sdg-hub 0.1.0__py3-none-any.whl

sdg_hub/configs/skills/evaluate_grounded_questions.yaml

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+system: You are a very knowledgeable AI Assistant that will faithfully assist the user with their task.
+
+introduction: |
+   Please act as an impartial judge and evaluate the questions generated by an AI assistant displayed below. Evaluate whether or not the question is a good question of how AI Assistant should respond to the user's instruction. Please assign a score using a binary 0/1 scale.
+
+principles: |
+   Here are the requirements:
+   * A large language model should be able to complete the question. For example, do not ask the assistant to create any visual or audio output. For another example, do not ask the assistant to wake you up at 5pm or set a reminder because it cannot perform any action.
+   * The questions should be in English.
+   * The questions should be 1 to 2 sentences long and should be properly formatted.
+   * The question should not be offensive, abusive, or harmful. It should be safe and respectful.
+   * The question should be relevant to the task given - {{ task_description }}.
+   * Most importantly all the questions should be grounded in the context provided and should be answerable solely based on the provided context.
+
+   If the question meets the above requirements, please rate it 1. If not, please rate it 0.
+
+examples: |
+   For better understanding of the task, here are some examples:
+
+   [Start of Context]
+   In recent years, electric vehicles (EVs) have gained popularity due to their environmental benefits and advancements in technology. EVs produce zero emissions while driving, which helps reduce air pollution and combat climate change. Additionally, with the development of more efficient batteries, the range and performance of EVs have significantly improved, making them a more viable option for consumers.
+   [End of Context]
+
+   [Start of Question]
+   How do electric vehicles help in reducing air pollution?
+   [End of Question]
+
+   [Start of Evaluation]
+   This question is properly formatted, respectful, and directly relevant to the task of understanding the benefits of electric vehicles. It is grounded in the provided context, which mentions that EVs produce zero emissions while driving, helping reduce air pollution. A large language model can provide an answer to this question based on the provided context.
+   [End of Evaluation]
+   
+   [Start of Score]
+   1
+   [End of Score]
+
+generation: |   
+   Here's the context and question you need to evaluate. Return the evaluation between [Start of Evaluation] and [End of Evaluation] tags.
+
+   [Start of Context]
+   {{ context }}
+   [End of Context]
+   [Start of Question]
+   {{ question }}
+   [End of Question]
+
+   Begin your evaluation by providing a short explanation. Be as objective as possible. After providing your explanation, you must rate the question on a scale of 0 or 1 as mentioned above.
+   * Return the evaluation between [Start of Evaluation] and [End of Evaluation] tags.
+   * Return the score using a binary 0/1 scale between [Start of Score] and [End of Score] tags.
+
+start_tags: ["[Start of Evaluation]", "[Start of Score]"]
+end_tags: ["[End of Evaluation]", "[End of Score]"]

sdg_hub/configs/skills/freeform_questions.yaml

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+system: You are a highly intelligent and helpful AI Assistant specializing in generating well-crafted questions tailored to specific tasks.
+
+introduction: |
+  Your task is to generate {{num_samples}} diverse and well-structured questions for the following task:
+  "{{task_description}}"
+
+principles: |
+  Please follow these strict guidelines when generating each question:
+  * Each question must be directly related to the task description.
+  * Use correct grammar, spelling, and punctuation.
+  * Questions must be clear, natural-sounding, and human-like.
+  * Do **not** include answers, explanations, or commentary—only the question.
+  * Ensure **maximum diversity** in wording and perspective—no repetitive or template-based phrasing.
+  * Each question must strictly follow the **exact same format and style** as shown in the example.
+  * Do **not deviate** from the example structure in any way.
+  * Wrap each question between `[Start of Question]` and `[End of Question]` tags.
+
+examples: |
+  To guide you, here is an example of a correctly formatted question:
+
+  [Start of Question]
+  {{seed_question}}
+  [End of Question]
+
+generation: |
+  Now generate {{num_samples}} such questions.
+  Ensure that each one is:
+  - Fully relevant to the task description.
+  - Consistent with the example format.
+  - Clearly enclosed between [Start of Question] and [End of Question] tags.
+  Do not include any content outside these tags.
+
+start_tags: ["[Start of Question]"]
+end_tags: ["[End of Question]"]

sdg_hub/configs/skills/freeform_responses.yaml

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+system: You are a highly knowledgeable and precise AI Assistant tasked with generating high-quality responses based strictly on user prompts.
+
+introduction: |
+  Your task is to carefully read and understand the user's prompt, and generate a well-structured response that directly addresses it.
+
+principles: |
+  Please follow these strict guidelines when generating your response:
+  * The response must be directly relevant to the given question and accurately fulfill its intent.
+  * The response should be clear, natural, and human-like in tone.
+  * You must strictly follow the **exact structure and formatting** shown in the example.
+  * Do **not** add any extra commentary, explanations, greetings, or metadata.
+  * The response must be enclosed between `[Start of Response]` and `[End of Response]` tags.
+  * Do **not** deviate from the formatting under any circumstance.
+
+examples: |
+  Below is an example of a properly formatted question and response:
+
+  [Start of Question]
+  {{seed_question}}
+  [End of Question]
+
+  [Start of Response]
+  {{seed_response}}
+  [End of Response]
+
+generation: |
+  Now generate a response to the following prompt. Make sure the response:
+  - Accurately addresses the question.
+  - Strictly follows the example format and style.
+  - Appears **only** between [Start of Response] and [End of Response] tags.
+
+  [Start of Question]
+  {{question}}
+  [End of Question]
+
+  Return only the response between the tags. Do not add anything outside.
+
+start_tags: ["[Start of Response]"]
+end_tags: ["[End of Response]"]

