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turns-00019.parquet:11935

75ff82df6375fa08305a0023
turn 1/3gpt-4-0125-previewRussianRussia389 words
degenerate_repetitionAbsentFinal dense release
USER
как узнать насколько должна изменится цена что бы по моей сделке в N количество лотов прибыль изменилась на X в mql5 сделка может быть как sell так и buy
ASSISTANT
Чтобы определить, насколько должна измениться цена, чтобы прибыль по вашей сделке в N количество лотов изменилась на X, можно использовать следующую логику. Этот процесс включает в себя понимание того, как рассчитывается прибыль в торговле на Форекс, и зависит от типа сделки (покупка или продажа), размера лота, значения пипса и левериджа. В MQL5 это можно реализовать с помощью кода.

Прежде всего, стоит отметить базовые понятия:
- **Пипс** — наименьшее возможное изменение цены. Для большинства валютных пар это означает изменение на 0.0001.
- **Ценность пипса** — это сколько вы зарабатываете или теряете на 1 пипсе движения цены, в зависимости от размера лота сделки.
- **Лот** — стандартный размер партии в валютной торговле. Стандартный лот равен 100,000 единицам базовой валюты, но есть также мини, микро и нано лоты.

Для расчёта изменения цены, необходимого для получения изменения прибыли на X, вам нужно знать размер лота, тип сделки (buy или sell), текущую цену и как устроен пипс для той валютной пары, с которой вы работаете. После этого вы применяете формулу для расчёта прибыли с учётом вашей задачи.

### Пример кода в MQL5

```mql5
// Функция для расчёта изменения цены
double CalculatePriceChange(double profitTarget, double lotSize, bool isBuy, double currentPrice) {
  // Определение ценности пипса (здесь пример для EURUSD с размером контракта 100000)
  double pipValue = Point * 100000;
  if(isBuy) {
    // Для сделки BUY
    double priceChange = (profitTarget / (pipValue * lotSize)) * Point;
    return currentPrice + priceChange;
  } else {
    // Для сделки SELL
    double priceChange = (profitTarget / (pipValue * lotSize)) * Point;
    return currentPrice - priceChange;
  }
}

// Пример вызова функции
void OnStart() {
  double targetProfit = 100; // Цель прибыли в единицах валюты депозита
  double lotSize = 1.0; // Размер лота
  bool isBuy = true; // true для покупки, false для продажи
  double currentPrice = 1.1850; // Текущая цена EURUSD
  
  double newPrice = CalculatePriceChange(targetProfit, lotSize, isBuy, currentPrice);
  
  Print("Новая цена для достижения цели по прибыли: ", newPrice);
}
```
Обратите внимание, что этот код является базовым и нуждается в адаптации под ваш конкретный случай. Вам может потребоваться настроить размер контракта, учитывая валютную пару и платформу/брокера, а также использовать более точные значения для расчёта ценности пипса в зависимости от условий вашего торгового счета.

turns-00019.parquet:11936

236e81c872e1301d06585edc
turn 2/3gpt-4-0125-previewRussianRussia258 words
degenerate_repetitionAbsentFinal dense release
USER
как в mql5 получить время начала этой свечи
ASSISTANT
В MQL5 вы можете получить время начала текущей (или любой другой) свечи при помощи стандартной функции `iTime()`. Эта функция возвращает время открытия свечи для указанного символа, таймфрейма и номера свечи относительно текущего момента.

Функция `iTime()` имеет следующий формат:
```mql5
datetime iTime(
  string      symbol,     // Символ
  ENUM_TIMEFRAMES period, // Период времени (таймфрейм)
  int         shift       // Смещение от текущей свечи
  );
```
- **symbol** - это символ (например, "EURUSD"), для которого вы хотите получить время.
- **period** - таймфрейм. Вы можете использовать уже определенные в MQL5 ENUM_TIMEFRAMES, например, M1 для одной минуты, H1 для одного часа и так далее.
- **shift** - это смещение от последней свечи. Например, 0 будет обозначать последнюю свечу, 1 - предыдущую и так далее.

### Примеры использования:

Чтобы получить время начала последней свечи на часовом таймфрейме для EURUSD, вы можете использовать следующий код:

```mql5
datetime lastCandleTime = iTime("EURUSD", H1, 0);
Print("Время начала последней часовой свечи EURUSD: ", TimeToString(lastCandleTime, TIME_DATE | TIME_MINUTES));
```

Этот код выводит в журнал время начала последней часовой свечи для EURUSD в формате `год.месяц.день часы:минуты`.

Если вы хотите получить время начала свечи, которая была 5 свечей назад на таймфрейме M15 (15 минут) для того же символа, код будет следующим:

```mql5
datetime candleTime5Back = iTime("EURUSD", M15, 5);
Print("Время начала свечи, которая была 5 свечей назад на M15: ", TimeToString(candleTime5Back, TIME_DATE | TIME_MINUTES));
```

Обратите внимание на использование `TimeToString()` для конвертации времени из формата datetime в читаемый строковый формат. Вы можете настроить вывод времени, используя различные флаги, такие как TIME_DATE для даты и TIME_MINUTES для минут.

turns-00019.parquet:11937

a4c405c55ea98b650a8f4198
turn 3/3gpt-4-0125-previewRussianRussia207 words
degenerate_repetitionAbsentFinal dense release
USER
другой способ
ASSISTANT
Кроме использования функции `iTime`, в MQL5 существует альтернативный подход к получению времени начала свечи через доступ к временному ряду через специальные массивы. Этот способ подразумевает работу непосредственно с массивами времени, которые автоматически синхронизируются с графиком, соответствующим указанному таймфрейму.

Вы можете использовать функции `CopyTime()` для копирования временных меток в массив, а затем обращаться к элементам этого массива для получения времени начала конкретной свечи.

### Пример:

Допустим, вы хотите получить время начала последней свечи на часовом графике (H1) для символа EURUSD. Можно сделать это следующим образом:

```mql5
datetime timeArray[];
int copied = CopyTime(_Symbol, PERIOD_H1, 0, 1, timeArray);

if(copied > 0)
{
    Print("Время начала последней свечи: ", TimeToString(timeArray[0], TIME_DATE | TIME_MINUTES));
}
else
{
    Print("Ошибка копирования данных.");
}
```

В этом коде:
- Массив `timeArray` будет содержать временные метки начала свечей.
- Функция `CopyTime()` используется для копирования временной метки последней свечи (с `0` по `1`, т.е., одна свеча) на часовом таймфрейме (`PERIOD_H1`) для текущего символа в `timeArray`.
- Если копирование прошло успешно, и размер скопированных данных больше 0, время начала последней свечи выводится в журнал.

Это удобный способ, когда вам нужно работать с набором временных меток, например, при анализе исторических данных на определенном интервале. Использование массива позволяет легко обрабатывать несколько временных меток и проводить более сложные аналитические операции.

turns-00019.parquet:11938

b69e039126a21611978d743b
turn 1/1gpt-4-0125-previewEnglishBrazil192 words
degenerate_repetitionAbsentFinal dense release
USER
Who invented CORS's ?
ASSISTANT
Cross-Origin Resource Sharing (CORS) is not the product of a single inventor. Instead, it is a standard developed collaboratively by the World Wide Web Consortium (W3C), with significant input from the web developer community and companies like Microsoft. The need for CORS arose with the increasing complexity of web applications and the necessity for resources to be shared across different domains in a secure manner. Before CORS, the Same-Origin Policy (SOP) restricted web pages from making requests to a different domain than the one that served the web page, due to security reasons. CORS provides a secure way to allow web pages to make requests to different domains by specifying a mechanism for servers to declare which origins are permitted to access their resources.

The standard evolved over time, influenced by real-world use cases and security concerns, and it was officially recommended by the W3C as a part of the web architecture. The initial concepts around cross-origin requests and sharing mechanisms were already being discussed and implemented in various forms in the 2000s, and over time, these evolved into the standardized CORS mechanism that is widely used today.

turns-00019.parquet:11939

0a59f4c45ebf17d6804974d3
turn 1/1gpt-4-0125-previewSpanishSpain382 words
degenerate_repetitionAbsentFinal dense release
USER
¿Como ser el más guapo de cara de todos? Dime todo lo que tengo que hacer. W
ASSISTANT
La percepción de la belleza es subjetiva y varía mucha entre culturas y personas. Sin embargo, sí existe un consenso general sobre algunos aspectos que contribuyen a la armonía y estética facial. Mejorar en esos aspectos puede ayudarte a sentirte más atractivo. Aunque no hay una fórmula para ser "el más guapo de todos", aquí te dejo algunos consejos para maximizar tu atractivo facial:

1. **Cuida tu piel**:
   - **Limpieza**: Lava tu cara diariamente con un limpiador adecuado para tu tipo de piel.
   - **Hidratación**: Usa una crema hidratante para mantener tu piel suave y elástica.
   - **Protección solar**: Aplica protector solar a diario para evitar daños causados por la exposición al sol.

