text:
[Tomáš Garrigue Masaryk visiting Paris in 1923, accompanied by Edvard Beneš, Ambassador Štefan Osuský a Mrs Osuská] [The Štefan Osuský Monument (left) in Brezová pod Bradlom] ŠTEFAN OSUSKÝ, Ph.D., J.D. (31 March 1889 – 27 September 1973) was an Austro-Hungarian born Slovak lawyer, diplomat, politician and university professor.

Biography

Osuský was born in March 1889 in Brezová pod Bradlom, in the Nyitra County of the Kingdom of Hungary (present-day Slovakia). In 1902 he began his studies at the Lutheran Lyceum in present-day Bratislava. However, in 1905 he was expelled from school because of his Slovak patriotic feelings and banned from all schools in the territory of the Dual Monarchy Austria-Hungary on a direct order of count Apponyi, Minister of Religion and Education of Hungary.[1] Count Apponyi asked Osuský if he was going to be a “good Hungarian”; Osuský's silence on the question was taken by Apponyi as an offence. Osuský recalls the incident in his biography:[2][3]

    In spring of 1905 the minister of education, Count Apponyi, came to the lyceum to pay an inspection visit. He came to our class when we had Latin. Latin was my favorite subject and I was very good in it. ... After the exam Count Apponyi called me and asked me in Hungarian, “What is your name, young lad?” I answered, “My name is Osuský.” “Where are you from?” “From Brezová.” He replied: “Brezová, isn't it the nest that breeds all the revolts against Hungarians? You, however, are going to be a good Hungarian!” He didn't ask me whether I'd be a good Hungarian citizen, but simply if I'd be a good Hungarian. I remembered the words of my father's not to mix into politics. ... I paused a little to think about the best answer. Obviously, I could not agree to be a good Hungarian, I could not even force myself to say anything like that, so I remained silent.

Therefore, in 1906, he left for the United States. In Springfield and Chicago Osuský pursued his studies of theology, natural sciences and law, receiving a JD degree in 1916.

Immediately after his arrival in the United States he began working actively in expatriate organizations, at first in the Czech National Association, later in the Slovak League in the US. In 1915 he established the newspapers _Slovenské slovo_ (“Slovak Word”) and _Slovenský týždenník_ (“Slovak Weekly”). In 1916 Osuský became the vice-president of the Slovak League, which in turn sent him to Europe to negotiate cooperation with Czecho-Slovak foreign resistance. His task was to ensure the acceptance of the Cleveland Agreement principles.

In Paris he started to cooperate with the Czechoslovak National Council, whose objective was the dissolution of Austria-Hungary and the creation of a new state for Czechs and Slovaks. Between 1917 and 1918 Osuský worked as the director of a Czecho-Slovak press agency in Geneva. Between 8–10 April 1918 in Rome he was a representative, together with Milan Rastislav Štefánik, of Slovaks at the Congress of Oppressed Nations. In 1918 he helped organize the Czechoslovak Legions in Italy, established in spite of international treaties prohibiting the creation of military units out of captured enemies.[4]

After the creation of Czechoslovakia he began working in the diplomatic services of the new republic. From October 1918 he held the post of the country's diplomatic representative in the United Kingdom. As secretary general of a Czechoslovak delegation in 1919-1920 he participated in the Paris Peace Conference. On 4 June 1920 in Grand Trianon as the extraordinary and plenipotentiary envoy of Czechoslovakia he signed the Treaty of Trianon with Hungary. He later recalled: “I will never forget about one thing. When I was signing my name underneath the treaty carrying the name Trianon, at quarter to five in June 1920, I was fully aware, that I was signing for the final account of the Slovak nation to Kingdom of Hungary, accounting for the costs signed top down by blood, suffering and poverty of my nation. And this statement of account is eternal.”[5]

He significantly contributed to the functioning of the newly formed League of Nations; between 1921 and 1932 he worked with the Reparations Commission, representing not only Czechoslovakia but also Poland, Yugoslavia, Romania and Greece. From 1922 he was the chairman of the Supervisory Commission - a function he held for fourteen years. He was also active in the Delimitation Commission, tasked with setting new borders in Europe.

From 1921 Osuský worked as the Czechoslovak ambassador in France, contributing significantly to the development of Czechoslovak-French relations, a cornerstone of ČSR's international security. He remained at this post until the Second World War. After the breakup of Czechoslovakia in March 1939, he refused to relinquish the embassy and kept the office functioning.[6] He began to organize Czechoslovak foreign resistance. 2 October 1939 Osuský signed an Agreement on the Reestablishment of the Czechoslovak Army in France with French Prime Minister Édouard Daladier. His activity, however, met with resistance, especially with Eduard Beneš. Although in November 1939 he became a member of the Czechoslovak National Committee founded by Beneš, and in July 1940 Osuský was designated a minister of the Czechoslovak government in exile in London, his relations with Beneš were deteriorating. The differences with Beneš lay especially in the areas of foreign policy, the organization of Czechoslovak foreign resistance, the post-war restructuring of the republic and the solution of the Slovak issue. In March 1942 Beneš removed him from all functions and Osuský retired from the active scene.

He began lecturing on the history of diplomacy and international relations at Oxford. In the spring of 1945 Osuský left for the United States, becoming a professor at the Colgate University in Hamilton, New York. After the Communist takeover in February 1948 he was active in the Council of Free Czechoslovakia. He also worked as a journalist-political scientist. In his work he especially paid attention to the history and presence of Czechoslovak politics in international relations. He died in Herndon, Virginia, on 27 September 1973.

He is buried at Oak Hill Cemetery, Georgetown, Washington, D.C. The epitaph on his grave reads: “And he shall be like a tree planted by the rivers of water, that bringeth forth his fruit in his season; his leaf also shall not wither.”

In 1992 the post-Communist Czechoslovak government posthumously awarded him the Order of T. G. Masaryk I-class. In 2001 Osuský received the Order of the White Double Cross II-class in memoriam.

[1] Kirschbaum, Joseph M. _Slovakia in the 19th & 20th Centuries._ Toronto: Slovak World Congress, 1973, p. 97.

[2]

[3]

[4] The treatment of prisoners of war, Chapter II of the Annex to the 1907 Hague Convention

[5]

[6]

title: Štefan Osuský

question: What does the text say about Štefan Osuský's formal education?

answer: Štefan Osuský was born in 1889 in Brezová pod Bradlom, in the Nyitra County of the Kingdom of Hungary. He began his studies at the Lutheran Lyceum in present-day Bratislava in 1902. However, in 1905 he was expelled from school because of his Slovak patriotic feelings and banned from all schools in the territory of the Dual Monarchy Austria-Hungary on a direct order of count Apponyi, Minister of Religion and Education of Hungary. Count Apponyi asked Osuský if he was going to be a "good Hungarian". Osuský's silence on the question was taken by Apponyi as an offense. Osuský recalls the incident in his biography.

critique: The answer should mention his studies in the U.S.

critique: The response includes extraneous information not useful for the task.

critique: The first sentence doesn't have anything relating to learn, so omit it.

critique: The first two sentences are not relevant to the question.

question: What does the article say about his death?

answer: He died in Herndon, Virginia, on September 27, 1973. He is buried at Oak Hill Cemetery, Georgetown, Washington, D.C.

critique: It should be mentioned that he was a professor at Colgate University.

critique: His grave, state, and cause of death isn't as relevant to the question.

critique: The answer omits that he was a professor at Colgate University until his death.

critique: The answer should mention the epitaph on his grave.

critique: The answer should mention that he was active in the Council of Free Czechoslovakia.

critique: The answer should mention his cause of death.

question: What does the text say about Osusky's marriage?

answer: No answer

critique: The question is asking for information that is not in the text.

critique: The response misses to provide an answer to the task.

critique: The text doesn't say anything about Osusky's marriage.

critique: The text does not mention anything about Osusky's marriage.


split: train

text:
[Image: The Amish, who don’t get vaccinated, rarely get autism, cancer, or heart disease – coincidence?]
(Natural News) Do not talk about whether vaccines work or not, or whether or not they cause autism, unless you’re ready for a very heated debate. Although the link between vaccines and autism is nothing new, to even speak of it can get you labeled as an “anti-vaxxer” or a health fanatic of sorts by the sheeple (brainwashed masses) that believe every vaccine the CDC recommends not only works, but is 100% safe and 100% effective 100% of the time. Even if some vaccines work some of the time, are they worth the health risk? That is the ultimate question, because one statistic you may not know is that children who receive mercury-containing vaccinations(listed as thimerosal usually) are 27 times more likely to develop autism than those who don’t get those jabs. That comes from a recent study based on the CDC’s own data. Still want to keep it a hush-hush topic?

Pediatricians in America are not allowed to question vaccines at all, nor are they allowed to recommend less than the CDC recommends, or they face the wrath of the AMA – the infamous American Medical Association – that finds a way to shut down the “contenders,” sometimes even taking away their license to practice medicine. Big question: would the statistics of autism suddenly bottom out if mercury was removed from all vaccines, including flu shots? (By the way, the CDC lied when they said mercury has been removed from all vaccines).

Nary is a case of autism in the Amish communities of America

For starters, children are not born with autism. It appears during infancy or childhood, and is brought on by an overload of neurotoxins either consumed, injected or ingested from environmental factors, or all of the above. In fact, the recent autism spectrum disorder (ASD) spike over the past two decades in the USA directly coincides with the vaccine schedule increase, by quantity and frequency, enforced by the CDC. To understand why autism is next to non-existent for the Amish, consider that the Amish have been “cut off” from American scientific and medical “progress” for centuries, thus they’ve had less exposure to the major factors that trigger autism, including the most likely proponent–vaccines.

