262 lines
419 KiB
JSON
262 lines
419 KiB
JSON
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{
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"default:extract:b4e4d2cf3335a6b909b49cbde650c461": {
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"return": "(\"entity\"<|>\"《沁园春•长沙》\"<|>\"event\"<|>\"A poem written by Mao Zedong in 1925, reflecting the revolutionary spirit and youthful ambition of Chinese youth during the early 20th century.\")##\n(\"entity\"<|>\"毛泽东\"<|>\"person\"<|>\"Mao Zedong, the author of '沁园春•长沙,' was a revolutionary leader who wrote this poem during a period of significant political and social change in China.\")##\n(\"entity\"<|>\"长沙\"<|>\"geo\"<|>\"Changsha, the setting of the poem, is where Mao Zedong revisited and drew inspiration for his work.\")##\n(\"entity\"<|>\"橘子洲\"<|>\"geo\"<|>\"Orange Isle, a location in Changsha mentioned in the poem, symbolizing the revolutionary spirit and natural beauty.\")##\n(\"entity\"<|>\"五卅运动\"<|>\"event\"<|>\"The May Thirtieth Movement, a significant labor and anti-imperialist protest in China, part of the historical context of the poem.\")##\n(\"entity\"<|>\"省港大罢工\"<|>\"event\"<|>\"The Canton-Hong Kong Strike, a major labor strike in China, reflecting the revolutionary atmosphere of the time.\")##\n(\"entity\"<|>\"国民革命政府\"<|>\"organization\"<|>\"The National Revolutionary Government, established in Guangzhou, representing the political context of the poem.\")##\n(\"entity\"<|>\"农民运动讲习所\"<|>\"organization\"<|>\"The Peasant Movement Training Institute, where Mao Zedong was involved in educating revolutionaries.\")##\n(\"entity\"<|>\"吟诵青春\"<|>\"category\"<|>\"A thematic section in the textbook focusing on youth and poetry, aiming to inspire students to reflect on their youth.\")##\n(\"entity\"<|>\"体悟人生\"<|>\"category\"<|>\"A thematic section encouraging students to reflect on life and relationships, particularly with parents.\")##\n(\"entity\"<|>\"设计未来\"<|>\"category\"<|>\"A thematic section guiding students to plan their futures and embrace their potential.\")##\n(\"relationship\"<|>\"毛泽东\"<|>\"《沁园春•长沙》\"<|>\"Mao Zedong authored the poem '沁园春•长沙,' reflecting his revolutionary ideals and personal experiences.\"<|>\"authorship, revolutionary spirit\"<|>10)##\n(\"relationship\"<|>\"《沁园春•长沙》\"<|>\"长沙\"<|>\"The poem is set in Changsha, capturing the city's significance in Mao's revolutionary journey.\"<|>\"setting, historical context\"<|>9)##\n(\"relationship\"<|>\"《沁园春•长沙》\"<|>\"橘子洲\"<|>\"Orange Isle is a key location in the poem, symbolizing the natural and revolutionary themes.\"<|>\"symbolism, natural beauty\"<|>8)##\n(\"relationship\"<|>\"毛泽东\"<|>\"农民运动讲习所\"<|>\"Mao Zedong was involved in the Peasant Movement Training Institute, which influenced his revolutionary activities.\"<|>\"leadership, education\"<|>7)##\n(\"relationship\"<|>\"五卅运动\"<|>\"省港大罢工\"<|>\"Both events were significant labor and anti-imperialist movements that shaped the revolutionary context of the poem.\"<|>\"labor movements, anti-imperialism\"<|>8)##\n(\"relationship\"<|>\"国民革命政府\"<|>\"农民运动讲习所\"<|>\"The National Revolutionary Government's establishment in Guangzhou provided the political backdrop for the Peasant Movement Training Institute.\"<|>\"political context, revolutionary education\"<|>7)##\n(\"content_keywords\"<|>\"revolution, youth, poetry, Mao Zedong, historical context\")<|COMPLETE|>",
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"original_prompt": "---Goal---\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\nUse English as output language.\n\n---Steps---\n1. Identify all entities. For each identified entity, extract the following information:\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\n- entity_type: One of the following types: [organization,person,geo,event,category]\n- entity_description: Comprehensive description of the entity's attributes and activities\nFormat each entity as (\"entity\"<|><entity_name><|><entity_type><|><entity_description>)\n\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\nFor each pair of related entities, extract the following information:\n- source_entity: name of the source entity, as identified in step 1\n- target_entity: name of the target entity, as identified in step 1\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\nFormat each relationship as (\"relationship\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\n\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\nFormat the content-level key words as (\"content_keywords\"<|><high_level_keywords>)\n\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\n\n5. When finished, output <|COMPLETE|>\n\n######################\n---Examples---\n######################\nExample 1:\n\nEntity_types: [person, technology, mission, organization, location]\nText:\n```\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\n\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \"If this tech can be understood...\" Taylor said, their voice quieter, \"It could change the game for us. For all of us.\"\n\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\n\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\n```\n\nOutput:\n(\"entity\"<|>\"Alex\"<|>\"person\"<|>\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\")##\n(\"entity\"<|>\"Taylor\"<|>\"person\"<|>\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\")##\n(\"entity\"<|>\"Jordan\"<|>\"person\"<|>\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\")##\n(\"entity\"<|>\"Cruz\"<|>\"person\"<|>\"Cruz is associated with a vision of control and order, influencing the dynamics among other characters.\")##\n(\"entity\"<|>\"The Device\"<|>\"technology\"<|>\"The Device is central to the story, with potential game-changing implications
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"_id": "default:extract:b4e4d2cf3335a6b909b49cbde650c461"
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"default:extract:1787a120b813359262a7fde451affd83": {
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"return": "(\"entity\"<|>\"改革开放\"<|>\"event\"<|>\"改革开放 symbolizes the era of reform and opening up, bringing a sense of renewal and hope to society.\")##\n(\"entity\"<|>\"春天\"<|>\"category\"<|>\"春天 (Spring) symbolizes the new era of reform and opening up, representing vitality and hope.\")##\n(\"entity\"<|>\"海洋\"<|>\"geo\"<|>\"海洋 (Ocean) is used metaphorically to represent the vast and powerful forces of change during the reform era.\")##\n(\"entity\"<|>\"冰块\"<|>\"category\"<|>\"冰块 (Ice) symbolizes the obstacles and challenges faced during the early stages of reform.\")##\n(\"entity\"<|>\"玉兰花\"<|>\"category\"<|>\"玉兰花 (Magnolia) symbolizes purity and the opening of hearts to a brighter future.\")##\n(\"entity\"<|>\"迎春\"<|>\"category\"<|>\"迎春 (Winter Jasmine) signifies the arrival of spring and new beginnings.\")##\n(\"entity\"<|>\"紫丁香\"<|>\"category\"<|>\"紫丁香 (Lilac) represents the beauty and promise of the future path.\")##\n(\"entity\"<|>\"《十八岁和其他》\"<|>\"organization\"<|>\"《十八岁和其他》 is a text used in education to help students reflect on their relationship with parents and life.\")##\n(\"entity\"<|>\"《我的四季》\"<|>\"organization\"<|>\"《我的四季》 is a poetic text used to inspire students to think about life and seasons metaphorically.\")##\n(\"relationship\"<|>\"春天\"<|>\"改革开放\"<|>\"春天 symbolizes the new era of reform and opening up, representing the hope and vitality it brought.\"<|>\"symbolism, renewal\"<|>9)##\n(\"relationship\"<|>\"海洋\"<|>\"冰块\"<|>\"The collision of 海洋 (Ocean) and 冰块 (Ice) symbolizes the clash between powerful forces of change and existing obstacles during reform.\"<|>\"metaphor, conflict\"<|>8)##\n(\"relationship\"<|>\"玉兰花\"<|>\"春天\"<|>\"玉兰花 (Magnolia) opening its heart to the sky symbolizes purity and alignment with the hopeful spirit of 春天 (Spring).\"<|>\"purity, hope\"<|>7)##\n(\"relationship\"<|>\"迎春\"<|>\"春天\"<|>\"迎春 (Winter Jasmine) blooming signifies the arrival of 春天 (Spring) and new beginnings.\"<|>\"new beginnings, arrival\"<|>8)##\n(\"relationship\"<|>\"紫丁香\"<|>\"春天\"<|>\"紫丁香 (Lilac) represents the beauty and promise of the future path in the era of 春天 (Spring).\"<|>\"beauty, promise\"<|>7)##\n(\"relationship\"<|>\"《十八岁和其他》\"<|>\"《我的四季》\"<|>\"Both texts are used in education to help students reflect on life and relationships, though with different focuses.\"<|>\"education, reflection\"<|>6)##\n(\"content_keywords\"<|>\"reform and opening up, symbolism, education, renewal, hope\")<|COMPLETE|>",
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"original_prompt": "---Goal---\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\nUse English as output language.\n\n---Steps---\n1. Identify all entities. For each identified entity, extract the following information:\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\n- entity_type: One of the following types: [organization,person,geo,event,category]\n- entity_description: Comprehensive description of the entity's attributes and activities\nFormat each entity as (\"entity\"<|><entity_name><|><entity_type><|><entity_description>)\n\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\nFor each pair of related entities, extract the following information:\n- source_entity: name of the source entity, as identified in step 1\n- target_entity: name of the target entity, as identified in step 1\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\nFormat each relationship as (\"relationship\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\n\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\nFormat the content-level key words as (\"content_keywords\"<|><high_level_keywords>)\n\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\n\n5. When finished, output <|COMPLETE|>\n\n######################\n---Examples---\n######################\nExample 1:\n\nEntity_types: [person, technology, mission, organization, location]\nText:\n```\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\n\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \"If this tech can be understood...\" Taylor said, their voice quieter, \"It could change the game for us. For all of us.\"\n\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\n\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\n```\n\nOutput:\n(\"entity\"<|>\"Alex\"<|>\"person\"<|>\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\")##\n(\"entity\"<|>\"Taylor\"<|>\"person\"<|>\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\")##\n(\"entity\"<|>\"Jordan\"<|>\"person\"<|>\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\")##\n(\"entity\"<|>\"Cruz\"<|>\"person\"<|>\"Cruz is associated with a vision of control and order, influencing the dynamics among other characters.\")##\n(\"entity\"<|>\"The Device\"<|>\"technology\"<|>\"The Device is central to the story, with potential game-changing implications
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"create_time": 1754897558,
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"update_time": 1754897558,
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"_id": "default:extract:1787a120b813359262a7fde451affd83"
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},
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"default:extract:01f6513dc7850377fae85edaaf002aa2": {
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"return": "(\"entity\"<|>\"诗人\"<|>\"person\"<|>\"The poet demonstrates a steadfast and heroic spirit, reflecting deep contemplation and emotional richness in the text.\")##\n(\"entity\"<|>\"毛泽东\"<|>\"person\"<|>\"Mao Zedong is portrayed as a revolutionary leader with a grand vision, expressing concern for the nation's fate and a commitment to its future.\")##\n(\"entity\"<|>\"青年学生\"<|>\"person\"<|>\"A group of young students who are united, patriotic, and daring, symbolizing the hope and future of the nation.\")##\n(\"entity\"<|>\"万山\"<|>\"geo\"<|>\"The 'thousand mountains' are depicted as red and layered, representing a vibrant and dynamic autumn landscape.\")##\n(\"entity\"<|>\"层林\"<|>\"geo\"<|>\"The 'layered forests' are dyed in red, symbolizing the beauty and vitality of nature.\")##\n(\"entity\"<|>\"漫江\"<|>\"geo\"<|>\"The 'boundless river' is clear and blue, with numerous boats competing, illustrating a lively and bustling scene.\")##\n(\"entity\"<|>\"苍茫大地\"<|>\"geo\"<|>\"The 'vast land' evokes a sense of grandeur and mystery, prompting deep reflection on who will主宰 its destiny.\")##\n(\"entity\"<|>\"《沁园春·长沙》\"<|>\"event\"<|>\"A poetic work by Mao Zedong that explores themes of youth, revolution, and the natural beauty of Changsha.\")##\n(\"entity\"<|>\"《相信未来》\"<|>\"event\"<|>\"A modern poem that encourages optimism and resilience in the face of adversity.\")##\n(\"entity\"<|>\"《让我们一起奔腾吧》\"<|>\"event\"<|>\"A modern poem that calls for collective action and youthful energy to drive change.\")##\n(\"entity\"<|>\"诗歌鉴赏\"<|>\"category\"<|>\"The study and appreciation of poetry, focusing on understanding its意境, language, and emotional depth.\")##\n(\"relationship\"<|>\"诗人\"<|>\"毛泽东\"<|>\"The poet's contemplative and heroic spirit aligns with Mao Zedong's revolutionary vision and忧国忧民情怀.\"<|>\"heroic spirit, revolutionary vision\"<|>8)##\n(\"relationship\"<|>\"毛泽东\"<|>\"青年学生\"<|>\"Mao Zedong's revolutionary ideals inspire the young students to unite and strive for the nation's future.\"<|>\"inspiration, collective action\"<|>9)##\n(\"relationship\"<|>\"万山\"<|>\"层林\"<|>\"The 'thousand mountains' and 'layered forests' together depict a vivid and harmonious autumn landscape.\"<|>\"natural beauty, seasonal imagery\"<|>7)##\n(\"relationship\"<|>\"漫江\"<|>\"百舸争流\"<|>\"The 'boundless river' and 'competing boats' illustrate a dynamic and bustling scene of life and activity.\"<|>\"vitality, competition\"<|>8)##\n(\"relationship\"<|>\"苍茫大地\"<|>\"谁主沉浮\"<|>\"The 'vast land' prompts the profound question of who will主宰 its destiny, reflecting deep philosophical and political contemplation.\"<|>\"destiny, philosophical inquiry\"<|>9)##\n(\"relationship\"<|>\"《沁园春·长沙》\"<|>\"诗歌鉴赏\"<|>\"The poem is a key subject of诗歌鉴赏, highlighting its意境, language, and emotional depth.\"<|>\"literary analysis, poetic appreciation\"<|>7)##\n(\"content_keywords\"<|>\"revolutionary spirit, natural beauty, youth, poetry appreciation, philosophical inquiry\")<|COMPLETE|>",
