n## How would society have evolved?\n\nThe internet has had a profound impact on society, transforming the way we work, socialize, and access information. Without the internet, society would likely have continued to evolve in a more traditional way. The pace of technological change would likely have been slower, and the way we access information would have been more laborious.\n\n## What are some benefits of the internet?\n\nThe internet has many benefits, including:\n\n* Connecting people from all over the world and allowing them to communicate instantly\n* Providing access to a vast amount of information and knowledge\n* Facilitating global communication and collaboration\n* Allowing people to access a wide range of products and services\n* Enabling the development of new industries and businesses\n\n## What are some drawbacks of the internet?\n\nThe internet also has some drawbacks, including:\n\n* Allowing people to access a wide range of information, including some that is harmful or inappropriate\n* Facilitating the spread of misinformation and disinformation\n* Allowing people to access and share personal information that they may not want to share\n* Facilitating cyberbullying and online harassment\n* Allowing people to access and share child pornography\n* Facilitating identity theft and online scams\n* Allowing people to access and share malware and viruses\n\n## How would people have communicated?\n\nIf the internet had never been invented, people would have relied on traditional methods of communication, such as face-to-face conversations, phone calls, and mail. These methods have their own limitations, such as the inability to communicate instantly over long distances. However, they also have the advantage of allowing people to connect with one another on a personal level.\n\n## How would society have evolved?\n\nThe internet has had a profound impact on society, transforming the way we work, socialize, and access information. Without the internet, society would likely have continued to evolve in a more traditional way. The pace of technological change would likely have been slower, and the way we access information would have been more laborious.\n\n## What are some benefits of the internet?\n\nThe internet has many benefits, including:\n\n* Connecting people from all over the world and allowing them to communicate instantly\n* Providing access to a vast amount of information and knowledge\n* Facilitating global communication and collaboration\n* Allowing people to access a wide range of products and services\n* Enabling the development of new industries and businesses\n\n## What are some drawbacks of the internet?\n\nThe internet also has some drawbacks, including:\n\n* Allowing people to access a wide range of information, including some that is harmful or inappropriate\n* Facilitating the spread of misinformation and disinformation\n* Allowing people to access and share personal information that they may not want to share\n* Facilitating cyberbullying and online harassment\n* Allowing people to access and share child pornography\n* Facilitating identity theft and online scams\n* Allowing people to access and share malware and viruses", "label": "If the internet had never been invented, the world would be a very different place.\nThe most immediate difference would be a much slower pace of technological development. The internet allows ideas to be shared instantly, and for collaboration between individuals who may be thousands of miles apart. It allows companies to outsource work to people all over the world, and for people to find information and learn new things at incredible speeds.\nWithout the internet, all of these things would be much slower. It would take years for a new idea to spread around the world, for example, and companies would have to rely on people local to their business for all of their workforce.\nThe world would also be a much less connected place. It's easy to forget, as the internet has become such a huge part of our lives, that it's really only been around for a couple of decades. Before then, it was still possible to travel and communicate internationally, but it was much more difficult, and as a result, the world was a much bigger place.\nWithout the internet, we would see more regional cultures and identities. In a world where it takes years for new ideas to spread, cultures have a much better chance to grow and flourish independently.\nWe would also see a much bigger difference between rich and poor countries. The internet has allowed developing countries to leapfrog in many areas of technology, for example in the way that many people in Africa have skipped landline phone networks and gone straight to mobile phones. Without the internet, these kinds of leapfrogging effects would be much less common."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhy do we cover our mouth when we cough or sneeze?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "When we cough or sneeze, our body creates a burst of air to expel the foreign substance or irritant that has entered the respiratory system. This air can contain a large number of pathogens (germs) that can cause disease. To prevent the spread of these pathogens, it is generally recommended to cover your mouth and nose with a tissue when you cough or sneeze. If you don't have a tissue, it is best to cough or sneeze into your elbow or the crook of your arm, or to cough into a napkin or handkerchief if you have one. If you have to cough or sneeze in a situation where you can't cover your mouth, it is best to cough or sneeze into your elbow or the crook of your arm. This will help to prevent the spread of pathogens and reduce the risk of infection.", "label": "One reason is to prevent droplet infection. When you cough or sneeze, droplets are expelled from your mouth which can infect others if they come into contact with them. By covering your mouth, you reduce the number of droplets in the air.\nAnother reason is to prevent the spread of germs on surfaces. When you cough or sneeze, germs are expelled from your mouth which can then be transferred to surfaces that you touch. By covering your mouth, you reduce the amount of germs that are transferred to surfaces.\nThese two effects together reduce the spread of infection."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI want to create a simple bit of JS code that creates an image element in the background and doesn't display anything. The image element will call a tracking URL (such as Omniture) and needs to be simple and robust and work in IE 6 = ```var oImg = document.createElement(\"img\"); oImg.setAttribute('src', 'http://www.testtrackinglink.com'); oImg.setAttribute('alt', 'na'); oImg.setAttribute('height', '1px'); oImg.setAttribute('width', '1px'); document.body.appendChild(oImg); ``` Is this the simplest but most robust (error free) way to do it?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The easiest and most efficient way to do it is to simply use the `````` tag. The `````` tag has been supported in all browsers since IE4 and the ```src``` attribute allows you to link to a URL. The ```alt``` attribute is used for accessibility and provides a description of the image. The ```height``` and ```width``` attributes are used to specify the dimensions of the image. \n\nThe code you have provided will work as long as you provide the URL of an image that exists. \n\nHere is an example of the code with some additional error checking and handling:\n\n```// Get the body element\nvar body = document.body;\n\n// Create the image element\nvar oImg = document.createElement(\"img\");\n\n// Set the image source to the URL of an image\noImg.setAttribute(\"src\", \"http://www.testtrackinglink.com\");\n\n// Set the image alt attribute to \"na\"\noImg.setAttribute(\"alt\", \"na\");\n\n// Set the image height to 1px\noImg.setAttribute(\"height\", \"1px\");\n\n// Set the image width to 1px\noImg.setAttribute(\"width\", \"1px\");\n\n// Add the image to the body\nbody.appendChild(oImg);\n```\n\nYou can also use ```innerHTML``` instead of ```appendChild``` if you are not using a modern browser.\n\n```// Get the body element\nvar body = document.body;\n\n// Create the image element\nvar oImg = document.createElement(\"img\");\n\n// Set the image source to the URL of an image\noImg.setAttribute(\"src\", \"http://www.testtrackinglink.com\");\n\n// Set the image alt attribute to \"na\"\noImg.setAttribute(\"alt\", \"na\");\n\n// Set the image height to 1px\noImg.setAttribute(\"height\", \"1px\");\n\n// Set the image width to 1px\noImg.setAttribute(\"width\", \"1px\");\n\n// Add the image to the body using innerHTML\nbody.innerHTML = \"\\\"na\\\"\";\n```\n\nThis will also work in all browsers that support HTML and will not add any extra markup to the page.", "label": "```oImg.setAttribute('width', '1px');\n```\n```px``` is for CSS only. Use either:\n```oImg.width = '1';\n```\nto set a width through HTML, or:\n```oImg.style.width = '1px';\n```\nto set it through CSS.\nNote that old versions of IE don't create a proper image with ```document.createElement()```, and old versions of KHTML don't create a proper DOM Node with ```new Image()```, so if you want to be fully backwards compatible use something like:\n```// IEWIN boolean previously sniffed through eg. conditional comments\nfunction img_create(src, alt, title) {\n var img = IEWIN? new Image() : document.createElement('img');\n img.src = src;\n if ( alt!= null ) img.alt = alt;\n if ( title!= null ) img.title = title;\n return img;\n}\n```\nAlso be slightly wary of ```document.body.appendChild``` if the script may execute as the page is in the middle of loading. You can end up with the image in an unexpected place, or a weird JavaScript error on IE. If you need to be able to add it at load-time (but after the `````` element has started), you could try inserting it at the start of the body using ```body.insertBefore(body.firstChild)```.\nTo do this invisibly but still have the image actually load in all browsers, you could insert an absolutely-positioned-off-the-page `````` as the body's first child and put any tracking/preload images you don't want to be visible in there."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to know what to charge for babysitting?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Babysitting is a way to earn money from your own home. You may also be able to earn money by working as a babysitter for a company that provides babysitting services. You may also be able to earn money by babysitting for a family that is going on vacation or needs someone to watch their kids while they are out.\n\n## Set your babysitting price\n\n1. Research the market. Find out what other babysitters are charging in your area. You can ask around to your friends, family, or coworkers if they know any babysitters in the area. You can also check online to see what other babysitters are charging. You can also ask the parents what they are willing to pay for a babysitter. Some parents may be willing to pay more than others. This will help you to set a price that is fair and reasonable. You should also check the going rate for babysitters in your area, and set your price accordingly. For example, if you live in an area where the average babysitter charges $15 per hour, you should charge $15 per hour.\n2. Determine how much time you will spend babysitting. Decide how many hours you will babysit. You may also want to decide how many hours you will babysit per week. For example, you may decide to babysit 10 hours per week. This will help you to set a price that is fair and reasonable. For example, if you decide to babysit 10 hours per week, you should charge $15 per hour, which is $150 per week. You should also check how much time you will spend babysitting for each family you babysit for. For example, you may babysit for 1 hour per day for 5 days a week, which is 5 hours per week. This will help you to set a price that is fair and reasonable. For example, if you decide to babysit 5 hours per week, you should charge $15 per hour, which is $75 per week.\n3. Consider how much money you will make. Decide how much money you will make from babysitting. You may also want to decide how much money you will make per hour. For example, if you decide to babysit 10 hours per week, and you charge $15 per hour, you should make $150 per week. You should also check how much money you will make from babysitting for each family you babysit for. For example, you may make $20 per hour, and you babysit for 5 hours per week, which is $100 per week. This will help you to set a price that is fair and reasonable. For example, if you decide to babysit 5 hours per week, and you charge $20 per hour, you should make $100 per week.