` template class introduced, emphasizing the separation of `key` (comparison) and `value` (data)?\n If no, specify if the fundamental shift in addressing mode is missing.\n",
+ "\n**Order and Comparators**\n* Is the assumption of a \"Total Order\" (or at least comparison capability) among keys clearly stated as a prerequisite for BSTs?\n If no, specify if the requirement for comparison operators (<, >, ==) is overlooked.\n",
+ "\n**Definition and Properties**\n* Is the **Order Property** defined? (Any node's left subtree $\\le$ node $\\le$ right subtree).\n* Is the **Monotonicity** of the In-order Traversal sequence explicitly mentioned as a necessary and sufficient condition for a BST?\n If no, specify if the connection between topology and linear order is missing.\n",
+ "\n**Interface Semantics**\n* Are the three standard interfaces (`search`, `insert`, `remove`) listed?\n* Is the specific semantic role of the `_hot` variable (pointing to the parent of the target/insert location) explained?\n* Does it explain that `search` returns a reference to a pointer (allowing direct modification)?\n If no, specify if the implementation details regarding `_hot` or return types are omitted.\n",
+ "\n**Dynamic Modification Algorithms**\n* Does the content cover the **Insertion** strategy (always at a leaf/null position)?\n* Does it distinguish between **Single-branch Removal** (direct replacement) and **Double-branch Removal** (swapping with a successor)?\n If no, specify if the handling of the double-branch case is missing.\n",
+ "\n**Performance Analysis**\n* Is the relationship between operation time and Tree Height ($h$) established?\n* Is the **Worst Case** scenario ($O(n)$ for degenerate linear trees) explicitly contrasted with the **Best Case**?\n If no, specify if the dependency on tree topology is ignored.\n",
+ "\n**Randomness and Average Height**\n* Does the material compare **Randomly Generated** trees (random permutation, $O(\\log n)$) vs. **Randomly Composed** trees (random topology, $O(\\sqrt{n})$)?\n* Is the conclusion drawn that \"Moderate Balance\" is necessary because real-world data is rarely random?\n If no, specify if the statistical analysis of tree height is omitted.\n",
+ "\n**Equivalence and Rotations**\n* Is the concept of **Equivalent BSTs** defined (sharing the same in-order sequence)?\n* Are **zig** (clockwise) and **zag** (counter-clockwise) rotations defined as $O(1)$ operations that preserve the in-order sequence?\n If no, specify if the geometric transformations are missing.\n",
+ "\n**Definition and Bounds**\n* Is the **AVL Condition** defined? (Balance factor absolute value $\\le 1$).\n* Is the connection between Tree Height and Fibonacci numbers ($fib(h+3)-1$) mentioned to prove the $O(\\log n)$ height bound?\n If no, specify if the mathematical justification for efficiency is missing.\n",
+ "\n**Rebalancing Logic**\n* Does the content distinguish between **Insertion Rebalancing** (1 rotation, no propagation) and **Removal Rebalancing** (multiple rotations, propagation possible)?\n* Is the **3+4 Reconstruction** (Unified Rebalancing) introduced as a general method to handle all zig/zag combinations?\n If no, specify if the unified algorithmic approach is overlooked.\n",
+ "\n* Does the **Figure 7.2: Binary Search Tree property** have its own page?\n",
+ "\n* Does the **Figure 7.5: Search path example** have its own page?\n",
+ "\n* Does the **Figure 7.7: Node insertion process** have its own page?\n",
+ "\n* Does the **Figure 7.8: Node removal process** have its own page?\n",
+ "\n* Does the **Figure 7.11/7.12: Zig and Zag rotation diagrams** have its own page?\n",
+ "\n* Does the **Figure 7.19: 3+4 Unified Reconstruction diagram** have its own page?\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n* **SearchIn Semantics:** Does the description of `searchIn` accurately reflect that it returns a reference to the node pointer, allowing seamless insertion/deletion?\n * *Detail Check:* Verify if the slide explains that on failure, the return value points to the specific `NULL` where the new node should be attached.\n* **_hot Variable:** Is the role of `_hot` correctly identified as the \"parent of the current node\" during traversal?\n * *Detail Check:* Ensure `_hot` is described as valid (non-null) even when `search` returns null (failure), indicating the parent of the future leaf.\n* **Successor Swap:** In double-branch removal, is the logic correctly described as \"Swap data with successor, then delete the successor (which is now easy to remove)\"?\n * *Detail Check:* Confirm the diagram or text shows the data swap happening *before* the structural detachment.\n",
+ "\n* **Degenerate Cases:** Is the worst-case complexity of a standard BST correctly identified as $O(n)$ (linear)?\n * *Detail Check:* Ensure this is linked to the tree degrading into a linked list (e.g., inserting sorted data).\n* **AVL Height Bound:** Is the minimum node calculation accurate?\n * *Detail Check:* specific formula $S_h = fib(h+3) - 1$. For example, verify if $h=0 \to 1$ node, $h=1 \to 2$ nodes.\n* **Rotation Complexity:** Are rotations (zig/zag) and 3+4 reconstruction strictly defined as $O(1)$ constant time operations?\n * *Detail Check:* Ensure there is no confusion suggesting rotations depend on tree size.\n",
+ "\n* **Insertion vs. Removal:** Is the distinction in \"Imbalance Propagation\" accurate?\n * *Detail Check:* Insertion fix is local ($O(1)$ rotations), while Removal fix may propagate up to the root ($O(\\log n)$ rotations).\n* **tallerChild Logic:** Is the `tallerChild` macro logic correctly explained for tie-breaking?\n * *Detail Check:* When children are equal height, does it prefer the side that creates a \"zig-zig\" or \"zag-zag\" configuration (same direction as parent) to minimize double rotations?\n",
+ "\n* **3+4 Reconstruction:** Is the mapping of nodes ($a, b, c$) and subtrees ($T_0, T_1, T_2, T_3$) correct based on In-order rank?\n * *Detail Check:* $a$ is the left child, $b$ is the root, $c$ is the right child in the final balanced local topology.\n* **Balance Factor Calculation:** Is the formula consistent?\n * *Detail Check:* $balFac(v) = height(lc(v)) - height(rc(v))$. (Or vice versa, as long as it is consistent with the text).\n",
+ "\n* **Random Tree Stats:** Is the distinction between \"Random Permutation\" and \"Random Topology\" accurate?\n * *Detail Check:* Random Permutation $\to \\log n$ height; Random Topology $\to \\sqrt{n}$ height. This explains why we cannot rely on randomness for balance.\n",
+ "\n* **BST Property Image:** Does the visual representation of the BST property correctly show the inequality relationships for *entire* subtrees, not just direct children?\n",
+ "\n* **Search Path:** Does the image for `search(22)` (Figure 7.5) correctly highlight the path 16 -> 25 -> 19 -> 22?\n",
+ "\n* **Insertion Logic:** Does the image for `insert` (Figure 7.7) show `_hot` stopping at the parent node?\n",
+ "\n* **Removal Logic:** Does the removal image (Figure 7.8) correctly show the transformation from a double-branch case to a single-branch case via successor swapping?\n",
+ "\n* **Rotation Topology:** Do the zig/zag diagrams (Figure 7.11/7.12) correctly preserve the horizontal (In-order) sequence of subtrees $X, Y, Z$?\n",
+ "\n* **3+4 Reconstruction:** Does the unified reconstruction diagram (Figure 7.19) show the specific re-attachment of the four subtrees ($T_0$ to $T_3$) to nodes $a$ and $c$?\n"
+ ]
+}
diff --git a/education/THU_DSA/Lecture7/generation_task/statistics.yaml b/education/THU_DSA/Lecture7/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..fc01bf36510048dd3da818ee7661c06d93806cb2
--- /dev/null
+++ b/education/THU_DSA/Lecture7/generation_task/statistics.yaml
@@ -0,0 +1,25 @@
+case_path: education/THU_DSA/Lecture7
+category: education
+input_metrics:
+ total_input_tokens: 17593
+ generation_prompt_tokens: 5273
+ materials_total_tokens: 12320
+ material_count: 1
+ pdf_total_pages: 22
+ file_details:
+ - name: material.pdf
+ tokens: 12320
+ pages: 22
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 18
+ Content Correctness: 11
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 29
+ total_count: 59
diff --git a/education/THU_DSA/Lecture7/material.pdf b/education/THU_DSA/Lecture7/material.pdf
new file mode 100644
index 0000000000000000000000000000000000000000..900503e96e94f47f7a7eb347d88f96bd8cd926fd
--- /dev/null
+++ b/education/THU_DSA/Lecture7/material.pdf
@@ -0,0 +1,3 @@
+version https://git-lfs.github.com/spec/v1
+oid sha256:dd86843edf1e96faa7f556eb7e31390ef8ac5b4d92575b0aa48bda5b06c98201
+size 10269186
diff --git a/education/THU_DSA/Lecture8/generation_task/instructions.md b/education/THU_DSA/Lecture8/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..d494ca49e74552b6eef6757f03d446cdcc8262c6
--- /dev/null
+++ b/education/THU_DSA/Lecture8/generation_task/instructions.md
@@ -0,0 +1,172 @@
+你是一位专家讲师。你的任务是制作一套完整的**课堂授课幻灯片**，面向**本科水平**的教学。幻灯片必须忠实地呈现并解释所提供的大学级教科书章节内容。
+
+---
+
+## 1. 结构要求
+
+幻灯片组必须包含 **21-35 张幻灯片**。
+
+幻灯片组必须包含以下**有序章节**，并满足各部分的特定覆盖要求。各部分的幻灯片数量可根据需要自行决定。
+
+对于幻灯片中提出的任何主张或结论，仅陈述结果是不够的；还必须对底层的原理或原因给出适当的解释。
+
+1. **标题页 (Title Slide)**
+ * **课程/书名：** "数据结构 (C++语言版) 第3版"
+ * **章节重点：** 第8章：高级搜索树 (Advanced Search Trees)
+ * **背景：** 从内存到外存，从单次最优到分摊最优，探索适应不同应用场景的平衡二叉搜索树变种。
+
+2. **议程/大纲 (Agenda / Outline)**
+ * **章节主题：** 伸展树 (Splay Tree)、B-树 (B-Tree)、红黑树 (Red-Black Tree)、kd-树 (kd-Tree)。
+ * **核心话题：** 数据局部性与分摊复杂度、分级存储与多路搜索、红黑树与B-树的等价性、多维范围查询。
+ * **目标：** 掌握针对特定访问模式（局部性）、特定存储介质（磁盘I/O）以及特定数据维度（多维空间）的搜索树设计策略。
+
+3. **伸展树：局部性与自调整 (Section 8.1)**
+ * **核心理念：** 数据局部性 (Data Locality) —— “刚被访问的元素极可能再次被访问”。
+ * **基本策略：** 逐层伸展 vs. 双层伸展 (Double-level Splaying)。
+ * **操作原语：** * **Zig / Zag：** 单旋操作。
+ * **Zig-Zig / Zag-Zag：** 同侧双旋（关键改进，折半路径深度）。
+ * **Zig-Zag / Zag-Zig：** 异侧双旋。
+ * **性能分析：** 虽然单次最坏情况为 $O(n)$，但分摊复杂度保证为 $O(\log n)$，无需维护平衡因子。
+
+4. **B-树：分级存储与多路平衡 (Section 8.2)**
+ * **背景痛点：** 内存与外存（磁盘）访问速度的巨大差异（纳秒 vs 毫秒），I/O操作成为瓶颈。
+ * **结构定义：** $m$ 阶B-树（$m$-way balanced search tree）。
+ * **宏观结构：** 所有叶节点深度相同，树高 $h = \Theta(\log_m N)$。
+ * **节点限制：** 内部节点关键码数量 $n$ 满足 $\lceil m/2 \rceil - 1 \le n \le m - 1$。
+ * **优势：** 通过增加节点宽度（多路分支）降低树高，显著减少磁盘I/O次数。
+
+5. **B-树的关键操作 (Section 8.2)**
+ * **查找：** 结合内存二分查找与外存页面读取。
+ * **插入与上溢 (Overflow)：** 节点分裂 (Split) —— 中位数上升，分裂传导至根导致树增高。
+ * **删除与下溢 (Underflow)：** * **旋转 (Rotation)：** 向兄弟节点“借”关键码。
+ * **合并 (Merge)：** 兄弟节点与父节点关键码合并，导致树高可能降低。
+
+6. **红黑树：定义与等价性 (Section 8.3)**
+ * **动机：** 解决AVL树删除操作可能导致的 $O(\log n)$ 次结构调整问题，实现持久性结构。
+ * **四条规则：** (1) 根黑、(2) 外部黑、(3) 红之子必黑、(4) 黑高度统一。
+ * **核心洞察：** 红黑树等价于 4 阶 B-树 (2,4)-树。
+ * **提升变换：** 将红节点提升至与父节点水平，形成含有 1~3 个关键码的B-树节点。
+ * **适度平衡：** 树高 $h \le 2 \cdot \text{black-height} = O(\log n)$。
+
+7. **红黑树的重平衡算法 (Section 8.3)**
+ * **插入修正 (Double Red)：** * **RR-1：** 叔父为黑 $\to$ 旋转 + 染色。
+ * **RR-2：** 叔父为红 $\to$ 染色 + 上溢传导（对应B-树分裂）。
+ * **删除修正 (Double Black)：** * **BB-1 / BB-2R / BB-3：** 旋转 + 染色，常数次结构调整。
+ * **BB-2B：** 下溢传导（对应B-树合并）。
+ * **结论：** 无论插入或删除，拓扑结构调整（旋转）均不超过常数次。
+
+8. **kd-树：高维数据索引 (Section 8.4)**
+ * **问题场景：** 多维范围查询 (Range Query) —— 如“查找年龄20-30且工资10k-20k的员工”。
+ * **结构设计：** * **空间划分：** 每一层交替使用不同维度（x轴, y轴...）作为划分依据。
+ * **中位点切分：** 保证树的平衡性。
+ * **查询算法：** 剪枝策略 —— 若子树区域与查询区域无交集则剪枝，全包含则报告，相交则递归。
+ * **复杂度：** 2D情况下，最坏查询时间 $O(\sqrt{n})$。
+
+---
+
+## 2. 内容实质与准确性约束
+
+**关于必须包含哪些信息以及信息质量的严格规定。**
+
+1. **覆盖范围约束 (硬性要求)**
+ 你必须涵盖PDF中定义的所有主要概念，具体包括：
+ * **定义：** 文本中每一个加粗的术语（例如 **Data Locality**（数据局部性）、**Amortized Complexity**（分摊复杂度）、**Overflow/Underflow**（上溢/下溢）、**Double Red**（双红）、**Planar Range Query**（平面范围查询））都必须在幻灯片上进行定义。
+ * **原理映射：** 必须明确指出红黑树与4阶B-树的对应关系（红节点对应B-树节点内部的水平连接）。
+ * **总结：** 每一节（8.1至8.4）结束时必须总结该数据结构的适用场景（例如：伸展树适用于局部性强的访问，B-树适用于外存数据库）。
+
+2. **图表与视觉辅助**
+
+ 这些图像需要单独占据一页ppt，且必须保证内容正确性：
+ * 图8.3和图8.4 双层伸展调整
+ * 图8.11 B-树的宏观结构与高度
+ * 图8.14 B-树节点分裂修复上溢
+ * 图8.23 红黑树到4阶B-树的等价转换
+ * 图8.40 2d-树的构造与平面划分
+ * 图8.41 基于2d-树的平面范围查询
+
+3. **内容准确性**
+ * **伸展树分析：** 必须强调“简易伸展” (Simple Splay) 在最坏情况下的 $O(n)$ 缺陷，以及“双层伸展”如何通过折半路径深度解决此问题。
+ * **B-树阶次：** 必须准确界定 $m$ 阶B-树中节点分支数的范围 $[ \lceil m/2 \rceil, m ]$，并说明根节点作为例外的特殊情况（分支数 $\ge 2$）。
+ * **红黑树高度：** 必须展示红黑树高度证明的关键不等式 $h \le 2 \log_2(n+1)$，说明其为何不是严格平衡但仍是适度平衡。
+ * **输出敏感性：** 在kd-树部分，必须解释“输出敏感算法” (Output Sensitive) 的含义，即查询时间取决于输出点的数量。
+
+4. **定量内容的忠实度**
+ 幻灯片组必须包含至少 4 张包含源自文本的特定定量计算或实例演示的幻灯片：
+
+ * **伸展树最坏情况：** 必须展示对单调序列（如 1,2,3,4,5）进行简易伸展导致的 $O(n^2)$ 总操作次数的例子（对应图8.2）。
+ * **B-树分裂实例：** 必须使用文中图8.15的例子，展示在3阶B-树中插入关键码 {23, 29, 45} 引发的连续上溢和分裂过程。
+ * **红黑树修正统计：** 必须包含表8.1和表8.2，列出插入（RR-1, RR-2）和删除（BB-1, BB-2R等）各情况下的旋转次数和染色次数统计，证明拓扑调整不超过常数次。
+ * **kd-树查询实例：** 必须使用图8.41的例子，展示查询范围与树节点区域相交时，如何通过递归（黑色节点）和剪枝（灰色节点）完成 {F, H, C} 的查找。
+---
+## 3. 内容约束
+
+* **覆盖范围：** 你必须涵盖所有主要概念，特别是：
+ * **定义：** 文中引入的每个关键概念必须至少出现在一张幻灯片上。
+ * **正式模型：** 必须明确解释数学定义、规则、不变性或代数性质。
+ * **示例：** 必须包含并逐步解释文中重要的计算实例。
+ * **总结：** 每个主要章节或小节必须以简洁的总结幻灯片结束。
+ * 对于教科书中包含的每个关键图表、表格或视觉示例，你必须提供对应的幻灯片来描述或重建该图表。
+ * *注：你不得仅因为材料具有技术性或细节性而将其**省略**。*
+* **忠实于原始材料：** 仅使用材料中的信息。不要引入文中未出现的术语、外部示例或额外定理。不得伪造事实内容，也不得修改或重新阐释作者的主张。
+* **准确性：** 所有内容必须事实准确，特别是定量内容和事实。
+* **简洁性：** 使用简短、精炼的短语，不要使用长篇段落。重点总结关键事实和事件，避免过分详细。为求清晰可使用列举项。如果使用列举项，每张幻灯片不得超过 6 个要点。
+* **足够的深度：** 不要以过于肤浅或高层级的方式总结材料。幻灯片应保留必要的细节、关键论据和实质性见解，而不仅仅是呈现模糊的结论。
+* **逻辑流：** 幻灯片应呈现清晰的叙述逻辑，从早期的空间探索到近期的发展。确保时间线和事件演进过程清晰。
+* **信息相关性：** 不得添加无关内容。
+* **代码与标记格式：** 除非必要，否则避免使用原始 LaTeX 或 Markdown 代码。
+* **引用与参考：**
+ * **每张幻灯片**必须明确指出其内容源自教科书的哪些章节和小节。
+ * 归属引用必须指代**尽可能细粒度的小节层级**（例如，“Section 2.3.2–2.3.5”）。
+ * 未明确标注章节/小节归属的幻灯片将被视为**错误**。
+ * 准确引用教科书的图表和示例。如果幻灯片使用了教科书中的数据，必须在该幻灯片上清晰标明数据来源（例如：第 xx 页，图 xx，表 xx）。
+ * 所有参考文献（如有）必须置于幻灯片的左下角。
+
+## 4. 视觉与设计
+
+* **图表与示意图：** 在需要直观呈现和澄清信息的地方使用适当的图表，而不仅仅依赖文字（和演示）。
+ * 如果幻灯片包含图表，确保所有视觉元素都有清晰的标注（例如：坐标轴标签、指定单位、必要的图例，以及必要时对数据点的解释）。
+ * 在适当时候加入**图表描述**，例如：“该图表（源自论文第 4 页）显示私有模型的表现优于权重开放模型。”
+* **图片：** 必要时包含相关图片。图片必须高质量、标签清晰且与内容相关。
+* **易读性：** 使用易读的字体，避免画面杂乱。文字大小应确保易于阅读。
+* **视觉平衡：** 平衡文字与视觉元素，确保幻灯片在投影时易于阅读。
+* **版式：** 保持干净、专业的版式，使用合适的字体、颜色和格式。
+* **风格一致性：** 整个幻灯片组应遵循统一且连贯的视觉风格。
+* **信息负载：** 每页幻灯片应避免过多的信息，以保持可读性。
+
+## 5. 文本质量
+
+* 所有生成的文本应清晰，无缺失或错误字符/词汇。
+* 拼写、语法和排版在整个内容中必须准确无误。
+
+## 6. 技术忠实度要求
+
+幻灯片组必须包含至少 7 张具有定量内容的幻灯片，如数学公式、计算示例、推导实例或实验结果。整个幻灯片组不得仅依赖高层级的自然语言解释。
+
+* 实验数据和常数必须与教科书中呈现的完全一致。
+* 公式必须与教科书中的一致、在数学上等价，或可从教科书公式中推导得出。
+* 所有计算和推理必须遵循教科书描述的规则和方法，且逻辑正确。
+* 确保幻灯片组中的任何图表与教科书保持一致。具体而言，对于幻灯片中的每个图表：
+ * 如果是直接复制自教科书，请在幻灯片上明确标明对应的图表编号（例如：教科书中的图 1，教科书中的表 2）。
+ * 如果是根据教科书数据重新绘制，请明确说明数据取自教科书的哪个部分（例如：Section 3.1）。此外，需清楚解释图中每个图例项以及表中每行每列的含义。
+* 数学图形（如函数图像）在逻辑上必须与教科书对应内容等价，而不仅仅是形状相似。
+* 如果幻灯片中使用了统计图表（如散点图、折线图或雷达图），确保每个数据点与教科书原图中的数据点完全匹配。请注意，数值必须**精确**一致，而不仅仅是整体趋势吻合。
+* 幻灯片可包含用于概念说明的数据或实验数据。但是，你必须在相应的幻灯片上明确指出哪些数据是概念说明，哪些是教科书报告的实验数据。
+
+## 7. 演示语气与受众
+
+* **语气：**
+ * 学术性、清晰且具有教学性。
+ * 保持一致的语气和格式。
+ * 不得使用口语化语言、反问句、表情符号、笑话或故事。
+ * 使用适用于计算机专业课程的精确专业术语。
+* **受众：** 初次接触这些材料的本科生。
+* **目标：** 帮助学生理解核心概念，跟随逻辑推导，解读图表，并将机制与推理联系起来。
+* **前提条件：** 避免假设学生具备标准先修课程之外的背景知识。
+
+你生成的幻灯片组应能直接用于课堂教学。
+
+---
+
+# **预期输出**
+
+一套满足上述所有约束条件的**完整幻灯片组**。
\ No newline at end of file
diff --git a/education/THU_DSA/Lecture8/generation_task/judge_prompt.json b/education/THU_DSA/Lecture8/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..d397e6025c7ffd5de2d23c2f1f860e8662b9dd2d
--- /dev/null
+++ b/education/THU_DSA/Lecture8/generation_task/judge_prompt.json
@@ -0,0 +1,32 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Completeness of the Title and Identification**\n* Does the document/slide clearly identify the core topic (e.g., \"Advanced Search Trees,\" \"Splay Trees,\" \"B-Trees,\" or \"Red-Black Trees\")?\n* Is the source or textbook context provided (e.g., *Data Structures and Algorithms in C++, 3rd Edition*)?\n Note: Check only for presence. If missing, specify which identifiers are absent.\n",
+ "\n**Coverage of Key Data Structures**\n* Does the material explicitly outline the following four advanced tree structures?\n * Splay Trees (Locality & Self-adjusting)\n * B-Trees (Memory Hierarchy & Multi-way)\n * Red-Black Trees (B-Tree Equivalence & Topology Stability)\n * kd-Trees (Multi-dimensional Indexing)\n Note: Check for presence. If no, indicate which structure is omitted.\n",
+ "\n**Data Locality Principle**\n* Is the concept of \"Data Locality\" (Temporal and Spatial) clearly defined as the driving motivation for Splay Trees?\n* Does the content explain the \"Move-to-Root\" heuristic?\n If no, specify if the motivation behind splaying is missing.\n",
+ "\n**Splaying Strategies**\n* Does the material distinguish between \"Simple Splaying\" (Single rotations) and \"Double-level Splaying\" (Zig-Zig/Zig-Zag)?\n* Is the \"Amortized Complexity\" bound of $O(\\log n)$ explicitly stated, contrasting it with the worst-case single operation cost of $O(n)$?\n If no, specify if the efficiency analysis is overlooked.\n",
+ "\n**The I/O Bottleneck**\n* Is the disparity between RAM and Disk access speeds (nanoseconds vs. milliseconds) presented as the problem context?\n* Does the content introduce the B-Tree as a solution to minimize Disk I/O operations through \"fat\" nodes and shallow height?\n If no, specify if the hardware context is missing.\n",
+ "\n**Structure and Properties**\n* Are the structural constraints of an $m$-order B-Tree defined?\n * Root constraints (at least 2 children)\n * Internal node key counts ($\\lceil m/2 \rceil - 1$ to $m-1$)\n * Uniform leaf depth\n If no, specify which constraint definition is absent.\n",
+ "\n**Definition and Rules**\n* Are the four governing rules of Red-Black Trees listed?\n * Root is black\n * External nodes (leaves) are black\n * No double red (children of red are black)\n * Equal black height for all external paths\n If no, specify which rule is omitted.\n",
+ "\n**The B-Tree Equivalence**\n* Is the conceptual link between Red-Black Trees and 4-order B-Trees ((2,4)-Trees) explicitly explained?\n* Does the material demonstrate how lifting red nodes creates the corresponding B-Tree super-nodes?\n If no, specify if the \"Isomorphism\" concept is missing.\n",
+ "\n**Multi-dimensional Indexing**\n* Is the problem of \"Range Query\" in multi-dimensional space introduced?\n* Does the content explain the construction logic: alternating splitting dimensions (e.g., x-axis, then y-axis) at the median point?\n If no, specify if the construction methodology is unclear.\n",
+ "\n* Does the **Figure 8.3/8.4: Splay rotations** have its own page?\n",
+ "\n* Does the **Figure 8.11: B-Tree structure** have its own page?\n",
+ "\n* Does the **Figure 8.14: B-Tree Split process** have its own page?\n",
+ "\n* Does the **Figure 8.23: Red-Black/B-Tree equivalence** have its own page?\n",
+ "\n* Does the **Figure 8.40: kd-tree partition** have its own page?\n",
+ "\n* Does the **Figure 8.41: kd-tree search process** have its own page?\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n* **Splay Tree Folding:** Is the \"Folding\" effect of Double-level Splaying (Zig-Zig) correctly explained as halving the path depth, unlike simple rotations?\n * *Detail Check:* Does the slide visually or textually confirm that Zig-Zig reduces the depth of the queried node's original path by roughly half?\n* **B-Tree Growth:** Is the growth direction of a B-Tree correctly described?\n * *Detail Check:* Verify the statement that B-Trees grow at the root (height increases only when the root splits), unlike BSTs which grow at the leaves.\n* **Red-Black Tree Rebalancing:** Is the claim regarding topological stability accurate?\n * *Detail Check:* Ensure the content states that structural changes (rotations) are bounded by $O(1)$ for both insertion and deletion, unlike AVL trees which may require $O(\\log n)$ for deletion.\n",
+ "\n* **Splay Worst Case:** Is the worst-case scenario for Simple Splay correctly identified?\n * *Detail Check:* Verify the example of accessing a monotonic list sequentially leading to $O(n^2)$ total time (or $O(n)$ amortized per op).\n* **B-Tree Height:** Is the height formula for an $m$-order B-Tree with $N$ keys correctly presented?\n * *Detail Check:* Check for the logarithmic base $m$ (specifically $\\log_m N$), highlighting the reduction in height compared to binary trees.\n* **kd-Tree Query:** Is the complexity of 2D range query correctly quantified?\n * *Detail Check:* Confirm the worst-case time complexity is noted as $O(\\sqrt{n})$ (or more precisely $O(r + \\sqrt{n})$ including reporting), classifying it as an \"Output Sensitive\" algorithm.\n",
+ "\n* **B-Tree Split:** Is the mechanism of \"Overflow\" handling correctly described?\n * *Detail Check:* Does the split promote the *median* key to the parent and divide the remaining $m$ keys into two nodes?\n* **B-Tree Merge:** Is the mechanism of \"Underflow\" handling correctly described?\n * *Detail Check:* Does it distinguish between \"Rotation\" (borrowing from a rich sibling) and \"Merge\" (combining with a sibling and a parent key)?\n* **Red-Black Double Red:** Are the two correction cases (RR-1 and RR-2) correctly distinguished based on the uncle node's color?\n * *Detail Check:* RR-1 (Uncle Black) leads to Rotation; RR-2 (Uncle Red) leads to Recoloring and upward propagation.\n",
+ "\n* Are the Figure 8.3/8.4: The zig-zig and zig-zag splay rotations consistent with the standard definitions (e.g., zig-zig moves the grand-parent)?\n* Are the Figure 8.11: The macro structure of a B-Tree (fat nodes, uniform leaf depth) consistent with the facts?\n* Are the Figure 8.14: The B-Tree node split process (median promotion) consistent with the facts?\n* Are the Figure 8.23: The equivalence mapping between Red-Black Trees and 4-order B-Trees consistent with the facts?\n* Are the Figure 8.40: The kd-tree construction and plane partition consistent with the facts?\n* Are the Figure 8.41: The pruning logic in kd-tree range search (checking intersection vs. containment) consistent with the facts?\n",
+ "\n* **Simple Splay Failure:** Does the example sequence (1, 2, 3, 4, 5) demonstrate the $O(n)$ cost per operation clearly?\n* **B-Tree Insertion:** Does the 3-order B-Tree example (inserting 23, 29, 45) correctly show the cascade of splits up to the root?\n* **Rebalancing Statistics:** Does Table 8.1/8.2 accurately listing the rotation counts?\n * *Detail Check:* Insertion rotations $\\le 2$, Deletion rotations $\\le 2$ (mostly 1 or 0).\n* **kd-Tree Pruning:** Does the search example correctly distinguish between nodes that are fully reported (inside), pruned (disjoint), or recursed (intersecting)?\n",
+ "\n* Are the Figure 8.3/8.4: Splay rotations consistent with the textbook?\n",
+ "\n* Are the Figure 8.11: B-Tree structure consistent with the textbook?\n",
+ "\n* Are the Figure 8.14: B-Tree Split process consistent with the textbook?\n",
+ "\n* Are the Figure 8.23: Red-Black/B-Tree equivalence consistent with the textbook?\n",
+ "\n* Are the Figure 8.40: kd-tree partition consistent with the textbook?\n",
+ "\n* Are the Figure 8.41: kd-tree search process consistent with the textbook?\n"
+ ]
+}
diff --git a/education/THU_DSA/Lecture8/generation_task/statistics.yaml b/education/THU_DSA/Lecture8/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..ade633117800f4912361b395ad2ade560ab32ca8
--- /dev/null
+++ b/education/THU_DSA/Lecture8/generation_task/statistics.yaml
@@ -0,0 +1,25 @@
+case_path: education/THU_DSA/Lecture8
+category: education
+input_metrics:
+ total_input_tokens: 28710
+ generation_prompt_tokens: 5190
+ materials_total_tokens: 23520
+ material_count: 1
+ pdf_total_pages: 42
+ file_details:
+ - name: material.pdf
+ tokens: 23520
+ pages: 42
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 15
+ Content Correctness: 11
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 26
+ total_count: 56
diff --git a/education/THU_DSA/Lecture8/material.pdf b/education/THU_DSA/Lecture8/material.pdf
new file mode 100644
index 0000000000000000000000000000000000000000..c501b2e9271b98a522b1675905a43742a4196e59
--- /dev/null
+++ b/education/THU_DSA/Lecture8/material.pdf
@@ -0,0 +1,3 @@
+version https://git-lfs.github.com/spec/v1
+oid sha256:ef32b11e2414c03a202c9868f0ea63182324fc3e40fb4043115f9e5461104b7d
+size 12707391
diff --git a/education/THU_DSA/Lecture9/generation_task/instructions.md b/education/THU_DSA/Lecture9/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..c87fa1904367e81687965cd935a61ce6ca262809
--- /dev/null
+++ b/education/THU_DSA/Lecture9/generation_task/instructions.md
@@ -0,0 +1,170 @@
+你是一位专家讲师。你的任务是制作一套完整的**课堂授课幻灯片**，面向**本科水平**的教学。幻灯片必须忠实地呈现并解释所提供的大学级教科书章节内容。
+
+---
+
+## 1. 结构要求
+
+幻灯片组必须包含 **21-35 张幻灯片**。
+
+幻灯片组必须包含以下**有序章节**，并满足各部分的特定覆盖要求。各部分的幻灯片数量可根据需要自行决定。
+
+对于幻灯片中提出的任何主张或结论，仅陈述结果是不够的；还必须对底层的原理或原因给出适当的解释。
+
+1. **标题页 (Title Slide)**
+ * **课程/书名：** "数据结构 (C++语言版) 第3版"
+ * **章节重点：** 第9章：词典 (Dictionary)
+ * **背景：** 从基于比较的高效查找（如BST）到基于值的直接访问（Hashing），探索查找算法效率的极致。
+
+2. **议程/大纲 (Agenda / Outline)**
+ * **章节主题：** 词典ADT、跳转表 (Skip List) 与散列表 (Hash Table)。
+ * **核心话题：** 循值访问 (Call-by-value)、分层查找结构、散列函数设计、冲突排解策略 (Open/Closed Hashing)、懒惰删除 (Lazy Removal)。
+ * **目标：** 掌握 $O(\log n)$ 的概率性数据结构与期望 $O(1)$ 的散列技术。
+
+3. **词典 ADT 与基本概念 (Section 9.1)**
+ * **定义：** 由关键码 (key) 和数据项 (value) 合成的词条 (Entry) 集合。
+ * **词典 vs 映射：** 区分“允许关键码雷同” (Dictionary) 与“关键码互异” (Map) 的语义差异，统称符号表。
+ * **循值访问：** 摒弃“比较大小”的限制，直接根据数据项的数值定位，不依赖全序关系。
+ * **操作接口：** `get(key)`, `put(key, value)`, `remove(key)`。
+
+4. **跳转表：逻辑与结构 (Section 9.2)**
+ * **设计初衷：** 结合有序链表（易维护）与二叉搜索树（查找快）的优点，替代复杂的平衡树。
+ * **分层结构：** * 宏观上由多层列表 $\{S_0, S_1, \dots, S_h\}$ 组成。
+ * **塔 (Tower)：** 节点沿纵向耦合，高层是低层的子集，顶层 $S_h$ 极空，底层 $S_0$ 包含所有词条。
+ * **四联表 (Quadlist)：** 节点拥有 `pred`, `succ` (水平) 和 `above`, `below` (垂直) 四个指针。
+
+5. **跳转表：操作与概率分析 (Section 9.2)**
+ * **查找算法 (`skipSearch`)：** 从顶层 start，沿“右-下”阶梯式逼近，直到发现目标或穿透底层。
+ * **概率生长：** * 插入时通过抛硬币 (Random/Fair Coin) 决定新塔高度。
+ * **生长概率逐层减半：** 保证期望层高 $O(\log n)$，空间复杂度 $O(n)$。
+ * **复杂度：** 查找与更新的期望时间均为 $O(\log n)$。
+
+6. **散列表：设计思想 (Section 9.3)**
+ * **物理结构：** 桶数组 (Bucket Array) 与地址空间，利用数组下标实现 $O(1)$ 访问。
+ * **散列函数 (`hash()`)：** * 目标：将大范围关键码空间压缩映射到有限的桶地址空间。
+ * **除余法 (Division Method)：** $hash(key) = key \pmod M$，强调 $M$ 必须取**素数**以降低冲突概率。
+ * **MAD 法：** $(a \times key + b) \pmod M$，消除连续性缺陷，利用线性运算打散分布。
+
+7. **冲突排解：开散列策略 (Section 9.3.5)**
+ * **散列冲突 (Collision)：** 不同关键码映射到同一桶地址 ($key_1 \neq key_2$ 但 $hash(key_1) == hash(key_2)$)。
+ * **独立链法 (Separate Chaining)：** * 每个桶维护一个列表，存储所有冲突词条。
+ * 优点：动态扩容，对装填因子容忍度高；缺点：需要额外指针空间，I/O 局部性差。
+ * **公共溢出区法：** 设立单独的词典结构存放冲突元素。
+
+8. **冲突排解：闭散列策略 (Section 9.3.6)**
+ * **开放定址 (Open Addressing)：** 冲突时在桶数组内部寻找空桶，所有桶对所有词条开放。
+ * **试探序列 (Probing)：**
+ * **线性试探 (Linear)：** 逐个向后查找 $(hash(key) + i) \pmod M$，存在“聚集现象” (Clustering)。
+ * **平方试探 (Quadratic)：** 以平方数跳跃 $(hash(key) + j^2) \pmod M$，快速跳离聚集区。
+ * **懒惰删除 (Lazy Removal)：** 删除时不实际清空，而是打上标记，保证查找链 (Probing Chain) 不断裂。
+
+9. **散列码转换与应用 (Section 9.3.10 & 9.4)**
+ * **HashCode转换：** 将非整数（字符串、对象）转化为整数。
+ * **多项式散列码：** 针对字符串，考虑字符次序，$x_0 a^{n-1} + \dots + x_{n-1}$，取 $a=33$ 等经验值。
+ * **重散列 (Rehashing)：** 当装填因子 $\lambda > 0.5$ 时，扩容桶数组并重新分配所有词条。
+ * **应用案例：** 桶排序 (Bucket Sort) 实现 $O(n)$ 排序；基数排序 (Radix Sort) 处理多关键字。
+
+---
+
+## 2. 内容实质与准确性约束
+
+**关于必须包含哪些信息以及信息质量的严格规定。**
+
+1.**覆盖范围约束 (硬性要求)**
+你必须涵盖PDF中定义的所有主要概念，具体包括：
+* **定义：** 文本中每一个加粗的术语（例如 **Entry**（词条）、**Skip List**（跳转表）、**Hash Function**（散列函数）、**Collision**（冲突）、**Load Factor**（装填因子）、**Open Addressing**（开放定址））都必须在幻灯片上进行定义。
+* **算法细节：** 必须解释跳转表如何通过“抛硬币”模拟生长概率减半，以及散列表为何需要“懒惰删除”来维持查找链的完整性。
+* **总结：** 必须对比“开散列”（独立链）与“闭散列”（开放定址）在空间利用率、I/O 局部性和实现复杂度上的权衡。
+
+2.**图表与视觉辅助**
+
+这些图像需要单独占据一页ppt，且必须保证内容正确性：
+* 图9.2 跳转表的总体逻辑结构，展示分层与塔
+* 图9.3 跳转表查找与插入路径，展示右移下移过程
+* 图9.6 关键码空间到散列地址空间的压缩映射
+* 图9.11 利用独立链排解散列冲突
+* 图9.16 线性试探导致的聚集现象与平方试探的跳离效果
+
+3.**内容准确性**
+* **素数选取：** 在讲解除余法时，必须强调表长 $M$ 取**素数**对于减少“聚集”现象和提高空间利用率的重要性（参考图9.8的对比）。
+* **装填因子阈值：** 必须明确指出对于闭散列策略，装填因子 $\lambda$ 应控制在 **0.5** 以下，一旦超过需进行重散列 (Rehashing)。
+* **懒惰删除必要性：** 必须说明直接清空桶会导致后续冲突词条“丢失”（查找链断裂），因此必须使用 Lazy Removal 标记。
+
+4.**定量内容的忠实度**
+幻灯片组必须包含至少 4 张包含源自文本的特定定量计算示例的幻灯片：
+
+* **生日悖论 (Birthday Paradox)：** 必须引用文中案例，说明当 $M=365$ 时，只需 $n \ge 23$ 人，发生冲突的概率即超过 50%，以此证明冲突的普遍性。
+* **线性试探序列：** 必须使用文中示例（图9.14），展示关键码集合 `{2011, 2028, 2045...}` 插入散列表后形成的查找链。
+* **平方试探序列：** 必须展示平方试探如何以 $+1, +4, +9...$ 的步长跳离聚集区段，对比其与线性试探的区别。
+* **多项式散列码：** 必须列出字符串 "stop" 和 "tops" 若仅简单求和会冲突的例子，并展示多项式散列码计算公式（常数 $a$ 推荐取 33, 37 等）。
+## 3. 内容约束
+
+* **覆盖范围：** 你必须涵盖所有主要概念，特别是：
+ * **定义：** 文中引入的每个关键概念必须至少出现在一张幻灯片上。
+ * **正式模型：** 必须明确解释数学定义、规则、不变性或代数性质。
+ * **示例：** 必须包含并逐步解释文中重要的计算实例。
+ * **总结：** 每个主要章节或小节必须以简洁的总结幻灯片结束。
+ * 对于教科书中包含的每个关键图表、表格或视觉示例，你必须提供对应的幻灯片来描述或重建该图表。
+ * *注：你不得仅因为材料具有技术性或细节性而将其**省略**。*
+* **忠实于原始材料：** 仅使用材料中的信息。不要引入文中未出现的术语、外部示例或额外定理。不得伪造事实内容，也不得修改或重新阐释作者的主张。
+* **准确性：** 所有内容必须事实准确，特别是定量内容和事实。
+* **简洁性：** 使用简短、精炼的短语，不要使用长篇段落。重点总结关键事实和事件，避免过分详细。为求清晰可使用列举项。如果使用列举项，每张幻灯片不得超过 6 个要点。
+* **足够的深度：** 不要以过于肤浅或高层级的方式总结材料。幻灯片应保留必要的细节、关键论据和实质性见解，而不仅仅是呈现模糊的结论。
+* **逻辑流：** 幻灯片应呈现清晰的叙述逻辑，从早期的空间探索到近期的发展。确保时间线和事件演进过程清晰。
+* **信息相关性：** 不得添加无关内容。
+* **代码与标记格式：** 除非必要，否则避免使用原始 LaTeX 或 Markdown 代码。
+* **引用与参考：**
+ * **每张幻灯片**必须明确指出其内容源自教科书的哪些章节和小节。
+ * 归属引用必须指代**尽可能细粒度的小节层级**（例如，“Section 2.3.2–2.3.5”）。
+ * 未明确标注章节/小节归属的幻灯片将被视为**错误**。
+ * 准确引用教科书的图表和示例。如果幻灯片使用了教科书中的数据，必须在该幻灯片上清晰标明数据来源（例如：第 xx 页，图 xx，表 xx）。
+ * 所有参考文献（如有）必须置于幻灯片的左下角。
+
+## 4. 视觉与设计
+
+* **图表与示意图：** 在需要直观呈现和澄清信息的地方使用适当的图表，而不仅仅依赖文字（和演示）。
+ * 如果幻灯片包含图表，确保所有视觉元素都有清晰的标注（例如：坐标轴标签、指定单位、必要的图例，以及必要时对数据点的解释）。
+ * 在适当时候加入**图表描述**，例如：“该图表（源自论文第 4 页）显示私有模型的表现优于权重开放模型。”
+* **图片：** 必要时包含相关图片。图片必须高质量、标签清晰且与内容相关。
+* **易读性：** 使用易读的字体，避免画面杂乱。文字大小应确保易于阅读。
+* **视觉平衡：** 平衡文字与视觉元素，确保幻灯片在投影时易于阅读。
+* **版式：** 保持干净、专业的版式，使用合适的字体、颜色和格式。
+* **风格一致性：** 整个幻灯片组应遵循统一且连贯的视觉风格。
+* **信息负载：** 每页幻灯片应避免过多的信息，以保持可读性。
+
+## 5. 文本质量
+
+* 所有生成的文本应清晰，无缺失或错误字符/词汇。
+* 拼写、语法和排版在整个内容中必须准确无误。
+
+## 6. 技术忠实度要求
+
+幻灯片组必须包含至少 7 张具有定量内容的幻灯片，如数学公式、计算示例、推导实例或实验结果。整个幻灯片组不得仅依赖高层级的自然语言解释。
+
+* 实验数据和常数必须与教科书中呈现的完全一致。
+* 公式必须与教科书中的一致、在数学上等价，或可从教科书公式中推导得出。
+* 所有计算和推理必须遵循教科书描述的规则和方法，且逻辑正确。
+* 确保幻灯片组中的任何图表与教科书保持一致。具体而言，对于幻灯片中的每个图表：
+ * 如果是直接复制自教科书，请在幻灯片上明确标明对应的图表编号（例如：教科书中的图 1，教科书中的表 2）。
+ * 如果是根据教科书数据重新绘制，请明确说明数据取自教科书的哪个部分（例如：Section 3.1）。此外，需清楚解释图中每个图例项以及表中每行每列的含义。
+* 数学图形（如函数图像）在逻辑上必须与教科书对应内容等价，而不仅仅是形状相似。
+* 如果幻灯片中使用了统计图表（如散点图、折线图或雷达图），确保每个数据点与教科书原图中的数据点完全匹配。请注意，数值必须**精确**一致，而不仅仅是整体趋势吻合。
+* 幻灯片可包含用于概念说明的数据或实验数据。但是，你必须在相应的幻灯片上明确指出哪些数据是概念说明，哪些是教科书报告的实验数据。
+
+## 7. 演示语气与受众
+
+* **语气：**
+ * 学术性、清晰且具有教学性。
+ * 保持一致的语气和格式。
+ * 不得使用口语化语言、反问句、表情符号、笑话或故事。
+ * 使用适用于计算机专业课程的精确专业术语。
+* **受众：** 初次接触这些材料的本科生。
+* **目标：** 帮助学生理解核心概念，跟随逻辑推导，解读图表，并将机制与推理联系起来。
+* **前提条件：** 避免假设学生具备标准先修课程之外的背景知识。
+
+你生成的幻灯片组应能直接用于课堂教学。
+
+---
+
+# **预期输出**
+
+一套满足上述所有约束条件的**完整幻灯片组**。
\ No newline at end of file
diff --git a/education/THU_DSA/Lecture9/generation_task/judge_prompt.json b/education/THU_DSA/Lecture9/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..c22d4630e77d74109027656738dd699549075cc6
--- /dev/null
+++ b/education/THU_DSA/Lecture9/generation_task/judge_prompt.json
@@ -0,0 +1,32 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Completeness of the Title and Identification**\n* Does the document/slide clearly identify the core topic (e.g., \"Dictionary ADT,\" \"Skip Lists,\" or \"Hash Tables\")?\n* Is the source or textbook context provided (e.g., *Data Structures and Algorithms in C++, 3rd Edition* or *Chapter 9: Dictionary*)?\n Note: Check only for presence. If missing, specify which identifiers are absent.\n",
+ "\n**Coverage of Key Frameworks**\n* Does the material explicitly outline the following three foundational frameworks?\n * Dictionary ADT & Call-by-value concept\n * Hierarchical Search Structures (Skip Lists)\n * Direct Access Techniques (Hashing & Collision Resolution)\n * Applications (Bucket Sort, Radix Sort)\n Note: Check for presence. If no, indicate which framework is omitted.\n",
+ "\n**Definition and Semantics**\n* Is the \"Dictionary\" defined as a collection of Entries (Key-Value pairs)?\n* Does the content distinguish between \"Dictionary\" (allows duplicate keys) and \"Map\" (unique keys), while noting they are collectively \"Symbol Tables\"?\n* Is the concept of \"Call-by-value\" introduced, contrasting it with \"Call-by-rank\" or \"Call-by-position\"?\n If no, specify if the access mechanism distinction is missing.\n",
+ "\n**Operational Interfaces**\n* Are the standard operations explicitly listed?\n * `get(key)`\n * `put(key, value)`\n * `remove(key)`\n If no, specify which interface method is overlooked.\n",
+ "\n**Logical Structure**\n* Does the content explain the \"Tower\" structure and the concept of layered lists ($S_0$ through $S_h$)?\n* Is the \"Quadlist\" structure defined, including the four pointers (`pred`, `succ`, `above`, `below`)?\n If no, specify if the structural composition is missing.\n",
+ "\n**Probabilistic Balancing**\n* Is the \"Growth Probability\" explained? specifically, does it mention the strategy (like flipping a coin) where the probability of growing a layer is 1/2?\n* Is the expected space complexity ($O(n)$) and time complexity ($O(\\log n)$) clearly stated?\n If no, specify if the probabilistic nature of the structure is omitted.\n",
+ "\n**Bucket Array & Mapping**\n* Is the \"Bucket Array\" introduced as the underlying physical structure?\n* Does the material explain the two-step mapping process: Key -> Hash Code -> Hash Address (Bucket Index)?\n If no, specify if the connection between keys and array indices is broken.\n",
+ "\n**Hash Function Construction**\n* Are specific methods for hash function construction explained?\n * **Division Method:** $hash(key) = key \\% M$ (and the requirement for $M$ to be prime).\n * **MAD Method:** Multiply-Add-Divide to eliminate continuity.\n * **Polynomial Hash Code:** For strings/vectors to consider order ($a=33$ example).\n If no, specify which construction method is missing.\n",
+ "\n**Open Hashing (Separate Chaining)**\n* Is \"Separate Chaining\" defined as maintaining a list of conflicting entries outside the bucket array?\n* Does it mention that this method handles Load Factor $> 1$ but has poor locality?\n If no, specify if the external chaining concept is missing.\n",
+ "\n**Closed Hashing (Open Addressing)**\n* Is \"Open Addressing\" defined as finding an empty bucket within the array itself?\n* Are the specific probing strategies defined?\n * **Linear Probing:** Sequential search ($+1$).\n * **Quadratic Probing:** Jumping by squares ($+j^2$) to avoid primary clustering.\n If no, specify if the internal probing concept is missing.\n",
+ "\n**Lazy Removal**\n* Is the concept of \"Lazy Removal\" (marking as deleted rather than emptying) explicitly explained as a requirement for Open Addressing to preserve probing chains?\n* Is the Load Factor ($\\lambda$) threshold defined (typically $< 0.5$ for closed hashing)?\n* Is \"Rehashing\" described as the strategy to expand the table when the load factor limit is breached?\n If no, specify if the lifecycle maintenance strategies are overlooked.\n",
+ "\n* **Skip List Structure:** Does the slide deck illustrate Figure 9.2: Skip List Structure?\n Note: Check only for presence, you do not need to check the accuracy of the figure. If missing, specify which figure is absent.\n",
+ "\n* **Skip List Search:** Does the slide deck illustrate Figure 9.3: Skip List Search?\n Note: Check only for presence, you do not need to check the accuracy of the figure. If missing, specify which figure is absent.\n",
+ "\n* **Hash Mapping:** Does the slide deck illustrate Figure 9.6: Hash Mapping?\n Note: Check only for presence, you do not need to check the accuracy of the figure. If missing, specify which figure is absent.\n",
+ "\n* **Separate Chaining:** Does the slide deck illustrate Figure 9.11: Separate Chaining?\n Note: Check only for presence, you do not need to check the accuracy of the figure. If missing, specify which figure is absent.\n",
+ "\n* **Linear Probing:** Does the slide deck illustrate Figure 9.16: Linear Probing?\n Note: Check only for presence, you do not need to check the accuracy of the figure. If missing, specify which figure is absent.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n* **Search Path:** Does the description of the `skipSearch` algorithm accurately reflect the \"Right-then-Down\" movement strategy?\n * *Detail Check:* Ensure it does not describe moving \"Up\" or \"Left\" during a standard search.\n* **Insertion Mechanism:** Is the tower growth logic correct?\n * *Detail Check:* Verify it states that a new node is inserted at the bottom, and then probabilistically grows upwards (conceptually similar to coin flipping).\n",
+ "\n* **Prime Number Necessity:** Is the reason for using a Prime Number $M$ in the Division Method correctly explained?\n * *Detail Check:* Does it explain that prime numbers minimize clustering, especially when keys have periodic patterns (e.g., arithmetic progressions)?\n* **Birthday Paradox:** Is the \"Birthday Paradox\" accurately cited to demonstrate the inevitability of collisions?\n * *Detail Check:* Does it state that with 365 buckets, only ~23 entries are needed for a >50% collision probability?\n* **MAD Constants:** Are the constraints for MAD ($a \times key + b \\% M$) correctly listed?\n * *Detail Check:* $a > 0, b > 0, a \\% M \neq 0$.\n",
+ "\n* **Clustering Phenomena:** Is the distinction between \"Primary Clustering\" (Linear Probing) and the mitigation by \"Quadratic Probing\" accurately described?\n * *Detail Check:* Linear probing aggregates entries into continuous blocks; Quadratic probing spreads them out.\n* **Probing Cycle:** For Quadratic Probing, is the termination condition accurately described?\n * *Detail Check:* Does it note that if Table Size $M$ is prime and Load Factor $\\le 0.5$, a free bucket is guaranteed to be found?\n",
+ "\n* **Chain Continuity:** Is the reasoning for Lazy Removal rigorous?\n * *Detail Check:* Must explain that simply deleting an entry breaks the \"Probing Chain,\" causing subsequent `get()` operations for collided keys to fail erroneously.\n* **Reusability:** Does it clarify that \"Lazily Removed\" buckets are treated as \"occupied\" during search but \"empty\" during insertion?\n",
+ "\n* **Skip List Complexity:** Is the Time Complexity for Skip Lists correctly identified as *Expected* $O(\\log n)$, not worst-case?\n* **Hash Table Complexity:** Is the Time Complexity for Hashing correctly identified as $O(1)$ on average, but potentially $O(n)$ in the worst case (e.g., all keys collide)?\n* **Bucket Sort:** Is the complexity for Bucket Sort (Section 9.4) correctly stated as $O(n+M)$?\n",
+ "\n* **Skip List Structure:** Does the slide deck correctly illustrate Figure 9.2: Skip List Structure?\n",
+ "\n* **Skip List Search:** Does the slide deck correctly illustrate Figure 9.3: Skip List Search?\n",
+ "\n* **Hash Mapping:** Does the slide deck correctly illustrate Figure 9.6: Hash Mapping?\n",
+ "\n* **Separate Chaining:** Does the slide deck correctly illustrate Figure 9.11: Separate Chaining?\n",
+ "\n* **Linear Probing:** Does the slide deck correctly illustrate Figure 9.16: Linear Probing?\n"
+ ]
+}
diff --git a/education/THU_DSA/Lecture9/generation_task/statistics.yaml b/education/THU_DSA/Lecture9/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..0b79d01f99e38a865376158b0e405519f6d4a0b1
--- /dev/null
+++ b/education/THU_DSA/Lecture9/generation_task/statistics.yaml
@@ -0,0 +1,25 @@
+case_path: education/THU_DSA/Lecture9
+category: education
+input_metrics:
+ total_input_tokens: 25394
+ generation_prompt_tokens: 5234
+ materials_total_tokens: 20160
+ material_count: 1
+ pdf_total_pages: 36
+ file_details:
+ - name: material.pdf
+ tokens: 20160
+ pages: 36
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 16
+ Content Correctness: 10
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 26
+ total_count: 56
diff --git a/education/THU_DSA/Lecture9/material.pdf b/education/THU_DSA/Lecture9/material.pdf
new file mode 100644
index 0000000000000000000000000000000000000000..be62df7bf4d9488e1c5b5e423167e95136ce999f
--- /dev/null
+++ b/education/THU_DSA/Lecture9/material.pdf
@@ -0,0 +1,3 @@
+version https://git-lfs.github.com/spec/v1
+oid sha256:26e2a9939077ae33f54c704d7ad59573cb781424048b349740f403d2bb191274
+size 9638487
diff --git a/education/common_judge_prompt.json b/education/common_judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..cf24d594505dc39eac8ca8d9b70bcbde5062c1dc
--- /dev/null
+++ b/education/common_judge_prompt.json
@@ -0,0 +1,83 @@
+{
+ "material_independent_prefix": "You are an expert in evaluating lecture slides.\n\nAn AI agent is tasked with creating a complete lecture slide deck based solely on the provided textbook (and other materials, if any). The objective is for the agent to generate a professional, comprehensive, and logically-structured slide deck suitable for **in-class teaching**.\n\nYour task is to **evaluate the slides generated by that AI agent based on the requirement provided below**. The AI-generated slides are provided to you. \n\nPlease indicate whether the generated slides meet the specified requirement by answering \"yes\" or \"no\". If no, provide a clear explanation of why it does not meet the requirement. If possible, reference specific slides (e.g., Slide 3, Slide 5) in your explanation.\n\nIf the slides fall anywhere between fully meeting and fully failing the requirement (i.e., partially meet it), you MUST classify the answer as \"no\". Only slides that fully satisfy the requirement with no exceptions may receive \"yes\".\n\nYour answer must include a `\\boxed{...}`, where `...` is \"yes\" or \"no\". Aside from this requirement, there are no restrictions on the response format.\n\n\nBelow is the requirement. \n\n---\n\n",
+ "material_independent_checklist_1": [
+ {
+ "__type__": "partial",
+ "func": "utils.count_pages.check_slide_count",
+ "args": [],
+ "keywords": {
+ "min_count": 21,
+ "max_count": 35
+ }
+ },
+ "\n**Clarity of Key Points**\n\n* Does the slide deck maintain a clear and focused central theme throughout?\n \n If **no**, explain where the clarity is lacking.\n",
+ "\n**Logical Flow**\n\n* Does the slide deck follow a logical progression from one point to the next?\n\n If **no**, identify specific slides that break the flow.\n",
+ "\n**Relevance of Information**\n\n* Does each slide contain only the most relevant information, and are the slide titles well aligned with the slide content?\n\n If **no**, identify slides that contain extraneous or irrelevant details, or whose titles do not accurately reflect their content.\n",
+ "\n**Avoidance of Placeholder Slides**\n\n* Are there no slides with just an introductory sentence and no real content (e.g., \"Introduction to Research\")?\n\n If **no**, mention which slide(s) are too generic or contain placeholders.\n",
+ "\n**Slide Titles**\n\n* Are the titles clear and do they accurately reflect the content of each slide?\n\n If **no**, list any titles that are unclear or misleading.\n",
+ "\n**Conciseness**\n\n* Are the slides concise, with minimal unnecessary wording?\n\n If **no**, identify slides that are overly verbose.\n",
+ "\n**Suitability for Lecture Slides**\n\n* Is the slide deck suitable for use as lecture slides in a classroom setting?\n\n If **no**, explain why the slide deck is not suitable (e.g., inappropriate language style and visual style, inappropriate difficulty level, unclear explanations, poor structure, or lack of alignment with instructional goals).\n",
+ "\n**Slide-Only Content Compliance**\n\n* Does the slide deck avoid including non-slide content such as scripts, narration, design rationales, or prompts?\n\n If **no**, specify which slides contain non-slide content and describe the content included.\n",
+ "\n**Harmful or Biased Content**\n\n* Is the presentation free of harmful or biased content (e.g., images or text involving violence, sexual content, discrimination, illegal material, or anything that may cause psychological discomfort)?\n\n If **no**, specify which slides contain harmful or biased content.\n",
+ "\n**Spelling Accuracy**\n\n* Are all words spelled correctly?\n\n Note: Only evaluate spelling accuracy of words. Do not consider whether the characters or letters themselves are valid or correctly rendered (e.g., existence of characters, garbling), and do not evaluate grammatical correctness.\n\n If **no**, specify any misspelled words and their location.\n",
+ "\n**Grammatical Accuracy**\n\n* Are all sentences grammatically correct?\n\n Note: Only evaluate grammatical correctness. Do not consider whether the characters or letters themselves are valid or correctly rendered (e.g., nonexistent, garbled, or missing characters), and do not evaluate spelling accuracy.\n\n If **no**, specify the slide number and the exact location where the grammar is incorrect.\n",
+ "\n**Language Consistency**\n\n* Does the entire slide deck consistently use a single language (e.g., all English or all Chinese) without unintended mixing across slides or within individual slides?\n\n Note: Occasional use of standard technical terms (e.g., method names, dataset names, or commonly accepted English acronyms) is acceptable, as long as the primary presentation language remains consistent.\n\n If **no**, specify which slides contain mixed or inconsistent language usage (e.g., English titles with Chinese body text, untranslated labels, or mixed-language bullet points).\n"
+ ],
+ "material_independent_checklist_2": [
+ "\n**Consistency in Design**\n\n* Is the design consistent across all slides (e.g., font, colors, layout)?\n\n If **no**, specify which slides deviate from the standard design.\n",
+ "\n**Balance of Text and Visuals**\n\n* Is there a good balance between text and visuals, avoiding overly text-heavy slides?\n\n If **no**, indicate which slides are text-heavy or overly reliant on images.\n",
+ "\n**Decorative Visual Elements**\n\n* Are the decorative visual elements (images, icons, etc.) used in moderation, avoiding an overly busy or cluttered slide design?\n\n If **no**, specify which slide contains too many decorative elements, making it look overly busy or cluttered.\n",
+ "\n**Relevance of Visual Elements**\n\n* Are the visual elements (images, icons, etc.) on each slide directly related to the content, contributing meaningfully to the slide's message?\n\n If **no**, specify which slide includes visual elements (images, icons) that are not closely related to the content of the slide.\n",
+ "\n**Layout Reasonableness**\n\n* Is the layout reasonable? For example, blank slides, slides that contain only a title without any content, or slides with large areas of empty space (without text or images) are generally inappropriate unless there is a clear justification, such as reserving space for content revealed through animations.\n\n If **no**, specify which slide has an unreasonable layout and explain why.\n",
+ "\n**Text and Content Overlap**\n\n* Is all text fully visible and unobstructed, with no overlap with other text or visual elements (images, charts, icons, shapes) that renders the text unreadable or completely obscures it?\n\n Note: Text with a transparent background image or other visual elements that do not significantly impair readability is not considered a violation. As long as the text remains legible and readable despite the visual elements, this condition is deemed acceptable.\n\n If **no**, specify the slide number(s) and indicate which text elements are overlapped or occluded.\n",
+ "\n**Visual Element Overlap**\n\n* Are images, charts, diagrams, and decorative visual elements arranged without overlapping or blocking each other in a way that causes visual clutter or hides important information?\n\n Note: If a foreground element overlaps a background element, and the background is primarily decorative and does not affect readability, this is considered acceptable. However, if foreground elements overlap each other, causing confusion or visual obstruction, this is considered a violation.\n \n If **no**, specify which slide(s) contain overlapping visual elements and describe the issue.\n",
+ "\n**Image Quality**\n\n* Are all images, diagrams, and graphs high-quality and legible?\n\n If **no**, mention specific slides with low-quality visuals.\n",
+ "\n**Appropriate Visuals**\n\n* Does the slide deck contain appropriate visuals (graphs, tables, diagrams) where necessary?\n\n If **no**, specify which slides lack proper visuals.\n",
+ "\n**Visual Appeal**\n\n* Are the slides visually appealing and easy to follow?\n\n If **no**, mention any slides with excessive text, crowded visuals, or poor design choices.\n",
+ "\n**Bullet Point Limitation**\n\n* Are no slides overcrowded with more than 6 bullet points (i.e., readable content)?\n\n If **no**, mention which slide(s) contain excessive information.\n",
+ "\n**Font Size and Legibility**\n\n* Are the fonts large enough to be easily readable from a distance?\n\n If **no**, specify any slides where text is too small.\n",
+ "\n**Consistency of Graphical Information Representation**\n\n* Are all graphs, diagrams, flowcharts, charts, and tables presented consistently in terms of style and formatting?\n\n If the slide deck does not contain graphs, diagrams, flowcharts, charts, or tables, your answer should be \"no\".\n\n If **no**, specify any inconsistencies in graphical information representation. \n",
+ "\n**Logical Consistency of Graphical Information**\n\n* Are the visuals themselves logically consistent, such that the height of each bar in bar charts or line charts is proportional to the corresponding numerical value, and the angle of each sector in pie charts is proportional to its numerical value? \n\n Note: For this criterion, you should assess only the internal logical consistency of the visuals themselves, not whether the data shown matches the values reported in the original material. If the slide deck does not contain graphs, diagrams, flowcharts, charts, and tables, your answer should be \"no\".\n\n If **no**, specify which visual elements (e.g. which bar chart / pie chart in which slide) in the charts do not follow the correct proportional relationship. \n",
+ "\n**Clarity of Graphical Information**\n\n* Are all charts and figures clearly annotated (i.e., understandable to the audience)?\n\n For static charts, such as bar charts, line charts, pie charts, and tables, you should check if the axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary.\n If the slide deck does not contain graphs, diagrams, flowcharts, charts, or tables, your answer should be \"no\".\n\n If **no**, specify which charts (e.g., bar chart in Slide 4, line plot in Slide 7) lack necessary annotation elements (axis labels, units, legends, captions, etc.).\n",
+ "\n**Clarity of Text**\n\n* Is all generated text clear, with no missing or incorrect characters or words?\n\n Note: Only consider whether the characters/letters themselves are valid and correctly rendered (e.g., no nonexistent or garbled characters). Do not consider spelling accuracy or grammatical correctness.\n\n If **no**, specify the slide number and the exact location where the text is unclear or contains erroneous characters.\n",
+ "\n**Typographical Accuracy**\n\n* Are all words, labels, axis titles, annotations, and text elements free of typographical errors?\n\n The slide deck should ensure consistent font, font size and line spacing within the same block of text. All text must use correct and consistent capitalization styles throughout the slides.\n \n Note: Only evaluate typographical and formatting aspects. Do not consider character validity or rendering (e.g., nonexistent or garbled characters), spelling accuracy, or grammatical correctness.\n\n If **no**, list specific slides and the errors found.\n"
+ ],
+ "material_dependent_prefix": "You are an expert in evaluating lecture slides.\n\nAn AI agent is tasked with creating a complete lecture slide deck based solely on the provided textbook (and other materials, if any). The objective is for the agent to generate a professional, comprehensive, and logically structured slide deck suitable for **in-class teaching**.\n\nYour task is to **evaluate the slides generated by the AI agent using the checklist provided below**. The AI-generated slides are provided as File 1, and the original textbook (and other materials, if any) used by the AI agent is provided in the subsequent files.\n\nPlease indicate whether the generated slides meet the specified requirement by answering \"yes\" or \"no\". If no, provide a clear explanation of why it does not meet the requirement. If possible, reference specific slides (e.g., Slide 3, Slide 5) in your explanation.\n\nIf the slides fall anywhere between fully meeting and fully failing the requirement (i.e., partially meet it), you MUST classify the answer as \"no\". Only slides that fully satisfy the requirement with no exceptions may receive \"yes\".\n\nYour answer must include a `\\boxed{...}`, where `...` is \"yes\" or \"no\". Aside from this requirement, there are no restrictions on the response format.\n\n\nBelow is the requirement. \n\n---\n\n",
+ "material_dependent_checklist_3": [
+ "\n Is all content on Slide 1 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 2 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 3 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 4 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 5 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 6 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 7 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 8 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 9 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 10 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 11 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 12 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 13 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 14 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 15 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 16 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 17 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 18 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 19 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 20 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 21 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 22 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 23 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 24 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 25 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 26 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 27 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 28 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 29 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 30 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 31 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 32 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 33 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 34 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 35 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n"
+ ]
+}
diff --git a/education/judge_weights.yaml b/education/judge_weights.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..c6068cc7e57121c016a3cb41b8b5b150bd45f643
--- /dev/null
+++ b/education/judge_weights.yaml
@@ -0,0 +1,9 @@
+# total: 100.0
+material_independent:
+ "1": 20.0
+ "2": 20.0
+material_dependent:
+ "1": 20.0
+ "2": 20.0
+ "3": 20.0
+
diff --git a/talk/US_presidential_speech/01/generation_task/instructions.md b/talk/US_presidential_speech/01/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..6a3ad904c3d12fd31b4ebca12a51d0de555713f3
--- /dev/null
+++ b/talk/US_presidential_speech/01/generation_task/instructions.md
@@ -0,0 +1,95 @@
+Please create a slide deck for a public oral presentation, strictly based on the speech script I provide. You are not allowed to introduce any factual content that does not explicitly appear in the script.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+1. **Introduction: Parallel Fates**
+ * Concept: The birth of a nation and the birth of a man (1776 vs. 1777).
+ * Key Point: How Henry Clay and the American Republic grew "hand in hand" for 75 years.
+ * Visual Idea: A dual timeline showing the growth of the U.S. alongside Clay’s life stages.
+
+2. **Core Logic 1: The Self-Made Statesman**
+ * Background: Born to undistinguished parents in an obscure district; lacked formal education.
+ * Achievement: How he rose to become the most loved (and sometimes most feared) political figure through sheer "wise head and stout heart."
+ * Key Theme: The triumph of intellect and eloquence over humble beginnings.
+
+3. **Core Logic 2: The Great Compromiser & Patriot**
+ * Character: Deeply devoted to the cause of human liberty but guided by "practicality."
+ * Political Philosophy: He was not a man of "narrow" party lines; he loved his country as a whole.
+ * Key Insight: His ability to unify a fractured nation through the art of compromise and his unwavering attachment to the Union.
+
+4. **Core Logic 3: Eloquence as a Weapon and a Shield**
+ * Style: Analysis of Clay's oratory—not just beautiful words, but words that "moved the hearts of men."
+ * Impact: How his speeches served the nation during times of peril, acting as a stabilizing force for the American experiment.
+
+5. **Core Logic 4: The Moral Dilemma (Slavery and Colonization)**
+ * Perspective: Clay’s stance on the "dangerous presence of slavery."
+ * Idealism: His support for the colonization movement as a gradual, peaceful path to freedom.
+ * Sentiment: His desire to see both the enslaved people restored to a "father-land" and the American land freed from the institution of slavery.
+
+6. **Conclusion: An Enduring Legacy**
+ * Summary: "Henry Clay is dead," but the country he helped build remains prosperous and powerful.
+ * Final Reflection: Lincoln’s prayer for Divine Providence to continue providing such "instruments of safety" in future national emergencies.
+ * Closing Statement: A call to strive to deserve the continued care of Providence, inspired by Clay’s life.
+
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/US_presidential_speech/01/generation_task/judge_prompt.json b/talk/US_presidential_speech/01/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..3aa2ea1bd26d68fb5919a82fd97d20a39ede8d4b
--- /dev/null
+++ b/talk/US_presidential_speech/01/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the text introduce the historical parallel between Henry Clay’s birth and the birth of the American nation?**\n\n* The text should mention that Clay was born in 1777, shortly after the Declaration of Independence, suggesting he and the nation \"began the race of life together.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this historical parallel is missing.\n",
+ "\n**Is Henry Clay’s humble background and lack of formal education mentioned?**\n\n* The text should describe him as being born to undistinguished parents in an obscure district and being \"self-educated\" without the aid of wealthy friends or early patronage.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what detail regarding his early life is missing.\n",
+ "\n**Does the text highlight Clay’s primary quality as an \"eloquent\" and \"persuasive\" orator?**\n\n* It should mention that his eloquence was not just a gift but a tool used to master the hearts of his listeners and influence the course of the country.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of his oratory skills is missing.\n",
+ "\n**Is Clay’s deep-seated \"patriotism\" and love for the Union emphasized?**\n\n* The text should state that his primary motivation was the prosperity and liberty of the American people, and he loved his country because it was his own and it was free.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what thematic statement regarding his patriotism is missing.\n",
+ "\n**Does the text address Clay's role in the \"Missouri Compromise\" or his efforts to preserve the Union?**\n\n* It should mention his ability to reconcile conflicting interests (North vs. South) and his devotion to the \"American System\" to keep the states together.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of his political contribution is missing.\n",
+ "\n**Is Clay’s stance on \"Liberty\" and universal freedom discussed?**\n\n* The text should describe his sympathy for people struggling for liberty in other lands (such as Greece or South America) as well as his own.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of his view on liberty is missing.\n",
+ "\n**Does the text include Lincoln’s analysis of Clay’s stance on \"Slavery\"?**\n\n* It should mention that Clay was both a slaveholder and an opponent of slavery in principle, favoring \"gradual emancipation\" over radical abolition.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the slavery discussion is missing.\n",
+ "\n**Is the \"Colonization Society\" and Clay’s involvement mentioned?**\n\n* The text should describe Clay’s support for the American Colonization Society as a means to return freed black people to Africa (Liberia) to avoid racial conflict in America.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what detail about the colonization efforts is missing.\n",
+ "\n**Does the text contrast Clay with \"extreme\" politicians on both sides of the slavery issue?**\n\n* It should mention how he was criticized by both pro-slavery extremists (who saw him as an enemy) and radical abolitionists (who saw him as too slow or hypocritical).\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of this political contrast is missing.\n",
+ "\n**Is Clay’s \"American System\" or his economic vision for the nation mentioned?**\n\n* The text should touch upon his support for internal improvements, protective tariffs, and the development of national resources.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of his economic policy is missing.\n",
+ "\n**Does the text reflect on the impact of Clay's death on the nation?**\n\n* It should describe the sense of loss and the question of whether the country could have achieved its current power without his specific leadership.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the conclusion regarding his death is missing.\n",
+ "\n**Does the conclusion mention \"Divine Providence\" and the hope for future leaders?**\n\n* The text should end with a call to deserve the care of Divine Providence and a trust that God will provide \"instruments of safety\" in future national emergencies.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the final prayer/conclusion is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the opening slide accurately reflect the historical connection Lincoln draws between Henry Clay and the American nation?**\nThe opening should state that Henry Clay and the American nation began their \"race of life\" together (Clay was born in 1777, during the first year of independence) and traveled hand in hand for three quarters of a century.\n\n If **no**, specify if the shared timeline or the symbolic connection between the man and the nation is misrepresented.\n",
+ "\n**Is Henry Clay’s early life and background presented exactly as described in the eulogy?**\nThe slide should reflect that Clay was born to \"undistinguished parents\" in an \"obscure district\" and rose to prominence through his own \"wise head and stout heart\" rather than inherited wealth or status.\n\n If **no**, specify if his background is exaggerated or incorrectly attributed to a privileged upbringing.\n",
+ "\n**Does the slide deck accurately convey Lincoln’s assessment of Clay’s eloquence and \"true\" patriotism?**\nIt should capture Lincoln's view that Clay’s primary quality was his \"patriotism\"—a love for liberty and the capacity of people for self-government—rather than just his skill as a speaker or party leader.\n\n If **no**, identify if the emphasis is shifted solely to his rhetorical skills without mentioning his ideological core.\n",
+ "\n**Are the three specific \"shining periods\" of Clay's public life (the Compromises) identified?**\nThe slides should correctly mention Clay’s role in resolving national crises:\n1. The Missouri Question (1819-21).\n2. The Nullification/Tariff crisis (1832).\n3. The Compromise of 1850.\n\n If **no**, specify if any of these critical mediation periods are omitted or described incorrectly.\n",
+ "\n**Is Clay’s stance on the American Colonization Society and slavery presented faithfully?**\nThe slide should reflect Clay’s dual position: he was both a slaveholder and a critic of slavery, believing in the gradual \"colonization\" of African Americans back to their \"long-lost father-land\" (Africa) to free the U.S. from slavery's presence.\n\n If **no**, specify if his complex (and now controversial) stance is oversimplified or mischaracterized.\n",
+ "\n**Does the slide deck accurately reflect Clay's opposition to \"military glory\" and \"ambitious conquerors\"?**\nIt should mention Clay's warning against choosing leaders based solely on military success, and his belief that such a path leads to the destruction of liberty and the rise of \"would-be-masters.\"\n\n If **no**, specify if Clay's distrust of military populism is omitted.\n",
+ "\n**Is the comparison between the 1850 Compromise and the preservation of the Union handled correctly?**\nThe slides should state that Lincoln viewed Clay’s efforts in 1850 as essential to quieting the \"commotion\" of the country and preventing the \"dissolution of the Union.\"\n\n If **no**, identify if the gravity of the 1850 crisis is downplayed.\n",
+ "\n**Are the details regarding Clay's vision for \"African Colonization\" accurately described?**\nThe slide should mention the goal of restoring \"a captive people\" to Africa so gradually that neither \"races nor individuals shall have suffered by the change.\"\n\n If **no**, specify if the \"gradual\" and \"voluntary\" nature of his proposal is misrepresented.\n",
+ "\n**Does the slide deck capture Lincoln’s description of Clay’s \"indomitable\" character?**\nIt should reflect Lincoln's claim that Clay never \"bowed his knee to any man\" and remained firm in his principles even when they were unpopular.\n\n If **no**, specify if the description of Clay's personal integrity is softened.\n",
+ "\n**Is the quote regarding \"The Great Pacificator\" or Clay’s role as a mediator used in context?**\nThe slides should reflect that Clay was not a man of \"compromise for the sake of ease,\" but for the sake of the survival of the republic.\n\n If **no**, specify if the purpose of his compromises is misinterpreted as mere political expediency.\n",
+ "\n**Does the slide deck accurately represent Lincoln’s closing invocation of \"Divine Providence\"?**\nThe conclusion should reflect Lincoln's trust that God provided the nation with an instrument like Clay in times of emergency and his hope that such \"instruments of safety\" will be provided in the future.\n\n If **no**, specify if the religious or providential tone of the conclusion is omitted.\n",
+ "\n**Does the conclusion slide accurately reflect the finality of Clay’s death and his legacy?**\nThe conclusion should state: \"But Henry Clay is dead. His long and eventful life is closed,\" and pose the question of whether the country could have been what it is today without him.\n\n If **no**, specify if the final tribute to Clay’s essential role in American history is misrepresented.\n"
+ ]
+}
diff --git a/talk/US_presidential_speech/01/generation_task/statistics.yaml b/talk/US_presidential_speech/01/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..46cb840887762886031a8da85e05aec690ef2d32
--- /dev/null
+++ b/talk/US_presidential_speech/01/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/US_presidential_speech/01
+category: talk
+input_metrics:
+ total_input_tokens: 14828
+ generation_prompt_tokens: 1464
+ materials_total_tokens: 13364
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 13364
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/US_presidential_speech/01/material.md b/talk/US_presidential_speech/01/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..f9dba85b9de9b59d15a59de2ef168e1ae3c9bcb4
--- /dev/null
+++ b/talk/US_presidential_speech/01/material.md
@@ -0,0 +1,112 @@
+Honors To Henry Clay
+
+Author: Abraham Lincoln
+
+
+On the fourth day of July, 1776, the people of a few feeble and oppressed colonies of Great Britain, inhabiting a portion of the Atlantic coast of North America, publicly declared their national independence, and made their appeal to the justice of their cause, and to the God of battles, for the maintainance of that declaration. That people were few in numbers, and without resources, save only their own wise heads and stout hearts. Within the first year of that declared independence, and while its maintainance was yet problematical---while the bloody struggle between those resolute rebels, and their haughty would-be-masters, was still waging, of undistinguished parents, and in an obscure district of one of those colonies, Henry Clay was born. The infant nation, and the infant child began the race of life together. For three quarters of a century they have travelled hand in hand. They have been companions ever. The nation has passed its perils, and is free, prosperous, and powerful. The child has reached his manhood, his middle age, his old age, and is dead. In all that has concerned the nation the man ever sympathised; and now the nation mourns for the man.
+
+The day after his death, one of the public Journals, opposed to him politically, held the following pathetic and beautiful language, which I adopt, partly because such high and exclusive eulogy, originating with a political friend, might offend good taste, but chiefly, because I could not, in any language of my own, so well express my thoughts---
+
+"Alas! who can realize that Henry Clay is dead! Who can realize that never again that majestic form shall rise in the council-chambers of his country to beat back the storms of anarchy which may threaten, or pour the oil of peace upon the troubled billows as they rage and menace around? Who can realize, that the workings of that mighty mind have ceased---that the throbbings of that gallant heart are stilled---that the mighty sweep of that graceful arm will be felt no more, and the magic of that eloquent tongue, which spake as spake no other tongue besides, hushed---hushed forever! Who can realize that freedom's champion---the champion of a civilized world, and of all tongues and kindreds and people, has indeed fallen! Alas, in those dark hours, which, as they come in the history of all nations, must come in ours---those hours of peril and dread which our land has experienced, and which she may be called to experience again---to whom now may her people look up for that council [counsel] and advice, which only wisdom and experience and patriotism can give, and which only the undoubting confidence of a nation will receive? Perchance, in the whole circle of the great and gifted of our land, there remains but one on whose shoulders the mighty mantle of the departed statesman may fall---one, while we now write, is doubtless pouring his tears over the bier of his brother and his friend---brother, friend ever, yet in political sentiment, as far apart as party could make them. Ah, it is at times like these, that the petty distinctions of mere party disappear. We see only the great, the grand, the noble features of the departed statesman; and we do not even beg permission to bow at his feet and mingle our tears with those who have ever been his political adherents---we do [not?] beg this permission---we claim it as a right, though we feel it as a privilege. Henry Clay belonged to his country---to the world, mere party cannot claim men like him. His career has been national---his fame has filled the earth---his memory will endure to `the last syllable of recorded time.'
+
+"Henry Clay is dead!---He breathed his last on yesterday at twenty minutes after eleven, in his chamber at Washington. To those who followed his lead in public affairs, it more appropriately belongs to pronounce his eulogy, and pay specific honors to the memory of the illustrious dead---but all Americans may show the grief which his death inspires, for, his character and fame are national property. As on a question of liberty, he knew no North, no South, no East, no West, but only the Union, which held them all in its sacred circle, so now his countrymen will know no grief, that is not as wide-spread as the bounds of the confederacy. The career of Henry Clay was a public career. From his youth he has been devoted to the public service, at a period too, in the world's history justly regarded as a remarkable era in human affairs. He witnessed in the beginning the throes of the French Revolution. He saw the rise and fall of Napoleon. He was called upon to legislate for America, and direct her policy when all Europe was the battle-field of contending dynasties, and when the struggle for supremacy imperilled the rights of all neutral nations. His voice, spoke war and peace in the contest with Great Britain.
+
+"When Greece rose against the Turks and struck for liberty, his name was mingled with the battle-cry of freedom. When South America threw off the thraldom of Spain, his speeches were read at the head of her armies by Bolivar. His name has been, and will continue to be, hallowed in two hemispheres, for it is---
+
+`One of the few the immortal names
+
+That were not born to die,'
+
+"To the ardent patriot and profound statesman, he added a quality possessed by few of the gifted on earth. His eloquence has not been surpassed. In the effective power to move the heart of man, Clay was without an equal, and the heaven born endowment, in the spirit of its origin, has been most conspicuously exhibited against intestine feud. On at least three important occasions, he has quelled our civil commotions, by a power and influence, which belonged to no other statesman of his age and times. And in our last internal discord, when this Union trembled to its center---in old age, he left the shades of private life and gave the death blow to fraternal strife, with the vigor of his earlier years in a series of Senatorial efforts, which in themselves would bring immortality, by challenging comparison with the efforts of any statesman in any age. He exorcised the demon which possessed the body politic, and gave peace to a distracted land. Alas! the achievement cost him his life! He sank day by day to the tomb---his pale, but noble brow, bound with a triple wreath, put there by a grateful country. May his ashes rest in peace, while his spirit goes to take its station among the great and good men who preceded him!''
+
+While it is customary, and proper, upon occasions like the present, to give a brief sketch of the life of the deceased; in the case of Mr. Clay, it is less necessary than most others; for his biography has been written and re-written, and read, and re-read, for the last twenty-five years; so that, with the exception of a few of the latest incidents of his life, all is as well known, as it can be. The short sketch which I give is, therefore merely to maintain the connection of this discourse.
+
+Henry Clay was born on the 12th of April 1777, in Hanover county, Virginia. Of his father, who died in the fourth or fifth year of Henry's age, little seems to be known, except that he was a respectable man, and a preacher of the baptist persuasion. Mr. Clay's education, to the end of his life, was comparatively limited. I say ``to the end of his life,'' because I have understood that, from time to time, he added something to his education during the greater part of his whole life. Mr. Clay's lack of a more perfect early education, however it may be regretted generally, teaches at least one profitable lesson; it teaches that in this country, one can scarcely be so poor, but that, if he will, he can acquire sufficient education to get through the world respectably. In his twenty-third year Mr. Clay was licenced to practice law, and emigrated to Lexington, Kentucky. Here he commenced and continued the practice till the year 1803, when he was first elected to the Kentucky Legislature. By successive elections he was continued in the Legislature till the latter part of 1806, when he was elected to fill a vacancy, of a single session, in the United States Senate. In 1807 he was again elected to the Kentucky House of Representatives, and by that body, chosen its speaker. In 1808 he was re-elected to the same body. In 1809 he was again chosen to fill a vacancy of two years in the United States Senate. In 1811 he was elected to the United States House of Representatives, and on the first day of taking his seat in that body, he was chosen its speaker. In 1813 he was again elected Speaker. Early in 1814, being the period of our last British war, Mr. Clay was sent as commissioner, with others, to negotiate a treaty of peace, which treaty was concluded in the latter part of the same year. On his return from Europe he was again elected to the lower branch of Congress, and on taking his seat in December 1815 was called to his old post---the speaker's chair, a position in which he was retained, by successive elections, with one brief intermission, till the inauguration of John Q. Adams in March 1825. He was then appointed Secretary of State, and occupied that important station till the inauguration of Gen. Jackson in March 1829. After this he returned to Kentucky, resumed the practice of the law, and continued it till the Autumn of 1831, when he was by the Legislature of Kentucky, again placed in the United States Senate. By a re-election he was continued in the Senate till he resigned his seat, and retired, in March 1842. In December 1849 he again took his seat in the Senate, which he again resigned only a few months before his death.
+
+By the foregoing it is perceived that the period from the beginning of Mr. Clay's official life, in 1803, to the end of it in 1852, is but one year short of half a century; and that the sum of all the intervals in it, will not amount to ten years. But mere duration of time in office, constitutes the smallest part of Mr. Clay's history. Throughout that long period, he has constantly been the most loved, and most implicitly followed by friends, and the most dreaded by opponents, of all living American politicians. In all the great questions which have agitated the country, and particularly in those great and fearful crises, the Missouri question---the Nullification question, and the late slavery question, as connected with the newly acquired territory, involving and endangering the stability of the Union, his has been the leading and most conspicuous part. In 1824 he was first a candidate for the Presidency, and was defeated; and, although he was successively defeated for the same office in 1832, and in 1844, there has never been a moment since 1824 till after 1848 when a very large portion of the American people did not cling to him with an enthusiastic hope and purpose of still elevating him to the Presidency. With other men, to be defeated, was to be forgotten; but to him, defeat was but a trifling incident, neither changing him, or the world's estimate of him. Even those of both political parties, who have been preferred to him for the highest office, have run far briefer courses than he, and left him, still shining, high in the heavens of the political world. Jackson, Van Buren, Harrison, Polk, and Taylor, all rose after, and set long before him. The spell---the long enduring spell---with which the souls of men were bound to him, is a miracle. Who can compass it? It is probably true he owed his pre-eminence to no one quality, but to a fortunate combination of several. He was surpassingly eloquent; but many eloquent men fail utterly; and they are not, as a class, generally successful. His judgment was excellent; but many men of good judgment, live and die unnoticed. His will was indomitable; but this quality often secures to its owner nothing better than a character for useless obstinacy. These then were Mr. Clay's leading qualities. No one of them is very uncommon; but all taken together are rarely combined in a single individual; and this is probably the reason why such men as Henry Clay are so rare in the world.
+
+Mr. Clay's eloquence did not consist, as many fine specimens of eloquence does [do], of types and figures---of antithesis, and elegant arrangement of words and sentences; but rather of that deeply earnest and impassioned tone, and manner, which can proceed only from great sincerity and a thorough conviction, in the speaker of the justice and importance of his cause. This it is, that truly touches the chords of human sympathy; and those who heard Mr. Clay, never failed to be moved by it, or ever afterwards, forgot the impression. All his efforts were made for practical effect. He never spoke merely to be heard. He never delivered a Fourth of July Oration, or an eulogy on an occasion like this. As a politician or statesman, no one was so habitually careful to avoid all sectional ground. Whatever he did, he did for the whole country. In the construction of his measures he ever carefully surveyed every part of the field, and duly weighed every conflicting interest. Feeling, as he did, and as the truth surely is, that the world's best hope depended on the continued Union of these States, he was ever jealous of, and watchful for, whatever might have the slightest tendency to separate them.
+
+Mr. Clay's predominant sentiment, from first to last, was a deep devotion to the cause of human liberty---a strong sympathy with the oppressed every where, and an ardent wish for their elevation. With him, this was a primary and all controlling passion. Subsidiary to this was the conduct of his whole life. He loved his country partly because it was his own country, but mostly because it was a free country; and he burned with a zeal for its advancement, prosperity and glory, because he saw in such, the advancement, prosperity and glory, of human liberty, human right and human nature. He desired the prosperity of his countrymen partly because they were his countrymen, but chiefly to show to the world that freemen could be prosperous.
+
+That his views and measures were always the wisest, needs not to be affirmed; nor should it be, on this occasion, where so many, thinking differently, join in doing honor to his memory. A free people, in times of peace and quiet---when pressed by no common danger---naturally divide into parties. At such times, the man who is of neither party, is not---cannot be, of any consequence. Mr. Clay, therefore, was of a party. Taking a prominent part, as he did, in all the great political questions of his country for the last half century, the wisdom of his course on many, is doubted and denied by a large portion of his countrymen; and of such it is not now proper to speak particularly. But there are many others, about his course upon which, there is little or no disagreement amongst intelligent and patriotic Americans. Of these last are the War of 1812, the Missouri question, Nullification, and the now recent compromise measures. In 1812 Mr. Clay, though not unknown, was still a young man. Whether we should go to war with Great Britain, being the question of the day, a minority opposed the declaration of war by Congress, while the majority, though apparently inclining to war, had, for years, wavered, and hesitated to act decisively. Meanwhile British aggressions multiplied, and grew more daring and aggravated. By Mr. Clay, more than any other man, the struggle was brought to a decision in Congress. The question, being now fully before congress, came up, in a variety of ways, in rapid succession, on most of which occasions Mr. Clay spoke. Adding to all the logic, of which the subject was susceptible, that noble inspiration, which came to him as it came to no other, he aroused, and nerved, and inspired his friends, and confounded and bore-down all opposition. Several of his speeches, on these occasions, were reported, and are still extant; but the best of these all never was. During its delivery the reporters forgot their vocations, dropped their pens, and sat enchanted from near the beginning to quite the close. The speech now lives only in the memory of a few old men; and the enthusiasm with which they cherish their recollection of it is absolutely astonishing. The precise language of this speech we shall never know; but we do know---we cannot help knowing, that, with deep pathos, it pleaded the cause of the injured sailor---that it invoked the genius of the revolution---that it apostrophised the names of Otis, of Henry and of Washington---that it appealed to the interest, the pride, the honor and the glory of the nation---that it shamed and taunted the timidity of friends---that it scorned, and scouted, and withered the temerity of domestic foes---that it bearded and defied the British Lion---and rising, and swelling, and maddening in its course, it sounded the onset, till the charge, the shock, the steady struggle, and the glorious victory, all passed in vivid review before the entranced hearers.
+
+Important and exciting as was the War question, of 1812, it never so alarmed the sagacious statesmen of the country for the safety of the republic, as afterwards did the Missouri question. This sprang from that unfortunate source of discord---negro slavery. When our Federal Constitution was adopted, we owned no territory beyond the limits or ownership of the states, except the territory North-West of the River Ohio, and East of the Mississippi. What has since been formed into the States of Maine, Kentucky, and Tennessee, was, I believe, within the limits of or owned by Massachusetts, Virginia, and North Carolina. As to the North Western Territory, provision had been made, even before the adoption of the Constitution, that slavery should never go there. On the admission of the States into the Union carved from the territory we owned before the constitution, no question---or at most, no considerable question---arose about slavery---those which were within the limits of or owned by the old states, following, respectively, the condition of the parent state, and those within the North West territory, following the previously made provision. But in 1803 we purchased Louisiana of the French; and it included with much more, what has since been formed into the State of Missouri. With regard to it, nothing had been done to forestall the question of slavery. When, therefore, in 1819, Missouri, having formed a State constitution, without excluding slavery, and with slavery already actually existing within its limits, knocked at the door of the Union for admission, almost the entire representation of the non-slave-holding states, objected. A fearful and angry struggle instantly followed. This alarmed thinking men, more than any previous question, because, unlike all the former, it divided the country by geographical lines. Other questions had their opposing partizans in all localities of the country and in almost every family; so that no division of the Union could follow such, without a separation of friends, to quite as great an extent, as that of opponents. Not so with the Missouri question. On this a geographical line could be traced which, in the main, would separate opponents only. This was the danger. Mr. Jefferson, then in retirement wrote:
+
+``I had for a long time ceased to read newspapers, or to pay any attention to public affairs, confident they were in good hands, and content to be a passenger in our bark to the shore from which I am not distant. But this momentous question, like a fire bell in the night, awakened, and filled me with terror. I considered it at once as the knell of the Union. It is hushed, indeed, for the moment. But this is a reprieve only, not a final sentence. A geographical line, co-inciding with a marked principle, moral and political, once conceived, and held up to the angry passions of men, will never be obliterated; and every irritation will mark it deeper and deeper. I can say, with conscious truth, that there is not a man on earth who would sacrifice more than I would to relieve us from this heavy reproach, in any practicable way. The cession of that kind of property, for so it is misnamed, is a bagatelle which would not cost me a second thought, if, in that way, a general emancipation, and expatriation could be effected; and, gradually, and with due sacrifices I think it might be. But as it is, we have the wolf by the ears and we can neither hold him, nor safely let him go. Justice is in one scale, and self-preservation in the other.''
+
+Mr. Clay was in congress, and, perceiving the danger, at once engaged his whole energies to avert it. It began, as I have said, in 1819; and it did not terminate till 1821. Missouri would not yield the point; and congress---that is, a majority in congress---by repeated votes, showed a determination to not admit the state unless it should yield. After several failures, and great labor on the part of Mr. Clay to so present the question that a majority could consent to the admission, it was, by a vote, rejected, and as all seemed to think, finally. A sullen gloom hung over the nation. All felt that the rejection of Missouri, was equivalent to a dissolution of the Union: because those states which already had, what Missouri was rejected for refusing to relinquish, would go with Missouri. All deprecated and deplored this, but none saw how to avert it. For the judgment of Members to be convinced of the necessity of yielding, was not the whole difficulty; each had a constituency to meet, and to answer to. Mr. Clay, though worn down, and exhausted, was appealed to by members, to renew his efforts at compromise. He did so, and by some judicious modifications of his plan, coupled with laborious efforts with individual members, and his own over-mastering eloquence upon the floor, he finally secured the admission of the State. Brightly, and captivating as it had previously shown, it was now perceived that his great eloquence, was a mere embellishment, or, at most, but a helping hand to his inventive genius, and his devotion to his country in the day of her extreme peril.
+
+After the settlement of the Missouri question, although a portion of the American people have differed with Mr. Clay, and a majority even, appear generally to have been opposed to him on questions of ordinary administration, he seems constantly to have been regarded by all, as the man for a crisis. Accordingly, in the days of Nullification, and more recently in the re-appearance of the slavery question, connected with our territory newly acquired of Mexico, the task of devising a mode of adjustment, seems to have been cast upon Mr. Clay, by common consent---and his performance of the task, in each case, was little else than a literal fulfilment of the public expectation.
+
+Mr. Clay's efforts in behalf of the South Americans, and afterwards, in behalf of the Greeks, in the times of their respective struggles for civil liberty are among the finest on record, upon the noblest of all themes; and bear ample corroboration of what I have said was his ruling passion---a love of liberty and right, unselfishly, and for their own sakes.
+
+Having been led to allude to domestic slavery so frequently already, I am unwilling to close without referring more particularly to Mr. Clay's views and conduct in regard to it. He ever was, on principle and in feeling, opposed to slavery. The very earliest, and one of the latest public efforts of his life, separated by a period of more than fifty years, were both made in favor of gradual emancipation of the slaves in Kentucky. He did not perceive, that on a question of human right, the negroes were to be excepted from the human race. And yet Mr. Clay was the owner of slaves. Cast into life where slavery was already widely spread and deeply seated, he did not perceive, as I think no wise man has perceived, how it could be at once eradicated, without producing a greater evil, even to the cause of human liberty itself. His feeling and his judgment, therefore, ever led him to oppose both extremes of opinion on the subject. Those who would shiver into fragments the Union of these States; tear to tatters its now venerated constitution; and even burn the last copy of the Bible, rather than slavery should continue a single hour, together with all their more halting sympathisers, have received, and are receiving their just execration; and the name, and opinions, and influence of Mr. Clay, are fully, and, as I trust, effectually and enduringly, arrayed against them. But I would also, if I could, array his name, opinions, and influence against the opposite extreme---against a few, but an increasing number of men, who, for the sake of perpetuating slavery, are beginning to assail and to ridicule the white-man's charter of freedom---the declaration that ``all men are created free and equal.'' So far as I have learned, the first American, of any note, to do or attempt this, was the late John C. Calhoun; and if I mistake not, it soon after found its way into some of the messages of the Governors of South Carolina. We, however, look for, and are not much shocked by, political eccentricities and heresies in South Carolina. But, only last year, I saw with astonishment, what purported to be a letter of a very distinguished and influential clergyman of Virginia, copied, with apparent approbation, into a St. Louis newspaper, containing the following, to me, very extraordinary language---
+
+"I am fully aware that there is a text in some Bibles that is not in mine. Professional abolitionists have made more use of it, than of any passage in the Bible. It came, however, as I trace it, from Saint Voltaire, and was baptized by Thomas Jefferson, and since almost universally regarded as canonical authority ``All men are born free and equal.'
+
+"This is a genuine coin in the political currency of our generation. I am sorry to say that I have never seen two men of whom it is true. But I must admit I never saw the Siamese twins, and therefore will not dogmatically say that no man ever saw a proof of this sage aphorism.''
+
+This sounds strangely in republican America. The like was not heard in the fresher days of the Republic. Let us contrast with it the language of that truly national man, whose life and death we now commemorate and lament. I quote from a speech of Mr. Clay delivered before the American Colonization Society in 1827.
+
+"We are reproached with doing mischief by the agitation of this question. The society goes into no household to disturb its domestic tranquility; it addresses itself to no slaves to weaken their obligations of obedience. It seeks to affect no man's property. It neither has the power nor the will to affect the property of any one contrary to his consent. The execution of its scheme would augment instead of diminishing the value of the property left behind. The society, composed of free men, concerns itself only with the free. Collateral consequences we are not responsible for. It is not this society which has produced the great moral revolution which the age exhibits. What would they, who thus reproach us, have done? If they would repress all tendencies towards liberty, and ultimate emancipation, they must do more than put down the benevolent efforts of this society. They must go back to the era of our liberty and independence, and muzzle the cannon which thunders its annual joyous return. They must renew the slave trade with all its train of atrocities. They must suppress the workings of British philanthropy, seeking to meliorate the condition of the unfortunate West Indian slave. They must arrest the career of South American deliverance from thraldom. They must blow out the moral lights around us, and extinguish that greatest torch of all which America presents to a benighted world---pointing the way to their rights, their liberties, and their happiness. And when they have achieved all those purposes their work will be yet incomplete. They must penetrate the human soul, and eradicate the light of reason, and the love of liberty. Then, and not till then, when universal darkness and despair prevail, can you perpetuate slavery, and repress all sympathy, and all humane, and benevolent efforts among free men, in behalf of the unhappy portion of our race doomed to bondage.''
+
+The American Colonization Society was organized in 1816. Mr. Clay, though not its projector, was one of its earliest members; and he died, as for the many preceding years he had been, its President. It was one of the most cherished objects of his direct care and consideration; and the association of his name with it has probably been its very greatest collateral support. He considered it no demerit in the society, that it tended to relieve slave-holders from the troublesome presence of the free negroes; but this was far from being its whole merit in his estimation. In the same speech from which I have quoted he says: ``There is a moral fitness in the idea of returning to Africa her children, whose ancestors have been torn from her by the ruthless hand of fraud and violence. Transplanted in a foreign land, they will carry back to their native soil the rich fruits of religion, civilization, law and liberty. May it not be one of the great designs of the Ruler of the universe, (whose ways are often inscrutable by short-sighted mortals,) thus to transform an original crime, into a signal blessing to that most unfortunate portion of the globe?'' This suggestion of the possible ultimate redemption of the African race and African continent, was made twenty-five years ago. Every succeeding year has added strength to the hope of its realization. May it indeed be realized! Pharaoh's country was cursed with plagues, and his hosts were drowned in the Red Sea for striving to retain a captive people who had already served them more than four hundred years. May like disasters never befall us! If as the friends of colonization hope, the present and coming generations of our countrymen shall by any means, succeed in freeing our land from the dangerous presence of slavery; and, at the same time, in restoring a captive people to their long-lost father-land, with bright prospects for the future; and this too, so gradually, that neither races nor individuals shall have suffered by the change, it will indeed be a glorious consummation. And if, to such a consummation, the efforts of Mr. Clay shall have contributed, it will be what he most ardently wished, and none of his labors will have been more valuable to his country and his kind.
+
+But Henry Clay is dead. His long and eventful life is closed. Our country is prosperous and powerful; but could it have been quite all it has been, and is, and is to be, without Henry Clay? Such a man the times have demanded, and such, in the providence of God was given us. But he is gone. Let us strive to deserve, as far as mortals may, the continued care of Divine Providence, trusting that, in future national emergencies, He will not fail to provide us the instruments of safety and security.
+
+
+
+Honors To Henry Clay
+
+On the fourth day of July, 1776, the people of a few feeble and oppressed colonies of Great Britain, inhabiting a portion of the Atlantic coast of North America, publicly declared their national independence, and made their appeal to the justice of their cause, and to the God of battles, for the maintainance of that declaration. That people were few in numbers, and without resources, save only their own wise heads and stout hearts. Within the first year of that declared independence, and while its maintainance was yet problematical—while the bloody struggle between those resolute rebels, and their haughty would-be-masters, was still waging, of undistinguished parents, and in an obscure district of one of those colonies, Henry Clay was born. The infant nation, and the infant child began the race of life together. For three quarters of a century they have travelled hand in hand. They have been companions ever. The nation has passed its perils, and is free, prosperous, and powerful. The child has reached his manhood, his middle age, his old age, and is dead. In all that has concerned the nation the man ever sympathised; and now the nation mourns for the man.
+
+The day after his death, one of the public Journals, opposed to him politically, held the following pathetic and beautiful language, which I adopt, partly because such high and exclusive eulogy, originating with a political friend, might offend good taste, but chiefly, because I could not, in any language of my own, so well express my thoughts—
+
+"Alas! who can realize that Henry Clay is dead! Who can realize that never again that majestic form shall rise in the council-chambers of his country to beat back the storms of anarchy which may threaten, or pour the oil of peace upon the troubled billows as they rage and menace around? Who can realize, that the workings of that mighty mind have ceased—that the throbbings of that gallant heart are stilled—that the mighty sweep of that graceful arm will be felt no more, and the magic of that eloquent tongue, which spake as spake no other tongue besides, hushed—hushed forever! Who can realize that freedom's champion—the champion of a civilized world, and of all tongues and kindreds and people, has indeed fallen! Alas, in those dark hours, which, as they come in the history of all nations, must come in ours—those hours of peril and dread which our land has experienced, and which she may be called to experience again—to whom now may her people look up for that council and advice, which only wisdom and experience and patriotism can give, and which only the undoubting confidence of a nation will receive? Perchance, in the whole circle of the great and gifted of our land, there remains but one on whose shoulders the mighty mantle of the departed statesman may fall—one, while we now write, is doubtless pouring his tears over the bier of his brother and his friend—brother, friend ever, yet in political sentiment, as far apart as party could make them. Ah, it is at times like these, that the petty distinctions of mere party disappear. We see only the great, the grand, the noble features of the departed statesman; and we do not even beg permission to bow at his feet and mingle our tears with those who have ever been his political adherents—we do [not?] beg this permission—we claim it as a right, though we feel it as a privilege. Henry Clay belonged to his country—to the world, mere party cannot claim men like him. His career has been national—his fame has filled the earth—his memory will endure to `the last syllable of recorded time.'
+
+"Henry Clay is dead!—He breathed his last on yesterday at twenty minutes after eleven, in his chamber at Washington. To those who followed his lead in public affairs, it more appropriately belongs to pronounce his eulogy, and pay specific honors to the memory of the illustrious dead—but all Americans may show the grief which his death inspires, for, his character and fame are national property. As on a question of liberty, he knew no North, no South, no East, no West, but only the Union, which held them all in its sacred circle, so now his countrymen will know no grief, that is not as wide-spread as the bounds of the confederacy. The career of Henry Clay was a public career. From his youth he has been devoted to the public service, at a period too, in the world's history justly regarded as a remarkable era in human affairs. He witnessed in the beginning the throes of the French Revolution. He saw the rise and fall of Napoleon. He was called upon to legislate for America, and direct her policy when all Europe was the battle-field of contending dynasties, and when the struggle for supremacy imperilled the rights of all neutral nations. His voice, spoke war and peace in the contest with Great Britain.
+
+"When Greece rose against the Turks and struck for liberty, his name was mingled with the battle-cry of freedom. When South America threw off the thraldom of Spain, his speeches were read at the head of her armies by Bolivar. His name has been, and will continue to be, hallowed in two hemispheres, for it is—
+
+`One of the few the immortal names
+
+That were not born to die,'
+
+"To the ardent patriot and profound statesman, he added a quality possessed by few of the gifted on earth. His eloquence has not been surpassed. In the effective power to move the heart of man, Clay was without an equal, and the heaven born endowment, in the spirit of its origin, has been most conspicuously exhibited against intestine feud. On at least three important occasions, he has quelled our civil commotions, by a power and influence, which belonged to no other statesman of his age and times. And in our last internal discord, when this Union trembled to its center—in old age, he left the shades of private life and gave the death blow to fraternal strife, with the vigor of his earlier years in a series of Senatorial efforts, which in themselves would bring immortality, by challenging comparison with the efforts of any statesman in any age. He exorcised the demon which possessed the body politic, and gave peace to a distracted land. Alas! the achievement cost him his life! He sank day by day to the tomb—his pale, but noble brow, bound with a triple wreath, put there by a grateful country. May his ashes rest in peace, while his spirit goes to take its station among the great and good men who preceded him!"
+
+While it is customary, and proper, upon occasions like the present, to give a brief sketch of the life of the deceased; in the case of Mr. Clay, it is less necessary than most others; for his biography has been written and re-written, and read, and re-read, for the last twenty-five years; so that, with the exception of a few of the latest incidents of his life, all is as well known, as it can be. The short sketch which I give is, therefore merely to maintain the connection of this discourse.
+
+Henry Clay was born on the 12th of April 1777, in Hanover county, Virginia. Of his father, who died in the fourth or fifth year of Henry's age, little seems to be known, except that he was a respectable man, and a preacher of the baptist persuasion. Mr. Clay's education, to the end of his life, was comparatively limited. I say "to the end of his life," because I have understood that, from time to time, he added something to his education during the greater part of his whole life. Mr. Clay's lack of a more perfect early education, however it may be regretted generally, teaches at least one profitable lesson; it teaches that in this country, one can scarcely be so poor, but that, if he will, he can acquire sufficient education to get through the world respectably. In his twenty-third year Mr. Clay was licenced to practice law, and emigrated to Lexington, Kentucky. Here he commenced and continued the practice till the year 1803, when he was first elected to the Kentucky Legislature. By successive elections he was continued in the Legislature till the latter part of 1806, when he was elected to fill a vacancy, of a single session, in the United States Senate. In 1807 he was again elected to the Kentucky House of Representatives, and by that body, chosen its speaker. In 1808 he was re-elected to the same body. In 1809 he was again chosen to fill a vacancy of two years in the United States Senate. In 1811 he was elected to the United States House of Representatives, and on the first day of taking his seat in that body, he was chosen its speaker. In 1813 he was again elected Speaker. Early in 1814, being the period of our last British war, Mr. Clay was sent as commissioner, with others, to negotiate a treaty of peace, which treaty was concluded in the latter part of the same year. On his return from Europe he was again elected to the lower branch of Congress, and on taking his seat in December 1815 was called to his old post---the speaker's chair, a position in which he was retained, by successive elections, with one brief intermission, till the inauguration of John Q. Adams in March 1825. He was then appointed Secretary of State, and occupied that important station till the inauguration of Gen. Jackson in March 1829. After this he returned to Kentucky, resumed the practice of the law, and continued it till the Autumn of 1831, when he was by the Legislature of Kentucky, again placed in the United States Senate. By a re-election he was continued in the Senate till he resigned his seat, and retired, in March 1842. In December 1849 he again took his seat in the Senate, which he again resigned only a few months before his death.
+
+By the foregoing it is perceived that the period from the beginning of Mr. Clay's official life, in 1803, to the end of it in 1852, is but one year short of half a century; and that the sum of all the intervals in it, will not amount to ten years. But mere duration of time in office, constitutes the smallest part of Mr. Clay's history. Throughout that long period, he has constantly been the most loved, and most implicitly followed by friends, and the most dreaded by opponents, of all living American politicians. In all the great questions which have agitated the country, and particularly in those great and fearful crises, the Missouri question—the Nullification question, and the late slavery question, as connected with the newly acquired territory, involving and endangering the stability of the Union, his has been the leading and most conspicuous part. In 1824 he was first a candidate for the Presidency, and was defeated; and, although he was successively defeated for the same office in 1832, and in 1844, there has never been a moment since 1824 till after 1848 when a very large portion of the American people did not cling to him with an enthusiastic hope and purpose of still elevating him to the Presidency. With other men, to be defeated, was to be forgotten; but to him, defeat was but a trifling incident, neither changing him, or the world's estimate of him. Even those of both political parties, who have been preferred to him for the highest office, have run far briefer courses than he, and left him, still shining, high in the heavens of the political world. Jackson, Van Buren, Harrison, Polk, and Taylor, all rose after, and set long before him. The spell—the long enduring spell—with which the souls of men were bound to him, is a miracle. Who can compass it? It is probably true he owed his pre-eminence to no one quality, but to a fortunate combination of several. He was surpassingly eloquent; but many eloquent men fail utterly; and they are not, as a class, generally successful. His judgment was excellent; but many men of good judgment, live and die unnoticed. His will was indomitable; but this quality often secures to its owner nothing better than a character for useless obstinacy. These then were Mr. Clay's leading qualities. No one of them is very uncommon; but all taken together are rarely combined in a single individual; and this is probably the reason why such men as Henry Clay are so rare in the world.
+
+Mr. Clay's eloquence did not consist, as many fine specimens of eloquence does, of types and figures—of antithesis, and elegant arrangement of words and sentences; but rather of that deeply earnest and impassioned tone, and manner, which can proceed only from great sincerity and a thorough conviction, in the speaker of the justice and importance of his cause. This it is, that truly touches the chords of human sympathy; and those who heard Mr. Clay, never failed to be moved by it, or ever afterwards, forgot the impression. All his efforts were made for practical effect. He never spoke merely to be heard. He never delivered a Fourth of July Oration, or an eulogy on an occasion like this. As a politician or statesman, no one was so habitually careful to avoid all sectional ground. Whatever he did, he did for the whole country. In the construction of his measures he ever carefully surveyed every part of the field, and duly weighed every conflicting interest. Feeling, as he did, and as the truth surely is, that the world's best hope depended on the continued Union of these States, he was ever jealous of, and watchful for, whatever might have the slightest tendency to separate them.
+
+Mr. Clay's predominant sentiment, from first to last, was a deep devotion to the cause of human liberty—a strong sympathy with the oppressed every where, and an ardent wish for their elevation. With him, this was a primary and all controlling passion. Subsidiary to this was the conduct of his whole life. He loved his country partly because it was his own country, but mostly because it was a free country; and he burned with a zeal for its advancement, prosperity and glory, because he saw in such, the advancement, prosperity and glory, of human liberty, human right and human nature. He desired the prosperity of his countrymen partly because they were his countrymen, but chiefly to show to the world that freemen could be prosperous.
+
+That his views and measures were always the wisest, needs not to be affirmed; nor should it be, on this occasion, where so many, thinking differently, join in doing honor to his memory. A free people, in times of peace and quiet---when pressed by no common danger—naturally divide into parties. At such times, the man who is of neither party, is not—cannot be, of any consequence. Mr. Clay, therefore, was of a party. Taking a prominent part, as he did, in all the great political questions of his country for the last half century, the wisdom of his course on many, is doubted and denied by a large portion of his countrymen; and of such it is not now proper to speak particularly. But there are many others, about his course upon which, there is little or no disagreement amongst intelligent and patriotic Americans. Of these last are the War of 1812, the Missouri question, Nullification, and the now recent compromise measures. In 1812 Mr. Clay, though not unknown, was still a young man. Whether we should go to war with Great Britain, being the question of the day, a minority opposed the declaration of war by Congress, while the majority, though apparently inclining to war, had, for years, wavered, and hesitated to act decisively. Meanwhile British aggressions multiplied, and grew more daring and aggravated. By Mr. Clay, more than any other man, the struggle was brought to a decision in Congress. The question, being now fully before congress, came up, in a variety of ways, in rapid succession, on most of which occasions Mr. Clay spoke. Adding to all the logic, of which the subject was susceptible, that noble inspiration, which came to him as it came to no other, he aroused, and nerved, and inspired his friends, and confounded and bore-down all opposition. Several of his speeches, on these occasions, were reported, and are still extant; but the best of these all never was. During its delivery the reporters forgot their vocations, dropped their pens, and sat enchanted from near the beginning to quite the close. The speech now lives only in the memory of a few old men; and the enthusiasm with which they cherish their recollection of it is absolutely astonishing. The precise language of this speech we shall never know; but we do know—we cannot help knowing, that, with deep pathos, it pleaded the cause of the injured sailor—that it invoked the genius of the revolution---that it apostrophised the names of Otis, of Henry and of Washington—that it appealed to the interest, the pride, the honor and the glory of the nation—that it shamed and taunted the timidity of friends—that it scorned, and scouted, and withered the temerity of domestic foes—that it bearded and defied the British Lion—and rising, and swelling, and maddening in its course, it sounded the onset, till the charge, the shock, the steady struggle, and the glorious victory, all passed in vivid review before the entranced hearers.
+
+Important and exciting as was the War question, of 1812, it never so alarmed the sagacious statesmen of the country for the safety of the republic, as afterwards did the Missouri question. This sprang from that unfortunate source of discord—negro slavery. When our Federal Constitution was adopted, we owned no territory beyond the limits or ownership of the states, except the territory North-West of the River Ohio, and East of the Mississippi. What has since been formed into the States of Maine, Kentucky, and Tennessee, was, I believe, within the limits of or owned by Massachusetts, Virginia, and North Carolina. As to the North Western Territory, provision had been made, even before the adoption of the Constitution, that slavery should never go there. On the admission of the States into the Union carved from the territory we owned before the constitution, no question—or at most, no considerable question—arose about slavery—those which were within the limits of or owned by the old states, following, respectively, the condition of the parent state, and those within the North West territory, following the previously made provision. But in 1803 we purchased Louisiana of the French; and it included with much more, what has since been formed into the State of Missouri. With regard to it, nothing had been done to forestall the question of slavery. When, therefore, in 1819, Missouri, having formed a State constitution, without excluding slavery, and with slavery already actually existing within its limits, knocked at the door of the Union for admission, almost the entire representation of the non-slave-holding states, objected. A fearful and angry struggle instantly followed. This alarmed thinking men, more than any previous question, because, unlike all the former, it divided the country by geographical lines. Other questions had their opposing partizans in all localities of the country and in almost every family; so that no division of the Union could follow such, without a separation of friends, to quite as great an extent, as that of opponents. Not so with the Missouri question. On this a geographical line could be traced which, in the main, would separate opponents only. This was the danger. Mr. Jefferson, then in retirement wrote:
+
+"I had for a long time ceased to read newspapers, or to pay any attention to public affairs, confident they were in good hands, and content to be a passenger in our bark to the shore from which I am not distant. But this momentous question, like a fire bell in the night, awakened, and filled me with terror. I considered it at once as the knell of the Union. It is hushed, indeed, for the moment. But this is a reprieve only, not a final sentence. A geographical line, co-inciding with a marked principle, moral and political, once conceived, and held up to the angry passions of men, will never be obliterated; and every irritation will mark it deeper and deeper. I can say, with conscious truth, that there is not a man on earth who would sacrifice more than I would to relieve us from this heavy reproach, in any practicable way. The cession of that kind of property, for so it is misnamed, is a bagatelle which would not cost me a second thought, if, in that way, a general emancipation, and expatriation could be effected; and, gradually, and with due sacrifices I think it might be. But as it is, we have the wolf by the ears and we can neither hold him, nor safely let him go. Justice is in one scale, and self-preservation in the other."
+
+Mr. Clay was in congress, and, perceiving the danger, at once engaged his whole energies to avert it. It began, as I have said, in 1819; and it did not terminate till 1821. Missouri would not yield the point; and congress—that is, a majority in congress—by repeated votes, showed a determination to not admit the state unless it should yield. After several failures, and great labor on the part of Mr. Clay to so present the question that a majority could consent to the admission, it was, by a vote, rejected, and as all seemed to think, finally. A sullen gloom hung over the nation. All felt that the rejection of Missouri, was equivalent to a dissolution of the Union: because those states which already had, what Missouri was rejected for refusing to relinquish, would go with Missouri. All deprecated and deplored this, but none saw how to avert it. For the judgment of Members to be convinced of the necessity of yielding, was not the whole difficulty; each had a constituency to meet, and to answer to. Mr. Clay, though worn down, and exhausted, was appealed to by members, to renew his efforts at compromise. He did so, and by some judicious modifications of his plan, coupled with laborious efforts with individual members, and his own over-mastering eloquence upon the floor, he finally secured the admission of the State. Brightly, and captivating as it had previously shown, it was now perceived that his great eloquence, was a mere embellishment, or, at most, but a helping hand to his inventive genius, and his devotion to his country in the day of her extreme peril.
+
+After the settlement of the Missouri question, although a portion of the American people have differed with Mr. Clay, and a majority even, appear generally to have been opposed to him on questions of ordinary administration, he seems constantly to have been regarded by all, as the man for a crisis. Accordingly, in the days of Nullification, and more recently in the re-appearance of the slavery question, connected with our territory newly acquired of Mexico, the task of devising a mode of adjustment, seems to have been cast upon Mr. Clay, by common consent—and his performance of the task, in each case, was little else than a literal fulfilment of the public expectation.
+
+Mr. Clay's efforts in behalf of the South Americans, and afterwards, in behalf of the Greeks, in the times of their respective struggles for civil liberty are among the finest on record, upon the noblest of all themes; and bear ample corroboration of what I have said was his ruling passion—a love of liberty and right, unselfishly, and for their own sakes.
+
+Having been led to allude to domestic slavery so frequently already, I am unwilling to close without referring more particularly to Mr. Clay's views and conduct in regard to it. He ever was, on principle and in feeling, opposed to slavery. The very earliest, and one of the latest public efforts of his life, separated by a period of more than fifty years, were both made in favor of gradual emancipation of the slaves in Kentucky. He did not perceive, that on a question of human right, the negroes were to be excepted from the human race. And yet Mr. Clay was the owner of slaves. Cast into life where slavery was already widely spread and deeply seated, he did not perceive, as I think no wise man has perceived, how it could be at once eradicated, without producing a greater evil, even to the cause of human liberty itself. His feeling and his judgment, therefore, ever led him to oppose both extremes of opinion on the subject. Those who would shiver into fragments the Union of these States; tear to tatters its now venerated constitution; and even burn the last copy of the Bible, rather than slavery should continue a single hour, together with all their more halting sympathisers, have received, and are receiving their just execration; and the name, and opinions, and influence of Mr. Clay, are fully, and, as I trust, effectually and enduringly, arrayed against them. But I would also, if I could, array his name, opinions, and influence against the opposite extreme—against a few, but an increasing number of men, who, for the sake of perpetuating slavery, are beginning to assail and to ridicule the white-man's charter of freedom—the declaration that "all men are created free and equal." So far as I have learned, the first American, of any note, to do or attempt this, was the late John C. Calhoun; and if I mistake not, it soon after found its way into some of the messages of the Governors of South Carolina. We, however, look for, and are not much shocked by, political eccentricities and heresies in South Carolina. But, only last year, I saw with astonishment, what purported to be a letter of a very distinguished and influential clergyman of Virginia, copied, with apparent approbation, into a St. Louis newspaper, containing the following, to me, very extraordinary language—
+
+"I am fully aware that there is a text in some Bibles that is not in mine. Professional abolitionists have made more use of it, than of any passage in the Bible. It came, however, as I trace it, from Saint Voltaire, and was baptized by Thomas Jefferson, and since almost universally regarded as canonical authority "All men are born free and equal.'
+
+"This is a genuine coin in the political currency of our generation. I am sorry to say that I have never seen two men of whom it is true. But I must admit I never saw the Siamese twins, and therefore will not dogmatically say that no man ever saw a proof of this sage aphorism."
+
+This sounds strangely in republican America. The like was not heard in the fresher days of the Republic. Let us contrast with it the language of that truly national man, whose life and death we now commemorate and lament. I quote from a speech of Mr. Clay delivered before the American Colonization Society in 1827.
+
+"We are reproached with doing mischief by the agitation of this question. The society goes into no household to disturb its domestic tranquility; it addresses itself to no slaves to weaken their obligations of obedience. It seeks to affect no man's property. It neither has the power nor the will to affect the property of any one contrary to his consent. The execution of its scheme would augment instead of diminishing the value of the property left behind. The society, composed of free men, concerns itself only with the free. Collateral consequences we are not responsible for. It is not this society which has produced the great moral revolution which the age exhibits. What would they, who thus reproach us, have done? If they would repress all tendencies towards liberty, and ultimate emancipation, they must do more than put down the benevolent efforts of this society. They must go back to the era of our liberty and independence, and muzzle the cannon which thunders its annual joyous return. They must renew the slave trade with all its train of atrocities. They must suppress the workings of British philanthropy, seeking to meliorate the condition of the unfortunate West Indian slave. They must arrest the career of South American deliverance from thraldom. They must blow out the moral lights around us, and extinguish that greatest torch of all which America presents to a benighted world—pointing the way to their rights, their liberties, and their happiness. And when they have achieved all those purposes their work will be yet incomplete. They must penetrate the human soul, and eradicate the light of reason, and the love of liberty. Then, and not till then, when universal darkness and despair prevail, can you perpetuate slavery, and repress all sympathy, and all humane, and benevolent efforts among free men, in behalf of the unhappy portion of our race doomed to bondage."
+
+The American Colonization Society was organized in 1816. Mr. Clay, though not its projector, was one of its earliest members; and he died, as for the many preceding years he had been, its President. It was one of the most cherished objects of his direct care and consideration; and the association of his name with it has probably been its very greatest collateral support. He considered it no demerit in the society, that it tended to relieve slave-holders from the troublesome presence of the free negroes; but this was far from being its whole merit in his estimation. In the same speech from which I have quoted he says: "There is a moral fitness in the idea of returning to Africa her children, whose ancestors have been torn from her by the ruthless hand of fraud and violence. Transplanted in a foreign land, they will carry back to their native soil the rich fruits of religion, civilization, law and liberty. May it not be one of the great designs of the Ruler of the universe, (whose ways are often inscrutable by short-sighted mortals,) thus to transform an original crime, into a signal blessing to that most unfortunate portion of the globe?" This suggestion of the possible ultimate redemption of the African race and African continent, was made twenty-five years ago. Every succeeding year has added strength to the hope of its realization. May it indeed be realized! Pharaoh's country was cursed with plagues, and his hosts were drowned in the Red Sea for striving to retain a captive people who had already served them more than four hundred years. May like disasters never befall us! If as the friends of colonization hope, the present and coming generations of our countrymen shall by any means, succeed in freeing our land from the dangerous presence of slavery; and, at the same time, in restoring a captive people to their long-lost father-land, with bright prospects for the future; and this too, so gradually, that neither races nor individuals shall have suffered by the change, it will indeed be a glorious consummation. And if, to such a consummation, the efforts of Mr. Clay shall have contributed, it will be what he most ardently wished, and none of his labors will have been more valuable to his country and his kind.
+
+But Henry Clay is dead. His long and eventful life is closed. Our country is prosperous and powerful; but could it have been quite all it has been, and is, and is to be, without Henry Clay? Such a man the times have demanded, and such, in the providence of God was given us. But he is gone. Let us strive to deserve, as far as mortals may, the continued care of Divine Providence, trusting that, in future national emergencies, He will not fail to provide us the instruments of safety and security.
\ No newline at end of file
diff --git a/talk/US_presidential_speech/02/generation_task/instructions.md b/talk/US_presidential_speech/02/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..4356283143eccd51bc8ed730a3f10d62b71ee0c0
--- /dev/null
+++ b/talk/US_presidential_speech/02/generation_task/instructions.md
@@ -0,0 +1,95 @@
+Please create a slide deck for a public oral presentation, strictly based on the speech script I provide. You are not allowed to introduce any factual content that does not explicitly appear in the script.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+1. **Introduction: The Audacity of Hope and Change**
+ * Context: Standing at Invesco Field, Denver, before 80,000 people.
+ * Key Point: Expressing profound gratitude and humility in accepting the nomination.
+ * Visual Idea: A wide-angle shot of a massive, diverse crowd or the iconic "Rising Sun/O" logo.
+
+2. **Core Logic 1: The Broken Promise of the Present**
+ * Critique: Addressing the failures of the previous eight years—stagnant wages, rising costs, and a diminished global standing.
+ * Sentiment: Highlighting the struggle of the "working American" who does everything right but still falls behind.
+ * Key Theme: Defining the election not as a choice between two candidates, but as a referendum on the American Dream.
+
+3. **Core Logic 2: A New Economic Blueprint**
+ * Policy Shift: Moving away from "trickle-down" economics toward building the economy from the bottom up.
+ * Specifics: Investing in renewable energy, ending tax breaks for outsourcing, and making healthcare/education affordable.
+ * Visual Idea: Clean infographics showing the shift from individual corporate gain to middle-class reinvestment.
+
+4. **Core Logic 3: Renewing American Leadership abroad**
+ * Diplomacy: Ending the war in Iraq responsibly and finishing the fight against Al Qaeda.
+ * Philosophy: Restoring America’s moral standing and leading with both military might and the power of ideals.
+ * Key Theme: A nation that is secure because it is respected, not just feared.
+
+5. **Core Logic 4: Transcending the Politics of Division**
+ * Social Unity: Challenging the "Red State vs. Blue State" narrative.
+ * Moral Call: Addressing common ground on issues like abortion, gun rights, and immigration through mutual respect.
+ * Visual Idea: A montage of people from "every walk of life"—different creeds, colors, and backgrounds.
+
+6. **Conclusion: The American Promise**
+ * Call to Action: Recalling the 45th anniversary of MLK’s "I Have a Dream" speech.
+ * Final Charge: "We cannot walk alone. We cannot turn back."
+ * Closing Statement: Reclaiming the promise that in America, destiny is inextricably linked, and together, dreams can be one.
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/US_presidential_speech/02/generation_task/judge_prompt.json b/talk/US_presidential_speech/02/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..6c8adf854a46b1f62b7fad2842f32e51e0a2123b
--- /dev/null
+++ b/talk/US_presidential_speech/02/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening express gratitude for the nomination and acknowledge fellow candidates?**\n\n* The text should mention Obama accepting the nomination with gratitude and humility.\n* It should specifically thank Hillary Rodham Clinton, Bill Clinton, and Joe Biden.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the opening acknowledgments is missing.\n",
+ "\n**Is the anniversary of Martin Luther King Jr.’s \"I Have a Dream\" speech mentioned?**\n\n* The text should reference the fact that the speech is being given 45 years to the day after the March on Washington.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if this historical timing is missing.\n",
+ "\n**Does the text critique the \"failed policies\" of the previous eight years?**\n\n* It should mention the failures of the Bush administration and the threat of \"four more years\" of the same policies under the opponent.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this political critique is missing.\n",
+ "\n**Is the \"American Promise\" concept introduced?**\n\n* The text should define the American Promise as the idea that through hard work and sacrifice, each of us can pursue our individual dreams while still coming together as one American family.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what element of this thematic concept is missing.\n",
+ "\n**Does the text address economic issues and the struggles of the middle class?**\n\n* It should mention specific hardships like rising costs of gas and groceries, home foreclosures, and the loss of health care.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what economic detail is missing.\n",
+ "\n**Are the specific policy proposals for energy and taxes included?**\n\n* The text should mention ending dependence on oil from the Middle East and providing tax cuts for 95% of all working families.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify which policy proposal is missing.\n",
+ "\n**Does the text discuss education and investment in the workforce?**\n\n* It should mention the goal of recruiting an army of new teachers and making college affordable for anyone who is willing to serve their community or country.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the education plan is missing.\n",
+ "\n**Is the foreign policy vision regarding the Iraq war and global leadership mentioned?**\n\n* The text should state the intent to end the war in Iraq responsibly and rebuild alliances to defeat terrorism.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of foreign policy is missing.\n",
+ "\n**Does the text challenge the \"partisan\" and \"small\" politics of Washington?**\n\n* It should critique the tendency to use religion as a wedge or to question a person's patriotism for political gain.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the political critique is missing.\n",
+ "\n**Is the story of Obama’s own family and background included?**\n\n* The text should mention his mother’s struggles, his grandfather’s service in Patton’s army, and his grandmother’s work on a bomber assembly line.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify which family detail is missing.\n",
+ "\n**Does the text quote the phrase \"We cannot walk alone\" from Scripture or the civil rights movement?**\n\n* It should emphasize that the American destiny is inextricably linked and that the country must march ahead together.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if this call to unity is missing.\n",
+ "\n**Does the conclusion call for a \"pledge to march into the future\"?**\n\n* The text should urge the audience to keep the promise of the future and end with a blessing for the United States.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the final call to action is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the slide accurately reflect Obama's acknowledgment of his primary opponents?**\nThe slide should mention his gratitude towards Hillary Rodham Clinton, describing her as a \"champion for working Americans,\" and also mention President Clinton, Ted Kennedy, and Joe Biden.\n\n If **no**, specify if the specific tribute to Hillary Clinton or the mention of Joe Biden is missing.\n",
+ "\n**Is the \"American Promise\" (美国承诺) concept presented accurately as described in the speech?**\nThe slide should convey that the \"American Promise\" is the idea that through hard work and sacrifice, each of us can pursue our individual dreams while still coming together as one American family.\n\n If **no**, specify if the definition of the \"American Promise\" is misrepresented.\n",
+ "\n**Does the slide deck correctly reflect Obama's critique of the \"ownership society\"?**\nIt should mention his argument that for the last eight years, \"ownership society\" really meant \"you're on your own\"—where people were left to struggle with falling wages, rising costs, and job insecurity.\n\n If **no**, specify if the distinction between \"ownership\" and \"being on your own\" is missing.\n",
+ "\n**Are the specific economic goals mentioned by Obama accurately listed?**\nThe checklist should ensure the slides mention his plan to:\n1. Eliminate capital gains taxes for small businesses and start-ups.\n2. Cut taxes for 95% of all working families.\n3. End tax breaks for corporations that ship jobs overseas.\n\n If **no**, specify which economic policy or tax proposal is misstated.\n",
+ "\n**Is the energy policy and \"new American energy\" goal presented faithfully?**\nThe slide should reflect his pledge to invest $150 billion over ten years in next-generation biofuels, solar, and wind power to end the dependence on oil from the Middle East.\n\n If **no**, specify if the investment amount ($150 billion) or the specific energy sources are incorrect.\n",
+ "\n**Does the slide deck accurately convey Obama's education and healthcare promises?**\nIt should mention his commitment to affordable healthcare for every American and his plan to recruit an army of new teachers with better pay and higher standards.\n\n If **no**, identify if the focus on teacher recruitment or universal healthcare is omitted.\n",
+ "\n**Is the foreign policy stance regarding the Iraq and Afghanistan wars correctly stated?**\nThe slide should reflect his promise to end the war in Iraq \"responsibly\" and finish the fight against Al Qaeda and the Taliban in Afghanistan.\n\n If **no**, specify if the distinction between the two war strategies is blurred.\n",
+ "\n**Does the slide deck capture Obama's response to the \"character\" attacks?**\nIt should mention his statement that \"patriotism has no party\" and his refusal to let his opponents question his love for his country.\n\n If **no**, specify if the \"patriotism has no party\" quote or its context is missing.\n",
+ "\n**Is the reference to the 45th anniversary of the March on Washington presented accurately?**\nThe slide should note the significance of the date (August 28), linking his nomination to the \"preacher\" (Dr. King) and the \"I Have a Dream\" speech 45 years earlier.\n\n If **no**, specify if the historical link to Dr. King is misrepresented.\n",
+ "\n**Does the slide deck accurately reflect Obama's description of his own background?**\nIt should mention his story as the son of a father from Kenya and a mother from Kansas, and how his life was made possible by the \"American Promise.\"\n\n If **no**, specify if the specific details of his heritage are incorrect.\n",
+ "\n**Is the quote \"We cannot walk alone... We cannot turn back\" used correctly?**\nThe slide should reflect his call to \"march into the future\" and his use of Scripture to urge the audience to hold firmly to hope.\n\n If **no**, specify if the call to \"march ahead\" is missing.\n",
+ "\n**Does the conclusion slide accurately capture the final message of \"Change\"?**\nThe conclusion should emphasize that change happens because the American people demand it, and it echoes the theme of \"restoring the American promise.\"\n\n If **no**, specify if the source of \"change\" (the people) is misrepresented.\n"
+ ]
+}
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+August 28, 2008: Acceptance Speech at the Democratic National Convention
+
+Author: Barack Obama
+
+To Chairman Dean and my great friend Dick Durbin; and to all my fellow citizens of this great nation;
+
+With profound gratitude and great humility, I accept your nomination for the presidency of the United States.
+
+Let me express my thanks to the historic slate of candidates who accompanied me on this journey, and especially the one who traveled the farthest—a champion for working Americans and an inspiration to my daughters and to yours—Hillary Rodham Clinton. To President Clinton, who last night made the case for change as only he can make it; to Ted Kennedy, who embodies the spirit of service; and to the next Vice President of the United States, Joe Biden, I thank you. I am grateful to finish this journey with one of the finest statesmen of our time, a man at ease with everyone from world leaders to the conductors on the Amtrak train he still takes home every night.
+
+To the love of my life, our next First Lady, Michelle Obama, and to Sasha and Malia—I love you so much, and I'm so proud of all of you.
+
+Four years ago, I stood before you and told you my story—of the brief union between a young man from Kenya and a young woman from Kansas who weren't well-off or well-known, but shared a belief that in America, their son could achieve whatever he put his mind to.
+
+It is that promise that has always set this country apart—that through hard work and sacrifice, each of us can pursue our individual dreams but still come together as one American family, to ensure that the next generation can pursue their dreams as well.
+
+That's why I stand here tonight. Because for two hundred and thirty two years, at each moment when that promise was in jeopardy, ordinary men and women—students and soldiers, farmers and teachers, nurses and janitors—found the courage to keep it alive.
+
+We meet at one of those defining moments—a moment when our nation is at war, our economy is in turmoil, and the American promise has been threatened once more.
+
+Tonight, more Americans are out of work and more are working harder for less. More of you have lost your homes and even more are watching your home values plummet. More of you have cars you can't afford to drive, credit card bills you can't afford to pay, and tuition that's beyond your reach.
+
+These challenges are not all of government's making. But the failure to respond is a direct result of a broken politics in Washington and the failed policies of George W. Bush.
+
+America, we are better than these last eight years. We are a better country than this.
+
+This country is more decent than one where a woman in Ohio, on the brink of retirement, finds herself one illness away from disaster after a lifetime of hard work.
+
+This country is more generous than one where a man in Indiana has to pack up the equipment he's worked on for twenty years and watch it shipped off to China, and then chokes up as he explains how he felt like a failure when he went home to tell his family the news.
+
+We are more compassionate than a government that lets veterans sleep on our streets and families slide into poverty; that sits on its hands while a major American city drowns before our eyes.
+
+Tonight, I say to the American people, to Democrats and Republicans and Independents across this great land—enough! This moment—this election—is our chance to keep, in the 21st century, the American promise alive. Because next week, in Minnesota, the same party that brought you two terms of George Bush and Dick Cheney will ask this country for a third. And we are here because we love this country too much to let the next four years look like the last eight. On November 4th, we must stand up and say: "Eight is enough."
+
+Now let there be no doubt. The Republican nominee, John McCain, has worn the uniform of our country with bravery and distinction, and for that we owe him our gratitude and respect. And next week, we'll also hear about those occasions when he's broken with his party as evidence that he can deliver the change that we need.
+
+But the record's clear: John McCain has voted with George Bush ninety percent of the time. Senator McCain likes to talk about judgment, but really, what does it say about your judgment when you think George Bush has been right more than ninety percent of the time? I don't know about you, but I'm not ready to take a ten percent chance on change.
