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stringlengths 12
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stringclasses 2
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stringlengths 484
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stringlengths 330
14.1k
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int64 2
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|---|---|---|---|---|
unscramble_207697
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: They are forced to convert to Islam.
*2*: The partition of India is one of the greatest tragedies in human history.
*3*: Today, the Hindus are only 1.7 percent in Pakistan, and 9.2 percent in Bangladesh.
*4*: But not all Muslims left their homeland India and not all Hindus left their homeland Pakistan. ‘The rise of religious fundamentalists and terrorists under state patronage in Pakistan has made their growth smooth as is the case of India, which has become a threat to the existence of the Hindus in Bangladesh and Pakistan.’ In 1951, Hindus constituted 22% of West Pakistan (Pakistan) and East Pakistan (Bangladesh).
*5*: Hindus have been leaving Pakistan.
*6*: Hindus are persecuted in Pakistan.
*7*: More than a million people were killed. 12 million people were uprooted from their homeland and crossed the boundaries between India and Pakistan.
*8*: India was partitioned in 1947.
*9*: It always does.
*10*: Religion kills and divides people.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: India was partitioned in 1947.\n*2*: The partition of India is one of the greatest tragedies in human history.\n*3*: More than a million people were killed. 12 million people were uprooted from their homeland and crossed the boundaries between India and Pakistan.\n*4*: But not all Muslims left their homeland India and not all Hindus left their homeland Pakistan. \u2018The rise of religious fundamentalists and terrorists under state patronage in Pakistan has made their growth smooth as is the case of India, which has become a threat to the existence of the Hindus in Bangladesh and Pakistan.\u2019 In 1951, Hindus constituted 22% of West Pakistan (Pakistan) and East Pakistan (Bangladesh).\n*5*: Today, the Hindus are only 1.7 percent in Pakistan, and 9.2 percent in Bangladesh.\n*6*: Hindus are persecuted in Pakistan.\n*7*: They are forced to convert to Islam.\n*8*: Hindus have been leaving Pakistan.\n*9*: Religion kills and divides people.\n*10*: It always does.", "scrambled": "*1*: They are forced to convert to Islam.\n*2*: The partition of India is one of the greatest tragedies in human history.\n*3*: Today, the Hindus are only 1.7 percent in Pakistan, and 9.2 percent in Bangladesh.\n*4*: But not all Muslims left their homeland India and not all Hindus left their homeland Pakistan. \u2018The rise of religious fundamentalists and terrorists under state patronage in Pakistan has made their growth smooth as is the case of India, which has become a threat to the existence of the Hindus in Bangladesh and Pakistan.\u2019 In 1951, Hindus constituted 22% of West Pakistan (Pakistan) and East Pakistan (Bangladesh).\n*5*: Hindus have been leaving Pakistan.\n*6*: Hindus are persecuted in Pakistan.\n*7*: More than a million people were killed. 12 million people were uprooted from their homeland and crossed the boundaries between India and Pakistan.\n*8*: India was partitioned in 1947.\n*9*: It always does.\n*10*: Religion kills and divides people."}
| 2 |
unscramble_193509
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Next thing I knew, I found myself in a class called Design for UNICEF, taught by Clay Shirky in association with UNICEF’s Innovations Lab. "I wanted to see what was possible with water, and I was lucky to have an incredible team and the support of faculty that were willing to take on such a huge challenge.
*2*: I fell in love with circuitry and with making tangible objects that had real functionality.
*3*: Sonaar Luthra is the creator of Water Canary, a water-testing device that collects real-time water-quality data from the field.
*4*: Sonaar Luthra was a writer and educator when he enrolled in NYU's famed Interactive Telecommunications Program (ITP) -- a breeding ground for cross-disciplinary thinking.
*5*: We started off as novices but we all became water experts in the process." Read the TED Blog's full Q&A with Sonaar Luthra, "Waterwise" >> "If you’re doing something worthwhile, chances are you don’t know what you’re doing and nobody can tell you the right way to do it. "Sonaar Luthra “The Water Canary [is] a fast, cheap device that answers an important question: Is this water contaminated?” “We've seen how distributed networks, big data and information can transform society.
*6*: I think it's time for us to apply them to water.”
*7*: He tells the TED Blog what happened next: "I wanted to come up with some way of becoming what I was calling an 'urban planner for the global village.' And ...