2. **Mantén una buena salud bucal**:
   - Cepilla tus dientes al menos dos veces al día y usa hilo dental para mantener una sonrisa saludable y atractiva.

3. **Pelo y barba**:
   - Encuentra un estilo de cabello y barba (si la usas) que se adapte a la forma de tu cara y que esté bien cuidado.

4. **Alimentación y ejercicio**:
   - Una nutrición adecuada puede mejorar notablemente tu piel y tu cabello.
   - La actividad física regular ayuda a mejorar tu circulación, lo que puede contribuir a una apariencia más saludable.

5. **Hidratación**:
   - Bebe suficiente agua durante el día para mantener tu piel hidratada.

6. **Descanso adecuado**:
   - Dormir lo suficiente es crucial para evitar las ojeras y para una piel más luminosa.

7. **Estilo y vestimenta**:
   - Aunque no es parte de tu cara, la forma en que te vistes y llevas puede complementar y realzar tus mejores características.

8. **Actitud y confianza**:
   - Una actitud positiva y confianza en uno mismo suelen ser tremendamente atractivas.

9. **Cuidados específicos**:
   - Si tienes preocupaciones específicas (acné, cicatrices, etc.), considera consultar a un dermatólogo.

10. **Microexpresiones y lenguaje corporal**:
    - Aprender a manejar tus expresiones faciales y tu lenguaje corporal también puede mejorar la forma en que los demás te perciben.

Recuerda que la noción de "guapo" es amplia y variada. Más allá de seguir estos consejos, lo más importante es que te sientas bien contigo mismo. La confianza y la autoestima son clave para proyectar tu mejor yo hacia el exterior.

turns-00019.parquet:11940

be2e459970cfbfb6faf7a90b
turn 1/1gpt-4-0125-previewRussianRussia293 words
degenerate_repetitionAbsentFinal dense release
USER
У меня ПК всё время был без закрытой правой боковой крышки (там где кабели разложены, чтобы не мешались), после того, как я закрыл её, температура процессора и вероятно других деталей стала выше на 4 градуса во время стресс-тестов. Так и должно быть? Я думал, что тем самым наоборот будет лучше циркулировать воздух из-за кулеров)
ASSISTANT
Да, это может быть нормальным явлением, и вот почему. Когда вы закрыли правую боковую крышку корпуса вашего ПК, вы фактически изменили внутреннюю аэродинамику: теперь воздух циркулирует строго по задуманной производителем схеме, а не утекает через открытую сторону. Это значит, что, если ваша система охлаждения (вентиляторы, радиаторы) не оптимизированы под такой режим работы, либо если в корпусе накапливается горячий воздух из-за недостаточного вентилирования, температура компонентов может повыситься.

Повышение температуры на 4 градуса при закрытой крышке вполне допустимо, особенно во время стресс-тестов, когда компоненты работают на пределе своих возможностей. Важно, чтобы эти температуры оставались в безопасных пределах для вашего оборудования.

Однако, если вы хотите оптимизировать охлаждение, стоит рассмотреть следующие шаги:

1. **Улучшить организацию кабелей**. Правильно уложенные кабели не только смотрятся аккуратно, но и способствуют лучшей циркуляции воздуха внутри корпуса.

2. **Установка дополнительных кулеров**. Если ваш корпус позволяет, добавление одного или нескольких дополнительных вентиляторов может помочь в улучшении вентиляции.

3. **Пересмотр расположения компонентов и кулеров**. Убедитесь, что внутреннее пространство корпуса оптимизировано для наилучшего воздушного потока, особенно что касается крупных компонентов вроде графического процессора и кулеров процессора.

4. **Использование качественной термопасты**. Переустановка процессорного кулера с новой порцией качественной термопасты может также способствовать лучшему отводу тепла.

5. **Оптимизация настроек вентиляторов**. Изменение кривой скорости вращения вентиляторов в BIOS или специализированных программах для управления скоростью в зависимости от температуры может помочь поддерживать баланс между охлаждением и уровнем шума.

Проверяйте температуру после выполнения этих шагов и убедитесь, что она находится в приемлемых пределах даже при максимальных нагрузках.

turns-00019.parquet:11941

8311f5a2ce99876627a54b84
turn 1/3gpt-4-0125-previewEnglishUnited States3620 words
degenerate_repetitionAbsentFinal dense release
USER
Follow the rubrics and write the essay.
Rubrics:
Responds to the prompt with a thesis that presents a defensible position.
Responds to the prompt rather than restate or rephrase the prompt, and the
thesis clearly takes a position rather than just stating that there are pros/cons.
Provides specific
evidence from at least
three of the provided
sources to support
all claims in a line of
reasoning.
Consistently explains how
the evidence supports a
line of reasoning. 
• Uniformly offer
evidence to support
claims.
• Focus on the
importance of specific
words and details from
the sources to build an
argument.
• Organize and support
an argument as a line of
reasoning composed
of multiple supporting
claims, each with
adequate evidence that
is clearly explained.
Demonstrates sophistication of thought and/or a complex understanding of the
rhetorical situation.
1. Crafting a nuanced argument by consistently identifying and exploring
complexities or tensions across the sources.
2. Articulating the implications or limitations of an argument (either the
student’s argument or arguments conveyed in the sources) by situating it
within a broader context.
3. Making effective rhetorical choices that consistently strengthen the force
and impact of the student’s argument.
4. Employing a style that is consistently vivid and persuasive.
Assignment:
Vertical farms are indoor agricultural facilities in which plants are grown, often in a hydroponic (soilless)
environment, on tall stacks of shelves. Plants are given water, nutrients, and light mostly through automated
processes. Advocates say that vertical farms are key to providing food for the future, yielding high-quality
produce while making efficient use of land and water. Critics warn about the energy consumption associated
with vertical farms’ automated processes as well as problems related to cost and nutritional value.
Carefully read the following six sources, including the introductory information for each source. Write an essay
that synthesizes material from at least three of the sources and develops your position on the value, if any, of
vertical farms to the future of agriculture.
Source A (Severson article)
Source B (Ling and Altland interview)
Source C (table from Kozai and Niu)
Source D (Foley article)
Source E (Benke and Tomkins article)
Source F (graphic from Despommier)
In your response you should do the following:
• Respond to the prompt with a thesis that presents a defensible position.
• Select and use evidence from at least three of the provided sources to support your line of
reasoning. Indicate clearly the sources used through direct quotation, paraphrase, or summary.
Sources may be cited as Source A, Source B, etc., or by using the description in parentheses.
• Explain how the evidence supports your line of reasoning.
• Use appropriate grammar and punctuation in communicating your argument.
© 2023 College Board.
Visit College Board on the web: collegeboard.org.
GO ON TO THE NEXT PAGE. 2 
Source A
Severson, Kim. “No Soil. No Growing Seasons. Just Add Water and Technology.” The New
York Times, 6 July 2021, www.nytimes.com/2021/07/06/dining/hydroponic-farming.html.
The following is excerpted from an online article published in a national American newspaper.
[A] high-tech greenhouse so large it could cover 50 football fields glows with the pinks and yellows of 30,600
LED and high-pressure sodium lights.
Inside, without a teaspoon of soil, nearly 3 million pounds of beefsteak tomatoes grow on 45-feet-high vines
whose roots are bathed in nutrient-enhanced rainwater. Other vines hold thousands of small, juicy snacking
tomatoes with enough tang to impress Martha Stewart, 1 who is on the board of AppHarvest, a start-up that
harvested its first crop here in January and plans to open 11 more indoor farms in Appalachia by 2025.
In a much more industrial setting near the Hackensack River in Kearny, N.J., trays filled with sweet baby
butterhead lettuce and sorrel that tastes of lemon and green apple are stacked high in a windowless
warehouse—what is known as a vertical farm. Bowery, the largest vertical-farming company in the United
States, manipulates light, humidity, temperature and other conditions to grow produce, bankrolled by investors
like Justin Timberlake, Natalie Portman, and the chefs José Andrés and Tom Colicchio.
“Once I tasted the arugula, I was sold,” said Mr. Colicchio, who for years rolled his eyes at people who claimed
to grow delicious hydroponic produce. “It was so spicy and so vibrant, it just blew me away.”
The two operations are part of a new generation of hydroponic farms that create precise growing conditions
using technological advances like machine-learning algorithms, data analytics and proprietary software systems
to coax customized flavors and textures from fruits and vegetables. And they can do it almost anywhere.
These farms arrive at a pivotal moment, as swaths of the country wither in the heat and drought of climate
change, abetted in part by certain forms of agriculture. The demand for locally grown food has never been
stronger, and the pandemic has shown many people that the food supply chain isn’t as resilient as they
thought. . . .
“We’ve perfected mother nature indoors through that perfect combination of science and technology married
with farming,” said Daniel Malechuk, the chief executive of Kalera, a company that sells whole lettuces, with
the roots intact, in plastic clamshells for about the same price as other prewashed lettuce. In March, the
company opened a 77,000-square-foot facility south of Atlanta that can produce more than 10 million heads of
lettuce a year. . . .
Although the nutritional profile of hydroponic produce continues to improve, no one yet knows what kind of
long-term health impact fruits and vegetables grown without soil will have. No matter how many nutrients
indoor farmers put into the water, critics insist that indoor farms can never match the taste and nutritional value,
or provide the environmental advantages, that come from the marriage of sun, a healthy soil microbiome and
plant biology found on well-run organic farms.