\n4. Calculate your hourly rate. Decide how much you will charge per hour. You may also want to decide how much you will charge per hour based on your hourly rate. For example, if you decide to babysit 10 hours per week, and you charge $15 per hour, you should make $150 per week. You should also check how much money you will make from babysitting for each family you babysit for. For example, if you decide to babysit 5 hours per week, and you charge $20 per hour, you should make $100 per week. This will help you to set a price that is fair and reasonable. For example, if you decide to babysit 5 hours per week, and you charge $20 per hour, you should make $100 per week.\n5. Consider your expenses. Decide how much you will spend on babysitting. You may also want to decide how much you will spend on babysitting per hour. For example, if you decide to babysit 10 hours per week, and you spend $10 per hour on babysitting, you should make $100 per week. You should also check how much money you will make from babysitting for each family you babysit for. For example, if you decide to babysit 5 hours per week, and you spend $15 per hour on babysitting, you should make $75 per week. This will help you to set a price that is fair and reasonable. For example, if you decide to babysit 5 hours per week, and you spend $15 per hour on babysitting, you should make $75 per week.\n6. Determine your babysitting price. Decide on a price for babysitting. You should also check your expenses, and calculate how much money you will make from babysitting. For example, if you decide to babysit 10 hours per week, and you spend $10 per hour on babysitting, you should charge $15 per hour, which is $150 per week. You should also check how much money you will make from babysitting for each family you babysit for. For example, if you decide to babysit 5 hours per week, and you spend $15 per hour on babys", "label": "Babysitting is a great way to earn money and get experience taking care of children, but figuring out how much to charge for your time can be tricky. Many babysitters don’t have much work experience, and they feel bad asking for money. Remember, your time is valuable and you deserve to be paid fairly! Figure out a good base rate by talking with babysitters and parents in your area. You can also use an online babysitting rate calculator. Then charge more based on how many children you’re sitting, their needs, your skills, and your transportation costs.\n\n## Set a base rate\n\n1. Ask other babysitters you know what they charge. If you know anybody else who babysits, ask them what they charge. Once you have multiple opinions, you can see what the average is. Since they live in your area, they’ll know what a reasonable rate is for where you live. Different areas have very different rates, depending on what people’s average income is. Ask a fellow babysitter, “I’m a new babysitter and am trying to figure out what to charge. I was wondering how much you charge per hour?”\n\t* Major cities and their suburbs generally pay higher rates than small towns. In New York City and L.A., sitters charge about $20 an hour, while in Houston and Chicago they charge $15.\n2. Use an online rate calculator. The internet has a lot of babysitting rate calculators that allow you to put in your zip code and how many years of babysitting experience you have. It will calculate the average rate. One example is https://www.care.com/babysitting-rates.\n3. Ask parents you know what they pay for babysitters. Ask trusted adults in your area how much they pay their babysitters. This will help you get an idea of how much people are willing to pay. Once you have an idea, propose it to your client, and see if they think it’s fair. Keep in mind that parents will pay more per hour for a qualified nanny than for a teenage babysitter. Parents will also pay differently for full-time babysitting than for occasional nights or weekends.\n4. Look up what the minimum wage is in your area. Too many babysitters settle for less than minimum wage because they’re not sure what it is, or because the job is less official than jobs that require work permits. Counties and cities calculate the minimum wage based on what they think is a fair amount to give someone for an hour of their time, so you should charge at least that. If you’re underage to work at a regular job or are undocumented, you should still ask for the minimum wage. You deserve to be paid fairly.\n\n\n## Increase your base rate\n\n1. Increase your rate when you gain experience and qualifications. The more babysitting experience you have, the more skilled and qualified you are. Also, the older you are, the more you can charge. Increase your rate when you pass big milestones like graduating middle school or high school. Charge more if you have extra skills, like CPR certification or camp counselor experience.\n2. Charge more if there are more children. Once you’ve settled on a reasonable base rate, charge more money (maybe 5 dollars more per hour) for each additional child you’re asked to look after. Watching 1 or 2 children is very different from watching 5 children, so make sure you’re comfortable with it before saying yes to the job. Also, consider asking your client if you can bring a co-babysitter along with you for large groups of children. The client should pay both babysitters a reasonable rate for this to be a fair deal.\n3. Charge more for special needs and skills. If the child you’re being asked to watch is an infant who requires constant supervision, diaper changing, and bottles, you can charge more than if you’re watching a 10 year old. If the child has special needs or is particularly rambunctious or difficult to manage, you should also charge more, because you will have specialized skills to take care of them. Offer the price you think is fair considering the amount of physical and emotional energy that goes into caring for that child.\n4. Increase your rate if they ask you to do extra chores. You should feel free to charge more if your client asks you to do household chores like sweeping, mopping, dishes, laundry, grocery shopping, and cooking. You can also charge more if they ask you to care for their pets or help their children with their homework. The more tasks they ask you to do outside of just watching their child, the more you can charge for your hourly rate.\n5. Factor in transportation. If you have to travel a long time to get to your babysitting job, you should charge for your commute. Talk to your client about ways to do this. You can include your commute-time in the amount of time you’re compensated for. Another way is to have your client pay for your gas money or your bus tickets, depending on how you are getting there. If you have to bike or walk to your babysitting job in the dark, make sure you feel safe. Otherwise, you should refuse the job, or ask for different hours. Don’t accept a ride from an unfamiliar babysitting client. It may not be safe.\n6. Ask for more payment for babysitting on holidays. If your client asks you to work on Christmas, Valentine’s Day, New Year’s Eve, or some other special occasion, you should charge more. First of all, you’re giving up having a fun time, and you should only do that for the big bucks. And secondly, the client will be willing to pay more, because it’s hard to find sitters on nights like that. On the other hand, if you’re babysitting in the middle of a Sunday afternoon, you’ll probably get less money than babysitting on a Saturday night, when your clients want to go on a date night.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhile in Phd I developed a lot of code that I want to turn into start-up. Can I do this?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "In theory, yes, you can start a startup based on your PhD research. There are some caveats, though:\n\n* First, you need to make sure that your PhD research is patentable. Not all research is patentable. For example, if you did research in a publicly available area, like the effects of caffeine on the human brain, you probably won't be able to patent your results.\n* Second, you need to make sure that you have the right to use the results of your research. For example, if you used data from a publicly available database, you may not be able to use the results of that data. You may also need to clear any rights that you used in your research.\n* Third, you need to make sure that your research is marketable. This means that you need to have a clear idea of how you plan to use your research to make money. This may involve testing your idea with potential customers, or working with a business incubator to help you develop your idea.\n* Fourth, you need to make sure that you have the right to protect your research. This means that you may need to file a patent, or copyright, or trademark, depending on the nature of your research. You may also need to work with a lawyer to help you protect your research.\n\nIn practice, it's not that simple. You need to make sure that you have the right to use the results of your research, and that your research is patentable and marketable. You also need to make sure that you have the right to protect your research, and that you have the right to use the results of your research to make money.", "label": "I'm not aware of any blanket prohibition, anywhere, that say that you can't use code developed during a PhD for a commercial venture - but most Universities in the US will have some kind of intellectual property agreement in place to state what the process is for doing this. You will need to check with officials at your University to see what agreements you are subject to - but you should go a step farther than this. Specifically, you should see what departments might exist that can actually help you.\n\nIn the US at least - and I'm sure many other institutions around the world - there are departments specializing in intellectual property, \"knowledge transfer\", corporate spin-offs, start-ups, entrepreneurship, etc. These can be a rich source of support and networking, if they are available to you, even if you have intellectual property agreements that assign various rights to the University. \n\nUniversities want to earn money for these projects, as I'm sure you do as well, and 100% of $0 is $0. Universities often heavily facilitate the process of converting this work into money, and it is not abnormal for even a place that has heavily restricted intellectual rights assignments agreements to assign use rights and royalty agreements that have zero cost for the first $200,000+ US dollars in income. There are often even startup grants available, accelerators (even if they are not called that - places that provide space and equipment to help starting businesses), introductions to investors, showcases, and more. You won't know until you ask and look for them, as where they are located tends to vary heavily by institution. \n\nFor the exact nature of the agreements that apply to you, we can't say; I've seen everything from \"the student owns their own work\" to \"anyone funded assigns all rights and ownership to the University\", and I'm sure there are agreements everywhere in between. You are right to check them out in advance of a major decision, but this is so specific that you'll need to talk with multiple people are your specific institution to see what applies to you. You may also need to speak with an outside legal professional (lawyer experienced in this area, etc) to verify, but your local administrators are your best first point of contact to see how things work."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to save money when traveling with kids?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "There are several ways to save money when traveling with kids. For example, it can be beneficial to consider family-friendly destinations, purchase a membership to an airline or travel agency that offers discounts to families, book a hotel room that is designed to accommodate families, and take advantage of package deals that include everything from transportation to accommodations to activities.\n\n## Plan a trip to a family-friendly destination\n\n1. Look for destinations that offer family-friendly activities. For example, the U.S. has many family-friendly beaches, parks, and amusement parks. Look for destinations that offer kid-friendly attractions and activities. Some popular family-friendly destinations include Hawaii, Florida, California, New York, and Washington, D.C. These destinations offer a wide variety of activities that are fun for both kids and adults. You can also search for destinations that offer family-friendly vacation packages. These packages often include everything from transportation to accommodations to activities.\n2. Research the cost of visiting a family-friendly destination. Some family-friendly destinations are free or low-cost, while others may require a lot of money. Research the cost of visiting a destination before you book a trip. This will help you plan a budget-friendly trip. For example, if you're planning to visit a beach in Florida, research the cost of a hotel room, food, and activities. Compare the cost of visiting this destination to other family-friendly destinations. This will help you decide which destination to visit.