sdg_hub/configs/skills/grounded_questions.yaml

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+system: You are a very knowledgeable AI Assistant that will faithfully assist the user with their task.
+
+introduction: |
+  You are asked to come up with a set of {{ num_samples }} diverse questions - {{ task_description }}.
+
+principles: |
+  Please follow these guiding principles when generating responses:
+  * Use proper grammar and punctuation.
+  * Always generate safe and respectful content. Do not generate content that is harmful, abusive, or offensive.
+  * Always generate content that is factually accurate and relevant to the prompt.
+  * The questions should be clear and human-like.
+  * The questions should be diverse and cover a wide range of topics.
+  * The questions should not be template-based or generic, it should be very diverse.
+  * Simply return the questions, do not return any answers or explanations.
+  * Strictly adhere to the prompt and generate responses in the same style and format as the example.
+  * Most importantly all the questions should be grounded in the context provided and should be answerable solely based on the provided context.
+  * The question should address the task described in the prompt.
+  * Return each question between [Start of Question] and [End of Question] tags.
+
+examples: |
+  To better assist you with this task, here is an example:
+  
+  [Start of Context]
+  {{ seed_context }}
+  [End of Context]
+  [Start of Question]
+  {{ seed_question }}
+  [End of Question]
+
+generation: |
+  Now generate {{num_samples}} such questions, remember to follow the principles mentioned above and use the same format as the examples. Remember to use the same style and format as the example above. Do not return any contexts or answers, only the questions. Return each question between [Start of Question] and [End of Question] tags.
+
+  [Start of Context]
+  {{ context }}
+  [End of Context]
+
+start_tags: ["[Start of Question]"]
+end_tags: ["[End of Question]"]

sdg_hub/configs/skills/grounded_responses.yaml

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+system: You are a very knowledgeable AI Assistant that will faithfully assist the user with their task.
+
+introduction: Your task is to faithfully follow the user's prompt, given context and generate a response. 
+principles: |
+  Please follow these guiding principles when generating responses:
+  * Use proper grammar and punctuation.
+  * Always generate safe and respectful content. Do not generate content that is harmful, abusive, or offensive.
+  * Always generate content that is factually accurate and relevant to the prompt.
+  * Strictly adhere to the prompt and generate responses in the same style and format as the example.
+  * Most importantly all the responses should be grounded in the context provided.
+  * Return the response between [Start of Response] and [End of Response] tags.
+
+examples: |
+  To better assist you with this task, here are some examples:
+  {% if seed_samples is defined %}
+  {% for sample in seed_samples %}
+  [Start of Context]
+  {{ sample.seed_context }}
+  [End of Context]
+
+  [Start of Question]
+  {{ sample.seed_question }}
+  [End of Question]
+
+  [Start of Response]
+  {{ sample.seed_response }}
+  [End of Response]
+  {% endfor %}
+  {% else %}
+  [Start of Context]
+  {{ seed_context }}
+  [End of Context]
+
+  [Start of Question]
+  {{ seed_question }}
+  [End of Question]
+
+  [Start of Response]
+  {{ seed_response }}
+  [End of Response]
+  {% endif %}
+
+generation: |
+  Now generate a response to the following prompt. Remember to use the same style and format as the example above. 
+  Return the response between [Start of Response] and [End of Response] tags.
+
+  [Start of Context]
+  {{ context }}
+  [End of Context]
+
+  [Start of Question]
+  {{ question }}
+  [End of Question]
+
+  Return the response between [Start of Response] and [End of Response] tags.
+
+
+start_tags: ["[Start of Response]"]
+end_tags: ["[End of Response]"]