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"original_prompt": "---Goal---\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\nUse English as output language.\n\n---Steps---\n1. Identify all entities. For each identified entity, extract the following information:\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\n- entity_type: One of the following types: [organization,person,geo,event,category]\n- entity_description: Comprehensive description of the entity's attributes and activities\nFormat each entity as (\"entity\"<|><entity_name><|><entity_type><|><entity_description>)\n\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\nFor each pair of related entities, extract the following information:\n- source_entity: name of the source entity, as identified in step 1\n- target_entity: name of the target entity, as identified in step 1\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\nFormat each relationship as (\"relationship\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\n\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\nFormat the content-level key words as (\"content_keywords\"<|><high_level_keywords>)\n\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\n\n5. When finished, output <|COMPLETE|>\n\n######################\n---Examples---\n######################\nExample 1:\n\nEntity_types: [person, technology, mission, organization, location]\nText:\n```\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\n\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \"If this tech can be understood...\" Taylor said, their voice quieter, \"It could change the game for us. For all of us.\"\n\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\n\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\n```\n\nOutput:\n(\"entity\"<|>\"Alex\"<|>\"person\"<|>\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\")##\n(\"entity\"<|>\"Taylor\"<|>\"person\"<|>\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\")##\n(\"entity\"<|>\"Jordan\"<|>\"person\"<|>\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\")##\n(\"entity\"<|>\"Cruz\"<|>\"person\"<|>\"Cruz is associated with a vision of control and order, influencing the dynamics among other characters.\")##\n(\"entity\"<|>\"The Device\"<|>\"technology\"<|>\"The Device is central to the story, with potential game-changing implications
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"create_time": 1754897574,
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"update_time": 1754897574,
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"_id": "default:extract:01f6513dc7850377fae85edaaf002aa2"
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},
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"default:extract:2ae74072563d8358529a07de867440d4": {
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"return": "(\"entity\"<|>\"诗歌鉴赏\"<|>\"category\"<|>\"诗歌鉴赏 refers to the methods and techniques for appreciating and analyzing poetry, including understanding imagery and emotional expression.\")##\n(\"entity\"<|>\"朗诵诗歌\"<|>\"category\"<|>\"朗诵诗歌 involves the art of reciting poetry, focusing on rhythm, tone, and emotional delivery.\")##\n(\"entity\"<|>\"《相信未来》\"<|>\"event\"<|>\"《相信未来》 is a famous poem written by 食指 during the Cultural Revolution, symbolizing hope and resilience.\")##\n(\"entity\"<|>\"食指\"<|>\"person\"<|>\"食指 is a poet known for writing 《相信未来》 and other works during the Cultural Revolution, representing the spirit of his generation.\")##\n(\"entity\"<|>\"文革\"<|>\"event\"<|>\"文革 refers to the Cultural Revolution in China, a period of significant social and political upheaval.\")##\n(\"entity\"<|>\"《让我们一起奔腾吧》\"<|>\"event\"<|>\"《让我们一起奔腾吧》 is a poem by 江河 written in the early 1980s, celebrating China's reform and opening-up era.\")##\n(\"entity\"<|>\"江河\"<|>\"person\"<|>\"江河 is a poet who wrote 《让我们一起奔腾吧》, reflecting the optimism of China's post-Cultural Revolution era.\")##\n(\"entity\"<|>\"知识青年\"<|>\"category\"<|>\"知识青年 refers to the educated youth during the Cultural Revolution, who were sent to rural areas for re-education.\")##\n(\"relationship\"<|>\"《相信未来》\"<|>\"食指\"<|>\"《相信未来》 was written by 食指 during the Cultural Revolution, embodying hope and resilience.\"<|>\"literary creation, historical context\"<|>9)##\n(\"relationship\"<|>\"食指\"<|>\"文革\"<|>\"食指's works, including 《相信未来》, were written during the Cultural Revolution, reflecting the era's challenges.\"<|>\"historical influence, artistic expression\"<|>8)##\n(\"relationship\"<|>\"《让我们一起奔腾吧》\"<|>\"江河\"<|>\"《让我们一起奔腾吧》 was written by 江河, capturing the optimism of China's reform era.\"<|>\"literary creation, societal change\"<|>9)##\n(\"relationship\"<|>\"江河\"<|>\"文革\"<|>\"江河's poetry emerged after the Cultural Revolution, reflecting the societal transformation.\"<|>\"post-revolution art, cultural shift\"<|>7)##\n(\"relationship\"<|>\"《相信未来》\"<|>\"知识青年\"<|>\"《相信未来》 resonated deeply with the 知识青年 during the Cultural Revolution, offering hope.\"<|>\"youth inspiration, historical impact\"<|>8)##\n(\"content_keywords\"<|>\"poetry analysis, Cultural Revolution, hope, resilience, reform era\")<|COMPLETE|>",
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"original_prompt": "---Goal---\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\nUse English as output language.\n\n---Steps---\n1. Identify all entities. For each identified entity, extract the following information:\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\n- entity_type: One of the following types: [organization,person,geo,event,category]\n- entity_description: Comprehensive description of the entity's attributes and activities\nFormat each entity as (\"entity\"<|><entity_name><|><entity_type><|><entity_description>)\n\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\nFor each pair of related entities, extract the following information:\n- source_entity: name of the source entity, as identified in step 1\n- target_entity: name of the target entity, as identified in step 1\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\nFormat each relationship as (\"relationship\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\n\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\nFormat the content-level key words as (\"content_keywords\"<|><high_level_keywords>)\n\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\n\n5. When finished, output <|COMPLETE|>\n\n######################\n---Examples---\n######################\nExample 1:\n\nEntity_types: [person, technology, mission, organization, location]\nText:\n```\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\n\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \"If this tech can be understood...\" Taylor said, their voice quieter, \"It could change the game for us. For all of us.\"\n\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\n\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\n```\n\nOutput:\n(\"entity\"<|>\"Alex\"<|>\"person\"<|>\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\")##\n(\"entity\"<|>\"Taylor\"<|>\"person\"<|>\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\")##\n(\"entity\"<|>\"Jordan\"<|>\"person\"<|>\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\")##\n(\"entity\"<|>\"Cruz\"<|>\"person\"<|>\"Cruz is associated with a vision of control and order, influencing the dynamics among other characters.\")##\n(\"entity\"<|>\"The Device\"<|>\"technology\"<|>\"The Device is central to the story, with potential game-changing implications
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"return": "(\"entity\"<|>\"砥柱中流\"<|>\"category\"<|>\"A metaphor describing the poet's steadfast and heroic spirit in facing challenges.\")##\n(\"entity\"<|>\"怅\"<|>\"category\"<|>\"An emotional state of melancholy and contemplation that connects with the poet's solitary reflection.\")##\n(\"entity\"<|>\"看\"<|>\"category\"<|>\"A pivotal word in the poem that introduces and governs the description of autumn scenery.\")##\n(\"entity\"<|>\"万山红遍\"<|>\"geo\"<|>\"A vivid depiction of countless mountains turning red, symbolizing the vibrant beauty of autumn.\")##\n(\"entity\"<|>\"层林尽染\"<|>\"geo\"<|>\"The layered forests are thoroughly dyed in red, enhancing the visual richness of the autumn landscape.\")##\n(\"entity\"<|>\"漫江碧透\"<|>\"geo\"<|>\"The entire river appears crystal clear and blue, contrasting with the red mountains and forests.\")##\n(\"entity\"<|>\"百舸争流\"<|>\"event\"<|>\"Numerous boats compete on the river, symbolizing dynamic activity and vitality.\")##\n(\"entity\"<|>\"鹰击长空\"<|>\"event\"<|>\"An eagle soaring high in the sky, representing freedom and ambition.\")##\n(\"entity\"<|>\"鱼翔浅底\"<|>\"event\"<|>\"Fish gliding in shallow water, symbolizing agility and natural harmony.\")##\n(\"entity\"<|>\"寥廓\"<|>\"geo\"<|>\"The vast and boundless sky, evoking a sense of grandeur and infinite possibility.\")##\n(\"entity\"<|>\"苍茫大地\"<|>\"geo\"<|>\"The vast and indistinct land, prompting deep reflection on its destiny.\")##\n(\"entity\"<|>\"谁主沉浮\"<|>\"category\"<|>\"A profound question about who will主宰 the rise and fall of the nation, reflecting revolutionary ideals.\")##\n(\"entity\"<|>\"中流击水\"<|>\"event\"<|>\"A historical allusion to determination and commitment to national revival.\")##\n(\"entity\"<|>\"浪遏飞舟\"<|>\"event\"<|>\"Waves stopping a speeding boat, symbolizing the power of collective action and determination.\")##\n(\"entity\"<|>\"朱光潜\"<|>\"person\"<|>\"A renowned aesthetician who emphasized the importance of poetry in developing literary appreciation.\")##\n(\"entity\"<|>\"《相信未来》\"<|>\"event\"<|>\"A modern poem encouraging resilience and hope in challenging times.\")##\n(\"entity\"<|>\"《让我们一起奔腾吧》\"<|>\"event\"<|>\"A modern poem advocating for collective energy and youthful drive for change.\")##\n(\"relationship\"<|>\"砥柱中流\"<|>\"怅\"<|>\"The steadfast spirit ('砥柱中流') connects with the melancholy contemplation ('怅'), showing emotional depth.\"<|>\"emotional connection, contemplation\"<|>7)##\n(\"relationship\"<|>\"看\"<|>\"万山红遍\"<|>\"The word '看' introduces the vivid imagery of '万山红遍', establishing the visual scope of the poem.\"<|>\"narrative structure, visual imagery\"<|>8)##\n(\"relationship\"<|>\"万山红遍\"<|>\"层林尽染\"<|>\"Both describe the autumn landscape, with '万山红遍' focusing on mountains and '层林尽染' on forests.\"<|>\"natural beauty, seasonal imagery\"<|>9)##\n(\"relationship\"<|>\"漫江碧透\"<|>\"百舸争流\"<|>\"The clear river ('漫江碧透') sets the scene for the bustling boat activity ('百舸争流').\"<|>\"vitality, dynamic activity\"<|>8)##\n(\"relationship\"<|>\"鹰击长空\"<|>\"鱼翔浅底\"<|>\"The eagle soaring and fish gliding represent contrasting yet harmonious aspects of nature.\"<|>\"natural harmony, freedom\"<|>7)##\n(\"relationship\"<|>\"寥廓\"<|>\"苍茫大地\"<|>\"The vast sky ('寥廓') and the indistinct land ('苍茫大地') together evoke a sense of infinite possibility and reflection.\"<|>\"grandeur, philosophical inquiry\"<|>8)##\n(\"relationship\"<|>\"谁主沉浮\"<|>\"中流击水\"<|>\"The question '谁主沉浮' is answered symbolically by the determined action of '中流击水'.\"<|>\"revolutionary action, national destiny\"<|>9)##\n(\"relationship\"<|>\"毛泽东\"<|>\"谁主沉浮\"<|>\"Mao Zedong poses the question '谁主沉浮', reflecting his revolutionary vision and concern for the nation.\"<|>\"political philosophy, leadership\"<|>10)##\n(\"relationshi
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"original_prompt": "[{\"role\": \"user\", \"content\": \"---Goal---\\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\\nUse English as output language.\\n\\n---Steps---\\n1. Identify all entities. For each identified entity, extract the following information:\\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\\n- entity_type: One of the following types: [organization,person,geo,event,category]\\n- entity_description: Comprehensive description of the entity's attributes and activities\\nFormat each entity as (\\\"entity\\\"<|><entity_name><|><entity_type><|><entity_description>)\\n\\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\\nFor each pair of related entities, extract the following information:\\n- source_entity: name of the source entity, as identified in step 1\\n- target_entity: name of the target entity, as identified in step 1\\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\\nFormat each relationship as (\\\"relationship\\\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\\n\\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\\nFormat the content-level key words as (\\\"content_keywords\\\"<|><high_level_keywords>)\\n\\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\\n\\n5. When finished, output <|COMPLETE|>\\n\\n######################\\n---Examples---\\n######################\\nExample 1:\\n\\nEntity_types: [person, technology, mission, organization, location]\\nText:\\n```\\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\\n\\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \\\"If this tech can be understood...\\\" Taylor said, their voice quieter, \\\"It could change the game for us. For all of us.\\\"\\n\\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\\n\\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\\n```\\n\\nOutput:\\n(\\\"entity\\\"<|>\\\"Alex\\\"<|>\\\"person\\\"<|>\\\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\\\")##\\n(\\\"entity\\\"<|>\\\"Taylor\\\"<|>\\\"person\\\"<|>\\\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\\\")##\\n(\\\"entity\\\"<|>\\\"Jordan\\\"<|>\\\"person\\\"<|>\\\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\\\")##\\n(\\\"entity\\\"<|>\\\"Cruz\\\"<|>\\\"person\\\"<|>\\\"Cruz is associated with a vision of control and order, influencing the