\n3. Consider visiting a destination that offers a variety of accommodations. For example, if you're planning to visit a beach in Florida, consider booking a hotel room or vacation rental. This will give you more options for where to stay and will help you save money. For example, a hotel room is often cheaper than a vacation rental. You can also search for destinations that offer family-friendly vacation rentals. These vacation rentals often come with amenities like a kitchen and a pool.\n4. Consider visiting a destination that offers a variety of activities. For example, if you're planning to visit a beach in Florida, consider booking a hotel room or vacation rental that offers activities like surfing, paddleboarding, or snorkeling. This will give you more options for what to do and will help you save money. For example, you can also visit a theme park instead of a beach. Some popular theme parks include Disney World, Universal Studios, and Legoland.\n5. Plan your trip around school vacations. If you have children in school, plan your trip around school vacations. For example, if your children have summer vacation, consider planning a family vacation during this time. This will help you save money on transportation and accommodations. You can also search for destinations that offer family-friendly vacation packages during this time. These packages often include everything from transportation to accommodations to activities.\n6. Consider visiting a destination that offers a variety of dining options. For example, if you're planning to visit a beach in Florida, consider booking a hotel room or vacation rental that offers dining options. This will give you more options for where to eat and will help you save money. For example, you can also visit a restaurant that offers kid-friendly food. Some popular kid-friendly foods include pizza, burgers, and chicken nuggets.\n7. Consider visiting a destination that offers a variety of transportation options. For example, if you're planning to visit a beach in Florida, consider booking a hotel room or vacation rental that offers transportation options. This will give you more options for getting around and will help you save money. For example, you can also rent a car or book a shuttle service.\n\n\n## Purchase a membership to an airline or travel agency\n\n1. Research airlines and travel agencies that offer discounts to families. For example, some airlines offer discounts to families, while others offer discounts to frequent flyers. Research airlines and travel agencies that offer discounts to families. Some popular airlines that offer discounts to families include American Airlines, Delta Air Lines, and United Airlines. You can also search for travel agencies that offer discounts to families. Some popular travel agencies that offer discounts to families include Expedia and Orbitz.\n2. Consider purchasing a membership to an airline or travel agency. For example, if you're planning to fly with a specific airline, consider purchasing a membership to that airline. This will give you access to exclusive discounts and rewards. You can also consider purchasing a membership to a travel agency that offers discounts to families. This will give you access to exclusive discounts and rewards. For example, if you're planning to book a vacation package with a specific travel agency, consider purchasing a membership to that travel agency. This will give you access to exclusive discounts and rewards.\n3. Consider purchasing a membership to an airline or travel agency that offers discounts to families. For example, if you're planning to visit a destination that is not included in a family membership program, consider purchasing a membership to an airline or travel agency that offers discounts to families. This will give you access to exclusive discounts and rewards. You can also search for destinations that offer family-friendly vacation packages. These packages often include everything from transportation to accommodations to activities.\n4. Consider purchasing", "label": "Traveling with kids can be a fun and exciting for the whole family. It can also be expensive, especially if you want to travel overseas or across the country. Between transportation, accommodations, and excursions, you may worry how you will be able to afford to travel with kids and ensure everyone has a good time. To save money when travelling with kids, focus on cheaper transportation options and affordable accommodations. You can also plan excursions and activities that will be affordable and fun for all.\n\n## Choose cheaper transportation options\n\n1. Drive rather than fly. To save money on transportation costs, consider planning an old fashioned road trip with the kids. The price of gas will likely be cheaper than paying for multiple plane tickets, especially if you have a large family. Try to travel with at least two people who can drive so you can drive in shifts, especially if the drive will be long. To keep the peace in the backseat while on the road trip, make sure you bring lots of snacks and games for the kids. Keep them occupied with music and singalongs in the car. This way, you can all travel in peace, cheaply.\n2. Use points to book cheaper flights. If you do want to fly to your destination as a family, be sure to use any points or reward miles that you have accumulated to book your plane tickets. Set up a rewards system for air travel through your credit card or through a rewards card for a specific airline. Always check to see if you can use points to reduce the cost of plane tickets or to get better deals on flights. You should also do your research on possible flight options so you can find the cheapest one. Compare flight prices online. Watch for flight deals and book them right away so you get a more affordable price.\n3. Consider taking the train. If train travel is an option, look into train prices to see if it will be affordable. You can often buy rail passes that you can use for many days at a time and there is usually cheaper family pricing. Train travel may be a good option if you are planning to travel across the country, such as within Europe or within a specific area in the U.S. Some train passes also cover admission to certain attractions and excursions in the area you are travelling to. This may be a good option if you want to also save money on attractions for the whole family during your trip.\n4. Take public transit as a family. Public transit, such as buses, light rail, and trams, are ideal if you want to save money when traveling with kids. Get a public transit pass as a family and use it to get around, especially if you are traveling to major cities or destinations. Often, public transit can be a great way to interact with the locals and see different areas from the comfort of your seat. Most public transit passes can be purchased by day or for multiple days. They are often $10 or less, depending on where you are travelling.\n\n\n## Select affordable accommodations\n\n1. Travel during the off-season or shoulder-season. Travelling during the off-season can make your travel expenses more affordable, especially transportation and accommodation costs. Going on your trip during the off-season, usually the fall months, will make hotels and other accommodations cheaper than during peak season. Consider booking your trip during the off-season or during shoulder-season, the time between peak and off-peak. For example, if you’re planning a trip to Walt Disney World, the shoulder-season is May and September, where crowds are thinner and accommodations are more affordable.\n2. Book a home share or a rental property. Finding cheap accommodations when you have kids can be a challenge, especially if you want a space larger than a hotel room. Consider renting a house through online rental property sites. Often, a home rental will have an affordable nightly rate or week by week rate. Having a home rental will also help you to also save money by cooking your own meals and not having to pay for parking, if the home rental has a parking spot already. A home share, where you share a home with other people or another family, can also be an affordable option. You may travel with family and friends and share a large home rental together to cut down on costs.\n3. Use hotel points to book a hotel. If you decide to stay in a hotel while travelling, use hotel points to make it more affordable. Collect points over time through your credit card or another rewards card and use the points to reduce your hotel rates. Try to book a hotel during off-season or shoulder-season so you get a more affordable rate. Sometimes booking a hotel during the week instead of the weekend can be a cheaper option. You can also try looking online for deals on hotels and book it before you leave on your trip. Often rates are cheaper online and booking in advance may save you money.\n4. Go for a family travel package that includes accommodations. If you are traveling to a destination that is known to be popular with kids and families, such as Disneyland, look for travel packages. Travel packages often include airfare and accommodations at a reduced rate. This could be a good way for you to save money and not have to worry about booking your own accommodations, as it is included in the package. If you are travelling to a tropical destination, such as Mexico, you may look into travel packages where you stay at a family friendly resort. Resort packages often include airfare and accommodations.\n5. See if you can stay with friends or family. To really save money on accommodations, see if you can all stay with friends or family who live near your destination. You may plan a trip to see friends or family members who have larger homes where you can all stay together. Or you may set up a blow up mattress that you can then use when staying with family or friends to make your accommodations very cheap.\n\n\n## Plan affordable excursions and activities\n\n1. Book excursions in advance to save money. Do your research and make a list of excursions you want to go to with the kids. Then, book these excursions in advance, if possible. Often, booking excursions in advance can get you a cheaper rate. It will also put less stress on you to figure out things to do once you arrive at your destination. You should also check for family pricing when booking excursions. Often, booking excursions as a group or a family can make them cheaper.\n2. Find free, fun activities for the kids. Excursions can be expensive, even with family pricing. To save money, look for free, fun activities for your kids. Research activities online in the area you are staying in, focusing on those that are free or very cheap. Come up with a fun, free activity for the kids to do while you are traveling. For example, you may book a free tour of the city you are staying in for you and the kids. Or you may take the kids to a play area at the resort you are staying in for free activities. You can also bring books and games from home with you on the trip so the kids have things to do while in the car or in the hotel.\n3. Bring snacks and light meals on excursions. To save money during excursions and activities, make sure you pack snacks and light meals. This way, if your kids get hungry, you have snacks on hand and can avoid eating out all the time. Buy snacks in bulk when you get to your destination. Prepare a few light meals that travel well and bring them when you are out for the day with the kids. For example, healthy snacks like nuts, sliced fruit, and granola bars are all good options. Light meals like sandwiches, mini yogurts, and sliced vegetables are also good for travel.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nGiven that Kohn-Sham DFT is strictly a ground-state method (at 0 K), how is it sufficient to describe materials in real-life applications?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "This is an oversimplification of a very complex topic, but Kohn-Sham DFT is sufficient to describe the electronic structure of a material for real-life applications. There are two main reasons for this.\n\n1. The Kohn-Sham functional is non-local, and thus it can describe a wide range of electronic structures. This is important because in real life the electronic structure of a material is not just determined by the local electronic density (as would be the case in a local potential). Instead, the electronic structure of a material is determined by the global electronic density. The Kohn-Sham functional can describe this global electronic density, and thus it can describe a wide range of electronic structures. Note that the non-locality of the Kohn-Sham functional is important. The local density approximation (LDA) is not non-local, and it is only sufficient to describe a limited range of electronic structures.