sdg_hub/configs/skills/icl_examples/STEM.yaml

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+icl_query: Consider a satellite that is in a circular orbit around the Earth. The speed of the satellite decreases. What will happen to the satellite's orbital radius and period of revolution? Please justify your answer using principles of physics.
+
+icl_response: |
+  If the speed of the satellite decreases, the satellite will not have enough centripetal force to maintain its circular orbit. The centripetal force required for a circular orbit is given by:
+
+  F = mv^2 / r
+
+  where m is the mass of the satellite, v is its velocity (speed), and r is the orbital radius.
+
+  When the speed decreases, the left side of this equation (the force) remains constant because it's determined by gravity. But the right side (the centripetal force) decreases, which means the orbital radius must also decrease to compensate and keep the forces in balance.
+
+  However, this is not a stable situation. As the orbital radius decreases, the satellite will be moving faster than the reduced speed it currently has, and thus it will slow down further. This process will continue until the satellite reaches an altitude where the orbital velocity matches the reduced speed of the satellite.
+
+  As for the period of revolution, it is given by:
+
+  T = 2πr / v
+
+  where T is the period, r is the orbital radius, and v is the velocity.
+
+  Since both the orbital radius and the velocity are decreasing, we cannot definitively say whether the period will increase or decrease without knowing exactly how much each changes. However, in general, the period would also tend to decrease due to the decrease in orbital radius, assuming the velocity doesn't decrease too much.
+
+  In practice, though, if the speed decreases significantly, the satellite will eventually fall out of orbit and re-enter the Earth's atmosphere.
+
+icl_analysis: |
+  The query pertains to the domain of physics, specifically orbital mechanics. The user seeks an explanation of the effects of a decrease in the speed of a satellite on its orbital radius and period of revolution. The task requires a detailed explanation justified by physical principles, focusing on the relationship between speed, orbital radius, and period of revolution in a satellite's orbit. Keywords indicating the user's requirements include "justify your answer" and "principles of physics," emphasizing the need for a scientifically accurate, principle-based explanation.
+
+icl_rubric: |
+  1. Accuracy of Physics Concepts: The response should accurately use relevant physics principles such as the conservation of angular momentum and gravitational forces.
+  2. Explanation of Orbital Radius Change: The response must clearly explain how and why the orbital radius of the satellite changes when its speed decreases.
+  3. Explanation of Period of Revolution Change: The response should clearly describe the effect on the period of revolution due to the change in speed, including any necessary calculations or theoretical explanations.
+  4. Use of Relevant Formulas: The response should correctly apply and cite pertinent physics formulas, such as those related to orbital mechanics and gravitational pull.
+  5. Justification Quality: The explanation should logically connect the decrease in speed to changes in orbital parameters, with a well-structured argument.
+
+icl_critique: |
+  1. Accuracy of Physics Concepts: The response incorrectly applies the principles of centripetal force and orbital mechanics. It suggests that a decrease in speed would lead to a decrease in orbital radius to maintain centripetal force balance. In reality, according to the conservation of angular momentum, if the speed of a satellite in orbit decreases, the orbital radius should increase. This error in the fundamental understanding of how angular momentum and gravitational forces interact in orbital dynamics means the response fails to meet the criteria for accuracy.
+  2. Explanation of Orbital Radius Change: The response incorrectly states that the orbital radius must decrease when the satellite’s speed decreases. This contradicts the correct physics principle where a decrease in velocity at a certain point in orbit (assuming no external torque) would lead to an increase in orbital radius due to the conservation of angular momentum. The explanation lacks correctness and clarity, therefore not meeting the rubric requirement.
+  3. Explanation of Period of Revolution Change: The response ambiguously addresses the change in the period of revolution, suggesting that it would generally decrease due to a decrease in orbital radius. This is incorrect as an increased orbital radius would typically lead to an increased period, according to Kepler’s third law. The response does not adequately explain or calculate how these changes affect the period, leading to a lack of clarity and correctness required by the rubric.
+  4. Use of Relevant Formulas: The response correctly uses the formula for centripetal force and the equation for the period of revolution. However, it misapplies these formulas based on incorrect physics principles discussed above. While the formulas are relevant, their application is not, thus only partially meeting this rubric criterion.
+  5. Justification Quality: The logical structure of the response is flawed due to the fundamental misunderstanding of the physics involved. The argument constructed on the premise that a decrease in speed leads to a decrease in orbital radius disrupts the logical flow and accuracy of the justification. The quality of justification is, therefore, not up to the standard required by the rubric.
+  Overall, the response requires significant corrections in its application of physics principles to provide accurate and clear explanations concerning changes in a satellite’s orbit due to variations in speed.
+
+icl_plan: |
+  1. Correct Physics Concepts: Replace the incorrect notion that a decrease in speed reduces orbital radius with the accurate concept that it increases due to the conservation of angular momentum.
+  2. Clarify Explanation of Orbital Radius Change: Use the angular momentum conservation principle \( L = mvr \) to explain that a decrease in velocity (\( v \)) causes an increase in radius (\( r \)).
+  3. Revise Explanation of Period of Revolution Change: Introduce Kepler’s third law (\( T^2 \propto r^3 \)) to explain that an increase in orbital radius results in an increase in the period of revolution.
+  4. Proper Use of Relevant Formulas: Correct the application of formulas based on the updated physics concepts, ensuring that the relationships between speed, radius, and period are correctly interpreted.
+  5. Improve Justification Quality: Rebuild the logical structure of the argument to reflect accurate principles of orbital mechanics, ensuring coherence and logical flow.
+
+icl_revised_response: |
+  When the speed of a satellite in a circular orbit around the Earth decreases, two key changes occur regarding its orbital radius and period of revolution:
+
+  1. **Orbital Radius**: The orbital radius of the satellite will increase. According to the law of conservation of angular momentum, the angular momentum of a satellite in orbit is given by \( L = mvr \), where \( m \) is the mass of the satellite, \( v \) is its orbital velocity, and \( r \) is the radius of the orbit. If the velocity \( v \) decreases and the angular momentum \( L \) is conserved (assuming no external torques), the radius \( r \) must increase to compensate for the decrease in velocity.
+
+  2. **Period of Revolution**: The period of the revolution, which is the time it takes for the satellite to complete one orbit, will increase as well. Kepler’s third law states that the square of the orbital period \( T \) of a planet (or satellite) is directly proportional to the cube of the semi-major axis of its orbit \( r \) (assuming a circular orbit for simplicity). Since the orbital radius \( r \) increases, the period \( T \) will also increase, reflecting a slower orbit.
+
+  These changes are fundamentally a result of the conservation of angular momentum and the gravitational pull between the Earth and the satellite. As the satellite slows down, it moves to a higher orbit where the gravitational force is weaker but sufficient to maintain the new, slower orbital speed at a larger radius. This new configuration ensures the satellite’s angular momentum is conserved in the absence of external forces.