Take a little trip to the heart of Pennsylvania Dutch country and try to tag yourself even half a dozen Amish children with autism and you’ll come up short. If statistics matched our national average, there would be about 200 in the Amish community, but to date, there are only three, one of which was adopted and brought over from China. Go figure. Another one actually did get vaccinated and developed autism shortly afterwards. Go figure again.

Here are some universal and national statistics to consider. Autism affects over 20 million people around the world, and occurs in boys four to five times more often than girls. In the US, one in every 68 children has some form of ASD, a 30% increase from just 2012. Why is that, you’re asking yourself? United States kids get 50 inoculations before age seven, many that are combinations containing multiple disease strains, mercury, formaldehyde (yes, embalming fluid for the dead), monosodium glutamate (MSG) and aluminum, just to name a few neurotoxins. Flu shots contain the highest levels of mercury, up to 25,000 times what the EPA allows as a maximum in drinking water and edible fish. Mercury is the second most poisonous element know to mankind.

Due to religious beliefs, the Amish opt out of all vaccines

Fortunately for the Amish, they’re also opting out of three of the most controversial vaccines on the market today: hepatitis B, HPV (human papillomavirus) and of course, the MMR (measles, mumps, rubella combo) that was implicated in the CDC vaccine-autism-link and biggest medical cover-up in history, ever. Conflicting with CDC claims, the multi-dose version of hepatitis B still contains thimerosal (50% mercury). The immature central nervous systems and the liver of Amish newborns are spared this volatile toxin thanks to their parent’s religious beliefs. Amish childrenexperience hardly any learning disabilities at all, in fact. Nor are the Amish experiencing typical US diseases like cancer, heart disease and diabetes. This could all be because they don’t eat GMO, take chemical pharmaceuticals, or vaccines. Surely, no government run regulatory agency will ever run this comparison of Amish health vs. non-Amish health, but the reality speaks for itself.

Still, the CDC refuses to regulate the vaccine industry and instead literally promotes toxic chemicals, dangerous heavy metal toxins, carcinogens and lethal “preservatives” like mercury. It’s all about lifestyle and natural health these days, if you really want immunity that doesn’t come with a boatload of permanent and debilitating “side effects,” like autism spectrum disorder, Asperger’s syndrome or liver cancer.

SOURCES:

TraceAmounts.com

YourNewsWire.com

Healing-Arts.org

TruthWiki.org

12160.info

TruthWiki.org

TruthWiki.org

TruthKings.com

question: What does the text say about the debilitating health effects of vaccinations on children and why the Amish blatantly refuse to vaccinate their kids?

answer: No answer

critique: The answer is empty. It should include the assertions made in the text.

critique: The answer is not relevant to the question.

critique: "No answer" is not a relevant criticism of the answer provided.

text: The Amish refuse to vaccinate due to their religious beliefs. It is believed that vaccinations may be connected to the incidence of autism in children

category: coverage

refinement: No answer

question: What does the text say about the dangers of taking vaccines generally?

answer: The author claims that the second most poisonous element known to mankind is included in the mercury-containing vaccinations. They also point out that the CDC refuses to regulate the vaccine industry and promotes toxic chemicals, dangerous heavy metals, carcinogens, and lethal "preservatives." The author states that the healthiest option is to skip the chemicals and try to find a natural way that offers immunity without the "side effects" that actually health.

critique: The author does not state that the healthiest option is to skip the chemicals and try to find a natural way that offers immunity without the "side effects" that actually health.

critique: The response includes extraneous information not useful for the task.

critique: The author's point about the dangers of vaccines is not that they are dangerous, but that they are not worth the health risk.

critique: These are not the dangers of taking vaccines.

critique: Everything besides the first sentence should be removed because it's not relevant to the question.

critique: The author does not state the healthiest option is to skip chemicals.

critique: The author does not say that the healthiest option is to skip the chemicals.

critique: "They also point out that the CDC refuses to regulate the vaccine industry and promotes toxic chemicals, dangerous heavy metals, carcinogens, and lethal "preservatives." The author states that the healthiest option is to skip the chemicals and try to find a natural way that offers immunity without the "side effects" that actually health." - this is not in the text and should be deleted.

critique: The second most poisonous element is mercury, not the second most poisonous element known to mankind.

critique: The answer omits the dangers of mercury.

critique: The text does not address the question of chemicals.

critique: Does not mention the CDC's influence over the medical community.

critique: There's no evidence that the author believes in natural remedies.

critique: The article is not only about the Amish; it's about vaccinations and children's health, as well. Placing the focus on the Amish opens with that culture for its point about vaccination, but the meat of the article is general in context.

question: What does the text say are the possible dangers of Amish kids not being vaccinated against immune diseases?

answer: No answer

critique: There is no answer to this question in the text.

critique: There is no evidence to suggest that the Amish are not vaccinated for immune diseases.

critique: There are no possible dangers of Amish kids not being vaccinated.

critique: There doesn't need to be a space between 'there' and 'is'

critique: There are no Amish kids that aren't vaccinated against immune diseases.

critique: The response misses to mention that Amish kids seldom get cancer, heart disease, or autism because they opted out of vaccines.


text:
I never told this story to anyone.  Frankly, nobody would believe me.  I wouldn't believe me either.  I mean I'm in New York so people just automatically assume you're full of shit.  Hell, I'm on the internet so there's probably someone out there thinking the same thing.  But this happened....

I had a dog named Ares.  He wasn't the biggest dog but he was very protective of me.  He would always lie down in front of me when I played games or read a book.  I remember when I walked him, he would bark at approaching strangers.  Seriously, he would bark at any approaching stranger until I told him to calm down.  Granted, I didn't live in the nicest of neighborhoods so in hindsight I suppose some good may have come from it, but I digress.  Ares could be hostile but he was friendly I swear.  If I approved you and he got to know your scent, he would let you pet him and he would lick your hand.  He would even wake me up by licking my face.  Actually it was a bit annoying but I figured that's how he showed affection so I didn't mind much.

Anyway, I was 13 at the time.  I just started High School and I was getting picked on.  Let's just say that I was less than fit although that would be an understatement.  Hell, I was probably close to 200 lbs at 5'2.  That said, my hefty stature made me the target of bullying and frankly, there was nothing I could really do about it.  One of the bullies even lived pretty close to me so he would sometimes bother me until I got home, which was about a 15 minute walk from the train station.  You know the type, though, I'm sure; seems like the perfect gentlemen around adults but an ass otherwise.  I mean I could start working out and stuff but that would have taken quite a while.  That said, I did have some friends.

Well one day, two of my friends came over to my place and we started playing Halo.  Just a couple of guys hanging out, playing Halo, dicking around, trash talking each other and talking about random shit.   One of the things that came up was people bullying me.  One of my friends told me to just ignore it which I've been doing but the other one told me to sick Ares on them.  Well Ares just kind of looked at me, as if wondering why his name was said.  I told him not to worry and just pet him and that was the end of that.

So fast forward a little bit and it's winter.  New York winters suck.  Especially when there's snow.  Everything turns to slush.  This year, there was a fair amount of snow so everything was particularly gross.   Honestly I hate going outside when the out when it's like that but I had to walk Ares so I went out.  Apparently so did my bully.

I decided to pretend not to see him and turned to walk in the other direction.  The thing is, he saw me.  So he called out to me and when I didn't respond, he threw an ice ball at the back of my head.  I flinched.  Ares lost it.  He broke out of his leash and jumped at the guy.  The guy, he jetted across the street just as the lights turned.  Ares, he wasn't so lucky.  When he was halfway across the street, Ares got hit by a car and died shortly thereafter.  My bully?  He left the scene.  I suppose he ran back home but I'm not sure.  I just watched over Ares, crying as he died.

We buried Ares the next day in our back yard along with his favorite toys.  Now that I think about it, I have no idea if that's actually legal but whatever.  I wanted him there.  He would always be family to me.  I stayed home from school for the next few days to mourn.

Well when I went back, my bully he bothered me about it.  About how I was unfit to own a pet.  That Ares died because of my incompetence.  That was when I snapped.  I lunged at him and punched him the face.  Heh... that's what I wish I did.  I couldn't do anything about it.  The guy was bigger than me, stronger.  I... I was a coward.  Ares was dead and I could not do anything for him.  On some level, I guess I thought he was right.

Apparently, Ares thought differently.  My bully never made it home.  In one of the three blocks between home and the train station.  My bully was apparently mauled to death by what they said looked like some wild dog.   I didn't believe that shit.  That wasn't the greatest neighborhood but I don't remember seeing any wild dogs here and I lived there for most of my life.

That night, I sat on my bed and asked out loud if it was Ares.  There was no response.  I figured as much.  The supernatural seems totally faulty of course.  I went to sleep thinking about Ares.  That night, I dreamed a very vivid dream.  I was walking Ares again, my dear friend.  God I miss him.  It's a simple dream, just us walking down the usual routes.  I woke up that day with my face covered in what felt like dog slobber.