|
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"update_time": 1754897651,
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"_id": "default:extract:621c831814b1d0d1e3b7a66f4addd74a"
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"default:extract:91dbba41999731463b420ace44c05f5f": {
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"return": "(\"entity\"<|>\"高中语文必修一教案\"<|>\"category\"<|>\"A high school Chinese textbook lesson plan focusing on youth-themed poetry and literature.\")##\n(\"entity\"<|>\"《沁园春•长沙》教案\"<|>\"category\"<|>\"Teaching plan for Mao Zedong's poem '沁园春•长沙', including analysis and interpretation methods.\")##\n(\"entity\"<|>\"向青春举杯\"<|>\"category\"<|>\"A textbook module celebrating youth through poetry, life reflections, and future planning.\")##\n(\"entity\"<|>\"吟诵青春\"<|>\"category\"<|>\"Sub-module focusing on youth-themed poetry from different historical periods.\")##\n(\"entity\"<|>\"体悟人生\"<|>\"category\"<|>\"Sub-module encouraging students to reflect on life experiences and relationships.\")##\n(\"entity\"<|>\"设计未来\"<|>\"category\"<|>\"Sub-module guiding students to plan their futures and embrace potential.\")##\n(\"entity\"<|>\"《相信未来》\"<|>\"event\"<|>\"A poem representing the rational thinking and hope of Chinese youth during the Cultural Revolution.\")##\n(\"entity\"<|>\"《让我们一起奔腾吧》\"<|>\"event\"<|>\"A poem reflecting the reform and opening-up era's youthful idealism in 1980s China.\")##\n(\"entity\"<|>\"国共两党统一战线\"<|>\"organization\"<|>\"The United Front between Communist and Nationalist parties during the revolutionary period.\")##\n(\"entity\"<|>\"反动军阀\"<|>\"organization\"<|>\"Reactionary warlords opposing revolutionary forces in early 20th century China.\")##\n(\"entity\"<|>\"湘江\"<|>\"geo\"<|>\"The Xiang River flowing through Changsha, mentioned in Mao's poem.\")##\n(\"entity\"<|>\"广州\"<|>\"geo\"<|>\"Guangzhou, where Mao traveled to lead the Peasant Movement Training Institute.\")##\n(\"entity\"<|>\"教师\"<|>\"person\"<|>\"The teacher implementing the lesson plan and guiding students through poetry analysis.\")##\n(\"entity\"<|>\"学生\"<|>\"person\"<|>\"Students studying the poem and reflecting on its themes of youth and revolution.\")##\n(\"relationship\"<|>\"高中语文必修一教案\"<|>\"《沁园春•长沙》教案\"<|>\"The lesson plan for '沁园春•长沙' is part of the high school Chinese textbook curriculum.\"<|>\"curriculum structure, teaching materials\"<|>9)##\n(\"relationship\"<|>\"向青春举杯\"<|>\"吟诵青春\"<|>\"'吟诵青春' is one of three sub-modules under the '向青春举杯' thematic unit.\"<|>\"thematic structure, educational design\"<|>8)##\n(\"relationship\"<|>\"《沁园春•长沙》\"<|>\"吟诵青春\"<|>\"The poem is the first text in the '吟诵青春' module, representing revolutionary-era youth.\"<|>\"literary selection, thematic representation\"<|>9)##\n(\"relationship\"<|>\"毛泽东\"<|>\"橘子洲\"<|>\"Mao Zedong visited Orange Isle in Changsha, which inspired his famous poem.\"<|>\"creative inspiration, historical location\"<|>8)##\n(\"relationship\"<|>\"《沁园春•长沙》\"<|>\"20世纪二三十年代中国青年\"<|>\"The poem embodies the revolutionary spirit and ambitions of Chinese youth in the 1920s-30s.\"<|>\"generational representation, historical context\"<|>9)##\n(\"relationship\"<|>\"《相信未来》\"<|>\"20世纪六七十年代中国青年\"<|>\"The poem reflects the struggles and hopes of youth during China's Cultural Revolution.\"<|>\"historical period, youth mentality\"<|>8)##\n(\"relationship\"<|>\"《让我们一起奔腾吧》\"<|>\"八十年代改革开放\"<|>\"The poem captures the reform-era optimism and idealism of 1980s Chinese youth.\"<|>\"historical transition, youthful energy\"<|>8)##\n(\"relationship\"<|>\"教师\"<|>\"学生\"<|>\"Teachers guide students through poetry analysis and reflection on youth themes.\"<|>\"pedagogical relationship, knowledge transfer\"<|>7)##\n(\"relationship\"<|>\"湘江\"<|>\"橘子洲\"<|>\"Orange Isle is located in the Xiang River, forming part of the poem's geographical setting.\"<|>\"geographical connection, natural landscape\"<|>7)##\n(\"relationship\"<|>\"五卅运动\"<|>\"省港大罢工\"<|>\"Both were major labor movements that created the
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"original_prompt": "[{\"role\": \"user\", \"content\": \"---Goal---\\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\\nUse English as output language.\\n\\n---Steps---\\n1. Identify all entities. For each identified entity, extract the following information:\\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\\n- entity_type: One of the following types: [organization,person,geo,event,category]\\n- entity_description: Comprehensive description of the entity's attributes and activities\\nFormat each entity as (\\\"entity\\\"<|><entity_name><|><entity_type><|><entity_description>)\\n\\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\\nFor each pair of related entities, extract the following information:\\n- source_entity: name of the source entity, as identified in step 1\\n- target_entity: name of the target entity, as identified in step 1\\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\\nFormat each relationship as (\\\"relationship\\\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\\n\\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\\nFormat the content-level key words as (\\\"content_keywords\\\"<|><high_level_keywords>)\\n\\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\\n\\n5. When finished, output <|COMPLETE|>\\n\\n######################\\n---Examples---\\n######################\\nExample 1:\\n\\nEntity_types: [person, technology, mission, organization, location]\\nText:\\n```\\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\\n\\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \\\"If this tech can be understood...\\\" Taylor said, their voice quieter, \\\"It could change the game for us. For all of us.\\\"\\n\\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\\n\\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\\n```\\n\\nOutput:\\n(\\\"entity\\\"<|>\\\"Alex\\\"<|>\\\"person\\\"<|>\\\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\\\")##\\n(\\\"entity\\\"<|>\\\"Taylor\\\"<|>\\\"person\\\"<|>\\\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\\\")##\\n(\\\"entity\\\"<|>\\\"Jordan\\\"<|>\\\"person\\\"<|>\\\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\\\")##\\n(\\\"entity\\\"<|>\\\"Cruz\\\"<|>\\\"person\\\"<|>\\\"Cruz is associated with a vision of control and order, influencing the
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"update_time": 1754897652,
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"_id": "default:extract:91dbba41999731463b420ace44c05f5f"
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"default:extract:f6e4f587c47fd20a00514212ba8074df": {
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"return": "(\"entity\"<|>\"《同步导学》\"<|>\"organization\"<|>\"《同步导学》 is a textbook or educational material containing exercises related to the poems being studied.\")##\n(\"entity\"<|>\"似水流年\"<|>\"category\"<|>\"似水流年 (Time Flows Like Water) is a phrase describing the swift passage of time, used in the educational context.\")##\n(\"entity\"<|>\"晨曦初露\"<|>\"category\"<|>\"晨曦初露 (Dawn Breaks) symbolizes new beginnings and is used in vocabulary exercises.\")##\n(\"entity\"<|>\"沉湎\"<|>\"category\"<|>\"沉湎 (Indulge) is a vocabulary word highlighting emotional states discussed in the text.\")##\n(\"entity\"<|>\"缅怀\"<|>\"category\"<|>\"缅怀 (Cherish Memory) represents themes of remembrance in the educational material.\")##\n(\"entity\"<|>\"眷恋\"<|>\"category\"<|>\"眷恋 (Attachment) describes emotional connections discussed in parent-child relationships.\")##\n(\"entity\"<|>\"懊悔\"<|>\"category\"<|>\"懊悔 (Regret) is an emotional state analyzed in the context of life reflections.\")##\n(\"entity\"<|>\"惆怅\"<|>\"category\"<|>\"惆怅 (Melancholy) represents complex emotions explored in the poems.\")##\n(\"entity\"<|>\"急躁\"<|>\"category\"<|>\"急躁 (Impatience) is a character trait examined in youth development.\")##\n(\"entity\"<|>\"怪癖\"<|>\"category\"<|>\"怪癖 (Eccentricity) refers to unique personality aspects discussed in the text.\")##\n(\"entity\"<|>\"摭拾\"<|>\"category\"<|>\"摭拾 (Glean) is an academic term used in literary analysis exercises.\")##\n(\"entity\"<|>\"光宗耀祖\"<|>\"category\"<|>\"光宗耀祖 (Bring Honor to Ancestors) represents traditional family values discussed.\")##\n(\"entity\"<|>\"蓬莱仙境\"<|>\"geo\"<|>\"蓬莱仙境 (Penglai Fairyland) is a mythical place used as cultural reference in the text.\")##\n(\"entity\"<|>\"其乐融融\"<|>\"category\"<|>\"其乐融融 (Harmonious Joy) describes ideal family relationships in the educational context.\")##\n(\"entity\"<|>\"狂风\"<|>\"category\"<|>\"狂风 (Stormy Wind) symbolizes past hardships contrasted with spring's arrival.\")##\n(\"entity\"<|>\"花瓣\"<|>\"category\"<|>\"花瓣 (Petal) represents the beauty and promise of the future path.\")##\n(\"entity\"<|>\"金色的声音\"<|>\"category\"<|>\"金色的声音 (Golden Voice) symbolizes inspiring messages of the new era.\")##\n(\"entity\"<|>\"阳光\"<|>\"category\"<|>\"阳光 (Sunshine) represents the warmth and hope of the reform period.\")##\n(\"entity\"<|>\"鸟儿\"<|>\"category\"<|>\"鸟儿 (Birds) symbolize freedom and joyful expression in the new era.\")##\n(\"relationship\"<|>\"春天\"<|>\"狂风\"<|>\"春天 (Spring) replaces 狂风 (Stormy Wind) as the new dominant force, symbolizing transition from hardship to hope.\"<|>\"transition, contrast\"<|>8)##\n(\"relationship\"<|>\"玉兰花\"<|>\"洁白的心\"<|>\"玉兰花 (Magnolia) is described with 洁白的心 (Pure Heart), representing spiritual purity in the new era.\"<|>\"symbolism, purity\"<|>7)##\n(\"relationship\"<|>\"《十八岁和其他》\"<|>\"亲情\"<|>\"《十八岁和其他》 explores 亲情 (Family Love) as a core theme in parent-child relationships.\"<|>\"family bonds, education\"<|>9)##\n(\"relationship\"<|>\"《我的四季》\"<|>\"人生思考\"<|>\"《我的四季》 facilitates 人生思考 (Life Reflection) through seasonal metaphors.\"<|>\"metaphor, self-reflection\"<|>8)##\n(\"relationship\"<|>\"教师\"<|>\"《同步导学》\"<|>\"教师 (Teachers) use 《同步导学》 as instructional material for poetry analysis.\"<|>\"education, curriculum\"<|>7)##\n(\"relationship\"<|>\"学生\"<|>\"家长\"<|>\"学生 (Students) are encouraged to communicate with 家长 (Parents) about the texts' themes.\"<|>\"family communication, education\"<|>8)##\n(\"relationship\"<|>\"改革开放\"<|>\"社会变化\"<|>\"改革开放 (Reform) caused profound 社会变化 (Social Changes) reflected in the poetic imagery.\"<|>\"social transformation, era change\"<|>9)##\n(\"relationship\"<|>\"诗歌\"<|>\"意象\"<|>\"诗歌 (Poet
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"original_prompt": "[{\"role\": \"user\", \"content\": \"---Goal---\\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\\nUse English as output language.\\n\\n---Steps---\\n1. Identify all entities. For each identified entity, extract the following information:\\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\\n- entity_type: One of the following types: [organization,person,geo,event,category]\\n- entity_description: Comprehensive description of the entity's attributes and activities\\nFormat each entity as (\\\"entity\\\"<|><entity_name><|><entity_type><|><entity_description>)\\n\\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\\nFor each pair of related entities, extract the following information:\\n- source_entity: name of the source entity, as identified in step 1\\n- target_entity: name of the target entity, as identified in step 1\\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\\nFormat each relationship as (\\\"relationship\\\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\\n\\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\\nFormat the content-level key words as (\\\"content_keywords\\\"<|><high_level_keywords>)\\n\\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\\n\\n5. When finished, output <|COMPLETE|>\\n\\n######################\\n---Examples---\\n######################\\nExample 1:\\n\\nEntity_types: [person, technology, mission, organization, location]\\nText:\\n```\\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\\n\\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \\\"If this tech can be understood...\\\" Taylor said, their voice quieter, \\\"It could change the game for us. For all of us.\\\"\\n\\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\\n\\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\\n```\\n\\nOutput:\\n(\\\"entity\\\"<|>\\\"Alex\\\"<|>\\\"person\\\"<|>\\\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\\\")##\\n(\\\"entity\\\"<|>\\\"Taylor\\\"<|>\\\"person\\\"<|>\\\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\\\")##\\n(\\\"entity\\\"<|>\\\"Jordan\\\"<|>\\\"person\\\"<|>\\\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\\\")##\\n(\\\"entity\\\"<|>\\\"Cruz\\\"<|>\\\"person\\\"<|>\\\"Cruz is associated with a vision of control and order, influencing the
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"return": "(\"entity\"<|>\"大学生\"<|>\"person\"<|>\"大学生是与父母关系逐渐从'家长制'向'忘年交'转变的群体，调研显示他们倾向于主动沟通解决矛盾。\"<|>## \n(\"entity\"<|>\"父母\"<|>\"person\"<|>\"父母角色从单向'忠告'转变为朋友式分担或旁观，63%采取更平等的互动方式。\"<|>## \n(\"entity\"<|>\"张洁\"<|>\"person\"<|>\"女作家张洁，其散文《我的四季》通过自然四季象征人生阶段，传达奋斗不息的人生态度。\"<|>## \n(\"entity\"<|>\"《我的四季》\"<|>\"category\"<|>\"抒情散文，以四季比喻人生，探讨责任、磨难、收获与自我反思，富含哲理。\"<|>## \n(\"entity\"<|>\"奥斯特洛夫斯基\"<|>\"person\"<|>\"引用其名言强调生命中的挑战（如岛屿暗礁）对成长（美丽浪花）的必要性。\"<|>## \n(\"relationship\"<|>\"大学生\"<|>\"父母\"<|>\"大学生与父母的关系趋向平等沟通，矛盾解决方式反映代际互动模式的转变。\"<|>\"代际关系, 沟通模式\"<|>8<|>## \n(\"relationship\"<|>\"张洁\"<|>\"《我的四季》\"<|>\"张洁通过散文表达对人生的感悟，四季象征生命各阶段的奋斗与反思。\"<|>\"文学创作, 人生哲学\"<|>9<|>## \n(\"relationship\"<|>\"奥斯特洛夫斯基\"<|>\"张洁\"<|>\"两者均强调直面困难的重要性，张洁的散文与奥氏名言共同强化'强者生存'的主题。\"<|>\"逆境成长, 生命韧性\"<|>7<|>## \n(\"content_keywords\"<|>\"代际沟通, 人生哲理, 奋斗精神, 散文象征, 家庭教育\"<|> \n<|COMPLETE|>",