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Sonaar Luthra is the creator of Water Canary, a water-testing device that collects real-time water-quality data from the field.\n*2*: Sonaar Luthra was a writer and educator when he enrolled in NYU's famed Interactive Telecommunications Program (ITP) -- a breeding ground for cross-disciplinary thinking.\n*3*: He tells the TED Blog what happened next: \"I wanted to come up with some way of becoming what I was calling an 'urban planner for the global village.' And ...\n*4*: I fell in love with circuitry and with making tangible objects that had real functionality.\n*5*: Next thing I knew, I found myself in a class called Design for UNICEF, taught by Clay Shirky in association with UNICEF\u2019s Innovations Lab. \"I wanted to see what was possible with water, and I was lucky to have an incredible team and the support of faculty that were willing to take on such a huge challenge.\n*6*: We started off as novices but we all became water experts in the process.\" Read the TED Blog's full Q&A with Sonaar Luthra, \"Waterwise\" >> \"If you\u2019re doing something worthwhile, chances are you don\u2019t know what you\u2019re doing and nobody can tell you the right way to do it. \"Sonaar Luthra \u201cThe Water Canary [is] a fast, cheap device that answers an important question: Is this water contaminated?\u201d \u201cWe've seen how distributed networks, big data and information can transform society.\n*7*: I think it's time for us to apply them to water.\u201d", "scrambled": "*1*: Next thing I knew, I found myself in a class called Design for UNICEF, taught by Clay Shirky in association with UNICEF\u2019s Innovations Lab. \"I wanted to see what was possible with water, and I was lucky to have an incredible team and the support of faculty that were willing to take on such a huge challenge.\n*2*: I fell in love with circuitry and with making tangible objects that had real functionality.\n*3*: Sonaar Luthra is the creator of Water Canary, a water-testing device that collects real-time water-quality data from the field.\n*4*: Sonaar Luthra was a writer and educator when he enrolled in NYU's famed Interactive Telecommunications Program (ITP) -- a breeding ground for cross-disciplinary thinking.\n*5*: We started off as novices but we all became water experts in the process.\" Read the TED Blog's full Q&A with Sonaar Luthra, \"Waterwise\" >> \"If you\u2019re doing something worthwhile, chances are you don\u2019t know what you\u2019re doing and nobody can tell you the right way to do it. \"Sonaar Luthra \u201cThe Water Canary [is] a fast, cheap device that answers an important question: Is this water contaminated?\u201d \u201cWe've seen how distributed networks, big data and information can transform society.\n*6*: I think it's time for us to apply them to water.\u201d\n*7*: He tells the TED Blog what happened next: \"I wanted to come up with some way of becoming what I was calling an 'urban planner for the global village.' And ..."}
| 2 |
unscramble_105966
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This is when the entrance card reader is switched to 'Entry/Exit' mode, and tapping at this moment will result in the correct fare being deducted.
*2*: Upon alighting, commuter tapped her fare card on the fare card reader when it was in the 'Entry' mode Ms Wong alighted from the front of the bus, and noticed that the fare card reader display indicated 'Entry' when she tapped her fare card.
*3*: There was a higher deduction of fares because in the 'Entry' mode, the fare system will consider a fare card being tapped as the start of a trip (instead of the end of a trip as in Ms Wong's case).
*4*: If commuters are alighting from the front of the bus, they may do so by tapping on the fare card reader only after the door opens upon reaching the bus stop.
*5*: She paid more than her usual fare.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Upon alighting, commuter tapped her fare card on the fare card reader when it was in the 'Entry' mode Ms Wong alighted from the front of the bus, and noticed that the fare card reader display indicated 'Entry' when she tapped her fare card.\n*2*: She paid more than her usual fare.\n*3*: There was a higher deduction of fares because in the 'Entry' mode, the fare system will consider a fare card being tapped as the start of a trip (instead of the end of a trip as in Ms Wong's case).\n*4*: If commuters are alighting from the front of the bus, they may do so by tapping on the fare card reader only after the door opens upon reaching the bus stop.\n*5*: This is when the entrance card reader is switched to 'Entry/Exit' mode, and tapping at this moment will result in the correct fare being deducted.", "scrambled": "*1*: This is when the entrance card reader is switched to 'Entry/Exit' mode, and tapping at this moment will result in the correct fare being deducted.\n*2*: Upon alighting, commuter tapped her fare card on the fare card reader when it was in the 'Entry' mode Ms Wong alighted from the front of the bus, and noticed that the fare card reader display indicated 'Entry' when she tapped her fare card.\n*3*: There was a higher deduction of fares because in the 'Entry' mode, the fare system will consider a fare card being tapped as the start of a trip (instead of the end of a trip as in Ms Wong's case).\n*4*: If commuters are alighting from the front of the bus, they may do so by tapping on the fare card reader only after the door opens upon reaching the bus stop.\n*5*: She paid more than her usual fare."}
| 2 |
unscramble_60756
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Often used in engineering design to ensure that a design will fulfill its intended purpose. - model theory - A major branch of mathematical logic which studies the models of first order theories. created 1995-10-3 modified 2002-10-4
*2*: - what is meant by, or the significance or importance of, a word, sentence or event - the principle that the truth value of a statement depends only on its meaning and the state of the world in certain respects What it takes to realise some end.
*3*: Maybe material or intellectual resources, maybe methods. arranging to be accomplished by machinery (possibly by computers or calculators) - mechanisation of mathematics - The automation of mathematical methods, usually by programming digital computers. - that branch of philosophy which is concerned with ontology and other a priori aspects of the nature of the universe - a unit of cultural transmission or of imitation (coined by Richard Dawkins in The Selfish Gene [Dawkins89] ). - the science (or pseudo science) of memes. - memetic future engineering - the use of memetics in future engineering - A prescription, recipe or algorithm describing how to achieve some purpose or end. - concerning possibility, impossibility, necessity or contingency - modal logic - a diverse family of logics involving modal operators, usually rendered and .