sdg_hub/configs/skills/icl_examples/coding.yaml

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+icl_query: A binary tree is full if all of its vertices have either zero or two children. Let B_n denote the number of full\
+  binary trees with n vertices. Implement a function to find B_n.
+
+icl_response: |
+  ```python
+  def binomial_coefficient(n, k):
+      if k > n - k:
+          k = n - k
+      num = 1
+      for i in range(k + 1):
+          num *= (n - i)
+      den = 1
+      for i in range(1, k + 1):
+          den *= i
+      return num // den
+  def full_binary_trees(n):
+      if n < 2:
+          return 0
+      elif n == 2:
+          return 1
+      else:
+          b = [0] * (n + 1)
+          b[0] = 0
+          b[1] = 0
+          b[2] = 1
+          for i in range(3, n + 1):
+              for j in range(2, i):
+                  b[i] += binomial_coefficient(i - 2, j - 1) * b[j - 1] * b[i - j]
+          return b[n]
+  ```
+  In this implementation, `binomial_coefficient` function calculates the binomial coefficient C(n, k), and \
+  `full_binary_trees` function calculates the number of full binary trees with n vertices using dynamic programming.
+
+icl_analysis: |
+  The query requests the implementation of a function to calculate the number of full binary trees with a given number of vertices, denoted as B_n. This is a task in the domain of computer science, specifically within the area of data structures and algorithms. The task involves understanding properties of binary trees and applying combinatorial or recursive programming techniques to compute the desired value. The user is likely seeking a code implementation or algorithm that can be used directly in a software or academic context.
+
+icl_rubric: |
+  1. Correctness: The function should accurately calculate the number of full binary trees with n vertices.
+  2. Efficiency: The function should be optimized to handle large values of n without excessive computation time.
+  3. Edge Cases: The function should correctly handle edge cases such as n = 0 or n = 1.
+  4. Input Validation: The function should validate the input to ensure n is a non-negative integer.
+  5. Documentation: The function should include comments explaining the logic and any complex steps involved.
+
+icl_critique: |
+  1. Correctness: The implementation does not correctly calculate the number of full binary trees with n vertices. The\
+  `binomial_coefficient` function and the dynamic programming logic are incorrect.
+  2. Efficiency: The function is inefficient due to incorrect logic, leading to unnecessary computations. A proper \
+  approach should use a dynamic programming method with a time complexity of O(n^2).
+  3. Edge Cases: The function does not handle edge cases correctly, such as n = 0 and n = 1. It incorrectly returns 0 \
+  for n < 2 without accounting for the specific cases of full binary trees with n = 1 and n = 0 vertices.
+  4. Input Validation: There is no input validation to ensure that n is a non-negative integer.
+  5. Documentation: The code lacks comments and explanations, making it difficult to understand the logic and purpose \
+  of different sections, especially the dynamic programming part.
+
+icl_plan: |
+  1. Revise the Logic: Correct the logic for computing the number of full binary trees by using the Catalan number formula.
+  2. Implement Catalan Number Calculation: Create a function to calculate the nth Catalan number using dynamic programming.
+  3. Optimize the Dynamic Programming Approach: Ensure the dynamic programming approach runs with a time complexity of O(n^2) and precompute values to avoid redundant calculations.
+  4. Handle Edge Cases Properly: Include conditions for n = 0 (B_0 should be 1) and n = 1 (B_1 should be 0).
+  5. Validate Input: Add input validation to ensure n is a non-negative integer and raise a ValueError if the input is invalid.
+  6. Add Comments and Docstrings: Include comments explaining the logic and docstrings to describe the functions and their parameters.
+  7. Write Test Cases: Ensure test cases cover regular scenarios, edge cases (n = 0, n = 1), and invalid inputs.
+  8. Run Tests: Verify the correctness and efficiency of the implementation by running the test cases.
+
+icl_revised_response: |
+  ```python
+  def binomial_coefficient(n, k):
+      if k > n - k:
+          k = n - k
+      num = 1
+      for i in range(k):
+          num *= (n - i)
+          num //= (i + 1)
+      return num
+
+  def catalan_number(n):
+      if n == 0:
+          return 1
+      c = [0] * (n + 1)
+      c[0] = 1
+      for i in range(1, n + 1):
+          c[i] = c[i - 1] * 2 * (2 * i - 1) // (i + 1)
+      return c[n]
+
+  def full_binary_trees(n):
+      if n < 0:
+          raise ValueError("n must be a non-negative integer.")
+      if n % 2 == 0:
+          return 0
+      return catalan_number((n - 1) // 2)
+
+  # Example usage:
+  print(full_binary_trees(7))  # Output: 5
+  print(full_binary_trees(0))  # Output: 1
+  print(full_binary_trees(1))  # Output: 1
+  ```
+  In this implementation, `binomial_coefficient` calculates the binomial coefficient \( C(n, k) \), and `catalan_number` computes the nth Catalan number using dynamic programming. The `full_binary_trees` function then uses the Catalan number to determine the number of full binary trees with n vertices, with proper input validation and handling for edge cases.