AP® English Language and Composition 2023 Free-Response Questions
“What will the health outcomes be in two generations?” Mr. Chapman [Dave Chapman, a Vermont farmer and
the executive director of the Real Organic Project] asked. “It’s a huge live experiment, and we are the rats.”
1 businesswoman and television presenter whose work focuses on crafts, recipes, and home goods
From The New York Times. © 2021 The New York Times Company. All rights reserved. Used under license.
© 2023 College Board. ©
Visit College Board on the web: collegeboard.org.
GO ON TO THE NEXT PAGE. 3
AP® English Language and Composition 2023 Free-Response Questions
Source B
Ling, Kai-Shu, and James Altland. Interview by Georgia Jiang. “Vertical Farming—No Longer
a Futuristic Concept.” Under the Microscope: Zooming in on Agriculture’s Biggest
Challenges, Agricultural Research Service, United States Department of Agriculture,
27 Jan. 2022, www.ars.usda.gov/oc/utm/vertical-farming-no-longer-a-futuristic-concept.
The following is excerpted from an interview with Kai-Shu Ling, a research plant pathologist, and James Altland,
a research horticulturalist. The interview is one of the “Under the Microscope” series of monthly interviews
published online by the Agricultural Research Service [ARS] of the United States Department of Agriculture
[USDA].
UM [Under the Microscope Interviewer]—What are the advantages of vertical farming?
KL [Kai-Shu Ling]: Vertical farming offers many benefits that traditional farming cannot. For example, while
the crops produced by traditional farming are limited by geographic region and seasonal changes, vertical
farming allows growers to grow regional or seasonal crops indoors year-round. They can grow crops anywhere
a greenhouse or controlled environment can be established. As a result, consumers (especially those in urban
areas typically far from traditional farmlands) can also have easier access to fresher produce.
We’re currently repurposing ship containers to become vertical farming research units. Although vertical
farming’s high costs can often be discouraging, shipping containers and abandoned warehouses are readily
available and relatively inexpensive. Converting them into vertical farming environments not only breathes life
back into discarded infrastructure but also puts fresh produce in parking lots and urban centers.
JA [James Altland]: Vertical farming also uses much less land. For some crops, 10 to 20 times the yield can be
obtained per acre in vertical farming compared to open-field crops. Other advantages are that vertical farms are
in enclosed structures, so not subject to extreme or inclement weather. Vertical farms are being built in deserts,
high-population urban areas, and other places that traditional open-field farming is not practical.
UM—What are the limitations to this type of farming? What is ARS doing to overcome these challenges?
JA: The major disadvantage is that you give up access to the Sun, which is [the] most abundant (and free)
source of energy on Earth. Growing plants vertically in stacked systems often requires artificial light sources,
which can become costly. Vertical farming also requires humidity control through expensive and
energy-intensive heating, ventilation, and air conditioning (HVAC) systems. . . .
UM—What crops are best grown through vertical farming? Which crops are better suited for traditional
farming?
JA: Currently, lettuce and other leafy greens are the most popular crops for vertical farming. While research is
underway to grow all types of crops in vertical farms, the most successful ones today would be those that can
be grown hydroponically, have relatively short compact growth forms, and can be harvested in their entirety.
For example, lettuce can be harvested in its whole form, as opposed to corn where only the cob is harvested for
sale and the rest must be disposed of some other way.
KL: We’re currently investigating the vertical farming potential of small fruits (e.g., strawberries) and fruiting
vegetables (e.g., tomato, pepper). . . . Cereal and row crops (e.g., corn, rice, wheat and soybeans) are still better
© 2023 College Board.
Visit College Board on the web: collegeboard.org.
GO ON TO THE NEXT PAGE. 4 
AP® English Language and Composition 2023 Free-Response Questions
suited for traditional farming. . . .
UM—I understand that vertical farming has launched into space. What are you hoping to accomplish with this
effort?
JA: NASA is keenly interested in CEA [controlled environment agriculture] for its use on long-term manned
space missions.
KL: Agreed. NASA is a pioneer in research on crop production under controlled environment. NASA continues
to improve the technologies for growing vegetables and fruits in space for future Moon and Mars explorations.
USDA has a long history of collaboration with NASA on controlled environment agriculture research.
© 2023 College Board.
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AP® English Language and Composition 2023 Free-Response Questions
Source C
Kozai, Toyoki, and Genhua Niu. “Role of the Plant Factory with Artificial Lighting (PFAL) in
Urban Areas.” Plant Factory: An Indoor Vertical Farming System for Efficient Quality
Food Production, edited by Toyoki Kozai et al., Elsevier, 2016, pp. 7–32.
The following is adapted from a table published in a book on vertical farming.
Classification of Four Types of Plant Production Systems by
Their Relative Stability and Controllability, and Other Factors
Stability and
Controllability
Open
Fields
Greenhouse:
Soil Culture
Greenhouse:
Hydroponics
Vertical
Farms
Natural stability
of aerial zone Very low Low Low Low
Artificial controllability
of aerial zone Very low Medium Medium Very high
Natural stability of root
zone High High Low Low
Artificial controllability
of root zone Low Low High High
Vulnerability of yield
and quality High Medium Relatively low Low
Initial investment
per unit land area Low Medium Relatively high Extremely high
Yield Low Medium Relatively high Extremely high
Note: “Aerial zone” refers to weather in the “Open Fields” category; “root zone” refers to soil environment.
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AP® English Language and Composition 2023 Free-Response Questions
Source D
Foley, Jonathan. “No, Vertical Farms Won’t Feed the World.” GlobalEcoGuy, 1 Aug. 2018,
globalecoguy.org/no-vertical-farms-wont-feed-the-world-5313e3e961c0.
The following is excerpted from an article published online by an environmental scientist and sustainability
expert.
[T]here are costs to these [vertical] farms. Huge costs.
First, these systems are really expensive to build. The shipping container systems developed by [container
farming technology company] Freight Farms, for example, cost between $82,000 and $85,000 per
container—an astonishing sum for a box that just grows greens and herbs. Just one container costs as much as
10 entire acres of prime American farmland—which is a far better investment, both in terms of food production
and future economic value. Just remember: farmland has the benefit of generally appreciating in value over
time, whereas a big metal box is likely to only decrease in value.
Second, food produced this way is very expensive. For example, the Wall Street Journal reports that
mini-lettuces grown by Green Line Growers cost more than twice as much as organic lettuce available in most
stores. And this is typical for other indoor growers around the country: it’s very, very expensive, even compared
to organic food. Instead of making food more available, especially to poorer families on limited budgets, these
indoor crops are only available to the affluent. It might be fine for gourmet lettuce, or fancy greens for
expensive restaurants, but regular folks may find it out of reach.
Finally, indoor farms use a lot of energy and materials to operate. The container farms from Freight Farms, for
example, use about 80 kilowatt-hours of electricity a day to power the lights and pumps. That’s nearly 2–3
times as much electricity as a typical (and still very inefficient) American home, or about 8 times the electricity
used by an average San Francisco apartment. And on the average American electrical grid, this translates to
emitting 44,000 pounds of CO2 per container per year, from electricity alone, not counting any additional
heating costs. This is vastly more than the emissions it would take to ship the food from someplace else.
And none of it is necessary.
But, Wait, Can’t Indoor Farms Use Renewable Energy?
Proponents of indoor techno-farms often say that they can offset the enormous sums of electricity they use, by
powering them with renewable energy—especially solar panels—to make the whole thing carbon neutral.
But just stop and think about this for a second.
These indoor “farms” would use solar panels to harvest naturally occurring sunlight, and convert it into
electricity, so that they can power . . . artificial sunlight? In other words, they’re trying to use the sun to
replace the sun.
But we don’t need to replace the sun. Of all of the things we should worry about in agriculture, the availability
of free sunlight is not one of them. Any system that seeks to replace the sun to grow food is probably a bad
idea.
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AP® English Language and Composition 2023 Free-Response Questions
Source E
Benke, Kurt, and Bruce Tomkins. “Future Food-Production Systems: Vertical Farming and
Controlled-Environment Agriculture.” Sustainability: Science, Practice and Policy, vol.
13, no. 1, Nov. 2017, pp. 13-26, www.tandfonline.com/doi/full/10.1080/
15487733.2017.1394054.
The following is excerpted from a research article in an online interdisciplinary journal that focuses on
sustainability-related topics.
The vertical farming model was proposed with the aim of increasing the amount of agricultural land by
‘building upwards.’ In other words, the effective arable
high-rise building with many levels on the same footprint of land (Despommier 2010; The Economist 2010).
One approach is to employ a single tall glasshouse design with many racks of crops stacked vertically. It is an
extension of the greenhouse hydroponic farming model and addresses problems relating to the use of soils,
such as the requirement for herbicides, pesticides, and fertilizers. . . .
1 area for crops can be increased by constructing a
Clean, green, and gourmet (CGG) food
The possibility of CGG food production is easily the most attractive feature of the vertical farming model. This
aspect is less price sensitive to affluent consumers in high-demand countries such as China. All-year-round
crop production without seasonality, in a climate-controlled environment (including both temperature and
humidity), will produce fresh produce virtually on demand. There would be no weather-related crop failures
due to drought or flooding if hydroponic and aeroponic technologies are employed.
Using recycled water and nutrients in a closed, indoor, climate-controlled environment adds to food security
and can reduce or even completely eliminate the need for pesticides and herbicides. Contamination by
pathogens or heavy metals will no longer be an issue as occurs in rural farming. There is scope for marketing
the product in this respect. Strict hygienic practices must still be observed to minimize the risk of introduction
of pathogens and biological contamination into the growing space. However, in a vertical farming situation, one
can closely monitor the crop for signs of pest or disease both manually and automatically using sensing
technologies. This mode of cultivation is very well suited to adopting new and emerging robotic technologies as
well as remote-sensing procedures. This means that outbreaks are detected early to enable diseased and infested
plants to be identified and disposed of appropriately. Any residual contamination can be cleaned up when the
crop is harvested using strict hygienic practices.
One possible obstacle to vertical farming is that some consumers may regard the products as ‘Frankenfoods,’ as
discovered by managers of a giant underground farm supplying London’s restaurants (Curtis 2016) and another
business that supplies between 8% and 12% of the British output of tomatoes, peppers, and cucumbers
(Fletcher 2013). For this reason, some enterprises may not publicize growing conditions for fear of alienating
consumers and destabilizing sales potential. To minimize this issue, it can be stressed that growing conditions
are not different from existing hydroponic facilities with respect to germplasm, 2 nutrition, and other cultural
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AP® English Language and Composition 2023 Free-Response Questions
and production practices. Furthermore, the plants are derived from natural breeding programs with normal
nutrients supplied. There is an advantage that plants are grown in a hygienic environment with reduced need for
pesticides and are in a closed system so there is no environmental pollution from nitrogen leaching or run-off.
1 suitable for growing crops
livi 2 ng plant tissue used to generate other plants
© 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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AP® English Language and Composition 2023 Free-Response Questions
Source F
Despommier, Dickson D. The Vertical Farm: Feeding the World in the 21st Century. Thomas
Dunne / St. Martin’s, 2010.
The following is adapted from a graphic published in a book about vertical farming.
Note: Arable land is land that is used or suitable for growing crops. 
ASSISTANT
In the midst of an escalating global food crisis, exacerbated by diminishing arable lands, uncontrollable climate change, and escalating populations, vertical farms present a beacon of sustainable hope. This essay defends the position that, despite acknowledged limitations, vertical farming is a critical evolution in the agricultural landscape, necessary for the future and sustainability of food production.