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"original_prompt": "---Goal---\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\nUse English as output language.\n\n---Steps---\n1. Identify all entities. For each identified entity, extract the following information:\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\n- entity_type: One of the following types: [organization,person,geo,event,category]\n- entity_description: Comprehensive description of the entity's attributes and activities\nFormat each entity as (\"entity\"<|><entity_name><|><entity_type><|><entity_description>)\n\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\nFor each pair of related entities, extract the following information:\n- source_entity: name of the source entity, as identified in step 1\n- target_entity: name of the target entity, as identified in step 1\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\nFormat each relationship as (\"relationship\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\n\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\nFormat the content-level key words as (\"content_keywords\"<|><high_level_keywords>)\n\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\n\n5. When finished, output <|COMPLETE|>\n\n######################\n---Examples---\n######################\nExample 1:\n\nEntity_types: [person, technology, mission, organization, location]\nText:\n```\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\n\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \"If this tech can be understood...\" Taylor said, their voice quieter, \"It could change the game for us. For all of us.\"\n\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\n\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\n```\n\nOutput:\n(\"entity\"<|>\"Alex\"<|>\"person\"<|>\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\")##\n(\"entity\"<|>\"Taylor\"<|>\"person\"<|>\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\")##\n(\"entity\"<|>\"Jordan\"<|>\"person\"<|>\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\")##\n(\"entity\"<|>\"Cruz\"<|>\"person\"<|>\"Cruz is associated with a vision of control and order, influencing the dynamics among other characters.\")##\n(\"entity\"<|>\"The Device\"<|>\"technology\"<|>\"The Device is central to the story, with potential game-changing implications
|
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"create_time": 1754897681,
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"update_time": 1754897681,
|
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},
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"default:extract:df053f99bd3566122aeda46d1b709a4d": {
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"return": "(\"entity\"<|>\"教学目标\"<|>\"category\"<|>\"教学目标 outlines the learning objectives for poetry appreciation, including understanding imagery and emotional expression.\")##\n(\"entity\"<|>\"教学重点\"<|>\"category\"<|>\"教学重点 highlights key aspects of poetry study, such as imagery analysis and emotional resonance.\")##\n(\"entity\"<|>\"教学难点\"<|>\"category\"<|>\"教学难点 identifies challenging concepts like connecting youth spirit with historical context.\")##\n(\"entity\"<|>\"教学方法\"<|>\"category\"<|>\"教学方法 includes recitation and discussion techniques for poetry analysis.\")##\n(\"entity\"<|>\"课时安排\"<|>\"category\"<|>\"课时安排 specifies a single class session for this poetry lesson.\")##\n(\"entity\"<|>\"《海洋三部曲》\"<|>\"event\"<|>\"《海洋三部曲》 is a poetic work by 食指 from the Cultural Revolution period.\")##\n(\"entity\"<|>\"《鱼儿三部曲》\"<|>\"event\"<|>\"《鱼儿三部曲》 is another significant poetic work by 食指 during the Cultural Revolution.\")##\n(\"entity\"<|>\"蜘蛛网\"<|>\"category\"<|>\"蜘蛛网 is a poetic symbol representing poverty and restriction in 《相信未来》.\")##\n(\"entity\"<|>\"紫葡萄\"<|>\"category\"<|>\"紫葡萄 symbolizes lost beauty and unfulfilled potential in the poem.\")##\n(\"entity\"<|>\"排浪\"<|>\"category\"<|>\"排浪 represents youthful energy and aspiration in 《相信未来》.\")##\n(\"entity\"<|>\"大海\"<|>\"geo\"<|>\"大海 symbolizes vast potential and hope in the poetic imagery.\")##\n(\"entity\"<|>\"孩子的笔体\"<|>\"category\"<|>\"孩子的笔体 represents innocence and steadfast belief in the future.\")##\n(\"relationship\"<|>\"教学目标\"<|>\"教学重点\"<|>\"教学重点 supports achieving the 教学目标 through focused study areas.\"<|>\"educational structure, learning objectives\"<|>8)##\n(\"relationship\"<|>\"教学难点\"<|>\"教学方法\"<|>\"教学方法 addresses 教学难点 through active discussion and recitation.\"<|>\"pedagogical approach, challenge resolution\"<|>7)##\n(\"relationship\"<|>\"食指\"<|>\"《海洋三部曲》\"<|>\"食指 authored 《海洋三部曲》 during the Cultural Revolution.\"<|>\"literary creation, historical period\"<|>9)##\n(\"relationship\"<|>\"食指\"<|>\"《鱼儿三部曲》\"<|>\"食指 wrote 《鱼儿三部曲》 as part of his influential body of work.\"<|>\"authorial output, poetic expression\"<|>9)##\n(\"relationship\"<|>\"《相信未来》\"<|>\"蜘蛛网\"<|>\"蜘蛛网 is a key symbolic image in 《相信未来》 representing hardship.\"<|>\"poetic symbolism, adversity representation\"<|>8)##\n(\"relationship\"<|>\"《相信未来》\"<|>\"紫葡萄\"<|>\"紫葡萄 appears in 《相信未来》 as a metaphor for lost opportunities.\"<|>\"metaphorical language, poetic imagery\"<|>7)##\n(\"relationship\"<|>\"《相信未来》\"<|>\"排浪\"<|>\"排浪 symbolizes youthful energy in 《相信未来》's third stanza.\"<|>\"poetic symbolism, youthful aspiration\"<|>8)##\n(\"relationship\"<|>\"《相信未来》\"<|>\"大海\"<|>\"大海 appears as a symbol of hope and potential in 《相信未来》.\"<|>\"natural symbolism, hopeful imagery\"<|>7)##\n(\"relationship\"<|>\"《相信未来》\"<|>\"孩子的笔体\"<|>\"孩子的笔体 represents pure belief in the poem's conclusion.\"<|>\"symbolic representation, hopeful conclusion\"<|>9)##\n(\"relationship\"<|>\"《让我们一起奔腾吧》\"<|>\"改革开放\"<|>\"《让我们一起奔腾吧》 reflects the optimism of China's 改革开放 era.\"<|>\"historical context, societal transformation\"<|>8)##\n(\"content_keywords\"<|>\"poetry analysis, Cultural Revolution, youth spirit, historical context, symbolic imagery\")<|COMPLETE|>",
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"original_prompt": "[{\"role\": \"user\", \"content\": \"---Goal---\\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\\nUse English as output language.\\n\\n---Steps---\\n1. Identify all entities. For each identified entity, extract the following information:\\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\\n- entity_type: One of the following types: [organization,person,geo,event,category]\\n- entity_description: Comprehensive description of the entity's attributes and activities\\nFormat each entity as (\\\"entity\\\"<|><entity_name><|><entity_type><|><entity_description>)\\n\\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\\nFor each pair of related entities, extract the following information:\\n- source_entity: name of the source entity, as identified in step 1\\n- target_entity: name of the target entity, as identified in step 1\\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\\nFormat each relationship as (\\\"relationship\\\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\\n\\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\\nFormat the content-level key words as (\\\"content_keywords\\\"<|><high_level_keywords>)\\n\\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\\n\\n5. When finished, output <|COMPLETE|>\\n\\n######################\\n---Examples---\\n######################\\nExample 1:\\n\\nEntity_types: [person, technology, mission, organization, location]\\nText:\\n```\\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\\n\\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \\\"If this tech can be understood...\\\" Taylor said, their voice quieter, \\\"It could change the game for us. For all of us.\\\"\\n\\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\\n\\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\\n```\\n\\nOutput:\\n(\\\"entity\\\"<|>\\\"Alex\\\"<|>\\\"person\\\"<|>\\\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\\\")##\\n(\\\"entity\\\"<|>\\\"Taylor\\\"<|>\\\"person\\\"<|>\\\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\\\")##\\n(\\\"entity\\\"<|>\\\"Jordan\\\"<|>\\\"person\\\"<|>\\\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\\\")##\\n(\\\"entity\\\"<|>\\\"Cruz\\\"<|>\\\"person\\\"<|>\\\"Cruz is associated with a vision of control and order, influencing the
|
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"update_time": 1754897695,
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"_id": "default:extract:df053f99bd3566122aeda46d1b709a4d"
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},
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"default:extract:87cf5c8650234c845189557729aad908": {
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"return": "(\"entity\"<|>\"杨子\"<|>\"person\"<|>\"Yang Zi, born in 1923, originally named Yang Xuantang, is from Meizhou, Guangdong. He is an author with works like 'Immersed Flowers' and 'Emotional Flowers'. He graduated from the School of Business at Jinan University and has held editorial positions at various newspapers and teaching roles at universities. He also served in government positions.\")##\n(\"entity\"<|>\"《十八岁和其他》\"<|>\"category\"<|>\"A heartfelt letter from a father to his son on his eighteenth birthday, reflecting on the past and offering sincere advice.\")##\n(\"entity\"<|>\"《台湾散文精粹》\"<|>\"category\"<|>\"A collection of Taiwanese essays, including Yang Zi's 'Eighteen and Other Ages'.\")##\n(\"entity\"<|>\"暨南大学商学院\"<|>\"organization\"<|>\"The School of Business at Jinan University where Yang Zi graduated.\")##\n(\"entity\"<|>\"台湾大学\"<|>\"organization\"<|>\"National Taiwan University where Yang Zi served as a lecturer.\")##\n(\"entity\"<|>\"中興大学\"<|>\"organization\"<|>\"National Chung Hsing University where Yang Zi served as an associate professor.\")##\n(\"entity\"<|>\"台湾省政府編译室\"<|>\"organization\"<|>\"The Translation Office of the Taiwan Provincial Government where Yang Zi served as director.\")##\n(\"entity\"<|>\"广东梅州\"<|>\"geo\"<|>\"Meizhou, Guangdong, the hometown of Yang Zi.\")##\n(\"entity\"<|>\"《前线日报》\"<|>\"organization\"<|>\"Frontline Daily, one of the newspapers where Yang Zi worked as an editor.\")##\n(\"entity\"<|>\"《中国时报》\"<|>\"organization\"<|>\"China Times, one of the newspapers where Yang Zi worked as an editor.\")##\n(\"entity\"<|>\"《新生报》\"<|>\"organization\"<|>\"New Life Daily, one of the newspapers where Yang Zi worked as an editor.\")##\n(\"entity\"<|>\"《民族晚报》\"<|>\"organization\"<|>\"Minzu Evening News, one of the newspapers where Yang Zi worked as an editor.\")##\n(\"relationship\"<|>\"杨子\"<|>\"《十八岁和其他》\"<|>\"Yang Zi is the author of 'Eighteen and Other Ages', a heartfelt letter to his son.\"<|>\"parental love, personal reflection\"<|>9)##\n(\"relationship\"<|>\"杨子\"<|>\"《台湾散文精粹》\"<|>\"Yang Zi's work 'Eighteen and Other Ages' is included in the collection 'Taiwanese Essays'.\"<|>\"literary contribution, anthology\"<|>8)##\n(\"relationship\"<|>\"杨子\"<|>\"暨南大学商学院\"<|>\"Yang Zi graduated from the School of Business at Jinan University.\"<|>\"alumni, education\"<|>7)##\n(\"relationship\"<|>\"杨子\"<|>\"台湾大学\"<|>\"Yang Zi served as a lecturer at National Taiwan University.\"<|>\"academic career, teaching\"<|>8)##\n(\"relationship\"<|>\"杨子\"<|>\"中興大学\"<|>\"Yang Zi served as an associate professor at National Chung Hsing University.\"<|>\"academic career, teaching\"<|>8)##\n(\"relationship\"<|>\"杨子\"<|>\"台湾省政府編译室\"<|>\"Yang Zi served as the director of the Translation Office of the Taiwan Provincial Government.\"<|>\"government service, translation\"<|>7)##\n(\"relationship\"<|>\"杨子\"<|>\"广东梅州\"<|>\"Yang Zi is originally from Meizhou, Guangdong.\"<|>\"hometown, origin\"<|>6)##\n(\"content_keywords\"<|>\"parental love, generational conflict, personal reflection, education, literature\")<|COMPLETE|>",
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"original_prompt": "---Goal---\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\nUse English as output language.\n\n---Steps---\n1. Identify all entities. For each identified entity, extract the following information:\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\n- entity_type: One of the following types: [organization,person,geo,event,category]\n- entity_description: Comprehensive description of the entity's attributes and activities\nFormat each entity as (\"entity\"<|><entity_name><|><entity_type><|><entity_description>)\n\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\nFor each pair of related entities, extract the following information:\n- source_entity: name of the source entity, as identified in step 1\n- target_entity: name of the target entity, as identified in step 1\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\nFormat each relationship as (\"relationship\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\n\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\nFormat the content-level key words as (\"content_keywords\"<|><high_level_keywords>)\n\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\n\n5. When finished, output <|COMPLETE|>\n\n######################\n---Examples---\n######################\nExample 1:\n\nEntity_types: [person, technology, mission, organization, location]\nText:\n```\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\n\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \"If this tech can be understood...\" Taylor said, their voice quieter, \"It could change the game for us. For all of us.\"\n\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\n\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\n```\n\nOutput:\n(\"entity\"<|>\"Alex\"<|>\"person\"<|>\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\")##\n(\"entity\"<|>\"Taylor\"<|>\"person\"<|>\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\")##\n(\"entity\"<|>\"Jordan\"<|>\"person\"<|>\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\")##\n(\"entity\"<|>\"Cruz\"<|>\"person\"<|>\"Cruz is associated with a vision of control and order, influencing the dynamics among other characters.\")##\n(\"entity\"<|>\"The Device\"<|>\"technology\"<|>\"The Device is central to the story, with potential game-changing implications