I think that was Ares' way of just acknowledging that it was him.  I have no proof.  But the other bullies stopped bullying me.  I have no idea why.  I just assumed that was because one of their group died.  Recently though, I found out from one of my friends, for some reason they started calling me the creepy dog guy.  I don't know.  But I love Ares.

title: My Dog Ares

question: Summarize the characteristics of Ares as stated in the text.

answer: Ares is a guard dog. He is only hostile to those he isn't familiar with, it seems. He wakes his owner up by licking his face. If the owner approves of someone, Ares will let them pet him and lick their hand.  He has a leash and knows how to wear it. He can jump long distances rather quickly and has the physical power to maul someone if necessary. There are multiple times he is described as extremely friendly, embracing the owner and playing with toys.

critique: Ares also has one of the best senses of smell in the narrative. The model should include this in its answer.

critique: The last sentence is not a characteristic of Ares.

critique: The answer should mention that Ares is protective of the narrator.

critique: Ares is described as friendly multiple times.

critique: "If the owner approves of someone, Ares will let them pet him and lick their hand." - this sentence appears to be repeated and unnecessary.

critique: The dog is not described as a guard dog.

critique: "He has a leash and knows how to wear it. He can jump long distances rather quickly and has the physical power to maul someone if necessary." Ares does not seem to have any knowledge of leashes, nor does he seem familiar with any commands whatsoever.

critique: The last sentence is not relevant to the question.

critique: The article never mentions the fact that Ares can jump long distances.

critique: The response includes extraneous information not useful for the task.

critique: "He has a leash and knows how to wear it." - this is inaccurate. Ares didn't know how to wear a leash. He had a leash attached to him.

question: What are the effects of the narrator's bully?

answer: A lot of the bullying happens around kids. Kids can be mean to each other, but not generally at the same level adults can be. Kids rarely call their parents to inform them of one of their peers bullying them. Consequently, the adults never know how their children are bullying adults. If adults snap first and bully kids, then adults will retaliate and adults will bully adults. This can escalate and grow into larger crowds that share the targeted hate.

critique: The last sentence is misleading because the bullying is just between the narrator and his bullies, not between the narrator and bullies in general.

critique: The narrator is not bullied by a group of children, but by a middle schooler.

critique: The response is not related to the question.

critique: This is not an effect of the bully. This is a description of the effects.

critique: The answer is irrelevant to the question.

critique: This part is not related to the bullying.

critique: The abstract parts that don't impact the story are unnecessary.

critique: The story does not mention any of the above.

critique: I don't understand what this has to do with the question being asked.

critique: The author is the one who snapped, not the bully.

critique: It is not clear that the bully is a kid at all.

text: This response is incorrect as none of this is said in the text. The answer should mention what the effects of bullying from the bully on the narrator are.

category: accuracy

refinement: A lot of the bullying happens around kids. Kids can be mean to each other, but not generally at the same level adults can be. Kids rarely call their parents to inform them of one of their peers bullying them. Consequently, the adults never know how their children are bullying adults. If adults snap first and bully kids, then adults will retaliate and adults will bully adults. This can escalate and grow into larger crowds that share the targeted hate.

question: Does it seem to provide the narrator relief to have gotten supernatural cues that Ares was the one who mauled his bully to death?

answer: The story doesn't point to knowing that it wasn't Ares who mauled his bully, but the narrator did seem to think it was.

critique: It is omitted that the narrator seems to feel relieved to have gotten supernatural cues that it was Ares who mauled his bully to death.

critique: is misleading (it wasn't his bully who was mauled to death,)

critique: The narrator knows it was Ares who mauled his bully.

critique: Sentence is confusing in its phrasing and structure.

critique: "That night, I sat on my bed and asked out loud if it was Ares.  There was no response.  I figured as much.  The supernatural seems totally faulty of course." proves the narrator was not sure about the matter.

critique: The story does point to knowing that it was Ares.

critique: The narrator is sure it was Ares. The story doesn't say he didn't know.

critique: The answer is misleading and does not answer the question.

critique: This response is not relevant to the question and needs to be re-written.

critique: It is omitted that the narrator thinks that Ares is the one who mauled his bully to death.

critique: The narrator is certain that it was Ares.

critique: The story does seem to suggest that Ares was the one that mauled his bully.

text: It's omitted that it's not clear if the narrator feels relief to have gotten supernatural cues.

refinement: The story doesn't point to knowing that it wasn't Ares who mauled his bully, but the narrator did seem to think it was.


text:
[10 Laws of Social Media Marketing]

Image credit: Picjumbo

Apple, the Apple logo and iPhone are trademarks of Apple Inc., registered in the U.S. and other countries.

[Susan Gunelius]

Entrepreneur Leadership Network VIP

Marketing, Branding, Copywriting, Email and Social Media Expert

April 23, 2019 4 min read

Opinions expressed by _Entrepreneur_ contributors are their own.

Leveraging the power of content and social media marketing can help elevate your audience and customer base in a dramatic way. But getting started without any previous experience or insight could be challenging.

It's vital that you understand social media marketing fundamentals. From maximizing quality to increasing your online entry points, abiding by these 10 laws will help build a foundation that will serve your customers, your brand and -- perhaps most importantly -- your bottom line.

10 Laws of Social Media Marketing

The Law of Listening

[The Law of Listening]

Success with social media and content marketing requires more listening and less talking. Read your target audience's online content and join discussions to learn what's important to them. Only then can you create content and spark conversations that add value rather than clutter to their lives.

10 Laws of Social Media Marketing

The Law of Focus

[The Law of Focus]

It's better to specialize than to be a jack-of-all-trades. A highly-focused social media and content marketing strategy intended to build a strong brand has a better chance for success than a broad strategy that attempts to be all things to all people.

RELATED: THE 6 HIDDEN LINKEDIN APPS THAT CAN TAKE YOUR BUSINESS TO THE NEXT LEVEL

10 Laws of Social Media Marketing

The Law of Quality

[The Law of Quality]

Quality trumps quantity. It's better to have 1,000 online connections who read, share and talk about your content with their own audiences than 10,000 connections who disappear after connecting with you the first time.

10 Laws of Social Media Marketing

The Law of Patience

[The Law of Patience]

Social media and content marketing success doesn't happen overnight. While it's possible to catch lightning in a bottle, it's far more likely that you'll need to commit to the long haul to achieve results.

10 Laws of Social Media Marketing

The Law of Compounding

[The Law of Compounding]

Image credit: GongTo | Shutterstock

If you publish amazing, quality content and work to build your online audience of quality followers, they'll share it with their own audiences on Twitter, Facebook, LinkedIn, their own blogs and more.

This sharing and discussing of your content opens new entry points for search engines like Google to find it in keyword searches. Those entry points could grow to hundreds or thousands of more potential ways for people to find you online.

RELATED: FINDING YOUR IDEAL JOB CANDIDATES IN MINUTES

10 Laws of Social Media Marketing

The Law of Influence

[The Law of Influence]

Image credit: Shutterstock

Spend time finding the online influencers in your market who have quality audiences and are likely to be interested in your products, services and business. Connect with those people and work to build relationships with them.

If you get on their radar as an authoritative, interesting source of useful information, they might share your content with their own followers, which could put you and your business in front of a huge new audience.

10 Laws of Social Media Marketing

The Law of Value

[The Law of Value]

If you spend all your time on the social Web directly promoting your products and services, people will stop listening. You must add value to the conversation. Focus less on conversions and more on creating amazing content and developing relationships with online influencers. In time, those people will become a powerful catalyst for word-of-mouth marketing for your business.

10 Laws of Social Media Marketing

The Law of Acknowledgment

[The Law of Acknowledgment]

You wouldn't ignore someone who reaches out to you in person so don't ignore them online. Building relationships is one of the most important parts of social media marketing success, so always acknowledge every person who reaches out to you.

RELATED: 4 SIMPLE WAYS TO UP YOUR MILLENNIAL MARKETING GAME

10 Laws of Social Media Marketing

The Law of Accessibility

[The Law of Accessibility]

Don't publish your content and then disappear. Be available to your audience. That means you need to consistently publish content and participate in conversations. Followers online can be fickle and they won't hesitate to replace you if you disappear for weeks or months.

10 Laws of Social Media Marketing

The Law of Reciprocity

[The Law of Reciprocity]

Image credit: Bloomua | Shutterstock

You can't expect others to share your content and talk about you if you don't do the same for them. So, a portion of the time you spend on social media should be focused on sharing and talking about content published by others.

RELATED: THE NEW STRATEGY FOR LIFETIME LOYALTY: BALANCING 'PRODUCTS' AND 'SERVICES'

question: What is the best way to connect to your audience according to this article?

answer: The best way to connect to your audience is to listen to them.

critique: "Listen to them," implies just physically listening,rather the article suggests reading, participating in discussions, and joining communities.

question: Why is reciprocity an important factor in online marketing?

answer: Because if you do not share other people's content, they will not share yours.

critique: The answer should be a complete sentence.

question: What is the key to making an audience happy with your content?

answer: The key to success is to listen to and join discussions that are happening online to get a better understanding of what is important to us.

critique: "us," does not need to be capitalized because it's at the end of a sentence.


text:
JULIUS H. STAHEL-SZÁMWALD (November 5, 1825 – December 4, 1912) was a Hungarian soldier who emigrated to the United States and became a Union general in the American Civil War. After the war, he served as a U.S. diplomat, a mining engineer, and a life insurance company executive. He received the Medal of Honor for gallantry in action at the Battle of Piedmont in 1864.

Birth and early years

Stahel was born in Szeged, Kingdom of Hungary, 200 km southeast of Budapest. After schooling in Szeged and Budapest, he entered the Austrian Army, rising to the rank of lieutenant. Stahel joined the movement for Hungarian independence led by Lajos Kossuth during the Revolution of 1848. He served on the staffs of Gen. Artúr Görgey and Gen. Richard Debaufre Guyon. When the Hungarian uprising against the Habsburg dynasty was put down in 1849, he fled to Prussia and then to England before migrating to the United States in 1859. Until the outbreak of the American Civil War, he worked for _Deutsche illustrirte Familienblätter_, a German-language newspaper in New York City.