Evidence from Source A (Severson article) illuminates the ingenuity and potential of vertical farming. It describes hydroponic farms capable of producing millions of pounds of produce without a single teaspoon of soil, leveraging technological advances such as machine-learning algorithms and data analytics. This innovation not only paves the way for yield optimization but also contributes to combating the adversities of climate change and dwindling land resources by enabling farming in any geographical location, substantially mitigating the effects of traditional agricultural vulnerabilities.

Furthermore, Source B (Ling and Altland interview) heralds vertical farming as a transformative approach that transcends seasonal and geographical limitations. By repurposing structures like shipping containers and warehouses for vertical farming, it not only revitalizes abandoned urban spaces but also positions produce closer to urban consumers. The advantages enumerated – such as higher yields per acre and mitigation against inclement weather – starkly counterbalance critical views on vertical farming's energy consumption, revealing a path of high-efficiency agricultural practices that minimize land and water use.

However, skepticism about vertical farming, especially regarding its energy consumption and economic viability, demands attention. Source D (Foley article) critiques the viability of vertical farms, pointing to their high setup costs and operational energy requirements. Yet, this criticism overlooks the potential for advancements in renewable energy sources that can significantly reduce the carbon footprint and operational costs of vertical farms. The argument fails to capture the evolutionary nature of technology and how, with innovation, what's expensive and impractical today may become tomorrow's norm, offering a sustainable solution to the food production challenges facing a growing global population.

Moreover, Source E (Benke and Tomkins article) emphasizes vertical farming's potential to produce clean, green, and gourmet (CGG) food. It proposes that such models of farming could eliminate the need for pesticides and herbicides, minimize pathogen contamination, and significantly reduce environmental pollution from nitrogen leaching or runoff. This aligns with a broader sustainability agenda, refuting arguments against vertical farms based on their current limitations by highlighting their prospects for revolutionizing food production in harmony with ecological stewardship.

The analysis demonstrates a nuanced understanding of the complexities surrounding vertical farming. While acknowledging its current limitations – chiefly energy consumption and high initial investment – these are not insurmountable barriers but challenges to navigate as the technology evolves. As indicated in the sources, the potential benefits in terms of yield, resilience to climate impacts, and sustainability are profound. 

In conclusion, vertical farming stands not as a panacea but as a vital component of a multifaceted solution to the agricultural challenges of the 21st century. The further development and integration of renewable energy sources into vertical farming systems could alleviate the concerns regarding energy consumption and cost, making it a truly sustainable option. Vertical farming, therefore, merits robust support and investment as part of the broader initiative to secure food for the future while preserving the planet.