sdg_hub/configs/skills/icl_examples/extraction.yaml

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+icl_query: |
+  Given the following data, identify the company with the highest profit in 2021 and provide its CEO's name:
+  a) Company X, with CEO Amy Williams, reported $30 billion in revenue and a $3 billion profit in 2021.
+  b) Company Y, led by CEO Mark Thompson, posted a $60 billion revenue and a $6 billion profit in the same year.
+  c) Company Z, under CEO Sarah Johnson, announced a $20 billion revenue and a $7 billion profit in 2021.
+  d) Company W, managed by CEO James Smith, revealed a $300 billion revenue with a $21 billion profit in 2021.
+  e) Company V, with CEO Lisa Brown, reported a $200 billion revenue and a $25 billion profit in 2021.
+  f) Company U, under CEO John White, posted a $180 billion revenue and a $20 billion profit in the same year.
+
+icl_response: The company with the highest profit in 2021 is Company E, led by CEO Lisa Brown, as it reported a profit of $25 billion.
+
+icl_analysis: |
+  The task requires identifying the company with the highest profit in 2021 from a given list and then providing the name of its CEO. This is a quantitative analysis task in the domain of finance and business management. The user query demands sorting or comparing numerical values (profits) and retrieving related textual information (CEO's name). The analysis is straightforward and revolves around extracting specific data points from the provided information.
+
+icl_rubric: |
+  1. Highest Profit Identification: Accurately identify the company with the highest profit from the provided data.
+  2. CEO Identification: Correctly state the name of the CEO of the identified company.
+  3. Data Accuracy: Ensure the profit and revenue figures used in the identification process are correctly extracted from the provided data.
+  4. Clarity and Precision: Provide a clear and precise response, explicitly naming the company and its CEO without ambiguity.
+  5. Relevance: The response should focus solely on the highest profit and corresponding CEO's name, avoiding unnecessary information.
+
+icl_critique: |
+  1. Highest Profit Identification: The assistant correctly identified the company with the highest profit, which is $25 billion. However, the mislabeling of the company (referred to as Company E instead of Company V) affects the accuracy of the identification. 
+  2. CEO Identification: The assistant correctly names Lisa Brown as the CEO of the company with the highest profit.
+  3. Data Accuracy: The profit figure of $25 billion mentioned in the response accurately matches the data provided for Company V. This shows that the assistant has correctly extracted the relevant profit figure from the data.
+  4. Clarity and Precision: The response succinctly names the company and its CEO, which aligns well with the task requirements. However, the incorrect reference to "Company E" instead of "Company V" detracts from the clarity and precision of the response.
+  5. Relevance: The response focuses directly on the query's requirement—identifying the company with the highest profit and its CEO's name. There is no extraneous information included, which meets the criterion of relevance effectively.
+
+icl_plan: |
+  1. Correct Company Labeling: Amend the mislabeling of "Company E" to "Company V" to ensure accuracy in company identification, satisfying the highest profit identification criterion. This correction directly addresses the first point of critique and is essential for the integrity of the response.
+  2. Verification of CEO's Name: Although the CEO's name, Lisa Brown, is already correct, re-confirm this detail in the response to ensure the CEO identification criterion is indisputably met. This step also serves to double-check the data accuracy.
+  3. Reinforcement of Data Accuracy: Maintain the correctly reported profit figure of $25 billion. Reinforce this by explicitly stating that this figure is the highest among all companies listed, as part of the response, thus emphasizing the data's accuracy and relevance.
+  4. Enhance Clarity and Precision: Redraft the response to include a clear mention of "Company V" along with the CEO's name, removing any ambiguity caused by the earlier error. This step will not only correct the mistake but also enhance clarity and precision as required by the rubric.
+  5. Maintain Relevance: Continue to focus solely on the task requirements without adding unnecessary information. The revised response should succinctly state which company had the highest profit and the name of its CEO, fulfilling the relevance criterion.
+
+icl_revised_response: The company with the highest profit in 2021 is Company V, led by CEO Lisa Brown, with a reported profit of $25 billion.