+
+The truth is, on issue after issue that would make a difference in your lives—on health care and education and the economy—Senator McCain has been anything but independent. He said that our economy has made "great progress" under this President. He said that the fundamentals of the economy are strong. And when one of his chief advisors—the man who wrote his economic plan—was talking about the anxiety Americans are feeling, he said that we were just suffering from a "mental recession," and that we've become, and I quote, "a nation of whiners." A nation of whiners? Tell that to the proud auto workers at a Michigan plant who, after they found out it was closing, kept showing up every day and working as hard as ever, because they knew there were people who counted on the brakes that they made. Tell that to the military families who shoulder their burdens silently as they watch their loved ones leave for their third or fourth or fifth tour of duty. These are not whiners. They work hard and give back and keep going without complaint. These are the Americans that I know.
+
+Now, I don't believe that Senator McCain doesn't care what's going on in the lives of Americans. I just think he doesn't know. Why else would he define middle-class as someone making under five million dollars a year? How else could he propose hundreds of billions in tax breaks for big corporations and oil companies but not one penny of tax relief to more than one hundred million Americans? How else could he offer a health care plan that would actually tax people's benefits, or an education plan that would do nothing to help families pay for college, or a plan that would privatize Social Security and gamble your retirement?
+
+It's not because John McCain doesn't care. It's because John McCain doesn't get it.
+
+For over two decades, he's subscribed to that old, discredited Republican philosophy—give more and more to those with the most and hope that prosperity trickles down to everyone else. In Washington, they call this the Ownership Society, but what it really means is—you're on your own. Out of work? Tough luck. No health care? The market will fix it. Born into poverty? Pull yourself up by your own bootstraps—even if you don't have boots. You're on your own.
+
+Well it's time for them to own their failure. It's time for us to change America.
+
+You see, we Democrats have a very different measure of what constitutes progress in this country.
+
+We measure progress by how many people can find a job that pays the mortgage; whether you can put a little extra money away at the end of each month so you can someday watch your child receive her college diploma. We measure progress in the 23 million new jobs that were created when Bill Clinton was President—when the average American family saw its income go up $7,500 instead of down $2,000 like it has under George Bush.
+
+We measure the strength of our economy not by the number of billionaires we have or the profits of the Fortune 500, but by whether someone with a good idea can take a risk and start a new business, or whether the waitress who lives on tips can take a day off to look after a sick kid without losing her job—an economy that honors the dignity of work.
+
+The fundamentals we use to measure economic strength are whether we are living up to that fundamental promise that has made this country great—a promise that is the only reason I am standing here tonight.
+
+Because in the faces of those young veterans who come back from Iraq and Afghanistan, I see my grandfather, who signed up after Pearl Harbor, marched in Patton's Army, and was rewarded by a grateful nation with the chance to go to college on the GI Bill.
+
+In the face of that young student who sleeps just three hours before working the night shift, I think about my mom, who raised my sister and me on her own while she worked and earned her degree; who once turned to food stamps but was still able to send us to the best schools in the country with the help of student loans and scholarships.
+
+When I listen to another worker tell me that his factory has shut down, I remember all those men and women on the South Side of Chicago who I stood by and fought for two decades ago after the local steel plant closed.
+
+And when I hear a woman talk about the difficulties of starting her own business, I think about my grandmother, who worked her way up from the secretarial pool to middle-management, despite years of being passed over for promotions because she was a woman. She's the one who taught me about hard work. She's the one who put off buying a new car or a new dress for herself so that I could have a better life. She poured everything she had into me. And although she can no longer travel, I know that she's watching tonight, and that tonight is her night as well.
+
+I don't know what kind of lives John McCain thinks that celebrities lead, but this has been mine. These are my heroes. Theirs are the stories that shaped me. And it is on their behalf that I intend to win this election and keep our promise alive as President of the United States.
+
+What is that promise?
+
+It's a promise that says each of us has the freedom to make of our own lives what we will, but that we also have the obligation to treat each other with dignity and respect.
+
+It's a promise that says the market should reward drive and innovation and generate growth, but that businesses should live up to their responsibilities to create American jobs, look out for American workers, and play by the rules of the road.
+
+Ours is a promise that says government cannot solve all our problems, but what it should do is that which we cannot do for ourselves—protect us from harm and provide every child a decent education; keep our water clean and our toys safe; invest in new schools and new roads and new science and technology.
+
+Our government should work for us, not against us. It should help us, not hurt us. It should ensure opportunity not just for those with the most money and influence, but for every American who's willing to work.
+
+That's the promise of America—the idea that we are responsible for ourselves, but that we also rise or fall as one nation; the fundamental belief that I am my brother's keeper; I am my sister's keeper.
+
+That's the promise we need to keep. That's the change we need right now. So let me spell out exactly what that change would mean if I am President.
+
+Change means a tax code that doesn't reward the lobbyists who wrote it, but the American workers and small businesses who deserve it.
+
+Unlike John McCain, I will stop giving tax breaks to corporations that ship jobs overseas, and I will start giving them to companies that create good jobs right here in America.
+
+I will eliminate capital gains taxes for the small businesses and the start-ups that will create the high-wage, high-tech jobs of tomorrow.
+
+I will cut taxes—cut taxes—for 95 percent of all working families. Because in an economy like this, the last thing we should do is raise taxes on the middle-class.
+
+And for the sake of our economy, our security, and the future of our planet, I will set a clear goal as President: in ten years, we will finally end our dependence on oil from the Middle East.
+
+Washington's been talking about our oil addiction for the last thirty years, and John McCain has been there for twenty-six of them. In that time, he's said no to higher fuel-efficiency standards for cars, no to investments in renewable energy, no to renewable fuels. And today, we import triple the amount of oil as the day that Senator McCain took office.
+
+Now is the time to end this addiction, and to understand that drilling is a stop-gap measure, not a long-term solution. Not even close.
+
+As President, I will tap our natural gas reserves, invest in clean coal technology, and find ways to safely harness nuclear power. I'll help our auto companies re-tool, so that the fuel-efficient cars of the future are built right here in America. I'll make it easier for the American people to afford these new cars. And I'll invest 150 billion dollars over the next decade in affordable, renewable sources of energy—wind power and solar power and the next generation of biofuels; an investment that will lead to new industries and five million new jobs that pay well and can't ever be outsourced.
+
+America, now is not the time for small plans.
+
+Now is the time to finally meet our moral obligation to provide every child a world-class education, because it will take nothing less to compete in the global economy. Michelle and I are only here tonight because we were given a chance at an education. And I will not settle for an America where some kids don't have that chance. I'll invest in early childhood education. I'll recruit an army of new teachers, and pay them higher salaries and give them more support. And in exchange, I'll ask for higher standards and more accountability. And we will keep our promise to every young American - if you commit to serving your community or your country, we will make sure you can afford a college education.
+
+Now is the time to finally keep the promise of affordable, accessible health care for every single American. If you have health care, my plan will lower your premiums. If you don't, you'll be able to get the same kind of coverage that members of Congress give themselves. And as someone who watched my mother argue with insurance companies while she lay in bed dying of cancer, I will make certain those companies stop discriminating against those who are sick and need care the most.
+
+Now is the time to help families with paid sick days and better family leave, because nobody in America should have to choose between keeping their jobs and caring for a sick child or ailing parent.
+
+Now is the time to change our bankruptcy laws, so that your pensions are protected ahead of CEO bonuses; and the time to protect Social Security for future generations.
+
+And now is the time to keep the promise of equal pay for an equal day's work, because I want my daughters to have exactly the same opportunities as your sons.
+
+Now, many of these plans will cost money, which is why I've laid out how I'll pay for every dime—by closing corporate loopholes and tax havens that don't help America grow. But I will also go through the federal budget, line by line, eliminating programs that no longer work and making the ones we do need work better and cost less—because we cannot meet twenty-first century challenges with a twentieth century bureaucracy.
+
+And Democrats, we must also admit that fulfilling America's promise will require more than just money. It will require a renewed sense of responsibility from each of us to recover what John F. Kennedy called our "intellectual and moral strength." Yes, government must lead on energy independence, but each of us must do our part to make our homes and businesses more efficient. Yes, we must provide more ladders to success for young men who fall into lives of crime and despair. But we must also admit that programs alone can't replace parents; that government can't turn off the television and make a child do her homework; that fathers must take more responsibility for providing the love and guidance their children need.
+
+Individual responsibility and mutual responsibility—that's the essence of America's promise.
+
+And just as we keep our keep our promise to the next generation here at home, so must we keep America's promise abroad. If John McCain wants to have a debate about who has the temperament, and judgment, to serve as the next Commander-in-Chief, that's a debate I'm ready to have.
+
+For while Senator McCain was turning his sights to Iraq just days after 9/11, I stood up and opposed this war, knowing that it would distract us from the real threats we face. When John McCain said we could just "muddle through" in Afghanistan, I argued for more resources and more troops to finish the fight against the terrorists who actually attacked us on 9/11, and made clear that we must take out Osama bin Laden and his lieutenants if we have them in our sights. John McCain likes to say that he'll follow bin Laden to the Gates of Hell—but he won't even go to the cave where he lives.
+
+And today, as my call for a time frame to remove our troops from Iraq has been echoed by the Iraqi government and even the Bush Administration, even after we learned that Iraq has a $79 billion surplus while we're wallowing in deficits, John McCain stands alone in his stubborn refusal to end a misguided war.
+
+That's not the judgment we need. That won't keep America safe. We need a President who can face the threats of the future, not keep grasping at the ideas of the past.
+
+You don't defeat a terrorist network that operates in eighty countries by occupying Iraq. You don't protect Israel and deter Iran just by talking tough in Washington. You can't truly stand up for Georgia when you've strained our oldest alliances. If John McCain wants to follow George Bush with more tough talk and bad strategy, that is his choice—but it is not the change we need.
+
+We are the party of Roosevelt. We are the party of Kennedy. So don't tell me that Democrats won't defend this country. Don't tell me that Democrats won't keep us safe. The Bush-McCain foreign policy has squandered the legacy that generations of Americans—Democrats and Republicans—have built, and we are here to restore that legacy.
+
+As Commander-in-Chief, I will never hesitate to defend this nation, but I will only send our troops into harm's way with a clear mission and a sacred commitment to give them the equipment they need in battle and the care and benefits they deserve when they come home.
+
+I will end this war in Iraq responsibly, and finish the fight against al Qaeda and the Taliban in Afghanistan. I will rebuild our military to meet future conflicts. But I will also renew the tough, direct diplomacy that can prevent Iran from obtaining nuclear weapons and curb Russian aggression. I will build new partnerships to defeat the threats of the 21st century: terrorism and nuclear proliferation; poverty and genocide; climate change and disease. And I will restore our moral standing, so that America is once again that last, best hope for all who are called to the cause of freedom, who long for lives of peace, and who yearn for a better future.
+
+These are the policies I will pursue. And in the weeks ahead, I look forward to debating them with John McCain.
+
+But what I will not do is suggest that the Senator takes his positions for political purposes. Because one of the things that we have to change in our politics is the idea that people cannot disagree without challenging each other's character and patriotism.
+
+The times are too serious, the stakes are too high for this same partisan playbook. So let us agree that patriotism has no party. I love this country, and so do you, and so does John McCain. The men and women who serve in our battlefields may be Democrats and Republicans and Independents, but they have fought together and bled together and some died together under the same proud flag. They have not served a Red America or a Blue America—they have served the United States of America.
+
+So I've got news for you, John McCain. We all put our country first.
+
+America, our work will not be easy. The challenges we face require tough choices, and Democrats as well as Republicans will need to cast off the worn-out ideas and politics of the past. For part of what has been lost these past eight years can't just be measured by lost wages or bigger trade deficits. What has also been lost is our sense of common purpose—our sense of higher purpose. And that's what we have to restore.
+
+We may not agree on abortion, but surely we can agree on reducing the number of unwanted pregnancies in this country. The reality of gun ownership may be different for hunters in rural Ohio than for those plagued by gang-violence in Cleveland, but don't tell me we can't uphold the Second Amendment while keeping AK-47s out of the hands of criminals. I know there are differences on same-sex marriage, but surely we can agree that our gay and lesbian brothers and sisters deserve to visit the person they love in the hospital and to live lives free of discrimination. Passions fly on immigration, but I don't know anyone who benefits when a mother is separated from her infant child or an employer undercuts American wages by hiring illegal workers. This too is part of America's promise—the promise of a democracy where we can find the strength and grace to bridge divides and unite in common effort.
+
+I know there are those who dismiss such beliefs as happy talk. They claim that our insistence on something larger, something firmer and more honest in our public life is just a Trojan Horse for higher taxes and the abandonment of traditional values. And that's to be expected. Because if you don't have any fresh ideas, then you use stale tactics to scare the voters. If you don't have a record to run on, then you paint your opponent as someone people should run from.
+
+You make a big election about small things.
+
+And you know what—it's worked before. Because it feeds into the cynicism we all have about government. When Washington doesn't work, all its promises seem empty. If your hopes have been dashed again and again, then it's best to stop hoping, and settle for what you already know.
+
+I get it. I realize that I am not the likeliest candidate for this office. I don't fit the typical pedigree, and I haven't spent my career in the halls of Washington.
+
+But I stand before you tonight because all across America something is stirring. What the nay-sayers don't understand is that this election has never been about me. It's been about you.
+
+For eighteen long months, you have stood up, one by one, and said enough to the politics of the past. You understand that in this election, the greatest risk we can take is to try the same old politics with the same old players and expect a different result. You have shown what history teaches us—that at defining moments like this one, the change we need doesn't come from Washington. Change comes to Washington. Change happens because the American people demand it—because they rise up and insist on new ideas and new leadership, a new politics for a new time.
+
+America, this is one of those moments.
+
+I believe that as hard as it will be, the change we need is coming. Because I've seen it. Because I've lived it. I've seen it in Illinois, when we provided health care to more children and moved more families from welfare to work. I've seen it in Washington, when we worked across party lines to open up government and hold lobbyists more accountable, to give better care for our veterans and keep nuclear weapons out of terrorist hands.
+
+And I've seen it in this campaign. In the young people who voted for the first time, and in those who got involved again after a very long time. In the Republicans who never thought they'd pick up a Democratic ballot, but did. I've seen it in the workers who would rather cut their hours back a day than see their friends lose their jobs, in the soldiers who re-enlist after losing a limb, in the good neighbors who take a stranger in when a hurricane strikes and the floodwaters rise.
+
+This country of ours has more wealth than any nation, but that's not what makes us rich. We have the most powerful military on Earth, but that's not what makes us strong. Our universities and our culture are the envy of the world, but that's not what keeps the world coming to our shores.
+
+Instead, it is that American spirit—that American promise—that pushes us forward even when the path is uncertain; that binds us together in spite of our differences; that makes us fix our eye not on what is seen, but what is unseen, that better place around the bend.
+
+That promise is our greatest inheritance. It's a promise I make to my daughters when I tuck them in at night, and a promise that you make to yours—a promise that has led immigrants to cross oceans and pioneers to travel west; a promise that led workers to picket lines, and women to reach for the ballot.
+
+And it is that promise that forty five years ago today, brought Americans from every corner of this land to stand together on a Mall in Washington, before Lincoln's Memorial, and hear a young preacher from Georgia speak of his dream.
+
+The men and women who gathered there could've heard many things. They could've heard words of anger and discord. They could've been told to succumb to the fear and frustration of so many dreams deferred.
+
+But what the people heard instead—people of every creed and color, from every walk of life—is that in America, our destiny is inextricably linked. That together, our dreams can be one.
+
+"We cannot walk alone," the preacher cried. "And as we walk, we must make the pledge that we shall always march ahead. We cannot turn back."
+
+America, we cannot turn back. Not with so much work to be done. Not with so many children to educate, and so many veterans to care for. Not with an economy to fix and cities to rebuild and farms to save. Not with so many families to protect and so many lives to mend. America, we cannot turn back. We cannot walk alone. At this moment, in this election, we must pledge once more to march into the future. Let us keep that promise - that American promise - and in the words of Scripture hold firmly, without wavering, to the hope that we confess.
+
+Thank you, God Bless you, and God Bless the United States of America.
\ No newline at end of file
diff --git a/talk/US_presidential_speech/03/generation_task/instructions.md b/talk/US_presidential_speech/03/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..3103d6b6f17eab7ab35474c4bdb26e8f6bea4e47
--- /dev/null
+++ b/talk/US_presidential_speech/03/generation_task/instructions.md
@@ -0,0 +1,95 @@
+Please create a slide deck for a public oral presentation, strictly based on the speech script I provide. You are not allowed to introduce any factual content that does not explicitly appear in the script.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+1. **Introduction: The Mutual Covenant**
+ * Concept: The presidential oath as a public and mutual contract between the leader and the people.
+ * Key Point: The law as an unfailing defense that neither wealth nor station can evade.
+ * Visual Idea: A symbolic image of a solemn oath-taking ceremony or a classic balance scale representing justice.
+
+2. **Core Logic 1: The Sovereignty of Law**
+ * Principle: Our government is a government of law, not of men.
+ * Focus: The importance of a faithful execution of the laws to ensure national security and individual liberty.
+ * Key Theme: Respect for the law as the highest form of patriotism.
+
+3. **Core Logic 2: Economic Prosperity and Social Justice**
+ * Development: The rapid growth of national resources and the peaceful agencies of commerce.
+ * Moral Condition: Wealth and power are gifts taken on the condition that "justice and mercy shall hold the reins of power."
+ * Key Theme: Ensuring that the avenues of hope remain free to all citizens regardless of background.
+
+4. **Core Logic 3: National Unity and Mutual Respect**
+ * Federalism: Every State brings its generous contribution to the aggregate of the nation's increase.
+ * Observation: Increasing intercourse and commerce among the states are promoting mutual respect and stability.
+ * Visual Idea: A map of the United States showing interconnected trade routes or diverse state emblems converging.
+
+5. **Core Logic 4: The True Measure of Greatness**
+ * Shift in Perspective: Looking beyond harvests, cattle, and ores.
+ * Ultimate Honor: The State that most promotes education, virtue, justice, and patriotism among its people is the most successful.
+ * Key Theme: Moral and intellectual development as the true crown of the nation.
+
+6. **Conclusion: A Confident Future**
+ * Outlook: No mistrust of the future; a history of vanquishing dangers in our path.
+ * Final Appeal: A call for a stable, patriotic, and law-abiding citizenry to uphold the public honor.
+ * Closing Statement: A vision of a nation where progress is defined by the virtue and well-being of its people.
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/US_presidential_speech/03/generation_task/judge_prompt.json b/talk/US_presidential_speech/03/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..331fe076921d251e60108205e6c7676bb5b39599
--- /dev/null
+++ b/talk/US_presidential_speech/03/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening describe the \"mutual covenant\" between the President and the people?**\n\n* The text should mention that while there is no legal requirement to take the oath in public, doing so creates a solemn agreement where the officer and the people support each other.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the \"mutual covenant\" is missing.\n",
+ "\n**Is the historical transition from the \"weak\" Confederation to the Constitution mentioned?**\n\n* The text should reference the period of the \"Old Confederation\" and how it was replaced by a more perfect Union under the Constitution.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what historical context is missing.\n",
+ "\n**Does the text address the issue of \"Revenue and Protection\" (Tariffs)?**\n\n* It should mention the importance of protective duties to foster American industry and the need to manage the surplus in the treasury without encouraging waste.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the tariff or revenue discussion is missing.\n",
+ "\n**Is the \"Naturalization and Immigration\" policy discussed?**\n\n* The text should state that while America welcomes those who seek liberty, it must exclude those who are \"unfitted\" for citizenship or whose presence would lower the standard of American life.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of immigration policy is missing.\n",
+ "\n**Does the text mention the \"Monroe Doctrine\" or foreign relations?**\n\n* It should express a desire for peace with all nations but emphasize that European interference in American affairs will not be permitted.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of foreign policy is missing.\n",
+ "\n**Is the importance of the \"Navy\" and maritime defense highlighted?**\n\n* The text should mention the need to rebuild and maintain a respectable navy to protect American commerce and dignity on the seas.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of naval defense is missing.\n",
+ "\n**Does the text address \"Civil Service Reform\"?**\n\n* It should mention that appointments to office should be based on fitness and that the civil service should be managed with efficiency and integrity.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of civil service reform is missing.\n",
+ "\n**Is the \"Right of Suffrage\" (Voting Rights) and election integrity mentioned?**\n\n* The text should argue that a free ballot is the only basis of a free government and that any attempt to suppress or corrupt votes is a crime against the nation.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of election integrity is missing.\n",
+ "\n**Does the text mention the \"Pensions\" for Civil War veterans?**\n\n* It should state that the nation owes a debt of gratitude to the veterans who saved the Union and that their care should be a priority.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of veteran support is missing.\n",
+ "\n**Is the relationship between \"Commerce\" and \"National Unity\" discussed?**\n\n* The text should mention how the growth of trade and the development of resources across different States are binding the country together.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this unity is missing.\n",
+ "\n**Does the text include the condition that \"Justice and Mercy\" must hold the reins of power?**\n\n* It should state that the nation's great wealth and power are only valuable if accompanied by justice, mercy, and hope for all people.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if this moral condition is missing.\n",
+ "\n**Does the conclusion emphasize the State that best promotes \"Education and Virtue\"?**\n\n* The text should end by stating that the highest honor will be given not to the wealthiest state, but to the one that most promotes education, virtue, justice, and patriotism.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the concluding vision is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the slide accurately reflect Harrison's view of the Presidential oath as a \"mutual covenant\"?**\nThe slide should state that Harrison views the public oath as a mutual covenant where the officer promises to serve the people through faithful execution of laws, and the people covenant to support and defend those laws.\n\n If **no**, specify if the reciprocal nature of the \"covenant\" between the President and the people is missing.\n",
+ "\n**Is the balance between the \"National Government\" and \"State Governments\" presented accurately?**\nThe slide should reflect Harrison's belief that the National Government is not a foreign jurisdiction, and its laws are the laws of the people in the states, emphasizing that the Union and the States are part of one system.\n\n If **no**, specify if the relationship between federal and state jurisdiction is misrepresented.\n",
+ "\n**Does the slide deck correctly convey Harrison's stance on the \"protective system\" (Tariffs)?**\nIt should mention his support for the protective system, stating it is not just a tax but a means to secure high wages for American labor and provide a home market for agricultural products.\n\n If **no**, identify if the justification for protective tariffs (labor and agriculture) is omitted.\n",
+ "\n**Are the conditions for \"wealth and power\" accurately listed according to the speech?**\nThe checklist should ensure the slides mention that great power and wealth are gifts taken upon the condition that \"justice and mercy shall hold the reins of power\" and \"the upward avenues of hope shall be free to all.\"\n\n If **no**, specify if the moral conditions for national prosperity are misstated.\n",
+ "\n**Is the policy regarding the \"Navy\" and \"Coastal Defense\" presented faithfully?**\nThe slide should reflect Harrison's call for the construction of an American Navy and the defense of American ports, stating it is a matter of \"national honor\" and security.\n\n If **no**, specify if the emphasis on naval expansion or coastal protection is missing.\n",
+ "\n**Does the slide deck accurately convey the importance of \"Education\" as a state duty?**\nIt should mention Harrison's belief that the states have the primary duty of educating their people, but that the federal government should provide aid where local resources are insufficient to ensure universal education.\n\n If **no**, identify if the federal-state balance regarding education funding is distorted.\n",
+ "\n**Is the stance on \"Immigration\" and \"Naturalization\" correctly stated?**\nThe slide should reflect his view that while America welcomes those who love liberty, it must exclude those who \"burden our charities\" or \"preach a gospel of hate and social disturbance.\"\n\n If **no**, specify if the criteria for restricting immigration are misrepresented.\n",
+ "\n**Does the slide deck capture Harrison's vision for \"Foreign Policy\" in the Americas?**\nIt should mention his desire for a \"closer and more friendly relationship\" with the independent states of the Western Hemisphere based on mutual interest and peace.\n\n If **no**, specify if the focus on Pan-American cooperation is missing.\n",
+ "\n**Is the \"Civil Service Reform\" section presented accurately?**\nThe slide should note that while party service should not be ignored, the \"primary inquiry\" for any public officer must be their fitness for the position and fidelity to the service.\n\n If **no**, specify if the balance between political merit and professional fitness is skewed.\n",
+ "\n**Does the slide deck accurately reflect Harrison's description of \"Sectionalism\"?**\nIt should mention his hope that the old \"sectional\" differences (North vs. South) are disappearing and that the national laws are now being respected in every part of the country.\n\n If **no**, specify if the message of national reconciliation is omitted.\n",
+ "\n**Is the reference to the \"Next Census\" (1890) presented correctly?**\nThe slide should note Harrison's expectation that the next census will reveal \"swift development\" and that he will honor the state that most promoted \"education, virtue, justice, and patriotism.\"\n\n If **no**, specify if the competition between states for moral/intellectual development is missing.\n",
+ "\n**Does the conclusion slide accurately capture the final message of \"Stability\"?**\nThe conclusion should emphasize his belief that the \"great body of our people are stable, patriotic, and law-abiding\" and that he does not \"mistrust the future.\"\n\n If **no**, specify if the optimistic tone regarding the American people's character is altered.\n"
+ ]
+}
diff --git a/talk/US_presidential_speech/03/generation_task/statistics.yaml b/talk/US_presidential_speech/03/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..6a0648fdc62ef40f8e5b23de28d941790240aaed
--- /dev/null
+++ b/talk/US_presidential_speech/03/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/US_presidential_speech/03
+category: talk
+input_metrics:
+ total_input_tokens: 6549
+ generation_prompt_tokens: 1428
+ materials_total_tokens: 5121
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 5121
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/US_presidential_speech/03/material.md b/talk/US_presidential_speech/03/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..09d4247466548a27d7f4d1a95c71dd65a2ef01c6
--- /dev/null
+++ b/talk/US_presidential_speech/03/material.md
@@ -0,0 +1,75 @@
+Inaugural Address
+
+Author: Benjamin Harrison
+
+Fellow-Citizens:
+
+There is no constitutional or legal requirement that the President shalltake the oath of office in the presence of the people, but there is somanifest an appropriateness in the public induction to office of the chiefexecutive officer of the nation that from the beginning of the Governmentthe people, to whose service the official oath consecrates the officer,have been called to witness the solemn ceremonial. The oath taken in thepresence of the people becomes a mutual covenant. The officer covenantsto serve the whole body of the people by a faithful execution of the laws,so that they may be the unfailing defense and security of those who respectand observe them, and that neither wealth, station, nor the power of combinationsshall be able to evade their just penalties or to wrest them from a beneficentpublic purpose to serve the ends of cruelty or selfishness.
+
+My promise is spoken; yours unspoken, but not the less real and solemn.The people of every State have here their representatives. Surely I donot misinterpret the spirit of the occasion when I assume that the wholebody of the people covenant with me and with each other to-day to supportand defend the Constitution and the Union of the States, to yield willingobedience to all the laws and each to every other citizen his equal civiland political rights. Entering thus solemnly into covenant with each other,we may reverently invoke and confidently expect the favor and help of AlmightyGod--that He will give to me wisdom, strength, and fidelity, and to ourpeople a spirit of fraternity and a love of righteousness and peace.
+
+This occasion derives peculiar interest from the fact that the Presidentialterm which begins this day is the twenty-sixth under our Constitution.The first inauguration of President Washington took place in New York,where Congress was then sitting, on the 30th day of April, 1789, havingbeen deferred by reason of delays attending the organization of the Congressand the canvass of the electoral vote. Our people have already worthilyobserved the centennials of the Declaration of Independence, of the battleof Yorktown, and of the adoption of the Constitution, and will shortlycelebrate in New York the institution of the second great department ofour constitutional scheme of government. When the centennial of the institutionof the judicial department, by the organization of the Supreme Court, shallhave been suitably observed, as I trust it will be, our nation will havefully entered its second century.
+
+I will not attempt to note the marvelous and in great part happy contrastsbetween our country as it steps over the threshold into its second centuryof organized existence under the Constitution and that weak but wiselyordered young nation that looked undauntedly down the first century, whenall its years stretched out before it.
+
+Our people will not fail at this time to recall the incidents whichaccompanied the institution of government under the Constitution, or tofind inspiration and guidance in the teachings and example of Washingtonand his great associates, and hope and courage in the contrast which thirty-eightpopulous and prosperous States offer to the thirteen States, weak in everythingexcept courage and the love of liberty, that then fringed our Atlanticseaboard.
+
+The Territory of Dakota has now a population greater than any of theoriginal States (except Virginia) and greater than the aggregate of fiveof the smaller States in 1790. The center of population when our nationalcapital was located was east of Baltimore, and it was argued by many well-informedpersons that it would move eastward rather than westward; yet in 1880 itwas found to be near Cincinnati, and the new census about to be taken willshow another stride to the westward. That which was the body has come tobe only the rich fringe of the nation's robe. But our growth has not beenlimited to territory, population and aggregate wealth, marvelous as ithas been in each of those directions. The masses of our people are betterfed, clothed, and housed than their fathers were. The facilities for populareducation have been vastly enlarged and more generally diffused.
+
+The virtues of courage and patriotism have given recent proof of theircontinued presence and increasing power in the hearts and over the livesof our people. The influences of religion have been multiplied and strengthened.The sweet offices of charity have greatly increased. The virtue of temperanceis held in higher estimation. We have not attained an ideal condition.Not all of our people are happy and prosperous; not all of them are virtuousand law-abiding. But on the whole the opportunities offered to the individualto secure the comforts of life are better than are found elsewhere andlargely better than they were here one hundred years ago.
+
+The surrender of a large measure of sovereignty to the General Government,effected by the adoption of the Constitution, was not accomplished untilthe suggestions of reason were strongly reenforced by the more imperativevoice of experience. The divergent interests of peace speedily demandeda "more perfect union." The merchant, the shipmaster, and the manufacturerdiscovered and disclosed to our statesmen and to the people that commercialemancipation must be added to the political freedom which had been so bravelywon. The commercial policy of the mother country had not relaxed any ofits hard and oppressive features. To hold in check the development of ourcommercial marine, to prevent or retard the establishment and growth ofmanufactures in the States, and so to secure the American market for theirshops and the carrying trade for their ships, was the policy of Europeanstatesmen, and was pursued with the most selfish vigor.
+
+Petitions poured in upon Congress urging the imposition of discriminatingduties that should encourage the production of needed things at home. Thepatriotism of the people, which no longer found afield of exercise in war,was energetically directed to the duty of equipping the young Republicfor the defense of its independence by making its people self-dependent.Societies for the promotion of home manufactures and for encouraging theuse of domestics in the dress of the people were organized in many of theStates. The revival at the end of the century of the same patriotic interestin the preservation and development of domestic industries and the defenseof our working people against injurious foreign competition is an incidentworthy of attention. It is not a departure but a return that we have witnessed.The protective policy had then its opponents. The argument was made, asnow, that its benefits inured to particular classes or sections.
+
+If the question became in any sense or at any time sectional, it wasonly because slavery existed in some of the States. But for this therewas no reason why the cotton-producing States should not have led or walkedabreast with the New England States in the production of cotton fabrics.There was this reason only why the States that divide with Pennsylvaniathe mineral treasures of the great southeastern and central mountain rangesshould have been so tardy in bringing to the smelting furnace and to themill the coal and iron from their near opposing hillsides. Mill fires werelighted at the funeral pile of slavery. The emancipation proclamation washeard in the depths of the earth as well as in the sky; men were made free,and material things became our better servants.
+
+The sectional element has happily been eliminated from the tariff discussion.We have no longer States that are necessarily only planting States. Noneare excluded from achieving that diversification of pursuits among thepeople which brings wealth and contentment. The cotton plantation willnot be less valuable when the product is spun in the country town by operativeswhose necessities call for diversified crops and create a home demand forgarden and agricultural products. Every new mine, furnace, and factoryis an extension of the productive capacity of the State more real and valuablethan added territory.
+
+Shall the prejudices and paralysis of slavery continue to hang uponthe skirts of progress? How long will those who rejoice that slavery nolonger exists cherish or tolerate the incapacities it put upon their communities?I look hopefully to the continuance of our protective system and to theconsequent development of manufacturing and mining enterprises in the Stateshitherto wholly given to agriculture as a potent influence in the perfectunification of our people. The men who have invested their capital in theseenterprises, the farmers who have felt the benefit of their neighborhood,and the men who work in shop or field will not fail to find and to defenda community of interest.
+
+Is it not quite possible that the farmers and the promoters of the greatmining and manufacturing enterprises which have recently been establishedin the South may yet find that the free ballot of the workingman, withoutdistinction of race, is needed for their defense as well as for his own?I do not doubt that if those men in the South who now accept the tariffviews of Clay and the constitutional expositions of Webster would courageouslyavow and defend their real convictions they would not find it difficult,by friendly instruction and cooperation, to make the black man their efficientand safe ally, not only in establishing correct principles in our nationaladministration, but in preserving for their local communities the benefitsof social order and economical and honest government. At least until thegood offices of kindness and education have been fairly tried the contraryconclusion can not be plausibly urged.
+
+I have altogether rejected the suggestion of a special Executive policyfor any section of our country. It is the duty of the Executive to administerand enforce in the methods and by the instrumentalities pointed out andprovided by the Constitution all the laws enacted by Congress. These lawsare general and their administration should be uniform and equal. As acitizen may not elect what laws he will obey, neither may the Executiveeject which he will enforce. The duty to obey and to execute embraces theConstitution in its entirety and the whole code of laws enacted under it.The evil example of permitting individuals, corporations, or communitiesto nullify the laws because they cross some selfish or local interest orprejudices is full of danger, not only to the nation at large, but muchmore to those who use this pernicious expedient to escape their just obligationsor to obtain an unjust advantage over others. They will presently themselvesbe compelled to appeal to the law for protection, and those who would usethe law as a defense must not deny that use of it to others.
+
+If our great corporations would more scrupulously observe their legallimitations and duties, they would have less cause to complain of the unlawfullimitations of their rights or of violent interference with their operations.The community that by concert, open or secret, among its citizens deniesto a portion of its members their plain rights under the law has severedthe only safe bond of social order and prosperity. The evil works froma bad center both ways. It demoralizes those who practice it and destroysthe faith of those who suffer by it in the efficiency of the law as a safeprotector. The man in whose breast that faith has been darkened is naturallythe subject of dangerous and uncanny suggestions. Those who use unlawfulmethods, if moved by no higher motive than the selfishness that promptedthem, may well stop and inquire what is to be the end of this.
+
+An unlawful expedient can not become a permanent condition of government.If the educated and influential classes in a community either practiceor connive at the systematic violation of laws that seem to them to crosstheir convenience, what can they expect when the lesson that convenienceor a supposed class interest is a sufficient cause for lawlessness hasbeen well learned by the ignorant classes? A community where law is therule of conduct and where courts, not mobs, execute its penalties is theonly attractive field for business investments and honest labor.
+
+Our naturalization laws should be so amended as to make the inquiryinto the character and good disposition of persons applying for citizenshipmore careful and searching. Our existing laws have been in their administrationan unimpressive and often an unintelligible form. We accept the man asa citizen without any knowledge of his fitness, and he assumes the dutiesof citizenship without any knowledge as to what they are. The privilegesof American citizenship are so great and its duties so grave that we maywell insist upon a good knowledge of every person applying for citizenshipand a good knowledge by him of our institutions. We should not cease tobe hospitable to immigration, but we should cease to be careless as tothe character of it. There are men of all races, even the best, whose comingis necessarily a burden upon our public revenues or a threat to socialorder. These should be identified and excluded.
+
+We have happily maintained a policy of avoiding all interference withEuropean affairs. We have been only interested spectators of their contentionsin diplomacy and in war, ready to use our friendly offices to promote peace,but never obtruding our advice and never attempting unfairly to coin thedistresses of other powers into commercial advantage to ourselves. We havea just right to expect that our European policy will be the American policyof European courts.
+
+It is so manifestly incompatible with those precautions for our peaceand safety which all the great powers habitually observe and enforce inmatters affecting them that a shorter waterway between our eastern andwestern seaboards should be dominated by any European Government that wemay confidently expect that such a purpose will not be entertained by anyfriendly power.
+
+We shall in the future, as in the past, use every endeavor to maintainand enlarge our friendly relations with all the great powers, but theywill not expect us to look kindly upon any project that would leave ussubject to the dangers of a hostile observation or environment. We havenot sought to dominate or to absorb any of our weaker neighbors, but ratherto aid and encourage them to establish free and stable governments restingupon the consent of their own people. We have a clear right to expect,therefore, that no European Government will seek to establish colonialdependencies upon the territory of these independent American States. Thatwhich a sense of justice restrains us from seeking they may be reasonablyexpected willingly to forego.
+
+It must not be assumed, however, that our interests are so exclusivelyAmerican that our entire inattention to any events that may transpire elsewherecan be taken for granted. Our citizens domiciled for purposes of tradein all countries and in many of the islands of the sea demand and willhave our adequate care in their personal and commercial rights. The necessitiesof our Navy require convenient coaling stations and dock and harbor privileges.These and other trading privileges we will feel free to obtain only bymeans that do not in any degree partake of coercion, however feeble thegovernment from which we ask such concessions. But having fairly obtainedthem by methods and for purposes entirely consistent with the most friendlydisposition toward all other powers, our consent will be necessary to anymodification or impairment of the concession.
+
+We shall neither fail to respect the flag of any friendly nation orthe just rights of its citizens, nor to exact the like treatment for ourown. Calmness, justice, and consideration should characterize our diplomacy.The offices of an intelligent diplomacy or of friendly arbitration in propercases should be adequate to the peaceful adjustment of all internationaldifficulties. By such methods we will make our contribution to the world'speace, which no nation values more highly, and avoid the opprobrium whichmust fall upon the nation that ruthlessly breaks it.
+
+The duty devolved by law upon the President to nominate and, by andwith the advice and consent of the Senate, to appoint all public officerswhose appointment is not otherwise provided for in the Constitution orby act of Congress has become very burdensome and its wise and efficientdischarge full of difficulty. The civil list is so large that a personalknowledge of any large number of the applicants is impossible. The Presidentmust rely upon the representations of others, and these are often madeinconsiderately and without any just sense of responsibility. I have aright, I think, to insist that those who volunteer or are invited to giveadvice as to appointments shall exercise consideration and fidelity. Ahigh sense of duty and an ambition to improve the service should characterizeall public officers.
+
+There are many ways in which the convenience and comfort of those whohave business with our public offices may be promoted by a thoughtful andobliging officer, and I shall expect those whom I may appoint to justifytheir selection by a conspicuous efficiency in the discharge of their duties.Honorable party service will certainly not be esteemed by me a disqualificationfor public office, but it will in no case be allowed to serve as a shieldof official negligence, incompetency, or delinquency. It is entirely creditableto seek public office by proper methods and with proper motives, and allapplicants will be treated with consideration; but I shall need, and theheads of Departments will need, time for inquiry and deliberation. Persistentimportunity will not, therefore, be the best support of an applicationfor office. Heads of Departments, bureaus, and all other public officershaving any duty connected therewith will be expected to enforce the civil-service law fully and without evasion. Beyond this obvious duty I hopeto do something more to advance the reform of the civil service. The ideal,or even my own ideal, I shall probably not attain. Retrospect will be asafer basis of judgment than promises. We shall not, however, I am sure,be able to put our civil service upon a nonpartisan basis until we havesecured an incumbency that fair-minded men of the opposition will approvefor impartiality and integrity. As the number of such in the civil listis increased removals from office will diminish.
+
+While a Treasury surplus is not the greatest evil, it is a serious evil.Our revenue should be ample to meet the ordinary annual demands upon ourTreasury, with a sufficient margin for those extraordinary but scarcelyless imperative demands which arise now and then. Expenditure should alwaysbe made with economy and only upon public necessity. Wastefulness, profligacy,or favoritism in public expenditures is criminal. But there is nothingin the condition of our country or of our people to suggest that anythingpresently necessary to the public prosperity, security, or honor shouldbe unduly postponed.
+
+It will be the duty of Congress wisely to forecast and estimate theseextraordinary demands, and, having added them to our ordinary expenditures,to so adjust our revenue laws that no considerable annual surplus willremain. We will fortunately be able to apply to the redemption of the publicdebt any small and unforeseen excess of revenue. This is better than toreduce our income below our necessary expenditures, with the resultingchoice between another change of our revenue laws and an increase of thepublic debt. It is quite possible, I am sure, to effect the necessary reductionin our revenues without breaking down our protective tariff or seriouslyinjuring any domestic industry.
+
+The construction of a sufficient number of modern war ships and of theirnecessary armament should progress as rapidly as is consistent with careand perfection in plans and workmanship. The spirit, courage, and skillof our naval officers and seamen have many times in our history given toweak ships and inefficient guns a rating greatly beyond that of the navallist. That they will again do so upon occasion I do not doubt; but theyought not, by premeditation or neglect, to be left to the risks and exigenciesof an unequal combat. We should encourage the establishment of Americansteamship lines. The exchanges of commerce demand stated, reliable, andrapid means of communication, and until these are provided the developmentof our trade with the States lying south of us is impossible.
+
+Our pension laws should give more adequate and discriminating reliefto the Union soldiers and sailors and to their widows and orphans. Suchoccasions as this should remind us that we owe everything to their valorand sacrifice.
+
+It is a subject of congratulation that there is a near prospect of theadmission into the Union of the Dakotas and Montana and Washington Territories.This act of justice has been unreasonably delayed in the case of some ofthem. The people who have settled these Territories are intelligent, enterprising,and patriotic, and the accession these new States will add strength tothe nation. It is due to the settlers in the Territories who have availedthemselves of the invitations of our land laws to make homes upon the publicdomain that their titles should be speedily adjusted and their honest entriesconfirmed by patent.
+
+It is very gratifying to observe the general interest now being manifestedin the reform of our election laws. Those who have been for years callingattention to the pressing necessity of throwing about the ballot box andabout the elector further safeguards, in order that our elections mightnot only be free and pure, but might clearly appear to be so, will welcomethe accession of any who did not so soon discover the need of reform. TheNational Congress has not as yet taken control of elections in that caseover which the Constitution gives it jurisdiction, but has accepted andadopted the election laws of the several States, provided penalties fortheir violation and a method of supervision. Only the inefficiency of theState laws or an unfair partisan administration of them could suggest adeparture from this policy.
+
+It was clearly, however, in the contemplation of the framers of theConstitution that such an exigency might arise, and provision was wiselymade for it. The freedom of the ballot is a condition of our national life,and no power vested in Congress or in the Executive to secure or perpetuateit should remain unused upon occasion. The people of all the Congressionaldistricts have an equal interest that the election in each shall trulyexpress the views and wishes of a majority of the qualified electors residingwithin it. The results of such elections are not local, and the insistenceof electors residing in other districts that they shall be pure and freedoes not savor at all of impertinence.
+
+If in any of the States the public security is thought to be threatenedby ignorance among the electors, the obvious remedy is education. The sympathyand help of our people will not be withheld from any community strugglingwith special embarrassments or difficulties connected with the suffrageif the remedies proposed proceed upon lawful lines and are promoted byjust and honorable methods. How shall those who practice election fraudsrecover that respect for the sanctity of the ballot which is the firstcondition and obligation of good citizenship? The man who has come to regardthe ballot box as a juggler's hat has renounced his allegiance.
+
+Let us exalt patriotism and moderate our party contentions. Let thosewho would die for the flag on the field of battle give a better proof oftheir patriotism and a higher glory to their country by promoting fraternityand justice. A party success that is achieved by unfair methods or by practicesthat partake of revolution is hurtful and evanescent even from a partystandpoint. We should hold our differing opinions in mutual respect, and,having submitted them to the arbitrament of the ballot, should accept anadverse judgment with the same respect that we would have demanded of ouropponents if the decision had been in our favor.
+
+No other people have a government more worthy of their respect and loveor a land so magnificent in extent, so pleasant to look upon, and so fullof generous suggestion to enterprise and labor. God has placed upon ourhead a diadem and has laid at our feet power and wealth beyond definitionor calculation. But we must not forget that we take these gifts upon thecondition that justice and mercy shall hold the reins of power and thatthe upward avenues of hope shall be free to all the people.
+
+I do not mistrust the future. Dangers have been in frequent ambush alongour path, but we have uncovered and vanquished them all. Passion has sweptsome of our communities, but only to give us a new demonstration that thegreat body of our people are stable, patriotic, and law-abiding. No politicalparty can long pursue advantage at the expense of public honor or by rudeand indecent methods without protest and fatal disaffection in its ownbody. The peaceful agencies of commerce are more fully revealing the necessaryunity of all our communities, and the increasing intercourse of our peopleis promoting mutual respect. We shall find unalloyed pleasure in the revelationwhich our next census will make of the swift development of the great resourcesof some of the States. Each State will bring its generous contributionto the great aggregate of the nation's increase. And when the harvestsfrom the fields, the cattle from the hills, and the ores of the earth shallhave been weighed, counted, and valued, we will turn from them all to crownwith the highest honor the State that has most promoted education, virtue,justice, and patriotism promoted education, virtue, justice, and patriotismamong its people.
\ No newline at end of file
diff --git a/talk/US_presidential_speech/04/generation_task/instructions.md b/talk/US_presidential_speech/04/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..e95dd4d9bc7b8388ee70b5723b378c5178d48d95
--- /dev/null
+++ b/talk/US_presidential_speech/04/generation_task/instructions.md
@@ -0,0 +1,96 @@
+Please create a slide deck for a public oral presentation, strictly based on the speech script I provide. You are not allowed to introduce any factual content that does not explicitly appear in the script.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+1. **Introduction: A Tribute and Transition**
+ * Context: The nation mourning the loss of President Warren G. Harding.
+ * Key Point: Reconsecrating the government to service under the inspiration of Harding’s legacy of kindness and justice.
+ * Visual Idea: A respectful, dignified slide featuring a commemorative portrait or a symbol of national continuity.
+
+2. **Core Logic 1: Foreign Affairs and Sovereign Independence**
+ * The League of Nations: A firm stance that the U.S. will remain outside the League, as the people have rejected the covenant.
+ * International Justice: Proposing entry into the Permanent Court of International Justice, but only as a separate entity from the League.
+ * Key Theme: Seeking peace through justice while maintaining absolute national sovereignty.
+
+3. **Core Logic 2: Fiscal Discipline and Tax Reduction**
+ * Economic Strategy: Prioritizing "High taxes, high prices" vs. "Low taxes, low prices."
+ * Policy: A call for immediate and drastic tax reduction to stimulate the economy and provide relief to all citizens.
+ * Visual Idea: A comparative chart or infographic illustrating the relationship between government spending, taxes, and the cost of living.
+
+
+4. **Core Logic 3: Selective Immigration and National Integrity**
+ * Philosophy: "America must be kept American."
+ * Policy: Restricting immigration to those who can be assimilated and who contribute to the national character, rather than just filling labor needs.
+ * Key Theme: Quality of citizenship over quantity of population.
+
+5. **Core Logic 4: The Practical Use of Moral Power**
+ * Governance: Moving beyond material power to rely on the principle that "right makes its own might."
+ * Leadership: America’s authority must be represented by justice, mercy, and the spiritual forces that determine world history.
+ * Visual Idea: Symbolic imagery of a lighthouse or a compass, representing moral guidance in a complex world.
+
+6. **Conclusion: Service to Humanity**
+ * Summary: Maintaining America’s place as a free, independent, and powerful Republic.
+ * Final Vision: The best service to the world is ensuring the stability and strength of the American example.
+ * Closing Statement: A call to action rooted in faith, sacrifice, and the pursuit of a righteous purpose.
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/US_presidential_speech/04/generation_task/judge_prompt.json b/talk/US_presidential_speech/04/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..782f38871c152b0fd6db33a17b7d2c923b403724
--- /dev/null
+++ b/talk/US_presidential_speech/04/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening pay tribute to the late President Warren G. Harding?**\n\n* The text should mention the loss of President Harding, praising his kindness, humanity, and the mark he left on history.\n* It should state the duty of the remaining administration to take up the burdens he laid down.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the tribute to Harding is missing.\n",
+ "\n**Is the administration's stance on the \"League of Nations\" addressed?**\n\n* The text should state that the United States does not intend to become a member of the League of Nations and that the incident is considered \"closed.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the League of Nations policy is missing.\n",
+ "\n**Does the text mention the proposal for a \"World Court\"?**\n\n* It should express support for the establishment of a Permanent Court of International Justice as a way to settle disputes through law rather than force.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the World Court proposal is missing.\n",
+ "\n**Is the policy on \"Foreign Debts\" (war debts) included?**\n\n* The text should emphasize that these debts are actual obligations that should eventually be paid, though the terms of payment may be adjusted based on the debtor's ability.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the foreign debt policy is missing.\n",
+ "\n**Does the text discuss \"Fiscal Policy\" and the need for \"Tax Reduction\"?**\n\n* It should argue that high taxes are a burden on the economy and that reducing them is a primary duty to ensure national prosperity.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the tax reduction plan is missing.\n",
+ "\n**Is the \"Bonus\" for veterans (the Soldiers' Bonus) addressed?**\n\n* The text should express opposition to a general bonus, arguing that the nation's duty is to care for the disabled and those in need rather than providing a blanket payment.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the bonus discussion is missing.\n",
+ "\n**Does the text mention the \"Immigration\" policy?**\n\n* It should state that America must be kept for Americans and that immigration laws should be tightened to ensure the preservation of American institutions.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of immigration policy is missing.\n",
+ "\n**Is the \"Agricultural\" situation and aid for farmers discussed?**\n\n* The text should acknowledge the difficulties faced by farmers and suggest that while the government can help with credit and organization, the ultimate solution lies in the farmers' own efforts.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of agricultural policy is missing.\n",
+ "\n**Does the text address \"Lynching\" and racial violence?**\n\n* It should state that the crime of lynching is a blot on American civilization and call for federal action or cooperation to eliminate it and protect the rights of all citizens.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the lynching discussion is missing.\n",
+ "\n**Is the development of \"Waterways and Power\" (like Muscle Shoals) mentioned?**\n\n* The text should discuss the importance of developing national resources, specifically mentioning the need to utilize inland waterways and power projects for the public benefit.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of resource development is missing.\n",
+ "\n**Does the text mention the \"Prohibition\" law and its enforcement?**\n\n* It should emphasize that the law of the land must be respected and enforced, calling for a unified effort to uphold the Constitution.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of prohibition enforcement is missing.\n",
+ "\n**Does the conclusion focus on \"Moral Power\" and \"Justice and Mercy\"?**\n\n* The text should end with a call for the practical use of moral power and the principle that \"right makes its own might,\" urging America to speak with a voice of justice.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the concluding vision is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the slide accurately reflect Coolidge's tribute to his predecessor, President Harding?**\nThe slide should mention that Coolidge honors Harding's \"kindness,\" \"humanity,\" and \"character,\" stating that the nation must reconsecrate itself to service under the inspiration of Harding's example.\n\n If **no**, specify if the tribute to President Harding or the commitment to continue his principles is missing.\n",
+ "\n**Is the stance on \"Foreign Affairs\" and the \"League of Nations\" presented accurately?**\nThe slide should reflect Coolidge's clear statement that the United States does not intend to become a member of the League of Nations, as the Senate has settled this issue and the people have approved it.\n\n If **no**, specify if his rejection of the League of Nations is misrepresented.\n",
+ "\n**Does the slide deck correctly convey the position on the \"World Court\" (Permanent Court of International Justice)?**\nIt should note that while he opposes the League, Coolidge supports joining the World Court with specific reservations, emphasizing that it is a judicial, not a political, institution.\n\n If **no**, identify if the distinction between his stance on the League and the World Court is blurred.\n",
+ "\n**Are the \"Fiscal Policies\" regarding Taxes and the Budget accurately listed?**\nThe checklist should ensure the slides mention:\n1. The absolute necessity of \"Tax Reduction\" for the country's prosperity.\n2. The commitment to a \"Budget System\" to reduce government spending and public debt.\n\n If **no**, specify if the link between tax cuts and national growth is misrepresented.\n",
+ "\n**Is the policy on \"Immigration\" presented faithfully to the source?**\nThe slide should reflect Coolidge's belief that America \"must be kept American,\" supporting restricted immigration to ensure that new arrivals can be assimilated and that the American standard of living is protected.\n\n If **no**, specify if the \"America must be kept American\" philosophy is missing.\n",
+ "\n**Does the slide deck accurately reflect Coolidge's stance on \"Veterans' Bonuses\"?**\nIt should mention his opposition to a general \"bonus\" (the Soldiers' Bonus), arguing that while disabled veterans deserve full support, no action should be taken that would financially burden the entire nation.\n\n If **no**, specify if his opposition to the bonus is omitted.\n",
+ "\n**Is the \"Prohibition\" enforcement section presented correctly?**\nThe slide should reflect that the Eighteenth Amendment is part of the Constitution and must be enforced by both Federal and State governments as a matter of \"the majesty of the law.\"\n\n If **no**, specify if the emphasis on law enforcement regardless of personal opinion is missing.\n",
+ "\n**Does the slide deck capture Coolidge's views on \"Agriculture\"?**\nIt should mention his belief that while the government can provide credit and support through the Department of Agriculture, the ultimate solution for farmers lies in \"cooperative marketing\" and individual effort.\n\n If **no**, specify if the focus on cooperative marketing over direct government subsidies is missing.\n",
+ "\n**Is the position on \"Lynching\" and \"Civil Rights\" accurately reported?**\nThe slide should note Coolidge's call for Congress to act against the \"hideous crime of lynching\" and his reminder that the rights of African Americans are \"sacred\" under the Constitution.\n\n If **no**, specify if the specific condemnation of lynching is misrepresented.\n",
+ "\n**Does the slide deck accurately reflect the \"Coal Industry\" recommendation?**\nIt should mention his request for legislation that gives the President authority to appoint a mediator or take action during coal strikes to protect the public's right to \"fuel and light.\"\n\n If **no**, identify if the focus on public interest during labor disputes is missing.\n",
+ "\n**Is the concept of \"Moral Power\" in the conclusion used correctly?**\nThe slide should reflect the quote: \"The time has come for a more practical use of moral power, and more reliance upon the principle that right makes its own might.\"\n\n If **no**, specify if the emphasis on spiritual and moral forces over material power is missing.\n",
+ "\n**Does the conclusion slide accurately capture the final message of \"Service\"?**\nThe conclusion should state that the \"best service that can be rendered to humanity\" is the assurance that America will maintain its place as a free, independent, and powerful Republic.\n\n If **no**, specify if the final vision of American independence and strength is altered.\n"
+ ]
+}
diff --git a/talk/US_presidential_speech/04/generation_task/statistics.yaml b/talk/US_presidential_speech/04/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..55080769eb6b92fb8e5b0293b0e35c7ee843f9fb
--- /dev/null
+++ b/talk/US_presidential_speech/04/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/US_presidential_speech/04
+category: talk
+input_metrics:
+ total_input_tokens: 9223
+ generation_prompt_tokens: 1452
+ materials_total_tokens: 7771
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 7771
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/US_presidential_speech/04/material.md b/talk/US_presidential_speech/04/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..ba445659c57f25c273256e8afacd463f4707fce3
--- /dev/null
+++ b/talk/US_presidential_speech/04/material.md
@@ -0,0 +1,208 @@
+First Annual Message
+
+Author: Calvin Coolidge
+
+Since the close of the last Congress the Nation has lost President Harding. The world knew his kindness and his humanity, his greatness and his character. He has left his mark upon history. He has made justice more certain and peace more secure. The surpassing tribute paid to his memory as he was borne across the continent to rest at last at home revealed the place lie held in the hearts of the American people. But this is not the occasion for extended reference to the man or his work. In this presence, among these who knew and loved him, that is unnecessary. But we who were associated with him could not resume together the functions of our office without pausing for a moment, and in his memory reconsecrating ourselves to the service of our country. He is gone. We remain. It is our duty, under the inspiration of his example, to take up the burdens which he was permitted to lay down, and to develop and support the wise principles of government which he represented.
+
+
+FOREIGN AFFAIRS
+
+For us peace reigns everywhere. We desire to perpetuate it always by granting full justice to others and requiring of others full justice to ourselves.
+
+Our country has one cardinal principle to maintain in its foreign policy. It is an American principle. It must be an American policy. We attend to our own affairs, conserve our own strength, and protect the interests of our own citizens; but we recognize thoroughly our obligation to help others, reserving to the decision of our own Judgment the time, the place, and the method. We realize the common bond of humanity. We know the inescapable law of service.
+
+Our country has definitely refused to adopt and ratify the covenant of the League of Nations. We have not felt warranted in assuming the responsibilities which its members have assumed. I am not proposing any change in this policy; neither is the Senate. The incident, so far as we are concerned, is closed. The League exists as a foreign agency. We hope it will be helpful. But the United States sees no reason to limit its own freedom and independence of action by joining it. We shall do well to recognize this basic fact in all national affairs and govern ourselves accordingly.
+
+WORLD COURT
+
+Our foreign policy has always been guided by two principles. The one is the avoidance of permanent political alliances which would sacrifice our proper independence. The other is the peaceful settlement of controversies between nations. By example and by treaty we have advocated arbitration. For nearly 25 years we have been a member of The Hague Tribunal, and have long sought the creation of a permanent World Court of Justice. I am in full accord with both of these policies. I favor the establishment of such a court intended to include the whole world. That is, and has long been, an American policy.
+
+Pending before the Senate is a proposal that this Government give its support to the Permanent Court of International Justice, which is a new and somewhat different plan. This is not a partisan question. It should not assume an artificial importance. The court is merely a convenient instrument of adjustment to which we could go, but to which we could not be brought. It should be discussed with entire candor, not by a political but by a judicial method, without pressure and without prejudice. Partisanship has no place in our foreign relations. As I wish to see a court established, and as the proposal presents the only practical plan on which many nations have ever agreed, though it may not meet every desire, I therefore commend it to the favorable consideration of the Senate, with the proposed reservations clearly indicating our refusal to adhere to the League of Nations.
+
+RUSSIA
+
+Our diplomatic relations, lately so largely interrupted, are now being resumed, but Russia presents notable difficulties. We have every desire to see that great people, who are our traditional friends, restored to their position among the nations of the earth. We have relieved their pitiable destitution with an. enormous charity. Our Government offers no objection to the carrying on of commerce by our citizens with the people of Russia. Our Government does not propose, however, to enter into relations with another regime which refuses to recognize the sanctity of international obligations. I do not propose to barter away for the privilege of trade any of the cherished rights of humanity. I do not propose to make merchandise of any American principles. These rights and principles must go wherever the sanctions of our Government go.
+
+But while the favor of America is not for sale, I am willing to make very large concessions for the purpose of rescuing the people of Russia. Already encouraging evidences of returning to the ancient ways of society can be detected. But more are needed. Whenever there appears any disposition to compensate our citizens who were despoiled, and to recognize that debt contracted with our Government, not by the Czar, but by the newly formed Republic of Russia; whenever the active spirit of enmity to our institutions is abated; whenever there appear works mete for repentance; our country ought to be the first to go to the economic and moral rescue of Russia. We have every desire to help and no desire to injure. We hope the time is near at hand when we can act.
+
+DEBTS
+
+The current debt and interest due from foreign Governments, exclusive of the British debt of $4,600,000,000, is about $7,200,000,000. 1 do not favor the cancellation of this debt, but I see no objection to adjusting it in accordance with the principle adopted for the British debt. Our country would not wish to assume the role of an oppressive creditor, but would maintain the principle that financial obligations between nations are likewise moral obligations which international faith and honor require should be discharged.
+
+Our Government has a liquidated claim against Germany for the expense of the army of occupation of over $255,000,000. Besides this, the Mixed Claims Commission have before them about 12,500 claims of American citizens, aggregating about $1,225,000,000. These claims have already been reduced by a recent decision, but there are valid claims reaching well toward $500,000,000. Our thousands of citizens with credits due them of hundreds of millions of dollars have no redress save in the action of our Government. These are very substantial interests, which it is the duty of our Government to protect as best it can. That course I propose to pursue.
+
+It is for these reasons that we have a direct interest in the economic recovery of Europe. They are enlarged by our desire for the stability of civilization and the welfare of humanity. That we are making sacrifices to that end none can deny. Our deferred interest alone amounts to a million dollars every day. But recently we offered to aid with our advice and counsel. We have reiterated our desire to see France paid and Germany revived. We have proposed disarmament. We have earnestly sought to compose differences and restore peace. We shall persevere in well-doing, not by force, but by reason.
+
+FOREIGN PAPERS
+
+Under the law the papers pertaining to foreign relations to be printed are transmitted as a part of this message. Other volumes of these papers will follow.
+
+FOREIGN SERVICE
+
+The foreign service of our Government needs to be reorganized and improved.
+
+FISCAL CONDITION
+
+Our main problems are domestic problems. Financial stability is the first requisite of sound government. We can not escape the effect of world conditions. We can not avoid the inevitable results of the economic disorders which have reached all nations. But we shall diminish their harm to us in proportion as we continue to restore our Government finances to a secure and endurable position. This we can and must do. Upon that firm foundation rests the only hope of progress and prosperity. From that source must come relief for the people.
+
+This is being, accomplished by a drastic but orderly retrenchment, which is bringing our expenses within our means. The origin of this has been the determination of the American people, the main support has been the courage of those in authority, and the effective method has been the Budget System. The result has involved real sacrifice by department heads, but it has been made without flinching. This system is a law of the Congress. It represents your will. It must be maintained, and ought to be strengthened by the example of your observance. Without a Budget System there can be no fixed responsibility and no constructive scientific economy.
+
+This great concentration of effort by the administration and Congress has brought the expenditures, exclusive of the self-supporting Post. Office Department, down to three billion dollars. It is possible, in consequence, to make a large reduction in the taxes of the people, which is the sole object of all curtailment. This is treated at greater length in the Budget message, and a proposed plan has been presented in detail in a statement by the Secretary of the Treasury which has my unqualified approval. I especially commend a decrease on earned incomes, and further abolition of admission, message, and nuisance taxes. Tile amusement and educational value of moving pictures ought not to be taxed. Diminishing charges against moderate incomes from investment will afford immense relief, while a revision of the surtaxes will not only provide additional money for capital investment, thus stimulating industry and employing more but will not greatly reduce the revenue from that source, and may in the future actually increase it.
+
+Being opposed to war taxes in time of peace, I am not in favor of excess-profits taxes. A very great service could be rendered through immediate enactment of legislation relieving the people of some of the burden of taxation. To' reduce war taxes is to give every home a better chance.
+
+For seven years the people have borne with uncomplaining courage the tremendous burden of national and local taxation. These must both be reduced. The taxes of the Nation must be reduced now as much as prudence will permit, and expenditures must be reduced accordingly. High taxes reach everywhere and burden everybody. They gear most heavily upon the poor. They diminish industry and commerce. They make agriculture unprofitable. They increase the rates on transportation. They are a charge on every necessary of life. Of all services which the Congress can render to the country, I have no hesitation in declaring to neglect it, to postpone it, to obstruct it by unsound proposals, is to become unworthy of public confidence and untrue to public trust. The country wants this measure to have the right of way over an others.
+
+Another reform which is urgent in our fiscal system is the abolition of the right to issue tax-exempt securities. The existing system not only permits a large amount of the wealth of the Notion to escape its just burden but acts as a continual stimulant to municipal extravagance. This should be prohibited by constitutional amendment. All the wealth of the Nation ought to contribute its fair share to the expenses of the Nation.
+
+TARIFF LAW
+
+The present tariff law has accomplished its two main objects. It has secured an abundant revenue and been productive of an abounding prosperity. Under it the country has had a very large export and import trade. A constant revision of the tariff by the Congress is disturbing and harmful. The present law contains an elastic provision authorizing the President to increase or decrease present schedules not in excess of 50 per centum to meet the difference in cost of production at home and abroad. This does not, to my mind, warrant a rewriting of the whole law, but does mean, and will be so administered, that whenever the required investigation shows that inequalities of sufficient importance exist in any schedule, the power to change them should and will be applied.
+
+SHIPPING
+
+The entire well being of our country is dependent upon transportation by sea and land. Our Government during the war acquired a large merchant fleet which should be transferred, as soon as possible, to private ownership and operation under conditions which would secure two results: First, and of prime importance, adequate means for national defense; second, adequate service to American commerce. Until shipping conditions are such that our fleet can be disposed of advantageously under these conditions, it will be operated as economically as possible under such plans as may be devised from time to time by the Shipping Board. We must have a merchant marine which meets these requirements, and we shall have to pay the cost of its service.
+
+PUBLIC IMPROVEMENTS
+
+The time has come to resume in a moderate way the opening of our intracoastal waterways; the control of flood waters of the Mississippi and of the Colorado Rivers; the improvement of the waterways from the Great Lakes toward the Gulf of Mexico; and the development of the great power and navigation project of the St. Lawrence River, for which efforts are now being made to secure the necessary treaty with Canada. These projects can not all be undertaken at once, but all should have the immediate consideration of the Congress and be adopted as fast as plans can be matured and the necessary funds become available. This is not incompatible with economy, for their nature does not require so much a public expenditure as a capital investment which will be reproductive, as evidenced by the marked increase in revenue from the Panama Canal. Upon these projects depend much future industrial and agricultural progress. They represent the protection of large areas from flood and the addition of a great amount of cheap power and cheap freight by use of navigation, chief of which is the bringing of ocean-going ships to the Great Lakes.
+
+Another problem of allied character is the superpower development of the Northeastern States, consideration of which is growing under the direction of the Department of Commerce by joint conference with the local authorities.
+
+RAILROADS
+
+Criticism of the railroad law has been directed, first, to the section laying down the rule by which rates are fixed, and providing for payment to the Government and use of excess earnings; second, to the method for the adjustment of wage scales; and third, to the authority permitting consolidations.
+
+It has been erroneously assumed that the act undertakes to guarantee railroad earnings. The law requires that rates should be just and reasonable. That has always been the rule under which rates have been fixed. To make a rate that does not yield a fair return results in confiscation, and confiscatory rates are of course unconstitutional. Unless the Government adheres to the rule of making a rate that will yield a fair return, it must abandon rate making altogether. The new and important feature of that part of the law is the recapture and redistribution of excess rates. The constitutionality of this method is now before the Supreme Court for adjudication. Their decision should be awaited before attempting further legislation on this subject. Furthermore, the importance of this feature will not be great if consolidation goes into effect.
+
+The settlement of railroad labor disputes is a matter of grave public concern. The Labor Board was established to protect the public in the enjoyment of continuous service by attempting to insure justice between the companies and their employees. It has been a great help, but is not altogether satisfactory to the public, the employees, or the companies. If a substantial agreement can be reached among the groups interested, there should be no hesitation in enacting such agreement into law. If it is not reached, the Labor Board may very well be left for the present to protect the public welfare.
+
+The law for consolidations is not sufficiently effective to be expeditious. Additional legislation is needed giving authority for voluntary consolidations, both regional and route, and providing Government machinery to aid and stimulate such action, always "subject to the approval of the Interstate Commerce Commission. This should authorize the commission to appoint committees for each proposed group, representing the public and the component roads, with power to negotiate with individual security holders for an exchange of their securities for those of the, consolidation on such terms and conditions as the commission may prescribe for avoiding any confiscation and preserving fair values. Should this permissive consolidation prove ineffective after a limited period, the authority of the Government will have to be directly invoked.
+
+Consolidation appears to be the only feasible method for the maintenance of an adequate system of transportation with an opportunity so to adjust freight rates as to meet such temporary conditions as now prevail in some agricultural sections. Competent authorities agree that an entire reorganization of the rate structure for freight is necessary. This should be ordered at once by the Congress.
+
+DEPARTMENT OF JUSTICE
+
+As no revision of the laws of the United States has been made since 1878, a commission or committee should be created to undertake this work. The Judicial Council reports that two more district judges are needed in the southern district of New York, one in the northern district of Georgia, and two more circuit judges in the Circuit Court of Appeals of the Eighth Circuit. Legislation should be considered for this purpose.
+
+It is desirable to expedite the hearing and disposal of cases. A commission of Federal judges and lawyers should be created to recommend legislation by which the procedure in the Federal trial courts may be simplified and regulated by rules of court, rather than by statute; such rules to be submitted to the Congress and to be in force until annulled or modified by the Congress. The Supreme Court needs legislation revising and simplifying the laws governing review by that court, and enlarging the classes of cases of too little public importance to be subject to review. Such reforms would expedite the transaction of the business of the courts. The administration of justice is likely to fail if it be long delayed.
+
+The National Government has never given adequate attention to its prison problems. It ought to provide employment in such forms of production as can be used by the Government, though not sold to the public in competition with private business, for all prisoners who can be placed at work, and for which they should receive a reasonable compensation, available for their dependents.
+
+Two independent reformatories are needed; one for the segregation of women, and another for the segregation of young men serving their first sentence.
+
+The administration of justice would be facilitated greatly by including in the Bureau of Investigation of the Department of Justice a Division of Criminal Identification, where there would be collected this information which is now indispensable in the suppression of crime.
+
+PROHIBITION
+
+The prohibition amendment to the Constitution requires the Congress. and the President to provide adequate laws to prevent its violation. It is my duty to enforce such laws. For that purpose a treaty is being negotiated with Great Britain with respect to the ri lit of search of hovering vessels. To prevent smuggling, the Coast Card should be greatly strengthened, and a supply of swift power boats should be provided. The major sources of production should be rigidly regulated, and every effort should be made to suppress interstate traffic. With this action on the part of the National Government, and the cooperation which is usually rendered by municipal and State authorities, prohibition should be made effective. Free government has no greater menace than disrespect for authority and continual violation of law. It is the duty of a citizen not only to observe the law but to let it be known that he is opposed to its violation.
+
+THE NEGRO
+
+Numbered among our population are some 12,000,000 colored people. Under our Constitution their rights are just as sacred as those of any other citizen. It is both a public and a private duty to protect those rights. The Congress ought to exercise all its powers of prevention and punishment against the hideous crime of lynching, of which the negroes are by no means the sole sufferers, but for which they furnish a majority of the victims.
+
+Already a considerable sum is appropriated to give the negroes vocational training in agriculture. About half a million dollars is recommended for medical courses at Howard University to help contribute to the education of 500 colored doctors needed each year. On account of the integration of large numbers into industrial centers, it has been proposed that a commission be created, composed of members from both races, to formulate a better policy for mutual understanding and confidence. Such an effort is to be commended. Everyone would rejoice in the accomplishment of the results which it seeks. But it is well to recognize that these difficulties are to a large extent local problems which must be worked out by the mutual forbearance and human kindness of each community. Such a method gives much more promise of a real remedy than outside interference.
+
+CIVIL SERVICE
+
+The maintenance and extension of the classified civil service is exceedingly important. There are nearly 550,000 persons in the executive civil service drawing about $700,000,000 of yearly compensation. Four-fifths of these are in the classified service. This method of selection of the employees of the United States is especially desirable for the Post Office Department. The Civil Service Commission has recommended that postmasters at first, second, and third class offices be classified. Such action, accompanied by a repeal of the four-year term of office, would undoubtedly be an improvement. I also recommend that the field force for prohibition enforcement be brought within the classified civil service without covering in the present membership. The best method for selecting public servants is the merit system.
+
+PUBLIC BUILDINGS
+
+Many of the departments in Washington need better housing facilities. Some are so crowded that their work is impeded, others are so scattered that they lose their identity. While I do not favor at this time a general public building law, I believe it is now necessary, in accordance with plans already sanctioned for a unified and orderly system for the development of this city, to begin the carrying out of those plans by authorizing the erection of three or four buildings most urgently needed by an annual appropriation of $5,000,000.
+
+REGULATORY LEGISLATION
+
+Cooperation with other maritime powers is necessary for complete protection of our coast waters from. pollution. Plans for this are under way, but await certain experiments for refuse disposal. Meantime laws prohibiting spreading oil and oil refuse from vessels in our own territorial waters would be most helpful against this menace and should be speedily enacted.
+
+Laws should be passed regulating aviation.
+
+Revision is needed of the laws regulating radio interference.
+
+Legislation and regulations establishing load liner, to provide safe loading of vessels leaving our ports are necessary and recodification of our navigation laws is vital.
+
+Revision of procedure of the Federal Trade Commission will give more constructive purpose to this department.
+
+If our Alaskan fisheries are to be saved from destruction, there must be further legislation declaring a general policy and delegating the authority to make rules and regulations to an administrative body.
+
+ARMY AND NAVY
+
+For several years we have been decreasing the personnel of the Army and Navy, and reducing their power to the danger point. Further reductions should not be made. The Army is a guarantee of the security of our citizens at home; the Navy is a guarantee of the security of our citizens abroad. Both of these services should be strengthened rather than weakened. Additional planes are needed for the Army, and additional submarines for the Navy. The defenses of Panama must be perfected. We want no more competitive armaments. We want no more war. But we want no weakness that invites imposition. A people who neglect their national defense are putting in jeopardy their national honor.
+
+INSULAR POSSESSIONS
+
+Conditions in the insular possessions on the whole have been good. Their business has been reviving. They are being administered according to law. That effort has the full support of the administration. Such recommendations as may conic from their people or their governments should have the most considerate attention.
+
+EDUCATION AND WELFARE
+
+Our National Government is not doing as much as it legitimately can do to promote the welfare of the people. Our enormous material wealth, our institutions, our whole form of society, can not be considered fully successful until their benefits reach the merit of every individual. This is not a suggestion that the Government should, or could, assume for the people the inevitable burdens of existence. There is no method by which we can either be relieved of the results of our own folly or be guaranteed a successful life. There is an inescapable personal responsibility for the development of character, of industry, of thrift, and of self-control. These do not come from the Government, but from the people themselves. But the Government can and should always be expressive of steadfast determination, always vigilant, to maintain conditions under which these virtues are most likely to develop and secure recognition and reward. This is the American policy.
+
+It is in accordance with this principle that we have enacted laws for the protection of the public health and have adopted prohibition in narcotic drugs and intoxicating liquors. For purposes of national uniformity we ought to provide, by constitutional amendment and appropriate legislation, for a limitation of child labor, and in all cases under the exclusive jurisdiction of the Federal Government a minimum wage law for women, which would undoubtedly find sufficient power of enforcement in the influence of public opinion.
+
+Having in mind that education is peculiarly a local problem, and that it should always be pursued with the largest freedom of choice by students and parents, nevertheless, the Federal Government might well give the benefit of its counsel and encouragement more freely in this direction. If anyone doubts the need of concerted action by the States of the Nation for this purpose, it is only necessary to consider the appalling figures of illiteracy representing a condition which does not vary much in all parts of the Union. I do not favor the making of appropriations from the National Treasury to be expended directly on local education, but I do consider it a fundamental requirement of national activity which, accompanied by allied subjects of welfare, is worthy of a separate department and a place in the Cabinet. The humanitarian side of government should not be repressed, but should be cultivated.
+
+Mere intelligence, however, is not enough. Enlightenment must be accompanied by that moral power which is the product of the home and of rebellion. Real education and true welfare for the people rest inevitably on this foundation, which the Government can approve and commend, but which the people themselves must create.
+
+IMMIGRATION
+
+American institutions rest solely on good citizenship. They were created by people who had a background of self-government. New arrivals should be limited to our capacity to absorb them into the ranks of good citizenship. America must be kept American. For this i purpose, it is necessary to continue a policy of restricted immigration. It would be well to make such immigration of a selective nature with some inspection at the source, and based either on a prior census or upon the record of naturalization. Either method would insure the admission of those with the largest capacity and best intention of becoming citizens. I am convinced that our present economic and social conditions warrant a limitation of those to be admitted. We should find additional safety in a law requiring the immediate registration of all aliens. Those' who do not want to be partakers of the American spirit ought not to settle in America.
+
+VETERANS
+
+No more important duty falls on the Government of the United States than the adequate care of its veterans. Those suffering disabilities incurred in the service must have sufficient hospital relief and compensation. Their dependents must be supported. Rehabilitation and vocational training must be completed. All of this service must be clean, must be prompt and effective, and it must be administered in a spirit of the broadest and deepest human sympathy. If investigation reveals any present defects of administration or need Of legislation, orders will be given for the immediate correction of administration, and recommendations for legislation should be given the highest preference.
+
+At present there are 9,500 vacant beds in Government hospitals, I recommend that all hospitals be authorized at once to receive and care for, without hospital pay, the veterans of all wars needing such care, whenever there are vacant beds, and that immediate steps be taken to enlarge and build new hospitals to serve all such cases.
+
+The American Legion will present to the Congress a legislative pro 'gram too extensive for detailed discussion here. It is a carefully matured plan. While some of it I do not favor, with much of it I am in hearty accord, and I recommend that a most painstaking effort be made to provide remedies for any defects in the administration of the present laws which their experience has revealed. The attitude of the Government toward these proposals should be one of generosity. But I do not favor the granting of a bonus.
+
+COAL
+
+The cost of coal has become unbearably high. It places a great burden on our industrial and domestic life. The public welfare requires a reduction in the price of fuel. With the enormous deposits in existence, failure of supply ought not to be tolerated. Those responsible for the conditions in this industry should undertake its reform and free it from any charge of profiteering
+
+The report of the Coal Commission will be before the Congress. It comprises all the facts. It represents the mature deliberations and conclusions of the best talent and experience that ever made a national survey of the production and distribution of fuel. I do not favor Government ownership or operation of coal mines. The need is for action under private ownership that will secure greater continuity of production and greater public protection. The Federal Government probably has no peacetime authority to regulate wages, prices, or profits in coal at the mines or among dealers, but by ascertaining and publishing facts it can exercise great influence.
+
+The source of the difficulty in the bituminous coal fields is the intermittence of operation which causes great waste of both capital and labor. That part of the report dealing with this problem has much significance, and is suggestive of necessary remedies. By amending, the car rules, by encouraging greater unity of ownership, and possibly by permitting common selling agents for limited districts on condition that they accept adequate regulations and guarantee that competition between districts be unlimited, distribution, storage, and continuity ought to be improved.
+
+The supply of coal must be constant. In case of its prospective interruption, the President should have authority to appoint a commission empowered to deal with whatever emergency situation might arise, to aid conciliation and voluntary arbitration, to adjust any existing or threatened controversy between the employer and the employee when collective bargaining fails, and by controlling distribution to prevent profiteering in this vital necessity. This legislation is exceedingly urgent, and essential to the exercise of national authority for the protection of the people. Those who undertake the responsibility of management or employment in this industry do so with the full knowledge that the public interest is paramount, and that to fail through any motive of selfishness in its service is such a betrayal of duty as warrants uncompromising action by the Government.
+
+REORGANIZATION
+
+A special joint committee has been appointed to work out a plan for a reorganization of the different departments and bureaus of the Government more scientific and economical than the present system. With the exception of the consolidation of the War and Navy Departments and some minor details, the plan has the general sanction of the President and the Cabinet. It is important that reorganization be enacted into law at the present session.
+
+AGRICULTURE
+
+Aided by the sound principles adopted by the Government, the business of the country has had an extraordinary revival. Looked at as a whole, the Nation is in the enjoyment of remarkable prosperity. Industry and commerce are thriving. For the most tart agriculture is successful, eleven staples having risen in value from about $5,300,000,000 two years ago to about. $7,000,000,000 for the current year. But range cattle are still low in price, and some sections of the wheat area, notably Minnesota, North Dakota, and on west, have many cases of actual distress. With his products not selling on a parity with the products of industry, every sound remedy that can be devised should be applied for the relief of the farmer. He represents a character, a type of citizenship, and a public necessity that must be preserved and afforded every facility for regaining prosperity.
+
+The distress is most acute among those wholly dependent upon one crop.. Wheat acreage was greatly expanded and has not yet been sufficiently reduced. A large amount is raised for export, which has to meet the competition in the world market of large amounts raised on land much cheaper and much more productive.
+
+No complicated scheme of relief, no plan for Government fixing of prices, no resort to the public Treasury will be of any permanent value in establishing agriculture. Simple and direct methods put into operation by the farmer himself are the only real sources for restoration.
+
+Indirectly the farmer must be relieved by a reduction of national and local taxation. He must be assisted by the reorganization of the freight-rate structure which could reduce charges on his production. To make this fully effective there ought to be railroad consolidations. Cheaper fertilizers must be provided.
+
+He must have organization. His customer with whom he exchanges products o he farm for those of industry is organized, labor is organized, business is organized, and there is no way for agriculture to meet this unless it, too, is organized. The acreage of wheat is too large. Unless we can meet the world market at a profit, we must stop raising for export. Organization would help to reduce acreage. Systems of cooperative marketing created by the farmers themselves, supervised by competent management, without doubt would be of assistance, but, the can not wholly solve the problem.' Our agricultural schools ought to have thorough courses in the theory of organization and cooperative marketing.
+
+Diversification is necessary. Those farmers who raise their living on their land are not greatly in distress. Such loans as are wisely needed to assist buying stock and other materials to start in this direction should be financed through a Government agency as a temporary and emergency expedient.
+
+The remaining difficulty is the disposition of exportable wheat. I do not favor the permanent interference of the Government in this problem. That probably would increase the trouble by increasing production. But it seems feasible to provide Government assistance to exports, and authority should be given the War Finance Corporation to grant, in its discretion, the most liberal terms of payment for fats and grains exported for the direct benefit of the farm.
+
+MUSCLE SHOALS
+
+The Government is undertaking to develop a great water-power project known as Muscle Shoals, on which it has expended many million dollars. The work is still going on. Subject to the right to retake in time of war, I recommend that this property with a location for auxiliary steam plant and rights of way be sold. This would end the present burden of expense and should return to the Treasury the largest price possible to secure.
+
+While the price is an important element, there is another consideration even more compelling. The agriculture of the Nation needs a greater supply and lower cost of fertilizer. This is now imported in large quantities. The best information I can secure indicates that present methods of power production would not be able profitably to meet the price at which these imports can be sold. To obtain a supply from this water power would require long and costly experimentation to perfect a process for cheap production. Otherwise our purpose would fail completely. It seems desirable, therefore, in order to protect and promote the public welfare, to have adequate covenants that such experimentation be made and carried on to success. The great advantage of low-priced nitrates must be secured for the direct benefit of the farmers and the indirect benefit of the public in time of peace, and of the Government in time of war. If this main object be accomplished, the amount of money received for the property is not a primary or major consideration.
+
+Such a solution will involve complicated negotiations, and there is no authority for that purpose. therefore recommend that the Congress appoint a small joint committee to consider offers, conduct negotiations, and report definite recommendations.
+
+RECLAMATION
+
+By reason of many contributing causes, occupants of our reclamation projects are in financial difficulties, which in some cases are acute. Relief should be granted by definite authority of law empowering the Secretary of the Interior in. his discretion to suspend, readjust, and reassess all charges against water users. This whole question is being considered by experts. You will have the advantage of the facts and conclusions which they may develop. This situation, involving a Government investment of more than $135,000,000, and affecting more than 30,000 water users, is serious. While relief which is necessary should be granted, yet contracts with the Government which can be met should be met. The established general policy of these projects should not be abandoned for any private control.
+
+HIGHWAYS AND FORESTS
+
+Highways and reforestation should continue to have the interest and support of the Government. Everyone is anxious for good highways. I have made a liberal proposal in the Budget for the continuing payment to the States by the Federal Government of its share for this necessary public improvement. No expenditure of public money contributes so much to the national wealth as for building good roads.
+
+Reforestation has an importance far above the attention it usually secures. A special committee of the Senate is investigating this need, and I shall welcome a constructive policy based on their report.
+
+It is 100 years since our country announced the Monroe doctrine. This principle has been ever since, and is now, one of the main foundations of our foreign relations. It must be maintained. But in maintaining it we must not be forgetful that a great change has taken place. We are no longer a weak Nation, thinking mainly of defense, dreading foreign imposition. We are great and powerful. New powers bring new responsibilities. Our ditty then was to protect ourselves. Added to that, our duty now is to help give stability to. the world. We want idealism. We want that vision which lifts men and nations above themselves. These are virtues by reason of their own merit. But they must not be cloistered; they must not be impractical; they must not be ineffective.
+
+The world has had enough of the curse of hatred and selfishness, of destruction and war. It has had enough of the wrongful use of material power. For the healing of the nations there must be good will and charity, confidence and peace. The time has come for a more practical use of moral power, and more reliance upon the principle that right makes its own might. Our authority among the nations must be represented by justice and mercy. It is necessary not only to have faith, but to make sacrifices for our faith. The spiritual forces of the world make all its final determinations. It is with these voices that America should speak. Whenever they declare a righteous purpose there need be no doubt that they will be heard. America has taken her place in the world as a Republic--free, independent, powerful. The best service that can be rendered to humanity is the assurance that this place will be maintained.
\ No newline at end of file
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+++ b/talk/US_presidential_speech/05/generation_task/instructions.md
@@ -0,0 +1,96 @@
+Please create a slide deck for a public oral presentation, strictly based on the speech script I provide. You are not allowed to introduce any factual content that does not explicitly appear in the script.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+1. **Introduction: A Prayer for Discernment**
+ * Context: The world at a midway point of a century defined by both peril and promise.
+ * Key Point: Beginning the term with a private prayer for the power to discern right from wrong and to serve all people regardless of race or station.
+ * Visual Idea: A respectful image of a peaceful assembly or a symbolic "light of wisdom" illuminating a path.
+
+2. **Core Logic 1: The Century of Trial**
+ * Reality Check: Mankind's progress in science and industry vs. the shadows of total war and nuclear threat.
+ * Global Interdependence: The realization that no nation can be an island; our destiny is linked to the freedom of others.
+ * Key Theme: Strength is not found in isolation, but in the shared faith of free men.
+
+3. **Core Logic 2: Nine Principles of World Leadership**
+ * Framework: Introducing nine strategic principles to guide U.S. foreign policy (e.g., strength as a deterrent, rejection of appeasement, and economic cooperation).
+ * Economic Interdependence: Recognizing that "no free people can for long cling to any privilege or enjoy any safety in economic isolation."
+ * Visual Idea: A structured list or a hexagonal diagram showing the interconnected nature of these nine principles.
+
+
+4. **Core Logic 3: The Spirit of Sacrifice**
+ * Moral Call: Freedom is not free; it requires a willingness to sacrifice comfort for the preservation of ideals.
+ * Productivity: Encouraging a nation that produces not just for wealth, but for the strength of the free world.
+ * Key Theme: "Whatever America hopes to bring to pass in the world must first come to pass in the heart of America."
+
+5. **Core Logic 4: Peace as a Way of Life**
+ * Definition: Peace is more than the absence of war or the stilling of guns; it is the fulfillment of faith.
+ * Leadership Role: Leading the world not by force alone, but by the example of justice, mercy, and charity.
+ * Visual Idea: A symbolic dove or a bridge connecting different cultures, representing peace as a dynamic process.
+
+6. **Conclusion: The Hope for the Brave**
+ * Summary: Moving forward with bravery and prayer to meet the challenges of the 20th century.
+ * Final Vision: A world where freedom is the birthright of all and peace is the hope of the brave.
+ * Closing Statement: "This is the work that awaits us all."
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/US_presidential_speech/05/generation_task/judge_prompt.json b/talk/US_presidential_speech/05/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..4e50a8ee055bfe975f5a64bf9273fe31b511047d
--- /dev/null
+++ b/talk/US_presidential_speech/05/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the speech begin with a \"private prayer\" for guidance?**\n\n* The text should mention that before starting his formal remarks, Eisenhower asks the audience to join him in a prayer for wisdom, discernment of right from wrong, and dedication to the service of all people regardless of race or station.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the opening prayer is missing.\n",
+ "\n**Does the text describe the mid-20th century as a \"century of trial\"?**\n\n* The text should mention the transition from an era of relative security to a period of great peril, characterized by the shadow of nuclear weapons and the struggle for human freedom.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the historical context is missing.\n",
+ "\n**Is the contrast between \"Free World\" and \"Statist Tyranny\" mentioned?**\n\n* It should describe the global ideological conflict between those who believe in the dignity of the individual and those who view humanity as a mere pawn of the state.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this ideological contrast is missing.\n",
+ "\n**Does the text introduce the \"Nine Principles\" that guide American policy?**\n\n* The text should state that there are nine fixed principles by which the nation will be governed in its international relations.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if the mention of these nine principles is missing.\n",
+ "\n**Is the principle of \"deterrence through strength\" included?**\n\n* It should mention that the nation will maintain its strength to deter aggression and that \"destiny has laid upon our country the responsibility of the free world's leadership.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the strength/leadership principle is missing.\n",
+ "\n**Does the text address the \"interdependence\" of nations and economic health?**\n\n* It should state that no nation can stand alone and that the economic health of allies is essential to the security of the United States.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of international interdependence is missing.\n",
+ "\n**Is the rejection of \"isolationism\" mentioned?**\n\n* The text should clarify that the U.S. will not use its strength to impose its will, but also will not abandon its role in global leadership or retreat into isolation.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the stance on isolationism is missing.\n",
+ "\n**Does the text mention the goal of \"true peace\" vs. just the \"stilling of guns\"?**\n\n* It should define peace as more than the absence of war, but as a \"way of life\" and a \"hope for the brave.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the definition of peace is missing.\n",
+ "\n**Is the importance of \"domestic strength\" as a foundation for global influence mentioned?**\n\n* The text should state that whatever America hopes to achieve in the world must \"first come to pass in the heart of America.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if this core thematic statement is missing.\n",
+ "\n**Does the text address \"Civil Rights\" or the equality of citizens?**\n\n* It should mention the commitment to the equality of all citizens before the law and the need to eliminate racial or religious prejudices.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the equality discussion is missing.\n",
+ "\n**Is the call for \"sacrifice\" and \"readiness\" included?**\n\n* The text should urge citizens to be ready to make sacrifices for their faith in freedom and to remain vigilant against those who threaten it.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the call to sacrifice is missing.\n",
+ "\n**Does the conclusion emphasize reliance on \"Almighty God\"?**\n\n* The text should end with a call to work with bravery, charity, and prayer, thanking the citizens for their support.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the final conclusion is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the slide accurately reflect Eisenhower's \"private prayer\" at the start of his speech?**\nThe slide should mention that Eisenhower began with a prayer asking for the power to discern right from wrong and for the dedication of all government associates to the service of the people, regardless of station or race.\n\n If **no**, specify if the inclusion of the prayer or its non-partisan theme is missing.\n",
+ "\n**Is the description of the 20th century as a \"century of trial\" presented accurately?**\nThe slide should reflect his view that the world has passed the midway point of a century that has witnessed great technological progress but also the shadow of total war and the threat of catastrophic weapons.\n\n If **no**, identify if the contrast between scientific achievement and existential threat is missing.\n",
+ "\n**Does the slide deck correctly convey the struggle between \"Freedom\" and \"Slavery\"?**\nIt should mention his description of the global conflict as a struggle between those who believe in the dignity of the individual and those who see humanity as a mere pawn of the state.\n\n If **no**, specify if the moral framing of the Cold War as a clash of philosophies is missing.\n",
+ "\n**Are the \"Nine Principles\" (九项原则) of international conduct mentioned?**\nThe checklist should ensure the slides reference that Eisenhower introduced nine fixed principles to govern American conduct in world affairs.\n\n If **no**, specify if the existence of these specific guiding principles is omitted.\n",
+ "\n**Is the principle regarding \"Strength and Peace\" presented faithfully?**\nThe slide should reflect the idea that \"realizing that arms are a mere secondary expression of a nation's strength,\" the U.S. will maintain power but only to deter aggression and seek honorable peace.\n\n If **no**, specify if the link between national strength and the prevention of war is misrepresented.\n",
+ "\n**Does the slide deck accurately convey the interdependence of nations?**\nIt should mention his statement that \"no people can live to itself alone,\" and that the prosperity of America is linked to the economic health and security of other free nations.\n\n If **no**, identify if the theme of global economic and security interdependence is missing.\n",
+ "\n**Is the stance on \"Regional Alliances\" (like NATO) correctly stated?**\nThe slide should reflect the principle of encouraging regional groupings of free peoples that possess common heritage or common dangers, emphasizing collective security.\n\n If **no**, specify if the support for regional defensive pacts is misrepresented.\n",
+ "\n**Does the slide deck capture the rejection of \"Appeasement\"?**\nIt should mention the principle that America will never \"buy peace by the appeasement of tyrannical forces,\" as this would lead only to further aggression.\n\n If **no**, specify if the clear stance against appeasement is missing.\n",
+ "\n**Is the view on \"Trade\" and \"Economic Policy\" accurately reported?**\nThe slide should note the principle that the U.S. will strive to help other nations achieve their own economic stability through trade and cooperation, rather than just aid.\n\n If **no**, specify if the emphasis on mutual trade benefits is missing.\n",
+ "\n**Does the slide deck accurately reflect the \"Heart of America\" concept?**\nIt should mention the quote: \"Whatever America hopes to bring to pass in the world must first come to pass in the heart of America,\" emphasizing domestic integrity as a prerequisite for global leadership.\n\n If **no**, identify if the link between internal virtue and external influence is missing.\n",
+ "\n**Is the definition of \"Peace\" in the conclusion used correctly?**\nThe slide should reflect that peace is \"more than the stilling of guns\" or \"escape from death\"—it is a \"way of life\" and a \"hope for the brave.\"\n\n If **no**, specify if this nuanced definition of peace is misrepresented.\n",
+ "\n**Does the conclusion slide accurately capture the call to \"Bravery and Charity\"?**\nThe conclusion should state that the work ahead must be done with bravery, charity, and prayer to Almighty God to lead the world toward freedom.\n\n If **no**, specify if the final appeal for spiritual and moral fortitude is missing.\n"
+ ]
+}
diff --git a/talk/US_presidential_speech/05/generation_task/statistics.yaml b/talk/US_presidential_speech/05/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..d0ed68fff21b7ee10591d5b124fc2ca9faff3434
--- /dev/null
+++ b/talk/US_presidential_speech/05/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/US_presidential_speech/05
+category: talk
+input_metrics:
+ total_input_tokens: 4390
+ generation_prompt_tokens: 1501
+ materials_total_tokens: 2889
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 2889
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/US_presidential_speech/05/material.md b/talk/US_presidential_speech/05/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..6ffcddb981735932e7c2afc7f1fd74d223931054
--- /dev/null
+++ b/talk/US_presidential_speech/05/material.md
@@ -0,0 +1,107 @@
+January 20, 1953: First Inaugural Address
+
+Author: Dwight D. Eisenhower
+
+My friends, before I begin the expression of those thoughts that I deem appropriate to this moment, would you permit me the privilege of uttering a little private prayer of my own. And I ask that you bow your heads:
+
+Almighty God, as we stand here at this moment my future associates in the Executive branch of Government join me in beseeching that Thou will make full and complete our dedication to the service of the people in this throng, and their fellow citizens everywhere.
+
+Give us, we pray, the power to discern clearly right from wrong, and allow all our words and actions to be governed thereby, and by the laws of this land. Especially we pray that our concern shall be for all the people regardless of station, race or calling.
+
+May cooperation be permitted and be the mutual aim of those who, under the concepts of our Constitution, hold to differing political faiths; so that all may work for the good of our beloved country and Thy glory. Amen.
+
+My fellow citizens, the world and we have passed the midway point of a century of continuing challenge. We sense with all our faculties that forces of good and evil are massed and armed and opposed as rarely before in history.
+
+This fact defines the meaning of this day. We are summoned by this honored and historic ceremony to witness more than the act of one citizen swearing his oath of service, in the presence of God. We are called as a people to give testimony in the sight of the world to our faith that the future shall belong to the free.
+
+Since this century's beginning, a time of tempest has seemed to come upon the continents of the earth. Masses of Asia have awakened to strike off shackles of the past. Great nations of Europe have fought their bloodiest wars. Thrones have toppled and their vast empires have disappeared. New nations have been born.
+
+For our own country, it has been a time of recurring trial. We have grown in power and in responsibility. We have passed through the anxieties of depression and of war to a summit unmatched in man's history. Seeking to secure peace in the world, we have had to fight through the forests of the Argonne to the shores of Iwo Jima, and to the cold mountains of Korea.
+
+In the swift rush of great events, we find ourselves groping to know the full sense and meaning of these times in which we live. In our quest of understanding, we beseech God's guidance. We summon all our knowledge of the past and we scan all signs of the future. We bring all our wit and all our will to meet the question:
+
+How far have we come in man's long pilgrimage from darkness toward the light? Are we nearing the light--a day of freedom and of peace for all mankind? Or are the shadows of another night closing in upon us?
+
+Great as are the preoccupations absorbing us at home, concerned as we are with matters that deeply affect our livelihood today and our vision of the future, each of these domestic problems is dwarfed by, and often even created by, this question that involves all humankind.
+
+This trial comes at a moment when man's power to achieve good or to inflict evil surpasses the brightest hopes and the sharpest fears of all ages. We can turn rivers in their courses, level mountains to the plains. Oceans and land and sky are avenues for our colossal commerce. Disease diminishes and life lengthens.
+
+Yet the promise of this life is imperiled by the very genius that has made it possible. Nations amass wealth. Labor sweats to create--and turns out devices to level not only mountains but also cities. Science seems ready to confer upon us, as its final gift, the power to erase human life from this planet.
+
+At such a time in history, we who are free must proclaim anew our faith. This faith is the abiding creed of our fathers. It is our faith in the deathless dignity of man, governed by eternal moral and natural laws.
+
+This faith defines our full view of life. It establishes, beyond debate, those gifts of the Creator that are man's inalienable rights, and that make all men equal in His sight.
+
+In the light of this equality, we know that the virtues most cherished by free people--love of truth, pride of work, devotion to country--all are treasures equally precious in the lives of the most humble and of the most exalted. The men who mine coal and fire furnaces, and balance ledgers, and turn lathes, and pick cotton, and heal the sick and plant corn--all serve as proudly and as profitably for America as the statesmen who draft treaties and the legislators who enact laws.
+
+This faith rules our whole way of life. It decrees that we, the people, elect leaders not to rule but to serve. It asserts that we have the right to choice of our own work and to the reward of our own toil. It inspires the initiative that makes our productivity the wonder of the world. And it warns that any man who seeks to deny equality among all his brothers betrays the spirit of the free and invites the mockery of the tyrant.
+
+It is because we, all of us, hold to these principles that the political changes accomplished this day do not imply turbulence, upheaval or disorder. Rather this change expresses a purpose of strengthening our dedication and devotion to the precepts of our founding documents, a conscious renewal of faith in our country and in the watchfulness of a Divine Providence.
+
+The enemies of this faith know no god but force, no devotion but its use. They tutor men in treason. They feed upon the hunger of others. Whatever defies them, they torture, especially the truth.
+
+Here, then, is joined no argument between slightly differing philosophies. This conflict strikes directly at the faith of our fathers and the lives of our sons. No principle or treasure that we hold, from the spiritual knowledge of our free schools and churches to the creative magic of free labor and capital, nothing lies safely beyond the reach of this struggle.
+
+Freedom is pitted against slavery; lightness against the dark.
+
+The faith we hold belongs not to us alone but to the free of all the world. This common bond binds the grower of rice in Burma and the planter of wheat in Iowa, the shepherd in southern Italy and the mountaineer in the Andes. It confers a common dignity upon the French soldier who dies in Indo-China, the British soldier killed in Malaya, the American life given in Korea.
+
+We know, beyond this, that we are linked to all free peoples not merely by a noble idea but by a simple need. No free people can for long cling to any privilege or enjoy any safety in economic solitude. For all our own material might, even we need markets in the world for the surpluses of our farms and our factories. Equally, we need for these same farms and factories vital materials and products of distant lands. This basic law of interdependence, so manifest in the commerce of peace, applies with thousand-fold intensity in the event of war.
+
+So we are persuaded by necessity and by belief that the strength of all free peoples lies in unity; their danger, in discord.
+
+To produce this unity, to meet the challenge of our time, destiny has laid upon our country the responsibility of the free world's leadership.
+
+So it is proper that we assure our friends once again that, in the discharge of this responsibility, we Americans know and we observe the difference between world leadership and imperialism; between firmness and truculence; between a thoughtfully calculated goal and spasmodic reaction to the stimulus of emergencies.
+
+We wish our friends the world over to know this above all: we face the threat--not with dread and confusion--but with confidence and conviction.
+
+We feel this moral strength because we know that we are not helpless prisoners of history. We are free men. We shall remain free, never to be proven guilty of the one capital offense against freedom, a lack of stanch faith.
+
+In pleading our just cause before the bar of history and in pressing our labor for world peace, we shall be guided by certain fixed principles. These principles are:
+
+1\. Abhorring war as a chosen way to balk the purposes of those who threaten us, we hold it to be the first task of statesmanship to develop the strength that will deter the forces of aggression and promote the conditions of peace. For, as it must be the supreme purpose of all free men, so it must be the dedication of their leaders, to save humanity from preying upon itself.
+
+In the light of this principle, we stand ready to engage with any and all others in joint effort to remove the causes of mutual fear and distrust among nations, so as to make possible drastic reduction of armaments. The sole requisites for undertaking such effort are that--in their purpose--they be aimed logically and honestly toward secure peace for all; and that--in their result--they provide methods by which every participating nation will prove good faith in carrying out its pledge.
+
+2\. Realizing that common sense and common decency alike dictate the futility of appeasement, we shall never try to placate an aggressor by the false and wicked bargain of trading honor for security. Americans, indeed, all free men, remember that in the final choice a soldier's pack is not so heavy a burden as a prisoner's chains.
+
+3\. Knowing that only a United States that is strong and immensely productive can help defend freedom in our world, we view our Nation's strength and security as a trust upon which rests the hope of free men everywhere. It is the firm duty of each of our free citizens and of every free citizen everywhere to place the cause of his country before the comfort, the convenience of himself.
+
+4\. Honoring the identity and the special heritage of each nation in the world, we shall never use our strength to try to impress upon another people our own cherished political and economic institutions.
+
+5\. Assessing realistically the needs and capacities of proven friends of freedom, we shall strive to help them to achieve their own security and well-being. Likewise, we shall count upon them to assume, within the limits of their resources, their full and just burdens in the common defense of freedom.
+
+6\. Recognizing economic health as an indispensable basis of military strength and the free world's peace, we shall strive to foster everywhere, and to practice ourselves, policies that encourage productivity and profitable trade. For the impoverishment of any single people in the world means danger to the well-being of all other peoples.
+
+7\. Appreciating that economic need, military security and political wisdom combine to suggest regional groupings of free peoples, we hope, within the framework of the United Nations, to help strengthen such special bonds the world over. The nature of these ties must vary with the different problems of different areas.
+
+In the Western Hemisphere, we enthusiastically join with all our neighbors in the work of perfecting a community of fraternal trust and common purpose.
+
+In Europe, we ask that enlightened and inspired leaders of the Western nations strive with renewed vigor to make the unity of their peoples a reality. Only as free Europe unitedly marshals its strength can it effectively safeguard, even with our help, its spiritual and cultural heritage.
+
+8\. Conceiving the defense of freedom, like freedom itself, to be one and indivisible, we hold all continents and peoples in equal regard and honor. We reject any insinuation that one race or another, one people or another, is in any sense inferior or expendable.
+
+9\. Respecting the United Nations as the living sign of all people's hope for peace, we shall strive to make it not merely an eloquent symbol but an effective force. And in our quest for an honorable peace, we shall neither compromise, nor tire, nor ever cease.
+
+By these rules of conduct, we hope to be known to all peoples.
+
+By their observance, an earth of peace may become not a vision but a fact.
+
+This hope--this supreme aspiration--must rule the way we live.
+
+We must be ready to dare all for our country. For history does not long entrust the care of freedom to the weak or the timid. We must acquire proficiency in defense and display stamina in purpose.
+
+We must be willing, individually and as a Nation, to accept whatever sacrifices may be required of us. A people that values its privileges above its principles soon loses both.
+
+These basic precepts are not lofty abstractions, far removed from matters of daily living. They are laws of spiritual strength that generate and define our material strength. Patriotism means equipped forces and a prepared citizenry. Moral stamina means more energy and more productivity, on the farm and in the factory. Love of liberty means the guarding of every resource that makes freedom possible--from the sanctity of our families and the wealth of our soil to the genius of our scientists.
+
+And so each citizen plays an indispensable role. The productivity of our heads, our hands and our hearts is the source of all the strength we can command, for both the enrichment of our lives and the winning of the peace.
+
+No person, no home, no community can be beyond the reach of this call. We are summoned to act in wisdom and in conscience, to work with industry, to teach with persuasion, to preach with conviction, to weigh our every deed with care and with compassion. For this truth must be clear before us: whatever America hopes to bring to pass in the world must first come to pass in the heart of America.
+
+The peace we seek, then, is nothing less than the practice and fulfillment of our whole faith among ourselves and in our dealings with others. This signifies more than the stilling of guns, casing the sorrow of war. More than escape from death, it is a way of life. More than a haven for the weary, it is a hope for the brave.
+
+This is the hope that beckons us onward in this century of trial. This is the work that awaits us all, to be done with bravery, with charity, and with prayer to Almighty God.
+
+My citizens--I thank you.
\ No newline at end of file
diff --git a/talk/US_presidential_speech/06/generation_task/instructions.md b/talk/US_presidential_speech/06/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..61510ec7c2c334f5176c1bfc3632da0c3aaa7177
--- /dev/null
+++ b/talk/US_presidential_speech/06/generation_task/instructions.md
@@ -0,0 +1,98 @@
+Please create a slide deck for a public oral presentation, strictly based on the speech script I provide. You are not allowed to introduce any factual content that does not explicitly appear in the script.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+1. **Introduction: The Hartford Debate**
+ * Context: The first 1996 presidential debate held at the Bushnell Theater, Hartford, Connecticut.
+ * Participants: President Bill Clinton (incumbent) and Senator Bob Dole (challenger).
+ * Format: A 90-minute debate focused on ideas rather than insults, moderated by Jim Lehrer.
+ * Visual Idea: A split-screen graphic showing both candidates at their respective podiums with the debate logo.
+
+2. **Core Logic 1: The Incumbent’s Record (Clinton’s Opening)**
+ * Economic Narrative: Moving from high unemployment and rising frustration in 1992 to 10 million new jobs and a lower deficit in 1996.
+ * Social Progress: Highlighting the Family and Medical Leave Act, crime reduction, and increased home ownership.
+ * Key Theme: "Are we better off than we were four years ago?"
+
+
+3. **Core Logic 2: The Challenger’s Vision (Dole’s Opening)**
+ * Perspective: Acknowledging a "great nation" but arguing for "better" leadership and a stronger moral compass.
+ * Strategy: Focusing on tax relief, family values, and a more robust national defense.
+ * Key Theme: Bridging the gap between a prosperous nation and a struggling middle class through reform.
+
+4. **Core Logic 3: Economic Policy and Tax Cuts**
+ * Policy Clash: Comparing Clinton’s targeted tax credits (for education and childcare) vs. Dole’s proposed 15% across-the-board tax cut.
+ * Debate Point: Arguments over fiscal responsibility and the impact of these policies on the national deficit.
+ * Visual Idea: A comparative table or bar chart showing the two different approaches to taxation and their projected outcomes.
+
+5. **Core Logic 4: Social Issues and the Future of Youth**
+ * Focus: Addressing the challenges faced by young people in the 21st century—education, drugs, and crime.
+ * Action Call: Clinton's focus on technological literacy and Dole's strong "just don't do it" stance on drug use.
+ * Key Theme: Investing in the future of the "Information Age" generation.
+
+6. **Conclusion: Closing Statements and Choice**
+ * Summary: Clinton’s vision of a "bridge to the future" vs. Dole’s "proven leadership" and "trust."
+ * Final Appeal: Both candidates asking for the support of the American people to lead the nation into the new millennium.
+ * Closing Statement: A call to participate in the democratic process and choose the path for the next four years.
+
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/US_presidential_speech/06/generation_task/judge_prompt.json b/talk/US_presidential_speech/06/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..a0a45e040afc1eafeb18e8bb3d82451595e511f8
--- /dev/null
+++ b/talk/US_presidential_speech/06/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening statement by President Clinton mention the economic progress over the last four years?**\n\n* The text should mention the reduction of unemployment, the creation of new jobs, and the shrinking of the deficit since 1992.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the economic progress summary is missing.\n",
+ "\n**Is Senator Bob Dole’s emphasis on \"trust\" and \"character\" included in his opening remarks?**\n\n* The text should mention Dole’s reference to his own record of service and his focus on the importance of a President's word and honor.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the trust/character theme is missing.\n",
+ "\n**Does the text address the debate over \"Tax Cuts\"?**\n\n* It should include Dole's proposal for a 15% across-the-board tax cut and Clinton’s critique that such a plan would blow a hole in the deficit.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the tax cut debate is missing.\n",
+ "\n**Is the discussion on \"Medicare\" and \"Social Security\" included?**\n\n* The text should mention the candidates' differing views on how to preserve these programs and the impact of budget cuts on senior citizens.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the Medicare/Social Security discussion is missing.\n",
+ "\n**Does the text mention \"Education\" and the \"Hope Scholarship\" proposal?**\n\n* It should mention Clinton’s plan for tax credits for college tuition and the goal of making two years of college as universal as high school.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the education policy is missing.\n",
+ "\n**Is the \"V-chip\" and TV ratings system mentioned in the context of family values?**\n\n* The text should mention Clinton’s support for empowering parents to screen television content for their children.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if the V-chip or media content discussion is missing.\n",
+ "\n**Does the text address \"Crime\" and the \"Brady Bill\"?**\n\n* It should mention the debate over gun control, the 100,000 new police officers initiative, and the ban on assault weapons.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the crime policy is missing.\n",
+ "\n**Is \"Foreign Policy\" regarding Bosnia, Haiti, or North Korea discussed?**\n\n* The text should mention the candidates' views on American leadership abroad and the use of troops in international conflicts.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify which foreign policy topic is missing.\n",
+ "\n**Does the text mention the \"Family and Medical Leave Act\"?**\n\n* It should include Clinton’s defense of the act and Dole’s perspective on government mandates on businesses.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the labor/family policy is missing.\n",
+ "\n**Is the issue of \"Tobacco\" and its regulation as a drug mentioned?**\n\n* The text should mention the discussion on preventing children from smoking and the legal status of nicotine.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if the tobacco regulation discussion is missing.\n",
+ "\n**Does Senator Dole’s closing statement address \"Young People\" and drugs?**\n\n* It should mention his direct appeal to the youth to avoid drugs and his belief in unlimited possibilities in America.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the appeal to youth is missing.\n",
+ "\n**Does the text conclude with the moderator Jim Lehrer thanking the candidates?**\n\n* The text should show the end of the 90-minute session and the transition to the next debate.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the conclusion is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the slide accurately reflect the opening tone set by President Clinton?**\nThe slide should mention that Clinton began by expressing respect for Senator Dole’s record of public service and his desire for a campaign of \"ideas, not insults.\"\n\n If **no**, specify if the emphasis on a civil and idea-focused debate is missing.\n",
+ "\n**Is the 1992 vs. 1996 economic comparison presented accurately?**\nThe slide should reflect Clinton's claim that since 1992, the country has moved from \"high unemployment and rising frustration\" to \"10.5 million more jobs\" and the \"lowest combined rates of unemployment, inflation, and mortgage rates in 28 years.\"\n\n If **no**, identify if the specific job growth numbers or the 28-year low statistics are misrepresented.\n",
+ "\n**Does the slide deck correctly convey Bob Dole's critique of the \"Clinton economy\"?**\nIt should capture Dole's argument that while things may look good on paper, \"family income has gone down\" and \"taxes have gone up,\" leaving families with less money to spend on their own needs.\n\n If **no**, specify if the focus on declining family income or rising tax burdens is omitted.\n",
+ "\n**Are Clinton's specific \"future goals\" for the 21st century accurately listed?**\nThe checklist should ensure the slides mention his plan for:\n1. Connecting every classroom to the Information Superhighway.\n2. Increasing the availability of the $500 child tax credit.\n3. Making the first two years of college as universal as high school.\n\n If **no**, specify which specific educational or tax proposal is misstated.\n",
+ "\n**Is Bob Dole's 15% tax cut proposal presented faithfully?**\nThe slide should reflect Dole's centerpiece promise of a \"15% across-the-board tax cut\" aimed at giving money back to the people who earned it.\n\n If **no**, specify if the percentage or the rationale for the tax cut is misrepresented.\n",
+ "\n**Does the slide deck accurately convey the debate over \"Medicare\"?**\nIt should reflect the conflict: Clinton accusing Republicans of trying to \"cut\" Medicare to pay for tax cuts, and Dole arguing that he voted for Medicare and wants to \"preserve\" it, not destroy it.\n\n If **no**, identify if the distinction between \"cutting\" and \"slowing the growth/preserving\" is blurred.\n",
+ "\n**Is the stance on \"Crime and Drugs\" correctly stated for both candidates?**\nThe slide should mention Clinton’s focus on the \"Brady Bill\" and \"100,000 more police,\" while Dole critiques the rise in drug use among young people during the Clinton administration.\n\n If **no**, specify if the specific legislative achievements or the drug use statistics are missing.\n",
+ "\n**Does the slide deck capture the disagreement on \"The Role of Government\"?**\nIt should reflect Dole’s view that \"the government is too big\" and takes too much money, versus Clinton’s view that the government should be a \"partner\" providing \"opportunity\" rather than just a provider.\n\n If **no**, specify if the ideological difference regarding government size is missing.\n",
+ "\n**Is the discussion on \"Education\" accurately reported?**\nThe slide should note Dole’s support for \"school choice\" (opportunity scholarships) and Clinton’s opposition to using public money for private schools.\n\n If **no**, identify if the contrast between school choice and public school investment is missing.\n",
+ "\n**Does the slide deck accurately reflect Bob Dole's closing appeal to \"character\"?**\nIt should mention Dole’s emphasis on his own \"experience\" and \"proven record,\" and his promise to be a President who \"keeps his word.\"\n\n If **no**, specify if the focus on personal integrity and trust is omitted.\n",
+ "\n**Is the reference to \"Unlimited Possibilities\" in the conclusion used correctly?**\nThe slide should reflect Dole's closing statement that he is \"standing here as proof that in America, the possibilities are unlimited,\" referring to his personal journey.\n\n If **no**, specify if the link between his life story and American opportunity is missing.\n",
+ "\n**Does the conclusion slide accurately capture the final vision for the 21st century?**\nThe conclusion should contrast Clinton's \"bridge to the future\" with Dole's \"challenge for the future,\" focusing on whether the country is on the right track or needs a change in direction.\n\n If **no**, specify if the core choice presented to the voters is misrepresented.\n"
+ ]
+}
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new file mode 100644
index 0000000000000000000000000000000000000000..f96d25878d458fa574b5c1ac817f9adcfa72154b
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+++ b/talk/US_presidential_speech/06/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/US_presidential_speech/06
+category: talk
+input_metrics:
+ total_input_tokens: 22922
+ generation_prompt_tokens: 1519
+ materials_total_tokens: 21403
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 21403
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/US_presidential_speech/06/material.md b/talk/US_presidential_speech/06/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..fc428c393b8697ec1584cee31eabad53b3a15394
--- /dev/null
+++ b/talk/US_presidential_speech/06/material.md
@@ -0,0 +1,651 @@
+October 6, 1996: Presidential Debate with Senator Bob Dole
+
+Author: Bill Clinton
+
+** JIM LEHRER:** Good evening from the Bushnell Theater in Hartford, Connecticut. I’m Jim Lehrer, of _The NewsHour_ on PBS. Welcome to the first of the 1996 Presidential debates between President Bill Clinton, the Democratic nominee, and Senator Bob Dole, the Republican nominee.
+
+This event is sponsored by the Commission on Presidential Debates. It will last 90 minutes, following a format and rules worked out by the two campaigns. There will be two-minute opening and closing statements; in between, a series of questions, each having three parts: a 90-second answer, a 60-second rebuttal, and a 30-second response. I will assist the candidates in adhering to those time limits, with the help of a series of lights visible to both.
+
+Under their rules, the candidates are not allowed to question each other directly. I will ask the questions. There are no limitations on the subjects. The order for everything tonight was determined by coin toss.
+
+Now to the opening statements and to President Clinton.
+
+Mr. President.
+
+**PRESIDENT CLINTON:** Thank you, Jim, and thank you to the people of Hartford, our hosts. I want to begin by saying again how much I respect Senator Dole and his record of public service, and how hard I will try to make this campaign and this debate one of ideas, not insults.
+
+Four years ago I ran for President at a time of high unemployment and rising frustration. I wanted to turn this country around with a program of opportunity for all, responsibility from all, and an American community where everybody has a role to play. I wanted a government that was smaller and less bureaucratic to help people have the tools to make the most of their own lives.
+
+Four years ago you took me on faith. Now there’s a record: 10 million more jobs, rising incomes, falling crime rates and welfare rolls, a strong America at peace. We are better off than we were four years ago. Let’s keep it going.
+
+We cut the deficit by 60 percent. Now let’s balance the budget and protect Medicare, Medicaid, education, and the environment. We cut taxes for 15 million working Americans. Now let’s pass the tax cuts for education and childrearing, help with medical emergencies and buying a home. We passed family and medical leave. Now let’s expand it so more people can succeed as parents and in the work force. We passed the 100,000 police, the assault weapons ban, the Brady Bill. Now let’s keep going by finishing the work of putting the police on the street and tackling juvenile gangs. We passed welfare reform. Now let’s move a million people from welfare to work. And most important, let’s make education our highest priority so that every 8-year-old will be able to read, every 12-year-old can log on to the Internet, every 18-year-old can go to college.
+
+We can build that bridge to the 21st century, and I look forward to discussing exactly how we’re going to do it.
+
+**LEHRER:** Senator Dole, two minutes.
+
+**SENATOR BOB DOLE:** Thank you.
+
+Thank you, Mr. President, for those kind words. And I thank the people of Hartford, the Commission, and all those out here who may be listening or watching. It’s a great honor for me to be here, standing here as the Republican nominee. I’m very proud to be the Republican nominee, reaching out to Democrats and Independents.
+
+I have three very special people with me: my wife, Elizabeth, my daughter, Robin, who have never let me down; and a fellow named Frank Carafa from New York, who along with Ollie Manninen helped me out in the mountains of Italy a few years back. I’ve learned from them that people do have tough times and sometimes you can’t go it alone. And that’s what America’s all about.
+
+I remember getting my future back from doctors and nurses and a doctor in Chicago named Dr. Kelikian, and ever since that time I’ve tried to give something back to my country, to the people who are watching us tonight.
+
+America is the greatest place on the face of the Earth. And I know millions of you still have anxieties. You work harder and harder to make ends meet and put food on the table. You worry about the quality and the safety of your children and the quality of education. But even more importantly, you worry about the future and will they have the same opportunities that you and I have had.
+
+And Jack Kemp and I want to share with you some ideas tonight. Jack Kemp is my runningmate, doing an outstanding job. Now, I’m a plain-speaking man, and I learned long ago that your word was your bond. And I promise you tonight that I’ll try to address your concerns and not try to exploit them. It’s a tall order, but I’ve been running against the odds for a long time. And again, I’m honored to be here this evening.
+
+**Federal Government’s Role**
+
+**LEHRER:** Mr. President, first question: There’s a major difference in your view of the role of the federal government and that of Senator Dole. How would you define the difference?
+
+**PRESIDENT CLINTON:** Well, Jim, I believe that the federal government should give people the tools and try to establish the conditions in which they can make the most of their own lives. That, to me, is the key. And that leads me to some different conclusions from Senator Dole.
+
+For example, we have reduced the size of the federal government to its smallest size in 30 years. We’ve reduced more regulations, eliminated more programs than my two Republican predecessors. But I have worked hard for things like the family and medical leave law, the Brady bill, the assault weapons ban, the program to put 100,000 police on the street. All of these are programs that Senator Dole opposed, that I supported because I felt they were a legitimate effort to help people make the most of their own lives.
+
+I’ve worked hard to help families impart values to their own children. I supported the V-chip so that parents would be able to control what their kids watch on television when they’re young, along with the ratings system for television and educational television. I supported strong action against the tobacco companies to stop the marketing, advertising, and sale of tobacco to young people. I supported a big increase in the safe and drug-free schools program.
+
+These were areas on which Senator Dole and I differed, but I believed that they were the right areas for America to be acting together as one country to help individuals and families make the most of their own lives and raise their kids with good values and a good future.
+
+**LEHRER:** Senator Dole, one minute.
+
+**SENATOR DOLE:** I think the basic difference is—and I have had some experience in this—I think the basic difference—I trust the people; the President trusts the government.
+
+If you go back and look at the health care plan that he wanted to impose on the American people—one-seventh the total economy, 17 new taxes, price controls, 35 to 50 new bureaucracies, a cost of $1.5 trillion. Don’t forget that; that happened in 1993. A tax increase that taxed everybody in America, not just the rich. If you made $25,000—that’s the original proposal—you got your Social Security taxes increased. We had a BTU tax that turned into a $35 billion gas tax, a $265 billion tax increase.
+
+I guess I rely more on the individual. I carry a little card around in my pocket called the 10th Amendment. Where possible, I want to give power back to the States and back to the people. That’s my difference for the present, and we’ll have specific differences later. He noted a few, but there are others.
+
+**LEHRER:** Mr. President, 30 seconds.
+
+**PRESIDENT CLINTON:** I trust the people. We’ve done a lot to give the people more powers to make their own decisions over their own lives. But I do think we are right when we try to, for example, give mothers and newborns 48 hours before they can be kicked out of the hospital, ending these drive-by deliveries. I think we were right to pass the Kassebaum-Kennedy bill, which states you can’t lose your health insurance just because you change jobs or because someone in your family has been sick.
+
+Our government is smaller and less bureaucratic and has given more authority to the states than its two predecessors under Republican Presidents. But I do believe we have to help our people get ready to succeed in the 21st century.
+
+**State of the Nation**
+
+**LEHRER:** Senator Dole, the President said in his opening statement, we are better off today than we were four years ago. Do you agree?
+
+**SENATOR DOLE:** Well, he’s better off than he was four years ago. [Laughter]
+
+**PRESIDENT CLINTON:** I agree with that. That’s right.
+
+**SENATOR DOLE:** And I may be better off four years from now. But—[laughter] I don’t know, I look at the slowest growth in a century. He inherited a growth of 4.7, 4.8 percent; now it’s down to about 2.4 percent. We’re going to pass a million bankruptcies this year for the first time in history. We’ve got stagnant wages; in fact, women’s wages have dropped 2.2 percent. Men’s wages haven’t gone up, gone down. So we have stagnation.
+
+We have the highest foreign debt in history. And it seems to me that if you take a look—are you better off? Well, I guess some may be better off. Saddam Hussein is probably better off than he was four years ago. Rene Preval is probably better off than he was four years ago. But are the American people?
+
+They’re working harder and harder and paying more taxes. For the first time in history, you pay about 40 percent of what you earn, more than you spend for food, clothing, and shelter combined, for taxes under this administration.
+
+So some may be better off. They talk about family income being up. That’s not true in Connecticut; family income is down. And it’s up in some cases because both parents are working; one works for the family, and one works to pay taxes for the Government. We’re going to give them a tax cut so they can spend more time with their children, maybe even take a vacation. That’s what America is all about.
+
+**LEHRER:** Mr. President, one minute.
+
+**PRESIDENT CLINTON:** Well, let me say, first of all, in February, Senator Dole acknowledged that the American economy was in the best shape it’s been in in 30 years. We have 10 million more jobs, a faster job growth rate than under any Republican administration since the 1920s. Wages are going up for the first time in a decade. We have record number of new small businesses. We had the biggest drop in the number of people in poverty in 27 years. All groups of people are growing—we had the biggest drop in income inequality in 27 years in 1995. The average family’s income has gone up over $1,600 just since our economic plan passed.
+
+So I think it’s clear that we’re better off than we were four years ago. Now we need to focus on, what do we need to do to be better off still? How can we help people—as we are—to get their retirements when they work for small businesses, to be able to afford health insurance, to be able to educate their children? That’s what I want to focus on. But we’re clearly better off than we were four years ago, as Senator Dole acknowledged this year.
+
+**LEHRER:** Senator Dole?
+
+**SENATOR DOLE:** I doubt that I acknowledged that this year, but in any event, I think we just look at the facts. We ask the people that are viewing tonight, “Are you better off than you were four years ago?” It’s not whether we’re better off; it’s whether they’re better off. Are you working harder to put food on the table, to feed your children? Are your children getting a better education? Drug use has doubled the past 44 months all across America. Crime has gone down, but it’s because of mayors like Rudy Giuliani, where one-third of the drop happened in one city, New York City.
+
+So, yes, some may be better off. But of the people listening tonight, the working families who will benefit from our economic package, they’ll be better off when Bob Dole is President and Jack Kemp is Vice President.
+
+**Medicare Reform**
+
+**LEHRER:** Mr. President, Senator Dole has come pretty close in the last few days to accusing you of lying about his position on Medicare reform. Have you done so?
+
+**PRESIDENT CLINTON:** Absolutely not. Let’s look at the position. First of all, remember that in this campaign season, since Senator Dole has been a candidate, he has bragged about the fact that he voted against Medicare in the beginning, in 1965, one of only 12 members. He said he did the right thing then; he knew it wouldn’t work at the time. That’s what he said.
+
+Then his budget, that he passed along with Speaker Gingrich, cut Medicare $270 billion, more than was necessary to repair the Medicare Trust Fund. It would have charged seniors more for out-of-pocket costs, as well as more in premiums, because doctors could have charged them more. The American Hospital Association, the nurses association, the Catholic Hospital Association all said hundreds of hospitals could close and people would be hurt badly under the Dole-Gingrich Medicare plan that I vetoed.
+
+And now, with this risky $550 billion tax scheme of Senator Dole’s, even his own friends—his campaign cochair, Senator D’Amato, says that they can’t possibly pay for it without cutting Medicare more and cutting Social Security as well, according to him.
+
+Now, my balanced budget plan adds 10 years to the life of the Medicare Trust Fund—10 years. And we’ll have time to deal with the long-term problems of the baby boomers. But it was simply wrong to finance their last scheme to cut Medicare $270 billion, to run the risk of it withering on the vine. We always have to reform it over the years, but we need someone who believes in it to reform it.
+
+**LEHRER:** Senator Dole.
+
+**SENATOR DOLE:** Well, I must say I looked back at the vote on Medicare in 1965—we had a program called Eldercare that also provided drugs and was means-tested so people who needed medical attention received it. I thought it was a good program.
+
+But I have supported Medicare ever since. In fact, I used to go home and my mother would tell me—said, “Bob, all I’ve got is my Social Security and my Medicare. Don’t cut it.” I wouldn’t violate anything my mother said. In fact, we had a conversation about our mothers one day, a very poignant conversation in the White House.
+
+I’m concerned about health care. I’ve had the best health care in government hospitals, Army hospitals, and I know its importance. But we’ve got to fix it. It’s his trustees, the President’s trustees, not mine, who say it’s going to go broke. He doesn’t fix it for 10 years.
+
+We ought to appoint a commission, just as we did with Social Security in 1983 when we rescued Social Security. And I was proud to be on that commission, along with Claude Pepper, the champion of senior citizens from Florida. And we can do it again if we take politics out of it.
+
+Stop scaring the seniors, Mr. President. You’ve already spent $45 million scaring seniors and tearing me apart. I think it’s time to have a truce.
+
+**LEHRER:** Mr. President.
+
+**PRESIDENT CLINTON:** Well, let me say first of all, I’d be happy to have a commission deal with this, and I appreciate what Senator Dole did on the ’83 Social Security commission. But it won’t be possible to do if his tax scheme passes, because even his own campaign co-chair, Senator D’Amato, says he’ll have to cut Medicare even more than was cut in the bill that I vetoed. I vetoed that bill because it cut more Medicare and basically ran the risk of breaking up the system.
+
+My balanced budget plan puts 10 years onto Medicare. We ought to do that; then we can have a commission. But Senator Dole’s plans are not good for the country.
+
+**Senator Dole’s Tax Cut Proposal**
+
+**LEHRER:** Senator Dole, speaking of your tax plan, do you still think that’s a good idea, the 15 percent across-the-board tax cut?
+
+**SENATOR DOLE:** Oh, yes, and you’ll be eligible. [Laughter]
+
+**PRESIDENT CLINTON:** Me too?
+
+**SENATOR DOLE:** And so will the former President, yes. [Laughter]
+
+**PRESIDENT CLINTON:** That’s good. I need it.
+
+**SENATOR DOLE:** Well, the people need it; that’s the point. This is not a Wall Street tax cut. This is a family tax cut. This is a Main Street tax cut. Fifteen percent across—let’s take a family making $30,000 a year—that’s $1,261. Now, maybe to some in this Bushnell Memorial that’s not a lot of money, but people watching tonight with a couple of kids, a working family—that’s four or five months of day care, maybe a personal computer; it may be three or four months of mortgage payments. This economic package is about families, but it’s a six-point package. First of all, it’s a balanced budget amendment to the Constitution, which President Clinton defeated. He twisted arms and got six Democrats to vote the other way. We lost by one vote.
+
+It’s balancing the budget by the year 2002. It’s the tax cut, cutting capital gains 50 percent, so that you can go out and create more jobs and more opportunities. It’s a state tax relief. It’s a $500-per-child tax credit. It’s about litigation reform. Now that the President gets millions of dollars from the trial lawyers, he probably doesn’t like this provision. In fact, when I fell off that podium in Chico, before I hit the ground I had a call on my cell phone from a trial lawyer saying, “I think we’ve got a case here.” [Laughter]
+
+And it’s also regulatory reform. So it’s a good package, Mr. President, and we’d like to have your support.
+
+**LEHRER:** Mr. President.
+
+**PRESIDENT CLINTON:** Well, here’s the problem with it. It sounds very good, but there’s a reason that 500 economists, including seven Nobel Prize winners, and business periodicals like _Business Week_ and even Senator Dole’s friend Senator Warren Rudman, former Republican Senator from New Hampshire, says it is not a practical program. It’s a $550 billion tax scheme that will cause a big hole in the deficit, which will raise interest rates and slow down the economy and cause people to pay more for home mortgages, car payments, credit card payments, college loans, and small business loans. It’s not good to raise the deficit; we’ve worked too hard to lower it. It will actually raise taxes on 9 million people. And in addition to that, it will force bigger cuts in Medicare, Medicaid, education, and the environment than the ones that he and Mr. Gingrich passed that I vetoed last year.
+
+So it sounds great. But our targeted tax cut for education, childrearing, health care, and homebuying, which is paid for in my balanced budget plan—something that he has not done—certified by the Congressional Budget Office, that’s the right way to go.
+
+**LEHRER:** Senator Dole.
+
+**SENATOR DOLE:** The President wants to increase spending 20 percent over the next six years. I want to increase spending 14 percent. That’s how simple it is. I want the government to pinch pennies for a change, instead of the American families. We’re talking about six percentage points over six years. And with that money, you give it back to the working people. You also provide opportunity scholarships so low-income parents will have the same choice that others have in sending their children to better schools. And it will work. And when it does work, Mr. President, I know you will congratulate me.
+
+**Campaign Financing**
+
+**LEHRER:** Mr. President, the Senator mentioned trial lawyers, and that means campaign financing. How do you personally avoid being unduly influenced by people who give you money or give you services in your campaigns?
+
+**PRESIDENT CLINTON:** Well, I try to articulate my positions as clearly as possible, tell people what I stand for, and let them decide whether they’re going to support me or not. The Senator mentioned the trial lawyers. In the case of the product liability bill, which they passed and I vetoed—I think that’s what he’s talking about—I actually wanted to sign that bill, and I told the people exactly what--the Congress—exactly what kind of bill I would sign. Now, a lot of the trial lawyers didn’t want me to sign any bill at all, but I thought we ought to do what we could to cut frivolous lawsuits. But they wouldn’t make some of the changes that I thought should be made.
+
+And let me just give you an example. I had a person in the Oval Office who lost a child in a schoolbus accident where a drunk driver caused the accident directly, but there were problems with the schoolbus. The drunk driver had no money. Under the new bill, if I had signed it, a person like that could never have had any recovery. I thought that was wrong. So I gave four or five specific examples to the Congress, and I said, “Prove to me that these people could recover, but we’re going to eliminate frivolous lawsuits; I’ll sign the bill.”
+
+But generally, I believe that a President has to be willing to do what he thinks is right. I’ve done a lot of things that were controversial: my economic plan, my trade position, Bosnia, Haiti, taking on the NRA for the first time, taking on the tobacco companies for the first time. Sometimes you just have to do that because you know it’s right for the country over the long run. That’s what I’ve tried to do, and that’s what I will continue to do as President.
+
+**LEHRER:** Senator Dole?
+
+**SENATOR DOLE:** You mean, how does he avoid the conflict? Well, I don’t know in the case of the trial lawyers. When I look at the trial lawyers, and when you’re a few million short you run out to Hollywood and pick up $2 million to $4 million, and organized labor comes to Washington, DC, and puts $35 million into the pot—now, if these aren’t special interests, then I’ve got a lot to learn. I was there for a while before I left on June 11th.
+
+The trial lawyers—I don’t—my wife is a lawyer. We’re the only two lawyers in Washington that trust each other, but we’re lawyers. I like lawyers. I don’t dislike trial lawyers. But it seems to me there has got to be some end to the frivolous lawsuits, and there’s got to be some cap on punitive damage.
+
+You’re putting a lot of business people out of business, small-business men and small-business women who paid 70 percent of your $265 billion tax increase, the largest tax increase in the history of America. I said that one day, and Pat Moynihan—and the Democrats say no—he said, “in the history of the world.” So I modified it--the largest tax increase in the history of the world. And it seems to me that there is a problem there, Mr. President.
+
+And I will address you as Mr. President. You didn’t do that with President Bush in 1992.
+
+**LEHRER:** Mr. President.
+
+**PRESIDENT CLINTON:** Let me say, first of all, I signed a tort reform bill that dealt with civilian aviation a couple of years ago. I’ve proved that I will sign reasonable tort reform.
+
+Secondly, Senator Dole has had some pretty harsh comments about special interest money, but it wasn’t me who opposed what we tried to do to save the lives of children who are subject to tobacco and then went to the tobacco growers and bragged about standing up to the federal government when we tried to stop the advertising, marketing, and sales of tobacco to children. And it wasn’t me that let the polluters actually come into the halls of Congress, into the rooms, and rewrite the environmental laws. That’s what Speaker Gingrich and Senator Dole did, not me.
+
+**SENATOR DOLE:** That’s not true.
+
+**PRESIDENT CLINTON:** So I believe that we should take a different approach to this and talk about how we stand on the issues instead of trying to characterize each other’s motivations. I think Senator Dole and I just honestly disagree.
+
+**LEHRER:** Well, Senator Dole, let me ask you the same question I asked the President: How do you avoid being influenced by people who contribute money and services to your campaigns?
+
+**SENATOR DOLE:** I think it’s very difficult. Let’s be honest about it. That’s why we need campaign finance reform. That’s why I reach out to the Perot voters, and we’ve done about all that--we are the reform party, the Republican Party, and the Perot voters who are looking for a home ought to take a look at the Republican record. Whatever it is, whatever the checklist was in ’92, it’s all done but campaign finance reform.
+
+I worked with Senator Mitchell, who played me, I guess, in the debate warmup. We tried six or eight years ago to—he appointed three people, I appointed three people—to get campaign finance reform. We couldn’t get it done because it wasn’t enforceable. You suggested a commission; Newt Gingrich did. I’ve suggested that, at least four or five years ago, we have a commission on campaign finance reform, they send it to Congress, and we have to vote it up or down. That’s how it works.
+
+We’re never going to fix it by the parties, because Democrats want a better advantage for themselves, we want a better advantage as Republicans, and that’s not how it’s going to work.
+
+But I want to touch on this tobacco thing. I know the President’s been puffing a lot on that. But I want to go back to 1965. That was my first vote against tobacco companies when I said we ought to label cigarettes, and I’ve had a consistent record ever since 1965. We passed a bill in 1992 to encourage the States to adopt programs to stop kids from smoking. All 50 states did it. It took three years. It wasn’t until election year, Mr. President, that you ever thought about stopping smoking.
+
+What about drugs that have increased—doubled in the last 44 months? Cocaine is up 141 percent—or marijuana; cocaine up 166 percent. And it seems to me that you have a selective memory. Mine doesn’t work that way, so I just want to try to correct it as we go along.
+
+**LEHRER:** Mr. President.
+
+**PRESIDENT CLINTON:** Mr. Lehrer, I hope we’ll have a chance to discuss drugs later in the program, but let me respond to what you said. I agree that too many incumbent politicians in Washington in both parties have consistently opposed campaign finance reform. That was certainly the case from the minute I got there.
+
+So after Speaker Gingrich and Senator Dole took over the Congress, I went to New Hampshire and a man suggested—a gentleman that, unfortunately, just passed away a couple of days ago suggested that we appoint a commission. And I shook hands with him on it, and I appointed my members, and the commission never met.
+
+And then Senator Dole’s ardent supporter Senator McCain, who is out there today, along with Senator Feingold, supported—sponsored a campaign finance reform proposal. I strongly supported it, and members of Senator Dole’s own party in the Senate killed it. And he was not out there urging them to vote for the McCain-Feingold bill.