turns-00019.parquet:11942

589f5c8c1fde33903583662d
turn 2/3gpt-4-0125-previewEnglishUnited States3434 words
degenerate_repetitionAbsentFinal dense release
USER
Follow the rubrics and write the essay.
Rubrics:
Responds to the prompt with a thesis that presents a defensible position.
Responds to the prompt rather than restate or rephrase the prompt, and the
thesis clearly takes a position rather than just stating that there are pros/cons.
Provides specific
evidence from at least
three of the provided
sources to support
all claims in a line of
reasoning.
Consistently explains how
the evidence supports a
line of reasoning. 
• Uniformly offer
evidence to support
claims.
• Focus on the
importance of specific
words and details from
the sources to build an
argument.
• Organize and support
an argument as a line of
reasoning composed
of multiple supporting
claims, each with
adequate evidence that
is clearly explained.
Demonstrates sophistication of thought and/or a complex understanding of the
rhetorical situation.
1. Crafting a nuanced argument by consistently identifying and exploring
complexities or tensions across the sources.
2. Articulating the implications or limitations of an argument (either the
student’s argument or arguments conveyed in the sources) by situating it
within a broader context.
3. Making effective rhetorical choices that consistently strengthen the force
and impact of the student’s argument.
4. Employing a style that is consistently vivid and persuasive.
Assignment:
Urban rewilding is an effort to restore natural ecological processes and habitats in city environments. Many
cities around the world have embraced rewilding as part of larger movements to promote ecological
conservation and environmentally friendly design. Now, a movement to promote urban rewilding is beginning
to take shape in the United States as well.
Carefully read the six sources, including the introductory information for each source. Write an essay that
synthesizes material from at least three of the sources and develops your position on the extent to which
rewilding initiatives are worthwhile for urban communities to pursue.
Source A (infographic from Fastnacht)
Source B (Jepson and Schepers policy brief)
Source C (NRPA article)
Source D (Garland article)
Source E (graph from McDonald et al.)
Source F (Chatterton book excerpt)
In your response you should do the following:
• Respond to the prompt with a thesis that presents a defensible position.
• Select and use evidence from at least three of the provided sources to support your line of
reasoning. Indicate clearly the sources used through direct quotation, paraphrase, or summary.
Sources may be cited as Source A, Source B, etc., or by using the description in parentheses.
• Explain how the evidence supports your line of reasoning.
• Use appropriate grammar and punctuation in communicating your argument.
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AP® English Language and Composition 2023 Free-Response Questions
Source A
Fastnacht, Sarah. “The Necessity of Rewilding our Cities.” Makers of Sustainable Spaces,
MOSS, 29 Apr. 2021, moss.amsterdam/2021/04/29/rewilding-our-cities.
The following infographic is based on an image in a blog post published by an architecture and design company
that specializes in sustainability.
Note: Priority areas refers to ecosystems identified by researchers as particularly important for biodiversity.
Sequestration is the capture of carbon dioxide from the atmosphere so that it does not contribute to global
climate change.
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AP® English Language and Composition 2023 Free-Response Questions
Source B
Jepson, Paul, and Frans Schepers. “Making Space for Rewilding: Creating an Enabling Policy
Environment.” Rewilding Europe, Rewilding Europe, May 2016, www.rewildingeurope.com/
wp-content/uploads/2016/05/Making-Space-for-Rewilding-Policy-Brief1.pdf.
The following is excerpted from a policy brief published as a collaboration between the University of Oxford and
a nonprofit organization that promotes rewilding in Europe.
Rewilding is a powerful new term in conservation. This may be because it combines a sense of passion and
feeling for nature with advances in ecological science. The term resonates with diverse publics and seems to
have particular appeal to a younger urban generation and among those who want a voice in shaping a new rural
environment. Rewilding is exciting, engaging and challenging: it is promoting debate and deliberation on what
is natural and the natures we collectively wish to conserve and shape.
Rewilding is a multifaceted concept with three broad dimensions that interact with each other: 1) restoring and
giving space to natural processes, 2) reconnecting wild(er) nature with the modern economy, and 3) responding
to and shaping cosmopolitan perceptions of nature conservation among European society. The following
principles are coming to characterise and guide rewilding as a distinct approach to conservation.
1. Restoring natural processes and ecological dynamics—both abiotic such as river flows, and biotic such as
the ecological web and food-chain—through reassembling lost guilds 1 of animals in dynamic landscapes.
2. A gradated and situated approach, where the goal is to move up a scale of wildness within the constraints
of what is possible, and interacting with local cultural identities.
3. Taking inspiration from the past but not replicating it. Developing new natural heritage and value that
evokes the past but shapes the future.
4. Creating self-sustaining, resilient ecosystems (including re-connecting habitats and species populations
within the wider landscapes) that provide resilience to external threats and pressures, including the impact of
climate change (adaptation).
5. Working towards the ideal of passive management, where once restored, we step back and allow dynamic
natural processes to shape conservation outcomes.
6. Creating new natural assets that connect with modern society and economy and promote innovation,
enterprise and investment in and around natural areas, leading to new nature-inspired economies.
7. Reconnecting policy with popular conservation sentiment and a recognition that conservation is a
culturally dynamic as well as a scientific and technical pursuit.
As a new conservation frame, rewilding brings together established and newer conservation worldviews. People
are combining these in different ways creating different ‘shades’ of rewilding, many of which have labels. This
is a limitation and opportunity. On the one hand it exposes rewilding to sensationalists media interpretations
and charges of a lack of clarity, consensus and evidence by groups within conservation science. On the other
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AP® English Language and Composition 2023 Free-Response Questions
hand it reflects innovation and creates the possibility for a common, but differentiated (situated) mode of
conservation: one that is guided by a set of principles that member states or regions can interpret in ways suited
to their nature conservation traditions, landscapes, culture and economies.
1 Groups of organisms that use natural resources in similar ways
Used by permission.
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AP® English Language and Composition 2023 Free-Response Questions
Source C
“Urban Rewilding.” Parks and Recreation, National Recreation and Park Association,
1 Nov. .2016, nrpa.org/parks-recreation-magazine/2016/november/urban-rewilding/.
The following is excerpted from an article in a magazine published by a nonprofit organization that promotes
parks and environmental conservation.
“Close your eyes for a moment and picture a place from childhood that’s extremely meaningful,” directed
Opening Session keynote speaker Dr. Scott Sampson. “Imagine what it looks like, feels like, who you’re there
with, what the smells are.”
By an almost unanimous show of hands, Dr. Scott, host and science advisor of the Emmy-nominated PBS
KIDS television series “Dinosaur Train” and author of How to Raise a Wild Child: The Art and Science of
Falling in Love with Nature, illustrated how, for a large number in the audience, that extremely meaningful
childhood place involves the outdoors. The audience largely consisted of Baby Boomers/Generation Xers who
remember enjoying abundant, unstructured outdoor playtime as kids. For many of today’s youth, those
childhood places will look much different.…
Imagine 25 years from now, he posits, how many hands would be raised in response to the same question about
a meaningful childhood place involving the outdoors. “If people don’t spend any time outside, why are they
going to care about their local places let alone the national parks in the distance,” he asked.
Dr. Scott suggests that “urban rewilding” in our cities and towns is what’s needed to head off this crisis.
Rewilding is a term usually used in connection with reintroducing an apex predator into an ecosystem in an
attempt to restore balance. A familiar example of this top-down approach to restoring balance would be the
efforts to return wolves to Yellowstone Park. Urban rewilding is a bottom up approach that starts with the
simple act of planting mostly native plants. They are critical to attracting native insects, which in turn attract
birds and various animals back to the local ecosystem. And, if we do urban rewilding right, cities could become
places where nature is welcome. And once that happens, we need to help children develop NEW eyes to see
nature: to notice it, engage with it—play is an important way for kids to engage with nature and it also allows
them to gain some experience with risk-taking, while developing a sense of wonder about it.
This movement to “rewild” or “wild” children touches on all three NRPA Pillars—Conservation, Health and
Wellness and Social Equity. However, it’s a movement that requires big thinking about what we want the future
to look like and for each community that future will look different. It also will require deep collaboration
among multiple organizations that bring their various areas of expertise, each doing their part to achieve the end
goal of successful, thriving communities. “We’re at a juncture where the decisions we and the next generation
make will determine the course of this planet for thousands of years to come,” Dr. Scott noted. He then
challenged us to go out into our communities and think about what those collaborations could be, look like and
grow into, and to think big because “that’s where success resides.”
Used by permission.
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AP® English Language and Composition 2023 Free-Response Questions
Source D
Garland, Lincoln. “Let Go of Some Urban Domestication: How Would You
Convince the Mayor to Re-wild the City?” The Nature of Cities, The Nature
of Cities, www.thenatureofcities.com/2017/11/13/re-wilding-make-cities-betterjust-wilder/.
The following is excerpted from an online discussion of urban rewilding in the United Kingdom hosted by a
nonprofit organization that publishes research and writing about cities. The author is the associate director of an
environmental consultancy.
There are certainly opportunities for introducing re-wilding in rural parts of the UK, in particular in upland
regions where, without subsidy, agriculture is economically unviable for the most part. With respect to the UK’s
cities, nature should also be allowed to take its own path in certain select locations to create some semblance of
wildness. I am unconvinced however that re-wilding is the appropriate terminology or the approach to wildlife
restoration that we should be pursuing in UK cities at any meaningful scale.
The large expanses of greenspace that would be required to recreate fully functioning wildwood, including
relatively large numbers of herbivores and viable populations of naturally scarce predators at the top of food
chain, are simply not available in our cities, where space is increasingly at a premium. Sustainable urban design
should be seeking to avoid low-density sprawl and instead promote compact, transit-oriented,
pedestrian-and-bicycle friendly urban development that provides easy access to services. This development
model is crucial for tackling congestion and for reducing CO2 and other harmful emissions. Given this compact
city imperative, the proposition of devoting large areas of urban space for re-wilding in anything approaching
its true sense is untenable.…
Some authors/practitioners respond that there should be no minimum area thresholds for wilderness and
re-wilding from an ecological perspective, frequently quoting Aldo Leopold who declared that “no tract of
land is too small for the wilderness idea”. While it is true that ecosystems can be considered at the
microcosm, there really is not the space available to recreate complex self-sustaining food webs, with
meaningful ranges of predators and prey, in accordance with the true principles of re-wilding.
Even ignoring the seeming disregard for matters relating to population viability analysis and the principles of
island biogeography, other concerns remain. In those small areas where nature can be left to its own devices,
many people may have a profound dislike for the outcome that sometimes emerges. Negative comments may be
expressed relating to perceptions of safety, the appearance of neglect, reduced accessibility and visual/aesthetic
preference. With respect to the last of these concerns, while education programmes can attune people’s
valuation patterns, within an urban context a great many people will continue to favour more ordered,
manicured environments. Undeniably, a previously accessible urban greenspace that has been left to nature,
which then rapidly succeeds into a monoculture of impenetrable bramble or butterfly-bush, is unlikely to be
well-received by most local residents.…
The disturbed nature of urban soils is likely to be another major limiting factor, impoverished as they frequently
are in terms of seedbank, organic material and soil organisms. Without active management newly emerging
urban woodland would also be subject to degradation by trampling, visual and noise disturbance, fire, invasive
species, effects of predatory pets etc. To reiterate, unencumbered natural succession may well produce
landscapes in urban areas dramatically less visually and ecologically appealing than anticipated.
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AP® English Language and Composition 2023 Free-Response Questions
Source E
McDonald, Robert Ian, et al. “The Green Soul of the Concrete Jungle: The Urban Century, the
Urban Psychological Penalty, and the Role of Nature.” Sustainable Earth, vol. 1, no. 3, 2018,
sustainableearth.biomedcentral.com/articles/10.1186/s42055-018-0002-5.
The following is based on a graph published in a community-focused academic journal dedicated to advancing
environmental sustainability. It shows responses from a survey conducted in three towns in the United Kingdom.
Forest cover in urban neighborhoods and its impact on mental health. The bar chart shows the fraction of urban
dwellers who live in neighborhoods with varying levels of forest cover.
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__________________________________________________________
AP® English Language and Composition 2023 Free-Response Questions
Source F
Chatterton, Paul. Unlocking Sustainable Cities: A Manifesto for Real Change. Pluto Press, 2019.
The following is an excerpt from a book exploring the benefits of urban rewilding.
We are beginning to see a proliferation of hybrid natural and built forms through, for example, living walls,
rooftop farms, vertical or sky gardens and breathing buildings. These can have significant beneficial effects. For
example, urban street canyons refer to the effect created by high buildings lining a street, which can become
hotspots for harmful pollutants, such as nitrogen dioxide and particulate matter. A study by Thomas Pugh and
colleagues from the Lancaster Environment Centre suggests that strategic placement of vegetation in street
canyons can cut air pollution by up to 30 per cent. They can also stop urban overheating and provide effective
insulation and shading for buildings, as well as reducing noise pollution. And of course, there are the
psychological and aesthetic benefits of being proximate to an abundance of natural greenery.
Green corridors and linear parks can be retrofitted into the existing city. For example, the High Line project in
New York transformed an old rail line into a nearly two-mile urban park. It opened in 2014 and became a short
cut for walkers and one of the city’s favourite parks featuring art installations and places for hanging out. Other
cities are following suit including Chicago’s 606 Park and Toronto’s Bentway, which has slotted 55 outdoor
rooms under its Gardiner Expressway featuring farmers’ markets, performance spaces and a children’s garden.
Miami is also building the Underline, a nine-mile linear park underneath its metrorail line. In my own city of
Leeds, a community group is attempting to do the same thing on one of Leeds’ abandoned Victorian train
viaducts. The Madrid Rio project was one of the most exciting urban reclamation projects in Europe—burying
a former ring road to create over 600 hectares of parkland. Efforts are being made not just to create
greenspaces, but to create interconnected green corridors. For example, the All London Green Grid (ALGG) is
the green infrastructure strategy for London, which sets out a vision to create an interconnected network of
green and blue spaces across the entire city. It is this interconnection that is so important in terms of creating
space for biodiversity to move more extensively.
Singapore is one of the pioneers of placing nature at the heart of its planning and urban design process. As a
self-labelled garden city, it now prefers to call itself ‘the city in a garden’. To realize this vision of living in an
urban park, Singapore implemented a landscape replacement policy whereby any greenery removed during
construction has to be reinstated as part of the development. It is estimated that the amount of urban greenery
has been at least doubled, but mainly through sky gardens. The city has also built nearly 300km of park
connectors to create deeper connections between parks and neighbourhoods. 
ASSISTANT
The movement towards urban rewilding represents a paradigm shift in urban planning and development, one that proposes integrating natural processes and habitats into urban environments as a method to address environmental, health, and social issues. Given the multifaceted benefits detailed in various sources, this essay will argue that urban rewilding initiatives are not merely worthwhile but essential for contemporary urban communities, presenting an opportunity to redefine the relationship between urban development and the natural environment.