\n2. The Kohn-Sham functional is very good at describing the ground state. This is important because the ground state is the state that a material is most likely to be in at any given temperature. Thus, it is very important to get the ground state of a material correct. The Kohn-Sham functional is very good at describing the ground state, and thus it is sufficient to describe the electronic structure of a material at low temperatures (i.e. at 0 K). This is important because it is not necessary to describe the electronic structure of a material at high temperatures. The Kohn-Sham functional is sufficient to describe the electronic structure of a material at low temperatures, and it is not necessary to describe the electronic structure of a material at high temperatures. This is important because the electronic structure of a material at high temperatures is different from the electronic structure of a material at low temperatures.\n", "label": "These are a few extra points to complement Andrew Rosen's comprehensive response:\n\n* To be absolutely clear, typical DFT calculations are not performed at 0K, a better description of what happens is that they are performed \"for a static crystal\". Static crystal means that the atoms are fixed at their crystallographic positions (which is what a typical DFT calculation does), but this situation is different from 0K. Even at 0K, the atomic nuclei move due to quantum zero-point motion (also called quantum fluctuations). This quantum zero-point motion is very small for compounds containing heavy elements, which means that in these cases \"0K\" and \"static crystal\" are almost the same and many people use the terms interchangeably. However, quantum zero-point motion can be very large for light elements, for example in solid hydrogen (the lightest of all compounds) it dominates even at room temperature. To perform a calculation at 0K (as opposed to a static crystal calculation), the strategy that Andrew Rosen proposed would still work if you use quantum statistics. For example, solving the vibrational problem within the harmonic approximation at the quantum mechanical level with give you the zero-point energy as the ground state of a quantum harmonic oscillator. A good reference for hydrogen is this review article.\n* Although Andrew Rosen is correct in that the potential energy surface is largely temperature independent, there are a few situations in which the potential energy surface does vary significantly with temperature. An example of this is provided by many perovskite crystals (e.g. $\\ce{BaTiO_3}$), which undergo a series of temperature-induced structural phase transitions. For example, at very high temperatures the structure is cubic, and this structure sits at a minimum of the potential free energy surface. However, if you calculated the potential energy surface (instead of the free energy surface), then it has a double-well shape and the cubic structure is at the saddle point, so the structure will lower its energy by distorting and going to one of the minima. This is precisely what happens at low temperatures because the corresponding free energy surface acquires a double-well shape, and the system undergoes a structural phase transition. A good early DFT reference for this is this paper.\n* As already pointed out by others, the differences between DFT and TDDFT or $GW$-BSE are not related to the inclusion or exclusion of temperature. In this language, both TDDFT and $GW$-BSE have no temperature for the behaviour of the nuclei, and you could incoporate it in a similar fashion to what Andrew Rosen described for DFT.\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWrite a story with the following prompt: One day, as you’re walking home from work, you find a white “Life Note” on the sidewalk. Having seen the anime, you jokingly write “George Washington” in it. He’s on the news the next day.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "It was just another ordinary day. The sun was setting, casting its golden rays over the world, and I was walking home from work. As I turned the corner, I noticed a piece of paper on the ground. I picked it up, and it was a note. The note read: “George Washington”. I laughed. George Washington? That was a joke. I wrote “George Washington” on the ground, just to see if anyone would notice. I walked away, and then I heard a news report. “Breaking news: George Washington has been found dead. He was 87 years old, and died peacefully in his sleep last night.” I couldn’t believe it. I laughed. George Washington? That was a joke. But I didn’t laugh anymore. I walked home, feeling a little strange. When I got home, I looked at the note again. It read: “George Washington”. I smiled. George Washington was real.", "label": "The young man was walking by the street when he stepped on a small, thin, white book. He looked at it, kneeling down to pick it up. The man analyzed it left to right. It looked familiar, like one of those Anime's he watched, except the wording was different. It said life instead of death, which was weird.\nThe man thought nothing of it, simply taking oht a pen from his shirt pocket and writing the first name to come to mind. Of course the first president was the first name. He wasn't very creative, so he sloppily wrote it down, throwing the notebook down afterwards and walking off.\n\nThe next day, he was making breakfast, looking at the tiny tv sitting in the kitchen until he heard something he never thought he'd hear from a news source.\n\"George Washington is alive? Is it an imposter? He seems to be very serious about it.\"\nThe mans jaw gaped open, seeing pictures of the man in the modern era.\n\"Guess he'll have to survive this.\""} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWould a bullet made from ice be capable of killing somebody at 100 metres before melting?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\nThe short answer is probably no.\nIt would either shatter because of the amount of force the weapon puts on it or melt because of the heat (in case of a regular combustion gun). The former has more chance of happening, before the ice even has the time to start melting.\nThe only way to shoot it without shattering it nor melting it, at least using weapons available to us, would be to use compressed air weapons, but it would need to be significantly powered down to prevent the bullet from shattering, so it would probably not be powerful enough to cause damage.\nThe force needed to break through one square inch of ice is roughly 400 pounds on average. The bullet you're trying to fire is probably 9mm, but let's just calculate as though it was about one square inch (although it's actually quite smaller than that): those 400 pounds equal roughly 1800N.\nThe force that comes out of a 9mm gun is approximately 383 ft-lbs, which equals to 520 newtons per metre. That amount is about 52000N per centimetre. One inch is about 2 and a half centimeters, so that means it's more about 20'800N per inch. As you can see, it's a lot more than what it takes to break ice.\nAs for the \"wall\" towards which something has to be pushed in order to break it, the air will fulfill the role: the atmospheric pressure is about 15 pounds per square inch: it doesn't seem like a lot, but in the time it takes the bullet to win this force and gain momentum, it gets shattered by the enormous amount of energy produced by the weapon.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nwhat makes you think it would shatter? The force distribution over the back end of the projectile should be fairly even, so i don't quite see that happening. Also, the barrel holds it together while the force is applied.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The amount of force that the barrel can withstand depends on its material, but in the case of standard pistol barrels, the material is not strong enough to withstand the pressure. The pressure is not only caused by the bullet, but also by the gases produced by the combustion of the propellant. The propellant is compressed in the chamber, and the gases are released through the barrel as the bullet is pushed out. This can cause the barrel to expand, which can cause the bullet to shatter or deform.", "label": "The fact is that a bullet made of ice is significantly less elastic than a regular one, and it wouldn't be able to dissipate the thrust force fast enough. A lead bullet (or whatever metal) gets deformed by the explosion (and gets compressed) and, due do the elasticity of metal, goes back to its original shape. An ice bullet, instead, would not modify its structure and, in the first few milliseconds after the gun is fired, the bullet will be shut between the power of the explosion and the pressure of the air coming from outside the barrel, and without being able to compress, it will shatter."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhy is the volt not identical to the full name Volta, unlike the other electrical units ohm, ampere, coulomb, tesla, weber and henry? Is there a historical explanation, was the volt introduced at a different time?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The term \"volt\" was coined by André-Marie Ampère in 1881, and the unit was defined as the potential difference required to produce a current of 1 ampere in a resistance of 1 ohm. This definition was adopted by the International Electrotechnical Commission in 1889, and the unit was standardized by the International Committee for Weights and Measures in 1950.\n\nThe reason that the volt is not identical to the name \"Volta\" is because the name \"Volta\" was already associated with another unit of measurement, the volt-ampere (VA), which was defined by Alessandro Volta in 1800. Volta was an Italian physicist who invented the first battery, and he defined the volt-ampere as the product of the voltage and current of a circuit. The volt-ampere was a unit of power, and it was widely used in the 19th century.\n\nThe International Electrotechnical Commission adopted the term \"volt\" in 1889, but they did not adopt the volt-ampere as a unit of measurement. Instead, they defined the volt as the potential difference required to produce a current of 1 ampere in a resistance of 1 ohm. This definition was later adopted by the International Committee for Weights and Measures in 1950.\n\nSo, to answer your question, the volt was not introduced at a different time than the other electrical units. Instead, the volt was defined in 1881, and it was standardized by the International Committee for Weights and Measures in 1950. The volt-ampere was defined by Alessandro Volta in 1800, but it was not adopted as a unit of measurement by the International Electrotechnical Commission.", "label": "The volt, ohm and farad were introduced by the same person, Latimer Clark, a cable engineer, in a paper in 1861. He started the tradition of naming units after scientists. He initially distorted all names: the unit names ohma, volt, galvat (from Galvani), and farad (from Faraday). In his words, he \"neglected etymological rules\". \n\nIn that same year, a committee of the British Association for the Advancement of Science began developing a coherent system of electrical units, the cgs system. Varley, a committee member, liked Clark's proposal, but he advocated adding a French name such as Ampere, to facilitate the international acceptance of the new units (\"I should like to introduce a French name into the list. We have Germany, England and Italy represented\"). For the same reason he may have pleaded for not distorting the French and German names. In addition, Varley objected to the galvat \"because Galvani discovered next to nothing\".\n\nLatimer Clark adapted the unit names in his 'Elementary treatise on electrical measurement' (1868). He changed ohma to ohm, and dropped the galvat. Maxwell acknowledged Clark's practical units and their names in his 'Treatise on electricity and magnetism' (1873). In 1881, at the International Electrical Congress in Paris), two French names, ampere and coulomb, were added. The diplomacy worked, and the new system of electrical units was adopted by all countries. The only units that kept the initial name distortion were the volt and the farad."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI've been writing C and C++ code for almost twenty years, but there's one aspect of these languages that I've never really understood. I've obviously used regular casts i.e.\n```MyClass *m = (MyClass *)ptr;\n```\nall over the place, but there seem to be two other types of casts, and I don't know the difference. What's the difference between the following lines of code?\n```MyClass *m = (MyClass *)ptr;\nMyClass *m = static_cast(ptr);\nMyClass *m = dynamic_cast(ptr);\n```<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here is the C++ Standard Library reference for `static_cast`, `dynamic_cast`, and `reinterpret_cast`.