*4*: The original interpretation of these symbols was for "necessarily" and "possibly" respectively, but other applications of modal logics have introduced alternative interpretations, e.g. in relation to time (always, sometime), provability (provable, consistent), and knowledge (know, believe). - a representation of something, possibly smaller (scale model), simplified, made more precise (mathematical model), or idealised. - (of a first order theory) - A model of a first order theory is an interpretation of the language of the theory which satisfies all the non-logical axioms of the theory. - An abstract model, defined with mathematical precision, of some thing or phenomenon, which may be used to reason about or calculate its behaviour.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - what is meant by, or the significance or importance of, a word, sentence or event - the principle that the truth value of a statement depends only on its meaning and the state of the world in certain respects What it takes to realise some end.\n*2*: Maybe material or intellectual resources, maybe methods. arranging to be accomplished by machinery (possibly by computers or calculators) - mechanisation of mathematics - The automation of mathematical methods, usually by programming digital computers. - that branch of philosophy which is concerned with ontology and other a priori aspects of the nature of the universe - a unit of cultural transmission or of imitation (coined by Richard Dawkins in The Selfish Gene [Dawkins89] ). - the science (or pseudo science) of memes. - memetic future engineering - the use of memetics in future engineering - A prescription, recipe or algorithm describing how to achieve some purpose or end. - concerning possibility, impossibility, necessity or contingency - modal logic - a diverse family of logics involving modal operators, usually rendered and .\n*3*: The original interpretation of these symbols was for \"necessarily\" and \"possibly\" respectively, but other applications of modal logics have introduced alternative interpretations, e.g. in relation to time (always, sometime), provability (provable, consistent), and knowledge (know, believe). - a representation of something, possibly smaller (scale model), simplified, made more precise (mathematical model), or idealised. - (of a first order theory) - A model of a first order theory is an interpretation of the language of the theory which satisfies all the non-logical axioms of the theory. - An abstract model, defined with mathematical precision, of some thing or phenomenon, which may be used to reason about or calculate its behaviour.\n*4*: Often used in engineering design to ensure that a design will fulfill its intended purpose. - model theory - A major branch of mathematical logic which studies the models of first order theories. created 1995-10-3 modified 2002-10-4", "scrambled": "*1*: Often used in engineering design to ensure that a design will fulfill its intended purpose. - model theory - A major branch of mathematical logic which studies the models of first order theories. created 1995-10-3 modified 2002-10-4\n*2*: - what is meant by, or the significance or importance of, a word, sentence or event - the principle that the truth value of a statement depends only on its meaning and the state of the world in certain respects What it takes to realise some end.\n*3*: Maybe material or intellectual resources, maybe methods. arranging to be accomplished by machinery (possibly by computers or calculators) - mechanisation of mathematics - The automation of mathematical methods, usually by programming digital computers. - that branch of philosophy which is concerned with ontology and other a priori aspects of the nature of the universe - a unit of cultural transmission or of imitation (coined by Richard Dawkins in The Selfish Gene [Dawkins89] ). - the science (or pseudo science) of memes. - memetic future engineering - the use of memetics in future engineering - A prescription, recipe or algorithm describing how to achieve some purpose or end. - concerning possibility, impossibility, necessity or contingency - modal logic - a diverse family of logics involving modal operators, usually rendered and .\n*4*: The original interpretation of these symbols was for \"necessarily\" and \"possibly\" respectively, but other applications of modal logics have introduced alternative interpretations, e.g. in relation to time (always, sometime), provability (provable, consistent), and knowledge (know, believe). - a representation of something, possibly smaller (scale model), simplified, made more precise (mathematical model), or idealised. - (of a first order theory) - A model of a first order theory is an interpretation of the language of the theory which satisfies all the non-logical axioms of the theory. - An abstract model, defined with mathematical precision, of some thing or phenomenon, which may be used to reason about or calculate its behaviour."}
| 2 |
unscramble_123444
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The things that are covered include: a)the history of numbers b)the numbers system c)some interesting facts about numbers d)some interesting and familiar number sequences Pupils will appreciate the importance of numbers in the study of Mathematics, and at the same time discover some interesting facts about them.
*2*: FuDunman Secondary School, Singapore, Singapore ShenDunman Secondary School, Singapore, Singapore 19 & under Lim Cheng YongMinistry Of Education, Singapore, Singapore
*3*: Compete | FAQ | Contact Us The team originally wanted to do the topic "Maths in everyday life" but found that it was too wide a scope to have a good focus.
*4*: Over 8,000 websites created by students around the world who have participated in a ThinkQuest Competition.
*5*: We decided to do something less general and narrowed it down to the topic Numbers.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Over 8,000 websites created by students around the world who have participated in a ThinkQuest Competition.\n*2*: Compete | FAQ | Contact Us The team originally wanted to do the topic \"Maths in everyday life\" but found that it was too wide a scope to have a good focus.\n*3*: We decided to do something less general and narrowed it down to the topic Numbers.\n*4*: The things that are covered include: a)the history of numbers b)the numbers system c)some interesting facts about numbers d)some interesting and familiar number sequences Pupils will appreciate the importance of numbers in the study of Mathematics, and at the same time discover some interesting facts about them.\n*5*: FuDunman Secondary School, Singapore, Singapore ShenDunman Secondary School, Singapore, Singapore 19 & under Lim Cheng YongMinistry Of Education, Singapore, Singapore", "scrambled": "*1*: The things that are covered include: a)the history of numbers b)the numbers system c)some interesting facts about numbers d)some interesting and familiar number sequences Pupils will appreciate the importance of numbers in the study of Mathematics, and at the same time discover some interesting facts about them.\n*2*: FuDunman Secondary School, Singapore, Singapore ShenDunman Secondary School, Singapore, Singapore 19 & under Lim Cheng YongMinistry Of Education, Singapore, Singapore\n*3*: Compete | FAQ | Contact Us The team originally wanted to do the topic \"Maths in everyday life\" but found that it was too wide a scope to have a good focus.\n*4*: Over 8,000 websites created by students around the world who have participated in a ThinkQuest Competition.\n*5*: We decided to do something less general and narrowed it down to the topic Numbers."}
| 2 |
unscramble_34235
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: WMO Secretary-General Michel Jarraud said “The alarming rate of its melt this year highlighted the far-reaching changes taking place on Earth’s oceans and biosphere.
*2*: WWF is at the climate meetings offering solutions to wrenching Arctic and global change, and pushing nations at the talks to take up those solutions. “We’re hopeful that countries will respond to the wave of extreme weather impacts that hit the planet this year,” said WWF’s Samantha Smith. “We expect the EU to deliver on a second commitment period for Kyoto; we expect rich countries to have credible plans for how they’ll keep their promises on climate finance; and we expect developing countries to do their part, bearing in mind that most are primarily low income countries still.