+
+So I think the American people, including the Perot supporters, know that I’ve had a consistent record in favor of campaign finance reform, and I will continue to have. And I hope we can finally get it in the next session of Congress, because we need it badly.
+
+**LEHRER:** Senator Dole, 30 seconds.
+
+**SENATOR DOLE:** Well, on campaign reform itself we’re going to get it when we have a bipartisan commission, take it out of politics get people who don’t have any interest in politics but understand the issue, and let them make a recommendation to Congress.
+
+Now, we’re not kidding anybody, Mr. President. These are sophisticated people watching tonight, millions and millions of Americans. They know the Republican Party hasn’t done it. They know the Democratic Party won’t do it. We ought to agree that somebody else should do it, and then we have to vote it up or down.
+
+**PRESIDENT CLINTON:** I agree.
+
+**Teenage Drug Use**
+
+**LEHRER:** Mr. President, the Senator mentioned drugs. He’s suggested in the past that you bear some responsibility for the rise in drug use of teenagers in the United States. Is he right?
+
+**PRESIDENT CLINTON:** Well, Jim, I think every American in any position of responsibility should be concerned about what’s happened. I am.
+
+But let’s look at the overall record. Overall in America, cocaine use has dropped 30 percent in the last four years, casual drug use down 13 percent. The tragedy is that our young people are still increasing their use of drugs, up to about 11 percent total with marijuana. And I regret it. Let me tell you what I’ve tried to do about it.
+
+I appointed a four-star general who led our efforts south of the border to keep drugs from coming into the country as our nation’s drug czar, the most heavily decorated soldier in uniform when he retired. We submitted the biggest drug budget ever. We have dramatically increased control and enforcement at the border. We supported a crime bill that had 60 death penalties, including the death penalty for drug kingpins. And I supported a big expansion in the safe and drug-free schools program to support things like the D.A.R.E. program, because I thought all those things were very important.
+
+Do I think that I bear some responsibility for the fact that too many of our children still don’t understand drugs are wrong, drugs can kill you, even though I have consistently opposed the legalization of drugs all my public life and worked hard against them? I think we all do. And I hope we can do better.
+
+I don’t think this issue should be politicized, because my record is clear and I don’t think Senator Dole supports using drugs. I think we just have to continue to work on this until those who think it isn’t dangerous and won’t kill them and won’t destroy their lives get the message and change.
+
+**LEHRER:** Senator.
+
+**SENATOR DOLE:** Again, you’re very selective, Mr. President. You don’t want to politicize drugs, but it’s all right to politicize Medicare and go out and scare senior citizens and other vulnerable groups, veterans and people who get Pell grants and things like this. I mean, you say we have done all these bad things, which isn’t the case.
+
+But it seems to me the record is clear. The record was pretty clear in Arkansas when you were Governor: drug use doubled. You resisted the appointment of a drug czar there because you thought it might interfere with treatment. But here you cut the drug czar’s office 83 percent. You have cut interdiction substantially. That’s what I want to stop it from coming across the border. And in my administration we’re going to train the National Guard to stop it from coming across the border.
+
+This is an invasion of drugs from all over the world. And we have a responsibility. You had a Surgeon General McCaffrey, you had a lady who said we ought to consider legalizing drugs. Is that the kind of leadership we need? And I won’t comment on other things that have happened in your administration or your past about drugs. But it seems to me the kids ought to, if they have started they ought to stop, and just don’t do it.
+
+**LEHRER:** Mr. President.
+
+**PRESIDENT CLINTON:** Let me say again, we did have a drug czar in Arkansas, but he answered to the Governor, just like this one answers to the President. That’s what I thought we ought to do.
+
+Secondly, Senator Dole, you voted against the crime bill that had the death penalty for drug kingpins in it, and you voted to cut services to 23 million school children under the Safe and Drug-Free Schools Act. I don’t think that means you’re soft on drugs. We just have a different approach. But let me remind you that my family has suffered from drug abuse. I know what it’s like to see somebody you love nearly lose their lives, and I hate drugs, Senator. We need to do this together, and we can.
+
+**Gun Control**
+
+**LEHRER:** Senator Dole, on the Government—continuing to talk about the government’s role—if elected President, would you seek to repeal the Brady bill and the ban on assault weapons?
+
+**SENATOR DOLE:** Not if I didn’t have a better idea, but I’ve got a better idea. It’s something I’ve worked on for 15 years. It’s called the automated check, or the instant check. It’s being used in 17 states right now, States like Florida, Colorado, Virginia, and other states. You don’t buy any gun—you don’t get any gun. We’ve got 20 million names on a computer in Washington, DC, of people who should not have a gun. We ought to keep guns out of the hands of criminals, and there are eight other categories that should not have guns. I’ve been working on this for a long, long time.
+
+You walk in, you put your little card in there. If it says “tilt,” you don’t get any gun. You don’t get a handgun; you don’t get a rifle; you don’t get a shotgun. You get zippo. If we’re going to protect American children and American families and people who live as prisoners in their own home, we’ve got to stop guns from being dumped on the street.
+
+The administration says they support the instant check. They’ve appropriated about $200 million, but only spent about $3 million to get it underway. In our administration, in my administration, we will expedite this. It keeps up the technology. It keeps guns out of the hands of people who should not have guns. That is the bottom line. And I believe it’s a good idea. It has strong bipartisan support, and perhaps that’s another thing we can depoliticize.
+
+You talk about the Brady bill. There’s only been one prosecution under the Brady bill—only one under the assault weapon ban, and only seven under the Brady bill that you talk about all the time. And on the assault weapons ban, out of 17 weapons that were banned, only six are banned now because 11 have been modified and they’re back on the street. Let’s get together on this instant check, because that will really make a difference.
+
+**LEHRER:** Mr. President.
+
+**PRESIDENT CLINTON:** The President. Let me say, first of all, Senator Dole has gone back and forth about whether he’d be for repealing the Brady bill or repealing the assault weapons ban, and I think his present position is that he would not do so. And if that’s true, I’m grateful for it. But let’s look at the facts here.
+
+The Brady bill has kept at least 60,000 felons, fugitives, and stalkers from getting handguns. Senator Dole led the fight against the Brady bill. He tried to keep it from coming to my desk. He didn’t succeed, and I signed it, and I’m glad I did.
+
+Then when we had the assault weapons ban in the Senate, Senator Dole fought it bitterly and opposed the entire crime bill and almost brought the entire crime bill down because the National Rifle Association didn’t want the assault weapons ban, just like they didn’t want the Brady bill. But two years later, nobody has lost their handguns, I mean, their rifles. We’ve expanded the Brady bill to cover people who beat up their spouses and their kids. And this is a safer country. So I’m glad I took on that fight. And I believe, with all respect, I was right, and he was wrong.
+
+**SENATOR DOLE:** Well, the President doesn’t have it quite right. I mean, it seemed to me at the time that the assault weapon ban was not effective. But that’s history. As I told the NRA, that’s history: You’re not going to worry about it anymore; I’m not going to worry about it anymore. Let’s do something better.
+
+Let’s stop playing the political game, Mr. President, talking about this and this. You add up all the States who have used the instant check and how many weapons they’ve kept out of the hands of criminals, it would far surpass the number you mentioned. So in my view, if you want to be protected, you ought to vote for Bob Dole, and we’ll get the instant check passed, and we’ll keep guns out of the hands of criminals.
+
+**Foreign Policy**
+
+**LEHRER:** Mr. President, Senator Dole said the other day that you practiced a photo-op foreign policy that has lessened the credibility of the United States throughout the world. Is he wrong about that?
+
+**PRESIDENT CLINTON:** If that’s what he said, he’s not right about that. Look at where we are today. The United States is still the indispensable nation in the aftermath of the Cold War and on the brink of the 21st century. I have worked to support our country as the world’s strongest force for peace and freedom, prosperity and security.
+
+We have done the following things: Number one, we’ve managed the aftermath of the Cold War, supporting a big drop in nuclear weapons in Russia, the removal of Russian troops from the Baltics, the integration of Central and Eastern European democracies into a new partnership with NATO and, I might add, with a democratic Russia. There are no nuclear missiles pointed at the children of the United States tonight and have not been in our administration for the first time since the dawn of the nuclear age.
+
+We have worked hard for peace and freedom. When I took office, Haiti was governed by a dictator that had defied the United States. When I took office, the worst war in Europe was waging in Bosnia. Now there is a democratically elected President in Haiti, peace in Bosnia. We have just had elections there. We have made progress in Northern Ireland and the Middle East. We’ve also stood up to the new threats of terrorism, the proliferation of weapons of mass destruction, organized crime.
+
+And we have worked hard to expand America’s economic presence around the world with the biggest increase in trade, with the largest number of new trade agreements in history. That’s one of the reasons America is number one in auto production again.
+
+**LEHRER:** Senator.
+
+**SENATOR DOLE:** Well, I have a different view again. I’ve supported the President on Bosnia. And I think we were told the troops would be out in a year. Now I understand it’s been extended ’til sometime next year.
+
+But let’s start with Somalia, where they dragged Americans through the streets and where 18 Americans were killed one day because they didn’t have—they were pinned down for eight hours, the Rangers; they didn’t have the weapons; they didn’t have the tanks. They asked for the tanks. They didn’t get the tanks from this administration, because we were nation building. It’s called mission creep. We turn it over to the United Nations. The President didn’t have much to do about it.
+
+Look at Haiti where we’ve spent about $3 billion, and we got an alarm call there about two weeks ago: “You’ve got to send down some more people because the President has found out there are death squads on his own property, so we need more protection from America.”
+
+Bosnia, Northern Ireland—there is no cease-fire in Bosnia. I think there are still lots of problems in Bosnia. We agreed to train and arm the Muslims so they could defend themselves—the policy you had when you ran in 1992—we haven’t done that. We’re way behind, which means Americans can’t come home. Americans shouldn’t have gone there in the first place, had we let them defend themselves as they have a right to do under Article 57 of the United Nations Charter.
+
+**LEHRER:** Mr. President.
+
+**PRESIDENT CLINTON:** First of all, I take full responsibility for what happened in Somalia, but the American people must remember that those soldiers were under an American commander when that happened. I believe they did the best they could under the circumstances. And let’s not forget that hundreds of thousands of lives were saved there.
+
+Secondly, in Haiti, political violence is much, much smaller than it was.
+
+Thirdly, in Bosnia it’s a virtual miracle that there has been no return to war. And at least there has now been an election, and the institutions are beginning to function.
+
+In Northern Ireland and the Middle East we are better off than we were four years ago. There will always be problems in this old world, but if we’re moving in the right direction and America is leading, we’re better off.
+
+**LEHRER:** Senator Dole, if elected President, what criteria would you use to decide when to send U.S. troops into harm’s way?
+
+**SENATOR DOLE:** Well, after World War I we had a policy of disengagement. Then from World War I to World War II we had sort of a compulsory engagement policy. Now, I think we have to have a selective engagement policy. We have to determine when our interests are involved, not the United Nations’ interests. And many of the things the President talked about he turned over to the United Nations; they decided. He’s deployed more troops than any President in history around the world. It’s cost us billions and billions of dollars for peacekeeping operations. These are facts.
+
+And it seems to me that when you make a decision, the decision is made by the President of the United States, by the Commander in Chief. He makes that decision when he commits young men or young women who are going to go around and defend our liberty and our freedom. That would be my position.
+
+Then I’m going to have a top-down review at the Pentagon, not a bottom-up review where you all fight over how much money is there. I want a top-down review to determine what our priorities are and what we should do in defense and then follow that policy, instead of this bottom-up review with all of the services fighting for the money.
+
+The President said he was going to cut defense $60 billion; he cut defense $112 billion, devastated States like California and others. And I think now we’ve got a problem. We’ve got to go back and look. It’s just like you said in Texas one day, you know, you raised taxes too much—and you did—and you cut defense too much, Mr. President—and you did, and you may have said that, too.
+
+But the bottom line is, we are the strongest nation in the world, we provide the leadership, and we’re going to have to continue to provide the leadership. But let’s do it on our terms when our interests are involved and not when somebody blows a whistle at the United Nations.
+
+**PRESIDENT CLINTON:** Our military is the strongest military in the world. It is the strongest, best prepared, best equipped it has ever been. There is very little difference in the budget that I have proposed and the Republican budget over the next six-year period. We are spending a lot of money to modernize our weapons system. I have proposed a lot of new investments to improve the quality of life for our soldiers, for our men and women in uniform, for their families, for their training. That is my solemn obligation.
+
+You asked, when do you decide to deploy them? The interests of the American people must be at stake; our values must be at stake; we have to be able to make a difference. And frankly, we have to consider what the risks are to our young men and women in uniform.
+
+But I believe the evidence is that our deployments have been successful, in Haiti, in Bosnia, when we moved to Kuwait to repel Saddam Hussein’s threatened invasion of Kuwait, when I have sent the fleet into the Taiwan Straits, when we’ve worked hard to end the North Korean nuclear threat. I believe the United States is at peace tonight in part because of the disciplined, careful, effective deployment of our military resources.
+
+**LEHRER:** Senator Dole.
+
+**SENATOR DOLE:** Well, I failed to mention North Korea and Cuba a while ago. You look at North Korea, where they have enough plutonium to build six nuclear bombs, where we’ve sort of distanced ourselves from our allies, South Korea. They lost about a million people in the war, the Korean war, the forgotten war. We lost 53,000 Americans. We shouldn’t be doing any favors for North Korea. It’s a closed society; we don’t have any inspection; we don’t know whether it’s going to work or not. But we keep giving them these incentives—some would call them something else—incentives. We don’t know what’s going to happen.
+
+Here we have Cuba, 90 miles from our shores. And what have we done? We’ve passed a law that gave people the right to sue, and the President postponed it for six months. And it seems to me if you want to send a signal you’ve got to send a signal, Mr. President. The sooner, the better off we’ll be if we put tougher sanctions on Castro, not try to make it easier for him.
+
+**Cuba**
+
+**LEHRER:** Well, Mr. President, what is your attitude toward Cuba and how Cuba should be treated.
+
+**PRESIDENT CLINTON:** Well, first of all, for the last four years we have worked hard to put more and more pressure on the Castro government to bring about more openness and a move toward democracy. In 1992, before I became President, Congress passed the Cuba Democracy Act, and I enforced it vigorously. We made the embargo tougher, but we increased contacts, people to people, with the Cubans, including direct telephone service, which was largely supported by the Cuban-American community.
+
+Then Cuba shot down two of our planes and murdered four people in international airspace. They were completely beyond the pale of the law, and I signed the Helms-Burton legislation.
+
+Senator Dole is correct. I did give about six months before the effective date of the act before lawsuits can actually be filed, even though they’re effective now and can be legally binding, because I want to change Cuba. And the United States needs help from other countries. Nobody in the world agrees with our policy on Cuba now. But this law can be used as leverage to get other countries to help us to move Cuba to democracy.
+
+Every single country in Latin America, Central America, and the Caribbean is a democracy tonight but Cuba. And if we stay firm and strong, we will be able to bring Cuba around as well.
+
+**SENATOR DOLE:** Well, that’s the point I made—we have to be firm and strong. And I hope that will happen. It will happen starting next January and maybe can happen the balance of this year. We have not been firm and strong. If you look at the poor people who still live in Cuba, it’s a haven for drug smugglers, and we don’t have a firm policy when it comes to Fidel Castro. In my view, the policy has failed. So Congress passes a law, the President signs it like he does a lot of things, but he—like welfare reform, "Well, I’m going to sign it, but I’m going to try to change it next year."
+
+I mean, a lot of these election-year conversions the President is talking about—all the drug money and all the other things, all this antismoking campaign—all happened in 1996. And I think the people viewing out there ought to go back and take a look at the record. When he fought a balanced budget amendment, when he gave you that biggest tax increase in history, when he tried to take over your health care system, when he fought regulatory reform that costs the average family $6,000 to $7,000 a year—this is serious business. It’s about your family. It’s about your business. And in this case, it’s about a firmer policy with Cuba.
+
+**PRESIDENT CLINTON:** There were several off-the-subject whoppers in that litany. Let me just mention, Senator Dole voted for $900 billion in tax increases. His runningmate, Jack Kemp, once said that Bob Dole never met a tax he didn’t hike. [Laughter] And everybody knows, including the _Wall Street Journal_ , hardly a friend of the Democratic Party or this administration, that the ’82 tax increase he sponsored, in inflation-adjusted dollars was the biggest tax increase in American history. So we ought to at least get the facts out here on the table so we can know where to go from here.
+
+**Health Care Reform**
+
+**LEHRER:** Senator Dole, you mentioned health reform several times. What do you think should be done about the health care system?
+
+**SENATOR DOLE:** Let me first answer that question about the 1982 tax cut. You know, we were closing loopholes; we were going after big corporations. I know you probably would oppose it, Mr. President, but I think we should have a fairer system and a flatter system. And we will have a fairer, flatter system, and we’re going to make the economic package work.
+
+Health care: Well, we finally passed the Kassebaum bill. The President was opposed to it in 1993. He wanted to give us this big system that took over about one-seventh the economy, that put on price controls, created all these state alliances, and would cost $1.5 trillion and force people into managed care whether they wanted it or not. Most people want to see their own doctor. They’re going to see their own doctor when Bob Dole is President. We won’t threaten anybody.
+
+So we passed the Kassebaum-Kennedy bill; that will cover about 20 to 25 million people. We’ve been for that for four, five, or six years. The President held it up. And even when it finally got near passage, Senator Kennedy held it up for 100 days because he wasn’t satisfied with one provision. But it will cover a pre-existing condition. If you change your job you’re going to be covered. So, there are a lot of good things in this bill that we should have done, instead of trying this massive, massive takeover by the federal government.
+
+But then, of course, you had a Democratic Congress, and they didn’t want to do that. Until we got a Republican Congress—we finally got action, and I’m very proud of my colleagues in the Republican Party for getting that done. It means a lot to a lot of people watching us tonight.
+
+**PRESIDENT CLINTON:** Well, that sounds very good, but it’s very wrong. Senator Dole remembers well that we actually offered not to even put in a health care bill in 1994 but instead to work with the Senate Republicans and write a joint bill. And they said no, because they got a memo from one of their political advisers saying that instead they should characterize whatever we did as big Government and make sure nothing was done to aid health care before the ’94 elections so they could make that claim.
+
+Well, maybe we bit off more than we could chew. But we’re pursuing a step-by-step reform now. The Kennedy-Kassebaum bill that I signed will make it possible for 25 million people to keep their health insurance when they change jobs or when somebody in their family has been sick. I signed a bill to stop these drive-by deliveries where insurance companies can force people out of the hospital after 24 hours. And I vetoed Senator Dole’s Medicare plan that would have forced a lot of seniors into managed care and taken a lot more money out of their pockets and led to Medicare withering on the vine.
+
+**LEHRER:** Senator.
+
+**SENATOR DOLE:** Well, many of the provisions in the Kassebaum bill were provisions—my provisions, like deductions for long-term care, making certain that self-employed people who are watching tonight can deduct not 30 percent but 80 percent of what you pay for premiums; you can also deduct long-term care now. So it’s a good start.
+
+I think—we’re even looking at our tax cut proposal, our economic package. There may be a way there to reach out to the uninsured, because there are a lot of uninsured people in this country, particularly children, that should be covered. Another way you can do it is to expand Medicaid. In America, no one will go without health care, no one will go without food...
+
+**LEHRER:** Senator, go ahead and finish your sentence, sorry.
+
+**SENATOR DOLE:** Food. [Laughter]
+
+**Iraq**
+
+**LEHRER:** Back to foreign affairs for a moment. Mr. President, are you satisfied with the way you handled this last Iraq crisis and the end result?
+
+**PRESIDENT CLINTON:** Well, I believe that we did the appropriate thing under the circumstances.
+
+Saddam Hussein is under a U.N. resolution not to threaten his neighbors or repress his own citizens. Unfortunately, a lot of people have never been as concerned about the Kurds as the United States has tried to be, and we’ve been flying an operation to protect them out of Turkey for many years now.
+
+What happened was, one of the Kurdish leaders invited him to go up north. But we felt, since the whole world community had told him not to do it, that once he did it we had to do something. We did not feel that I could commit—I certainly didn’t feel I should commit American troops to throw him out of where he had gone, and that was the only way to do that. So the appropriate thing strategically to do was to reduce his ability to threaten his neighbors. We did that by expanding what’s called the no-fly zone, by increasing our allies’ control of the airspace, now from the Kuwait border to the suburbs of Baghdad.
+
+Was it the right thing to do? I believe it was. Is it fully effective? Did it make him withdraw from the north? Well, he has a little bit, and I hope he will continue. We have learned that if you give him an inch he’ll take a mile. We had to do something. And even though not all of our allies supported it at first, I think most of them now believe that what we did was an appropriate thing to do.
+
+**LEHRER:** Senator Dole.
+
+**SENATOR DOLE:** Well, the President’s own CIA Director says that Saddam is stronger now than he was. And I don’t understand extending the no-fly zone in the south when the trouble was in the north. And what we’ve done—during the Bush administration the Kurds were at the State Department negotiating, trying to work their differences out. Now we’ve got all—thousands and thousands of refugees. We’re even shipping, I guess, 3,000 Kurds to Guam. It involves Turkey. It’s a real problem, and Saddam is probably stronger than he ever was.
+
+We shot, what, 44 cruise missiles—they’re worth about $1.2 million apiece—and hit some radar that—repaired in a couple, three days. Did we inflict any damage? No. Did we have any of our allies helping? Well, we have Great Britain. They’re always very loyal to us, and I appreciate that. And of course Kuwait, even though they had to find out they had 5,000 troops coming. They didn’t even understand that. We had to get their permission.
+
+The bottom line is, we went in there alone. We’re supposed to be operating under a U.N. resolution. We did it without any of our allies that helped us in the Gulf.
+
+**PRESIDENT CLINTON:** Senator Dole has, two or three times before tonight, criticized me for working with the U.N. Now I’m being criticized for not working with the U.N.
+
+**SENATOR DOLE:** That’s not the U.N.
+
+**PRESIDENT CLINTON:** Sometimes the United States has to act alone, or at least has to act first. Sometimes we cannot let other countries have a veto on our foreign policy. I could not send soldiers into the north of Iraq; that would have been wrong. I could reduce Saddam Hussein’s ability to threaten Kuwait and his other neighbors again. That’s what I did; I still believe it was the right thing to do.
+
+**Middle East Peace Process**
+
+**LEHRER:** Senator Dole, on your photo-op foreign policy charge against the President...
+
+**SENATOR DOLE:** Not mine.
+
+**LEHRER:** No, no, I mean your charge against the President that he has a photo-op foreign policy; does the Middle East summit last week fall into that category?
+
+**SENATOR DOLE:** Well, there were some good pictures, but does it fall into that category? I don’t know. I want to be very serious. I have supported the President when I thought he was right on Bosnia; I supported him on NAFTA and GATT. So it’s not that we always disagree; others disagreed with us. The Mideast is very difficult. But it seemed to me just as an observer that before you would call somebody to America, you would have some notion what the end result might be. Now, maybe it’s better just to get together and sit down and talk; maybe that was the purpose. And I know talks have—[inaudible]—started again today.
+
+But again, it’s almost like an ad hoc foreign policy. It’s ad hoc. It’s sort of, "Well, we get up in the morning and read the papers and what country’s in trouble, we’ll have a meeting." To me, that’s not the strategy that I think that people expect from America. I think we have lost credibility. And I say this very honestly, without any partisanship. We’ve lost credibility around the world. Our allies don’t—they’re not certain what we’re going to do, what our reaction, what our response is going to be.
+
+Nobody suggested sending troops to Iraq, if that was the hint there from the President. But I do think that Saddam Hussein is stronger than he was, and I do believe that we didn’t gain a great deal in the Mideast by bringing three of the four leaders—one refused to come—to Washington, DC.
+
+**PRESIDENT CLINTON:** We have a very consistent policy in the Middle East: It is to support the peace process, to support the security of Israel, and to support those who are prepared to take risks for peace. It is a very difficult environment. The feelings are very strong. There are extremists in all parts of the Middle East who want to kill that peace process. Prime Minister Rabin gave his life because someone in his own country literally hated him for trying to bring peace.
+
+I would liked to have had a big, organized summit, but those people were killing each other rapidly. Innocent Arab children, innocent Israeli people—they were dying. So much trust has broken down in the aftermath of the change of government. I felt that if I could just get the parties together to say, let’s stop the violence, start talking, commit to the negotiations, that would be a plus.
+
+Now, today the Secretary of State is in the Middle East, and they’ve started negotiations. And all of those leaders promised me they would not quit until they resolved the issues between them and got the peace process going forward again.
+
+**LEHRER:** Senator Dole.
+
+**SENATOR DOLE:** Well, I was disappointed the President did not call for an unconditional end to the violence. I mean, it seemed to me the violence would stop when these leaders came to America. The killing and the tragedies had taken place, and it’s unfortunate. And it is a difficult area; no doubt about it. It shouldn’t be politicized in any way, by the President or by his opponent, and I don’t intend to politicize it. I hope that they have talked, and I hope they’ve reached some result and that the killing will end.
+
+**Vision for the Future**
+
+**LEHRER:** Mr. President, in your acceptance speech in Chicago, you said the real choice in this race is, quote, "whether we build a bridge to the future or a bridge to the past, about whether we believe our best days are still out there or our best days are behind us, about whether we want a country of people all working together or one where you’re on your own." End quote. Are you saying that you believe Senator Dole is a man of the past and if elected President he would lead the country backward?
+
+**PRESIDENT CLINTON:** Well, I’m saying that Senator Dole said in his fine speech in San Diego that he wanted to build a bridge to the past. And I think I know what he meant by that. He is troubled, as I am, by some of the things that go on today. But I believe America is the greatest country in human history because we have maintained freedom and increasing prosperity by relentlessly pushing the barriers of knowledge, the barriers of the present, always moving into the future.
+
+That’s why when I became President I was determined to kind of move beyond this old, stale debate that had gone on in Washington for too long, to get this country moving again. And that’s why we’ve got a country with 10 million more jobs and record numbers of new businesses and rising incomes and falling crime rates and welfare roll rates. That’s why we’re moving in the right direction.
+
+And I’m trying to emphasize that what I want to do is to continue to do that. That’s why my balanced budget plan will still invest and grow this economy. That’s why I want a tax cut for education and childrearing, but it’s got to be paid for. That’s why I want to continue the work we have done, over partisan opposition, to work with communities to bring that crime rate down until our streets are all safe again.
+
+These are my commitments. I am very oriented toward the future. I think this election has to be geared toward the future. I think America’s best days are still ahead. But we’ve got to build the right bridge.
+
+**LEHRER: ** Senator Dole.
+
+**SENATOR DOLE:** You know, the President reminds me sometimes of my brother, Kenny, who is no longer alive, but Kenny was a great talker. And he used to tell me things that I knew were not quite accurate, so we always had a rule, we divided by six. Now, maybe in your case, maybe just two.
+
+But 11 million new jobs and everything—I mean, the President can’t take credit for everything that Governors are doing or that’s happening in New York City when it comes to the murder rate and then not be responsible for the bad things that happen, whether it’s drug use or something else in America. And so it seems to me that we can talk about—well, we called Kenny the great exaggerator because he just liked to make it sound a little better; it made him feel better. When it comes to bridges, I want a bridge to the future. I also want a bridge to the truth. We have to tell the truth. We’ve got people watching tonight and listening tonight trying to find the truth.
+
+And the truth is, there’s a lot wrong with America. We need a strong economic package. We need a tax cut. We need the $500 child credit. And we’ll have that soon.
+
+**LEHRER:** Mr. President.
+
+**PRESIDENT CLINTON:** I do not for a moment think I’m entitled to all the credit for the good things that have happened in America. But where I have moved to work with the American people to help them have the tools to make the most of their own lives, I think I should get some credit for that. I also personally took responsibility tonight when Senator Dole asked me about the drug problem.
+
+But you know, I think my ideas are better for the future. Senator Dole voted against student loans, against Head Start, against creating the Department of Education. If he gets elected President, we’ll start the new century without anyone in the Cabinet of the President representing education and our children. I personally don’t think that’s the right kind of future for America, and I think we ought to take a different tack.
+
+**Education**
+
+**LEHRER:** Senator Dole, do you still favor eliminating the Department of Education?
+
+**SENATOR DOLE:** Yes. I didn’t favor it when it was started. I voted against it. It was a tribute after President Carter’s election to the National Education Association, who sent a lot of delegates to the Democratic Convention, who give 99.5 percent of their money to Democrats and the President. And a lot of the teachers send their kids to private schools or better public schools.
+
+So what we want to do is called opportunity scholarships. Now, some say, "Oh, you’re Republican; you can’t be reaching out to these people." I’ve reached out to people all my life. I’ve worked on the food stamp program proudly and the WIC program and the school lunch program with Senators like George McGovern, Hubert Humphrey, and others, to name a few of my Democratic friends. I’m not some extremist out here. I care about people. I have my own little foundation that’s raised about $10 million for the disabled. I don’t advertise it—just did, haven’t before. I try to do a lot of things that I think might be helpful to people.
+
+So it seems to me that we ought to take that money we can save from the Department of Education, put it into opportunity scholarships, and tell little Landel Shakespeare out in Cleveland, Ohio, and tell your mother and father you’re going to get to go to school because we’re going to match what the State puts up, and you’re going to get to go to the school of your choice.
+
+I don’t fault the President or the Vice President for sending their children to private schools or better schools; I applaud them for it. I don’t criticize them. But why shouldn’t everybody have that choice? Why shouldn’t low-income Americans and low-middle-income Americans? I’m excited about it. It’s going to be a big, big opportunity for a lot of people.
+
+**PRESIDENT CLINTON:** Let me say, first of all, I’m all for students having more choices. We’ve worked hard to expand public school choice. In my balanced budget bill there are funds for 3,000 new schools, created by teachers and parents, sometimes by business people, called charter schools that have no rules. They’re free of bureaucracy and can only stay in existence if they perform and teach children. The ones that are out there are doing well.
+
+What I’m against is Senator Dole’s plan to take money away from all of the children we now help with limited Federal funds and help far fewer. If we’re going to have a private voucher plan, that ought to be done at the local level or the State level. But Senator Dole has consistently opposed Federal help to education. He voted against student loans, he voted against my improved student loan plan, he voted against the national service bill, against the Head Start bill. He voted against our efforts in safe and drug-free schools. He has voted against these programs. He does not believe it. That’s the issue.
+
+Ninety percent of our kids are out there in those public schools, and we need to lift their standards and move them forward with the programs like those I’ve outlined in this campaign.
+
+**SENATOR DOLE:** I had better correct the President. I don’t know what time it is, but it’s probably getting late. But I want to correct—all of these things I voted against, they were probably part of some big package that had a lot of pork in it, or a lot of things that we shouldn’t have had, and we probably voted no. I’ve supported all of the education programs; I’ve supported Head Start. I think we ought to look at it.
+
+So I don’t want anybody out there to think that we’ve just been voting no, no, no. Let’s give low-income parents the same right that people of power and prestige have in America and let them go to better schools. Let’s turn the schools back to the teachers and back to the parents and take it away from the National Education Association.
+
+**LEHRER:** Mr. President, what’s wrong with the school choice proposal?
+
+**PRESIDENT CLINTON:** I support school choice. I support school choice. I have advocated expansions of public school choice alternatives and, I said, the creation of 3,000 new schools that we are going to help the States to finance.
+
+But if you’re going to have a private voucher plan, that ought to be determined by States and localities where they’re raising and spending most of the money. I simply think it’s wrong to take money away from programs that are helping build basic skills for kids—90 percent of them are in the public schools—to take money away from programs that are helping fund the school lunch program, that are helping to fund the other programs that are helping our schools to improve their standards.
+
+Our schools are getting better. And our schools can be made to be even better still with the right kind of community leadership and partnership at the school level. I have been a strong force for reform. And Senator, I remind you that a few years ago, when I supported a teacher testing law in my home State, I was pretty well lambasted by the teachers association. I just don’t believe we ought to be out there running down teachers and attacking them the way you did at the Republican Convention. I think we ought to be lifting them up and moving our children forward.
+
+And let me just say, that budget you passed that I vetoed would have cut 50,000 kids out of Head Start. It would have eliminated the AmeriCorps plan. And it would have cut back on student loans and scholarships. Now, it would have; that’s a fact. That’s one of the big reasons I vetoed it. We need to be doing more in education, not less.
+
+**SENATOR DOLE:** Well, the AmeriCorps program, I must say, if that’s one of your successes I wouldn’t speak about it too loudly. It’s cost about $27,000 to pay people to volunteer. We’ve got four million young people volunteering every year. The number hasn’t gone down. And you pick out 20,000, whether they need the money or not, and they get paid for volunteering.
+
+I like young people. I like teachers. I’m a product of public schools. You attended a private school for some time in your life. I like teachers. You’re not for school choice. You can’t be for school choice, because it’s that special interest money again. When you’re getting 99.5 percent of the money—we don’t know what happened to the other .5 percent; we’re looking for it. Somebody got it. But it all went to Democrats, and this is part of that liberal establishment, one of those liberal things that you just can’t do. You’re for school uniforms and curfews, and you’re opposed to truancy. Now, that’s not reform, Mr. President.
+
+Why can’t Landel Shakespeare in Cleveland or Pilar Gonzalez in Milwaukee give their children an opportunity to go to a better school? Some schools aren’t safe; some schools aren’t even safe. Your choice is nothing. Let’s give them a real choice, the kind of choice you have and the kind of choice a lot of people have in America. If we want to stop crime and teenage pregnancy, let’s start with education.
+
+**PRESIDENT CLINTON:** First of all, Senator Dole, let’s set the record straight. I was able, for two years when I was a very young boy, to go to a Catholic school, but I basically went to public schools all my life. And I’ve worked hard for a long time to make them better. Ninety percent of our kids are there.
+
+It’s amazing to me—you are all for having more responsibility at the local level for everything except schools, where we don’t have very much money at the federal level to spend on education. We ought to spend it helping the 90 percent of the kids that we can help. If a local school district in Cleveland or anyplace else wants to have a private school choice plan like Milwaukee did, let them have at it. I might say, the results are highly ambiguous. But I want to get out there and give a better education opportunity to all of our children. And that’s why I vetoed the budget that you passed with $30 billion in education cuts. It was wrong, and my plan for the future is better.
+
+**Political Philosophy**
+
+**LEHRER:** Mr. President.
+
+Senator Dole, at the Republican Convention you said the following, and I quote: "It is demeaning to the Nation that within the Clinton administration, a corps of the elite who never grew up, never did anything real, never sacrificed, never suffered, and never learned should have the power to fund with your earnings their dubious and self-serving schemes." End quote. Whom, precisely, and what, precisely, did you have in mind?
+
+**SENATOR DOLE:** I had precisely in mind a lot of the people that were in the White House and other agencies who have never been, had any experience, who came to Washington without any experience. They’re all very liberal, of course, or they wouldn’t be in the administration. And their idea was that they knew what was best for the American people.
+
+Now, I feel very strongly about a lot of things. I feel strongly about education. I want to help young people have an education, just as I had an education after World War II with the GI bill of rights. And we’ve had millions of young men and women in subsequent wars change the face of the nation because the government helped with their education.
+
+Now, the reason they don’t want to have, you know, the reason the President can’t support this is pretty obvious. It’s not taking anything away from schools. It’s new money. It’s not going to be taken away from anybody else except it will downsize the Department of Education.
+
+But this is a very liberal administration. This is the administration that gave you the big tax cut. This is the administration that tried to take over health care and impose a governmental system. This is the administration that fought regulatory reform and that’s putting a lot of small-business men and small-business women out of business. This is the administration that fought the balanced budget amendment and vetoed a balanced budget and vetoed welfare reform twice. And the list goes on and on and on.
+
+That’s what I had in mind. I want people in my administration and will have people in my administration who understand America. There won’t be 10 millionaires and 14 lawyers in the Cabinet. They’ll be people with experience and people who understand America and people who know the hard knocks in life.
+
+**PRESIDENT CLINTON:** When Senator Dole made that remark about all the elitists, young elitists in the administration, one of the young men who works for me who grew up in a house trailer looked at me and said, "Mr. President, I know how you grew up. Who is he talking about?" And you know, this liberal charge, that’s what their party always drags out when they get in a tight race. It’s sort of their golden oldie, you know, it’s a record they think they can play that everybody loves to hear. [Laughter] And I just don’t think that dog will hunt this time.
+
+The American people should make up their own mind. Here’s the record: We cut the deficit four years in a row for the first time since before the Civil War--I mean, before World War II—and maybe before the Civil War, too. [Laughter] We’ve got 10 million new jobs. We’ve got record numbers of new small businesses. We made every one of them eligible for a tax cut. We’ve got declining crime rates, two million fewer people on welfare rolls before welfare reform passed, and a 50 percent increase in child support, and a crime bill with 60 death penalties, 100,000 police, and the assault weapons ban.
+
+The American people can make up their mind about whether that’s a liberal record or a record that’s good for America. Liberal, conservative, you put whatever label you want on it.
+
+**SENATOR DOLE:** Well, I think it’s pretty liberal; I’ll put that label on it. When you take a look at all the programs you’ve advocated, Mr. President, thank goodness we had a Republican Congress there. The first thing you did when you came into office was send up a stimulus package that said, we’ve got a little pork we want to scatter around America, $16 billion. And even some in your own party couldn’t buy that.
+
+I remember talking by the telephone—I’m not even certain you were too excited about it—I’ll never repeat what I talk with the President about, but in any event, we saved the taxpayers $16 billion. And then came some other programs and then came health care and then came the tax increase. And a lot of these things just stopped in 1994 because then the Congress changed, and I think we’ve done a good job.
+
+**LEHRER:** Mr. President, if you’re not a liberal, describe your political philosophy.
+
+**PRESIDENT CLINTON:** I believe that the purpose of politics is to give people the tools to make the most of their own lives, to reinforce the values of opportunity and responsibility, and to build a sense of community so we’re all working together. I don’t believe in discrimination. I believe you can protect the environment and grow the economy. I believe that we have to do these things with a government that’s smaller and less bureaucratic but that we have to do them nonetheless.
+
+It’s inconvenient for Senator Dole, but the truth is I’ve reduced the size of government more than my Republican predecessors. And I did stop them, I admit that; I sure stopped their budget. Their budget cut enforcement for the Environmental Protection Agency by a third. It cut funds to clean up toxic waste dumps—with 10 million of our kids still living within four miles of a toxic waste dump—by a third. It ended the principle of the polluters should pay for those toxic waste dumps unless it was very recent. Their budget weakened our support for education $30 billion, even cut funds for scholarships and college loans. Their budget cut $270 billion in Medicare. And finally, their budget withdrew the national guarantee of health care to poor children, families with children with handicaps, the elderly in nursing homes, poor pregnant women. It was wrong for the country, and calling it conservative won’t make it right. It was a bad decision for America and would have been bad for our future if I hadn’t stopped it.
+
+**SENATOR DOLE:** Well, the President can define himself in any way he wants, but I think we have to look at the record. Go back to the time he was, what, Texas director for George McGovern. George McGovern is a friend of mine, so I don’t mean—but he was a liberal, proud liberal.
+
+I’ve just finished reading a book. I think it’s called, what is it, _The Demise of the Democratic Party_ by Ronald Radosh or something, talking about all the liberal influences in the administration, whether it’s organized labor or whether it’s the Hollywood elite or whether it’s some of the media elite or whether it’s the labor unions or whatever.
+
+And so I think—you take a look at it, but the bottom line is this: I think the American people probably lose sight of all of these bills and all these things. They want to know what’s going to happen to them. They’ve all got a lot of anxieties out there.
+
+Did anybody complain when you raised taxes? Did anybody go out and ask the people, "How are you going to pay the extra money?" That’s why we want an economic package. We want the Government to pinch their pennies for a change instead of the people pinching their pennies. That’s what our message is to people watching, not all this back and forth—you voted this way, you voted that way. We want a better America as we go into the next century.
+
+**PRESIDENT CLINTON:** The way to get a better America is to balance the budget and protect Medicare, Medicaid, education, and the environment; to give a targeted tax cut—and let me talk about the education tax cut—to let people have a $10,000 deduction for the cost of college tuition in any year, any kind of college tuition; to give families a tax credit, a dollar-for-dollar reduction in their taxes for the cost of a typical community college so we can open that to everybody, and then to let people save in an IRA and withdraw from it without a tax penalty for education, homebuying, or medical expenses. That’s the right way to go into the 21st century, balance the budget and cut taxes, not balloon with this $550 billion tax scheme.
+
+**Personal Differences**
+
+**LEHRER:** Senator Dole, we’ve talked mostly now about differences between the two of you that relate to policy issues and that sort of thing. Are there also significant differences in the more personal area that are relevant to this election?
+
+**SENATOR DOLE:** Let me say first on the President’s promise for another tax cut—I mean, I’ve told people as I travel around, "All of you who got the tax cut he promised last time, vote for him in ’96," and not many hands go up. So the question is, would you buy a used election promise from my opponent?
+
+The people want economic reform. They’re having a hard time making ends meet. You got one parent working for the government, the other parent working for the family. And this is important business. This is about getting the economy moving again. This is about American jobs and opportunities. It’s about the government, as I said before, pinching its pennies for a change instead of the poor taxpayer. When they raise your taxes, nobody runs around asking people, "Where are you going to get the extra money?" I think the government can do better.
+
+**LEHRER:** Are there personal differences? That are relevant to this.
+
+**SENATOR DOLE:** Well, my blood pressure is lower and my weight, my cholesterol. But I will not make health an issue in this campaign. [Laughter] I think he’s a bit taller than I am. But I think there are personal differences. I mean, I don’t like to get into personal matters.
+
+As far as I’m concerned, this is a campaign about issues. It’s about my vision for America and about his liberal vision for America, and not about personal things. And I think his liberal vision is a thing of the past. I know he wants to disown it. I wouldn’t want to be a liberal either, Mr. President, but you’re stuck with it because that’s your record. It’s your record in Arkansas, the biggest tax increase in history, the biggest crime increase in history, biggest drug increase in history in Arkansas.
+
+**LEHRER:** Mr. President.
+
+**PRESIDENT CLINTON:** Well, just for the record, when I was a Governor, we had the lowest—second lowest tax burden of any State in the country, the highest job growth rate of any State when I ran for President, and were widely recognized for a lot of other advances.
+
+But the important thing is, what are we going to do now? I think a targeted tax cut is better for our future, targeted to education and childrearing, with the rest of the education plan—hooking up all of our classrooms to the Internet by the year 2000, making sure we’ve got an army of reading volunteers, trained people to teach with parents and teachers so that our 8-year-olds can learn to read; investing in our environment, cleaning up two-thirds of the worst toxic waste dumps. Those plans are better than this $550 billion tax scheme.
+
+Now, remember, folks, even Senator Dole’s campaign cochair, Senator D’Amato, says he’s got to cut Medicare to pay for this. Everybody who has looked at it, 500 economists, seven Nobel Prize winners, say it’s bad for the economy. It’s going to blow a hole in the deficit, raise taxes on nine million people, and require bigger cuts than the one I vetoed.
+
+Our plan is better. It will take us into the future with a growing economy and healthier families.
+
+**SENATOR DOLE:** Well, I’m really encouraged to know of your renewed friendship with Al D’Amato, and I know he appreciates it. [Laughter] You didn’t even have tax cuts in your budget, Mr. President, the first two years you were President. It wasn’t until we had a Republican Congress that you even thought about—you talked about tax cuts.
+
+And getting back to personal differences, I think, Jim, if you’re a little more specific, but I think the President could clarify one thing tonight, and that’s the question of pardons. I know you talked about it with Jim Lehrer on the PBS show. And I’ve never discussed Whitewater, as I’ve told you personally; I’m not discussing Whitewater now. But I am discussing a power the President has to grant pardons, and hopefully in the next segment you could lay that to rest.
+
+**LEHRER:** Mr. President.
+
+**PRESIDENT CLINTON:** Well, first of all, he made that remark about Senator D’Amato. He’s arranged for me to spend a lot more time with Senator D’Amato in the last couple of years, and so I’m more familiar with his comments than I used to be. [Laughter]
+
+Let me say what I’ve said already about this pardon issue. This is an issue they brought up. There has been no consideration of it, no discussion of it. I’ll tell you this: I will not give anyone special treatment, and I will strictly adhere to the law. And that is what every President has done, as far as I know in the past. But whatever other Presidents have done, this is something I take seriously, and that’s my position.
+
+**SENATOR DOLE:** But it seems to me the President shouldn’t have any comment at all, particularly where it’s someone where you’ve had business dealings. I mean, you may be sending a signal; I don’t know. I’m not questioning anybody. But as the President of the United States, when somebody asks you about pardons, you say "no comment," period. And I think he made a mistake, and I think when you make a mistake, you say, "I made a mistake." But apparently his position hasn’t changed.
+
+If there are other specific areas—but beyond that, I haven’t gotten into any of these things, as the President knows. We’ve had that discussion. And again, I know Senator D’Amato I think may have had a hearing or two on Whitewater; I can’t remember. [Laughter] But he’s not my general chairman, he’s a friend of mine. And so is Senator Kennedy a friend of yours...
+
+**PRESIDENT CLINTON:** You bet.
+
+**SENATOR DOLE:** I remember one day on the floor, I said, "Now, gentlemen, let me tax your memories," and Kennedy jumped up and said, "Why haven’t we thought of that before?" [Laughter] One of your liberal friends.
+
+**PRESIDENT CLINTON:** That’s right. Thank you.
+
+**LEHRER:** Mr. President, 30 seconds.
+
+**PRESIDENT CLINTON:** No comment. [Laughter]
+
+**SENATOR DOLE:** What’s the subject matter? [Laughter]
+
+**LEHRER:** Senator Dole, if you could single out one thing that you would like for the voters to have in their mind about President Clinton on a policy matter or a personal matter, what would it be? Something to know about him, understand it, and appreciate it.
+
+**SENATOR DOLE:** See, if I say anything, it’s going to be misconstrued. I don’t think this is even a race between the two—it’s about our vision for America. I happen to like President Clinton personally. I’m addressing him all evening as Mr. President. I said in 1992 he didn’t extend that courtesy to President Bush. But I respect the Presidency.
+
+I’ve served under a number of Presidents; they all have their strengths, and they all have their weaknesses. So I’d rather talk about my strengths. I think I have my strengths. I think the best thing going for Bob Dole is that Bob Dole keeps his word. It’s a question between trust and fear. And I would say I think, Mr. President, about all you’ve got going in this campaign is fear. You’re spending millions and millions of dollars in negative ads, frightening senior citizens. I know this to be a fact, because I had one tell me last week, "Senator, don’t cut my Medicare."
+
+I’m trying to save your Medicare, just as I rescued Social Security with a bipartisan commission. I have relatives on Medicare. I used to sign welfare checks for my grandparents. I know all about poverty and all about need and all about taking care of people, and that’s been my career in the United States Senate.
+
+And I’ll keep my word on the economic package. If I couldn’t cut taxes and balance the budget at the same time, I wouldn’t look you in the eye tonight in your living room, or wherever you may be, and say that this is good for America. People will tell you who have served with Bob Dole, agree or disagree, he kept his word. That’s what this race is all about.
+
+**PRESIDENT CLINTON:** I’d like the American people to know that I have worked very hard to be on their side and to move this country forward, and we’re better off than we were four years ago.
+
+But the most important thing is my plan for the 21st century is a better plan: a targeted tax cut; a real commitment to educational reform; a deep commitment to making welfare reform work, with incentives to the private sector to move people from welfare to work—now we have to create those jobs, now that we’re requiring people to go to work; a commitment to step-by-step health care reform, with the next step helping people who are between jobs to access health care and not lose it just because they’re out of work for a while; a commitment to grow the economy while protecting the environment.
+
+That’s what I’d like them to know about me, that I’ve gotten up every day and worked for the American people and worked so that their children could have their dreams come true. And I believe we’ve got the results to show we’re on the right track. The most important thing is I believe we’ve got the right ideas for the future.
+
+And like Senator Dole—I like Senator Dole. You can probably tell we like each other. We just see the world in different ways, and you folks out there are going to have to choose who you think is right.
+
+**SENATOR DOLE:** Well, I’d say, you know, the first homeless bill in the Senate was the Dole-Byrd bill, part of the Byrd-Dole bill—I can’t remember who was in control then. I remember working with Senator Ribicoff from Connecticut on the hospice program; we now have 2,500 hospices.
+
+As I said, I remember, I’ve worked all my life while I was in the Congress—I left on June 11 because I wanted the American people to know that I was willing to give up something. President Clinton ran for Governor in 1990 and said he was going to fill out his term, but he didn’t. He’s President, so I guess it’s a little better deal.
+
+But I wanted the American people to know that I was willing to give up something; it wasn’t just getting more power and more power. So I rolled the dice. I put my career on the line because I really believe the future of America is on the line. We can give you all these numbers. They don’t mean a thing if you’re out of work, you have nothing to eat, or you can’t have medical care, or you’re holding a crack baby in your arms right now, and what do you do next?
+
+You know, America’s best days are ahead of us. I’ve seen the tough times. I know they can be better. And I’ll lead America to a brighter future.
+
+**LEHRER:** Mr. President, what do you say to Senator Dole’s point that this election is about keeping one’s word?
+
+**PRESIDENT CLINTON:** Let’s look at that. When I ran for President, I said we’d cut the deficit in half in four years; we’ve cut it by 60 percent. I said that our economic plan would produce eight million jobs; we have 10 million new jobs. We’re number one in autos again, record numbers of new small businesses. I said we’d pass a crime bill that would put 100,000 police on the street, ban assault weapons, and deal with the problems that ought to be dealt with with capital punishment, including capital punishment for drug kingpins. And we did that.
+
+I said we would change the way welfare works. And even before the bill passed, we had moved nearly two million people from welfare to work, working with States and communities. I said we’d get tougher on child support, and child support enforcement is up 50 percent.
+
+I said that I would work for tax relief for middle-class Americans. The deficit was bigger than I thought it was going to be, and I think they’re better off, all of us are, that we got those interest rates down and the deficit down. The Republicans talk about it, but we’re the first administration in anybody’s lifetime looking at this program to bring that deficit down four years in a row. We still gave tax cuts to 15 million working Americans. And now I’ve got a plan that has been out there for two years—it could have been passed already, but instead the Republicans shut the Government down to try to force their budget and their plan on me, and I couldn’t take that. But we’ll get the rest of that tax relief.
+
+And so I think when you can look at those results, you know that the plan I have laid out for the future has a very good chance of being enacted if you’ll give me a chance to build that bridge to the 21st century.
+
+**LEHRER:** Senator.
+
+**SENATOR DOLE:** Well, there he goes again—I mean, it’s a line that has been used before—but exaggerating all of the things he did. He didn’t do all these things. Let’s take all of these 4, you know, years in a row. He came in with a high growth rate. The 1990 budget agreement, which some didn’t like, had some very tough cost controls. It put a lot of pressure on Congress. The S&L crisis was over. They were starting to sell assets; all of that money was coming in. And he cut defense an extra $60 billion, threw a lot of people out of work.
+
+He talks about a smaller government. There are actually more people in government, except for the people in defense-related jobs. They’re gone. The government is bigger than it was when President Kennedy was around, even though he says it’s not. In addition, the Republican Congress cut $53 billion. So let’s give credit where credit is due.
+
+Governor Engler in Michigan cut taxes 21 times, created a lot of new jobs. So did Governor Thompson. So did Governor Rowland. And a lot of people out there deserve credit, Mr. President. When I’m President of the United States, we’re going to have a Governors council, and we’re going to work directly with the Governors, Republicans and Democrats, to the get power back to people and back to the states.
+
+**PRESIDENT CLINTON:** I think a lot of people deserve credit, and I’ve tried to give it to them. But I believe that my plan is better than Senator Dole’s ill-advised, $550 billion scheme, which I will say again will blow a hole in the deficit.
+
+Our plan will balance the budget and grow the economy, preserve the environment, and invest in education. We have the right approach for the future. And look at the results: It is not midnight in America, Senator. We are better off than we were four years ago.
+
+**LEHRER:** All right, that’s the last question, the last answer. Let’s go now to the closing statements.
+
+**SENATOR DOLE:** Are we done?
+
+**LEHRER:** Mr. President, you’re first. Two minutes.
+
+**PRESIDENT CLINTON:** Well, first, Jim, let me thank you, and thank you, Senator Dole, and thank you, ladies and gentlemen, all of you listening tonight, for the chance you’ve given us to appear. I want to say in the beginning that I am profoundly grateful for the chance that you have given me to serve as President for the last four years. I never could have dreamed anything like this would come my way in life, and I’ve done my best to be faithful to the charge you’ve given me.
+
+I’m proud of the fact that America is stronger and more prosperous and more secure than we were four years ago. I’m glad we’re going in the right direction. And I’ve done my best tonight to lay out my plans for going forward to an even better future in the next century.
+
+I’d like to leave you with the thought that the things I do as President are basically driven by the people whose lives I have seen affected by what does or doesn’t happen in this country: the autoworker in Toledo who was unemployed when I was elected and now has a great job, because we’re number one in auto production again; all the people I’ve met who used to be on welfare who are now working and raising their children—and I think what others could do for our country and for themselves if we did the welfare reform thing in the proper way.
+
+I think of the man who grabbed me by the shoulder once with tears in his eyes and said his daughter was dying of cancer, and he thanked me for giving him a chance to spend some time with her without losing his job, because of the Family and Medical Leave Act.
+
+I think of all the people that I grew up with and went to school with whom I stay in touch with and who never let me forget how what we do in Washington affects all of you out there in America.
+
+Folks, we can build that bridge to the 21st century, big enough and strong enough for all of us to walk across. And I hope that you will help me build it.
+
+**LEHRER:** Senator Dole, your closing statement, sir.
+
+**SENATOR DOLE:** Thank you, Jim. Thank you, Mr. President. Thank everyone for watching and listening.
+
+I want to address my remarks to the young people of America, because they’re the ones that are going to spend most of their life in the 21st century. They’re the ones who have the challenges. And there are people out there making predictions that it’s not going to be the same; you’re not going to have the opportunity; there is going to be more deficits, more drugs, more crime, and less confidence in the American people. And that’s what you’re faced with, what the parents are faced with and the grandparents are faced with. It’s important. It’s their future.
+
+And I would say to those I know there are more young people experimenting with drugs today than ever before. Drug use has gone up. And if you care about the future of America, if you care about your future, just don’t do it.
+
+And I know that I am someone older than you, but I’ve had my anxious moments in my life. I’ve learned to feed myself and to walk and to dress. I’m standing here as proof that in America, the possibilities are unlimited. I know who I am, and I know where I’m from, and I know where I want to take America. We are the greatest country on the face of the Earth. We do more good things for more people in our communities, our neighborhoods than anywhere that I know of.
+
+This is important business. This election is important. I ask for your support. I ask for your help. If you really want to get involved, just tap into my home page, www.dolekemp96.org.
+
+Thank you. God bless America.
\ No newline at end of file
diff --git a/talk/US_presidential_speech/07/generation_task/instructions.md b/talk/US_presidential_speech/07/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..ad0faab3a7d0c9a6e4d4546af73f44437db39ea4
--- /dev/null
+++ b/talk/US_presidential_speech/07/generation_task/instructions.md
@@ -0,0 +1,95 @@
+Please create a slide deck for a public oral presentation, strictly based on the speech script I provide. You are not allowed to introduce any factual content that does not explicitly appear in the script.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+1. **Introduction: A Homecoming for Conservatives**
+ * Context: Returning to CPAC as President among "wonderful friends and amazing supporters."
+ * Key Point: Proving conservative credentials through a year of unprecedented action.
+ * Visual Idea: A vibrant shot of a cheering crowd at a convention or the CPAC logo paired with the Presidential seal.
+
+2. **Core Logic 1: Promises Made, Promises Kept**
+ * Judicial Impact: Highlighting the appointment of conservative judges and Justice Neil Gorsuch.
+ * Deregulation: Claiming the record for cutting more regulations in one year than any other administration.
+ * Key Theme: Transforming conservative ideas into historic legislative and executive reality.
+
+3. **Core Logic 2: Economic Momentum and Tax Reform**
+ * Achievement: The passage of the "biggest tax cuts and reforms in American history."
+ * Impact: Mentioning companies giving bonuses and the lowest unemployment rates for various demographics.
+ * Visual Idea: A "Before vs. After" infographic showing economic indicators and tax savings for American families.
+
+4. **Core Logic 3: Sovereignty and Security (National & Border)**
+ * Border Policy: The call for "The Wall" and ending "Catch and Release" and "Chain Migration."
+ * Second Amendment: A firm commitment to protecting the right to bear arms and improving school safety.
+ * Global Stance: Putting "America First" in trade deals and announcing heavy sanctions on North Korea.
+
+5. **Core Logic 4: Cultural Identity and The "Forgotten" Citizen**
+ * Narrative: Standing up for the national anthem, the flag, and the phrase "Merry Christmas."
+ * Perspective: Challenging the "fake news" media and the political establishment on behalf of the American worker.
+ * Visual Idea: Patriotic imagery focusing on the American flag and industrial workers.
+
+6. **Conclusion: Winning for the Future**
+ * Call to Action: Encouraging the audience to "work really hard for '18" (the midterm elections).
+ * Final Vow: "We are going to make America great again, and I will never, ever, ever let you down."
+ * Closing Statement: A high-energy call to unity and continued conservative momentum.
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/US_presidential_speech/07/generation_task/judge_prompt.json b/talk/US_presidential_speech/07/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..cc294551bc361b94f4261aaf30ec89cd7f49b8b5
--- /dev/null
+++ b/talk/US_presidential_speech/07/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening mention the President's transition from a non-politician to a proven conservative?**\n\n* The text should mention Trump's reflection on when he first started running and how people questioned his conservative credentials, which he now claims to have proven.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the opening remarks is missing.\n",
+ "\n**Is the mention of the \"Tax Cuts and Jobs Act\" included?**\n\n* The text should discuss the passage of the massive tax cuts and the impact on the economy and working families.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the tax cut discussion is missing.\n",
+ "\n**Does the text address the \"Judicial Appointments\" and the Supreme Court?**\n\n* It should mention the appointment of Justice Neil Gorsuch and the broader effort to appoint conservative judges to the federal courts.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the judicial appointments is missing.\n",
+ "\n**Is the metaphor of \"The Snake\" poem included?**\n\n* The text should describe Trump reading a poem about a woman who saves a snake, only to be bitten by it, used as a metaphor for immigration policy.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if the \"Snake\" metaphor is missing.\n",
+ "\n**Does the text mention the \"Second Amendment\" and gun rights?**\n\n* It should include a commitment to protecting the right to bear arms and a critique of those who wish to infringe upon it.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the Second Amendment discussion is missing.\n",
+ "\n**Is the discussion on \"Border Security\" and the \"Wall\" present?**\n\n* The text should mention the need for a wall on the southern border and the fight against \"sanctuary cities\" and MS-13 gangs.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of border security is missing.\n",
+ "\n**Does the text address the \"Energy Policy\" and the withdrawal from the Paris Accord?**\n\n* It should mention the goal of American energy dominance and the decision to exit international agreements deemed unfair to the U.S.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of energy policy is missing.\n",
+ "\n**Is the critique of the \"Fake News Media\" included?**\n\n* The text should mention the President's disparaging remarks about the media and their alleged bias against his administration.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the media critique is missing.\n",
+ "\n**Does the text mention \"North Korea\" and the sanctions imposed?**\n\n* It should mention the announcement of the \"heaviest sanctions ever imposed\" on a country and the hope for a positive outcome.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what detail regarding North Korea is missing.\n",
+ "\n**Is the theme of \"American Greatness\" and \"Putting America First\" emphasized?**\n\n* The text should reiterate the \"America First\" slogan and the commitment to rebuilding the country's strength and pride.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this theme is missing.\n",
+ "\n**Does the text mention the upcoming \"2018 Midterm Elections\"?**\n\n* It should include an appeal to the audience to work hard for the '18 elections to keep the Republican majority and the tax cuts.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the election appeal is missing.\n",
+ "\n**Does the conclusion feature the promise to \"Never let you down\"?**\n\n* The text should end with the President's pledge to continue fighting for his supporters and the final signature phrase \"Make America Great Again.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the conclusion is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the slide accurately reflect Trump's self-identification as a \"conservative\"?**\nThe slide should mention his rhetorical question to the audience about whether he has \"proved\" he is a conservative after the initial doubts when he first started running.\n\n If **no**, specify if the theme of validating his conservative credentials is missing.\n",
+ "\n**Is the purpose of CPAC presented according to Trump's description?**\nThe slide should state that for more than four decades, the event has served as a forum to discuss protecting heritage, promoting culture, and defending freedom.\n\n If **no**, identify if the specific goals of heritage, culture, and freedom are misrepresented.\n",
+ "\n**Does the slide deck correctly convey Trump's claim regarding conservative ideas in action?**\nIt should mention his claim that in the last year, his administration has put \"more great conservative ideas into use than perhaps ever before in American history.\"\n\n If **no**, specify if the magnitude of his claim regarding the implementation of conservative policies is downplayed.\n",
+ "\n**Is the mention of the \"Tax Cuts\" presented accurately?**\nThe slide should reflect his call for more Republicans in '18 (the midterms) specifically to \"keep the tax cuts and keep all of this going.\"\n\n If **no**, specify if the link between the 2018 elections and the preservation of tax reform is missing.\n",
+ "\n**Does the slide deck accurately reflect Trump's comments on \"North Korea\"?**\nIt should mention his announcement that the U.S. imposed the \"heaviest sanctions ever imposed on a country\" on the day of the speech.\n\n If **no**, identify if the specific \"heaviest sanctions\" descriptor is omitted.\n",
+ "\n**Is the portrayal of the \"Media\" consistent with Trump's remarks?**\nThe slide should reflect his prediction that the media will eventually support him because if he lost, their ratings would go down and they would be \"out of business.\"\n\n If **no**, specify if the \"ratings-based\" rationale for his relationship with the media is missing.\n",
+ "\n**Does the slide deck capture the interactive nature of his speech (The \"USA!\" chants)?**\nIt should note the audience's response, specifically the \"USA! USA! USA!\" chants that occurred during the address.\n\n If **no**, specify if the atmosphere of supporter enthusiasm is omitted.\n",
+ "\n**Is the tribute to the \"partners\" in the room presented faithfully?**\nThe slide should mention that he addressed the attendees as \"incredible partners\" and thanked them for everything they had done for the country.\n\n If **no**, specify if the focus on the collaborative effort between the activists and the administration is missing.\n",
+ "\n**Does the slide deck accurately reflect the \"2018 Midterms\" context?**\nIt should mention his urging for the crowd to \"work really hard for '18\" to ensure political continuity.\n\n If **no**, specify if the explicit call to action for the upcoming elections is missing.\n",
+ "\n**Is the reference to \"Big Ideas\" vs. \"Action\" used correctly?**\nThe slide should reflect his statement that CPAC is not just about big ideas, but about \"putting those ideas into action.\"\n\n If **no**, identify if the emphasis on practical results over theory is misrepresented.\n",
+ "\n**Does the slide deck capture his final promise to the supporters?**\nIt should mention his concluding vow that he will \"never, ever, ever let you down.\"\n\n If **no**, specify if this specific personal commitment is omitted.\n",
+ "\n**Does the conclusion slide accurately reflect the signature slogan?**\nThe conclusion should state that the ultimate goal remains to \"Make America Great Again.\"\n\n If **no**, specify if the core campaign/administration slogan is missing.\n"
+ ]
+}
diff --git a/talk/US_presidential_speech/07/generation_task/statistics.yaml b/talk/US_presidential_speech/07/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..98a4eb006cf229fdad70598b9c48215df3e6aa52
--- /dev/null
+++ b/talk/US_presidential_speech/07/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/US_presidential_speech/07
+category: talk
+input_metrics:
+ total_input_tokens: 14622
+ generation_prompt_tokens: 1445
+ materials_total_tokens: 13177
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 13177
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
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+February 23, 2018: Remarks at the Conservative Political Action Conference
+
+Author: Donald Trump
+
+THE PRESIDENT: Thank you very much. Thank you everybody. (Applause.) Thank you. Thank you very much. Thank you, Matt, for that great introduction. And thank you for this big crowd. This is incredible. Really incredible. (Applause.)
+
+We’ve all come a long way together. We’ve come a long way together. I’m thrilled to be back at CPAC, with so many of my wonderful friends and amazing supporters, and proud conservatives. (Applause.) Remember when I first started running? Because I wasn’t a politician, fortunately. But do you remember I started running and people would say, “Are you sure he’s a conservative?” I think now we’ve proved that I’m a conservative, right? (Applause.)
+
+For more than four decades, this event has served as a forum for our nation’s top leaders, activists, writers, thinkers. Year after year, leaders have stood on this stage to discuss what we can do together to protect our heritage, to promote our culture, and to defend our freedom.
+
+CPAC has always been about big ideas and it’s also been about putting those ideas into action. And CPAC really has put a lot of ideas into action. We’ll talk about some of them this morning.
+
+For the last year, with your help, we have put more great conservative ideas into use than perhaps ever before in American history. (Applause.) Right?
+
+By the way, what a nice picture that is. Look at that. I’d love to watch that guy speak. (Laughter.) Oh, boy. That’s a—I try like hell to hide that bald spot, folks. I work hard at it. (Applause.) It doesn’t look bad. Hey, we’re hanging in. We’re hanging in. We’re hanging in there, right? Together, we’re hanging in.
+
+We’ve confirmed a record number—so important—of circuit court judges, and we are going to be putting in a lot more. (Applause.) And they will interpret the law as written. And we’ve confirmed an incredible new Supreme Court justice, a great man, Neil Gorsuch. (Applause.) Right?
+
+We’ve passed massive—biggest in history—tax cuts and reforms. (Applause.) You know, I don’t use the word “reform.” There was a lot of reform, too. Very positive reform. I don’t use it. And when we were first doing it, I told everybody—everybody gathered—I said, “Just talk about tax cuts. People don’t know what reform means. They think reform might mean it’s going up.” And I said, “Do tax cuts.”
+
+AUDIENCE: Booo —
+
+AUDIENCE: USA! USA! USA!
+
+THE PRESIDENT: Thank you. How did he get in here, Matt? Boy. Okay. Just for the media, the fake news back there, they took very good care of him. They were very gentle. (Laughter.) He was very obnoxious. It was only one person.
+
+So we have thousands of people here. (Applause.) So listen—tomorrow, the headline will be, “Protestors disturbed the Trump…”—one person, folks. Doesn’t deserve a mention. Doesn’t deserve a headline. The headline tomorrow: “Disrupters of CPAC.” One person. And he was very nice—we looked at him, and he immediately left. Okay. (Laughter and applause.)
+
+No, I’ve had it too often. You’ll have one person, and you can hardly even hear him. In fact, the biggest, really, disturbance are you people. You know why? He’ll say something; nobody hears him. Because it’s all—and then the crowd will start screaming at him. And then all of a sudden we stop for—and that’s okay. You have to show your spirit, right? You have to show your spirit. It’s true. (Applause.)
+
+So we passed the biggest tax cuts in the history of our country. And it was called “tax cut and reform.” And I said to our people, don’t use the word “reform.” Because we were going to call it the “Tax Reform Act.” I said, “No wonder for 45 years nothing has been passed.” Because people want tax cuts, and they don’t know what reform means. Reform can mean you’re going to pay more tax. So I convinced politicians who have done this all their lives—and they do a great job, in many cases—but this was one—they were going, the “Tax Reform Act” of whatever year we want to put. Okay?
+
+So they have the Tax Reform Act, and that was it. And now it was called the Tax Act—Tax Cut Act and Jobs. We had to add “jobs” into it because we’re picking up a tremendous number of jobs—2.7 million jobs since the election. 2.7. (Applause.)
+
+So now people hear tax cuts, and it has been popular. Remember, it started off a little slow. Then it got passed, and we had some great help. I will say, we had some great help in the Senate, in the House. We have guys here today—we have a lot of congressmen, we have a lot of senators. We had a lot of help. And we got it passed.
+
+Just—it was not easy. We didn’t have one Democrat vote, and I think that’s going to cost them in the midterms. I know that whoever wins the presidency has a disadvantage, for whatever reason, in the midterms. You know what happens? I’m trying to figure it out. Because historically, if you win the presidency, you don’t do well two years later. And you know what? We can’t let that happen. (Applause.) And I know what happens. I finally figured it out. Nobody has been able to explain it. It just happens, statistically, almost all of the time for many years.
+
+What happens is, you fight so hard to win the presidency. You fight, fight, fight. And now only two years—that’s a very short period. And by the time you start campaigning, it’s a year. And now you got to go and fight again. But you just won. So nobody has that same drive that they had. So you end up not doing that well because the other side is going—they’re crazed. And, by the way, they’re crazed anyway, these people. They are really crazed. (Laughter and applause.) Right?
+
+So—because I kept trying to say, “Why is this?” But it’s just there. So the great enthusiasm—you know, you’re sitting back, you’re watching television. “Maybe I don’t have to vote today; we just won the presidency.” And then we get clobbered, and we can’t let that happen. We get clobbered in ’18, and we can’t let that happen—only because we are so happy, we passed so many things. Honestly, and I’ll say—I’ll use the word “my administration” as opposed to me—my administration, I think, has had the most successful first year in the history of the presidency. I really believe that. I really believe it. I really believe it. (Applause.) So, I mean, judges, regulations, everything.
+
+And the beautiful thing about the tax cuts is nobody thought we could do it. Because again, we had to get 100 percent of our vote. And nobody thought we could do it. And, frankly—I mean, to me we got it and it’s turned out to be one of the most popular things. And, by the way, for the Republicans in this room, of which I assume—would you say, is it 99 percent, Matt, or 100 percent? Huh? I would hope it’s close to—you know what, hey, we probably have some Democrats that want to come over. We have a great governor from West Virginia that left the Democratic Party—Big Jim—and he came over to the Republican Party. (Applause.)
+
+So people are sitting there, and they’re saying, “Oh, we just had that great victory. Eh, let’s not vote. Let’s go to a movie. We’re the Republican Party, we’re going to do great.” And then they end up losing.
+
+So you got to keep up the enthusiasm. Now what happens, by the way, they lose. And then you have the presidential election coming up again, and you clobber them because everybody gets off their ass and they get out and they work. Right? And they work. And they work and work and work. And you end up winning the Presidency again. And we should do that—hopefully we’re going to do that very easily.
+
+But never—we have to worry—right now, we have a big race coming up in ’18. You have to get out. You have to just get that enthusiasm. Keep it going. (Applause.)
+
+See, the word, really, is “complacent.” People get complacent. It’s a natural instinct. You just won, and now you’re happy and you’re complacent. Don’t be complacent. Okay? Don’t be complacent. Because if they get in, they will repeal your tax cuts, they will put judges in that you wouldn’t believe, they’ll take away your Second Amendment, which we will never allow to happen. (Applause.) They’ll take away your Second Amendment. (Applause).
+
+AUDIENCE: Donald Trump! Donald Trump!
+
+THE PRESIDENT: Remember that. They will take away—thank you. They will take away those massive tax cuts and they will take away your Second Amendment. By the way, if you only had a choice of one, what would you rather have? The Second Amendment or the tax cuts? Go ahead, Second Amendment, tax cuts. Second Amendment. (Applause.) I’m going to leave it at the Second Amendment. I don’t want to get into that battle, all right?
+
+We’re going to say you want—Matt, we’re going to say you want the Second Amendment the most. But we’re going to get them all. And remember this—(applause)—remember this: We’ve gotten—you know, somebody got on television recently and they said, actually, this is the first time I can remember—Trump made campaign promises. He may be the only person that actually fulfilled more promises than he made. I think that’s true. (Applause.) I fulfilled more promises.
+
+But we have a very crooked media. We had a crooked candidate, too, by the way. But we have a very, very crooked media.
+
+AUDIENCE: Lock her up! Lock her up! Lock her up!
+
+THE PRESIDENT: I will say this, folks: Everything that’s turning out, now it’s amazing that’s come full circle. Boy, have they committed a lot of atrocities when you look. (Applause.) Right? When you look. Have they done things that are wrong.
+
+But remember this: Not only did we get the tax cuts, which everybody said we wouldn’t get—and, by the way, repealed, in that tax cut, the individual mandate, which is a tremendous thing. (Applause.)
+
+This is where you’re forced to pay in order not to have healthcare. Okay? Is that great? You pay for the privilege of not having healthcare. So you’re subsidizing lots of other people. That’s gone. I know people came up to me with tears in their eyes; they’re saying, I’m forced to pay not to have healthcare. Very unfair.
+
+And, by the way, we’re having tremendous plans coming out now—healthcare plans—at a fraction of the cost that are much better than Obamacare. (Applause.) And except for one Senator, who came into a room at 3 o’clock in the morning and went like that—we would have had healthcare, too.
+
+AUDIENCE: Booo —
+
+THE PRESIDENT: We would have had healthcare, too. Think of that. But I think we may be better off the way we’re doing it. It’s piece by piece by piece. Obamacare is just being wiped out. The individual mandate, essentially, wipes it out. (Applause.) So I think we may be better off. And people are getting great healthcare plans and we’re not finished yet.
+
+But, remember, one person walked into a room when he was supposed to go this way, and he said he was going this way, and he walked in, and he went this way, and everyone said, “What happened? What was that all about?” Boy, oh, boy. Who was that? I don’t know. I don’t know. I don’t know. I don’t want to be controversial, so I won’t use his name. Okay? (Laughter.) What a mess. But it’s all happening anyway. It’s all happening anyway.
+
+And we’ve, at the same time, eliminated a record number of job-killing regulations, and people are going back to work. (Applause.) Right? People are going back to work. So—and you know, the fake news always—if I say something that’s like, a little off, next day headline, “He misrepresents…”—I have to be careful.
+
+But in the history of Presidents, no President—and I’m saying no President. Now, maybe they’ll find I was off by two but we’re here one year. (Laughter.) No President—well, I read it in lots of good papers, actually. (Laughter.) But they’ll change the story when I say it. No President has ever cut so many regulations in their entire term, okay—(applause)—as we’ve cut in less than a year. (Applause.)
+
+And it’s my opinion that the regulations had as big an impact as these massive tax cuts that we’ve given. So I really believe it. (Applause.)
+
+We’ve ended the war on American energy. We were in war. And we’ve ended the war on beautiful, clean coal. (Applause.) One of our great natural resources. And very important for our defense—coal—very important for our defense. Because we have it. We don’t have to send it through pipes. We don’t have to get it from foreign countries. We have more than anybody. And they wanted to end it. And our miners have been mistreated and they’re not being mistreated anymore. We’re doing tremendous business. (Applause.)
+
+I was in Vietnam, and the Prime Minister and the President of Vietnam were there. And we have a massive deficit with them, like we do with everybody else because these Presidents have just let it go to hell. We have the worst trade deals you’ve ever seen. So we’re changing it.
+
+So I said, we have too big of a deficit with Vietnam; I’m not happy. He said, “Well, but we’re going to…” I said, “Buy coal. Buy coal.” They use a lot of coal. Buy coal. And he said, “You know, we have bought coal from West Virginia and other places, and it’s the finest coal we have ever used.” It’s interesting. And West Virginia now is doing great. You look at what’s happening in West Virginia. You look at what’s happening in Pennsylvania. You look at what’s happening in Ohio. (Applause.) And you look at what’s happening in Wyoming. You look at what’s happening all over. It’s like a—it’s like a different world.
+
+And remember this: Virtually, as soon as I got into office, we approved the Keystone XL pipeline and the Dakota Access pipeline, which would never have been approved. (Applause.) And we announced our withdrawal from the totally disastrous, job-killing, wealth-knocking-out—you know, it knocked out our wealth, or it would have. They basically wanted to take our wealth away. They didn’t want us to use our wealth power. We knocked out the Paris Climate Accord. Would have been a disaster. (Applause.) Would have been a disaster for our country.
+
+AUDIENCE: USA! USA! USA!
+
+THE PRESIDENT: You know, basically, it said, you have a lot of oil and gas that we found—you know, technology has been amazing—and we found things that we never knew. But we have massive—just about the top in the world—we have massive energy reserves. We have coal. We have so much. And basically, they were saying, don’t use it, you can’t use it.
+
+So what it does is it makes us uncompetitive with other countries. It’s not going to happen. I told them, it’s not going to happen. And, you know, China, their agreement didn’t kick in until 2030. Right? Our agreement kicks in immediately. Russia, they’re allowed to go back into the 1990s, which was not a clean environmental time.
+
+Other countries, big countries—India and others—we had to pay, because they considered them a growing country. They were a growing country. I said, “What are we?” Are we allowed to grow too? Okay? (Laughter.) Now, are we allowed to grow? (Applause.) They called India a “developing nation.” They called China a “developing nation.” But the United States, we’re developed—we can pay.
+
+So, folks, if you don’t mind—I’ll tell you what—it’s amazing how many people understood the Paris Accord, because it sounds so good. It’s like some of the environmental regulations that I cut—they have the most beautiful titles. And sometimes I’d say, “Look, I’m just going to close my eyes and sign this because, you know what, I’m going to get killed on this one.” And I get so much thanks. The country knows what I’m doing. We couldn’t build. We couldn’t farm. If you had a puddle on your land, they called it a lake for the purposes of environmentals. (Applause.) I mean, it’s crazy. It’s crazy.
+
+And I’d sign certain bills and I’d have farmers behind me and I’d have house builders, home builders behind me. And these are tough people, strong people. They fought hard. They’ve worked all their lives, hard. And they’d be—half of them would be crying because we gave them their property back. We gave them the right to earn a living. They couldn’t do it. They couldn’t do what they had to do. We gave them their property back. We gave them their dignity back. (Applause.)
+
+By the way, you don’t mind if I go off script a little bit because, you know, it’s sort of boring. It’s a little boring. (Applause.) Got this beautiful speech, everything is wonderful but a little boring. We have to, you know —
+
+But we gave them their dignity back. And that’s why our country is doing record business. We’re doing record business. We’re doing business—and you have to look at the fundamentals. Companies are pouring back into this country. They’re pouring back. Not like — I mean, when did you hear about car companies coming back into Michigan and coming to Ohio and expanding? (Applause.) When did you hear — you never heard that. You hear they’re leaving. I’ve been talking about it for 20 years.
+
+I was a private sector guy. But for whatever reason, I always had — these guys always covered me much more than anybody else. I always got a lot of these characters. They used to treat me so good too, until I ran for office. I used to get the greatest publicity. A friend of mine said, “You know, you used to be the king of getting great publicity. What happened?” I said, “Well, I have some views that they’re opposed to for a lot of bad reasons.” (Laughter.) A lot of really bad reasons.
+
+But when you look at what’s happening to our country, it’s incredible. And the fundamentals are so strong. The stock market — I just see with all of the ups and downs — since Election Day, is up 37 percent from Election — 37 percent. (Applause.) Now, it did a little bit of a correction. In fact, I started to say — you know, I was in it for like 13, 14 months from election. I say, “Is this sucker ever going down a little bit? This is a little embarrassing.” It was up 100, up 200, up 1,000, up 150, up 90, up 63. I said, “Good, that’s better.” (Laughter.) You know, hey, we’ve got seven years to go, folks. You know, we got a long time to go. (Applause.) So thank you, everybody. You’ve been amazing. You’ve been amazing.
+
+You know what Matt didn’t say — when I was here in 2011, I made a speech, and I was received with such warmth. And they give — they used to give — I don’t know if Matt does that because he might not want to be controversial, but they used to give “the best speech of CPAC.” Do they do that still, Matt? Because you better pick me or I’m not coming back again. (Laughter.)
+
+But — and I got these — everybody, they loved that speech. And that was, I think, Matt — I would say, that might have been the first real political speech that I made. It was a love fest — 2011, I believe the time was — and a lot of people remembered, and they said, “We want Trump. We want Trump.” And after a few years, they go by, and I say, “Here we are. Let’s see what we can do.”
+
+And then everybody said, “He cannot get elected. He cannot do it.” You need 270 votes. You need Electoral College — which, by the way, is much tougher than the popular vote. The popular vote, actually, would be so much easier. You go three or four states, and you just go and you just do great job. Hillary forgets that. You know, she went to these states. I said, “What’s she doing? Why does she keep going back to California?” (Laughter.) Crazy.
+
+Next time, they’re going to remember Iowa. They’re going to remember Ohio. (Applause.) Remember? They spent a lot of time in Pennsylvania to no avail. (Applause.) They spent a lot of money. They spent a lot of money in North Carolina, the great state of North Carolina. (Applause.) We did very well there. We have a great person in the room, Mark Meadows, from North Carolina. (Applause.) He’s around here. Where’s Mark? Where’s Mark? And Deb. And we have Jim Jordan. Warriors. Warriors all. (Applause.) We have a lot of great — we have a lot of great people here. But, you know, we just — we hit a chord.
+
+And if you remember, 2011, probably that was the beginning of what we’ve done. And hopefully, at the end of a period of time, people are going to say thank you, because it is not easy. We’re fighting a lot of forces. They’re forces that are doing the wrong thing. They’re just doing the wrong thing. I don’t want to talk about what they have in mind. But they do the wrong thing. But we’re doing what’s good for our country for the long-term viability and survival. Like, for instance, $700 billion got approved for our military. Our military was going to hell. (Applause.)
+
+We declined to certify the terrible one-sided Iran nuclear deal. That was a horrible deal. (Applause.) Whoever heard you give $150 billion to a nation that has no respect for you whatsoever? They’re saying “Death to America” while they’re signing the agreement. If somebody said “Death to America” while I’m signing an agreement, and I’m President, I immediately say, “What’s going on here, folks? I’m not signing.” (Laughter.) What’s going on?
+
+They just kept going. Kerry — Kerry may be the worst negotiator I’ve ever seen. (Laughter.) How about this guy — how about — and Obama, of course — he’s the one. But how about $1.8 billion in cash? Did you ever see what, like, a million dollars in hundred-dollar bills? A lot of people do it as a promotion. It’s a lot. It’s big. It’s like big. (Laughter.) Now, take that, go to $1.8 billion in cash. $1.8 billion. For what? For what? Why did we do this? Why did we do it?
+
+Anyway, we didn’t certify, and lots of interesting things are happening with that whole mess. But we have to treat — people that treat us well, we treat them well. People that treat us badly, we treat them much worse than they can ever imagine. That’s the way it has to be. (Applause.) That’s the way it has to be.
+
+We officially recognized Jerusalem as the capital of Israel. (Applause.) You know, every President campaigned on, “We’re going to recognize Jerusalem as the capital of Israel.” Everybody — for many Presidents — you’ve been reading it. And then they never pulled it off. And I now know why.
+
+Because I put the word out that I may do it. Right? I said, I’d do it in my campaign, so that usually means — unless I find something — I’m going to do it. I was hit by more countries and more pressure and more people calling, begging me, “Don’t do it. Don’t do it. Don’t do it.” I said, “We have to do it. It’s the right thing to do. It’s the right thing to do. We have to do it.” (Applause.) And I did it.
+
+But every other President really lied, because they campaigned on it. That was always a big part of the campaign. And then they got into office; they never did it. So I understand why they didn’t do it. Because there was tremendous — the campaign against it was so incredible. But you know what? The campaign for it was also incredible, and we did the right thing. (Applause.)
+
+So we’ve kept our promise, as I said, to rebuild our military, eliminating the defense sequester, which is a disaster. And I don’t know if you saw the number, $700 billion. You know, ultimately, that comes before everything else. We can talk about lots of things. But if we don’t have a strong military, you might not be allowed into this room someday. Okay? You may not have your houses, your homes, your beautiful communities. We better take care of our military. These are the greatest people, and we’re going to take care of our veterans. (Applause.) We’re going to take care of the vets. We’ve been doing a good job on the vets.
+
+And after years of rebuilding other nations — we rebuild other nations — we rebuild other nations that have a lot of money, and we don’t ever say, “Hey, you got to help.” We’re finally rebuilding our nation. We’re rebuilding our nation. (Applause.) And we’re restoring our confidence and our pride.
+
+All of us here today are united by the same timeless values. We defend our Constitution, and we believe in the wisdom of our Founders. Our Constitution is great. (Applause.) We support the incredible men and women of law enforcement. (Applause.) True. We know that a strong nation must have strong borders. We celebrate our history and our heroes, and we believe young Americans should be taught to love their country and to respect its traditions.
+
+Don’t worry, you’re getting the wall. Don’t worry, okay? I heard some — (applause) — we’re getting the wall.
+
+AUDIENCE: Build that wall! Build that wall! Build that wall!
+
+THE PRESIDENT: I had a couple of these characters in the back say, “Oh, he really doesn’t want the wall. He just used that for campaigning.” I said, are you — can you believe it? (Laughter.) You know, I say, every time I hear that, the wall gets 10 feet higher. You know that, right? (Applause.) Every time. Every single time. Okay?
+
+No, we’re going to have the wall or they’re not going to have what they want. You know, we have a problem: We need more Republicans. We have a group of people that vote against us in a bloc. They’re good at two things: resisting, obstruction. Resisting, obstruction. And they stick together. They do. They always vote in a bloc. You know, it’s very rare that you get a couple of them to come your way. Even on the tax cuts. I mean, we’re going to be fighting these people in the ’18 election. We’re going to be fighting people that voted against the tax cuts, because the tax cuts are phenomenal and popular, and helping people and helping our country.
+
+You saw Apple just brought $350 billion in; Exxon brought $50 billion in. (Applause.) So we’re going to be fighting.
+
+The fact is, we need more Republicans to vote. (Applause.) We want to get our agenda. Because, now, what we have to do is in order to get a vote to fix our military, we have to give them $100 billion in stuff that nobody in this room, including me, wants, in many cases. It’s terrible. We need more Republicans. That’s why you have to get out and you have to fight for ’18. You have to do it. (Applause.)
+
+We salute our great American flag, we put our hands on our hearts for the Pledge of Allegiance. (Applause.) And we all proudly stand for the national anthem. (Applause.)
+
+AUDIENCE: USA! USA! USA!
+
+THE PRESIDENT: Above all else, we know that faith and family, not government and bureaucracy, are at the center of American life. We know that. (Applause.) Because in America, we don’t worship government, we worship God. (Applause.)
+
+Our nation’s motto is, “In God We Trust.” (Applause.) And this week, our nation lost an incredible leader who devoted his life to helping us understand what those words really mean. Leader. He was a leader. He was a great man.
+
+We will never forget the historic crowds, that voice, the energy, and the profound faith of a preacher named Billy Graham. (Applause.) Great man and great family. Franklin Graham. Great family. And they were for us — I’ll tell you, they were for us. Right from the beginning they were for us.
+
+As a young man, Billy decided to devote his life to God. That choice not only changed his life, it changed our country. And indeed, it even changed the world.
+
+Reverend Graham’s belief in the power of God’s word gave hope to millions and millions who listened to him with his very beautiful, but very simple message: God loves you. (Applause.) And a very special tribute — because it’s almost never done — on Wednesday, we will celebrate Billy Graham’s life as he lies in honor in the Rotunda of our Capitol. (Applause.) Very rarely.
+
+One day — Wednesday until Thursday, about 11 o’clock on Wednesday. I bet those lines are going to be long and beautiful, because he deserves it. Not everybody deserves it. But very few people — you look back, Ronald Reagan was so honored. Very few people are so honored. That’s a big thing. And he really, almost more than anybody you can think of, he deserves to be in the Rotunda. So that’s going to be very special. Wednesday at 11 o’clock. (Applause.) And Paul, and Mitch, and the whole group, they worked very hard to make it all happen. So we want to thank them too.
+
+Everywhere you go, all over the country, in cities small and large, Americans of all faiths reach out to our Creator for strength, for inspiration, and for healing. Great time for healing. In times of grief and hardship, we turn to prayer for solace and for comfort.
+
+In recent days, our entire nation has been filled with terrible pain and sorrow over the evil massacre in a great community — Parkland, Florida. This senseless act of mass murder has shocked our nation and broken our hearts.
+
+This week, I had the honor of meeting with students from Marjory Stoneman Douglas High School, with families who have lost their children in prior shootings — great families, great people — and with members of the local community right here in Washington, D.C. Our whole nation was moved by their strength and by their courage.
+
+We listened to their heart-wrenching stories, asked them for ideas, and pledged to them — and I can speak for all of the senators and congressmen and congresswomen, all of the people in this room that are involved in this decision — that we will act. We will do something. We will act.
+
+With us on Wednesday was one of the families whose daughter didn’t come home last week — a beautiful young woman named Meadow Pollack. Incredible family. I had them in the Oval Office. Incredible people. You’ve probably seen her picture. She had a beautiful, beautiful smile, and a beautiful life. So full of promise.
+
+We wish there was something — anything — we could do to bring Meadow and all of the others back. There are not enough tears in the world to express our sadness and anguish for her family, and for every family that has lost a precious loved one. No family should ever save — and ever have to go in and suffer the way these families have suffered. They’ve suffered beyond anything that I’ve ever witnessed.
+
+A father drops his daughter off at school, kisses her goodbye, waves to her — she’s walking up the path — and never sees her alive again. Gets a call. Can’t believe it. Thinks it’s a nightmare. Wants to wake up from the nightmare.
+
+So we want to hear ideas from Americans of all backgrounds and beliefs about how we can improve security at our schools, tackle the issue of mental health. Because this was a sick person — very sick — and we had a lot of warning about him being sick. This wasn’t a surprise. To the people that knew him, this wasn’t even a little bit; in fact, some said, were surprised it took so long. So what are we doing? What are we doing? We want to ensure that when there are warning signs, we can act and act very quickly.
+
+Why do we protect our airports, and our banks, our government buildings, but not our schools? (Applause.) It’s time to make our schools a much harder target for attackers. We don’t want them in our schools. (Applause.) We don’t want them.
+
+When we declare our schools to be gun-free zones, it just puts our students in far more danger. (Applause.) Far more danger. Well-trained, gun-adept teachers and coaches and people that work in those buildings; people that were in the Marines for 20 years and retired; people in the Army, the Navy, the Air Force, the Coast Guard; people that are adept — adept with weaponry and with guns — they teach. I mean, I don’t want to have 100 guards standing with rifles all over the school. You do a concealed carry permit. (Applause.)
+
+And this would be a major deterrent because these people are inherently cowards. If they thought — like, if this guy thought that other people would be shooting bullets back at him, he wouldn’t have gone to that school. He wouldn’t have gone there. It’s a gun-free zone. It says, this is a gun-free zone; please check your guns way far away. And what happens is they feel safe. There’s nobody going to come at them.
+
+This way, you may have — and remember, if you use this school as an example — this is a very big school with tremendous floor area and a lot of acreage. It’s a big, big school. Good school. A big, big school. You’d have to have 150 real guards. Look, you had one guard. He didn’t turn out to be too good, I will tell you that. He turned out to be not good. He was not a credit to law enforcement, that I can tell you. That I can tell you. (Applause.)
+
+But as I’ve been talking about this idea — and I feel it’s a great idea, but some people that are good people are opposed to it; they don’t like the idea of teachers doing it. But I’m not talking about teachers. You know, CNN went on, they said, “Donald Trump wants all teachers.” Okay? Fake news, folks. Fake news. Fake news.
+
+I don’t want a person that’s never handled a gun that wouldn’t know what a gun looks like to be armed. But out of your teaching population — out of your teaching population, you have 10 percent, 20 percent of very gun-adept people. Military people, law enforcement people, they teach. They teach. (Applause.)
+
+And something I thought of this morning. You know what else? And I thought of it since I found and watched Peterson, the deputy who didn’t go into the school because he didn’t want to go into the school. Okay? He was tested under fire, and that wasn’t a good result.
+
+But you know what I thought of as soon as I saw that? These teachers — and I’ve seen them at a lot of schools where they had problems — these teachers love their students. And the students love their teachers, in many cases. These teachers love their students. And these teachers are talented with weaponry and with guns. And they feel safe. And I’d rather have somebody that loves their students and wants to protect their students than somebody standing outside that doesn’t know anybody and doesn’t know the students, and, frankly, for whatever reason, decided not to go in even though he heard lots of shots being fired inside.
+
+The teachers and the coaches and other people in the building — the dean, the assistant dean, the principal — they can — they love their people. They want to protect these kids. And I think we’re better with that. And this may be 10 percent or 20 percent of the population of teachers, et cetera. It’s not all of them. But you would have a lot, and you would tell people that they’re inside. And the beauty is, it’s concealed. Nobody would ever see it unless they needed it. It’s concealed.
+
+So this crazy man who walked in wouldn’t even know who it is that has it. That’s good. That’s not bad; that’s good. And a teacher would have shot the hell out of him before he knew what happened. (Applause.) They love their students. They love those students, folks. Remember that. They love their students.
+
+And I’m telling you that would work. Because we need offensive capability. We can’t just say, oh, it’s a gun-free school. We’re going to do it a little bit better. Because then you say, “What happens outside?” The students now leave school, and you got a thousand students — you got 3,500 at the school we’re talking about — but you have a thousand students standing outside. The teachers are out there also. If a madman comes along, we have the same problem, but it’s outside of the school. Or they drive cars. There are a lot of things that can happen.
+
+I want to stop it. And I know it’s a little controversial to say — but I have to say, since I started this two days ago, a lot of people that were totally opposed to it are now agreeing. They love their students. They don’t want their students to be killed or to be hurt. (Applause.)
+
+So we have to do something that works. And one of the big measures that we will do, and everybody in this room I think has to agree — and there’s nobody that loves the Second Amendment more than I do. And there’s nobody that respects the NRA — they’re friends of mine. They backed us all. They’re great people. They’re patriots. (Applause.) But they’re great people. But we really do have to strengthen up, really strengthen up background checks. We have to do that. (Applause.)
+
+And we have to do — for the mentally ill, we have to do very, very — we don’t want to people that are mentally ill to be having any form of weaponry. We have to be very strong on that. (Applause.)
+
+So we’re going to do that. And I really believe that Congress is going to get it through this time. And they have a different leader. They have somebody that wants to get it through; not somebody that’s just all talk, no action, like so many of these folks. This is somebody that wants to get it through.
+
+But I also want to protect — we need a hardened site. It has to be hardened. It can’t be soft. Because they’ll sneak in through a window, they’ll sneak in some way. And, again, you’re standing there totally unprotected.
+
+You know the five great soldiers from four years ago, three of them were world-class marksmen. They were on a military base in a gun-free zone. They were asked to check their guns quite far away. And a maniac walked in, guns blazing, killed all of five of them. He wouldn’t of had a chance if these world-class marksmen had — on a military base — access to their guns. And I’m going to look at that whole policy on military bases. If we can’t have — (applause) — all five were killed. All five. The guy wouldn’t have had a chance.
+
+But we’re going to look at that whole military base, gun-free zone. If we can’t have our military holding guns, it’s pretty bad. We had a number of instances on military bases. You know that. So we want to protect our military. We want to make our military stronger and better than it’s ever been before. (Applause.)
+
+We also need to create a culture in our country that cherishes life and human dignity. That’s part of what we’re talking about. (Applause.) A culture that condemns violence and never glorifies violence. We need to foster real human connections and turn classmates and colleagues into friends and neighbors that want to fight for us.
+
+We’re not just having a conversation about school safety. You’ve had conversations — in all fairness, I’m pretty new on this job. We’re here a little more than a year. I’ve been watching this stuff go on for 20 years. The President gets up, everybody is enthusiastic for the first couple of days, then it fades, fades, fades. Nothing ever gets done. We want to see if we can get it done. Let’s get it done right. (Applause.) We really owe it to our country. And I’ve been watching for a long time. Seen a lot of words, and I’ve seen very little action.
+
+And, you know, if you think about, most of its just common sense. It’s not “do you love guns, do hate guns.” It’s common sense. It’s all common sense. And some of the strongest advocates about what I’m saying are the strongest advocates — I know them very well — political people — the strongest advocates for the Second Amendment. But this is common sense.
+
+In addition to securing our schools, we’re also implementing a strategy to secure our streets. We want our kids to be safe everywhere they go, whether they’re in a classroom walking home from school or just outside playing with their friends. (Applause.) Every child deserves to grow up in a safe community surrounded by a loving family and to have a future filled with opportunity and with hope. (Applause.) Thank you. Thank you. Just not fair.
+
+Reducing violent crime in America is a top priority for my administration, and we will do whatever it takes to get it done. No talk. We’re going to do what it takes to get it done. (Applause.)
+
+As you’ve seen, pretty well reported, that we’re significantly increasing gun prosecutions by tremendous percentages, and we’re working to get violent offenders off our streets and behind bars, and get them behind bars quickly, for a long time, or get them the hell out of our country. (Applause.)
+
+In 2017, we brought cases against more violent offenders than any administration in a quarter of a century — more than any administration. And we’re just gearing up. We have tough people. I’ll tell you what — when you deal with MS-13, the only thing they understand is toughness. They don’t want anything. All they understand is toughness. If that ICE agent or Border Patrol agent is tougher than them, they respect him. We got the toughest guys you’ve ever seen. We got tough. (Applause.) They don’t respect anything else. And they shouldn’t be in our country. They were let in for years. They shouldn’t be, and we’re getting them out.
+
+Our administration prosecuted more people for federal firearm charges than has been done in more than a decade. And again, we’re just gearing up. We’ve convicted 1,200 gang members and nearly 500 human traffickers. (Applause.) You know what human trafficking — who would think that we have this in this age? And with our foreign partners, we’ve helped charge or arrest more than 4,000 members of the savage gang that we talked about — MS-13.
+
+Now, they don’t like guns. You know why? They’re not painful enough. These are animals. They cut people. They cut them. They cut them up in little pieces and they want them to suffer. And we take them into our country because our immigration laws are so bad. And when we catch them — it’s called catch-and-release — we have to, by law, catch them and then release them. Catch-and-release. And I can’t get the Democrats — and nobody has been able to for years — to approve common-sense measures that, when we catch these animal-killers, we can lock them up and throw away the keys. (Applause.)
+
+In 2017, our brave ICE officers arrested more than 100,000 criminal aliens who have committed tens of thousands of crimes. And believe me, these are great people. They cannot — the laws are just against us. They’re against — they’re against safety. They don’t make sense. And you meet with Democrats and they’re always fighting for the criminal. They’re not fighting for law-abiding citizens. They’re always fighting for the criminal. (Applause.) Doesn’t make sense.
+
+Here are just some of the criminal charges and convictions for the aliens arrested by ICE: 11,000 charges or convictions for sex crimes; 48,000 for assault; 13,000 for burglary; and 1,800 for killing people.
+
+We’re cracking down on sanctuary cities. Can you believe this? (Applause.) Where they protect — that’s another one. Because we want our cities to be sanctuaries for law-abiding Americans, not for criminals. (Applause.)
+
+And, by the way, the Senate Democrats and the House Democrats have totally abandoned DACA. They’ve total — they don’t even talk to me about it. They have totally abandoned. You know, we get the reputation — like DACA, it’s not Republican. We’ll let me tell you, it is Republican, because we want to do something about DACA, get it solved after all these years.
+
+The Democrats are being totally unresponsive. They don’t want to do anything about DACA, I’m telling you. And it’s very possible that DACA won’t happen, and it’s not because of the Republicans, it’s going to be because of the Democrats. And frankly, you better elect more Republicans, folks, or it will never happen. (Applause.)
+
+The Democrats voted in favor of sanctuary cities. In other words, they voted to protect criminal aliens instead of voting to protect the American citizens.
+
+To secure our country, we are calling on Congress to build a great border wall to stop dangerous drugs and criminals from pouring into our country. (Applause.) And now they’re willing to give us the wall, but they don’t want to give us any of the laws to keep these people out.
+
+So we’re going to get the wall, but they don’t want to give us all of the other — chain migration, lottery. Think of a lottery. You have a country. They put names in. You think they’re giving us their good people? Not too many of you people are going to be in a lottery. So we pick out people. Then they turn out to be horrendous, and we don’t understand why.
+
+They’re not giving us their best people, folks. They’re not giving us — I mean, use your heads. They’re giving us — it’s a lottery. I don’t want people coming into this country with a lottery. I want people coming into this country based on merit. Based on merit. (Applause.)
+
+I want people, and we all want to be admitting people, who have skills, who can support themselves financially, who can contribute to our economy, who will love our people, and who will share our values, who will love our country. (Applause.)
+
+I don’t want people who drive a car at 100 miles an hour down the West Side Highway and kill 8 innocent victims, and destroy the lives of 14 more. Nobody talks about that. Nobody ever talks about the people that have been so horribly injured, who lose legs and arms, in Manhattan, where I used to spend my time.
+
+I know it very well, the stretch along the West Side Highway. People run in order to stay in shape. They want to be healthy, they want to look good. They’re running all the time; I see it. They run. We work in different ways. (Laughter.) But they run. No, but think of this — they run. And they’re so — they want to be fit. They’re proud people. They want to be fit, and they’re running up and down West Side Highway. It’s beautiful. It’s a beautiful thing.
+
+And this maniac takes a car going down the highway, and just turns to a right, and he kills eight. But he really badly wounded 12 to 14 other people.
+
+So somebody think of it: Runs to stay in shape, leaves the house, is jogging along, working hard, ends up going home two months later with no leg or with no arm, or with two legs missing. Nobody ever talks about that. They talk about the people, rightfully, that were killed. But they don’t talk about the people whose lives have been just changed — just changed. They don’t talk about that.
+
+This guy came in through chain migration and a part of the lottery system.
+
+AUDIENCE: Booo —
+
+THE PRESIDENT: They say 22 people came in with him. In other words, an aunt, an uncle, a grandfather, a mother, a father, whoever came in. But a lot of people came in. That’s chain migration. Let’s see how those people are doing, by the way.
+
+We’ve got to change our way. Merit system. I want merit system. Because you know what’s happening? All of these companies are coming into our country. They’re all coming into our country. And when they come in, we need people that are going to work. I’m telling you, we need workers now. We need workers. (Applause.)
+
+But when I walked in today, did anyone ever hear me do the snake during the campaign? Because I had five people outside say, “Could you do ‘The Snake’?” And I said, well, people have heard it. Who hasn’t heard “The Snake”? You should read it anyways. (Laughs.) Let’s do it anyway. I’ll do it. All right? Should we do it? (Applause.)
+
+Now, this was a rock-and-roll song — little amendments — a rock-and-roll song. But every time I do it, people — and you have to think of this in terms of immigration. We have to have great people come into our — I want people to come into our country. And I want people that are going to help us. And I don’t want people that are going to come in and be accepting all of the gifts of our country for the next 50 years and contribute nothing. I don’t want that, and you don’t want that.
+
+I want people that are going to help and people that are going to work for Chrysler, who is now moving from Mexico into Michigan, and so many other — and Apple, by the way. (Applause.) And Foxconn up in Wisconsin. They’re going to need 25,000 workers. I want people that can come in, and get to work and work hard. Even if it means a learning period — that’s fine.
+
+But I want people that are going to come in and work. And I want people that love us and look at security. And they want you to be safe, and they want to be safe. I want great people coming into this country. I don’t want people coming in the way they do now, because I want people that contribute.
+
+So this is called “The Snake.” And think of it in terms of immigration. And you may love it, or you may say, isn’t that terrible. Okay? And if you say, isn’t that terrible, who cares? Because the way they treat me — that’s peanuts compared to the way they treat me. Okay? (Laughter.) Immigration.
+
+“On her way to work one morning, down the path along the lake, a tenderhearted woman saw a poor, half-hearted, frozen snake. His pretty colored skin had been all frosted with the dew. ‘Poor thing,’ she cried, ‘I’ll take you in, and I’ll take care of you.’
+
+‘Take me in, oh, tender woman. Take me in, for Heaven’s sake. Take me in, oh, tender woman,’ sighed the vicious snake.
+
+She wrapped him up all cozy in a comforter of silk, and laid him by her fireside with some honey and some milk. She hurried home from work that night, and soon as she arrived, she found that pretty snake she’d taken in had been revived.
+
+‘Take me in, oh, tender woman. Take me in for Heaven’s sake. Take me in, oh, tender woman,’ sighed the vicious snake.
+
+She clutched him to her bosom, ‘You’re so beautiful,’ she cried. But if I hadn’t brought you in by now, surely you would have died.’
+
+She stroked his pretty skin again, and kissed and held him tight. But instead of saying thank you, that snake gave her a vicious bite.
+
+‘Take me in, oh, tender woman. Take me in for Heaven’s sake. Take me in, oh, tender woman,’ sighed the vicious snake.
+
+‘I saved you,’ cried the woman. ‘And you’ve bitten me. Heaven’s why? You know your bite is poisonous, and now I’m going to die.’
+
+‘Oh, shut up, silly woman,’ said the reptile with a grin. ‘You knew damn well I was a snake before you took me in.'” (Applause.)
+
+And that’s what we’re doing with our country, folks. We’re letting people in, and it’s going to be a lot of trouble. It’s only getting worse. But we’re giving you protection like never before. Our law enforcement is doing a better job than we’ve ever done before. And we love our country. And we’re going to take care of our country. Okay? We’re going to take care of our country. (Applause.)
+
+So just in finishing, our country is starting to do very well. Our economy is blazing. Jobs are at a record level. Jobs are so good. 2.7 million jobs created since the election. (Applause.) Unemployment claims have reached a 45-year low. (Applause.)
+
+African American unemployment has reached the lowest level in our history. (Applause.) Hispanic unemployment has reached the lowest level in our history. (Applause.) Women — women unemployment is at the lowest level in 18 years. (Applause.) Wages are rising for the first time in many, many years. (Applause.)
+
+Small business confidence is at a record high. And thanks to our massive tax cuts, millions of Americans are getting to keep a great percentage of their money instead of paying it to a government that throws it out the window. (Applause.)
+
+So I just leave you with this: We have to fight Nancy Pelosi. They want to give your money away. They want to give your money away. They want to end your tax cuts. They want to do things that you wouldn’t even believe, including taking your Second Amendment rights away. They will do that.
+
+AUDIENCE: Booo —
+
+THE PRESIDENT: So we have to get out there and we have to fight in ’18 like never before — just the way you fought with us. Just the way you fought with us. You fought so hard, and you were so tough, and you were so smart. You were so smart. And you know what? I know for a fact you did the right thing, because we’re looking at the numbers. And the numbers — even they have to give credit for the kind of numbers that we’re producing. Nobody has ever seen anything like it. (Applause.)
+
+Under my administration, the era of economic surrender is over. We’re renegotiating trade deals that are so bad, whether it’s NAFTA or whether it’s World Trade Organization, which created China — that created — if you look at China, it was going along like this, then we opened, stupidly, this deal. And China has been like a rocket ship ever since.
+
+And now, last year, we had almost a $500 billion trade deficit with China. We can’t have that. We can’t have that. I have great respect for President Xi, but we can’t have that. We have to go, and we have to do what we have to do. We just can’t let countries — as an example, Mexico. We have a $100 billion trade deficit with Mexico. What does that tell you? You know what it tells you? NAFTA is no good. It never was any good. But for some reason, nobody ever changed it. They emptied our factories — you got to see the car plants and the auto plants in Mexico. Like — you’ve never seen anything like it before.
+
+I want those companies — and they’re starting — I want them back here. I want them back here. They’re going to come back here, too. (Applause.) And we want to make our neighbors happy. But we can’t continuously have other nations taking advantage of the United States like never before. And this has gone on for a long time. This has gone on for longer — the last administration was a disaster, but this has gone on for much longer than the last administration. And we got to change it. We’re going to change it.
+
+So we’re renegotiating deals. And you know what? Hate to say it, but if we can’t make a fair deal for the United States, we will terminate the deal and we’ll start all over again. (Applause.) We have to do it. (Applause.)
+
+So, under my administration, and with your help — don’t forget — you, many of you, were the forgotten people. You were the people that, when the polls came out, they didn’t know that you existed. The Democrats are trying to figure out who you are, because they want to get you back. But you are people — we’ve had people that never voted, but they’re great patriots — but they never saw anybody they wanted to vote for. Then they go to the election, they’ve got Trump-Pence, Trump-Pence. They got hats, they got all sorts of things. Trump over here — “Make America Great Again” hats. Right? (Applause.)
+
+So our country is starting to do well. We are going to make it great, better, safer than it ever was before. The reason is you. This has been a great movement. They try like hell, they cannot stand what we’ve done. But we’re doing the right thing. We’re even doing the right thing for them. They just don’t know it yet. (Applause.) They just don’t know it yet.
+
+Even the media — the media will absolutely support me sometime prior to the election. All those horrible people back there, they’re going to support me. You know why? Because if somebody else won, their ratings would go down, they’d all be out of business. (Applause.) Nobody would watch. They’d all be out of business.
+
+So I just want to tell you that we are going to win. I’d love you to get out there, work really hard for ’18. We need more Republicans to keep the tax cuts and keep all of this going.
+
+And I love you. I respect you. I appreciate everything you’ve done for the country. (Applause.)
+
+AUDIENCE: USA! USA! USA!
+
+THE PRESIDENT: I appreciate everything you’ve done.
+
+I do want to say, because people have asked — North Korea — we imposed today the heaviest sanctions ever imposed on a country before. (Applause.)
+
+And frankly, hopefully something positive can happen. We will see. But hopefully something positive can happen. But that just was announced, and I wanted to let you know. We have imposed the heaviest sanctions ever imposed.
+
+So, ladies and gentlemen, thank you for everything. You have been incredible partners. (Applause.) Incredible partners. And I will let you know in the absolute strongest of terms, we’re going to make America great again, and I will never, ever, ever let you down. Thank you very much. (Applause.) Thank you. (Applause.)
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+Please create a slide deck for a public oral presentation, strictly based on the speech script I provide. You are not allowed to introduce any factual content that does not explicitly appear in the script.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+1. **Introduction: The First Encounter of 1988**
+ * Context: The first presidential debate held at Wake Forest University, Winston-Salem, North Carolina.
+ * Participants: Vice President George H.W. Bush (Republican) and Governor Michael Dukakis (Democrat).
+ * Format: A 90-minute session moderated by Jim Lehrer, split between foreign and domestic policy.
+ * Visual Idea: A split-screen graphic of the two candidates with the 1988 debate branding.
+
+2. **Core Logic 1: The Domestic Crisis—Drugs and Values**
+ * The Challenge: Addressing the #1 voter concern—the drug epidemic.
+ * Bush’s Perspective: Attributing the crisis to a "deterioration of values" and previous leniency (decriminalization talk).
+ * Policy Stance: A call for tougher enforcement and a restoration of moral condemnation of drug use.
+ * Key Theme: Values as the foundation of domestic stability.
+
+3. **Core Logic 2: Economic Vision—The American Dream**
+ * Dukakis’s Challenge: Addressing the "shame of hopelessness" and lack of affordable housing/healthcare.
+ * Bush’s Defense: Highlighting the successes of the era while promising to keep the dream accessible for all citizens.
+ * Visual Idea: Infographics contrasting economic growth with social indicators like housing affordability and job security.
+
+4. **Core Logic 3: Leadership and Military Strength**
+ * Foreign Policy: The debate over international leadership and military readiness.
+ * Bush’s Doctrine: Ensuring a strong America, both militarily and economically, to provide robust international leadership.
+ * Key Quote: "The best America doesn't hide. We compete."
+
+5. **Core Logic 4: The Legacy of Opportunity**
+ * Personal Narrative: Bush reflecting on being a "product of the American dream" and the responsibility of sons/daughters of immigrants.
+ * Social Commitment: Ensuring that the country remains open and welcoming to those seeking opportunity.
+ * Visual Idea: Images representing the "thousand points of light" or the diverse American workforce.
+
+6. **Conclusion: The Best America is Yet to Come**
+ * Summary: Moving beyond tough problems to build a "best America" that brings everyone along.
+ * Final Appeal: A message of optimism regarding the country's future and its role as the greatest nation in the world.
+ * Closing Statement: "The best America is not behind us. The best America is yet to come."
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/US_presidential_speech/08/generation_task/judge_prompt.json b/talk/US_presidential_speech/08/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..1741661b0ed262d79aa315a3a2132d124bf0318c
--- /dev/null
+++ b/talk/US_presidential_speech/08/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening question address the issue of \"Drugs\" and the deterioration of values?**\n\n* The text should mention the moderator's question about why so many Americans use drugs and Vice President Bush's response regarding the \"deterioration of values.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the drug policy discussion is missing.\n",
+ "\n**Is the \"War on Drugs\" and international cooperation mentioned?**\n\n* The text should mention the strategy of working with foreign leaders (like President Barco of Colombia) and the importance of both interdiction and education.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the international drug strategy is missing.\n",
+ "\n**Does the text include the debate over \"Deficit Reduction\" and the \"Flexible Freeze\"?**\n\n* It should mention Bush's \"flexible freeze\" plan and Dukakis's critique of the deficit under the current administration.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the economic/deficit debate is missing.\n",
+ "\n**Is the \"Pledge of Allegiance\" controversy included?**\n\n* The text should mention the discussion regarding a Massachusetts law that required teachers to lead the pledge and the candidates' differing views on its constitutionality.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the pledge controversy is missing.\n",
+ "\n**Does the text address \"Education\" and the goal to be the \"Education President\"?**\n\n* It should mention Bush's aspiration to improve schools and Dukakis's record on education funding in Massachusetts.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the education policy is missing.\n",
+ "\n**Is the \"Iran-Contra\" affair or the relationship with General Noriega mentioned?**\n\n* The text should include Dukakis's criticism of the administration's involvement with Noriega and the arms-for-hostages deal.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this foreign policy controversy is missing.\n",
+ "\n**Does the text mention the \"Social Security\" and \"Medicare\" protections?**\n\n* It should include the candidates' promises not to cut benefits for senior citizens and the debate over the \"notch babies\" issue.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the senior benefits discussion is missing.\n",
+ "\n**Is the \"Environment\" and the \"Boston Harbor\" cleanup mentioned?**\n\n* The text should mention Bush's criticism of the pollution in Boston Harbor under Dukakis's governorship and the need for federal environmental action.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if the environmental critique is missing.\n",
+ "\n**Does the text discuss \"National Defense\" and the \"Strategic Defense Initiative\" (SDI)?**\n\n* It should mention the candidates' positions on military spending, specific weapons systems (like the B-1 bomber), and nuclear deterrence.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the defense policy is missing.\n",
+ "\n**Is the \"American Dream\" and the responsibility of \"immigrants\" mentioned?**\n\n* The text should include Dukakis's reflection on his parents' journey as immigrants and the special responsibility to give back to the country.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the immigration/dream theme is missing.\n",
+ "\n**Does the text address \"Health Care\" for working families?**\n\n* It should mention the goal of providing decent and affordable health care and the debate over whether it should be a government mandate.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the health care discussion is missing.\n",
+ "\n**Does the conclusion feature the phrase \"The best America is yet to come\"?**\n\n* The text should end with the hopeful vision that working together will build a better future where no citizen is left behind.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the final closing statement is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the slide accurately reflect George H.W. Bush's view on the root cause of the drug crisis?**\nThe slide should mention his belief that there has been a \"deterioration of values\" and that for a while, the nation \"condoned those things we should have condemned.\"\n\n If **no**, specify if the link between social values and drug use is missing.\n",
+ "\n**Is the candidate's stance on drug legalization presented correctly?**\nThe slide should reflect Bush's firm opposition to \"legalizing or decriminalizing marijuana and other drugs,\" calling it \"all wrong.\"\n\n If **no**, specify if his stance against decriminalization is misrepresented.\n",
+ "\n**Does the slide deck correctly convey Michael Dukakis's definition of the \"American Dream\"?**\nIt should mention his view of the American dream as one where every citizen can have a \"good job and good wages,\" \"good schools,\" and \"decent and affordable housing.\"\n\n If **no**, identify if the specific economic components of his vision are omitted.\n",
+ "\n**Are the candidates' views on \"Healthcare\" accurately contrasted?**\nThe checklist should ensure the slides mention Dukakis’s claim that healthcare for working families is \"not an insolvable problem\" and his commitment to making it \"decent and affordable.\"\n\n If **no**, specify if the urgency or solvability of the healthcare issue as presented is missing.\n",
+ "\n**Is Bush's tribute to \"immigrant parents\" presented faithfully?**\nThe slide should reflect his mention of sons and daughters of immigrants having a \"special responsibility to give something to the country\" that gave so much to their parents.\n\n If **no**, identify if the theme of immigrant gratitude and responsibility is missing.\n",
+ "\n**Does the slide deck accurately convey the stance on \"National Strength\"?**\nIt should mention the goal of an America that is strong \"militarily and economically\" and provide \"strong international leadership\" based on its values.\n\n If **no**, identify if the dual focus on military and economic strength is blurred.\n",
+ "\n**Is the concept of \"The Best America\" presented according to the source?**\nThe slide should reflect the idea that \"the best America doesn't hide,\" \"we compete,\" \"we invest,\" and \"we bring everybody along\" instead of leaving citizens behind.\n\n If **no**, specify if the four characteristics of the \"best America\" are misrepresented.\n",
+ "\n**Does the slide deck capture the argument regarding \"Hopelessness\" and Housing?**\nIt should mention Dukakis's goal to \"end the shame of hopelessness\" by providing housing that people can \"buy and own and live in.\"\n\n If **no**, specify if the connection between homeownership and ending hopelessness is missing.\n",
+ "\n**Is the reference to \"International Leadership\" accurately reported?**\nThe slide should note that America's leadership is effective because it is \"true to our values.\"\n\n If **no**, identify if the moral basis of international leadership is omitted.\n",
+ "\n**Does the slide deck accurately reflect the candidate's optimism for the future?**\nIt should capture the concluding sentiment that \"the best America is not behind us\" but \"is yet to come.\"\n\n If **no**, specify if this final optimistic message is missing.\n",
+ "\n**Is the mention of the \"Commission on Presidential Debates\" context included?**\nThe slide should reflect that this was the \"first presidential debate of the 1988 campaign,\" sponsored by the Commission.\n\n If **no**, specify if the historical context of the event is missing.\n",
+ "\n**Does the conclusion slide accurately capture the moderator and panel context?**\nThe conclusion should note Jim Lehrer as the moderator and the participation of panelists from the *Atlanta Journal-Constitution*, *Orlando Sentinel*, and ABC News.\n\n If **no**, identify if the specific participants in the debate's structure are misrepresented.\n"
+ ]
+}
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+category: talk
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+ - name: material.md
+ tokens: 19211
+checklist_counts:
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+ details:
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+ sum: 30
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+ details:
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+ Content Correctness: 12
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diff --git a/talk/US_presidential_speech/08/material.md b/talk/US_presidential_speech/08/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..049ef547ec230c533dbc6aa2d8200ec2e079dfa4
--- /dev/null
+++ b/talk/US_presidential_speech/08/material.md
@@ -0,0 +1,471 @@
+September 25, 1988: Debate with Michael Dukakis
+
+Author: George H. W. Bush
+
+**JIM LEHRER:** Good evening. On behalf of the Commission on Presidential Debates I am pleased to welcome you to this first presidential debate of the 1988 campaign. I'm Jim Lehrer of the _MacNeil/Lehrer News Hour_. My colleagues on the panel are John Mashek of the _Atlanta Journal-Constitution_ ; Ann Groer of the _Orlando Sentinel_ ; and Peter Jennings of ABC News. For the next 90 minutes we will be questioning the candidates for President of the United States following a format designed and agreed to by representatives of the two candidates. The candidates are Vice President George Bush, the Republican nominee; Governor Michael Dukakis, the Democratic nominee.
+
+**LEHRER:** Our questions this evening will be about equally divided between foreign and domestic policy matters. The first question by agreement between the two candidates goes to Vice President Bush. It is a domestic question. You have two minutes for an answer, sir. The polls say the number one domestic issue to a majority of voters is drugs. What is there about these times that drives or draws so many Americans to use drugs?
+
+**BUSH:** I think we've seen a deterioration of values. I think for a while as a nation we condoned those things we should have condemned. For a while, as I recall, it even seems to me that there was talk of legalizing or decriminalizing marijuana and other drugs, and I think that's all wrong. So we've seen a deterioration in values, and one of the things that I think we should do about it in terms of cause is to instill values into the young people in our schools. We got away, we got into this feeling that value-free education was the thing. And I don't believe that at all I do believe there are fundamental rights and wrongs as far as use. And, of course, as far as the how we make it better, yes, we can do better on interdiction. But we've got to do a lot better on education, and we have to do, be tougher on those who commit crimes. We've got to get after the users more. We have to change this whole culture. You know, I saw a movie, _Crocodile Dundee_. And I saw the cocaine scene treated with humor, as though this was a humorous little incident. And it's bad. Everybody ought to be in this thing. Entertainment industry, people involved in the schools, education. And it isn't a Republican or a Democrat or a liberal problem. But we have got to instill values in these young people. And I have put forward a many-point drug program that includes what I would do as President of the United States; in terms of doing better on interdiction; and in terms of better in the neighborhoods. But I think we're all in this together, and my plea to the American people is values in the schools.
+
+**LEHRER:** Governor, you have one minute to respond.
+
+**DUKAKIS:** I agree with Mr. Bush that values are important. But it's important that our leaders demonstrate those values from the top. That means those of us who are elected to positions of political leadership have to reflect those values ourselves. Here we are with a government that's been dealing with a drug-running Panamanian dictator. We've been dealing with him; he's been dealing drugs to our kids. Governors like me and others have been trying to deal with the consequences. I remember being in a high school in my own state as we were organizing something we call the Governor's Alliance Against Drugs, and a young 16-year-old girl coming up to me, desperate, addicted, dependent, saying, Governor, I need help. We're providing that young woman with help. But I want to be a President of the United States who makes sure that we never again do business with a drug-running Panamanian dictator, that we never again funnel aid to the contras through convicted drug dealers. Values begin at the top, in the White House. Those are the values I want to bring to the presidency and to the White House beginning in January of 1989.
+
+**LEHRER:** Governor, a follow-up question. You have two minutes to answer it. Are you suggesting, sir, that President Reagan is one of the causes of the drug problem in this country?
+
+**DUKAKIS:** I'm saying that those of us who are elected to positions of political leadership, Jim, have a special responsibility, not only to come up with programs, and I have outlined in detail the very important, very strong program of enforcement as well as drug education prevention. And Mr. Bush is right – the two go hand in hand. But if our government itself is doing business with people who we know are engaged in drug profiteering and drug trafficking, if we don't understand that that sends out a very, very bad message to our young people, it's a little difficult for me to understand just how we can reach out to that youngster that I talked about and to young people like her all over the country, and say to them we want to help you. Now, I've outlined in great detail a program for being tough on enforcement at home and abroad, doubling the number of drug enforcement agents, having a hemispheric summit soon after the 20th of January when we bring our democratic neighbors and allies together here in this hemisphere and go to work together. But we also have to take demand seriously. You know, we have 5 percent of the world's population in this country. We're consuming 50 percent of the world's cocaine. And in my state I'm proud to say we've organized a drug education and prevention program which the Federal Drug Enforcement Administration says is a model for the country. We're helping youngsters; we're reaching out to them. And we're beginning with drug education and prevention beginning in the early elementary grades in every elementary school in our state, and that's the kind of effort we need in every elementary school in the United States of America. And we've got to begin early, in the first, second and third grade, before our youngsters begin to experiment with these very, very dangerous substances. I guess the question I would ask of Mr. Bush is how we instill those values, how we create this environment for the drug free schools that we want in this country. If he or representatives of the administration are either with or involving people like Noriega in our foreign policy, or don't pursue that connection in a way that makes it possible for us to cut it off and to be an example to our kids all over the country.
+
+**LEHRER:** A minute to rebut, Mr. Vice President.
+
+**BUSH:** Well, the other day my opponent was given a briefing by the CIA. I asked for and received the same briefing. I am very careful in public life about dealing with classified information. And what I'm about to say is unclassified. Seven administrations were dealing with Mr. Noriega. It was the Reagan-Bush administration that brought this man to justice. And as the governor of Massachusetts knows, there was no evidence that governor – that Mr. Noriega was involved in drugs, no hard evidence until we indicted him. And so I think it's about time we get this Noriega matter in perspective. Panama is a friendly country. I went down there and talked to the president of Panama about cleaning up their money laundering, and Mr. Noriega was there, but there was no evidence at that time, and when the evidence was there, we indicted him. And we want to bring him to justice. And so call off all those pickets out there that are trying to tear down seven different administrations.
+
+**LEHRER:** All right, the next question will be asked by John Mashek. It goes to Governor Dukakis, and you'll have two minutes to answer.
+
+**MASHEK:** Governor Dukakis, another troublesome issue for voters this year is the bulging federal deficit. In a Dukakis administration, you say taxes will be raised only as a last resort. Would you identify for us then please three specific programs that you are willing to cut to bring that deficit down?
+
+**DUKAKIS:** Yes, I've been very specific about those, John. And let me lay out for you my own strategy for bring that deficit down, because as a chief executive that's balanced ten budgets in a row, I've had to make those tough decisions and those tough choices.
+
+First, I've suggested that there are certain weapons systems which we don't need and we can't afford. Mr. Bush has been critical of me for that, but I think those are the kinds of tough choices you have to make. I've also suggested that there are weapons systems that we should proceed on, and I've outlined those in detail.
+
+Secondly, we've got to invest in economic growth in this country, in every part of this country. Building that kind of growth expands revenues and helps to bring down that deficit.
+
+Thirdly, we have to bring interest rates down, and we will as we come up with a good, solid plan with the Congress for bringing that deficit down.
+
+And, finally, we've got to go out there and collect billions and billions of dollars in taxes owed that aren't being paid to this country. It's very unfair to the average taxpayer who pays his taxes and pays them on time to permit these monies to go uncollected. I've also suggested that on the domestic side there are areas where we can make some cuts. We ought to be able to come up with an agricultural policy in this country that gives our farm families a fair price and a decent future without spending $20 to $25 billion a year, which is what we've been doing under this administration. We can help people to live better lives, and at the same time save money by helping hundreds of thousands of families on welfare to get off or welfare, and to become productive citizens again.
+
+The thing I don't understand about Mr. Bush's approach to this is how he could possibly be serious about bringing that deficit down given what he says he wants to do. He seems to want to spend a great deal of money on just about every weapon system; he says he's against new taxes, although he's broken that pledge at least times in the last year that I know of; he wants to give the wealthiest taxpayers in this country a five-year, $40 billion tax break. He also wants to spend a lot of money on additional programs. If he keeps this up, he's going to be the Joe Isuzu of American politics.
+
+**DUKAKIS:** But I hope you won't take my five seconds away from me. I will say this –
+
+**LEHRER:** Your two minutes is up, Governor.
+
+**DUKAKIS:** If he's serious about what he's saying, then the only place he can go to balance that budget is to raid the Social Security Trust Fund, and he tried that in 1985, and I think he's going to try it again.
+
+**LEHRER:** You have a minute to rebut.
+
+**BUSH:** Is this the time to unleash our one-liners? That answer was about as clear as Boston harbor.
+
+Let me help the Governor. There are so many things there, I don't quite know where to begin. When you cut capital gains, you put people to work. John Kennedy proposed cutting capital gains. Paul Tsongas, a liberal senator from Massachusetts said the dumbest thing I did was to oppose the capital gains cut. It's not going to cost the government money. It's going to increase revenues to the federal government, and it's going to create jobs. So that's one of the things that I think makes a big difference between us. Massachusetts doesn't have an enormous defense budget, but nevertheless, the governor raised taxes five different times. That happens to be a fact. And so let's kind of stay on the issue, and I have made a specific proposal for what I call a flexible freeze. And it permits – economists on the East Coast and West think it's good – it permits the president to sort out the priorities, and we continue to grow because I will not raise taxes.
+
+**LEHRER:** Your time is up, too. A follow-up, John.
+
+**MASHEK:** Mr. Vice President, you have vowed not to raise taxes of any kind during your administration and at the same time you've proposed this capital gains cut, you've proposed more incentive breaks for the oil industry. You've suggested new spending programs and even some Republicans say the flexible freeze you just spoke about will hardly make a dent in the deficit. Is the deficit no longer really a concern of yours, the Republican Party or the taxpayers?
+
+**BUSH:** I think it's the Republican Party and my concern to bring it down. And presidential leadership that I want to provide in this area will bring it down, but we've got to get the Democrats – Congress under control. They do all the spending, they appropriate every dime and tell us how to spend every dime. I'd like to ask the Governor to join in getting for the President what 43 governors have, the line-item veto. He has to operate in Massachusetts under a balanced budget proviso. I would like a balanced budget amendment. But the dynamics of the economy – we cut the taxes and revenues are up by 25 percent in three years. So the problem is – it's not that the working is being taxed too little or the person working out – the woman working in some factory being taxed too little. It is that we are continuing to spend too much. So, my formula says grow at the rate of inflation. Permit the President to set the priorities on where we do the spending. And remember the federal deficit has come down $70 billion in one year, in 1987.
+
+And if we – and the – actually this year Congress is doing a little better in controlling the growth of spending. Spending was only up something like 4 percent. So, it isn't that we're taking too little – from taxpayer – we're spending too much still. And the formula I've given you works, we've put it through a good economic model, we've got good economists on the West Coast, Michael Boskin and Marty Feldstein up there who's a very respected economist in the – Massachusetts. And they agree, that if we can do what I've said, we can get it down without going and socking the American taxpayer once again. Capital gains, one more point on that, please let's learn from history. A capital gains differential will increase jobs, increase risk taking, increase revenues to the federal government.
+
+**LEHRER:** Governor, you have a minute to rebut.
+
+**DUKAKIS:** Well, I hope all of those Americans out there who are watching us, listening to us and trying to make up their mind about which one of us ought to be President of the United States listen to the Vice President very carefully. What he's proposing after over a trillion in new debt which has been added in the federal debt in the course of the past eight years, an IOU our children and grandchildren will be paying for years, is a tax cut for the wealthiest 1 percent of the people in this country, an average of about $30,000 that we're going to give to people making $200,000 a year. Why that's more than the average teacher makes.
+
+We've had enough of that, ladies and gentlemen. We've run up more debt in the last eight years than under all the Presidents from George Washington to Jimmy Carter combined. It's time for a chief executive who can make tough choices, can work with the Congress, can get that deficit down and begin to build a strong fiscal foundation under this country.
+
+**LEHRER:** All right, the next question will be asked by Anne Groer and it will go the Vice President. You have two minutes to answer, sir.
+
+**GROER:** Mr. Vice President, you've said you want a kinder, gentler presidency, one that helps the less fortunate. Today, 37 million Americans including many working families with aging parents and young children cannot afford any health insurance, but earn too much to qualify for Medicaid. What will you do to provide protection for them and how will you pay for it?
+
+**BUSH:** One thing I will not do is sock every business in the country and, thus, throw some people out of work. I want to keep this economic recovery going. More Americans at work today than any time in history, a greater percentage of the work force.
+
+What I will do is permit people to buy into Medicaid. I believe that's the answer. I am proud to have been part of an administration that past the first catastrophic health bill. And in that there are some Medicaid provisions that will be very helpful to the very kind of people we're talking about here. But we've got to keep going forward without killing off the engine and throwing people out of work. So, the answer lies, it seems to me, in full enforcement of the catastrophic program. It lies to me in flexibility in Medicaid so people at the lowest end can buy in there and get their needs covered and then it also – I do not want to see us mandate across the board that every company has to do this, because I really think that marginal operators are going to go say, "We can't make it." And I think then you're going to see that people are put out of work. All these programs – and this cost on his – is – was – I saw an estimate, I'd love to know what he thinks, $35–$40 billion – and it seems to me that somebody pays that. There isn't any such thing as something free out there. It either gets passed along as increased prices or it gets passed along by people being put out of work so the business can continue to compete. So, I think we ought to do it in the Medicaid system. I think we ought to do it by full enforcement of the catastrophic health insurance. I think we ought to do it by everybody doing what they can do out of conscience. It's a terrible problems in terms of flexibility on private insurance. But I just don't want to mandate it and risk putting this – setting the recovery back.
+
+**LEHRER:** A rebuttal, Governor?
+
+**DUKAKIS:** But, George, that's no answer.
+
+**BUSH:** You don't like the answer, but it's an answer.
+
+**DUKAKIS:** Well, no, it's no answer to those 37 million people, most of them members of working families who don't have a dime of health insurance and don't know how to pay the bills if their kids get sick at night. I was in Houston on Tuesday meeting with a group of good citizens, working citizens. All of them with little or no health insurance. One of them was a father who had been laid off a few months ago and lost his health insurance. Has an 11-year-old son and can't let that son compete in sports and Little League, because he's afraid he's going to get hurt and he won't be able to provide health insurance to pay those bills. My state just became the only state in the nation to provide for universal health care and we did it with the support of the business community and labor and the health care community and with virtually everybody in the state. The fact of the matter is that employers who today are insuring their employees are paying the freight, because they're paying for those who aren't. And I think it's time that when you got a job in this country it came with health insurance. That's the way we're going to provide basic health security for all of the citizens of this country of ours.
+
+**LEHRER:** Follow-up, Anne?
+
+**GROER:** Yes. Since your Massachusetts health plan has been attacked by the Vice President and you have defended it in this way, I would like to move on to perhaps one of the most costly medical catastrophes facing Americans today and that is AIDS. In – at the end of September, the thousands of AIDS patients will lose their access to AZT, which is the only Federally approved drug for treatment of the disease. Now, I'd like to now, sir, if – what your position is on extending that and what it is you think the government ought to be doing about making AZT and other drugs available to people who are suffering from this disease.
+
+**DUKAKIS:** Well, Anne, let me just say before I answer your question that I didn't know that the Vice President attacked our program in Massachusetts. I hope he hasn't. Because has won the support of a great many people all over the state and I think it's a model for what I hope we can do across the country. But when I proposed my plan this past Tuesday, he or one of his spokesmen called it socialized medicine. The last time the Vice President used that phrase, I suspect he remembers it, don't you? It was in 1964 and that's what he called Medicare. Well, he was wrong then and he's wrong now.
+
+**LEHRER:** If I may interrupt at this point and caution the audience as I did before we went on the air, please hold it down. You're only taking time away from your candidate when you do that. Governor, continue, please.
+
+**DUKAKIS:** Let me say this about AIDS. It's the single most important public health crisis, single most important public health emergency we've had in our lifetimes and I think there are a number of things we have to do including supporting legislation which is now moving through the Congress, which will commit this nation to the resources to find a cure which will provide broad education and prevention, which will provide sensitive and caring treatment for the victims of AIDS. I think we have to demonstrate some flexibility and I think the FDA is attempting to do so now in trying to make it possible for new and experimental drugs to be available to people who are at risk at AIDS and I would hope that we could bring that kind of a policy to bear beginning in January. And I would encourage the current administration to proceed with that kind of flexibility where it's appropriate and where it's done carefully and responsibly. But we have not had the kind of leadership we should have had. In this particular area, I think the Vice President and I are in general agreement on what we have to do. The special federal commission made good solid recommendations. I think we're both supportive of them and I would strongly lead in that area as I have in my state as Governor.
+
+**LEHRER:** Mr. Vice President, a minute of rebuttal.
+
+**BUSH:** Well, we're on the right track. The NIH is doing a good job in research. The Surgeon General is doing a good job in encouraging the proper kind of education. I notice that the Governor did not mention any testing. But we got to have a knowledge base. Testing should be confidential, but we have to have a knowledge. We can't simply stick our heads in the sands in terms of testing. I'm chairman of the President's Task Force on Regulatory Relief and we are working with the FDA and they have sped up bringing drugs to market that can help. And you got to be careful here, because there's a safety factor, but I think these things – and then also I am one who believes we've got to go the extra mile in clean – being sure that that blood supply is pure. We cannot have a lack of confidence in the blood supply when it comes to operations and surgery and things of this nature. So, research, speeding the drugs to market, testing, blood supply are very important elements of this.
+
+**LEHRER:** Next question will be asked by Peter Jennings. It goes to the Governor.
+
+**JENNINGS:** Good evening, Mr. Vice President, Governor. Governor, one theme that keeps coming up about the way you govern – you've both mentioned leadership tonight, so I'd like to stay with that for a second. The theme that keeps coming up about the way you govern is passionless, technocratic –
+
+**DUKAKIS:** Passionless?
+
+**JENNINGS:** Passionless, technocratic, the smartest clerk in the world. Your critics maintain that in the 1960s your public passion was not the war in Vietnam or civil rights, but no fault auto insurance. And they say in the 1970s you played virtually no role in the painful busing crisis in Boston. Given the fact that a president must sometimes lead by sheer inspiration and passion. We need to know if this is a fair portrait of your governing or if it is a stereotype. And if it isn't fair, give us an example of where you have had that passion and leadership that sometimes a president needs?