\n\n* `static_cast` is used to convert between related types, i.e. between different types that are related to each other through inheritance. For example, a base class can be cast to a derived class:\n```class Base {\n virtual ~Base() {}\n};\n\nclass Derived : public Base {\npublic:\n virtual ~Derived() {}\n};\n\nBase *b = new Derived();\nBase *b2 = static_cast(b);\n```\n* `dynamic_cast` is used to convert between related types, but it only works if the object being casted actually is an instance of the class being casted. For example:\n```class Base {\n virtual ~Base() {}\n};\n\nclass Derived : public Base {\npublic:\n virtual ~Derived() {}\n};\n\nBase *b = new Base();\nBase *b2 = dynamic_cast(b); // returns null\n```\n* `reinterpret_cast` is used to cast between unrelated types. For example:\n```class Base {\n virtual ~Base() {}\n};\n\nclass Derived : public Base {\npublic:\n virtual ~Derived() {}\n};\n\nBase *b = new Derived();\nvoid *v = reinterpret_cast(b);\n```\nThis is generally discouraged, as it can lead to undefined behavior if the two types are not actually compatible.", "label": "## static_cast\n\n`static_cast` is used for cases where you basically want to reverse an implicit conversion, with a few restrictions and additions. `static_cast` performs no runtime checks. This should be used if you know that you refer to an object of a specific type, and thus a check would be unnecessary. Here is an example:\n\n```\nvoid func(void *data) {\n // Conversion from MyClass* -> void* is implicit\n MyClass *c = static_cast(data);\n ...\n}\n\nint main() {\n MyClass c;\n start_thread(&func, &c) // func(&c) will be called\n .join();\n}\n```\nIn this example, you know that you passed a `MyClass` object, and thus there isn't any need for a runtime check to ensure this.\n\n## dynamic_cast\n\n`dynamic_cast` is useful when you don't know what the dynamic type of the object is. It returns a null pointer if the object referred to doesn't contain the type casted to as a base class (when you cast to a reference, a `bad_cast` exception is thrown in that case).\n\n```\nif (JumpStm *j = dynamic_cast(&stm)) {\n ...\n} else if (ExprStm *e = dynamic_cast(&stm)) {\n ...\n}\n```\nAn \"up-cast\" (cast to the base class) is always valid with both `static_cast` and `dynamic_cast`, and also without any cast, as an \"up-cast\" is an implicit conversion (assuming the base class is accessible, i.e. it's a `public` inheritance).\n\n## Regular Cast\n\nThese casts are also called C-style cast. A C-style cast is basically identical to trying out a range of sequences of C++ casts, and taking the first C++ cast that works, without ever considering `dynamic_cast`. Needless to say, this is much more powerful as it combines all of `const_cast`, `static_cast` and `reinterpret_cast`, but it's also unsafe, because it does not use `dynamic_cast`.\n\nIn addition, C-style casts not only allow you to do this, but they also allow you to safely cast to a private base-class, while the \"equivalent\" `static_cast` sequence would give you a compile-time error for that.\n\nSome people prefer C-style casts because of their brevity. I use them for numeric casts only, and use the appropriate C++ casts when user defined types are involved, as they provide stricter checking."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow do airplanes stay in the air?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The basic answer is that an airplane stays in the air because it is in the right shape to stay in the air. The shape of the airplane allows it to produce lift, which is the upward force that keeps the plane flying. Lift is produced by the shape of the wings, which are angled slightly so that air flowing over the top of the wing has to travel faster than the air flowing under the wing. This faster air has less air pressure, so it pushes the wing upwards, creating lift. The shape of the airplane also allows it to move forward at a high speed, which is necessary to stay in the air. The plane also has control surfaces that allow it to steer and descend.\n\nThe more complicated answer is that an airplane stays in the air because it is able to produce a combination of forces that balance each other out. There are four forces acting on the airplane at any time: lift, weight, thrust, and drag. Lift is the upward force that keeps the plane flying. Weight is the downward force that pulls the plane towards the ground. Thrust is the forward force that propels the plane through the air. Drag is the backward force that slows the plane down. The four forces must be balanced out for the plane to stay in the air. If the lift is greater than the weight, the plane will go up. If the thrust is greater than the drag, the plane will go forward. If the drag is greater than the thrust, the plane will slow down and eventually fall. If the weight is greater than the lift, the plane will fall. If the thrust is greater than the weight, the plane will go up and stay in the air. The control surfaces on the airplane allow it to steer and descend. By tilting the wings up and down, the plane can change the angle of attack, which affects the amount of lift it produces. By tilting the wings left and right, the plane can change the direction of the lift, which affects the direction the plane is flying. By tilting the plane up and down, the plane can change the angle of attack, which affects the amount of lift it produces. By tilting the plane left and right, the plane can change the direction of the lift, which affects the direction the plane is flying.", "label": "The shape of an airplane's wings is what makes it possible for the airplane to fly. Airplanes' wings are curved on top and flatter on the bottom. That shape makes air flow over the top faster than under the bottom. As a result, less air pressure is on top of the wing. This lower pressure makes the wing, and the airplane it's attached to, move up."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to resolve complaints?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Complaints can be frustrating and hurtful. You can resolve them with empathy, patience, and effective communication. Here's how to do it.\n\n## Resolve a complaint\n\n1. Listen. If you are a customer, listen to the person's complaint. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. Repeat it back in your own words. If you are a business owner, listen to the person's complaint. Repeat it back in your own words.", "label": "When a customer has a grievance with a company, it is in the interests of both parties to come to a smooth and fast resolution. Whether you are the one making a complaint or the one designated to resolve customer service issues, you can make the process an easy one that will keep everybody happy.\n\n## Make a successful complaint against a company\n\n1. Determine what the exact problem is. A complaint can be a very minor matter (such as if you buy a shirt that has a tear in it) or a very significant--even criminal--matter (such as if you are defrauded out of a significant amount of money). Consider carefully what exactly your complaint entails. Some common reasons to make a complaint include:\n\t* Buying a defective product\n\t* Ordering a product that is not delivered in a timely fashion\n\t* Being charged the wrong price for a purchase\n\t* Having your credit card information stolen and used improperly\n2. Figure out what you want to achieve with your complaint. Depending on the severity of your complaint, you might wish to achieve very different goals. Ask yourself what would solutions would make you happy. You might also want to consider whether the company can take any action that would make you want to return as a customer. Keep your ideal goal in mind as you pursue your claim. Some possible solutions to a complaint include:\n\t* Getting a replacement product\n\t* Having your money partially or entirely refunded\n\t* Receiving store credit\n\t* Being paid restitution or damages\n3. Know your rights as a consumer. As a consumer, you have the right to be treated in a fair and above-board manner. Many municipalities and nations have laws that protect consumers from fraudulent behavior. Examine your consumer rights carefully to prepare yourself for a confrontation with the company. If you know your rights, you are less likely to be intimidated into withdrawing your complaint.\n4. Read your paperwork carefully. Many services and products involve a signed contract. This contract might include information about how grievances can be filed and about what grievances are legitimate. Make sure you understand clearly what you have signed your name to and what the company has agreed to. If you are uncertain whether a contract you have signed is legitimate or not, you might contact a consumer attorney who can help you navigate the legalese.\n5. Find the contact information for the appropriate employee at the company. Many companies have a department devoted to customer service. If you have a problem with a product, you will likely want to get in touch with that department. Other possibilities might include management, an Ombudsman (if you feel like you have been mistreated), or human resources (if you suffered abuse at the hands of an employee). Look through the company website or navigate their voicemail system to determine whom you should contact.\n6. Gather all relevant material and information. Before you make your complaint, make sure you have all the necessary paperwork and dates at your disposal. Many companies require a proof of purchase before exchanging or returning items, and you will want to have yours handy. If your transaction involved a transaction number, be sure you have that written down in a handy place. Things you might gather include:\n\t* A copy of your receipt\n\t* Your credit card slip\n\t* Your credit card bill with the relevant transaction on it\n\t* Your emailed transaction confirmation\n\t* The date and time of your transaction\n\t* Your warranty\n\t* The defective item\n7. Make copies of your paperwork. Before handing any documents over to the company, make sure that you have back-up copies safely stored at home. This is especially important for receipts and contracts: never give up your originals until your complaint is resolved. You should also document your phone calls: jot down the time you called, the people to whom you spoke, and the details of your conversation.\n8. Try a phone call or quick visit first. Especially for minor complaints, you can try to resolve your complaint with a quick phone call or visit to the appropriate employee. Many retail stores have a customer service desk you can visit, for example. If your complaint is small and does not involve potentially criminal activity on the part of the company, try to resolve the issue in this quick and easy way.\n9. Communicate your grievance clearly and succinctly. Be upfront, polite, but firm when you articulate your complaint to the customer service representative. Make sure that you detail exactly what your problem is, the date of your transaction, and how you envision the problem might be resolved. Try to avoid extreme emotions or oversharing at this stage: after all, you want the customer service representative to be on your side. For example, you might say:\n\t* \"I purchased this new phone last week. Unfortunately, the phone battery does not hold its charge. According to my warranty, I should receive a brand-new phone. Can you help me resolve this?\" \"I bought these earrings on October 19. I was told that they were hypoallergenic. However, they are still causing an allergic reaction. I am hoping to exchange them for actually hypoallergenic earrings. I have kept my receipt and credit card slip.\" \"When I came in to the store yesterday, your sales clerk named John made an insulting remark about my appearance. I am very concerned since I visit your shop quite often and have been a loyal customer. I would like to file a grievance with your company.\"\n10. Control your temper. Even if you are feeling very frustrated, it is best to remain calm and polite at this stage. Resist the urge to yell or use insulting language. Some tips for controlling your anger include:\n\t* Taking deep breaths. Avoiding hyperbole and keeping your problem in perspective. Focusing on solving the problem. Communicating clearly.\n11. Use \"I\" statements to express your frustration. \"I\" statements are an effective way to express yourself without appearing to blame or take your anger out on someone. In an \"I\" statement, you simply state how you feel in first-person terms. For example, you might state:\n\t* \"I am disappointed in the quality of this product\" instead of \"Your company made a terrible product.\" \"I am frustrated that the delivery did not occur on time\" instead of \"Your delivery driver sucks.