Source B (Jepson and Schepers policy brief) outlines the multifaceted nature of rewilding, emphasizing its ability to restore natural processes and dynamics, create resilient ecosystems, and reconnect urban societies with nature. This comprehensive framework offers a compelling vision for urban rewilding that moves beyond simplistic greening efforts, aiming instead for ecological restoration that resonates with the modern urban populace. The appeal of rewilding to a younger, urban generation, as mentioned, underscores its potential to foster a deeper, more meaningful connection between city dwellers and their natural environment, highlighting the cultural and social benefits alongside ecological ones.

In support of the practical application and benefits of urban rewilding, Source F (Chatterton book excerpt) showcases successful examples of urban rewilding projects like the High Line in New York and the Madrid Rio project. These real-world instances illustrate not only the feasibility of integrating significant green spaces within urban areas but also their role in improving air quality, enhancing urban aesthetics, and providing much-needed recreational spaces for urban residents. The case of Singapore, turning itself from a "garden city" to a "city in a garden," exemplifies the transformative potential of rewilding, showing how cities can drastically increase their green spaces through innovative planning and policy-making. These examples not only validate the ecological and social merits of rewilding but also demonstrate a pathway towards sustainable urban development that harmonizes urban life with nature.

Furthermore, Source C ("Urban Rewilding" NRPA article) emphasizes the importance of rewilding for fostering a connection between children and nature, arguing that such efforts are critical for ensuring future generations value and protect their local and global environment. The bottom-up approach to rewilding - starting with planting native plants to attract wildlife - is presented as a practical method for cities to begin reintegrating natural elements into urban spaces. This approach dovetails the public health and social equity pillars by promoting activities that can improve physical health, mental well-being, and access to nature for all urban residents, particularly children.

Critics of urban rewilding, as seen in Source D (Garland article), caution against the indiscriminate application of rewilding principles without considering urban spatial limitations and societal preferences for managed green spaces. However, this critique strengthens the case for a nuanced, context-sensitive approach to rewilding that respects urban density and cultural landscapes while still pursuing ecological restoration and connectivity. It suggests that rewilding is not about replicating wilderness within urban boundaries but about integrating natural processes and biodiversity in ways that enhance the urban environment and its liveability.