Civil War service

In 1861, with the outbreak of war, Stahel and Louis Blenker recruited the 8th New York Volunteer Infantry Regiment, the 1st German Rifles or Blenker's Rifles. Stahel, who had dropped the “Számwald” portion of his surname, became the regiment's lieutenant colonel, while Blenker served as colonel. Stahel first saw combat at the First Battle of Bull Run, leading the regiment in Blenker's first brigade of Dixon Miles's Fifth Division. The regiment covered the flight of the Union Army of Brig. Gen. Irvin McDowell. The 8th New York served in Blenker's division of the newborn Army of the Potomac until it was transferred to western Virginia. Stahel become a colonel on August 11, 1861 and a brigadier general three months later.

Stahel led a brigade under Maj. Gen. John C. Fremont in the Mountain Department during an incursion into the Shenandoah Valley of Virginia. His brigade was of Fremont's left at the Battle of Cross Keys in which Stonewall Jackson stopped the Union advance into the Valley. Stahel's position on the left exposed his command to a flank attack by Isaac Trimble's brigade as Fremont was attempting to turn the right of the Confederate line.

By July 1862, Stahel was commander of the first brigade of Robert C. Schenck's first division Army of Virginia in the corps led by Franz Sigel in Maj. Gen. John Pope's Army of Virginia. At the Second Battle of Bull Run, Schenck was wounded and Stahel became acting commander of the division. (Adolphus Buschbeck succeeded to command of the brigade.) Stahel's brigade was one of two that covered Sigel's retreat when Pope's army was defeated.

Stahel rose to division command by late 1862 and was promoted to major general on March 14, 1863. He briefly commanded the XI Corps during the fall of 1862.

In March 1863 Stahel was assigned to command a Union cavalry division in the defenses of Washington, D.C. When the division joined the Army of the Potomac in June 1863, Alfred Pleasonton had Stahel removed, promoting Judson Kilpatrick in his place. He then served as cavalry commander in the Department of the Susquehanna at the time of the Gettysburg Campaign.

[Stahel received a Medal of Honor for gallantry at Piedmont] [Julius Stahel's Grave at Arlington National Cemetery] By the spring of 1864, Stahel was commander of the 1st Cavalry Division under Franz Sigel in the Shenandoah Valley. At the Battle of New Market, on May 15, 1864, his division was on the left of Sigel's line. It attacked the Confederate line but was repulsed by artillery fire. The division recoiled under attack by the Confederate forces of John C. Breckinridge when they counterattacked.

At the Battle of Piedmont on June 5, 1864, serving as cavalry commander under Maj. Gen. David Hunter, Stahel distinguished himself under fire until he was hit in the shoulder. This led to Stahel's receiving the Medal of Honor, on November 4, 1893, for leading his division until seriously wounded. Stahel served, after recovering from his wound, on court-martial duty until he resigned on February 8, 1865.

Postbellum career

After the Civil War, Stahel served in the United States diplomatic corps as consul in Yokohama, (1866–1869) and Osaka, Japan (1877–1884). After that he was United States Consul General in Shanghai, China (1884–1885). Between diplomatic assignments, he worked as a mining engineer. Upon returning to the United States for reasons of health, Stahel worked for the Equitable Life Insurance Company in New York City.

Stahel died in a New York City at 87 years of age. After a funeral in Washington, he was buried in the Arlington National Cemetery.

Medal of Honor citation

Rank and organization: Major General, U.S. Volunteers. Place and date: At Piedmont, Va., June 5, 1864. Entered service at: New York, N.Y. Born: November 5, 1825, Hungary. Date of issue: November 4, 1893.

CITATION:

  Led his division into action until he was severely wounded.

title: Julius Stahel

question: What does the text say about Julius H. Stahel-Szamwald?

answer: Stahel was a Hungarian soldier who emigrated to the United States and became a Union general in the American Civil War. After the war, he served as a U.S. diplomat, a mining engineer, and a life insurance company executive. He received the Medal of Honor for gallantry in action at the Battle of Piedmont in 1864.

critique: The answer should mention his birth and early years.

critique: The answer omits his birth and early years.

critique: The text does not mention that he died in 1912.

critique: "stahal szmwald" - add the missing hyphen.

question: What does the text say about Julius' career history?

answer: Julius was born in 1825 and emigrated to the United States in 1859 after fleeing Hungary. He served as a soldier in the Austrian Army and became a Union general in the American Civil War. After the war, he served as a U.S. diplomat, a mining engineer, and a life insurance company executive. He received the Medal of Honor for gallantry in action at the Battle of Piedmont in 1864.

critique: State that he received the Medal of Honor after the civil war.

critique: The answer omits the fact that he was a consul in Japan.

critique: The answer could mention his diplomatic assignments.

critique: The answer should mention his post-war career.

critique: It is omitted that he was a general in the American Civil War.

question: What does the text say about war?

answer: Stahel emigrated to the United States after the Hungarian uprising was put down. He was a lieutenant in the Austrian Army. When the Hungarian uprising against the Habsburg dynasty was put down he fled to Prussia and then to England. He emigrated to the United States in 1859.

critique: The response includes extraneous information not useful for the task.

critique: The response is missing the part about the American Civil War.

critique: The response is irrelevant to the question.

critique: The response is missing a lot of the details about Stahel's life and career.

critique: The response omits the American Civil War in which Lord Julius was instated as a Union general.

critique: The response should include the American Civil War.

question: What does the text say about Julius' contributions to the Civil War?

answer: During the Civil War, Julius emigrated to America and then served in the Union army. He led the 8th New York Volunteer Infantry Regiment, and became a lieutenant colonel. He was promoted to brigadier general in three months and then to major general six months later. He became commander of the first brigade of Robert C. Schenck's first division Army of Virginia, and then was promoted to the rank of commander of the first cavalry division. As commander, he led his division in several battles, including the Battle of Piedmont, which was the battle that led to his Medal of Honor.

critique: The answer should mention his diplomatic career.

critique: The response is missing the part where Stahel was removed as cavalry commander.

critique: The response should include that he was a Hungarian soldier.

critique: It's omitted that he was a Union general.

critique: The answer omits that he served as a U.S. diplomat, a mining engineer, and a life insurance company executive.

critique: Could speak more about where he came from.

critique: It's omitted that he was a U.S. diplomat and a life insurance company executive.


text:
PAUL BRYAN JANECZKO (July 27, 1945 - February 19, 2019) was an American poet and anthologist. He published 40 books beginning in the 1980s, including poetry compilations, non-fiction guides for young writers, and books for teachers.

Early life

Janeczko was born on July 27, 1945 in Passaic, New Jersey. He was the son of Frank John and Verna (Smolak) Janeczko.[1] Janeczko was not a serious student when he was young. When he enrolled at St. Francis College in Maine he realized what he had missed. To quote Janeczko, “That’s when it dawned on me that it was time for me to start learning.”

Janeczko attended graduate school at John Carroll University in Ohio and then began teaching.

Career

He taught high school English for 22 years in Ohio, Massachusetts, and Maine. In 1990, Janeczko decided to leave the classroom in order to focus on poetry and his newborn daughter, Emma.

He issued a new poetry anthology in 2015, _The Death of the Hat: A Brief History of Poetry in 50 Objects._

Personal life

At the time of his death, Janeczko lived in western Maine with his wife and daughter. He visited schools in the United States and Europe, providing workshops for teachers and students. At home he continued to write books.

Janeczko was a member of the National Council of Teachers of English, Educators for Social Responsibility, New England Association of Teachers of English, and Maine Teachers of Language Arts.

Janeczko died on February 19, 2019 at the age of 73.[2]

Recognition

He received several awards, including

-   American Library Association Books for Young Adults,
-   American Library Association Notable Books,
-   New York Public Library Best Books
-   School Library Journal Best Young Adult Books of the Year

Works

Poetry

-   _Brickyard Summer_ (1999
-   _Stardust Hotel_ (1993)
-   _That Sweet Diamond: Baseball Poems_ (1998)
-   _Worlds Afire_ (2004)
-   _Wing Nuts: Screwy Haiku_ [with J. Patrick Lewis] (2006)
-   _Birds on a Wire, or, a Jewel Tray of Stars_ [with J. Patrick Lewis] (2007)

Novels

-   _Bridges to Cross_ (1986)
-   _Young Indiana Jones and the Pirates' Loot_ (1994)

Nonfiction and Professional Books

-   _Loads of Codes and Secret Ciphers_ (1988)
-   _Favorite Poetry Lessons_ [with Judy Lynch] (1998)
-   _Teaching 10 Fabulous Forms of Poetry_ [with Judy Lynch] (2000)
-   _How to Write Poetry_ (2001)
-   _Writing Funny Bone Poems_ (2001)
-   _Seeing the Blue Between: Advice and Inspiration for Young Poets_ (2002)
-   _Good for a Laugh: A Guide to Writing Amusing, Clever, and Downright Funny Poems_ (2003)
-   _Writing Winning Reports and Essays_ (2003)
-   _Opening a Door: Reading Poetry in the Middle School Classroom_ (2003)
-   _Top Secret: A Handbook of Codes, Ciphers, and Secret Writing_ (2004)
-   _How to Write Haiku and Other Short Poems_ (2004)
-   _Rhyming Dictionary_ [with Sun Young] (2006)