\" \"I hope that we can come to a resolution\" instead of \"You had better make this right.\"\n12. Do not lose sight of your goal. Sometimes a company might offer you a solution that is not quite what you had hoped for. For example, they might offer you store credit when what you want is a refund. Or they might only offer you a product repair instead of a new product. Consider whether what they offer you initially is fair. If not, hold firm about what you wanted to achieve through your complaint. Do not give in right away: be persistent and see if you can achieve your goal.\n13. Express your gratitude if your complaint is resolved. Many companies will attempt to help you at this stage by refunding your money, replacing your product, or giving you store credit. If this was your ideal solution, then you have effectively solved your complaint. Thank the customer service representative for his efforts. If the representative went above and beyond his duties, you might also write a letter of appreciation to his superior to express your happiness at his performance. If you are ignored or if your ideal solutions are not met at this stage, however, you might have to take further action.\n14. Follow up on the resolution. When both parties have agreed to a solution, give the other party ample time to implement it. After a fair amount of time, call them back to verify that the solution has been put in place. If they have been able to honestly and fairly assist you, they’ll be glad to be able to give you the good news of your problem’s resolution. If not, then you might want to consider contacting management or bringing in a third party.\n15. Turn to social media if you are being ignored. In some cases, a customer service representative may not be helpful or might refuse your call. In a case like this, social media can help draw attention to your plight and cause the company to begin working on your behalf. Consider writing a public Facebook post that links to the company's Facebook page or composing a Tweet directed at the company. This might help your voice be heard.\n16. Take your complaint to management if necessary. If you do not have any luck with customer service, consider talking to someone in a management or supervisory position. Be sure that you mention the steps you tried to take to resolve the issue before now and how disappointed you are in how you have been treated. If you get a supervisor's attention, you might be able to get the attention you deserve.\n17. Express your complaint in writing. At this stage, you will want to communicate with the company in writing. Writing conveys a sense of seriousness and also creates a paper trail that can help you pursue your complaint. Use a business letter format in order to write a letter of complaint. You can find a sample complaint letter here: https://www.usa.gov/complaint-letter. Keep a copy of your letter for your files. Be sure to include photocopies of relevant supporting documents such as receipts, credit slips, warranties, or contracts as evidence for your case.\n18. Get in touch with a consumer rights agency if necessary. If the complaints has not been resolved to your satisfaction yet, you might need to bring in a third party. There are many governmental and nonprofit agencies that exist to protect consumers and to regulate business practices. Some examples of these agencies include the Better Business Bureau, the Consumer Financial Protection Bureau, and the Federal Trade Commission. Many of these agencies allow you to submit a grievance through a simple online form. If you are located in the United States, you can find your local consumer protection agency using this web address: https://www.usa.gov/state-consumer\n\t* \n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nI saw this video where someone says that electromagnetic wave is a chain reaction of electric and magnetic fields creating each other so the chain of wave moves forward.\nI wonder where the photon is in this explanation. What is the relation between electromagnetic wave and photon?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "There are a few misconceptions here. Electromagnetic waves are waves that can travel through a vacuum, but photons are not electromagnetic waves. Photons are the quanta of electromagnetic radiation, and photons have a different relationship to electromagnetic waves than that described above.\n\nPhotons are the quanta of electromagnetic waves, which means that photons are the smallest units of electromagnetic radiation. Electromagnetic waves are waves of energy that can travel through a vacuum, and these waves are made up of photons. In the context of electromagnetic waves, the relationship is that the energy of the wave is the sum of the energies of the photons that make up the wave. For example, a wave of 100 photons each with an energy of 10 eV is equivalent to a wave with an energy of 1000 eV. This is why the energy of the wave is the sum of the energies of the individual photons.\n\nThere are some misconceptions about how photons interact with electromagnetic waves, which is another important point to note. Photons do not interact with electromagnetic waves in the way that the video suggests. Electromagnetic waves are created by the acceleration of charged particles, and the energy of the wave is carried by the photons that make up the wave. Photons do not accelerate charged particles; instead, the energy of the photons is transferred to the charged particles through the interaction of the photon with the charged particle.\n\nIn summary, photons are the quanta of electromagnetic radiation, and photons are not electromagnetic waves. Electromagnetic waves are waves of energy that can travel through a vacuum, and these waves are made up of photons. The energy of the wave is the sum of the energies of the photons that make up the wave. ", "label": "Both the wave theory of light and the particle theory of light are approximations to a deeper theory called Quantum Electrodynamics (QED for short). Light is not a wave nor a particle but instead it is an excitation in a quantum field.\n\nQED is a complicated theory, so while it is possible to do calculations directly in QED we often find it simpler to use an approximation. The wave theory of light is often a good approximation when we are looking at how light propagates, and the particle theory of light is often a good approximation when we are looking at how light interacts i.e. exchanges energy with something else.\n\nSo it isn't really possible to answer the question where the photon is in this explanation. In general if you're looking at a system, like the one in the video, where the wave theory is a good description of light you'll find the photon theory to be a poor description of light, and vice versa. The two ways of looking at light are complementary."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nYou are a writer struggling to make ends meet that suddenly realizes a famous author is using time travel to steal your ideas. Write an email to him/her.<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Dear [Author],\n\nI hope this email finds you well. I wanted to reach out to you regarding some concerns I have about your recent publications. As a writer myself, I'm always eager to learn from the best, but I've noticed that your work seems to be drawing heavily from my own ideas.\n\nI've been writing for a long time, and I've always been proud of my unique voice and style. But I've noticed that some of your recent works seem to be mirroring my own writing style and even using some of my plot points. I'm not sure if you're aware of this, but I thought it was worth mentioning.\n\nI understand that authors often draw inspiration from other works, but I feel like you're going a bit too far in this case. I'm not asking for you to stop writing or to change your style, but I do hope that you'll consider the impact your work has on other writers.\n\nSincerely,\n[Your Name]", "label": "Dear [Author Name],\n\nIt has come to my attention that you have published a series of books about the characters Tom Sawyer and Huckleberry Finn. I would like to know, sir, where you received your inspiration for these characters.\nWhen I was a young man, and an aspiring writer, I invented two characters who had a variety of adventures along the Mississippi River. Now, as you may have guessed, my characters names were Tom Sawyer and Huckleberry Finn. After reading your novels I have come to the conclusion that you somehow gained access to my notes. I do not have time to speculate on how you managed this, but I intend to find out.\nYou will contact me, inform me how and why you have stolen my characters, and acknowledge me in your works. I expect your response in a timely manner, or my lawyer will be contacting you.\n\nRegards,\n[Your Name]"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow can I copy a string (e.g \"hello\") to the System Clipboard in C#, so next time I press CTRL+V I'll get \"hello\"?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "There are two ways to achieve this. First, you can use the following code to copy to the clipboard:\n```string str = \"Hello, World!\";\nClipboard.SetText(str);\n```\nYou can call this method from a button click event, a timer tick, or from anywhere else you need it.\nSecond, you can use the following code to copy to the clipboard:\n```string str = \"Hello, World!\";\nSystem.Runtime.InteropServices.Marshal.WriteToClipboard(str);\n```\nThis will copy the string to the clipboard. You can call this method from anywhere you need it.", "label": "There are two classes that lives in different assemblies and different namespaces.\n\n* WinForms: use following namespace declaration, make sure ```Main``` is marked with ```[STAThread]``` attribute:\n```using System.Windows.Forms;\n```\n* WPF: use following namespace declaration\n```using System.Windows;\n```\n* console: add reference to ```System.Windows.Forms```, use following namespace declaration, make sure ```Main``` is marked with ```[STAThread]``` attribute. Step-by-step guide in another answer\n```using System.Windows.Forms;\n```\n\nTo copy an exact string (literal in this case):\n```Clipboard.SetText(\"Hello, clipboard\");\n```\nTo copy the contents of a textbox either use TextBox.Copy() or get text first and then set clipboard value:\n```Clipboard.SetText(txtClipboard.Text);\n```\nSee here for an example.\nOr... Official MSDN documentation or Here for WPF.\n\nRemarks:\n\n* Clipboard is desktop UI concept, trying to set it in server side code like ASP.Net will only set value on the server and has no impact on what user can see in they browser. While linked answer lets one to run Clipboard access code server side with ```SetApartmentState``` it is unlikely what you want to achieve.\n* If after following information in this question code still gets an exception see "Current thread must be set to single thread apartment (STA)" error in copy string to clipboard\n* This question/answer covers regular.NET, for.NET Core see -.Net Core - copy to clipboard?\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nSay, a table ```car``` has one-to-one relationship to tables ```electric_car```, ```gas_car```, and ```hybrid_car```. If a ```car``` is ```electric_car```, it can no longer appear in ```gas_car``` or a ```hybrid_car```, etc. \nIs it a bad practice to have several mutually exclusive one-to-one relationships in database design?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "No, this is not bad practice. Having one-to-one relationships with multiple tables is actually very common, especially when the relationship is not a \"one-to-one\" relationship in the sense of a one-to-one table relationship (i.e. a table that can only have one row per row in the other table).\n\nIn fact, this is a very common use of the foreign key constraint, and it's a great way to enforce referential integrity in the database.\n\nThe reason that it's a good practice is that it allows you to avoid data redundancy. In a one-to-one relationship, you're already dealing with one row per row in the other table, so there's no need to store a separate row in your table to keep track of the relationship.\n\nHere's an example of what I mean. Suppose that you have a table for books, and you want to keep track of which books have been borrowed. In a many-to-one relationship, you'd have a separate table that contains all of the information about the borrowers, and a foreign key that references the book ID. But in a one-to-one relationship, you could just store the book ID and the borrower's information in the same table.