+
+**DUKAKIS:** Peter, I care deeply about people, all people, working people, working families, people all over this country who in some cases are living from paycheck to paycheck, in other cases are having a hard time opening up the door of college opportunity to their children, in other cases, don't have basic health insurance which for most of us we accept as a matter of course and assume we're going to have in order to pay the bills that we incur when we get sick. I'm somebody who believes deeply in genuine opportunity for every single citizen in this country and that's the kind of passion I brought to my state. I was a leader in the civil rights movement in my state and in my legislature. I cared very deeply about that war in Vietnam. I thought it was a mistake. I thought it was wrong. And I was one of the few legislators early in that war that took a stand against the war. I think it was the right stand at the time and I think history has proved us to be correct. But I have learned, over time. I served one term. I was defeated, as you know, and defeat sometimes is an important lesson. I think I'm a much better Governor today. I think I'm a much better person, a much better listener. I think I'll be a much better President for having gone through that experience. But the things that we have done in my state to bring opportunity to people on public assistance – over 50,000 families on welfare that we've helped to move from welfare to work and to become productive citizens. The universal health care bill that we just talked about, which will guarantee health care for all of our citizens, the opening up of opportunity to minorities in my state, affirmative action, minority contracting, the fact that we have a 3 percent unemployment rate and more jobs than people to fill them, which gives us a tremendous opportunity to reach out to everybody and make them a part of this wonderful nation of ours with the opportunity that we create.
+
+These are things that I believe in very very deeply. I may be a little calmer than some about it. I may be a greater consensus-builder these days than I used to be and I think that's a good thing. But I'm running for the Presidency of the United States. I've been in public service for 25 years because I believe deeply in American goals and values and the people of this country and that's the kind of President I want to be.
+
+**LEHRER:** Mr. Vice President, a rebuttal.
+
+**BUSH:** Well, I don't question his passion. I question – and I don't question his concern about the war in Vietnam. He introduced or supported legislation back then that suggested that kids of Massachusetts should be exempt from going overseas in that war. Now, that's a certain passion that in my view it's misguided passion. He – we have a big difference on issues. You see, last year in the primary, he expressed his passion. He said, "I am a strong liberal Democrat" – August, '87. Then he said, "I am a card-carrying member of the ACLU." That was what he said. He is out there on out of the mainstream. He is very passionate. My argument with the governor is, do we want this country to go that far left. And I wish we had time to let me explain. But I salute him for his passion. We just have a big difference on where this country should be led, and in what direction it ought to go.
+
+**LEHRER:** Peter, a question? Question for the vice president, Peter.
+
+**JENNINGS:** I'd actually like to follow up if I may on this mention you've made of his card carrying membership in the American Civil Liberties Union. You've used the phrase "card carrying" so many times since Governor Dukakis first acknowledged that he was a card carrying member of the ACLU that some people have come to believe that you've used it to brand him in some way, to identify him as people were identified in the 1950s as less than patriotic. I'd like to know why you keep repeating the phrase, and what's the important issue here? What is so wrong with the governor being a member of an organization which has come to the defense of, among other people, Colonel Oliver North?
+
+**BUSH:** Nothing's wrong with it. But just take a look at the positions of the ACLU. But, Peter, please understand, the liberals do not like me talking about liberal They don't like it when I say that he says he's a card carrying member. Now, if that quote was wrong, he can repudiate it, right here. I've seen it authoritatively written twice, and if I've done him an injustice, and he didn't say it, I'm very, very sorry. But I don't agree with a lot of – most of the positions of the ACLU. I simply don't want to see the ratings on movies. I don't want my 10-year-old grandchild to go into an X-rated movie. I like those ratings systems. I don't think they're right to try to take the tax exemption away from the Catholic Church. I don't want to see the kiddie pornographic laws repealed; I don't want to see "under God" come out from our currency. Now, these are all positions of the ACLU. And I don't agree with them. He has every right to exercise his passion, as what he said, a strong, progressive liberal. I don't agree with that. I come from a different point. And I think I'm more in touch with the mainstream of America. They raised the same thing with me on the Pledge of Allegiance. You see, I'd have found a way to sign that bill. Governor Thompson of Illinois did. I'm not questioning his patriotism. He goes out and says the man is questioning my patriotism. And then all the liberal columnists join in. I am not. I am questioning his judgment on these matters, or where he's coming from He has every right to do it. But I believe that's not what the American people want, and when he said, when he said at the convention, ideology doesn't matter, just competence, he was moving away from his own record, from what his passion has been over the years. And that's all I'm trying to do, is put it in focus. And I hope people don't think that I'm questioning his patriotism when I say he used his words to describe his participation in that organization.
+
+**LEHRER:** Governor, a response.
+
+**DUKAKIS:** Well, I hope this is the first and last time I have to say this. Of course, the vice president is questioning my patriotism. I don't think there's any question about that, and I resent it. I resent it. My parents came to this country as immigrants. They taught me that this was the greatest country in the world. I'm in public service because I love this country. I believe in it. And nobody's going to question my patriotism as the vice president has now repeatedly. The fact of the matter is if the Pledge of Allegiance was the acid test of one's patriotism – the vice president's been the presiding officer in the United States Senate for the past seven and a half years. To the best of my knowledge he's never once suggested that a session of the Senate begin with the Pledge of Allegiance.
+
+Mr. Bush, I don't question your patriotism. When you're attacked for your military record, I immediately said it was inappropriate, it had no place in this campaign, and I rejected it. I would hope that from this point on, we get to the issues that affect the vast majority of Americans, jobs, schools, health care, housing, the environment. Those are the concerns of the people that are watching us tonight. Not labels that we attach to each other, questions about each other's patriotism and loyalty.
+
+**LEHRER:** The time is up, Governor. Let's go now to John Mashek, again. A question for the vice president.
+
+**MASHEK:** Mr. Vice President, in a debate during the Republican primaries, you said most of the nation's homeless are suffering from mental illness, an assertion immediately challenged by one of your rivals. Estimates of the homeless range from a low of 250,000 by the government, to around three million, including working families and their children. What commitment are you willing to make tonight to this voiceless segment of our society?
+
+**BUSH:** I want to see the McKinney Act fully funded. I believe that that would help in terms of shelter. I want to see – when I talked at our convention about a thousand points of light, I was talking about the enormous numbers of shelters and organizations that help.
+
+The Governor's wife has been very active in the homeless. My campaign chairman, Secretary Jim Baker's wife. This isn't government. These are people that care, that are trying to give of themselves. The government has a role. It is to fully fund the McKinney Act. There are certain army bases that the act calls for that can be used in certain cases to shelter people when it's rough.
+
+And so I think that we're on the right track. I don't see this, incidentally, as a Democrat or a Republican or a liberal or conservative idea. I see an involvement by a thousand points of light. I see the funding that is required, and I hope the Congress will fully fund this bill. They gave it a great deal of conscience and a great deal of work. And we're on the track on this one. But – and I, look, mental – that was a little overstated it. I'd say around 30 percent. And I think maybe we could look back over our shoulders and wonder whether it was right to let all those mental patients out. Maybe we need to do a better job in mental clinics to help them. Because there is a major problem there. A lot of them are mentally sick. And we've got to attend to them. But fully, my short range answer is fully fund that McKinney Act.
+
+**LEHRER:** Governor, a response.
+
+**DUKAKIS:** Well, this is another fundamental difference that I have with the Vice President, just as I do in the case of health care for 37 million members of working families in this country who don't have health insurance.
+
+The problem, Mr. Bush, is that you've cut back by 90 percent on our commitment to affordable housing for families of low and moderate income. And when you do that, you've have homeless families.
+
+We didn't have two and a half million, or three million homeless people living on streets and in doorways in this country ten years ago. We've got to begin to get back to the business of building and rehabilitating housing for families of low and moderate income in this country; housing for young families that they can look forward some day to buy. We've got communities in this country increasingly where our own kids can't afford to live in the communities that they grew up in. That's an essential commitment. And I think the housing community is ready. But it's going to take a President who's committed to housing, who's had experience in building and rehabilitating housing who understands that affordable housing for families of low and moderate income, for young families, first time home buyers, is an essential part of the American dream. And while I'm all for the McKinney bill, that, by itself, simply won't do. We've got to have a President that can lead on this issue, that can work with the Congress, and I'm prepared to do so. This is one of the most important priorities that faces this country.
+
+**LEHRER:** John, a question for the Governor.
+
+**MASHEK:** Governor, you've mentioned the American dream of home ownership, and it's certainly become an impossible one for many of the young people of our nation who are caught up in this economic squeeze of the middle class, as you've said so frequently during the campaign. And yet in spite of your answer just a few minutes ago, what promise can you realistically hold out to these people that with the costs of housing going up, and with limited help available from Washington, are we destined to become a nation of renters?
+
+**DUKAKIS:** Well, I certainly hope not. And it's all a question of what our priorities are. Mr. Bush talked about values. I agree with him. What are our values? Isn't providing housing for families of low and moderate income, isn't it making possible for young families, first time home buyers to own their own home some day something that's part of the American dream? I think so. You know, back after World War II when we had hundreds of thousands of GIs who came back from the war, we didn't sit around. We went out and built housing. The government was very much involved; so was the housing industry; so was the banking industry; so were housing advocates; so were non-profit agencies; so were governors, and mayors and people all over this country who believe deeply in home ownership and affordable housing. Now, that's the kind of leadership that I want to provide as President of the United States. This isn't a question of a little charity for the homeless. This is a question of organizing the housing community. I've talked to bankers and builders and developers, the housing advocates, community development agencies, and they want leadership from Washington. Washington, by itself, can't do it all. We shouldn't expect that. But governors are ready; mayors are ready. Builders and community leaders are ready. It will require some funds, John. And we ought to be prepared to provide those funds.
+
+But that, too, will require some choices. Mr. Bush wants to spend billions and trillions on Star Wars. Well, that's a choice we have to make, isn't it? Do we spend money on that weapon system in the billions and trillions, or is providing some decent and affordable housing for families of this country something that is at least as important and probably more so. Because it's so essential to our economic strength and to our future. Now, that's the kind of presidency I believe in. And simply to say, well, the McKinney bill will do it just doesn't do. We need a president who will lead on this issue, who has had experience on this issue. It's the kind of priority that will be at the top of our list beginning in January of 1989.
+
+**LEHRER:** A response, Mr. Vice President.
+
+**BUSH:** I think the Governor is blurring housing and the homeless. Let's talk about housing, which the question was. When you talk to those bankers, did they discuss where interest rates were when your party controlled the White House? Ten days before I took the oath of office as President they were 21 1/2 percent. Now, how does that grab you for increasing housing?
+
+Housing is up. We are serving a million more families now. But we're not going to do it in that old Democratic, liberal way of trying to build more bricks and mortars. Go out and take a look at St. Louis at some of that effort. It is wrong. I favor home ownership. I want to see more vouchers. I want to see control of some of these projects, and I want to keep the interest rates down. They're half, now of what they were when we came into office, and with my policy of getting this deficit under control, they'll be a lot less.
+
+But if we spend and spend and spend, that is going to wrap up the housing market, and we'll go right back to the days of the misery index and malaise that President Reagan and I have overcome – thank God for the United States on that one.
+
+**LEHRER:** All right, the next question is to the governor. Ann Groer will ask it.
+
+**GROER:** Governor Dukakis, is there a conflict between your opposition to the death penalty and your support for abortion on demand, even though in the minds of many people, that's also killing?
+
+**DUKAKIS:** No, I don't think there is. There are two very different issues here, and they've got to be dealt with separately. I'm opposed to the death penalty. I think everybody knows that. I'm also very tough on violent crime. And that's one of the reasons why my state has cut crime by more than any other industrial state in America. It's one of the reasons why we have the lowest murder rate of any industrial state in the country. It's one of the reasons why we have a drug education and prevention program that is reaching out and helping youngsters all over our state, the kind of thing I want to do as President of the United States.
+
+You know, the Vice President says he wants to impose the death penalty on drug traffickers, and yet his administration has a federal furlough program which is one of the most permissive in the country, which gave last year 7,000 furloughs to drug traffickers and drug pushers, the same people that he says he now wants to execute.
+
+The issue of abortion is a very difficult issue, one that I think that we all have to wrestle with, we have to come to terms with. I don't favor abortion. I don't think it's a good thing. I don't think most people do. The question is who makes the decision. And I think it has to be the woman, in the exercise of her own conscience and religious beliefs, that makes that decision.
+
+**LEHRER:** Response, Mr. Vice President.
+
+**BUSH:** Well, the Massachusetts furlough program was unique. It was the only one in the nation that furloughed murderers who had not served enough time to be eligible for parole. The federal program doesn't do that. No other state programs do that. And I favor the death penalty. I know it's tough and honest people can disagree. But when a narcotics wrapped up guy goes in and murders a police officer, I think they ought to pay with their life. And I do believe it would be inhibiting. And so I am not going to furlough men like Willie Horton, and I would meet with their, the victims of his last escapade, the rape and the brutalization of the family down there in Maryland. Maryland would not extradite Willie Horton, the man who was furloughed, the murderer, because they didn't want him to be furloughed again. And so we have a fundamental difference on this one. And I think most people know my position on the sanctity of life. I favor adoption. I do not favor abortion.
+
+**LEHRER:** Question for the Vice President, Ann?
+
+**GROER:** Yes. Mr. Vice President, I'd like to stay with abortion for just a moment if I might. Over the years you have expressed several positions, while opposing nearly all forms of government payment for it. You now say that you support abortion only in cases of rape, incest, or threat to a mother's life, and you also support a constitutional amendment that if ratified would outlaw most abortions. But if abortions were to become illegal again, do you think that the women who defy the law and have them anyway, as they did before it was okayed by the Supreme Court, and the doctors who perform them should go to jail?
+
+**BUSH:** I haven't sorted out the penalties. But I do know, I do know that I oppose abortion. And I favor adoption. And if we can get this law changed, everybody should make the extraordinary effort to take these kids that are unwanted and sometimes aborted, take the – let them come to birth, and then put them in a family where they will be loved. And you see, yes, my position has evolved. And it's continuing to evolve, and it's evolving in favor of life. And I have had a couple of exceptions that I support – rape, incest and the life of the mother. Sometimes people feel a little uncomfortable talking about this, but it's much clearer for me now. As I've seen abortions sometimes used as a birth control device, for heavens sakes. See the millions of these killings accumulate, and this is one where you can have an honest difference of opinion. We certainly do. But no, I'm for the sanctity of life, and once that illegality is established, then we can come to grips with the penalty side, and of course there's got to be some penalties to enforce the law, whatever they may be.
+
+**LEHRER:** Governor.
+
+**DUKAKIS:** Well, I think what the Vice President is saying is that he's prepared to brand a woman a criminal for making this decision. It's as simple as that. I don't think it's enough to come before the American people who are watching us tonight and say, well, I haven't sorted it out. This is a very, very difficult and fundamental decision that all of us have to make. And what he is saying, if I understand him correctly, is that he's prepared to brand a woman a criminal for making this choice.
+
+**BUSH:** I just –
+
+**DUKAKIS:** Let me finish. Let me simply say that I think it has to be the woman in the exercise of her own conscience and religious beliefs that makes that decision, and I think that's the right approach, the right decision, and I would hope by this time that Mr. Bush had sorted out this issue and come to terms with it as I have. I respect his right to disagree with me. But I think it's important that we have a position, that we take it, and we state it to the American people.
+
+**LEHRER:** Peter Jennings, a question for the vice president.
+
+**JENNINGS:** Mr. Vice President, I'm struck by your discussion of women and the sanctity of life. And it leads me to recall your own phrase, that you are haunted by the lives which children in our inner cities live. Certainly the evidence is compelling. There's an explosion of single-parent families. And by any measure, these single-parent families, many with unwanted children, are the source of poverty, school drop outs, crime, which many people in the inner city simply feel is out of control. If it haunts you so, why over the eight years of the Reagan-Bush administration have so many programs designed to help the inner cities been eliminated or cut?
+
+**BUSH:** One of the reasons, and I first would like to know which programs you're talking about, and then we could talk on the merits of the programs. But, you see, my fundamental philosophy is give local and state government as much control as possible. That might be the explanation, if you tell me the program. I do strongly support the WIC program. I think it is good. I think part of the answer to this haunting of these children that are out there and suffering lies in extension of Medicaid, to challenge the states, and maybe we're going to have to enforce more on the states in terms of Medicaid taking care of these.
+
+But, Peter, so much of it is, gets into a whole other phase of things. The neighborhood, the kind of environment people are growing up in, and that leads me to the programs I'm talking about in terms of education. I think that part of it is the crime-infested neighborhoods, and that's why I'm a strong believer in trying to control crimes in the neighborhood, why I was so pleased to be endorsed by the policemen on the beat, the Boston Police Department the other day. I think they understand my commitment to helping them in the neighborhoods.
+
+And so it's a combination of these things. But do not erode out of the system the thousand points of light. The people that are out there trying to help these kids, the programs like cities and schools, the work that Barbara Bush is doing so people can learn to read in this country and then go on and break this cycle of poverty. I'm for Head Start and moving that up. And I've already made a proposal – and yes, it will cost some money. But I favor that. So these are the combination of things I want, and the fact that I don't think the federal government can endorse a $35 billion program does not mean I have less compassion than the person who endorses such a program.
+
+**LEHRER:** Governor.
+
+**DUKAKIS:** Well, I must have been living through a different eight years then the ones the Vice President's been living through, because this administration has cut and slashed and cut and slashed programs for children, for nutrition, for the kinds of things that can help these youngsters to live better lives. It's cut federal aid to education; it's cut Pell grants and loans to close the door to college opportunity on youngsters all over this country. And that, too, is a major difference between the vice president and me.
+
+Let me just give you one other example. We have a great many people, hundreds of thousands of people living on public assistance in this country. The 50 governors of this nation have proposed to the Congress that we help those families to get off of welfare, help those youngsters, help their mothers to become independent and self-sufficient. It's taken months and months and months to get Mr. Bush and the administration to support that legislation, and they're still resisting. That's the way you help people. Being haunted, a thousand points of light – I don't know what that means. I know what strong political leadership is. I know what's happened over the course of the past eight years. These programs have been cut and slashed and butchered, and they've hurt kids all over this country.
+
+**LEHRER:** A question for the Governor, Peter.
+
+**JENNINGS:** Governor, the crisis is no less a crisis for you if you are elected President. Where would you get the money to devote to the inner cities which is clearly needed. And can you be specific about the programs not only you'd reinstate, but the more imaginative ones that you'd begin.
+
+**DUKAKIS:** Well, I said a few minutes ago, Peter, that you could improve the lives of families and youngsters and save money at the same time. Welfare reform is one way to do it. If we invest in job training, in child care for those youngsters, in some extended health benefits so that that mother and her kids don't lose their health benefits when she goes to work, we can help literally hundreds of thousands, if not millions of families, to get off of welfare, to become independent and self-sufficient, to be taxpaying citizens, and to improve their lives, the quality of lives, their futures, and the futures of those children.
+
+That's just one example of how you can save money and improve the quality of life at the same time. In my own state, for example, we now have that universal health care system, which the vice president opposes, I think very unwisely. One of the greatest barriers to opportunity for a family and for those children is the threat that they mat lose their health insurance. Think about that father down there in Houston who has to tell his youngster that he can't play little league ball that he can't go out on the ball field because he's afraid he's going to get hurt.
+
+And yet, Mr. Bush says well, I don't think we ought to expect business to provide health insurance for their employees, when responsible employers, a majority of employers in this country do and are paying more for their insurance to reimburse hospitals for free care on account of people that are not insured, that have to go to that hospital.
+
+So these are the ways that you help families, you help youngsters to live better lives, and more decent lives. Were ready to go to work at the state and local level, all of us. I know the private sector is. People are all over the country. But it takes Presidential leadership. It takes a commitment to being involved and the leading. And that's the kind of Presidency I want to lead.
+
+**LEHRER:** Mr. Vice President.
+
+**BUSH:** What troubles me is that when I talk of the voluntary sector and a thousand points of light and a thousand different ways to help on these problems, the man has just said he doesn't understand what I'm talking about.
+
+This is the problem I have with the big spending liberals. They think the only way to do it is for the federal government to do it all. The fact happens to be that education spending is up by the federal government; it is up. It is not down.
+
+But here's the point he misses. The federal government spends 7 percent of the total on education, and the rest of the state governments and local governments and the thousand points of lightened I'm talking about private schools and private church schools and things of this nature – are putting up 93 percent.
+
+But the federal spending for education is up, and I want to be the education President, because I want to see us do better. We're putting more money per child into education, and we are not performing as we should. We've gotten away fro values and the fundamentals. And I would like to urge the school superintendents and the others around the country to stand up now and keep us moving forward on a path towards real excellence.
+
+And we can do it. But it¹s not going to be dedicated by some federal bureaucracy in Washington, D.C.
+
+**LEHRER:** All right, let's move now to some questions on foreign and national security policy. John Mashek will ask the first question of the Governor.
+
+**MASHEK:** Governor, the Vice President continually refers to your lack of experience, weakness, naivete on foreign policy and national security matters. He says you are prepared to eliminate weapons system that will result in the unilateral disarmament of this country. Is that true?
+
+**DUKAKIS:** Of course not. Of course that's a charge that's always made against any governor who runs for the Presidency. I think it was one of the things that Mr. Bush said about Mr. Reagan back in 1980. Remember that, George? And yet some of our finest Presidents, some of our strongest international leaders were governors—Franklin Roosevelt, Woodrow Wilson, Theodore Roosevelt.
+
+Its not the amount of time you spend in Washington. It's not the length of your resume. It's your strength, it's your values, it's the quality of the people you pick. It's your understanding of the forces of change that are sweeping the world, and whether or not you're in a position to provide leadership to make those forces of change work for us and not against us.
+
+The Vice President has a long resume. But it didn't stop him from endorsing the sale of arms to the Ayatollah. And we now know that he was not out of the loop; he was in meeting after meeting listening to Secretary Shultz and Secretary Weinberger opposing that, and yet he supported it.
+
+His experience didn't prevent him from participating or involving or in some way being involved in the relationship between this government and Mr. Noriega and drug trafficking in Panama.
+
+He went to Philippines in the early 80s and commended Ferdinand Marcos for his commitment to democracy. And he continues to support a failed policy in Central America which is getting worse and worse, and which has in fact increased Cuban and Soviet influence in that region.
+
+So I don't believe that the fact you've got that long resume or had that experience is the real question. The question is values; the question is strength, the question is your willingness to provide the kind of leadership that must be provided. I'm ready to provide that leadership. I want to be the Commander-in-Chief of this country. I think it take fresh leadership now, and an understanding of those forces of change to provide the kind of strength that we need, and perhaps the Vice President can explain what he was doing when he supported the trading of arms to terrorist nation, and his involvement in Panama and that endorsement of Mr. Macros. But I don't think it's just experience that makes the difference. It's strength; it's values.
+
+**LEHRER:** Mr. Vice President.
+
+**BUSH:** Well, I thought the question was about defense. The Governor was for a nuclear freeze that would have locked in a thousand Soviet intermediate nuclear force weapons and zero for the West. And because we didn't listen to the freeze advocates, and strengthen the defense of this country, we now have the first arms control agreement in the nuclear age. Now, we're sitting down and talking to the Soviets about strategic arms, and he wants to do away with the Midgetman and the MX, the modernization or our nuclear capability. That is not the way you deal with the Soviets. I've met Mr. Gorbachev. Met Mr. Shevardnadze and talked substance with him the other day. These people are tough. But now we have a chance. I few have experience and now how to handle it, but please do not go back to the days when the military was as weak as they could be, when the morale was down, and when we were the laughing stock around the world.
+
+And now we are back, because we have strengthened the defenses of this country, and believe me, I don't want to see us return to those days.
+
+As to Ferdinand Marcos, he isn't there any more. It was under our administration that Mrs. Aquino came in. But I'll tell you what I was thinking of. I flew a combat mission, my last one was over Manila. And he was down there fighting against imperialism. And he had just—
+
+**LEHRER:** Mr. Vice President
+
+**BUSH:** And he just lifted martial law. And he just called for new elections. And all of those things happened because the Philippines do crave democracy. And out he goes.
+
+**LEHRER:** Mr. Vice President, your time is up. John, a question for the Vice President.
+
+**MASHEK:** Mr. Vice President, the Governor has suggested that you've never met a weapons system that you didn't like or want. Are you prepared to tell the voters one system in this time of tight budgetary restraints and problems at the Pentagon that you'd be willing to cut or even eliminate that wouldn't endanger national security?
+
+**BUSH:** I don't think it's a question of eliminating. I can tell him some I'm against. A-6F, for example. DIVAD. And I can go on and on. Minuteman III, penetration systems. I mean, there's plenty of them that I oppose, but what I am not going to do, when we are negotiating with the Soviet Union, sitting down talking to Mr. Gorbachev about how we achieve a 50 percent reduction in our strategic weapons, I'm not going to give away a couple of aces I that very tough card game. I'm simply not going to do that.
+
+And under me, when I lead this country, the Secretary of Defense is going to have to make the choices, between how we keep, how we protect the survivability of our nuclear deployment on the Midgetman missile, or on the Minuteman, whatever it is. We're going to have to—the MX. We're going to have to do that. It's Christmas.
+
+**BUSH:** Wouldn't it be nice to be perfect?
+
+**DUKAKIS:** I hope it isn't Christmas when you make that decision.
+
+**BUSH:** Wouldn't it be nice to be the ice man so you never make a mistake? These are the—my answer is do not make these unilateral cuts, and everybody now realizes that peace through strength works, and so this is where I have a big difference.
+
+Of course we're going to have to make some determination on this, and we're going to have to make it on the convention forces. But now we've got a very good concept called competitive strategies. We will do what we do best. It's a strategy that we've been working on for a couple of years. It is going to take us to much better advantage in conventional forces.
+
+But look, let me sum it up. I want to be the President that gets conventional forces balance. I want to be the one to banish chemical and biological weapons from the face of the earth. But you have to have a little bit of experience to know where to start. And I think I've had that.
+
+**LEHRER:** Governor?
+
+**DUKAKIS:** Well, first let me say with respect to the freeze, that back in the spring of 1982 Mr. Bush was a lot more sympathetic to the freeze than he seems to be today. As a matter of fact, he said it was not and should not be subject to partisan demagoguery because it was too important for the United States or for the world. I didn't hear, John, exactly where he was going to cut and what he was going to do.
+
+But I know this, we have serious financial problems in this country. We've piled up over a trillion dollars in debt and the next President of the United States is going to have to make some choices.
+
+Mr. Bush wants to spend billions on Star Wars. He apparently wants to spend billions on the MX on railroad cars, a weapons system we don't need and can't afford. I thought the administration was opposed to the Midgetman. I thought the administration was at the negotiating table in Geneva suggesting that we ban mobile missile systems entirely. But those are the choices the next president of the United States is going to have to make.
+
+I'm for the Stealth, I'm for the D-5, I'm for going ahead with the advance Cruise missile. But I don't think we need these other systems. I don't think we need them to remain strong. We've got to move ahead with the strategic arms negotiation process, with the comprehensive test ban treaty and with negotiations leading to conventional force reduction in Europe with deeper cuts on the Soviet side and Senator Bentsen and I will pursue that policy.
+
+**LEHRER:** Anne Groer, a question for the Vice President.
+
+**GROER:** Well, Mr. Vice President, you said you've met with Secretary General Gorbachev, you've met with Mr. Shevardnadze, but for the last 40 years Americans have been taught to regard the Soviet Union as the enemy. Yet, President Reagan has signed two arms control treaties and he's promised to share Star Wars technology with the very country he once called the evil empire. So, perhaps you can tell us this evening, should we be doing a lot to help the economics and the social development of a country that we have so long regarded as an adversary?
+
+**BUSH:** What I think we ought to do is take a look at Perestroika and Glasnost, welcome them, but keep our eyes open. Be cautious. Because the Soviet change is not fully established yet. Yes, I think it's fine to do business with them. And, so, I'm encouraged with what I see when I talk to Mr. – what I hear when I talk to Mr. Gorbachev and Mr. Shevardnadze, but can they pull it off.
+
+And when they have a – they a – deals that are good for us, as China started to do – the changes in China since Barbara and I lived there is absolutely amazing, in terms of incentive, in partnership and things of this nature. And now the Soviet Union seems to be walking down that same path. We should encourage that. We ought to say this is good.
+
+But where I differ with my opponent is I am not going to make unilateral cuts in our strategic defend systems or support some freeze when they have superiority. I'm not going to do that, because I think the jury is still out on the Soviet experiment.
+
+And the interesting place—one of the things that fascinates me about this Perestroika and Glasnost is wheats going to happen in Eastern Europe. You see the turmoil in Poland today. And I think we have enormous opportunity for trade. I don't want to go back to the Carter grain embargo on the Soviets. We are once again reliable suppliers and I would never use food as a political tool like our predecessors did. But this is an exciting time. But all I'm suggesting is let's not be naïve in dealing with the Soviets and make a lot of unilateral cuts hoping against hope that they will match our bid.
+
+Look at the INF treaty. And if we haven't learned from the negotiating history on that, we'll never learn. The freeze people were wrong. The Reagan-Bush administration was right.
+
+**LEHRER:** Governor Dukakis.
+
+**DUKAKIS:** It was a very different George Bush who was talking much more sympathetically about the freeze in the spring of 1982 than he is today. And you were right then, George, when you said it was no time for partisan demagoguery. Nobody is suggesting that we unilaterally disarm or somehow reduce our strength, of course not. What we're talking about is a combination of a strong and effective and credible nuclear deterrent. Strong, well-equipped, well-trained, well-maintained conventional forces. And at the same time a willingness to move forward steadily, thoughtfully cautiously.
+
+We have serious differences with the Soviet Union. We have very fundamental differences about human rights, democracy and our basic system, our basic view of human beings and of what life is all about. But there are opportunities there now. Senator Bentsen and I have a plan for the 1990s and beyond. Mr. Bush and Mr. Quayle do not.
+
+And we want to pursue that plan in a way which will bring down the level of nuclear armament, will build a more stable and more peaceful world while making choices here at home. Let's not forget that our national security and our economic security go hand in hand. We cannot be strong militarily when we're teeter-tottering on top of a mountain of debt which has been created in the past eight years. That's why we need a Democratic administration in Washington in 1989.
+
+**LEHRER:** Anne Groer, a question for the Governor.
+
+**GROER:** Yes. Governor Dukakis, speaking of seeming changes of position, you have gone from calling the Strategic Defense Initiative, or Star Wars, a fantasy and a fraud, to saying recently that you would continue SDI research and might even deploy the system if Congress supported such a move. Why the change of heart?
+
+**DUKAKIS:** No, there's been no change of heart. I said from the beginning that we ought to continue research into the strategic system at about the level that was added in 1983, that's about a billion dollars a year. But I don't know of any reputable scientist who believed that this system, at least as originally conceived could possibly work, this notion of some kind of astrodome over ourselves that could protect us from enemy attack. It makes real sense. And as a matter of fact, the system that the administration is now talking about is very different from the one that was originally proposed in 1983.
+
+So, I'm for continued research, but I also want strong conventional forces. Now, the other day, Mr. Bush said, "Well, if we continue with Star War—Star Wars—we have to cut some place." He hasn't told us where. We know where they're cutting. We know where you're cutting right now. You're cutting into the fiber and muscle of our conventional forces. You're cutting back on maintenance and equipment.
+
+An Air Force General not too long ago in Europe who said that pretty soon we'd have airplanes without engines, tank commanders who can't drive their tanks more than three-quarters of a mile, because they don't have enough fuel. Coast Guard cutters tied up at the dock this summer, not patrolling. They're supposed to be our first line of defense against drugs and the war against drugs, because they don't have enough fuel.
+
+You have to make choices. We're not making those choices. And to spend billions and billions of dollars as Mr. Bush apparently wants to, although, he, himself has been all over the lot on this issue lately—on Star Wars—in my judgment makes no sense at all. We need a strong, credible, effective nuclear deterrent. We have 13,000 strategic nuclear warheads right now on land, on sea and in the air, enough to blow up the Soviet Union 40 times over. They have about 12,000. So, we've got to move forward with those negotiations, get the level of strategic weapons down.
+
+But to continue to commit billions to this system makes no sense at all and I think Mr. Bush has been reconsidering his position over the course of the past few weeks. That's—at least that's what I read. Maybe he'll tell us where he stand on it tonight.
+
+**LEHRER:** Mr. Vice President.
+
+**BUSH:** I'm not reconsidering my position. Two questions: How do you deter nuclear attack without modernizing our nuclear forces when the Soviets are modernizing and how come you spend—willing to spend a dime on something that you consider a fantasy and a fraud. Those are two hypo-rhetorical questions.
+
+He is the man on conventional forces that wants to eliminate two carrier battle groups. The armed forces, the conventional forces of the United States have never been more ready. Every single one of the Joint Chiefs will testify to the fact that readiness is in an historic high. And secondly, in terms of the cutting of the Coast Guard, the Democratic controlled Congress, so please help us with that, who cut $70 million from the Coast Guard out of the interdiction effort on narcotics.
+
+He's got to get this thing more clear. Why do you spend a billion dollars on something you think is a fantasy and a fraud? I will fully research it, go forward as fast as we can. We've set up the levels of funding and when it is deployable, I will deploy it. That is my position on SDI and it's never wavered a bit.
+
+**LEHRER:** Peter Jennings, a question for Governor Dukakis.
+
+**JENNINGS:** Well, Governor, and Vice President Bush, you've both talked tonight about hard choices. Let me try to give you one. Somewhere in the Middle East tonight, nine Americans are being held hostage. If you are Commander-in-Chief and Americans are held hostage, what will be more important to you, their individual fate, or the commitment that the United States government must never negotiate with terrorists. And if any Americans are held hostage and you become President, to what lengths would you go to rescue them?
+
+**DUKAKIS:** Peter, it's one of the most agonizing decisions a president has to make. These are American citizens, we care deeply about them. Their families care deeply about them, want them back and understandably so and we want to do everything we can to bring them back.
+
+But if there's one thing we also understand it is that you cannot make concessions to terrorists, ever, ever. Because if you do, it's an open invitation to other terrorists to take hostages and to blackmail us. And that's the tragedy of the Iran-Contra scandal.
+
+As a matter of fact, Mr. Bush was the chairman of a task force on international terrorism which issued a report shortly before that decision was made and said, and rightly so, that we never ever can make concessions to terrorists and hostage takers. And, yet, after sitting through meeting after meeting, he endorsed that decision, endorsed the sale of arms to the Ayatollah in exchange for hostages, one of the most tragic, one of the most mistaken foreign policy decisions we've ever made in this country and I dare say encouraged others to take hostages as we now know.
+
+So, there can be no concessions under any circumstances, because if we do it's an open invitation to others to do the same. We've got to be tough on international terrorism. We've got to treat it as international crime. We've got to attack at all points, we've go to use undercover operations. We have to be prepared to use military force against terrorist base camps, we have to work closely with our allies to make sure that they're working with us and we with them and we can give no quarter when it comes to breaking the back of international terrorism.
+
+Yes, we should make every effort to try to help those hostages come home, but it can never be because we make concessions. That was a tragic mistake that we made, a mistake that Mr. Bush made and others made and it should never ever be made again.
+
+**LEHRER:** Mr. Vice President?
+
+**BUSH:** I wrote the anti-terrorist report for this government. It is the best anti-terrorist report written. Yes, we shouldn't trade arms for hostages. But we have made vast improvements in our anti-terrorism. Now, it's fine to say that sometimes you have to hit base camps, but when the President saw this state sponsored—fingerprints of Muammar Khadaffi on the loss of American life, he hit Libya. And my opponent was unwilling to support that action.
+
+**DUKAKIS:** That's not true. That's not true.
+
+**BUSH:** And since that action, terrorist action against the United States citizens have gone down.
+
+**DUKAKIS:** That's not true.
+
+**BUSH:** And I have long ago said I supported the President on this other matter. And I've said mistakes were made. Clearly nobody's going to think the President started out thinking he was going to trade arms for hostages. That is a very serious charge against the President. The matter has been thoroughly looked into. But the point is sometimes the action has to be taken by the federal government and when we took action, it had a favorable response.
+
+**LEHRER:** A question for the Vice President. Peter?
+
+**JENNINGS:** It seems perhaps a good subject, Mr. Vice President, on which to make the point that you've campaigned vigorously as part of a leadership team. But so far you won't tell the American people in considerable measure what advice you gave the President, including the sale of arms to Iran and what should have been done about the hostages. To the best of my knowledge there's no Constitutional requirement which prevents you from doing so. Jimmy Carter urged his Vice President, Walter Mondale, to tell the American people. Would you now ask President Reagan for permission to tell the American people what advice you did give him? And if you don't, how do we judge your judgment in the Oval Office in the last eight years?
+
+**BUSH:** You're judged by the whole record. You're judged by the entire record. Are we closer to peace? Are we doing better in anti-terrorism? Should we have listened to my opponent who wanted to send the UN into the Persian Gulf or in spite of the mistakes of the past, are we doing better there? How is our credibility with the GCC countries on the Western side of the Gulf. Is Iran talking to Iraq about peace? You judge on the record. Are the Soviets coming out of Afghanistan? How does it look in a program he called or some one of these marvelous Boston adjective up there and—about Angola—now, we have a chance—several Bostonians don't like it, but the rest of the country will understand.
+
+Now we have a chance. Now we have a chance. And, so, I think that I'd leave it right there and say that you judge on the whole record. And let me say this—all he can talk about—he goes around ranting about Noriega. Now, I've told you what the intelligence briefing he received said about that. He can talk about Iran-Contra and also—I'll make a deal with you, I will take the blame for those two incidents if you give me half the credit for all the good things that have happened in world peace since Ronald Reagan and I took over from the Carter administration.
+
+I still have a couple of minutes left. And there is a difference principle –
+
+**LEHRER:** Sorry, Mr. Vice President.
+
+**BUSH:** It's only on yellow here. Wait a minute.
+
+**LEHRER:** I'm wrong. Go ahead. My apologies.
+
+**BUSH:** Jim –
+
+**LEHRER:** You said nobody's perfect.
+
+**BUSH:** I said I wasn't perfect. Where was I?
+
+**DUKAKIS:** 25th of December, Mr. Vice President.
+
+**BUSH:** I finished.
+
+**DUKAKIS:** He can have another ten seconds if he wants, Jim.
+
+**LEHRER:** Governor, you have a minute to respond.
+
+**DUKAKIS:** Well, the matter of judgment is very important. And I think it's important to understand what happened here.
+
+A report on international terrorism chaired by the Vice President was released and made some very specific recommendations about how to deal with terrorism. They were ignored. The Vice President ignored them. He says mistakes were made. Very serious mistakes in judgment were made. He says, "Well, let's concede that the administration has been doing business with Noriega. Has made him a part of our foreign policy and has been funneling aid to Contras through convicted drug dealers."
+
+I think those are very very serious questions of judgment, which those of you who are watching us here tonight have a right to judge and review. We're not going to make those kinds of mistakes. You cannot make concessions to terrorists. If you do, you invite the taking of more hostages. That's a basic principle. It was ignored in that case and it was a very very serious mistake in judgment.
+
+**LEHRER:** A question from John Mashek. It goes to the Vice President.
+
+**MASHEK:** Mr. Vice President, Democrats and even some Republicans are still expressing reservations about the qualifications and credentials of Senator Dan Quayle of Indiana, your chosen running mate, to be a heartbeat away from the presidency. What do you see in him that others do not?
+
+**BUSH:** I see a young man that was elected to the Senate twice, to the House of Representatives twice. I see a man who is young and I am putting my confidence in a whole generation of people that are in their 30s and 40s. I see a man that took the leadership in the Job Training Partnership Act and that retrains people in this highly competitive changing society we're in, so if a person loses his hob he is retrained for a benefit—for a–work that will be productive and he won't have to go on one of these many programs that the liberal—talking about.
+
+I see a young man who is a knowledgeable—in defense and there are three people on our ticket that are knowledgeable—in the whole—in the race—knowledgeable in defense and Dan Quayle is one of them and I am one of them. And I believe that he will be outstanding. And he took a tremendous pounding and everybody now knows that he took a very unfair pounding. And I'd like each person to say did I jump to conclusions running down rumors that were so outrageous and so brutal. And he's kept his head up. And he will do very very well. And he has my full confidence and he'll have the confidence of people that are in their 30s and 40s and more. So, judge the man on his record not on the—lot of rumors and innuendo and trying to fool around with his name.
+
+My opponent says J. Danforth Quayle. Do you know who J. Danforth was, he was a man who gave his life in World War II, so ridiculing a person's name is a little beneath this process. And he'll do very well when we get into the debates.
+
+**DUKAKIS:** Well, when it comes to ridicule, George, you win a gold medal. I think we can agree on that in the course of this campaign.
+
+**BUSH:** Just the facts.
+
+**DUKAKIS:** But did I—did I sense a desire that maybe Lloyd Bentsen ought to be your running mate when you said there are three people on your ticket?
+
+**BUSH:** No, I think the debate ought to be between you and Lloyd.
+
+**DUKAKIS:** I think the American people have a right to judge us on this question, on how we picked a running mate, a person who is a heartbeat away from the presidency. I picked Lloyd Bentsen, distinguished, strong, mature, a leader in the Senate, somebody whose qualifications nobody has questioned. Mr. Bush picked Dan Quayle.
+
+I doubt very much that Dan Quayle was the best qualified person for that job. And as a matter of fact, I think for most people the notion of President Quayle is a very very troubling thought.
+
+**LEHRER:** John will ask a question of the Governor. It will be the last question and then the Vice President will have a rebuttal.
+
+**MASHEK:** Well, Governor, you did select Lloyd Bentsen of Texas.
+
+**DUKAKIS:** I did indeed.
+
+**MASHEK:** And you have a lot of disagreement with him on fundamental issues, including the Reagan tax cuts, aid to the rebels in Nicaragua, the death penalty, gun control. Who's right?
+
+**DUKAKIS:** Well, John, I'm a man that's been a chief executive for ten years. I've picked a lot of people. I've picked cabinets. I've named judges. I know that the people you pick make an enormous difference in your ability to govern and I set high standards. I try to meet them and I insist that people who work for me meet them, if they don't, they don't stick around very long.
+
+But I didn't pick Lloyd Bentsen because he was a clone of Mike Dukakis. I picked him because he was somebody who would be a strong Vice President, somebody who would be an active Vice President. Somebody who would come to me if somebody came up with a crazy idea that we ought to trade arms to the Ayatollah for hostages and say, "Mr. President, that's wrong. We shouldn't do that." That's the kind of Vice President I want.
+
+He, himself, has said, and rightly so, that he'll be a strong Vice President. When the Vice President makes a decision, that will be his decision. And I'm very very proud of that choice. And I didn't pick him because he agreed with me on everything.
+
+You know, Sam Rayburn once said that if two people agree on everything then only one person is doing the thinking. The fact is I've picked somebody who not only will be a great Vice President, but if, God forbid, something happens to the President, could step into that office and do so with distinction and with strength and with leadership. I doubt very much. I doubt very much that Mr. Bush's selection for the Vice Presidency of the United States meets that test.
+
+**LEHRER:** Mr. Vice President?
+
+**BUSH:** Well, I—we obviously have a difference. I believe it does meet the test. We'll have an opportunity to see the two of them in action in a friendly forum, wonderful friendly fashion like this.
+
+I had hoped this had been a little friendlier evening. I wanted to hitchhike a ride home in his tank with him. But now we've got the lines too carefully drawn here. But you talk about judgment. I mean, what kind of judgment—I mean, jumping all over the president on his decision on one area of farm policy. What kind of judgment sense has your chief education adviser now in jail in Massachusetts? I mean, there's—I don't think this is a fair argument. But nevertheless, I support my nominee for Vice President and he'll do an outstanding job.
+
+**LEHRER:** Gentlemen, I was given some bad word a moment ago. There is time for one more question. Getting it in my ear and Ann Groer will ask it. Ann? To the Governor.
+
+**GROER:** Governor Dukakis, as many U.S. farmers face or undergo foreclosure, the United States is considering the possibility of forgiving a certain percentage of debt owed by Latin American and Third World countries, do you favor giving these countries a break in their loans and, if so, how do you explain that to the American farmers who are losing their land and livelihood?
+
+**DUKAKIS:** Well, I think we have to go to work on the problem of Third World debt and we've got to assist those Third World countries in dealing with this massive debt which they currently—which they have incurred and which is burdening them and which if we don't do something about it and assist them along with other nations around the world, we'll destroy their economies, destroy their future. And at the same time will destroy markets that are important to our farmers.
+
+But I also believe we need an agricultural policy which doesn't cost us 15 to 20 to 25 billion dollars a year that it's been costing us over the course of the past three or four years under this administration. I think it's going to require good, solid credit policies. And thanks to the Congress we now have an agricultural credit bill which is helping and improving the situation with at least some of our farmers.
+
+I think it's going to require a combination of supply management and reasonable price supports to make sure that our farmers get a decent price and I think it also is going to require an administration that understand that there are tremendous opportunities out there for the development of new uses for agricultural products, new uses which can help us to clean up our environment at the same time. Bio-degradable plastics—plastic—gasohol, which the Vice President has been involved in, road de-icers made from corn products. I mean, there are enormous opportunities out there to expand markets and to build a strong future for our farmers.
+
+But I don't think there's anything mutually exclusive or contradictory about building a strong farm economy in this country and assisting our family farms and providing a good strong future for rural communities and for rural America and at the same time working on Third World debt.
+
+As a matter of fact, Mexico, itself, is one of our biggest agricultural customers, so in the sense that we can work to help Mexico rebuild and expand and deal with these very serious economic problems we help our farmers at the same time.
+
+**LEHRER:** Mr. Vice President?
+
+**BUSH:** I oppose supply management and production controls. I support the farm bill, the 1985 farm bill and spending is moving in the right direction. I want to expand our markets abroad and that's why I've called for that first economic summit to be on agriculture.
+
+I will not go back to the way the Democrats did it and used food as a political weapon and throw a grain embargo on the farmers in this country. I want to see rural redevelopment and I have been out front in favor of alternate sources of energy and one of them is gasohol and comes from using your corn and I think we can do better in terms of biodegradable for a lot of product, so I'm optimistic about the agricultural economy.
+
+In terms of the Third World, I support the Baker plan. I want to see market economies spring up all around the world and to the degree they do, we are succeeding. And I don't want to see the banks let off the hook. I would oppose that, but I think were on the right track in agriculture and I am very very encouraged. But let's not go back to that—what they call supply management and production control, that'll simply price us out of the international market. Let's try to expand our markets abroad.
+
+**LEHRER:** All right. That really is the end. Now, let's go to closing statements. They will be two minutes each in duration by agreement. Vice President Bush goes first. Governor Dukakis second. Mr. Vice President.
+
+**BUSH:** I talked in New Orleans about a gentler and kinder nation and I have made specific proposals on education and the environment and on ethics and energy and how we do better in battling crime in our country. But there are two main focal points of this election. Opportunity and peace.
+
+I want to keep this expansion going. Yes, we want change but we are the change. I am the change. I don't want to go back to malaise and misery index. And, so, opportunity. Keep America at work. The best poverty program is a job with dignity in the private sector. And in terms of peace, we are on the right track. We've achieved an arms control agreement that our critics thought was never possible and I want to build on it. I want to see us finalize that START agreement and I want it to be the one to finally lead the world to banishing chemical and biological weapons.
+
+I want to see asymmetrical reductions in conventional forces. And then it gets down to a question of values. We've had a chance to spell out our differences on the Pledge of Allegiance here tonight and on tough sentencing of drug king pins and this kind of thing. And I do favor the death penalty. And we've got a wide array of differences on those. But in the final analysis—in the final analysis, the person goes into that voting booth, they're going to say, "Who has the values I believe in? Who has the experience that we trust? Who has the integrity and stability to get the job done?" My fellow Americans, I am that man and I ask for your support. Thank you very much.
+
+**DUKAKIS:** This has been an extraordinary 18 months for Kitty and me and for our family. We've had an opportunity to campaign all over this country and to meet with so many of you in communities and states and regions to get to know you. I'm more optimistic today than I was when I began about this nation providing we have the kind of leadership in Washington that can work with you, that can build partnerships, that can build jobs in every part of this country, not certain parts of this country.
+
+You know, my friends, my parents came to this country as immigrants like millions and millions of Americans before them and since, seeking opportunities, seeking the American dream. They made sure their sons understood that this was the greatest country in the world, that those of us especially who were the sons and daughters of immigrants had a special responsibility to give something to the country that had opened up its arms to our parents and given so much to them.
+
+I believe in the American dream. I'm a product of it and I want to help that dream come true for every single citizen in this land, with a good job and good wages, with good schools in every part of this country and every community in this country. With decent and affordable housing that our people can buy and own and live in, so that we end the shame of hopelessness in America. With decent and affordable healthcare for all working families.
+
+Yes, it's a tough problem as Mr. Bush says, but it¹s not an insolvable problem. It's one that we will solve and must solve, with a clean and wholesome environment and with a strong America that's strong militarily and economically as we must be, an America that provides strong international leadership because we're true to our values.
+
+We have an opportunity working together to build that future, to build a better America, to build a best America, because the best America doesn't hide. We compete. The best America. We invest. The best America doesn't leave some of its citizens behind. We live—we bring everybody along. And the best America is not behind us. The best America is yet to come.
+
+Thank you very much.
\ No newline at end of file
diff --git a/talk/US_presidential_speech/09/generation_task/instructions.md b/talk/US_presidential_speech/09/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..b07d3ad8f67474a5894f60a4d49baeea511954a7
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@@ -0,0 +1,96 @@
+Please create a slide deck for a public oral presentation, strictly based on the speech script I provide. You are not allowed to introduce any factual content that does not explicitly appear in the script.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+1. **Introduction: The First Incumbent Debate**
+ * Context: The first presidential debate in 16 years and the first ever featuring an incumbent President (Gerald Ford).
+ * Setting: Walnut Street Theatre in Philadelphia, near Independence Hall.
+ * Participants: President Gerald Ford (Republican) and Governor Jimmy Carter (Democrat).
+ * Visual Idea: A historic black-and-white or sepia-toned graphic of the debate stage with a split-screen layout of the two candidates.
+
+2. **Core Logic 1: The Economic Divide—Unemployment vs. Inflation**
+ * Carter’s Critique: Highlighting that 2.5 million more people are out of work than when Ford took office and criticizing the loss of the "work ethic."
+ * Ford’s Defense: Emphasizing the progress made in cutting inflation by half and the steady increase in total employment numbers despite the recession.
+ * Key Theme: A fundamental disagreement on which economic indicator (jobs or inflation) takes priority.
+
+3. **Core Logic 2: Fiscal Responsibility and the Federal Budget**
+ * Ford’s Philosophy: Vetoing excessive spending bills to protect the taxpayer and ensure a balanced budget through disciplined growth.
+ * Carter’s Vision: Proposing government efficiency and reorganization, arguing that a strong economy with low unemployment is the only way to balance the budget.
+ * Visual Idea: A comparative chart showing the two candidates' different approaches to deficit spending and federal resource allocation.
+
+4. **Core Logic 3: Energy Independence and Resources**
+ * The Challenge: Addressing the energy crisis and the nation's dependence on foreign oil.
+ * Debate Points: Discussions on coal production, nuclear energy safety, and the role of the government in incentivizing domestic energy exploration.
+ * Key Theme: Strengthening the national backbone through sustainable and domestic resource management.
+
+5. **Core Logic 4: Restoring Trust in Government**
+ * The "Washington" Problem: Carter’s outsider message focusing on a government that is "as good as its people" and the need for openness.
+ * The Institutional Stance: Ford’s emphasis on his experience and his role in steadying the ship of state during a period of national "anxiety."
+ * Visual Idea: Imagery of Independence Hall or the Constitution, representing the return to foundational American values.
+
+6. **Conclusion: Closing Statements and a Better America**
+ * Carter’s Final Plea: Focusing on the "blessings of a better America" for future generations and the need for new leadership.
+ * Ford’s Final Vow: Committing to continue the hard work of building a prosperous and secure nation through proven methods.
+ * Closing Statement: A call to the American people to choose the direction for the nation's third century.
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/US_presidential_speech/09/generation_task/judge_prompt.json b/talk/US_presidential_speech/09/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..d572f855131812bd2be7855d3f10fa3d13968b7d
--- /dev/null
+++ b/talk/US_presidential_speech/09/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening mention the 16-year gap since the last presidential debate?**\n\n* The text should state that this is the first debate between presidential candidates in 16 years and the first ever to include an incumbent President.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the historical introduction is missing.\n",
+ "\n**Is the issue of \"Unemployment\" addressed in the first question to Governor Carter?**\n\n* The text should include Carter’s critique of the current unemployment rate and his argument that the primary priority should be putting people back to work.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the unemployment discussion is missing.\n",
+ "\n**Does President Ford defend his administration's \"Inflation\" control measures?**\n\n* The text should mention Ford's argument that inflation was at 12% when he took office and was reduced to under 6% through his policies.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the inflation defense is missing.\n",
+ "\n**Is the \"28-minute technical failure\" mentioned in the closing or moderator notes?**\n\n* The text should acknowledge a significant delay in the broadcast due to a technical failure during the debate.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if this event is missing.\n",
+ "\n**Does the text address the issue of \"Tax Reform\"?**\n\n* It should mention the debate over whether to provide tax breaks to low- and middle-income families vs. business incentives for capital investment.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the tax reform debate is missing.\n",
+ "\n**Is the \"Pardon of Richard Nixon\" brought up in the context of trust?**\n\n* The text should mention the candidates' views on the pardon and its impact on the nation's trust in the executive branch.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if the pardon discussion is missing.\n",
+ "\n**Does the text mention \"Energy Policy\" and dependence on foreign oil?**\n\n* It should include discussions on coal, nuclear power, and the need for a national energy plan to achieve independence.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the energy policy is missing.\n",
+ "\n**Is the \"Housing\" crisis and the high cost of homeownership mentioned?**\n\n* The text should address the difficulty for young families to afford new homes and the interest rate policies affecting the housing market.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the housing discussion is missing.\n",
+ "\n**Does the text discuss \"Government Reorganization\" or \"Bureaucracy\"?**\n\n* It should mention Carter’s proposal to reduce the number of government agencies and Ford’s response regarding his veto power.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the reorganization plan is missing.\n",
+ "\n**Is the issue of \"Crime\" and \"Drug Abuse\" included?**\n\n* The text should mention the candidates' stances on law enforcement funding and the prevention of drug-related crimes.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the crime discussion is missing.\n",
+ "\n**Does President Ford's closing statement focus on \"Individual Liberty\"?**\n\n* It should mention his belief that the government shouldn't do for the people what they can do for themselves and his record on preserving freedom.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this closing theme is missing.\n",
+ "\n**Does Governor Carter's closing statement address \"New Leadership\"?**\n\n* It should mention the need for a government as good as its people and a call for a fresh start in Washington.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the final appeal is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the slide accurately reflect the historical significance of the 1976 debate?**\nThe slide should mention that this was the first presidential debate in 16 years and the first ever in which an incumbent President (Gerald Ford) participated.\n\n If **no**, specify if the historical context of the event is missing.\n",
+ "\n**Is the mention of the \"technical failure\" presented accurately?**\nThe slide should reflect the moderator's mention of a 28-minute delay in the broadcast due to a technical failure, noting that it did not detract from the debate's fairness.\n\n If **no**, identify if the specific duration or the occurrence of the technical glitch is omitted.\n",
+ "\n**Does the slide deck correctly convey Jimmy Carter's view on \"Opportunity\"?**\nIt should mention Carter's point that his parents worked hard during the Depression to give him an opportunity to do better, and he wishes to extend that to all citizens.\n\n If **no**, specify if the link between his family background and his political goals is missing.\n",
+ "\n**Are the roles of the moderator and the questioners accurately identified?**\nThe checklist should ensure the slides name Edwin Newman as the moderator and list the questioners: Frank Reynolds, James Gannon, and Elizabeth Drew.\n\n If **no**, identify if any of the specific participants in the debate's structure are misstated.\n",
+ "\n**Is the sponsorship of the debate correctly attributed?**\nThe slide should reflect that the debates were arranged by the League of Women Voters Education Fund to promote better-informed participation by the American people.\n\n If **no**, specify if the organizing body is incorrectly identified.\n",
+ "\n**Does the slide deck accurately convey the focus on \"Domestic and Economic Policy\"?**\nIt should state that the primary focus of this first debate was on domestic issues and the economy.\n\n If **no**, identify if the specific thematic scope of the debate is misrepresented.\n",
+ "\n**Is Carter's stance on \"Government Effectiveness\" presented faithfully?**\nThe slide should reflect his commitment to making the government as \"efficient, economical, purposeful, and manageable\" as the American people are themselves.\n\n If **no**, specify if the specific descriptors of his intended government reform are missing.\n",
+ "\n**Does the slide deck capture Ford's emphasis on his \"Proven Record\"?**\nIt should mention President Ford's focus on his actions during his time in office to stabilize the economy and restore trust in the presidency.\n\n If **no**, specify if the incumbent's focus on his existing record is omitted.\n",
+ "\n**Is the reference to the \"21st Century\" or the \"Next Generation\" accurately reported?**\nThe slide should note both candidates' claims that their policies are aimed at giving children and grandchildren the \"blessings of a better America.\"\n\n If **no**, identify if the long-term goal of intergenerational prosperity is missing.\n",
+ "\n**Does the slide deck accurately reflect the debate's location?**\nIt should state that the debate took place at the Walnut Street Theatre in Philadelphia, near Independence Hall.\n\n If **no**, specify if the historical location is misrepresented.\n",
+ "\n**Is the closing sentiment of \"Working Together\" used correctly?**\nThe slide should reflect the concluding hope that all Americans can \"work together to make individuals in the future have more.\"\n\n If **no**, specify if the theme of collective national effort is missing.\n",
+ "\n**Does the conclusion slide accurately reflect the schedule of future debates?**\nThe conclusion should mention that the next debate was scheduled for October 6 in San Francisco, focusing on foreign and defense issues.\n\n If **no**, identify if the details regarding the subsequent campaign events are altered.\n"
+ ]
+}
diff --git a/talk/US_presidential_speech/09/generation_task/statistics.yaml b/talk/US_presidential_speech/09/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..a0c0bd37a8b19df5438a2846b84080a17c8a3c7c
--- /dev/null
+++ b/talk/US_presidential_speech/09/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/US_presidential_speech/09
+category: talk
+input_metrics:
+ total_input_tokens: 17754
+ generation_prompt_tokens: 1545
+ materials_total_tokens: 16209
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 16209
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/US_presidential_speech/09/material.md b/talk/US_presidential_speech/09/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..edf8e1b5df7ed2fcf5a563fae8a5e3653bfd73c5
--- /dev/null
+++ b/talk/US_presidential_speech/09/material.md
@@ -0,0 +1,469 @@
+September 23, 1976: Debate with President Gerald Ford (Domestic Issues)
+
+Author: Jimmy Carter
+
+I am Edwin Newman, moderator of this first debate of the 1976 campaign between Gerald R. Ford of Michigan, Republican candidate for President, and Jimmy Carter of Georgia, Democratic candidate for President.
+
+We thank you, President Ford, and we thank you, Governor Carter, for being with us tonight.
+
+There are to be three debates between the Presidential candidates and one between the Vice-Presidential candidates. All are being arranged by the League of Women Voters Education Fund.
+
+Tonight's debate, the first between presidential candidates in 16 years and the first ever in which an incumbent President has participated, is taking place before an audience in the Walnut Street Theatre in Philadelphia, just 3 blocks from Independence Hall. The television audience may reach 100 million in the United States and many millions overseas.
+
+Tonight's debate focuses on domestic and economic policy. Questions will be put by Frank Reynolds of ABC News, James Gannon of the Wall Street Journal, and Elizabeth Drew of the New Yorker magazine.
+
+Under the agreed rules the first question will go to Governor Carter. That was decided by the toss of a coin. He will have up to 3 minutes to answer. One follow-up question will be permitted with up to 2 minutes to reply. President Ford will then have 2 minutes to respond.
+
+The next question will go to President Ford, with the same time arrangements, and questions will continue to be alternated between the candidates. Each man will make a 3-minute statement at the end, Governor Carter to go first.
+
+President Ford and Governor Carter do not have any notes or prepared remarks with them this evening.
+
+Mr. Reynolds, your question for Governor Carter.
+
+MR. REYNOLDS. Mr. President, Governor Carter.
+
+Governor, in an interview with the Associated Press last week, you said you believed these debates would alleviate a lot of concern that some voters have about you. Well, one of those concerns-not an uncommon one about candidates in any year-is that many voters say they don't really know where you stand.
+
+Now, you have made jobs your number one priority, and you have said you are committed to a drastic reduction in unemployment. Can you say now, Governor, in specific terms what your first step would be next January, if you are elected, to achieve that?
+
+MR. CARTER. Yes. First of all it's to recognize the tremendous economic strength of this country and to set the putting back to work of our people as a top priority. This is an effort that ought to be done primarily by strong leadership in the White House, the inspiration of our people, the tapping of business, agriculture, industry, labor, and government at all levels to work on this project. We will never have an end to the inflationary spiral, and we will never have a balanced budget until we get our people back to work.
+
+There are several things that can be done specifically that are not now being done: first of all, to channel research and development funds into areas that will provide large numbers of jobs; secondly, we need to have a commitment in the private sector to cooperate with government in matters like housing. Here, a very small investment of taxpayers' money in the housing field can bring large numbers of extra jobs, in the guarantee of mortgage loans, in the putting forward of 202 programs for housing for older people and so forth, to cut down the roughly 20-percent unemployment that now exists in the construction industry.
+
+Another thing is to deal with our needs in the central cities where the unemployment rate is extremely high-sometimes among minority groups, those who don't speak English or who are black or young people-a 40-percent unemployment. Here, a CCC [Civilian Conservation Corps]-type program would be appropriate, to channel money into the sharing with private sector and also local and State governments to employ young people who are now out of work.
+
+Another very important aspect of our economy would be to increase production in every way possible, to hold down taxes on individuals, and to shift the tax burdens on to those who have avoided paying taxes in the past.
+
+These kinds of specific things, none of which are being done now, would be a great help in reducing unemployment.
+
+There is an additional factor that needs to be done and covered very succinctly, and that is to make sure that we have a good relationship between management, business on the one hand and labor on the other.
+
+In a lot of places where unemployment is very high, we might channel specific, targeted job opportunities by paying part of the salary of unemployed people and also sharing with local governments the payment of salaries, which would let us cut down the unemployment rate much lower before we hit the inflationary level.
+
+But I believe that by the end of the first 4 years of the next term, we could have the unemployment rate down to 3 percent-adult unemployment-which is about 4 to 4?? percent overall, a controlled inflation rate, and have a balanced growth of about 4 to 6 percent, around 5 percent, which would give us a balanced budget.
+
+MR. REYNOLDS. Governor, in the event you are successful and you do achieve a drastic drop in unemployment, that is likely to create additional pressure on prices. How willing are you to consider an incomes policy; in other words, wage and price controls?
+
+MR. CARTER. Well, we now have such a low utilization of our productive capacity, about 73 percent-I think it's about the lowest since the Great Depression years-and such a high unemployment rate now-7.9 percent-that we have a long way to go in getting people to work before we have the inflationary pressures. And I think this would be easy to accomplish, to get jobs now without having the strong inflationary pressures that would be necessary.
+
+I would not favor the payment of a given fixed income to people unless they are not able to work. But with tax incentives for the low-income groups, we could build up their income levels above the poverty level and not make welfare more profitable than work.
+
+THE MODERATOR. Mr. President, your response?
+
+THE PRESIDENT. I don't believe that Mr. Carter has been any more specific in this case than he has been on many other instances. I notice particularly that he didn't endorse the Humphrey-Hawkins bill, which he has on occasions and which is included as a part of the Democratic platform. That legislation allegedly would help our unemployment, but we all know that it would have controlled our economy. It would have added $10 to $30 billion each year in additional expenditures by the Federal Government. It would have called for export controls on agricultural products.
+
+In my judgment the best way to get jobs is to expand the private sector, where five out of six jobs today exist in our economy. We can do that by reducing Federal taxes, as I proposed about a year ago when I called for a tax reduction of $28 billion, three-quarters of it to go to private taxpayers and one-quarter to the business sector. We could add to jobs in the major metropolitan areas by a proposal that I recommended that would give tax incentives to business to move into the inner city and to expand or to build new plants so that they would take a plant or expand a plant where people are and people are currently unemployed.
+
+We could also help our youth with some of the proposals that would give to young people an opportunity to work and learn at the same time, just like we give money to young people who are going to college.
+
+Those are the kind of specifics that I think we have to discuss on these debates, and these are the kind of programs that I will talk about on my time.
+
+THE MODERATOR. Mr. Gannon, your question to President Ford.
+
+MR. GANNON. Mr. President, I would like to continue for a moment on this question of taxes which you have just raised. You have said that you favor more tax cuts for middle-income Americans, even those earning up to $30,000 a year. That presumably would cost the Treasury quite a bit of money in lost revenue.
+
+In view of the very large budget deficits that you have accumulated and that are still in prospect, how is it possible to promise further tax cuts and to reach your goal of balancing the budget?
+
+THE PRESIDENT. At the time, Mr. Gannon, that I made the recommendation for a $28 billion tax cut-three-quarters of it to go to individual taxpayers and 25 percent to American business-I said at the same time that we had to hold the lid on Federal spending; that for every dollar of a tax reduction, we had to have an equal reduction in Federal expenditures-a one-for-one proposition. And I recommended that to the Congress with a budget ceiling of $395 billion, and that would have permitted us to have a $28 billion tax reduction.
+
+In my tax reduction program for middle-income taxpayers, I recommended that the Congress increase personal exemptions from $750 per person to $1,000 per person. That would mean, of course, that for a family of four that that family would have $1,000 more personal exemption, money that they could spend for their own purposes, money that the Government wouldn't have to spend. But if we keep the lid on Federal spending, which I think we can with the help of the Congress, we can justify fully a $28 billion tax reduction.
+
+In the budget that I submitted to the Congress in January of this year, I recommended a 50-percent cutback in the rate of growth of Federal spending. For the last 10 years the budget of the United States has grown from about 11 percent per year. We can't afford that kind of growth in Federal spending. And in the budget that I recommended, we cut it in half-a growth rate of 5 to 5 1/2 percent. With that kind of limitation on Federal spending, we can fully justify the tax reductions that I have proposed. And it seems to me, with the stimulant of more money in the hands of the taxpayer and with more money in the hands of business to expand, to modernize, to provide more jobs, our economy will be stimulated so that we will get more revenue, and we will have a more prosperous economy.
+
+MR. GANNON. Mr. President, to follow up a moment, the Congress has passed a tax bill which is before you now which did not meet exactly the sort of outline that you requested. What is your intention on that bill since it doesn't meet your requirements? Do you plan to sign that bill?
+
+THE PRESIDENT. That tax bill does not entirely meet the criteria that I established. I think the Congress should have added another $10 billion reduction in personal income taxes, including the increase of personal exemptions from $750 to $1,000. And Congress could have done that if the budget committees of the Congress and the Congress as a whole had not increased the spending that I recommended in the budget. I am sure you know that in the resolutions passed by the Congress, they have added about $17 billion in more spending by the Congress over the budget that I recommended. So, I would prefer in that tax bill to have an additional tax cut and a further limitation on Federal spending.
+
+Now, this tax bill that hasn't reached the White House yet-but is expected in a day or two-it's about 1,500 pages. It has some good provisions in it; it has left out some that I have recommended, unfortunately. On the other hand, when you have a bill of that magnitude, with those many provisions, a President has to sit and decide if there is more good than bad. And from the analysis that I have made so far, it seems to me that that tax bill does justify my signature and my approval.
+
+THE MODERATOR. Governor Carter, your response.
+
+MR. CARTER. Well, Mr. Ford is changing considerably his previous philosophy. The present tax structure is a disgrace to this country. It's just a welfare program for the rich. As a matter of fact, 25 percent of the total tax deductions go for only 1 percent of the richest people in this country, and over 50 percent of the tax credits go for the 14 percent of the richest people in this country.
+
+When Mr. Ford first became President in August of 1974, the first thing he did in October was to ask for a $4.7 billion increase in taxes on our people in the midst of the heaviest recession since the Great Depression of the 1940's. In January of 1975, he asked for a tax change, a $5.6 billion increase on low and middle-income private individuals, a $6 1/2 billion decrease on the corporations and the special interests. In December of 1975, he vetoed the roughly $18 to $20 billion tax reduction bill that had been passed by the Congress. And then he came back later on in January of this year, and he did advocate a $10 billion tax reduction, but it would be offset by a $6 billion increase this coming January in deductions for social security payments and for unemployment compensation.
+
+The whole philosophy of the Republican Party, including my opponent, has been to pile on taxes on low-income people, to take them off on the corporations. As a matter of fact, since the late sixties when Mr. Nixon took office, we've had a reduction in the percentage of taxes paid by corporations from 30 percent down to about 20 percent. We've had an increase in taxes paid by individuals, payroll taxes, from 14 percent up to 20 percent. This is what the Republicans have done to us. This is why tax reform is so important.
+
+THE MODERATOR. Mrs. Drew, your question to Governor Carter.
+
+MS. DREW. Governor Carter, you've proposed a number of new or enlarged programs, including jobs and health, welfare reform, child care, aid to education, aid to cities, changes in social security and housing subsidies. You've also said that you want to balance the budget by the end of your first term. Now, you haven't put a price tag on those programs, but even if we priced them conservatively, and we count for full employment by the end of your first term, and we count for the economic growth that would occur during that period, there still isn't enough money to pay for those programs and balance the budget by any estimates that I've been able to see. So, in that case, what would give?
+
+MR. CARTER. Well, as a matter of fact, there is. If we assume a rate of growth of our economy equivalent to what it was during President Johnson and President Kennedy, even before the Vietnamese war, and if we assume that, at the end of the 4-year period we can cut our unemployment rate down to 4 to 4?? percent. Under those circumstances, even assuming no elimination of unnecessary programs and assuming an increase in the allotment of money to finance programs increasing as the inflation rate does, my economic projects, I think confirmed by the House and the Senate committees, have been, with a $60 billion extra amount of money that can be spent in fiscal year '81-which would be the last year of this next term-within that $60 billion increase, there would be fit the programs that I promised the American people. I might say, too, that if we see that these goals cannot be reached-and I believe they are reasonable goals-then I would cut back on the rate of implementation of new programs in order to accommodate a balanced budget by fiscal year '81, which is the last year of the next term.
+
+I believe that we ought to have a balanced budget during normal economic circumstances. And these projections have been very carefully made. I stand behind them. And if they should be in error slightly on the down side, then I will phase in the programs that we've advocated more slowly.
+
+Ms. DREW. Governor, according to the budget committees of the Congress that you referred to, if we get to full employment, what they project at a 4-percent unemployment and, as you say, even allowing for the inflation in the programs, there would not be anything more than a surplus of $5 billion by 1981. Conservative estimates of your programs would be that they'd be about $85 to $100 billion. So, how do you say that you are going to be able to do these things and balance the budget?
+
+MR. CARTER. Well, the assumption that you have described that's different is in the rate of growth of our economy.
+
+MS. DREW. No, they took that into account in those figures.
+
+MR. CARTER. I believe that it's accurate to say that the committees to whom you refer, with the employment rate that you state and with the 5 to 5 1/2 percent growth rate in our economy, that the projections would be a $60 billion increase in the amount of money that we have to spend in 1981 compared to now.
+
+And in that framework would be fit any improvements in the programs. Now, this does not include any extra control over unnecessary spending, the weeding out of obsolete or obsolescent programs. We will have a safety version built in with complete reorganization of the executive branch of Government, which I am pledged to do.
+
+The present bureaucratic structure of the Federal Government is a mess. And if I am elected President, that's going to be a top priority of mine-to completely revise the structure of the Federal Government to make it economical, efficient, purposeful, and manageable for a change. And also, I am going to institute zero-base budgeting, which I used 4 years in Georgia, which assesses every program every year and eliminates those programs that are obsolete or obsolescent.
+
+But with these projections we will have a balanced budget by fiscal year 1981 if I am elected President, keep my promises to the American people. And it's just predicated on very modest, but I think accurate, projections of employment increases and a growth in our national economy equal to what was experienced under Kennedy, Johnson, before the Vietnam war.
+
+THE MODERATOR. President Ford.
+
+THE PRESIDENT. If it is true that there will be a $60 billion surplus by fiscal year 1981, rather than spend that money for all the new programs that Governor Carter recommends and endorses and which are included in the Democratic platform, I think the American taxpayer ought to get an additional tax break, a tax reduction of that magnitude. I feel that the taxpayers are the ones that need the relief. I don't think we should add additional programs of the magnitude that Governor Carter talks about.
+
+It seems to me that our tax structure today has rates that are too high. But I am very glad to point out has since 1969, during a Republican administration, we have had 10 million people taken off of the tax rolls at the lower end of the taxpayer area. And at the same time, assuming that I sign the tax bill that was mentioned by Mr. Gannon, we will, in the last two tax bills, have increased the minimum tax on all wealthy taxpayers.
+
+And I believe that by eliminating 10 million taxpayers in the last 8 years and by putting a heavier tax burden on those in the higher tax brackets, plus the other actions that have been taken, we can give taxpayers adequate tax relief.
+
+Now, it seems to me that as we look at the recommendations of the budget committees and our own projections, there isn't going to be any $60 billion dividend. I've heard of those dividends in the past. It always happens. We expected one at the time of the Vietnam war, but it was used up before we ever ended the war, and taxpayers never got the adequate relief they deserved.
+
+THE MODERATOR. Mr. Reynolds.
+
+MR. REYNOLDS. Mr. President, when you came into office, you spoke very eloquently of the need for a time for healing. And very early in your administration you went out to Chicago and you announced, you proposed a program of case-by-case pardons for draft resisters to restore them to full citizenship. Some 14,000 young men took advantage of your offer, but another 90,000 did not. In granting the pardon to former President Nixon, sir, part of your rationale was to put Watergate behind us, to, if I may quote you again, truly end "our long national nightmare."
+
+Why does not the same rationale apply now, today, in our Bicentennial Year to the young men who resisted in Vietnam and many of them still in exile abroad?
+
+THE PRESIDENT. The amnesty program that I recommended in Chicago in September of 1974 would give to all draft evaders and military deserters the opportunity to earn their good record back. About 14 to 15,000 did take advantage of that program. We gave them ample time. I am against an across-the-board pardon of draft evaders or military deserters.
+
+Now, in the case of Mr. Nixon, the reason the pardon was given was that when I took office this country was in a very, very divided condition. There was hatred: there was divisiveness; people had lost faith in their government in many, many respects. Mr. Nixon resigned, and I became President. It seemed to me that if I was to adequately and effectively handle the problems of high inflation, a growing recession, the involvement of the United States still in Vietnam, that I had to give 100 percent of my time to those two major problems.
+
+Mr. Nixon resigned; that is disgrace-the first President out of 38 that ever resigned from public office under pressure. So, when you look at the penalty that he paid, and when you analyze the requirements that I had to spend all of my time working on the economy, which was in trouble, that I inherited, working on our problems in Southeast Asia, which were still plaguing us, it seemed to me that Mr. Nixon had been penalized enough by his resignation in disgrace. And the need and necessity for me to concentrate on the problems of the country fully justified the action that I took.
+
+MR. REYNOLDS. I take it, then, sir, that you do not believe that you are going to reconsider and think about those 90,000 who are still abroad? Have they not been penalized enough? Many of them have been there for years.
+
+THE PRESIDENT. Well, Mr. Carter has indicated that he would give a blanket pardon to all draft evaders. I do not agree with that point of view. I gave in September of 1974 an opportunity for all draft evaders, all deserters, to come in voluntarily, clear their records by earning an opportunity to restore their good citizenship. I think we gave them a good opportunity. I don't think we should go any further.
+
+THE MODERATOR.. Governor Carter.
+
+MR. CARTER. Well, I think it's very difficult for President Ford to explain the difference between the pardon of President Nixon and his attitude toward those who violated the draft laws. As a matter of fact now, I don't advocate amnesty; I advocate pardon. There is a difference, in my opinion, and in accordance with the ruling of the Supreme Court and in accordance with the definition in the dictionary.
+
+Amnesty means that what you did was right. Pardon means that what you did, whether it's right or wrong, you are forgiven for it. And I do advocate a pardon for draft evaders. I think it's accurate to say that 2 years ago, when Mr. Ford put in this amnesty, that three times as many deserters were excused as were the ones who evaded the draft.
+
+But I think that now is the time to heal our country after the Vietnam war. And I think that what the people are concerned about is not the pardon or the amnesty of those who evaded the draft, but whether or not our crime system is fair.
+
+We have got a sharp distinction drawn between white collar crime. The big shots who are rich, who are influential, very seldom go to jail. Those who are poor and who have no influence quite often are the ones who are punished. And the whole subject of crime is one that concerns our people very much. And I believe that the fairness of it is what is the major problem that addresses our leader, and this is something that hasn't been addressed adequately by this administration.
+
+But I hope to have a complete responsibility on my shoulders to help bring' about a fair criminal justice system and also to bring about an end to the divisiveness that has occurred in our country as a result of the Vietnam war.
+
+THE MODERATOR. Mr. Gannon.
+
+MR. GANNON. Governor Carter, you have promised a sweeping overhaul of the Federal Government including a reduction in the number of Government agencies you say would go down to about 200 from some 1,900. That sounds indeed like a very deep cut in the Federal Government. But isn't it a fact that you are not really talking about fewer Federal employees or less Government spending, but rather that you are talking about reshaping the Federal Government, not making it smaller?
+
+MR. CARTER. Well, I've been through this before, Mr. Gannon, as the Governor of Georgia. When I took over we had a bureaucratic mess like we have in Washington now. And we had 300 agencies, departments, bureaus, commissions-some fully budgeted, some not-but all having responsibility to carry out that was in conflict. And we cut those 300 agencies and so forth down substantially; we eliminated 278 of them. We set up a simple structure of government that could be administered fairly, and it was a tremendous success. It hasn't been undone since I was there.
+
+It resulted also in an ability to reshape our court system, our prison system, our education system, our mental health programs, and a clear assignment of responsibility and authority, and also to have our people once again understand and control our Government.
+
+I intend to do the same thing if I am elected President. When I get to Washington, coming in as an outsider, one of the major responsibilities that I will have on my shoulder is a complete reorganization of the executive branch of Government.
+
+We now have a greatly expanded White House staff. When Mr. Nixon went in office, for instance, we had $3 1/2 million spent on the White House and its staff. That has escalated now to $16?? million in the last Republican administration. This needs to be changed. We need to put the responsibilities back on the Cabinet members. We also need to have a great reduction in agencies and programs. For instance, we now have in the health area 302 different programs administered by 11 major departments and agencies. Sixty other advisory commissions are responsible for this. Medicaid is in one agency; Medicare is in a different one; the check on the quality of health care is in a different one. None of them are responsible for health care itself. This makes it almost impossible for us to have a good health program.
+
+We have just advocated this past week a consolidation of the responsibilities for energy. Our country now has no comprehensive energy program or policy. We have 20 different agencies in the Federal Government responsible for the production, the regulation, the information about energy, the conservation of energy spread all over Government. This is a gross waste of money. So, tough, competent management of Government, giving us a simple, efficient, purposeful, and manageable Government will be a great step forward. And if I am elected-and I intend to be-then it's going to be done.
+
+MR. GANNON. Well, I'd like to press my question on the number of Federal employees-whether you would really plan to reduce the overall number or merely put them in different departments and relabel them? In your energy plan, you consolidate a number of agencies into one, or you would, but does that really change the overall?
+
+MR. CARTER. I can't say for sure that we would have fewer Federal employees when I go out of office than when I come in. It took me about 3 years to completely reorganize the Georgia government. The last year I was in office our budget was actually less than it was a year before, which showed a great improvement.
+
+Also, we had a 2-percent increase in the number of employees the last year, but it was a tremendous shift from administrative jobs into the delivery of services. For instance, we completely revised our prison system. We established 84 new mental health treatment centers, and we shifted people out of administrative jobs into the field to deliver better services. The same thing will be done at the Federal Government level.
+
+I accomplished this with substantial reductions in employees in some departments. For instance, in the Transportation Department we cut back about 25 percent of the total number of employees. In giving our people better mental health care, we increased the number of employees. But the efficiency of it, the simplicity of it, the ability of people to understand their own government and control it was a substantial benefit derived from complete reorganization.
+
+We have got to do this at the Federal Government level. If we don't, the bureaucratic mess is going to continue. There is no way for our people now to understand what their Government is; there is no way to get the answer to a question. When you come to Washington to try to-as a Governor-to try to begin a new program for your people, like the treatment of drug addicts, I found there were 13 different Federal agencies that I had to go to to manage the drug treatment program. In the Georgia government we only had one agency responsible for drug treatment.
+
+This is the kind of change that would be made. And it would be of tremendous benefit in long-range planning, in tight budgeting, saving the taxpayers' money, making the Government more efficient, cutting down on bureaucratic waste, having a clear delineation of authority and responsibility of employees, and giving our people a better chance to understand and control their Government.
+
+THE MODERATOR. President Ford.
+
+THE PRESIDENT. I think the record should show, Mr. Newman, that the Bureau of Census-we checked it just yesterday-indicates that in the 4 years that Governor Carter was Governor of the State of Georgia, expenditures by the government went up over 50 percent. Employees of the government in Georgia during his term of office went up over 25 percent. And the figures also show that the bonded indebtedness of the State of Georgia during his Governorship went up over 20 percent.
+
+And there was some very interesting testimony given by Governor Carter's successor, Governor Busbee, before a Senate committee a few months ago, on how he found the Medicaid program when he came into office following Governor Carter. He testified, and these are his words, the present Governor of Georgia, he says he found the Medicaid program in Georgia in shambles.
+
+Now, let me talk about what we've done in the White House as far as Federal employees are concerned. The first order that I issued after I became President was to cut or eliminate the prospective 40,000 increase in Federal employees that had been scheduled by my predecessor. And in the term that I have been President-some 2 years-we have reduced Federal employment by 11,000.
+
+In the White House staff itself, when I became President we had roughly 540 employees. We now have about 485 employees. So, we've made a rather significant reduction in the number of employees on the White House staff working for the President.
+
+So, I think our record of cutting back employees, plus the failure on the part of the Governor's program to actually save employment in Georgia, shows which is the better plan.
+
+THE MODERATOR. Mrs. Drew.
+
+Ms. DREW. Mr. President, at Vail, after the Republican convention, you announced that you would now emphasize five new areas. Among those were jobs and housing and health, improved recreational facilities for Americans, and you also added crime. You also mentioned education.
+
+For 2 years you've been telling us that we couldn't do very much in these areas because we couldn't afford it, and in fact, we do have a $50 billion deficit now. In rebuttal to Governor Carter a little bit earlier, you said that if there were to be any surplus in the next few years, you thought it should be turned back to the people in the form of tax relief. So, how are you going to pay for any new initiatives in these areas you announced at Vail you were going to now stress?
+
+THE PRESIDENT. Well, in the last 2 years, as I indicated before, we had a very tough time. We were faced with heavy inflation-over 12 percent; we were faced with substantial unemployment. But in the last 24 months we've turned the economy around, and we've brought inflation down to under 6 percent. And we have added employment of about 4 million in the last 17 months to the point where we have 88 million people working in America today, the most in the history of the country. The net result is we are going to have some improvement in our receipts, and I think we will have some decrease in our disbursements. We expect to have a lower deficit in fiscal year 1978.
+
+We feel that with this improvement in the economy, we feel with more receipts and fewer disbursements, we can, in a moderate way, increase, as I recommended, over the next 10 years a new parks program that would cost a billion and a half dollars, doubling our national park system.
+
+We have recommended that in the housing program we can reduce down payments and moderate monthly payments. But that doesn't cost any more as far as the Federal Treasury is concerned.
+
+We believe that we can do a better job in the area of crime, but that requires tougher sentencing-mandatory, certain prison sentences for those who violate our criminal laws. We believe that you can revise the Federal Criminal Code, which has not been revised in a good many years. That doesn't cost any more money. We believe that you can do something more effectively with a moderate increase in money in the drug abuse program.
+
+We feel that in education we can have a slight increase, not a major increase. It's my understanding that Governor Carter has indicated that he approves of a $30 billion expenditure by the Federal Government, as far as education is concerned. At the present time we are spending roughly $3,500 million. I don't know where that money would come from.
+
+But, as we look at the quality of life programs-jobs, health, education, crime, recreation-we feel that as we move forward with a healthier economy, we can absorb the small, necessary costs that will be required.
+
+Ms. DREW. But, sir, in the next few years would you try to reduce the deficit, would you spend money for these programs that you have just outlined, or would you, as you said earlier, return whatever surplus you got to the people in the form of tax relief?
+
+THE PRESIDENT. We feel that with the programs that I have recommended, the additional $10 billion tax cut, with the moderate increases in the quality of life area, we can still have a balanced budget, which I will submit to the Congress in January of 1978. We won't wait 1 year or 2 years longer, as Governor Carter indicates.
+
+As the economy improves, and it is improving-our gross national product this year will average about 6-percent increase over last year-we will have a lower rate of inflation for the calendar year this year, something slightly under 6 percent; employment will be up; revenues will be up. We will keep the lid on some of these programs that we can hold down, as we have a little extra money to spend for those quality of life programs, which I think are needed and necessary.
+
+Now, I cannot and would not endorse the kind of programs that Governor Carter recommends. He endorses the Democratic platform which, as I read it, calls for approximately 60 additional programs. We estimate that those programs would add $100 billion minimum and probably $200 billion maximum each year to the Federal budget. Those programs you cannot afford and give tax relief.
+
+We feel that you can hold the line and restrain Federal spending, give a tax reduction, and still have a balanced budget by 1978.
+
+THE MODERATOR. Governor Carter.
+
+MR. CARTER. Well, Mr. Ford takes the same attitude that the Republicans always take. In the last 3 months before an election, they are always for the programs that they fight the other 3 1/2 years. I remember when Herbert Hoover was against jobs for people. I remember when All Landon was against social security. And later President Nixon-16 years ago-was telling the public that John Kennedy's proposals would bankrupt the country and would double the cost.
+
+The best thing to do is to look at the record of Mr. Ford's administration and Mr. Nixon's before his.
+
+We had last year a $65 billion deficit, the largest deficit in the history of our country, more of a deficit spending than we had in the entire 8-year period under President Johnson and President Kennedy. We've got 500,000 more Americans out of jobs today than were out of work 3 months ago. And since Mr. Ford has been in office, in 2 years we've had a 50-percent increase in unemployment, from 5 million people out of work to 2 1/2 million more people out of work, or a total of 7 1/2 million. We've also got a comparison between himself and Mr. Nixon. He's got four times the size of the deficits that Mr. Nixon even had himself.
+
+This talking about more people at work is distorted because with the 14-percent increase in the cost of living in the last 2 years, it means that women and young people have had to go to work when they didn't want to because their fathers couldn't make enough to pay the increased cost of food and housing and clothing.
+
+We have, in this last 2 years alone, $120 billion total deficits under President Ford, and at the same time we've had in the last 8 years a doubling in the number of bankruptcies for small business. We've had a negative growth in our national economy, measured in real dollars. The take-home pay of a worker in this country is actually less now than it was in 1968, measured in real dollars. This is the kind of record that is there, and talk about the future and a drastic change or conversion on the part of Mr. Ford at the last minute is one that just doesn't go.
+
+THE MODERATOR. Mr. Reynolds.
+
+MR. REYNOLDS. Governor Carter, I'd like to turn to what we used to call the energy crisis.
+
+Yesterday a British Government commission on air pollution, but one headed by a nuclear physicist, recommended that any further expansion of nuclear energy be delayed in Britain as long as possible. Now, this is a subject that is quite controversial among our own people, and there seems to be a clear difference between you and the President on the use of nuclear power plants, which you say you would use as a last priority. Why, sir? Are they unsafe?
+
+MR. CARTER. Well, among my other experiences in the past I've been a nuclear engineer, and I did graduate work in this field. I think I know the capabilities and limitations of atomic power.
+
+But the energy policy of our Nation is one that has not yet been established under this administration. I think almost every other developed nation in the world has an energy policy except us.
+
+We have seen the Federal Energy Agency [Administration] established, for instance, in the crisis of 1973. It was supposed to be a temporary agency; now it's permanent. It's enormous; it's growing every day. And I think the Wall Street Journal reported not too long ago they have 112 public relations experts working for the Federal Energy Agency [Administration] to try to justify to the American people its own existence.
+
+We've got to have a firm way to handle the energy question. The reorganization proposal that I've put forward is one first step. In addition to that, we need to have a realization that we've got about 35 years worth of oil left in the whole world. We are going to run out of oil. When Mr. Nixon made his famous speech on operation independence, we were importing about 35 percent of our oil. Now we've increased that amount 25 percent. We now import about 44 percent of our oil.
+
+We need a shift from oil to coal. We need to concentrate our research and development effort on coal-burning and extraction that's safe for miners, that also is clean burning. We need to shift very strongly toward solar energy and have strict conservation measures and then, as a last resort only, continue to use atomic power.
+
+I would certainly not cut out atomic power altogether. We can't afford to give up that opportunity until later. But to the extent that we continue to use atomic power, I would be responsible as President to make sure that the safety precautions were initiated and maintained. For instance, some that have been forgotten: We need to have the reactor core below ground level, the entire powerplant that uses atomic power tightly sealed, and a heavy vacuum maintained. There ought to be a standardized design. There ought to be a full-time atomic energy specialist, independent of the power company, in the control room full-time, 24 hours a day, to shut down a plant if an abnormality develops. These kinds of procedures, along with evacuation procedures, adequate insurance, ought to be initiated.
+
+So, shift from oil to coal; emphasize research and development on coal use and also on solar power; strict conservation measures-not yield every time the special interest groups put pressure on the President, like this administration has done; and use atomic energy only as a last resort with the strictest possible safety precautions. That's the best overall energy policy in the brief time we have to discuss it.
+
+MR. REYNOLDS. Well, Governor, on the same subject, would you require mandatory conservation efforts to try to conserve fuel?
+
+MR. CARTER. Yes, I would. Some of the things that can be done about this is a change in the rate structure of electric power companies. We now encourage people to waste electricity by giving the lowest rates to the biggest users. We don't do anything to cut down on peak load requirements. We don't have an adequate requirement for the insulation of homes, for the efficiency of automobiles. And whenever the automobile manufacturers come forward and say they can't meet the limits that the Congress has put forward, this Republican administration has delayed the implementation dates.
+
+In addition to that, we ought to have a shift to the use of coal, particularly in the Appalachian regions where the coal is located-a lot of very high-quality, low-carbon coal-I mean low-sulfur coal is there-it's where our employment is needed. This would help a great deal.
+
+So, mandatory conservation measures, yes. Encouragement by the President for people to voluntarily conserve, yes. And also the private sector ought to be encouraged to bring forward to the public the benefits from efficiency. One bank in Washington, for instance, gives lower interest loans for people who adequately insulate their homes or who buy efficient automobiles. And some major manufacturing companies, like Dow Chemical, have, through very effective efficiency mechanisms, cut down the use of energy by as much as 40 percent with the same out-product.
+
+These kind of things ought to be done; they ought to be encouraged and supported and even required by the Government, yes.
+
+THE MODERATOR. President Ford.
+
+THE PRESIDENT. Governor Carter skims over a very serious and a very broad subject. In January of 1975, I submitted to the Congress and to the American people the first comprehensive energy program recommended by any President. It called for an increase in the production of energy in the United States. It called for conservation measures so that we would save the energy that we have.
+
+If you are going to increase domestic oil and gas production-and we have to-you have to give to those producers an opportunity to develop their land or their wells. I recommended to the Congress that we should increase coal production in this country from 600 million tons a year to 1,200 million tons by 1985. In order to do that, we have to improve our extraction of coal from the ground; we have to improve our utilization of coal, make it more efficient, make it cleaner.
+
+In addition, we have to expand our research and development. In my program for energy independence, we have increased, for example, solar energy research from about $84 million a year to about $120 million a year. We are going as fast as the experts say we should. In nuclear power we have increased the research and development under the Energy Research and Development Agency [Administration] very substantially to ensure that our nuclear power plants are safer, that they are more efficient, and that we have adequate safeguards.
+
+I think you have to have greater oil and gas production, more coal production, more nuclear production, and in addition, you have to have energy conservation.
+
+THE MODERATOR. Mr. Gannon.
+
+MR. GANNON. Mr. President, I'd like to return for a moment to this problem of unemployment. You have vetoed or threatened to veto a number of jobs bills passed or in development in the Democratic-controlled Congress. Yet, at the same time, the Government is paying out, I think it is, $17 billion, perhaps $20 billion, a year in unemployment compensation caused by the high unemployment. Why do you think it is better to pay out unemployment compensation to idle people than to put them to work in public service jobs?
+
+THE PRESIDENT. The bills that I've vetoed, the one for an additional $6 billion was not a bill that would have solved our unemployment problems. Even the proponents of it admitted that no more than 400,000 jobs would be made available. Our analysis indicates that something in the magnitude of about 150 to 200,000 jobs would be made available. Each one of those jobs would have cost the taxpayer $25,000. In addition, the jobs would not be available right now; they would not have materialized for about 9 to 18 months.
+
+The immediate problem we have is to stimulate our economy now so that we can get rid of unemployment. What we have done is to hold the lid on spending in an effort to reduce the rate of inflation. And we have proven, I think very conclusively, that you can reduce the rate of inflation and increase jobs.
+
+For example, as I have said, we have added some 4 million jobs in the last 17 months. We have now employed 88 million people in America-the largest number in the history of the United States. We've added 500,000 jobs in the last 2 months.
+
+Inflation is the quickest way to destroy jobs. And by holding the lid on Federal spending, we have been able to do a good job, an affirmative job in inflation and, as a result, have added to the jobs in this country.
+
+I think it's also appropriate to point out that through our tax policies we have stimulated added employment throughout the country-the investment tax credit, the tax incentives for expansion and modernization of our industrial capacity. It's my opinion that the private sector, where five out of the six jobs are, where you have permanent jobs with the opportunity for advancement, is a better place than make-work jobs under the program recommended by the Congress.
+
+MR. GANNON. Just to follow up, Mr. President, the Congress has just passed a $3.7 billion appropriation bill which would provide money for the public works jobs program that you earlier tried to kill by your veto of the authorization legislation.
+
+In light of the fact that unemployment again is rising or has in the past 3 months, I wonder if you have rethought that question at all, whether you would consider allowing this program to be funded, or will you veto that money bill?
+
+THE PRESIDENT. Well, that bill has not yet come down to the Oval Office so I am not in a position to make any judgment on it tonight. But that is an extra $4 billion that would add to the deficit, which would add to the inflationary pressures, which would help to destroy jobs in the private sector, not make jobs where the jobs really are. These make-work, temporary jobs, dead end as they are, are not the kind of jobs that we want for our people.
+
+I think it's interesting to point out that in the 2 years that I've been President, I've vetoed 56 bills. Congress has sustained 42 vetoes. As a result we have saved over $9 billion in Federal expenditures. And the Congress-by overriding the bills that I did veto-the Congress has added some $13 billion to the Federal expenditures and to the Federal deficit.
+
+Now, Governor Carter complains about the deficits that this administration has had, and yet he condemns the vetoes that I have made that have saved the taxpayer $9 billion and could have saved an additional $13 billion. Now, he can't have it both ways. And, therefore, it seems to me that we should hold the lid as we have to the best of our ability so we can stimulate the private economy and get the jobs where the jobs are-five out of six-in this economy.
+
+THE MODERATOR. Governor Carter.
+
+MR. CARTER. Well, Mr. Ford doesn't seem to put into perspective the fact that when 500,000 more people are out of work then there were 3 months ago, where we have 2?? million more people out of work than were when he took office, that this touches human beings.
+
+I was in a city in Pennsylvania not too long ago near here, and there were about 4,000 or 5,000 people in the audience-it was on a train trip-and I said, "How many adults here are out of work?" About a thousand raised their hands.
+
+Mr. Ford actually has fewer people now in the private sector in nonfarm jobs than when he took office, and still he talks about a success; 7.9 percent unemployment is a terrible tragedy in this country.
+
+He says he has learned how to match unemployment with inflation. That's right. We've got the highest inflation we've had in 25 years right now-except under this administration-and that was 50 years ago-and we've got the highest unemployment we've had under Mr. Ford's administration since the Great Depression. This affects human beings. And his insensitivity in providing those people a chance to work has made this a welfare administration and not a work administration.
+
+He hasn't saved $9 billion with his vetoes. It has only been a net saving of $4 billion. And the cost in unemployment compensation, welfare compensation, and lost revenues has increased $23 billion in the last 2 years. This is a typical attitude that really causes havoc in people's lives. And then it's covered over by saying that our country has naturally got a 6-percent unemployment rate or 7-percent unemployment rate and a 6-percent inflation. It's a travesty. It shows a lack of leadership. And we've never had a President since the War Between the States that vetoed more bills. Mr. Ford has vetoed four times as many bills as Mr. Nixon, per year, and 11 of them have been overridden. One of his bills that was overridden-he only got one vote in the Senate and seven votes in the House from Republicans. So, this shows a breakdown in leadership.
+
+THE MODERATOR. Governor Carter, under the rules I must stop you.
+
+Mrs. DREW.
+
+MS. DREW. Governor Carter, I'd like to come back to the subject of taxes. You have said that you want to cut taxes for the middle- and lower-income groups.
+
+MR. CARTER. Right.
+
+MS. DREW. But unless you are willing to do such things as reduce the itemized deductions for charitable contributions or home mortgage payments or interest or taxes or capital gains, you can't really raise sufficient revenue to provide an overall tax cut of any size. So, how are you going to provide that tax relief that you are talking about?
+
+MR. CARTER. Now we have such a grossly unbalanced tax system, as I said earlier, that it is a disgrace. Of all the tax benefits now, 25 percent of them go to the 1 percent of the richest people in this country. Over 50 percent-53 to be exact-percent of the tax benefits go to the 14 percent richest people in this country.
+
+We've had a 50-percent increase in payroll deductions since Mr. Nixon went in office 8 years ago. Mr. Ford has advocated, since he has been in office, over $5 billion in reductions for corporations, special interest groups, and the very, very wealthy, who derive their income not from labor, but from investments.
+
+That has got to be changed. A few things that can be done: We have now a deferral system so that the multinational corporations, who invest overseas, if they make $1 million in profits overseas, they don't have to pay any of their taxes unless they bring their money back into this country. Where they don't pay their taxes, the average American pays their taxes for them. Not only that but it robs this country of jobs because instead of coming back with that million dollars and creating a shoe factory, say, in New Hampshire or Vermont, if the company takes the money down to Italy and builds a shoe factory, they don't have to pay any taxes on the money.
+
+Another thing is a system called DISC [Domestic International Sales Corporation[, which was originally designed and proposed by Mr. Nixon, to encourage exports. This permits a company to create a dummy corporation to export their products and then not to pay the full amount of taxes on them. This costs our Government about $1.4 billion a year, and when those rich corporations don't pay that tax, the average American taxpayer pays it for them.
+
+Another one that is very important is the business deductions. Jet airplanes, first-class travel, the $50 martini lunch-the average working person can't take advantage of that, but the wealthier people can.
+
+Another system is where a dentist can invest money in, say, raising cattle and can put in $100,000 of his own money, borrow $900,000-$900,000, that makes a million-and mark off a great amount of loss through that procedure. There was one example, for instance, where somebody produced pornographic movies. They put in $30,000 of their own money and got $120,000 in tax savings.
+
+These special kinds of programs have robbed the average taxpayer and have benefited those who are powerful and who can employ lobbyists and who can have their C.P.A.'s and their lawyers to help them benefit from the roughly 8,000 pages of the tax code. The average American person can't do it. You can't hire a lobbyist out of unemployment compensation checks.
+
+MS. DREW. Governor, to follow up on your answer, in order for any kind of tax relief to really be felt by the middle- and lower-income people, according to congressional committees on this, you need about $10 billion. Now, you listed some things. The deferral on foreign income is estimated it would save about $500 million. DISC, you said, was $1.4 billion. The estimate of the outside, if you eliminated all tax shelters, is $5 billion.
+
+So, where else would you raise the revenue to provide this tax relief? Would you, in fact, do away with all business deductions, and what other kinds of preferences would you do away with?
+
+MR. CARTER. No, I wouldn't do away with all business deductions. I think that would be a very serious mistake. But if you could just do away with the ones that are unfair, you could lower taxes for everyone. I would never do anything that would increase the taxes for those who work for a living or who are presently required to list all their income.
+
+What I want to do is not to raise taxes, but to eliminate loopholes. And this is the point of my first statistic that I gave you, that the present tax benefits that have been carved out over a long period of years-50 years-by sharp tax lawyers and by lobbyists, have benefited just the rich. These programs that I described to you earlier-the tax deferrals for overseas, the DISC, and the tax shelters-they only apply to people in the $50,000-a-year bracket or up. And I think this is the best way to approach it, is to make sure that everybody pays taxes on the income that they earn and make sure that you take whatever savings there is from the higher income levels and give it to the lower and middle-income families.
+
+THE MODERATOR. President Ford.
+
+THE PRESIDENT. Governor Carter's answer tonight does not coincide with the answer that he gave in an interview to the Associated Press a week or so ago. In that interview Governor Carter indicated that he would raise the taxes on those in the medium- or middle-income brackets or higher. Now, if you take the medium- or middle-income taxpayer-that's about $14,000 per person-Governor Carter has indicated, publicly, in an interview, that he would increase the taxes on about 50 percent of the working people of this country.
+
+I think the way to get tax equity in this country is to give tax relief to the middle-income people who have an income from roughly $8,000 up to $25 or $30,000. They have been shortchanged as we have taken 10 million taxpayers off the tax rolls in the last 8 years and as we have added to the minimum tax provision to make all people pay more taxes.
+
+I believe in tax equity for the middle-income taxpayer-increasing the personal exemption. Mr. Carter wants to increase taxes for roughly half of the taxpayers of this country.
+
+Now, the Governor has also played a little fast and loose with the facts about vetoes. The records show that President Roosevelt vetoed on an average of 55 bills a year. President Truman vetoed on the average, while he was President, about 38 bills a year. I understand that Governor Carter, when he was Governor of Georgia, vetoed between 35 and 40 bills a year. My average in 2 years is 26, but in the process of that, we have saved $9 billion.
+
+And one final comment. Governor Carter talks about the tax bills and all of the inequities that exist in the present law. I must remind him the Democrats have controlled the Congress for the last 22 years, and they wrote all the tax bills.
+
+THE MODERATOR. Mr. Reynolds.
+
+MR. REYNOLDS. I suspect that we could continue on this tax argument for some time, but I'd like to move on to another area.
+
+Mr. President, everybody seems to be running against Washington this year, and I'd like to raise two coincidental events, then ask you whether you think perhaps this may have a bearing on the attitude throughout the country.
+
+The House Ethics Committee has just now ended its investigation of Daniel Schorr, after several months and many thousands of dollars, trying to find out how he obtained and caused to be published a report of the Congress that probably is the property of the American people. At the same time the Senate Select Committee on Standards and Conduct has voted not really to begin an investigation of a United States Senator because of allegations against him that he may have been receiving corporate funds illegally over a period of years.
+
+Do you suppose, sir, that events like this contribute to the feeling in the country that maybe there is something wrong in Washington, and I don't mean just in the executive branch, but throughout the whole Government?
+
+THE PRESIDENT. There is a considerable anti-Washington feeling throughout the country but I think the feeling is misplaced. In the 2 years we have restored integrity in the White House and we have set high standards in the executive branch of the Government.
+
+The anti-Washington feeling, in my opinion, ought to be focused on the Congress of the United States. For example, this Congress very shortly will spend a billion dollars a year for its housekeeping, its salaries, its expenses, and the like. The next Congress will probably be the first billion dollar Congress in the history of the United States. I don't think the American people are getting their money's worth from the majority party that runs this Congress. . We, in addition, see that in the last 4 years the number of employees hired by the Congress has gone up substantially, much more than the gross national product, much more than any other increase throughout our society. Congress is hiring people by the droves, and the cost, as a result, has gone up.
+
+And I don't see any improvement in the performance of the Congress under the present leadership. So, it seems to me, instead of the anti-Washington feeling being aimed at everybody in Washington, it seems to me that the focus should be where the problem is, which is the Congress of the United States, and particularly the majority in the Congress.
+
+They spend too much money on themselves. They have too many employees. There is some question about their morality. It seems to me that in this election the focus should not be on the executive branch, but the correction should come as the voters for their Members of the House of Representatives or for their United States Senator. That's where the problem is. And I hope there will be some corrective action taken, so we can get some new leadership in the Congress of the United States.
+
+MR. REYNOLDS. Mr. President, if I may follow up, I think you have made it plain that you take a dim view of the majority in the Congress. Isn't it quite likely, sir, that you will have a Democratic Congress in the next session if you are elected President, and hasn't the country a right to ask whether you can get along with that Congress or whether we will have continued confrontation?
+
+THE PRESIDENT. Well, it seems to me that we have a chance, the Republicans, to get a majority in the House of Representatives. We will make some gains in the United States Senate. So there will be different ratios in the House as well as in the Senate, and as President I will be able to work with that Congress.
+
+But let me take the other side of the coin, if I might. Supposing we had had a Democratic Congress for the last 2 years and we had had Governor Carter as President. He has, in effect, said that he would agree with all of-he would disapprove of the vetoes that I have made and would have added significantly to expenditures and the deficit in the Federal Government. I think it would be contrary to one of the basic concepts in our system of government, a system of checks and balances.
+
+We have a Democratic Congress today, and fortunately, we've had a Republican President to check their excesses with my vetoes. If we have a Democratic Congress next year and a President who wants to spend an additional $100 billion a year or maybe $200 billion a year, with more programs, we will have, in my judgment, greater deficits with more spending, more dangers of inflation.
+
+I think the American people want a Republican President to check on any excesses that come out of the next Congress if it is a Democratic Congress.
+
+THE MODERATOR. Governor Carter.
+
+MR. CARTER. Well, it's not a matter of Republican and Democrat; it's a matter of leadership or no leadership. President Eisenhower worked with a Democratic Congress very well. Even President Nixon, because he was a strong leader, at least, worked with a Democratic Congress very well.
+
+Mr. Ford has vetoed, as I said earlier, four times as many bills per year as Mr. Nixon. Mr. Ford quite often puts forward a program just as a public relations stunt and never tries to put it through the Congress by working with the Congress. I think under President Nixon and Eisenhower-they passed about 60 to 75 percent of their legislation. This year Mr. Ford will not pass more than 26 percent of all the legislative proposals he puts forward.
+
+This is government by stalemate. And we've seen almost a complete breakdown in the proper relationship between the President, who represents this country, and the Congress, who, collectively, also represent this country.
+
+We've had Republican Presidents before who have tried to run against a Democratic Congress. And I don't think it's-the Congress is Mr. Ford's opponent. But if he insists that I be responsible for the Democratic Congress, of which I have not been a part, then I think it's only fair that he be responsible for the Nixon administration in its entirety, of which he was a part. That, I think, is a good balance.
+
+But the point is that a President ought to lead this country. Mr. Ford, so far as I know, except for avoiding another Watergate, has not accomplished one single major program for his country. And there has been a constant squabbling between the President and the Congress, and that's not the way this country ought to be run.
+
+I might go back to one other thing. Mr. Ford has misquoted an AP news story that was in error to begin with. That story reported several times that I would lower taxes for lower- and middle-income families, and that correction was delivered to the White House. And I am sure that the President knows about this correction, but he still insists on repeating an erroneous statement.
+
+THE MODERATOR. President Ford, Governor Carter, we no longer have enough time for two complete sequences of questions. We have only about 6 minutes left for questions and answers. For that reason we will drop the follow-up questions at this point, but each candidate will still be able to respond to the other's answers.
+
+To the extent that you can, gentlemen, please keep your remarks brief.
+
+MR. GANNON. Governor Carter, one important part of the Government's economic policy apparatus we haven't talked about is the Federal Reserve Board. I would like to ask you something about what you have said, and that is that you believe that a President ought to have a Chairman of the Federal Reserve Board whose views are compatible with his own.
+
+Based on the record of the last few years, would you say that your views are compatible with those of Chairman Arthur Burns, and if not, would you seek his resignation if you are elected?
+
+MR. CARTER. What I have said is that the President ought to have a chance to appoint the Chairman of the Federal Reserve Board to have a coterminus term; in other words, both of them serve the same 4 years.
+
+The Congress can modify the supply of money by modifying the income tax laws. The President can modify the economic structure of the country by public statements and general attitudes and the budget that he proposes. The Federal Reserve has an independent status that ought to be preserved.
+
+I think that Mr. Burns did take a typical erroneous Republican attitude in the 1973 year when inflation was so high. He assumed that the inflation rate was because of excessive demand and, therefore, put into effect tight constraint on the economy, very high interest rates-which is typical, also, of a Republican administration-tried to increase the tax payments by individuals, cut the tax payments by corporations. I would have done it opposite. I think the problem should have been addressed by increasing productivity, by having put people back to work so they could purchase more goods, lower income taxes on individuals, perhaps raise them if necessary on corporations in comparison. But Mr. Burns in that respect made a very serious mistake.
+
+I would not want to destroy the independence of the Federal Reserve Board. But I do think we ought to have a cohesive economic policy with at least the Chairman of the Federal Reserve Board and the President's terms being the same and letting the Congress of course be the third entity with independence, subject only to the President's veto.
+
+THE MODERATOR. President Ford, your response.
+
+THE PRESIDENT. The Chairman of the Federal Reserve Board should be independent. Fortunately, he has been during Democratic as well as Republican administrations. As a result, in the last 2 years we have had a responsible monetary policy.
+
+The Federal Reserve Board indicated that the supply of money would be held between 4 to 4 1/2 and 7 and 7 1/2. They have done a good job in integrating the money supply with the fiscal policy of the executive and legislative branches of the Government.
+
+It would be catastrophic if the Chairman of the Federal Reserve Board became the tool of the political party that was in power. It's important for our future economic security that that job be nonpolitical and separate from the executive and the legislative branches.
+
+THE MODERATOR. Mrs. Drew.
+
+Ms. DREW. Mr. President, the real problem with the FBI-in fact, all of the intelligence agencies-is there are no real laws governing them. Such laws as there are tend to be vague and open-ended. Now, you have issued some Executive orders, but we have learned that leaving these agencies to executive discretion and direction can get them and in fact the country in a great deal of trouble. One President may be a decent man, the next one might not be.
+
+So, what do you think about trying to write in some more protection by getting some laws governing these agencies?
+
+THE PRESIDENT. You are familiar, of course, with the fact that I am the first President in 30 years who has reorganized the intelligence agencies in the Federal Government-the CIA, the Defense Intelligence Agency, the National Security Agency, and the others. We've done that by Executive order. And I think we've tightened it up; we've straightened out their problems that developed over the last few years. It doesn't seem to me that it's needed or necessary to have legislation in this particular regard.
+
+I have recommended to the Congress, however-I'm sure you are familiar with this-legislation that would make it very proper and in the right way that the Attorney General could go in and get the right for wiretapping under security cases. This was an effort that was made by the Attorney General and myself working with the Congress. But even in this area where I think new legislation would be justified, the Congress has not responded.
+
+So, I feel in that case as well as in the reorganization of the intelligence agencies-as I've done-we have to do it by Executive order. And I'm glad that we have a good Director in George Bush; we have good Executive orders. And the CIA and the DIA and NSA are now doing a good job under proper supervision.
+
+THE MODERATOR. Governor Carter.
+
+MR. CARTER. Well, one of the very serious things that's happened in our Government in recent years and has continued up until now is a breakdown in the trust among our people in the [ At this point, there was an audio failure which caused a delay in the debate until 11:18 p.m.]
+
+THE MODERATOR. Ladies and gentlemen, probably it is not necessary for me to say that we had a technical failure during the debates. It was not a failure in the debate; it was a failure in the broadcasting of the debate. It occurred 27 minutes ago. The fault has been dealt with, and we want to thank President Ford and Governor Carter for being so patient and understanding while this delay went on.
+
+We very much regret the technical failure that lost the sound as it was leaving the theatre. It occurred during Governor Carter's response to what would have been and what was the last question put to the candidates. That question went to President Ford. It dealt with the control of Government intelligence agencies. Governor Carter was making his response and had very nearly finished it. He will conclude that response now, after which President Ford and Governor Carter will make their closing statements.
+
+MR. CARTER. There has been too much Government secrecy and not enough respect for the personal privacy of American citizens.
+
+THE MODERATOR. It is now time for the closing statements which are to be up to 4 minutes long.
+
+Governor Carter, by the same toss of the coin that directed the first question to you, you are to go first now.
+
+MR. CARTER. Well, tonight, we've bad a chance to talk a lot about the past, but I think it is time to talk about the future. Our Nation in the last 8 years has been divided as never before. It's a time for unity. It is time to draw ourselves together, to have a President and a Congress that can work together with mutual respect for a change, cooperating for a change, in the open for a change, so the people can understand their own Government. It is time for Government, industry and labor, manufacturing, agriculture, education, other entities in our society to cooperate. And it's a time for Government to understand and to cooperate with our people.
+
+For a long time our American citizens have been excluded, sometimes misled, sometimes have been lied to. This is not compatible with the purpose of our Nation. I believe in our country. It needs to be competent, the Government needs to be well managed, efficient, economical. We need to have a Government that's sensitive to our people's needs, to those who are poor, who don't have adequate health care, who have been cheated too long by our tax programs, who've been out of jobs, whose families have been torn apart. We need to restore the faith and the trust of the American people in their own Government.
+
+In addition to that, we've suffered because we haven't had leadership in this administration. We have got a Government of stalemate. We've lost the vision of what our country can and ought to be. This is not the America that we've known in the past. It's not the America that we have to have in the future.
+
+I don't claim to know all the answers, but I've got confidence in my country. Our economic strength is still there. Our system of government, in spite of Vietnam, Cambodia, CIA, Watergate, is still the best system of government on Earth. And the greatest resource of all are the 215 million Americans who still have within us the strength, the character, the intelligence, the experience, the patriotism, the idealism, the compassion, the sense of brotherhood on which we can rely in the future to restore the greatness to our country.
+
+We ought not to be excluded from our Government anymore. We need a President that can go in who derives his strength from the people. I owe the special interests nothing. I owe everything to you, the people of this country. And I believe that we can bind our wounds. I believe that we can work together. And I believe that if we can tap the tremendous untapped reservoir of innate strength in this country, that we can once again have a Government as good as our people and let the world know what we still know and hope for-that we still live in the greatest and the strongest and the best country on Earth.
+
+THE MODERATOR. President Ford.
+
+THE PRESIDENT. On November 2 all of you will make a very, very important decision. One of the major issues in this campaign is trust. A President should never promise more than he can deliver, and a President should always deliver everything that he has promised. A President can't be all things to all people. A President should be the same thing to all people.
+
+Another issue in this campaign: Governor Carter has endorsed the Democratic platform, which calls for more spending, bigger deficits, more inflation, or more taxes. Governor Carter has embraced the record of the present Congress, dominated by his political party. It calls for more of the same. Governor Carter in his acceptance speech called for more and more programs, which means more and more Government. I think the real issue in this campaign-and that which you must decide on November 2-is whether you should vote for his promises or my performance in 2 years in the White House.
+
+On the Fourth of July, we had a wonderful 200th birthday for our great country. It was a superb occasion. It was a glorious day.
+
+In the first century of our Nation's history, our forefathers gave us the finest form of government in the history of mankind. In the second century of our Nation's history, our forefathers developed the most productive industrial nation in the history of the globe. Our third century should be the century of individual freedom for all our 215 million Americans today and all that join us.
+
+In the last few years government has gotten bigger and bigger; industry has gotten larger and larger; labor unions have gotten bigger and bigger; and our children have been the victims of mass education.
+
+We must make this next century the century of the individual. We should never forget that a government big enough to give us everything we want is a government big enough to take from us everything we have.
+
+The individual worker in the plants throughout the United States should not be a small cog in a big machine. The member of a labor union must have his rights strengthened and broadened, and our children in their education should have an opportunity to improve themselves based on their talents and their abilities.
+
+My mother and father, during the Depression, worked very hard to give me an opportunity to do better in our great country. Your mothers and fathers did the same thing for you and others. Betty and I have worked very hard to give our children a brighter future in the United States, our beloved country. You and others in this great country have worked hard and done a great deal to give your children and your grandchildren the blessings of a better America. I believe we can all work together to make the individuals in the future have more, and all of us working together can build a better America.
+
+THE MODERATOR. Thank you, President Ford. Thank you, Governor Carter. Our thanks also to the questioners and to the audience in this theatre. We much regret the technical failure that caused a 28-minute delay in the broadcast of the debate. We believe, however, that everyone will agree that it did not detract from the effectiveness of the debate or from its fairness.
+
+The next Presidential debate is to take place on Wednesday, October 6, in San Francisco, at 9:30 p.m., eastern daylight time. The topics are to be foreign and defense issues. As with all three debates between the Presidential candidates and the one between the Vice-Presidential candidates, it is being arranged by the League of Women Voters Education Fund in the hope of promoting a wider and better informed participation by the American people in the election in November.
+
+Now, from the Walnut Street Theatre in Philadelphia, good night.
\ No newline at end of file
diff --git a/talk/US_presidential_speech/10/generation_task/instructions.md b/talk/US_presidential_speech/10/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..7b0b32767b644c0a4c753afa69374d9e196a8a4e
--- /dev/null
+++ b/talk/US_presidential_speech/10/generation_task/instructions.md
@@ -0,0 +1,96 @@
+Please create a slide deck for a public oral presentation, strictly based on the speech script I provide. You are not allowed to introduce any factual content that does not explicitly appear in the script.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+1. **Introduction: The 65-Day Progress Report**
+ * Context: A status update on the administration’s top priorities 65 days into office.
+ * Key Achievement: Meeting the initial goal of 100 million vaccinations by day 58.
+ * Visual Idea: A progress bar or a dynamic chart showing the vaccination trajectory vs. the original timeline.
+
+
+2. **Core Logic 1: The New Vaccination Moonshot**
+ * New Objective: Doubling the goal to 200 million shots in 100 days.
+ * Strategy: Investing $10 billion to reach high-risk and vulnerable communities.
+ * Key Theme: Ambition fueled by historic investment and logistical success.
+
+3. **Core Logic 2: Economic Recovery and the American Rescue Plan**
+ * Economic Relief: Highlighting the distribution of $1,400 stimulus checks to millions of households.
+ * Growth Forecast: Citing projections of over 6% GDP growth and declining jobless claims.
+ * Visual Idea: An infographic showing the components of the American Rescue Plan and its immediate impact on poverty and growth.
+
+4. **Core Logic 3: Addressing the Border Challenge**
+ * Human Element: Managing the seasonal surge of migrants and the influx of unaccompanied minors.
+ * Policy Shift: Moving from the previous "harsh" policies to a system focused on efficiency and safety (e.g., getting kids out of border facilities and into HHS care).
+ * Key Theme: Leading with heart while rebuilding a broken immigration infrastructure.
+
+5. **Core Logic 4: Long-Term Vision and Infrastructure**
+ * Future Planning: The upcoming announcement of a massive investment in physical and technological infrastructure.
+ * Global Competition: Framing the investment as a necessity to compete with China and win the 21st century.
+ * Visual Idea: Concept art or icons representing high-speed rail, green energy, and expanded broadband.
+
+6. **Conclusion: Restoring Competency and Hope**
+ * Summary: Moving from crisis management to long-term national strengthening.
+ * Final Stance: A willingness to work with anyone ready to solve problems, while refusing to be slowed down by "posturing."
+ * Closing Statement: A vision of an America that proves democracy can still deliver for its people.
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/US_presidential_speech/10/generation_task/judge_prompt.json b/talk/US_presidential_speech/10/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..1d9e12ae9369fd9b6516bb839036cc0f51610a52
--- /dev/null
+++ b/talk/US_presidential_speech/10/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening provide a progress report on COVID-19 vaccinations?**\n\n* The text should mention the initial goal of 100 million shots in 100 days being met early (day 58).\n* It should state the new, second goal of 100th-day goal: 200 million shots.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the vaccination progress is missing.\n",
+ "\n**Is the goal for reopening K-8 schools mentioned?**\n\n* The text should mention the objective of getting a majority of K through 8 schools fully open within the first 100 days.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the school reopening goal is missing.\n",
+ "\n**Does the text address the \"Border Situation\" and the influx of migrants?**\n\n* It should include Biden's response to the increase in migrants at the southern border and his claim that this happens every year during winter months.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the border discussion is missing.\n",
+ "\n**Is the \"Filibuster\" and voting rights mentioned?**\n\n* The text should mention Biden's stance on the Senate filibuster, including the idea of returning to a \"talking filibuster\" or potentially reforming it to pass legislation like voting rights.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the filibuster discussion is missing.\n",
+ "\n**Does the text discuss \"Foreign Policy\" regarding China and President Xi Jinping?**\n\n* It should mention Biden's description of his relationship with Xi Jinping and the goal of stiff competition rather than conflict.\n* It should mention the insistence on China following international rules.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the China policy discussion is missing.\n",
+ "\n**Is the withdrawal of troops from \"Afghanistan\" addressed?**\n\n* The text should mention the May 1st deadline and the difficulty of meeting it, while stating it is not his intention to stay there for a long time.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the Afghanistan withdrawal is missing.\n",
+ "\n**Does the text mention \"North Korea\" and recent missile tests?**\n\n* It should mention that North Korea violated UN Resolution 1718 and that there will be responses if they choose to escalate.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the North Korea discussion is missing.\n",
+ "\n**Is the \"2024 Re-election\" question included?**\n\n* The text should mention Biden's expectation or plan at the time to run for re-election in 2024.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if the re-election plan is missing.\n",
+ "\n**Does the text address the \"Economic Relief\" and the American Rescue Plan?**\n\n* It should mention the distribution of $1,400 checks and the projected growth of the economy (over 6%).\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the economic relief report is missing.\n",
+ "\n**Is the issue of \"Unaccompanied Minors\" at the border discussed?**\n\n* The text should mention the overcrowding in Border Patrol facilities and the efforts to move children to HHS (Health and Human Services) care.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the minor migrant discussion is missing.\n",
+ "\n**Does the text mention the \"Gun Control\" and the priority of infrastructure?**\n\n* It should mention that while gun control is a long-term goal, the immediate legislative priority is infrastructure.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if the legislative priority ranking is missing.\n",
+ "\n**Does the conclusion feature Biden thanking the press and leaving the stage?**\n\n* The text should show the end of the press conference and Biden’s final words before departing.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the conclusion is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the slide accurately reflect the updated vaccination goal set by President Biden?**\nThe slide should state that after meeting the initial goal of 100 million shots in 58 days, Biden set a new, ambitious goal of 200 million shots in his first 100 days.\n\n If **no**, specify if the specific numbers (200 million) or the timeline (100 days) are misrepresented.\n",
+ "\n**Is the \"historic investment\" in vulnerable communities correctly mentioned?**\nThe slide should reflect an additional $10 billion investment aimed at reaching the hardest-hit, highest-risk, and most vulnerable communities as a consequence of the virus.\n\n If **no**, identify if the dollar amount ($10 billion) or the target audience is omitted.\n",
+ "\n**Does the slide deck correctly convey the progress on school reopenings?**\nIt should mention the goal of getting a majority of K-8 schools fully open in the first 100 days, noting that a recent Department of Education survey showed they were close to that goal.\n\n If **no**, specify if the school levels (K-8) or the status of the progress is misrepresented.\n",
+ "\n**Are the statistics regarding the border situation presented accurately?**\nThe slide should reflect Biden's claim that there is a significant increase in people at the border, but note his statement that this happens \"every single solitary year\" during the winter months.\n\n If **no**, identify if the context of seasonal trends at the border is missing.\n",
+ "\n**Is the demographic breakdown of unaccompanied children at the border correctly stated?**\nThe slide should state that the vast majority of these children—70 percent—are 16 or 17 years old, and mostly males.\n\n If **no**, specify if the percentage (70%) or the specific age groups (16-17) are misstated.\n",
+ "\n**Does the slide deck accurately convey Biden's instructions regarding vulnerable children?**\nIt should mention that he asked his team to \"focus on the most vulnerable immediately\" to move them out of \"God-awful facilities.\"\n\n If **no**, identify if the priority given to the most vulnerable children is missing.\n",
+ "\n**Is the timeline for contacting families of border-crossers correctly reported?**\nThe slide should reflect Biden's goal that, within the next month, the first phone call to families should be made within the first 48 hours of a person crossing the border.\n\n If **no**, specify if the \"48 hours\" target is misrepresented.\n",
+ "\n**Does the slide deck capture Biden's stance on Senate Republicans and immigration?**\nIt should mention that Biden expects some \"posturing\" from Republicans but expresses readiness to work with anyone who wants to help solve the problem.\n\n If **no**, specify if the distinction between political \"posturing\" and willingness to cooperate is missing.\n",
+ "\n**Is the \"65 days into office\" context included correctly?**\nThe slide should note that this progress report and press conference occurred approximately 65 days into his administration.\n\n If **no**, identify if the specific timeframe of the report is missing.\n",
+ "\n**Does the slide deck accurately reflect the mention of international comparison?**\nIt should capture Biden's claim that \"no other country in the world has even come close\" to what the U.S. is doing regarding vaccination rates.\n\n If **no**, specify if the claim of American exceptionalism in vaccine administration is omitted.\n",
+ "\n**Is the role of the Department of Education survey used correctly?**\nThe slide should mention that a Department of Education survey was used as the metric to track the progress of school reopenings.\n\n If **no**, specify if the source of the data is misrepresented.\n",
+ "\n**Does the conclusion slide accurately reflect Biden's final closing remarks?**\nThe conclusion should state that Biden expressed appreciation for the press's questions before departing, signaling a conclusion to his first formal press conference.\n\n If **no**, specify if the conclusion of the event is misrepresented.\n"
+ ]
+}
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+category: talk
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+ sum: 30
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new file mode 100644
index 0000000000000000000000000000000000000000..cd151dc5265bf5ca405b47d02a91d3cba53e7f45
--- /dev/null
+++ b/talk/US_presidential_speech/10/material.json
@@ -0,0 +1,10 @@
+{
+ "president": "Joe Biden",
+ "doc_name": "march-25-2021-first-press-conference",
+ "date": "2021-03-25T13:30:00-04:00",
+ "title": "March 25, 2021: First Press Conference",
+ "transcript": "THE PRESIDENT: Please, please sit down. Thank you. Thank you. Good afternoon. Before I take questions, I want to make — give you a progress report to the nation on where we stand 65 days into office here on vaccinations and a few other top priorities for the American people.
\r\n
\r\nFirst, on vaccinations: On December 8th, I indicated that I hoped to get 100 million shots in people’s arms in my first 100 days. We met that goal last week by day 58 — 42 days ahead of schedule.
\r\n
\r\nNow, today, I’m setting a second goal, and that is: We will, by my 100th day in office, have administered 200 million shots in people’s arms. That’s right: 200 million shots in 100 days.
\r\n
\r\nI know it’s ambitious, twice our original goal, but no other country in the world has even come close — not even close — to what we are doing. And I believe we can do it.
\r\n
\r\nAnd today, we’ve made a historic investment in reaching the hardest-hit and the most vulnerable communities, the highest-risk communities — as a consequence of the virus — by investing an addition $10 billion in being able to reach them.
\r\n
\r\nI also set a goal, before I took office, of getting a majority of schools in K through 8 fully open in the first 100 days. Now, thanks to the enormous amount of work done by our administration, educators, parents, local, state education officials and leaders — a recent Department of Education Department survey shows that nearly half of the K-through-8 schools are open now full time, five days a week, for in-person learning. Not yet a majority, but we’re really close. And I believe, in the 35 days left to go, we’ll meet that goal as well.
\r\n
\r\nAs of yesterday, more than 100 million payments of $1,400 have gone into people’s bank accounts. That’s real money in people’s pockets, bringing relief instantly, almost. And millions more will be getting their money very soon.
\r\n
\r\nOne final note: Since we passed the American Rescue Plan, we’re starting to see new signs of hope in our economy. Since it was passed, a majority — a majority of economic forecasters have significantly increased their projections on the economic growth that’s going to take place this year. They’re now projecting it will exceed 6 percent — a 6 percent growth in GDP.
\r\n
\r\nAnd just this morning, we learned that the number of people filing for weekly unemployment insurance fell by nearly 100,000 persons. That’s the first time in a year the number has fallen below the pre-pandemic high.
\r\n
\r\nSo there are still too many Americans out of work, too many families hurting, and we still have a lot of work to do.
\r\n
\r\nBut I can say to you, the American people: Help is here, and hope is on the way.
\r\n
\r\nNow I’ll be happy to take your questions.
\r\n
\r\nZeke, the Associated Press.
\r\n
\r\nQ Thank you, Mr. President. You mentioned your progress on COVID-19. I’d like to ask you about some of the other issues facing your presidency. One of the defining challenges you face in the coming months is how to deliver on your promise to Americans on issues like immigration reform, gun control, voting rights, climate change. All of those right now are facing stiff, united opposition from Republicans on Capitol Hill. How far are you willing to go to achieve those promises that you made to the American people?
\r\n
\r\nTHE PRESIDENT: Well, I’m going to — look, when I took office, I decided that it was a fairly basic, simple proposition, and that is: I got elected to solve problems. And the most urgent problem facing the American people, I stated from the outset, was COVID-19 and the economic dislocation for millions and millions of Americans. And so that’s why I put all my focus in the beginning — there are a lot of problems — put all my focus on dealing with those particular problems.
\r\n
\r\nAnd the other problems we’re talking about, from immigration to guns and the other things you mentioned, are long-term problems; they’ve been around a long time. And what we’re going to be able to do, God willing, is now begin, one at a time, to focus on those as well, and — whether it’s immigration or guns or a number of other problems that face the country.
\r\n
\r\nBut the fundamental problem is getting people some peace of mind so they can go to bed at night and not stare at the ceiling wondering whether they lost their health insurance, whether they’re going to lose a family member, whether they’re going to be in a position where they’re not going to be — they’re going to lose their home because they can’t pay their mortgage, or that millions of people are going to get thrown out of their homes because of the inability to — to pay their rent.
\r\n
\r\nSo we’re going to move on these one at a time, try to do as many simultaneously as we can. But that’s the reason why I focused as I have.
\r\n
\r\nAnd here’s the deal: I think my Republican colleagues are going to have to determine whether or not we want to work together, or they decide that the way in which they want to proceed is to — is to just decide to divide the country, continue the politics of division. But I’m not going to do that; I’m just going to move forward and take these things as they come.
\r\n
\r\nQ And just to — to follow up, Mr. President, can your presidency be a success if you can’t make progress on those four challenges: climate change, immigration reform, gun control, voting rights?
\r\n
\r\nTHE PRESIDENT: Well, I plan on making progress on all of them, but that’s going to be for the American people to decide.
\r\n
\r\nI think — you know, I doubt whether — maybe you did; maybe others did. I thought — many of you thought there was no possibility of my getting the plan I got passed, passed, without any Republican votes. A pretty big deal. It got passed. Growing the economy. People’s lives are changing.
\r\n
\r\nSo let’s see what happens. All I know, I’ve been hired to solve problems — to solve problems, not create division.
\r\n
\r\nOkay. How about Yamiche?
\r\n
\r\nQ Thanks so much, Mr. President. You’ve said over and over again that immigrants shouldn’t come to this country right now; this isn’t the time to come. That message is not being received. Instead, the perception of you that got you elected — as a moral, decent man — is the reason why a lot of immigrants are coming to this country and entrusting you with unaccompanied minors.
\r\n
\r\nHow do you resolve that tension? And how are you choosing which families can stay and which can go, given the fact that even though, with Title 42, there are some families that are staying? And is there a timeline for when we won’t be seeing these overcrowded facilities with — run by CPB [sic], when it comes to unaccompanied minors?
\r\n
\r\nTHE PRESIDENT: Well, look, I guess I should be flattered people are coming because I’m the nice guy; that’s the reason why it’s happening — that I’m a decent man or however it’s phrased. That — you know, that’s why they’re coming, because they know Biden is a good guy.
\r\n
\r\nThe truth of the matter is: Nothing has changed. As many people came — 28 percent increase in children to the border in my administration; 31 percent in the last year of — in 2019, before the pandemic, in the Trump administration. It happens every single, solitary year: There is a significant increase in the number of people coming to the border in the winter months of January, February, March. That happens every year.
\r\n
\r\nIn addition to that, there is a — and nobody — and, by the way, does anybody suggest that there was a 31 percent increase under Trump because he was a nice guy and he was doing good things at the border? That’s not the reason they’re coming.
\r\n
\r\nThe reason they’re coming is that it’s the time they can travel with the least likelihood of dying on the way because of the heat in the desert, number one. Number two, they’re coming because of the circumstances in-country — in-country.
\r\n
\r\nThe way to deal with this problem — and I started to deal with it back when I was a United States senator — I mean, Vice President — putting together a bipartisan plan of over $700 million to deal with the root causes of why people are leaving.
\r\n
\r\nWhat did Trump do? He eliminated that funding. He didn’t use it. He didn’t do it. And in addition to that, what he did — he dismantled all the elements that exist to deal with what had been a problem and — and has been — continued to be a problem for a long time. He, in fact, shut down the — the number of beds available. He did not fund HHS to get people to get the children out of those — those Border Patrol facilities where they should not be and not supposed to be more than a few days — a little while. But he dismantled all of that.
\r\n
\r\nAnd so what we’re doing now is attempting to rebuild — rebuild the system that can accommodate the — what is happening today. And I like to think it’s because I’m a nice guy, but it’s not. It’s because of what’s happened every year.
\r\n
\r\nLet me say one other thing on this. If you take a look at the number of people who are coming, the vast majority, the overwhelming majority of people coming to the border and crossing are being sent back — are being sent back. Thousands — tens of thousands of people who are — who are over 18 years of age and single — people, one at a time coming, have been sent back, sent home.
\r\n
\r\nWe’re sending back the vast majority of the families that are coming. We’re trying to work out now, with Mexico, their willingness to take more of those families back. But we — that’s what’s happening. They’re not getting across the border.
\r\n
\r\nAnd those who are coming across the border, who are unaccompanied children, we’re moving rapidly to try to put in place what was dismantled, as I said. For example, of all the children who are coming across the border, over 70 percent are either 16 or 17 years old. We’re not talking about people ripping babies from mothers’ arms or little three-year-olds standing on the border. Less than — I think it’s one and a half percent fall in the category of the very young.
\r\n
\r\nSo what we’re doing is we’re providing for the space, again, to be able to get these kids out of the Border Patrol facilities, which no child — no one should be in any longer than 72 hours.
\r\n
\r\nAnd today, I went to — for example, I used all the resources available to me, went to the Defense Department, and — and the Secretary of Defense has just made available Fort Bliss — 5,000 beds be made easily available. Five thousand beds on the Texas border.
\r\n
\r\nSo we’re building back up the capacity that should have been maintained and built upon that Trump dismantled. It’s going to take time.
\r\n
\r\nAnd the other thing we’re doing, I might add — am I giving you too long an answer? Because if you don’t want the details —
\r\n
\r\nQ (Inaudible.)
\r\n
\r\nTHE PRESIDENT: No, no, but I mean — I don’t know how much detail you want about immigration. Maybe I’ll stop there and fin- —
\r\n
\r\nQ My follow-up question is: One, if you could talk a little bit about which families — why they’re being allowed to stay. The families that are being allowed to stay, why they’re being allowed to stay.
\r\n
\r\nAnd in addition to that, when it comes to the filibuster, which is what Zeke was asking about, there’s — immigration is a big issue, of course, when it — related to the filibuster, but there’s also Republicans who are passing bill after bill, trying to restrict voting rights. Chuck Schumer is calling it an “existential threat” to democracy. Why not back a filibuster rule that at least gets around issues including voting rights or immigration?
\r\n
\r\nJim Clyburn, someone who — of course, who you know very well, has backed the idea of a filibuster rule when it comes to civil rights and voting rights.
\r\n
\r\nTHE PRESIDENT: Well, look, I’m going to deal with all of those problems. The question is, the priorities as they come and land on my plate.
\r\n
\r\nLet’s go to the first question you asked — the first of the second question you asked. And that is: What about dealing with families? Why are not — some not going back? Because Mexico is refusing to take them back. They’re saying they won’t take them back — not all of them.
\r\n
\r\nWe’re in negotiations with the President of Mexico. I think we’re going to see that change. They should all be going back, all be going back. The only people we’re not going to let sitting there on the other side of the Rio Grande by themselves with no help are children.
\r\n
\r\nAnd what we’re doing there, and it’s an important point to understand — I know you understand; I don’t mean to say it that way — an important point to focus on: The vast majority of people under the age of 18 coming to United States come with a telephone number on a wristband or come with a telephone number in their pocket in the United States — a mother, a father, a close relative, a grandmom or a grandpop.