*3*: The real test is whether folks are ready to talk about bigger cuts, in line with what every credible scientist and institution is telling us.”
*4*: Climate change is taking place before our eyes and will continue to do so as a result of the concentrations of greenhouse gases in the atmosphere, which have risen constantly and again reached new records.” While the WMO noted present Arctic impacts, the United Nations Environment Programme was looking ahead at the potential for thawing Arctic permafrost to release large amounts of warming gases into the atmosphere, speeding up global climate change.
*5*: Arctic a hot topic at global climate talks The World Meteorological Organization issued a “Provisional Statement on the State of Global Climate in 2012” highlighting the record crash of Arctic sea ice this year.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Arctic a hot topic at global climate talks The World Meteorological Organization issued a \u201cProvisional Statement on the State of Global Climate in 2012\u201d highlighting the record crash of Arctic sea ice this year.\n*2*: WMO Secretary-General Michel Jarraud said \u201cThe alarming rate of its melt this year highlighted the far-reaching changes taking place on Earth\u2019s oceans and biosphere.\n*3*: Climate change is taking place before our eyes and will continue to do so as a result of the concentrations of greenhouse gases in the atmosphere, which have risen constantly and again reached new records.\u201d While the WMO noted present Arctic impacts, the United Nations Environment Programme was looking ahead at the potential for thawing Arctic permafrost to release large amounts of warming gases into the atmosphere, speeding up global climate change.\n*4*: WWF is at the climate meetings offering solutions to wrenching Arctic and global change, and pushing nations at the talks to take up those solutions. \u201cWe\u2019re hopeful that countries will respond to the wave of extreme weather impacts that hit the planet this year,\u201d said WWF\u2019s Samantha Smith. \u201cWe expect the EU to deliver on a second commitment period for Kyoto; we expect rich countries to have credible plans for how they\u2019ll keep their promises on climate finance; and we expect developing countries to do their part, bearing in mind that most are primarily low income countries still.\n*5*: The real test is whether folks are ready to talk about bigger cuts, in line with what every credible scientist and institution is telling us.\u201d", "scrambled": "*1*: WMO Secretary-General Michel Jarraud said \u201cThe alarming rate of its melt this year highlighted the far-reaching changes taking place on Earth\u2019s oceans and biosphere.\n*2*: WWF is at the climate meetings offering solutions to wrenching Arctic and global change, and pushing nations at the talks to take up those solutions. \u201cWe\u2019re hopeful that countries will respond to the wave of extreme weather impacts that hit the planet this year,\u201d said WWF\u2019s Samantha Smith. \u201cWe expect the EU to deliver on a second commitment period for Kyoto; we expect rich countries to have credible plans for how they\u2019ll keep their promises on climate finance; and we expect developing countries to do their part, bearing in mind that most are primarily low income countries still.\n*3*: The real test is whether folks are ready to talk about bigger cuts, in line with what every credible scientist and institution is telling us.\u201d\n*4*: Climate change is taking place before our eyes and will continue to do so as a result of the concentrations of greenhouse gases in the atmosphere, which have risen constantly and again reached new records.\u201d While the WMO noted present Arctic impacts, the United Nations Environment Programme was looking ahead at the potential for thawing Arctic permafrost to release large amounts of warming gases into the atmosphere, speeding up global climate change.\n*5*: Arctic a hot topic at global climate talks The World Meteorological Organization issued a \u201cProvisional Statement on the State of Global Climate in 2012\u201d highlighting the record crash of Arctic sea ice this year."}
| 2 |
unscramble_148371
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It is important to identify complications of heart failure as soon as possible, because some can be extremely serious conditions.
*2*: Even if you are treating your heart failure successfully, you may develop a complication that can be serious and life-threatening.
*3*: You can discuss your complications with your doctor and learn to take the proper steps to prevent them.
*4*: What problems does it cause?
*5*: How this information was developed to help you make better health decisions.
*6*: The table below outlines the complications of heart failure.
*7*: An irregular heart rhythm (arrhythmia) Can make heart failure Greatly increases risk of stroke Ventricular fibrillation or tachycardia Irregular heart rhythms (arrhythmias) Reduced functioning of your kidneys Fatigue, poor appetite, lethargy Decreased oxygen-carrying hemoglobin in red blood cells Weakness and fatigue May raise risk of problems linked to heart failure Your brain is deprived of oxygen because its blood supply has been significantly decreased or cut off.
*8*: Common complications of heart failure What is it?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Even if you are treating your heart failure successfully, you may develop a complication that can be serious and life-threatening.\n*2*: It is important to identify complications of heart failure as soon as possible, because some can be extremely serious conditions.\n*3*: You can discuss your complications with your doctor and learn to take the proper steps to prevent them.\n*4*: The table below outlines the complications of heart failure.\n*5*: Common complications of heart failure What is it?\n*6*: What problems does it cause?\n*7*: An irregular heart rhythm (arrhythmia) Can make heart failure Greatly increases risk of stroke Ventricular fibrillation or tachycardia Irregular heart rhythms (arrhythmias) Reduced functioning of your kidneys Fatigue, poor appetite, lethargy Decreased oxygen-carrying hemoglobin in red blood cells Weakness and fatigue May raise risk of problems linked to heart failure Your brain is deprived of oxygen because its blood supply has been significantly decreased or cut off.\n*8*: How this information was developed to help you make better health decisions.", "scrambled": "*1*: It is important to identify complications of heart failure as soon as possible, because some can be extremely serious conditions.\n*2*: Even if you are treating your heart failure successfully, you may develop a complication that can be serious and life-threatening.\n*3*: You can discuss your complications with your doctor and learn to take the proper steps to prevent them.\n*4*: What problems does it cause?\n*5*: How this information was developed to help you make better health decisions.\n*6*: The table below outlines the complications of heart failure.\n*7*: An irregular heart rhythm (arrhythmia) Can make heart failure Greatly increases risk of stroke Ventricular fibrillation or tachycardia Irregular heart rhythms (arrhythmias) Reduced functioning of your kidneys Fatigue, poor appetite, lethargy Decreased oxygen-carrying hemoglobin in red blood cells Weakness and fatigue May raise risk of problems linked to heart failure Your brain is deprived of oxygen because its blood supply has been significantly decreased or cut off.\n*8*: Common complications of heart failure What is it?"}
| 2 |
unscramble_7733
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Increased climate variability and extreme changes are already having major impacts on the economic performance of developing countries and on the lives and livelihoods of millions of poor people around the world.