|
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|
|||
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"update_time": 1754897701,
|
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"_id": "default:extract:87cf5c8650234c845189557729aad908"
|
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},
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"return": "(\"entity\"<|>\"生命\"<|>\"category\"<|>\"生命被比喻为一年的四个季节，强调个人对自己生命质量的责任和奋斗的重要性。\")##\n(\"entity\"<|>\"弱者\"<|>\"category\"<|>\"弱者被描述为无法承受厄运的人，依赖外部扶助而无法独立面对挑战。\")##\n(\"entity\"<|>\"强者\"<|>\"category\"<|>\"强者被描述为能够承受厄运并继续前行的人，依靠自身力量完成人生旅程。\")##\n(\"entity\"<|>\"四季\"<|>\"category\"<|>\"四季象征人生的不同阶段：读书上学（春天）、就业奋斗（夏天）、中年成就（秋天）、老年退休（冬天）。\")##\n(\"entity\"<|>\"《青年在选择职业时的考虑（节选）》\"<|>\"event\"<|>\"马克思的德语作文，讨论职业选择的原则和意义，引导学生规划人生蓝图。\")##\n(\"entity\"<|>\"《我的五样》\"<|>\"event\"<|>\"活动体验文章，通过游戏步骤引导学生思考人生目标和价值。\")##\n(\"entity\"<|>\"马克思\"<|>\"person\"<|>\"马克思是《青年在选择职业时的考虑（节选）》的作者，17岁时思考职业选择问题。\")##\n(\"entity\"<|>\"奥斯特洛夫斯基\"<|>\"person\"<|>\"奥斯特洛夫斯基对生命的价值和意义有精辟论述，被引用作为对待生命的参考。\")##\n(\"entity\"<|>\"女作家\"<|>\"person\"<|>\"女作家将生命比作四季，强调认真生活和无悔付出的人生哲理。\")##\n(\"relationship\"<|>\"生命\"<|>\"四季\"<|>\"生命被比喻为四季，象征人生的不同阶段和成长过程。\"<|>\"人生阶段,成长过程\"<|>9)##\n(\"relationship\"<|>\"弱者\"<|>\"强者\"<|>\"弱者与强者对比，强者能独立面对厄运而弱者依赖外部扶助。\"<|>\"resilience, independence\"<|>8)##\n(\"relationship\"<|>\"《青年在选择职业时的考虑（节选）》\"<|>\"马克思\"<|>\"马克思是《青年在选择职业时的考虑（节选）》的作者，阐述职业选择的原则。\"<|>\"author, philosophical reflection\"<|>10)##\n(\"relationship\"<|>\"《我的五样》\"<|>\"生命\"<|>\"《我的五样》引导学生思考人生目标和价值，与生命的意义相关。\"<|>\"self-discovery, life goals\"<|>7)##\n(\"relationship\"<|>\"奥斯特洛夫斯基\"<|>\"生命\"<|>\"奥斯特洛夫斯基的论述被引用来说明生命的价值和意义。\"<|>\"philosophical influence, life perspective\"<|>6)##\n(\"content_keywords\"<|>\"生命意义,职业规划,人生阶段,奋斗,自我发现\")<|COMPLETE|>",
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"original_prompt": "---Goal---\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\nUse English as output language.\n\n---Steps---\n1. Identify all entities. For each identified entity, extract the following information:\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\n- entity_type: One of the following types: [organization,person,geo,event,category]\n- entity_description: Comprehensive description of the entity's attributes and activities\nFormat each entity as (\"entity\"<|><entity_name><|><entity_type><|><entity_description>)\n\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\nFor each pair of related entities, extract the following information:\n- source_entity: name of the source entity, as identified in step 1\n- target_entity: name of the target entity, as identified in step 1\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\nFormat each relationship as (\"relationship\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\n\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\nFormat the content-level key words as (\"content_keywords\"<|><high_level_keywords>)\n\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\n\n5. When finished, output <|COMPLETE|>\n\n######################\n---Examples---\n######################\nExample 1:\n\nEntity_types: [person, technology, mission, organization, location]\nText:\n```\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\n\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \"If this tech can be understood...\" Taylor said, their voice quieter, \"It could change the game for us. For all of us.\"\n\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\n\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\n```\n\nOutput:\n(\"entity\"<|>\"Alex\"<|>\"person\"<|>\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\")##\n(\"entity\"<|>\"Taylor\"<|>\"person\"<|>\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\")##\n(\"entity\"<|>\"Jordan\"<|>\"person\"<|>\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\")##\n(\"entity\"<|>\"Cruz\"<|>\"person\"<|>\"Cruz is associated with a vision of control and order, influencing the dynamics among other characters.\")##\n(\"entity\"<|>\"The Device\"<|>\"technology\"<|>\"The Device is central to the story, with potential game-changing implications
|
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"create_time": 1754897710,
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"update_time": 1754897710,
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"_id": "default:extract:442c67788b0933496e38e911df63cd4b"
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},
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"default:extract:2dade28865c8d9d01efc3ca94f617566": {
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"return": "(\"entity\"<|>\"大学生\"<|>\"person\"<|>\"大学生群体在与父母的关系中表现出从传统'家长制'向更平等的'忘年交'模式转变，80%选择主动沟通解决矛盾。\"<|>## \n(\"entity\"<|>\"父母\"<|>\"person\"<|>\"父母角色发生转变，63%采用朋友式分担或旁观态度，反映现代家庭教育方式的演变。\"<|>## \n(\"entity\"<|>\"张洁\"<|>\"person\"<|>\"《我的四季》作者，通过四季象征人生阶段，传达'生命不息、奋斗不止'的哲学观。\"<|>## \n(\"entity\"<|>\"《我的四季》\"<|>\"category\"<|>\"哲理散文，以春夏秋冬隐喻人生播种、磨难、收获与反思阶段，含'耕种自己的土地'等核心命题。\"<|>## \n(\"entity\"<|>\"奥斯特洛夫斯基\"<|>\"person\"<|>\"被引述的作家，其'洪流与浪花'比喻强调挫折对生命成长的必要性。\"<|>## \n(\"entity\"<|>\"同步导学\"<|>\"category\"<|>\"课后练习材料，作为教学实践的组成部分。\"<|>## \n(\"entity\"<|>\"我的四季课程\"<|>\"event\"<|>\"第二课时教学，重点分析散文的象征手法和人生哲理。\"<|>## \n(\"entity\"<|>\"教师\"<|>\"person\"<|>\"引导学生思考人生考验，强调'成为生活强者'的教育目标。\"<|>## \n(\"relationship\"<|>\"大学生\"<|>\"父母\"<|>\"调研显示代际沟通模式转型，矛盾解决方式体现平等化趋势。\"<|>\"代际关系现代化, 沟通转型\"<|>9<|>## \n(\"relationship\"<|>\"张洁\"<|>\"《我的四季》\"<|>\"作者通过散文建构四季-人生隐喻体系，提出自主奋斗的生命观。\"<|>\"文学象征, 生命哲学\"<|>10<|>## \n(\"relationship\"<|>\"教师\"<|>\"我的四季课程\"<|>\"教师设计'自读研讨-讨论交流'教学流程，落实哲理散文的解读方法。\"<|>\"教学设计, 文本分析\"<|>8<|>## \n(\"relationship\"<|>\"奥斯特洛夫斯基\"<|>\"教师\"<|>\"教师引用其名言佐证课程核心观点：挫折是成长的必经之路。\"<|>\"教育引用, 哲理强化\"<|>7<|>## \n(\"relationship\"<|>\"同步导学\"<|>\"我的四季课程\"<|>\"作为课后练习，巩固学生对散文哲理的理解与应用。\"<|>\"教学延伸, 知识内化\"<|>6<|>## \n(\"relationship\"<|>\"张洁\"<|>\"奥斯特洛夫斯基\"<|>\"两者思想共鸣：张洁的'耕种土地'与奥氏的'浪花'均强调个体对生命责任的担当。\"<|>\"生命责任, 逆境价值\"<|>8<|>## \n(\"content_keywords\"<|>\"代际关系转型, 人生阶段隐喻, 挫折教育, 哲理散文教学, 自主奋斗\"<|> \n<|COMPLETE|>",
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"original_prompt": "[{\"role\": \"user\", \"content\": \"---Goal---\\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\\nUse English as output language.\\n\\n---Steps---\\n1. Identify all entities. For each identified entity, extract the following information:\\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\\n- entity_type: One of the following types: [organization,person,geo,event,category]\\n- entity_description: Comprehensive description of the entity's attributes and activities\\nFormat each entity as (\\\"entity\\\"<|><entity_name><|><entity_type><|><entity_description>)\\n\\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\\nFor each pair of related entities, extract the following information:\\n- source_entity: name of the source entity, as identified in step 1\\n- target_entity: name of the target entity, as identified in step 1\\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\\nFormat each relationship as (\\\"relationship\\\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\\n\\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\\nFormat the content-level key words as (\\\"content_keywords\\\"<|><high_level_keywords>)\\n\\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\\n\\n5. When finished, output <|COMPLETE|>\\n\\n######################\\n---Examples---\\n######################\\nExample 1:\\n\\nEntity_types: [person, technology, mission, organization, location]\\nText:\\n```\\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\\n\\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \\\"If this tech can be understood...\\\" Taylor said, their voice quieter, \\\"It could change the game for us. For all of us.\\\"\\n\\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\\n\\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\\n```\\n\\nOutput:\\n(\\\"entity\\\"<|>\\\"Alex\\\"<|>\\\"person\\\"<|>\\\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\\\")##\\n(\\\"entity\\\"<|>\\\"Taylor\\\"<|>\\\"person\\\"<|>\\\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\\\")##\\n(\\\"entity\\\"<|>\\\"Jordan\\\"<|>\\\"person\\\"<|>\\\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\\\")##\\n(\\\"entity\\\"<|>\\\"Cruz\\\"<|>\\\"person\\\"<|>\\\"Cruz is associated with a vision of control and order, influencing the
|
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"create_time": 1754897727,
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"update_time": 1754897727,
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"_id": "default:extract:2dade28865c8d9d01efc3ca94f617566"
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},
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"default:extract:2662d51958578a8da724c74c8c3c66c1": {
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"return": "(\"entity\"<|>\"卡尔.马克思\"<|>\"person\"<|>\"Karl Marx is the founder of Marxism, a great mentor for the proletariat and working people worldwide. He wrote 'Reflections of a Young Man on The Choice of a Profession' at age 17, advocating for choosing a profession that serves human welfare.\")##\n(\"entity\"<|>\"特利尔中学\"<|>\"organization\"<|>\"Trier High School is where Karl Marx received his secondary education and developed his early philosophical ideas influenced by French Enlightenment thought.\")##\n(\"entity\"<|>\"青年在选择职业时的考虑\"<|>\"event\"<|>\"This is Marx's graduation essay that discusses principles for choosing a profession, emphasizing alignment with human happiness and self-perfection.\")##\n(\"entity\"<|>\"马克思主义\"<|>\"category\"<|>\"Marxism is the theoretical system founded by Karl Marx and Friedrich Engels, serving as a guide for the global proletarian movement.\")##\n(\"entity\"<|>\"第一国际\"<|>\"organization\"<|>\"The First International was an international organization of workers founded with Marx's participation, promoting socialist ideals.\")##\n(\"relationship\"<|>\"卡尔.马克思\"<|>\"青年在选择职业时的考虑\"<|>\"Marx wrote this influential essay at age 17, expressing his early philosophical views on professional choice.\"<|>\"intellectual development, early philosophy\"<|>9)##\n(\"relationship\"<|>\"卡尔.马克思\"<|>\"特利尔中学\"<|>\"Marx attended Trier High School where he developed foundational ideas that influenced his later work.\"<|>\"education, formative years\"<|>8)##\n(\"relationship\"<|>\"卡尔.马克思\"<|>\"马克思主义\"<|>\"Marx is the primary founder of Marxism, which became a revolutionary theoretical framework.\"<|>\"ideology creation, theoretical foundation\"<|>10)##\n(\"relationship\"<|>\"卡尔.马克思\"<|>\"第一国际\"<|>\"Marx was a key organizer and leader of the First International, promoting workers' rights.\"<|>\"political activism, labor movement\"<|>9)##\n(\"relationship\"<|>\"青年在选择职业时的考虑\"<|>\"马克思主义\"<|>\"Marx's early essay contains philosophical seeds that later developed into Marxist theory.\"<|>\"intellectual continuity, philosophical roots\"<|>7)##\n(\"content_keywords\"<|>\"career choice, human welfare, Marxism, philosophical development, social responsibility\")<|COMPLETE|>",
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"original_prompt": "---Goal---\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\nUse English as output language.\n\n---Steps---\n1. Identify all entities. For each identified entity, extract the following information:\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\n- entity_type: One of the following types: [organization,person,geo,event,category]\n- entity_description: Comprehensive description of the entity's attributes and activities\nFormat each entity as (\"entity\"<|><entity_name><|><entity_type><|><entity_description>)\n\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\nFor each pair of related entities, extract the following information:\n- source_entity: name of the source entity, as identified in step 1\n- target_entity: name of the target entity, as identified in step 1\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\nFormat each relationship as (\"relationship\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\n\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\nFormat the content-level key words as (\"content_keywords\"<|><high_level_keywords>)\n\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\n\n5. When finished, output <|COMPLETE|>\n\n######################\n---Examples---\n######################\nExample 1:\n\nEntity_types: [person, technology, mission, organization, location]\nText:\n```\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\n\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \"If this tech can be understood...\" Taylor said, their voice quieter, \"It could change the game for us. For all of us.\"\n\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\n\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\n```\n\nOutput:\n(\"entity\"<|>\"Alex\"<|>\"person\"<|>\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\")##\n(\"entity\"<|>\"Taylor\"<|>\"person\"<|>\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\")##\n(\"entity\"<|>\"Jordan\"<|>\"person\"<|>\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\")##\n(\"entity\"<|>\"Cruz\"<|>\"person\"<|>\"Cruz is associated with a vision of control and order, influencing the dynamics among other characters.\")##\n(\"entity\"<|>\"The Device\"<|>\"technology\"<|>\"The Device is central to the story, with potential game-changing implications
|
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"create_time": 1754897730,
|
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"update_time": 1754897730,
|
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"_id": "default:extract:2662d51958578a8da724c74c8c3c66c1"
|
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},
|
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"default:extract:4d04f2a03c483951fdef09fe53835652": {