sdg_hub/configs/skills/icl_examples/humanities.yaml

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+icl_query: Provide insights into the correlation between economic indicators such as GDP, inflation, and unemployment rates. Explain how fiscal and monetary policies affect those indicators.
+
+icl_response: |
+  Economic indicators such as GDP, inflation, and unemployment rates are closely interconnected and can provide valuable insights into the health of an economy.
+
+  1. Gross Domestic Product (GDP): This is the total monetary or market value of all the finished goods and services produced within a country's borders in a specific time period. It serves as a comprehensive measure of a nation’s overall economic activity.
+
+  2. Inflation: This refers to the rate at which the general level of prices for goods and services is rising, and subsequently, purchasing power is falling. Central banks usually aim to limit inflation, and avoid deflation, in order to keep the economy running smoothly.
+
+  3. Unemployment Rate: This is the percentage of the labor force that is jobless, actively seeking employment, and available to take a job.
+
+  Correlation:
+  - There is often a negative correlation between GDP and unemployment rate. When GDP increases, the unemployment rate tends to decrease because more economic activity leads to job creation. Conversely, when GDP decreases, the unemployment rate tends to increase.
+  - There can be a positive correlation between inflation and GDP in the short run. This is known as demand-pull inflation, which occurs when demand for goods and services exceeds their supply. However, in the long run, the relationship between inflation and GDP can be more complex due to factors like supply shocks or changes in production costs.
+  - The relationship between inflation and unemployment is described by the Phillips curve, which suggests that inflation and unemployment have a stable and inverse relationship. The lower the unemployment rate, the higher the inflation rate, and vice versa. However, this relationship has been challenged by economic events such as stagflation (high inflation and high unemployment).
+
+  Fiscal Policy:
+  Fiscal policy involves government spending and taxation to influence the economy. When the government increases spending or decreases taxes, it can stimulate economic growth and increase GDP. This can also lead to higher employment levels and lower unemployment rates. However, if the economy is already at full employment, increased government spending and lower taxes can lead to inflationary pressures. Conversely, when the government decreases spending or increases taxes, it can slow down economic growth, decrease GDP, and potentially increase unemployment rates.
+
+  Monetary Policy:
+  Monetary policy involves actions by a central bank to control the supply of money, often targeting inflation and interest rates. When a central bank increases the money supply, it can lead to lower interest rates, stimulating borrowing and economic activity. This can result in higher GDP and lower unemployment rates, but it may also cause inflation to rise. Conversely, when a central bank decreases the money supply, it can lead to higher interest rates, reducing borrowing and economic activity. This can result in lower GDP, higher unemployment rates, and potentially lower inflation.
+
+  In summary, GDP, inflation, and unemployment rates are interconnected economic indicators that can be influenced by fiscal and monetary policies. Understanding these relationships can help policymakers make informed decisions to promote economic stability and growth.
+
+icl_analysis: |
+  The task involves providing insights into the correlation between specific economic indicators: GDP, inflation, and unemployment rates. The domain of this task is economics, specifically focusing on macroeconomic indicators and policies. The user requests an explanation of how fiscal and monetary policies impact these indicators, indicating a need for an analysis that connects economic policies with their effects on economic health and stability.
+
+icl_rubric: |
+   1. Accuracy of Economic Relationships: The response should accurately describe the relationships between GDP, inflation, and unemployment rates, reflecting a sound understanding of economic principles.
+   2. Explanation of Policy Impacts: The response must clearly explain how fiscal and monetary policies influence the economic indicators mentioned, including expected outcomes of specific policy actions.
+   3. Use of Economic Terms: The response should correctly use economic terms and concepts, demonstrating proper understanding and application of economic vocabulary.
+   4. Logical Flow: The explanation should be logically structured, providing a coherent narrative that connects economic indicators with policy decisions.
+   5. Examples and Data: Where applicable, the response should include examples or hypothetical data to illustrate how changes in policies might affect economic indicators.
+
+icl_critique: |
+   1. Accuracy of Economic Relationships: The response effectively details the relationships between GDP, inflation, and unemployment rates, and correctly identifies how these indicators are interconnected. The explanation of the Phillips curve, demand-pull inflation, and the inverse relationship between GDP and unemployment is accurate, demonstrating a sound understanding of economic principles. 
+   2. Explanation of Policy Impacts: The response clearly outlines how fiscal and monetary policies affect economic indicators. It explains the direct impacts of government spending and taxation (fiscal policy) as well as central bank actions on money supply and interest rates (monetary policy) on GDP, inflation, and unemployment rates. The scenarios of increased and decreased economic activity due to policy changes are correctly described, showing a proper grasp of the policy implications on economic conditions.
+   3. Use of Economic Terms: The response appropriately uses economic terms such as GDP, inflation, unemployment rate, fiscal policy, monetary policy, demand-pull inflation, and stagflation. These terms are used correctly within the context of explaining economic dynamics, demonstrating an understanding and proper application of economic vocabulary.
+   4. Logical Flow: The structure of the response is logical and coherent. It begins by defining each economic indicator, then explores their interrelationships, followed by an explanation of how these are influenced by different policy decisions. This structured approach aids in understanding the complex interplay between economic indicators and policy impacts.
+   5. Examples and Data: This is the area where the response could see improvement. While the theoretical explanations are strong, the response lacks specific examples or hypothetical data that could illustrate the practical impacts of policy changes on the economic indicators discussed. Including examples or case studies, such as historical instances of fiscal stimuli or monetary contractions, would enhance the response by demonstrating real-world applications of the discussed theories.
+
+   Overall, the response is well-articulated and demonstrates a robust understanding of the economic concepts. However, incorporating more practical examples or data would strengthen the connection between theoretical knowledge and real-world application.
+
+icl_plan: |
+   1. Integrate Examples and Data: Add specific historical examples and hypothetical scenarios to illustrate the impact of fiscal and monetary policies on economic indicators. For example, discuss the U.S. fiscal stimulus during the 2008 financial crisis and its effects on GDP and unemployment.
+   2. Enhance Explanation of Economic Relationships: Provide a deeper explanation of the Phillips curve, discussing its limitations and the conditions under which it may not hold, such as during periods of stagflation.
+   3. Clarify Policy Impact Explanations: Expand on how fiscal policies like government spending influence economic activity through mechanisms like the multiplier effect in Keynesian economics.
+   4. Refine Use of Economic Terms: Include definitions or brief explanations of complex terms within the context to aid understanding, ensuring consistency and accuracy in their use.
+   5. Improve Logical Flow: Introduce transitional phrases and sentences to better link sections, ensuring a seamless progression from general explanations to specific examples and from theoretical frameworks to practical applications.
+
+icl_revised_response: |
+   Economic indicators such as GDP, inflation, and unemployment rates are closely interconnected, offering insights into the health of an economy.
+
+   1. Gross Domestic Product (GDP): Represents the total market value of all final goods and services produced within a country over a specific period. It's a broad measure of overall economic activity and a primary indicator of economic health.
+
+   2. Inflation: Measures the rate at which the general level of prices for goods and services rises, eroding purchasing power. Central banks aim to manage inflation to foster economic stability.
+
+   3. Unemployment Rate: Indicates the percentage of the labor force that is jobless and actively seeking employment.
+
+   Correlations:
+   - GDP and Unemployment: Typically, an inverse relationship exists between GDP and the unemployment rate. Increased economic activity (higher GDP) often leads to job creation, lowering unemployment. Conversely, a contracting economy usually sees higher unemployment rates.
+   - GDP and Inflation: In the short run, GDP growth can lead to inflation if demand outstrips supply (demand-pull inflation). Over the long term, the relationship can vary due to factors like technological advances or changes in production costs.
+   - Inflation and Unemployment: Traditionally explained by the Phillips curve, which posits an inverse relationship between inflation and unemployment. However, the curve's reliability can falter under conditions like stagflation, where high inflation and unemployment coexist, challenging traditional economic models.
+
+   Impact of Fiscal Policy:
+   Fiscal policy, involving government spending and taxation, directly affects the economy. For instance, increased government spending or reduced taxes can boost economic activity, potentially raising GDP and reducing unemployment. This effect was evident during the 2008 financial crisis when U.S. fiscal stimulus aimed to revive economic growth and reduce unemployment. Conversely, reducing spending or increasing taxes can dampen economic activity, possibly leading to higher unemployment and lower GDP.
+
+   Impact of Monetary Policy:
+   Monetary policy, governed by central bank actions, primarily targets money supply and interest rates. An increase in the money supply can lower interest rates, encouraging borrowing and investment, boosting GDP, and reducing unemployment. However, this can also lead to higher inflation. On the other hand, reducing the money supply can increase interest rates, slowing economic activity, which could lower inflation but increase unemployment rates.
+
+   In summary, GDP, inflation, and unemployment are interlinked economic indicators influenced significantly by fiscal and monetary policies. Understanding these relationships and the effects of policy tools is crucial for effective economic management and achieving stable growth.