\r\n
\r\nWhat was happening before is it was taking literally weeks and weeks, and maybe even months, before anybody would pick up the phone and call to see if there really was someone there. Well, we’ve set up a system now where, within 24 hours, there’s a phone call made as that person or that child crosses the border. And then a verification system is being put in place as of today to determine quickly whether or not that is a trafficker being called or that is actually a mom, a dad, and/or a close relative. They’re establishing that right off the bat.
\r\n
\r\nIf it, in fact, is Mom or Dad, Dad says — to take the extreme case — “I got a birth certificate.” Then guess what? We’re getting that kid directly to that parent immediately.
\r\n
\r\nAnd so that’s going to reduce significantly — there’s two ways to reduce child populations in circumstances that are not acceptable, like being held at a Border Patrol station. One is to get them to the place where they have a relative and set a date as to when a hearing can be held. The second way to do it is put them in a Health and Human Services facility that we’re occupying now — both licensed beds around the country that exist, as well as, for example, federal resources like Fort Bliss — to get them safely in a place where they can be taken care of while their fate is determined.
\r\n
\r\nQ And can you answer the filibuster (inaudible)?
\r\n
\r\nTHE PRESIDENT: Filibuster. Filibuster. You know, with regard to the filibuster, I believe we should go back to a position on the filibuster that existed just when I came to the United States Senate 120 years ago. And that is that — it used to be required for the filibuster — and I had a card on this; I was going to give you the statistics, but you probably know them — that it used to be that, that from between 1917 to 1971 — the filibuster existed — there was a total of 58 motions to break a filibuster that whole time. Last year alone, there were five times that many. So it’s being abused in a gigantic way.
\r\n
\r\nAnd, for example, it used to be you had to stand there and talk and talk and talk and talk until you collapsed. And guess what? People got tired of talking and tired of collapsing. Filibusters broke down, and we were able to break the filibuster, get a quorum, and vote.
\r\n
\r\nSo I strongly support moving in that direction, in addition to having an open mind about dealing with certain things that are — are just elemental to the functioning of our democracy, like the right to vote — like the basic right to vote. We’ve amended the filibuster in the past.
\r\n
\r\nBut here’s the deal: As you observed, I’m a fairly practical guy. I want to get things done. I want to get them done, consistent with what we promised the American people. And in order to do that in a 50-50 Senate, we’ve got to get to the place where I get 50 votes so that the Vice President of the United States can break the tie, or I get 51 votes without her.
\r\n
\r\nAnd so, I’m going to say something outrageous: I have never been particularly poor at calculating how to get things done in the United States Senate. So the best way to get something done, if you — if you hold near and dear to you that you like to be able to — anyway —
\r\n
\r\nI — we’re going to get a lot done. And if we have to — if there’s complete lockdown and chaos as a consequence of the filibuster, then we’ll have to go beyond what I’m talking about.
\r\n
\r\nOkay. Hang on. Sorry. Oh, Seung Min — Ms. Kim.
\r\n
\r\nQ Thank you, Mr. President, to follow up on the filibuster: So do you believe it should take 60 votes to end a filibuster on legislation or 51?
\r\n
\r\nTHE PRESIDENT: (Laughs.) If we could end it with 51, we would have no problem. You’re going to have to — the existing rule — it’s going to be hard to get a parliamentary ruling that allows 50 votes to end the filibuster, the existence of a filibuster.
\r\n
\r\nBut it’s not my expertise, in what the parliamentary rules and how to get there are. But our preoccupation with the filibuster is totally legitimate, but in the meantime, we got a lot we can do while we’re talking about what we’re going to do about the filibuster.
\r\n
\r\nLet me get here. Okay, Cecilia Vega.
\r\n
\r\nQ I’d like to circle back to immigration, please. You just listed the reasons that people are coming, talking about in-country problems, saying that it happens every year; you blamed the last administration. Sir, I just got back last night from a reporting trip to the border where I met nine-year-old, Yossell, who walked here from Honduras by himself, along with another little boy. He had that phone number on him —
\r\n
\r\nTHE PRESIDENT: Astounding.
\r\n
\r\nQ — and we were able to call his family. His mother says that she sent her son to this country because she believes that you are not deporting unaccompanied minors like her son. That’s why she sent him alone from Honduras.
\r\n
\r\nSo, sir, you blamed the last administration, but is your messaging — in saying that these children are and will be allowed to stay in this country and work their way through this process — encouraging families like Yossell says to come?
\r\n
\r\nTHE PRESIDENT: Well, look, the idea that I’m going to say — which I would never do — “if an unaccompanied child ends up at the border, we’re just going to let him starve to death and stay on the other side” — no previous administration did that either, except Trump. I’m not going to do it. I’m not going to do it.
\r\n
\r\nThat’s why I’ve asked the Vice President of the United States, yesterday, to be the lead person on dealing with focusing on the fundamental reasons why people leave Honduras, Guatemala, and El Salvador in the first place. It’s because of earthquakes, floods. It’s because of lack of food. It’s because of gang violence. It’s because of a whole range of things.
\r\n
\r\nThat — when I was Vice President and had the same obligation to deal with unaccompanied children, I was able to get it slowed up significantly by working with the heads of state of those communities to do things like — in one of the major cities, the reason people were leaving is they couldn’t walk in the street because they were getting — their kids were getting beat up or shot or in gang violence.
\r\n
\r\nWell, what I was able to do is not give money to the head of state, because so many are corrupt, but I was able to say, “Okay, you need lighting in the streets to change things? I’ll put the lighting in.” We got a contractor. We got the type of lighting. We paid directly to the contractor; it did not go through the government. And violent crime significantly was reduced in that city. Fewer people sought to leave.
\r\n
\r\nWhen this hurricane occurred — two hurricanes — instead of us going down and helping in a major way, so that people would not have reason to want to leave in the first place because they didn’t have housing or water or sustenance, we did nothing. We’re going to do a lot in our administration. We’re going to be spending that 700-plus million dollars a year to change the life and circumstances of why people leave in the first place.
\r\n
\r\nThat mother did not sit around with — on the kitchen table and say, “You know, I got a great idea: The way I’m going to make sure my son get taken care of is I’m going to put a…” — how old was he, or she?
\r\n
\r\nQ He’s — he’s nine. I also met a 10-year-old.
\r\n
\r\nTHE PRESIDENT: A nine-year-old. “I’m going to send him on a thousand-mile journey across the desert and up to the United States because I know Joe Biden is a nice guy and he’ll take care of him.”
\r\n
\r\nWhat a desperate act to have to take. The circumstances must be horrible. So we can do something about that. That’s what the Vice President is going to be doing: what I did. When President Obama asked me to come and deal, I was in — I was in Turkey at the time, and he said, “You got to come home and take care of this.” So we put together a plan and it had an impact.
\r\n
\r\nAnd so, the question here is whether — how we go ahead and do this; what we do. There’s no easy answer
\r\n
\r\nQ A quick follow, if I may. Do you want to see these unaccompanied minors staying in this country, or should they be deported eventually?
\r\n
\r\nTHE PRESIDENT: Well, the judgment has to be made whether or not — and in this young man’s case, he has a mom at home; there’s an overwhelming reason why he’d be put in a plane and flown back to his mom.
\r\n
\r\nQ Final follow, sir. You mentioned circumstances that must be horrific. The Customs and Border Protection facility in Donna, Texas — I was there — is at 1,556 percent capacity —
\r\n
\r\nTHE PRESIDENT: Yep.
\r\n
\r\nQ — right now, with mostly unaccompanied minors. There are kids that are sleeping on floors. They are packed into these pods. I’ve spoken to lawyers who say that they — some of these children have not seen the sun in days. What’s your reaction — what is your reaction to these images that have come out from that particular facility? Is what’s happening inside acceptable to you? And when is this going to be fixed?
\r\n
\r\nTHE PRESIDENT: Is — that’s a serious question, right?
\r\n
\r\nIs it acceptable to me? Come on. That’s why we’re going to be moving a thousand of those kids out quickly. That’s why I got Fort Bliss opened up. That’s why I’ve been working from the moment this started to happen to try to find additional access for children to be able to safely — not just children, but particularly children — to be able to safely be housed while we follow through on the rest of what’s happening.
\r\n
\r\nThat is totally unacceptable.
\r\n
\r\nKen.
\r\n
\r\nQ Thank you, Mr. President. I wanted to ask you about Afghanistan. You face a May 1st deadline for the withdrawal of U.S. troops from that country. As a candidate, in foreign affairs, you wrote that it is past time to end these forever wars. Can you commit to the American people that by May 2nd the U.S. will no longer have forces in Afghanistan?
\r\n
\r\nTHE PRESIDENT: The answer is that it’s going to be hard to meet the May 1 deadline. Just in terms of tactical reasons, it’s hard to get those troops out. So, what we’ve been doing — what I’ve been doing and what Secretary Blinken has been doing — has been — we’ve been meeting with our allies, those other nations that have NATO Allies who have troops in Afghanistan as well. And if we leave, we’re going to do so in a safe and orderly way.
\r\n
\r\nWe’re in consultation, I said, with our allies and partners in how to proceed. And Secretary Blinken is meeting in Brussels this week with our NATO Allies, particularly those who have forces there.
\r\n
\r\nAnd General Austin is — just met with Ghani and I’m waiting for the briefing on that. He is the — the “leader,” quote, in Afghanistan and Kabul. And there’s a U.N.-led process that’s beginning shortly on how to mechanically get people — how to end this war.
\r\n
\r\nBut it is not my intention to stay there for a long time. But the question is: How and in what circumstances do we meet that agreement that was made by President Trump to leave under a deal that looks like it’s not being able to be worked out to begin with? How is that done? But we are not staying a long time.
\r\n
\r\nQ You just said “if we leave.” Do you think it’s possible that we–
\r\n
\r\nTHE PRESIDENT: We will leave. The question is when we leave.
\r\n
\r\nQ Do you — sorry — do you believe, though, it’s possible we could have troops there next year?
\r\n
\r\nTHE PRESIDENT: I — I can’t picture that being the case.
\r\n
\r\nOkay. Kristen.
\r\n
\r\nQ Thank you very much, Mr. President. Given the conditions that were just laid out at the migrant facilities at the U.S. border, will you commit to allowing journalists to have access to the facilities that are overcrowded moving forward?
\r\n
\r\nTHE PRESIDENT: I will commit when my plan, very shortly, is underway to let you have access to not just them, but to other facilities as well.
\r\n
\r\nQ How soon will journalists be able to have access to the facilities? We’ve obviously been allowed to be inside one, but we haven’t seen the facilities in which children are packed together to really give the American people a chance to see that. Will you commit to transparency on this issue, Mr. President?
\r\n
\r\nTHE PRESIDENT: I will commit to transparency, and — as soon as I am in a position to be able to implement what we are doing right now.
\r\n
\r\nAnd one of the reasons I haven’t gone down — I have all my — my chief folks have gone down — is I don’t want to become the issue. I don’t want to be, you know, bringing all of the Secret Service and everybody with me to get in the way. So this is being set up, and you’ll have full access to everything once we get this thing moving.
\r\n
\r\nQ Okay. And just to be clear: How soon will that be, Mr. President?
\r\n
\r\nTHE PRESIDENT: I don’t know, to be clear.
\r\n
\r\nQ Okay. And do you bear responsibility for everything that’s happening at the border now? I hear you talking a lot about the past administration. You decided to roll back some of those policies, did you move too quickly to roll back (inaudible) policies?
\r\n
\r\nTHE PRESIDENT: To roll back what? I’m sorry.
\r\n
\r\nQ Did you move too quickly to roll back some of the executive orders of your predecessor?
\r\n
\r\nTHE PRESIDENT: First of all, all the policies that were underway were not helping at all — did not slow up the amount of immigration — and there’s many people coming.
\r\n
\r\nAnd rolling back the policies of separating children from — from their mothers, I make no apology for that. Rolling back the policies of “Remain in Mexico,” sitting on the edge of the Rio Grande in a muddy circumstance with not enough to eat and — I make no apologies for that.
\r\n
\r\nI make no apologies for ending programs that did not exist before Trump became President that have an incredibly negative impact on the law, international law, as well as on human dignity. And so, I make no apologies for that.
\r\n
\r\nQ If I could just ask you about foreign policy, Mr. President. Overnight, we learned that North Korea tested two ballistic missiles. What, if any, actions will you take? And what is your red line on North Korea?
\r\n
\r\nTHE PRESIDENT: Let me say that, number one, U.N. Resolution 1718 was violated by those particular missiles that were tested — number one. We’re consulting with our allies and partners. And there will be responses — if they choose to escalate, we will respond accordingly.
\r\n
\r\nBut I’m also prepared for some form of diplomacy, but it has to be conditioned upon the end result of denuclearization. So that’s what we’re doing right now: consulting with our allies.
\r\n
\r\nQ Just a very quick follow-up —
\r\n
\r\nTHE PRESIDENT: You’ve only got another hour now, okay?
\r\n
\r\nQ Diplomacy: Can you define what you mean? And former President Obama warned the incoming President Trump that North Korea was the top foreign policy issue that he was watching. Is that how you assess the crisis in North Korea?
\r\n
\r\nTHE PRESIDENT: Yes.
\r\n
\r\nOkay. Hang on a second here, Kristen. Nancy, CBS.
\r\n
\r\nQ Thank you very much, Mr. President. I want to go back to voting rights. And as Yamiche mentioned, Republican legislatures across the country are working to pass bills that would restrict voting, particularly, Democrats fear, impacting minority voters and young voters — the very people who helped to get you elected in November.
\r\n
\r\nAre you worried that if you don’t manage to pass voting rights legislation that your party is going to lose seats and possibly lose control of the House and the Senate in 2022?
\r\n
\r\nTHE PRESIDENT: What I’m worried about is how un-American this whole initiative is. It’s sick. It’s sick. Deciding in some states that you cannot bring water to people standing in line, waiting to vote; deciding that you’re going to end voting at five o’clock when working people are just getting off work; deciding that there will be no absentee ballots under the most rigid circumstances.
\r\n
\r\nIt’s all designed — and I’m going to spend my time doing three things: One, trying to figure out how to pass the legislation passed by the House, number one. Number two, educating the American public. The Republican voters I know find this despicable. Republican voters, the folks out in — outside this White House. I’m not talking about the elected officials; I’m talking about voters. Voters.
\r\n
\r\nAnd so I am convinced that we’ll be able to stop this because it is the most pernicious thing. This makes Jim Crow look like Jim Eagle. I mean, this is gigantic what they’re trying to do, and it cannot be sustained.
\r\n
\r\nI’m going to do everything in my power, along with my friends in the House and the Senate, to keep that from — from becoming the law.
\r\n
\r\nQ Is there anything else you can do about it besides passing legislation?
\r\n
\r\nTHE PRESIDENT: The answer is “yes,” but I’m not going to lay out a strategy in front of the whole world and you now.
\r\n
\r\nQ And then, on a related note, have you decided whether you are going to run for reelection in 2024? You haven’t set up a reelection campaign yet, as your predecessor had by this time.
\r\n
\r\nTHE PRESIDENT: (Laughs.) My predecessor need do [sic] — needed to. My predecessor. Oh God, I miss him.
\r\n
\r\nQ Have you — have you —
\r\n
\r\nTHE PRESIDENT: No, the answer is “yes.” My plan is to run for reelection. That’s my expectation.
\r\n
\r\nQ And then, on — on one other note, on bipartisanship: Your old friend, Mitch McConnell, says you have only spoken to each other once since you took office and that you have moved far left since taking office. Do you see it the same way he does? Have you rejected bipartisanship?
\r\n
\r\nTHE PRESIDENT: No, I haven’t at all. I’ve been meeting — when is the last time a President invited the opposite party down at least a half a dozen times to talk about issues? Everything from how we work — we’re working with a group of 20 members of the Senate right now and House on how we reestablish our ability to make computer chips and how we get ahead of the game, how we can work together. And we’re working together on a bunch of things.
\r\n
\r\nBut, look, I know Mitch well; Mitch knows me well. I would expect Mitch to say exactly what he said. But this is a matter of making sure that — I would like Republican — elected Republican support, but what I know I have now is that I have electoral support from Republican voters. Republican voters agree with what I’m doing.
\r\n
\r\nAnd so, unless Mitch says the last thing I did is — the last piece of legislation is so far left — well, then he ought to a look at his party. Over 50 percent of them must be over that edge as well because they support what I did.
\r\n
\r\nOkay. Where am I here? Let me see. Kaitlan.
\r\n
\r\nQ Thank you very much, Mr. President. I have a question for you, but first I’d like to follow up on a question from Yamiche, and that’s on the filibuster.
\r\n
\r\nTHE PRESIDENT: That counts as a question, but go ahead.
\r\n
\r\nQ Okay. I’ll make it quick. It’s a quick question.
\r\n
\r\nTHE PRESIDENT: No, no — you can.
\r\n
\r\nQ Regarding the filibuster: At John Lewis’s funeral, President Barack Obama said he believed the filibuster was a “relic” of the Jim Crow era. Do you agree?
\r\n
\r\nTHE PRESIDENT: Yes.
\r\n
\r\nQ And if not, why not abolish it if it’s a relic of the Jim Crow era?
\r\n
\r\nTHE PRESIDENT: Successful electoral politics is the art of the possible. Let’s figure out how we can get this done and move in the direction of significantly changing the abuse of even the filibuster rule first. It’s been abused from the time it came into being — by an extreme way in the last 20 years. Let’s deal with the abuse first.
\r\n
\r\nQ It sounds like you’re moving closer to eliminating the filibuster. Is that correct?
\r\n
\r\nTHE PRESIDENT: I answered your question.
\r\n
\r\nQ You also just made some news by saying that you are going to run for reelection.
\r\n
\r\nTHE PRESIDENT: I said, “That is my expectation.”
\r\n
\r\nQ So is that a “yes” that you are running for reelection?
\r\n
\r\nTHE PRESIDENT: Look, I — I don’t know where you guys come from, man. I’ve never been able to travel. I’m a great respecter of fate. I’ve never been able to plan four and half, three and a half years ahead for certain.
\r\n
\r\nQ And if you do —
\r\n
\r\nTHE PRESIDENT: It —
\r\n
\r\nQ If you do run, will Vice President Harris be on your ticket?
\r\n
\r\nTHE PRESIDENT: I would fully expect that to be the case. She’s doing a great job. She’s a great partner. She’s a great partner.
\r\n
\r\nQ And do you believe you’ll be running against former President Trump?
\r\n
\r\nTHE PRESIDENT: Oh, come on. I don’t even think about — I don’t — I have no idea. I have no idea if there will be a Republican Party. Do you? I know you don’t have to answer my question, but, I mean, you know, do you?
\r\n
\r\nI mean, look, this is — the way I view things — I’ve become a great respecter of fate in my life. I set a goal that’s in front of me to get things done for the people I care most about, which are hardworking, decent American people who are getting — really having it stuck to them.
\r\n
\r\nI want to change the paradigm. I want to change the paradigm. We start to reward work, not just wealth. I want to change the paradigm.
\r\n
\r\nIf you notice — don’t you find it kind of interesting that my Republican friends were worried about that the cost and the taxes that had to be had — if there is any tax to be had, as they talk about it — in dealing with the — the act that we just passed which puts money in people’s pockets — ordinary people.
\r\n
\r\nDid you hear them complain when they passed close to a $2 trillion Trump tax cut — 83 percent going to the top 1 percent? Did you hear them talk about that all? I love the fact that they’ve found this whole idea of concern about the federal budget. It’s kind of amazing.
\r\n
\r\nWhen the federal budget is saving people’s lives, they don’t think it’s such a good idea. When the federal budget is feathering the nest of the wealthiest Americans — 90 of the Fortune 500 companies making billions of dollars not paying a cent in taxes; reducing taxes to the point that people who are making — you know, if you’re a husband and wife, a schoolteacher and a cop, you’re paying at a higher rate than the average person making a billion dollars a year is — something is wrong. Their newfound concern.
\r\n
\r\nI’m concerned — look, I meant what I said when I ran. And a lot of you still think I’m wrong, and I respect that. I said, “I’m running for three reasons: to restore the soul, dignity, honor, honesty, transparency to the American political system; two, to rebuild the backbone of this country — the middle class, hardworking people, and people struggling to get in the middle class. They built America, and unions built them.” The third reason I said I was running was to unite the country. And, generically speaking, all of you said, “No, you can’t do that.” Well, I’ve not been able to unite the Congress, but I’ve been uniting the country, based on the polling data. We have to come together. We have to.
\r\n
\r\nSo, from my perspective, you know, it’s a — to me, it’s about just, you know, getting out there, putting one foot in front of the other and just trying to make things better for people — just hardworking people. People get up every morning and just want to figure out how to put food on the table for their kids, to be able have a little bit of breathing room, being able to have — make sure that they go to bed not staring at the ceiling, like my dad, wondering whether — since he didn’t have health insurance, what happens if mom gets sick or he got sick. These are basic things. Basic things.
\r\n
\r\nAnd I’m of the view that the vast majority of people, including registered Republicans, by and large, share that — that same — that same view, that same sense of what is — you know, what’s appropriate.
\r\n
\r\nJustin. Justin Sink, Bloomberg.
\r\n
\r\nQ Thanks, Mr. President. I wanted to ask about your relationship with China now that you’ve been in office for a couple months. There’s obviously the meeting in Alaska that was a little theatrical, and there’s the continued human rights abuses.
\r\n
\r\nSo, today, I’m wondering: Are you more likely than you were when you came into office to maintain tariffs on China? Are you considering banning imports of forced-labor products? And would you consider cutting off U.S. investment or Chinese access to international payment systems?
\r\n
\r\nTHE PRESIDENT: Well, look, they’re each specifically legitimate questions, but they only touch a smidgen of what the relationship with China really is about.
\r\n
\r\nI’ve known Xi Jinping for a long time. Allegedly, by the time I left office as Vice President, I had spent more time with Xi Jinping than any world leader had, because President Obama and the Chinese President Hu decided we should get to know one another since it was inappropriate for the President of the United States to spend time with the vice president of another country. But it was obvious he was going to become the new leader of China.
\r\n
\r\nSo, I spent hours upon hours with him alone with an interpreter — my interpreter and his — going into great detail. He is very, very straightforward. Doesn’t have a democratic — with a small “D” — bone in his body. But he’s a smart, smart guy. He’s one of the guys, like Putin, who thinks that autocracy is the wave of the future and democracy can’t function in an ever — an ever-complex world.
\r\n
\r\nSo, when I was elected and he called to congratulate me, I think to the surprise of the China experts who were — his people were on call as well as mine, listening — we had a two-hour conversation. For two hours.
\r\n
\r\nAnd we made several things clear to one another. I made it clear to him again what I’ve told him in person on several occasions: that we’re not looking for confrontation, although we know there will be steep, steep competition.
\r\n
\r\nTwo, that we’ll have strong competition but we’ll insist that China play by the international rules: fair competition, fair practices, fair trade.
\r\n
\r\nThirdly, in order to compete effectively, I indicated that we’re going to deal with China effectively, and we’re going to need three things to do that. I tell him, our people. First, we’re going to invest in American workers and American science. I said that all through the campaign and I say it again. And we’re — and I’m setting up my administration to be able to do that, which is that, you know, back in the ‘60s, we used to invest a little over 2 percent of our entire GDP in pure research and investment in science. Today, it’s 0.7 percent. I’m going to change that. We’re going to change that.
\r\n
\r\nThe future lies in who can, in fact, own the future as it relates to technology, quantum computing, a whole range of things, including in medical fields. And so what I’m going to do is make sure we invest closer to 2 percent.
\r\n
\r\nOne of the reasons why I’ve set up the — the PAB [PCAST] — the President’s board with scientists and the like, again — is we’re going to invest in medical research — cancer, Alzheimer’s, diabetes, the things — industries of the future — artificial intelligence, quantum computing, biotech. And we’re going to make real investments. China is out investing us by a longshot, because their plan is to own that future.
\r\n
\r\nThe third — the second thing we’re going to do is we’re going to reestablish our alliances. And I’ve been very clear with him, it’s not anti-Chinese. And we’ve talked about it.
\r\n
\r\nI want to make sure that, for example, later today, after this — as a matter of fact, shortly after this, which is fine; we’ve been going close to an hour. I’m happy to go longer. But one of the things that I’m going to be doing, I’m going to be speaking with the 27 heads of state in Europe and very shortly — I think within the next hour or so. I don’t know the exact time.
\r\n
\r\nAnd earlier this month — and apparently it got the Chinese’s attention; that’s not why I did it — I met with our allies and how we’re going to hold China accountable in the region: Australia, India, Japan, and the United States — the so-called Quad. Because we have to have democracies working together.
\r\n
\r\nBefore too long, I’m going to have — I’m going to invite an alliance of democracies to come here to discuss the future. And so we’re going to make it clear that in order to deal with these things, we are going to hold China accountable to follow the rules — to follow the rules — whether it relates to the South China Sea or the North China Sea, or their agreement made on Taiwan, or a whole range of other things.
\r\n
\r\nAnd the third thing, and the thing that I admire about dealing with Xi is he understands — he makes no pretense about not understanding what I’m saying any more than I do him — I pointed out to him: No leader can be sustained in his position or her position unless they represent the values of the country. And I said as — “And, Mr. President, as I’ve told you before, Americans value the notion of freedom. America values human rights. We don’t always live up to our expectations, but it’s a values system. We are founded on that principle. And as long as you and your country continues to so blatantly violate human rights, we’re going to continue, in an unrelenting way, to call to the attention of the world and make it clear — make it clear what’s happening.”\n\r\n\r\n And he understood that. I made it clear that no American President — at least one did — but no American President ever back down from speaking out of what’s happening to the Uighurs, what’s happening in Hong Kong, what’s happening in-country.\n\r\n\r\n That’s who we are. The moment a President walks away from that, as the last one did, is the moment we begin to lose our legitimacy around the world. It’s who we are.\n\r\n\r\n So I see stiff competition with China. China has an overall goal, and I don’t criticize them for the goal, but they have an overall goal to become the leading country in the world, the wealthiest country in the world, and the most powerful country in the world. That’s not going to happen on my watch because the United States are going to continue to grow and expand.\n\r\n\r\n Q All right. Just to follow up on the meeting of democracies: Is that where you expect, in a multilateral way, to make these decisions about sanctions? Or —\n\r\n\r\n THE PRESIDENT: No, that’s not where I make the decision; that’s where I make sure we’re all on the same page. All on the same page. Look, I predict to you, your children or grandchildren are going to be doing their doctoral thesis on the issue of who succeeded: autocracy or democracy? Because that is what is at stake, not just with China.\n\r\n\r\n Look around the world. We’re in the midst of a fourth industrial revolution of enormous consequence. Will there be middle class? How will people adjust to these significant changes in science and technology and the environment? How will they do that? And are democracies equipped — because all the people get to speak — to compete?\n\r\n\r\n It is clear, absolutely clear — and most of the scholars I dealt with at Penn agree with me around the country — that this is a battle between the utility of democracies in the 21st century and autocracies.\n\r\n\r\n If you notice, you don’t have Russia talking about communism anymore. It’s about an autocracy. Demand decisions made by a leader of a country — that’s what’s at stake here. We’ve got to prove democracy works.\n\r\n\r\n Q And, Mr. President, sorry, I know you haven’t had a chance to address the tragedies in Georgia and Colorado. You had said to stay tuned for actions that you might take on gun control. Wondering if you’ve made a decision either about sending the manufacturer liability bill that you had promised on day one to Capitol Hill, or executive actions like going after ghost guns or giving money to cities and states to battle gun control.\n\r\n\r\n THE PRESIDENT: All the above. It’s a matter of timing.\n\r\n\r\n As you’ve all observed, successful presidents — better than me — have been successful, in large part, because they know how to time what they’re doing — order it, decide and prioritize what needs to be done.\n\r\n\r\n The next major initiative is — and I’ll be announcing it Friday in Pittsburgh, in detail — is to rebuild the infrastructure — both physical and technological infrastructure in this country — so that we can compete and create significant numbers of really good-paying jobs. Really good-paying jobs.\n\r\n\r\n And some of you have been around long enough to know that used to be a great Republican goal and initiative. I still think the majority of the American people don’t like the fact that we are now ranked, what, 85th in the world in infrastructure.\n\r\n\r\n I mean, look, the future rests on whether or not we have the best airports that are going to accommodate air travel, ports that you can get in and out of quickly, so businesses decide.\n\r\n\r\n Some of you, if you were ever local reporters, and you found your governor or mayor trying to attract business to your community, what’s the first thing that businesses asked? “What’s the closest access to — access to an interstate highway? How far am I from a freight rail? Is the water — is the water available? Is there enough water available for me to conduct my business?” All the things that relate to infrastructure.\n\r\n\r\n We have somewhere — I asked the staff to write it down for me, and they did — not for this, but for a longer discussion. We have somewhere, in terms of infrastructure — we have — we rank 13th globally in infrastructure. China is investing three times more in infrastructure than the United States is.\n\r\n\r\n Bridges: More than one third of our bridges — 231,000 of them — need repairs. Some are physical safety risks or preservation work. One in five miles of our highways and major roads are in poor condition. That’s 186,000 miles of highway. Aviation: 20 percent of all flights — 20 percent of all flights weren’t on time, resulting in 1.5 million hours lost in production. Six to ten million homes in America still have lead pipes servicing their water lines. We have over 100,000 wellheads that are not capped, leaking methane.\n\r\n\r\n What are we doing? And, by the way, we can put as many pipefitters and miners and — to work capping those wells at the same price that they would charge to dig those wells.\n\r\n\r\n So, I — I just find it frustrated — frustrating to talk about.
\r\n
\r\nLast point I’ll make on the infrastructure — and I apologize for spending more time on it, but — is that if you think about it, it’s the place where we will be able to significantly increase American productivity, at the same time providing really good jobs for people. But we can’t build back to what they used to be. We have to build — the environment has — global warming has already done significant damage.
\r\n
\r\nThe roads that used to be above the water level — didn’t have to worry about where the drainage ditch was — now you got to rebuild them three feet higher. Because it’s not going to go back to what it was before; it will only get worse, unless we stop it.
\r\n
\r\nThere’s so much we can do. Look at all of the schools in America. Most of you live in the Washington area now. But in your hometowns — I don’t know where you’re all from — how many schools where the kids can’t drink the water out of the fountain? How many schools are still in the position where there’s asbestos? How many schools in America we’re sending our kids to don’t have adequate ventilation? How many homes, buildings, office complexes are wasting billions of barrels of oil over time because they can’t hold in the heat or the air conditioning because it leaks through the windows that are so porous and the connections? It’s amazing.
\r\n
\r\nSo there’s so much we can do that’s good stuff, makes people healthier, and creates good jobs.
\r\n
\r\nAnd I think that I got one more question here. Janet from Univision.
\r\n
\r\nQ Thank you, Mr. President. We, too, have been reporting at the border. And just like Cecilia, we ran into a pair of siblings who came in on Monday, who were detained by CBP — had the phone number for their mother who lives in the U.S. We have contacted the mother. That’s the only way they know her kids are here because CBP, today, Thursday, has not contacted that mother. So when can we expect your promise of things getting better with contacting and expediency and processing?
\r\n
\r\nTHE PRESIDENT: Well, they’re already getting better, but they’re going to get real — they’ll get a whole hell of lot better real quick, or we’re going to hear of some people leaving, okay?
\r\n
\r\nWe can get this done. We’re going to get it done.
\r\n
\r\nI had a long meeting with the entire team and several Cabinet-level officers the other night. We’re going to be moving, within the next — within the next week, over 100,000 — I mean, 1,000 people out of the Border Patrol into safe, secure beds and facilities. We’re going to significantly ramp up. We’re already out there contacting everyone, from getting some of the employees at HHS — and there’s a lot of them doing other things — and move them into making those calls. We’re in a — we’re in the process of rearranging and providing for the personnel needed to get that done.
\r\n
\r\nBut I admire the fact that you were down there; you’re making the calls yourself. It’s real.
\r\n
\r\nThe next thing that has to happen though — as you well know has to happen — there have to be some certitude that this is the — actually mom, dad, or whomever. And there’s ways to do that. There’s ways to do that — a little bit like determining whether or not you got the right code for your credit card, you know? “What was your dog’s name?” kind of a thing. I’m being a bit facetious, but not really. And also seeking harder data, from DNA to — to birth certificates, which takes longer.
\r\n
\r\nSo, I want to do this as quickly as humanly possible and as safely as possible.
\r\n
\r\nQ As you well know, treating the root cau- — causes in Latin America doesn’t change things overnight. How do you realistically and physically keep these families from coming to the U.S. when things will not get better in their countries right away?
\r\n
\r\nTHE PRESIDENT: Well, I can’t guarantee that. But I know, you know, that old thing: The journey of 1,000 miles starts with the first step.
\r\n
\r\nYou know as well as I do; you cover it: You have serious — it’s not like somebody at a sitting hand-hewn table in Guatemala — I mean, in — in somewhere in Mexico or in Guadalupe, saying, “I got a great idea. Let’s sell everything we have. Give it to a coyote. Have him take our kids across the border and into a desert where they don’t speak the language. Won’t that be fun? Let’s go.” That’s not how it happens. People don’t want to leave.
\r\n
\r\nWhen my great grandfather got on a coffin ship in the Irish Sea, expectation was: Was he going to live long enough on that ship to get to the United States of America? But they left because of what the Brits had been doing. They were in real, real trouble. They didn’t want to leave. But they had no choice. So you got — we can’t — I can’t guarantee we’re going to solve everything, but I can guarantee we can make everything better. We can make it better. We can change the lives of so many people.
\r\n
\r\nAnd the other thing I want to point out to you and I hope you point out: I realize it’s much more heart wrenching — and it is — to deal with a five- and six- and seven-year-old. But you went down there, and you saw: The vast majority of these children — 70 percent — are 16 years old, 17 years old, and mostly males. Doesn’t make it — that doesn’t make it good, bad, or indifferent. But the idea that we have tens of thousands of kids in these God-awful facilities that are, really, little babies crying all night — and there’s some; that’s true. That’s why we got to act.
\r\n
\r\nAnd yesterday, I asked my team — both the director of the two agencies, as well as others — I asked them what would they, in fact — and I asked their opinion because they’re the experts — but I said, “Focus on the most vulnerable immediately.”
\r\n
\r\nBut there’s no reason why, in the next month, as people cross the border, that phone call can’t be made in the first 48 hours and begin.
\r\n
\r\nQ If I may ask one last question: Have you had any talks with Senate Republicans who are threatening this administration with not considering the immigration legislation that was passed in the House until the situation at the border has been resolved?
\r\n
\r\nTHE PRESIDENT: No, because I know they have to posture for a while. They sort of got to get it out of their system. This is a — but I’m ready to work with any Republican who wants to help solve the problem and make the situation better.
\r\n
\r\nBut, folks, I’m going. Thank you very, very much. I appreciate it. Thank you.",
+ "transcript_html": "THE PRESIDENT: Please, please sit down. Thank you. Thank you. Good afternoon. Before I take questions, I want to make — give you a progress report to the nation on where we stand 65 days into office here on vaccinations and a few other top priorities for the American people.
\r\n
\r\nFirst, on vaccinations: On December 8th, I indicated that I hoped to get 100 million shots in people’s arms in my first 100 days. We met that goal last week by day 58 — 42 days ahead of schedule.
\r\n
\r\nNow, today, I’m setting a second goal, and that is: We will, by my 100th day in office, have administered 200 million shots in people’s arms. That’s right: 200 million shots in 100 days.
\r\n
\r\nI know it’s ambitious, twice our original goal, but no other country in the world has even come close — not even close — to what we are doing. And I believe we can do it.
\r\n
\r\nAnd today, we’ve made a historic investment in reaching the hardest-hit and the most vulnerable communities, the highest-risk communities — as a consequence of the virus — by investing an addition $10 billion in being able to reach them.
\r\n
\r\nI also set a goal, before I took office, of getting a majority of schools in K through 8 fully open in the first 100 days. Now, thanks to the enormous amount of work done by our administration, educators, parents, local, state education officials and leaders — a recent Department of Education Department survey shows that nearly half of the K-through-8 schools are open now full time, five days a week, for in-person learning. Not yet a majority, but we’re really close. And I believe, in the 35 days left to go, we’ll meet that goal as well.
\r\n
\r\nAs of yesterday, more than 100 million payments of $1,400 have gone into people’s bank accounts. That’s real money in people’s pockets, bringing relief instantly, almost. And millions more will be getting their money very soon.
\r\n
\r\nOne final note: Since we passed the American Rescue Plan, we’re starting to see new signs of hope in our economy. Since it was passed, a majority — a majority of economic forecasters have significantly increased their projections on the economic growth that’s going to take place this year. They’re now projecting it will exceed 6 percent — a 6 percent growth in GDP.
\r\n
\r\nAnd just this morning, we learned that the number of people filing for weekly unemployment insurance fell by nearly 100,000 persons. That’s the first time in a year the number has fallen below the pre-pandemic high.
\r\n
\r\nSo there are still too many Americans out of work, too many families hurting, and we still have a lot of work to do.
\r\n
\r\nBut I can say to you, the American people: Help is here, and hope is on the way.
\r\n
\r\nNow I’ll be happy to take your questions.
\r\n
\r\nZeke, the Associated Press.
\r\n
\r\nQ Thank you, Mr. President. You mentioned your progress on COVID-19. I’d like to ask you about some of the other issues facing your presidency. One of the defining challenges you face in the coming months is how to deliver on your promise to Americans on issues like immigration reform, gun control, voting rights, climate change. All of those right now are facing stiff, united opposition from Republicans on Capitol Hill. How far are you willing to go to achieve those promises that you made to the American people?
\r\n
\r\nTHE PRESIDENT: Well, I’m going to — look, when I took office, I decided that it was a fairly basic, simple proposition, and that is: I got elected to solve problems. And the most urgent problem facing the American people, I stated from the outset, was COVID-19 and the economic dislocation for millions and millions of Americans. And so that’s why I put all my focus in the beginning — there are a lot of problems — put all my focus on dealing with those particular problems.
\r\n
\r\nAnd the other problems we’re talking about, from immigration to guns and the other things you mentioned, are long-term problems; they’ve been around a long time. And what we’re going to be able to do, God willing, is now begin, one at a time, to focus on those as well, and — whether it’s immigration or guns or a number of other problems that face the country.
\r\n
\r\nBut the fundamental problem is getting people some peace of mind so they can go to bed at night and not stare at the ceiling wondering whether they lost their health insurance, whether they’re going to lose a family member, whether they’re going to be in a position where they’re not going to be — they’re going to lose their home because they can’t pay their mortgage, or that millions of people are going to get thrown out of their homes because of the inability to — to pay their rent.
\r\n
\r\nSo we’re going to move on these one at a time, try to do as many simultaneously as we can. But that’s the reason why I focused as I have.
\r\n
\r\nAnd here’s the deal: I think my Republican colleagues are going to have to determine whether or not we want to work together, or they decide that the way in which they want to proceed is to — is to just decide to divide the country, continue the politics of division. But I’m not going to do that; I’m just going to move forward and take these things as they come.
\r\n
\r\nQ And just to — to follow up, Mr. President, can your presidency be a success if you can’t make progress on those four challenges: climate change, immigration reform, gun control, voting rights?
\r\n
\r\nTHE PRESIDENT: Well, I plan on making progress on all of them, but that’s going to be for the American people to decide.
\r\n
\r\nI think — you know, I doubt whether — maybe you did; maybe others did. I thought — many of you thought there was no possibility of my getting the plan I got passed, passed, without any Republican votes. A pretty big deal. It got passed. Growing the economy. People’s lives are changing.
\r\n
\r\nSo let’s see what happens. All I know, I’ve been hired to solve problems — to solve problems, not create division.
\r\n
\r\nOkay. How about Yamiche?
\r\n
\r\nQ Thanks so much, Mr. President. You’ve said over and over again that immigrants shouldn’t come to this country right now; this isn’t the time to come. That message is not being received. Instead, the perception of you that got you elected — as a moral, decent man — is the reason why a lot of immigrants are coming to this country and entrusting you with unaccompanied minors.
\r\n
\r\nHow do you resolve that tension? And how are you choosing which families can stay and which can go, given the fact that even though, with Title 42, there are some families that are staying? And is there a timeline for when we won’t be seeing these overcrowded facilities with — run by CPB [sic], when it comes to unaccompanied minors?
\r\n
\r\nTHE PRESIDENT: Well, look, I guess I should be flattered people are coming because I’m the nice guy; that’s the reason why it’s happening — that I’m a decent man or however it’s phrased. That — you know, that’s why they’re coming, because they know Biden is a good guy.
\r\n
\r\nThe truth of the matter is: Nothing has changed. As many people came — 28 percent increase in children to the border in my administration; 31 percent in the last year of — in 2019, before the pandemic, in the Trump administration. It happens every single, solitary year: There is a significant increase in the number of people coming to the border in the winter months of January, February, March. That happens every year.
\r\n
\r\nIn addition to that, there is a — and nobody — and, by the way, does anybody suggest that there was a 31 percent increase under Trump because he was a nice guy and he was doing good things at the border? That’s not the reason they’re coming.
\r\n
\r\nThe reason they’re coming is that it’s the time they can travel with the least likelihood of dying on the way because of the heat in the desert, number one. Number two, they’re coming because of the circumstances in-country — in-country.
\r\n
\r\nThe way to deal with this problem — and I started to deal with it back when I was a United States senator — I mean, Vice President — putting together a bipartisan plan of over $700 million to deal with the root causes of why people are leaving.
\r\n
\r\nWhat did Trump do? He eliminated that funding. He didn’t use it. He didn’t do it. And in addition to that, what he did — he dismantled all the elements that exist to deal with what had been a problem and — and has been — continued to be a problem for a long time. He, in fact, shut down the — the number of beds available. He did not fund HHS to get people to get the children out of those — those Border Patrol facilities where they should not be and not supposed to be more than a few days — a little while. But he dismantled all of that.
\r\n
\r\nAnd so what we’re doing now is attempting to rebuild — rebuild the system that can accommodate the — what is happening today. And I like to think it’s because I’m a nice guy, but it’s not. It’s because of what’s happened every year.
\r\n
\r\nLet me say one other thing on this. If you take a look at the number of people who are coming, the vast majority, the overwhelming majority of people coming to the border and crossing are being sent back — are being sent back. Thousands — tens of thousands of people who are — who are over 18 years of age and single — people, one at a time coming, have been sent back, sent home.
\r\n
\r\nWe’re sending back the vast majority of the families that are coming. We’re trying to work out now, with Mexico, their willingness to take more of those families back. But we — that’s what’s happening. They’re not getting across the border.
\r\n
\r\nAnd those who are coming across the border, who are unaccompanied children, we’re moving rapidly to try to put in place what was dismantled, as I said. For example, of all the children who are coming across the border, over 70 percent are either 16 or 17 years old. We’re not talking about people ripping babies from mothers’ arms or little three-year-olds standing on the border. Less than — I think it’s one and a half percent fall in the category of the very young.
\r\n
\r\nSo what we’re doing is we’re providing for the space, again, to be able to get these kids out of the Border Patrol facilities, which no child — no one should be in any longer than 72 hours.
\r\n
\r\nAnd today, I went to — for example, I used all the resources available to me, went to the Defense Department, and — and the Secretary of Defense has just made available Fort Bliss — 5,000 beds be made easily available. Five thousand beds on the Texas border.
\r\n
\r\nSo we’re building back up the capacity that should have been maintained and built upon that Trump dismantled. It’s going to take time.
\r\n
\r\nAnd the other thing we’re doing, I might add — am I giving you too long an answer? Because if you don’t want the details —
\r\n
\r\nQ (Inaudible.)
\r\n
\r\nTHE PRESIDENT: No, no, but I mean — I don’t know how much detail you want about immigration. Maybe I’ll stop there and fin- —
\r\n
\r\nQ My follow-up question is: One, if you could talk a little bit about which families — why they’re being allowed to stay. The families that are being allowed to stay, why they’re being allowed to stay.
\r\n
\r\nAnd in addition to that, when it comes to the filibuster, which is what Zeke was asking about, there’s — immigration is a big issue, of course, when it — related to the filibuster, but there’s also Republicans who are passing bill after bill, trying to restrict voting rights. Chuck Schumer is calling it an “existential threat” to democracy. Why not back a filibuster rule that at least gets around issues including voting rights or immigration?
\r\n
\r\nJim Clyburn, someone who — of course, who you know very well, has backed the idea of a filibuster rule when it comes to civil rights and voting rights.
\r\n
\r\nTHE PRESIDENT: Well, look, I’m going to deal with all of those problems. The question is, the priorities as they come and land on my plate.
\r\n
\r\nLet’s go to the first question you asked — the first of the second question you asked. And that is: What about dealing with families? Why are not — some not going back? Because Mexico is refusing to take them back. They’re saying they won’t take them back — not all of them.
\r\n
\r\nWe’re in negotiations with the President of Mexico. I think we’re going to see that change. They should all be going back, all be going back. The only people we’re not going to let sitting there on the other side of the Rio Grande by themselves with no help are children.
\r\n
\r\nAnd what we’re doing there, and it’s an important point to understand — I know you understand; I don’t mean to say it that way — an important point to focus on: The vast majority of people under the age of 18 coming to United States come with a telephone number on a wristband or come with a telephone number in their pocket in the United States — a mother, a father, a close relative, a grandmom or a grandpop.
\r\n
\r\nWhat was happening before is it was taking literally weeks and weeks, and maybe even months, before anybody would pick up the phone and call to see if there really was someone there. Well, we’ve set up a system now where, within 24 hours, there’s a phone call made as that person or that child crosses the border. And then a verification system is being put in place as of today to determine quickly whether or not that is a trafficker being called or that is actually a mom, a dad, and/or a close relative. They’re establishing that right off the bat.
\r\n
\r\nIf it, in fact, is Mom or Dad, Dad says — to take the extreme case — “I got a birth certificate.” Then guess what? We’re getting that kid directly to that parent immediately.
\r\n
\r\nAnd so that’s going to reduce significantly — there’s two ways to reduce child populations in circumstances that are not acceptable, like being held at a Border Patrol station. One is to get them to the place where they have a relative and set a date as to when a hearing can be held. The second way to do it is put them in a Health and Human Services facility that we’re occupying now — both licensed beds around the country that exist, as well as, for example, federal resources like Fort Bliss — to get them safely in a place where they can be taken care of while their fate is determined.
\r\n
\r\nQ And can you answer the filibuster (inaudible)?
\r\n
\r\nTHE PRESIDENT: Filibuster. Filibuster. You know, with regard to the filibuster, I believe we should go back to a position on the filibuster that existed just when I came to the United States Senate 120 years ago. And that is that — it used to be required for the filibuster — and I had a card on this; I was going to give you the statistics, but you probably know them — that it used to be that, that from between 1917 to 1971 — the filibuster existed — there was a total of 58 motions to break a filibuster that whole time. Last year alone, there were five times that many. So it’s being abused in a gigantic way.
\r\n
\r\nAnd, for example, it used to be you had to stand there and talk and talk and talk and talk until you collapsed. And guess what? People got tired of talking and tired of collapsing. Filibusters broke down, and we were able to break the filibuster, get a quorum, and vote.
\r\n
\r\nSo I strongly support moving in that direction, in addition to having an open mind about dealing with certain things that are — are just elemental to the functioning of our democracy, like the right to vote — like the basic right to vote. We’ve amended the filibuster in the past.
\r\n
\r\nBut here’s the deal: As you observed, I’m a fairly practical guy. I want to get things done. I want to get them done, consistent with what we promised the American people. And in order to do that in a 50-50 Senate, we’ve got to get to the place where I get 50 votes so that the Vice President of the United States can break the tie, or I get 51 votes without her.
\r\n
\r\nAnd so, I’m going to say something outrageous: I have never been particularly poor at calculating how to get things done in the United States Senate. So the best way to get something done, if you — if you hold near and dear to you that you like to be able to — anyway —
\r\n
\r\nI — we’re going to get a lot done. And if we have to — if there’s complete lockdown and chaos as a consequence of the filibuster, then we’ll have to go beyond what I’m talking about.
\r\n
\r\nOkay. Hang on. Sorry. Oh, Seung Min — Ms. Kim.
\r\n
\r\nQ Thank you, Mr. President, to follow up on the filibuster: So do you believe it should take 60 votes to end a filibuster on legislation or 51?
\r\n
\r\nTHE PRESIDENT: (Laughs.) If we could end it with 51, we would have no problem. You’re going to have to — the existing rule — it’s going to be hard to get a parliamentary ruling that allows 50 votes to end the filibuster, the existence of a filibuster.
\r\n
\r\nBut it’s not my expertise, in what the parliamentary rules and how to get there are. But our preoccupation with the filibuster is totally legitimate, but in the meantime, we got a lot we can do while we’re talking about what we’re going to do about the filibuster.
\r\n
\r\nLet me get here. Okay, Cecilia Vega.
\r\n
\r\nQ I’d like to circle back to immigration, please. You just listed the reasons that people are coming, talking about in-country problems, saying that it happens every year; you blamed the last administration. Sir, I just got back last night from a reporting trip to the border where I met nine-year-old, Yossell, who walked here from Honduras by himself, along with another little boy. He had that phone number on him —
\r\n
\r\nTHE PRESIDENT: Astounding.
\r\n
\r\nQ — and we were able to call his family. His mother says that she sent her son to this country because she believes that you are not deporting unaccompanied minors like her son. That’s why she sent him alone from Honduras.
\r\n
\r\nSo, sir, you blamed the last administration, but is your messaging — in saying that these children are and will be allowed to stay in this country and work their way through this process — encouraging families like Yossell says to come?
\r\n
\r\nTHE PRESIDENT: Well, look, the idea that I’m going to say — which I would never do — “if an unaccompanied child ends up at the border, we’re just going to let him starve to death and stay on the other side” — no previous administration did that either, except Trump. I’m not going to do it. I’m not going to do it.
\r\n
\r\nThat’s why I’ve asked the Vice President of the United States, yesterday, to be the lead person on dealing with focusing on the fundamental reasons why people leave Honduras, Guatemala, and El Salvador in the first place. It’s because of earthquakes, floods. It’s because of lack of food. It’s because of gang violence. It’s because of a whole range of things.
\r\n
\r\nThat — when I was Vice President and had the same obligation to deal with unaccompanied children, I was able to get it slowed up significantly by working with the heads of state of those communities to do things like — in one of the major cities, the reason people were leaving is they couldn’t walk in the street because they were getting — their kids were getting beat up or shot or in gang violence.
\r\n
\r\nWell, what I was able to do is not give money to the head of state, because so many are corrupt, but I was able to say, “Okay, you need lighting in the streets to change things? I’ll put the lighting in.” We got a contractor. We got the type of lighting. We paid directly to the contractor; it did not go through the government. And violent crime significantly was reduced in that city. Fewer people sought to leave.
\r\n
\r\nWhen this hurricane occurred — two hurricanes — instead of us going down and helping in a major way, so that people would not have reason to want to leave in the first place because they didn’t have housing or water or sustenance, we did nothing. We’re going to do a lot in our administration. We’re going to be spending that 700-plus million dollars a year to change the life and circumstances of why people leave in the first place.
\r\n
\r\nThat mother did not sit around with — on the kitchen table and say, “You know, I got a great idea: The way I’m going to make sure my son get taken care of is I’m going to put a…” — how old was he, or she?
\r\n
\r\nQ He’s — he’s nine. I also met a 10-year-old.
\r\n
\r\nTHE PRESIDENT: A nine-year-old. “I’m going to send him on a thousand-mile journey across the desert and up to the United States because I know Joe Biden is a nice guy and he’ll take care of him.”
\r\n
\r\nWhat a desperate act to have to take. The circumstances must be horrible. So we can do something about that. That’s what the Vice President is going to be doing: what I did. When President Obama asked me to come and deal, I was in — I was in Turkey at the time, and he said, “You got to come home and take care of this.” So we put together a plan and it had an impact.
\r\n
\r\nAnd so, the question here is whether — how we go ahead and do this; what we do. There’s no easy answer
\r\n
\r\nQ A quick follow, if I may. Do you want to see these unaccompanied minors staying in this country, or should they be deported eventually?
\r\n
\r\nTHE PRESIDENT: Well, the judgment has to be made whether or not — and in this young man’s case, he has a mom at home; there’s an overwhelming reason why he’d be put in a plane and flown back to his mom.
\r\n
\r\nQ Final follow, sir. You mentioned circumstances that must be horrific. The Customs and Border Protection facility in Donna, Texas — I was there — is at 1,556 percent capacity —
\r\n
\r\nTHE PRESIDENT: Yep.
\r\n
\r\nQ — right now, with mostly unaccompanied minors. There are kids that are sleeping on floors. They are packed into these pods. I’ve spoken to lawyers who say that they — some of these children have not seen the sun in days. What’s your reaction — what is your reaction to these images that have come out from that particular facility? Is what’s happening inside acceptable to you? And when is this going to be fixed?
\r\n
\r\nTHE PRESIDENT: Is — that’s a serious question, right?
\r\n
\r\nIs it acceptable to me? Come on. That’s why we’re going to be moving a thousand of those kids out quickly. That’s why I got Fort Bliss opened up. That’s why I’ve been working from the moment this started to happen to try to find additional access for children to be able to safely — not just children, but particularly children — to be able to safely be housed while we follow through on the rest of what’s happening.
\r\n
\r\nThat is totally unacceptable.
\r\n
\r\nKen.
\r\n
\r\nQ Thank you, Mr. President. I wanted to ask you about Afghanistan. You face a May 1st deadline for the withdrawal of U.S. troops from that country. As a candidate, in foreign affairs, you wrote that it is past time to end these forever wars. Can you commit to the American people that by May 2nd the U.S. will no longer have forces in Afghanistan?
\r\n
\r\nTHE PRESIDENT: The answer is that it’s going to be hard to meet the May 1 deadline. Just in terms of tactical reasons, it’s hard to get those troops out. So, what we’ve been doing — what I’ve been doing and what Secretary Blinken has been doing — has been — we’ve been meeting with our allies, those other nations that have NATO Allies who have troops in Afghanistan as well. And if we leave, we’re going to do so in a safe and orderly way.
\r\n
\r\nWe’re in consultation, I said, with our allies and partners in how to proceed. And Secretary Blinken is meeting in Brussels this week with our NATO Allies, particularly those who have forces there.
\r\n
\r\nAnd General Austin is — just met with Ghani and I’m waiting for the briefing on that. He is the — the “leader,” quote, in Afghanistan and Kabul. And there’s a U.N.-led process that’s beginning shortly on how to mechanically get people — how to end this war.
\r\n
\r\nBut it is not my intention to stay there for a long time. But the question is: How and in what circumstances do we meet that agreement that was made by President Trump to leave under a deal that looks like it’s not being able to be worked out to begin with? How is that done? But we are not staying a long time.
\r\n
\r\nQ You just said “if we leave.” Do you think it’s possible that we–
\r\n
\r\nTHE PRESIDENT: We will leave. The question is when we leave.
\r\n
\r\nQ Do you — sorry — do you believe, though, it’s possible we could have troops there next year?
\r\n
\r\nTHE PRESIDENT: I — I can’t picture that being the case.
\r\n
\r\nOkay. Kristen.
\r\n
\r\nQ Thank you very much, Mr. President. Given the conditions that were just laid out at the migrant facilities at the U.S. border, will you commit to allowing journalists to have access to the facilities that are overcrowded moving forward?
\r\n
\r\nTHE PRESIDENT: I will commit when my plan, very shortly, is underway to let you have access to not just them, but to other facilities as well.
\r\n
\r\nQ How soon will journalists be able to have access to the facilities? We’ve obviously been allowed to be inside one, but we haven’t seen the facilities in which children are packed together to really give the American people a chance to see that. Will you commit to transparency on this issue, Mr. President?
\r\n
\r\nTHE PRESIDENT: I will commit to transparency, and — as soon as I am in a position to be able to implement what we are doing right now.
\r\n
\r\nAnd one of the reasons I haven’t gone down — I have all my — my chief folks have gone down — is I don’t want to become the issue. I don’t want to be, you know, bringing all of the Secret Service and everybody with me to get in the way. So this is being set up, and you’ll have full access to everything once we get this thing moving.
\r\n
\r\nQ Okay. And just to be clear: How soon will that be, Mr. President?
\r\n
\r\nTHE PRESIDENT: I don’t know, to be clear.
\r\n
\r\nQ Okay. And do you bear responsibility for everything that’s happening at the border now? I hear you talking a lot about the past administration. You decided to roll back some of those policies, did you move too quickly to roll back (inaudible) policies?
\r\n
\r\nTHE PRESIDENT: To roll back what? I’m sorry.
\r\n
\r\nQ Did you move too quickly to roll back some of the executive orders of your predecessor?
\r\n
\r\nTHE PRESIDENT: First of all, all the policies that were underway were not helping at all — did not slow up the amount of immigration — and there’s many people coming.
\r\n
\r\nAnd rolling back the policies of separating children from — from their mothers, I make no apology for that. Rolling back the policies of “Remain in Mexico,” sitting on the edge of the Rio Grande in a muddy circumstance with not enough to eat and — I make no apologies for that.
\r\n
\r\nI make no apologies for ending programs that did not exist before Trump became President that have an incredibly negative impact on the law, international law, as well as on human dignity. And so, I make no apologies for that.
\r\n
\r\nQ If I could just ask you about foreign policy, Mr. President. Overnight, we learned that North Korea tested two ballistic missiles. What, if any, actions will you take? And what is your red line on North Korea?
\r\n
\r\nTHE PRESIDENT: Let me say that, number one, U.N. Resolution 1718 was violated by those particular missiles that were tested — number one. We’re consulting with our allies and partners. And there will be responses — if they choose to escalate, we will respond accordingly.
\r\n
\r\nBut I’m also prepared for some form of diplomacy, but it has to be conditioned upon the end result of denuclearization. So that’s what we’re doing right now: consulting with our allies.
\r\n
\r\nQ Just a very quick follow-up —
\r\n
\r\nTHE PRESIDENT: You’ve only got another hour now, okay?
\r\n
\r\nQ Diplomacy: Can you define what you mean? And former President Obama warned the incoming President Trump that North Korea was the top foreign policy issue that he was watching. Is that how you assess the crisis in North Korea?
\r\n
\r\nTHE PRESIDENT: Yes.
\r\n
\r\nOkay. Hang on a second here, Kristen. Nancy, CBS.
\r\n
\r\nQ Thank you very much, Mr. President. I want to go back to voting rights. And as Yamiche mentioned, Republican legislatures across the country are working to pass bills that would restrict voting, particularly, Democrats fear, impacting minority voters and young voters — the very people who helped to get you elected in November.
\r\n
\r\nAre you worried that if you don’t manage to pass voting rights legislation that your party is going to lose seats and possibly lose control of the House and the Senate in 2022?
\r\n
\r\nTHE PRESIDENT: What I’m worried about is how un-American this whole initiative is. It’s sick. It’s sick. Deciding in some states that you cannot bring water to people standing in line, waiting to vote; deciding that you’re going to end voting at five o’clock when working people are just getting off work; deciding that there will be no absentee ballots under the most rigid circumstances.
\r\n
\r\nIt’s all designed — and I’m going to spend my time doing three things: One, trying to figure out how to pass the legislation passed by the House, number one. Number two, educating the American public. The Republican voters I know find this despicable. Republican voters, the folks out in — outside this White House. I’m not talking about the elected officials; I’m talking about voters. Voters.
\r\n
\r\nAnd so I am convinced that we’ll be able to stop this because it is the most pernicious thing. This makes Jim Crow look like Jim Eagle. I mean, this is gigantic what they’re trying to do, and it cannot be sustained.
\r\n
\r\nI’m going to do everything in my power, along with my friends in the House and the Senate, to keep that from — from becoming the law.
\r\n
\r\nQ Is there anything else you can do about it besides passing legislation?
\r\n
\r\nTHE PRESIDENT: The answer is “yes,” but I’m not going to lay out a strategy in front of the whole world and you now.
\r\n
\r\nQ And then, on a related note, have you decided whether you are going to run for reelection in 2024? You haven’t set up a reelection campaign yet, as your predecessor had by this time.
\r\n
\r\nTHE PRESIDENT: (Laughs.) My predecessor need do [sic] — needed to. My predecessor. Oh God, I miss him.
\r\n
\r\nQ Have you — have you —
\r\n
\r\nTHE PRESIDENT: No, the answer is “yes.” My plan is to run for reelection. That’s my expectation.
\r\n
\r\nQ And then, on — on one other note, on bipartisanship: Your old friend, Mitch McConnell, says you have only spoken to each other once since you took office and that you have moved far left since taking office. Do you see it the same way he does? Have you rejected bipartisanship?
\r\n
\r\nTHE PRESIDENT: No, I haven’t at all. I’ve been meeting — when is the last time a President invited the opposite party down at least a half a dozen times to talk about issues? Everything from how we work — we’re working with a group of 20 members of the Senate right now and House on how we reestablish our ability to make computer chips and how we get ahead of the game, how we can work together. And we’re working together on a bunch of things.
\r\n
\r\nBut, look, I know Mitch well; Mitch knows me well. I would expect Mitch to say exactly what he said. But this is a matter of making sure that — I would like Republican — elected Republican support, but what I know I have now is that I have electoral support from Republican voters. Republican voters agree with what I’m doing.
\r\n
\r\nAnd so, unless Mitch says the last thing I did is — the last piece of legislation is so far left — well, then he ought to a look at his party. Over 50 percent of them must be over that edge as well because they support what I did.
\r\n
\r\nOkay. Where am I here? Let me see. Kaitlan.
\r\n
\r\nQ Thank you very much, Mr. President. I have a question for you, but first I’d like to follow up on a question from Yamiche, and that’s on the filibuster.
\r\n
\r\nTHE PRESIDENT: That counts as a question, but go ahead.
\r\n
\r\nQ Okay. I’ll make it quick. It’s a quick question.
\r\n
\r\nTHE PRESIDENT: No, no — you can.
\r\n
\r\nQ Regarding the filibuster: At John Lewis’s funeral, President Barack Obama said he believed the filibuster was a “relic” of the Jim Crow era. Do you agree?
\r\n
\r\nTHE PRESIDENT: Yes.
\r\n
\r\nQ And if not, why not abolish it if it’s a relic of the Jim Crow era?
\r\n
\r\nTHE PRESIDENT: Successful electoral politics is the art of the possible. Let’s figure out how we can get this done and move in the direction of significantly changing the abuse of even the filibuster rule first. It’s been abused from the time it came into being — by an extreme way in the last 20 years. Let’s deal with the abuse first.
\r\n
\r\nQ It sounds like you’re moving closer to eliminating the filibuster. Is that correct?
\r\n
\r\nTHE PRESIDENT: I answered your question.
\r\n
\r\nQ You also just made some news by saying that you are going to run for reelection.
\r\n
\r\nTHE PRESIDENT: I said, “That is my expectation.”
\r\n
\r\nQ So is that a “yes” that you are running for reelection?
\r\n
\r\nTHE PRESIDENT: Look, I — I don’t know where you guys come from, man. I’ve never been able to travel. I’m a great respecter of fate. I’ve never been able to plan four and half, three and a half years ahead for certain.
\r\n
\r\nQ And if you do —
\r\n
\r\nTHE PRESIDENT: It —
\r\n
\r\nQ If you do run, will Vice President Harris be on your ticket?
\r\n
\r\nTHE PRESIDENT: I would fully expect that to be the case. She’s doing a great job. She’s a great partner. She’s a great partner.
\r\n
\r\nQ And do you believe you’ll be running against former President Trump?
\r\n
\r\nTHE PRESIDENT: Oh, come on. I don’t even think about — I don’t — I have no idea. I have no idea if there will be a Republican Party. Do you? I know you don’t have to answer my question, but, I mean, you know, do you?
\r\n
\r\nI mean, look, this is — the way I view things — I’ve become a great respecter of fate in my life. I set a goal that’s in front of me to get things done for the people I care most about, which are hardworking, decent American people who are getting — really having it stuck to them.
\r\n
\r\nI want to change the paradigm. I want to change the paradigm. We start to reward work, not just wealth. I want to change the paradigm.
\r\n
\r\nIf you notice — don’t you find it kind of interesting that my Republican friends were worried about that the cost and the taxes that had to be had — if there is any tax to be had, as they talk about it — in dealing with the — the act that we just passed which puts money in people’s pockets — ordinary people.
\r\n
\r\nDid you hear them complain when they passed close to a $2 trillion Trump tax cut — 83 percent going to the top 1 percent? Did you hear them talk about that all? I love the fact that they’ve found this whole idea of concern about the federal budget. It’s kind of amazing.
\r\n
\r\nWhen the federal budget is saving people’s lives, they don’t think it’s such a good idea. When the federal budget is feathering the nest of the wealthiest Americans — 90 of the Fortune 500 companies making billions of dollars not paying a cent in taxes; reducing taxes to the point that people who are making — you know, if you’re a husband and wife, a schoolteacher and a cop, you’re paying at a higher rate than the average person making a billion dollars a year is — something is wrong. Their newfound concern.
\r\n
\r\nI’m concerned — look, I meant what I said when I ran. And a lot of you still think I’m wrong, and I respect that. I said, “I’m running for three reasons: to restore the soul, dignity, honor, honesty, transparency to the American political system; two, to rebuild the backbone of this country — the middle class, hardworking people, and people struggling to get in the middle class. They built America, and unions built them.” The third reason I said I was running was to unite the country. And, generically speaking, all of you said, “No, you can’t do that.” Well, I’ve not been able to unite the Congress, but I’ve been uniting the country, based on the polling data. We have to come together. We have to.
\r\n
\r\nSo, from my perspective, you know, it’s a — to me, it’s about just, you know, getting out there, putting one foot in front of the other and just trying to make things better for people — just hardworking people. People get up every morning and just want to figure out how to put food on the table for their kids, to be able have a little bit of breathing room, being able to have — make sure that they go to bed not staring at the ceiling, like my dad, wondering whether — since he didn’t have health insurance, what happens if mom gets sick or he got sick. These are basic things. Basic things.
\r\n
\r\nAnd I’m of the view that the vast majority of people, including registered Republicans, by and large, share that — that same — that same view, that same sense of what is — you know, what’s appropriate.
\r\n
\r\nJustin. Justin Sink, Bloomberg.
\r\n
\r\nQ Thanks, Mr. President. I wanted to ask about your relationship with China now that you’ve been in office for a couple months. There’s obviously the meeting in Alaska that was a little theatrical, and there’s the continued human rights abuses.
\r\n
\r\nSo, today, I’m wondering: Are you more likely than you were when you came into office to maintain tariffs on China? Are you considering banning imports of forced-labor products? And would you consider cutting off U.S. investment or Chinese access to international payment systems?
\r\n
\r\nTHE PRESIDENT: Well, look, they’re each specifically legitimate questions, but they only touch a smidgen of what the relationship with China really is about.
\r\n
\r\nI’ve known Xi Jinping for a long time. Allegedly, by the time I left office as Vice President, I had spent more time with Xi Jinping than any world leader had, because President Obama and the Chinese President Hu decided we should get to know one another since it was inappropriate for the President of the United States to spend time with the vice president of another country. But it was obvious he was going to become the new leader of China.
\r\n
\r\nSo, I spent hours upon hours with him alone with an interpreter — my interpreter and his — going into great detail. He is very, very straightforward. Doesn’t have a democratic — with a small “D” — bone in his body. But he’s a smart, smart guy. He’s one of the guys, like Putin, who thinks that autocracy is the wave of the future and democracy can’t function in an ever — an ever-complex world.
\r\n
\r\nSo, when I was elected and he called to congratulate me, I think to the surprise of the China experts who were — his people were on call as well as mine, listening — we had a two-hour conversation. For two hours.
\r\n
\r\nAnd we made several things clear to one another. I made it clear to him again what I’ve told him in person on several occasions: that we’re not looking for confrontation, although we know there will be steep, steep competition.
\r\n
\r\nTwo, that we’ll have strong competition but we’ll insist that China play by the international rules: fair competition, fair practices, fair trade.
\r\n
\r\nThirdly, in order to compete effectively, I indicated that we’re going to deal with China effectively, and we’re going to need three things to do that. I tell him, our people. First, we’re going to invest in American workers and American science. I said that all through the campaign and I say it again. And we’re — and I’m setting up my administration to be able to do that, which is that, you know, back in the ‘60s, we used to invest a little over 2 percent of our entire GDP in pure research and investment in science. Today, it’s 0.7 percent. I’m going to change that. We’re going to change that.
\r\n
\r\nThe future lies in who can, in fact, own the future as it relates to technology, quantum computing, a whole range of things, including in medical fields. And so what I’m going to do is make sure we invest closer to 2 percent.
\r\n
\r\nOne of the reasons why I’ve set up the — the PAB [PCAST] — the President’s board with scientists and the like, again — is we’re going to invest in medical research — cancer, Alzheimer’s, diabetes, the things — industries of the future — artificial intelligence, quantum computing, biotech. And we’re going to make real investments. China is out investing us by a longshot, because their plan is to own that future.
\r\n
\r\nThe third — the second thing we’re going to do is we’re going to reestablish our alliances. And I’ve been very clear with him, it’s not anti-Chinese. And we’ve talked about it.
\r\n
\r\nI want to make sure that, for example, later today, after this — as a matter of fact, shortly after this, which is fine; we’ve been going close to an hour. I’m happy to go longer. But one of the things that I’m going to be doing, I’m going to be speaking with the 27 heads of state in Europe and very shortly — I think within the next hour or so. I don’t know the exact time.
\r\n
\r\nAnd earlier this month — and apparently it got the Chinese’s attention; that’s not why I did it — I met with our allies and how we’re going to hold China accountable in the region: Australia, India, Japan, and the United States — the so-called Quad. Because we have to have democracies working together.
\r\n
\r\nBefore too long, I’m going to have — I’m going to invite an alliance of democracies to come here to discuss the future. And so we’re going to make it clear that in order to deal with these things, we are going to hold China accountable to follow the rules — to follow the rules — whether it relates to the South China Sea or the North China Sea, or their agreement made on Taiwan, or a whole range of other things.
\r\n
\r\nAnd the third thing, and the thing that I admire about dealing with Xi is he understands — he makes no pretense about not understanding what I’m saying any more than I do him — I pointed out to him: No leader can be sustained in his position or her position unless they represent the values of the country. And I said as — “And, Mr. President, as I’ve told you before, Americans value the notion of freedom. America values human rights. We don’t always live up to our expectations, but it’s a values system. We are founded on that principle. And as long as you and your country continues to so blatantly violate human rights, we’re going to continue, in an unrelenting way, to call to the attention of the world and make it clear — make it clear what’s happening.”
\r\n\r\nAnd he understood that. I made it clear that no American President — at least one did — but no American President ever back down from speaking out of what’s happening to the Uighurs, what’s happening in Hong Kong, what’s happening in-country.
\r\n\r\nThat’s who we are. The moment a President walks away from that, as the last one did, is the moment we begin to lose our legitimacy around the world. It’s who we are.
\r\n\r\nSo I see stiff competition with China. China has an overall goal, and I don’t criticize them for the goal, but they have an overall goal to become the leading country in the world, the wealthiest country in the world, and the most powerful country in the world. That’s not going to happen on my watch because the United States are going to continue to grow and expand.
\r\n\r\nQ All right. Just to follow up on the meeting of democracies: Is that where you expect, in a multilateral way, to make these decisions about sanctions? Or —
\r\n\r\nTHE PRESIDENT: No, that’s not where I make the decision; that’s where I make sure we’re all on the same page. All on the same page. Look, I predict to you, your children or grandchildren are going to be doing their doctoral thesis on the issue of who succeeded: autocracy or democracy? Because that is what is at stake, not just with China.
\r\n\r\nLook around the world. We’re in the midst of a fourth industrial revolution of enormous consequence. Will there be middle class? How will people adjust to these significant changes in science and technology and the environment? How will they do that? And are democracies equipped — because all the people get to speak — to compete?
\r\n\r\nIt is clear, absolutely clear — and most of the scholars I dealt with at Penn agree with me around the country — that this is a battle between the utility of democracies in the 21st century and autocracies.
\r\n\r\nIf you notice, you don’t have Russia talking about communism anymore. It’s about an autocracy. Demand decisions made by a leader of a country — that’s what’s at stake here. We’ve got to prove democracy works.
\r\n\r\nQ And, Mr. President, sorry, I know you haven’t had a chance to address the tragedies in Georgia and Colorado. You had said to stay tuned for actions that you might take on gun control. Wondering if you’ve made a decision either about sending the manufacturer liability bill that you had promised on day one to Capitol Hill, or executive actions like going after ghost guns or giving money to cities and states to battle gun control.
\r\n\r\nTHE PRESIDENT: All the above. It’s a matter of timing.
\r\n\r\nAs you’ve all observed, successful presidents — better than me — have been successful, in large part, because they know how to time what they’re doing — order it, decide and prioritize what needs to be done.
\r\n\r\nThe next major initiative is — and I’ll be announcing it Friday in Pittsburgh, in detail — is to rebuild the infrastructure — both physical and technological infrastructure in this country — so that we can compete and create significant numbers of really good-paying jobs. Really good-paying jobs.
\r\n\r\nAnd some of you have been around long enough to know that used to be a great Republican goal and initiative. I still think the majority of the American people don’t like the fact that we are now ranked, what, 85th in the world in infrastructure.
\r\n\r\nI mean, look, the future rests on whether or not we have the best airports that are going to accommodate air travel, ports that you can get in and out of quickly, so businesses decide.
\r\n\r\nSome of you, if you were ever local reporters, and you found your governor or mayor trying to attract business to your community, what’s the first thing that businesses asked? “What’s the closest access to — access to an interstate highway? How far am I from a freight rail? Is the water — is the water available? Is there enough water available for me to conduct my business?” All the things that relate to infrastructure.
\r\n\r\nWe have somewhere — I asked the staff to write it down for me, and they did — not for this, but for a longer discussion. We have somewhere, in terms of infrastructure — we have — we rank 13th globally in infrastructure. China is investing three times more in infrastructure than the United States is.
\r\n\r\nBridges: More than one third of our bridges — 231,000 of them — need repairs. Some are physical safety risks or preservation work. One in five miles of our highways and major roads are in poor condition. That’s 186,000 miles of highway. Aviation: 20 percent of all flights — 20 percent of all flights weren’t on time, resulting in 1.5 million hours lost in production. Six to ten million homes in America still have lead pipes servicing their water lines. We have over 100,000 wellheads that are not capped, leaking methane.
\r\n\r\nWhat are we doing? And, by the way, we can put as many pipefitters and miners and — to work capping those wells at the same price that they would charge to dig those wells.
\r\n\r\nSo, I — I just find it frustrated — frustrating to talk about.
\r\n
\r\nLast point I’ll make on the infrastructure — and I apologize for spending more time on it, but — is that if you think about it, it’s the place where we will be able to significantly increase American productivity, at the same time providing really good jobs for people. But we can’t build back to what they used to be. We have to build — the environment has — global warming has already done significant damage.
\r\n
\r\nThe roads that used to be above the water level — didn’t have to worry about where the drainage ditch was — now you got to rebuild them three feet higher. Because it’s not going to go back to what it was before; it will only get worse, unless we stop it.
\r\n
\r\nThere’s so much we can do. Look at all of the schools in America. Most of you live in the Washington area now. But in your hometowns — I don’t know where you’re all from — how many schools where the kids can’t drink the water out of the fountain? How many schools are still in the position where there’s asbestos? How many schools in America we’re sending our kids to don’t have adequate ventilation? How many homes, buildings, office complexes are wasting billions of barrels of oil over time because they can’t hold in the heat or the air conditioning because it leaks through the windows that are so porous and the connections? It’s amazing.
\r\n
\r\nSo there’s so much we can do that’s good stuff, makes people healthier, and creates good jobs.
\r\n
\r\nAnd I think that I got one more question here. Janet from Univision.
\r\n
\r\nQ Thank you, Mr. President. We, too, have been reporting at the border. And just like Cecilia, we ran into a pair of siblings who came in on Monday, who were detained by CBP — had the phone number for their mother who lives in the U.S. We have contacted the mother. That’s the only way they know her kids are here because CBP, today, Thursday, has not contacted that mother. So when can we expect your promise of things getting better with contacting and expediency and processing?
\r\n
\r\nTHE PRESIDENT: Well, they’re already getting better, but they’re going to get real — they’ll get a whole hell of lot better real quick, or we’re going to hear of some people leaving, okay?
\r\n
\r\nWe can get this done. We’re going to get it done.
\r\n
\r\nI had a long meeting with the entire team and several Cabinet-level officers the other night. We’re going to be moving, within the next — within the next week, over 100,000 — I mean, 1,000 people out of the Border Patrol into safe, secure beds and facilities. We’re going to significantly ramp up. We’re already out there contacting everyone, from getting some of the employees at HHS — and there’s a lot of them doing other things — and move them into making those calls. We’re in a — we’re in the process of rearranging and providing for the personnel needed to get that done.
\r\n
\r\nBut I admire the fact that you were down there; you’re making the calls yourself. It’s real.
\r\n
\r\nThe next thing that has to happen though — as you well know has to happen — there have to be some certitude that this is the — actually mom, dad, or whomever. And there’s ways to do that. There’s ways to do that — a little bit like determining whether or not you got the right code for your credit card, you know? “What was your dog’s name?” kind of a thing. I’m being a bit facetious, but not really. And also seeking harder data, from DNA to — to birth certificates, which takes longer.
\r\n
\r\nSo, I want to do this as quickly as humanly possible and as safely as possible.
\r\n
\r\nQ As you well know, treating the root cau- — causes in Latin America doesn’t change things overnight. How do you realistically and physically keep these families from coming to the U.S. when things will not get better in their countries right away?
\r\n
\r\nTHE PRESIDENT: Well, I can’t guarantee that. But I know, you know, that old thing: The journey of 1,000 miles starts with the first step.
\r\n
\r\nYou know as well as I do; you cover it: You have serious — it’s not like somebody at a sitting hand-hewn table in Guatemala — I mean, in — in somewhere in Mexico or in Guadalupe, saying, “I got a great idea. Let’s sell everything we have. Give it to a coyote. Have him take our kids across the border and into a desert where they don’t speak the language. Won’t that be fun? Let’s go.” That’s not how it happens. People don’t want to leave.
\r\n
\r\nWhen my great grandfather got on a coffin ship in the Irish Sea, expectation was: Was he going to live long enough on that ship to get to the United States of America? But they left because of what the Brits had been doing. They were in real, real trouble. They didn’t want to leave. But they had no choice. So you got — we can’t — I can’t guarantee we’re going to solve everything, but I can guarantee we can make everything better. We can make it better. We can change the lives of so many people.
\r\n
\r\nAnd the other thing I want to point out to you and I hope you point out: I realize it’s much more heart wrenching — and it is — to deal with a five- and six- and seven-year-old. But you went down there, and you saw: The vast majority of these children — 70 percent — are 16 years old, 17 years old, and mostly males. Doesn’t make it — that doesn’t make it good, bad, or indifferent. But the idea that we have tens of thousands of kids in these God-awful facilities that are, really, little babies crying all night — and there’s some; that’s true. That’s why we got to act.
\r\n
\r\nAnd yesterday, I asked my team — both the director of the two agencies, as well as others — I asked them what would they, in fact — and I asked their opinion because they’re the experts — but I said, “Focus on the most vulnerable immediately.”
\r\n
\r\nBut there’s no reason why, in the next month, as people cross the border, that phone call can’t be made in the first 48 hours and begin.
\r\n
\r\nQ If I may ask one last question: Have you had any talks with Senate Republicans who are threatening this administration with not considering the immigration legislation that was passed in the House until the situation at the border has been resolved?
\r\n
\r\nTHE PRESIDENT: No, because I know they have to posture for a while. They sort of got to get it out of their system. This is a — but I’m ready to work with any Republican who wants to help solve the problem and make the situation better.
\r\n
\r\nBut, folks, I’m going. Thank you very, very much. I appreciate it. Thank you.
\r\n",
+ "audio": "https://d4q9blt8qjhv3.cloudfront.net/americanpresident/audio/President_Biden_First_Press_Conference.mp3",
+ "introduction": "President Joe Biden holds the first press conference of his presidency. He begins with a progress report on the vaccination efforts to combat the COVID-19 pandemic. He also responds to questions from the press about immigration, the Senate filibuster, Afghanistan, and voting rights.
\r\n"
+}
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+March 25, 2021: First Press Conference
+
+Author: Joe Biden
+
+THE PRESIDENT: Please, please sit down. Thank you. Thank you. Good afternoon. Before I take questions, I want to make — give you a progress report to the nation on where we stand 65 days into office here on vaccinations and a few other top priorities for the American people.
+
+First, on vaccinations: On December 8th, I indicated that I hoped to get 100 million shots in people’s arms in my first 100 days. We met that goal last week by day 58 — 42 days ahead of schedule.
+
+Now, today, I’m setting a second goal, and that is: We will, by my 100th day in office, have administered 200 million shots in people’s arms. That’s right: 200 million shots in 100 days.
+
+I know it’s ambitious, twice our original goal, but no other country in the world has even come close — not even close — to what we are doing. And I believe we can do it.
+
+And today, we’ve made a historic investment in reaching the hardest-hit and the most vulnerable communities, the highest-risk communities — as a consequence of the virus — by investing an addition $10 billion in being able to reach them.
+
+I also set a goal, before I took office, of getting a majority of schools in K through 8 fully open in the first 100 days. Now, thanks to the enormous amount of work done by our administration, educators, parents, local, state education officials and leaders — a recent Department of Education Department survey shows that nearly half of the K-through-8 schools are open now full time, five days a week, for in-person learning. Not yet a majority, but we’re really close. And I believe, in the 35 days left to go, we’ll meet that goal as well.
+
+As of yesterday, more than 100 million payments of $1,400 have gone into people’s bank accounts. That’s real money in people’s pockets, bringing relief instantly, almost. And millions more will be getting their money very soon.
+
+One final note: Since we passed the American Rescue Plan, we’re starting to see new signs of hope in our economy. Since it was passed, a majority — a majority of economic forecasters have significantly increased their projections on the economic growth that’s going to take place this year. They’re now projecting it will exceed 6 percent — a 6 percent growth in GDP.
+
+And just this morning, we learned that the number of people filing for weekly unemployment insurance fell by nearly 100,000 persons. That’s the first time in a year the number has fallen below the pre-pandemic high.
+
+So there are still too many Americans out of work, too many families hurting, and we still have a lot of work to do.
+
+But I can say to you, the American people: Help is here, and hope is on the way.
+
+Now I’ll be happy to take your questions.
+
+Zeke, the Associated Press.
+
+Q Thank you, Mr. President. You mentioned your progress on COVID-19. I’d like to ask you about some of the other issues facing your presidency. One of the defining challenges you face in the coming months is how to deliver on your promise to Americans on issues like immigration reform, gun control, voting rights, climate change. All of those right now are facing stiff, united opposition from Republicans on Capitol Hill. How far are you willing to go to achieve those promises that you made to the American people?
+
+THE PRESIDENT: Well, I’m going to — look, when I took office, I decided that it was a fairly basic, simple proposition, and that is: I got elected to solve problems. And the most urgent problem facing the American people, I stated from the outset, was COVID-19 and the economic dislocation for millions and millions of Americans. And so that’s why I put all my focus in the beginning — there are a lot of problems — put all my focus on dealing with those particular problems.
+
+And the other problems we’re talking about, from immigration to guns and the other things you mentioned, are long-term problems; they’ve been around a long time. And what we’re going to be able to do, God willing, is now begin, one at a time, to focus on those as well, and — whether it’s immigration or guns or a number of other problems that face the country.
+
+But the fundamental problem is getting people some peace of mind so they can go to bed at night and not stare at the ceiling wondering whether they lost their health insurance, whether they’re going to lose a family member, whether they’re going to be in a position where they’re not going to be — they’re going to lose their home because they can’t pay their mortgage, or that millions of people are going to get thrown out of their homes because of the inability to — to pay their rent.
+
+So we’re going to move on these one at a time, try to do as many simultaneously as we can. But that’s the reason why I focused as I have.
+
+And here’s the deal: I think my Republican colleagues are going to have to determine whether or not we want to work together, or they decide that the way in which they want to proceed is to — is to just decide to divide the country, continue the politics of division. But I’m not going to do that; I’m just going to move forward and take these things as they come.
+
+Q And just to — to follow up, Mr. President, can your presidency be a success if you can’t make progress on those four challenges: climate change, immigration reform, gun control, voting rights?
+
+THE PRESIDENT: Well, I plan on making progress on all of them, but that’s going to be for the American people to decide.
+
+I think — you know, I doubt whether — maybe you did; maybe others did. I thought — many of you thought there was no possibility of my getting the plan I got passed, passed, without any Republican votes. A pretty big deal. It got passed. Growing the economy. People’s lives are changing.
+
+So let’s see what happens. All I know, I’ve been hired to solve problems — to solve problems, not create division.
+
+Okay. How about Yamiche?
+
+Q Thanks so much, Mr. President. You’ve said over and over again that immigrants shouldn’t come to this country right now; this isn’t the time to come. That message is not being received. Instead, the perception of you that got you elected — as a moral, decent man — is the reason why a lot of immigrants are coming to this country and entrusting you with unaccompanied minors.
+
+How do you resolve that tension? And how are you choosing which families can stay and which can go, given the fact that even though, with Title 42, there are some families that are staying? And is there a timeline for when we won’t be seeing these overcrowded facilities with — run by CPB [sic], when it comes to unaccompanied minors?
+
+THE PRESIDENT: Well, look, I guess I should be flattered people are coming because I’m the nice guy; that’s the reason why it’s happening — that I’m a decent man or however it’s phrased. That — you know, that’s why they’re coming, because they know Biden is a good guy.
+
+The truth of the matter is: Nothing has changed. As many people came — 28 percent increase in children to the border in my administration; 31 percent in the last year of — in 2019, before the pandemic, in the Trump administration. It happens every single, solitary year: There is a significant increase in the number of people coming to the border in the winter months of January, February, March. That happens every year.
+
+In addition to that, there is a — and nobody — and, by the way, does anybody suggest that there was a 31 percent increase under Trump because he was a nice guy and he was doing good things at the border? That’s not the reason they’re coming.
+
+The reason they’re coming is that it’s the time they can travel with the least likelihood of dying on the way because of the heat in the desert, number one. Number two, they’re coming because of the circumstances in-country — in-country.
+
+The way to deal with this problem — and I started to deal with it back when I was a United States senator — I mean, Vice President — putting together a bipartisan plan of over $700 million to deal with the root causes of why people are leaving.
+
+What did Trump do? He eliminated that funding. He didn’t use it. He didn’t do it. And in addition to that, what he did — he dismantled all the elements that exist to deal with what had been a problem and — and has been — continued to be a problem for a long time. He, in fact, shut down the — the number of beds available. He did not fund HHS to get people to get the children out of those — those Border Patrol facilities where they should not be and not supposed to be more than a few days — a little while. But he dismantled all of that.
+
+And so what we’re doing now is attempting to rebuild — rebuild the system that can accommodate the — what is happening today. And I like to think it’s because I’m a nice guy, but it’s not. It’s because of what’s happened every year.
+
+Let me say one other thing on this. If you take a look at the number of people who are coming, the vast majority, the overwhelming majority of people coming to the border and crossing are being sent back — are being sent back. Thousands — tens of thousands of people who are — who are over 18 years of age and single — people, one at a time coming, have been sent back, sent home.
+
+We’re sending back the vast majority of the families that are coming. We’re trying to work out now, with Mexico, their willingness to take more of those families back. But we — that’s what’s happening. They’re not getting across the border.
+
+And those who are coming across the border, who are unaccompanied children, we’re moving rapidly to try to put in place what was dismantled, as I said. For example, of all the children who are coming across the border, over 70 percent are either 16 or 17 years old. We’re not talking about people ripping babies from mothers’ arms or little three-year-olds standing on the border. Less than — I think it’s one and a half percent fall in the category of the very young.
+
+So what we’re doing is we’re providing for the space, again, to be able to get these kids out of the Border Patrol facilities, which no child — no one should be in any longer than 72 hours.
+
+And today, I went to — for example, I used all the resources available to me, went to the Defense Department, and — and the Secretary of Defense has just made available Fort Bliss — 5,000 beds be made easily available. Five thousand beds on the Texas border.
+
+So we’re building back up the capacity that should have been maintained and built upon that Trump dismantled. It’s going to take time.
+
+And the other thing we’re doing, I might add — am I giving you too long an answer? Because if you don’t want the details —
+
+Q (Inaudible.)
+
+THE PRESIDENT: No, no, but I mean — I don’t know how much detail you want about immigration. Maybe I’ll stop there and fin- —
+
+Q My follow-up question is: One, if you could talk a little bit about which families — why they’re being allowed to stay. The families that are being allowed to stay, why they’re being allowed to stay.
+
+And in addition to that, when it comes to the filibuster, which is what Zeke was asking about, there’s — immigration is a big issue, of course, when it — related to the filibuster, but there’s also Republicans who are passing bill after bill, trying to restrict voting rights. Chuck Schumer is calling it an “existential threat” to democracy. Why not back a filibuster rule that at least gets around issues including voting rights or immigration?
+
+Jim Clyburn, someone who — of course, who you know very well, has backed the idea of a filibuster rule when it comes to civil rights and voting rights.
+
+THE PRESIDENT: Well, look, I’m going to deal with all of those problems. The question is, the priorities as they come and land on my plate.
+
+Let’s go to the first question you asked — the first of the second question you asked. And that is: What about dealing with families? Why are not — some not going back? Because Mexico is refusing to take them back. They’re saying they won’t take them back — not all of them.
+
+We’re in negotiations with the President of Mexico. I think we’re going to see that change. They should all be going back, all be going back. The only people we’re not going to let sitting there on the other side of the Rio Grande by themselves with no help are children.
+
+And what we’re doing there, and it’s an important point to understand — I know you understand; I don’t mean to say it that way — an important point to focus on: The vast majority of people under the age of 18 coming to United States come with a telephone number on a wristband or come with a telephone number in their pocket in the United States — a mother, a father, a close relative, a grandmom or a grandpop.
+
+What was happening before is it was taking literally weeks and weeks, and maybe even months, before anybody would pick up the phone and call to see if there really was someone there. Well, we’ve set up a system now where, within 24 hours, there’s a phone call made as that person or that child crosses the border. And then a verification system is being put in place as of today to determine quickly whether or not that is a trafficker being called or that is actually a mom, a dad, and/or a close relative. They’re establishing that right off the bat.
+
+If it, in fact, is Mom or Dad, Dad says — to take the extreme case — “I got a birth certificate.” Then guess what? We’re getting that kid directly to that parent immediately.
+
+And so that’s going to reduce significantly — there’s two ways to reduce child populations in circumstances that are not acceptable, like being held at a Border Patrol station. One is to get them to the place where they have a relative and set a date as to when a hearing can be held. The second way to do it is put them in a Health and Human Services facility that we’re occupying now — both licensed beds around the country that exist, as well as, for example, federal resources like Fort Bliss — to get them safely in a place where they can be taken care of while their fate is determined.
+
+Q And can you answer the filibuster (inaudible)?
+
+THE PRESIDENT: Filibuster. Filibuster. You know, with regard to the filibuster, I believe we should go back to a position on the filibuster that existed just when I came to the United States Senate 120 years ago. And that is that — it used to be required for the filibuster — and I had a card on this; I was going to give you the statistics, but you probably know them — that it used to be that, that from between 1917 to 1971 — the filibuster existed — there was a total of 58 motions to break a filibuster that whole time. Last year alone, there were five times that many. So it’s being abused in a gigantic way.
+
+And, for example, it used to be you had to stand there and talk and talk and talk and talk until you collapsed. And guess what? People got tired of talking and tired of collapsing. Filibusters broke down, and we were able to break the filibuster, get a quorum, and vote.
+
+So I strongly support moving in that direction, in addition to having an open mind about dealing with certain things that are — are just elemental to the functioning of our democracy, like the right to vote — like the basic right to vote. We’ve amended the filibuster in the past.
+
+But here’s the deal: As you observed, I’m a fairly practical guy. I want to get things done. I want to get them done, consistent with what we promised the American people. And in order to do that in a 50-50 Senate, we’ve got to get to the place where I get 50 votes so that the Vice President of the United States can break the tie, or I get 51 votes without her.
+
+And so, I’m going to say something outrageous: I have never been particularly poor at calculating how to get things done in the United States Senate. So the best way to get something done, if you — if you hold near and dear to you that you like to be able to — anyway —
+
+I — we’re going to get a lot done. And if we have to — if there’s complete lockdown and chaos as a consequence of the filibuster, then we’ll have to go beyond what I’m talking about.
+
+Okay. Hang on. Sorry. Oh, Seung Min — Ms. Kim.
+
+Q Thank you, Mr. President, to follow up on the filibuster: So do you believe it should take 60 votes to end a filibuster on legislation or 51?
+
+THE PRESIDENT: (Laughs.) If we could end it with 51, we would have no problem. You’re going to have to — the existing rule — it’s going to be hard to get a parliamentary ruling that allows 50 votes to end the filibuster, the existence of a filibuster.
+
+But it’s not my expertise, in what the parliamentary rules and how to get there are. But our preoccupation with the filibuster is totally legitimate, but in the meantime, we got a lot we can do while we’re talking about what we’re going to do about the filibuster.
+
+Let me get here. Okay, Cecilia Vega.
+
+Q I’d like to circle back to immigration, please. You just listed the reasons that people are coming, talking about in-country problems, saying that it happens every year; you blamed the last administration. Sir, I just got back last night from a reporting trip to the border where I met nine-year-old, Yossell, who walked here from Honduras by himself, along with another little boy. He had that phone number on him —
+
+THE PRESIDENT: Astounding.
+
+Q — and we were able to call his family. His mother says that she sent her son to this country because she believes that you are not deporting unaccompanied minors like her son. That’s why she sent him alone from Honduras.
+
+So, sir, you blamed the last administration, but is your messaging — in saying that these children are and will be allowed to stay in this country and work their way through this process — encouraging families like Yossell says to come?
+
+THE PRESIDENT: Well, look, the idea that I’m going to say — which I would never do — “if an unaccompanied child ends up at the border, we’re just going to let him starve to death and stay on the other side” — no previous administration did that either, except Trump. I’m not going to do it. I’m not going to do it.
+
+That’s why I’ve asked the Vice President of the United States, yesterday, to be the lead person on dealing with focusing on the fundamental reasons why people leave Honduras, Guatemala, and El Salvador in the first place. It’s because of earthquakes, floods. It’s because of lack of food. It’s because of gang violence. It’s because of a whole range of things.
+
+That — when I was Vice President and had the same obligation to deal with unaccompanied children, I was able to get it slowed up significantly by working with the heads of state of those communities to do things like — in one of the major cities, the reason people were leaving is they couldn’t walk in the street because they were getting — their kids were getting beat up or shot or in gang violence.
+
+Well, what I was able to do is not give money to the head of state, because so many are corrupt, but I was able to say, “Okay, you need lighting in the streets to change things? I’ll put the lighting in.” We got a contractor. We got the type of lighting. We paid directly to the contractor; it did not go through the government. And violent crime significantly was reduced in that city. Fewer people sought to leave.
+
+When this hurricane occurred — two hurricanes — instead of us going down and helping in a major way, so that people would not have reason to want to leave in the first place because they didn’t have housing or water or sustenance, we did nothing. We’re going to do a lot in our administration. We’re going to be spending that 700-plus million dollars a year to change the life and circumstances of why people leave in the first place.
+
+That mother did not sit around with — on the kitchen table and say, “You know, I got a great idea: The way I’m going to make sure my son get taken care of is I’m going to put a…” — how old was he, or she?
+
+Q He’s — he’s nine. I also met a 10-year-old.
+
+THE PRESIDENT: A nine-year-old. “I’m going to send him on a thousand-mile journey across the desert and up to the United States because I know Joe Biden is a nice guy and he’ll take care of him.”
+
+What a desperate act to have to take. The circumstances must be horrible. So we can do something about that. That’s what the Vice President is going to be doing: what I did. When President Obama asked me to come and deal, I was in — I was in Turkey at the time, and he said, “You got to come home and take care of this.” So we put together a plan and it had an impact.
+
+And so, the question here is whether — how we go ahead and do this; what we do. There’s no easy answer
+
+Q A quick follow, if I may. Do you want to see these unaccompanied minors staying in this country, or should they be deported eventually?
+
+THE PRESIDENT: Well, the judgment has to be made whether or not — and in this young man’s case, he has a mom at home; there’s an overwhelming reason why he’d be put in a plane and flown back to his mom.
+
+Q Final follow, sir. You mentioned circumstances that must be horrific. The Customs and Border Protection facility in Donna, Texas — I was there — is at 1,556 percent capacity —
+
+THE PRESIDENT: Yep.
+
+Q — right now, with mostly unaccompanied minors. There are kids that are sleeping on floors. They are packed into these pods. I’ve spoken to lawyers who say that they — some of these children have not seen the sun in days. What’s your reaction — what is your reaction to these images that have come out from that particular facility? Is what’s happening inside acceptable to you? And when is this going to be fixed?
+
+THE PRESIDENT: Is — that’s a serious question, right?
+
+Is it acceptable to me? Come on. That’s why we’re going to be moving a thousand of those kids out quickly. That’s why I got Fort Bliss opened up. That’s why I’ve been working from the moment this started to happen to try to find additional access for children to be able to safely — not just children, but particularly children — to be able to safely be housed while we follow through on the rest of what’s happening.
+
+That is totally unacceptable.
+
+Ken.
+
+Q Thank you, Mr. President. I wanted to ask you about Afghanistan. You face a May 1st deadline for the withdrawal of U.S. troops from that country. As a candidate, in foreign affairs, you wrote that it is past time to end these forever wars. Can you commit to the American people that by May 2nd the U.S. will no longer have forces in Afghanistan?
+
+THE PRESIDENT: The answer is that it’s going to be hard to meet the May 1 deadline. Just in terms of tactical reasons, it’s hard to get those troops out. So, what we’ve been doing — what I’ve been doing and what Secretary Blinken has been doing — has been — we’ve been meeting with our allies, those other nations that have NATO Allies who have troops in Afghanistan as well. And if we leave, we’re going to do so in a safe and orderly way.
+
+We’re in consultation, I said, with our allies and partners in how to proceed. And Secretary Blinken is meeting in Brussels this week with our NATO Allies, particularly those who have forces there.
+
+And General Austin is — just met with Ghani and I’m waiting for the briefing on that. He is the — the “leader,” quote, in Afghanistan and Kabul. And there’s a U.N.-led process that’s beginning shortly on how to mechanically get people — how to end this war.
+
+But it is not my intention to stay there for a long time. But the question is: How and in what circumstances do we meet that agreement that was made by President Trump to leave under a deal that looks like it’s not being able to be worked out to begin with? How is that done? But we are not staying a long time.
+
+Q You just said “if we leave.” Do you think it’s possible that we–
+
+THE PRESIDENT: We will leave. The question is when we leave.
+
+Q Do you — sorry — do you believe, though, it’s possible we could have troops there next year?
+
+THE PRESIDENT: I — I can’t picture that being the case.
+
+Okay. Kristen.
+
+Q Thank you very much, Mr. President. Given the conditions that were just laid out at the migrant facilities at the U.S. border, will you commit to allowing journalists to have access to the facilities that are overcrowded moving forward?
+
+THE PRESIDENT: I will commit when my plan, very shortly, is underway to let you have access to not just them, but to other facilities as well.
+
+Q How soon will journalists be able to have access to the facilities? We’ve obviously been allowed to be inside one, but we haven’t seen the facilities in which children are packed together to really give the American people a chance to see that. Will you commit to transparency on this issue, Mr. President?
+
+THE PRESIDENT: I will commit to transparency, and — as soon as I am in a position to be able to implement what we are doing right now.
+
+And one of the reasons I haven’t gone down — I have all my — my chief folks have gone down — is I don’t want to become the issue. I don’t want to be, you know, bringing all of the Secret Service and everybody with me to get in the way. So this is being set up, and you’ll have full access to everything once we get this thing moving.
+
+Q Okay. And just to be clear: How soon will that be, Mr. President?
+
+THE PRESIDENT: I don’t know, to be clear.
+
+Q Okay. And do you bear responsibility for everything that’s happening at the border now? I hear you talking a lot about the past administration. You decided to roll back some of those policies, did you move too quickly to roll back (inaudible) policies?
+
+THE PRESIDENT: To roll back what? I’m sorry.
+
+Q Did you move too quickly to roll back some of the executive orders of your predecessor?
+
+THE PRESIDENT: First of all, all the policies that were underway were not helping at all — did not slow up the amount of immigration — and there’s many people coming.
+
+And rolling back the policies of separating children from — from their mothers, I make no apology for that. Rolling back the policies of “Remain in Mexico,” sitting on the edge of the Rio Grande in a muddy circumstance with not enough to eat and — I make no apologies for that.
+
+I make no apologies for ending programs that did not exist before Trump became President that have an incredibly negative impact on the law, international law, as well as on human dignity. And so, I make no apologies for that.
+
+Q If I could just ask you about foreign policy, Mr. President. Overnight, we learned that North Korea tested two ballistic missiles. What, if any, actions will you take? And what is your red line on North Korea?
+
+THE PRESIDENT: Let me say that, number one, U.N. Resolution 1718 was violated by those particular missiles that were tested — number one. We’re consulting with our allies and partners. And there will be responses — if they choose to escalate, we will respond accordingly.
+
+But I’m also prepared for some form of diplomacy, but it has to be conditioned upon the end result of denuclearization. So that’s what we’re doing right now: consulting with our allies.
+
+Q Just a very quick follow-up —
+
+THE PRESIDENT: You’ve only got another hour now, okay?
+
+Q Diplomacy: Can you define what you mean? And former President Obama warned the incoming President Trump that North Korea was the top foreign policy issue that he was watching. Is that how you assess the crisis in North Korea?
+
+THE PRESIDENT: Yes.
+
+Okay. Hang on a second here, Kristen. Nancy, CBS.
+
+Q Thank you very much, Mr. President. I want to go back to voting rights. And as Yamiche mentioned, Republican legislatures across the country are working to pass bills that would restrict voting, particularly, Democrats fear, impacting minority voters and young voters — the very people who helped to get you elected in November.
+
+Are you worried that if you don’t manage to pass voting rights legislation that your party is going to lose seats and possibly lose control of the House and the Senate in 2022?
+
+THE PRESIDENT: What I’m worried about is how un-American this whole initiative is. It’s sick. It’s sick. Deciding in some states that you cannot bring water to people standing in line, waiting to vote; deciding that you’re going to end voting at five o’clock when working people are just getting off work; deciding that there will be no absentee ballots under the most rigid circumstances.
+
+It’s all designed — and I’m going to spend my time doing three things: One, trying to figure out how to pass the legislation passed by the House, number one. Number two, educating the American public. The Republican voters I know find this despicable. Republican voters, the folks out in — outside this White House. I’m not talking about the elected officials; I’m talking about voters. Voters.
+
+And so I am convinced that we’ll be able to stop this because it is the most pernicious thing. This makes Jim Crow look like Jim Eagle. I mean, this is gigantic what they’re trying to do, and it cannot be sustained.
+
+I’m going to do everything in my power, along with my friends in the House and the Senate, to keep that from — from becoming the law.
+
+Q Is there anything else you can do about it besides passing legislation?
+
+THE PRESIDENT: The answer is “yes,” but I’m not going to lay out a strategy in front of the whole world and you now.
+
+Q And then, on a related note, have you decided whether you are going to run for reelection in 2024? You haven’t set up a reelection campaign yet, as your predecessor had by this time.
+
+THE PRESIDENT: (Laughs.) My predecessor need do [sic] — needed to. My predecessor. Oh God, I miss him.
+
+Q Have you — have you —
+
+THE PRESIDENT: No, the answer is “yes.” My plan is to run for reelection. That’s my expectation.
+
+Q And then, on — on one other note, on bipartisanship: Your old friend, Mitch McConnell, says you have only spoken to each other once since you took office and that you have moved far left since taking office. Do you see it the same way he does? Have you rejected bipartisanship?
+
+THE PRESIDENT: No, I haven’t at all. I’ve been meeting — when is the last time a President invited the opposite party down at least a half a dozen times to talk about issues? Everything from how we work — we’re working with a group of 20 members of the Senate right now and House on how we reestablish our ability to make computer chips and how we get ahead of the game, how we can work together. And we’re working together on a bunch of things.
+
+But, look, I know Mitch well; Mitch knows me well. I would expect Mitch to say exactly what he said. But this is a matter of making sure that — I would like Republican — elected Republican support, but what I know I have now is that I have electoral support from Republican voters. Republican voters agree with what I’m doing.
+
+And so, unless Mitch says the last thing I did is — the last piece of legislation is so far left — well, then he ought to a look at his party. Over 50 percent of them must be over that edge as well because they support what I did.
+
+Okay. Where am I here? Let me see. Kaitlan.
+
+Q Thank you very much, Mr. President. I have a question for you, but first I’d like to follow up on a question from Yamiche, and that’s on the filibuster.
+
+THE PRESIDENT: That counts as a question, but go ahead.
+
+Q Okay. I’ll make it quick. It’s a quick question.
+
+THE PRESIDENT: No, no — you can.
+
+Q Regarding the filibuster: At John Lewis’s funeral, President Barack Obama said he believed the filibuster was a “relic” of the Jim Crow era. Do you agree?
+
+THE PRESIDENT: Yes.
+
+Q And if not, why not abolish it if it’s a relic of the Jim Crow era?
+
+THE PRESIDENT: Successful electoral politics is the art of the possible. Let’s figure out how we can get this done and move in the direction of significantly changing the abuse of even the filibuster rule first. It’s been abused from the time it came into being — by an extreme way in the last 20 years. Let’s deal with the abuse first.
+
+Q It sounds like you’re moving closer to eliminating the filibuster. Is that correct?
+
+THE PRESIDENT: I answered your question.
+
+Q You also just made some news by saying that you are going to run for reelection.
+
+THE PRESIDENT: I said, “That is my expectation.”
+
+Q So is that a “yes” that you are running for reelection?
+
+THE PRESIDENT: Look, I — I don’t know where you guys come from, man. I’ve never been able to travel. I’m a great respecter of fate. I’ve never been able to plan four and half, three and a half years ahead for certain.
+
+Q And if you do —
+
+THE PRESIDENT: It —
+
+Q If you do run, will Vice President Harris be on your ticket?
+
+THE PRESIDENT: I would fully expect that to be the case. She’s doing a great job. She’s a great partner. She’s a great partner.
+
+Q And do you believe you’ll be running against former President Trump?
+
+THE PRESIDENT: Oh, come on. I don’t even think about — I don’t — I have no idea. I have no idea if there will be a Republican Party. Do you? I know you don’t have to answer my question, but, I mean, you know, do you?
+
+I mean, look, this is — the way I view things — I’ve become a great respecter of fate in my life. I set a goal that’s in front of me to get things done for the people I care most about, which are hardworking, decent American people who are getting — really having it stuck to them.
+
+I want to change the paradigm. I want to change the paradigm. We start to reward work, not just wealth. I want to change the paradigm.
+
+If you notice — don’t you find it kind of interesting that my Republican friends were worried about that the cost and the taxes that had to be had — if there is any tax to be had, as they talk about it — in dealing with the — the act that we just passed which puts money in people’s pockets — ordinary people.
+
+Did you hear them complain when they passed close to a $2 trillion Trump tax cut — 83 percent going to the top 1 percent? Did you hear them talk about that all? I love the fact that they’ve found this whole idea of concern about the federal budget. It’s kind of amazing.
+
+When the federal budget is saving people’s lives, they don’t think it’s such a good idea. When the federal budget is feathering the nest of the wealthiest Americans — 90 of the Fortune 500 companies making billions of dollars not paying a cent in taxes; reducing taxes to the point that people who are making — you know, if you’re a husband and wife, a schoolteacher and a cop, you’re paying at a higher rate than the average person making a billion dollars a year is — something is wrong. Their newfound concern.
+
+I’m concerned — look, I meant what I said when I ran. And a lot of you still think I’m wrong, and I respect that. I said, “I’m running for three reasons: to restore the soul, dignity, honor, honesty, transparency to the American political system; two, to rebuild the backbone of this country — the middle class, hardworking people, and people struggling to get in the middle class. They built America, and unions built them.” The third reason I said I was running was to unite the country. And, generically speaking, all of you said, “No, you can’t do that.” Well, I’ve not been able to unite the Congress, but I’ve been uniting the country, based on the polling data. We have to come together. We have to.
+
+So, from my perspective, you know, it’s a — to me, it’s about just, you know, getting out there, putting one foot in front of the other and just trying to make things better for people — just hardworking people. People get up every morning and just want to figure out how to put food on the table for their kids, to be able have a little bit of breathing room, being able to have — make sure that they go to bed not staring at the ceiling, like my dad, wondering whether — since he didn’t have health insurance, what happens if mom gets sick or he got sick. These are basic things. Basic things.
+
+And I’m of the view that the vast majority of people, including registered Republicans, by and large, share that — that same — that same view, that same sense of what is — you know, what’s appropriate.
+
+Justin. Justin Sink, Bloomberg.
+
+Q Thanks, Mr. President. I wanted to ask about your relationship with China now that you’ve been in office for a couple months. There’s obviously the meeting in Alaska that was a little theatrical, and there’s the continued human rights abuses.
+
+So, today, I’m wondering: Are you more likely than you were when you came into office to maintain tariffs on China? Are you considering banning imports of forced-labor products? And would you consider cutting off U.S. investment or Chinese access to international payment systems?
+
+THE PRESIDENT: Well, look, they’re each specifically legitimate questions, but they only touch a smidgen of what the relationship with China really is about.
+
+I’ve known Xi Jinping for a long time. Allegedly, by the time I left office as Vice President, I had spent more time with Xi Jinping than any world leader had, because President Obama and the Chinese President Hu decided we should get to know one another since it was inappropriate for the President of the United States to spend time with the vice president of another country. But it was obvious he was going to become the new leader of China.
+
+So, I spent hours upon hours with him alone with an interpreter — my interpreter and his — going into great detail. He is very, very straightforward. Doesn’t have a democratic — with a small “D” — bone in his body. But he’s a smart, smart guy. He’s one of the guys, like Putin, who thinks that autocracy is the wave of the future and democracy can’t function in an ever — an ever-complex world.
+
+So, when I was elected and he called to congratulate me, I think to the surprise of the China experts who were — his people were on call as well as mine, listening — we had a two-hour conversation. For two hours.
+
+And we made several things clear to one another. I made it clear to him again what I’ve told him in person on several occasions: that we’re not looking for confrontation, although we know there will be steep, steep competition.
+
+Two, that we’ll have strong competition but we’ll insist that China play by the international rules: fair competition, fair practices, fair trade.
+
+Thirdly, in order to compete effectively, I indicated that we’re going to deal with China effectively, and we’re going to need three things to do that. I tell him, our people. First, we’re going to invest in American workers and American science. I said that all through the campaign and I say it again. And we’re — and I’m setting up my administration to be able to do that, which is that, you know, back in the ‘60s, we used to invest a little over 2 percent of our entire GDP in pure research and investment in science. Today, it’s 0.7 percent. I’m going to change that. We’re going to change that.
+
+The future lies in who can, in fact, own the future as it relates to technology, quantum computing, a whole range of things, including in medical fields. And so what I’m going to do is make sure we invest closer to 2 percent.
+
+One of the reasons why I’ve set up the — the PAB [PCAST] — the President’s board with scientists and the like, again — is we’re going to invest in medical research — cancer, Alzheimer’s, diabetes, the things — industries of the future — artificial intelligence, quantum computing, biotech. And we’re going to make real investments. China is out investing us by a longshot, because their plan is to own that future.
+
+The third — the second thing we’re going to do is we’re going to reestablish our alliances. And I’ve been very clear with him, it’s not anti-Chinese. And we’ve talked about it.
+
+I want to make sure that, for example, later today, after this — as a matter of fact, shortly after this, which is fine; we’ve been going close to an hour. I’m happy to go longer. But one of the things that I’m going to be doing, I’m going to be speaking with the 27 heads of state in Europe and very shortly — I think within the next hour or so. I don’t know the exact time.
+
+And earlier this month — and apparently it got the Chinese’s attention; that’s not why I did it — I met with our allies and how we’re going to hold China accountable in the region: Australia, India, Japan, and the United States — the so-called Quad. Because we have to have democracies working together.
+
+Before too long, I’m going to have — I’m going to invite an alliance of democracies to come here to discuss the future. And so we’re going to make it clear that in order to deal with these things, we are going to hold China accountable to follow the rules — to follow the rules — whether it relates to the South China Sea or the North China Sea, or their agreement made on Taiwan, or a whole range of other things.
+
+And the third thing, and the thing that I admire about dealing with Xi is he understands — he makes no pretense about not understanding what I’m saying any more than I do him — I pointed out to him: No leader can be sustained in his position or her position unless they represent the values of the country. And I said as — “And, Mr. President, as I’ve told you before, Americans value the notion of freedom. America values human rights. We don’t always live up to our expectations, but it’s a values system. We are founded on that principle. And as long as you and your country continues to so blatantly violate human rights, we’re going to continue, in an unrelenting way, to call to the attention of the world and make it clear — make it clear what’s happening.”
+
+And he understood that. I made it clear that no American President — at least one did — but no American President ever back down from speaking out of what’s happening to the Uighurs, what’s happening in Hong Kong, what’s happening in-country.
+
+That’s who we are. The moment a President walks away from that, as the last one did, is the moment we begin to lose our legitimacy around the world. It’s who we are.
+
+So I see stiff competition with China. China has an overall goal, and I don’t criticize them for the goal, but they have an overall goal to become the leading country in the world, the wealthiest country in the world, and the most powerful country in the world. That’s not going to happen on my watch because the United States are going to continue to grow and expand.
+
+Q All right. Just to follow up on the meeting of democracies: Is that where you expect, in a multilateral way, to make these decisions about sanctions? Or —
+
+THE PRESIDENT: No, that’s not where I make the decision; that’s where I make sure we’re all on the same page. All on the same page. Look, I predict to you, your children or grandchildren are going to be doing their doctoral thesis on the issue of who succeeded: autocracy or democracy? Because that is what is at stake, not just with China.
+
+Look around the world. We’re in the midst of a fourth industrial revolution of enormous consequence. Will there be middle class? How will people adjust to these significant changes in science and technology and the environment? How will they do that? And are democracies equipped — because all the people get to speak — to compete?
+
+It is clear, absolutely clear — and most of the scholars I dealt with at Penn agree with me around the country — that this is a battle between the utility of democracies in the 21st century and autocracies.
+
+If you notice, you don’t have Russia talking about communism anymore. It’s about an autocracy. Demand decisions made by a leader of a country — that’s what’s at stake here. We’ve got to prove democracy works.
+
+Q And, Mr. President, sorry, I know you haven’t had a chance to address the tragedies in Georgia and Colorado. You had said to stay tuned for actions that you might take on gun control. Wondering if you’ve made a decision either about sending the manufacturer liability bill that you had promised on day one to Capitol Hill, or executive actions like going after ghost guns or giving money to cities and states to battle gun control.
+
+THE PRESIDENT: All the above. It’s a matter of timing.
+
+As you’ve all observed, successful presidents — better than me — have been successful, in large part, because they know how to time what they’re doing — order it, decide and prioritize what needs to be done.
+
+The next major initiative is — and I’ll be announcing it Friday in Pittsburgh, in detail — is to rebuild the infrastructure — both physical and technological infrastructure in this country — so that we can compete and create significant numbers of really good-paying jobs. Really good-paying jobs.
+
+And some of you have been around long enough to know that used to be a great Republican goal and initiative. I still think the majority of the American people don’t like the fact that we are now ranked, what, 85th in the world in infrastructure.
+
+I mean, look, the future rests on whether or not we have the best airports that are going to accommodate air travel, ports that you can get in and out of quickly, so businesses decide.
+
+Some of you, if you were ever local reporters, and you found your governor or mayor trying to attract business to your community, what’s the first thing that businesses asked? “What’s the closest access to — access to an interstate highway? How far am I from a freight rail? Is the water — is the water available? Is there enough water available for me to conduct my business?” All the things that relate to infrastructure.
+
+We have somewhere — I asked the staff to write it down for me, and they did — not for this, but for a longer discussion. We have somewhere, in terms of infrastructure — we have — we rank 13th globally in infrastructure. China is investing three times more in infrastructure than the United States is.
+
+Bridges: More than one third of our bridges — 231,000 of them — need repairs. Some are physical safety risks or preservation work. One in five miles of our highways and major roads are in poor condition. That’s 186,000 miles of highway. Aviation: 20 percent of all flights — 20 percent of all flights weren’t on time, resulting in 1.5 million hours lost in production. Six to ten million homes in America still have lead pipes servicing their water lines. We have over 100,000 wellheads that are not capped, leaking methane.
+
+What are we doing? And, by the way, we can put as many pipefitters and miners and — to work capping those wells at the same price that they would charge to dig those wells.
+
+So, I — I just find it frustrated — frustrating to talk about.
+
+Last point I’ll make on the infrastructure — and I apologize for spending more time on it, but — is that if you think about it, it’s the place where we will be able to significantly increase American productivity, at the same time providing really good jobs for people. But we can’t build back to what they used to be. We have to build — the environment has — global warming has already done significant damage.
+
+The roads that used to be above the water level — didn’t have to worry about where the drainage ditch was — now you got to rebuild them three feet higher. Because it’s not going to go back to what it was before; it will only get worse, unless we stop it.
+
+There’s so much we can do. Look at all of the schools in America. Most of you live in the Washington area now. But in your hometowns — I don’t know where you’re all from — how many schools where the kids can’t drink the water out of the fountain? How many schools are still in the position where there’s asbestos? How many schools in America we’re sending our kids to don’t have adequate ventilation? How many homes, buildings, office complexes are wasting billions of barrels of oil over time because they can’t hold in the heat or the air conditioning because it leaks through the windows that are so porous and the connections? It’s amazing.
+
+So there’s so much we can do that’s good stuff, makes people healthier, and creates good jobs.
+
+And I think that I got one more question here. Janet from Univision.
+
+Q Thank you, Mr. President. We, too, have been reporting at the border. And just like Cecilia, we ran into a pair of siblings who came in on Monday, who were detained by CBP — had the phone number for their mother who lives in the U.S. We have contacted the mother. That’s the only way they know her kids are here because CBP, today, Thursday, has not contacted that mother. So when can we expect your promise of things getting better with contacting and expediency and processing?
+
+THE PRESIDENT: Well, they’re already getting better, but they’re going to get real — they’ll get a whole hell of lot better real quick, or we’re going to hear of some people leaving, okay?
+
+We can get this done. We’re going to get it done.
+
+I had a long meeting with the entire team and several Cabinet-level officers the other night. We’re going to be moving, within the next — within the next week, over 100,000 — I mean, 1,000 people out of the Border Patrol into safe, secure beds and facilities. We’re going to significantly ramp up. We’re already out there contacting everyone, from getting some of the employees at HHS — and there’s a lot of them doing other things — and move them into making those calls. We’re in a — we’re in the process of rearranging and providing for the personnel needed to get that done.
+
+But I admire the fact that you were down there; you’re making the calls yourself. It’s real.
+
+The next thing that has to happen though — as you well know has to happen — there have to be some certitude that this is the — actually mom, dad, or whomever. And there’s ways to do that. There’s ways to do that — a little bit like determining whether or not you got the right code for your credit card, you know? “What was your dog’s name?” kind of a thing. I’m being a bit facetious, but not really. And also seeking harder data, from DNA to — to birth certificates, which takes longer.
+
+So, I want to do this as quickly as humanly possible and as safely as possible.
+
+Q As you well know, treating the root cau- — causes in Latin America doesn’t change things overnight. How do you realistically and physically keep these families from coming to the U.S. when things will not get better in their countries right away?
+
+THE PRESIDENT: Well, I can’t guarantee that. But I know, you know, that old thing: The journey of 1,000 miles starts with the first step.
+
+You know as well as I do; you cover it: You have serious — it’s not like somebody at a sitting hand-hewn table in Guatemala — I mean, in — in somewhere in Mexico or in Guadalupe, saying, “I got a great idea. Let’s sell everything we have. Give it to a coyote. Have him take our kids across the border and into a desert where they don’t speak the language. Won’t that be fun? Let’s go.” That’s not how it happens. People don’t want to leave.
+
+When my great grandfather got on a coffin ship in the Irish Sea, expectation was: Was he going to live long enough on that ship to get to the United States of America? But they left because of what the Brits had been doing. They were in real, real trouble. They didn’t want to leave. But they had no choice. So you got — we can’t — I can’t guarantee we’re going to solve everything, but I can guarantee we can make everything better. We can make it better. We can change the lives of so many people.
+
+And the other thing I want to point out to you and I hope you point out: I realize it’s much more heart wrenching — and it is — to deal with a five- and six- and seven-year-old. But you went down there, and you saw: The vast majority of these children — 70 percent — are 16 years old, 17 years old, and mostly males. Doesn’t make it — that doesn’t make it good, bad, or indifferent. But the idea that we have tens of thousands of kids in these God-awful facilities that are, really, little babies crying all night — and there’s some; that’s true. That’s why we got to act.
+
+And yesterday, I asked my team — both the director of the two agencies, as well as others — I asked them what would they, in fact — and I asked their opinion because they’re the experts — but I said, “Focus on the most vulnerable immediately.”
+
+But there’s no reason why, in the next month, as people cross the border, that phone call can’t be made in the first 48 hours and begin.
+
+Q If I may ask one last question: Have you had any talks with Senate Republicans who are threatening this administration with not considering the immigration legislation that was passed in the House until the situation at the border has been resolved?
+
+THE PRESIDENT: No, because I know they have to posture for a while. They sort of got to get it out of their system. This is a — but I’m ready to work with any Republican who wants to help solve the problem and make the situation better.
+
+But, folks, I’m going. Thank you very, very much. I appreciate it. Thank you.
\ No newline at end of file
diff --git a/talk/common_judge_prompt.json b/talk/common_judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..814e1a2156a7400b65f7b1355213e56ac323ad43
--- /dev/null
+++ b/talk/common_judge_prompt.json
@@ -0,0 +1,63 @@
+{
+ "material_independent_prefix": "You are an expert in evaluating talk or presentation slides.\n\nAn AI agent is tasked with creating a complete, comprehensive, and logically-structured slide deck suitable for a talk or presentation.\n\nYour task is to **evaluate the slides generated by that AI agent based on the requirement provided below**. The AI-generated slides are provided to you. \n\nPlease indicate whether the generated slides meet the specified requirement by answering \"yes\" or \"no\". If no, provide a clear explanation of why it does not meet the requirement. If possible, reference specific slides (e.g., Slide 3, Slide 5) in your explanation.\n\nIf the slides fall anywhere between fully meeting and fully failing the requirement (i.e., partially meet it), you MUST classify the answer as \"no\". Only slides that fully satisfy the requirement with no exceptions may receive \"yes\".\n\nYour answer must include a `\\boxed{...}`, where `...` is \"yes\" or \"no\". Aside from this requirement, there are no restrictions on the response format.\n\n\nBelow is the requirement. \n\n---\n\n",
+ "material_independent_checklist_1": [
+ {
+ "__type__": "partial",
+ "func": "utils.count_pages.check_slide_count",
+ "args": [],
+ "keywords": {
+ "min_count": 11,
+ "max_count": 15
+ }
+ },
+ "\n**Clarity of Key Points**\n\n* Does the slide deck maintain a clear and focused central theme throughout?\n \n If **no**, explain where the clarity is lacking.\n",
+ "\n**Logical Flow**\n\n* Does the slide deck follow a logical progression from one point to the next?\n\n If **no**, identify specific slides that break the flow.\n",
+ "\n**Relevance of Information**\n\n* Does each slide contain only the most relevant information, and are the slide titles well aligned with the slide content?\n\n If **no**, identify slides that contain extraneous or irrelevant details, or whose titles do not accurately reflect their content.\n",
+ "\n**Avoidance of Placeholder Slides**\n\n* Are there no slides with just an introductory sentence and no real content (e.g., \"Introduction to Research\")?\n\n If **no**, mention which slide(s) are too generic or contain placeholders.\n",
+ "\n**Slide Titles**\n\n* Are the titles clear and do they accurately reflect the content of each slide?\n\n If **no**, list any titles that are unclear or misleading.\n",
+ "\n**Conciseness**\n\n* Are the slides concise, with minimal unnecessary wording?\n\n If **no**, identify slides that are overly verbose.\n",
+ "\n**Suitability for Talk Presentation**\n\n* Is the slide deck suitable for a formal talk presentation?\n\n If **no**, explain why the slide deck is not suitable for a formal talk presentation (e.g., inappropriate language style and visual style, unclear structure, lack of emphasis on key points, or poor alignment with the target audience). \n",
+ "\n**Slide-Only Content Compliance**\n\n* Does the slide deck avoid including non-slide content such as scripts, narration, design rationales, or prompts?\n\n If **no**, specify which slides contain non-slide content and describe the content included.\n",
+ "\n**Harmful or Biased Content**\n\n* Is the presentation free of harmful or biased content (e.g., images or text involving violence, sexual content, discrimination, illegal material, or anything that may cause psychological discomfort)?\n\n If **no**, specify which slides contain harmful or biased content.\n",
+ "\n**Spelling Accuracy**\n\n* Are all words spelled correctly?\n\n Note: Only evaluate spelling accuracy of words. Do not consider whether the characters or letters themselves are valid or correctly rendered (e.g., existence of characters, garbling), and do not evaluate grammatical correctness.\n\n If **no**, specify any misspelled words and their location.\n",
+ "\n**Grammatical Accuracy**\n\n* Are all sentences grammatically correct?\n\n Note: Only evaluate grammatical correctness. Do not consider whether the characters or letters themselves are valid or correctly rendered (e.g., nonexistent, garbled, or missing characters), and do not evaluate spelling accuracy.\n\n If **no**, specify the slide number and the exact location where the grammar is incorrect.\n",
+ "\n**Language Consistency**\n\n* Does the entire slide deck consistently use a single language (e.g., all English or all Chinese) without unintended mixing across slides or within individual slides?\n\n Note: Occasional use of standard technical terms (e.g., method names, dataset names, or commonly accepted English acronyms) is acceptable, as long as the primary presentation language remains consistent.\n\n If **no**, specify which slides contain mixed or inconsistent language usage (e.g., English titles with Chinese body text, untranslated labels, or mixed-language bullet points).\n"
+ ],
+ "material_independent_checklist_2": [
+ "\n**Consistency in Design**\n\n* Is the design consistent across all slides (e.g., font, colors, layout)?\n\n If **no**, specify which slides deviate from the standard design.\n",
+ "\n**Balance of Text and Visuals**\n\n* Is there a good balance between text and visuals, avoiding overly text-heavy slides?\n\n If **no**, indicate which slides are text-heavy or overly reliant on images.\n",
+ "\n**Decorative Visual Elements**\n\n* Are the decorative visual elements (images, icons, etc.) used in moderation, avoiding an overly busy or cluttered slide design?\n\n If **no**, specify which slide contains too many decorative elements, making it look overly busy or cluttered.\n",
+ "\n**Relevance of Visual Elements**\n\n* Are the visual elements (images, icons, etc.) on each slide directly related to the content, contributing meaningfully to the slide's message?\n\n If **no**, specify which slide includes visual elements (images, icons) that are not closely related to the content of the slide.\n",
+ "\n**Layout Reasonableness**\n\n* Is the layout reasonable? For example, blank slides, slides that contain only a title without any content, or slides with large areas of empty space (without text or images) are generally inappropriate unless there is a clear justification, such as reserving space for content revealed through animations.\n\n If **no**, specify which slide has an unreasonable layout and explain why.\n",
+ "\n**Text and Content Overlap**\n\n* Is all text fully visible and unobstructed, with no overlap with other text or visual elements (images, charts, icons, shapes) that renders the text unreadable or completely obscures it?\n\n Note: Text with a transparent background image or other visual elements that do not significantly impair readability is not considered a violation. As long as the text remains legible and readable despite the visual elements, this condition is deemed acceptable.\n\n If **no**, specify the slide number(s) and indicate which text elements are overlapped or occluded.\n",
+ "\n**Visual Element Overlap**\n\n* Are images, charts, diagrams, and decorative visual elements arranged without overlapping or blocking each other in a way that causes visual clutter or hides important information?\n\n Note: If a foreground element overlaps a background element, and the background is primarily decorative and does not affect readability, this is considered acceptable. However, if foreground elements overlap each other, causing confusion or visual obstruction, this is considered a violation.\n \n If **no**, specify which slide(s) contain overlapping visual elements and describe the issue.\n",
+ "\n**Image Quality**\n\n* Are all images, diagrams, and graphs high-quality and legible?\n\n If **no**, mention specific slides with low-quality visuals.\n",
+ "\n**Appropriate Visuals**\n\n* Does the slide deck contain appropriate visuals (graphs, tables, diagrams) where necessary?\n\n If **no**, specify which slides lack proper visuals.\n",
+ "\n**Visual Appeal**\n\n* Are the slides visually appealing and easy to follow?\n\n If **no**, mention any slides with excessive text, crowded visuals, or poor design choices.\n",
+ "\n**Bullet Point Limitation**\n\n* Are no slides overcrowded with more than 6 bullet points (i.e., readable content)?\n\n If **no**, mention which slide(s) contain excessive information.\n",
+ "\n**Font Size and Legibility**\n\n* Are the fonts large enough to be easily readable from a distance?\n\n If **no**, specify any slides where text is too small.\n",
+ "\n**Consistency of Graphical Information Representation**\n\n* Are all graphs, diagrams, flowcharts, charts, and tables presented consistently in terms of style and formatting?\n\n If the slide deck does not contain graphs, diagrams, flowcharts, charts, or tables, your answer should be \"no\".\n\n If **no**, specify any inconsistencies in graphical information representation. \n",
+ "\n**Logical Consistency of Graphical Information**\n\n* Are the visuals themselves logically consistent, such that the height of each bar in bar charts or line charts is proportional to the corresponding numerical value, and the angle of each sector in pie charts is proportional to its numerical value? \n\n Note: For this criterion, you should assess only the internal logical consistency of the visuals themselves, not whether the data shown matches the values reported in the original material. If the slide deck does not contain graphs, diagrams, flowcharts, charts, and tables, your answer should be \"no\".\n\n If **no**, specify which visual elements (e.g. which bar chart / pie chart in which slide) in the charts do not follow the correct proportional relationship. \n",
+ "\n**Clarity of Graphical Information**\n\n* Are all charts and figures clearly annotated (i.e., understandable to the audience)?\n\n For static charts, such as bar charts, line charts, pie charts, and tables, you should check if the axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary.\n If the slide deck does not contain graphs, diagrams, flowcharts, charts, or tables, your answer should be \"no\".\n\n If **no**, specify which charts (e.g., bar chart in Slide 4, line plot in Slide 7) lack necessary annotation elements (axis labels, units, legends, captions, etc.).\n",
+ "\n**Clarity of Text**\n\n* Is all generated text clear, with no missing or incorrect characters or words?\n\n Note: Only consider whether the characters/letters themselves are valid and correctly rendered (e.g., no nonexistent or garbled characters). Do not consider spelling accuracy or grammatical correctness.\n\n If **no**, specify the slide number and the exact location where the text is unclear or contains erroneous characters.\n",
+ "\n**Typographical Accuracy**\n\n* Are all words, labels, axis titles, annotations, and text elements free of typographical errors?\n\n The slide deck should ensure consistent font, font size and line spacing within the same block of text. All text must use correct and consistent capitalization styles throughout the slides.\n \n Note: Only evaluate typographical and formatting aspects. Do not consider character validity or rendering (e.g., nonexistent or garbled characters), spelling accuracy, or grammatical correctness.\n\n If **no**, list specific slides and the errors found.\n"
+ ],
+ "material_dependent_prefix": "You are an expert in evaluating talk or presentation slides.\n\nAn AI agent is tasked with creating a complete, comprehensive, and logically-structured slide deck suitable for a talk or presentation.\n\nYour task is to **evaluate the slides generated by that AI agent based on the requirement provided below**. The AI-generated slides are provided to you as File 1, and the material that the AI agent relied on is provided to you in the subsequent files.\n\nPlease indicate whether the generated slides meet the specified requirement by answering \"yes\" or \"no\". If no, provide a clear explanation of why it does not meet the requirement. If possible, reference specific slides (e.g., Slide 3, Slide 5) in your explanation.\n\nIf the slides fall anywhere between fully meeting and fully failing the requirement (i.e., partially meet it), you MUST classify the answer as \"no\". Only slides that fully satisfy the requirement with no exceptions may receive \"yes\".\n\nYour answer must include a `\\boxed{...}`, where `...` is \"yes\" or \"no\". Aside from this requirement, there are no restrictions on the response format.\n\n\nBelow is the requirement. \n\n---\n\n",
+ "material_dependent_checklist_3": [
+ "\n Is all content on Slide 1 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 2 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 3 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 4 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 5 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 6 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 7 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 8 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 9 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 10 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 11 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 12 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 13 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 14 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n",
+ "\n Is all content on Slide 15 present in the provided background materials and fully consistent with them—i.e., can every statement, number, figure/table reference, chart element, and quoted phrasing be traced to the materials without omission, fabrication, or contradiction?\n\n * If certain data are explicitly marked as being used only for conceptual illustration, those data are excluded from the scope of evaluation. All other data, unless explicitly marked as conceptual illustrations, must be checked.\n * For scatter plots, line charts, or radar charts, every data point shown on the slide must exactly match the corresponding data point in the original figure from the materials. Note that the values must be precisely the same, not merely that the overall trends align. Otherwise, your answer should be \"no\".\n * Formulas must be identical to those in the materials, mathematically equivalent, or derivable from materials formulas.\n * All calculations and reasoning must follow the rules and methods described in the materials and be logically correct.\n * All numerical computations must be correct.\n\n If **no**, specify which data on the slide does not appear in the materials or which numerical values differ from those in the materials (mention the slide's value and the materials' corresponding value).\n\n"
+ ]
+}
diff --git a/talk/judge_weights.yaml b/talk/judge_weights.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..c6068cc7e57121c016a3cb41b8b5b150bd45f643
--- /dev/null
+++ b/talk/judge_weights.yaml
@@ -0,0 +1,9 @@
+# total: 100.0
+material_independent:
+ "1": 20.0
+ "2": 20.0
+material_dependent:
+ "1": 20.0
+ "2": 20.0
+ "3": 20.0
+
diff --git a/talk/middle_school_presentation/01/generation_task/instructions.md b/talk/middle_school_presentation/01/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..ed1f0672cca8799885f6f379c0c5363a112b16a5
--- /dev/null
+++ b/talk/middle_school_presentation/01/generation_task/instructions.md
@@ -0,0 +1,113 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ * Include the main title "BYD AUTO".
+ * Include the subtitle/slogan "Cool the Earth by 1 degree".
+ * List the presenter's name (Dong , Class 4, Grade 7).
+
+* **Introduction Slide:**
+ * Briefly introduce the company: BYD (Build Your Dreams).
+ * Highlight its origin: Born in Shenzhen, founded in 1995.
+ * Mention its initial focus on rechargeable batteries before moving to automobiles.
+
+* **Company Profile & History:**
+ * Detail the key dates: Founded in 1995, started automobile making in 2003.
+ * Mention the status achievement: "China's largest car company".
+ * **Visuals:** Use the BYD logo or timeline visuals if applicable.
+
+* **Major Achievements:**
+ * List the specific achievements mentioned in the material.
+ * Include: "The world's second largest rechargeable battery producer".
+ * Include: "UN-Energy Special Award".
+ * Include: "Top 500 Chinese Enterprises".
+
+* **Product Highlight (My Favorite Car):**
+ * Focus on the specific model mentioned: **BYD HAN**.
+ * List the key characteristics: Stylish, Excellent performance, Advanced technology.
+ * Mention specific design elements if noted (e.g., Chinese knot) or performance metrics (acceleration).
+
+* **Company Significance:**
+ * Discuss the four main pillars of the company's significance.
+ * 1.Lead the development of new energy vehicle technology.
+ * 2.Drive economic growth.
+ * 3.Enhance national pride.
+ * 4.Help protect the environment (Cool the Earth).
+
+* **Vocabulary & Terms:**
+ * Optionally include a slide explaining key terms from the material such as "Blade battery", "Carbon emissions", and "Rechargeable batteries".
+
+* **Conclusion Slide:**
+ * Summarize the main points: From a battery maker to a global car giant helping the environment.
+ * Reiterate the mission: "Build Your Dreams".
+
+* **Thank You Slide:**
+ * Include a "Thank You For Watching" message.
+ * Include the presenter details again (Dong Kuo, No. 19, Class 4, Grade 7).