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"return": "(\"entity\"<|>\"土地\"<|>\"category\"<|>\"土地象征每个人必须自己耕耘的人生责任和生命质量。\")##\n(\"entity\"<|>\"期待\"<|>\"category\"<|>\"期待代表人生征程中的信念和动力，推动个人为目标奋斗。\")##\n(\"entity\"<|>\"厄运\"<|>\"category\"<|>\"厄运是淘汰弱者的灾难，强者却能继续前行完成人生旅程。\")##\n(\"entity\"<|>\"青春\"<|>\"category\"<|>\"青春被描述为转瞬即逝，需要认真生活和无悔付出。\")##\n(\"entity\"<|>\"未来\"<|>\"category\"<|>\"未来属于新的生命，强调珍惜现在和认真对待每一天。\")##\n(\"entity\"<|>\"教学设想\"<|>\"event\"<|>\"教学计划引导学生规划人生蓝图，理解生命意义。\")##\n(\"entity\"<|>\"教学目标\"<|>\"event\"<|>\"教学目标包括组织体验型学习，使学生领悟作者思想感情。\")##\n(\"entity\"<|>\"教学重点\"<|>\"event\"<|>\"教学重点在于体会职业选择原则和思考人生价值。\")##\n(\"entity\"<|>\"教学难点\"<|>\"event\"<|>\"教学难点在于引导学生做出适合自己的职业规划和探究人生价值。\")##\n(\"entity\"<|>\"教学方法\"<|>\"event\"<|>\"教学方法包括研讨法和活动体验法。\")##\n(\"entity\"<|>\"课时安排\"<|>\"event\"<|>\"课时安排为2课时，1课时教学讨论，1课时活动体验。\")##\n(\"relationship\"<|>\"土地\"<|>\"生命\"<|>\"土地象征每个人必须自己负责的生命质量，与生命主题直接相关。\"<|>\"responsibility, life journey\"<|>9)##\n(\"relationship\"<|>\"期待\"<|>\"青春\"<|>\"期待作为奋斗动力，与珍惜青春、认真生活的主题相关。\"<|>\"motivation, youth\"<|>8)##\n(\"relationship\"<|>\"厄运\"<|>\"强者\"<|>\"厄运淘汰弱者而强者能够继续前行，展示抗压能力。\"<|>\"resilience, adversity\"<|>10)##\n(\"relationship\"<|>\"未来\"<|>\"青春\"<|>\"未来属于新生命，与珍惜青春的主题形成时间维度的呼应。\"<|>\"time perspective, youth value\"<|>7)##\n(\"relationship\"<|>\"教学设想\"<|>\"教学目标\"<|>\"教学设想指导教学目标，共同服务于引导学生规划人生。\"<|>\"education planning, life guidance\"<|>9)##\n(\"relationship\"<|>\"教学重点\"<|>\"教学难点\"<|>\"教学重点和难点共同关注职业选择和人生价值问题。\"<|>\"education focus, life skills\"<|>8)##\n(\"relationship\"<|>\"教学方法\"<|>\"课时安排\"<|>\"教学方法与课时安排共同构成完整的教学实施方案。\"<|>\"pedagogy, time management\"<|>7)##\n(\"relationship\"<|>\"《青年在选择职业时的考虑（节选）》\"<|>\"教学重点\"<|>\"该文章是教学重点内容，帮助学生理解职业选择意义。\"<|>\"career education, life planning\"<|>9)##\n(\"relationship\"<|>\"《我的五样》\"<|>\"教学难点\"<|>\"该活动针对教学难点，引导学生思考人生价值。\"<|>\"value education, self-discovery\"<|>8)##\n(\"content_keywords\"<|>\"生命教育,职业规划,人生价值,教学方案,青春奋斗\")<|COMPLETE|>",
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"original_prompt": "[{\"role\": \"user\", \"content\": \"---Goal---\\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\\nUse English as output language.\\n\\n---Steps---\\n1. Identify all entities. For each identified entity, extract the following information:\\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\\n- entity_type: One of the following types: [organization,person,geo,event,category]\\n- entity_description: Comprehensive description of the entity's attributes and activities\\nFormat each entity as (\\\"entity\\\"<|><entity_name><|><entity_type><|><entity_description>)\\n\\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\\nFor each pair of related entities, extract the following information:\\n- source_entity: name of the source entity, as identified in step 1\\n- target_entity: name of the target entity, as identified in step 1\\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\\nFormat each relationship as (\\\"relationship\\\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\\n\\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\\nFormat the content-level key words as (\\\"content_keywords\\\"<|><high_level_keywords>)\\n\\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\\n\\n5. When finished, output <|COMPLETE|>\\n\\n######################\\n---Examples---\\n######################\\nExample 1:\\n\\nEntity_types: [person, technology, mission, organization, location]\\nText:\\n```\\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\\n\\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \\\"If this tech can be understood...\\\" Taylor said, their voice quieter, \\\"It could change the game for us. For all of us.\\\"\\n\\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\\n\\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\\n```\\n\\nOutput:\\n(\\\"entity\\\"<|>\\\"Alex\\\"<|>\\\"person\\\"<|>\\\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\\\")##\\n(\\\"entity\\\"<|>\\\"Taylor\\\"<|>\\\"person\\\"<|>\\\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\\\")##\\n(\\\"entity\\\"<|>\\\"Jordan\\\"<|>\\\"person\\\"<|>\\\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\\\")##\\n(\\\"entity\\\"<|>\\\"Cruz\\\"<|>\\\"person\\\"<|>\\\"Cruz is associated with a vision of control and order, influencing the
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"default:extract:f875c637d06dfec40f9941d94d821321": {
|
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"return": "(\"entity\"<|>\"美国哈佛大学\"<|>\"organization\"<|>\"Harvard University conducted a survey 30 years ago on students' life goals and tracked their outcomes, revealing the importance of goal-setting.\")##\n(\"entity\"<|>\"人生设计\"<|>\"category\"<|>\"Life design refers to the process of planning and setting personal goals to achieve success and fulfillment in a competitive era.\")##\n(\"entity\"<|>\"《我的五样》\"<|>\"event\"<|>\"A reflective activity where participants identify and prioritize five most valuable things in their lives, exploring personal values and life meaning.\")##\n(\"entity\"<|>\"作家\"<|>\"person\"<|>\"The author is a writer who prioritizes 'pen' as essential for their existence, symbolizing the core purpose of their life through writing.\")##\n(\"entity\"<|>\"水、空气、阳光\"<|>\"category\"<|>\"Basic life necessities chosen by the author as foundational for existence in the 'Five Most Precious Things' activity.\")##\n(\"entity\"<|>\"鲜花\"<|>\"category\"<|>\"Represents life's beauty and is one of the author's chosen 'Five Most Precious Things'.\")##\n(\"entity\"<|>\"笔\"<|>\"category\"<|>\"The author's ultimate choice in the activity, symbolizing their identity as a writer and life's purpose.\")##\n(\"relationship\"<|>\"美国哈佛大学\"<|>\"人生设计\"<|>\"Harvard's survey underscores the long-term impact of goal clarity, reinforcing the necessity of life design for success.\"<|>\"goal-setting, life outcomes\"<|>8)##\n(\"relationship\"<|>\"《我的五样》\"<|>\"作家\"<|>\"The activity reveals the author's prioritization of writing ('pen') over familial ties, highlighting their professional identity.\"<|>\"self-discovery, vocation\"<|>9)##\n(\"relationship\"<|>\"作家\"<|>\"笔\"<|>\"The writer's selection of 'pen' reflects their existential purpose, where abandoning it would negate their life's meaning.\"<|>\"identity, creative purpose\"<|>10)##\n(\"relationship\"<|>\"水、空气、阳光\"<|>\"《我的五样》\"<|>\"These elements represent primal survival needs in the activity, forming the baseline for the author's value hierarchy.\"<|>\"basic needs, life foundation\"<|>7)##\n(\"relationship\"<|>\"鲜花\"<|>\"笔\"<|>\"While 'flowers' symbolize beauty, 'pen' is prioritized as the author's ultimate purpose, contrasting aesthetic vs. existential value.\"<|>\"symbolism, prioritization\"<|>6)##\n(\"content_keywords\"<|>\"goal-setting, life design, self-discovery, existential purpose, value hierarchy\")<|COMPLETE|>",
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"original_prompt": "---Goal---\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\nUse English as output language.\n\n---Steps---\n1. Identify all entities. For each identified entity, extract the following information:\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\n- entity_type: One of the following types: [organization,person,geo,event,category]\n- entity_description: Comprehensive description of the entity's attributes and activities\nFormat each entity as (\"entity\"<|><entity_name><|><entity_type><|><entity_description>)\n\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\nFor each pair of related entities, extract the following information:\n- source_entity: name of the source entity, as identified in step 1\n- target_entity: name of the target entity, as identified in step 1\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\nFormat each relationship as (\"relationship\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\n\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\nFormat the content-level key words as (\"content_keywords\"<|><high_level_keywords>)\n\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\n\n5. When finished, output <|COMPLETE|>\n\n######################\n---Examples---\n######################\nExample 1:\n\nEntity_types: [person, technology, mission, organization, location]\nText:\n```\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\n\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \"If this tech can be understood...\" Taylor said, their voice quieter, \"It could change the game for us. For all of us.\"\n\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\n\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\n```\n\nOutput:\n(\"entity\"<|>\"Alex\"<|>\"person\"<|>\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\")##\n(\"entity\"<|>\"Taylor\"<|>\"person\"<|>\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\")##\n(\"entity\"<|>\"Jordan\"<|>\"person\"<|>\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\")##\n(\"entity\"<|>\"Cruz\"<|>\"person\"<|>\"Cruz is associated with a vision of control and order, influencing the dynamics among other characters.\")##\n(\"entity\"<|>\"The Device\"<|>\"technology\"<|>\"The Device is central to the story, with potential game-changing implications
|
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"create_time": 1754897764,
|
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"update_time": 1754897764,
|
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|
"_id": "default:extract:f875c637d06dfec40f9941d94d821321"
|
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|
|
},
|
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|
"default:extract:91fb9203a1df18516747fd6dea540381": {
|
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"return": "(\"entity\"<|>\"东东\"<|>\"person\"<|>\"The son who received the heartfelt letter from his father on his eighteenth birthday, representing the younger generation in parent-child relationships.\")##\n(\"entity\"<|>\"两代人的矛盾\"<|>\"category\"<|>\"The generational conflict between parents and children, analyzed by Yang Zi in his letter.\")##\n(\"entity\"<|>\"《浸洒的花朵》\"<|>\"category\"<|>\"One of Yang Zi's literary works, showcasing his writing career.\")##\n(\"entity\"<|>\"《感情的花朵》\"<|>\"category\"<|>\"Another literary work by Yang Zi, demonstrating his contributions to literature.\")##\n(\"entity\"<|>\"十八岁\"<|>\"event\"<|>\"The significant milestone of turning eighteen, which serves as the occasion for the father's letter.\")##\n(\"entity\"<|>\"忘年交\"<|>\"category\"<|>\"The evolving relationship between parents and children from hierarchical to friendship-like bonds.\")##\n(\"entity\"<|>\"家长制\"<|>\"category\"<|>\"The traditional hierarchical parent-child relationship model that is gradually changing.\")##\n(\"entity\"<|>\"半夜抱孩子看医生\"<|>\"event\"<|>\"A specific example of parental care mentioned in the text, showing father-son bonding.\")##\n(\"entity\"<|>\"拍照\"<|>\"event\"<|>\"An activity mentioned as part of father-son bonding moments.\")##\n(\"entity\"<|>\"骑脚踏车\"<|>\"event\"<|>\"A shared activity between father and son mentioned in the text.\")##\n(\"entity\"<|>\"托起孩子身体为他洗澡\"<|>\"event\"<|>\"An intimate caregiving moment showing parental love.\")##\n(\"entity\"<|>\"陪孩子考幼稚园、考初中、考高中\"<|>\"event\"<|>\"Examples of parental support during important educational milestones.\")##\n(\"relationship\"<|>\"杨子\"<|>\"东东\"<|>\"Yang Zi is the father writing the heartfelt letter to his son Dongdong on his eighteenth birthday.\"<|>\"parent-child relationship, emotional bond\"<|>10)##\n(\"relationship\"<|>\"杨子\"<|>\"两代人的矛盾\"<|>\"Yang Zi analyzes the causes and solutions for generational conflicts between parents and children.\"<|>\"social analysis, generational studies\"<|>9)##\n(\"relationship\"<|>\"杨子\"<|>\"《浸洒的花朵》\"<|>\"Yang Zi is the author of this literary work.\"<|>\"literary creation, authorship\"<|>8)##\n(\"relationship\"<|>\"杨子\"<|>\"《感情的花朵》\"<|>\"Yang Zi is the author of this literary work.\"<|>\"literary creation, authorship\"<|>8)##\n(\"relationship\"<|>\"东东\"<|>\"十八岁\"<|>\"Dongdong is celebrating his eighteenth birthday, which is the occasion for the letter.\"<|>\"life milestone, coming of age\"<|>9)##\n(\"relationship\"<|>\"家长制\"<|>\"忘年交\"<|>\"The text discusses the evolution from traditional hierarchical relationships to more equal friendships between generations.\"<|>\"social change, relationship evolution\"<|>8)##\n(\"relationship\"<|>\"东东\"<|>\"半夜抱孩子看医生\"<|>\"This was one of the caregiving moments Dongdong experienced with his father.\"<|>\"parental care, childhood memories\"<|>7)##\n(\"relationship\"<|>\"东东\"<|>\"拍照\"<|>\"This was one of the bonding activities between Dongdong and his father.\"<|>\"family bonding, memories\"<|>6)##\n(\"relationship\"<|>\"东东\"<|>\"骑脚踏车\"<|>\"An activity shared between Dongdong and his father, showing their relationship.\"<|>\"shared experiences, family time\"<|>6)##\n(\"relationship\"<|>\"东东\"<|>\"托起孩子身体为他洗澡\"<|>\"An intimate caregiving moment between Dongdong and his father.\"<|>\"parental care, childhood\"<|>7)##\n(\"relationship\"<|>\"东东\"<|>\"陪孩子考幼稚园、考初中、考高中\"<|>\"Examples of how Dongdong's father supported him through educational milestones.\"<|>\"parental support, education\"<|>8)##\n(\"relationship\"<|>\"《十八岁和其他》\"<|>\"两代人的矛盾\"<|>\"The letter addresses and analyzes the issue of generational conflicts between parents and children.\"<|>\"generational studies, family dynamics\"<|>9)##\n(\"relationship\"<|>\"《十八岁和其他》\"<|>