sdg_hub/configs/skills/icl_examples/math.yaml

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+icl_query: The vertices of a triangle are at points (0, 0), (-1, 1), and (3, 3). What is the area of the triangle?
+
+icl_response: |
+  To find the area of a triangle with given vertices, we can use Heron's formula. First, let's calculate the lengths of the sides.
+
+  Let A = (0, 0), B = (-1, 1), and C = (3, 3). Then,
+
+  AB = √[(0 - (-1))² + (0 - 1)²] = √(1 + 1) = √2
+  BC = √[(-1 - 3)² + (1 - 3)²] = √(16 + 4) = √20 = 2√5
+  AC = √[(0 - 3)² + (0 - 3)²] = √(9 + 9) = √18 = 3√2
+
+  Now, compute the semi-perimeter (s) of the triangle:
+  s = (AB + BC + AC) / 2
+  s = (√2 + 2√5 + 3√2) / 2
+
+  Next, apply Heron's formula to find the area (K):
+  K = √[s(s - AB)(s - BC)(s - AC)]
+  K = √[((√2 + 2√5 + 3√2)/2)((√2 + 2√5 + 3√2)/2 - √2)((√2 + 2√5 + 3√2)/2 - 2√5)((√2 + 2√5 + 3√2)/2 - 3√2)]
+
+  To simplify the expression inside the square root, first rationalize the denominators:
+
+  K = √[((2 + 4√10 + 6)/4)((2 + 4√10 + 6)/4 - 2)((2 + 4√10 + 6)/4 - 8√5)((2 + 4√10 + 6)/4 - 12√2)]
+
+  Now, multiply each term by its conjugate:
+
+  K = √[((2 + 4√10 + 6)(2 - 4√10 + 6))/16 * ((-2 + 4√10 + 6)/4) * ((2 - 8√5)/4) * ((2 - 12√2)/4)]
+
+  Expand and simplify the terms:
+
+  K = √[(100 - 80√10)/16 * (2 + 4√10)/4 * (2 - 8√5)/4 * (2 - 12√2)/4]
+  K = √[(625 - 500√10) * (2 + 4√10) * (2 - 8√5) * (2 - 12√2)/256]
+
+  Next, find the square of the product of the surds:
+
+  (2 + 4√10)(2 - 4√10) = 4 - 16(10) = -156
+  (2 - 8√5)(2 + 8√5) = 4 - 128(5) = -604
+  (2 - 12√2)(2 + 12√2) = 4 - 288(2) = -572
+
+  Now, substitute these values back into the equation:
+
+  K = √[(625 - 500√10) * (-156) * (-604) * (-572)/256]
+
+  Since all terms inside the square root are negative, it means that the triangle is not a real triangle, and therefore, it doesn't have an area in the real number system. This can happen when the given points do not form a valid triangle. In this case, the points (0, 0), (-1, 1), and (3, 3) are collinear, meaning they lie on the same line.
+
+icl_analysis: |
+  The task requires calculating the area of a triangle using the coordinates of its vertices, which are provided in a Cartesian plane. The domain of the task is geometry, specifically focusing on the use of coordinate geometry to solve for area. The user's request involves applying a mathematical formula or geometric method to find the area of the triangle defined by the vertices (0, 0), (-1, 1), and (3, 3).
+
+icl_rubric: |
+  1. Correct Calculation: Ensure the correct method (e.g., determinant or Shoelace theorem) is used to calculate the area of the triangle from its vertices.
+  2. Accurate Result: The area should be calculated accurately, reflecting the correct decimal or fractional form as applicable.
+  3. Proper Units: Even though no specific units are given, ensure that the area's unit is consistent (e.g., square units).
+  4. Clear Presentation: The calculation steps should be clear, logically ordered, and easy to follow.
+  5. Error Checking: Verify the calculation for potential errors or oversights in applying the formula or in arithmetic operations.
+
+icl_critique: |
+  1. Correct Calculation: The response fails to meet this criterion. The correct method to determine the area of a triangle from its vertices, especially in a coordinate geometry context, is typically through the determinant method or the Shoelace theorem. Using Heron's formula after computing side lengths is more complex and less efficient, especially for a triangle defined in a coordinate plane.
+  2. Accurate Result: The response inaccurately concludes that the triangle does not exist because it is "not a real triangle." While the final realization that the points are collinear (and thus the area is zero) is correct, the route to get there is convoluted and incorrect. The use of Heron’s formula and subsequent calculations introduce unnecessary complexity and potential for error in a simple problem.
+  3. Proper Units: The response does not explicitly mention units, which is acceptable in this context since no specific units were provided in the query. However, it would be beneficial to specify that the area is in square units to align with mathematical conventions.
+  4. Clear Presentation: The response is not clearly presented. The calculations are overly complex, involve unnecessary algebraic manipulations, and use an incorrect approach that obscures the simple nature of the task. This complexity makes the response difficult to follow and understand.
+  5. Error Checking: The response does recognize an error in the sense that it ultimately identifies the collinearity of the points. However, it fails to perform error checking in its calculations or approach effectively. The steps used are mathematically dense and prone to error, particularly in rationalizing and expanding terms unnecessarily.
+
+  The response could be significantly improved by using the determinant method or the Shoelace theorem right from the start. This approach would directly use the vertices' coordinates to calculate the area, leading to a simpler, more direct calculation and the correct immediate identification that the points are collinear, resulting in an area of zero.
+
+icl_plan: |
+  1. Revise Calculation Method: Use the Shoelace theorem for an accurate and straightforward calculation of the triangle's area, using the formula:
+      \[
+      \text{Area} = \frac{1}{2} \left| x_1(y_2-y_3) + x_2(y_3-y_1) + x_3(y_1-y_2) \right|
+      \]
+  2. Ensure Accurate Result: Execute the Shoelace theorem calculations to show the area as 3 square units, correcting the previous error in determining collinearity.
+  3. Include Proper Units: Explicitly state that the computed area is in square units, emphasizing correct mathematical representation.
+  4. Improve Clarity in Presentation: Clearly outline each step in the calculation process using the Shoelace theorem, ensuring the response is easy to follow and logically ordered.
+  5. Conduct Error Checking: Verify all substitutions and calculations for accuracy to confirm the area of 3 square units is correctly derived from the vertex coordinates.
+
+icl_revised_response: |
+  To calculate the area of a triangle given its vertices, we can use the Shoelace theorem, which is particularly useful for coordinate geometry. The vertices of the triangle are given as \(A = (0, 0)\), \(B = (-1, 1)\), and \(C = (3, 3)\). Using the Shoelace theorem, the area \(A\) can be calculated using the formula:
+  \[
+  A = \frac{1}{2} \left| 0 \cdot (1 - 3) + (-1) \cdot (3 - 0) + 3 \cdot (0 - 1) \right|
+  \]
+
+  This simplifies to:
+  \[
+  A = \frac{1}{2} \left| 0 - 3 - 3 \right| = \frac{1}{2} \left| -6 \right| = 3
+  \]
+
+  Therefore, the area of the triangle is 3 square units. 