+
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/01/generation_task/judge_prompt.json b/talk/middle_school_presentation/01/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..27dd160fef9eb0adb19a84492bf30df3538510da
--- /dev/null
+++ b/talk/middle_school_presentation/01/generation_task/judge_prompt.json
@@ -0,0 +1,27 @@
+{
+ "material_dependent_checklist_1": [
+ "\n **Does the first slide list the title \"BYD AUTO\"?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the first slide list the subtitle/slogan \"Cool the Earth by 1 degree\"?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the first slide list the presenter's name (Dong)?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is there a slide dedicated to the Company Profile/Introduction?**\n\n This slide should mention BYD's origin (Shenzhen), founding year (1995), and initial focus on rechargeable batteries.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck cover the transition to automobile making?**\n\n It should mention the year 2003 and the status as \"China's largest car company\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck cover the \"Major Achievements\" section?**\n\n It should list specific achievements like being the \"World's second largest rechargeable battery producer\", \"UN-Energy Special Award\", and \"Top 500 Chinese Enterprises\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include a \"My Favorite Car\" or Product Highlight section?**\n\n It must focus on the **BYD HAN** model.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck cover the \"Company Significance\" section?**\n\n It should list the four main pillars: Leading new energy tech, Driving economic growth, Enhancing national pride, and Helping protect the environment.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is the content visually supported by relevant images?**\n\n The slide deck should include visuals such as the BYD logo, the BYD HAN car, or the \"Build Your Dreams\" slogan.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the conclusion slide summarize the main points?**\n\n The conclusion should reiterate the company's journey and its mission (\"Build Your Dreams\").\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include a \"Thank You\" slide?**\n\n The slide should include a closing message and the presenter's details.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n "
+ ],
+ "material_dependent_checklist_2": [
+ "\n **Does the first slide correctly list the presenter's full details?**\n The details should be \"Dong Kuo, Class 4, Grade 7\" (and optionally \"No. 19\").\n\n If **no**, specify if the name, class, or grade is missing or incorrect.\n ",
+ "\n **Are the historical dates in the Company Profile accurate?**\n The slides must state that BYD was founded in **1995** and began automobile making in **2003**.\n\n If **no**, specify which date is incorrect or missing.\n ",
+ "\n **Does the presentation accurately describe the initial business focus?**\n It should state that BYD started with the production of **rechargeable batteries**.\n\n If **no**, specify if this detail is missing or distorted.\n ",
+ "\n **Are the Major Achievements listed exactly as per the background material?**\n Check for:\n 1. \"The world's second largest rechargeable battery producer\"\n 2. \"UN-Energy Special Award\"\n 3. \"Top 500 Chinese Enterprises\"\n\n If **no**, specify which achievement is missing or inaccurately phrased.\n ",
+ "\n **Is the \"My Favorite Car\" section accurate regarding the BYD HAN?**\n It should list characteristics such as \"Stylish\", \"Excellent performance\", and \"Advanced technology\".\n\n If **no**, specify which characteristic is missing or incorrect.\n ",
+ "\n **Are the four points of \"Company Significance\" correctly listed?**\n 1. Lead the development of new energy vehicle technology.\n 2. Drive economic growth.\n 3. Enhance national pride.\n 4. Help protect the environment.\n\n If **no**, specify which point is missing or incorrectly summarized.\n ",
+ "\n **Does the presentation correctly use the full company name slogan?**\n It should reference \"BYD\" as standing for \"Build Your Dreams\".\n\n If **no**, specify if this meaning is omitted or incorrect.\n ",
+ "\n **Does the presentation avoid adding unrelated car models or fabricated history?**\n The content should strictly focus on BYD and the specific model (HAN) mentioned in the source.\n\n If **no**, indicate any factual inaccuracies or added details that do not have a basis in the provided background materials.\n ",
+ "\n **Are key vocabulary terms spelled correctly if included?**\n Check terms like \"rechargeable batteries\", \"acceleration\", \"innovation\", or \"blade battery\" if they appear.\n\n If **no**, specify which terms are misspelled.\n ",
+ "\n **Is the tone appropriate for a Grade 7 student presentation?**\n The language should be informative and respectful, avoiding overly complex jargon unless explained, and matching the \"Cool the Earth\" theme.\n\n If **no**, explain where the tone is inconsistent.\n "
+ ]
+}
diff --git a/talk/middle_school_presentation/01/generation_task/statistics.yaml b/talk/middle_school_presentation/01/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..fa5d3058411249ed73c4d9beb809eee3464980b8
--- /dev/null
+++ b/talk/middle_school_presentation/01/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/01
+category: talk
+input_metrics:
+ total_input_tokens: 3404
+ generation_prompt_tokens: 1491
+ materials_total_tokens: 1913
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 1913
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 11
+ Content Correctness: 10
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 21
+ total_count: 51
diff --git a/talk/middle_school_presentation/01/material.md b/talk/middle_school_presentation/01/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..39c8dc6feee7a31abb244c6495fb8f6e14d7e7f7
--- /dev/null
+++ b/talk/middle_school_presentation/01/material.md
@@ -0,0 +1,68 @@
+# Build Your Dreams: A Journey to Cool the Earth
+**Speaker:** Dong, Class 4, Grade 7
+
+Good morning, teachers, judges, and fellow students.
+
+We often hear about dreams. We talk about personal dreams, career dreams, and dreams for our future. But today, I want to talk about a dream that is much bigger than any single individual. It is a dream that encompasses technology, national pride, and, most importantly, the health of our planet. It is a dream encapsulated in three simple letters: B, Y, D.
+
+"Build Your Dreams."
+
+Today, I stand here to share with you the story of BYD Auto, a company that is not just manufacturing vehicles, but is actively working on a mission that concerns every single one of us: the mission to "Cool the Earth by 1 degree."
+
+### The Spark in Shenzhen: A Humble Beginning
+
+To understand where we are going, we must first understand where we came from. The story of BYD did not begin with flashy sports cars or massive factories. It began in the vibrant, innovative city of Shenzhen. The year was 1995. It was a time when the world was just waking up to the possibilities of mobile technology.
+
+In those early days, BYD was founded with a very specific focus: the production of rechargeable batteries. Back in 1995, rechargeable batteries were the unsung heroes of the technological revolution. They powered our first mobile phones, our laptops, and the devices that started to connect the world. BYD started small, but with a relentless focus on quality and innovation, they grew rapidly. They weren't making cars yet; they were mastering the art of storing energy. This foundation is crucial because, as we know today, the heart of an electric vehicle is its battery.
+
+For eight years, BYD honed its craft in the battery industry. Then, in 2003, came a pivotal moment. The company made a bold, and some said risky, decision to enter the automobile manufacturing industry. Many people doubted this move. They asked, "How can a battery maker build cars?" But BYD saw the future before others did. They understood that the future of transportation wasn't in the internal combustion engine, but in electrification.
+
+Starting their journey in automobile making in 2003, BYD embarked on a path filled with challenges. Yet, through years of hard work, relentless research, and an undying spirit of innovation, they proved the skeptics wrong. Today, that former battery manufacturer has transformed into a true giant. BYD has officially become China's largest car company. It is a testament to what can happen when you combine a clear vision with the determination to see it through.
+
+### Pillars of Success: Major Achievements
+
+The rise of BYD is not just a claim; it is backed by concrete achievements that have been recognized globally. When we look at the company's track record, the accolades paint a picture of a powerhouse industry leader.
+
+First and foremost, never forgetting its roots, BYD stands today as the world's second-largest producer of rechargeable batteries. This is significant because it means they control the most critical technology inside their vehicles. While other car companies have to buy batteries from suppliers, BYD builds their own. This vertical integration gives them an incredible advantage in quality, safety, and cost.
+
+Secondly, their commitment to green energy has been recognized by the highest international bodies. BYD was the recipient of the UN-Energy Special Award. This is not just an industry award; it is a humanitarian one. It recognizes that the work BYD is doing contributes to sustainable development and the betterment of humanity. It validates their slogan of cooling the earth.
+
+Thirdly, BYD has solidified its place among the elite of the business world by being listed in the Top 500 Chinese Enterprises. This ranking is a reflection of their economic strength, their market influence, and their stability. From a small battery workshop in Shenzhen to a Top 500 enterprise, the trajectory of BYD is a mirror of China's own economic rise over the last three decades.
+
+### A Masterpiece of Engineering: The BYD Han
+
+Now, talking about history and awards is important, but what truly captures our imagination is the product itself. I would like to introduce you to my favorite car, a vehicle that I believes represents the pinnacle of BYD's engineering and design: the BYD Han.
+
+When you look at the BYD Han, the first thing that strikes you is that it is incredibly stylish. It isn't just a car; it is a piece of art. The designers have managed to blend futuristic aerodynamics with traditional aesthetics. If you look closely at the details, you will see elements of our heritage. For instance, the rear lights feature the design of a "Chinese knot." This is a beautiful touch. The Chinese knot symbolizes unity, prosperity, and good luck. By integrating this into a cutting-edge electric vehicle, BYD is telling the world that we can look forward to the future without forgetting our past. We can be modern and traditional at the same time.
+
+But the BYD Han is not just about looks. It boasts excellent performance. For car enthusiasts, the numbers speak for themselves. The acceleration is breathtaking. It challenges the performance of luxury sports cars that cost twice as much. This shatters the old stereotype that electric cars are slow or boring "golf carts." The BYD Han proves that green transportation can be exciting, fast, and dynamic.
+
+Furthermore, the car is packed with advanced technology. From its smart interior systems to its safety features, it represents the cutting edge. A key part of this technology is the "Blade Battery." This is a revolutionary innovation by BYD. Traditional electric vehicle batteries had issues with overheating and safety. The Blade Battery, however, is designed to be incredibly safe, even under extreme conditions. It solves one of the biggest concerns consumers have about electric vehicles. The innovation and application of these technologies make the BYD Han not just a car, but a smart mobile terminal.
+
+### The Significance: Why It Matters
+
+So, we have discussed the history, the awards, and the flagship car. But we must ask ourselves: Why does this company matter? What is the true significance of BYD?
+
+I believe the significance of BYD can be summarized in four profound ways.
+
+**First, BYD leads the development of new energy vehicle technology.**
+Innovation is the lifeblood of progress. By constantly pushing the boundaries of what is possible with batteries, motors, and electronic controls, BYD is setting the standard for the rest of the world. They are forcing other manufacturers to catch up, accelerating the global shift away from fossil fuels. When BYD innovates, the whole industry moves forward.
+
+**Second, BYD drives economic growth.**
+As a Top 500 enterprise, BYD provides thousands of jobs, supports a vast supply chain of parts manufacturers, and contributes significantly to the economy. As they expand globally, selling cars in Europe, Japan, and the Americas, they are also bringing economic value back to China. They are a powerhouse engine for our economic development.
+
+**Third, BYD enhances national pride.**
+For a long time, the global automotive industry was dominated by foreign brands. When we thought of luxury or performance, we thought of German, Japanese, or American cars. BYD has changed that narrative. Seeing a BYD car, with its "Chinese knot" design and world-leading technology, driving on streets around the world fills us with a deep sense of pride. It shows that Chinese engineering and design are world-class. It proves that we are no longer just the world's factory; we are the world's innovators.
+
+**Fourth, and perhaps most importantly, BYD helps protect the environment.**
+This brings us back to their mission: "Cool the Earth by 1 degree." Climate change is the biggest crisis facing my generation. Carbon emissions from traditional gasoline cars are a major contributor to global warming. By promoting electric vehicles, BYD is directly attacking this problem. Every electric car on the road means less smoke in the air, less carbon in the atmosphere, and a cleaner future for us all. The statistics regarding carbon emission reductions from BYD's fleet are staggering. They are not just selling cars; they are selling a solution to an environmental catastrophe.
+
+### Conclusion
+
+In conclusion, the story of BYD is a story of transformation. It is the story of a company born in Shenzhen in 1995 as a battery maker, which dared to dream big. It is a story of becoming China's largest car company and a world leader in green technology.
+
+From the stylish curves of the BYD Han to the safety of the blade battery, BYD demonstrates that we do not have to compromise between economic growth and environmental protection. We can have both. We can drive cars that are fast, beautiful, and culturally significant, while also caring for our planet.
+
+"Build Your Dreams." This is not just a slogan. It is an invitation. It invites us to dream of a world where technology serves nature. It invites us to dream of a cleaner sky and a cooler earth. As a student in Grade 7, looking at what BYD has achieved gives me hope. It inspires me to believe that with innovation and hard work, we can indeed change the world.
+
+Thank you for listening.
\ No newline at end of file
diff --git a/talk/middle_school_presentation/02/generation_task/instructions.md b/talk/middle_school_presentation/02/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..55e4dc65e5bf9290b6559d64baa3aa589bfe7cc9
--- /dev/null
+++ b/talk/middle_school_presentation/02/generation_task/instructions.md
@@ -0,0 +1,105 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ *Include a title such as "My Unforgettable Winter Vacation: Witnessing the Long March 8 Launch".
+ *Include a subtitle regarding the "Innovative Talent Training Program".
+ *List the presenter's name as "Li".
+
+* **Winter Vacation Overview:**
+ *Briefly summarize Li's winter vacation activities.
+ *Mention participating in the school's innovative talent training program.
+ *List other activities mentioned: skiing, spending Spring Festival with relatives, playing basketball, and playing golf.
+
+* **The Highlight Experience:**
+ *Introduce the most meaningful event: witnessing the successful launch of the Long March 8 Modified carrier rocket in Wenchang.
+ *Mention the preparation: arriving one day in advance to secure a viewing spot.
+
+* **Rocket and Mission Details:**
+ *Explain what the Long March-8B carrier rocket is (new-generation launch vehicle, commercial satellite launcher).
+ *Detail the specific mission on Feb 11, 2025: launching the satellite Internet low-orbit satellite 02 group.
+ *Include key statistics: the 559th launch of the Long March series, and the plan for over ten missions in 2025.
+
+* **The Atmosphere:**
+ *Describe the scene before the launch.
+ *Mention the crowds, people camping overnight, and the sense of anticipation.
+ *Highlight the presence of children and parents fostering patriotism.
+
+* **The Launch Moment:**
+ *Describe the sensory details of the launch at 17:30.
+ *Use descriptive language from the source: "burst of flame," "colossal roar," "thunderous rumble," "massive fireball."
+ *Note the duration: only lasted a few seconds but was completely successful.
+
+* **Reflection and Conclusion:**
+ *Express the presenter's feelings: satisfaction, pride, and a strong sense of patriotism.
+ *Explain the source of this pride: not just the technology, but the people who love the motherland.
+ *Conclude with the statement: "I am proud to be a Chinese."
+
+* **Thank You Slide:**
+ *Include a "Thank You" message.
+
+---
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/02/generation_task/judge_prompt.json b/talk/middle_school_presentation/02/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..7bed460d0c3ae391b21dac59a99b5af429e1d375
--- /dev/null
+++ b/talk/middle_school_presentation/02/generation_task/judge_prompt.json
@@ -0,0 +1,31 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the first slide list the title?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the subtitle regarding the \"Innovative Talent Training Program\"?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the presenter's name?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a slide (or slides) dedicated to the \"Winter Vacation Overview\"?**\n\n This section should briefly summarize Li's vacation activities before moving to the main event.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the vacation overview include the specific activities mentioned in the source?**\n\n It should list participating in the school's training program, skiing, spending Spring Festival with relatives, playing basketball, and playing golf.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a slide introducing the \"Highlight Experience\"?**\n\n It should introduce the trip to Wenchang to witness the launch of the Long March 8 Modified carrier rocket.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck cover the \"Rocket and Mission Details\"?**\n\n It should explain what the Long March-8B is and detail the specific mission (launching satellite Internet low-orbit satellite 02 group).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a slide describing the \"Atmosphere\" before the launch?**\n\n It should describe the crowds, people waiting overnight, and the presence of children and parents.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck describe the \"Launch Moment\"?**\n\n It should capture the sensory details (flame, roar, fireball) and the duration of the event.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a \"Reflection and Conclusion\" slide?**\n\n It should express the presenter's satisfaction, pride, and sense of patriotism.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the conclusion slide include the specific statement \"I am proud to be a Chinese\"?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is the content visually supported by relevant images or descriptions?**\n\n The slides should include placeholders or descriptions for images such as Li skiing, the rocket, the crowd, or the launch flame.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a \"Thank You\" slide?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the first slide correctly list the title?**\nThe title should be something like \"My Unforgettable Winter Vacation: Witnessing the Long March 8 Launch\".\n\n If **no**, specify if the title is missing, or not aligned with the provided constraints.\n",
+ "\n**Does the first slide correctly list the presenter's name?**\nThe presenter's name should be \"Li\".\n\n If **no**, specify if the name is missing or incorrect.\n",
+ "\n**Are the winter vacation activities accurately listed?**\nThe list must include: innovative talent training program, skiing, Spring Festival with relatives, basketball, and golf.\n\n If **no**, specify which activities are missing or incorrect.\n",
+ "\n**Are the specific details of the rocket factually accurate?**\nIt should be identified as the \"Long March-8B\" or \"Long March 8 Modified\" carrier rocket, described as a new-generation vehicle for commercial satellites.\n\n If **no**, specify any inaccuracies regarding the rocket's name or type.\n",
+ "\n**Is the launch date and location correct?**\nThe date must be \"Feb 11, 2025\" and the location \"Wenchang\".\n\n If **no**, specify if the date or location is incorrect.\n",
+ "\n**Is the mission number and payload information accurate?**\nIt should state this is the \"559th launch\" of the Long March series and the payload is the \"satellite Internet low-orbit satellite 02 group\".\n\n If **no**, specify which number or payload description is incorrect.\n",
+ "\n**Is the future plan statistic accurate?**\nThe slides should mention the plan to carry out \"more than ten\" launch missions in 2025.\n\n If **no**, specify if the number of planned missions is incorrect.\n",
+ "\n**Does the description of the pre-launch atmosphere accurately reflect the source?**\nIt should mention details like people arriving a day early, sitting/sleeping on the ground, and parents planting seeds of patriotism.\n\n If **no**, specify any details that are fabricated or contradictory to the source.\n",
+ "\n**Is the description of the launch moment accurate to the source text?**\nIt should use descriptors like \"burst of flame,\" \"colossal roar,\" and note that it disappeared \"within just a few seconds.\"\n\n If **no**, specify if the description contradicts the background material.\n",
+ "\n**Does the reflection on patriotism correctly attribute the source of pride?**\nThe slide should explain that the pride comes not only from the technology but also from \"seeing so many people who love our motherland.\"\n\n If **no**, specify if the reasoning for the patriotic feeling is misrepresented.\n",
+ "\n**Does the presentation flow logically?**\nIt should progress from the general winter vacation overview to the specific Wenchang trip, then to the technical details, the event itself, and finally the emotional reflection.\n\n If **no**, specify where the narrative flow is broken or illogical.\n",
+ "\n**Does the presentation avoid fabricated facts?**\nEnsure no extra details about the vacation (e.g., specific scores in golf, specific gifts for Spring Festival) or the launch (e.g., weather reports not in source) are added.\n\n If **no**, specify any fabricated information.\n"
+ ]
+}
diff --git a/talk/middle_school_presentation/02/generation_task/statistics.yaml b/talk/middle_school_presentation/02/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..39e7a3c126423a279957a85b802afb17c370c4db
--- /dev/null
+++ b/talk/middle_school_presentation/02/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/02
+category: talk
+input_metrics:
+ total_input_tokens: 3318
+ generation_prompt_tokens: 1465
+ materials_total_tokens: 1853
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 1853
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 13
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 25
+ total_count: 55
diff --git a/talk/middle_school_presentation/02/material.md b/talk/middle_school_presentation/02/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..546fd7746ec4b55c493985d91d850c82e6b104df
--- /dev/null
+++ b/talk/middle_school_presentation/02/material.md
@@ -0,0 +1,63 @@
+# Stars, Sweat, and the Roar of the Dragon: A Winter of Discovery
+
+Distinguished teachers, dear classmates, and fellow dreamers,
+
+Good morning.
+
+When we think about winter vacation, what usually comes to mind? Perhaps it is the warmth of a heater while the wind howls outside, the comfort of sleeping in late, or the festive sounds of firecrackers marking the Spring Festival. For many of us, it is a time to pause, to recharge, and to enjoy the simple pleasures of life with our families. My winter vacation this year was indeed filled with joy and relaxation, but it was also defined by something much more profound. It was a season of exhilaration, of physical challenge, and, most importantly, of witnessing a moment of history that ignited a fire in my heart.
+
+Today, I want to share with you the story of my winter—a journey that took me from the snowy slopes to the green fairways, and finally, to the coastal shores of Wenchang, where I stood under the vast sky and watched the earth shake beneath my feet.
+
+My vacation began with a pursuit of personal growth. I believe that a strong mind resides in a strong body, and innovation comes from a spirit that dares to try new things. I had the privilege of participating in our school's innovative talent training program. This was not just about studying; it was about expanding the horizons of my thinking, learning to look at problems from new angles, and preparing myself for the challenges of the future. But a student cannot live on books alone. I spent time refining my physical skills as well. I hit the ski slopes, feeling the biting cold wind against my face as I navigated the snow, learning that balance is key to moving forward. I stepped onto the basketball court, sweating with friends, learning that teamwork makes us stronger. I picked up a golf club, standing on the quiet green, learning that focus and patience are just as powerful as brute strength.
+
+And, of course, no winter vacation is complete without the warmth of family. I spent the Spring Festival surrounded by relatives, immersing myself in the traditions that bind us together. These moments—the laughter, the sports, the learning—made my holiday fulfilling. They were the "joyful" part of my vacation.
+
+However, there was one experience that transcended joy. It was an experience that was meaningful, unforgettable, and truly sacred. It was the experience of witnessing the successful launch of the Long March 8 Modified carrier rocket.
+
+To tell you this story properly, I must take you with me to Wenchang.
+
+The anticipation began long before the countdown. I knew that this wasn't just any ordinary day. It was February 11, 2025. The mission was to launch the satellite Internet low-orbit satellite 02 group. This was a critical step in our nation's technological advancement. I wanted to be there, not just to see it on a screen, but to feel the air vibrate with the power of human ingenuity.
+
+I arrived at the viewing location a full day in advance. You might ask, "Why go so early? It’s just a rocket." But when I got there, I realized I was not alone in my enthusiasm. As I waited, I watched a continuous, river-like flow of people and vehicles streaming towards the shore from all directions. It seemed as though the entire country had sent representatives to witness this moment.
+
+The atmosphere was unlike anything I had ever experienced. It was a festival of science and patriotism. Many people, like me, had arrived a day early. To secure the best possible view, they claimed their spots on the ground. They brought mats, tents, and simple supplies. They prepared to wait through the long night. Looking at them, I saw determination. They didn't mind the fatigue. They didn't complain about the lack of comfort. They were there because they understood that they were about to witness a sacred moment in our history.
+
+What touched me the most was seeing the number of children in the crowd. There were so many kids, some running around in excitement, others sitting quietly with their parents. It became clear to me that these parents had a specific goal. They weren't just showing their children a "big firework." They were planting the seeds of patriotism in their hearts from a young age. They wanted the next generation to see, with their own eyes, what our country is capable of achieving. They wanted them to look up at the stars and feel that they belong to a nation that reaches for them.
+
+While we waited, I took the time to learn more about the giant we were about to see. Standing tall on the launch pad was the Long March-8B carrier rocket. This is a magnificent piece of engineering. It is a new-generation launch vehicle in China’s legendary Long March series. This specific mission was historic—it marked the 559th launch of the Long March series.
+
+But the Long March-8B is not just about history; it is about the future. It is designed to launch commercial satellites quickly and in batches. In the modern world, information is power, and connection is everything. This rocket is the tool that helps China quickly complete the networking of medium and low-orbit satellites in space. It provides a powerful transportation guarantee for the rapid networking of China's satellite Internet constellations. In 2025 alone, this series of rockets plans to carry out more than ten launch missions. Knowing this, looking at the tower in the distance, I realized I was looking at the backbone of our future information highway.
+
+Finally, the moment arrived.
+
+It was 17:30. The sun was beginning its descent, casting a glow over the landscape. The chatter of the crowd died down. Thousands of eyes were fixed on one point in the distance. Thousands of breaths were held.
+
+Suddenly, a burst of flame rose beneath the rocket. It was brighter than the sun, a fierce, glowing orange light that commanded absolute attention.
+
+Then came the sound.
+
+It wasn't just a noise; it was a physical force. The colossal roar of the rocket’s ascent hit us. It shook the earth beneath our feet. I could feel the vibrations traveling up through the soles of my shoes, resonating in my chest. Amidst that thunderous rumble, the rocket began to move. It didn't shoot up instantly; it surged upward with majestic, heavy power, transforming into a massive fireball climbing the ladder of the sky.
+
+It was magnificent. It was terrifyingly beautiful.
+
+In an instant—or what felt like an instant—the rocket accelerated. It soared higher and higher, piercing the clouds, and disappeared into the vast atmosphere within just a few seconds. The fire was gone, the rocket was gone, but the sound still echoed in our ears.
+
+The silence that followed broke into a wave of cheers. Everyone around me was shouting, clapping, and hugging. Strangers exchanged smiles of pure joy. We received the news: The launch was a complete success.
+
+The actual visual experience lasted only for a few seconds. But in those few seconds, the emotions I felt were timeless. Everyone there felt a deep sense of satisfaction. We had waited for hours, some for days, for those few seconds of glory, and it was worth every millisecond.
+
+On that day, standing on the shore of Wenchang, I felt a strong, overwhelming sense of patriotism.
+
+But let me tell you, this feeling didn't come solely from the rocket. Yes, the Long March-8B is a marvel of engineering. It represents the pinnacle of our country’s aerospace science and technology. It proves that we have the minds to conquer gravity and the tools to build a network in the stars. That is undeniably impressive.
+
+However, my pride came from something else, too. It came from the people standing around me. It came from seeing so many citizens who love our motherland so deeply that they were willing to travel great distances, endure sleepless nights, and brave the elements just to cheer for her success. It came from the parents explaining the science to their children. It came from the elderly viewers whose eyes filled with tears of pride.
+
+It was a realization that a country’s strength is not just in its machines, but in the hearts of its people. The rocket is the arrow, but the united spirit of the people is the bow.
+
+This winter vacation, I played golf, I skied, and I studied. But the lesson I learned in Wenchang was the most important one. I learned that we are part of something much bigger than ourselves. We are part of a nation that is rising, a nation that is innovative, and a nation that is united.
+
+As I watched the trail of the rocket fade into the twilight, I said to myself, and I say to you now: I am proud to be Chinese.
+
+I am proud of our past, of the long march that brought us here. I am proud of our present, of the hard work and the breakthroughs. And looking at that rocket disappearing into space, I am infinitely excited for our future.
+
+Thank you.
\ No newline at end of file
diff --git a/talk/middle_school_presentation/03/generation_task/instructions.md b/talk/middle_school_presentation/03/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..6c2d4eb28dcce384d10a72bd777481526831f59f
--- /dev/null
+++ b/talk/middle_school_presentation/03/generation_task/instructions.md
@@ -0,0 +1,112 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ * Include a title "Embracing Change".
+ * Include a subtitle "Building the Future Together".
+ * List the presenter's name as "Li".
+
+* **Introduction Slide:**
+ * Start with the quote by Heraclitus: “The only constant in life is change.”
+ * Briefly introduce the concept of change as an inevitable part of life.
+
+* **The Significance of Change:**
+ * Include slides detailing the three main areas of significance:
+ * **Personal Growth:** opportunities and zones.
+ * **Social Progress:** technological advancements.
+ * **Economic Impact:** economic shifts and development.
+ * **Charts and Diagrams:** Use diagrams to visually represent the relationship between these three areas.
+
+* **Facing the Challenges:**
+ * Discuss the difficulties encountered when facing change.
+ * Highlight **Skill Requirements** and **Organizational Change**.
+ * Use specific vocabulary from the background material such as "hurdles", "adapt", and "organizational obstacles".
+
+* **Strategies for Responding:**
+ * Detail the active strategies for responding to changes:
+ * **Maintain an open mind:** Accept new things and be brave to try.
+ * **Lifelong learning:** Mention online courses, workshops, and reading.
+ * **Establishing a network:** Expand the network and seek guidance and support.
+ * Include keywords like "navigate", "experimentation", and "paramount guidance".
+
+* **Co-creating the Future:**
+ * Discuss how we can collectively shape the future.
+ * Cover the three pillars:
+ * **Global Perspective.**
+ * **Community Participation.**
+ * **Personal Action.**
+ * Emphasize keywords like "collectively", "initiative", "engaging", and "diversity".
+
+* **Conclusion Slide:**
+ * Summarize the main points: embracing challenges, learning continuously, and acting collectively.
+ * Include the closing message: "Let us move forward together, confidently into the unknown."
+
+* **Thank You Slide:**
+ * Include a "Thank You" message.
+ * List the presenter's name (Li).
+
+---
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/03/generation_task/judge_prompt.json b/talk/middle_school_presentation/03/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..698cf1dbc8f034855171aad41312dc3148f8b432
--- /dev/null
+++ b/talk/middle_school_presentation/03/generation_task/judge_prompt.json
@@ -0,0 +1,34 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the first slide list the title?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the subtitle?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the presenter's name?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a slide dedicated to the Introduction that includes the specific quote by Heraclitus?**\n\n The introduction slide should start with the quote “The only constant in life is change” and briefly introduce the concept of change.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck cover the \"Significance of Change\" section with all three main areas?**\n\n It should list: 1. Personal Growth, 2. Social Progress, and 3. Economic Impact.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Significance of Change\" section include a diagram?**\n\n The constraints require using diagrams to visually represent the relationship between the three areas of significance.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck cover the \"Facing the Challenges\" section?**\n\n It should mention \"Skill requirement\" and \"Organizational Change\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Facing the Challenges\" section include the required vocabulary words?**\n\n The slides must integrate the words: \"hurdles\", \"adapt\", and \"organizational obstacles\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck cover the \"Strategies for Responding\" section with the three specific strategies?**\n\n It should list: 1. Maintain an open mind, 2. Lifelong learning, and 3. Establishing a network.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Strategies for Responding\" section include the required vocabulary words?**\n\n The slides must integrate the words: \"navigate\", \"experimentation\", and \"paramount guidance\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck cover the \"Co-creating the Future\" section with the three pillars?**\n\n It should list: 1. Global Perspective, 2. Community Participation, and 3. Personal Action.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Co-creating the Future\" section include the required vocabulary words?**\n\n The slides must integrate the words: \"collectively\", \"initiative\", \"engaging\", and \"diversity\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the conclusion slide summarize the main points and include the specific closing message?**\n\n The conclusion should summarize the presentation and end with: \"Let us move forward together, confidently into the unknown.\"\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a \"Thank You\" slide?**\n\n The \"Thank You\" slide should list the presenter's name (Li).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is the content visually supported by relevant images throughout the presentation?**\n\n The slide deck should include relevant images (e.g., symbols of growth, technology, community).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the first slide correctly list the title?**\nThe title should be \"Embracing Change\".\n\n If **no**, specify if the title is missing, or not aligned with the provided document.\n",
+ "\n**Does the first slide correctly list the subtitle?**\nThe subtitle should be \"Building the Future Together\".\n\n If **no**, specify if the subtitle is missing, or not aligned with the provided document.\n",
+ "\n**Does the first slide correctly list the presenter's name?**\nThe presenter's name should be \"Li\".\n\n If **no**, specify if the presenter's name is missing, or not aligned with the provided document.\n",
+ "\n**Is the quote by Heraclitus in the Introduction slide accurate?**\nThe quote must be exactly: “The only constant in life is change.”\n\n If **no**, explain any discrepancies in the wording of the quote.\n",
+ "\n**Are the details in the \"Significance of Change\" section accurate according to the source?**\n- Personal Growth should mention \"opportunities\" and \"zones\".\n- Social Progress should mention \"Technological\".\n- Economic Impact should mention \"Economically\".\n\n If **no**, specify which details are incorrect or missing.\n",
+ "\n**Are the specific sub-points for \"Strategies\" accurately listed?**\n- Maintain an open mind: \"accept new things, be brave to try\".\n- Lifelong learning: \"online courses, workshops, reading\".\n- Establishing a network: \"Expanding the network, seeking guidance and support\".\n\n If **no**, specify which sub-points are incorrect or missing.\n",
+ "\n**Are the vocabulary words used in the correct context within the slides?**\nEnsure that words like \"hurdles\", \"adapt\", \"navigate\", \"experimentation\", and \"paramount\" are integrated naturally and accurately reflect the meaning in the background material, rather than being listed as a vocabulary definition list.\n\n If **no**, specify which words are misused or presented merely as a list.\n",
+ "\n**Does the \"Co-creating the Future\" slide accurately reflect the sub-points?**\n- Global perspective\n- Community participation\n- Personal Action\n\n If **no**, specify any inaccuracies or misrepresentations of these pillars.\n",
+ "\n**Is the closing message in the Conclusion slide exact?**\nIt must read: \"Let us move forward together, confidently into the unknown.\"\n\n If **no**, specify any deviation from this text.\n",
+ "\n**Does the presentation flow logically?**\nThe slides should follow the order: Title -> Introduction -> Significance -> Challenges -> Strategies -> Co-creating Future -> Conclusion.\n\n If **no**, specify where the logical flow is broken.\n",
+ "\n**Does the presentation tone and audience alignment match the constraints?**\nThe tone should be encouraging/inspiring and suitable for a middle school audience. It should avoid overly academic language or dense walls of text.\n\n If **no**, specify where the tone is inappropriate or the text is too dense.\n",
+ "\n**Does the presentation avoid any fabricated facts or content not found in the background material?**\nYou must ensure no unrelated content is added.\n\n If **no**, indicate any factual inaccuracies or added details that do not have a basis in the provided background materials.\n",
+ "\n**Are the diagrams and images relevant and high quality?**\nEnsure that diagrams (e.g., in the Significance section) and images are clearly labeled and relevant to the content, rather than just decorative fillers.\n\n If **no**, specify which visuals are irrelevant or low quality.\n"
+ ]
+}
diff --git a/talk/middle_school_presentation/03/generation_task/statistics.yaml b/talk/middle_school_presentation/03/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..65701bc755afe82545ead9b8f53cac270f706b43
--- /dev/null
+++ b/talk/middle_school_presentation/03/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/03
+category: talk
+input_metrics:
+ total_input_tokens: 4136
+ generation_prompt_tokens: 1468
+ materials_total_tokens: 2668
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 2668
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 15
+ Content Correctness: 13
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 28
+ total_count: 58
diff --git a/talk/middle_school_presentation/03/material.md b/talk/middle_school_presentation/03/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..4de545866fb60eb24c2a793a7cda2d51d13d2870
--- /dev/null
+++ b/talk/middle_school_presentation/03/material.md
@@ -0,0 +1,99 @@
+# Embracing Change, Building the Future Together
+
+**Speaker:** Li
+**Topic:** Navigating the Era of Rapid Change
+
+---
+
+Good morning, everyone.
+
+It is a privilege to stand before you today to discuss a topic that defines not only our current moment in history but the very essence of the human experience. As we look around us, at the technology in our pockets, the shifting landscapes of our cities, and the evolving nature of our relationships, we are confronted with a singular, undeniable truth. It is a truth that was articulated thousands of years ago by the Greek philosopher Heraclitus, who famously observed, "The only constant in life is change."
+
+This quote is not merely a philosophical observation; it is the fundamental law of our existence. We often seek stability. We crave the comfort of the known. Yet, the river of time never stops flowing. We never step into the same river twice, for other waters are always flowing on to us. Today, I want to invite you on a journey—a journey to explore the significance of this change, to understand the challenges it presents, to equip ourselves with the strategies necessary to navigate it, and finally, to look at how we can co-create a future that is not just something that happens to us, but something we build together.
+
+### Part 1: The Significance of Change
+
+Why does change matter? Why do we spend so much time analyzing it? It is because change is the catalyst for all advancement. We can categorize the significance of change into three distinct but interconnected pillars: Personal Growth, Social Progress, and Economic Impact.
+
+Let us first look inward at **Personal Growth**.
+Human beings are creatures of habit. We like our routines; we like our safety. We exist, largely, in what psychologists call our "Comfort Zone." In this zone, we feel safe, in control, and at ease. However, nothing grows in the comfort zone. To evolve, we must step out into the "Growth Zone." This transition is fueled by change. When our environment shifts, or when we are forced to confront new circumstances, we are pushed beyond our perceived limits.
+
+It is in this space of uncertainty that we discover **opportunities**. These are not always obvious. Sometimes an opportunity looks like a difficult problem. Sometimes it looks like a failure. But every time we adapt to a change, we acquire new capabilities. We expand our resilience. We learn more about who we are and what we are capable of achieving. Without the external pressure of change, we would remain stagnant, forever trapped in the limited potential of who we were yesterday.
+
+Secondly, we must consider **Social Progress**.
+If we look back at the history of our species, every major leap forward has been driven by a fundamental change in how we interact with the world. This is most visible in the **technological** realm. Consider the invention of the printing press, the steam engine, or the internet. These were not just new gadgets; they were seismic shifts that reorganized society.
+
+Today, we are witnessing technological changes at a pace that is unprecedented. Artificial intelligence, biotechnology, and renewable energy are reshaping the fabric of our daily lives. These advancements improve our quality of life, connect us with people across the globe, and solve problems that once seemed impossible. This social progress is the direct result of humanity embracing the changing tide of innovation rather than resisting it.
+
+Thirdly, there is the **Economic Impact**.
+Change is the engine of the economy. **Economically**, stagnation is the enemy of prosperity. Markets shift, consumer needs evolve, and industries rise and fall. This creative destruction is necessary for development. New industries create new jobs, requiring new skills and offering new paths to prosperity. While this can be improved, it is the dynamism of a changing economy that allows for wealth creation and the improvement of living standards on a global scale. When we embrace economic change, we open the door to a more efficient, innovative, and abundant world.
+
+### Part 2: Facing the Challenges of Change
+
+However, we must be realistic. While change is necessary and beneficial in the long run, it is rarely easy in the moment. Embracing change requires us to face significant challenges. We must acknowledge the **hurdles** that stand in our path.
+
+The first major challenge lies in **Skill Requirements**.
+As the world changes, the tools we need to navigate it change as well. The skills that guaranteed success ten or twenty years ago may be obsolete today. We are moving from an economy based on manual labor and repetition to one based on creativity, critical thinking, and digital literacy. This creates a gap—a chasm between what we know and what we need to know.
+
+For many, this is a source of great anxiety. The pressure to constantly upskill can feel overwhelming. We are asked to master new software, learn new languages, and understand complex systems that didn't exist when we were born. This demand for constant intellectual evolution is a high barrier to entry for the future.
+
+The second major challenge is **Organizational Change**.
+It is not just individuals who struggle; structures struggle too. Companies, schools, and governments often face **organizational obstacles**. These entities are built on processes and hierarchies designed for stability, not agility. When a major change disrupts the status quo, large organizations can be slow to pivot. They may suffer from bureaucratic inertia, where the fear of the new paralyzes decision-making.
+
+Furthermore, within these organizations, there is the human element. Employees may resist change because they fear for their job security or because they simply do not want to **adapt** to new workflows. Overcoming these organizational hurdles requires not just new policies, but a fundamental shift in culture. It requires leadership that can communicate the vision of the future clearly enough to overcome the fear of the present.
+
+### Part 3: Strategies for Actively Responding to Changes
+
+So, given these significant benefits and these daunting challenges, how do we respond? We cannot simply sit back and let change wash over us like a tidal wave. We must take action. We need concrete strategies to **navigate** this volatile landscape.
+
+The first and most fundamental strategy is to **Maintain an Open Mind**.
+This sounds simple, but it is perhaps the hardest task of all. To have an open mind means to suspend judgment. It means quieting that inner voice that says, "This is different, therefore it is bad." We must cultivate a mindset that is willing to **accept new things**.
+
+We must be **brave to try**. Courage is not the absence of fear; it is acting in spite of it. When a new technology is introduced in the classroom, or a new method of working is proposed, our first instinct should be curiosity, not rejection. We need to approach the unknown with a spirit of **experimentation**. We must be willing to test, to fail, and to try again. An open mind is the soil in which the seeds of the future are planted. Without it, no amount of skill or knowledge will save us from obsolescence.
+
+The second strategy is **Lifelong Learning**.
+ The concept of education as a phase of life that ends in your early twenties is dead. In a rapidly changing world, learning is a continuous, cradle-to-grave process. We must take ownership of our intellectual development.
+
+This involves leveraging the vast resources available to us. We should be engaging with **online courses** to learn new technical skills. We should be attending **workshops** to develop our soft skills. We should be **reading** voraciously—not just within our field, but outside of it. Reading history, philosophy, and science broadens our perspective and helps us connect the dots in ways that specialists cannot. Lifelong learning is the only insurance policy against an unpredictable future. It ensures that no matter how the market shifts, we remain valuable, relevant, and capable.
+
+The third strategy is **Establishing a Network**.
+No one survives a storm alone. In times of change, our relationships are our anchor. We must be intentional about **expanding the network** of people we know and trust. This is not about transactional networking—collecting business cards or social media connections. It is about building a community of practice.
+
+We must actively involve ourselves in **seeking guidance and support**. We need mentors who have walked the path before us and can offer **paramount guidance**. Their wisdom can help us see around corners and avoid pitfalls. Conversely, we should also look to our peers for support, sharing our struggles and our victories. A strong network provides the emotional and professional safety net that allows us to take risks. When we know we have people behind us, we are more willing to leap into the unknown.
+
+### Part 4: How Can We Co-create the Future
+
+By adopting these strategies—an open mind, lifelong learning, and a strong network—we prepare ourselves as individuals. But the title of this presentation is not just "Embracing Change"; it is "Building the Future Together." Individual survival is not enough. We have a responsibility to shape the world that is coming.
+
+How do we **co-create** the future? We do it through three key dimensions: a Global Perspective, Community Participation, and Personal Action.
+
+First, we must adopt a **Global Perspective**.
+The challenges we face today—climate change, pandemics, economic instability—are not confined by borders. They are global issues that require global solutions. We must understand that our actions have ripple effects that touch people on the other side of the world. We need to appreciate **diversity** not just as a moral imperative, but as a strategic advantage. Diverse teams bring diverse ideas, and diverse ideas are the fuel for innovation. By viewing the world through a global lens, we can see the interconnectedness of all things and make decisions that benefit humanity as a whole, rather than just our immediate surroundings.
+
+Second, we need **Community Participation**.
+Change happens globally, but action happens locally. We must be **engaging** with our communities. This means showing up. It means volunteering. It means participating in the civic life of our schools, our neighborhoods, and our cities.
+
+When we participate in our community, we are doing the hard work of translation. We are taking the abstract concepts of global change and translating them into local solutions. We are the ones who build the bridges between the old world and the new. Community participation creates the social glue that holds us together when things get tough. It reminds us that we are not isolated individuals fighting for survival, but part of a greater whole.
+
+Third, and perhaps most importantly, is **Personal Action**.
+We must act **collectively**, but the collective is made up of individuals. We must take the **initiative**. We cannot wait for permission to build the future. We cannot wait for a leader to tell us what to do. We must look at the problems around us and say, "I can fix this."
+
+Every time you choose to learn a new skill, you are taking personal action. Every time you choose to mentor a younger student, you are taking personal action. Every time you choose to speak up for an innovative idea, you are taking personal action. These small acts, when multiplied by millions of people, become the force that shapes history.
+
+### Conclusion
+
+In conclusion, we find ourselves at a crossroads. Behind us lies the comfort of the past, a world we understood and mastered. Ahead of us lies the fog of the future, filled with uncertainty, rapid technological shifts, and complex challenges.
+
+We have discussed the significance of this moment. We have seen how change drives our personal growth, pushing us out of our comfort zones and into our potential. We have acknowledged the social progress that technology brings and the economic shifts that reshape our livelihoods.
+
+We have not shied away from the hard truths. We know that there are hurdles. We know that the skills gap is real and that organizational obstacles can be frustrating. We know that fear is a natural reaction.
+
+But we also know the way forward. We have the map. We know that by maintaining an open mind, we can turn fear into curiosity. We know that through lifelong learning, we can turn obsolescence into opportunity. We know that by establishing a strong network, we can turn isolation into solidarity.
+
+Most importantly, we know that the future is not a spectator sport. It is a construction site, and we are the builders. By maintaining a global perspective, engaging with our communities, and taking personal initiative, we can co-create a world that is more inclusive, more innovative, and more resilient.
+
+So, I leave you with this final thought. Do not fear the shifting tides. Do not lament the loss of the old ways. Instead, embrace the energy of the new. Let the waves of change lift you up, not drown you. Let us take the tools we have discussed today—our minds, our networks, our courage—and let us get to work.
+
+Let us move forward together, confidently into the unknown.
+
+Thank you.
\ No newline at end of file
diff --git a/talk/middle_school_presentation/04/generation_task/instructions.md b/talk/middle_school_presentation/04/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..8aa2e3f2e223d774cf2731c3671d1fca03fa6e85
--- /dev/null
+++ b/talk/middle_school_presentation/04/generation_task/instructions.md
@@ -0,0 +1,107 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ * Include a title such as "Ancient Chinese Weaponry".
+ * Include a subtitle relevant to the context (e.g., "Junior High School Presentation").
+ * List the presenter's name (Li).
+
+* **Introduction/Table of Contents:**
+ * Briefly introduce the three main categories to be discussed: The Sword, The Broadsword, and The Spear.
+ * Present the structure of the presentation (01 The Sword, 02 The Broadsword, 03 The Spear).
+
+* **Part One: The Sword (The Nobility Among Weaponry):**
+ * Introduce the Sword as "The Nobility Among Weaponry" and the Chinese term "百兵之君".
+ * Describe its characteristics: double-bladed, a symbol of power, nobility, and prestige.
+ * Explain the two types mentioned:
+ * The longer kind: made for dismounted battle.
+ * The shorter kind (dagger): made for close-quarter defense and assassination.
+ * **Vocabulary Highlight:** Include key terms with translations as provided in the material (dismounted 步下, prestige 威望, dagger 匕首, close quarter 近距离).
+
+* **Part Two: The Broadsword (The Conqueror Among Weaponry):**
+ * Introduce the Broadsword as "The Conqueror Among Weaponry" and the Chinese term "兵中之霸".
+ * Describe its characteristics: single-edged, slightly curved blade.
+ * Explain its usage: mostly for chopping and slashing, usually used for battles between cavalry.
+ * Highlight the famous example: The Chinese Tripartite Polearm (Green Dragon Crescent Blade).
+ * **Vocabulary Highlight:** Include key terms with translations (broadsword 砍刀, cavalry 骑兵的, tripartite 三部分的, polearm 长柄武器).
+
+* **Part Three: The Spear (The Monarch Among Weaponry):**
+ * Introduce the Spear as "The Monarch Among Weaponry" and the Chinese term "百兵之王".
+ * Describe its characteristics: long wooden shaft with a sharp leaf-shaped tip; the only well-known long weapon with a soft shaft.
+ * Quote the saying: "Master the spear, and all weapons follow."
+ * Explain its usage: optimized for slashing, thrusting, and parrying; used for both cavalry and dismounted combat.
+ * **Vocabulary Highlight:** Include key terms with translations (monarch 帝王, shaft 杆, optimized 使最优化, parry 挡, thrust 刺).
+
+* **Conclusion Slide:**
+ * Summarize the unique status of each weapon (The Nobility, The Conqueror, The Monarch).
+ * Reiterate the cultural significance of these weapons in ancient China.
+
+* **Thank You Slide:**
+ * Include a "Thank You" message.
+ * List the presenter's name (Li).
+
+---
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/04/generation_task/judge_prompt.json b/talk/middle_school_presentation/04/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..449369b82ea63a2ee19c48f0425897ad143bc120
--- /dev/null
+++ b/talk/middle_school_presentation/04/generation_task/judge_prompt.json
@@ -0,0 +1,34 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the first slide list the title?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list a subtitle relevant to the context (e.g., \"Junior High School Presentation\")?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the presenter's name (Li)?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there an Introduction or Table of Contents slide?**\n\n This slide should briefly introduce the three main categories (The Sword, The Broadsword, The Spear) or outline the structure of the presentation.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a section (at least one slide) dedicated to \"The Sword\"?**\n\n The section should introduce the sword and include the Chinese term \"百兵之君\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Sword\" section describe the two types of swords?**\n\n It should mention the longer kind (dismounted battle) and the shorter kind/dagger (close-quarter defense/assassination).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Sword\" section include the required vocabulary highlights?**\n\n It should list terms like \"dismounted\" (步下), \"prestige\" (威望), \"dagger\" (匕首), and \"close quarter\" (近距离).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a section (at least one slide) dedicated to \"The Broadsword\"?**\n\n The section should introduce the broadsword and include the Chinese term \"兵中之霸\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Broadsword\" section mention the \"Green Dragon Crescent Blade\" or \"Chinese Tripartite Polearm\"?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Broadsword\" section include the required vocabulary highlights?**\n\n It should list terms like \"broadsword\" (砍刀), \"cavalry\" (骑兵的), \"tripartite\" (三部分的), and \"polearm\" (长柄武器).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a section (at least one slide) dedicated to \"The Spear\"?**\n\n The section should introduce the spear and include the Chinese term \"百兵之王\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Spear\" section include the specific quote about mastering the spear?**\n\n The quote should be \"Master the spear, and all weapons follow.\"\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Spear\" section include the required vocabulary highlights?**\n\n It should list terms like \"monarch\" (帝王), \"shaft\" (杆), \"optimized\" (使最优化), \"parry\" (挡), and \"thrust\" (刺).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a Conclusion slide?**\n\n The conclusion should summarize the unique status of the three weapons.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a \"Thank You\" slide?**\n\n The slide should list the presenter's name (Li).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the first slide correctly list the title?** The title should be \"Ancient Chinese Weaponry\".\n\n If **no**, specify if the title is missing, or not aligned with the provided document.\n",
+ "\n**Does the first slide correctly list the presenter's name?**\nThe presenter's name should be \"Li\".\n\n If **no**, specify if the name is missing, or not aligned with the provided document.\n",
+ "\n**Is the \"Sword\" correctly identified as \"The Nobility Among Weaponry\" and associated with \"百兵之君\"?**\n\n If **no**, explain any misattributions or incorrect Chinese terms used for the sword.\n",
+ "\n**Are the characteristics of the Sword factually accurate according to the source?**\nIt should be described as double-bladed and a symbol of power/nobility. The distinction between the longer kind (dismounted) and shorter kind (dagger/defense) must be accurate.\n\n If **no**, specify which details are incorrect.\n",
+ "\n**Are the vocabulary translations in the Sword section correct?**\nCheck: dismounted (步下), prestige (威望), dagger (匕首), close quarter (近距离).\n\n If **no**, specify which translation is missing or incorrect.\n",
+ "\n**Is the \"Broadsword\" correctly identified as \"The Conqueror Among Weaponry\" and associated with \"兵中之霸\"?**\n\n If **no**, explain any misattributions or incorrect Chinese terms used for the broadsword.\n",
+ "\n**Are the characteristics of the Broadsword factually accurate according to the source?**\nIt should be described as single-edged with a slightly curved blade, used mostly for chopping/slashing and cavalry battles.\n\n If **no**, specify which details are incorrect.\n",
+ "\n**Are the vocabulary translations in the Broadsword section correct?**\nCheck: broadsword (砍刀), cavalry (骑兵的), tripartite (三部分的), polearm (长柄武器).\n\n If **no**, specify which translation is missing or incorrect.\n",
+ "\n**Is the \"Spear\" correctly identified as \"The Monarch Among Weaponry\" and associated with \"百兵之王\"?**\n\n If **no**, explain any misattributions or incorrect Chinese terms used for the spear.\n",
+ "\n**Are the characteristics of the Spear factually accurate according to the source?**\nIt should be described as having a long wooden shaft (soft shaft), optimized for slashing, thrusting, and parrying.\n\n If **no**, specify which details are incorrect.\n",
+ "\n**Are the vocabulary translations in the Spear section correct?**\nCheck: monarch (帝王), shaft (杆), optimized (使最优化), parry (挡), thrust (刺).\n\n If **no**, specify which translation is missing or incorrect.\n",
+ "\n**Does the presentation include relevant images for each weapon type?**\nThe slides should include high-quality, clearly labeled images of swords, broadswords (specifically the Green Dragon Crescent Blade if mentioned), and spears.\n\n If **no**, specify which section lacks relevant visual support.\n",
+ "\n**Does the presentation maintain a consistent tone suitable for a middle school English classroom?**\nThe language should be educational and engaging, avoiding overly complex sentence structures while accurately teaching the specific vocabulary provided.\n\n If **no**, specify where the tone is inappropriate.\n"
+ ]
+}
diff --git a/talk/middle_school_presentation/04/generation_task/statistics.yaml b/talk/middle_school_presentation/04/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..12710a957a8cb7c4d75f16fe42e704f356a92133
--- /dev/null
+++ b/talk/middle_school_presentation/04/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/04
+category: talk
+input_metrics:
+ total_input_tokens: 3848
+ generation_prompt_tokens: 1654
+ materials_total_tokens: 2194
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 2194
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 15
+ Content Correctness: 13
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 28
+ total_count: 58
diff --git a/talk/middle_school_presentation/04/material.md b/talk/middle_school_presentation/04/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..9a2b242f6a98e4dea6dc7723ddf204861e02545e
--- /dev/null
+++ b/talk/middle_school_presentation/04/material.md
@@ -0,0 +1,82 @@
+# The Soul of Steel: A Journey Through Ancient Chinese Weaponry
+
+**Speaker:** Li
+**Topic:** Ancient Chinese Weaponry
+**Target Audience:** Students and History Enthusiasts
+
+---
+
+Good morning, everyone.
+
+When we look back at the vast, flowing river of Chinese history, we see a civilization built not just on ink and paper, philosophy and poetry, but also on iron and steel. The history of China is, in many ways, a history of conflict, defense, and the martial arts. Today, I want to take you on a journey into the cold, sharp heart of that history. We are going to explore the tools that shaped dynasties, the instruments that protected empires, and the symbols that defined heroism.
+
+We are not just talking about metal objects today. We are talking about personalities. In the ancient Chinese tradition, weapons were not merely tools for killing; they were ascribed living characteristics, social ranks, and distinct spirits. They had distinct identities that mirrored the people who wielded them. Specifically, we will be looking at three major pillars of the Chinese arsenal: The Sword, The Broadsword, and The Spear.
+
+Each of these holds a specific title in Chinese folklore—a rank, if you will—that tells us exactly where it stands in the hierarchy of combat. We have the "Nobility," the "Conqueror," and the "Monarch." By the end of this talk, you will understand not just how these weapons were used, but why they were revered.
+
+### Part One: The Sword – The Nobility Among Weaponry
+
+Let us begin with the most elegant of them all. In Chinese, it is known as the *Jian*, but to the world, it is simply the Sword. However, the *Jian* holds a status that goes far beyond its ability to cut. In the classification of weapons, the Sword is known as *Bai Bing Zhi Jun*—"The Nobility Among Weaponry."
+
+Why "Nobility"? Why is it considered the gentleman of the battlefield?
+
+Unlike other weapons that might be designed purely for brute force or slaughter, the Sword represents refinement. Structurally, it is defined by being double-bladed. It cuts both ways. This symmetry is crucial. It represents balance, fairness, and the middle path. A straight, double-edged blade implies a wielder who is upright and righteous. Throughout history, the sword was not just a weapon of war; it was a symbol of power, nobility, and prestige. Emperors wore them. Scholars hung them in their studies. It was a badge of rank, a piece of jewelry that commanded respect. To carry a sword was to declare that you were a person of status and honor.
+
+Functionally, the *Jian* requires immense skill to master. Because it is double-bladed, the user must be precise. It is not a bludgeon; it is a scalpel.
+
+We can categorize the usage of the sword into two distinct variations based on length and purpose.
+
+First, we have the longer kind. These swords were engineered specifically for what we call "dismounted battle." When a warrior is on foot—dismounted—they require reach and leverage to keep an opponent at bay. The long sword allowed for fluid, dancing movements, utilizing the full length of the blade to strike and deflect. It is the weapon of the duelist and the officer on the field.
+
+Then, we have the shorter kind, often referred to as the dagger. While the long sword is a symbol of overt power, the dagger is a tool of subtlety. It was made for "close quarter" combat. In the tight confines of a hallway or a room, where a long blade would get caught on walls or furniture, the short dagger reigns supreme. But it also has a darker purpose. Historically, the dagger was the primary tool for defense in emergencies and, famously, for assassination. It is easily concealed in a sleeve or a boot. If the long sword is the noble declaration of war, the dagger is the whispered threat in the dark.
+
+So, when you think of the Sword, think of the "Nobility." Think of prestige, high status, and the elegant, deadly dance of the double blade.
+
+### Part Two: The Broadsword – The Conqueror Among Weaponry
+
+If the Sword is the refined gentleman, our next subject is the rugged general. We move now to the *Dao*, or the Broadsword.
+
+The Broadsword holds the title of *Bing Zhong Zhi Ba*—"The Conqueror Among Weaponry." The Chinese character "Ba" implies a hegemon, a ruler who rules by force and might. This perfectly describes the nature of the Broadsword.
+
+Visually, the difference is immediate. While the Sword is straight and double-edged, the Broadsword features a single-edged, slightly curved blade. One side is sharp; the other is a thick, heavy spine. This design change dictates its function entirely. It is not meant for the delicate, precise thrusts of a duel; it is meant for power.
+
+The Broadsword is mostly used for chopping and slashing. The heavy spine adds weight to the swing, allowing the blade to cleave through armor and bone with terrifying efficiency. Because of this emphasis on downward power and the curvature of the blade, the Broadsword was the weapon of choice for the cavalry.
+
+Imagine the physics of the battlefield. When you are on a horse, galloping at full speed, you cannot easily thrust a straight sword into an enemy; the impact might rip the weapon from your hand or break your wrist. However, with a curved, single-edged Broadsword, you can slash as you ride past. The curve allows the blade to slice through the target and exit smoothly, maintaining the momentum of the charge. This is why the *Dao* became the standard sidearm for soldiers and cavalrymen across centuries. It is reliable, durable, and brutally effective.
+
+Within the family of the Broadsword, there is a legendary variation that we must discuss. The *Dao* is not just a handheld saber; the term also covers long-handled polearms with broadsword-like blades. The most famous of these is the Chinese Tripartite Polearm, known legendary as the *Green Dragon Crescent Blade*.
+
+This weapon is an icon of Chinese culture. It is a massive, heavy blade mounted on a long pole, combining the reach of a spear with the chopping power of a broadsword. The term "Tripartite" refers to its three distinct parts—the heavy curved blade, the long shaft, and the counterweight at the end. It is a weapon that requires immense strength to wield, further cementing the Broadsword’s reputation as the "Conqueror." It dominates the space around it, smashing through defenses and sweeping enemies away.
+
+### Part Three: The Spear – The Monarch Among Weaponry
+
+Finally, we arrive at the summit of the hierarchy. We have met the Nobility and the Conqueror, but now we must bow to the King. The Spear, or *Qiang*, is known as *Bai Bing Zhi Wang*—"The Monarch Among Weaponry."
+
+Why is the Spear the "Monarch" or the "King of All Weapons"? It is because the Spear is the foundation of the battlefield. It is the most widely used, the most versatile, and arguably the most effective military tool in history.
+
+The construction of the Chinese spear is deceptive in its simplicity. It consists of a long wooden shaft tipped with a sharp, leaf-shaped metal head. But the secret lies in the materials. The Chinese spear is the only well-known long weapon that utilizes a "soft shaft."
+
+When we say "soft shaft," we do not mean it is floppy or weak. We mean the wood is selected for its flexibility and elasticity. Usually made from wax wood, the shaft can bend and snap back. This is a brilliant technological advantage. When a spearman strikes, the shaft bends, absorbing the shock of the impact so it doesn't hurt the user's hands. Furthermore, this flexibility allows the user to create unpredictable, whipping movements. A master spearman can make the tip of the spear vibrate and blur, making it nearly impossible for the enemy to know where the strike will land.
+
+There is a famous saying in Chinese martial arts: "Master the spear, and all weapons follow." This means that the principles learned in spear training—spacing, timing, leverage, and focus—are the universal roots of all combat. If you can control the long, difficult spear, you can easily pick up a sword or a staff. It is the King because it teaches the rules that all other weapons must obey.
+
+In terms of usage, the Spear is optimized for three main actions: slashing, thrusting, and parrying.
+* **Thrusting:** This is its primary attack. With its great length, you can pierce an enemy's heart before they are even close enough to swing their sword at you.
+* **Slashing:** Because of the leaf-shaped tip and the flexible rod, the spear can be swung effectively to cut, not just poke.
+* **Parrying:** The long shaft is excellent for blocking. You can use the length of the wood to "parry" or deflect incoming attacks, creating a defensive barrier that is hard to penetrate.
+
+The Spear is a truly universal weapon, serving as both a cavalry weapon and a dismounted weapon. On a horse, it is a lance that charges down lines of infantry. On foot, it forms the impenetrable phalanx, a forest of sharp points that keeps the enemy at bay.
+
+### Conclusion
+
+So, we have looked at the three pillars of the ancient Chinese arsenal.
+
+We saw the **Sword**, the "Nobility." It is the symbol of prestige and the double-edged guardian of honor, lethal in the hands of a master, whether in the open field or the close quarters of an assassination.
+
+We saw the **Broadsword**, the "Conqueror." It is the single-edged beast of the cavalry, designed for the chop and the slash, ruling the battlefield through sheer force and the momentum of the charge.
+
+And we saw the **Spear**, the "Monarch." The King of weapons with its flexible soft shaft, the teacher of all martial arts, optimized to thrust, slash, and parry its way to victory.
+
+These weapons are more than just artifacts in a museum. They are crystallized philosophy. They tell us what the ancients valued: the prestige of the sword, the dominance of the broadsword, and the technical mastery of the spear.
+
+Thank you for listening.
\ No newline at end of file
diff --git a/talk/middle_school_presentation/05/generation_task/instructions.md b/talk/middle_school_presentation/05/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..13b022d647df8a48f12bdab9fc36b89115adeae3
--- /dev/null
+++ b/talk/middle_school_presentation/05/generation_task/instructions.md
@@ -0,0 +1,113 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ * Include the title: "Beijing Subway".
+ * Include the subtitle or class information: "Class 4, Grade 7".
+ * List the presenter's name: Li.
+
+* **Agenda Slide:**
+ * List the four main sections of the presentation:
+ 1.The introduction of Beijing subway
+ 2.The history of Beijing subway
+ 3.The significance of Beijing subway
+ 4.My favorite subway line
+
+* **Introduction Section:**
+ * Present key statistics about the Beijing Subway system.
+ * Include specific numbers found in the source: distance (879km), number of lines (27), and number of stations (522).
+ * Highlight key characteristics such as "busy," "extensive," "wide-ranging coverage," and "cheap."
+ * Mention the concepts of "inaugurated" and "accessibility."
+
+* **History Section:**
+ * Detail the timeline and evolution of the subway.
+ * Mention the launch time: 1969.
+ * Explain the initial purpose: "defense."
+ * Describe its development using keywords like "accelerated," "vast," "integrating," and "eco-friendly."
+ * Summarize its character as "old" yet "useful."
+
+* **Significance Section:**
+ * Explain the impact of the subway on the city.
+ * Address how it helps with "urban congestion" and "reducing pollution."
+ * Discuss how it enhances "residential" and "commercial" "connectivity."
+ * Emphasize that it is "vital" for efficiency and affordability.
+
+* **Favorite Line Section (Line 12):**
+ * Introduce the presenter's favorite line: Line 12.
+ * Provide specific technical details:
+ * Distance: 27.5km.
+ * Average speed: about 39.8km/h.
+ * Terminals: Dongbabei to Sijiqingqiao.
+ * Number of stations: 20.
+ * detailed the train specifications: Type 4A or 8A, with a capacity of 1728 or 3456 people per train.
+
+* **Conclusion/Thank You Slide:**
+ * Summarize the importance of the Beijing Subway.
+ * Include a "Thank You For Listening" message.
+ * Display relevant logos (e.g., Beijing Subway, BJMTR) if applicable based on source context.
+
+---
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/05/generation_task/judge_prompt.json b/talk/middle_school_presentation/05/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..aa6cddaae338e7d1b8da2b7545acf84cc24b1222
--- /dev/null
+++ b/talk/middle_school_presentation/05/generation_task/judge_prompt.json
@@ -0,0 +1,32 @@
+{
+ "material_dependent_checklist_1": [
+ "\n **Does the first slide list the title?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the first slide list the subtitle or class information?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the first slide list the presenter's name?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is there an \"Agenda\" slide listing the main sections of the presentation?**\n\n The agenda should cover the introduction, history, significance, and the favorite subway line.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the \"Introduction\" section cover key statistics about the subway system?**\n\n It should mention distance, number of lines, and number of stations.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the \"History\" section cover the timeline and evolution of the subway?**\n\n It should mention the launch time and initial purpose (defense).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the \"Significance\" section explain the impact of the subway on the city?**\n\n It should address issues like congestion and pollution, as well as connectivity.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is there a section dedicated to the \"Favorite Subway Line\" (Line 12)?**\n\n This section should introduce Line 12 specifically.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the \"Favorite Subway Line\" section include technical specifications?**\n\n It should list details such as distance, speed, terminals, stations, and train capacity.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is the content visually supported by relevant images or placeholders?**\n\n The slide deck should include visuals such as the Beijing Rail Transit Lines map, station photos, or train interiors.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is there a \"Conclusion\" or \"Thank You\" slide?**\n\n The slide should summarize the importance of the subway and thank the audience.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include relevant logos?**\n\n The slides should display relevant logos (e.g., Beijing Subway, BJMTR) where appropriate.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n "
+ ],
+ "material_dependent_checklist_2": [
+ "\n **Does the first slide correctly list the title?**\n The title should be \"Beijing Subway\".\n\n If **no**, specify if the title is missing, or not aligned with the provided document.\n ",
+ "\n **Does the first slide correctly list the class information?**\n The class information should be \"Class 4, Grade 7\".\n\n If **no**, specify if the class info is missing, or not aligned with the provided document.\n ",
+ "\n **Does the first slide correctly list the presenter's name?**\n The presenter's name should be \"Li\" (or \"Runyang Li\").\n\n If **no**, specify if the name is missing, or not aligned with the provided document.\n ",
+ "\n **Does the Agenda slide list the four specific sections correctly?**\n 1. The introduction of Beijing subway\n 2. The history of Beijing subway\n 3. The significance of Beijing subway\n 4. My favorite subway line\n\n If **no**, specify which agenda item is missing or incorrect.\n ",
+ "\n **Are the quantitative statistics in the Introduction section accurate?**\n * Distance: 879km\n * Lines: 27\n * Stations: 522\n\n If **no**, specify which number is incorrect.\n ",
+ "\n **Does the Introduction section use the specific vocabulary terms required?**\n The slides should include the terms \"inaugurated\" and \"accessibility\" (or their definitions/context).\n\n If **no**, specify which term is missing or misused.\n ",
+ "\n **Are the historical facts in the History section accurate?**\n * Launch time: 1969\n * Initial purpose: defense\n * Described as \"old\" yet \"useful\"\n\n If **no**, specify which fact is incorrect.\n ",
+ "\n **Does the Significance section correctly identify the subway's benefits?**\n It should mention reducing \"urban congestion\" and \"pollution,\" and enhancing \"residential\" and \"commercial\" \"connectivity.\"\n\n If **no**, specify which benefit or keyword is missing or incorrect.\n ",
+ "\n **Are the Line 12 physical statistics accurate?**\n * Distance: 27.5km\n * Average speed: about 39.8km/h\n * Stations: 20\n\n If **no**, specify which statistic is incorrect.\n ",
+ "\n **Are the Line 12 terminal stations correctly identified?**\n Terminals: Dongbabei to Sijiqingqiao.\n\n If **no**, specify if the terminals are incorrect or misspelled.\n ",
+ "\n **Are the Line 12 train specifications accurate?**\n * Type: 4A or 8A\n * Capacity: 1728 or 3456 people per train\n\n If **no**, specify which specification is incorrect.\n ",
+ "\n **Does the presentation tone remain suitable for a middle school audience?**\n The tone should be informative and enthusiastic, explaining technical terms where necessary.\n\n If **no**, specify if the language is too academic, too informal, or inappropriate.\n ",
+ "\n **Does the presentation avoid any fabricated facts or numbers not found in the background material?**\n\n If **no**, indicate any factual inaccuracies or added details that do not have a basis in the provided background materials.\n ",
+ "\n **Does every data point in charts or lists exactly match the provided material?**\n Ensure numbers like \"39.8km/h\" or \"27.5km\" are precise.\n\n If **no**, specify which data point is inaccurate.\n "
+ ]
+}
diff --git a/talk/middle_school_presentation/05/generation_task/statistics.yaml b/talk/middle_school_presentation/05/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..0650bf89ebe73a63123b7372bd1431f7359f4c67
--- /dev/null
+++ b/talk/middle_school_presentation/05/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/05
+category: talk
+input_metrics:
+ total_input_tokens: 3303
+ generation_prompt_tokens: 1519
+ materials_total_tokens: 1784
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 1784
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 14
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 26
+ total_count: 56
diff --git a/talk/middle_school_presentation/05/material.md b/talk/middle_school_presentation/05/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..aa797c6e20bc881b3c3195175c8b7a85f488714f
--- /dev/null
+++ b/talk/middle_school_presentation/05/material.md
@@ -0,0 +1,99 @@
+# Speech Draft: The Lifeline of Our City – Beijing Subway
+
+**Presenter:** Runyang Li
+**Class:** Class 4, Grade 7
+**Topic:** Beijing Subway
+
+---
+
+**[Introduction]**
+
+Good morning, respected teachers and fellow classmates.
+
+My name is Runyang Li, and I am proud to represent Class 4, Grade 7. Today, I want to take you on a journey—not a journey by plane or by boat, but a journey through the underground arteries of our magnificent city. Today, we are going to talk about the heartbeat of Beijing: the Beijing Subway.
+
+We all live in this vast, bustling metropolis, and for many of us, the subway is a daily reality. It is how we get to school, how our parents get to work, and how we explore the wonders of our capital. But how often do we stop to really think about the massive network beneath our feet? In this presentation, I will guide you through four main aspects of this incredible system.
+
+First, I will provide a general introduction to the Beijing Subway, looking at the impressive numbers that define it.
+Second, we will travel back in time to explore the history of the subway, from its origins to its current state.
+Third, we will discuss the significance of the subway—why it is so vital for our urban life.
+And finally, I will share with you my personal favorite subway line, Line 12, and explain why it stands out to me.
+
+Let us begin our journey.
+
+---
+
+**[Part 1: The Introduction of Beijing Subway]**
+
+To truly understand the Beijing Subway, we must first look at the sheer scale of it. It is not just a collection of trains; it is a massive, sprawling network that holds our city together.
+
+When we look at the data for the year 2025, the numbers are breathtaking. The total distance covered by the Beijing Rail Transit Lines is a staggering **879 kilometers**. Imagine that distance! It is an enormous span of track that winds its way through every corner of our capital.
+
+This network is composed of **27 distinct lines**. Each line has its own color, its own route, and its own personality, weaving together to form a comprehensive web of transportation. Within this web, there are **522 stations**. That means there are 522 entry points into this underground world, 522 places where people begin and end their journeys every single day.
+
+One of the key words we must understand when talking about this system is "inaugurated." To be inaugurated means to be introduced or to begin officially. Since the subway was first inaugurated, it has grown into something truly characteristic of modern Beijing.
+
+How would we describe the characteristics of our subway today?
+First, it is **busy**. Millions of people rely on it.
+Second, it is **extensive**. As the 879 kilometers suggest, it reaches far and wide.
+Third, it has **wide-ranging coverage**. Whether you are in the city center or the suburbs, the subway is likely nearby.
+And fourth, it is **cheap**. It remains an affordable way for everyone to travel.
+
+This brings us to another crucial concept: **accessibility**. Accessibility is about how easy it is for people to use the system. With 522 stations, the Beijing Subway offers incredible accessibility, allowing citizens from all walks of life to move freely throughout the city.
+
+---
+
+**[Part 2: The History of Beijing Subway]**
+
+Now, let us step back into the past. The Beijing Subway we see today is very different from how it started.
+
+The story begins in **1969**. This was the launch time of the very first line. However, the purpose back then was quite different from what we know today. In 1969, the primary purpose of the subway was actually for **defense**. It was built during a time of tension, and the underground tunnels were designed to provide safety and security for the nation. It was a project born out of necessity and protection.
+
+However, as time went on, the role of the subway evolved. The development of the network **accelerated**. We moved from a single line focused on defense to a civilian transport network that grew at an incredible speed. The network became **vast**, expanding year after year to keep up with the growth of Beijing.
+
+Today, the subway is focused on **integrating** the city. It connects different districts, different communities, and different functions of the city into one unified whole. Furthermore, modern development has focused on making the system **eco-friendly**. Unlike the smoky vehicles of the past, our modern electric subway trains are clean and green, contributing to a better environment.
+
+So, if we look at the history, we can see two main characteristics. It is **old**, carrying the legacy of 1969 and the memories of the past. But at the same time, it is incredibly **useful**, having adapted to become the backbone of modern Beijing transportation.
+
+---
+
+**[Part 3: The Significance of Beijing Subway]**
+
+Why does this all matter? Why is the subway so important to us? This brings us to the significance of the Beijing Subway.
+
+We live in an **urban** environment, and with any major city comes a major problem: **congestion**. We have all seen the traffic jams on the ring roads. Cars comprised of steel and rubber, stuck bumper to bumper. The subway is the solution to this. One of its most significant roles is easing traffic congestion. By taking millions of people off the roads and putting them into trains, we reduce the gridlock on our streets.
+
+This leads to another benefit: **reducing pollution**. Fewer cars mean less exhaust fumes, which means clearer skies for all of us.
+
+The subway also plays a critical role in how our city functions by enhancing **connectivity**. Think about the layout of Beijing. We have **residential** areas where people live, and we have **commercial** areas where people work and shop. The subway acts as the bridge between these two worlds. It enhances the connectivity between our homes and our workplaces, allowing the city to function smoothly.
+
+It is **vital**. Without the subway, Beijing would come to a standstill. Its **efficiency** allows people to predict their travel times without worrying about traffic jams. Its **affordability** ensures that every citizen, regardless of income, can participate in the life of the city. And its **extensive** nature means it serves the many, not just the few.
+
+---
+
+**[Part 4: My Favorite Subway Line]**
+
+Finally, I would like to share a more personal part of this presentation. Among all the 27 lines, I have a favorite. It is **Line 12**.
+
+Let me tell you why Line 12 is so impressive by looking at its technical specifications.
+The **distance** of this line is **27.5 kilometers**. It is a significant stretch of track that serves a very specific and important corridor of the city.
+
+The **average speed** of the trains on Line 12 is about **39.8 kilometers per hour**. This might not sound like a race car, but for a subway system with frequent stops, this is a highly efficient speed that balances safety with punctuality.
+
+The line runs between two major terminals: **Dongbabei** and **Sijiqingqiao**. Between these two points, there are **20 stations**, each one serving a unique community and providing access to thousands of people.
+
+But what truly amazes me about Line 12 is the trains themselves. The line utilizes **4A or 8A** type trains. These are massive feats of engineering. A single train has a capacity of **1728** people. And if we look at the 8A configuration, it can carry **3456 people per train**!
+
+Just imagine that—over three thousand people moving together in a single vehicle, efficiently and safely. It is a marvel of modern capacity and organization.
+
+---
+
+**[Conclusion]**
+
+In conclusion, the Beijing Subway is more than just a transportation tool. From its humble beginnings in 1969 as a defense project to its status today as an eco-friendly, vast, and integrated network of 27 lines and 522 stations, it tells the story of our city’s growth.
+
+It solves our urban congestion, connects our residential and commercial lives, and provides an accessible, cheap, and vital service to millions. Whether you are riding the historic Line 1 or the impressive Line 12 with its massive passenger capacity, you are part of a system that keeps Beijing moving forward.
+
+Thank you very much for listening to my presentation.
+
+*(Logos: Beijing Subway / BJMTR)*
\ No newline at end of file
diff --git a/talk/middle_school_presentation/06/generation_task/instructions.md b/talk/middle_school_presentation/06/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..8b714b48dc788ef50c4ffc1dc972707e63b2a28c
--- /dev/null
+++ b/talk/middle_school_presentation/06/generation_task/instructions.md
@@ -0,0 +1,107 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ * Include the title: "Is Shen Gongbao Worthy of Sympathy?".
+ * Include a subtitle indicating the context: "A Character Analysis of Ne Zha 2".
+ * List the presenter's name: Li.
+ * Include the date: March 21, 2025.
+
+* **Introduction Slide:**
+ * Briefly introduce the movie context: The popularity of the record-breaking movie .
+ * Mention the variety of characters (Ne Zha, Ao Guang).
+ * Introduce the central question: How do we perceive Shen Gongbao?
+
+* **The Conventional View (The Villain):**
+ * Present the initial perception of Shen Gongbao as a "role of Evil".
+ * List his negative actions: Stealing the Spiritual Pearl and attempting to kill Ne Zha.
+
+* **The Sympathetic View (Prejudice):**
+ * Discuss why he is worthy of sympathy regarding his career and background.
+ * Explain the prejudice he faces: His master dislikes him because he was an animal, despite being more capable than Tai Yi.
+ * Highlight the quote/theme: "Prejudice is a mountain in people's minds."
+
+* **The Sympathetic View (Tragedy & Ethics):**
+ * Detail the personal tragedy: His father was killed by Ne Zha.
+ * Explain his moral choice: He chooses not to kill Ne Zha’s parents for revenge because he understands they did not order the killing.
+
+* **Redemption Actions:**
+ * Describe his positive actions: Helping Ne Zha's parents hide and fighting the three dragons alone.
+ * Use images or descriptions to visualize the fight scene if possible.
+
+* **Character Analysis:**
+ * Analyze his core motivations: He is aspiring (wants to become one of the 12 golden gods) and family-loving.
+ * Conclude that he is not a simple "bad guy" but acts for sensible reasons.
+
+* **Conclusion Slide:**
+ * Summarize the complexity of human beings shown through this character.
+ * Discuss how the audience can see themselves in Shen Gongbao.
+
+* **Thank You Slide:**
+ * Include a "Thank You" message for listening.
+
+---
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/06/generation_task/judge_prompt.json b/talk/middle_school_presentation/06/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..08a2aa4df097d10692c5b5cc47322125e2dd1707
--- /dev/null
+++ b/talk/middle_school_presentation/06/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n **Does the first slide list the title?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the first slide list the subtitle?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the first slide list the presenter's name?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the first slide list the date?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is there a slide dedicated to introducing the background of the movie ?**\n\n The introduction slide should mention the movie's popularity and introduce the characters.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include the \"Conventional View\" section portraying Shen Gongbao as a villain?**\n\n It should list his negative actions, such as stealing the Spiritual Pearl or attempting to kill Ne Zha.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include the \"Sympathetic View\" regarding prejudice?**\n\n It should discuss his master's dislike for him and the concept that \"Prejudice is a mountain.\"\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include the \"Sympathetic View\" regarding his personal tragedy and ethics?**\n\n It should mention his father's death and his choice not to kill Ne Zha's parents for revenge.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck cover Shen Gongbao's \"Redemption Actions\"?**\n\n It should describe him helping Ne Zha's parents hide or fighting the dragons alone.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is there a \"Character Analysis\" slide describing his motivations?**\n\n The slide should analyze him as \"aspiring\" and \"family-loving.\"\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the conclusion slide summarize the complexity of human beings?**\n\n The conclusion should discuss how the audience can see themselves in the character.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is the content visually supported by relevant images from the movie?**\n\n The slide deck should include images such as character posters or fight scenes.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include a \"Thank You\" slide?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n "
+ ],
+ "material_dependent_checklist_2": [
+ "\n **Does the first slide correctly list the title?**\n The title should be \"Is Shen Gongbao Worthy of Sympathy?\".\n\n If **no**, specify if the title is missing, or not aligned with the provided document.\n ",
+ "\n **Does the first slide correctly list the subtitle?**\n The subtitle should be \"A Character Analysis of Ne Zha 2\".\n\n If **no**, specify if the subtitle is missing, or not aligned with the provided document.\n ",
+ "\n **Does the first slide correctly list the presenter's name?**\n The presenter's name should be \"Li\".\n\n If **no**, specify if the presenter's name is missing, or not aligned with the provided document.\n ",
+ "\n **Does the first slide correctly list the date?**\n The date should be \"March 21, 2025\".\n\n If **no**, specify if the date is missing, or not aligned with the provided document.\n ",
+ "\n **Is the reason for the master's dislike accurately stated?**\n The slides must state that the master dislikes him because he was an animal (or of animal origin).\n\n If **no**, specify if the reason is incorrect or missing.\n ",
+ "\n **Is the quote regarding prejudice accurately included?**\n The slides should include the quote or theme: \"Prejudice is a mountain in people's minds.\"\n\n If **no**, specify if the quote is missing or inaccurate.\n ",
+ "\n **Are the details of the tragedy accurate?**\n The slides should correctly state that his father was killed by Ne Zha.\n\n If **no**, specify if the killer or the victim is identified incorrectly.\n ",
+ "\n **Are the redemption actions factually accurate?**\n The slides should mention fighting the \"three dragons\" specifically.\n\n If **no**, specify if the enemy (dragons) or the action is described incorrectly.\n ",
+ "\n **Is Shen Gongbao's specific career goal accurately listed?**\n The slides should mention his aspiration to become one of the \"12 golden gods\".\n\n If **no**, specify if the specific rank/goal is missing or incorrect.\n ",
+ "\n **Are the character names spelled correctly?**\n Check for the correct spelling of \"Ne Zha\", \"Ao Guang\", \"Tai Yi\", and \"Shen Gongbao\".\n\n If **no**, specify which names are misspelled.\n ",
+ "\n **Does the presentation avoid fabricated plot points?**\n The content must not invent new plot details outside of stealing the pearl, the family tragedy, and the dragon fight as described in the source.\n\n If **no**, indicate any factual inaccuracies or added details that do not have a basis in the provided background materials.\n "
+ ]
+}
diff --git a/talk/middle_school_presentation/06/generation_task/statistics.yaml b/talk/middle_school_presentation/06/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..344a865fc5b5c9c35d5098833e7cf6a0b3f298c9
--- /dev/null
+++ b/talk/middle_school_presentation/06/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/06
+category: talk
+input_metrics:
+ total_input_tokens: 3304
+ generation_prompt_tokens: 1480
+ materials_total_tokens: 1824
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 1824
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 13
+ Content Correctness: 11
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/middle_school_presentation/06/material.md b/talk/middle_school_presentation/06/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..ed059cb4906a5a27d83e6446db66c7de23f5ed6c
--- /dev/null
+++ b/talk/middle_school_presentation/06/material.md
@@ -0,0 +1,49 @@
+# Beyond Good and Evil: The Tragedy and Redemption of Shen Gongbao
+
+Good morning everyone. Thank you for being here today.
+
+We are living in an era of cinematic storytelling where the lines between heroes and villains are becoming increasingly blurred, and nowhere is this more evident than in the record-breaking phenomenon that is the movie *Ne Zha 2*. This film has captured the hearts of millions, dominating the box office and sparking conversations across the country. When we talk about this movie, it is easy to gravitate toward the obvious stars. We naturally cheer for Ne Zha, the fiery, defiant hero who challenges his destiny. We might find ourselves captivated by Ao Guang, whose tragic beauty and handsome design make him an instant favorite among fans. These characters are designed to be loved; they fit the molds of the protagonist and the sympathetic antagonist perfectly.
+
+But today, I want to challenge you to look away from the spotlight. I want to draw your attention to the shadows, to a character who is often dismissed, ridiculed, or despised. I want to talk about Shen Gongbao.
+
+When we leave the theater, the question often arises: Who is your favorite character? Rarely does anyone say "Shen Gongbao." And why would they? On the surface, he presents himself as the quintessential villain. If we look at his resume of actions, it is a list of crimes and treacheries. He is the one who steals the Spiritual Pearl, the very essence of good that was meant for Ne Zha. He is the one who orchestrates plots to stop and kill the protagonist. He stands in opposition to everything the hero represents. In the traditional narrative structure, he is the obstacle, the "bad guy" who exists solely to be defeated so that the hero can shine.
+
+However, if we stop there—if we simply label him as "evil" and move on—we are missing the heart of the story. We are missing the most profound lesson that *Ne Zha 2* has to offer. I am here to argue that Shen Gongbao is not only worthy of our attention but is deeply worthy of our sympathy. He is perhaps the most human character in a story filled with gods and monsters.
+
+To understand Shen Gongbao, we must first understand his pain. We must look at the environment that shaped him. We often judge a person’s actions without looking at the soil in which their character grew. Shen Gongbao is a man defined by ambition, yes, but that ambition is born from a desperate need for validation. He is undeniably capable. In fact, if we look at his skills, his dedication, and his cultivation, he is arguably more capable than Tai Yi, his rival. Tai Yi is often portrayed as lazy, drinking on the job, and careless. Shen Gongbao is diligent, focused, and disciplined.
+
+In a meritocracy, Shen Gongbao would be the chosen one. He would be the hero. But he does not live in a meritocracy. He lives in a world governed by bias. His master, the supreme authority, does not like him. Why? Is it because he lacks skill? No. Is it because he is lazy? No. It is for a reason entirely out of his control: his origin. Shen Gongbao was an animal—a leopard spirit—before he cultivated a human form. Because of this background, he is permanently marked as "lesser" in the eyes of the establishment.
+
+There is a line from the movie that Shen Gongbao delivers, a line that resonates with a haunting truth: "Prejudice is a mountain in people's minds."
+
+Think about the weight of that statement. A mountain cannot be moved easily. You can shout at it, you can push against it, but it remains. Shen Gongbao has spent his entire life trying to climb a mountain that was built to keep him down. No matter how hard he works, no matter how much better he performs than his peers, he is always judged not by what he does, but by what he *is*. He aspires to become one of the 12 Golden Gods. This is not a desire for world domination; it is a desire for inclusion. He wants a seat at the table. He wants to prove that a person’s origin does not define their destiny. In this light, is he a villain? Or is he a victim of systemic injustice fighting for the recognition he rightfully deserves?
+
+This struggle for professional recognition is compounded by a deep, personal tragedy. In *Ne Zha 2*, we learn that Shen Gongbao is not just a disgruntled employee; he is a grieving son and brother. The narrative reveals a devastating blow: his father was killed by Ne Zha. His little brother is gone.
+
+Imagine that pain. Imagine the fury that would consume you if someone took away your family. In almost any other story, this would be the justification for a total, scorched-earth revenge. We would expect Shen Gongbao to burn the world down to avenge his kin. We would expect him to target Ne Zha’s family, to visit the sins of the child upon the parents. That is the standard "villain" playbook.
+
+But this is where Shen Gongbao breaks the mold. This is where he shows a moral complexity that elevates him above a simple antagonist.
+
+He has the opportunity. He has the power. Yet, he does not kill Ne Zha’s parents to exact revenge for his family. Why? Because he possesses a sense of justice that transcends his anger. He realizes that the order to kill his family did not come from Ne Zha’s parents. He is capable of distinguishing the innocent from the guilty, even through the red haze of his own grief. This restraint is remarkable. It takes a tremendous amount of character to hold back the sword of vengeance when your heart is breaking. It shows that he is not a monster acting on instinct, but a thinking, feeling being who wrestles with ethics.
+
+Furthermore, his actions shift from passive restraint to active redemption. He does not just spare Ne Zha’s parents; he saves them. In a turn of events that surprises the audience, Shen Gongbao helps Ne Zha’s parents hide. He protects them.
+
+And then comes the moment that truly defines his worthiness of sympathy and respect. He fights the three dragons alone.
+
+Picture that scene. On one side, you have the terrifying power of the dragon clan, ancient and formidable. On the other side, you have Shen Gongbao. He is outnumbered. He is an outcast. He is rejected by his master and hated by his enemies. Yet, he stands his ground. He puts his life on the line. This is not the behavior of a coward or a sneak. This is the behavior of a warrior. He fights not for personal gain in that moment, but to protect.
+
+When we analyze these layers, the label of "Evil" begins to peel away. What is left underneath?
+
+We see a character who is aspiring. He is "shangjin"—always looking to improve, always trying to climb higher despite the odds stacked against him. He represents the struggle of every person who has ever felt overlooked, every person who has worked twice as hard to get half as far because of who they are or where they come from.
+
+We see a character who is family-loving. His motivations are not abstract; they are rooted in love for his father and his brother. His grief is real. His pain is valid.
+
+We see a character capable of rationality. He does not let hate consume his logic. He acts for sensible reasons, driven by a desire to correct the injustices of his world, even if his methods are sometimes flawed.
+
+So, when we ask, "Is Shen Gongbao worthy of sympathy?" the answer must be a resounding yes. He serves as a mirror for us. He reflects the complexity of human beings. None of us are purely good or purely evil. We all have ambitions. We all face prejudices, whether they are mountains or molehills. We all suffer loss. And we all have to make choices between revenge and doing what is right.
+
+Shen Gongbao makes us uncomfortable because we see a part of ourselves in him. We see the frustration of being judged unfairly. We see the desperate desire to prove our worth. And in his moments of redemption, in his solitary fight against the dragons, we see the potential for heroism that exists even in the most flawed among us.
+
+In conclusion, do not dismiss Shen Gongbao as just another villain to be defeated. Look at his struggle. Look at the mountain he carries on his back. He is a tragic figure, a dedicated worker, a grieving son, and in his own way, a hero fighting a war that was rigged against him from the start. He is not just a character on a screen; he is a testament to the difficult, painful, and beautiful complexity of being alive.
+
+Thank you.
\ No newline at end of file
diff --git a/talk/middle_school_presentation/07/generation_task/instructions.md b/talk/middle_school_presentation/07/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..ffca4c6b10adec149cc5881b7bafab27066a2c98
--- /dev/null
+++ b/talk/middle_school_presentation/07/generation_task/instructions.md
@@ -0,0 +1,100 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ * Include the title: "Artificial Intelligence: Friend or Foe?".
+ * Include the presenter's name (Li).
+
+* **Definition Slide:**
+ * Define what AI is based on the material (a field of computer science creating intelligent machines).
+ * Explain how AI thinks and acts like humans (algorithms, perception, recognition).
+ * **Vocabulary Highlight:** Briefly list key terms from the text such as "Algorithms", "Perception", and "Recognition" with their phonetic symbols if possible.
+
+* **AI vs Human Beings (Advantages):**
+ * Detail the advantages of AI over humans.
+ * Highlight key metrics: high accuracy, speed, and processing vast amounts of data.
+ * **Examples:** Include specific examples from the text, such as AI-powered robots in factories and AI in healthcare for diagnosing diseases.
+
+* **AI vs Human Beings (Disadvantages):**
+ * Explain the limitations of AI compared to humans.
+ * Mention the lack of creativity, empathy, emotional intelligence, and consciousness.
+ * Emphasize the concept that AI complements rather than fully replaces human intelligence.
+
+* **Ethical Considerations and Future Risks:**
+ * Discuss the need for ethical development and serving the greater good.
+ * Outline potential risks and challenges mentioned in the text, specifically job displacement and privacy concerns.
+ * Mention the necessity of human intervention and oversight.
+
+* **Conclusion Slide:**
+ * Summarize the core message: AI is both a friend and a foe.
+ * Conclude with the empowering message of harnessing AI's power to improve the world.
+
+* **Thank You Slide:**
+ * Include a "Thank You" message.
+
+---
+
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/07/generation_task/judge_prompt.json b/talk/middle_school_presentation/07/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..2ec217de5798d0d9cb614ee98cb9c09b9d03e1a9
--- /dev/null
+++ b/talk/middle_school_presentation/07/generation_task/judge_prompt.json
@@ -0,0 +1,29 @@
+{
+ "material_dependent_checklist_1": [
+ "\n **Does the first slide list the title?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the first slide list the presenter's name?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is there a specific slide (or section) dedicated to the definition of AI?**\n\n The slide should explain that AI is a field of computer science aimed at creating intelligent machines.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include a \"Vocabulary Highlight\" or list of key terms?**\n\n It should briefly list key terms such as \"Algorithms\", \"Perception\", and \"Recognition\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck cover the \"Advantages\" of AI compared to human beings?**\n\n It should mention key metrics like high accuracy, speed, and processing vast amounts of data.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include specific examples of AI application in factories and healthcare?**\n\n The slides should mention AI-powered robots in factories and/or AI diagnosing diseases in healthcare.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck cover the \"Disadvantages\" or limitations of AI?**\n\n It should mention AI's lack of creativity, empathy, emotional intelligence, or consciousness.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the presentation explicitly mention that AI \"complements\" rather than fully replaces human intelligence?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is there a section on \"Ethical Considerations\" or potential risks?**\n\n The slides should discuss issues like job displacement or privacy concerns.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the conclusion slide summarize the core message (Friend vs. Foe) and mention \"harnessing the power\" of AI?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Are there charts, diagrams, or visual layouts used to compare \"Man vs Machine\" or \"Pros and Cons\"?**\n\n The constraint requires using layouts to visually compare these aspects rather than relying only on text.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include a \"Thank You\" slide?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n "
+ ],
+ "material_dependent_checklist_2": [
+ "\n **Does the first slide correctly list the title?**\n The title should be \"Artificial Intelligence: Friend or Foe?\".\n\n If **no**, specify if the title is missing, or not aligned with the provided document.\n ",
+ "\n **Does the first slide correctly list the presenter's name?**\n The presenter's name should be \"Li\".\n\n If **no**, specify if the name is missing, or not aligned with the provided document.\n ",
+ "\n **Is the definition of AI factually accurate based on the source text?**\n It should be defined as a field of computer science creating intelligent machines that think/act like humans (via algorithms, perception, recognition).\n\n If **no**, specify what is inaccurate.\n ",
+ "\n **Are the vocabulary terms (Algorithms, Perception, Recognition) correctly spelled and presented?**\n\n If **no**, specify any spelling errors or missing terms.\n ",
+ "\n **Are the advantages of AI (accuracy, speed, data processing) accurately represented without exaggeration?**\n\n If **no**, specify which advantage is misrepresented based on the source text.\n ",
+ "\n **Are the specific examples (robots in factories, healthcare diagnosis) accurately described?**\n For example, robots work more efficiently, and AI diagnoses more accurately/quickly.\n\n If **no**, specify any factual errors in the examples.\n ",
+ "\n **Are the limitations of AI (lack of consciousness/self-awareness/empathy) accurately distinguished from human traits?**\n\n If **no**, explain any confusion between AI capabilities and human traits.\n ",
+ "\n **Is the ethical stance (need for oversight, serving the greater good) accurately reflected?**\n The slides should state that development depends on human intervention/oversight.\n\n If **no**, specify if this crucial nuance is missing or incorrect.\n ",
+ "\n **Does the conclusion accurately reflect the balanced view of the background material?**\n It should conclude that AI is *both* friend and foe, not just one or the other.\n\n If **no**, specify if the conclusion is biased or misses the \"harnessing power\" point.\n ",
+ "\n **Is the tone of the presentation appropriate for a middle school English classroom?**\n The language should be clear, accessible, and not overly academic, explaining terms where necessary.\n\n If **no**, specify which parts are too complex or inappropriate for the target audience.\n ",
+ "\n **Does the presentation avoid fabricated facts or information not found in the source text?**\n\n If **no**, indicate any factual inaccuracies or added details that do not have a basis in the provided background materials.\n "
+ ]
+}
diff --git a/talk/middle_school_presentation/07/generation_task/statistics.yaml b/talk/middle_school_presentation/07/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..125e2fd4f7d34aa7a6a74cd76f4454a4e0c8d212
--- /dev/null
+++ b/talk/middle_school_presentation/07/generation_task/statistics.yaml
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+case_path: talk/middle_school_presentation/07
+category: talk
+input_metrics:
+ total_input_tokens: 3491
+ generation_prompt_tokens: 1374
+ materials_total_tokens: 2117
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 2117
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 11
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 23
+ total_count: 53
diff --git a/talk/middle_school_presentation/07/material.md b/talk/middle_school_presentation/07/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..d705a80732eefc4a4e4a06f0f3d76a93848e37a2
--- /dev/null
+++ b/talk/middle_school_presentation/07/material.md
@@ -0,0 +1,92 @@
+# Artificial Intelligence: Friend or Foe?
+## A Keynote Address on the Future of Human-Machine Collaboration
+
+Good morning/afternoon, honorable judges, teachers, and fellow students.
+
+Imagine a world where diseases are diagnosed in seconds before a symptom even appears. Imagine a world where dangerous jobs are handled without risking a single human life. Now, imagine a world where machines decide who gets a job, who gets a loan, or where privacy is a memory of the past.
+
+The fascinating, and sometimes terrifying, truth is that we do not have to imagine these worlds separately. We are living in the dawn of an era that holds the potential for both. We are standing at the edge of a new frontier, defined by two powerful words: Artificial Intelligence.
+
+Today, I stand before you to discuss a question that has moved from the pages of science fiction novels into the headlines of our daily newspapers and the notifications on our phones: Is Artificial Intelligence a friend, or is it a foe?
+
+### Part I: Demystifying the Machine
+
+Before we can judge whether AI is a hero or a villain, we must first understand what it actually is. When we hear "Artificial Intelligence," many of us picture the glossy, human-like robots from movies—machines that walk, talk, and perhaps plot to take over the world. But the reality is less cinematic and more fundamental.
+
+AI is, at its core, a branch of computer science. It is the pursuit of creating intelligent machines that can think and act like humans. It is the science of making computers do things that would normally require human intelligence. But how does it do this? It relies on three pillars: **Algorithms**, **Perception**, and **Recognition**.
+
+Let’s look at that first word: **Algorithms**. It sounds technical, but think of an algorithm as a very advanced recipe. It is a set of rules and instructions that tells the computer how to solve a problem. Just as a recipe tells a baker how to turn flour and eggs into a cake, an algorithm tells a computer how to turn data into decisions.
+
+Then we have **Perception** and **Recognition**. For a long time, computers were blind calculators. They could do math, but they couldn't "see" or "hear." AI has changed that. Through visual perception, machines can now "see" the world through cameras. Through speech recognition, they can "hear" our commands. When you unlock your phone with your face, or when you ask a smart speaker to play your favorite song, you are witnessing these pillars in action. The machine is perceiving the physical world and recognizing patterns within it.
+
+So, we have established that AI is a tool—a sophisticated, sensing, calculating tool. But the nature of a tool is defined by how it is used and what it replaces. This brings us to the great debate.
+
+### Part II: The Friend – Efficiency, Speed, and Accuracy
+
+Let us first look at the hand of friendship that AI extends to humanity. Why are we developing this technology? The answer lies in our own limitations. As humans, we are incredible, but we are also biological. We get tired. We get distracted. Our processing speed is limited.
+
+AI suffers from none of these human frailties. The primary advantages of AI are its ability to perform tasks with incredibly high accuracy and speed, and its capacity to process vast amounts of data in a short amount of time.
+
+Consider the factory floor. In the industrial age, humans worked in dangerous, repetitive environments. They risked injury, and over long shifts, fatigue led to mistakes. Today, AI-powered robots in factories work with surgical precision. They do not need sleep. They do not suffer from back pain. They work more efficiently than any human worker ever could, ensuring that the products we use are built safely and reliably. In this context, AI is a friend to the worker, liberating them from the most dangerous and monotonous tasks.
+
+But let’s move from the factory to something even more critical: Healthcare.
+
+This is perhaps the most hopeful frontier of Artificial Intelligence. In medicine, every second counts, and accuracy is a matter of life and death. Human doctors are heroes, but they are also human. They cannot memorize every medical journal published in the last ten years. They cannot look at a thousand X-rays in a minute.
+
+AI can. In healthcare, AI is currently being used to **diagnose** diseases more accurately and quickly than human doctors. An AI algorithm can scan medical images for the tiniest signs of cancer that the human eye might miss. It can analyze a patient's genetic history against millions of other cases to predict potential health risks. In this scenario, AI is not just a friend; it is a lifesaver. It acts as a super-powered assistant to our doctors, giving them the information they need to save lives.
+
+When we look at these examples—robots building our world and algorithms healing our bodies—it is easy to conclude that AI is the greatest friend humanity has ever known. It amplifies our abilities and covers our weaknesses.
+
+### Part III: The Foe – The Limitations and The Risks
+
+However, we must not be blinded by the brilliance of this technology. If AI is a mirror reflecting our potential, it also reflects our vulnerabilities. We must ask: What is missing?
+
+While AI can calculate, process, and execute, it lacks the very essence of what makes us human. AI lacks **creativity**. It can generate a painting based on a thousand other paintings, but it cannot feel the inspiration of a sunset. It lacks **empathy**. A robot nurse can administer medicine at the exact right time, but it cannot hold a patient's hand and genuinely understand their fear/pain. It lacks **emotional intelligence**. It cannot read the subtle tension in a room or comfort a grieving friend.
+
+Most importantly, AI lacks **consciousness** and **self-awareness**. It does not know that it exists. It processes data, but it does not "understand" the data in the way we do. It has no moral compass, no soul, and no intuition.
+
+This leads us to the darker side of the equation—the "Foe."
+
+Because AI lacks these human qualities, it relies entirely on the data we feed it and the rules we set. This creates significant risks. The two biggest challenges we face today are **job displacement** and **privacy concerns**.
+
+As machines become more capable, the fear that they will replace human workers is real. If a robot can do a job faster and cheaper, what happens to the person who used to do that job? This is a valid economic anxiety that society must address.
+
+Furthermore, in its hunger for data to learn and grow, AI requires information—our information. Privacy concerns are mounting as algorithms track our behavior, our preferences, and our movements. If we are not careful, the tool meant to serve us could become a tool that surveys us.
+
+We must also consider the ethical implications. Because AI lacks consciousness, it cannot make ethical decisions. It can only follow its programming. If the data is biased, the AI will be biased. We need to ensure that the development of AI is **ethical** and serves the greater good of society. We must be the conscience for the machine.
+
+### Part IV: The Verdict – Complement, Not Replace
+
+So, we return to our central question: Will AI take over human beings?
+
+The answer, based on where we stand today, is no. But the nuance is important. AI is not here to replace human intelligence; it is here to **complement** it.
+
+Think of a telescope. A telescope allows an astronomer to see further than the naked eye, but the telescope does not replace the astronomer. The telescope has no curiosity; it has no desire to explore. It is the human who asks the questions; the tool merely helps find the answers.
+
+AI is our telescope for the mind. It extends our brainpower. It handles the "heavy lifting" of data processing so that we can focus on what we do best: creative problem solving, ethical reasoning, and compassionate leadership. The development of AI is dependent on human intervention and oversight. It needs us to guide it, to correct it, and to set the boundaries.
+
+### Part V: Our Role as Students
+
+Now, what does this mean for us? We are students. We are the generation that will grow up in a world where AI is as common as electricity.
+
+We have a responsibility. We cannot just be passive consumers of this technology; we must be active participants in its future.
+
+First, we must educate ourselves. We need to understand not just how to code, but how these systems work. We need to understand the logic behind the **algorithms**.
+
+Second, we must champion the human elements. As AI takes over technical tasks, our human skills—creativity, empathy, teamwork, and ethics—become even more valuable. We must cultivate the things that machines cannot replicate.
+
+Third, we must be the guardians of ethics. We need to be aware of the potential risks, like job displacement and privacy issues, and work towards finding solutions. When we enter the workforce, whether we become engineers, lawyers, doctors, or artists, we must ensure that AI is used to help people, not to harm them.
+
+### Conclusion
+
+In conclusion, is Artificial Intelligence a friend or a foe?
+
+It is neither, and it is both. AI is a tool of immense power. Like fire, it can warm our homes and cook our food, or it can burn everything to the ground. The difference lies not in the fire, but in how we handle it.
+
+It has the potential to revolutionize the way we live and work. It can cure diseases, solve climate change models, and connect the world. But it also poses risks that require our vigilance, our wisdom, and our humanity to address.
+
+We can harness the power of AI to improve the world for all of us. But we must never forget that while we teach machines to learn, we must never stop learning to be better humans. The future is not about Man versus Machine. It is about Man working with Machine, guided by human values, to create a future that is efficient, ethical, and empathetic.
+
+Let us make AI a friend to humanity. Let us use it to build a brighter future.
+
+Thank you.
\ No newline at end of file
diff --git a/talk/middle_school_presentation/08/generation_task/instructions.md b/talk/middle_school_presentation/08/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..3079cf2aff1d40563e45b2238dee32481b87363b
--- /dev/null
+++ b/talk/middle_school_presentation/08/generation_task/instructions.md
@@ -0,0 +1,99 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ * Include the title "The Power of Resilience in the Face of Adversity".
+ * Include a subtitle with the event name ("English Speaking Exhibition").
+ * List the presenter's name (Li).
+
+* **Introduction Slide:**
+ * Briefly introduce the topic: Resilience as a quality that defines the human spirit.
+ * Highlight that resilience carries individuals and societies through the darkest of times.
+
+* **Defining Resilience:**
+ * Include slides to clearly define what resilience is.
+ * Explain that it is the ability to bounce back from setbacks and adapt to adversity.
+ * Clarify that resilience is not about avoiding failure, but about how we respond to it; it separates those who give up from those who rise stronger.
+
+* **Examples of Resilience:**
+ * **Everyday Heroes:** Discuss the resilience of ordinary people. Mention single parents, healthcare workers, and students overcoming personal struggles. Use these examples to show how struggles are stepping stones to greatness.
+ * **Historical Figures:** Highlight famous figures who showcased resilience. Nelson Mandela and Malala Yousafzai must be included as examples of persevering through immense challenges.
+
+* **Strategies to Build Resilience:**
+ * **Embrace Failure:** Discuss the importance of viewing failure as a teacher. Include the perspective of Thomas Edison (finding 10,000 ways that would not work) to illustrate failure as part of the journey.
+ * **Support Systems:** Explain the necessity of not going through life alone. Emphasize leaning on others and surrounding oneself with people who uplift us.
+ * **Mindset of Hope:** Define hope as the belief that things will get better. Explain how hope provides the courage to keep going when odds are against us.
+
+* **Conclusion Slide:**
+ * Summarize the main point: Resilience is a choice, not just a trait.
+ * Include the final call to action asking the audience what they will do the next time life knocks them down (stay down or rise).
+
+* **Thank You Slide:**
+ * Include a "Thank You" message.
+ * List the presenter's name (Li).
+
+---
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/08/generation_task/judge_prompt.json b/talk/middle_school_presentation/08/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..d5846d513590bf7264553f9163597ba3d908a3bc
--- /dev/null
+++ b/talk/middle_school_presentation/08/generation_task/judge_prompt.json
@@ -0,0 +1,34 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the first slide list the title?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the event name?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the presenter?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a slide dedicated to introducing the topic of Resilience?**\n\n The introduction slide should introduce resilience as a quality defining the human spirit that carries individuals through dark times.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a definition of Resilience?**\n\n It should mention the ability to bounce back from setbacks, adapt to adversity, and clarify that it is not about avoiding failure.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a section on \"Everyday Heroes\"?**\n\n It should mention specific examples of ordinary people such as single parents, healthcare workers, or students.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a section on \"Historical Figures\"?**\n\n It must explicitly include Nelson Mandela and Malala Yousafzai.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a strategy regarding \"Embracing Failure\"?**\n\n It should discuss viewing failure as a teacher and include Thomas Edison's perspective.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a strategy regarding \"Support Systems\"?**\n\n It should explain the necessity of not going through life alone and leaning on others.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a strategy regarding \"Mindset of Hope\"?**\n\n It should define hope as the belief that things will get better and a source of courage.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is the content visually supported by relevant images?**\n\n The slide deck should include images relevant to the content, such as images of Edison, Mandela, or symbolic images of overcoming obstacles.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the conclusion slide summarize the main points and include a call to action?**\n\n The conclusion should state that resilience is a choice and ask the audience what they will do when life knocks them down.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a \"thank you\" slide?**\n\n The \"thank you\" slide should list the presenter's name.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the presentation flow logically from the introduction to conclusion, without unnecessary or irrelevant information?**\n\n The presentation should follow a clear narrative moving from definition to examples, then to practical application/mindset, and finally to a conclusion.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the first slide correctly list the title?** The title should be \"The Power of Resilience in the Face of Adversity\".\n\n If **no**, specify if the title is missing, or not aligned with the provided document.\n",
+ "\n**Does the first slide correctly list the event name?**\nThe event name should be \"English Speaking Exhibition\".\n\n If **no**, specify if the event name is missing, or not aligned with the provided document.\n",
+ "\n**Does the first slide correctly list the presenter's name?**\nThe presenter's name should be \"Li\".\n\n If **no**, specify if the presenter's name is missing, or not aligned with the provided document.\n",
+ "\n**Is the \"Introduction\" slide consistent with the source text regarding the definition of the human spirit?**\n\n It should highlight that resilience carries individuals and societies through the darkest of times.\n\n If **no**, specify which part of the introduction does not accurately reflect the background material.\n",
+ "\n**Does the definition of resilience accurately reflect the background material?**\n\n It should be defined as the ability to bounce back and adapt, separating those who give up from those who rise stronger.\n\n If **no**, specify any inaccuracies in the definition.\n",
+ "\n**Are the \"Everyday Heroes\" examples accurately described?**\n\n The slide should correctly list single parents, healthcare workers, and students, mentioning that they use struggles as stepping stones to greatness.\n\n If **no**, specify which examples are missing or described incorrectly.\n",
+ "\n**Are the \"Historical Figures\" correctly identified?**\n\n The slide must include Nelson Mandela and Malala Yousafzai as examples of persevering through immense challenges.\n\n If **no**, explain any misattributions or missing figures.\n",
+ "\n**Is the specific detail about Thomas Edison included and accurate?**\n\n The slide should mention Edison finding \"10,000 ways that would not work\" and viewing failure as part of the journey.\n\n If **no**, specify if the number or the sentiment is incorrect or missing.\n",
+ "\n**Does the section on \"Support Systems\" accurately reflect the need for community?**\n\n It should emphasize surrounding oneself with people who uplift us and knowing when to lean on others.\n\n If **no**, specify if the advice contradicts the background material.\n",
+ "\n**Is the definition of \"Hope\" factually consistent with the source?**\n\n Hope should be described as the belief that things can and will get better, acting as a light through darkest tunnels.\n\n If **no**, specify any inaccuracies in the description of hope.\n",
+ "\n**Does the conclusion slide correctly frame resilience as a \"choice\"?**\n\n The slide should emphasize that resilience is a decision to rise after every fall, rather than just a trait.\n\n If **no**, specify if this core message is missing or altered.\n",
+ "\n**Does the conclusion include the specific call to action questions?**\n\n It should ask: \"What will you do the next time life knocks you down? Will you stay down, or will you rise...?\"\n\n If **no**, specify if the specific call to action is missing or significantly changed.\n",
+ "\n**Does the presentation avoid any fabricated facts or speculative statements not supported by the provided materials?**\n\n If **no**, indicate any factual inaccuracies or added details that do not have a basis in the provided background materials.\n",
+ "\n**Are the images used relevant and clearly labeled where necessary?**\n\n For example, if an image of Edison or Mandela is used, it should be recognizable and relevant to the text on the slide.\n\n If **no**, specify which images are irrelevant or confusing.\n"
+ ]
+}
diff --git a/talk/middle_school_presentation/08/generation_task/statistics.yaml b/talk/middle_school_presentation/08/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..aae0e4301a75b893e2fd55badcbbd158b5ac5495
--- /dev/null
+++ b/talk/middle_school_presentation/08/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/08
+category: talk
+input_metrics:
+ total_input_tokens: 3446
+ generation_prompt_tokens: 1465
+ materials_total_tokens: 1981
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 1981
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 14
+ Content Correctness: 14
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 28
+ total_count: 58
diff --git a/talk/middle_school_presentation/08/material.md b/talk/middle_school_presentation/08/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..0d5a972ca9a083ec90c709d84737ac78d1a91de6
--- /dev/null
+++ b/talk/middle_school_presentation/08/material.md
@@ -0,0 +1,83 @@
+# The Power of Resilience: Rising Stronger in the Face of Adversity
+
+Distinguished guests, teachers, and fellow students,
+
+Today, I want to speak to you about a force that is invisible yet more powerful than any physical strength we possess. It is a quality that does not live in our muscles, but in our hearts and our minds. It is the very essence that defines the human spirit and the fuel that has carried individuals, communities, and entire civilizations through the darkest of times in history. That quality is resilience.
+
+We live in a world that often celebrates success. We look at the top of the mountain and admire those who stand at the summit. However, we rarely talk about the climb. We rarely discuss the slips, the falls, the bruised knees, and the moments where the climbers wanted to turn back. We forget that life is not a straight line to victory; it is a winding road paved with challenges, obstacles, and moments of profound difficulty. In these moments, it is not our intelligence, our wealth, or our talent that saves us. It is resilience.
+
+**Defining the Undefinable**
+
+But what exactly is resilience? It is a word we hear often, but its true meaning goes deeper than a dictionary definition. Resilience is not about being unbreakable. It is not about pretending that pain doesn’t exist or that failure doesn’t hurt. It is not a shield that prevents us from feeling sadness or disappointment.
+
+True resilience is the ability to bounce back from setbacks. It is the capacity to adapt in the face of adversity and to keep moving forward despite life's relentless challenges. Think of a bamboo stalk in a storm. When the wind howls and the rain beats down, the bamboo bends. It bows all the way to the ground. But it does not break. And when the storm passes, it snaps back upright, standing tall once again. That is resilience.
+
+It is the fundamental difference between those who let failure define them and those who use failure to redefine themselves. Resilience is what separates those who give up when the night is darkest from those who wait for the dawn, knowing that they will rise stronger after every fall. It is not about avoiding hardship; it is about how we respond to it.
+
+**The Heroes Among Us**
+
+When we think of resilience, we often imagine superheroes or movie characters. But if you look closely, you will see that resilience is woven into the fabric of our everyday lives. It is found in the quiet, unsung heroes who walk among us.
+
+Consider the single parent. They may be working two jobs, exhausted and stressed, struggling to make ends meet. Yet, every morning, they wake up, make breakfast, and smile for their children. They put aside their own fatigue to build a future for their family. They are using their struggles not as an excuse to quit, but as a stepping stone to greatness for their children. That is resilience.
+
+Look at the healthcare workers. In recent years, we have seen them face unprecedented challenges. They have worked long shifts, risking their own health, witnessing sorrow and loss on a daily basis. They have carried the weight of the world on their shoulders. Yet, they continue to show up. They continue to care. They continue to heal. Their resilience has literally saved societies.
+
+And look at yourselves—look at the students in this room. You face the pressure of exams, the complexities of growing up, the fear of the future, and sometimes, personal struggles that no one else sees. Yet, here you are. You are learning, you are growing, and you are overcoming. Every time you get a bad grade and decide to study harder instead of giving up, you are demonstrating resilience. Every time you face a conflict with a friend and choose to resolve it, you are building that muscle.
+
+**Giants of History**
+
+Resilience is not just for the extraordinary; it resides within each of us. However, history provides us with shining beacons—individuals who have walked through fire and emerged with a message of hope. These figures remind us that we are capable of far more than we think.
+
+Think of Nelson Mandela. Imagine spending twenty-seven years in a small prison cell. Twenty-seven years of your life taken away. It would have been easy for him to give up, to let bitterness and hatred consume his heart. It would have been easy to break. But Mandela possessed an unconquerable spirit. He used those years not to harbor revenge, but to cultivate wisdom, patience, and a vision for a united nation. When he was finally released, he did not seek to destroy his oppressors; he sought to bring them together. His resilience didn't just save a man; it saved a nation.
+
+Think of Malala Yousafzai. As a young girl, she simply wanted to go to school. She wanted the basic right to an education. For this, she faced the ultimate adversity—an attack meant to silence her forever. But violence could not crush her spirit. Instead of retreating into fear, she rose with a voice that echoed around the globe. She turned a personal tragedy into a worldwide movement for girls' education. She showed us that you can persecute a person, but you cannot kill an idea, and you cannot crush a resilient spirit.
+
+**The Three Pillars of Resilience**
+
+So, how do we build this quality? Is it something we are born with, or can we learn it? The answer is that resilience is a practice. It is a mindset that we can cultivate through three key strategies: embracing failure, building support systems, and holding onto hope.
+
+**1. Embrace Failure as a Teacher**
+
+First, we must change our relationship with failure. In our society, we are terrified of making mistakes. We hide our flaws. But resilience requires us to embrace failure as a teacher. We must learn to view setbacks not as stop signs, but as stepping stones for growth.
+
+Consider the story of Thomas Edison, one of the greatest inventors in history. When he was trying to invent the lightbulb, he didn't get it right the first time. Or the second. Or the hundredth. He failed thousands of times. When asked about these failures, Edison famously said, "I have not failed. I've just found 10,000 ways that won't work."
+
+What a powerful perspective! He saw failure as part of the journey, not the end of it. He understood that every "no" brings you one step closer to a "yes." Every experiment that failed was simply data—information that guided him toward the solution. We must adopt this mindset. When we fail a test, when we lose a match, when we make a mistake, we must not say, "I am a failure." We must say, "I am learning."
+
+**2. Build a Support System**
+
+Secondly, we must understand that resilience is not a solo act. There is a myth that to be strong, you must be independent. We think that asking for help is a sign of weakness. This is false. Resilience is not about going through life alone; it is about knowing when to lean on others.
+
+We need to build a support system. We need to surround ourselves with people who uplift us, who believe in us even when we doubt ourselves. We need friends, family, teachers, and mentors who can offer a shoulder to cry on and a hand to pull us up.
+
+And equally important, we must be that support for others. There is immense strength in community. When we are weak, others can be strong for us. When they are weak, we can be strong for them. Together, we form a web of resilience that is far stronger than any single strand.
+
+**3. The Mindset of Hope**
+
+Finally, the fuel of resilience is hope. Hope is not just a wish; it is a belief. It is the deep, unwavering belief that things can and will get better. It is the light that guides us through the darkest tunnels.
+
+When we hold onto hope, we find the courage to keep going, even when the odds are against us. It is hope that kept Mandela going in that prison cell. It is hope that keeps the doctor working through the night. It is hope that makes the student open the textbook one more time.
+
+With resilience, we can turn life's challenges into opportunities for growth and transformation. We can look at a bleak situation and believe in the possibility of a brighter tomorrow. Hope tells us that the current pain is not permanent, that the storm will run out of rain, and that the sun will rise again.
+
+**The Choice is Yours**
+
+As I conclude, I want you to realize that resilience is ultimately a choice. It is not just a trait written in your DNA. It is a decision you make every single day.
+
+Life will knock you down. That is a guarantee. You will face disappointments. You will face loss. You will face moments where you feel like you cannot take another step.
+
+But in those moments, you have a choice.
+
+What will you do the next time life knocks you down?
+
+Will you stay down? Will you let the failure define you? Will you let the darkness win?
+
+Or will you rise?
+
+Will you rise, stronger and more determined than ever? Will you look at the adversity and say, "You cannot defeat me"? Will you use the pain to build a better version of yourself?
+
+The choice is yours. The power of resilience is within you. It is in your ability to learn from failure. It is in the friends you lean on. It is in the hope you hold in your heart.
+
+Let us choose to be resilient. Let us choose to rise.
+
+Thank you.
\ No newline at end of file
diff --git a/talk/middle_school_presentation/09/generation_task/instructions.md b/talk/middle_school_presentation/09/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..df707f334a8aadf6b231a51585fd942b974a8048
--- /dev/null
+++ b/talk/middle_school_presentation/09/generation_task/instructions.md
@@ -0,0 +1,101 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ * Include the title "Traditional Chinese Medicine".
+ * Include a subtitle indicating the class context (e.g., "Junior 1 Class 4").
+ * List the presenter's name (Li).
+
+* **Introduction Slide:**
+ * Define Traditional Chinese Medicine (TCM) based on the source text.
+ * Explain that it is a collection of methods and theories developed over thousands of years to fight disease.
+
+* **Core Theories: Yin, Yang, and Wuxing:**
+ * Include slides explaining the fundamental concepts of Yin and Yang.
+ * Explain the "Five Elements" (Wuxing) and their relationships.
+ * Use key terms from the text such as "unity," "mutually exclusive," "proportionate," "action and counteraction," and "constitute."
+ * **Charts and Diagrams:** Use diagrams to visualize the Five Elements cycle (Metal, Wood, Water, Fire, Earth) and the Yin-Yang symbol.
+
+* **Diagnosis and Treatment:**
+ * Dedicate slides to the concept of "Treatment Based on an Overall Analysis of the Patient's Condition."
+ * Explain the "holistic" approach.
+ * Mention diagnostic methods found in the text, such as checking the "pulse" and observing "clinical manifestations" or "symptoms."
+
+* **Chinese Materia Medica:**
+ * Introduce the "Science of Chinese Materia Medica" (Herbal Medicine).
+ * List the specific examples provided in the text: Ginseng, Tortoiseshell, Villous amomum fruit, Liquorice root, and Chinese Caterpillar Fungus.
+ * **Images:** Include relevant images of these medicinal ingredients to aid understanding.
+
+* **Conclusion Slide:**
+ * Summarize the cultural and medical significance of TCM.
+ * Reiterate the balance of nature and health (Yin/Yang).
+
+* **Thank You Slide:**
+ * Include a "Thank You" message (e.g., "Thank you for listening").
+ * List the presenter's name (Li).
+
+---
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/09/generation_task/judge_prompt.json b/talk/middle_school_presentation/09/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..725f76ec3bb39608b6aa4c095593085ad46583df
--- /dev/null
+++ b/talk/middle_school_presentation/09/generation_task/judge_prompt.json
@@ -0,0 +1,32 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the first slide list the title?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the class context as a subtitle?**\n\n The subtitle should indicate the class context (e.g., \"Junior 1 Class 4\").\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the presenter's name?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a slide dedicated to introducing Traditional Chinese Medicine (TCM)?**\n\n The introduction slide should define TCM as a collection of methods and theories developed over thousands of years to fight disease.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a section explaining the theory of Yin and Yang?**\n\n It should cover the concept of Yin and Yang as part of the core theories.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a section explaining Wuxing (Five Elements)?**\n\n It should discuss the Five Elements and their relationships.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a diagram visualizing the Five Elements (Wuxing) cycle?**\n\n The presentation should include a chart or diagram showing the elements (Metal, Wood, Water, Fire, Earth) to visualize the concept.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a slide dedicated to \"Treatment Based on an Overall Analysis of the Patient's Condition\"?**\n\n The content should mention the \"holistic\" approach or \"overall analysis\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck mention specific diagnostic methods?**\n\n It should include methods such as checking the \"pulse\", observing \"clinical manifestations\", or \"symptoms\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a section on the \"Science of Chinese Materia Medica\" (Herbal Medicine)?**\n\n The slides should introduce Chinese Materia Medica.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck list the specific medicinal ingredients provided in the text?**\n\n The slides should list examples like Ginseng, Tortoiseshell, Villous amomum fruit, Liquorice root, and Chinese Caterpillar Fungus.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Are there relevant images of the medicinal ingredients included?**\n\n The slide deck should visually present the herbs (e.g., images of Ginseng or Chinese Caterpillar Fungus).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the conclusion slide summarize the significance of TCM?**\n\n It should reiterate the cultural and medical significance, or the balance of nature and health.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a \"thank you\" slide?**\n\n The \"thank you\" slide should list the presenter's name.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the presentation flow logically from introduction to theories, then diagnosis, and finally medicines?**\n\n The presentation should follow a clear narrative structure as outlined in the constraints.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the first slide correctly list the title?**\nThe title should be \"Traditional Chinese Medicine\".\n\n If **no**, specify if the title is missing, or not aligned with the provided document.\n",
+ "\n**Does the first slide correctly list the class context in the subtitle?**\nThe subtitle should be \"Junior 1 Class 4\".\n\n If **no**, specify if the subtitle is missing or incorrect.\n",
+ "\n**Does the first slide correctly list the presenter's name?**\nThe presenter's name should be \"Li\".\n\n If **no**, specify if the presenter's name is missing or incorrect.\n",
+ "\n**Is the definition of Traditional Chinese Medicine (TCM) accurate according to the source?**\nIt should be described as a collection of methods and theories developed over thousands of years to fight disease.\n\n If **no**, specify which part of the definition is inaccurate.\n",
+ "\n**Are the Five Elements (Wuxing) correctly identified in the diagrams or text?**\nThey should be listed as Metal, Wood, Water, Fire, and Earth.\n\n If **no**, specify if any elements are missing or misidentified.\n",
+ "\n**Does the presentation correctly use the term \"action and counteraction\" regarding the Five Elements?**\nThe slides should reflect the relationship between the elements using this specific terminology from the source.\n\n If **no**, specify if the terminology is missing or incorrect.\n",
+ "\n**Are the key terms regarding Yin, Yang, and Wuxing used accurately?**\nCheck for the correct usage of terms like \"unity,\" \"mutually exclusive,\" \"proportionate,\" \"principle,\" and \"constitute\" where applicable.\n\n If **no**, specify which terms are misused.\n",
+ "\n**Is the concept of \"Treatment Based on an Overall Analysis\" correctly explained?**\nIt should be linked to a \"holistic\" approach and the analysis of the patient's condition.\n\n If **no**, specify if the explanation contradicts the background material.\n",
+ "\n**Are the names of the medicinal ingredients spelled and translated exactly as in the source text?**\nCheck for \"Ginseng,\" \"Tortoiseshell,\" \"Villous amomum fruit,\" \"Liquorice root,\" and \"Chinese Caterpillar Fungus.\"\n\n If **no**, specify which names are spelled incorrectly or modified.\n",
+ "\n**Are the images used for the herbs relevant and accurate?**\nFor example, an image labeled \"Ginseng\" should actually look like ginseng.\n\n If **no**, specify which images are mismatched or irrelevant.\n",
+ "\n**Does the presentation avoid fabricated facts not found in the background material?**\nEnsure no external medical claims or historical facts about TCM are added beyond what is in the source text.\n\n If **no**, indicate any factual inaccuracies or added details that do not have a basis in the provided background materials.\n"
+ ]
+}
diff --git a/talk/middle_school_presentation/09/generation_task/statistics.yaml b/talk/middle_school_presentation/09/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..dd262c6a3ee4ef94d3806ba020133ebfc92f00d8
--- /dev/null
+++ b/talk/middle_school_presentation/09/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/09
+category: talk
+input_metrics:
+ total_input_tokens: 3185
+ generation_prompt_tokens: 1446
+ materials_total_tokens: 1739
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 1739
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 15
+ Content Correctness: 11
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 26
+ total_count: 56
diff --git a/talk/middle_school_presentation/09/material.md b/talk/middle_school_presentation/09/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..73c37f561a6f115ab941dc0ec90b7b02cc7338e7
--- /dev/null
+++ b/talk/middle_school_presentation/09/material.md
@@ -0,0 +1,75 @@
+# The Wisdom of Harmony: A Journey into Traditional Chinese Medicine
+
+Distinguished judges, respected teachers, and my fellow students,
+
+Good morning.
+
+My name is Li, and I stand before you today to open the doors to a world that is both ancient and ever-living. It is a world where philosophy meets science, where humanity meets nature, and where the past offers profound solutions for the present. Today, I want to guide you through the fascinating realm of Traditional Chinese Medicine.
+
+When we think of medicine in the modern sense, we often think of white coats, sterile laboratories, and chemical equations. However, the story I am about to tell you begins long before the invention of the microscope. It begins with a deep observation of the universe and our place within it.
+
+**Defining the Legacy**
+
+What exactly is Traditional Chinese Medicine, or TCM? It is not merely a list of home remedies or a collection of folklore. As defined by scholars and practitioners, Traditional Chinese Medicine is a comprehensive collection of methods and theories that have developed over thousands of years in the fight against disease. It is a system born from the struggle for survival and the pursuit of longevity. Over millennia, through trial and error, observation and reflection, our ancestors built a fortress of knowledge to protect human health. This system has stood the test of time, evolving and refining itself to become the global treasure it is today.
+
+**The Philosophical Foundations: Yin and Yang**
+
+To understand TCM, we must first understand the lens through which it views the world. We cannot treat the body if we do not understand the laws that govern it. The foundation of this understanding lies in the theory of Yin and Yang.
+
+You have likely seen the symbol: a circle divided into two swirling halves, one black and one white, each containing a dot of the other color. This is not just a drawing; it is a map of existence. Yin and Yang represent the fundamental duality of the universe. They describe how contrary forces may actually be complementary, interconnected, and interdependent in the natural world.
+
+In the context of TCM, Yin and Yang represent a unity. They are two sides of the same coin. You cannot have shadow without light; you cannot have cold without heat; you cannot have rest without activity. However, they are also mutually exclusive in their nature—night is not day, and water is not fire. Yet, the health of a human being depends on these forces being proportionate.
+
+Imagine a scale. If the Yin is too heavy, the body becomes cold and sluggish. If the Yang is too dominant, the body burns with fever and restlessness. The principle of health in TCM is simple yet profound: it is the maintenance of a dynamic balance between these two forces. Disease is viewed not just as an invasion by a virus, but as a disruption of this delicate harmony.
+
+**The Architecture of Life: Wuxing (Five Elements)**
+
+Building upon the duality of Yin and Yang, TCM further categorizes the universe through the theory of Wuxing, or the Five Elements. These elements are Wood, Fire, Earth, Metal, and Water.
+
+These are not just physical substances found in nature; they are symbols for the movements and changes of life. In the human body, different organs and systems correspond to these elements. For example, the heart is connected to Fire, while the kidneys are connected to Water.
+
+The beauty of the Five Elements theory lies in the relationships between them. They are not isolated; they constitute a complex web of interactions. The background material teaches us about "action and counteraction." This describes the cyclical relationship where one element generates another—like Wood feeding Fire, or Fire creating Earth (ash)—and where one element controls another—like Water extinguishing Fire, or Metal chopping Wood.
+
+This system of action and counteraction ensures stability. If one element becomes too strong, another steps in to restrain it. If one is too weak, another steps in to support it. When we look at the human body through the lens of Wuxing, we see that no organ works alone. We constitute a living ecosystem, where every part is linked to every other part through these elemental flows.
+
+**The Art of Diagnosis: Seeing the Whole**
+
+With this philosophical framework in mind, how does a TCM doctor approach a patient? This brings us to the third pillar of our discussion: Treatment Based on an Overall Analysis of the Patient’s Condition.
+
+In Western medicine, if you have a headache, the focus is often on the head. In TCM, a headache might be the result of a blockage in the liver or a deficiency in the kidney. This is because TCM adopts a holistic approach. The word "holistic" means looking at the whole rather than just the parts. The doctor does not just treat the disease; they treat the person.
+
+To achieve this, the doctor acts as a detective. They gather evidence through four main diagnostic methods. As illustrated in traditional practices, these include observing the patient's vitality and appearance, listening to their breathing and voice, asking about their history, and, most famously, feeling the pulse.
+
+The pulse in TCM is a window into the body's interior. By feeling the pulse at the wrist, a skilled practitioner can decipher the state of the internal organs, the flow of energy, and the balance of Yin and Yang. They look for clinical manifestations—the visible signs of internal discord. They analyze symptoms not as isolated problems to be suppressed, but as signals crying out for balance.
+
+This process is known as "Bian Zheng Shi Zhi"—differentiating the syndrome to determine the treatment. It ensures that two people with the same disease might receive different treatments if their underlying bodily constitutions are different. It is personalized medicine in its most ancient form.
+
+**The Treasury of Nature: Chinese Materia Medica**
+
+Once the diagnosis is made, how is balance restored? While acupuncture and other therapies are vital, a major component of treatment is the Science of Chinese Materia Medica—the study of herbal medicine.
+
+For thousands of years, Chinese doctors have explored the mountains, forests, and rivers to find the healing powers hidden in nature. They have classified thousands of substances, understanding their properties, their flavors, and which meridians they enter.
+
+Let us look at some specific examples that highlight the diversity of this pharmacy.
+
+First, we have **Ginseng**. Known as the "King of Herbs," ginseng is famous for its ability to replenish vital energy. It is used when the body is weak, exhausted, or recovering from severe illness. It represents the power to uplift and sustain life.
+
+Then, there is **Tortoiseshell**. While ginseng energizes, tortoiseshell is often used to nourish the Yin and anchor the floating Yang. It represents the grounding, cooling, and stabilizing forces of nature.
+
+We also find **Villous Amomum Fruit** (Sha Ren). This aromatic fruit is essential for waking up the spleen and settling the stomach. It helps to transform dampness, illustrating how TCM treats digestive issues by harmonizing the body's internal climate.
+
+We cannot forget **Liquorice Root** (Gan Cao). Often called the "Great Harmonizer," it is found in countless prescriptions. Its job is often to coordinate the actions of other herbs, reducing their toxicity and making them work together effectively, much like a diplomat bringing peace to a group.
+
+Finally, consider the **Chinese Caterpillar Fungus** (Dong Chong Xia Cao). This unique substance, a combination of fungus and larva, is a powerful tonic for the lungs and kidneys. It embodies the incredible adaptability of life and is prized for strengthening the body's immune defenses.
+
+**Conclusion: A Legacy for the Future**
+
+Distinguished guests,
+
+As we conclude this journey through the landscape of Traditional Chinese Medicine, we see that it is more than just a medical system. It is a philosophy of life. It teaches us about the importance of balance—the balance between work and rest, between nature and society, and between the mind and the body.
+
+From the unity of Yin and Yang to the cycles of the Five Elements, from the holistic analysis of the patient to the potent remedies of the Materia Medica, TCM offers us a profound wisdom. It reminds us that we are part of nature, and that by aligning ourselves with the principles of nature, we can find true health.
+
+Let us respect this heritage, learn from it, and carry its wisdom forward into the future.
+
+Thank you for listening.
\ No newline at end of file
diff --git a/talk/middle_school_presentation/10/generation_task/instructions.md b/talk/middle_school_presentation/10/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..415351be1f6299b4f629d31243e06814a0657a40
--- /dev/null
+++ b/talk/middle_school_presentation/10/generation_task/instructions.md
@@ -0,0 +1,113 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ * Include a title such as "Huawei: An Inspiring Company".
+ * Include a subtitle if appropriate (e.g., "A Journey of Innovation and Spirit").
+ * List the presenter's name (Li).
+
+* **Introduction Slide:**
+ * Briefly introduce the topic: Huawei as a leading global technology company.
+ * Highlight its status as one of the world's biggest tech companies today.
+
+* **Growth and History:**
+ * Detail the origins of the company.
+ * Mention key facts: Founded in 1987 in Shenzhen, China.
+ * Describe its humble beginnings (selling telephone equipment) versus its current status (smartphones and 5G).
+
+* **Innovation and Technology:**
+ * Highlight Huawei's drive for innovation.
+ * Mention heavy investment in R&D.
+ * Key inventions must be included: HarmonyOS and the first 5G smartphone.
+ * Mention the achievement regarding 5G patents.
+
+* **Challenges and Spirit:**
+ * Discuss the "Tough Times" faced by the company.
+ * Mention restrictions placed by some countries and the difficulties in growth.
+ * Highlight the "Never-give-up Spirit".
+ * Describe the company's response: working harder and creating own technologies to overcome difficulties.
+ * **Visuals:** Use images or metaphors (like the damaged plane) if mentioned in materials to represent resilience.
+
+* **Social Responsibility:**
+ * Explain how Huawei cares for the world.
+ * Include points on renewable energy and programs for remote areas.
+ * Mention the "Tech4All" plan.
+
+* **Lessons for Students:**
+ * Connect Huawei's story to student life.
+ * Highlight values: Creativity, Curiosity, and Perseverance.
+ * Explain the lesson of "Dream It Possible": Never giving up on studies or difficult assignments.
+
+* **Conclusion Slide:**
+ * Summarize the main qualities: Innovation, Strong Will, and Social Responsibility.
+ * Reiterate the core message: Striving for excellence.
+
+* **Thank You Slide:**
+ * Include a "Thank You" message.
+ * Include the closing quote: "Stay positive, stay hopeful, and keep moving!"