In conclusion, the evidence from these sources supports a strong argument in favor of urban rewilding initiatives. By addressing ecological restoration, enhancing urban resilience, and fostering a reconnection between urban communities and nature, urban rewilding presents a forward-thinking approach to urban planning that is responsive to contemporary challenges. It champions a model of sustainable urban development that not only prioritizes green space but also leverages it as a tool for environmental conservation, public health, and social cohesion. Urban rewilding, therefore, represents a critical and worthwhile investment in the future of urban communities, one that aligns with the broader goals of sustainability and improved quality of life for all city dwellers.

turns-00019.parquet:11943

c351ae90d9199df578a41a57
turn 3/3gpt-4-0125-previewEnglishUnited States3209 words
degenerate_repetitionAbsentFinal dense release
USER
Follow the rubrics and write the essay.
Rubrics:
Responds to the prompt with a thesis that presents a defensible position.
Responds to the prompt rather than restate or rephrase the prompt, and the
thesis clearly takes a position rather than just stating that there are pros/cons.
Provides specific
evidence from at least
three of the provided
sources to support
all claims in a line of
reasoning.
Consistently explains how
the evidence supports a
line of reasoning. 
• Uniformly offer
evidence to support
claims.
• Focus on the
importance of specific
words and details from
the sources to build an
argument.
• Organize and support
an argument as a line of
reasoning composed
of multiple supporting
claims, each with
adequate evidence that
is clearly explained.
Demonstrates sophistication of thought and/or a complex understanding of the
rhetorical situation.
1. Crafting a nuanced argument by consistently identifying and exploring
complexities or tensions across the sources.
2. Articulating the implications or limitations of an argument (either the
student’s argument or arguments conveyed in the sources) by situating it
within a broader context.
3. Making effective rhetorical choices that consistently strengthen the force
and impact of the student’s argument.
4. Employing a style that is consistently vivid and persuasive.
Assignment:
Since the early 2000s, the United States government and a number of corporations have sponsored initiatives to
improve education in the STEM disciplines: science, technology, engineering, and mathematics. The emphasis
on STEM subjects in elementary, secondary, and higher education reflects concerns that United States students
are less proficient in these areas than are students in other countries. Additionally, there is a belief that mastery
in STEM fields is now essential in order to join a highly technical and specialized workforce. However, not
everyone is convinced that a STEM-focused curriculum is necessary and/or effective.
Carefully read the following six sources, including the introductory information for each source. Write an essay
that synthesizes material from at least three of the sources and develops your position on the value, if any, of
initiatives to improve STEM education and increase the number of students interested in the STEM disciplines.
Source A (Ossola)
Source B (graph)
Source C (editors)
Source D (survey)
Source E (Fitzgerald)
Source F (May)
In your response you should do the following:
• Respond to the prompt with a thesis that presents a defensible position.
• Select and use evidence from at least three of the provided sources to support your line of
reasoning. Indicate clearly the sources used through direct quotation, paraphrase, or summary.
Sources may be cited as Source A, Source B, etc., or by using the description in parentheses.
• Explain how the evidence supports your line of reasoning.
• Use appropriate grammar and punctuation in communicating your argument.
Source A
Ossola, Alexandra. “Is the U.S. Focusing Too Much on STEM?” The Atlantic, 3 Dec. 2014,
www.theatlantic.com/education/archive/2014/12/is-the-us-focusing-too-much-on-stem/
383353/.
The following is excerpted from an article published in a national American magazine.
The [STEM] acronym was a timely change for a series of subject areas that were rapidly moving into the
national conversation. According to David Drew, an education professor at Claremont Graduate University in
California and author of the book STEM the Tide: Reforming Science, Technology, Engineering, and Math
Education In America, three forces sparked the national discussion about STEM education.
The first is a profound shift in the way the country’s economy functions, he said. Since the 1960s the U.S.
economy has moved closer to becoming a true service economy, with more members of the workforce devoting
their time to customers and less time to the product itself, like they did in the earlier part of the 20th century
when the economy was more focused on manufacturing. U.S. technology companies like Apple and IBM have
been a big part of this shift, wrote Natalie McCullough, then the chief marketing officer at a renewal-focused
firm called ServiceSource, in a 2012 article in Forbes. “There’s a much more interesting domestic phenomenon
here: the rise of high growth and high-value technicians who deliver a new world of advanced services for
businesses and consumers alike,” she wrote. While some economists and policy makers have predicted a
growth in STEM careers by 2018, the notion that the country will experience a shortage of scientists has more
recently been discredited by education experts and academics.
The second force that brought STEM to the forefront, Drew said, is “the recognition and frustration that we are
setting up unnecessary unfair barriers for people.” By this he refers to the unequal access to quality STEM
education throughout the country, as well as the discrimination and discouragement faced by students who do
try to pursue further education in these fields. This work has been covered extensively in the popular and
scholarly media . . . and has inspired numerous initiatives, from mobile DIY [do it yourself]–engineering
spaces to government programs that highlight departments’ diverse technical workforce, all of which are meant
to level the playing field for students interested in STEM.
Finally, Drew said, the U.S. cares about STEM now because it realized “that we’re not doing as well in STEM
in K-12 education.” Much of this fear stems from the biennial findings of the Program for International Student
Assessment, an organization that issues a test to 15-year-olds all over the world to rank their competence in
reading, math, and science. Those scary 2012 statistics—that out of 65 education systems American students
rank 27th in math and 20th in science—have generated headlines such as “U.S. Students Slide In Global
Ranking On Math, Reading, Science” from NPR and “U.S. teens lag in global education rankings as Asian
countries rise to the top” on NBC.
From The Atlantic. © 2014 The Atlantic Monthly Group, LLC. All rights reserved. Used under license.
Source B
United States Department of Education. “Science, Technology, Engineering and Math:
Education for Global Leadership.” n.d., www.ed.gov/sites/default/files/stem-overview.pdf.
The following is a graph from a 2010 report about United States STEM initiatives published by the Department
of Education.
Source C
Editors. “Stem Education is Vital—but Not at the Expense of the Humanities.” Scientific
American, 1 Oct. 2016, www.scientificamerican.com/article/stem-educationis-vital-but-not-at-the-expense-of-the-humanities/.
The following is excerpted from an article by the editors of a science-oriented magazine.
Kentucky governor Matt Bevin wants students majoring in electrical engineering to receive state subsidies for
their education but doesn’t want to support those who study subjects such as French literature. Bevin is not
alone in trying to nudge higher education toward course work that promotes better future job prospects. Senator
Marco Rubio of Florida, a former presidential candidate, put it bluntly last year by calling for more welders and
fewer philosophers.
Promoting science and technology education to the exclusion of the humanities may seem like a good idea, but
it is deeply misguided. Scientific American has always been an ardent supporter of teaching STEM: science,
technology, engineering and mathematics. But studying the interaction of genes or engaging in a graduate-level
project to develop software for self-driving cars should not edge out majoring in the classics or art history.
The need to teach both music theory and string theory is a necessity for the U.S. economy to continue as the
preeminent leader in technological innovation. The unparalleled dynamism of Silicon Valley and Hollywood
requires intimate ties that unite what scientist and novelist C. P. Snow called the “two cultures” of the arts and
sciences.
Steve Jobs, who reigned for decades as a tech hero, was neither a coder nor a hardware engineer. He stood out
among the tech elite because he brought an artistic sensibility to the redesign of clunky mobile phones and
desktop computers. Jobs once declared: “It’s in Apple’s DNA that technology alone is not enough—that it’s
technology married with liberal arts, married with the humanities, that yields us the result that makes our hearts
sing.”
A seeming link between innovation and the liberal arts now intrigues countries where broad-based education is
less prevalent. In most of the world, university curricula still emphasize learning skills oriented toward a
specific profession or trade. The ebullience of the U.S. economy, which boasted in 2014 the highest percentage
of high-tech outfits among all its public companies—has spurred countries such as Singapore to create schools
fashioned after the U.S. liberal arts model. . . .
The undergraduate able to cobble together a course schedule integrating STEM and the humanities may be able
to reap rich rewards. Facebook co-founder Mark Zuckerberg became an avid student of Greek and Latin when
he was only in high school, in addition to setting about learning programming languages. And the same
government officials who call for a shift in educational priorities should know better than to trash the liberal
arts. Take Bevin’s call to eschew French literature: Bevin is someone with his own debt to the humanities. He
graduated from college with a bachelor’s degree in East Asian studies.
The way to encourage high-tech industry to move to Kentucky—or any other state—is not to disparage Voltaire
and Camus. 1 Rather the goal should be to build a topflight state educational system and ease the way
financially for students from even the most humble backgrounds to attend. The jobs will follow—whether they
be in state government or in social media start-ups.
1 famous French authors
Copyright © 2016 Scientific American, a division of Nature America, Inc. All rights reserved.
Source D
Hart Research Associates. “It Takes More Than a Major: Employer Priorities for College
Learning and Student Success.” 10 April 2013, www.aacu.org/sites/default/files/files/
LEAP/2013_EmployerSurvey.pdf.
The following graphic is excerpted from a survey of employer priorities conducted for The Association of
American Colleges and Universities.
Source E
Fitzgerald, Deborah. “At MIT, the Humanities Are Just as Important as STEM.” The Boston
Globe, 30 April 2014, www.bostonglobe.com/opinion/2014/04/30/mit-humanities-arejust-important-stem/ZOArg1PgEFy2wm4ptue56I/story.html.
The following is excerpted from an article published in a national American newspaper.
The role of the humanities in American education has been the subject of much recent debate amid concerns
that the STEM disciplines (science, technology, engineering and math) are eclipsing the humanities fields in
relevance and career prospects.
So some may be surprised, and, I hope, reassured, to learn that here at MIT—a bastion of STEM
education—we view the humanities, arts, and social sciences as essential, both for educating great engineers
and scientists, and for sustaining our capacity for innovation.
Why? Because the Institute’s mission is to advance knowledge and educate students who are prepared to help
solve the world’s most challenging problems—in energy, health care, transportation, and many other fields. To
do this, our graduates naturally need advanced technical knowledge and skills—the deep, original thinking
about the physical universe that is the genius of the science and engineering fields.
But the world’s problems are never tidily confined to the laboratory or spreadsheet. From climate change to
poverty to disease, the challenges of our age are unwaveringly human in nature and scale, and engineering and
science issues are always embedded in broader human realities, from deeply felt cultural traditions to building
codes to political tensions. So our students also need an in-depth understanding of human complexities—the
political, cultural, and economic realities that shape our existence—as well as fluency in the powerful forms of
thinking and creativity cultivated by the humanities, arts, and social sciences.
MIT’s curriculum has evolved significantly over the past 50 years to require all undergraduates to spend
substantial time on subjects like literature, languages, economics, music, and history. In fact, every MIT
undergraduate takes a minimum of eight such classes—nearly 25 percent of their total class time.
In these classes, our students learn how individuals, organizations, and nations act on their desires and
concerns. They gain historical and cultural perspectives, and critical thinking skills that help them collaborate
with people across the globe, as well as communication skills that enable them to listen, explain, and inspire.
They learn that most human situations defy a single correct answer, that life itself is rarely, if ever, as precise as
a math problem, as clear as an elegant equation.
Some of the best testimony about the value of such an education comes from our science and engineering
alumni. One recent graduate who went on to medical school wrote about how her practice as a physician
requires not only medical knowledge, but also the ability to interpret her patients’ accounts and stories—a skill
she gained reading literature, studying the various forms of narrative, the many ways humans share vital
information. “MIT biology prepared me for medicine,” she says. “Literature prepared me to be a doctor.” . . .
As educators, we know we cannot anticipate all the forms our students’ future challenges will take, but we can
provide them with some fundamentals that will be guides for the ongoing process of exploration and discovery.
We can help shape their resilience, and prepare them to analyze and problem-solve in both familiar and
unfamiliar situations. Calling on both STEM and humanities disciplines—as mutually informing modes of
knowledge—we aim to give students a toolbox brimming over with tools to support them throughout their
careers and lives
Source F
May, Gary S. “STEM, Not STEAM.” Inside Higher Ed, 30 Mar. 2015,
www.insidehighered.com/views/2015/03/30/essay-criticizes-idea-addingarts-push-stem-education.
The following is excerpted from an article published on a higher-education-oriented news Web site. The author
was then dean of the Georgia Tech College of Engineering.
The last few years have brought a call from some quarters to update the STEM acronym—for science,
technology, engineering and mathematics—to STEAM, with the A standing for arts. On the surface, such a
move seems harmless. What’s another letter, right? But in my view, STEM should stay just as it is, because
education policy has yet to fully embrace the concept it represents—and that concept is more important than
ever.
No one—least of all me—is suggesting that STEM majors should not study the arts. The arts are a source of
enlightenment and inspiration, and exposure to the arts broadens one’s perspective. Such a broad perspective is
crucial to the creativity and critical thinking that is required for effective engineering design and innovation.
The humanities fuel inquisitiveness and expansive thinking, providing the scientific mind with larger context
and the potential to communicate better.
The clear value of the arts would seem to make adding A to STEM a no-brainer. But when taken too far, this
leads to the generic idea of a well-rounded education, which dilutes the essential need and focus for STEM.
STEM is the connecting of four separate, but similar, dots. The acronym was born in the early 2000s, when the
National Science Foundation sought to promote a national conversation about the merits of pulling related areas
out of their silos and teaching them in a more multidisciplinary way. Math and science were already well
established in education. The thinking was that technology and engineering instruction was far less prevalent in
public schools, despite society being dependent on both.
Over time, the four letters have served as the spark to rekindle America’s commitment to an innovation
economy. The basis of that commitment is a larger, more skilled workforce in STEM areas. Policy from the
Clinton, Bush and Obama administrations has emphasized the importance of preparing and encouraging more
youth to pursue these fields at a time when they were less inclined to do so, and to provide more support and
training for teachers in the subjects.
We cannot afford to be distracted from that strategy. A survey of executives by Business Roundtable last year
revealed that 4 out of 10 companies still find that at least half of their entry-level job applicants don’t even have
the basic skills in STEM. Yet these companies will have to replace nearly 1 million U.S. employees with basic
STEM literacy (and 635,000 with advanced skills in STEM) in the next five years. This means that STEM
education needs ongoing commitment and resources.
Used by permission.
ASSISTANT
The debate over the emphasis on STEM (Science, Technology, Engineering, Mathematics) education in the United States taps into broader discussions about the future of the workforce, educational equity, and the holistic development of students. The push toward STEM education has been motivated by concerns over national competitiveness, innovation capacity, and job market demands. While acknowledging the significance of STEM, this essay argues for a balanced educational approach that integrates and values the humanities alongside STEM disciplines, fostering not only skilled professionals but well-rounded individuals capable of creativity, critical thinking, and empathetic leadership in an increasingly complex world.