Anthologies

-   _The Crystal Image_ (1977)
-   _Postcard Poems: A Collection of Poetry for Sharing_ (1979)
-   _Don't Forget to Fly: A Cycle of Modern Poems_ (1981)
-   _Poetspeak: In Their Work, About Their Work, A Special Kind of Poetry Anthology_ (1983)
-   _Strings: A Gathering of Family Poems_ (1984)
-   _Pocket Poems: Poems Selected for a Journey_ (1985)
-   _This Delicious Day: 65 Poems_ (1987)
-   _Going Over to Your Place: Poems for Each Other_ (1987)
-   _The Music of What Happens: Poems That Tell Stories_ (1988)
-   _The Place My Words Are Looking For: What Poets Say About and Through Their Work_ (1990)
-   _Preposterous: Poems of Youth_ (1991)
-   _Looking for Your Name: A Collection of Contemporary Poems_ (1993)
-   _Poetry from A to Z: A Guide for Young Writers_ (1994)
-   _Wherever Home Begins: 100 Contemporary Poems_ (1995)
-   _I Feel a Little Jumpy Around You: A Book of Her Poems & His Poems Presented in Pairs_ [with Naomi Shihab Nye] (1996)
-   _Home on the Range: Cowboy Poetry_ (1997)
-   _Very Best (Almost) Friends: Poems of Friendship_ (1999)
-   _Stone Bench In An Empty Park_ (2000)
-   _A Poke in the I: A Collection of Concrete Poems_ (2001)
-   _Dirty Laundry Pile: Poems in Different Voices_ (2001)
-   _Blushing: Expressions of Love in Poems and Letters_ (2004)
-   _A Kick in the Head: An Everyday Guide to Poetic Forms_ (2005)
-   _Hey, You! Poems to Skyscrapers, Mosquitoes, and Other Fun Things_ (2007)
-   _The Death of the Hat: A Brief History of Poetry in 50 Objects_ (2015)

[1]

[2]

title: Paul Janeczko

question: Summarize Janeczko's early education.

answer: Janeczko was not a serious student when he was young. When he enrolled at St. Francis College in Maine he realized what he had missed.

critique: The only part of the answer that is relevant is that Janeczko realized what he had missed when he enrolled at St. Francis College in Maine.

critique: The answer should mention that Janeczko attended graduate school at John Carroll University in Ohio.

critique: This is vague and inaccurate. Janeczko enrolled at St. Francis College, Maine, but it rather dawned on him that the time had come to start learning.

critique: The answer should mention that he enrolled at St. Francis College in Maine.

critique: The answer should mention that Janeczko enrolled at St. Francis College in Maine.

critique: The answer should mention that Janeczko enrolled at St. Francis College in Maine after realizing what he had missed.

question: What was Janeczko's teaching career like?

answer: He taught high school English for 22 years in Ohio, Massachusetts, and Maine. He taught in the classroom for a while and realized that he needed to learn more, so he decided to leave the classroom to focus on poetry and his newborn daughter.

critique: The answer should mention that he taught in the classroom for a while and realized that he needed to learn more, so he decided to leave the classroom to focus on poetry and his newborn daughter.

question: What was Janeczko's personal life like?

answer: He lived in western Maine with his wife and daughter. He visited schools in the United States and Europe, providing workshops for teachers and students. At home he continued to write books.

critique: The answer should mention his membership in the National Council of Teachers of English, Educators for Social Responsibility, New England Association of Teachers of English, and Maine Teachers of Language Arts.

critique: The answer should mention that he died in 2019.

critique: Does not mention that he was a member of the National Council of Teachers of English, Educators for Social Responsibility, New England Association of Teachers of English, and Maine Teachers of Language Arts.

critique: The answer should mention that he was a member of the National Council of Teachers of English, Educators for Social Responsibility, New England Association of Teachers of English, and Maine Teachers of Language Arts.


text: The rain quietly hits the mans window as he looks outside sadly into the outside world wondering if he has a true purpose in life. He walks around his cabin with nothing but a couch in the center of the room, and a gun box tucked away at the very corner, no one knew he was a hunter he didn’t even know until he saw “it” sitting on the rack at the gun store. He remembers picking it up and looking at it, softly rubbing his finger across the cold metal of the barrel and putting his finger around the trigger, it almost felt as if the gun was made for him. He had to get it he thought to himself, and so he did. When he got to his cabin he couldn’t wait to take it out of the box, but he decided he would wait, he didn’t want to ruin the moment. So he decided to put it back into the box and left it there for a few days, days then turned into weeks, weeks turned into months and months turned into years. The man finally after years of not stepping foot into the cabin returns, he walks in and looks around, he has forgotten how long it has been since he has been in the place he once called his home. He has clearly aged since last time he was in here growing a beard and looking as if he has doubled in age. He takes a minute to embrace the thought of finally being able to go back into the cabin he looks around and finally see’s the gun box in the corner of the room. He quietly walks to the corner almost as if he is trying not to wake somebody up in the other room; he removes the gun out of the box. He takes a long look at it taking in the beauty of the perfectly crafted woodwork. However someone could craft such a beautiful piece of art he did not know, but what he did know is that he finally feels that he has something to live for. He grabs 2 bullets out of the box and begins to walk to his front door feeling as if he is a brand new man. As he steps out of his small cabin he takes in a deep breath of the cold air, he feels it enter his lungs waits until they are full of air and exhales as he glances at the breath exiting his mouth. He stands still and does this for quite some time inhales exhales and repeats until he feels he’s ready to begin his new journey. He begins to walk into the tall trees that surround his cabin; slowly he creeps into the tall bushes. He begins to creep silently deeper and deeper into the forest, trying to not make a sound. Do not make any noise he thinks to himself this is your chance you only have 2 bullets don’t waste them. Out of the corner of his eye he sees something running toward the lake, he turns frantically begins to walk faster and faster but still not trying to make any noise. He waits meticulously like a hawk hunting for its prey, waiting for the perfect time to strike. Within 100 yards he sees the deer standing at the lake, he begins to breath faster and faster. He can hear his heart beating harder and faster pumping the cold blood through his veins. He slowly puts the 2 bullets into the bolt, continuously looking up not trying to lose sight of his target. He pulls back the bolt handle and pushes one of the bullets into the chamber. He hears the click of the bullet entering the chamber, slowly raising the gun he puts the butt against his shoulder and begins to aim for the target. He begins to breath frantically not being able to keep his sights on the deer; he calms himself down and takes in one long breath holding it in for as long as he can. He gently squeezes the trigger and the bullet flies out of the muzzle, the birds begin to fly out of the trees causing him to panic thinking that he missed his target. He looks up noticing that the target is nowhere to be found. He begins to run looking for the deer, his running comes to halt when he sees a body laying on the floor blood pouring out of the back of its head. He walks slowly toward the body, but what he sees begins to make him stutter and twitch because it was not a deer that he shot, nor was it a man but it was a young boy running through the forest about to go fishing in the pond.  A boy whose family is now waiting for him at home, thinking that he would surely be back within the coming minutes. The boy may not have been over 7 years old, light blonde hair, his bright blue eyes that were now lifeless. He was wearing a light blue t-shirt which was now soaked in blood. The man began to hold the boy in his arms as tears began to fall down his cheeks as he feels the ice-cold blood flowing through his veins. He looks around to make sure no one saw what has transpired in the past 10 minutes. He looks down at the one item he used to call his friend, thinking that the gun has betrayed him. Shaking as he pulls back the bolt handle putting the final bullet into the chamber he turns the gun on himself putting the cold muzzle against his mouth and with another gentle press of the trigger he is gone. His body tumbles to the ground the boy’s head still on his lap.

title: A Man and His Friend

question: Summarize the main event of the story.

answer: The main event of the story is when the man shoots a young boy. The man had gone to his cabin to get his gun, and he was out hunting when he saw the boy. He shot the boy, and then he shot himself.

critique: The man was not hunting, he was out for revenge.

critique: The man did not go to his cabin to get his gun. He went to his cabin to get his gun and then went hunting.

critique: The man did not go to his cabin to get his gun. He had it all along.

critique: The man did not go to his cabin to get his gun. He went to his cabin to get his gun to kill himself.

critique: Does not mention that the boy was not a deer.

critique: He did not go to the cabin to get his gun. He went to the cabin to get his gun, and he was out hunting when he saw the boy. He shot the boy, and then he shot himself.

question: Summarize how the man's feelings about his gun change throughout the story.

answer: The man is not a hunter. He picks up a beautiful gun at the gun store and feels its perfection - it almost feels like the gun was made for him. He keeps the gun locked in a box for a long time, and doesn't use it. Until its use in killing a boy that is.

critique: The man is a hunter. He is not a hunter.

critique: There's a typographical error in the last sentence and the answer should be rewritten.

critique: It is omitted that the man feels the gun has betrayed him.

critique: The answer omits that the man feels betrayed by the gun when he accidentally shoots and kills the boy.

question: What does the text say about anxiety?

answer: The man is anxious about hunting for a deer. He is also anxious about killing a boy.

critique: The man is not anxious about killing a boy.

critique: The man is not anxious about killing a boy. He is anxious about being discovered after he accidentally kills a boy.

critique: It's omitted that the deer running and the gunfire is initially quite masked and the man begins to doubt himself and the details of what he sees.

critique: The answer should mention that the man kills himself.

critique: The answer should mention the anxiety he feels over what he's done.

critique: The man is not anxious about killing a boy. He is sad and remorseful.

text: There is nothing in the story about anxiety. The response should be "No Answer" or "That information can't be found"

question: Summarize what happens when the police arrive.

answer: No answer

critique: It is omitted that the police arrive because the narrator committed suicide.

critique: There is no police in this passage. In fact, the police are not mentioned.

critique: The police arrive to find the boy's body and the man's.

critique: The police arrive after the man has killed himself and the boy.

critique: The police arrive after the man shoots himself.


text:
If you’ve been considering selling your home, now may be a pretty good time to do so. According to new data from Trulia and reported by MarketWatch, list-to-sales times have fallen to their lowest level since the recession first hit. Moreover the average number of days that homes sit on the market is now half of what it was back in 2010.