*2*: Tag This Document
*3*: By enhancing climate risk management, the World Bank Group will be able to address the growing risks from climate change and, at the same time, make current development investments more resilient to climate variability and extreme weather events.
*4*: Developing countries, and particularly the poorest people in these countries, are most at risk.
*5*: This document investigates several ways in which the World Bank Group can continue helping its clients better manage climate risks to poverty reduction and sustainable development.
*6*: In that way, climate risk management will not only guard the Bank’s investments in a changing climate but will also improve the impact of development efforts right now.
*7*: Climate change thus directly affects the World Bank Group’s mission of eradicating poverty.
*8*: The way to address these concerns is not to separate climate change adaptation from other priorities but to integrate comprehensive climate risk management into development planning, programs, and projects.
*9*: It also puts at risk many projects in a wide range of sectors, including infrastructure, agriculture, human health, water resources, and environment.
*10*: Climate change is already taking place, and further changes are inevitable.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Climate change is already taking place, and further changes are inevitable.\n*2*: Developing countries, and particularly the poorest people in these countries, are most at risk.\n*3*: Increased climate variability and extreme changes are already having major impacts on the economic performance of developing countries and on the lives and livelihoods of millions of poor people around the world.\n*4*: Climate change thus directly affects the World Bank Group\u2019s mission of eradicating poverty.\n*5*: It also puts at risk many projects in a wide range of sectors, including infrastructure, agriculture, human health, water resources, and environment.\n*6*: The way to address these concerns is not to separate climate change adaptation from other priorities but to integrate comprehensive climate risk management into development planning, programs, and projects.\n*7*: This document investigates several ways in which the World Bank Group can continue helping its clients better manage climate risks to poverty reduction and sustainable development.\n*8*: By enhancing climate risk management, the World Bank Group will be able to address the growing risks from climate change and, at the same time, make current development investments more resilient to climate variability and extreme weather events.\n*9*: In that way, climate risk management will not only guard the Bank\u2019s investments in a changing climate but will also improve the impact of development efforts right now.\n*10*: Tag This Document", "scrambled": "*1*: Increased climate variability and extreme changes are already having major impacts on the economic performance of developing countries and on the lives and livelihoods of millions of poor people around the world.\n*2*: Tag This Document\n*3*: By enhancing climate risk management, the World Bank Group will be able to address the growing risks from climate change and, at the same time, make current development investments more resilient to climate variability and extreme weather events.\n*4*: Developing countries, and particularly the poorest people in these countries, are most at risk.\n*5*: This document investigates several ways in which the World Bank Group can continue helping its clients better manage climate risks to poverty reduction and sustainable development.\n*6*: In that way, climate risk management will not only guard the Bank\u2019s investments in a changing climate but will also improve the impact of development efforts right now.\n*7*: Climate change thus directly affects the World Bank Group\u2019s mission of eradicating poverty.\n*8*: The way to address these concerns is not to separate climate change adaptation from other priorities but to integrate comprehensive climate risk management into development planning, programs, and projects.\n*9*: It also puts at risk many projects in a wide range of sectors, including infrastructure, agriculture, human health, water resources, and environment.\n*10*: Climate change is already taking place, and further changes are inevitable."}
| 2 |
unscramble_225991
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Published by Schaum Publications, Inc. (HL.645186).
*2*: Complete and thorough presentation of music theory.
*3*: Educational Piano.
*4*: Use from the very first lesson!
*5*: Schaum Publications, Inc. #0281.
*6*: Piano - Level 1 Schaum Making Music Piano Library.
*7*: Softcover. 32 pages.
*8*: Helps improve speed and accuracy of note reading.
*9*: Written assignments reinforced with keyboard work.
*10*: Item Number: HL.645186 ISBN 1936098113. 9x12 inches.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Piano - Level 1 Schaum Making Music Piano Library.\n*2*: Educational Piano.\n*3*: Softcover. 32 pages.\n*4*: Schaum Publications, Inc. #0281.\n*5*: Published by Schaum Publications, Inc. (HL.645186).\n*6*: Item Number: HL.645186 ISBN 1936098113. 9x12 inches.\n*7*: Use from the very first lesson!\n*8*: Complete and thorough presentation of music theory.\n*9*: Written assignments reinforced with keyboard work.\n*10*: Helps improve speed and accuracy of note reading.", "scrambled": "*1*: Published by Schaum Publications, Inc. (HL.645186).\n*2*: Complete and thorough presentation of music theory.\n*3*: Educational Piano.\n*4*: Use from the very first lesson!\n*5*: Schaum Publications, Inc. #0281.\n*6*: Piano - Level 1 Schaum Making Music Piano Library.\n*7*: Softcover. 32 pages.\n*8*: Helps improve speed and accuracy of note reading.\n*9*: Written assignments reinforced with keyboard work.\n*10*: Item Number: HL.645186 ISBN 1936098113. 9x12 inches."}
| 2 |
unscramble_141819
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Our research says the genetic code is important for determining both composition and fabrication rate for a central component of the circadian clock, and that the fabrication rate also is critical.