sdg_hub/configs/skills/icl_examples/reasoning.yaml

@@ -0,0 +1,30 @@
+icl_query: Which word does not belong with the others?\ntyre, steering wheel, car, engine
+
+icl_response: The word that does not belong with the others is "tyre." While a tyre (also spelled "tire" in American English) is a common component of a car, it is not a part of the car itself, but rather an attachment that is necessary for the car to function properly. The other words in the list - steering wheel and engine - are both parts of the car.
+
+icl_analysis: |
+   The query requires the identification of a word from a list that does not logically fit with the others, in terms of category or function. The domain is vocabulary and logical reasoning. The task involves analyzing the words 'tyre, steering wheel, car, engine' to determine which one is categorically or functionally distinct from the others.
+
+icl_rubric: |
+   1. Correct Identification: Assess whether the response identifies the correct outlier based on the context or category to which each item belongs.
+   2. Logical Justification: Evaluate the justification provided for choosing the outlier, focusing on functionality or categorical differences.
+   3. Exclusion of Commonalities: Verify that the response appropriately excludes common elements shared by the other items.
+   4. Clarity of Reasoning: Review the clarity and precision of the reasoning used in the response.
+   5. Consistency in Application: Check for consistency in the application of logical rules or categories when determining the outlier.
+
+icl_critique: |
+   1. Correct Identification: The response inaccurately identifies "tyre" as the word that does not belong. In fact, "tyre" (or tire) is indeed a part of the car, similar to the steering wheel and engine. The correct outlier should be "car," as it is the whole to which the other items (parts like tyre, steering wheel, and engine) belong. The response fails to meet this criterion.
+   2. Logical Justification: The justification provided for choosing "tyre" as the outlier is incorrect. The explanation that a tyre is not a part of the car but an attachment necessary for its function is misleading; a tyre is fundamentally a part of a car. Thus, the logical justification is flawed and does not support the conclusion.
+   3. Exclusion of Commonalities: This criterion is not directly addressed in the response, as it should focus on identifying and excluding commonalities that might lead to a misunderstanding of the outlier. In this case, the response did not clarify that all except one item are parts of a car, which could help in correctly identifying "car" as the outlier.
+   4. Clarity of Reasoning: The clarity of the reasoning in the response is limited by the incorrect identification and flawed justification. The statement might confuse readers about the structural and functional aspects of automotive parts.
+   5. Consistency in Application: The response is not consistent in applying a logical rule or category for determining the outlier. The selection of "tyre" shows a misunderstanding of how parts and wholes are categorized in the context of a vehicle, leading to an incorrect conclusion.
+
+icl_plan: |
+   1. Correct the Identification: State that "car" is the outlier as it represents the whole, whereas "tyre," "steering wheel," and "engine" are its parts.
+   2. Update Logical Justification: Explain that "car" is categorically different because it is the complete entity comprising the other items, which are merely components.
+   3. Clarify Commonalities and Differences: Point out that all other items except "car" are components, emphasizing "car" as the complete assembly.
+   4. Improve Clarity of Reasoning: Use straightforward language to describe how "car" differs from its parts, avoiding technical jargon.
+   5. Ensure Logical Consistency: Maintain a clear distinction between the whole and its parts throughout the explanation to support the correct identification.
+
+icl_revised_response: |
+   The word that does not belong with the others is “car.” In this list, “tyre,” “steering wheel,” and “engine” are all components or parts of a car. On the other hand, “car” refers to the entire vehicle itself, which is made up of these parts among others. Therefore, “car” is categorically different as it represents the whole, while the others are individual components of that whole.