The latest study found the median list-to-sale time — which measures the number of days between when a property hits the market and when it’s placed under contract — was just 64 days as of April. By comparison the median was nearly two weeks longer one year ago, sitting at 77 days. At the same time, more affordable homes are selling even faster, with starter homes moving at a median pace of 59 days and so-called “trade-up” homes (A.K.A. mid-tier houses) being snatched up in 57 days. On the other hand, premium homes tend to last a bit longer, with a median list-to-sale time of 72 days.

While the vast majority of markets have experienced falling sale times, there are a few exceptions. Trulia found that only Syracuse, New York; New Orleans, Lousiana; and Honolulu, Hawaii had longer median list-to-sale periods than they did last year. As for cities that are outpacing the average, west coast hotbeds Seattle, Washington; San Francisco, California; and San Jose, California came out on top. In each of those cities, the median time on the market was just 36 days. Also notable is the city of New Haven, Connecticut, which saw its median list-to-sale window shrink by a whopping 47 days in the past year. Other warming markets include Hartford, Connecticut (down 40 days); Knoxville, Tennesee (down 28 days); and Indianapolis, Indiana (down 23 days).

Speaking on what these findings mean for the overall housing market, Trulia Housing Economics Researcher Felipe Chacón points out that the answer really depends on whether you’re the buyer or the seller. As he explains, “Sellers generally appreciate getting their home sold as quickly as possible, while buyers can benefit from having some breathing room to make decisions and negotiate.” He went on to say, “Nationally, this makes the trend of home moving faster off the market over the past 8 years tougher and tougher for those looking to buy a home.”

These figures once again demonstrate how hot the current housing market is — a fact we discussed back in February when a report from Redfin found home prices soaring in many parts of the country. While this may be great news for sellers and the overall economy, it could also mean that would-be buyers in certain markets are quickly being outpriced — which would explain why starter homes are moving at a snappier pace. As a result it will be interesting to see how long this trend continues for and how long it will be until the market will start to cool once again.

Author

Jonathan Dyer

I'm a small town guy living in Los Angeles looking to make solid financial decisions. I write for a number of finance websites, including HuffingtonPost and Business2Community. I founded DyerNews.com in 2015 to focus on personal finance and the emerging FinTech markets.

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question: What does the article say about housing market statistics?

answer: The median list-to-sale time has fallen to its lowest level since the recession first hit. The average number of days that homes sit on the market is now half of what it was back in 2010. The median list-to-sale time was just 64 days as of April. By comparison, the median was 77 days one year ago. Starter homes move at a median pace of 59 days and so-called "trade-up" homes are snatched up in 57 days. Premium homes tend to last a bit longer, with a median list-to-sale time of 72 days.

critique: The answer should include the cities that have exceptions to the falling sale times.

critique: The following should be added: The cities of Syracuse, New York; New Orleans, Lousiana; and Honolulu, Hawaii had longer median lst-to-sale periods than they did last year.

critique: The answer should mention that the exceptions are Syracuse, New York; New Orleans, Louisiana; and Honolulu, Hawaii.

critique: The answer should mention that the exceptions are Syracuse, New York; New Orleans, Lousiana; and Honolulu, Hawaii.

critique: The median list-to-sale time was 77 days, not 64.

critique: The answer should mention the cities where the median list-to-sale period increased.

text: The answer could add that these statistics show the housing market is doing well.

question: What does the article say about the median list-to-sale time in 2020?

answer: The median list-to-sale time in 2020 was 64 days. This is a significant decrease from the 77 days it was in 2019. The median list-to-sale time of so-called "trade-up" homes was 57 days, while premium homes took 72 days to sell. The median list-to-sale time of Syracuse, New York; New Orleans, Louisiana; and Honolulu, Hawaii was longer than the previous year.

critique: The median list-to-sale time of Syracuse, New York; New Orleans, Louisiana; and Honolulu, Hawaii is not relevant to the question.

critique: The median list-to-sale time of Syracuse, New York; New Orleans, Louisiana; and Honolulu, Hawaii was longer than the previous year. should be removed as it is not relevant.

critique: The median list-to-sale time of Syracuse, New York; New Orleans, Louisiana; and Honolulu, Hawaii was longer than the previous year.

text: The entire answer should be removed as the statistics mentioned are from 2018, not 2020.


text:
Saskatchewan Fun and Interesting Facts

Learn about Saskatchewan’s history, economy and overall quality of life over at the Government of Saskatchewan website. Visit our Statistics page for the lowdown on population, climate and much more.

Here are some interesting tidbits about Saskatchewan:

[]

FLAG: Saskatchewan's official flag was adopted in 1969. It features the provincial shield of arms along with the floral emblem, the western red lily. The flag's upper half is green, representing Saskatchewan's northern forests; the lower half is gold, symbolizing the southern grain areas.

FLOWER: In 1941, the western red lily was chosen as the official flower of Saskatchewan. This lily grows in moist meadows and semi-wooded areas. With its flaming red blossoms, it stands out brilliantly against a natural green background. The western red lily is a protected species.

BIRD: The sharp-tailed grouse is one of Saskatchewan's most popular game birds. It was selected as the provincial bird emblem in 1945.

GRASS: In 2001, needle-and-thread grass was designated Saskatchewan's official grass. It's a native bunchgrass common to the dry, sandy soils of the Northern Plains. Seed stalks may reach 1.3 m (4 feet) in height and leaves are up to 30 cm (12 inches) long and very narrow. The name comes from the shape of the seeds, which are sharply pointed and have long, twisted, thread-like fibres.

SASKATCHEWAN DISTRICT TARTAN: The Saskatchewan Provincial District Tartan has seven colours: gold, brown, green, red, yellow, white and black. It was registered with the Court of Lord Lyon King of Arms in Scotland in 1961.

SASKATCHEWAN DRESS TARTAN: The Saskatchewan Dress Tartan was introduced in 1997 for competitive highland dancers on the occasion of the Canadian Interprovincial Highland Dancing Championships held that year in Regina.  It is a variant of the Saskatchewan District Tartan, with the off-white line of the original tartan becoming the background colour of the dress version.

TREE:  In 1988, the white birch was adopted as the official tree of Saskatchewan. This hardwood tree is found across the northern three-quarters of the province. Typical uses for the wood include lumber, plywood, veneer and fuel.

MINERAL:  Sylvite, also known as potash, is Saskatchewan's official mineral. We are the world's largest producer and exporter of potash. Our vast reserves of potash are expected to last for hundreds of years at current rates of production. Over 95 percent of the potash produced in Saskatchewan is used for fertilizer purposes.

ANIMAL:  Saskatchewan designated the white-tailed deer our official animal in 2001. Here in our more northern latitudes, the white-tailed deer tends to be larger than its southern brethren, reaching heights of more than a metre (3.5 feet) at the shoulder and weighing as much as 180 kg (400 lbs). Adults have a reddish-brown summer coat and a greyish-brown winter coat, with white underparts. The name comes from the white underside of the tail, which is raised like a flag when the deer is running or frightened.

SPORT:  Curling was named Saskatchewan's official sport in 2001, although many have considered it so for years. Once called the "roaring game" because of the thunderous noise made by corn brooms used to sweep rocks down the ice, curling has a rich history in the province. The fabled Richardson brothers, curling out of Regina, won four Canadian and World men's championships between 1959-63. Another extraordinary rink from Regina, the Sandra Schmirler team, won three Canadian and World women's championships in the '90s, followed by the first ever women's Olympic gold medal in curling at 1998.

[]EMBLEM:  Multis E Gentibus Vires, "From Many Peoples Strength" - The provincial Coat of Arms was granted through Royal Warrant from Queen Elizabeth II in 1986. It is an augmentation of the original shield of arms adopted by Royal Warrant of King Edward VII in 1906. A crest of a beaver and crown is placed above the shield. On either side of the shield are supporters: a lion and a deer. The shield itself displays the royal lion and three gold wheat sheaves, symbolizing Saskatchewan agriculture. The base is formed of western red lilies, Saskatchewan's floral emblem.

question: What does the text say about potash?

answer: Sylvite, also known as potash, is Saskatchewan's official mineral. They are the world's largest producer and exporter of potash. Their vast reserves of potash are expected to last for hundreds of years at current rates of production. Over 95 percent of the potash produced in Saskatchewan is used for fertilizer purposes.

critique: The answer should mention that the potash is used for fertilizer.

critique: The answer should mention that they are the world's largest producer and exporter of potash.

critique: It's omitted that they are the world's largest producer and exporter of potash.

critique: The answer should mention that the mineral is used for fertilizer.

critique: Excerpt mentions the number of years of usage at the current rate, not the useful lifespan of the reserves.

critique: "They are the world's largest producer and exporter of potash." - this is incorrect. It was never mentioned in the text that Saskatchewan is the world's largest producer and exporter of potash.

question: What does the text say about Saskatchewan tartans?

answer: The Saskatchewan Provincial District Tartan has seven colors: gold, brown, green, red, yellow, white, and black. It was registered with the Court of Lord Lyon King of Arms in Scotland in 1961.

critique: The Saskatchewan Dress Tartan is omitted.

critique: It's omitted that the Saskatchewan Dress Tartan was introduced in 1997 for competitive highland dancers on the occasion of the Canadian Interprovincial Highland Dancing Championships held that year in Regina.

critique: The answer should mention the dress tartan.

critique: It's omitted that there is also a Saskatchewan Dress Tartan.


text:
RAÚL FERNÁNDEZ-CAVADA MATEOS (born 13 March 1988) is a Spanish professional footballer who plays for UD Las Palmas as a goalkeeper.