*2*: A team of researchers including a Texas A&M University molecular biologist has shown that concept—that the speed of creation affects performance—applies to how a protein they studied impacts an organism's circadian clock function.
*3*: And that's essentially a discovery." The research was selected for Advanced Online Publication (AOP) in the prestigious journal "Nature." The team, which is led by Yi Liu, a researcher in the Department of Physiology at the University of Texas Southwestern Medical Center, was perplexed when it found a paradoxical result years ago: that optimizing the use of codons (a sequence of three nucleotides that form a unit of genetic code in a DNA or RNA molecule) specifying an essential biological clock component actually abolished the organism's circadian rhythms.
*4*: This discovery provides new insights into the significance of the genetic code for controlling the rates at which critically important proteins are synthesized, and could lead to better understanding of cancers and other diseases. "Living organisms' inner clocks are like Swiss watches with precisely manufactured spring mechanisms," said Matthew Sachs, a professor in the Texas A&M Department of Biology. "For example, if you fast-temper a critical spring, the watch may be unable to keep time, as opposed to slow-tempering it.
*5*: It's about the manner in which the components are made.
*6*: It's not just about the composition of the components, such as which alloy is used.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: A team of researchers including a Texas A&M University molecular biologist has shown that concept\u2014that the speed of creation affects performance\u2014applies to how a protein they studied impacts an organism's circadian clock function.\n*2*: This discovery provides new insights into the significance of the genetic code for controlling the rates at which critically important proteins are synthesized, and could lead to better understanding of cancers and other diseases. \"Living organisms' inner clocks are like Swiss watches with precisely manufactured spring mechanisms,\" said Matthew Sachs, a professor in the Texas A&M Department of Biology. \"For example, if you fast-temper a critical spring, the watch may be unable to keep time, as opposed to slow-tempering it.\n*3*: It's not just about the composition of the components, such as which alloy is used.\n*4*: It's about the manner in which the components are made.\n*5*: Our research says the genetic code is important for determining both composition and fabrication rate for a central component of the circadian clock, and that the fabrication rate also is critical.\n*6*: And that's essentially a discovery.\" The research was selected for Advanced Online Publication (AOP) in the prestigious journal \"Nature.\" The team, which is led by Yi Liu, a researcher in the Department of Physiology at the University of Texas Southwestern Medical Center, was perplexed when it found a paradoxical result years ago: that optimizing the use of codons (a sequence of three nucleotides that form a unit of genetic code in a DNA or RNA molecule) specifying an essential biological clock component actually abolished the organism's circadian rhythms.", "scrambled": "*1*: Our research says the genetic code is important for determining both composition and fabrication rate for a central component of the circadian clock, and that the fabrication rate also is critical.\n*2*: A team of researchers including a Texas A&M University molecular biologist has shown that concept\u2014that the speed of creation affects performance\u2014applies to how a protein they studied impacts an organism's circadian clock function.\n*3*: And that's essentially a discovery.\" The research was selected for Advanced Online Publication (AOP) in the prestigious journal \"Nature.\" The team, which is led by Yi Liu, a researcher in the Department of Physiology at the University of Texas Southwestern Medical Center, was perplexed when it found a paradoxical result years ago: that optimizing the use of codons (a sequence of three nucleotides that form a unit of genetic code in a DNA or RNA molecule) specifying an essential biological clock component actually abolished the organism's circadian rhythms.\n*4*: This discovery provides new insights into the significance of the genetic code for controlling the rates at which critically important proteins are synthesized, and could lead to better understanding of cancers and other diseases. \"Living organisms' inner clocks are like Swiss watches with precisely manufactured spring mechanisms,\" said Matthew Sachs, a professor in the Texas A&M Department of Biology. \"For example, if you fast-temper a critical spring, the watch may be unable to keep time, as opposed to slow-tempering it.\n*5*: It's about the manner in which the components are made.\n*6*: It's not just about the composition of the components, such as which alloy is used."}
| 2 |
unscramble_47227
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The researchers, led by John Oghalai, MD, studied the few developmentally delayed deaf kids who do get cochlear implants.
*2*: The new study (subscription required) shows this approach may be wrong.
*3*: When the scientists statistically adjusted for the delay in implantation, the difference in rates of development disappeared, suggesting that lack of hearing plays a role in causing developmentally delayed children to fall further behind their peers. “There is synergism between different sensory inputs,” Oghalai said. “And some of these kids are missing more than just hearing; they’re often having trouble with vision or touch as well.
*4*: In the past, many doctors have opted not to use cochlear implants in developmentally delayed infants and toddlers – who are expected to later meet criteria for mental retardation – because they have doubted whether the implants would benefit these children.
*5*: The implants feed sound from a microphone outside the head directly to the auditory nerve, but typically require intensive speech and language therapy to be helpful for the recipient.
*6*: The late implantation took a toll, as our press release describes: Not only did the delayed children start with lower intelligence, they also had slower intellectual development, perhaps because they spent more time unable to hear, the researchers reported.
*7*: A new Stanford/Packard Children’s study examined the benefits of cochlear implants – sometimes called “bionic ears” – for deaf children with developmental delays.
*8*: They found that these children get implants an average of 11 months later than typically developing children, meaning that they miss 11 months of potentially valuable sensory input at a time when brain development should be racing along.
*9*: If you can fix one of the sensory problems, it might help to mitigate the effects of the other disabilities.” Oghalai’s team is now conducting more comprehensive studies to assess the value of cochlear implantation in a large cross-section of deaf children with developmental delays.