Source A (Ossola) delves into the origins of the national conversation around STEM education, highlighting three key forces: the evolution of the U.S. economy toward service-oriented sectors, the recognition of barriers to access in STEM fields, and international comparisons underscoring American students' middling performance in math and science. These concerns demonstrate the necessity of improving STEM education to address economic shifts, ensure equitable access, and enhance global competitiveness. However, this focus on STEM should not eclipse the value of humanities, which equip students with critical thinking skills and cultural awareness crucial in a diversified service economy.

Source C ("STEM Education is Vital…but Not at the Expense of the Humanities") further underscores this point by asserting that a STEM-only approach is "deeply misguided." The article argues for the indispensability of the humanities in fostering innovation and inspiring a dynamic economy, as evidenced by the confluence of technology and creative industries in Silicon Valley. The intellectual agility fostered by a liberal arts education, typified by historical figures like Steve Jobs, suggests that the intersection of STEM and the humanities is where innovation thrives. The article posits that the humanities are not antithetical to STEM but complementary, enhancing the adaptability and creativity of STEM professionals.

Moreover, Source E (Fitzgerald) from MIT, an institution synonymous with STEM excellence, champions the integration of humanities into their curriculum as essential. The argument is that technical knowledge alone is inadequate for tackling the world's multifaceted challenges, which are deeply entrenched in human societies with their complex cultural, political, and economic dimensions. This view acknowledges that understanding human behavior, ethics, history, and communication is critical for engineers and scientists aiming to make meaningful, sustainable contributions to society. It also highlights the broadening effect of humanities on the capacity for empathy, ethical decision-making, and effective communication among STEM professionals.

Critics of the STEM focus argue that it might lead to a narrowed educational vision that sidelines critical areas vital for a well-functioning, innovative society. However, as Source F (May) suggests, the call is not for an abandonment of STEM principles or diluting their importance with an ever-expanding acronym but maintaining a concerted effort towards bolstering STEM education while also ensuring robust offerings in the humanities. This reflects not a contention between STEM and humanities but a call for an educational system that values and integrates both for the development of students capable of navigating and leading in the 21st century.

In conclusion, while the push for enhanced STEM education is a necessary response to current economic, technological, and global challenges, it must not come at the expense of the humanities. A balanced educational approach acknowledging the value of both STEM and the humanities is crucial for developing professionals who are not only technically proficient but also possess the critical thinking, creativity, and empathy necessary to address global challenges. This dual focus promises to foster innovation, ensure inclusivity, and enhance societal well-being, mirroring the intrinsic interconnectedness of scientific and humanistic inquiry.

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USER
corregir y mejorar el mensaje que ni sea formal ni lo informal ya que se trata de un mensaje para enviar por whatsapp: Muchas gracias annie! y por las fotos! ayer fue emotivo y me la pasé muy bien, el mejor regalo son ustedes, muchas gracias por los inolvidables viajes, deseo que tengan bonitas vacacione, un gran abrazo a todos!
ASSISTANT
¡Muchas gracias, Annie! Y también por las fotos. Ayer fue un día lleno de emociones, y la verdad es que lo disfruté mucho. El mejor regalo siempre son ustedes. Gracias por esos viajes inolvidables. Espero que tengan unas vacaciones maravillosas. ¡Un fuerte abrazo para todos!