Club career

Born in Bilbao, Biscay, Fernández joined Athletic Bilbao's prolific youth system, Lezama, at the age of only 10. He made his senior debut with the reserve side in the third division, then went on to spend two seasons on loan in the same tier, first with UB Conquense[1] then Granada CF;[2] with the latter club, he was the most utilised player in his position in a return to the second level after an absence of more than two decades.

Fernández was definitely promoted to Athletic's first team for 2010–11, following the retirement of veteran Armando. On 23 April 2011, as longtime starter Gorka Iraizoz was suspended following his fifth booking of the campaign, he made his La Liga debut, performing well in a 2–1 home win against Basque neighbours Real Sociedad.[3]

On 10 July 2013, Fernández was loaned to CD Numancia from division two.[4] On 18 July of the following year, he moved to Racing de Santander also in that tier, after agreeing to a one-year deal.[5]

Fernández terminated his contract with the Cantabrians on 22 January 2015, and moved to fellow league team Real Valladolid hours later.[6] On 30 June, after acting as a backup to Javi Varas, he signed for CD Mirandés also in the second division.[7]

On 1 July 2016, after appearing in 49 competitive games during his first and only season, free agent Fernández joined fellow league club Levante UD.[8] On 23 July 2018, he signed for UD Las Palmas on a three-year contract.[9]

In April 2019, Fernández suffered an injury during a match against Cádiz CF. Initially expected to miss the remainder of the campaign due to a hand and a left-knee injury, he spent the entire 2019–20 sidelined as well.[10] After suffering a setback in his recovery he was subject to layoff by his club, which left him unregistered until January 2021;[11] this decision was later revoked.[12]

[1] Raúl Fernández, cedido al Conquense (Raúl Fernández, loaned to Conquense); El Correo, 3 July 2008 (in Spanish)

[2] El portero rojiblanco Raúl Fernández jugará cedido esta campaña en el Granada (Red-and-white goalkeeper Raúl Fernández will play on loan this season in Granada); El Correo, 3 August 2009 (in Spanish)

[3]  claim derby spoils; ESPN Soccernet, 23 April 2011

[4] Raúl Fernández, nuevo portero del Numancia (Raúl Fernández, new goalkeeper of Numancia); Marca, 10 July 2013 (in Spanish)

[5] Raúl Fernández-Cavada refuerza la portería del Racing 2014/15 (Raúl Fernández-Cavada bolsters Racings's goal for 2014/15); Racing Santander, 18 July 2014 (in Spanish)

[6] Raúl Fernández, nuevo portero del Real Valladolid (Raúl Fernández, new goalkeeper of Real Valladolid); Real Valladolid, 22 January 2015 (in Spanish)

[7] El portero Raúl Fernández-Cavada es desde hoy nuevo jugador del Club Deportivo Mirandés (Goalkeeper Raúl Fernández-Cavada is new player of Club Deportivo Mirandés as of today); CD Mirandés, 30 June 2015 (in Spanish)

[8] El Levante ficha a los guardametas Raúl Fernández y Remiro (Levante sign goalkeepers Raúl Fernández and Remiro)‚ Super Deporte, 1 July 2016 (in Spanish)

[9] Raúl Fernández, nuevo portero de la UD Las Palmas (Raúl Fernández, new goalkeeper of UD Las Palmas); UD Las Palmas, 23 July 2018 (in Spanish)

[10]

[11]

[12]

title: Raúl Fernández (footballer, born 1988)

question: Summarize Raúl Fernández's early life.

answer: Raúl Fernandez was born in Bilbao Biscay. He is the son of Brian Fernández, a professional footballer. Raúl joined the Athletic Bilbao at the age of only 10 as a footballer.

critique: The answer is incorrect. Raúl Fernandez is not the son of Brian Fernández.

critique: The article doesn't mention who Raúl's father was.

critique: Doesn't necessarily need to say "son of".

critique: There is no evidence that Raúl is the son of Brian Fernández.

critique: The article does not mention anything about Raúl's father.

critique: The answer is inaccurate. Raúl Fernández is not the son of Brian Fernández.

critique: There is no evidence that Raúl is the son of a professional footballer.

question: Summarize the clubs Raúl Fernández has played for since 2010.

answer: Raúl Fernández started playing for Athletic Bilbao's reserve side in the third division. He then went on to spend two seasons on loan in the same tier, first with UB Conquense then Granada CF. He was promoted to Athletic's first team for the 2010-2011 season. He was then loaned to CD Numancia from division two. He then moved to Racing de Santander also in that tier. He terminated his contract with the Cantabrians and moved to Real Valladolid. He then signed for CD Mirandés also in the second division. He joined fellow league club Levante UD on 1 July 2016. He signed for UD Las Palmas on 23 July 2018.

critique: The answer should mention his injury and the layoff.

critique: The response includes extraneous information not useful for the task.

critique: Doesn't mention the injury that caused his layoff.

critique: The answer omits the time he spent with Real Valladolid and CD Mirandés.

critique: The answer should include that Fernandez joined UD Las Palmas in 2018.

critique: "He was then loaned to CD Numancia from division two." - this is incorrect. He was loaned to CD Numancia from division two.

critique: The response misses to mention he signed a three-year contract with UD Las Palmas.

question: Summarive Raúl Fernández's career with UD Las Palmas.

answer: Raúl Fernández signed a three-year contract with UD Las Palmas in July 2018. He made his debut with the club in a match against Cádiz CF in April 2019. He suffered an injury during the match and was sidelined for the remainder of the campaign. He was expected to miss the remainder of the 2019-2020 season as well, but he was able to recover and return to the field in January 2021.

critique: It is omitted that he joined UD Las Palmas in July 2018.

critique: It's omitted that he was promoted to the first team in 2010.

critique: Grammar correction (redundant use of -ing*) and omit "as well" for clarity.

critique: The answer should mention that he was a free agent when he signed with UD Las Palmas.

critique: The answer omits that Fernández was expected to miss the remainder of the 2019-2020 season as well, but he was able to recover and return to the field in January 2021.

critique: The answer should mention that he was a free agent when he joined UD Las Palmas.

critique: The answer should mention that he was signed as a free agent.

text: It was not his debut with the club in a match against Cádiz CF in April 2019.


text:
Pale eyes, crewcut after a long stint of length, rounded unabashed nose, strong lips leading to a sag in the very muscle of the face, all pointing to a strong cleft chin, only vaguely hidden by stubble. Eyes of alcohol stained isolation, but not many saw that, only the mirror and those who accompanied him past his strange-focus setup. In all truth, Stockton Miller was a fair and unmoving man, except for sudden outbursts that had seemed to accelerate in occurrence since his final years of high school until a point in life, now twenty-three, where they were on par with his natural and accepted baseline. He was, in all manner speaking, a psychopath (and notably, still is), yet his behaviour was not that prescribed to the word psychopath, and, as his gut told him, was more like a number of other statistics in populations that cast aside the cliche so long-glued to the aura of psychopath and instead chose to live as a productive member of society. An affinity for jeans and blazers, weather permitting, sitting this day aged blue tweed blazer, dark blue cutting through threads of light, blank white T beneath, loosely hanging over thin body, slight rolls in the skin unseen beneath, aged lightblue jeans tight on skin, canvas shoes tightly laced, belt only for purpose, strong stance leaning back against soft fabric couch, dark red against soft blue, legs crossed, hand behind head sorrow eyes looking at the only interest in the room, interest staring back with apprehension, intrigue, thoughts of feelings same as red light running.
Freight train conversations rolling through, eyes fixed, depression interest, she glanced back, eye contact unnerving, both taking sips of red wine, pouring more. Melissa Salaway. Thin brown hair, light voice, face pale and clear, eyes ready to receive information, wide wide pupils, lengthy nose but only obvious on studying her face, gaunt jaw, bones like plumbing. Black dress, loose, modest, dark blue cardigan, dull flats. She sat and listened for the most part, glancing occasionally at Stockton, engaged almost completely, clattering tracks of ideas rolled through. Most of brain attached to conversation, small slither analysing, body language, phrases, watching eyes.
	“Hey uhh… If I die and your hair’s still growing when I do, don’t let anybody pray for me. Tell them to stop it. And uh, if, by this time, you end up saying words about me, that is if you still uh, admire me, by that time enough to say words about me then don’t tell anyone about me, tell them about my ideas. Tell them that I’m just an assortment of well positioned atoms. Tell them about the fact that I’ll only die if my ideas die. Tell them that my ideas will continue whirring as long as people can think them.”
By this time Stockton could feel a rush coming on and decided to keep talking, better judgement notwithstanding.	“And uh, I think that the time may come quite soon. Not soon as in months or day but soon for a twenty-three year old.I think thirty. Yes, thirty,” The rush gaining strength, vision blending into thought, dragging him down into deep depression, bad energy proving immovable, kept from tears only by constant talking.
	“Yes, I’m going to die on that lone highway. I saw it the other day, you see. A car, and I don’t even drive. A car, me propped up against the door frame, dirt slightly shaken, legs splayed out in from of me, toes pointing straight up. And then I remembered that I had just been shot in the head, or had I shot myself? It doesn’t really matter. I died there. I tried to talk myself out of it, only half aware that it was the dream, and these things give you the impression of inevitability anyway, real or not. Well yes I tried to talk myself out of it, slowly, then sharp and harsh, not desperate or insulting, but harsh. I felt myself die. I woke up then, slight adrenalin buzz wore off and I felt nothing. This is why today is about death. I’m sorry. I really am. I never talk well to others. I imagine topics so well in my head and they always fail to be of worth in reality. I’m sorry.” Stockton felt that he was more a person to be talked about than talked to, regardless of how many ideas he tried to give away.
Rush receding, almost a sense of self accomplishment for having withstood, yet grasping onto the draining force, knowing that it won’t come again with any sensible reason, and as worrisome as it was it felt good, felt being the most important term.
Melissa stood up and took another bottle of wine, started pouring in both glasses.
	“I find that interesting, you seem to be admitting and embracing this death yet, in that exact moment, you tried to talk yourself out it.”
	“Well that’s put down to the fact that I was twenty-three in my dream. I wasn’t thirty.”
	“Oh! Well then I suppose it comes down to how far the subconscious is willing to go to make this happen, and subsequently how little your conscious is willing to fight it. Of course I have my own personal response and please re-think this, but I know you well enough to predict that any attempt to convince you otherwise will just strengthen your resolve. So uh, if you do decide to off yourself, do it near me at least.”
	“I don’t know where this is going to take me but I’ll try. I’ve been missing you for a while, even when I’m talking to you. My guess is that it’ll all fold up into one large crunch, and in a mad rush something will happen. Simply put, things will explode. Whether we’ll be together remains unseen. From what I can guess it’ll be in a few years at least but the way things are going..” Stockton trailed off, eyes focusing on the wine slowly streaming down his throat.
	“Stockton I wish you wouldn’t talk like that.”
	“Oh but you know I can’t help it, for, of course, ‘I am a Karamazov!’”
	“Shut up with all your book stuff.”
	“They write for their readers, you know.”
	“You’re not going to die.”
	“Ah, my dear, I’m sorry. I’m afraid you failed to grasp the summary of your 6 years of studying biology. We all die. I’m just going to finish existing sooner than some other people. You’re lucky you didn’t fall in love with some african aids orphan. At least we fucked.”
	“Fuck you Stockton. Somedays you’re so fucking vile. Get a fucking grip. You’re wingeing about your fucked up life and doing nothing but drinking yourself to death and deceiving yourself that your writing is worth anything. Clear up your shit. Every night it’s the same thing. Depression or violence or happiness, you only have three. It’s so simple. They’re just a triangle and you hit them each in series. You’re a fucking loser.”
Stockton laughed. Windows into other worlds flashed through his head while he made up his mind on what kind of emotion he should put in his response. Whilst he was good at dolling out emotions, he still had a tidbit of trouble knowing which ones  were appropriate.