\n\nHere's a simple example of what that might look like in SQL:\n```\nCREATE TABLE books (\n id INT PRIMARY KEY,\n title VARCHAR(255),\n author VARCHAR(255),\n borrow_date DATE\n);\n\nCREATE TABLE borrowers (\n id INT PRIMARY KEY,\n book_id INT,\n borrowed_at DATE,\n FOREIGN KEY (book_id) REFERENCES books(id)\n);\n```\nThis design allows you to store the information about the borrowers in the same table as the book information, but still keeps track of which books have been borrowed. This is much more efficient than the many-to-one design, which would require a separate table for each book.\n\nOf course, there are some downsides to this design. For example, it can be difficult to delete a book from the database if there are still borrowers associated with it. This is because you can't simply delete the book, since that would mean that you're deleting a row from the borrowers table. Instead, you have to delete the borrowers that are associated with the book, and then delete the book. This can be a problem if you have a lot of borrowers associated with a particular book.\n\nIn addition, if you want to change the way that borrowers are associated with books, this design can make it difficult. For example, suppose that you want to allow borrowers to return books after they've been borrowed. In a many-to-one design, this would be easy to implement. You could just add a new column to the borrowers table to track whether the book has been returned. But in a one-to-one design, you'd have to delete the borrowers that are associated with the book, and then insert them again with the book ID set to NULL. This can be a complex process, especially if you have a lot of borrowers associated with a particular book.\n\nSo while having a one-to-one relationship with multiple tables can be a good design, it's not always the best choice. It's always important to consider the pros and cons of any design before you implement it.", "label": "The different types of cars are an instance of a general problem that surfaces over and over again in data modeling. It is called \"generalization/specialization\" in ER modeling, and \"superclass/subclass\" in object modeling. \nAn object modeler uses the inheritance features built into the object model to solve the problem quite easily. The subclasses simply extend the superclass.\nThe relational modeler is faced with a problem. how to design the tables so as to emulate the benefits that one would get from inheritance? \nThe simplest technique is called single table inheritance. Data about all types of cars are grouped into a single table for cars. There is a column, car_type, that groups together all the cars of a single type. No car can belong to more than one type. If a column is irrelevant to, say, electric cars, it will be left NULL in the rows that pertain to electric cars.\nThis simple solution works well for the smaller and simpler cases. The presence of a lot of NULLs adds a tiny bit to storage overhead, and a little bit to retrieval overhead. The developer may have to learn SQL three-valued logic if boolean tests are done on nullable columns. This can be baffling at first, but one gets used to it.\nThere is another technique, called class table inheritance. In this design, there are separate tables for gas_car, electric_car, and hybrid_car, in addition to a combined table, car, for all of them. When you want all of the data about a specific kind of car, you join the car table with the appropriate specialized table. There are fewer NULLs in this design, but you do more joining. This technique works better in the larger and more complex cases.\nThere is a third technique called shared primary key. This technique is often used in conjunction with class table inheritance. The specialized tables for the subclasses have, as their primary key, a copy of the primary key of the corresponding entry in the car table. This id column can be declared to be both the primary key and a foreign key.\nThis involves a little extra programming when new cars are to be added, but it makes the joins simple, easy, and fast.\nSuperclasses and subclasses happen all the time in the real world. Don't be afraid. But do test your initial design for performance. If your first attempt is simple and sound, you'll be able to tweak it to speed it up."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nIs there a way to achieve protections similar to \"Copyleft\" under the patent system?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "The main difference between the patent system and copyleft is that patents are for inventions, not for ideas. Patents allow you to use your invention for a limited time, after which it expires and becomes public domain. Copyleft, on the other hand, allows you to use an idea, but requires that the idea be used by others in the same way. This is why copyleft is so powerful: it allows the community to build on top of an idea, while preventing others from profiting from it without contributing back.\n\nThere are some ways to get around this, though. For example, you could use the \"open-source\" model, which is similar to copyleft but doesn't require that the idea be used in the same way. You could also use the \"free software\" model, which is similar to open-source but allows you to charge for the software, as long as you don't restrict its use.\n\nUltimately, though, the patent system and copyleft are two different things. Patents are for inventions, copyleft is for ideas. There is no way to get around this.\n\nNote that there are some patent systems that allow for the creation of open-source patents. This means that instead of patenting an invention, you patent the idea behind the invention. The idea behind the invention then becomes public domain, while the actual patent on the invention remains in force. This can be a way to get around the restrictions of the patent system, but it's not the same as copyleft.", "label": "\"Copyleft\" is a specific application of copyright law (restricting the license to use copyrighted material by requiring that those obtaining it must also redistribute it for free / under specified terms).\n\nAny work under \"copyleft\" is protected by copyright law (thanks to The Berne Convention copyright is \"automatic\" in most of the world), and those copyright protections are what allow the author to dictate the terms under which the copyrighted work is used.\n\nAs far as I'm aware there is no Berne Convention equivalent in patent law: in order for you to have patent protection and the ability to dictate how your invention is used (by licensing the patent for it to impose Copyleft-style requirements on those using it) you must file for (and receive) a patent.\n\nNote that the sort of \"keeping information free\" protection the Copyleft folks would seek is inherent in US Patent Law and most other patent systems -- it is known as Prior Art.\nIn its most simplistic definition (cribbed from Wikipedia):\n\n> Prior art …, in most systems of patent law, constitutes all information that has been made available to the public in any form before a given date that might be relevant to a patent's claims of originality. If an invention has been described in the prior art, a patent on that invention is not valid.\n\nSo if you have designed and publicly released something patentable (and can document the date of such a release to the satisfaction of the patent authorities) you can seek to invalidate any subsequent patent claims on the grounds that prior art exists."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nHow to react if you see a suicidal post on facebook?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Facebook is a social network that has the ability to help you connect with people from all over the world. The good news is that you can use Facebook to help someone who is suicidal. Here are some steps you can take if you see a suicidal post on Facebook:\n\n## Remove the post\n\n1. Go to the post and click the three dots on the right side of the post. This will open a drop-down menu that will allow you to remove the post. Click on \"Remove\" and then \"Remove post\" to remove the post. You can also report the post to Facebook. Click on the three dots on the right side of the post and select \"Report\" and then \"Report post\". This will open a drop-down menu that will allow you to report the post. Click on \"Report post\" and then \"Report\" to report the post. Once you have reported the post, you will be able to report it to Facebook. Facebook will then remove the post from your timeline and report it to the authorities.\n2. If the post is from someone you know, you can talk to them about your concerns. If the person who made the post is someone you know, you can talk to them about your concerns. Let them know that you care about them and that you are there to support them. You can also tell them that you will not engage in any conversation that is suicidal. You can say something like, \"I care about you and I want to help. I do not want to engage in any conversation that is suicidal. Let's talk about something else.\" If the person who made the post is not someone you know, you can report the post to Facebook. Click on the three dots on the right side of the post and select \"Report\" and then \"Report post\". This will open a drop-down menu that will allow you to report the post. Click on \"Report post\" and then \"Report\" to report the post. Once you have reported the post, you will be able to report it to Facebook. Facebook will then remove the post from your timeline and report it to the authorities.\n3. If you are unable to remove the post, you can call the suicide hotline. If you are unable to remove the post, you can call the suicide hotline. The National Suicide Prevention Lifeline is a free service that is available 24 hours a day, 7 days a week. You can call them at 1-800-273-8255. They will be able to help you with your concerns and provide you with support. They will also be able to provide you with information about the person who made the post. You can also text them at 741741. They will be able to help you with your concerns and provide you with support. They will also be able to provide you with information about the person who made the post.\n\n\n## Contact authorities\n\n1. Call the police. If the post is from someone you know, you can call the police. If the person who made the post is someone you know, you can call the police. The police will be able to help you with your concerns and provide you with support. They will also be able to remove the post from your timeline. You can call them at 911.\n2. Call the National Suicide Prevention Lifeline. If the post is from someone you know, you can call the National Suicide Prevention Lifeline. The National Suicide Prevention Lifeline is a free service that is available 24 hours a day, 7 days a week. You can call them at 1-800-273-8255. They will be able to help you with your concerns and provide you with support. They will also be able to provide you with information about the person who made the post. You can also text them at 741741. They will be able to help you with your concerns and provide you with support. They will also be able to provide you with information about the person who made the post.\n3. Contact a crisis center. If the post is from someone you know, you can contact a crisis center. A crisis center is a service that is available 24 hours a day, 7 days a week. They will be able to help you with your concerns and provide you with support. They will also be able to provide you with information about the person who made the post. You can search online for a crisis center in your area. You can also call the National Suicide Prevention Lifeline at 1-800-273-8255 to find a crisis center in your area.\n4. Contact your local emergency services. If the post is from someone you know, you can contact your local emergency services. Your local emergency services will be able to help you with your concerns and provide you with support. They will also be able to remove the post from your timeline. You can call them at 911.\n\n\n## Support the person\n\n1. Talk to the person. If the post is from someone you know, you can talk to them about your concerns. Let them know", "label": "## Respond on facebook\n\n1. Comment and encourage the person to seek help. Many people ignore suicidal social media posts for various reasons. However, social media suicide threats should be considered as serious as any other suicide threat. You may want to reply back to the person or send them a private message where you encourage them to seek help. Consider sending them the numbers to a suicide hotline to talk with a trained suicide counselor. Two suicide hotline numbers you can give them are 1-800-SUICIDE (1-800-784-2433) or 1-800-273-TALK (8255). Suicide.org provides suicide hotlines broken down by state, and also provides international numbers. They also give numbers for Spanish speaking hotlines, and hotlines geared towards specific groups, such as LGBT youth and military veterans.