+
+---
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/10/generation_task/judge_prompt.json b/talk/middle_school_presentation/10/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..1223fdd0ca9e9769c9e897bd3bcb919d335a9ec0
--- /dev/null
+++ b/talk/middle_school_presentation/10/generation_task/judge_prompt.json
@@ -0,0 +1,29 @@
+{
+ "material_dependent_checklist_1": [
+ "\n **Does the first slide list the title?**\n\n The title should be \"Huawei: An Inspiring Company\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the first slide list the subtitle?**\n\n The subtitle should be related to \"A Journey of Innovation and Spirit\" or similar.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the first slide list the presenter's name?**\n\n The presenter's name must include \"Li\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is there a slide dedicated to introducing Huawei's status?**\n\n It should introduce Huawei as a leading global technology company and one of the world's biggest tech companies today.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck cover the origins and history of the company?**\n\n It should mention the founding year (1987), location (Shenzhen), and its humble beginnings selling telephone equipment.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck cover Innovation and Technology?**\n\n It should highlight heavy investment in R&D and mention key inventions like HarmonyOS and the first 5G smartphone.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck cover the \"Tough Times\" or challenges faced by Huawei?**\n\n It should mention restrictions placed by some countries and the difficulties in growth.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck highlight the \"Never-give-up Spirit\"?**\n\n It should describe the company's response to challenges: working harder and creating its own technologies.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck cover Social Responsibility?**\n\n It should explain how Huawei cares for the world, including renewable energy, programs for remote areas, and the \"Tech4All\" plan.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is there a section on \"Lessons for Students\"?**\n\n It should connect Huawei's story to student life, highlighting values like Creativity, Curiosity, and Perseverance (never giving up on studies).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Is the content visually supported by relevant images, such as the \"damaged plane\"?**\n\n The slide deck should include visuals representing resilience (e.g., the damaged plane metaphor) or key technologies (5G/HarmonyOS).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the conclusion slide summarize the main qualities?**\n\n It should summarize Innovation, Strong Will, and Social Responsibility.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n ",
+ "\n **Does the slide deck include a \"Thank You\" slide with the specific closing quote?**\n\n It should include the quote: \"Stay positive, stay hopeful, and keep moving!\"\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n "
+ ],
+ "material_dependent_checklist_2": [
+ "\n **Does the first slide correctly list the title?**\n The title should be \"Huawei: An Inspiring Company\".\n\n If **no**, specify if the title is missing, or not aligned with the provided constraints.\n ",
+ "\n **Does the first slide correctly list the presenter's name?**\n The presenter's name should be \"Li\".\n\n If **no**, specify if the presenter's name is missing, or not aligned with the provided constraints.\n ",
+ "\n **Is the \"History\" section factually accurate regarding the founding details?**\n It must state the company was founded in **1987** in **Shenzhen**.\n\n If **no**, specify which factual details are incorrect.\n ",
+ "\n **Does the \"Innovation\" section correctly identify specific technologies?**\n It must explicitly mention **HarmonyOS** and **5G**.\n\n If **no**, specify if these terms are missing or incorrectly described.\n ",
+ "\n **Is the claim regarding patents accurate?**\n The slides should state that Huawei has more **5G patents** than any other company.\n\n If **no**, specify if this claim is missing or inaccurate.\n ",
+ "\n **Does the \"Social Responsibility\" section correctly name the initiative?**\n It should explicitly mention the **\"Tech4All\"** plan.\n\n If **no**, specify if the plan name is missing or incorrect.\n ",
+ "\n **Does the \"Lessons\" section accurately reflect the values mentioned in the material?**\n It should focus on **Creativity**, **Curiosity**, and **Perseverance** (or \"Dream It Possible\").\n\n If **no**, specify which values are missing or misrepresented.\n ",
+ "\n **Is the closing quote on the final slide exact?**\n The quote must be: \"**Stay positive, stay hopeful, and keep moving!**\"\n\n If **no**, specify any errors in the wording of the quote.\n ",
+ "\n **Does the presentation flow logically?**\n The flow should be: History -> Innovation -> Challenges -> Social Responsibility -> Lessons -> Conclusion.\n\n If **no**, specify which sections are out of order.\n ",
+ "\n **Does the presentation avoid fabricated facts?**\n Ensure no extra dates, names, or financial figures are added that were not in the background material.\n\n If **no**, indicate any factual inaccuracies or added details that do not have a basis in the provided background materials.\n "
+ ]
+}
diff --git a/talk/middle_school_presentation/10/generation_task/statistics.yaml b/talk/middle_school_presentation/10/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..f1dfeaece7b39327066dd8ea20e42dfca051d521
--- /dev/null
+++ b/talk/middle_school_presentation/10/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/10
+category: talk
+input_metrics:
+ total_input_tokens: 3613
+ generation_prompt_tokens: 1475
+ materials_total_tokens: 2138
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 2138
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 13
+ Content Correctness: 10
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 23
+ total_count: 53
diff --git a/talk/middle_school_presentation/10/material.md b/talk/middle_school_presentation/10/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..dd8bc0956de85cbd11f28735196471a838e44ecd
--- /dev/null
+++ b/talk/middle_school_presentation/10/material.md
@@ -0,0 +1,88 @@
+# Huawei: An Inspiring Journey of Innovation and Spirit
+
+**Speaker:** Li
+**Topic:** Huawei’s Growth, Challenges, and Lessons for Us
+
+---
+
+### Introduction: A Story of Possibility
+
+Good morning, teachers and fellow students.
+
+It is a great honor to stand here today to share a story with you. It is not just a story about a company; it is a story about resilience, about dreaming big, and about the power of never giving up. The subject of my presentation today is Huawei—an inspiring company that has taken a remarkable journey from humble beginnings to becoming a global leader in technology.
+
+When we look at the world around us today, we see that technology is everywhere. It connects us, it entertains us, and it helps us learn. But have you ever stopped to think about the people and the organizations behind these technologies? Have you considered the struggles they faced and the lessons their journeys can teach us? Today, I want to take you on a journey through the history of Huawei, explore its incredible innovations, discuss the difficulties it has bravely faced, and, most importantly, reflect on what we, as students, can learn from its spirit.
+
+### Part 1: From Humble Beginnings to Global Fame
+
+Let us turn the clock back to the year 1987. The location is Shenzhen, China. Today, we know Shenzhen as a bustling metropolis, a hub of modern technology and innovation. But back then, things were very different. It was in this setting that a small company was born. This company was Huawei.
+
+In those early days, Huawei was not the giant we know today. It was a very small company, focused on a simple task: selling telephone equipment. It was a time of beginnings, where resources were limited, and the future was uncertain. But there was a vision, and there was determination.
+
+From those small seeds planted in 1987, something incredible grew. Over the last few decades, Huawei has undergone a transformation that is nothing short of miraculous. It has grown from that small local seller of telephone equipment into one of the world's biggest technology companies. This growth didn't happen overnight, and it didn't happen by accident. It was the result of decades of hard work and strategic vision.
+
+Today, when people hear the name "Huawei," what do they think of? They think of advanced smartphones that millions of people use to communicate with their loved ones. They think of super-fast 5G technology that is changing the way the world connects. The company has become famous globally, a household name that represents the cutting edge of modern communication. This journey from a small office in Shenzhen to the global stage is the first chapter of our inspiring story today.
+
+### Part 2: The Drive for Innovation
+
+So, how did they do it? What is the secret behind this massive growth? The answer lies in one word: Innovation.
+
+Innovation is the engine that drives progress, and for Huawei, it is the heart of everything they do. The company has a deep love for new ideas. They understand that in the fast-paced world of technology, if you stop moving forward, you fall behind.
+
+One of the most impressive facts about this company is how much it invests in the future. Every single year, Huawei invests heavily in Research and Development, or R&D. This is not just a small part of their budget; it is a massive commitment. By pouring resources into R&D, they are essentially planting the seeds for tomorrow's technology today.
+
+And we can see the fruits of this labor. Let’s look at some key inventions. Have you heard of HarmonyOS? This operating system is a direct result of their innovative drive, created to provide a seamless experience across different devices. And let’s not forget the hardware. Huawei introduced the world’s first 5G smartphone, a device that opened the door to a new era of speed and connectivity.
+
+Speaking of 5G, this is an area where the company truly stands out. Patents are like the official recognition of a new invention, and today, Huawei holds more 5G patents than any other company in the world. This is a testament to their creativity and their ability to lead the pack. They are not just following trends; they are setting them. They are defining what the future looks like. This drive for innovation, this refusal to settle for "good enough," is a powerful lesson in itself.
+
+### Part 3: Facing Tough Times with a Never-Give-Up Spirit
+
+However, no great story is without its conflicts and challenges. The road to success is rarely a straight line; it is often filled with bumps, obstacles, and steep hills. Huawei is no exception.
+
+In recent years, the company has faced what we can call "Tough Times." You may have heard in the news that some countries placed severe restrictions on Huawei’s business. These were not minor inconveniences; they were major hurdles designed to stop the company’s progress. These restrictions made growth incredibly difficult. Imagine running a race and suddenly having hurdles placed in front of you that are twice as high as before. That is the situation Huawei found itself in.
+
+But how did they react? Did they give up? Did they stop running? No. This brings us to the most inspiring part of their story: The Never-Give-Up Spirit.
+
+There is a powerful image that the company has used to describe itself during these times—a picture of a damaged plane, riddled with bullet holes, yet still flying. The caption reads: "When the going gets tough, the tough KEEP GOING." This metaphor perfectly captures their attitude. Despite the difficulties, despite the restrictions, and despite the immense pressure, they chose to persevere.
+
+Instead of complaining or surrendering, they worked even harder. They turned inward and focused on self-reliance. When they couldn't use certain technologies from others, they created their own. This is where inventions like HarmonyOS became even more critical. They developed their own technologies to overcome the difficulties imposed upon them. They proved that determination is stronger than any obstacle.
+
+This part of their history teaches us about the importance of determination. It shows us that true strength is not about never facing problems; it is about how you face those problems when they arise. It is about looking at a challenge and saying, "I will overcome this."
+
+### Part 4: Caring for the World
+
+While Huawei is famous for its technology and its resilience, there is another side to the company that is equally important: its sense of responsibility. A truly great company does not just care about profits; it cares about the world and the people who live in it.
+
+Huawei has shown a deep commitment to social responsibility. In an age where climate change is a major concern, the company has prioritized the use of renewable energy. They are using technology to help protect our planet, ensuring that their growth is green and sustainable.
+
+But their care extends beyond the environment; it extends to people. We often take connectivity for granted in the city, but there are many far-away places in the world where people are cut off from the benefits of the internet. Huawei runs programs specifically designed to help people in these remote areas. They believe that no one should be left behind in the digital age.
+
+One of their key initiatives is the "Tech4All" plan. The name says it all—Technology for All. The goal is to ensure that the benefits of digital technology are shared by everyone, regardless of where they live or who they are. This shows us that technology can be a force for good. It can bridge gaps, it can bring light to remote corners of the world, and it can improve lives. This dedication to social responsibility is a reminder that with great power comes great responsibility.
+
+### Part 5: Lessons for Our Lives
+
+So, we have heard the story of a company. We have heard about its history, its innovations, its struggles, and its kindness. But what does all of this mean for us, right here in this classroom? How can we apply the story of Huawei to our own lives as students?
+
+I believe there are three main lessons we can take away.
+
+First, we must learn to be **creative**. Just as Huawei loves new ideas and constantly looks for new ways to solve problems, we too should foster a spirit of creativity. In our studies, we should not just memorize facts. We should be curious. We should ask "why" and "how." We should look for new ways to understand difficult subjects and be innovative in our projects. Curiosity is the spark that leads to knowledge.
+
+Second, and perhaps most importantly, we must learn to **persevere**. The lesson of the "damaged plane" is directly applicable to our lives. We all face tough times. Maybe it is a difficult math class that you just can't seem to understand. Maybe it is a failed assignment that makes you want to give up. Maybe it is a sports game where you are losing.
+
+In those moments, remember the spirit of Huawei. "When the going gets tough, the tough keep going." Do not let a bad grade or a difficult problem stop you. Work harder. Find a new way. If one method doesn't work, try another. Create your own solution, just like they created their own technology. The song "Dream It Possible" is associated with this spirit. It reminds us that if we have a dream, we must fight for it, even when the road is rough.
+
+Third, we should strive for **excellence** while being responsible. We should aim to be the best we can be, not just for ourselves, but to help others. Just as the company uses tech to help the world, we can use our knowledge to help our classmates and our community.
+
+### Conclusion
+
+In summary, the story of Huawei is a role model for us all.
+
+It teaches us about **Innovation**: the importance of always looking forward and creating the future.
+It teaches us about **Strong Will**: the power of determination and the refusal to give up in the face of adversity.
+It teaches us about **Social Responsibility**: the duty to care for our environment and our fellow human beings.
+
+As we continue our journey through school and into the future, let us carry these lessons with us. Let us be curious. Let us be brave. Let us be kind.
+
+I would like to end with a quote that perfectly summarizes the attitude we should all have: "Stay positive, stay hopeful, and keep moving!"
+
+Thank you for listening.
\ No newline at end of file
diff --git a/talk/middle_school_presentation/13/generation_task/instructions.md b/talk/middle_school_presentation/13/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..df71504c18a40c24bcb6a44bc4f5ca8cff9bffed
--- /dev/null
+++ b/talk/middle_school_presentation/13/generation_task/instructions.md
@@ -0,0 +1,109 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1. Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+
+ * Include a title such as "Thirty Years of Manned Space Development in China".
+ * Include a subtitle with the event name ("English Speaking Exhibition").
+ * List the presenters' names (LI , WANG , ZHANG , LIU ).
+
+* **Introduction Slide:**
+
+ * Briefly introduce the topic: China's advancements in manned space development.
+ * Highlight the historical significance of China's space exploration.
+
+* **Chronological Development:**
+
+ * Include several slides to detail the key events and milestones in the development of China’s manned space program.
+ * Mention key missions and their respective dates. Shenzhou-1, Shenzhou-5, Shenzhou-6, and Shenzhou-7 should be included.
+ * For each mission, include:
+ * The launch date and spacecraft name.
+ * Brief description of the mission's achievements and significance.
+ * The astronaut(s) involved (if applicable).
+ * **Charts and Diagrams:** Use timelines or diagrams where appropriate to show the development of China’s manned space program.
+
+* **Key Figures Slide:**
+
+ * Highlight key individuals involved. Wang Yaping should be included.
+ * Include a short biography or achievements of each key figure.
+
+* **Recent Developments:**
+
+ * Discuss the latest advancements and future plans in China's manned space exploration.
+ * Include recent missions like the Shenzhou 12, 13, and the Tianhe space station.
+
+* **Conclusion Slide:**
+
+ * Summarize the main points covered in the presentation.
+ * Include the significance of China's space exploration on the global stage.
+
+* **Thank You Slide:**
+
+ * Include a "Thank You" message.
+ * List the presenters’ names and provide any relevant acknowledgments.
+
+---
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/13/generation_task/judge_prompt.json b/talk/middle_school_presentation/13/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..653f53c2cef4f06bf308666397d785251ac18b44
--- /dev/null
+++ b/talk/middle_school_presentation/13/generation_task/judge_prompt.json
@@ -0,0 +1,36 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the first slide list the title?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the event name?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the resenters?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a slide dedicated to introducing the background and context of China’s space program?**\n\n The introduction slide should provide context on China's space exploration journey and milestones. It should mention the starting point with unmanned missions, and progress into human spaceflight.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck cover the key mission: Shenzhou-1?**\n\n It should list the mission details, including the date, spacecraft name, achievements, astronaut names (if any), and significance.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck cover the key mission: Shenzhou-5?**\n\n It should list the mission details, including the date, spacecraft name, achievements, astronaut names (if any), and significance.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck cover the key mission: Shenzhou-6?**\n\n It should list the mission details, including the date, spacecraft name, achievements, astronaut names (if any), and significance.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck cover the key mission: Shenzhou-7?**\n\n It should list the mission details, including the date, spacecraft name, achievements, astronaut names (if any), and significance.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is the content visually supported by relevant images, timelines, or diagrams?**\n\n The slide deck should include diagrams like mission timelines and visuals of key figures and spacecraft. Ensure images are high-quality and well-labeled.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a separate slide (or slides) (at least one) for key figures, such as astronauts like Wang Yaping?**\n\n A dedicated slide (or slides) should highlight key figures in the program, with a short biography and their contributions to missions.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Recent Developments\" slide(s) (at least one) cover the Chinese Space Station?**\n\n The slide(s) should discuss the Tiangong Space Station and recent advancements like the launch of Shenzhou-12 and Shenzhou-13. It should also mention China’s future plans for lunar and deep space exploration.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the \"Recent Developments\" slide(s) (at least one) cover future plans?**\n\n The slide(s) should mention China’s future plans for lunar and deep space exploration.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the conclusion slide summarize the main points and discuss China’s future space exploration goals?**\n\n The conclusion should recap China’s space development milestones and highlight future goals, such as the lunar landing by 2030 and potential lunar research cooperation by 2035.\n",
+ "\n**Does the presentation flow logically from the introduction to conclusion, without unnecessary or irrelevant information?**\n\n The presentation should follow a clear progression, starting from the introduction, moving through the milestones, figures, and developments, and concluding with future plans.\n",
+ "\n**Does the slide deck include a \"thank you\" silde?**\n\n The \"thank you\" slide should list the presenters’ names.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the first slide correctly list the title?** \nThe title should be something like \"Thirty Years of Manned Space Development in China\".\n\n If **no**, specify if the title is missing, or not aligned with the provided document.\n",
+ "\n**Does the first slide correctly list the event name?**\nThe event name should be \"English Speaking Exhibition\".\n\n If **no**, specify if the event name is missing, or not aligned with the provided document.\n",
+ "\n**Does the first slide correctly list the presenters' names?**\nThe presenters' names should be \"LI Chenxi, WANG Siyuan, ZHANG Yating, LIU Zihao\".\n\n If **no**, specify if the presenters' names are missing, or not aligned with the provided document.\n",
+ "\n**Is the \"background\" slide consistent with the historical progression of China's manned space program?**\n\n If **no**, explain which part of the background does not accurately reflect the historical timeline or milestones of China's space missions.\n",
+ "\n**Does the slide deck correctly list Shenzhou-1's information?**\n\n If **no**, specify which information (e.g., launch date, mission achievements) is incorrect or missing.\n",
+ "\n**Does the slide deck correctly list Shenzhou-5's information?**\n\n If **no**, specify which information (e.g., launch date, astronaut(s) involved, mission achievements) is incorrect or missing.\n",
+ "\n**Does the slide deck correctly list Shenzhou-6's information?**\n\n If **no**, specify which information (e.g., launch date, astronaut(s) involved, mission achievements) is incorrect or missing.\n",
+ "\n**Does the slide deck correctly list Shenzhou-7's information?**\n\n If **no**, specify which information (e.g., launch date, astronaut(s) involved, mission achievements) is incorrect or missing.\n",
+ "\n**Are the timelines or diagrams in the slides factually accurate and correctly labeled?**\n\n The slide deck should include relevant, high-quality timelines and diagrams that illustrate mission milestones, astronaut achievements, or key technological developments. Ensure that each timeline or diagram accurately represents the correct event, mission, or achievement and is clearly labeled.\n\n Note: You should verify that the timelines and diagrams correspond to the correct events and figures, and that they are labeled accurately according to the provided materials.\n\n If **no**, specify which timelines or diagrams are inaccurate, mislabeled, or missing.\n",
+ "\n**Are the astronaut names, such as Yang Liwei, Liu Yang, and Wang Yaping, correctly identified and associated with the correct missions?**\n\n If **no**, explain any misattributions or missing astronauts for each mission.\n",
+ "\n**Is the \"Key Figures\" slide factually accurate in describing Wang Yaping?**\n\n The slide should correctly present Wang Yaping’s identity, role, and mission participation (e.g., which Shenzhou missions she joined), without mixing up names, missions, or achievements.\n\n Note: You should check whether the biographical information and mission attributions are **factually correct and consistent with the provided background materials**.\n If **no**, specify which factual details are incorrect, misleading, or inconsistent.\n",
+ "\n**Does the slide(s) discussing recent developments reflect the current status of the Chinese Space Station (CSS), including its operational status and recent missions?**\n\n If **no**, clarify any discrepancies regarding the timeline, operational status, or achievements related to the CSS or recent space missions like Shenzhou-12 and Shenzhou-13.\n",
+ "\n**Is the \"Future Plans\" slide(s) consistent with China's actual goals for lunar exploration, deep-space missions, and international cooperation?**\n\n If **no**, specify any inaccuracies or misrepresentations of future space missions and plans.\n",
+ "\n**Does the presentation avoid any fabricated facts or speculative statements not supported by the provided materials or external sources?**\n\n If **no**, indicate any factual inaccuracies or added details that do not have a basis in the provided background materials.\n",
+ "\n**Does every data point in charts or graphs used in the slides clearly correspond to relevant mission milestones or achievements in the Chinese space program?**\n\n If **no**, specify which chart or figure lacks clear attribution to the original data or historical event.\n"
+ ]
+}
diff --git a/talk/middle_school_presentation/13/generation_task/statistics.yaml b/talk/middle_school_presentation/13/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..c6b665f71ee1a4fa11317fa214a3be6341f9756a
--- /dev/null
+++ b/talk/middle_school_presentation/13/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/13
+category: talk
+input_metrics:
+ total_input_tokens: 2490
+ generation_prompt_tokens: 1389
+ materials_total_tokens: 1101
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 1101
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 15
+ Content Correctness: 15
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 30
+ total_count: 60
diff --git a/talk/middle_school_presentation/13/material.md b/talk/middle_school_presentation/13/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..b3b01e3e83d50b995bc07dc51a8844e3b8520f13
--- /dev/null
+++ b/talk/middle_school_presentation/13/material.md
@@ -0,0 +1,72 @@
+# Thirty Years of Manned Space Development in China
+
+## 1. Introduction to China’s Manned Space Program
+
+China’s manned space program has witnessed significant advancements since its inception, demonstrating the country’s growing capabilities in space exploration. Beginning with unmanned missions, China has gradually progressed towards human spaceflight, with numerous successful missions over the past three decades. The program highlights China’s commitment to becoming a leader in space exploration, contributing to global scientific knowledge and technological innovation.
+
+---
+
+## 2. Milestones in China’s Manned Space Program
+
+- **Shenzhou-1 Mission (November 20, 1999)**
+
+ The launch of the **Shenzhou-1**, China's first unmanned spacecraft, marked the beginning of the country’s manned space exploration journey. This mission was a significant milestone and was supported by the **Long March rocket**.
+
+- **Shenzhou-5 Mission (October 15, 2003)**
+
+ China successfully launched **Shenzhou-5**, its first manned spacecraft. This mission, which lasted 21 hours, carried **Yang Liwei**, China’s first astronaut. This marked China’s entry into the club of nations capable of sending humans into space.
+
+- **Shenzhou-6 Mission (October 12, 2005)**
+
+ The **Shenzhou-6** mission was China’s first multi-person and multi-day spaceflight. It was launched with **two astronauts** aboard (Fei Junlong and Nie Haisheng), further demonstrating China’s growing capabilities in manned space exploration.
+
+- **Shenzhou-7 Mission (September 25, 2008)**
+
+ This mission was significant for being the first spacewalk conducted by a Chinese astronaut, **Zhai Zhigang**. The spacewalk lasted about 15 minutes, and this achievement placed China as one of the nations capable of conducting extravehicular activities (EVAs).
+
+- **Shenzhou-9 Mission (June 16, 2012)**
+
+ The **Shenzhou-9** mission was China’s first crewed spaceflight to dock with a space module. This mission carried **Liu Yang**, China’s first female astronaut. The successful docking demonstrated China’s progress in autonomous rendezvous and docking technology.
+
+- **Shenzhou-10 Mission (June 11, 2013)**
+
+ Building on the success of Shenzhou-9, the **Shenzhou-10** mission continued to advance China’s human spaceflight capabilities. It successfully performed a crewed docking with the Tiangong-1 space module and focused on conducting scientific experiments, technology verification, and in-orbit educational activities.
+
+- **Shenzhou-12 Mission (June 17, 2021)**
+
+ The **Shenzhou-12** mission was a crucial part of China’s space station development. It carried **three astronauts** aboard to the **Tianhe core module**, marking the beginning of the construction phase of the **Chinese Space Station** (CSS).
+
+- **Shenzhou-13 Mission (October 16, 2021)**
+
+ The **Shenzhou-13** mission lasted approximately 182 days, making it China’s longest crewed spaceflight to date and significantly longer than 30 days. The three-person crew conducted scientific experiments, extravehicular activities (EVAs), and extensive testing of living and working conditions aboard the Tianhe core module of the Chinese Space Station (CSS) during their stay in orbit.
+
+---
+
+## 3. Key Figures in China's Manned Space Program
+
+**Wang Yaping**
+Wang Yaping is one of China’s prominent astronauts, known for being the second Chinese female astronaut in space. She participated in the **Shenzhou-10** and **Shenzhou-13** missions, contributing to the development of space technologies and operations aboard the Chinese Space Station (CSS). Her achievements symbolize China's commitment to gender inclusivity in space exploration.
+
+---
+
+## 4. Recent Developments in China’s Space Program
+
+- **Chinese Space Station (CSS) Construction**
+
+ China’s space program has completed the construction of a permanently crewed space station, known as the Tiangong Space Station (part of the Chinese Space Station, CSS). It entered operational status in late 2022 and continues to support long-term human spaceflight missions, scientific experiments, and space technology applications.
+
+- **Future Plans:**
+
+ China plans to further develop its space exploration capabilities, including deep space missions, lunar exploration and potential long-term human lunar exploration.
+
+ - China aims to **land astronauts on the Moon** by around 2030 under its manned lunar program.
+
+ - China’s long-term exploration goals include developing an International Lunar Research Station (ILRS) with international cooperation, expected to reach a basic operational stage by around 2035.
+
+ - Deep-space missions, such as asteroid exploration (Tianwen-2) and future Martian or outer-planet exploration missions, are actively planned.
+
+---
+
+## 5. Conclusion
+
+Over the past three decades, China has made significant strides in space exploration, culminating in the successful development of its own space station and future plans for deep space exploration. These achievements demonstrate China’s increasing capabilities in technology, engineering, and human spaceflight. The progress of China's manned space program reflects the nation's ambition to contribute to global space exploration and scientific research.
diff --git a/talk/middle_school_presentation/14/generation_task/instructions.md b/talk/middle_school_presentation/14/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..a9ca16e7df99f9fb105ae655f45f37d74ef3f40e
--- /dev/null
+++ b/talk/middle_school_presentation/14/generation_task/instructions.md
@@ -0,0 +1,100 @@
+**Task:**
+Create a complete, professional, and logically structured presentation slide deck based on the provided material. This slide deck should be suitable for a 5–10 minute presentation in a middle school English classroom.
+
+A background materials document has been provided on this topic. You may refer to this document while creating the slides to ensure the content aligns with the provided reference material.
+
+---
+
+
+# **Constraints**
+
+The slide deck must adhere to the following constraints; otherwise, it will be considered incorrect.
+
+## 1.Content Structure
+
+The slide deck must have **11-15 slides**.
+
+The slide deck must include the following sections, in the order listed below (the number of slides in each section may be determined as appropriate).
+
+* **Title Slide:**
+ * Include the main title: "The Symbolic Inventions".
+ * List the presenter's name: Li.
+
+* **Introduction Slide:**
+ * Address the core questions regarding inventions: "Products or Methods?" and "Importance?".
+ * Briefly introduce the concept of symbolic inventions acting as milestones in civilization.
+
+* **Ancient Inventions Section:**
+ * **Theme:** Ancient Inventions.
+ * **Key Topic:** Gunpowder.
+ * **Sub-topic:** Weaponry.
+ * Explain the historical significance of gunpowder and its application in ancient weaponry.
+ * Use visuals related to traditional martial arts or ancient warfare to set the context.
+
+* **Modern Inventions Section:**
+ * **Theme:** Modern Inventions.
+ * **Key Topic 1:** Hou's Process for Soda Production.
+ * Explain the chemical significance.
+ * Illustrate the process (referencing the chemical apparatus diagram provided in the source: NaClO3 + H2SO4 reaction setup).
+ * **Key Topic 2:** High-speed Railway.
+ * Highlight this as a symbol of modern speed and connectivity.
+ * Discuss its impact on modern transportation.
+
+* **Conclusion Slide:**
+ * Summarize the transition from ancient discoveries (gunpowder) to modern technological feats (industrial chemistry and transportation).
+ * Reiterate the importance of these inventions.
+
+* **Thank You Slide:**
+ * Include a "Thanks" message.
+ * List the presenter's name (Li).
+
+---
+
+## 2. Content Constraints
+
+* **Faithfulness to background materials**: Use only the information provided in the background materials. Do not fabricate additional factual content, and do not modify, distort, or reinterpret the original claims or conclusions.
+* **Accuracy:** All content must be factually accurate, especially quantitative content and facts.
+* **Brevity:** Use short, concise phrases, not long paragraphs. Focus on summarizing key facts and events without excessive detail. Bullet points may be used for clarity. If you use bullet points, each slide should have no more than 6 bullet points.
+* **Sufficient Depth**: Sufficient Depth: Avoid oversimplification. While the content should remain accessible to a general audience, the slides must still convey the core ideas, key milestones, and meaningful insights. Do not reduce the presentation to vague slogans or purely high-level summaries; each slide should communicate a clear and substantive takeaway.
+* **Logical Flow:** The slides should present a clear narrative. Ensure there is a clear progression of time and events (if any).
+* **Relevance of Information**: You must not add unrelated content.
+* **Code & Markup Formatting**: Avoid raw LaTeX or Markdown code unless necessary.
+
+## 3. Visual & Design
+
+* **Images:** Include relevant images. Images must be high quality, clearly labeled, and relevant to the content.
+* **Charts and Diagrams:** Use appropriate charts and diagrams (e.g., schematics, flowcharts, tables, and statistical plots) where needed to visually present and clarify information—especially narrative timelines and quantitative details such as numerical data—rather than relying only on text.
+ * If the slide includes charts or figures, ensure that all visual elements are clearly annotated (e.g., axes are labeled, units are specified, legends are included where needed, and data points are explained when necessary).
+ * Include **figures or diagrams descriptions** when appropriate, e.g., “The chart shows proprietary models outperform open-weight ones.”
+* **Legibility:** Use legible fonts and avoid clutter. Text should be large enough to be easily read.
+* **Visual Balance:** Balance text and visuals so slides are easy to read when projected.
+* **Layout:** Maintain a clean, professional layout with appropriate fonts, colors, and formatting.
+* **Style Consistency**: The entire slide deck should follow a unified and coherent visual style.
+* **Information Load**: Slides should avoid excessive information per page to preserve readability.
+
+## 4. Text Quality
+
+* All generated text should be clear, with no missing or incorrect characters or words.
+* Spelling, grammar, and typography must be accurate and correct throughout the content.
+
+## 5. Technical Fidelity Requirements
+
+* If scatter plots, line charts or radar charts are used in the slide deck, ensure that every data point exactly matches the corresponding data point in the provided material. Note that the values must be **precisely** the same, not just the shape of the graph.
+* Ensure that key quantitative details in the material are included in the slide deck. In other words, the presentation should not only discuss the ideas of the material but also present specific quantitative details (e.g., statistical data, experimental results, etc.).
+* Ensure quantitative details are correct.
+* The slides may include data used only for conceptual illustration. However, if such data are included, you must clearly indicate on the corresponding slide which data are conceptual illustrations rather than data reported in the material.
+
+## 6. Presentation Tone and Audience
+
+* **Tone:**
+ * The tone should be informative and respectful, avoiding overly academic language, long paragraphs, and excessive formality, as well as unnecessary verbosity.
+ * Alignment with Oral Delivery: The content should support live presentation, emphasizing pauses, contrasts, and clear takeaways or conclusions (e.g., “the key point is…”, “therefore…”, “the main conclusion is…”).
+ * The slide deck should maintain a consistent tone.
+* **Audience:** The presentation should cater to an audience with basic to intermediate knowledge of the topic covered in this presentation. It is not advisable to use too many technical terms; when necessary, key terms should be explained clearly in plain language.
+
+
+---
+
+# **Output Expected**
+
+A **complete slide deck** satisfying all constraints above.
diff --git a/talk/middle_school_presentation/14/generation_task/judge_prompt.json b/talk/middle_school_presentation/14/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..5c9c7e7a4b946487387e46fca5239a588eb22754
--- /dev/null
+++ b/talk/middle_school_presentation/14/generation_task/judge_prompt.json
@@ -0,0 +1,29 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the first slide list the title?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the first slide list the presenter?**\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is there a slide dedicated to the Introduction that poses the core questions?**\n\n The introduction slide should address questions regarding inventions, specifically \"Products or Methods?\" and \"Importance?\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include the \"Ancient Inventions\" section?**\n\n It should cover the key topic of \"Gunpowder\" and the sub-topic of \"Weaponry\".\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include the \"Modern Inventions\" section covering Hou's Process?**\n\n It should list \"Hou's Process for Soda Production\" as a key topic.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include the \"Modern Inventions\" section covering High-speed Railway?**\n\n It should list \"High-speed Railway\" as a key topic.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is the content regarding Hou's Process visually supported by a specific diagram?**\n\n The slide should include the schematic diagram of the chemical apparatus (involving NaClO3 + H2SO4).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Is the content regarding High-speed Railway visually supported by a relevant image?**\n\n The slide should include an image of a modern bullet train.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the conclusion slide summarize the transition from ancient to modern inventions?**\n\n The conclusion should recap the progression from gunpowder to industrial chemistry and transportation.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n",
+ "\n**Does the slide deck include a \"Thank You\" slide?**\n\n The \"Thank You\" slide should list the presenter's name.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the first slide correctly list the main title?**\nThe title should be \"The Symbolic Inventions\".\n\n If **no**, specify if the title is missing, or not aligned with the provided document.\n",
+ "\n**Does the first slide correctly list the presenter's name?**\nThe presenter's name should be \"Li\".\n\n If **no**, specify if the presenter's name is missing, or not aligned with the provided document.\n",
+ "\n**Does the introduction slide correctly present the concept of symbolic inventions?**\nIt should introduce them as milestones in civilization.\n\n If **no**, specify if the concept is missing or misrepresented.\n",
+ "\n**Is the visual style of the \"Ancient Inventions\" section accurate to the design requirements?**\nThe slides covering Gunpowder and Weaponry should use ink-wash style or silhouette imagery (e.g., martial arts or traditional warfare) to set the context.\n\n If **no**, specify if the visual style is inconsistent with the requirements.\n",
+ "\n**Is the explanation of Gunpowder historically accurate?**\nIt should explain the historical significance of gunpowder and its application in ancient weaponry.\n\n If **no**, specify any historical inaccuracies or missing context.\n",
+ "\n**Does the \"Modern Inventions\" slide correctly identify the chemical process?**\nIt should be identified as \"Hou's Process for Soda Production\".\n\n If **no**, specify if the name is incorrect or missing.\n",
+ "\n**Is the diagram for Hou's Process accurate and clearly labeled?**\nThe diagram should match the provided background material, showing elements like the reaction setup (A, B, ice bath) and formulas like NaClO3 and H2SO4.\n\n If **no**, specify if the diagram is incorrect, generic, or missing key labels.\n",
+ "\n**Are the chemical formulas in the text or labels formatted correctly?**\nFormulas such as H2O2, H2SO4, NaClO3, and NaOH should be accurate (subscripts are preferred but correct stoichiometry is essential).\n\n If **no**, specify which formulas are incorrect.\n",
+ "\n**Does the section on High-speed Railway accurately describe its significance?**\nIt should highlight the railway as a symbol of modern speed and connectivity and discuss its impact on transportation.\n\n If **no**, specify if the description is inaccurate or unrelated.\n",
+ "\n**Is the visual design consistency maintained throughout the deck?**\nThe slides should follow a unified visual style, potentially using design motifs like red ribbons or ink strokes to match the source style.\n\n If **no**, specify where the visual style breaks consistency.\n",
+ "\n**Does the presentation tone remain educational and suitable for a middle school audience?**\nExplanations of \"Hou's Process\" should be simplified to focus on its identity as a major innovation rather than overly complex reaction mechanisms.\n\n If **no**, specify if the language is too technical or the tone is inappropriate.\n",
+ "\n**Does the presentation clearly distinguish between the \"Ancient\" and \"Modern\" categories?**\nThe logical flow must move from ancient discoveries (gunpowder) to modern feats (Hou's process, High-speed rail).\n\n If **no**, specify if the narrative structure is confused or unordered.\n",
+ "\n**Does the \"Thank You\" slide correctly list the presenter \"Li\"?**\n\n If **no**, specify if the name is missing or incorrect.\n"
+ ]
+}
diff --git a/talk/middle_school_presentation/14/generation_task/statistics.yaml b/talk/middle_school_presentation/14/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..600ec663cea16b1fc2766f8ff8488b617661fc32
--- /dev/null
+++ b/talk/middle_school_presentation/14/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/middle_school_presentation/14
+category: talk
+input_metrics:
+ total_input_tokens: 4226
+ generation_prompt_tokens: 1331
+ materials_total_tokens: 2895
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 2895
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 10
+ Content Correctness: 13
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 23
+ total_count: 53
diff --git a/talk/middle_school_presentation/14/material.md b/talk/middle_school_presentation/14/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..db85fd4f27fe729bc74b094e1d9c9cf9ec576174
--- /dev/null
+++ b/talk/middle_school_presentation/14/material.md
@@ -0,0 +1,114 @@
+# The Symbolic Inventions: A Journey Through Time, Method, and Innovation
+
+
+## I. Introduction: The River of Time and the Ribbon of Innovation
+
+Distinguished guests, teachers, and fellow students,
+
+History is often viewed as a series of isolated dates and static events, much like distant mountains obscured by the mist of time. However, if we look closer, we see a continuous flow—a vibrant, red ribbon of human ingenuity that winds its way through the centuries, connecting the ancient past to our dynamic present. Today, our team—Xue Sen, Yue Yaoting, Zhao Junhe, Chen Sulue, and Sun Hanyi—invites you to grab hold of this ribbon. We are here to guide you on a journey through the landscape of Chinese innovation.
+
+Our presentation today is titled "The Symbolic Inventions." But we must ask ourselves two fundamental questions as we embark on this narrative. First: Are we talking about mere physical **products**, or are we discussing **methods**—ways of thinking and solving problems? Second: What is the true **importance** of these milestones? Do they merely serve a function, or do they reshape the very fabric of civilization?
+
+To answer these questions, we have selected four specific landmarks along this river of time. We will begin in the ancient world with the explosive discovery of **Gunpowder**, a substance that changed the physics of power. We will then traverse into the era of industrial chemistry to examine **Hou’s Process for Soda Production**, a moment where scientific methodology triumphed over foreign monopolies. Moving into the modern era, we will look at the **Shared Bike**, a reinvention of a classic tool through the lens of the digital economy. Finally, we will accelerate into the future with the **High-Speed Railway**, the physical network that binds a nation together.
+
+These four inventions—two ancient and industrial, two modern and digital—represent the evolution of Chinese creativity. They serve as symbols of how we have moved from accidental alchemy to systematic industry, and finally, to interconnected, smart infrastructure.
+
+## II. Ancient Inventions: The Spark of Gunpowder
+
+Let us step back into the mists of history, to a time when the boundary between science and magic was blurred. Our first symbolic invention is perhaps the most famous of ancient Chinese discoveries: **Gunpowder**.
+
+In the collective imagination, gunpowder is often associated with warfare—the cannon's roar and the musket's fire. However, its origins were far more peaceful, rooted in the Daoist pursuit of immortality. In the alchemy furnaces of the Tang Dynasty, those seeking an elixir of life mixed sulfur, charcoal, and saltpeter (potassium nitrate). They did not find eternal life; instead, they found a way to release energy with terrifying speed. They called it "Huoyao," or "Fire Medicine," acknowledging its chemical volatility.
+
+Why do we choose gunpowder as our first symbol? It represents the era of **empirical discovery**. The ancient inventors did not have the periodic table or modern chemical equations. They understood the world through observation and trial. The mixture of charcoal (the fuel), sulfur (the accelerant), and saltpeter (the oxidizer) created a chemical reaction that could expand gas at supersonic speeds.
+
+This invention was a "product" in its physical form—a black powder. But its "importance" lies in how it fundamentally altered the trajectory of human history. When this technology traveled along the Silk Road to the Arab world and eventually to Europe, it shattered the feudal system. Castles that had stood for centuries could no longer withstand the force of cannons. The knight in armor was rendered obsolete by the soldier with a firearm.
+
+Yet, in China, gunpowder also symbolized celebration and aesthetic beauty. The firework—a controlled explosion painting the night sky—demonstrates the duality of technology. It can destroy, but it can also delight. As a symbolic invention, gunpowder serves as the foundation of our journey. It reminds us that innovation often comes from unexpected places, and that a handful of dust, when combined with the right knowledge, can shake the world. It was the spark that ignited the engine of global change.
+
+## III. The Industrial Transition: Hou’s Process for Soda Production
+
+As we follow the red ribbon forward, we leave the ancient alchemy labs and enter the rigorous world of modern industrial chemistry. Here, we encounter a milestone that is less about a physical "gadget" and more about a "method." This is **Hou’s Process for Soda Production**, developed by the brilliant scientist Hou Debang.
+
+To understand the magnitude of this invention, we must understand the context of the early 20th century. At that time, soda ash (sodium carbonate) was a vital raw material for glass manufacturing, textiles, and detergents. It was the lifeblood of modern industry. However, the technology to produce it—the Solvay process—was a closely guarded secret held by Western monopolies. China, and indeed much of the developing world, was forced to buy this essential chemical at exorbitant prices.
+
+Enter Hou Debang. A patriot and a scholar, Hou did not just want to replicate the Western method; he wanted to improve it. The traditional Solvay process had a major flaw: it produced a large amount of calcium chloride as a waste byproduct, which was useless and environmentally damaging. It also wasted a significant amount of the salt raw material.
+
+Hou Debang retreated to his laboratory, driven by a desire to break this blockade. In the 1940s, he successfully developed what we now call "Hou’s Process," or the Combined Soda Manufacturing Process. This was not a tangible product you could hold in your hand like a smartphone; it was an intellectual triumph, a **method**.
+
+Hou’s genius was to integrate the production of soda ash with the production of synthetic ammonia. In his system, the carbon dioxide and ammonia were recycled, and the byproduct was not useless waste, but ammonium chloride—a valuable fertilizer.
+
+Let us visualize the diagram of this process. Imagine a complex interplay of piping and reaction chambers. In one cycle, salt and ammonia react to form soda ash. In the connected cycle, the remaining solution is treated to produce fertilizer, regenerating the materials needed for the first step. It was a closed loop of efficiency.
+
+The "importance" of Hou’s Process cannot be overstated.
+1. **Economic Sovereignty:** It broke the foreign monopoly, allowing China to build its own chemical infrastructure.
+2. **Sustainability:** It was an early example of "green chemistry," utilizing atom economy to turn waste into wealth (fertilizer).
+3. **Scientific Generosity:** Unlike the Solvay cartel, which hid its secrets, Hou Debang published his findings in his book *The Manufacture of Soda*, sharing his knowledge with the world.
+
+Hou’s Process represents the maturation of Chinese innovation. It moved beyond the "accidental" discovery of gunpowder to the deliberate, calculated, and systematic application of science to solve industrial problems. It proved that a "method" is just as powerful as a "product."
+
+## IV. Modern Inventions: The Shared Bike
+
+The river of time flows faster now, rushing into the 21st century. The red ribbon weaves into the bustling streets of modern metropolises. Here, we find an object that looks deceptively simple, something that has existed for two centuries: the bicycle. But look closer. This is not just a bicycle; it is the **Shared Bike**, a symbol of the digital economy and the "Internet of Things."
+
+Why include the bicycle as a "modern" invention? Is it not a step backward from the automobile? On the contrary. The Shared Bike represents a paradigm shift in how we view ownership and urban mobility.
+
+In the past, a product was something you bought, owned, maintained, and eventually discarded. The Shared Bike disrupts this model. It is not a product you buy; it is a service you access. The innovation here lies in the convergence of three technologies:
+1. **Mobile Internet:** The ubiquitous smartphone allows users to locate a bike anywhere.
+2. **Digital Payment:** Instant, cashless transactions remove the friction of commerce.
+3. **GPS and IoT:** Each bike is a smart node in a massive network, broadcasting its location and status.
+
+Visually, we see the bicycle standing against a red urban backdrop, unlocked by a simple QR code. This QR code is the key. It is the digital bridge between the physical world (the steel frame, the rubber tires) and the digital world (the cloud server, the user profile).
+
+The "importance" of the Shared Bike extends far beyond convenience. It solved the "last mile" problem of public transportation, connecting subway stations to doorsteps. It reintroduced physical activity into sedentary lifestyles. Most importantly, it offered a green, low-carbon alternative to the private car, reducing congestion and smog in our cities.
+
+However, it also serves as a case study in the rapid scalability of Chinese innovation. Within a few short years, colorful fleets of bikes transformed the streetscapes of cities not just in China, but around the world. It demonstrated that modern Chinese innovation is agile, consumer-centric, and deeply integrated with digital infrastructure. It turns a "product" (the bike) into a "method" of living (the sharing economy).
+
+## V. Modern Inventions: The High-Speed Railway
+
+Finally, the red ribbon stretches out, straight and true, transforming into the steel tracks of the **High-Speed Railway (HSR)**. If the shared bike represents the "last mile," the High-Speed Railway represents the "thousand miles."
+
+The image of the sleek, aerodynamic train cutting through the landscape is perhaps the most potent symbol of modern China. It represents **speed**, **precision**, and **connectivity**.
+
+Historically, the vast geography of China was a challenge. Mountains and rivers separated provinces, making trade slow and cultural exchange difficult. The High-Speed Railway has effectively shrunk the country. A journey that once took days now takes hours. This is not just an upgrade in transport; it is a compression of space and time.
+
+Let us analyze the technical marvel of this invention. It is not merely about a fast engine. It involves:
+* **Civil Engineering:** Building bridges over vast chasms and tunnels through granite mountains.
+* **Materials Science:** Creating tracks that remain stable under extreme heat and freezing cold.
+* **Control Systems:** Managing thousands of trains with second-by-second precision to ensure absolute safety.
+
+But again, we must ask: What is its "importance"?
+The HSR is the artery of the nation's economy. It allows for the rapid flow of talent, resources, and ideas. It has created "city clusters," where people can live in one city and work in another hundreds of kilometers away. It has revitalized inland areas by connecting them to coastal economic hubs.
+
+Furthermore, the High-Speed Railway is a "product" that has become a global ambassador. It demonstrates China's capacity to execute mega-projects and its leadership in high-end manufacturing. It is a symbol of a nation that is moving forward—literally and metaphorically—at 350 kilometers per hour.
+
+## VI. Discussion: Products, Methods, and Importance
+
+We have now traversed the timeline from the alchemist's furnace to the high-speed track. Let us pause to reflect on the questions posed at the beginning of our presentation.
+
+**Are these products or methods?**
+The answer is that they are inextricably linked.
+* **Gunpowder** is a product, but its creation was a method of trial and error, and its application was a method of warfare.
+* **Hou’s Process** is explicitly a method, a chemical recipe, yet it gave birth to essential products (soda ash and fertilizer) that fed and built the nation.
+* **The Shared Bike** is a physical product, but its essence is the *method* of sharing—the algorithm that allocates resources.
+* **The High-Speed Railway** is a massive product, but it operates as a method of logistical efficiency.
+
+**What is their importance?**
+Their importance lies in their ability to solve the critical problems of their times.
+* Gunpowder solved the problem of **force**.
+* Hou’s Process solved the problem of **scarcity and independence**.
+* The Shared Bike solved the problem of **urban connectivity and sustainability**.
+* The High-Speed Railway solved the problem of **distance and integration**.
+
+Collectively, these inventions tell a story of a civilization that is constantly learning, adapting, and improving. We see a progression from discovering nature’s secrets (gunpowder) to mastering industrial processes (Hou’s process), to orchestrating complex digital and physical systems (bikes and trains).
+
+## VII. Conclusion
+
+As we look at the "river of time" one last time, we see that the red ribbon does not end with the high-speed train. It continues to unfurl into the future.
+
+The four inventions we discussed today—Gunpowder, Hou’s Process, the Shared Bike, and the High-Speed Railway—are milestones. They are the symbolic markers that show how far we have come. They remind us that innovation is not a lightning bolt from the blue, but a continuous process of accumulation. It requires the curiosity of the ancients, the rigor of the scientists, the agility of the digital age, and the ambition of the modern engineers.
+
+For us, the younger generation, these symbols are not just history lessons. They are challenges. What will be the next symbolic invention? Will it be in artificial intelligence? Quantum computing? Green energy? The methods may change, and the products will certainly look different, but the spirit of innovation—the drive to make life better, faster, and more sustainable—remains eternal.
+
+We thank you for listening to our presentation. We hope that you, too, will find your place along this red ribbon of innovation and contribute to the next chapter of this incredible story.
+
+**Thank You.**
\ No newline at end of file
diff --git a/talk/ted_chinese/02/generation_task/instructions.md b/talk/ted_chinese/02/generation_task/instructions.md
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+请制作一套用于公开演讲的中文幻灯片，仅基于我提供的演讲稿，不允许引入讲稿之外的事实性内容。
+
+
+---
+
+# **约束**
+
+你制作的幻灯片必须满足以下约束，否则将被认为是不正确的。
+
+## **1. 内容结构**
+
+幻灯片必须含 **11-15** 页幻灯片。
+
+幻灯片必须按以下顺序包含以下各部分（每个部分的页数可根据需要自行确定）。
+
+1. **开场：认知的误区——“三十岁不是新的二十岁”**
+ * 破除流行语：批判“30岁是新的20岁”这一观点带来的“善意疏忽”。
+ * 警示现状：20岁阶段不应是发展的停滞期，而是决定未来的关键期。
+ * 核心观点：把握20岁，是为职业、爱情和幸福所能做的最有影响力的事。
+
+2. **核心逻辑 1：关键的十年——成人发展的“黄金期”**
+ * 数据支撑：人生80%的重要时刻发生在35岁之前；职业前10年决定薪资走向；生育能力在28岁达到峰顶。
+ * 心理机制：20岁是大脑为了适应成人期达到的第二次发展高峰。
+ * 紧迫感建立：拒绝“人生还有十年才开始”的谎言，找回消失的雄心。
+
+3. **核心逻辑 2：职业的投资——积累“身份资本”**
+ * 定义：增加自我价值，进行能达成“理想自我”的投资。
+ * 行动指南：拒绝无意义的探索（如盲目打零工），进行有意义的工作探索。
+ * 核心金句：身份资本将衍生身份资本。
+
+4. **核心逻辑 3：资源的破圈——利用“弱连结”的力量**
+ * 批判“城市部落”：20岁年轻人容易陷于志同道合的小圈子，导致信息闭塞。
+ * 引入弱连结：新机会、新资本往往来自“朋友的朋友的朋友”。
+ * 实践建议：半数职位不曾公布，接触“圈外人”才是加入新族群的方法。
+
+5. **核心逻辑 4：爱情的远见——有意识地选择家庭**
+ * 警惕“抢座位游戏”：不要因为30岁的压力而随便抓一个距离最近的“椅子”结婚。
+ * 经营逻辑：经营婚姻的最佳时机是结婚前，要像看待工作一样用心看待爱情。
+ * 目标：选择你想要的人和生活，而不是完成指标或打发时间。
+
+6. **结尾升华：微调航向，重塑人生**
+ * 案例收束：以Emma从“紧急联系人空白”到“名单不够填”的转变作为希望的证明。
+ * 飞机喻词：20岁就像刚起飞的飞机，此刻微小的航线偏移，将决定你降落在斐济还是阿拉斯加。
+ * 结语：20岁光阴不再来，你此刻正在决定你的人生。
+
+---
+
+## 2. 内容约束
+
+* 全部使用中文（讲稿中引用的其他语言的原句可作为引用保留）。
+* **忠实于源材料**：仅使用源材料中提供的信息，不得虚构额外事实内容，不得修改、歪曲或重新解释原有观点或结论。
+* **准确性**：所有内容必须事实准确，尤其是定量信息和事实性内容。
+* **简洁性**：使用简短、精炼的表述，避免冗长段落。重点概括关键信息和事件，不做过度展开。可使用要点列表以增强清晰度；如使用列表，每页不超过 6 个要点。
+* **足够深度**：避免过度简化。在保持对普通受众友好的同时，幻灯片需传达核心思想、关键里程碑和有意义的洞见。不得将内容降格为口号式或仅停留在高层概述；每页都应有明确且实质性的结论或要点。
+* **逻辑流畅**：幻灯片应呈现清晰的叙事结构，确保时间线和事件推进清楚连贯（如适用）。
+* **信息相关性**：不得添加无关内容。
+* **代码与标记格式**：除非必要，避免使用原始 LaTeX 或 Markdown 代码。
+
+## 3. 视觉与设计
+
+* **图片**：应包含相关图片。图片需为高质量、标注清晰，并与内容高度相关。
+* **图表与示意图**：在需要时使用合适的图表和示意图（如示意图、流程图、表格、统计图等），以可视化方式呈现和澄清信息——尤其是叙事时间线和数值型细节（如定量数据），而非仅依赖文字说明。
+ * 若幻灯片包含图表或图形，须确保所有视觉元素均有清晰标注（如坐标轴标明、单位注明、必要时包含图例，并在需要时对数据点进行说明）。
+ * 适当加入**图表或示意图说明文字**，例如：“该图显示专有模型的性能优于开源权重模型。”
+* **可读性**：使用清晰易读的字体，避免画面拥挤；文字大小应便于阅读。
+* **视觉平衡**：合理平衡文字与视觉元素，确保投影展示时易于理解。
+* **版式布局**：保持简洁、专业的版式设计，合理使用字体、颜色和格式。
+* **风格一致性**：整套幻灯片应遵循统一、连贯的视觉风格。
+* **信息负载**：每页幻灯片避免信息过载，以保证可读性。
+
+## 4. 文本质量
+
+* 所有生成的文本必须清晰完整，不得出现缺字、错字或错误用词。
+* 全文在拼写、语法和排版方面须保持准确、规范。
+
+## 5. 技术一致性与准确性要求
+
+* 若幻灯片中使用散点图、折线图或雷达图，须确保**每一个数据点**都与所提供材料中的对应数据**完全一致**。注意，不仅图形走势要一致，数值本身也必须**精确相同**。
+* 必须在幻灯片中呈现材料中的关键定量信息。换言之，演示内容不仅要讨论材料的思想和结论，还需展示具体的定量细节（如统计数据、实验结果等）。
+* 确保所有定量信息的准确性。
+* 幻灯片中可以包含仅用于概念说明的数据；但如使用此类数据，必须在对应页面**明确标注**哪些数据为概念性示例，而非材料中实际报告的数据。
+以下为中文翻译（已统一为中文表述）：
+
+
+## 6. 演示语气与受众
+
+* **语气：**
+ * 语气应当信息充分且保持尊重，避免过于学术化的表达、冗长段落和过度正式的风格，也应避免不必要的啰嗦。
+ * 契合口头演示：内容应有助于现场讲解，强调停顿、对比以及清晰的要点或结论（如“关键点在于……”“因此……”“主要结论是……”等）。
+ * 整套幻灯片应保持语气一致。
+* **受众：**
+ * 演示应面向对该主题具备基础至中等水平认知的受众。
+ * 不宜使用过多专业术语；如确需使用，应以通俗语言对关键术语进行清晰解释。
+
+
+---
+
+# 输出要求
+
+* 一套满足以上所有约束条件的**完整的幻灯片**。
diff --git a/talk/ted_chinese/02/generation_task/judge_prompt.json b/talk/ted_chinese/02/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..ba7122ec58cc9c6ec069d9b954af7846453af3d9
--- /dev/null
+++ b/talk/ted_chinese/02/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Is there an opening that introduces the initial misconceptions about treating twenty-somethings?**\n\n* The text should describe the author’s first patient, Alex, and the therapist’s initial relief that the issue was \"just about men.\"\n* It should mention the dangerous mindset that \"thirty is the new twenty\" and the tendency to treat the twenties as a developmental downtime.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the opening context is missing.\n",
+ "\n**Does the text emphasize the significance of the \"Defining Decade\"?**\n\n* The text should mention that 80% of life’s most defining moments take place by age 35.\n* It should highlight that the first 10 years of a career have a disproportionate impact on future earnings.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what thematic statement is missing.\n",
+ "\n**Is the biological and neurological importance of the twenties included?**\n\n* The text should mention the brain’s second and final growth spurt during the twenties.\n* It should mention that female fertility peaks at age 28 and becomes more challenging after age 35.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify which biological/neurological fact is missing.\n",
+ "\n**Is the concept of \"Benign Neglect\" addressed?**\n\n* The text should discuss how culture, media, and even therapists ignore the critical nature of the twenties by calling them \"extended adolescence\" or \"kidults.\"\n* It should mention how this robs young people of their urgency and ambition.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what element of this concept is missing.\n",
+ "\n**Is the \"Musical Chairs\" metaphor for dating and marriage included?**\n\n* The text should describe how dating in the twenties feels like a game where everyone runs around, but when the music stops at thirty, people grab the nearest \"chair\" (partner) out of fear of standing alone.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what detail of the metaphor is missing.\n",
+ "\n**Does the text introduce the story of Emma as a case study?**\n\n* It should describe Emma’s \"identity crisis,\" her history of working as a waitress despite wanting an arts career, and her toxic relationship with a boyfriend.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of Emma's background is missing.\n",
+ "\n**Is the advice regarding \"Identity Capital\" clearly explained?**\n\n* The text should define identity capital as doing things that add value to oneself and investing in who you want to be.\n* It should emphasize that identity capital begets more identity capital and that exploration must be purposeful rather than a waste of time.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of identity capital is missing.\n",
+ "\n**Is the concept of \"Weak Ties\" covered?**\n\n* The text should explain that \"urban tribes\" (close friends) often limit information and that new opportunities (jobs, partners) come from outside the immediate circle.\n* It should mention that half of new jobs are never posted and are found through friends of friends.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of weak ties is missing.\n",
+ "\n**Is the importance of \"Picking Your Family\" discussed?**\n\n* The text should argue that while you can't choose your family of origin, you can and must consciously choose your future family (spouse/partner).\n* It should state that the best time to work on a marriage is before you have one.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of family choice is missing.\n",
+ "\n**Is the resolution of Emma’s story included?**\n\n* The text should describe how Emma used a weak tie to get a job at a museum, left her boyfriend, and eventually married a partner she chose intentionally.\n* It should mention her card to the author stating that her \"Emergency Contact\" list is now full.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the resolution is missing.\n",
+ "\n**Is the \"Airplane/Flight Path\" metaphor used to conclude the talk?**\n\n* The text should compare twenty-somethings to a plane leaving LAX; a small change in the flight path at the start leads to a massive difference in destination (e.g., Alaska vs. Fiji).\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the metaphor is missing.\n",
+ "\n**Does the text end with a call to action to \"Claim Your Adulthood\"?**\n\n* The text should conclude by urging twenty-somethings to stop limiting themselves and to realize that they are deciding their lives right now.\n* It should reiterate the core message: You cannot reclaim your twenties in your thirties.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the conclusion is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the opening slide accurately reflect the speaker’s initial clinical experience and her first patient's background?**\nThe opening should state that the speaker was a doctoral student in clinical psychology at Berkeley when she met her first patient, Alex, a 26-year-old woman.\n\n If **no**, specify if the speaker's role or Alex's age/reason for visit is misrepresented.\n",
+ "\n**Is the initial misconception about the \"twenties\" correctly presented as it appears in the source?**\nThe slide should reflect the common saying mentioned by Alex: \"Thirty is the new twenty,\" and the speaker's initial agreement that work, marriage, and children were matters for the distant future.\n\n If **no**, specify if the \"new twenty\" concept is missing or incorrectly attributed.\n",
+ "\n**Does the slide deck accurately convey the turning point prompted by the supervisor?**\nIt should capture the supervisor's insight that the best time for Alex to work on her marriage is before she actually gets married, triggering the speaker's realization that thirty is not the new twenty.\n\n If **no**, identify if the logical shift in the speaker's perspective is omitted.\n",
+ "\n**Are the statistics regarding life milestones and biological development presented accurately?**\nThis includes:\n* 80% of life's most defining moments happen by age 35.\n* The first 10 years of a career have a major impact on future earnings.\n* Over half of Americans are married, living with a partner, or dating their life partner by age 30.\n* The brain undergoes its second and final growth spurt in the twenties.\n* Female fertility peaks at 28 and becomes challenging after 35.\n\n If **no**, specify which statistic is misstated or exaggerated.\n",
+ "\n**Is the concept of \"Developmental Continuity\" versus \"Emerging Adulthood\" handled correctly?**\nThe slides should reflect that while culture often treats the twenties as \"prolonged adolescence\" or a period of \"stagnation,\" it is actually the critical period of adult development.\n\n If **no**, specify if the speaker's critique of cultural labels like \"kidults\" or \"uncommitted exploration\" is misrepresented.\n",
+ "\n**Does the slide deck accurately reflect the \"musical chairs\" metaphor for dating?**\nThe metaphor should describe how dating in the twenties is like the game; everyone runs around for fun, but when the music stops at thirty, people start sitting down on the nearest \"chair\" (partner) just to avoid being left standing.\n\n If **no**, specify if the metaphor's meaning regarding panic-driven marriage is distorted.\n",
+ "\n**Are the specific struggles of people in their thirties and forties accurately described?**\nThe slides should mention that \"mid-life crises\" for this generation often involve realizing they cannot have the career or the family (or siblings for their children) they wanted because they started too late.\n\n If **no**, specify if the focus of the mid-life crisis is shifted to external luxuries like a \"red convertible\" which the source dismisses.\n",
+ "\n**Is the story of Emma's \"emergency contact\" crisis presented consistently with the source?**\nThe slide should detail Emma's realization at 25 that after spending years as a waitress and living with an unsuitable boyfriend, she had no one to list as an emergency contact in her new address book.\n\n If **no**, specify if the emotional weight or the specific \"emergency contact\" detail is altered.\n",
+ "\n**Is the first piece of advice—\"Identity Capital\"—defined correctly?**\nIt should be defined as adding value to oneself by making investments in who you want to be (e.g., cross-cultural jobs, internships), noting that \"identity capital begets identity capital\".\n\n If **no**, specify if the definition is expanded beyond the speaker's concept of \"meaningful exploration\".\n",
+ "\n**Is the second piece of advice—\"Weak Ties\"—explained accurately?**\nThe slide should explain that while \"urban tribes\" provide support, new opportunities like jobs and dates usually come from \"weak ties,\" such as friends of friends or neighbors' bosses.\n\n If **no**, specify if the distinction between close inner circles and outer networks is blurred.\n",
+ "\n**Is the third piece of advice—\"Choosing a Family\"—represented as an intentional act?**\nThe advice should state that the best time to work on a marriage is before having one, and that choosing a family should be a conscious choice of person and lifestyle rather than just \"killing time\" or \"settling\".\n\n If **no**, specify if the emphasis on intentionality versus completion of a checklist is missing.\n",
+ "\n**Does the conclusion slide accurately reflect the \"Airplane\" metaphor and the final message?**\nThe conclusion should state that a 20-something is like a plane leaving LAX; a small change in course early on determines whether you land in Alaska or Fiji, and that \"twenty-something life cannot be redone in your thirties\".\n\n If **no**, specify if the finality of the message or the specific metaphor is misrepresented.\n"
+ ]
+}
diff --git a/talk/ted_chinese/02/generation_task/statistics.yaml b/talk/ted_chinese/02/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..d6fc6e49e669f3ef1041045a411f25539be1ec2e
--- /dev/null
+++ b/talk/ted_chinese/02/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/ted_chinese/02
+category: talk
+input_metrics:
+ total_input_tokens: 6729
+ generation_prompt_tokens: 2538
+ materials_total_tokens: 4191
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 4191
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/ted_chinese/02/material.md b/talk/ted_chinese/02/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..1850d36d165ad10dfce13e77f907363ce5867fe7
--- /dev/null
+++ b/talk/ted_chinese/02/material.md
@@ -0,0 +1,83 @@
+# 20岁光阴不再来，最实用的人生规划
+
+Meg Jay
+
+在我二十几岁时，我见到了我的第一位心理治疗病人。她是一名叫Alex的26岁女子。当时我在伯克利大学读临床心理学博士。
+
+第一次会面时Alex穿着牛仔裤和一件不修边幅的上衣，进来后一屁股坐到我办公室的沙发上，踢掉平底鞋，说她是来谈谈她和男人的问题。听见这句话，我如释重负。我有个同学，第一个病人是个纵火犯。我这位不过是想聊聊男人的年轻女子。我还搞定不了么？
+
+我没能搞定。
+
+Alex在每一次会面时都会带来好笑的故事，因此对我来说，点点头避而不谈真正的问题，是一件非常轻松的事情。Alex会说“三十几岁这年头就是新的二十几岁”，就我当时的想法，她说得没错啊。工作、婚姻、孩子都是以后的事情，连死亡都是以后的事情。像Alex和我这样二十几岁的人，有的是时间。
+
+但没过多久，我的指导老师开始就催我督促Alex积极面对她的恋爱关系。我不以为然。我说：“没错，她的约会对象是配不上她，她是在睡一个笨蛋，但她又不和他结婚。” 然后我的指导老师说：“但她可能会和下一个结婚。再说，Alex在婚事上努力的最好时机，不正是在还没结婚的时候嘛。”
+
+这就是心理学家们所说的醍醐灌顶的瞬间。在那一瞬间，我明白了三十岁并不是新的二十岁。
+
+没错，人们是比以前更晚安顿下来，但这并不意味着二十几岁是Alex的发展停滞期。恰恰相反，这意味着二十几岁是Alex最佳的发展时机，而我们就坐在那儿荒废它。这时我才明白这种“善意的疏忽”是一个非常现实的问题，而且它会产生严重的后果，不仅是对于Alex和她的爱情生活，也对于各地的二十几岁的人的家庭与未来。
+
+现在美国有大约五千万二十几岁的人。这大概是总人口的15%，其实就是100%——因为没人能在不经历二十几岁这个阶段的情况下经过成人期。
+
+在场的观众，如果有二十几岁的，请举一下手，如果你和二十几岁的人工作、如果你爱一个二十几岁的人、如果你因为二十几岁的人而失眠……都请举起手来——很好。二十几岁的人非常重要！
+
+我专门研究二十几岁的人，因为我相信这五千万个二十几岁的人中每一个都应该知道每个心理学家、社会学家、神经学家、生育专家都知道的一件事：
+
+把握二十岁，是你能为你的职业，爱情，幸福，甚至全世界，做的最简单又最有影响力的事。
+
+这不是我的观点。这是事实。
+
+一个人的一生中80%的最重要的时刻发生在35岁。（超过40岁的人，别慌。）我们知道一份职业中的前10年对于你将会挣多少钱有非常大的影响。我们知道超过一半的美国人30岁之前就和终生伴侣结婚，同居，或者在约会。我们知道大脑在你二十几岁时为了适应成人期，达到了第二次也是最后一次成长期的高峰。
+
+这说明无论你想改变你自己的什么，现在就是改变它的时间！
+
+我们知道，相比人生其他阶段二十几岁时的个性变化最大，而且我们也知道女性的生育能力在28岁时达到峰顶，到35岁之后就有点难办了。二十几岁这个时间段就是了解自我、身体状况和未来选择的最佳时机。
+
+当我们说到“儿童发展期”，我们都知道前五年是大脑发展语言和情感依赖的关键时期，每日生活都会对你的未来产生巨大影响。但是我们不太听说的一个东西叫“成人发展期”，而我们的二十岁这个年纪就是成人发展的关键时期。但很少有二十几岁年轻人听说这件事。报纸谈论的总是成人阶段的变化，研究人员称二十岁阶段为“青春期的延续”，媒体赋予二十几岁年轻人一些愚蠢的绰号，例如“啃老族”、“大孩子”。文化使然，我们忽略了成人阶段的决定性十年。
+
+伦纳德·伯恩斯坦说过，“如果想办成大事，就需要一个计划和紧迫的时间”。当你拍拍一个二十几岁的人的脑袋说：“你的人生还有十年才开始”，你认为会发生什么？什么也不会发生。你剥夺了那个人的紧迫感和雄心。什么也不会发生。
+
+然后每天就有像你们的儿子女儿一样聪明又有趣的二十几岁的人跑到我的办公室来说：“我知道我的男朋友对我一点好处都没有，但这段感情不算数。我只是在打发时间” 或者，“大家都说只要我在30岁之前展开事业就没问题”这一类的话。
+
+但后来他们就开始讲：“我二字打头的年纪快结束了，但我一事无成。” “我大学毕业那时候的简历都比现在好看。”
+
+之后他们开始讲：“二十几岁时的约会就像玩抢座位游戏，大家跑来跑去，乐在其中。但到30岁左右音乐就停了，大家一个接一个开始坐下。我不想成为唯一一个站着的人，有时候我觉得我和我丈夫结婚的原因，只是因为在我30岁时他是距我最近的‘椅子’。”
+
+听众里有二十几岁的人吗？别做这种事。
+
+当很多事情被推到三十几岁再做，你在三十岁这个阶段就要在极短的时间内开始一个职业，挑选一个城市，找到一个伴侣，并且生几个孩子。而这些事情中有很多是不兼容的。在三十几岁同时完成这么多事的压力和难度实在是太大了。
+
+这代人的中年危机，不在于能否买一辆红色的敞篷车，而是在发现自己的职业不是自己想要的，发现你无法生你想要的孩子，无法给自己的孩子一个弟弟妹妹。
+
+有太多太多的三十几岁、四十几岁的人来做心理咨询，他们看看自己，然后看看坐在房间另一边的我，开始反思起他们二十几岁的生活：“我当时在做什么？我当时在想什么？”
+
+我想改变二十几岁的人的做法和想法。下面这个故事关于从何入手：
+
+这个故事的女主角叫Emma。25岁时，Emma来到我的办公室。用她自己的话来讲，她正在经历一个身份危机。她说她想从事艺术或者娱乐，但还没下决心，所以前几年她花在做服务员上了。出于经济考虑，她就和她那个脾气比本事大的男朋友住在一起。而且无论她的二十几岁有多么困难，她以前的生活其实更困难。
+
+我们见面时她经常哭，但会说：“你无法选择你的家庭，但是你能选择你的朋友。” 然后平静下来。有一天Emma走进来，头抵在膝盖上，哭了近一个小时。她刚买了一个新的地址薄，然后花了一个上午填她的联系人，但是她只能呆呆地看着 “在紧急情况下，请拨打" 后面的空白。她近乎歇斯底里地看着我说：“如果我出车祸了谁会照顾我？如果我得癌症了谁会照顾我？”
+
+当时，我花了很大力气才忍住了说“我会”的冲动。Emma需要的并不是一位对她关怀备至的治疗师。Emma需要一个更好的生活，而且我知道这是她的机会。自从治愈Alex之后我学到了很多，我不会坐视Emma的决定性的十年白白流走。
+
+所以在接下来的几周和几个月中，我告诉了Emma三条每个二十几岁的人，不论男女，都应该聆听的忠告：
+
+首先，我要Emma忘了她的身份危机，累积一些身份资本。什么是累积身份资本？就是增加自我价值，进行某些投资，以达成理想中的自己。我不知道Emma的工作前景，没人知道任何工作的前景，但我确实知道一点：身份资本将衍生身份资本。因此，此时正是接受那份跨国工作/那份实习职位/你想尝试的创业的时机。
+
+我不反对二十几岁年轻人进行探索，但我不赞同无意义的探索。那并非探索而是浪费时间。我要Emma进行有意义的工作探索。
+
+其次，我告诉Emma，人们高估了城市部落（Urban Tribes）的优点。二十几岁年轻人结交的往往是志同道合的同龄人，大家互相认识，你知道的他也知道，相似的思考模式，相似的说话方式，相近的工作地点……
+
+可是新资本、新约会对象几乎总是来自圈外，新事物来自我们所谓的“弱连结”，例如朋友的朋友的朋友。的确，二十多岁的人里有一半还没正经工作，但剩下那一半有啊。“弱连结”正是使你加入那个族群的方式。半数新职位不曾公布，因此接触邻居的老板正是得到那份未公布工作的方法。这并非投机，而是资讯传播原理。
+
+最后，很重要的一点，Emma认为你“无法选择家庭，但可以选择朋友”，以她的成长经历来说确实如此，但作为一个二十多岁的年轻人，Emma很快就要选择自己的家庭，当她和某人结婚，会建立属于自己的家庭。我告诉 Emma，此刻正是她选择家庭的时机。你或许认为，和20岁、25岁相比，30岁是较适当的成家时机，我同意这一点。但是当Facebook上的朋友们开始纷纷步入婚姻礼堂，你抓一个人和你同居/上床，这不能称作“进展”。
+
+经营婚姻的最佳时机，正是结婚前。这是指用心看待爱情，如同看待工作般。家庭的选择是有意识的选择，是选择你想要的人和生活，而不是完成指标，也不是和恰巧互相看对眼的人一起打发时间。
+
+Emma后来怎么样了？
+
+我们翻阅那本通讯录，她发现一位前室友的亲戚任职于另一个州的美术馆。那个弱连结协助她在当地找到一份工作，那份工作给了她离开同居男友的理由。五年后的今天，她成了美术馆特别活动策划人，她和一位用心选择的人结婚，她爱她的新职业，她爱她的新家庭。她寄给我一张卡片，上面写着：“现在‘紧急连络人’一栏都不够填了。”
+
+Emma 的故事听上去很容易。但这正是我喜爱辅导二十几岁的人的原因——帮助他们十分容易。二十岁的人就像刚离开洛杉矶国际机场的飞机，准备前往西岸某处，起飞后，航线稍微偏移，就是降落在阿拉斯加还是降落在斐济那么大的差别。在21或25岁，甚至29岁，一场有益的谈话，一次充分的休息，一场卓越的TED演讲，都将对未来几年、甚至几代来说造成极大影响。
+
+这是一个值得分享的想法。去分享给每位你所认识的二十几岁的年轻人。
+
+二十岁的人生不能在三十岁重来。因此把握你的成年期，累积一些身份资本，利用你的弱连结，选择你的家庭，不要为自己设限制。此刻你正在决定你的人生。
\ No newline at end of file
diff --git a/talk/ted_chinese/03/generation_task/instructions.md b/talk/ted_chinese/03/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..58059c2e4f317a5d6cae7b56f34171cc3d510eb1
--- /dev/null
+++ b/talk/ted_chinese/03/generation_task/instructions.md
@@ -0,0 +1,100 @@
+请制作一套用于公开演讲的中文幻灯片，仅基于我提供的演讲稿，不允许引入讲稿之外的事实性内容。
+
+
+---
+
+# **约束**
+
+你制作的幻灯片必须满足以下约束，否则将被认为是不正确的。
+
+## **1. 内容结构**
+
+幻灯片必须含 **11-15** 页幻灯片。
+
+幻灯片必须按以下顺序包含以下各部分（每个部分的页数可根据需要自行确定）。
+
+1. **开场：从“隐形人”到美食名片**
+ * 职场反差：从拍片几十年不配拥有姓名，到因《舌尖上的中国》被成都观众“质问”。
+ * 认知碰撞：早期对“昂贵鱼翅”的虚荣认同 vs 职业生涯后期的价值观转变。
+ * 抛出主旨：什么是真正的美食？它不应是小众的，而应藏在大多数人的一日三餐里。
+
+2. **核心逻辑 1：平凡的力量——去神圣化的美食观**
+ * 评判逻辑：拒绝以权力或财富为标准的“官府菜/商帮菜”，转向普通人的食物。
+ * 案例展示：枕头馍、瓦屋山冷笋、豆瓣酱、千层油糕等最平凡的食物。
+ * 核心观点：美食的价值在于获得更多人的共识与情感共鸣。
+
+3. **核心逻辑 2：背后的尊严——美食纪录片的人本主义**
+ * 时间成本：展示极端投入产出比——找寻一年，只为电视上不到 8 分钟的“张爷爷空心面”。
+ * 生命厚度：讲述张老汉在节目播出当天离世的故事，纪录片是“替老人过了一辈子”。
+ * 行业对比：引用周浩、小川绅介等导演，强调“陪伴别人一生”的纪录片精神。
+
+4. **核心逻辑 3：专业主义的冰山——如何讲好中国故事**
+ * 冰山原则：展示给观众的是 5% 的海面图像，背后是 95% 关于历史脉络与地理风物的深层研究。
+ * 技术赋能：用戏剧化情节、奇幻视觉和视听语言，把平静的食物讲出风生水起的故事。
+ * 创作态度：要求导演“和食物谈恋爱”，给予观众专业的尊重。
+
+5. **核心逻辑 4：味觉的连接——打破“信息茧房”的全球共性**
+ * 共通智慧：从成都的“耙豌豆”到伦敦的“鹰嘴豆酱”，揭示不同族群在食物处理上的相似性。
+ * 国际语言：食物与纪录片皆为国际语言，能让世界更了解中国，证明人类是一个大家庭。
+ * 荣誉认可：提及《风味》系列在 Netflix 榜首的表现及《时代周刊》的肯定。
+
+6. **结尾升华：最后的印记——国家与家庭的相册**
+ * 原生力量：在商业化社会中，寻找即将消失的民俗与人类多样化生存的样本。
+ * 经典引用：引用古兹曼名言——“一个国家没有纪录片，就像一个家庭没有相册”。
+ * 愿景收束：致力于为中国美食制作一本精致、沉甸甸的视觉相册。
+
+---
+
+## 2. 内容约束
+
+* 全部使用中文（讲稿中引用的其他语言的原句可作为引用保留）。
+* **忠实于源材料**：仅使用源材料中提供的信息，不得虚构额外事实内容，不得修改、歪曲或重新解释原有观点或结论。
+* **准确性**：所有内容必须事实准确，尤其是定量信息和事实性内容。
+* **简洁性**：使用简短、精炼的表述，避免冗长段落。重点概括关键信息和事件，不做过度展开。可使用要点列表以增强清晰度；如使用列表，每页不超过 6 个要点。
+* **足够深度**：避免过度简化。在保持对普通受众友好的同时，幻灯片需传达核心思想、关键里程碑和有意义的洞见。不得将内容降格为口号式或仅停留在高层概述；每页都应有明确且实质性的结论或要点。
+* **逻辑流畅**：幻灯片应呈现清晰的叙事结构，确保时间线和事件推进清楚连贯（如适用）。
+* **信息相关性**：不得添加无关内容。
+* **代码与标记格式**：除非必要，避免使用原始 LaTeX 或 Markdown 代码。
+
+## 3. 视觉与设计
+
+* **图片**：应包含相关图片。图片需为高质量、标注清晰，并与内容高度相关。
+* **图表与示意图**：在需要时使用合适的图表和示意图（如示意图、流程图、表格、统计图等），以可视化方式呈现和澄清信息——尤其是叙事时间线和数值型细节（如定量数据），而非仅依赖文字说明。
+ * 若幻灯片包含图表或图形，须确保所有视觉元素均有清晰标注（如坐标轴标明、单位注明、必要时包含图例，并在需要时对数据点进行说明）。
+ * 适当加入**图表或示意图说明文字**，例如：“该图显示专有模型的性能优于开源权重模型。”
+* **可读性**：使用清晰易读的字体，避免画面拥挤；文字大小应便于阅读。
+* **视觉平衡**：合理平衡文字与视觉元素，确保投影展示时易于理解。
+* **版式布局**：保持简洁、专业的版式设计，合理使用字体、颜色和格式。
+* **风格一致性**：整套幻灯片应遵循统一、连贯的视觉风格。
+* **信息负载**：每页幻灯片避免信息过载，以保证可读性。
+
+## 4. 文本质量
+
+* 所有生成的文本必须清晰完整，不得出现缺字、错字或错误用词。
+* 全文在拼写、语法和排版方面须保持准确、规范。
+
+## 5. 技术一致性与准确性要求
+
+* 若幻灯片中使用散点图、折线图或雷达图，须确保**每一个数据点**都与所提供材料中的对应数据**完全一致**。注意，不仅图形走势要一致，数值本身也必须**精确相同**。
+* 必须在幻灯片中呈现材料中的关键定量信息。换言之，演示内容不仅要讨论材料的思想和结论，还需展示具体的定量细节（如统计数据、实验结果等）。
+* 确保所有定量信息的准确性。
+* 幻灯片中可以包含仅用于概念说明的数据；但如使用此类数据，必须在对应页面**明确标注**哪些数据为概念性示例，而非材料中实际报告的数据。
+以下为中文翻译（已统一为中文表述）：
+
+
+## 6. 演示语气与受众
+
+* **语气：**
+ * 语气应当信息充分且保持尊重，避免过于学术化的表达、冗长段落和过度正式的风格，也应避免不必要的啰嗦。
+ * 契合口头演示：内容应有助于现场讲解，强调停顿、对比以及清晰的要点或结论（如“关键点在于……”“因此……”“主要结论是……”等）。
+ * 整套幻灯片应保持语气一致。
+* **受众：**
+ * 演示应面向对该主题具备基础至中等水平认知的受众。
+ * 不宜使用过多专业术语；如确需使用，应以通俗语言对关键术语进行清晰解释。
+
+
+---
+
+# 输出要求
+
+* 一套满足以上所有约束条件的**完整的幻灯片**。
diff --git a/talk/ted_chinese/03/generation_task/judge_prompt.json b/talk/ted_chinese/03/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..4fdb7c6651360d79fafb8ae353e5623a50d119e8
--- /dev/null
+++ b/talk/ted_chinese/03/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening introduce the author's long career as a documentary filmmaker?**\n\n* The text should mention his start in the 1980s and his work on natural, social, and historical documentaries before focusing on food.\n* It should include the anecdote of being recognized in Chengdu and jokingly accused of \"ignoring Sichuan.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the opening context is missing.\n",
+ "\n**Is the shift from \"exclusive/elite\" food to \"ordinary\" food values addressed?**\n\n* The text should describe the \"shark fin vs. vermicelli\" story to show a time when the author equated quality with high price or rarity.\n* It should reflect the realization that true gourmet food belongs in the daily three meals of the majority.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what thematic shift is missing.\n",
+ "\n**Does the text include the defense of the documentary's \"seriousness\" versus its \"mouth-watering\" nature?**\n\n* It should mention criticisms from experts (missing the essence) and colleagues (questioning if sensory appeal diminishes professional seriousness).\n* It should state the author's goal for documentaries to find broad resonance rather than being niche.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what element of this debate is missing.\n",
+ "\n**Is the emphasis on the \"people behind the food\" clearly established?**\n\n* The text should explain that filming food is a way to film people who feel like neighbors or relatives.\n* It should reference the idea that a journalist can \"live many lives\" by accompanying their subjects.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the human element is missing.\n",
+ "\n**Are examples of long-term commitment by documentary directors included?**\n\n* The text should mention peers who spent years or decades on single subjects (e.g., 2 years in a police station, 10 years on boatmen, or 25 years on farmer protests).\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify which example of professional dedication is missing.\n",
+ "\n**Is the story of \"Grandpa Zhang\" and his handmade hollow noodles included?**\n\n* The text should describe the effort involved: searching 6 locations over a year for less than 8 minutes of final footage.\n* It should mention his peaceful passing after seeing himself on television on the day of the broadcast.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what detail of this story is missing.\n",
+ "\n**Is the \"Iceberg Principle\" of research and production mentioned?**\n\n* The text should explain that what appears on screen is only 3-5% of the research, while 95% remains \"underwater\" (history, geography, and culture).\n* It should mention the requirement for directors to \"fall in love\" with their subjects and the food.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the production philosophy is missing.\n",
+ "\n**Does the text address the use of \"International Language\" in storytelling?**\n\n* It should describe the use of dramatic plots, magical visuals, and professional audio-visual language to respect the audience.\n* It should note the connection between \"communication\" and the act of \"sharing bread.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the storytelling method is missing.\n",
+ "\n**Is the concept of \"Taste Information Cocoons\" discussed?**\n\n* The text should mention how people find others' food strange and the goal of connecting these separate culinary worlds.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this concept is missing.\n",
+ "\n**Are the cross-cultural anecdotes regarding \"Hummus\" and \"Pea Noodles\" included?**\n\n* The text should tell the story of the Israeli man in Chengdu finding a substitute for hummus in local peas.\n* It should also mention the Sichuan couple in London using hummus to replicate their hometown pea noodles.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify which anecdote is missing.\n",
+ "\n**Is the global success and external recognition of the series mentioned?**\n\n* The text should mention the series topping global charts on platforms like Netflix.\n* It should reference the recognition from Time Magazine about understanding China through food.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of recognition is missing.\n",
+ "\n**Does the text conclude with the \"National Photo Album\" metaphor?**\n\n* The text should state that a country without documentaries is like a family without a photo album.\n* It should express the motivation to preserve vanishing traditions and the original power of the people.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the conclusion is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the opening slide accurately reflect the speaker's background and his initial career status?**\nThe opening should state that the speaker is a documentary filmmaker who started in the 1980s and felt \"nameless\" (unrecognized) until he focused on Chinese cuisine.\n\n If **no**, specify if the speaker's profession or his early career sentiment is misrepresented.\n",
+ "\n**Is the anecdote about the encounter in Chengdu accurately presented?**\nThe slide should mention that a person approached the speaker in a restaurant, recognizing him as the one who filmed food across China but \"deliberately\" excluded Sichuan.\n\n If **no**, specify if the location (Chengdu) or the nature of the person's comment is distorted.\n",
+ "\n**Does the slide deck accurately convey the speaker's initial \"elite\" view of gourmet food?**\nIt should reflect the story of the speaker mistaking shark fin for vermicelli during an internship and his early belief that gourmet food is something expensive and niche that ordinary people cannot afford.\n\n If **no**, identify if the shark fin story or the speaker's original value judgment is missing.\n",
+ "\n**Is the speaker's revised definition of \"Gourmet Food\" correctly stated?**\nThe slides should accurately reflect the shift in view: that food shouldn't be niche, but should be found in the \"three meals a day\" of the majority of people (e.g., Zhengtou Mo, cold bamboo shoots, or bean paste).\n\n If **no**, specify if the speaker's emphasis on \"ordinary\" or \"warm\" food is misrepresented.\n",
+ "\n**Are the criticisms mentioned by the speaker accurately captured?**\nThe checklist should ensure the slides mention two types of criticisms:\n1. From food experts (not capturing the \"精髓\" or essence of Chinese cuisine).\n2. From peers (questioning the \"seriousness\" of making a documentary so tempting and delicious).\n\n If **no**, specify which group's criticism is misattributed or omitted.\n",
+ "\n**Does the slide deck accurately describe the research effort for the \"Old Man Zhang\" segment?**\nIt should state that the team searched six locations over a year to find the right person for the hollow noodle segment, which ultimately resulted in only 7 minutes and 56 seconds of footage.\n\n If **no**, specify if the search duration or the final segment length is inaccurate.\n",
+ "\n**Is the story of Old Man Zhang's passing presented faithfully?**\nThe slide should correctly reflect that Zhang was in the late stages of bone cancer and passed away peacefully on the day the program aired after seeing himself on TV.\n\n If **no**, specify if the medical condition or the timing of his passing is distorted.\n",
+ "\n**Does the slide deck correctly explain the \"Iceberg Theory\" of documentary research?**\nIt should state that what is shown (the 3-5% above water) is supported by a 95% foundation of research regarding history, inheritance, and geographical context.\n\n If **no**, specify if the percentages or the metaphor's meaning is misrepresented.\n",
+ "\n**Is the creative requirement for directors (\"falling in love\") presented accurately?**\nThe slide should mention the requirement that directors must \"fall in love\" with their subjects and the food, and the speaker's defense of this against jokes about being a \"mantis\" or \"black widow.\"\n\n If **no**, specify if the \"falling in love\" concept is missing.\n",
+ "\n**Are the \"global food connections\" (Israel/London anecdotes) described consistently?**\nThe slides should accurately reflect:\n1. The Israeli youth in Chengdu finding the taste of home (Hummus) in \"Pa Wan Dou.\"\n2. The Chinese students in London recreating \"Wanza Noodles\" using supermarket Hummus and Pixian bean paste.\n\n If **no**, specify which cross-cultural food example is swapped or misdescribed.\n",
+ "\n**Is the international success and recognition of the \"Flavor\" series presented accurately?**\nThe slide should mention that the series topped the Netflix food documentary charts for six months and was featured in Time Magazine for helping people understand China.\n\n If **no**, specify if the platform or the magazine's recognition is incorrect.\n",
+ "\n**Does the conclusion accurately reflect the quote by Patricio Guzmán?**\nThe conclusion should state: \"A country without documentaries is like a family without a photo album,\" reflecting the speaker's goal to create a \"photo album\" for Chinese food.\n\n If **no**, specify if the quote or its attribution is misrepresented.\n"
+ ]
+}
diff --git a/talk/ted_chinese/03/generation_task/statistics.yaml b/talk/ted_chinese/03/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..89ab91234432e7661c696f477878e0d7a3c2b38a
--- /dev/null
+++ b/talk/ted_chinese/03/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/ted_chinese/03
+category: talk
+input_metrics:
+ total_input_tokens: 6202
+ generation_prompt_tokens: 2673
+ materials_total_tokens: 3529
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 3529
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/ted_chinese/03/material.md b/talk/ted_chinese/03/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..068cbf60f0e3997531d7d24310f593a54acde645
--- /dev/null
+++ b/talk/ted_chinese/03/material.md
@@ -0,0 +1,49 @@
+# 世上最美味的食物，背后有什么秘密？
+
+陈晓卿
+
+我是一名纪录片工作者，从上个世纪八十年代开始拍纪录片。但是在我最初的纪录片的拍摄生涯里，除了我的家人会关注片尾的字幕，几乎我是不配拥有姓名的。尽管我拍过自然类的、社会类的、历史类的各种纪录片，直到有一天我把镜头对准了中国人引以为傲的美食。
+
+《舌尖上的中国》节目播出的时候，我刚好来成都出差。在餐厅里有一个人突然到我的桌子面前，说他认得到我。他说你就是那个把全中国的美食都拍了个遍，但是故意不拍四川的人。难道成都不配拥有姓名吗？那一刻我想，哎呀我不会是红了吧？
+
+现在，更多人以为我是一个做美食的。其实美食和纪录片有特别多的重合的地方，我想在这儿跟大家分享一下。首先什么是美食？我读书的时候在电视台实习，跟着央视的老师去拍摄中国首届美食节，吃了很多的餐厅。
+
+拍美食和拍别的最大的不同就是它有一个福利，就是可以吃道具。拍摄完了我们吃饭，上来了一碗东西，鱼翅。然后我们的灯光师说：“我从小就不吃粉丝，把这个给我撤下去。”大家就嘲笑他说这是鱼翅，可不是粉丝。我嘲笑的声音最响亮，因为我之前也不知道什么是鱼翅。我小心翼翼地掩盖着我的虚荣，但是我内心是认同这种价值判断的，就是好的东西，美食，是我们平时吃不起的，它是小众的。
+
+后来我开始写美食专栏，时间长了，我会琢磨一个问题：如果真的按现在你们在手机APP里看的那种评星标准，最好吃的可能是皇帝的宫廷菜，其次是当官儿的官府菜，然后是有钱的商帮菜，最不济也是个文人菜。那可以说全国的所有的城市，没有任何一个城市可以赶上北京，能够聚合这么多的资源。
+
+那么为什么貌似广州、苏杭、成都，都比北京好吃的多得多？这道理非常简单——美食它不应该是小众的，它应该藏在大多数人的一日三餐里。从那以后我也开始关注普通的食物，关注那些不再装疯迷窍，但是又能够温暖人心的食物。在我们后来的节目里面，这种东西可能就更加明显。我们选择的几乎都是最平凡的食物，所以才会有像枕头馍，像瓦屋山的冷笋、豆瓣酱，扬州的千层油糕。
+
+我们为什么要选择这样的食物呢？等节目播出以后，其实我受到了很多的这个，说好听的叫善意的提醒，说不好听叫批评。它有来自美食专家的，会说我们没有表现出中国美食的精髓。也有我的同行，他说你把一个纪录片拍得这么诱人、这么馋，是不是有失纪录片的严肃性？
+
+当然我觉得这个非常好，大家提醒的都非常好。但是就像对食物一样，每个人都有自己独特的判断。我希望的，就是不管是食物还是纪录片，它都不应该是小众的，它应该是有更多人的共鸣。
+
+我们也更关注美食背后的人。他们就像我们的家里的亲戚，就像我们的街坊邻居一样，我们在拍他们的时候也丰富着我们自己的人生。
+
+我年轻的时候，一位作家一段话影响了我，他说做一个记者可以陪伴别人的一生。人生这么短暂，你可以过好多辈子。这个真的是打动了我。在我的同行里不缺这样的前辈，比方说广州的周浩导演，他拍摄一个派出所，他用了两年的时间。我们成都的王海兵导演，拍摄大宁河上的船夫，现在大宁河已经完全没有船夫了，他还在拍摄，那用了十年的时间。那么国外可能还有更极端的例子，像日本的导演小川深切，拍摄成田机场农民和当局的抗争，拍摄了整整二十五年。
+
+我们的片子看上去非常轻松，但是其实背后也有非常多不为人知的付出。大家可能都还记得这位老人——张爷爷。都记得我们拍的他做的手工的空心面条。其实空心挂面到处都有，离我们不远的中江县就有。我们当时在全国找了六个地方，一点点地找人，前后花了一年多的时间，最后在节目里面只有七分五十六秒。
+
+这是一个什么样的投入产出比呢？当时我们拍摄张老汉的时候，他已经骨癌的晚期了。最后节目播出的当天，他躺在床上看到了在电视里看到了自己，安然地闭上了眼睛。我们导演说他好像替老人过了整整一辈子。
+
+除了人，我们要求对食物也是这样。大家都以为我们的工作特别开心，天天吃，其实不是这样的。我们面对食物的时候确实是如履薄冰。我们会请教非常多的专家，我们会努力的找到这种食物的前世今生，我们甚至要找到它的历史传承，非常清晰的脉络，还有当地的地理风物和他之间的关联。如果我们展示给观众的是海面上的冰山，其实我们拥有的，是不仅仅是海面上的百分之三到五的部分，我们甚至还拥有海面底下的百分之九十五，这只有我们自己心里清楚。
+
+当然，最后我们要求导演有一句话叫要和你的主人公，要和你的食物谈一个恋爱。当然也有导演提出了反对的意见，说“和主人公谈恋爱，这个我能懂，和食物谈恋爱，最终我们还都把它吃了。那难道我们是章鱼，是螳螂，是黑寡妇蜘蛛吗？”这当然是一个笑话。
+
+相比关注食物的意义，其实我们作为一个专业主义的崇拜者，我们更关注我们讲故事的方法。纪录片，它作为电影艺术的一个重要的分支，它是舶来品，但是它是国际语言。我们希望大家能够把我们的片子不仅仅当作品看，也可以当娱乐消遣的产品来看。我们能够把平静的食物讲出风生水起的故事，我们自己觉得是对观众的尊重：戏剧化的情节、奇幻的视觉效果和专业化的视听语言。我们希望观众在张弛有序的这种节奏里面，有一个看纪录片的愉快的这种感受。
+
+当然食物也是国际语言，我们大家说的交流的英文“communication”，它的词根“communing”就是当年分面包的一种仪式。那你看吃和交流有那么深的关系。
+
+不过由于大家相处的地域不同，经常是你之砒霜，我之蜜糖。很多人吃不到一锅里去。那我就想，我们有没有办法来找到他们为什么会吃这种东西？它背后的原因是什么？让大家能够把各自的“味觉信息茧房”做一个连接。
+
+有一个故事是这样的，一个以色列的小伙子在成都的街头唱歌。他非常热爱成都，也热爱成都的美食，但是他非常想念自己的老家的胡姆斯酱，也就是鹰嘴豆做的酱。有一天有个人把他带到了菜市场，告诉他这个东西叫“耙豌豆儿”。他用来调了一点白芝麻，加了一点橄榄油，完全是在故乡的生活。
+
+另一个故事是一对四川的夫妇在伦敦留学，他们天天想吃豌杂面。无奈从超市里买了鹰嘴豆酱，加了郫县豆瓣儿，浇了点红油，发现原来这种东西可以在万里之外能够整个的复制出来。我说这句话的意思是，其实食物都有一些共同的东西，有一些共通的东西，有一些你中有我、我中有你的东西。
+
+这些年我们拍摄的风味系列，一直在寻找这个星球上不同族群之间的共同智慧。小到一张面饼，多到这个火腿的工艺，你发现这个世界上从来没有一个东西说只在这个地方有，而在别的地方没有，其实都有相似的东西。当然我们的努力也没有白费。从我们做的风味系列，在全球最大的流媒体平台Netflix上，曾经霸占了美食类纪录片的六个月的榜单的榜首。《时代周刊》采访我们的标题是《他们用食物帮助人们更加了解中国》，我觉得这是对我们工作的肯定。其实我们一直想说的是，从这些这么多共同的东西里边，我们能看到人类其实是一个大家庭。
+
+最后我想说，如今的社会高速变化，商业化已经深入到了我们生活的每一个方面。那么我们为什么要做美食纪录片呢？社会发展肯定是向前的，从漫长的人类历史上看，有些东西注定要消失，但是有些习俗，有些生活方式，它是我们的祖先，它是我们人类多样化生存的样本。我们从食物里找到这些即将消失的印记，以及其中能够呈现出的民间的原生的力量。我觉得这是我们探寻真相、讲述故事的原动力。
+
+作为纪录片人，我们也非常的幸运。智利作家古兹曼说过一句话，“一个国家没有纪录片，就像一个家庭没有相册一样”。我们的工作就是为中国美好的食物做一个非常精致、沉甸甸的相册，我们一直在努力。
+
+谢谢！
\ No newline at end of file
diff --git a/talk/ted_chinese/05/generation_task/instructions.md b/talk/ted_chinese/05/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..5636cdba1730731dc61db50803bf9208b000b6f7
--- /dev/null
+++ b/talk/ted_chinese/05/generation_task/instructions.md
@@ -0,0 +1,102 @@
+请制作一套用于公开演讲的中文幻灯片，仅基于我提供的演讲稿，不允许引入讲稿之外的事实性内容。
+
+
+---
+
+# **约束**
+
+你制作的幻灯片必须满足以下约束，否则将被认为是不正确的。
+
+## **1. 内容结构**
+
+幻灯片必须含 **11-15** 页幻灯片。
+
+幻灯片必须按以下顺序包含以下各部分（每个部分的页数可根据需要自行确定）。
+
+1. **开场：教育还是教训？——被绑住的“翅膀”**
+ * 生活片段：两个孩子争夺玩具小汽车，母亲用“人肉包子”恐吓来解决当下的混乱。
+ * 核心隐喻：我们在培养孩子的翅膀，却因为嫌麻烦，在他们起飞时将其“绑住”。
+ * 建立反思：这种“绑住”会让孩子停止成长，就像旧时代的裹小脚。
+
+2. **核心逻辑 1：翅膀能有多大？——五岁女孩 Katherine 的故事**
+ * 情感触发：Katherine 看到非洲疟疾纪录片后的颤抖与计算。
+ * 成人支持：当孩子想买蚊帐时，父母没有泼冷水，而是帮她查资料、买蚊帐、画奖状募捐。
+ * 奇迹结果：一封写给比尔·盖茨的信，最终拯救了超过一百万个非洲孩子。
+ * 结论：孩子不是因为天真才伟大，而是因为有大人的支持，翅膀才变得巨大。
+
+3. **核心逻辑 2：改变世界的少年力量——全球案例**
+ * 环保先锋：在德国三年种下一百万棵树的九岁男孩菲利斯。
+ * 机警英雄：在南亚海啸中救下整个沙滩游客的十岁女孩提莉。
+ * 权利斗士：从童工到拯救四千五百名同类的依克巴，以及改变世界的马拉拉。
+ * 核心观点：一支笔、一本书、一个学生、一个老师，真的可以改变世界。
+
+4. **核心逻辑 3：打破僵化的“标准答案”——从记忆到思考**
+ * 批判现状：考题中“只有小草会生长”的荒谬逻辑（种子会发芽、桃树会开花）。
+ * 语文的本质：语文教育不是文学教育，而是“思考的教育”。
+ * 警示：若用僵化的语言思考，未来即便技术再强，也只能处于产业链底端做代工。
+
+5. **核心逻辑 4：创意的引导——如何让“乡愁”与“刨冰”相连**
+ * 写作实验：不准押韵、不准写月亮，重新诠释李白的《静夜思》。
+ * 成果展示：二年级孩子写出“会飞的棉花糖”与“阿嬷的刨冰”。
+ * 教练视角：天才不是天生的，而是被引导出来的（通过观察云朵、联想棉花糖、连接阿嬷的记忆）。
+
+6. **结尾升华：给孩子最珍贵的礼物——爱与阅读**
+ * 科技与情感：电子书阅读器不只是工具，更是录下父母声音、传递“爱”的载体。
+ * 乡愁的根源：我们的乡愁往往停留在“口腔期”，是因为爱与食物的紧密连接。
+ * 最终嘱托：别为了省事绑住孩子的翅膀，阅读的背后是爱，是支持孩子飞得更高更远的力量。
+
+---
+
+## 2. 内容约束
+
+* 全部使用中文（讲稿中引用的其他语言的原句可作为引用保留）。
+* **忠实于源材料**：仅使用源材料中提供的信息，不得虚构额外事实内容，不得修改、歪曲或重新解释原有观点或结论。
+* **准确性**：所有内容必须事实准确，尤其是定量信息和事实性内容。
+* **简洁性**：使用简短、精炼的表述，避免冗长段落。重点概括关键信息和事件，不做过度展开。可使用要点列表以增强清晰度；如使用列表，每页不超过 6 个要点。
+* **足够深度**：避免过度简化。在保持对普通受众友好的同时，幻灯片需传达核心思想、关键里程碑和有意义的洞见。不得将内容降格为口号式或仅停留在高层概述；每页都应有明确且实质性的结论或要点。
+* **逻辑流畅**：幻灯片应呈现清晰的叙事结构，确保时间线和事件推进清楚连贯（如适用）。
+* **信息相关性**：不得添加无关内容。
+* **代码与标记格式**：除非必要，避免使用原始 LaTeX 或 Markdown 代码。
+
+## 3. 视觉与设计
+
+* **图片**：应包含相关图片。图片需为高质量、标注清晰，并与内容高度相关。
+* **图表与示意图**：在需要时使用合适的图表和示意图（如示意图、流程图、表格、统计图等），以可视化方式呈现和澄清信息——尤其是叙事时间线和数值型细节（如定量数据），而非仅依赖文字说明。
+ * 若幻灯片包含图表或图形，须确保所有视觉元素均有清晰标注（如坐标轴标明、单位注明、必要时包含图例，并在需要时对数据点进行说明）。
+ * 适当加入**图表或示意图说明文字**，例如：“该图显示专有模型的性能优于开源权重模型。”
+* **可读性**：使用清晰易读的字体，避免画面拥挤；文字大小应便于阅读。
+* **视觉平衡**：合理平衡文字与视觉元素，确保投影展示时易于理解。
+* **版式布局**：保持简洁、专业的版式设计，合理使用字体、颜色和格式。
+* **风格一致性**：整套幻灯片应遵循统一、连贯的视觉风格。
+* **信息负载**：每页幻灯片避免信息过载，以保证可读性。
+
+## 4. 文本质量
+
+* 所有生成的文本必须清晰完整，不得出现缺字、错字或错误用词。
+* 全文在拼写、语法和排版方面须保持准确、规范。
+
+## 5. 技术一致性与准确性要求
+
+* 若幻灯片中使用散点图、折线图或雷达图，须确保**每一个数据点**都与所提供材料中的对应数据**完全一致**。注意，不仅图形走势要一致，数值本身也必须**精确相同**。
+* 必须在幻灯片中呈现材料中的关键定量信息。换言之，演示内容不仅要讨论材料的思想和结论，还需展示具体的定量细节（如统计数据、实验结果等）。
+* 确保所有定量信息的准确性。
+* 幻灯片中可以包含仅用于概念说明的数据；但如使用此类数据，必须在对应页面**明确标注**哪些数据为概念性示例，而非材料中实际报告的数据。
+以下为中文翻译（已统一为中文表述）：
+
+
+## 6. 演示语气与受众
+
+* **语气：**
+ * 语气应当信息充分且保持尊重，避免过于学术化的表达、冗长段落和过度正式的风格，也应避免不必要的啰嗦。
+ * 契合口头演示：内容应有助于现场讲解，强调停顿、对比以及清晰的要点或结论（如“关键点在于……”“因此……”“主要结论是……”等）。
+ * 整套幻灯片应保持语气一致。
+* **受众：**
+ * 演示应面向对该主题具备基础至中等水平认知的受众。
+ * 不宜使用过多专业术语；如确需使用，应以通俗语言对关键术语进行清晰解释。
+
+
+---
+
+# 输出要求
+
+* 一套满足以上所有约束条件的**完整的幻灯片**。
diff --git a/talk/ted_chinese/05/generation_task/judge_prompt.json b/talk/ted_chinese/05/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..fbb45ae8ddee47844b88e99a0528ffb5ec86a03f
--- /dev/null
+++ b/talk/ted_chinese/05/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening describe the conflict between the two brothers over a toy car?**\n\n* The text should mention a mother dealing with a 6-year-old and a 4-year-old fighting over a toy car in a restaurant.\n* It should include the child's philosophical question: \"Why do I have to give it to him?\" and his worry about \"being finished for life\" because he is the older brother.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the opening anecdote is missing.\n",
+ "\n**Is the mother's \"human flesh bun\" threat mentioned as a negative educational example?**\n\n* The text should describe the mother threatening to have the shop owner turn the child into a \"human flesh bun\" to stop the crying.\n* It should distinguish between \"education\" (long-term growth) and \"lesson\" (immediate suppression).\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what element of this educational critique is missing.\n",
+ "\n**Is the story of Katherine and her fight against malaria included?**\n\n* The text should mention the 5-year-old girl who saw a documentary about malaria in Africa and decided to take action.\n* It should detail her efforts to save money, buy bed nets, and send them to \"Nothing But Nets.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify which part of Katherine's story is missing.\n",
+ "\n**Does the text mention Katherine’s \"certificate\" project and its impact on high-profile figures?**\n\n* It should describe Katherine making hand-painted certificates for donors.\n* It should mention her sending a certificate to Bill Gates, which led to his massive donation to the cause.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the certificate project is missing.\n",
+ "\n**Is the concept of children having \"big wings\" (high potential) emphasized?**\n\n* The text should argue that adults often clip children's wings for their own convenience, preventing children from changing the world.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what thematic statement is missing.\n",
+ "\n**Does the text analyze the \"reading structure\" for children?**\n\n* The text should explain the progression of reading: from no words (visual) to adult-led reading (auditory) to independent reading.\n* It should critique adults who are \"too lazy\" to read to their children during the golden period of 3 to 6 years old.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the reading structure analysis is missing.\n",
+ "\n**Is the role of technology in children's reading discussed?**\n\n* The text should mention using digital tools to turn picture books into animations with music and professional storytelling.\n* It should highlight a feature that allows parents to record their own voices for the stories.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what technology-related detail is missing.\n",
+ "\n**Is the link between \"reading\" and \"love\" established?**\n\n* The text should state that what children need most is not just the content of the book, but the feeling of being loved by their parents through the reading process.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what element of the love/reading connection is missing.\n",
+ "\n**Is the \"nostalgia and taste\" metaphor included?**\n\n* The text should compare reading to food (Taiwanese snacks), noting that nostalgia is often linked to the \"oral stage\" and physical care provided by elders.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this metaphor is missing.\n",
+ "\n**Is the emotional story of the \"Teddy Bear Machine\" and the deceased father included?**\n\n* The text should describe a customer wanting to back up a recording from a \"Teddy Bear Machine\" (story player).\n* It should reveal that the recording was the voice of a father who had passed away, which the child used to listen to every night.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of this emotional anecdote is missing.\n",
+ "\n**Does the text discuss the concept of \"Digital Immortality\" or \"Voice Legacy\"?**\n\n* It should explain how a parent's recorded voice can continue to accompany and \"read\" to a child even after the parent is gone.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this concept is missing.\n",
+ "\n**Does the text conclude with the importance of protecting a child's \"wings\"?**\n\n* The text should urge parents not to sacrifice a child's potential for temporary convenience.\n* It should reiterate that reading with love is the greatest power a parent can give.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the conclusion is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the opening slide accurately reflect the speaker's profession and his observation of parent-child dynamics?**\nThe opening should state that the speaker is a children's literature creator (做儿童文学的) who observed a mother and her two sons (aged 6 and 4) fighting over a toy car in a restaurant.\n\n If **no**, specify if the speaker's role or the specific details of the restaurant observation are misrepresented.\n",
+ "\n**Is the interaction between the elder brother and the mother accurately presented?**\nThe slide should capture the brother asking \"Why do I have to give it to him?\" and the mother's standard answer—\"Because you are older\"—along with the boy's witty retort about his future being \"ruined\" because he will always be older.\n\n If **no**, specify if the boy's clever response or the mother's reasoning is distorted.\n",
+ "\n**Does the slide deck accurately convey the speaker's concept of \"tying the wings\"?**\nIt should reflect the speaker's argument that for the sake of convenience, parents often use \"threats\" (like being made into \"human meat buns\") instead of education, which effectively stops the child's development—like binding feet.\n\n If **no**, identify if the metaphor of \"human meat buns\" or the comparison to bound feet is missing.\n",
+ "\n**Is the story of Katherine and the mosquito nets presented accurately?**\nThe slides should detail:\n* Five-year-old Katherine calculated deaths from malaria in Africa after watching a documentary.\n* She skipped her snack money to buy a mosquito net.\n* She created hand-drawn certificates (奖状) to encourage others to donate.\n\n If **no**, specify which part of Katherine's initiative (the calculation, the snack money, or the certificates) is misrepresented.\n",