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"original_prompt": "[{\"role\": \"user\", \"content\": \"---Goal---\\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\\nUse English as output language.\\n\\n---Steps---\\n1. Identify all entities. For each identified entity, extract the following information:\\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\\n- entity_type: One of the following types: [organization,person,geo,event,category]\\n- entity_description: Comprehensive description of the entity's attributes and activities\\nFormat each entity as (\\\"entity\\\"<|><entity_name><|><entity_type><|><entity_description>)\\n\\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\\nFor each pair of related entities, extract the following information:\\n- source_entity: name of the source entity, as identified in step 1\\n- target_entity: name of the target entity, as identified in step 1\\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\\nFormat each relationship as (\\\"relationship\\\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\\n\\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\\nFormat the content-level key words as (\\\"content_keywords\\\"<|><high_level_keywords>)\\n\\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\\n\\n5. When finished, output <|COMPLETE|>\\n\\n######################\\n---Examples---\\n######################\\nExample 1:\\n\\nEntity_types: [person, technology, mission, organization, location]\\nText:\\n```\\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\\n\\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \\\"If this tech can be understood...\\\" Taylor said, their voice quieter, \\\"It could change the game for us. For all of us.\\\"\\n\\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\\n\\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\\n```\\n\\nOutput:\\n(\\\"entity\\\"<|>\\\"Alex\\\"<|>\\\"person\\\"<|>\\\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\\\")##\\n(\\\"entity\\\"<|>\\\"Taylor\\\"<|>\\\"person\\\"<|>\\\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\\\")##\\n(\\\"entity\\\"<|>\\\"Jordan\\\"<|>\\\"person\\\"<|>\\\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\\\")##\\n(\\\"entity\\\"<|>\\\"Cruz\\\"<|>\\\"person\\\"<|>\\\"Cruz is associated with a vision of control and order, influencing the
|
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"create_time": 1754897766,
|
|||
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"update_time": 1754897766,
|
|||
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"_id": "default:extract:91fb9203a1df18516747fd6dea540381"
|
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},
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"default:extract:5362aaa622238fe9e15ef07325ba90ed": {
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"return": "(\"entity\"<|>\"写作的素材\"<|>\"category\"<|>\"Writing materials or topics for writing exercises.\")##\n(\"entity\"<|>\"给自己的父母写封信\"<|>\"event\"<|>\"An activity where students write a letter to their parents to communicate sincerely, with a requirement of at least 800 words.\")##\n(\"entity\"<|>\"写一首诗\"<|>\"event\"<|>\"An activity where students write a poem to express certain emotions.\")##\n(\"entity\"<|>\"一周语文课\"<|>\"event\"<|>\"A summary activity after a week of Chinese language classes, reflecting on established habits and future plans.\")##\n(\"entity\"<|>\"教育文章\"<|>\"category\"<|>\"Educational articles available on a specified website.\")##\n(\"entity\"<|>\"http\"<|>\"organization\"<|>\"A website providing educational articles.\")##\n(\"relationship\"<|>\"写作的素材\"<|>\"给自己的父母写封信\"<|>\"Writing materials include the task of writing a letter to parents.\"<|>\"writing tasks, communication\"<|>7)##\n(\"relationship\"<|>\"写作的素材\"<|>\"写一首诗\"<|>\"Writing materials include the task of writing a poem.\"<|>\"creative writing, expression\"<|>6)##\n(\"relationship\"<|>\"写作的素材\"<|>\"一周语文课\"<|>\"Writing materials include summarizing a week of Chinese language classes.\"<|>\"reflection, academic habits\"<|>5)##\n(\"relationship\"<|>\"教育文章\"<|>\"http\"<|>\"Educational articles are available on the specified website.\"<|>\"educational resources, online content\"<|>8)##\n(\"content_keywords\"<|>\"writing tasks, communication, creative writing, reflection, education\")<|COMPLETE|>",
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"original_prompt": "---Goal---\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\nUse English as output language.\n\n---Steps---\n1. Identify all entities. For each identified entity, extract the following information:\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\n- entity_type: One of the following types: [organization,person,geo,event,category]\n- entity_description: Comprehensive description of the entity's attributes and activities\nFormat each entity as (\"entity\"<|><entity_name><|><entity_type><|><entity_description>)\n\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\nFor each pair of related entities, extract the following information:\n- source_entity: name of the source entity, as identified in step 1\n- target_entity: name of the target entity, as identified in step 1\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\nFormat each relationship as (\"relationship\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\n\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\nFormat the content-level key words as (\"content_keywords\"<|><high_level_keywords>)\n\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\n\n5. When finished, output <|COMPLETE|>\n\n######################\n---Examples---\n######################\nExample 1:\n\nEntity_types: [person, technology, mission, organization, location]\nText:\n```\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\n\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \"If this tech can be understood...\" Taylor said, their voice quieter, \"It could change the game for us. For all of us.\"\n\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\n\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\n```\n\nOutput:\n(\"entity\"<|>\"Alex\"<|>\"person\"<|>\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\")##\n(\"entity\"<|>\"Taylor\"<|>\"person\"<|>\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\")##\n(\"entity\"<|>\"Jordan\"<|>\"person\"<|>\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\")##\n(\"entity\"<|>\"Cruz\"<|>\"person\"<|>\"Cruz is associated with a vision of control and order, influencing the dynamics among other characters.\")##\n(\"entity\"<|>\"The Device\"<|>\"technology\"<|>\"The Device is central to the story, with potential game-changing implications
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"default:extract:8a254a3c527314666bd9acca969634e8": {
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"return": "(\"entity\"<|>\"卡尔.马克思\"<|>\"person\"<|>\"Karl Marx is the founder of Marxism, a great mentor for the proletariat and working people worldwide. He wrote 'Reflections of a Young Man on The Choice of a Profession' at age 17, advocating for choosing a profession that serves human welfare.\")##\n(\"entity\"<|>\"特利尔中学\"<|>\"organization\"<|>\"Trier High School is where Karl Marx received his secondary education and developed his early philosophical ideas influenced by French Enlightenment thought.\")##\n(\"entity\"<|>\"青年在选择职业时的考虑\"<|>\"event\"<|>\"This is Marx's graduation essay that discusses principles for choosing a profession, emphasizing alignment with human happiness and self-perfection.\")##\n(\"entity\"<|>\"马克思主义\"<|>\"category\"<|>\"Marxism is the theoretical system founded by Karl Marx and Friedrich Engels, serving as a guide for the global proletarian movement.\")##\n(\"entity\"<|>\"第一国际\"<|>\"organization\"<|>\"The First International was an international organization of workers founded with Marx's participation, promoting socialist ideals.\")##\n(\"entity\"<|>\"法国启蒙思想\"<|>\"category\"<|>\"French Enlightenment thought influenced young Marx's philosophical development during his high school years.\")##\n(\"entity\"<|>\"中学毕业考试\"<|>\"event\"<|>\"The graduation examination where Marx wrote his famous essay on career choice.\")##\n(\"entity\"<|>\"人类幸福\"<|>\"category\"<|>\"A central concept in Marx's philosophy referring to collective wellbeing that should guide professional choices.\")##\n(\"entity\"<|>\"自身完美\"<|>\"category\"<|>\"Marx's concept of self-perfection achieved through serving humanity in one's profession.\")##\n(\"entity\"<|>\"职业选择原则\"<|>\"category\"<|>\"Marx's three principles for career choice: personal preference, physical condition, and personal capability.\")##\n(\"entity\"<|>\"哈佛大学调查\"<|>\"event\"<|>\"Harvard University's 30-year study showing the importance of life planning and goal setting.\")##\n(\"relationship\"<|>\"卡尔.马克思\"<|>\"青年在选择职业时的考虑\"<|>\"Marx wrote this influential essay at age 17, expressing his early philosophical views on professional choice.\"<|>\"intellectual development, early philosophy\"<|>9)##\n(\"relationship\"<|>\"卡尔.马克思\"<|>\"特利尔中学\"<|>\"Marx attended Trier High School where he developed foundational ideas that influenced his later work.\"<|>\"education, formative years\"<|>8)##\n(\"relationship\"<|>\"卡尔.马克思\"<|>\"马克思主义\"<|>\"Marx is the primary founder of Marxism, which became a revolutionary theoretical framework.\"<|>\"ideology creation, theoretical foundation\"<|>10)##\n(\"relationship\"<|>\"卡尔.马克思\"<|>\"第一国际\"<|>\"Marx was a key organizer and leader of the First International, promoting workers' rights.\"<|>\"political activism, labor movement\"<|>9)##\n(\"relationship\"<|>\"青年在选择职业时的考虑\"<|>\"马克思主义\"<|>\"Marx's early essay contains philosophical seeds that later developed into Marxist theory.\"<|>\"intellectual continuity, philosophical roots\"<|>7)##\n(\"relationship\"<|>\"特利尔中学\"<|>\"法国启蒙思想\"<|>\"Trier High School exposed Marx to French Enlightenment ideas that shaped his early thinking.\"<|>\"education influence, philosophical development\"<|>8)##\n(\"relationship\"<|>\"青年在选择职业时的考虑\"<|>\"中学毕业考试\"<|>\"The essay was written as part of Marx's graduation examination from high school.\"<|>\"academic work, graduation requirement\"<|>9)##\n(\"relationship\"<|>\"人类幸福\"<|>\"自身完美\"<|>\"Marx saw these as complementary goals that should guide professional choices.\"<|>\"philosophical concepts, career guidance\"<|>8)##\n(\"relationship\"<|>\"职业选择原则\"<|>\"青年在选择职业时的考虑\"<|>\"The three principles form the core framework of Marx's essay on career choice.\"<|>\"theoretical framework, practical guidance\"<|>9)##\n(\"relationsh
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"original_prompt": "[{\"role\": \"user\", \"content\": \"---Goal---\\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\\nUse English as output language.\\n\\n---Steps---\\n1. Identify all entities. For each identified entity, extract the following information:\\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\\n- entity_type: One of the following types: [organization,person,geo,event,category]\\n- entity_description: Comprehensive description of the entity's attributes and activities\\nFormat each entity as (\\\"entity\\\"<|><entity_name><|><entity_type><|><entity_description>)\\n\\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\\nFor each pair of related entities, extract the following information:\\n- source_entity: name of the source entity, as identified in step 1\\n- target_entity: name of the target entity, as identified in step 1\\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\\nFormat each relationship as (\\\"relationship\\\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\\n\\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\\nFormat the content-level key words as (\\\"content_keywords\\\"<|><high_level_keywords>)\\n\\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\\n\\n5. When finished, output <|COMPLETE|>\\n\\n######################\\n---Examples---\\n######################\\nExample 1:\\n\\nEntity_types: [person, technology, mission, organization, location]\\nText:\\n```\\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\\n\\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \\\"If this tech can be understood...\\\" Taylor said, their voice quieter, \\\"It could change the game for us. For all of us.\\\"\\n\\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\\n\\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\\n```\\n\\nOutput:\\n(\\\"entity\\\"<|>\\\"Alex\\\"<|>\\\"person\\\"<|>\\\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\\\")##\\n(\\\"entity\\\"<|>\\\"Taylor\\\"<|>\\\"person\\\"<|>\\\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\\\")##\\n(\\\"entity\\\"<|>\\\"Jordan\\\"<|>\\\"person\\\"<|>\\\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\\\")##\\n(\\\"entity\\\"<|>\\\"Cruz\\\"<|>\\\"person\\\"<|>\\\"Cruz is associated with a vision of control and order, influencing the
|
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"create_time": 1754897791,
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"update_time": 1754897791,
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"_id": "default:extract:8a254a3c527314666bd9acca969634e8"
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},
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"default:extract:fe5728119a8c89d2bde0b65380e3cd3f": {