title: 'Pale eyes, crewcut'

question: What does the story say about signs someone is a psychopath?

answer: According to the story, Stockton Miller is acutely aware that he is and is likely to be one based on his apparent lack of behavioral and emotional inhibition. Miller felt that he was more apt to be talked about or listened to as opposed to doing the talking. He is also someone who does not have difficulty in setting down an emotion or response. He is also highly observant.

critique: The answer does not answer the question with sufficient evidence taken from the text. Many points in the answer are highly inaccurate and do not have anything to do with Miller and are culled from research about psychopathic personality disorder taken from a different source altogether.

critique: The answer should mention that Miller is a psychopath because he has a lack of behavioral and emotional inhibition.

critique: The response mentions that Miller is acutely aware that he is a psychopath. This is incorrect as the story mentions that he was not aware.

critique: There is no evidence in the passage that suggests Miller is acutely aware of his psychopathic tendencies.

critique: The answer is a bit confusing. It should be rewritten.

critique: The answer is a bit inaccurate. It should be re-written.

critique: The answer should mention his outbursts.

question: What does the story say about Stockton Miller?

answer: Stockton Miller is a psychopath. He has pale eyes, a crewcut, a round unabashed nose, strong lips leading to a sag in the very muscle of the face, a strong cleft chin, and stubble. He is twenty-three years old. He is currently sitting on a soft blue couch with a large bottle of wine staring at him with her eyes wide open.

critique: The answer should mention Stockton's suicide talk.

critique: The response inaccurately mentions that Stockton is currently sitting on a soft blue couch with a large bottle of wine staring at him with her eyes wide open, however, he is sitting on a soft fabric couch with a dark red against soft blue.

critique: The answer should mention his suicidal tendencies.

critique: particulars about his vision of his death don't seem important

question: What does the story say about Melissa Salaway?

answer: Melissa Salaway is a thin brown-haired woman with a light voice. She has a gaunt jaw and bones like plumbing. She is wearing a black dress and a dark blue cardigan. She listens to Stockton's rambling and responds with a few words.

critique: Response includes extraneous details not supported from the passage.

critique: The response is missing a few details about Melissa.

critique: It is omitted that Melissa is also Stockton's friend.

critique: The answer should mention that Melissa is Stockton's date.

critique: The response should include that Melissa is Stockton's friend.

critique: The response fails to mention that Melissa is a biology student.

critique: The answer should mention her interest in Stockton's ideas.

question: What does the story say about Stockton's dream?

answer: Stockton dreamed that he was shot in the head and he weakly tried to talk himself out of it, only to fail. He feels that he's a person to be talked about than talked to and that he can't live up to his ideas.

critique: The answer should mention that Stockton's dream is about his death.

critique: The response does not mention that it's not Stockton's death that he dreams about, but the death of the person he sees by the curb.

critique: The answer should mention that Stockton is 23 years old.

critique: This response does not fully answer the question, so a full rewrite is needed.

critique: The answer omits the fact that Stockton dreamt of dying on a lone highway.

critique: The answer omits the fact that Stockton dies in his dream.


text:
[Prom DJ for the North West]

NO CHAT ALL TUNES       FANTASTIC SOUND             LIGHT THEMING       ONLINE PLAYLIST BUILDER

[Prom DJ for the North West]

Prom DJ, Disco & lighting hire for all Manchester & North West Proms, Summer Balls & Graduation nights. Whether you require a versatile DJ for your event or if you want lighting to help theme the room, here at David Lee Events we can tailor our services to your budget.

Catering for guests of up to 400+ wanting a great night with great tunes.  Apart from the DJ’s we offer variety of UV Lighting, flame lights, red carpet entrances, star projection etc, all geared to making your event the best night ever!!!

Have a quick read, then get in touch to discuss your ideas, light theming and or the music and lets see if we can’t give you and your colleges the best night celebrations!!!

DJ’s for Proms, Graduations  & Balls

[Lighting & DJ Services for Proms]
Prom DJ & Lighting
If you book one of our talented Proms DJ’s, not only do you get a DJ who will play the latest tunes, take requests on the night, but at the right time, know when to change to play the party classics. Happy to take requests on the night as well as taking a playlist built by you and your guests online before the night. Our DJ’s are versatile & professional and all about filling the dance floor with dancing bodies!!!

All customers get a free online planner. This allows you and your guests to make requests before you even turn up. Obviously our DJ uses his professional know how to twist & turn the playlist to make it work, but that’s where we excel! So if you want the the dance floor full, your favourite tunes being played, and the best prom night ever… you know what to do.

Venue Lighting / Theming

[Uplighting, Stars & UV]
Lighting for Proms
Looking to make an impact on your guests as they enter the room or just a little effect lighting for the dance floor, then have a look here. Image projection, up-lighting, uv lighting all used at Prom night and graduation balls. You choose the theme let me know your budget and we’ll make something happen. There are some examples in the gallery below where we installed green up-lighting, and projected patterns onto the walls & ceiling along with Emerald city gobo’s  for an Wizard of OZ Emerald City theme. Another was alternates pink & blue with a starry sky and UV Lights. So from a couple of flame lights for entrances, to full room theming, we got it covered.

DJ & Lighting packages

From flame lights or red carpets for entrances to the sounds & lights of the party, we got you sorted. For the all in one packages just let us know where, when and your budget, and we will happily tailor our services to make sure we give you the night you and your fellow students deserve. We look forward to working with you.

All images on this page open up in a larger light box once pressed for better viewing.

North West Prom Night, Graduations & Summer Balls Gallery

[Prom DJ for Cheshire]
Cheshire Proms DJ
[North West prom Night]
North West Prom DJ
[Manchester Prom Company]
Manchester Proms
[Image Projection of stars]
Stars Image Projection
[Venue lighting for Prom]
Uplighting, stars & UV
[Graduation DJ with uplighting]
Manchester Graduation
[Graduation DJ & Lighting]
Lighting & DJ
[DJ for Manchester Graduations]
Manchester DJ
[Floor pack at Graduation Party]
Graduation DJ Services
[Lighting for Manchester Graduation Ball]
Graduation Lighting
[North West Graduation Ball]
Event Lighting
[Prom Night DJ]
Lancashire Proms DJ
[Prom DJ for the North West]
North West Prom DJ
[Prom Night DJ for Manchester]
Manchester Event DJ
[Gobo Projection]
Image Projection
[Event lighting for Manchester Proms]
Event lighting
[Emerald City lights]
Green Flame Lights
[Prom DJ]
North West Prom Night
[Party time at Prom]
Prom Night Party
[DJ for the North West Proms]
Prom DJ Services
[DJ & UV Lighting for Proms]
UV Lighting & DJ

question: What does the article say about the lighting offers from Prom DJ?

answer: They offer UV and flame lights as well as star projection. Lights are offered for decorative purposes to create a certain vibe in the room. The setup with lights is customizable to any color, one example being the Emerald City where they had emerald gobo lightings.

critique: The answer omits the other lighting options.

critique: The answer should mention the online planner.

critique: The answer should mention the free online planner.

critique: The answer should mention that the lighting is offered for events.

critique: It's omitted that there are different options for entrances and dance floors.

question: What does the article say about how to dance at the Prom?

answer: No answer

critique: The response does not provide anything related to how to dance at the prom.