*10*: Photo by Chris & Shelley Mallinson
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: A new Stanford/Packard Children\u2019s study examined the benefits of cochlear implants \u2013 sometimes called \u201cbionic ears\u201d \u2013 for deaf children with developmental delays.\n*2*: The implants feed sound from a microphone outside the head directly to the auditory nerve, but typically require intensive speech and language therapy to be helpful for the recipient.\n*3*: In the past, many doctors have opted not to use cochlear implants in developmentally delayed infants and toddlers \u2013 who are expected to later meet criteria for mental retardation \u2013 because they have doubted whether the implants would benefit these children.\n*4*: The new study (subscription required) shows this approach may be wrong.\n*5*: The researchers, led by John Oghalai, MD, studied the few developmentally delayed deaf kids who do get cochlear implants.\n*6*: They found that these children get implants an average of 11 months later than typically developing children, meaning that they miss 11 months of potentially valuable sensory input at a time when brain development should be racing along.\n*7*: The late implantation took a toll, as our press release describes: Not only did the delayed children start with lower intelligence, they also had slower intellectual development, perhaps because they spent more time unable to hear, the researchers reported.\n*8*: When the scientists statistically adjusted for the delay in implantation, the difference in rates of development disappeared, suggesting that lack of hearing plays a role in causing developmentally delayed children to fall further behind their peers. \u201cThere is synergism between different sensory inputs,\u201d Oghalai said. \u201cAnd some of these kids are missing more than just hearing; they\u2019re often having trouble with vision or touch as well.\n*9*: If you can fix one of the sensory problems, it might help to mitigate the effects of the other disabilities.\u201d Oghalai\u2019s team is now conducting more comprehensive studies to assess the value of cochlear implantation in a large cross-section of deaf children with developmental delays.\n*10*: Photo by Chris & Shelley Mallinson", "scrambled": "*1*: The researchers, led by John Oghalai, MD, studied the few developmentally delayed deaf kids who do get cochlear implants.\n*2*: The new study (subscription required) shows this approach may be wrong.\n*3*: When the scientists statistically adjusted for the delay in implantation, the difference in rates of development disappeared, suggesting that lack of hearing plays a role in causing developmentally delayed children to fall further behind their peers. \u201cThere is synergism between different sensory inputs,\u201d Oghalai said. \u201cAnd some of these kids are missing more than just hearing; they\u2019re often having trouble with vision or touch as well.\n*4*: In the past, many doctors have opted not to use cochlear implants in developmentally delayed infants and toddlers \u2013 who are expected to later meet criteria for mental retardation \u2013 because they have doubted whether the implants would benefit these children.\n*5*: The implants feed sound from a microphone outside the head directly to the auditory nerve, but typically require intensive speech and language therapy to be helpful for the recipient.\n*6*: The late implantation took a toll, as our press release describes: Not only did the delayed children start with lower intelligence, they also had slower intellectual development, perhaps because they spent more time unable to hear, the researchers reported.\n*7*: A new Stanford/Packard Children\u2019s study examined the benefits of cochlear implants \u2013 sometimes called \u201cbionic ears\u201d \u2013 for deaf children with developmental delays.\n*8*: They found that these children get implants an average of 11 months later than typically developing children, meaning that they miss 11 months of potentially valuable sensory input at a time when brain development should be racing along.\n*9*: If you can fix one of the sensory problems, it might help to mitigate the effects of the other disabilities.\u201d Oghalai\u2019s team is now conducting more comprehensive studies to assess the value of cochlear implantation in a large cross-section of deaf children with developmental delays.\n*10*: Photo by Chris & Shelley Mallinson"}
| 2 |
unscramble_92962
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: These small, hardened piles are scattered across the ground.
*2*: While initially felt underfoot, castings will eventually break down, providing your lawn with a dose of natural fertilizer.
*3*: Earthworms – More Than Bait Abundant in moist, heavy soils, earthworms are a natural component of healthy lawns.
*4*: In addition to providing nutrients for plants, earthworms aid in thatch decomposition, improve soil aeration, and increase water penetration through their extensive burrowing.
*5*: You can also buy worm castings for this purpose.
*6*: Their diet of dirt, organic matter, and excrete plant litter in the form of a rich digestive by-product called castings.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Earthworms \u2013 More Than Bait Abundant in moist, heavy soils, earthworms are a natural component of healthy lawns.\n*2*: Their diet of dirt, organic matter, and excrete plant litter in the form of a rich digestive by-product called castings.\n*3*: These small, hardened piles are scattered across the ground.\n*4*: While initially felt underfoot, castings will eventually break down, providing your lawn with a dose of natural fertilizer.\n*5*: You can also buy worm castings for this purpose.\n*6*: In addition to providing nutrients for plants, earthworms aid in thatch decomposition, improve soil aeration, and increase water penetration through their extensive burrowing.", "scrambled": "*1*: These small, hardened piles are scattered across the ground.\n*2*: While initially felt underfoot, castings will eventually break down, providing your lawn with a dose of natural fertilizer.\n*3*: Earthworms \u2013 More Than Bait Abundant in moist, heavy soils, earthworms are a natural component of healthy lawns.\n*4*: In addition to providing nutrients for plants, earthworms aid in thatch decomposition, improve soil aeration, and increase water penetration through their extensive burrowing.\n*5*: You can also buy worm castings for this purpose.\n*6*: Their diet of dirt, organic matter, and excrete plant litter in the form of a rich digestive by-product called castings."}
| 2 |
unscramble_86520
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: (HealthDay News) -- Children can suffer severe burns from common items around the house, so it's important to take precautions to prevent accidents.