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"return": "(\"entity\"<|>\"美国哈佛大学\"<|>\"organization\"<|>\"Harvard University conducted a landmark 30-year study on goal setting and its impact on life outcomes.\")##\n(\"entity\"<|>\"没有目标的人\"<|>\"category\"<|>\"People with no goals represented 27% in Harvard's study, ending up struggling at society's lowest level.\")##\n(\"entity\"<|>\"目标模糊的人\"<|>\"category\"<|>\"60% of participants with vague goals remained in lower-middle class, surviving without ambition.\")##\n(\"entity\"<|>\"短期目标清晰的人\"<|>\"category\"<|>\"10% with clear short-term goals became white-collar professionals in upper-middle class.\")##\n(\"entity\"<|>\"长期目标清晰的人\"<|>\"category\"<|>\"The 3% with long-term goals became millionaires, industry leaders or elite figures.\")##\n(\"entity\"<|>\"人才竞争\"<|>\"category\"<|>\"The intense competition in talent markets necessitates deliberate life planning.\")##\n(\"entity\"<|>\"《我的五样》活动\"<|>\"event\"<|>\"A psychological exercise to identify core life values through selecting and eliminating precious items.\")##\n(\"entity\"<|>\"水\"<|>\"category\"<|>\"Chosen as fundamental for biological survival in the 'Five Most Precious Things' exercise.\")##\n(\"entity\"<|>\"空气\"<|>\"category\"<|>\"Selected as essential for life continuation in the value prioritization activity.\")##\n(\"entity\"<|>\"阳光\"<|>\"category\"<|>\"Identified as crucial for existence in the life values assessment.\")##\n(\"entity\"<|>\"鲜花\"<|>\"category\"<|>\"Symbolizes life's beauty and aesthetic value in the author's hierarchy of priorities.\")##\n(\"entity\"<|>\"笔\"<|>\"category\"<|>\"The writer's ultimate choice representing vocational identity and life purpose.\")##\n(\"entity\"<|>\"父母\"<|>\"category\"<|>\"Family members considered but ultimately not selected in the writer's value hierarchy.\")##\n(\"entity\"<|>\"孩子\"<|>\"category\"<|>\"Offspring that were excluded from final selection despite their importance.\")##\n(\"entity\"<|>\"爱人\"<|>\"category\"<|>\"Romantic partner that was sacrificed in favor of vocational identity.\")##\n(\"entity\"<|>\"作家\"<|>\"person\"<|>\"The professional whose existential meaning is tied to writing as expressed in the activity.\")##\n(\"relationship\"<|>\"美国哈佛大学\"<|>\"没有目标的人\"<|>\"Harvard's study identified 27% of graduates without goals ended up in society's lowest stratum.\"<|>\"research findings, life outcomes\"<|>9)##\n(\"relationship\"<|>\"美国哈佛大学\"<|>\"长期目标清晰的人\"<|>\"The study showed 3% with long-term goals achieved exceptional success.\"<|>\"goal clarity, achievement correlation\"<|>10)##\n(\"relationship\"<|>\"《我的五样》活动\"<|>\"作家\"<|>\"The activity revealed the writer's fundamental values, prioritizing vocation over relationships.\"<|>\"self-discovery, value hierarchy\"<|>9)##\n(\"relationship\"<|>\"水\"<|>\"空气\"<|>\"Both represent fundamental biological necessities selected first in the value exercise.\"<|>\"survival needs, primal requirements\"<|>8)##\n(\"relationship\"<|>\"阳光\"<|>\"鲜花\"<|>\"Natural elements chosen sequentially, with flowers representing higher aesthetic value.\"<|>\"nature hierarchy, value progression\"<|>7)##\n(\"relationship\"<|>\"笔\"<|>\"作家\"<|>\"The writing instrument symbolizes the author's professional identity and life purpose.\"<|>\"vocational identity, existential meaning\"<|>10)##\n(\"relationship\"<|>\"父母\"<|>\"孩子\"<|>\"Both represent familial relationships that were considered but ultimately sacrificed.\"<|>\"family values, difficult choices\"<|>6)##\n(\"relationship\"<|>\"爱人\"<|>\"笔\"<|>\"The romantic partner was relinquished in favor of the writer's vocational tool.\"<|>\"sacrifice, priority setting\"<|>7)##\n(\"relationship\"<|>\"人才竞争\"<|>\"长期目标清晰的人\"<|>\"In competitive environments, those with clear long-term goals gain advantage.\"<|>\"strategic planning, competitive edge\"<|>8)##\n(\"content_keywords\"<|>\"goal setting, value h
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"original_prompt": "[{\"role\": \"user\", \"content\": \"---Goal---\\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\\nUse English as output language.\\n\\n---Steps---\\n1. Identify all entities. For each identified entity, extract the following information:\\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\\n- entity_type: One of the following types: [organization,person,geo,event,category]\\n- entity_description: Comprehensive description of the entity's attributes and activities\\nFormat each entity as (\\\"entity\\\"<|><entity_name><|><entity_type><|><entity_description>)\\n\\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\\nFor each pair of related entities, extract the following information:\\n- source_entity: name of the source entity, as identified in step 1\\n- target_entity: name of the target entity, as identified in step 1\\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\\nFormat each relationship as (\\\"relationship\\\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\\n\\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\\nFormat the content-level key words as (\\\"content_keywords\\\"<|><high_level_keywords>)\\n\\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\\n\\n5. When finished, output <|COMPLETE|>\\n\\n######################\\n---Examples---\\n######################\\nExample 1:\\n\\nEntity_types: [person, technology, mission, organization, location]\\nText:\\n```\\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\\n\\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \\\"If this tech can be understood...\\\" Taylor said, their voice quieter, \\\"It could change the game for us. For all of us.\\\"\\n\\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\\n\\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\\n```\\n\\nOutput:\\n(\\\"entity\\\"<|>\\\"Alex\\\"<|>\\\"person\\\"<|>\\\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\\\")##\\n(\\\"entity\\\"<|>\\\"Taylor\\\"<|>\\\"person\\\"<|>\\\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\\\")##\\n(\\\"entity\\\"<|>\\\"Jordan\\\"<|>\\\"person\\\"<|>\\\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\\\")##\\n(\\\"entity\\\"<|>\\\"Cruz\\\"<|>\\\"person\\\"<|>\\\"Cruz is associated with a vision of control and order, influencing the
|
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"create_time": 1754897822,
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"update_time": 1754897822,
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"_id": "default:extract:fe5728119a8c89d2bde0b65380e3cd3f"
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},
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"default:extract:b1b682bc1f746f1b3fdc79f515a5ce99": {
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"return": "(\"entity\"<|>\"写作的素材\"<|>\"category\"<|>\"Writing materials or topics for composition exercises, including letters, poems, and reflections.\")##\n(\"entity\"<|>\"给自己的父母写封信\"<|>\"event\"<|>\"A writing assignment requiring students to compose an 800+ word letter to their parents for sincere communication.\")##\n(\"entity\"<|>\"用心和父母沟通\"<|>\"category\"<|>\"The concept of heartfelt communication between children and parents.\")##\n(\"entity\"<|>\"不少于800字\"<|>\"category\"<|>\"A minimum word count requirement for the letter-writing assignment.\")##\n(\"entity\"<|>\"写一首诗\"<|>\"event\"<|>\"A creative writing task where students express emotions through poetry.\")##\n(\"entity\"<|>\"表达自己的某种情感\"<|>\"category\"<|>\"The purpose of the poetry assignment to convey personal emotions.\")##\n(\"entity\"<|>\"一周语文课\"<|>\"event\"<|>\"A week's worth of Chinese language classes forming the basis for reflection.\")##\n(\"entity\"<|>\"总结\"<|>\"category\"<|>\"The process of summarizing and reflecting on learning experiences.\")##\n(\"entity\"<|>\"好习惯\"<|>\"category\"<|>\"Positive academic habits developed during the course.\")##\n(\"entity\"<|>\"未养成的好习惯\"<|>\"category\"<|>\"Desirable habits that students have yet to develop.\")##\n(\"entity\"<|>\"未来计划\"<|>\"category\"<|>\"Students' plans for improvement and future actions.\")##\n(\"entity\"<|>\"与同学或老师交流\"<|>\"event\"<|>\"The activity of sharing reflections with peers or teachers.\")##\n(\"entity\"<|>\"更多教育文章\"<|>\"category\"<|>\"Additional educational resources available online.\")##\n(\"entity\"<|>\"http\"<|>\"organization\"<|>\"The website providing supplementary educational materials.\")##\n(\"relationship\"<|>\"写作的素材\"<|>\"给自己的父母写封信\"<|>\"The writing materials include the letter-writing assignment as a key component.\"<|>\"composition tasks, family communication\"<|>8)##\n(\"relationship\"<|>\"写作的素材\"<|>\"写一首诗\"<|>\"Poetry writing is another fundamental element of the writing materials.\"<|>\"creative expression, emotional outlet\"<|>7)##\n(\"relationship\"<|>\"写作的素材\"<|>\"一周语文课\"<|>\"The writing materials incorporate reflections on classroom learning.\"<|>\"academic reflection, learning process\"<|>6)##\n(\"relationship\"<|>\"给自己的父母写封信\"<|>\"用心和父母沟通\"<|>\"The letter assignment specifically aims to facilitate genuine parent-child communication.\"<|>\"family bonds, emotional connection\"<|>9)##\n(\"relationship\"<|>\"给自己的父母写封信\"<|>\"不少于800字\"<|>\"The letter must meet the minimum 800-word requirement.\"<|>\"academic requirements, writing standards\"<|>7)##\n(\"relationship\"<|>\"写一首诗\"<|>\"表达自己的某种情感\"<|>\"The poetry assignment serves as a vehicle for emotional expression.\"<|>\"artistic expression, self-reflection\"<|>8)##\n(\"relationship\"<|>\"一周语文课\"<|>\"总结\"<|>\"The week's classes form the basis for students' summaries.\"<|>\"learning assessment, academic progress\"<|>7)##\n(\"relationship\"<|>\"总结\"<|>\"好习惯\"<|>\"The reflection includes evaluation of established positive habits.\"<|>\"personal development, academic growth\"<|>8)##\n(\"relationship\"<|>\"总结\"<|>\"未养成的好习惯\"<|>\"Students identify habits they still need to develop in their reflections.\"<|>\"self-improvement, goal setting\"<|>7)##\n(\"relationship\"<|>\"总结\"<|>\"未来计划\"<|>\"The summary includes plans for future academic improvement.\"<|>\"planning, academic goals\"<|>8)##\n(\"relationship\"<|>\"总结\"<|>\"与同学或老师交流\"<|>\"The reflective summaries are meant to be shared with others.\"<|>\"peer learning, educational feedback\"<|>6)##\n(\"relationship\"<|>\"更多教育文章\"<|>\"http\"<|>\"The website serves as a platform for additional educational resources.\"<|>\"online learning, resource sharing\"<|>9)##\n(\"content_keywords\"<|>\"writing assignmen
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"original_prompt": "[{\"role\": \"user\", \"content\": \"---Goal---\\nGiven a text document that is potentially relevant to this activity and a list of entity types, identify all entities of those types from the text and all relationships among the identified entities.\\nUse English as output language.\\n\\n---Steps---\\n1. Identify all entities. For each identified entity, extract the following information:\\n- entity_name: Name of the entity, use same language as input text. If English, capitalized the name.\\n- entity_type: One of the following types: [organization,person,geo,event,category]\\n- entity_description: Comprehensive description of the entity's attributes and activities\\nFormat each entity as (\\\"entity\\\"<|><entity_name><|><entity_type><|><entity_description>)\\n\\n2. From the entities identified in step 1, identify all pairs of (source_entity, target_entity) that are *clearly related* to each other.\\nFor each pair of related entities, extract the following information:\\n- source_entity: name of the source entity, as identified in step 1\\n- target_entity: name of the target entity, as identified in step 1\\n- relationship_description: explanation as to why you think the source entity and the target entity are related to each other\\n- relationship_strength: a numeric score indicating strength of the relationship between the source entity and target entity\\n- relationship_keywords: one or more high-level key words that summarize the overarching nature of the relationship, focusing on concepts or themes rather than specific details\\nFormat each relationship as (\\\"relationship\\\"<|><source_entity><|><target_entity><|><relationship_description><|><relationship_keywords><|><relationship_strength>)\\n\\n3. Identify high-level key words that summarize the main concepts, themes, or topics of the entire text. These should capture the overarching ideas present in the document.\\nFormat the content-level key words as (\\\"content_keywords\\\"<|><high_level_keywords>)\\n\\n4. Return output in English as a single list of all the entities and relationships identified in steps 1 and 2. Use **##** as the list delimiter.\\n\\n5. When finished, output <|COMPLETE|>\\n\\n######################\\n---Examples---\\n######################\\nExample 1:\\n\\nEntity_types: [person, technology, mission, organization, location]\\nText:\\n```\\nwhile Alex clenched his jaw, the buzz of frustration dull against the backdrop of Taylor's authoritarian certainty. It was this competitive undercurrent that kept him alert, the sense that his and Jordan's shared commitment to discovery was an unspoken rebellion against Cruz's narrowing vision of control and order.\\n\\nThen Taylor did something unexpected. They paused beside Jordan and, for a moment, observed the device with something akin to reverence. \\\"If this tech can be understood...\\\" Taylor said, their voice quieter, \\\"It could change the game for us. For all of us.\\\"\\n\\nThe underlying dismissal earlier seemed to falter, replaced by a glimpse of reluctant respect for the gravity of what lay in their hands. Jordan looked up, and for a fleeting heartbeat, their eyes locked with Taylor's, a wordless clash of wills softening into an uneasy truce.\\n\\nIt was a small transformation, barely perceptible, but one that Alex noted with an inward nod. They had all been brought here by different paths\\n```\\n\\nOutput:\\n(\\\"entity\\\"<|>\\\"Alex\\\"<|>\\\"person\\\"<|>\\\"Alex is a character who experiences frustration and is observant of the dynamics among other characters.\\\")##\\n(\\\"entity\\\"<|>\\\"Taylor\\\"<|>\\\"person\\\"<|>\\\"Taylor is portrayed with authoritarian certainty and shows a moment of reverence towards a device, indicating a change in perspective.\\\")##\\n(\\\"entity\\\"<|>\\\"Jordan\\\"<|>\\\"person\\\"<|>\\\"Jordan shares a commitment to discovery and has a significant interaction with Taylor regarding a device.\\\")##\\n(\\\"entity\\\"<|>\\\"Cruz\\\"<|>\\\"person\\\"<|>\\\"Cruz is associated with a vision of control and order, influencing the
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"create_time": 1754897839,
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"update_time": 1754897839,
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"_id": "default:extract:b1b682bc1f746f1b3fdc79f515a5ce99"
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}
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}
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