Tuesday, September 20, 2011
Argipaev, argipaev, argipaev
Istun ja motlen, et nyyd siis on kaes see tanapaeva tootava emme reaalsus.
Hommikul vara yles, kohvi kaima, pesema, riide, siis laps, mees yles, midagi syya, asjad kokku, iseenda sattimine ja samal ajal teiste tagant utsitamine, koerad-kass valja, tuppa, syya, juua, voodid, sygavkylmast lihakraam valja, mees-laps uksest valja, noud loputada, endale snakk-louna kaasa, ummisjalu uksest valja, ikka jaab elamine poolsegamini ja mina nagu ikka toole hiljaks. Tool on nagu on, enam ei rabele nagu hull, kui just vaja on, siin niikuinii koik nagu puuga pahe saanud ja organiseerimatus ajab vahest kopsu yle maksa, kuid inimene harjub koigega.
Kolmel paeval nadalas on mul koju joudes tapselt 20 minutit aega, et midagi syya, riided vahetada, kui jouan, koerad-kassid toita, lapsele ka midagi hamba alla ja siis tormata lapsega trenni. Onneks mees toob lapse koolist, muidu peaks otse koolist minema ja laps ei saaks syya enne trenni. Lapse koolipaev ju pikk, kella 4-ni. Selle aja peale, kui ma kodus, mees tavaliselt juba lainud ohtusele toole, nii et Marleen on vahest 5-10 minutit yksi koertega kodus. Siinsete seaduste jargi muidugi lubamatu tegu. Eestis muidugi tavaline asi 8a lapse puhul.
Yhesonaga olen end massinud lapse trennide hullu maailma. Ujumine on tal kaks korda nadalas, kuhu lahme 20-25 minutit koos parkimisega, tagasi koju jouame 7.30 ohtul, siis veel vaja teha koolitood, koeri jalle kantseldada, laps pessu, midagi syya vee.
<|begin_of_text|><|start_header_id|>system<|end_header_id|>

Cutting Knowledge Date: December 2023
Today Date: 26 Jul 2024

<|eot_id|><|start_header_id|>user<|end_header_id|>

Below is an extract from a web page. Evaluate whether the page has a high educational
value and could be useful in an educational setting for teaching from primary school to
grade school levels using the additive 5-point scoring system described below. Points are
accumulated based on the satisfaction of each criterion:
- Add 1 point if the extract provides some basic information relevant to educational top-
ics, even if it includes some irrelevant or non-academic content like advertisements and
promotional material.
- Add another point if the extract addresses certain elements pertinent to education but
does not align closely with educational standards. It might mix educational content with
non-educational material, offering a superficial overview of potentially useful topics, or
presenting information in a disorganized manner and incoherent writing style.
- Award a third point if the extract is appropriate for educational use and introduces key
concepts relevant to school curricula. It is coherent though it may not be comprehensive
or could include some extraneous information. It may resemble an introductory section of
a textbook or a basic tutorial that is suitable for learning but has notable limitations like
treating concepts that are too complex for grade school students.
- Grant a fourth point if the extract highly relevant and beneficial for educational purposes
for a level not higher than grade school, exhibiting a clear and consistent writing style. It
could be similar to a chapter from a textbook or a tutorial, offering substantial educational
content, including exercises and solutions, with minimal irrelevant information, and the
concepts aren’t too advanced for grade school students. The content is coherent, focused,
and valuable for structured learning.
- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for
teaching either at primary school or grade school. It follows detailed reasoning, the writing
style is easy to follow and offers profound and thorough insights into the subject matter,
devoid of any non-educational or complex content.
The extract: Tuesday, September 20, 2011
Argipaev, argipaev, argipaev
Istun ja motlen, et nyyd siis on kaes see tanapaeva tootava emme reaalsus.
Hommikul vara yles, kohvi kaima, pesema, riide, siis laps, mees yles, midagi syya, asjad kokku, iseenda sattimine ja samal ajal teiste tagant utsitamine, koerad-kass valja, tuppa, syya, juua, voodid, sygavkylmast lihakraam valja, mees-laps uksest valja, noud loputada, endale snakk-louna kaasa, ummisjalu uksest valja, ikka jaab elamine poolsegamini ja mina nagu ikka toole hiljaks. Tool on nagu on, enam ei rabele nagu hull, kui just vaja on, siin niikuinii koik nagu puuga pahe saanud ja organiseerimatus ajab vahest kopsu yle maksa, kuid inimene harjub koigega.
Kolmel paeval nadalas on mul koju joudes tapselt 20 minutit aega, et midagi syya, riided vahetada, kui jouan, koerad-kassid toita, lapsele ka midagi hamba alla ja siis tormata lapsega trenni. Onneks mees toob lapse koolist, muidu peaks otse koolist minema ja laps ei saaks syya enne trenni. Lapse koolipaev ju pikk, kella 4-ni. Selle aja peale, kui ma kodus, mees tavaliselt juba lainud ohtusele toole, nii et Marleen on vahest 5-10 minutit yksi koertega kodus. Siinsete seaduste jargi muidugi lubamatu tegu. Eestis muidugi tavaline asi 8a lapse puhul.
Yhesonaga olen end massinud lapse trennide hullu maailma. Ujumine on tal kaks korda nadalas, kuhu lahme 20-25 minutit koos parkimisega, tagasi koju jouame 7.30 ohtul, siis veel vaja teha koolitood, koeri jalle kantseldada, laps pessu, midagi syya vee.
After examining the extract:
- Briefly justify your total score, up to 100 words.
- Conclude with the score using the format: "Educational score: <total points>"<|eot_id|>
<|start_header_id|>assistant<|end_header_id|>

The extract appears to be a personal blog post or diary entry, detailing the daily routine of a parent. It lacks educational content, coherence, and relevance to school curricula. The text is written in an informal style, focusing on personal experiences and emotions, rather than providing informative or instructional material.

Educational score: 0