+ "\n**Are the details of the interaction with Bill Gates correctly stated?**\nThe checklist should ensure the slides mention that Katherine wrote a letter to Bill Gates saying \"the money is with you\" and sent him a certificate, which led to him donating $3 million.\n\n If **no**, specify if the amount or the nature of her message to Gates is inaccurate.\n",
+ "\n**Does the slide deck accurately reflect the other \"children with wings\" mentioned?**\nIt should include:\n* Felix (Germany): Planted 1 million trees in three years.\n* Tilly: Saved tourists during the South Asian tsunami through her alertness.\n* Iqbal (Pakistan): Sold as a child laborer at 4, escaped at 6, and helped rescue 4,500 other children before being killed at 12.\n\n If **no**, specify which child's story or specific achievement is distorted.\n",
+ "\n**Is the inspiration drawn from Iqbal's death correctly attributed?**\nThe slide should state that Iqbal's death inspired a 12-year-old Canadian boy named Craig to start a \"Free the Children\" foundation, which now has 450 schools.\n\n If **no**, specify if the connection between Iqbal and Craig is omitted or misrepresented.\n",
+ "\n**Does the slide deck accurately reflect Malala’s core message?**\nIt should mention that the youngest Nobel Peace Prize winner, Malala, stated: \"One pen, one book, one student, and one teacher can change the world.\"\n\n If **no**, specify if the quote or its attribution is distorted.\n",
+ "\n**Is the critique of the current education system (the \"growth\" question) presented faithfully?**\nThe slide should describe the multiple-choice question where the \"standard answer\" for what grows was \"grass,\" excluding \"seeds\" (which sprout) and \"peach trees\" (which bloom), illustrating a rigid education model.\n\n If **no**, specify if the specific examples used to critique the rigid testing system are missing.\n",
+ "\n**Are the creative writing examples from the speaker’s students accurately described?**\nThe slides should show how children adapted Li Bai's poem (Quiet Night Thought) into modern versions:\n* One child linked \"white clouds/cotton candy\" to the \"shaved ice\" his grandma bought.\n* Another linked \"sparrows on wires/musical notes\" to his uncle playing guitar.\n\n If **no**, specify if the modern metaphors (cotton candy/shaved ice or musical notes/guitar) are misrepresented.\n",
+ "\n**Does the slide deck correctly explain the \"Reading Structure\" for young children?**\nIt should state that at age 3, children have rich language but can't read yet; they need adults to read to them. The speaker argues parents are often \"too lazy\" (not too busy) to do this.\n\n If **no**, specify if the speaker's critique of parental laziness is omitted.\n",
+ "\n**Is the conclusion regarding the link between Love and Reading presented accurately?**\nThe final slide should reflect that children need love, not just reading; the speaker’s e-reader allows parents to record their voices because children always prefer stories read by their parents.\n\n If **no**, specify if the emphasis on \"love\" or the \"voice recording\" feature is missing.\n"
+ ]
+}
diff --git a/talk/ted_chinese/05/generation_task/statistics.yaml b/talk/ted_chinese/05/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..13daaf146fd559b41967d6106cd4eaf959c8ef1e
--- /dev/null
+++ b/talk/ted_chinese/05/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/ted_chinese/05
+category: talk
+input_metrics:
+ total_input_tokens: 8992
+ generation_prompt_tokens: 2776
+ materials_total_tokens: 6216
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 6216
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/ted_chinese/05/material.md b/talk/ted_chinese/05/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..11b325eced476980bfd149809a58b2c3a18272ea
--- /dev/null
+++ b/talk/ted_chinese/05/material.md
@@ -0,0 +1,109 @@
+# 当孩子不听话，别为一时方便把他的“翅膀”绑起来
+
+郝广才
+
+我是一个做儿童文学的，所以我平常在外面也会习惯观察小朋友，
+
+有一次我就看见了一个妈妈带两个小孩，一个六岁、一个四岁，两个小男生争一个小汽车，就吵起来了。然后那个妈妈就跟哥哥说，跟你讲过多少次了，出来吃饭不要吵，好不好？
+
+那个哥哥说，可是他抢我的汽车！他妈说，那你给他啊！这时候，这个孩子问他妈妈一个重要的问题，为什么我要给他？
+
+对，为什么要给他？
+
+标准答案就是，因为你比较大，你是哥哥，你要让弟弟，他妈就是这样回答的。这小孩反应非常快，他马上问她妈说，哎呦，那我这辈子不是完了吗？他不可能不比他弟弟大，将来分财产，还要多跟他一份。
+
+你看这小孩看得有多远呢？可见他翅膀要多高。
+
+好了，可是他的妈妈这时候很火大，她为了解决眼前的问题，就跟这个男生说，你再不把汽车给你弟弟，我就叫老板娘来把你做成人肉包子！
+
+好，事情结束了，问题在哪里呢？这时候孩子学会的是教育还是教训？问题就在这里，就是说，我们在培养孩子的翅膀，可是当他有机会飞起来的时候，我们就嫌麻烦，就把他绑住，他就得到了教训。问题是，绑住以后，他是不会再长大的，跟以前裹小脚一样，如果你把那个小脚骨裹断掉，它就不会再大。我现在告诉大家，孩子的翅膀能有多大。
+
+你们现在看到这个小朋友叫Katherine，2006年的时候，她只有五岁，4月6号她在家里看电视，看电视上在演非洲的纪录片。那讲到什么呢？讲到非洲每三十秒钟会死掉一个小朋友，所以Katherine就在沙发上算一、二、三、四，算到三十的时候，她开始发抖。
+
+她妈妈就问她说，你在干嘛？她说，非洲死了一个小朋友。这个时候如果是人肉包子妈妈就会说，非洲死小孩跟你有什么关系？你这个神经病！
+
+没有，她妈妈就帮她上网去查，非洲为什么会死小孩？原来最重要的是疟疾。那疟疾最大的麻烦来源－蚊子，那怎么防蚊子？就是要有蚊帐，那非洲为什么没有蚊帐？没有钱。好了，过了两个礼拜，Katherine幼稚园的老师打电话给她妈妈说，Katherine的点心费都没有交。她妈妈就问小朋友说，钱不是给你了吗？你拿去哪里？
+
+小朋友说什么？她就说，我不吃点心了，我要干嘛？买蚊帐。
+
+这个时候如果人肉包子妈妈出来就会说，这个钱就是你吃点心的，你买什么蚊帐，你就给我好好吃点心！没有，她妈妈就带她去买了蚊帐。然后要送啊，结果上网去查，真的有一个机构叫“只要蚊帐基金会”，专门送蚊帐去非洲，就把蚊帐送过去。
+
+然后，小朋友就得到一个谢卡，说她是最年轻的捐赠者，因为她只有五岁，然后还告诉她，如果捐十顶蚊帐可以有一张奖状。所以Katherine想要一张奖状，她就把她的娃娃、旧的书、旧的玩具拿出来卖。结果有没有人买？没有，旧的东西卖不掉。
+
+她就想，她有一张奖状的话，别人也应该有一张，所以她就自己动手画了十张奖状。结果第二天东西就全部卖光，大家因为那个奖状可爱，所以想鼓励这个孩子。然后她就开始，牧师也鼓励她，老师鼓励她，她就到处去募款，可是募到的钱远远不够非洲要用，这时候怎么办？
+
+她居然写信给比尔·盖兹，然后信里这样写的：亲爱的比尔盖兹先生，非洲的孩子如果没有蚊帐就会死掉，但是他们没有钱买蚊帐，听说钱都在你那里。
+
+她还画了一张奖状给比尔·盖兹。比尔·盖兹怎么办？他拿出三百万美金出来支持这个活动，所以五岁的Katherine等于救了超过一百万的非洲孩子。现在非洲有一个村叫凯萨琳蚊帐村，因为里面的蚊帐全部是她的名字。
+
+我现在要讲的是说Katherine这样的小朋友，是因为她很天真、不知道世界有多困难吗？才会去做这样大的事情吗？不是，是旁边的大人要帮她，大人要让孩子的翅膀变大。
+
+所以我当时就受这个故事感动，想说4月6号有这样的故事，那每天都会有一个孩子可能有一个梦想想要实现，应该把它写下来，用这样真实的故事来教育孩子，让他们知道自己的翅膀有多大。果然就有，像这个小朋友，九岁的菲利斯，他是在德国，三年在德国种了一百万棵树。这个十岁小朋友提莉，小女生，她在南亚大海啸，因为她的机警，救了整个沙滩的观光客。
+
+还有这个依克巴，他四岁的时候，在巴基斯坦被卖做童工，六岁的时候被救出来，可是他花了六年的时间，救出了其他四千五百个跟他一样的童工，他在十二岁的时候，被人口贩子开枪打死了。但是他的死，引起了加拿大另外一个小朋友奎格（的注意），他想说他十二岁，我也十二岁，所以他去做拯救儿童基金会，他现在在南亚有四百五十个学校，每天有四万五千个童工在上课。
+
+当然就还有这个，世界最年轻的诺贝尔和平奖的得主——马拉拉，她讲了一句话很重要：一支笔、一本书、一个学生、一个老师就可以改变世界。
+
+好，让我们来看看，我们的老师是怎么改变我们的世界。
+
+我一个朋友的小孩，小学一年级进去学校，开始考选择题，跟刚才张老师讲的一样。问说下面哪一个东西会生长，答案是小草、种子、桃树。只能选一个，标准答案是什么？小草。
+
+那你说种子不会生长吗？对不起，种子会发芽。那桃树呢？桃树会开花。所以只有桃树能开花，种子能发芽，小草要生长。
+
+所以麻烦在哪里呢？所以语文的教育，不是文学教育，它是一个思考的教育。因为人是用语言在思考的，如果你用这样僵化的语言在思考，那你将来长大，学电机理工再厉害，你能怎么样？你也只能做代工。
+
+很多同学、很多人说，你这样讲很厉害，那你做给我们看看。所以我就来实验，我每个礼拜就跟十个左右的小朋友，小学二年级的，教他们写作。实验怎么做？就跟刚才张老师讲的一样，我们的教育就是只有记忆，然后理解，再来就没有了。
+
+好像唐诗，大家都会背，现在小学一年级的居然也会背到一百首的，真的疯了。可是你这个时代，我们这一生背那么多唐诗有没有用过？没有，通通没有用。因为你背来都不晓得怎么用，好，那应该怎么学？我就跟小朋友说，这样子，这首诗大家都会背，也懂，现在照著李白的这个意思去写一首诗出来，但是不用押韵，还有呢？不可以写月亮。
+
+其中一个二年级的小朋友怎么写？“天上的白云，好像会飞的棉花糖，我抬头看著天上的白云，低头想起去年暑假，阿嬷带我去吃的那碗刨冰。”
+
+是不是“床前明月光，疑是地上霜，举头望明月，低头思故乡”？这小孩很厉害，把刨冰跟乡愁结合在一起。可是这种天才是他自己天生会吗？不是，是教练引导出来的。
+
+重点要抬头，抬头看有什么东西，有云、有鸟。那云跟什么东西像？棉花。那棉花怎么到天上去？要会飞。好了，那你怀念谁？阿嬷。那阿嬷做什么事情你很开心，然后跟白色有关？刨冰。刨冰是吃的，所以棉花应该怎样？棉花糖。全部结起来了。
+
+另外一个小朋友写什么？“电线上的麻雀好像五线谱上会飞的音符，我抬头看著天上的小鸟，想起第一次弹吉他给我听的舅舅。”
+
+这就是“床前明月光，疑是地上霜，举头望明月，低头思故乡”。
+
+好，所以关键在哪里？我就跟小朋友规定说叫我教练，不要叫我老师，为什么？因为教练是来发掘你的专长的。如果你是左手，教练不会叫你去守三垒，因为这样你就一定会漏接。如果你是右手，教练不会叫你守一垒。
+
+老师不是，我们现在老师的概念是，把你全部弄成一模一样的人。如果老师能把自己想成是教练，世界就不一样，结构就会改变。
+
+那我现在再讲一个真实改变结构的事情。这是美国的一个老人院，刚才我们看到弘道老人基金会做了很多事，这个叫Grace Living Centers，是一个很贵的老人院，可是这个老人院有个问题，就是老人进来以后，都躲在房间里不出来。为什么？就是老人也不想跟老人交朋友，我以后老了也不想跟老人交朋友。好，所以老人都不出来。
+
+刚好这个老人院旁边有一个幼稚园，老人院的院长就跟幼稚园的园长商量说，可不可以让小朋友过来这边上上课，所以小朋友就过来了。小朋友一来，这个老人院的结构就改变了，因为它有小朋友，所以老人就跟小朋友变朋友，开始熟起来，以后就每天做互动。那老人跟小朋友做什么互动？讲故事。讲什么故事？小红帽大野狼？不是，讲他自己的故事。讲他自己年轻的时候有多帅、有多厉害、年轻的时候有多美、有多少人追。
+
+可是这些事情，他自己家里的人，都怎样？不想再听了，因为听了太多遍。可是幼稚园的小朋友有什么好处？他不怕重复，而且他需要重复。所以他就会再问说，林爷爷，你再讲一次，那个美金应该藏在哪里？黄爷爷，你再讲一次，那个窃听器要怎么装？结果很惊人的一个发现是，这个幼稚园的小朋友，五岁的孩子，语文的能力超过外面十岁的小朋友。为什么？因为他们每天接触的是有结构、有意义的话，都是故事。
+
+我们的父母大部分跟小朋友讲话的时候，都是讲一些没有意义、没有结构的话。什么叫没有意义、没有结构的话？去洗澡、赶快刷牙、不要看电视、赶快吃饭，就是这个。这个就是没有意义、没有结构的话。所以你一定要进入故事跟孩子，你要强迫自己的语言进入一个结构。
+
+最厉害的是，这些孩子怎样，他们EQ的能力，就是控制情绪的能力，超过外面的青少年、超过高中生。为什么？因为这些孩子四、五岁就看到生老病死。释迦牟尼二十九岁才看到，所以这些孩子可以比释迦牟尼早开悟二十五年。所以全部是一个结构。
+
+我们现在回来看小朋友阅读的结构是什么？
+
+其实孩子三岁的时候就要开始养成阅读习惯，可是这时候他有什么问题？他的语言开始丰富了，要养成阅读。还有什么问题？他不认识字，一定要大人讲给他听。
+
+可是我们现在的大人怎样？Too busy？不是。是Too lazy，太懒。所以就没人讲给他听，他就会错过这个打底的黄金期，就会过了。好，我们现在面对电子书的来临，电子比纸本有什么好处？
+
+它有声音、它可以动，所以我们就做了一台阅读器，把我们所有的绘本都做成动画，然后这时候再配上最好的音乐、美术，然后有好的人讲故事，孩子就可以自己听故事。最重要的是我们把一个机构放进去，就是父母可以把自己的声音录进去，让孩子怎样？可以播出来以后，就像父母在讲故事。
+
+那所有的小朋友都是怎样？只要父母有录过这个故事，他就一定要先听父母录过的。这就是孩子需要的不是阅读而已，是什么？爱。
+
+我们为什么怀念台湾？出国的时候，怀念台湾什么？小吃，因为我们的阿嬷、我的妈妈对我们好就是给我们一个什么？煮一个东西给我们吃。我们不会在法国巴黎拿起一本书来说，这就是我妈每天念给我听的《小王子》，然后眼泪流下来。我们的乡愁停留在口腔期，所以你如果爱跟阅读可以紧密结合，这个时候这个力量就会很大。
+
+我们自己碰到一个真实的案例，有一天客人拿著这个大熊机来，要我们把里面的声音抽出来做备份，为什么？因为他的弟弟，就是这个爸爸给他的女儿买了很多大熊机，然后录了很多故事，可是这个爸爸不幸地车祸过世了，可是他现在还是每天可以给女儿讲故事。这个才叫音容宛在。他怕机器万一坏掉，声音就跑掉了，所以我们抽出来给他做备份。同样，我自己碰到也是这样一个故事，真实的。
+
+有一个圣诞节，我接到一个旧金山马琳太太写给我的信，她的小女儿叫娜欧米，当时四岁，有什么问题？要开心脏的手术。结果娜欧米在进手术房之前跟她妈妈说，妈妈不要害怕，看这本书就不会怕。结果那本书是什么？是我写的书，叫《皇帝与夜莺》，就是一个皇帝想要长生不死结果都失败，后来发现死亡也没这么可怕。所以马琳太太才知道为什么她的女儿会有勇气，那本书当时有英文版，医院有买，护士有讲给娜欧米听。
+
+后来娜欧米运气很好，手术很成功，所以她妈妈就写了一个卡片来感谢我，我就跟她要了这张照片来，我就把这张照片放在我的手机、放在我的皮夹，只要有挫折的时候拿出来看一看，为什么？只要你相信一个孩子在世界遥远的地方，因为你的努力而得到力量，那你花掉再多钱，浪费太多力气，碰到再多笨蛋都值得。
+
+可是一样，我们在教育孩子，孩子也在教育我们。其实孩子是什么？他是透过挑战比自己大的事情来了解自己，然后来衡量自己、得到快乐、然后成长。我们人也是一样，我们学佛、信耶稣，都是想要达到更高的境界。
+
+所以你现在可以说，没有，我的孩子不要变成释迦牟尼、不要变贾伯斯、不要变Katherine，那就没有办法。那我只能说，老鹰的翅膀是用来飞的，鸡的翅膀是用来烤的。
+
+可是问题是，鸡的翅膀怎么烤呢？最近我有一个朋友的孩子进大学，考选择题，历史课：一八九五年，谁在台湾组织抗日义勇军，答案是丘逢甲、丘逢乙、丘逢丙。
+
+我相信今天坐在这里的朋友都是有翅膀的人，我们才能看见别人的翅膀。我们都相信孩子翅膀要更大，才能飞得更高，像纪伯伦讲的一样，孩子是上帝手中生命的箭，因为放在你的手里，你是一个弓，你要把他射得更远。
+
+今天我们就是要让孩子射得更远，就像那个音容宛在的爸爸，他现在每天还在给女儿说故事，每天把他女儿推得更远。这就是我们活著的人该做、而且想做的事才对。谢谢！
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diff --git a/talk/ted_chinese/06/generation_task/instructions.md b/talk/ted_chinese/06/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..cce18a6945784df913c522c3faf3a7c18c0c36f9
--- /dev/null
+++ b/talk/ted_chinese/06/generation_task/instructions.md
@@ -0,0 +1,100 @@
+请制作一套用于公开演讲的中文幻灯片，仅基于我提供的演讲稿，不允许引入讲稿之外的事实性内容。
+
+
+---
+
+# **约束**
+
+你制作的幻灯片必须满足以下约束，否则将被认为是不正确的。
+
+## **1. 内容结构**
+
+幻灯片必须含 **11-15** 页幻灯片。
+
+幻灯片必须按以下顺序包含以下各部分（每个部分的页数可根据需要自行确定）。
+
+1. **开场：夏令营的“喧闹”困境**
+ * 视觉反差：一箱塞满书的行李箱 vs 疯狂呐喊的夏令营口号（大喊！大叫！狂欢！）。
+ * 心理冲突：为了融入集体而被迫隐藏书本、表现外向的挫败感。
+ * 核心提问：为什么社会总是偏爱“喧闹”？安静真的是一种错误吗？
+
+2. **核心逻辑 1：被误解的性格——内向 vs 外向**
+ * 定义澄清：内向不是害羞，而是对社会刺激的反应阈值不同（内向者在安静环境里最感舒适）。
+ * 现状批判：当前的学校和职场设计（开放式办公室、协作式教学）主要服务于外向者。
+ * 核心观点：当环境过于嘈杂，内向者无法发挥其深度思考的潜能。
+
+3. **核心逻辑 2：孤独的创造力——历史背后的安静力量**
+ * 领袖案例：如罗斯福、甘地等，他们是在孤独的思考中获得力量，而非追求社交。
+ * 科学视角：强调“孤独是创新的催化剂”，许多伟大的创意（如苹果电脑的诞生）源于独自思考。
+ * 协作误区：批判“过度协作”对创意的扼杀，指出群体思维往往容易滑向从众。
+
+4. **核心逻辑 3：内向领导者的独特优势**
+ * 互补效应：内向型领导更愿意倾听并支持有才华的下属，而外向型领导有时会因为表现欲而淹没他人的创意。
+ * 圣人意象：回顾宗教史，摩西、耶稣、佛陀等圣人都在孤独的荒野中获得了深刻的启示，再带回社会。
+
+5. **核心逻辑 4：爷爷的行李箱——阅读与传承**
+ * 情感符号：展示祖父的旧行李箱，里面装满了书。
+ * 人物刻画：作为犹太教教士的祖父，虽然内向羞怯，却能通过博览群书编织出充满智慧的讲稿。
+ * 核心寓意：书籍是内向者连接世界的冒险乐园，也是智慧的源头。
+
+6. **结尾升华：三个行动建议与愿景**
+ * 建议 A：停止对“协作”的盲目崇拜，给人们独立工作的空间。
+ * 建议 B：偶尔走进“荒野”，在孤独中找寻自我。
+ * 建议 C：审视自己的行李箱，勇敢展示出你内在的宝藏。
+ * 结语：世界需要喧闹，也需要安静；请给予内向者发光的个人空间。
+
+---
+
+## 2. 内容约束
+
+* 全部使用中文（讲稿中引用的其他语言的原句可作为引用保留）。
+* **忠实于源材料**：仅使用源材料中提供的信息，不得虚构额外事实内容，不得修改、歪曲或重新解释原有观点或结论。
+* **准确性**：所有内容必须事实准确，尤其是定量信息和事实性内容。
+* **简洁性**：使用简短、精炼的表述，避免冗长段落。重点概括关键信息和事件，不做过度展开。可使用要点列表以增强清晰度；如使用列表，每页不超过 6 个要点。
+* **足够深度**：避免过度简化。在保持对普通受众友好的同时，幻灯片需传达核心思想、关键里程碑和有意义的洞见。不得将内容降格为口号式或仅停留在高层概述；每页都应有明确且实质性的结论或要点。
+* **逻辑流畅**：幻灯片应呈现清晰的叙事结构，确保时间线和事件推进清楚连贯（如适用）。
+* **信息相关性**：不得添加无关内容。
+* **代码与标记格式**：除非必要，避免使用原始 LaTeX 或 Markdown 代码。
+
+## 3. 视觉与设计
+
+* **图片**：应包含相关图片。图片需为高质量、标注清晰，并与内容高度相关。
+* **图表与示意图**：在需要时使用合适的图表和示意图（如示意图、流程图、表格、统计图等），以可视化方式呈现和澄清信息——尤其是叙事时间线和数值型细节（如定量数据），而非仅依赖文字说明。
+ * 若幻灯片包含图表或图形，须确保所有视觉元素均有清晰标注（如坐标轴标明、单位注明、必要时包含图例，并在需要时对数据点进行说明）。
+ * 适当加入**图表或示意图说明文字**，例如：“该图显示专有模型的性能优于开源权重模型。”
+* **可读性**：使用清晰易读的字体，避免画面拥挤；文字大小应便于阅读。
+* **视觉平衡**：合理平衡文字与视觉元素，确保投影展示时易于理解。
+* **版式布局**：保持简洁、专业的版式设计，合理使用字体、颜色和格式。
+* **风格一致性**：整套幻灯片应遵循统一、连贯的视觉风格。
+* **信息负载**：每页幻灯片避免信息过载，以保证可读性。
+
+## 4. 文本质量
+
+* 所有生成的文本必须清晰完整，不得出现缺字、错字或错误用词。
+* 全文在拼写、语法和排版方面须保持准确、规范。
+
+## 5. 技术一致性与准确性要求
+
+* 若幻灯片中使用散点图、折线图或雷达图，须确保**每一个数据点**都与所提供材料中的对应数据**完全一致**。注意，不仅图形走势要一致，数值本身也必须**精确相同**。
+* 必须在幻灯片中呈现材料中的关键定量信息。换言之，演示内容不仅要讨论材料的思想和结论，还需展示具体的定量细节（如统计数据、实验结果等）。
+* 确保所有定量信息的准确性。
+* 幻灯片中可以包含仅用于概念说明的数据；但如使用此类数据，必须在对应页面**明确标注**哪些数据为概念性示例，而非材料中实际报告的数据。
+以下为中文翻译（已统一为中文表述）：
+
+
+## 6. 演示语气与受众
+
+* **语气：**
+ * 语气应当信息充分且保持尊重，避免过于学术化的表达、冗长段落和过度正式的风格，也应避免不必要的啰嗦。
+ * 契合口头演示：内容应有助于现场讲解，强调停顿、对比以及清晰的要点或结论（如“关键点在于……”“因此……”“主要结论是……”等）。
+ * 整套幻灯片应保持语气一致。
+* **受众：**
+ * 演示应面向对该主题具备基础至中等水平认知的受众。
+ * 不宜使用过多专业术语；如确需使用，应以通俗语言对关键术语进行清晰解释。
+
+
+---
+
+# 输出要求
+
+* 一套满足以上所有约束条件的**完整的幻灯片**。
diff --git a/talk/ted_chinese/06/generation_task/judge_prompt.json b/talk/ted_chinese/06/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..4d065259644daa18dd1857704db37358932a388f
--- /dev/null
+++ b/talk/ted_chinese/06/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening describe the author's first summer camp experience?**\n\n* The text should mention the author bringing a suitcase full of books to camp, thinking it was a place for quiet reading.\n* It should describe the \"camp spirit\" characterized by loud chanting and the pressure to be rowdy and extroverted.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the opening anecdote is missing.\n",
+ "\n**Is the \"Extrovert Ideal\" concept introduced?**\n\n* The text should define the societal bias where the ideal self is seen as gregarious, alpha, and comfortable in the spotlight.\n* It should mention that introversion is often viewed as a second-class personality trait between \"disappointment and pathology.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what thematic statement is missing.\n",
+ "\n**Does the text distinguish between \"Introversion\" and \"Shyness\"?**\n\n* It should clarify that shyness is about the fear of social judgment, whereas introversion is about how one responds to stimulation (preferring quiet, minimally stimulating environments).\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this distinction is missing.\n",
+ "\n**Is the bias in modern workplaces and schools addressed?**\n\n* The text should mention the shift toward open-plan offices and \"cooperative learning\" in schools, which often favor extroverts and high-stimulation environments.\n* It should note the lack of privacy and \"autonomous work\" spaces for deep thinkers.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what detail of the institutional bias is missing.\n",
+ "\n**Is the relationship between \"Solitude\" and \"Creativity\" explained?**\n\n* The text should mention that many creative people and \"transcendent\" thinkers are introverts who do their best work alone.\n* It should reference the idea that solitude is a crucial ingredient for innovation.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the solitude/creativity link is missing.\n",
+ "\n**Is the historical shift from the \"Culture of Character\" to the \"Culture of Personality\" mentioned?**\n\n* The text should describe the change at the turn of the 20th century from valuing inner virtue to valuing outward charm and performance.\n* It should mention the role of urbanization and the rise of the \"salesman\" in this shift.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what historical detail is missing.\n",
+ "\n**Does the text include the example of Steve Wozniak and Steve Jobs?**\n\n* It should highlight that Wozniak (the introvert) created the first Apple computer alone in his cubicle, while Jobs was the salesman.\n* It should suggest that the collaboration between an introvert and an extrovert is often the key to success.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of this example is missing.\n",
+ "\n**Are the unique leadership qualities of introverts discussed?**\n\n* The text should mention research showing that introverted leaders often deliver better results, especially when leading proactive employees, because they are more likely to let others run with their ideas.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of leadership is missing.\n",
+ "\n**Is the religious or evolutionary aspect of solitude included?**\n\n* The text should mention how major religions have \"seekers\" (like Moses, Jesus, or Buddha) who go to the wilderness or mountains alone to find epiphanies.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the religious context is missing.\n",
+ "\n**Is the story of the author's grandfather included?**\n\n* It should describe him as a modest, introverted rabbi who spent his life reading and writing sermons but struggled with eye contact during speeches.\n* It should highlight how his funeral was attended by thousands, showing the impact of a quiet life.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what detail of the grandfather's story is missing.\n",
+ "\n**Does the author share the contents of her \"suitcase\" on stage?**\n\n* The text should mention her revealing a suitcase full of books (like those by Atwood, Kundera, or Maimonides) as a symbol of her true self and her grandfather's legacy.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the suitcase metaphor is missing.\n",
+ "\n**Are there three calls to action at the end of the talk?**\n\n* 1. Stop the madness of constant group work.\n* 2. Go to the \"wilderness\" (seek solitude) for your own epiphanies.\n* 3. Look at what's in your own \"suitcase\" and have the courage to share it.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify which call to action is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the opening slide accurately reflect the speaker’s childhood summer camp experience?**\nThe opening should describe the speaker’s first summer camp at age nine, where she brought a suitcase full of books expecting a quiet reading environment, only to be met with the rowdy \"R-O-W-D-I-E\" cheer.\n\n If **no**, specify if the contrast between the speaker’s expectations and the actual camp atmosphere is misrepresented.\n",
+ "\n**Is the concept of \"The Extravert Ideal\" correctly defined according to the source?**\nThe slide should accurately reflect the speaker's definition: the omnipresent belief that the ideal self is gregarious, alpha, and comfortable in the spotlight, and that the best way to be creative is to be part of a team.\n\n If **no**, specify if the definition omits the cultural pressure to be \"alpha\" or \"gregarious.\"\n",
+ "\n**Does the slide deck accurately distinguish between introversion and shyness?**\nThe slides should clarify that shyness is about the fear of social judgment, whereas introversion is about how one responds to stimulation (introverts feel most capable in quiet, low-stimulation environments).\n\n If **no**, identify if the concepts of \"shyness\" and \"introversion\" are incorrectly conflated.\n",
+ "\n**Is the historical shift from the \"Culture of Character\" to the \"Culture of Personality\" presented accurately?**\nThe slides should mention that in the 20th century, Western culture moved from valuing inner virtue and integrity (Character) to valuing charisma and magnetism (Personality), often due to the rise of big business and urban migration.\n\n If **no**, specify if the historical drivers or the two types of \"Cultures\" are misstated.\n",
+ "\n**Does the slide deck correctly represent the bias against introverts in schools and workplaces?**\nIt should mention:\n1. Schools: Desks are increasingly arranged in pods to facilitate \"group work,\" and \"participation\" is often valued over individual thought.\n2. Workplaces: The rise of open-plan offices and the assumption that brainstorming in groups is superior to individual work.\n\n If **no**, specify if these institutional examples are missing or distorted.\n",
+ "\n**Are the creative examples (e.g., Steve Wozniak, Rosa Parks, Dr. Seuss) presented faithfully?**\nThe slides should reflect that:\n1. Steve Wozniak invented the first Apple computer alone in his cubicle.\n2. Rosa Parks was described as \"soft-spoken\" and \"timid,\" but her quiet fortitude changed history.\n3. Dr. Seuss (Theodore Geisel) was a quiet man who was afraid of meeting the children who read his books.\n\n If **no**, specify which figure's traits or achievements are misrepresented.\n",
+ "\n**Is the relationship between solitude and creativity accurately described?**\nThe slides should mention that solitude is often a \"crucial ingredient\" for creativity and that many \"transcendent\" leaders throughout history (Moses, Buddha, Jesus, Mohammed) sought the wilderness to achieve their insights.\n\n If **no**, specify if the necessity of solitude for \"deliberate practice\" or spiritual insight is omitted.\n",
+ "\n**Is the scientific research on group dynamics and brainstorming presented accurately?**\nThe slide should note that research shows group brainstorming can actually reduce creativity due to \"social loafing\" or \"evaluation apprehension,\" and that performance often improves when individuals work alone first.\n\n If **no**, specify if the scientific critique of groupthink is misrepresented.\n",
+ "\n**Does the slide deck accurately portray the speaker’s grandfather and his role?**\nThe slide should describe him as a modest, introverted Jewish rabbi in Brooklyn who loved books and was so nervous he could barely make eye contact during sermons, yet was deeply loved for his wisdom.\n\n If **no**, specify if the grandfather's personality or his \"gentle\" influence is distorted.\n",
+ "\n**Are the speaker’s \"Three Calls to Action\" presented correctly?**\n1. Stop the madness for constant group work (especially in schools and offices).\n2. Go to the wilderness (be like Buddha, seek your own \"revelations\" in solitude).\n3. Take a good look at what is inside your own suitcase (share your unique gifts with the world).\n\n If **no**, specify if any of the three calls to action are missing or altered in meaning.\n",
+ "\n**Is the \"Suitcase\" metaphor used consistently with the speaker’s final message?**\nThe metaphor should represent the \"inner gifts\" (books, ideas, or quiet strengths) that people carry, and the importance of having the courage to open that suitcase and share its contents.\n\n If **no**, specify if the metaphor's connection to self-expression is lost.\n",
+ "\n**Does the conclusion slide accurately restate the speaker's vision for a balanced society?**\nThe conclusion should emphasize that the world needs a \"yin and yang\" balance between extroverts and introverts to solve complex global problems like science and economics.\n\n If **no**, specify if the speaker's plea for \"集思广益\" (collective wisdom) alongside \"个人空间\" (personal space) is misrepresented.\n"
+ ]
+}
diff --git a/talk/ted_chinese/06/generation_task/statistics.yaml b/talk/ted_chinese/06/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..c687fa565fb0f42e1f28a4bcf9dd79852f337dbf
--- /dev/null
+++ b/talk/ted_chinese/06/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/ted_chinese/06
+category: talk
+input_metrics:
+ total_input_tokens: 8510
+ generation_prompt_tokens: 2653
+ materials_total_tokens: 5857
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 5857
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/ted_chinese/06/material.md b/talk/ted_chinese/06/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..0cfa442a76ecd88196c049a097997caf0cadaa71
--- /dev/null
+++ b/talk/ted_chinese/06/material.md
@@ -0,0 +1,71 @@
+# 内向性格的独特优势
+
+Susan Cain
+
+九岁的时候，我第一次去参加夏令营。妈妈帮我整理好了行李箱，里面塞满了书。这对于我来说很自然，因为在我家，阅读是主要的家庭活动。听上去你们可能觉得我们不爱交际。但是对于我的家庭来说，这真的只是接触社会的另一种途径。读书的时候，有家人围坐在一起的温暖，同时你也可以自由地在你思维深处的冒险乐园里畅游。我以为野营也是这样子。在我的想象里，十个女孩坐在一个小屋里，都穿着合身的睡衣，惬意地享受着阅读。
+
+结果，野营更像是一场派对，只不过没有酒水。第一天，辅导员就把我们集合在一起，教我们一套口号，接下来每天要念，好让“露营精神”感染我们。口号是这样的：大喊！大叫！狂欢！喧闹！我们 就 是 这 么 躁！
+
+我不明白，我的生活为什么变成这样。为什么我们变得这么吵闹粗暴？但是我还是欢呼了，我与每个人都互相大声欢呼。我尽了我最大的努力，只盼着可以离开吵闹的派对，去捧起我挚爱的书的那一刻。
+
+但是当我第一次把书从行李箱中拿出来的时候，宿舍里最酷的那个女孩向我走了过来，问我：“为什么你要这么安静？” 安静，这可是“喧闹”的反义词。当我第二次拿书的时候，辅导员满脸忧虑地向我走来。接着她重复了一遍“露营精神”，并且说我们都应当努力去变得外向些。
+
+于是我把书放回了行李箱中，然后把箱子放到了床底下，在那里它们度过了暑假余下的每一天。我感到很愧疚，不知为什么，我感觉这些书是需要我的，它们在呼唤我，但是我却放弃了它们。我的确再也没有打开那个箱子，直到暑期结束，我和家人一起回到家中。
+
+这样的故事，我可以给你们再讲50个。在每一个故事里，我都反复接收到同一个信息：那就是，我的文静内向的性格是不对劲的，我应该努力变成一个外向的人。而在我内心深处知道这是错误的，内向的人是非常优秀的。但是许多年来我都否认了这种直觉，于是我选择去华尔街当一名律师，而不是我长久以来想要成为的一名作家。部分原因就是我想要证明，我也可以变得勇敢而坚定。当我只是想和朋友一起好好吃顿饭，我却总是去那些拥挤的酒吧。我像条件反射一般，做出了这些自我否认的决定，甚至我都没有意识到自己在这样做。
+
+这就是很多内向的人正在做的事情。这是我们的损失，但这同样也是身边同事们的损失，我们所在团队的损失。不夸张地说，这更是世界的损失。
+
+因为在创造力和领导力方面，我们需要内向的人发挥出他们的天赋。全世界有三分之一到一半的人都是内向的。你知道吗，这意味着每两到三个人中就有一个内向的。所以即使你自己是一个外向的人，你的同事、你的配偶、你的孩子，还有现场坐在你身边的那个家伙，他们都要屈从于这样的偏见，一种在我们的社会中已经牢牢扎根的偏见。我们从很小的时候就把它内化了，甚至都不知道是怎么一回事。
+
+现在，为了看清这种偏见，我们需要真正了解“内向”到底是什么。它和害羞是不同的。害羞是无法承受外界的目光，而内向更多是关于你对外在世界的反应。外向的人需要很多的刺激， 但内敛的人相反，他们对自身感受敏锐，反而在不被注目时最能发挥他们的能耐。当然，这也不是绝对的，但大部分时候是这样的。
+
+所以，最大限度发挥我们才能的关键在于——把我们放到刺激强度刚好适合我们的环境里。
+
+但就因为社会的偏见，我们的学校和职场，这些最重要的机构，却是为外向者设计的，给每个人都提供大量刺激。这样不成文的社会惯例，我称之为“新团体思考”，把所有的想像力跟创造力捆绑在一个群居的团体中。
+
+想像一间典型的老式教室：在我上学的时候，我们都排排坐在行列整齐的书桌前，各自做功课。但现在，教室都把桌椅围起来，四、五、六、七个小朋友面对面，每个人都要参与团体作业，甚至连数学和创意写作这种可以独自完成的作业，都要小朋友像委员会成员一样参与讨论。而那些想要独自或独立完成作业的孩子，被视为不和群的异类，甚至是问题儿童。几乎所有老师都认为好的学生应该是外向活泼的，哪怕根据研究显示，内向的孩子成绩更好，甚至更博学多闻。
+
+在职场上也是这样。我们大多在开放的空间工作，没有隔阂，我们持续暴露于嘈杂的声音跟同事的目光下。而关于领导能力，内向的人大多不被认为具有领导能力，就算他们行事更谨慎，少有为了出锋头冒不必要的险。这些品质不正符合我们对领导的期待吗？
+
+Adam Grant在沃顿商学院的研究发现，内向的领导者往往更能胜任领导职责，因为他们善于管理不同的人才，让有远见的员工自由发挥。反之外向的领导者，不经意地会对事情反应过度，他们的见解较为主观，这使很多员工的创新想法没有机会被採用。
+
+事实上，许多推动了改革的伟大领袖都是内向的人。埃莉诺·罗斯福，罗沙·帕克斯，甘地， 这些人对自我的描述都是内向、文静、说话温柔，甚至是害羞的人。他们矗立在镁光灯下，不是因为他们天生爱指挥，也不是想要万众瞩目。他们成为领袖是因为一种使命感，因为他们深知这是必须要做的。而人们可以明白感受到，他们当领袖不是因为好大喜功，而是责任感，驱使他们做认为对的事情。
+
+现在我必须申明，我其实非常喜欢外向的人。我很多知心好友都是外向者，我亲爱的丈夫也是。内向外向就像个光谱，而我们坐落在不同程度的两端。心理学大师荣格说，世上没有纯粹的内向或是纯粹的外向的人。如果真有这样的人存在，他会被关进精神病院。在这道内向外向的光谱上，有的人刚好坐落在中间，我们称之为中间性格，我认为他们是最幸运的。但大多数的我们都自认不是外向就是内向。
+
+我想表达的是，我们的社会文化需要平衡，需要内向外向，阴与阳的调和。这点在创造力与生产力的表现上尤其重要。因为根据心理学家的观察，最有创意的人群，不只擅长于交换意见、沟通与创新，更存有内向的特质。偶发的孤独感，是创造力的关键。所以，达尔文会独自在树林间漫步，且断然地拒绝晚餐宴会的邀约。西奥多·盖索，也就是著名的“苏斯博士”，是在他加州拉荷亚的老家一间寂寞钟塔里的书房，创造出许多举世闻名的童话书。而他其实非常害怕跟他的小读者们见面，因为他怕小朋友们看到他会期待落空，因为他不像圣诞老人那样亲和有趣。Steve Wozniak在惠普公司的一间小办公室里发明了世上第一台苹果电脑。他说如果他年轻时，不是因为太过内向，都宅在家里，他不可能成为了不起的工程师。
+
+当然， 这绝非告诉大家我们从此不要再合作了。就像沃兹尼亚克和乔布斯两人同心协力才能创办苹果公司。但，独立自主是非常重要的。对一些人来说，这就是他们生活的方式。事实上，几世纪以来，我们都知道独处所带来的推动力，但直到近期我们不知怎么遗忘了。世界上那些伟大的宗教领袖——摩西、耶稣、佛祖、穆罕默德，你会发现这些人都远离尘嚣，独自走进旷野，然后寻得启示与顿悟，再把所得贡献回他们的社会。所以，没有独处的荒野，就不会有启示录。
+
+这倒是不令人惊讶。如果你看过现代心理学的理论，你就会发现，我们甚至无法和一组人待在一起，而不去本能地模仿他们的意见与想法，甚至是在那些看上去最私人的、发自内心的事情上面，比如你被什么样的人吸引。你会开始模仿你周围的人的信仰，甚至都觉察不到你自己在做什么。
+
+我们尤其容易在小圈子里追随能言善道的角色。但是最会说话的人并不见得是最有想法的人，你真的想要盲目追随吗？何不用自己的双脚走入孤独，领会属于自己的思想，不被群体思想控制，然后再互相合作，在一个健全的环境讨论交流，共同创造成果。
+
+如果真相是这样的，我们为何错得一蹋糊涂? 我们为何把学校跟职场架设成那样? 我们为何要让这些内向者，因为想有独立自处的时间，而感到无所适从? 有个答案深植在我们的社会文化里。我们西方社会，特别是在美国，总是赞扬有行动力的人，而非有沉思能力的人。但在美国早期，历史学家称之“文化品格时期”，那时人们仍尊重公正清廉有内在涵养的人。综观那时的励志书籍，许多都有 “品格，世上最珍贵的东西” 这样的标题。书中会赞扬像林肯这样谦逊与不装腔作势的榜样，美国思想家爱默生称其 "锋芒不外露的人"。
+
+然而随著二十世纪到来，我们进入了一个新纪元，历史上称之为“文化个性时期”。我们从农村经济演变为大型贸易体制，突然间人们从小乡镇涌入大城市，所以人们不再只是跟一起长大的人共事，而必须走进一群陌生人中，证明自己的能力。因此不难理解，领袖气质和个人魅力变得格外重要。自然地，励志书籍也改变路线了，开始出现像是 "如何赢得朋友和影响他人" 这样的书名，成功的推销员成了人们的榜样。这就是我们所生活的今天，我们的文化这样传承下来。
+
+我不是说社交技能不重要，我也不是在说团队精神没有存在价值。宗教虽然把他们的圣人送到了孤独的山顶上，同时也仍然在教导我们爱与信任。而我们现今所面临的问题，变得如此广阔複杂，比如科学突破与经济发展。我们当然需要集思广益，共同解决眼前的难关。但如果我们能给内向者提供多一些个人空间，他们便有机会创造出独具慧眼的答案。
+
+我今天带了这个行李箱到台上，想把里面的东西跟各位分享。猜猜裡面是什么? 书。满满一箱的书。这本是马格莉特·安特伍德的《猫之眼》，这本是米兰·昆德拉的小说，这本是麦蒙尼德的《迷途中的指南》。但其实这些书不属于我，我会带这些书来，是因为这些是我祖父最喜欢的作家的作品。
+
+我祖父是犹太教教士，祖母过世后他独自住在布鲁克林的一间小公寓裡。那是我小时候最喜欢的地方，部分原因是那里充满祖父温柔的氛围，部分原因是那里全是书。每张桌子，甚至椅子，都被成堆成塔的书给占满了。和我家里的其他人一样，我祖父的嗜好就是阅读。
+
+但他也很享受宗教集会。62年来，他每周都会在犹太教佈道会上讲道。他从书中吸收智慧，然后把古代的人文主义编织成思想的挂毯。他的听众从各个地方赶来，认真聆听他的传讲。
+
+我祖父有个特点，在宗教领袖的角色背后，他是个非常谦逊与内向的人。他甚至紧张到不敢在布道时跟听众眼神交会，即使他都已经在同一个布道会传讲了62年了。甚至，当他走下讲台，人们向著他打招呼时，他会草草地结束话题，因为担心会占用别人太多的时间。但是当他在94岁那年过世时，交警不得不关闭许多邻近街道，来容纳蜂拥前来哀悼他的群众。
+
+这些日子我试图用我自己的方式来效仿我的祖父。
+
+我刚完成了一本关于内向性的书，这本书花了我七年的时间。这七年，对我而言是极大的恩典，因为我得以阅读、写作、思考、研究。相较于祖父的阅读与佈道，这是我的版本，我的表达方式。但现在我的工作变得非常棘手了，我必须要在公开场合，在演讲台上，跟你们谈论何谓内向。这不是我拿手的事情，但能站在这裡向你们说话，能对在坐的各位传达我的想法，是何等荣耀的事情。
+
+所以我尽我所能，为了这一天做好准备。我花了一整年的时间，积极练习公开演讲。我称这段时间为"惊险的演讲之年"。这其实对我帮助很大。但让我获益最多的，是我的意识、我的信念、我的希望。我们对内向、沉默和独立者的态度，是可以被彻彻底底改变的。所以，我要呼吁在座各位，如果你跟我有共鸣，请帮我传达三个宗旨：
+
+第一，不要再疯狂地过群体生活。赶紧停止吧，谢谢。我想要再次重申，因为我深深相信，我们的工作环境应该鼓励轻松休闲的聊天方式，就像喝下午茶那么自在，然后有感而发地交换意见。无论是对内向还是外向者，都该有多美好啊。而且我们在工作上，需要有更多的隐私、自由与自主权。在学校也是一样。我们要教孩子们携手合作，但我们也要教他们如何自主作业。这对外向的儿童尤其重要，他们需要学习自主独立，因为深度的见解就是那样产生的。
+
+第二，去旷野探索吧。像佛祖一样，有自己的启示。我不是在说我们马上要去盖个山中小屋隐居起来，也不是要你们互不往来，而是呼吁大家可以除去障碍，更深切专心地进入自己的脑海里。
+
+第三，好好地检查一下你的行李箱，裡面有什么，为何你要把它们放进去。外向的人们，也许你行李箱也装满了书，又或许塞满了香槟杯或高空跳伞设备。不管是什么，我希望你不时将它拿出来，与我们共同分享你的快乐与能量。而内向的人们，当你自己就好，你或许会害怕去跟别人分享你行李箱里的东西，那也没关係的。但偶尔，只是偶尔，我希望你会打开你的行李箱给他人瞧，因为世界需要你，需要你独有的特质。
+
+我祝福你们的人生，能有最精彩的旅程，和轻声细语说话的勇气。
\ No newline at end of file
diff --git a/talk/ted_chinese/07/generation_task/instructions.md b/talk/ted_chinese/07/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..3a69d161beafed4f6be8668bf9131c7447d06e87
--- /dev/null
+++ b/talk/ted_chinese/07/generation_task/instructions.md
@@ -0,0 +1,100 @@
+请制作一套用于公开演讲的中文幻灯片，仅基于我提供的演讲稿，不允许引入讲稿之外的事实性内容。
+
+
+---
+
+# **约束**
+
+你制作的幻灯片必须满足以下约束，否则将被认为是不正确的。
+
+## **1. 内容结构**
+
+幻灯片必须含 **11-15** 页幻灯片。
+
+幻灯片必须按以下顺序包含以下各部分（每个部分的页数可根据需要自行确定）。
+
+1. **开场：万物皆可数学——直面“内向演化”**
+ * 现状描述：每个人都觉得自己在被“卷”，但内卷的本质是什么？
+ * 数学视角：提出数学最大的魅力在于提供独立、可验证的思考方式，拒绝人云亦云。
+ * 核心任务：用数学定义内卷，寻找对抗内卷的公式。
+
+2. **核心逻辑 1：定义内卷——不健康的“收益曲线”**
+ * 函数对比：
+ - 健康函数：一份付出一份收获，或边际效用递减（曲线向上）。
+ - 内卷函数：付出极大增加，收益几乎停滞；一旦少付出，损失巨大。
+ * 视觉类比：电影院里前排站起来，导致所有人不得不站着看电影，且没人看得更清楚。
+
+3. **核心逻辑 2：从一维到二维——寻找“不可替代性”**
+ * 一维视角：在单一的考试分数维度（0-100分），只有顶尖的满分者具备抗内卷能力。
+ * 引入“抗内卷率”公式：$r = 1/总人数$。
+ * 升维思考：引入文科与理科两个维度。抗内卷者不仅是单科状元，还包括处于坐标轴弧线上的“文理双全”者（如：用理科技能研究数学，用文科技能组织演讲）。
+
+4. **核心逻辑 3：高维红利——数学证明的“反卷”路径**
+ * 维度爆炸：当维度增加到 $n$ 时，抗内卷率 $r$ 会随着维度的增加而显著提升。
+ * 结论推导：如果你只在一个维度竞争，你就在“卷”；如果你在多个维度交叉生存，你的不可替代性会呈指数级增长。
+ * 案例：一个数学家如果同时懂音乐、懂心理学，他在交叉领域的抗内卷能力远超单一领域。
+
+5. **核心逻辑 4：资源利用——为什么不要做“独行侠”**
+ * 合作的数学意义：如果每个人只顾自己（私有资源），所有人都会陷入死胡同。
+ * 共享的力量：将私人资源转化为社会公共资源，可以极大降低社会总体的“卷”度，提高系统效率。
+
+6. **结尾升华：人生不是单选题**
+ * 总结：内卷是低维度的重复竞争，反卷是高维度的跨界探索。
+ * 行动指南：去尝试不同的领域，去增加人生的维度。
+ * 结语：数学告诉我们，世界足够大，只要你不断升维，总能找到属于自己的不被替代的位置。
+
+---
+
+## 2. 内容约束
+
+* 全部使用中文（讲稿中引用的其他语言的原句可作为引用保留）。
+* **忠实于源材料**：仅使用源材料中提供的信息，不得虚构额外事实内容，不得修改、歪曲或重新解释原有观点或结论。
+* **准确性**：所有内容必须事实准确，尤其是定量信息和事实性内容。
+* **简洁性**：使用简短、精炼的表述，避免冗长段落。重点概括关键信息和事件，不做过度展开。可使用要点列表以增强清晰度；如使用列表，每页不超过 6 个要点。
+* **足够深度**：避免过度简化。在保持对普通受众友好的同时，幻灯片需传达核心思想、关键里程碑和有意义的洞见。不得将内容降格为口号式或仅停留在高层概述；每页都应有明确且实质性的结论或要点。
+* **逻辑流畅**：幻灯片应呈现清晰的叙事结构，确保时间线和事件推进清楚连贯（如适用）。
+* **信息相关性**：不得添加无关内容。
+* **代码与标记格式**：除非必要，避免使用原始 LaTeX 或 Markdown 代码。
+
+## 3. 视觉与设计
+
+* **图片**：应包含相关图片。图片需为高质量、标注清晰，并与内容高度相关。
+* **图表与示意图**：在需要时使用合适的图表和示意图（如示意图、流程图、表格、统计图等），以可视化方式呈现和澄清信息——尤其是叙事时间线和数值型细节（如定量数据），而非仅依赖文字说明。
+ * 若幻灯片包含图表或图形，须确保所有视觉元素均有清晰标注（如坐标轴标明、单位注明、必要时包含图例，并在需要时对数据点进行说明）。
+ * 适当加入**图表或示意图说明文字**，例如：“该图显示专有模型的性能优于开源权重模型。”
+* **可读性**：使用清晰易读的字体，避免画面拥挤；文字大小应便于阅读。
+* **视觉平衡**：合理平衡文字与视觉元素，确保投影展示时易于理解。
+* **版式布局**：保持简洁、专业的版式设计，合理使用字体、颜色和格式。
+* **风格一致性**：整套幻灯片应遵循统一、连贯的视觉风格。
+* **信息负载**：每页幻灯片避免信息过载，以保证可读性。
+
+## 4. 文本质量
+
+* 所有生成的文本必须清晰完整，不得出现缺字、错字或错误用词。
+* 全文在拼写、语法和排版方面须保持准确、规范。
+
+## 5. 技术一致性与准确性要求
+
+* 若幻灯片中使用散点图、折线图或雷达图，须确保**每一个数据点**都与所提供材料中的对应数据**完全一致**。注意，不仅图形走势要一致，数值本身也必须**精确相同**。
+* 必须在幻灯片中呈现材料中的关键定量信息。换言之，演示内容不仅要讨论材料的思想和结论，还需展示具体的定量细节（如统计数据、实验结果等）。
+* 确保所有定量信息的准确性。
+* 幻灯片中可以包含仅用于概念说明的数据；但如使用此类数据，必须在对应页面**明确标注**哪些数据为概念性示例，而非材料中实际报告的数据。
+以下为中文翻译（已统一为中文表述）：
+
+
+## 6. 演示语气与受众
+
+* **语气：**
+ * 语气应当信息充分且保持尊重，避免过于学术化的表达、冗长段落和过度正式的风格，也应避免不必要的啰嗦。
+ * 契合口头演示：内容应有助于现场讲解，强调停顿、对比以及清晰的要点或结论（如“关键点在于……”“因此……”“主要结论是……”等）。
+ * 整套幻灯片应保持语气一致。
+* **受众：**
+ * 演示应面向对该主题具备基础至中等水平认知的受众。
+ * 不宜使用过多专业术语；如确需使用，应以通俗语言对关键术语进行清晰解释。
+
+
+---
+
+# 输出要求
+
+* 一套满足以上所有约束条件的**完整的幻灯片**。
diff --git a/talk/ted_chinese/07/generation_task/judge_prompt.json b/talk/ted_chinese/07/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..ed9d0433c37ce6aac8fdf34bd398dc7e7b995f4a
--- /dev/null
+++ b/talk/ted_chinese/07/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Is there an opening slide (or opening section) that introduces professional prejudice or social hostility toward lawyers?**\n\n* The opening should reference:\n * Historical or cultural hostility toward lawyers in China, e.g., Deng Xi (邓析), and/or\n * Cultural hostility in the Western tradition (e.g., Shakespeare’s quote).\n* The purpose should be to establish tension or bias against the legal profession.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what aspect of the opening context is missing.\n",
+ "\n**Does the opening clearly introduce the central theme or guiding question of the talk?**\n\n* The theme should explicitly raise the question of:\n * Why lawyers matter, or\n * Why society should treat lawyers fairly / kindly.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what thematic statement is missing.\n",
+ "\n**Is there a dedicated section addressing Core Question 1: “Why do ‘bad people’ have the right to legal defense?”**\n\n* This section should exist as one or more slides clearly focused on this question.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify whether the entire question or part of it is missing.\n",
+ "\n**Within Core Question 1, is the moral ambiguity argument included?**\n\n* The slides should reference:\n * The difficulty of clearly distinguishing good and evil, and\n * The trolley problem as an illustrative example.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what element is missing.\n",
+ "\n**Within Core Question 1, is the interrogation and false confession argument included?**\n\n* The slides should reference:\n * The Nie Shubin (聂树斌) case, and\n * The idea that “good people” may be more vulnerable under interrogation pressure.\n* The concept of “the psychology of confession” should be present (explicitly or implicitly).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what content is missing.\n",
+ "\n**Is there a dedicated section addressing Core Question 2: “What makes a lawyer competent, and what makes a defense effective?”**\n\n* This section should exist as one or more slides clearly focused on lawyer competence and effective defense.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what is missing.\n",
+ "\n**Within Core Question 2, is Louis Brandeis introduced as a key example?**\n\n* The slides should mention:\n * Brandeis’s dual identity (lawyer and judge), and\n * His reputation as “the people’s lawyer” / “the people’s judge”.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what information about Brandeis is missing.\n",
+ "\n**Within Core Question 2, are Brandeis’s two core ideas included?**\n\n* The slides should reflect:\n * The “people’s enemy” warning (law beyond pure legal formalism), and\n * The importance of extra-legal argumentation (economics, society, human reality).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify which idea is missing.\n",
+ "\n**Is the idea of law as practical reason (rather than purely theoretical knowledge) included?**\n\n* The slides should convey that:\n * Legal competence depends on real practice and case performance, not only academic credentials.\n* Reference to case records or practical evaluation (e.g., court judgments) should be present.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what aspect of practical reasoning is missing.\n",
+ "\n**Is there a dedicated section addressing Core Question 3: “Who benefits from effective legal defense?”**\n\n* This section should exist as one or more slides clearly focused on beneficiaries beyond the defendant.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what is missing.\n",
+ "\n**Within Core Question 3, are the three beneficiary groups all covered?**\n\nThe slides should include all of the following:\n\n* **Defendants and victims** (e.g., revisiting the Nie Shubin (聂树斌) case and its consequences),\n* **Judicial authorities** (police, prosecutors, judges, with the “mirror” metaphor),\n* **The general public** (protection from wrongful conviction).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify which beneficiary group(s) are missing.\n",
+ "\n**Does the slide deck include a clear closing or ending slide?**\n\n* The ending should:\n * Offer a closing reflection, wish, or expression of thanks, and\n * Clearly signal the end of the presentation.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what is missing from the ending.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the opening slide accurately reflect the speaker’s definition of \"Involution\" (内卷) using mathematical functions?**\nThe opening should distinguish between \"Healthy Functions\" (where increased effort leads to increased gain or diminishing marginal utility) and the \"Unhealthy Function\" of involution (where increased effort brings almost no extra gain, but reducing effort leads to significant loss).\n\n If **no**, specify if the mathematical distinction between healthy growth and involution is misrepresented.\n",
+ "\n**Is the \"Movie Theater\" metaphor for involution presented accurately?**\nThe slide should describe the scenario where one person stands up to see better, forcing everyone else to stand up; eventually, everyone is standing and exhausted, but their view is no better than when they were sitting.\n\n If **no**, specify if the causal relationship between individual competition and collective exhaustion is distorted.\n",
+ "\n**Does the slide deck correctly explain the \"Bread Shop\" competition example?**\nIt should reflect the transition from a \"Blue Ocean\" (one shop making 10,000 RMB) to an \"Involution\" state (two shops each making 5,000 RMB while working twice as hard to compete), showing that the total market value hasn't increased.\n\n If **no**, identify if the economic outcome of the competition is misstated.\n",
+ "\n**Is the concept of \"Anti-Involution Rate\" (抗内卷率) defined correctly?**\nThe slide should state the formula: Anti-Involution Rate = Number of Irreplaceable People / Total Number of People (represented as 1/r in the mathematical model).\n\n If **no**, specify if the formula or the logic of \"irreplaceability\" is misrepresented.\n",
+ "\n**Does the slide deck accurately convey the advantage of \"Two-Dimensional\" competition?**\nIt should explain that in a 1D world (e.g., just test scores), only the top person (rank 1) is safe from involution. However, in a 2D world (e.g., Liberal Arts + Science), people who combine skills can become \"top tier\" in their unique intersection.\n\n If **no**, specify if the shift from 1D ranking to 2D skill combination is missing.\n",
+ "\n**Is the speaker's own job used as an example of \"Multi-Dimensional\" anti-involution?**\nThe slide should reflect that the speaker combines \"Science skills\" (math) with \"Liberal Arts skills\" (organizing language/public speaking) to create a unique position that a pure math genius or a pure orator might not fill.\n\n If **no**, specify if the personal example of \"Science + Arts\" is distorted.\n",
+ "\n**Are the mathematical calculations for the anti-involution rate (r) across dimensions accurate?**\nThe slide should reflect that:\n* In 1D, the rate is 1/r.\n* In 2D, the rate is 2/r - 1/r².\n* In n-dimensions, the rate increases significantly, making it much easier to be \"top tier\" as dimensions increase.\n\n If **no**, specify if the mathematical trend (higher dimensions = higher anti-involution rate) is misrepresented.\n",
+ "\n**Does the slide deck accurately reflect the \"90th Percentile\" (Top 10%) strategy?**\nIt should explain that one doesn't need to be the absolute #1 in any field; being in the top 10% of three different dimensions makes one \"1 in 1,000\" (0.1 * 0.1 * 0.1), which is a powerful anti-involution strategy.\n\n If **no**, specify if the \"0.1 to the power of n\" logic is missing.\n",
+ "\n**Is the warning about \"Fake Dimensions\" (伪维度) presented correctly?**\nThe slide should warn that adding dimensions like \"working longer hours\" or \"more certificates in the same field\" are just \"Deepening\" the same dimension (involution) rather than adding a \"New\" dimension.\n\n If **no**, identify if the distinction between \"New Dimensions\" and \"More Effort\" is blurred.\n",
+ "\n**Does the slide deck accurately describe the \"Dimension Reduction Strike\" (降维打击) concept?**\nIt should explain that using skills from one field to solve problems in another (e.g., using math to explain social issues) creates a competitive advantage that those in the original \"involutionary\" field cannot match.\n\n If **no**, specify if the strategic advantage of cross-disciplinary application is misrepresented.\n",
+ "\n**Is the advice regarding \"Finding Your Own Dimension\" accurately captured?**\nThe slide should emphasize that everyone should seek their unique \"n-th dimension\" based on personal interest and talent, rather than competing on the single path set by others.\n\n If **no**, specify if the emphasis on \"individuality\" as a mathematical solution to involution is missing.\n",
+ "\n**Does the conclusion slide accurately restate the final mathematical message?**\nThe conclusion should state that while resources are limited, \"dimensions are infinite,\" and the best way to fight involution is to \"live in a higher dimension\" (活在高维世界).\n\n If **no**, specify if the closing quote or the core takeaway is altered.\n"
+ ]
+}
diff --git a/talk/ted_chinese/07/generation_task/statistics.yaml b/talk/ted_chinese/07/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..f797ad75f291e5d9bcfe08b1fbaef349d02495ee
--- /dev/null
+++ b/talk/ted_chinese/07/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/ted_chinese/07
+category: talk
+input_metrics:
+ total_input_tokens: 7194
+ generation_prompt_tokens: 2595
+ materials_total_tokens: 4599
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 4599
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/ted_chinese/07/material.md b/talk/ted_chinese/07/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..1faceb532f80c716109ec750051bb6123755aa05
--- /dev/null
+++ b/talk/ted_chinese/07/material.md
@@ -0,0 +1,106 @@
+# 用数学来反抗内卷
+
+John Li
+
+数学可以解释天下所有的问题，包括一些非常抽象的问题，比如内卷。这个新词最近一年在网上爆火，一夜之间仿佛所有人都觉得我就是被内卷的那个人。
+
+大家一定很关心到底是什么造成了内卷？如何去对抗内卷？那么今天我们将以一节数学课的形式来跟大家讨论讨论这个问题。
+
+有人说，内卷就是因为我们地球的资源是有限，所以说它迟早都会发生；
+也有人说，内卷不是天灾，它就是人祸，它就是资本主义压榨我们打工人的阴谋；
+还有人会趁机贩卖焦虑大赚一笔……
+
+所以最后你信谁的呢？数学最大的特点就是不会骗你，它会给你一种独立可验证的思考方式，让你再也不用人云亦云，这就是数学最大的魅力。
+
+接下来我要用数学方式研究内卷，按照我们数学家的工作惯例，首先我要定义什么是内卷。
+
+小时候老师告诉我们一份付出一份收获，付出和收获的关系如图所示。通常来讲，只要不断增加付出，收益就可以越来越高。
+
+后来我上了大学，经济学的教授告诉我，这个线不是直的，它要往下弯一点点。这个叫做边际效用的递减。
+
+但是你只要不断的增加努力，你还是可以提高收益。以上这两种都是健康函数，但是有这么一种不健康函数。
+
+付出虽然增加，但是几乎没有带来任何额外的收益，再怎么蹦跶也没用还是上不去，但是如果偷懒一点、少付出一点就会带来巨大的损失，就像是一个打工人拼命地加班也不一定能够拿到加班费，但是如果偷懒一点，不加班了，第二天可能连工作都没了，所以这个就是非常形象的一个内卷函数。
+
+被内卷的你就像是被种在室内的一棵树，当你生长碰到天花板之后你就再也长不高了，只能够向内去发展——这就是内卷。
+
+所以我们再来回顾一下内卷的两个性质：
+
+1、增加付出几乎不会给你增加收益；
+2、减少付出便会带来巨大的惨重的损失
+
+基于内卷的这两个性质我们就定义其为内卷函数，那大家一定很关心这个天花板从何而来呢？当我第一次把这个内选函数画出来的时候我震惊了，因为以我的数学经验来看这个形状的函数，我心里马上冒出一个猜想：这个内卷函数不是自然造成的，因为要自然形成这个函数的条件是非常罕见和苛刻的。
+
+这个就是著名的超导现象，温度降低到一定程度，电阻就变成零了。超导现象非常的罕见，罕见到可以价值一个诺贝尔奖。
+
+这个函数的形状非常像刚刚定义的内卷函数，如果要人为去创造这个内卷函数就容易多了，四行代码就可以写出来，只要人为设置一个门槛，大于这个门槛，右边就是1；小于这个门槛，左边就是0。
+
+这就是内卷函数据完成的四行代码，所以现在有两种可能：
+
+第一种可能是，内卷是一个自然发生的现象，如果真是这种情况，我就可以凭借这个新发现去排队领诺贝尔奖了，就算不一定能拿到，排个队的资格也是有的。但遗憾的是，内卷或许就属于第二种可能，它大概率就是人为造成的，我与诺贝尔奖失之交臂了。
+
+那么既然这个天花板是人为造成的，我们为什么要忍受这个天花板呢？究其原因就是我们不够独特和稀缺，随时面临着被替换掉的处境。
+
+假如我们要求过高了，那甲方爸爸可以随时把我换掉，换一个要求不高的；假如我们要求加班费，那就换一个不要加班费的。用经济学的话来说，垄断才有定价的权利。所以这里出现一个定理：一个人越不可被替代，他就越能对抗内卷；一个人越容易被替代，就越容易被卷，可替代性直接决定了你卷不卷。
+
+那什么又决定你的可替代性呢？这里有一个新定理：强制跨维度的比较A和B，会削弱A和B双方的不可替代性，导致双方都更加内卷。也就是说A不能够替代B，B同样也不能替代A，因为A和B本来就是两个维度的东西。如果这个时候有一种奇怪的价值观，它说我非要你把这两个维度的东西拿来一决高下，分个高低出来，那这就是强制跨维度的比较，这种情况下会造成内卷。
+
+举例而言，我今天站在TEDxShenzhen这个讲台上，同时还有很多其他优秀讲者，但是在座的各位观众有一个奇怪的要求，他们要评选出今天的最佳讲者，就比如说拿我和之前某一位老师PK，一决高下。如果我输了，那我会很尴尬，因为这代表各位观众在心中给我降分了，我的不可替代性被削弱了。
+
+但是我赢了就一定好吗？万一赢了其他讲者是不是就会认为在这个讲台上讲数学就会受欢迎？那其他讲者是否也在演讲里面加一点数学公式让演讲更受观众喜爱？结果就是这个舞台变成了一个数学分享大会，那这样就加重了数学这个维度的拥挤性，彼此间竞争更激烈了。我以后要是还想回到这个讲台上来讲数学，可能就没什么新意和竞争力了。
+
+不管输赢，我都被卷，这就是跨维度比较的危害。
+
+假如说，现在有两个人，一个是文学霸，一个是理学霸。他们每个人都有两个选择，要么从文，要么从理。数学上可以用纳什均衡的矩阵来举证。
+
+大家可以非常直观地看到，这个矩阵上其他点都是不稳定的，只有左下角这个点是稳定的，它代表的情况就是文学霸从文，理学霸从理，这是在没有比较的情况下，皆大欢喜。
+
+那么再看有比较的情况，假如说文和理比较，然后文输了，那文最高可能就只有50分而理有100分，这个时候出现一个新的纳什均衡点，只有这一个点是稳定的，其他点都不稳定。这种情况说明什么呢？说明大家都去跟风学理了。
+
+那么内卷还会造成什么后果呢？我们继续用数学来举例。我们都知道，收益减去成本等于利润，那相比收益，其实普通人更关心的是利润，刚才我们所讲的内卷函数呈现的就是收益。而成本对于普通人来说就是很简单的一条线时间成本。
+
+现在有了收益和成本，将其相减，我们就得到了一个新的函数：利润函数，左边是负，右边是正。
+
+假如这是你的利润函数，你想处在哪个位置？我们都希望在最高点，大家都希望最大化自己的利润。
+
+那你不想到哪去呢？左下角是负的，大家肯定不想到负的地方去。
+
+还有哪里不想去呢？那肯定是最高点右边这个部分，因为大家肯定也不会人为故意降低自己的利润。
+
+所以这张图只有一个点是人希望待的地方，那就是至高点。但是事实上我们的社会中还存在着一批人，他们可能因为天赋有限或者自身资源和周围资源都不够，无论他们再怎么努力，他们的极限都到不了绿色区域，他们的极限就在左下角红色区域，那他们应该怎么办呢？
+
+不进则退，只能不断退后直到退到原点，零付出零回报至少听起来还是比较合理的，所以这是很多人忽视的、尚未明显发生的一个内卷后果：长期以来的内卷会直接劝退一半的人，一半资源不够天赋有限的人。这部分人会容易放弃努力，干脆回家躺平。
+
+所以根据这张图，只有两个点是人可以待的，要么在下面躺平，要么在上面内卷。这就是内卷更长期的危害。
+
+那说到这里大家一定迫不及待想要知道怎么对抗内卷了。我们先建立一个最简单的一维情况，假设这个维度代表着0-100的考试分数，从0-100分布着各式各样的人，有考0分的，考50的，也有考100的，请问大家谁是抗内卷的那个人？
+
+越不可被替代的那个人就越能抗内卷的，所以考满分的那个人是不可替代的，他就是抗内卷。实际生活中可能是越靠右边就越抗内卷，越靠左边越容易被卷，这个时候我们定义一个新的概念：抗内卷率。
+
+抗内卷率=抗内卷的人数/总人数
+
+如果一共有100个人，其中有一个人抗内卷，那就是1/100，数学上我们习惯用r来代表具体数字，所以就是1/r。
+
+再来看一下二维的情况，我们给他取个名字，分别是理科和文科。那么谁抗内卷呢？还是同样的逻辑，只有文科状元和理科状元他们俩是抗内卷的。
+
+但是再想一想只有他们两个人吗？如果有一个人他一半学文一半学理，他可以抗内卷吗？他同样也可以抗内卷，因为有一些工作就是对文理同时有要求，文理双全的人才可以胜任。
+
+比如我今天站在这里跟大家讲数学，我必须要有理科的技能，但是我同时也需要有一定文科技能去组织语言，写稿子来表达演讲，所以这个工作就必须要文理双全才能够胜任，那么文科状元和理科状元都没法替代我，我就是抗内卷的那个人。
+
+那按照这个逻辑，人们还可以被分为偏文多一点或是偏理多一点，这条线上的所有人都是抗内卷的。
+
+反而是里面这些人，他可能不用功或者天赋不好，或者我们没有看见他的价值，他们是被内卷的，所以这里出现一个定理：位于表面的人具有不可替代性，所以他是抗内卷的，只有内部的人才有内卷的焦虑。这么看起来内卷这个词还挺形象的。
+
+继续来算一下抗内卷率，如果表面那条线上的人我们可以用圆的周长来近似，里面这个可以用圆的面积来近似，周长是2πr，面积是πr^2，那么算出来就等于2/r。
+
+这是二维的情况，那三维的情况呢？用表面积4πr^2除以体积4/3 πr^3，得到3/r。大家可能发现了一个规律，一维是1/r，二维是2/r，三维是3/r，四维是4/r，依此类推，N纬就是N/r。
+
+只要不断的去提高N，抗内卷率是可以无上限提高的。当抗内卷率上升到百分之百，这就是一个没有内卷的社会。所以这个N到底代表什么？N就是我们这个社会人才技能的多样性，不断提高人才的跨界综合度，就是我们对抗内卷的重要战略。就像刚才我说的一样，一个人不一定非要学文或是非要学理，完全可以综合一下，提升一下自己的跨界能力。
+
+我今天跟大家讲了这么多，现在用一张图把所有内容串起来，我首先定义了内卷概念，通过内卷函数算它的利润时发现了一个劝退的现象，它会把一半的人劝退回家，这种情况下会导致很多人根本没有机会去接触一些多元化的技能，那这样会削弱社会的多元化。
+
+用数学的语言来说，多元化就是N，减少就是降维，把不同维度上的人降到同一个维度上来比较会同时削弱双方的不可替代性继而加重内卷，整个轮子就卷起来了，这就是内卷的卷轮。
+
+与此同时还还有外部的因素在火上浇油：政策决策者一刀切的政策形成了内卷函数；千人一面的教育削弱了我们的多元化；技能评估的单一化，用简单的几个考试来定义技能也是一种社会降维；过时的错误的社会价值观迫使我们比较一些不同维度上的东西……
+
+种种所有都在加重我们的内卷，作为一个社会我们要解决的是外面四个问题，作为个人我们要停止里面的卷轮。不要轻易被劝退，努力增加自己的多样性，不要用一些过时错误的价值关系进行比较。最重要的是，我希望大家通过我今天的演讲学会数学的思考方式，再也不人云亦云，有自己的独立判断。谢谢！
\ No newline at end of file
diff --git a/talk/ted_chinese/08/generation_task/instructions.md b/talk/ted_chinese/08/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..bed5fee6a787042bd7fbf64bbd13812f9bb86ec3
--- /dev/null
+++ b/talk/ted_chinese/08/generation_task/instructions.md
@@ -0,0 +1,100 @@
+请制作一套用于公开演讲的中文幻灯片，仅基于我提供的演讲稿，不允许引入讲稿之外的事实性内容。
+
+
+---
+
+# **约束**
+
+你制作的幻灯片必须满足以下约束，否则将被认为是不正确的。
+
+## **1. 内容结构**
+
+幻灯片必须含 **11-15** 页幻灯片。
+
+幻灯片必须按以下顺序包含以下各部分（每个部分的页数可根据需要自行确定）。
+
+1. **开场：被刷新的认知——青花瓷的“A货”起源**
+ * 引用共鸣：以周杰伦《青花瓷》歌词引入（天青色等烟雨）。
+ * 认知碰撞：揭秘青花瓷并非完全“中国制造”，而是源自伊朗对中国瓷器的模仿。
+ * 核心观点：旅行不仅是看风景，更是为了刷新被固化的观念。
+
+2. **核心逻辑 1：文明的交融——贸易如何重塑审美**
+ * 传播路径：明代瓷器经中东销往欧洲，伊朗人利用本土金属“钴”发明了深蓝色花纹。
+ * 技术倒灌：景德镇捕捉市场需求，进口伊朗原料，成就了中国工艺的高峰。
+ * 思考延伸：审美从来不是孤立的，而是全球贸易与技术交流的结晶。
+
+3. **核心逻辑 2：好奇心的力量——从一棵树看穿历史**
+ * 细节挖掘：在巴勒斯坦圣经时代的树下追问其来源。
+ * 历史钩沉：这种树由罗马人从叙利亚带到巴勒斯坦，而由于其多刺，又与《圣经》中的苦难叙事相连。
+ * 结论：对微小事物的好奇心，是打开宏大历史之门的钥匙。
+
+4. **核心逻辑 3：旅行的深度——看见“另一种生活”**
+ * 现场回忆：在巴勒斯坦空袭后的废墟中，遇见两名日本年轻旅人。
+ * 动机探寻：他们不是记者，也不是为了发朋友圈，而是想知道地球另一端不同的生活状态与苦难。
+ * 价值转变：看过了欧美发达世界的繁华，去体验并思考如何帮助处于困境的人，才是更高级的旅行。
+
+5. **核心逻辑 4：人道主义的假期——打破舒适圈**
+ * 跨国案例：在加沙地带突破封锁进行援助的外国青年。
+ * 精神内核：将假期花在有意义的地方，即便带着某种冲动，也比单纯的消遣更有厚度。
+ * 核心启发：理解人类命运共同体的最好方式，就是亲自走到那个现场。
+
+6. **结尾升华：最好的旅行是“发现自己”**
+ * 总结：旅行的玩法在变，但内核永远是“好奇心”与“同情心”。
+ * 愿景：希望大家在下一次出发时，不仅带着相机，也带着一颗愿意被世界重塑的心。
+ * 结语：看世界，是为了更懂世界，也更懂自己。
+
+---
+
+## 2. 内容约束
+
+* 全部使用中文（讲稿中引用的其他语言的原句可作为引用保留）。
+* **忠实于源材料**：仅使用源材料中提供的信息，不得虚构额外事实内容，不得修改、歪曲或重新解释原有观点或结论。
+* **准确性**：所有内容必须事实准确，尤其是定量信息和事实性内容。
+* **简洁性**：使用简短、精炼的表述，避免冗长段落。重点概括关键信息和事件，不做过度展开。可使用要点列表以增强清晰度；如使用列表，每页不超过 6 个要点。
+* **足够深度**：避免过度简化。在保持对普通受众友好的同时，幻灯片需传达核心思想、关键里程碑和有意义的洞见。不得将内容降格为口号式或仅停留在高层概述；每页都应有明确且实质性的结论或要点。
+* **逻辑流畅**：幻灯片应呈现清晰的叙事结构，确保时间线和事件推进清楚连贯（如适用）。
+* **信息相关性**：不得添加无关内容。
+* **代码与标记格式**：除非必要，避免使用原始 LaTeX 或 Markdown 代码。
+
+## 3. 视觉与设计
+
+* **图片**：应包含相关图片。图片需为高质量、标注清晰，并与内容高度相关。
+* **图表与示意图**：在需要时使用合适的图表和示意图（如示意图、流程图、表格、统计图等），以可视化方式呈现和澄清信息——尤其是叙事时间线和数值型细节（如定量数据），而非仅依赖文字说明。
+ * 若幻灯片包含图表或图形，须确保所有视觉元素均有清晰标注（如坐标轴标明、单位注明、必要时包含图例，并在需要时对数据点进行说明）。
+ * 适当加入**图表或示意图说明文字**，例如：“该图显示专有模型的性能优于开源权重模型。”
+* **可读性**：使用清晰易读的字体，避免画面拥挤；文字大小应便于阅读。
+* **视觉平衡**：合理平衡文字与视觉元素，确保投影展示时易于理解。
+* **版式布局**：保持简洁、专业的版式设计，合理使用字体、颜色和格式。
+* **风格一致性**：整套幻灯片应遵循统一、连贯的视觉风格。
+* **信息负载**：每页幻灯片避免信息过载，以保证可读性。
+
+## 4. 文本质量
+
+* 所有生成的文本必须清晰完整，不得出现缺字、错字或错误用词。
+* 全文在拼写、语法和排版方面须保持准确、规范。
+
+## 5. 技术一致性与准确性要求
+
+* 若幻灯片中使用散点图、折线图或雷达图，须确保**每一个数据点**都与所提供材料中的对应数据**完全一致**。注意，不仅图形走势要一致，数值本身也必须**精确相同**。
+* 必须在幻灯片中呈现材料中的关键定量信息。换言之，演示内容不仅要讨论材料的思想和结论，还需展示具体的定量细节（如统计数据、实验结果等）。
+* 确保所有定量信息的准确性。
+* 幻灯片中可以包含仅用于概念说明的数据；但如使用此类数据，必须在对应页面**明确标注**哪些数据为概念性示例，而非材料中实际报告的数据。
+以下为中文翻译（已统一为中文表述）：
+
+
+## 6. 演示语气与受众
+
+* **语气：**
+ * 语气应当信息充分且保持尊重，避免过于学术化的表达、冗长段落和过度正式的风格，也应避免不必要的啰嗦。
+ * 契合口头演示：内容应有助于现场讲解，强调停顿、对比以及清晰的要点或结论（如“关键点在于……”“因此……”“主要结论是……”等）。
+ * 整套幻灯片应保持语气一致。
+* **受众：**
+ * 演示应面向对该主题具备基础至中等水平认知的受众。
+ * 不宜使用过多专业术语；如确需使用，应以通俗语言对关键术语进行清晰解释。
+
+
+---
+
+# 输出要求
+
+* 一套满足以上所有约束条件的**完整的幻灯片**。
diff --git a/talk/ted_chinese/08/generation_task/judge_prompt.json b/talk/ted_chinese/08/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..fee5045889afdc4e73fec99e4cecafc7d44a269e
--- /dev/null
+++ b/talk/ted_chinese/08/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening use the song \"Blue and White Porcelain\" (Qinghua Ci) to introduce the topic?**\n\n* The text should quote lyrics from Jay Chou's song to establish a \"Chinese style\" atmosphere.\n* It should then present the surprising fact that Blue and White Porcelain's origins are not purely \"Made in China.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the musical opening is missing.\n",
+ "\n**Is the historical connection between Iran and Blue and White Porcelain explained?**\n\n* The text should mention that the author discovered early versions of these ceramics in the Louvre, originally made in a small town in southern Iran.\n* It should explain that Iranians used \"cobalt\" (a metal they produced) to create the vibrant blue color that Chinese potters later imported.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the Iranian connection is missing.\n",
+ "\n**Does the text describe the globalization of porcelain as an \"A-list\" product?**\n\n* It should mention how Jingdezhen in China eventually dominated the market by combining superior craftsmanship with imported raw materials to meet European and Middle Eastern demand.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the global trade history is missing.\n",
+ "\n**Is the story of the \"Blue and White Porcelain\" in Portuguese architecture included?**\n\n* The text should describe the author’s visit to Portugal and the discovery of blue and white tiles (Azulejos) on churches and houses.\n* It should mention the cultural blend: Chinese technology, Islamic patterns, and European religious themes.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what detail of the Portuguese tiles is missing.\n",
+ "\n**Is the concept of \"Curiosity\" as the core of traveling introduced?**\n\n* The text should argue that traveling is not just about taking photos or following crowds, but about \"refreshing one's worldview\" and following a thread of curiosity.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what thematic statement is missing.\n",
+ "\n**Does the text include the anecdote about the \"Red Bean Tree\" in Mauritius?**\n\n* It should describe the author finding a red bean tree and connecting it to a famous Chinese poem by Wang Wei.\n* It should explain the historical discovery that these trees were likely brought to Africa by 19th-century Chinese laborers.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the Mauritius story is missing.\n",
+ "\n**Is the history of Chinese laborers in Mauritius mentioned?**\n\n* The text should mention that Chinese laborers moved there after the abolition of slavery in 1835 to work on sugar cane plantations.\n* It should highlight how a single tree can reveal a whole chapter of migration history.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what historical detail is missing.\n",
+ "\n**Is the encounter with the Japanese travelers in Gaza included?**\n\n* The text should describe meeting two young Japanese men in the war-torn Gaza Strip in 2002.\n* It should mention that they were ordinary office workers, not journalists or famous explorers.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this encounter is missing.\n",
+ "\n**Does the text explain the motivation of the Japanese travelers in high-risk areas?**\n\n* It should explain that they traveled to see how people with completely different lives survive and to think about how to help them through humanitarian aid.\n* It should contrast this with \"standard\" tourism in Europe or America.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of their motivation is missing.\n",
+ "\n**Is the definition of \"The Best Travel Way\" provided?**\n\n* The text should suggest that the best way to travel is to \"bring a question\" or a specific curiosity with you.\n* It should state that travel should change a person's internal perspective, not just their physical location.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this travel philosophy is missing.\n",
+ "\n**Does the text discuss the \"World as a Book\" metaphor?**\n\n* It should convey the idea that traveling allows one to read the \"hidden lines\" of history and culture that are not found in textbooks.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if this metaphor is missing.\n",
+ "\n**Does the text conclude with a call to find \"New Playstyles\" in travel?**\n\n* The text should urge the audience to explore the world with an open mind and to find their own unique connections to the places they visit.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the conclusion is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the opening slide accurately reflect the speaker’s surprising revelation about Blue and White Porcelain (青花瓷)?**\nThe opening should state that while \"Blue and White Porcelain\" is considered a classic Chinese style, its origins and the cobalt ore (cobalt blue) used actually came from the Middle East (specifically an Iranian town).\n\n If **no**, specify if the origin of the materials or the cross-cultural exchange is misrepresented.\n",
+ "\n**Is the description of Iranian \"A-goods\" (counterfeits) presented accurately?**\nThe slide should reflect that Iranians initially tried to copy Chinese white monochrome glaze but, failing to achieve transparency, added local cobalt blue, which later influenced Jingdezhen to import the material and adapt the style.\n\n If **no**, specify if the sequence of technological exchange between Iran and China is distorted.\n",
+ "\n**Does the slide deck accurately convey the \"New Way to Play\" (新玩法) regarding curiosity?**\nIt should explain the speaker's advice: when traveling, instead of just taking photos, one should cultivate \"curiosity\" by asking \"why\" about ordinary objects to discover the hidden history of global connections.\n\n If **no**, identify if the core message about curiosity as a travel tool is missing.\n",
+ "\n**Are the historical connections of \"Curry\" and \"Tempura\" correctly stated?**\nThe checklist should ensure the slides mention:\n1. Curry: Originated in India, was brought to the UK by the East India Company, and then introduced to Japan by the British Navy.\n2. Tempura: Was introduced to Japan by Portuguese missionaries (derived from \"Tempora\").\n\n If **no**, specify if the geographical origins or the specific groups that spread these foods are misstated.\n",
+ "\n**Is the global journey of \"Ketchup\" (番茄酱) presented faithfully to the source?**\nThe slide should detail that Ketchup originated from a Fujian/Guangdong fish sauce called \"Ke-tsiap,\" traveled to Southeast Asia, was discovered by British sailors, and eventually became a tomato-based sauce in America.\n\n If **no**, specify if the linguistic origin (Ke-tsiap) or the involvement of British sailors is misrepresented.\n",
+ "\n**Does the slide deck accurately reflect the story of the \"Cedar tree\" in Lebanon?**\nIt should describe how the speaker followed the history of a single cedar tree to discover its links to the Epic of Gilgamesh, the construction of Solomon's Temple, and the eventual deforestation that changed regional history.\n\n If **no**, specify if the connection between the tree and specific historical events (Gilgamesh/Solomon) is missing.\n",
+ "\n**Is the encounter with the Japanese youth (Shinji) in Gaza described consistently?**\nThe slide should reflect that Shinji was a regular office worker who spent his vacation in a dangerous, blockaded area not for fame, but to see how different people live and how he could help.\n\n If **no**, specify if the person's identity (Shinji) or his stated motivation is distorted.\n",
+ "\n**Does the slide deck correctly explain the \"Humanitarian Tourism\" concept mentioned?**\nIt should capture the speaker's observation of foreign youths breaking blockades to provide aid, and how they find more value in \"witnessing\" and \"helping\" than in traditional sightseeing.\n\n If **no**, identify if the shift from consumerist travel to meaningful intervention is ignored.\n",
+ "\n**Is the speaker's view on the \"Comfort Zone\" accurately portrayed?**\nThe slide should mention that traveling should not just be about moving from one \"comfortable hotel\" to another, but about breaking internal barriers and expanding one's psychological boundaries.\n\n If **no**, specify if the critique of \"boxed-in\" tourism is misrepresented.\n",
+ "\n**Are the three levels of travel (\"See,\" \"Feel,\" \"Think\") correctly identified?**\nThe checklist should check if the slides distinguish between:\n1. Seeing (Physical presence)\n2. Feeling (Emotional connection)\n3. Thinking (Cognitive/Historical reflection)\n\n If **no**, specify if these layers of the travel experience are conflated or missing.\n",
+ "\n**Does the slide deck accurately reflect the speaker's final \"Museum\" metaphor?**\nIt should state that the world is a \"Museum without walls\" and that every traveler should be their own \"curator\" by using curiosity to connect disparate pieces of information.\n\n If **no**, specify if the \"Museum\" or \"Curator\" concept is missing.\n",
+ "\n**Does the conclusion slide accurately restate the speaker's call to action?**\nThe conclusion should emphasize that travel is a way to \"re-examine ourselves\" through the lens of others, rather than just collecting passport stamps.\n\n If **no**, specify if the final message about self-reflection through global connection is distorted.\n"
+ ]
+}
diff --git a/talk/ted_chinese/08/generation_task/statistics.yaml b/talk/ted_chinese/08/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..37d9b0db5b8217b0e4263c29efde8f6ba79545af
--- /dev/null
+++ b/talk/ted_chinese/08/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/ted_chinese/08
+category: talk
+input_metrics:
+ total_input_tokens: 8665
+ generation_prompt_tokens: 2625
+ materials_total_tokens: 6040
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 6040
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/ted_chinese/08/material.md b/talk/ted_chinese/08/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..473c7b5af66267bd5042aca4f140f871944dd92a
--- /dev/null
+++ b/talk/ted_chinese/08/material.md
@@ -0,0 +1,51 @@
+# 出国旅游的一些新玩法
+
+周轶君
+
+其实我今天的演讲是要从一首大家可能非常熟悉的歌来开始的，是周杰伦的《青花瓷》。它歌词有这么两句：“素胚勾勒出青花笔锋浓转淡，瓶身描绘的牡丹一如你初妆, 天青色等烟雨，而我在等你。”。
+
+听了以后，恐怕没有人怀疑这是浓浓的中国风，但是如果我要告诉你，其实青花根本就不是中国的东西，至少它的原产地并不是Made in China，不知道你们会作何感想？
+
+我是在去法国卢浮宫看到这些展品的时候，被刷新了这个观念。这些青花瓷是不是就是我们非常熟悉的中国的瓷器，但实际上它的产地是哪里？
+
+是在伊朗南部的一个小镇上面。那么从中国的明代开始，中国的瓷器销往欧洲，中东就是当中非常重要的中转站，这个中转站的人他们就开始偷学了技艺，然后开始制造A货，这也是很自然的事情。那么伊朗人最早开始学做中国的单色釉就是白的那种，但是他们发现他们做的白，没有中国人做那么透明，所以他们想加一点花在上面。而在伊朗他们生产一种金属叫做钴，就是这种青花的青是非常浓的蓝颜色，于是他们就在上面画了一些花。画了以后他们就发现青花瓷它一出来这个产品非常惊艳，在当地非常受欢迎，在欧洲也是很畅销。
+
+这个时候中国江西的景德镇才敏感捕捉到了市场需求，然后从伊朗进口钴原料开始做青花。中国当时其实也产钴，但是中国的钴原料它颜色比较淡，出不来青花的青。当然中国人的手艺比较好，还是在中国慢慢又完善了青花的技艺才变成了我们今天所看到的青花瓷。那么从青花开始去了解背后的这一段历史，你才发现原来你可以转换视角来看这样一个历史，也是我在那一次整个巴黎的旅行当中最重要的一个收获。我自己做国际新闻报道十多年了，走过几十个国家，那么回头去看的话，在今天你可以看到中国人出国旅游是越来越方便，中国的护照可以突破许多的地理边界，再加上互联网的助推，你可以发现其实远方不再有那么多我们觉得新奇、非常陌生的这些地方了。
+
+那么这个时候我们出发去看世界究竟要看什么？这个就是今天我最想跟大家分享的。对于我个人来说，我觉得在旅途当中最重要的不是突破地理的边界，不是告诉别人晒出来说我去了哪里，更重要的是突破你认知的边界，也就是说不断的要去学习新的事物，接受新的观念。
+
+那么今天中国的游客在全世界上来说，数量是第一名的，在中国在海外的消费水平也是全世界第一名的。但是许多数据告诉我们，中国游客在外面花费的时间，大部分，80%以上是在购物，而在看风景、去景点和享受当地的餐饮美味是比较少的。
+
+那么在德国有一个墨卡托基金会，他们专门研究中国的。他们曾经发布过有个报告，他们就想知道在百度上面中国人搜欧洲不一样的国家的时候，他们都在搜什么。那么他们发现中国人对欧洲不同的国家会有不一样的兴趣点，比如说搜英国，后面跟着是足球，跟着王室；搜法国，是时尚和美食等等。但有一个关键词，当中国人在搜欧洲不同的国家的时候，它是高度重合，非常频密地会出现的，那个词就是“买什么便宜”。
+
+中国人对奢侈品的消费水平是全世界是第一名的，我最近听到有一个大家很熟悉的欧洲品牌的中国的公关说，他就抱怨说，他说去法国巴黎买他们包包的中国游客已经占到了总消费人数的10%，但是同样去到巴黎去看他们品牌下面的艺术中心的中国游客只有1%。他现在总部给他的一个压力，就说你能不能把去看艺术品的中国游客也变成10%，他觉得这个压力非常大，几乎是不能完成的任务！
+
+大家别误会，我不是说大家出国不要去买东西。我也很喜欢购物，因为进口的税那么高嘛，这么多人出去买，一定是有道理的。但是我想说可能当我们出发去旅行的时候，外面的世界不仅仅是一个非常大的免税商店 ，其实有很多更多的东西值得我们花时间去看。
+
+《金融时报》的中国网的一个主编叫张力奋，他曾经写过一篇文章，他长期住在英国伦敦，他就说接待了很多中国的朋友来玩。他把中国游客分为两类人，第一类，他管他们叫做“景点原教旨主义者”，他说这样的人他们总是要去那些热门推荐的景点，然后去了就在他们精致的指南书上打一个勾，拍张照片，露出满意的笑容。他很可怜他们，他说他更欣赏的是一种叫做“散淡型游客”，这些人并没有购物和景点的压力，反而可以听取当地人的建议，去看当地人的生活方式，去当地人的地方。那么张力奋他就说，他当时会建议说所有夏天去伦敦的人不要错过一个东西，叫做Proms，就是伦敦的音乐逍遥季。
+
+我自己去了一次，就非常震撼，震撼的并不仅仅是它节目的内容和水准，而是你们可以看到，这个演出的现场，跟这个舞台最近的最前排的中心区域，视野最好的这个区域，它卖的其实是站票，是最便宜的五英镑的票。你如果去到站票区，根本不用打扮得很隆重，你可以穿得很随意，甚至可以坐在那儿听或者躺在地上听。为什么会有这样的票？它最好的位置不是应该卖得最贵吗？实际上这是英国当年最初设立的时候，是希望鼓励蓝领工人阶层也能够来欣赏艺术，从而提升整个民族的艺术修养。那么实际上在今天在伦敦很多当地的中产阶级他们也爱去淘这样的票，他们想表达我并不是要花钱买一个非常好的座位，我是真的冲着音乐来的。
+
+但是你不要以为他们很抠门，这样花五英镑的钱买站票的中产阶级，他到最后演出结束的时候一般会有志愿者他们敲着一个铅桶，“当当当”，说大家要捐款，因为艺术并不是政府完全去资助的嘛，你们要去捐款。他们虽然买了很便宜的票进来，但是他们认为要回馈给艺术机构，所以他们捐款反而会非常的慷慨。我去看过两次，都是在现场捐款筹款的总额是超过了他们的预期。所以到英国看当地人的生活方式，给了我一个机会去了解原来艺术在英国是怎么样循环生长的这样一个系统。
+
+其实很难告诉大家在外面要去怎么看，去看什么东西才能够突破认知的边界，其实你去哪里都可以。你去博物馆、去艺术场所、去街道、去跟别人交谈、看当地的生活，都会有收获。但是最重要的是一种心态的转换，就说你可能要先把一个过于庞大的自我放到一边，把我们中国中心的那种观念可能先要放到一边，这样的话才有空间去接受一些新的观念。这几年在国外旅游的时候，经常会听到中国游客会说，这不就是我们中国的什么什么吗？或者说这还不如我们中国的什么什么。有时候我会暗暗地觉得可惜，或许你错失了向别人学习的一个机会。
+
+我在英国去留学的时候，也会接触到很多在海外的中国留学生，他们当中很多人非常的有才华，也能够融入主流社会，非常的有自信。不过有的时候我会看到在一些学术研讨会上面，不止一次的我看到有中国的年轻人会忽然站起来去反驳讲者的观点，当然很多是关于中国部分的这种描述。当然你知道有些讲者确实带有强烈的他的偏见，也是值得去辩论的，但是有时候我会想，年轻人可不可以让这位讲者把他的话讲完，至少你应该知道别人为什么要这样说，如果你提问题也是让对方能够解释他为什么要这样说，我们基于事实来辩论，而不仅仅是立场上的一种争夺。
+
+毕竟不管怎么说，“为什么”比“是什么”要更重要，而且大学也是一个学术讨论之地，它并不是联合国大会。很多时候你会发现，你必须要把旧的那种观念先放在一边，因为在海外的时候，其实这种所谓观念之争的摩擦是非常频繁非常多的。我有一个英国的朋友，我们都认识十多年了，忽然有一次他跟我讲说，你发现没有，我们英国人的博物馆里面什么国家的东西都有，所以我从小的时候就被我妈妈带去看埃及的文物、亚述的文物，所以我从那个时候就特别向往去看全世界。
+
+这话没有问题，然后他说了一句话让我瞪大了眼睛。然后他说，可是你们中国的博物馆里面只有中国的东西，然后我看了他半天，我说可是你们的那不是抢来的吗？他说没有，也不都是抢来的，很多是买来的。我说买来的也是因为那时候当地人不了解他们的文物有多少价值，被你们骗去的吧？但不管怎么说，这场争论后我并没有跟这个朋友绝交，我反而是试图去理解他为什么这么来看英国人的世界观是怎么养成的。当然你可以引申到殖民主义、帝国主义，但是对每一个具体的英国人个体来说，那就是他的成长记忆。
+
+他认知世界确实是从那个部分开始的，他们的世界观，整个生长的途径确实就是这个样子，随着帝国的扩张，就是这个样子。后来我自己去选择到国外去就读国际关系专业的时候，我也没有选择更热门的美国而是选了去英国，因为我发现欧洲人的视野确实有一点点不一样。当我们把自己旧有的观念慢慢清除的时候，你的好奇心 才会长出来，而好奇心实际上是驱动你去寻找答案的一个最好的一个力量。
+
+我记得我那时候第一次出国去埃及，从机场下来去开罗市中心的时候，沿途我就发现一个非常奇怪的景象，就是两边的黄杨树为什么都是方的？ 因为我记得在中国，我们看见杨树都是修成一个球形那样圆的，但是在埃及它都是一个一个立方体。当时我们同行的几个中国人都觉得这个太丑了，好难看，这是怎么回事情，太落后了。但是我一直试图想去理解它这个背后到底是什么原因。直到我有一天在法国的凡尔赛宫看到了法国皇上的御花园是这样子的，我才忽然就明白了他们的杨树是方的。因为1798年拿破仑第一次侵入埃及的时候，他带去的不仅仅是士兵和军队，还有一大批法兰西学院的科学家、工程师、地质专家、植物学家、园艺学家，他是带去了一整套欧洲社会的规范去埃及。 所以很多学者就认为1798年拿破仑入侵埃及的时候，其实是中东现代史元年的开始。所以如果你对一棵树有好奇心的话，一直追问下去，你也可以发掘一大段历史。
+
+接下来我还想说两个我碰到的日本人，对我非常有触动。那个时候我是第一次出国做驻站记者，在巴勒斯坦，在加沙地带。加沙那个地方是四面全部被封锁，当地是没有什么生活资料，就是你买什么也没有，经常停水停电，也很危险，经常会有空袭还有爆炸等等。
+
+当地有一些古罗马和圣经时代的古迹，但都不是出名到值得你大老远冒着生命危险过来看的。有一次我在巴勒斯坦人空袭之后的废墟上面，看见有两个日本的年轻人在那儿看。他们也是背着包就二十多岁，当中有一个人叫真司，我跟他聊天，因为我们都是带着亚洲口音的英文，就觉得很亲切在那里。我问他，我说你们为什么来看这些东西？他说他们既不是记者也不是作家，也不是说，那时候还没有朋友圈，是02年的事情，所以他也不是回去要发表任何东西，他只是普通的公司职员。
+
+但是对于他们来说，他们觉得看世界，他们看看欧洲、看美国，东西都看过了，他已经觉得没什么大意思了。他很想知道在地球的另一端，有一些人跟他们的生活方式不一样，生活状态不一样，他想来看这个东西，并且来思考怎么样能帮助到他们。后来我发现在加沙确实有很多外国的年轻人，他们经常突破封锁来进行一些人道主义救援，他们觉得把他们的假期花在那个地方是最值得的。当然你不排除有时候我发现他们身上也会有一些冲动或者是那种荣誉感而已，但是不管他的初衷是什么，他的这种旅行，他出来看的时候，已经不仅仅是在满足自我的物质需求，他想看见别人，看见他者。当你开始看见别人的时候，这就是你看世界的一个大的进步。
+
+我一直做国际报道，所以大家也知道中国的国际报道由于语言还有各种方面的限制，我们的规模和影响力跟英语媒体的报道是不能比的。但是在11年和12年的时候，我曾经有一段时间对中国的国际报道产生了非常乐观的想法。那是两个事情，一个是当时北约空袭利比亚的时候，我在当地我就发现原来不仅仅是有新华社，有中央电视台，有凤凰卫视会派记者去，当时有很多别的报纸，甚至是财经媒体也派了记者去第一线。第二件事情是在12年伦敦奥运会的时候，那个时候中国记者团的规模超过了美国，仅次于英国，是最多人去的，甚至有很多县城的电台都派了记者去英国，还请了翻译等等。我碰到江西卫视的一个女记者，她说她是第一次出国，一句英文也不会讲，但她的办法就是到了当地去唐人街，看到一个长得像中国人，她就问你是江西人吗，她就这么问，居然被她问到一个人，而且这个人是在开幕式上做志愿者，她就做了一个非常好的报道！
+
+我想原来真的随着我们国家地位的提升，我们整个的国际报道可能会进入一种新的繁荣更宽广的一个局面。但是坦白说这几年我迅速就失望了，我当时的想法全部都落空了。这几年实际上我们的国际报道是变得越来越萎缩，甚至于严肃的报道是在消失当中。当然有很多的原因，当中一个原因就是由于互联网，那么编辑坐在办公室里面很简单的就可以找一些东西来编译，然后迅速地把它变现成流量，那你何必又花钱请人去第一线去采访的效率，生产的效率太慢了。另外一个原因就是我有的同行跟我说，现在中国人其实整体上对外面的事情并不那么感兴趣。所以，我又想可能我也不至于太悲观，因为中国的国际报道并不是我们中国人看世界的唯一的途径，更多的希望我觉得是在在座的每一位。当你们踏上旅途的时候，那种人与人之间的交流，是你们个体跟这个世界的交流当中，我希望你们每一个人都会获得新知和启迪。而要做到这一点，就是回到我最初讲的，我们总是要把那个过于庞大的自我先放在一边，把那些旧的观念先放在一边，容许一些新的观念进来，容许他们生长。谢谢大家。
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diff --git a/talk/ted_chinese/09/generation_task/instructions.md b/talk/ted_chinese/09/generation_task/instructions.md
new file mode 100644
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@@ -0,0 +1,101 @@
+请制作一套用于公开演讲的中文幻灯片，仅基于我提供的演讲稿，不允许引入讲稿之外的事实性内容。
+
+
+---
+
+# **约束**
+
+你制作的幻灯片必须满足以下约束，否则将被认为是不正确的。
+
+## **1. 内容结构**
+
+幻灯片必须含 **11-15** 页幻灯片。
+
+幻灯片必须按以下顺序包含以下各部分（每个部分的页数可根据需要自行确定）。
+
+1. **开场：热搜背后的“呼声”——朴素的正义观**
+ * 视觉引入：展示微博热搜的“#”号键。
+ * 现象观察：每当重大案件发生，评论区最高频的词汇往往是“死刑”。
+ * 案例列举：董明珠建议“偷手机判十年”、张宝燕建议“拐卖妇女儿童起刑调至十年甚至死刑”。
+ * 提出核心论点：刑罚越重，真的就越没有人敢犯罪吗？
+
+2. **核心逻辑 1：历史的验证——“严打”与犯罪率的博弈**
+ * 历史回顾：简述建国以来的三次“严打”实践。
+ * 数据思考：严打期间判刑极重（如偷窃、流氓罪判死刑），但犯罪率在严打结束后往往出现反弹。
+ * 心理学发现：犯罪分子在作案时，考虑更多的是“会不会被抓”，而非“会被判多重”。
+
+3. **核心逻辑 2：刑罚的悖论——当重刑失去调节作用**
+ * 案例分析：如果抢劫和杀人同样判死刑，犯罪分子为灭口而杀人的概率会大幅增加。
+ * 法律原则：解释“罪刑相适应”原则——轻罪轻判，重罪重判。
+ * 核心比喻：刑罚像是一把尺子，如果所有刻度都指向最高刑，法律就失去了震慑犯罪升级的调节功能。
+
+4. **核心逻辑 3：预防犯罪的三个“真正杀手锏”**
+ * 要素一：抓获率（破案率）。通过提高“被抓的确定性”来抑制犯罪欲望。
+ * 要素二：犯罪成本（社会性死亡）。在信用体系完善的当下，犯罪意味着失去生存资源。
+ * 要素三：技术围猎（天网与AI）。展示从城市到农村的监控覆盖，让“逃无可逃”成为现实。
+
+5. **核心逻辑 4：思辨的边界——从“神判”到科学司法**
+ * 趣味故事：中世纪欧洲的“神判池”制度（沉下去无辜，浮起来有罪）。
+ * 现代省思：虽然我们觉得神判荒谬，但如果盲目迷信“重刑解决一切”，本质上也是一种对复杂社会问题的一刀切。
+ * 深度提问：人类社会可能完全消除犯罪吗？
+
+6. **结尾升华：正义的理性回归**
+ * 总结：重刑主义是情绪的出口，但精准的法律执行才是安全的保障。
+ * 核心呼吁：预防犯罪靠的不是“断头台”的重量，而是“天网”的细密与社会治理的进步。
+ * 结语：让法律回归理性，让正义有迹可循。
+
+---
+
+## 2. 内容约束
+
+* 全部使用中文（讲稿中引用的其他语言的原句可作为引用保留）。
+* **忠实于源材料**：仅使用源材料中提供的信息，不得虚构额外事实内容，不得修改、歪曲或重新解释原有观点或结论。
+* **准确性**：所有内容必须事实准确，尤其是定量信息和事实性内容。
+* **简洁性**：使用简短、精炼的表述，避免冗长段落。重点概括关键信息和事件，不做过度展开。可使用要点列表以增强清晰度；如使用列表，每页不超过 6 个要点。
+* **足够深度**：避免过度简化。在保持对普通受众友好的同时，幻灯片需传达核心思想、关键里程碑和有意义的洞见。不得将内容降格为口号式或仅停留在高层概述；每页都应有明确且实质性的结论或要点。
+* **逻辑流畅**：幻灯片应呈现清晰的叙事结构，确保时间线和事件推进清楚连贯（如适用）。
+* **信息相关性**：不得添加无关内容。
+* **代码与标记格式**：除非必要，避免使用原始 LaTeX 或 Markdown 代码。
+
+## 3. 视觉与设计
+
+* **图片**：应包含相关图片。图片需为高质量、标注清晰，并与内容高度相关。
+* **图表与示意图**：在需要时使用合适的图表和示意图（如示意图、流程图、表格、统计图等），以可视化方式呈现和澄清信息——尤其是叙事时间线和数值型细节（如定量数据），而非仅依赖文字说明。
+ * 若幻灯片包含图表或图形，须确保所有视觉元素均有清晰标注（如坐标轴标明、单位注明、必要时包含图例，并在需要时对数据点进行说明）。
+ * 适当加入**图表或示意图说明文字**，例如：“该图显示专有模型的性能优于开源权重模型。”
+* **可读性**：使用清晰易读的字体，避免画面拥挤；文字大小应便于阅读。
+* **视觉平衡**：合理平衡文字与视觉元素，确保投影展示时易于理解。
+* **版式布局**：保持简洁、专业的版式设计，合理使用字体、颜色和格式。
+* **风格一致性**：整套幻灯片应遵循统一、连贯的视觉风格。
+* **信息负载**：每页幻灯片避免信息过载，以保证可读性。
+
+## 4. 文本质量
+
+* 所有生成的文本必须清晰完整，不得出现缺字、错字或错误用词。
+* 全文在拼写、语法和排版方面须保持准确、规范。
+
+## 5. 技术一致性与准确性要求
+
+* 若幻灯片中使用散点图、折线图或雷达图，须确保**每一个数据点**都与所提供材料中的对应数据**完全一致**。注意，不仅图形走势要一致，数值本身也必须**精确相同**。
+* 必须在幻灯片中呈现材料中的关键定量信息。换言之，演示内容不仅要讨论材料的思想和结论，还需展示具体的定量细节（如统计数据、实验结果等）。
+* 确保所有定量信息的准确性。
+* 幻灯片中可以包含仅用于概念说明的数据；但如使用此类数据，必须在对应页面**明确标注**哪些数据为概念性示例，而非材料中实际报告的数据。
+以下为中文翻译（已统一为中文表述）：
+
+
+## 6. 演示语气与受众
+
+* **语气：**
+ * 语气应当信息充分且保持尊重，避免过于学术化的表达、冗长段落和过度正式的风格，也应避免不必要的啰嗦。
+ * 契合口头演示：内容应有助于现场讲解，强调停顿、对比以及清晰的要点或结论（如“关键点在于……”“因此……”“主要结论是……”等）。
+ * 整套幻灯片应保持语气一致。
+* **受众：**
+ * 演示应面向对该主题具备基础至中等水平认知的受众。
+ * 不宜使用过多专业术语；如确需使用，应以通俗语言对关键术语进行清晰解释。
+
+
+---
+
+# 输出要求
+
+* 一套满足以上所有约束条件的**完整的幻灯片**。
diff --git a/talk/ted_chinese/09/generation_task/judge_prompt.json b/talk/ted_chinese/09/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..15084730608b171d5347587abf0a27176f3ac426
--- /dev/null
+++ b/talk/ted_chinese/09/generation_task/judge_prompt.json
@@ -0,0 +1,30 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Does the opening introduce the \"Hashtag\" (#) theme and its connection to trending topics?**\n\n* The text should mention that many legal cases on social media lead to a common public demand: \"Death Penalty.\"\n* It should define this phenomenon as \"Severe Punishment Strategy\" (重刑主义).\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the opening context is missing.\n",
+ "\n**Are the two legislative proposals from the \"Two Sessions\" included as examples?**\n\n* The text should mention Dong Mingzhu’s suggestion: 10 years for stealing a phone and 5 years for not returning a found one.\n* It should mention Zhang Baoyan’s suggestion: Increasing the minimum sentence for trafficking women and children to 10 years or the death penalty.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify which legislative proposal is missing.\n",
+ "\n**Does the text mention the history of \"Strike Hard\" (严打) campaigns in China?**\n\n* It should mention that there have been three major \"Strike Hard\" campaigns since the founding of the PRC.\n* It should use the example of a person being sentenced to death for stealing a small amount of money or a few items during those periods to illustrate the extreme application of heavy punishment.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the historical context is missing.\n",
+ "\n**Is the \"Probability of Punishment\" (Crime Cost) concept explained?**\n\n* The text should argue that potential criminals calculate the cost of a crime based on \"Severity of Punishment\" multiplied by the \"Probability of being caught.\"\n* It should state that if the probability of being caught is zero, even the death penalty has no deterrent effect.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the crime cost theory is missing.\n",
+ "\n**Is the \"Marginal Deterrence\" (罪刑法定/罪刑相适应) principle discussed?**\n\n* The text should explain that if stealing a phone and murder carry the same heavy sentence (e.g., death), a thief might choose to kill witnesses to reduce the chance of being caught, as there is no additional \"marginal\" cost for the more serious crime.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of marginal deterrence is missing.\n",
+ "\n**Does the text address the \"Substitution of Crimes\" problem?**\n\n* It should mention that extreme punishment for one type of crime might inadvertently encourage criminals to commit even more violent acts to cover their tracks.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this problem is missing.\n",
+ "\n**Is the role of \"Administrative Supervision\" in preventing crime included?**\n\n* The text should suggest that preventing crime is often more effective through strict management and supervision (e.g., real-name registration) than through heavy sentencing alone.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of supervision is missing.\n",
+ "\n**Is the \"Real-Name System\" example for the hotel industry mentioned?**\n\n* It should explain how the inability to check into a hotel without valid ID significantly deters criminals who are on the run.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify if the real-name system example is missing.\n",
+ "\n**Is the \"Skynet Project\" (天网工程) and AI recognition mentioned?**\n\n* The text should discuss how surveillance cameras and AI help police locate abducted children even in remote areas, increasing the \"probability of being caught.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of the Skynet Project is missing.\n",
+ "\n**Is the medieval \"Ordeal by Water\" (神判池) story included?**\n\n* It should describe the church's system where the \"guilty\" floated and the \"innocent\" sank in a pool.\n* It should use this to show how legal \"fairness\" is perceived differently across different eras (physics vs. law).\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what detail of the medieval story is missing.\n",
+ "\n**Does the text discuss the \"Future of a Crime-Free Society\"?**\n\n* The author should pose the question of whether a society without crime is possible and give the answer: \"Hard to say.\"\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what aspect of this future speculation is missing.\n",
+ "\n**Does the text conclude with the true purpose of preventing crime?**\n\n* It should emphasize that the ultimate goal of the legal system is to reduce the occurrence of crimes and protect society, rather than just satisfying a desire for retribution.\n\n Note: You only need to check whether the content exists; you do not need to verify its correctness.\n If **no**, specify what part of the conclusion is missing.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the opening slide accurately reflect the examples of legislative proposals mentioned by the speaker?**\nThe opening should mention Dong Mingzhu's proposal (10 years for stealing a phone, 5 years for not returning a found one) and Zhang Baoyan's proposal (increasing the penalty for trafficking women and children to 10 years or death).\n\n If **no**, specify if the specific proponents or their proposed sentences are misrepresented.\n",
+ "\n**Is the core logic of \"Severe Punishment\" (重刑主义) correctly stated as per the source?**\nThe slide should reflect the common belief: \"The heavier the punishment, the fewer people dare to commit crimes.\"\n\n If **no**, identify if the definition or the underlying logic is distorted.\n",
+ "\n**Does the slide deck accurately convey the results of the \"Strike Hard\" (严打) campaigns in China?**\nIt should reflect that while the 1983 campaign led to a short-term drop in crime, the crime rate rebounded significantly by 1985, suggesting that severe punishment only suppresses crime temporarily rather than eliminating it.\n\n If **no**, specify if the historical trend or the conclusion about the campaign's effectiveness is inaccurate.\n",
+ "\n**Is the \"Probability of Punishment\" vs. \"Severity of Punishment\" logic presented accurately?**\nThe slide should explain that potential criminals are more deterred by the \"high probability of being caught\" (probability) than the \"severity of the sentence\" (severity), using the logic of a \"risk-benefit\" calculation.\n\n If **no**, identify if the distinction between being caught and being punished heavily is blurred.\n",
+ "\n**Are the three main reasons why people commit crimes accurately listed?**\nThe checklist should ensure the slides mention:\n1. Impulsive crimes (lack of rational calculation).\n2. Cognitive bias (criminals always believe they won't be caught).\n3. Desperation (nothing left to lose, so the weight of the sentence is irrelevant).\n\n If **no**, specify which psychological or social factor is misstated or missing.\n",
+ "\n**Does the slide deck correctly explain the negative side effects of extreme penalties?**\nIt should capture the \"marginal deterrence\" (边际威慑) logic: if stealing a phone and murder both carry the death penalty, a phone thief has no incentive not to kill witnesses to cover their tracks.\n\n If **no**, specify if the concept of \"breaking a pot that's already cracked\" (破罐子破摔) or the risk to victims is omitted.\n",
+ "\n**Is the \"Skimming\" (撇脂效应) effect in law enforcement presented faithfully?**\nThe slide should explain that severe punishments might cause police to focus only on easy cases to meet quotas, leaving complex or high-risk cases unsolved.\n\n If **no**, specify if the impact on police efficiency or the selection of cases is misrepresented.\n",
+ "\n**Are the three modern \"weapons\" for reducing crime correctly identified?**\nThe slides should list:\n1. Non-cash payment systems (making robbery/theft harder).\n2. Credit systems (making it impossible to survive in society after a crime).\n3. SkyNet/Surveillance (increasing the probability of being caught).\n\n If **no**, specify if any of these technological solutions are missing or described incorrectly.\n",
+ "\n**Is the historical anecdote about the \"Ordeal by Water\" (神判池) in the Middle Ages accurately presented?**\nThe slide should describe the \"trial\" where the guilty would float and the innocent would sink, illustrating that what society deems \"fair\" changes with the progress of civilization and science.\n\n If **no**, specify if the \"float/sink\" logic or the purpose of the anecdote is distorted.\n",
+ "\n**Does the slide deck accurately reflect the speaker’s view on the ultimate goal of punishment?**\nIt should state that the fundamental goal of \"Severe Punishment\" is to reduce crime, but the speaker argues that prevention through technology and social systems is more effective than just increasing sentences.\n\n If **no**, identify if the speaker's stance on \"prevention over severity\" is missing.\n",
+ "\n**Is the \"Cost-Benefit\" calculation of a criminal correctly explained?**\nThe slide should reflect the formula: Expected Cost = Penalty Severity × Probability of being caught. It should emphasize that if the probability is zero, the severity doesn't matter.\n\n If **no**, specify if the mathematical relationship between severity and probability is misrepresented.\n",
+ "\n**Does the conclusion slide accurately restate the final message about social progress?**\nThe conclusion should reflect that as society advances (through science, technology, and rule of law), we rely less on \"cruel punishment\" and more on \"effective governance\" to ensure safety.\n\n If **no**, specify if the tone or the final takeaway about civilization's progress is altered.\n"
+ ]
+}
diff --git a/talk/ted_chinese/09/generation_task/statistics.yaml b/talk/ted_chinese/09/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..92afdc7b3ced951b53114e79613d76d4ce6be3a4
--- /dev/null
+++ b/talk/ted_chinese/09/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/ted_chinese/09
+category: talk
+input_metrics:
+ total_input_tokens: 9302
+ generation_prompt_tokens: 2692
+ materials_total_tokens: 6610
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 6610
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 12
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 24
+ total_count: 54
diff --git a/talk/ted_chinese/09/material.md b/talk/ted_chinese/09/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..26ce65e86ad018634382f664eb25b70c4effac9b
--- /dev/null
+++ b/talk/ted_chinese/09/material.md
@@ -0,0 +1,85 @@
+# 只要刑罚够重，就没人敢犯罪？
+
+法山
+
+实际上今年我们TEDx的这个主题是＃号键。我不知道大家看到＃号键的时候是想到什么，反正我首先想到的就是微博热搜。
+
+大家会发现，就是很多案件，它只要是上了微博热搜，无论是什么性质的案件，无论有多少评论，这些所有评论里面归结下来无非就是两个字：死刑。而我今天要和大家分享的就是关于这个重刑主义的一个问题。
+
+我想先给大家举两个例子。第一个，是在去年两会的时候，我们全国人大代表，也是格力的董事长董明珠女士，她就提出了这样一个提案，立法建议，那就是偷盗手机的要判十年，捡到不还的要判五年。似乎只要这个立法通过了以后，那这个世界上或者至少我们国家就没有人会掉手机了，然后这个社会也就稳定了。
+
+而第二个例子，同样也是在去年两会的时候，全国人大代表张宝燕女士，她也提了个建议，就是她认为目前我们拐卖妇女儿童罪的起刑点是五到十年，太低了。她认为应该调到十年乃至于死刑的这样一个程度。因为这样才能告慰被害者的心灵，同时也会达到惩戒犯罪分子的一个效果。
+
+而这两个提议当时是引发了很多的讨论，同时也有争议的。不过无论是你支持也好，还是反对也罢，大家有没有发现他们背后有一个非常共通的逻辑，那就是——似乎刑罚越重就越没有人敢犯罪。而这句话其实上也是重刑主义最为通俗的一个说法。
+
+这个说法到底有没有道理呢？其实上，在我国建国以来，曾经有过三次非常著名的关于这个重刑主义的社会实践，那就是严打。第一次严打是在八十年代初期的时候，我看在座很多可能都是中青年的朋友，不太了解，我通过两个故事来给大家介绍一下严打的过程。
+
+第一个案子，是在四川泸州纳溪区的一个王姓的小伙儿，他在83年的时候，他就和自己的小伙伴一起走在大街上，突然就迎面走来一个长得非常漂亮的姑娘。然后他看了以后，他的那个狐朋狗友就直接给他打赌，就说：“你敢不敢过去亲那个姑娘一口？”也不知道是贪财还是好色，这个王姓小伙儿就真的过去亲了那个姑娘一口。这在法律的角度上来讲叫做猥亵。当众猥亵姑娘，情况非常严重，姑娘也就马上报警了。当时正值严打期间，所以警方迅速地就把他逮捕了。
+
+所以大家猜这个王姓小伙最后被判了几年？没有判几年，直接判了死刑。
+
+还有第二个例子就是迟志强案。迟志强他是在我国八十年代初期一个非常有名、非常红的演员。然后他在83年的时候，也是严打期间，在南京拍戏，拍一部叫《月到中秋》的戏。在拍戏期间呢，他就和当地的很多高干子女就一起开一个贴面舞会，然后舞会上放着邓丽君的歌曲。而最为有趣的是，他在开舞会的过程当中，就和其中一个姑娘在双方自愿的前提之下发生了性关系。这一点呢，在现在我们看来，可能就是在家里面蹦迪嘛，然后蹦得很开心了以后大家，对吧，该发生的自然就发生了。
+
+但是万万没想到，可能是因为他声音太大还是怎么地，然后他的邻居就以进行聚众淫乱的活动为由，就直接向公安机关进行了报案。然后公安机关也很迅速，那个演员嘛，对吧？就还是直接把你带回南京来受审。而最后大家猜这个所谓的开聚众淫乱活动最后被判了多久呢？这个过分啊，死刑过分了。对，他最后判了四年，有期徒刑四年。而这个活动可能放现在，如果还是要以流氓罪定处的话，那可能是在夜店蹦迪的所有人都该抓起来。
+
+所以在那个连强吻可能都会被判处死刑的年代，社会治安到底有没有变好呢？首先我要客观地说，确实是有变好。大家可以看到绿色的这三个部分，其实上就是三次严打期间，是有一个明显的在犯罪立案数上，是有个明显的洼地的。但是呢我也希望大家同时看到，在三次严打结束以后，社会的治安犯罪也会直线上升，马上就进行了一个反弹。
+
+从此我们就可以看到，其实像严打可能并没有达到一个长效治理的那个初衷和目标。这个时候大家可能会说了，那没问题啊，我们就一直保持一个严打就可以了呀。
+
+但大家有所不知啊，在严打的过程当中，在法律界，无论是学界也好，还是实务界也好，都发现严打可能存在以下很多问题，以下两个是最为明显的。第一个就是冤假错案不断发生。
+
+相信前段时间大家都看过，很多朋友应该都看过一个电视剧叫做《沉默的真相》。然后里面呢有一个叫胡贵平的人，他冤案十年未雪。我相信很多看了这个剧的朋友会有很大的触动。但我想告诉大家的是，现实往往会比艺术来得更加悲凉。
+
+比如说在1996年的时候，也就是第二次很明显的严打期间，在内蒙古呼和浩特有一个叫呼格吉勒图的一个人。在96年四月份的时候，内蒙古呼和浩特第一毛纺厂有一位女工，她在她们毛纺厂的公厕里面直接就被强奸杀害了。而在当晚，呼格吉勒图他就和他的小伙伴路过了那个公厕，同时也就看到那个被害者就趴在那个墙上已经死去了。于是他当时非常惊慌，就马上向公安机关进行了报案。
+
+但是他万万没有想到的是，在他报案以后，警方就把作为报案人的呼格吉勒图当成最为具有犯罪嫌疑的那个人。于是，也对他马上对他进行了刑拘，同时也进行了刑讯逼供。然后就在一个月以后，一审就直接判处呼格吉勒图死刑。呼格吉勒图当时就表示了不服，马上进行了上诉。然后在六月份的时候，内蒙古高院就直接维持原判，对库格吉勒图同时也执行了死刑。而从他报案到最后被执行死刑总共不到62天。
+
+而我要提醒大家的是，布克直路图在被执行死刑的时候，他还未满十八岁，只是十七岁。如果没有九年后的一起案件，那可能呼格吉勒图他一辈子，至少他死后，会终生被钉在一个强奸犯、杀人犯的一个耻辱柱上，而他依旧活着的那些亲人也会永远的抬不起头。
+
+直到2005年，这个案件的真凶，外号“杀人恶魔”的赵志红落网了。他在落网以后，他就直接向警方坦率说，他说在96年到05年这长达九年的期间，他一共在呼和浩特等地连续作案二十余起。而那个在毛纺厂里面的一个受害的女工，其实就是他亲手所为。真凶落网，沉冤昭雪。
+
+然后我们这个时候回过头来看，为什么当时警方会想方设法地把一个十七岁的小伙子来置于死地呢？当时原因是多种多样的，但客观上有一个外部原因就是正值严打期间，如果他们不迅速地把这个案子了结的话，就可能无法向当时的组织和社会有一个圆满的交代。当然在这个案子昭雪以后，当时的很多工作人员也都受到了处理。
+
+第二个原因就是严打会使司法系统结构性失调，进而丧失公信力。大家有没有得过病？得过病的朋友请举手。好的，我承认我这个问题非常的奇怪。而我更奇怪的是只有几个人举手。大家都是哪咤。就是大家都得过病，都看过医生，对不对？如果你只是得了感冒，然后走过去，医生给你的建议是：我的建议是开刀。那这个医生可能是个兽医。
+
+但是如果，对对对，而且如果说你得的是肿瘤，然后医生告诉你：啊，你这小问题，回去吃点三九感冒灵就OK了。必要的时候喝点绿豆汤啊。那其实上也是不合适的，对不对？治病如此，治罪亦然。
+
+比如说我们举到刚才那个例子，假如全国人大真的认为董老师说的对，就把偷手机不还就判十年以上，你知道这个时候最先反对的是谁吗？可能是一些强奸案的受害者，因为他们想我被强奸了，然后那个加害人他只判了三年五年，可是你偷了手机就被判十年，难道我被强奸的这个伤害还不至于一个手机的一个价值吗？对不对？好，这个时候立法者说：“OK，没有问题，那就是强奸罪也一律判处死刑。这个时候谁会不满？故意伤害罪的就不满了，对吧？为什么强奸罪可以判死刑，而我故意伤害罪就只判七年十年。
+
+所以到最后大家会发现什么？一句话，万物皆可死刑。而到这个时候会容易出现一个什么问题啊？你会发现从法律的角度来讲，偷手机和故意杀人是没有区别的。偷手机一死，故意杀人一死，横竖都是死啊，那临死还拉个垫背的，对吧？我偷了手机以后翻翻手机，昨天法山没回我微信，难受，捅了他再说，对吧？反正都是死嘛，对吧？因此就会出现这样一个非常重要的问题。
+
+所以大家会说了，所以我们就不要刑罚了吗？那不是。我只是想要告诉大家，就是刑法它有两大作用：第一是惩罚的作用，第二个是预防犯罪的一个作用。但是片面地强调重刑，其实上并不能达到大家所想象的预防犯罪的一个结果。
+
+而所以应该怎么做呢？一个意大利的法学家贝卡利亚，他曾经说过这么一句话，就是：刑罚的威力啊不在于它的严酷性，而在于它的不可避免性。比如说拐卖妇女儿童罪，我们如果即使定到死刑，对吧？逮一个就死刑一个，逮一个就死刑一个。但是我拐卖了一百个小孩子，都没有法律来追究，那徒法不足以自行，你判凌迟对我也没有影响。但是如果我们现在就是五到十年，对吧？我拐一个被捉一次，拐一个被判五年，对吧？那我又不是傻子，我为什么要同时又重复地踏入同一条河流呢？
+
+不过这个时候，大家会发现问题又来了，是什么呢？就是说如果一直这样做的话，大家都会很累。不仅犯罪分子会累，我们良民也会累。我就怕哪天一不小心犯一个微小的错误，然后就被抓掉。而警察同志也很累呀，对吧？我们那个公安局编制也就这么多，天天上刀山下火海的，这是我们警察同志干的事儿吗？是的。
+
+但是我主观上很愿意，但是客观上人手就只有那么多，我一天只有二十四个小时，对不对？就很难。所以呢我想告诉大家的就是什么呢？片面地把所有问题的解决放在重刑上，放在一个法条的更改上，它不是一个灵丹妙药，它反而从另一种角度上来讲，会让我们忘记思考其他的事情，反而是一种懒惰。
+
+所以我们正确的处理办法是什么？第一就是明确宽严相济的刑事政策，这个政策是在06年，也是第三次严打结束以后，我国提出来的。具体是什么意思呢？实际上也就是理论上来讲就是罪刑相适应，然后刑法阶梯性的这样一个分配。而通俗来说呢，就是如果你得了肿瘤，你就去开刀做化疗，如果你只是感冒，你就喝三九感冒灵。
+
+而第二的话，就是你充分利用包括科学手段和教育手段的各种各样的办法来预防犯罪。比如说去年还有一个很著名的案子是吴谢宇案。吴谢宇，他是一个北大的学生，在2016年的时候，他就涉嫌杀害了自己的母亲，然后进行了逃遁。因为这个人反侦查能力特别强，所以警方一直没把他抓到。直到2019年的时候，他在重庆江北机场去送朋友，就刚进江北机场不到十分钟，警方就迅速地把他逮捕了。
+
+为什么呢？因为当时有很多监控摄像头，然后包括现在监控摄像头，有的还存在AI那个人脸识别的一个功能，所以很快把他和通缉犯的那个名单结合起来，他就被逮捕了。而同样的，现在机场如此啊，酒店亦然，你现在去哪个地方去开房，是不是要你的身份证，是不是要你的那个人脸识别？那如果你犯了罪啊，你连房都开不了，太痛苦了。
+
+还有第三点，就是那个天网工程。目前城市有很多的监控摄像头，慢慢的天网工程它会向农村来进行一个过渡，所以当有一天我们可以非常乐观地想象，在农村的地方也有很多摄像头乃至于AI识别，那就算被拐卖的那些孩子跑到很偏远的地方，那我们是不是警方也会很方便地来把他找到啊？
+
+而因此我最后想跟大家聊的就是，在预防犯罪，就是重刑主义其实让大家最根本的目的是啥？是为了降低犯罪，对不对？那在未来的某一天，我们可不可能存在这样一种情况，那就是，这个人类社会就没有犯罪行为？对于这个问题我们大开脑洞，我个人的答案是三个字“不好说”。
+
+对，不好说。因为在中世纪，我告诉大家一个小故事，就是在中世纪的时候，中世纪的欧洲当时他们当地没有一个权威的政府机构来协调民众之间的矛盾，所以实际上他们的司法审判权大多数是在教会的手里面。而他们教会有一个非常神奇的制度叫什么呢？叫神判池制度。
+
+这是什么意思呢？就是如果一个人他有重大的犯罪嫌疑，但是又没有确凿的证据的时候，教会的那帮人会把他干什么呀？把他投到一个池子里面，叫做驱魔池。如果这个人他真的是有罪的，那他就会从池子里面浮起来；这个人是无辜的，那他就会从池子里面沉下去。
+
+而这一点在现今的我们看来，我们觉得是很可笑的，因为这似乎涉及的是一个物理学的知识，而不是一个法学的知识。对，但是对于当时的他们来说，这就是最公平的制度。为什么呢？因为人可能会犯错，但是神不会犯错，对不对？那同样的，我们目前来看，似乎有了更为先进的刑侦技术，乃至于更为科学的司法制度。但是当千百年后的人们来回过头来回顾我们这段历史的时候，他们会不会也觉得愚昧和可笑呢？毕竟我们现在也会有个别冤假错案的发生，同时也没有完全地杜绝犯罪的发生，对不对？
+
+所以大家有没有想过，就比如说我们举个例子，怎么样预防犯罪，就是在每个人大脑里面植入一块芯片啊，就当我们大脑里面一产生了犯罪的意识和思想的时候，这个芯片就会迅速地做出反应，并且采取有关措施。
+
+我想告诉大家，这可能已经不再是科幻片了。在今年8月23日的时候，没有想到吧？我开始讲科技了。在今年8月23日的时候，就是特斯拉的老总马斯克，他开了一个他的新的初创公司叫Neuralink的一个发布会。他们的产品主要就是一块芯片。而这个马斯克他对这个芯片的一个最大的畅想就是，他在人脑里面植入这块芯片以后，我们以后不需要语言，通过意念就可以交流，就可以打星际争霸，我们可以通过这个芯片来储存和重放记忆。
+
+而其中他提了一个非常关键的一点是什么呢？就是说这个芯片它理论上存在一种可能，就是刺激人类释放出包括催产素和血清素在内的很多激素。这意味着什么呢？就是我们人类的很多行为，包括犯罪行为和恋爱行为，很多时候从生物学的角度上来讲，就是各种激素来作用的结果。从这个结论来推导的话，我们可能会得出，安装这个芯片的人，在未来的某一天很有可能就会控制我们恋爱，控制我们犯罪，乃至于控制我们不犯罪。
+
+大家期待那一天的到来吗？就是当有一天你突然发现这个社会上一定数量的犯罪行为，是我们作为一个人，作为一个有独立意志的个体所必须承担的代价的时候，你愿意接受这些犯罪行为的产生吗？这个答案我不知道啊。
+
+但是我基本上可以确定的就是，如果有一天当这个社会真的没有犯罪行为了，那可能就是我们人失去人作为一个人的意义的那一天。因为我们每个人体内其实上都有恶的基因，正如同我们每个人体内都有善的基因一样。
+
+不要把鸡蛋放到同一个篮子里面，重刑主义不是唯一的出路，我们还有更多降低犯罪行为的路可以走。谢谢大家！
\ No newline at end of file
diff --git a/talk/ted_chinese/10/generation_task/instructions.md b/talk/ted_chinese/10/generation_task/instructions.md
new file mode 100644
index 0000000000000000000000000000000000000000..35f019d035c4d52213ee94690e01623d2f538c78
--- /dev/null
+++ b/talk/ted_chinese/10/generation_task/instructions.md
@@ -0,0 +1,96 @@
+请制作一套用于公开演讲的中文幻灯片，仅基于我提供的演讲稿，不允许引入讲稿之外的事实性内容。
+
+
+---
+
+# **约束**
+
+你制作的幻灯片必须满足以下约束，否则将被认为是不正确的。
+
+## **1. 内容结构**
+
+幻灯片必须含 **11-15** 页幻灯片。
+
+幻灯片必须按以下顺序包含以下各部分（每个部分的页数可根据需要自行确定）。
+
+1. **开场：职业偏见与冲突张力**
+
+ * 律师职业“不受待见”的古今例子（邓析；莎士比亚台词）。
+ * 抛出主旨：为什么我们要善待律师/为什么律师重要。
+
+2. **核心问题 1：为什么“坏人”有权获得辩护？**
+
+ * 原因 A：好坏并不总是泾渭分明（电车难题）。
+ * 原因 B：审讯场景中“好人更可能在压力下说谎/自愿认罪”的机制（聂树斌案 + 日本心理学者与“自白的心理学”概念）。
+
+3. **核心问题 2：什么样的律师才称职？什么样的辩护才有效？**
+
+ * 引入布兰代斯（人民的律师/人民的法官）与两点忠告（“人民公敌说”；法律外论证）。
+ * 强调法律是实践理性：看一个律师是否靠谱，要看其真实办案表现（裁判文书网检索思路）。
+
+4. **核心问题 3：有效辩护谁受益？**
+
+ * 受益方 A（被告/被害人）：聂树斌案反证——错杀无辜导致真凶逍遥，被害人家庭遭受二次伤害。
+ * 受益方 B（公检法）：演讲者以“前检察官”身份指出，律师是防止权力任性的“镜子”。
+ * 受益方 C（社会大众）：我们不是“吃瓜群众”，律师保护每个人免于冤狱。
+
+5. **结尾升华**
+
+ * “兼听则明”“免于冤狱”“公正有尊严的幸福生活”的收束。
+ * 以祝愿和感谢结束。
+
+---
+
+## 2. 内容约束
+
+* 全部使用中文（讲稿中引用的其他语言的原句可作为引用保留）。
+* **忠实于源材料**：仅使用源材料中提供的信息，不得虚构额外事实内容，不得修改、歪曲或重新解释原有观点或结论。
+* **准确性**：所有内容必须事实准确，尤其是定量信息和事实性内容。
+* **简洁性**：使用简短、精炼的表述，避免冗长段落。重点概括关键信息和事件，不做过度展开。可使用要点列表以增强清晰度；如使用列表，每页不超过 6 个要点。
+* **足够深度**：避免过度简化。在保持对普通受众友好的同时，幻灯片需传达核心思想、关键里程碑和有意义的洞见。不得将内容降格为口号式或仅停留在高层概述；每页都应有明确且实质性的结论或要点。
+* **逻辑流畅**：幻灯片应呈现清晰的叙事结构，确保时间线和事件推进清楚连贯（如适用）。
+* **信息相关性**：不得添加无关内容。
+* **代码与标记格式**：除非必要，避免使用原始 LaTeX 或 Markdown 代码。
+
+## 3. 视觉与设计
+
+* **图片**：应包含相关图片。图片需为高质量、标注清晰，并与内容高度相关。
+* **图表与示意图**：在需要时使用合适的图表和示意图（如示意图、流程图、表格、统计图等），以可视化方式呈现和澄清信息——尤其是叙事时间线和数值型细节（如定量数据），而非仅依赖文字说明。
+ * 若幻灯片包含图表或图形，须确保所有视觉元素均有清晰标注（如坐标轴标明、单位注明、必要时包含图例，并在需要时对数据点进行说明）。
+ * 适当加入**图表或示意图说明文字**，例如：“该图显示专有模型的性能优于开源权重模型。”
+* **可读性**：使用清晰易读的字体，避免画面拥挤；文字大小应便于阅读。
+* **视觉平衡**：合理平衡文字与视觉元素，确保投影展示时易于理解。
+* **版式布局**：保持简洁、专业的版式设计，合理使用字体、颜色和格式。
+* **风格一致性**：整套幻灯片应遵循统一、连贯的视觉风格。
+* **信息负载**：每页幻灯片避免信息过载，以保证可读性。
+
+## 4. 文本质量
+
+* 所有生成的文本必须清晰完整，不得出现缺字、错字或错误用词。
+* 全文在拼写、语法和排版方面须保持准确、规范。
+
+## 5. 技术一致性与准确性要求
+
+* 若幻灯片中使用散点图、折线图或雷达图，须确保**每一个数据点**都与所提供材料中的对应数据**完全一致**。注意，不仅图形走势要一致，数值本身也必须**精确相同**。
+* 必须在幻灯片中呈现材料中的关键定量信息。换言之，演示内容不仅要讨论材料的思想和结论，还需展示具体的定量细节（如统计数据、实验结果等）。
+* 确保所有定量信息的准确性。
+* 幻灯片中可以包含仅用于概念说明的数据；但如使用此类数据，必须在对应页面**明确标注**哪些数据为概念性示例，而非材料中实际报告的数据。
+以下为中文翻译（已统一为中文表述）：
+
+
+## 6. 演示语气与受众
+
+* **语气：**
+ * 语气应当信息充分且保持尊重，避免过于学术化的表达、冗长段落和过度正式的风格，也应避免不必要的啰嗦。
+ * 契合口头演示：内容应有助于现场讲解，强调停顿、对比以及清晰的要点或结论（如“关键点在于……”“因此……”“主要结论是……”等）。
+ * 整套幻灯片应保持语气一致。
+* **受众：**
+ * 演示应面向对该主题具备基础至中等水平认知的受众。
+ * 不宜使用过多专业术语；如确需使用，应以通俗语言对关键术语进行清晰解释。
+
+
+---
+
+# 输出要求
+
+* 一套满足以上所有约束条件的**完整的幻灯片**。
diff --git a/talk/ted_chinese/10/generation_task/judge_prompt.json b/talk/ted_chinese/10/generation_task/judge_prompt.json
new file mode 100644
index 0000000000000000000000000000000000000000..b28e14c267459e308bdfec08532ff9c9f7fff0ba
--- /dev/null
+++ b/talk/ted_chinese/10/generation_task/judge_prompt.json
@@ -0,0 +1,33 @@
+{
+ "material_dependent_checklist_1": [
+ "\n**Is there an opening slide (or opening section) that introduces professional prejudice or social hostility toward lawyers?**\n\n* The opening should reference:\n * Historical or cultural hostility toward lawyers in China, e.g., Deng Xi (邓析), and/or\n * Cultural hostility in the Western tradition (e.g., Shakespeare’s quote).\n* The purpose should be to establish tension or bias against the legal profession.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**, specify what aspect of the opening context is missing.\n",
+ "\n**Does the opening clearly introduce the central theme or guiding question of the talk?**\n\n* The theme should explicitly raise the question of:\n * Why lawyers matter, or\n * Why society should treat lawyers fairly / kindly.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what thematic statement is missing.\n",
+ "\n**Is there a dedicated section addressing Core Question 1: “Why do ‘bad people’ have the right to legal defense?”**\n\n* This section should exist as one or more slides clearly focused on this question.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify whether the entire question or part of it is missing.\n",
+ "\n**Within Core Question 1, is the moral ambiguity argument included?**\n\n* The slides should reference:\n * The difficulty of clearly distinguishing good and evil, and\n * The trolley problem as an illustrative example.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what element is missing.\n",
+ "\n**Within Core Question 1, is the interrogation and false confession argument included?**\n\n* The slides should reference:\n * The Nie Shubin (聂树斌) case, and\n * The idea that “good people” may be more vulnerable under interrogation pressure.\n* The concept of “the psychology of confession” should be present (explicitly or implicitly).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what content is missing.\n",
+ "\n**Is there a dedicated section addressing Core Question 2: “What makes a lawyer competent, and what makes a defense effective?”**\n\n* This section should exist as one or more slides clearly focused on lawyer competence and effective defense.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what is missing.\n",
+ "\n**Within Core Question 2, is Louis Brandeis introduced as a key example?**\n\n* The slides should mention:\n * Brandeis’s dual identity (lawyer and judge), and\n * His reputation as “the people’s lawyer” / “the people’s judge”.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what information about Brandeis is missing.\n",
+ "\n**Within Core Question 2, are Brandeis’s two core ideas included?**\n\n* The slides should reflect:\n * The “people’s enemy” warning (law beyond pure legal formalism), and\n * The importance of extra-legal argumentation (economics, society, human reality).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify which idea is missing.\n",
+ "\n**Is the idea of law as practical reason (rather than purely theoretical knowledge) included?**\n\n* The slides should convey that:\n * Legal competence depends on real practice and case performance, not only academic credentials.\n* Reference to case records or practical evaluation (e.g., court judgments) should be present.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what aspect of practical reasoning is missing.\n",
+ "\n**Is there a dedicated section addressing Core Question 3: “Who benefits from effective legal defense?”**\n\n* This section should exist as one or more slides clearly focused on beneficiaries beyond the defendant.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what is missing.\n",
+ "\n**Within Core Question 3, are the three beneficiary groups all covered?**\n\nThe slides should include all of the following:\n\n* **Defendants and victims** (e.g., revisiting the Nie Shubin (聂树斌) case and its consequences),\n* **Judicial authorities** (police, prosecutors, judges, with the “mirror” metaphor),\n* **The general public** (protection from wrongful conviction).\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify which beneficiary group(s) are missing.\n",
+ "\n**Does the slide deck include a clear closing or ending slide?**\n\n* The ending should:\n * Offer a closing reflection, wish, or expression of thanks, and\n * Clearly signal the end of the presentation.\n\n Note: You only need to check whether the slides contain the required contents; you do not need to verify their correctness.\n If **no**,, specify what is missing from the ending.\n"
+ ],
+ "material_dependent_checklist_2": [
+ "\n**Does the opening slide accurately reflect the core theme stated in the source speech?**\nThe opening should clearly convey the central question (e.g., why lawyers matter / why society should treat defense lawyers fairly), without introducing new interpretations or reframing the theme.\n\n If **no**, specify how the opening misrepresents, dilutes, or adds to the original theme.\n",
+ "\n**Are all historical or cultural references (e.g., Deng Xi, Shakespeare’s quote) presented exactly as in the background material?**\nThis includes identities, time periods, quotations, and the intended rhetorical role they play in the speech.\n\n If **no**, specify which reference is misstated, misquoted, or taken out of its original context.\n",
+ "\n**Does the slide deck correctly preserve the logical structure of the three core questions raised in the speech?**\nThe slides should accurately reflect:\n\n1. Why “bad people” still deserve defense\n2. What constitutes competent and effective legal defense\n3. Who ultimately benefits from effective defense\n\n If **no**, identify which question is omitted, merged incorrectly, reordered, or logically distorted.\n",
+ "\n**Are illustrative examples and thought experiments (e.g., the trolley problem) described consistently with the source speech?**\nThe role of each example should remain explanatory rather than evaluative or conclusive beyond what the speaker states.\n\n If **no**, specify where the example is oversimplified, over-interpreted, or altered in meaning.\n",
+ "\n**Is the presentation of real cases (e.g., the Nie Shubin case) factually consistent with the background material?**\nThis includes:\n\n* The sequence of events\n* The conclusions drawn\n* The purpose of citing the case (illustrative, not investigative)\n\n If **no**, specify which factual elements, causal claims, or conclusions are inaccurate or exaggerated.\n",
+ "\n**Are all references to psychological or legal concepts (e.g., “psychology of confession,” interrogation pressure) faithful to how they are introduced in the speech?**\nThe slides should not expand these concepts beyond what is explicitly stated.\n\n If **no**, identify any added explanations, implied mechanisms, or external interpretations not supported by the source.\n",
+ "\n**Is Louis Brandeis correctly characterized in terms of identity and role?**\nThis includes:\n\n* His dual identity as lawyer and judge\n* The purpose of invoking his example\n\n If **no**, specify which attributes, claims, or implications are inaccurate or unsupported.\n",
+ "\n**Is Brandeis’s “People’s Enemy” warning presented accurately and without reinterpretation?**\n\nThe slide(s) discussing Louis Brandeis should correctly present his warning that a legal professional who focuses solely on legal texts, while ignoring broader social, economic, cultural, and human realities, risks becoming an enemy of the people.\n\n* If **no**, specify:\n\n * Whether this idea is **missing** or **incorrectly stated**;\n * Whether the warning is **oversimplified**, **generalized**, or **expanded beyond** what is stated in the source speech;\n * Whether additional interpretations or moral judgments are introduced that do not appear in the background material.\n",
+ "\n**Is Brandeis’s argument for the necessity of extra-legal reasoning presented accurately and faithfully to the source speech?**\n\nThe slide(s) should correctly present Brandeis’s view that effective legal advocacy may require reasoning beyond statutory law, as illustrated in the speech by the example involving labor disputes and the consideration of social and human factors.\n\n* If **no**, specify:\n\n * Whether this idea is **missing**, **merged with other arguments**, or **factually distorted**;\n * Whether the illustrative example is **misrepresented** or used to support claims not made in the source speech;\n * Whether the scope of “extra-legal reasoning” is **broadened beyond** what the speaker explicitly describes.\n",
+ "\n**Are the benefits to defendants represented exactly as argued in the source speech?**\n\nThe slide(s) should accurately reflect how effective legal defense benefits defendants, as described in the speech (e.g., protection against wrongful conviction and unfair procedures), without adding new claims or altering the speaker’s reasoning.\n\n* If **no**, specify:\n\n * Whether any benefits are **misstated**, **exaggerated**, or **omitted**;\n * Whether additional benefits are introduced that are **not claimed** in the source speech.\n",
+ "\n**Are the benefits to victims represented exactly as argued in the source speech?**\n\nThe slide(s) should accurately present the argument that effective defense can also benefit victims, particularly through preventing miscarriages of justice that allow the true perpetrator to remain at large, as illustrated in the speech.\n\n* If **no**, specify:\n\n * Whether the causal relationship between defense and victim outcomes is **misrepresented**;\n * Whether benefits to victims are **oversimplified**, **reversed**, or framed in a way inconsistent with the source speech.\n",
+ "\n**Are the benefits to judicial institutions and the public represented exactly as argued in the source speech?**\n\nThe slide(s) should correctly reflect how effective legal defense benefits judicial institutions (e.g., police, prosecutors, courts) and the public, as described by the speaker, including the role of defense as a check on power and a safeguard against arbitrary enforcement.\n\n* If **no**, specify:\n\n * Whether the beneficiary groups are **merged**, **confused**, or **misattributed**;\n * Whether the causal direction or institutional roles are **altered** from the original argument.\n",
+ "\n**Does the conclusion slide accurately restate the final message and closing tone of the speech?**\nThe conclusion should reflect the original closing logic (e.g., dignity, justice, freedom from wrongful conviction) and avoid introducing slogans or summaries not present in the speech.\n\n If **no**, specify how the conclusion diverges in content or tone.\n",
+ "\n**Does the slide deck accurately reflect the speaker’s evaluative stance, without injecting new judgments or normative claims?**\nSlides should preserve the speaker’s conclusions (e.g., lawyers as safeguards against wrongful conviction) without intensifying, softening, or moralizing beyond the original wording.\n\n If **no**, indicate where additional value judgments or altered emphases appear.\n",
+ "\n**Does the slide deck strictly avoid introducing facts, examples, statistics, or interpretations not present in the background material?**\n\n If **no**, list any fabricated, extrapolated, or externally sourced content and indicate the slide(s) where it appears.\n"
+ ]
+}
diff --git a/talk/ted_chinese/10/generation_task/statistics.yaml b/talk/ted_chinese/10/generation_task/statistics.yaml
new file mode 100644
index 0000000000000000000000000000000000000000..aac2c01bf779554555198fad9fce9314cfe8f28f
--- /dev/null
+++ b/talk/ted_chinese/10/generation_task/statistics.yaml
@@ -0,0 +1,24 @@
+case_path: talk/ted_chinese/10
+category: talk
+input_metrics:
+ total_input_tokens: 8074
+ generation_prompt_tokens: 2254
+ materials_total_tokens: 5820
+ material_count: 1
+ pdf_total_pages: 0
+ file_details:
+ - name: material.md
+ tokens: 5820
+checklist_counts:
+ common:
+ details:
+ Presentation Fundamentals: 13
+ Visual Design and Layout: 17
+ sum: 30
+ specific:
+ details:
+ Content Completeness: 12
+ Content Correctness: 15
+ Content Fidelity (per-slide-deck dynamic): 0
+ sum: 27
+ total_count: 57
diff --git a/talk/ted_chinese/10/material.md b/talk/ted_chinese/10/material.md
new file mode 100644
index 0000000000000000000000000000000000000000..71a2c9a6801db08b6f9a0f179607c7dc6920a351
--- /dev/null
+++ b/talk/ted_chinese/10/material.md
@@ -0,0 +1,55 @@
+# 有一种律师，专为“坏人”辩护
+
+李永红
+
+提到律师这样一个职业，古今中外，这个职业非常不受待见。我们国家律师业的鼻祖，他的名字叫邓析，他生活在春秋时期的郑国，这个人对中国成文法的生成与发展做出了卓越的贡献，但问题是，当时的国君他绝度不这么认为。他认为，原来没有法律，我统治我的臣民非常地省心；自从有了法律，尤其是邓析这个人，“以是为非，以非为是，是非无度。操两可之说，设无穷之辞” ，导致郑国“民口欢哗”，国家大乱。最后邓析招来了杀身之祸，所以律师这个职业在中国一产生，第一个人，他的结局就是不幸的。
+
+无独有偶，在西方，有一个著名的戏剧大师叫莎士比亚，他竟然在一个剧本当中通过一个角色的嘴巴讲出了一句匪夷所思、耸人听闻的令人恐怖的一句话，这句话就是“我们的第一要务就是干掉所有的律师！”（The first thing we do, let’s kill all the lawyers！）我在想，他有多么大的仇恨呐！为什么会这样？
+
+但是今天我要和大家分享的是：如果我们希望过上一种公正的有尊严的幸福生活，在很多的场合真的需要律师的帮助。
+
+首先，我们来解决一个问题：“坏人”为什么有权获得辩护？
+
+我们现在每天早上起床前要看手机，睡觉的时候我们也要看手机，因为有太多的新闻发生，我们都要关心它。我们会发现，在这个美好的社会，有很多洞穿人类良知底线的事件发生。这些坏人坏事，我们恨不得让他就地正法，可是事实是，这些人，他必须经由一个正当程序，在有辩护的情况下让他接受惩罚。
+
+为什么非要这样？原因有两个。第一，好与坏是那么简单地能够区分，就像泾渭那么分明吗？我给大家举一个例子。大家在网络或者是传统媒体的阅读当中，都可以了解到这样一个难题叫“电车难题”。它是设想的一个虚拟的情形，但是这种案件却经常发生。有一个高速行驶的电车，它的前方轨道上有五个工人正在劳动，而另外一个轨道上只有一个人。那么这个电车刹车失灵了，而在电车的前方有一个扳道工，在三秒的时间他必须做出一个决定：如果他扳道，让电车走向另外一个轨道，只轧死一个人；如果他不扳道，这五个人都将死于非命。在这三秒钟他做出一个决定，扳道，毕竟死一个比死五个更好。可是事发后，他再也没有想到警察找上了门，因为他的罪名是故意杀人。如果你是那个扳道工，你如何为自己辩护？
+
+第二个问题就是在审讯的场合，好人和坏人谁更容易说谎？
+
+这里有个惨痛的案例，就是聂树斌。一个二十岁的年轻人最后被判处了死刑，其实他既没有犯强奸罪，更没有杀人，可是他非常不幸。
+
+他跟我小时候一样，他喜欢在夏天穿一件蓝色的背心，骑一辆28寸的自行车。而恰恰在1994年8月底，在河北省石家庄市西郊的一个地方，有一个女工叫康菊花，她失踪了，三天后，人们在玉米地里发现了高度腐败的尸体。公安机关初步判断是一个凶杀，开始征集破案的线索。有一个村民反映在案发前后，有一个青年穿着蓝色的背心，骑着28寸的自行车，在现场出现过。然后公安开始在现场守候，守了二十多天。到1994年9月23日，聂树斌穿着蓝色的背心，骑着28寸的自行车，出现在现场，他就被捉拿归案了。五天后他交代，康菊花是他强奸的，是他杀害的。第二年，聂树斌来不及过自己20岁的生日，就被执行了死刑。
+
+剧情反转了，尽管反转得没有那么快。十年后，有一个作恶多端的杀人犯在河南归案了，他的名字叫王书金。又过十年，2016年，最高人民法院经过长期的审查和再审，最终判决确认聂树斌既没有强奸，也没有杀人，可是他已经在20年前被枪毙了。
+
+那么我们现在好奇的是：聂树斌为什么要在1994年9月28号的那一天交代自己根本没有犯的罪呢？各位，你们都知道，判决书已经写了因为警察可能打了他，可是我现在要告诉大家一个大家不得不警惕的更加令人恐惧的一件事，就是：如果警察不打你，你是一个好人，你就一定能够守住自己的底线，不说假话吗？不是的。
+
+有一个日本的心理学者，名字叫浜田寿美男，他写了一本小册子叫《自白的心理学》。在这本小册子当中，他走访了四个无辜的刑事案件的受害人，刑事案件的被告人。这四个人既没有杀人，也没有盗窃，更没有抢劫，什么坏事都没干过。他们的职业是普通的市民、幼儿园的教师等等，跟我们在座的各位没有任何两样。可是这些人最终都因为杀人盗窃等等罪名被定罪判刑。在十年到二十年以后，这四个人都被平反昭雪。后来人们发现，警察在询问这四个人的时候根本没有刑讯逼供，可是这四个人都自愿地做出了口供，原因何在？心理学者经过详细的访谈，最后得出一个结论，也就是说， 在审讯的压力“场”，一个有心理准备的坏人不一定会交代对自己不利的事情，但是一个毫无经验的没有任何心理准备的好人，面对林林总总指向自己的那些犯罪的证据，他无法为自己辩白，最后只能承认他没有犯下的罪行，所以这就叫自白的心理学。
+
+那么各位，如果我们仅仅因为穿着和真凶一样的背心，骑着一样的自行车，或者是我们仅仅因为和真凶长得太像，抑或是报案的人他看错了人，我们无辜地成为那个倒霉的犯罪嫌疑人，我们谁能挽救我们？那么这个时候就需要有一种力量，这种力量一定要介入到刑事诉讼当中，去对抗警方可能发生的非法取证，去和检察官的刑事指控进行抗辩，然后让法官做出公正的裁判。那么这种力量就叫“辩护”，那么为大家提供辩护服务的这种专业人员就叫“刑辩律师”。
+
+好，我们解决了为什么坏人需要辩护，接下来我们看第二个问题，就是什么样的律师才是称职的？什么样的辩护才是有效的？
+
+我相信我们在座的各位，我们的亲朋好友，也难免会碰到经济的纠纷，甚至会涉嫌刑事诉讼。我们要去找律师，怎么样才能找到令我们放心的律师呢？在这里，我想给大家介绍一个一百年前美国的一个著名的法律人，这个法律人的名字叫布兰代斯(Louis Brandeis) 。他曾经做过35年左右的律师，后来又在最高法院做过二十几年的法官，他是美国最有地位的九个大法官之一。他有两个桂冠，一个是做律师的时候被美国人封为“人民的律师”，不管左派还是右派，官方还是民间，都称他为“人民的律师”；他成了法官以后又被封做“人民的法官”。他是在资本主义国家呀，不像我们国家，人民法院，但他就是有这个头衔。为什么？因为布兰代斯不管是做律师、做法官，都与众不同。
+
+那么布兰代斯对我们的忠告有两句，第一句：人民公敌说。什么意思？他告诉以法律为业的人：你要成为一个卓越的法律人，你要实现法律的正义，你不能仅仅只研究法条，你还应该研究法条背后的经济、政治、文化、科技，包括我们Chen Li教师研究的人类学；这些都要构成你洞察世事，然后了解世道人心，这样一个知识的背景。一个只研究法条，不研究经济和社会的法律人，极有可能成为人民公敌，因为法律只是生活的形式，形式装的是内容，但是形式经常背离内容。所以一个负责任的人，不能让自己的工作停留于逻辑的推演，应该把当事人，包括被告人、被害人，当成有血有肉的活生生的跟我们一样的人。是否公道，换位思考，当我们在判决别人的时候，我们自己早晚有一天也可能是潜在的被告人。所以我们说，要做一个优秀的律师，就不能仅仅止步于法条。
+
+那么布兰代斯还告诉我们，一个疑难的纠纷，要想把它处理好，你必须要做法律外的论证。比如说，布兰代斯在代理一个怀孕的女工和老板之间的劳资合同纠纷的时候，当时的美国对劳资双方的纠纷使用普通的合同法，它根本不考虑这个女工已经怀孕了。她不可能像一般的男士或未怀孕的女工那样，八个小时每一分钟都在机器面前操作，怀孕的人她肯定需要休息，可是资本家就要解除她的劳动合同，要扣她的工资和奖金。这个时候布兰代斯代理这个案件，他找了心理学家、社会学家、然后各种各样的各个领域的专家来论证：一个怀孕的女工，她固然和其他工人，地位是平等的，但是她需要特殊的照顾。然后他做了大量的论证，最后被法官采纳，因此他对个案的代理推动了社会的进步。后来他成为最高法院的法官，当然这更加方便了。所以这个布兰代斯的诉讼要点成为我们全人类司法诉讼文化的一个优秀的成果。
+
+那么问题是，我们现在的法学教育培养了一批又一批的学士、硕士和博士，那么这些人对法律的研究堪称专家，但是，他们能不能为你带来有效的辩护？
+
+我个人的建议是，在两千年以前，亚里士多德对知识的分类已经把法律归为实践理性。一个汽车专业的博士如果没有扶过方向盘，没有在初中文化的驾校教练的耳提面命之下，一个博士照样不会开车。所以法律也必须要实战，因此，我们说，我们现在是大数据的时代，我们要发现一个律师他是不是符合你心中的期待，很简单，到中国裁判文书网，那些无以计数的那些案例，你以他的名字作为关键词去检索他曾经代理或者辩护过的案件，到底做了什么样的工作？提出什么样的意见？有没有被法官采纳？最终这个案件有没有沿着对他的当事人有利的方向去推进？当然不是说一个优秀的律师，每个案件必然胜诉，但是，如果说，这个过程当中他根本就不负责任，没有提出应该提出的意见，那么这个律师肯定是不称职的。
+
+好，那么我们解决了坏人为什么要辩护，什么人才能提供有效的辩护，最后我们看，如果一个称职的律师提供了有效的辩护，那么谁从中受益？
+
+我们一般的常识是，谁花钱雇这个人，那么这个受雇的律师肯定是为委托人的利益服务，他不可能去给案外人服务。如果是那样的话，那我们就低估了律师辩护的价值。据我的经验，律师的辩护有三个方面的好处，有三个群体从中受益，除了被告人，除了我们所理解的那个坏人，还包括好人，被犯罪侵害的好人，他也会从被告人辩护人的辩护当中受益。
+
+为什么？很简单。我们再回到聂树斌的案件，康菊花在1994年8月底被杀害的时候，家人是多么的痛苦，我们可以想象，在1994年9月28号，聂树斌交代是他杀死了康菊花，1995年被枪毙，康菊花的家人受伤的心灵得以抚慰，然后混乱的生活归于平静。可是十年后，人们发现聂树斌不是真凶，康菊花的家人原本已经安宁的生活重新回到了原点：谁杀死了我的家人康菊花？二十年后最高法院把聂树斌平反了，康菊花，到底是谁剥夺了她的生命呢？正义有没有实现呢？所以我们回到原点，如果当年的聂树斌就能得到有效的辩护，阻止公检法把这样一个无辜的青年当成一个背锅者去枪毙，那么有可能倒过来促使公安机关加大侦查力度，去找到那个真凶，那么这其实倒过来，对那个死者康菊花，也是有利的。
+
+可是地球不能倒转，我们没办法去假设，但是教训留给了我们。所以我们一旦被犯罪所侵害，我们到法庭上去旁听，如果对方的当事人/被告人有一个律师在那里巧舌如簧，在那里说被告人无罪，我们作为被害人的家属，我们可不可以去围攻这个律师呢？不可以。因为也许这个律师讲了真话，也许这个律师的辩护是对的。你没有证据，你怎么可以仅仅因为他站在你的对立面，你就要去围攻他呢？不管是官方还是民间都要善待律师。
+
+第二个我要讲的受益的群体是公检法的办案人员。我在28岁的时候就在我们浙江的某一个区当了副检察长，我记得那个时候我是全省唯一一个年龄不超过30岁的副检察长。我分管的是批捕起诉、签发逮捕令、把有罪的人提起公诉。管这个工作，我干了13年。那么，直到我离开检察院，到了学校教书，然后又兼职做刑辩律师，就是那句话，“是否公道，换位思考”，我才忽然发现律师的辩护对检察院的检察官、对法院的法官、对公安的警察，其实也是有好处的。我们说律师就是主权者——人民、国家——人为制造的一个对立面，他就像面镜子树在公检法的面前，让警察、检察官通过这样一个镜子来正正自己的衣冠，不要用非法的手段去取证，不要伤害任何一个无辜的人。他可以让法官听到不一样的意见，那么一个案件，有罪的、罪重的意见由检察官来告诉法庭，他是告状的，那么无罪的和罪轻的意见由律师来告诉法官，那么兼听则明，公正就容易实现。
+
+那么最后，我们知道，我们一般的观众，我们并不是吃瓜的群众。我们围观自己的同胞所发生的这种不幸，我们一定要设想，有一天我们可能和他是一样的。所以律师的有效辩护不仅仅是对被告人、被害人，不仅仅是对公检法，其实最终让我们生活在这个社会的每一个成员都能够享有同等的司法公正，然后让我们免于冤狱的这种困扰。如果没有律师的辩护，那么一个无辜者有可能成为任性执法的牺牲品，而这是最大的不幸。
+
+各位，借这个讲台，我衷心地期待各位一生平安，各位都能够享受到美好的公正的没有恐惧感的幸福生活。谢谢大家！