\n2. Report the post. When you see a suicide status update on Facebook, you have the option to report the post. When you report the post, it alerts Facebook that the poster may need help. Facebook then sends the person a message asking them if they would like to talk to someone (like a helpline worker) or be sent some tips to help them work through the problem. Reporting the post is anonymous, so the poster won’t know you reported them. To find the “Report Post” link, look for the arrow in the top right of the status box. When you hit the arrow, it should give you the option to “Report Post.”\n3. Use Facebook’s “Report Suicidal Content” option. When you see a suicidal message on Facebook, you can report them directly to Facebook. This option is different than simple reporting the post. You find the \"report suicidal content\" page in Facebook's help section and provide information directly to Facebook. You will need to provide the person’s name, the link to their profile, a link to the suicidal content, and a screenshot of the post.\n\n\n## Help the person\n\n1. Contact the person’s family and friends. If you see a suicide threat but are not close enough to the person to contact them yourself, reach out to the person’s family or friends. They may not be aware of the post. Let them know what you saw on Facebook and that you are worried about the poster. The person’s family and friends may be able to reach the person better than you can. They may be aware of a suicide plan already in place that you don’t know about. For example, you may say, \"I saw a post on Jane's Facebook page where she threatened to commit suicide. I am concerned about her and wasn't sure if you knew about this post.\"\n2. Reach out to the person. You may want to reach out to the person and offer support. Start off by offering to listen to the person. Don’t be afraid to ask, “Are you thinking about suicide?” and “What has led you to feel this way?” Listen as the person shares their feelings with you. Comfort the person. Be kind, gentle, and supportive as you let the person know that you are there for them. Let the person know that you are concerned about them. Say, “I am concerned about your safety and your life. You are important.”\n\t* Tell the person you care about them and they mean something to you. For example, say, “You are important to me. I care about you.” You may even want to pay them a visit if you live close to the person and know them well.\n3. Call emergency services. If a person is threatening to commit suicide, they need help. If you believe they need immediate help because they are going to commit suicide very soon, call 911 or other emergency services. Do not feel bad or embarrassed about calling for help. A threat of suicide is serious and needs to be dealt with accordingly. When you contact emergency services, tell them that the person is threatening to commit suicide via Facebook and you are concerned about their safety and life. You can also try calling a suicide prevention hotline yourself to ask for help with how to deal with the situation.\n\n\n## Take care of yourself\n\n1. Do what you can. You may get extremely upset if you see someone you know or care about threatening to commit suicide. You should do what you can to help the person, but then let it go. Don’t let yourself get inappropriately emotionally invested in the situation. You cannot control what the person does, only what you do to help. Once you have helped, there is nothing more you can do. You can check up on the person and offer support as they deal with the aftermath of the suicide threat. However, make sure to set up boundaries to protect your own mental health. Remember that you can only control your life and not the other person’s. To set up boundaries, start by addressing what is in your power to do. This may be calling 911, contacting their family, or reaching out to them and listening. Next, you should do what you can. Tell yourself, \"These are the actions that are within my control to do.\" Then, remove yourself emotionally from the situation. You can only control what you do, not what they do. Remind yourself, \"I have done what I could do. I am not in control of the other person. I now will have to let it go and take care of myself.\"\n2. Refrain from being the person’s counselor. You should not try to counsel the person yourself. Reaching out to the person, checking on them to gauge their mental status, and letting them know you care are important things you can do. However, you should let the professionals counsel the person. Don’t try to give the person advice or convince them not to commit suicide. You are not a trained suicide counselor, so you should leave that to the professionals. You may say something to trigger a negative response or something that may upset the person’s fragile emotional and mental state.\n3. Talk to a counselor. If you have helped someone who threatened suicide on Facebook, the experience may have taken an emotional toll on you. You may want to discuss your experience and feelings with a trained counselor who can help you sort through any grief, guilt, or other negative feelings. Even if the person is fine, getting involved may affect you. Instead of trying to “get over it” on your own, talk through the experience with someone trained in dealing with these situations. You may say to the counselor, \"I recently had someone I know threaten to commit suicide on Facebook. This really affected me. I cannot imagine the world without this person, and I keep worrying that they are going to go through with it. I know I am obsessing about this, and I need help to learn how to cope.\"\n"} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nWhat is the difference between kerning vs. letter spacing?<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Kerning and letter spacing are related but distinct techniques used to control the distance between characters in text.\n\n* Letter spacing is a global setting that applies to all characters in a text block. It is often used to control the overall spacing between characters, and can be adjusted in various ways to achieve the desired effect.\n\n* Kerning, on the other hand, is a technique used to control the distance between two specific characters. It is typically used to fine-tune the spacing between two characters that are typically close together, such as \"fi\" or \"fl\". The goal of kerning is to ensure that the two characters are spaced just right, so that they appear as a single unit. In some cases, kerning is also used to improve readability, especially when the two characters are used together frequently.", "label": "Any font has built-in spacing determined by the “side bearing” of each character. In metal type, the side bearing is the physical right or left edge of the individual piece of type that determines its spacing from the characters on either side. Digital fonts mimic this in the basic design process.\n\n* “To kern” means to adjust the spacing between a pair of letters, numerals, punctuation, etc. (properly “glyphs”) so that their spacing looks correct. The letters AV, for example, have to overlap in any usual typeface, otherwise at least one of them ends up looking lost and bewildered. Their kerning is tightened to snug them up to one another. An italic f will collide with a following question or quote mark in some fonts, so the kerning must be opened up from the default spacing.\n\nAn ancient scribe could kern effortlessly with pen and ink, and if you read old manuscripts you'll see lots of places where a letter intrudes into the space of the one next to it. With metal type, it wasn't so easy. Kerning required cutting away some of the metal base, or table, of the character. The amount of time, skill and work involved is left as an exercise for readers whose minds are in need of a little boggling. The shapes of the letters in metal type intended for long passages of text such as books, or especially newspapers, were designed to minimize the amount of kerning that would be necessary.\n\nKerning tables built into a digital font assign preset kerning values to specific letter pairs, according to the designer's best estimate of how they should look. There can be a dozen or so pairs (or none!) in a cheapo font, thousands in a high-end one. No matter how thoroughly and well a kerning table is built, though, there will still be situations where some awkward combination requires that the kerning be loosened or tightened from the preset values of the glyphs.\n\n* Letter spacing (often “tracking” in software applications) adjusts the spacing between all the glyphs in a piece of text. This can help to make a page look a little more open and inviting, for example, especially with a similarly open leading. Very large type, such as a big headline, almost always benefits from tightening the tracking. Tiny type, such as in captions or footnotes, is made more readable by opening the letter spacing a bit, especially if the paper is absorbent and will allow the ink to spread a little.\n\nA final note: Use caution with both kerning and tracking. Tracking is very often wildly overdone, kerning is seldom done enough."} +{"prompt": "<|begin_of_text|><|start_header_id|>system<|end_header_id|>\n\nYou are a helpful assistant.<|eot_id|><|start_header_id|>user<|end_header_id|>\n\nSummarize the following article with one line: \nThe Duchess of Cambridge has revealed that Prince George went looking for his father in the cupboards after being told he was 'in China'.\n\nKate shared the anecdote during a party to celebrate the 105th birthday of the Goring Hotel in London, the luxury hotel she stayed in the night before her wedding to William in 2011.\n\nAt the party in March, where Kate, 33, wowed in a floral Erdem dress and navy Alexander McQueen court shoes, the Duchess chatted to guests including luxury travel agent Claudia Gordon.\n\nScroll down for video \n\nThe Duchess of Cambridge has revealed that Prince George went looking for his father in the cupboards after being told he was 'in China'\n\nGordon, who owns Naples Luxury Travel Advisors in Naples, told news-press.com: 'I asked her if Prince George was excited about the new Prince or Princess that was coming and she said yes and that he is a toddler and is talking and walking.\n\n'Then she told me that his daddy was visiting China. After hearing this he went to the china cabinet, opened it and proclaimed \"daddy is not here.\"\n\n'She said they would work on his geography.'\n\nKate made the adorable revelation during a party to celebrate the 105th birthday of the Goring Hotel in London, the luxury hotel she stayed in the night before her wedding to William in 2011.\n\nThe Duchess of Cambridge's lunchtime event at the hotel was not part of her official schedule and, according to Kensington Palace, the 33-year-old was attending in a private capacity, having received a personal invitation from the hotel\n\nPrince William had left pregnant Kate and son George in London while he undertook a week-long tour of the Far East.\n\nHis visit to China was one of the most high-profile – and diplomatically sensitive – tours of his fledgling royal career.\n\nWith China on course to overtake the United States as the world's largest economy, the UK government is keen to foster positive diplomatic relationships - and William's visit was seen as a key part of those efforts.\n\nStepping foot for the first time on Chinese soil, the second in line to the throne became the most senior member of the Royal family to visit the country since the Queen nearly 30 years ago.\n\nThe Duke, pictured with Chinese deputy president Li Yuanchao, was asked to pass on an invitation to visit to the Queen. His visit to China was one of the most high-profile – and diplomatically sensitive – tours of his fledgling royal career\n\nMeanwhile in London the Duchess of Cambridge's lunchtime event at the hotel was not part of her official schedule and, according to Kensington Palace, the 33-year-old was attending in a private capacity, having received a personal invitation from the hotel.\n\nKate obviously has fond memories of the property situated opposite Buckingham Palace after spending her last night as a single woman and non-Royal there with her parents and siblings Pippa, 31 and James, 27. She also visited the hotel last December for a meeting of the board of the 1851 Trust, the sailing charity of which she is patron.\n\nThe Duke and Duchess of Cambridge and Prince George during a visit to the Sensational Butterflies exhibition<|eot_id|><|start_header_id|>assistant<|end_header_id|>\n\n", "predict": "Here is a summary of the article in one line:\n\nKate shared the anecdote during a party to celebrate the 105th birthday of the Goring Hotel in London, where she stayed the night before her wedding to William in 2011.", "label": "Here is the summary: \nKate shared the anecdote during a party at the Goring Hotel in London. She stayed at the Luxury Hotel the night before her wedding to William. Kate chatted to guests including Luxury Travel agent Claudia Gordon."}