*2*: Set the thermostat on your water heater at no higher than 120 degrees Fahrenheit. - Don't let children take baths in a hot tub, Jacuzzi or whirlpool tub. - Keep matches out of a child's reach, and teach children that they are never to play with matches or lighters. - Never put down a lit cigarette near a child. - While holding your child, never hold a hot drink or cigarette. - Monitor children carefully around radiators, space heaters, stoves, ovens and fireplaces.
*3*: Teach children that they are never to touch these things.
*4*: Here are a few suggestions, courtesy of the National Safety Council: - Always test bathwater before allowing a child in the bath.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: (HealthDay News) -- Children can suffer severe burns from common items around the house, so it's important to take precautions to prevent accidents.\n*2*: Here are a few suggestions, courtesy of the National Safety Council: - Always test bathwater before allowing a child in the bath.\n*3*: Set the thermostat on your water heater at no higher than 120 degrees Fahrenheit. - Don't let children take baths in a hot tub, Jacuzzi or whirlpool tub. - Keep matches out of a child's reach, and teach children that they are never to play with matches or lighters. - Never put down a lit cigarette near a child. - While holding your child, never hold a hot drink or cigarette. - Monitor children carefully around radiators, space heaters, stoves, ovens and fireplaces.\n*4*: Teach children that they are never to touch these things.", "scrambled": "*1*: (HealthDay News) -- Children can suffer severe burns from common items around the house, so it's important to take precautions to prevent accidents.\n*2*: Set the thermostat on your water heater at no higher than 120 degrees Fahrenheit. - Don't let children take baths in a hot tub, Jacuzzi or whirlpool tub. - Keep matches out of a child's reach, and teach children that they are never to play with matches or lighters. - Never put down a lit cigarette near a child. - While holding your child, never hold a hot drink or cigarette. - Monitor children carefully around radiators, space heaters, stoves, ovens and fireplaces.\n*3*: Teach children that they are never to touch these things.\n*4*: Here are a few suggestions, courtesy of the National Safety Council: - Always test bathwater before allowing a child in the bath."}
| 2 |
unscramble_221818
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The exact cause of stomach cancer is not known, although there are many risk factors believed to contribute to cells in the stomach becoming cancerous.
*2*: The following are suggested as risk factors for stomach cancer: - Helicobacter pylori infection. - Diet that includes large amounts of the following: - Smoked foods. - Salted fish and meat. - Foods high in starch and low in fiber. - Pickled vegetables. - Foods and beverages that contain nitrates and nitrites. - Tobacco abuse. - Alcohol abuse. - Previous stomach surgery. - Megaloblastic (pernicious) anemia (caused by vitamin B12 deficiency). - Menetrier’s disease. - Age 55 or older (most patients are in their 60s or 70s). - Male gender (more men are diagnosed with the disease than women). - Having blood type A. - Family history of the following: - Hereditary nonpolyposis colon cancer (HNPCC). - Familial adenomatous polyposis (FAP). - Stomach cancer. - History of stomach polyps. - Exposure to environmental factors such as dusts and fumes in the workplace.
*3*: What are the risk factors for stomach cancer?
*4*: Causes and risk factors What causes stomach cancer?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Causes and risk factors What causes stomach cancer?\n*2*: The exact cause of stomach cancer is not known, although there are many risk factors believed to contribute to cells in the stomach becoming cancerous.\n*3*: What are the risk factors for stomach cancer?\n*4*: The following are suggested as risk factors for stomach cancer: - Helicobacter pylori infection. - Diet that includes large amounts of the following: - Smoked foods. - Salted fish and meat. - Foods high in starch and low in fiber. - Pickled vegetables. - Foods and beverages that contain nitrates and nitrites. - Tobacco abuse. - Alcohol abuse. - Previous stomach surgery. - Megaloblastic (pernicious) anemia (caused by vitamin B12 deficiency). - Menetrier\u2019s disease. - Age 55 or older (most patients are in their 60s or 70s). - Male gender (more men are diagnosed with the disease than women). - Having blood type A. - Family history of the following: - Hereditary nonpolyposis colon cancer (HNPCC). - Familial adenomatous polyposis (FAP). - Stomach cancer. - History of stomach polyps. - Exposure to environmental factors such as dusts and fumes in the workplace.", "scrambled": "*1*: The exact cause of stomach cancer is not known, although there are many risk factors believed to contribute to cells in the stomach becoming cancerous.\n*2*: The following are suggested as risk factors for stomach cancer: - Helicobacter pylori infection. - Diet that includes large amounts of the following: - Smoked foods. - Salted fish and meat. - Foods high in starch and low in fiber. - Pickled vegetables. - Foods and beverages that contain nitrates and nitrites. - Tobacco abuse. - Alcohol abuse. - Previous stomach surgery. - Megaloblastic (pernicious) anemia (caused by vitamin B12 deficiency). - Menetrier\u2019s disease. - Age 55 or older (most patients are in their 60s or 70s). - Male gender (more men are diagnosed with the disease than women). - Having blood type A. - Family history of the following: - Hereditary nonpolyposis colon cancer (HNPCC). - Familial adenomatous polyposis (FAP). - Stomach cancer. - History of stomach polyps. - Exposure to environmental factors such as dusts and fumes in the workplace.\n*3*: What are the risk factors for stomach cancer?\n*4*: Causes and risk factors What causes stomach cancer?"}
| 2 |
unscramble_130711
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Organisations can use the following resources and ideas to assist their employees in being good global citizens: - Include eco-friendly food selection and sustainability information in your organisation's newsletters/emails/staff notice boards from our Eight weeks to green and healthy web page.
*2*: A wide range of our behaviours are degrading the environment and as a result will make food less available in the future .
*3*: Eco-friendly food selection and sustainability for the workplace As the world’s population grows, there is increasing pressure on the environment to produce enough food and energy from an increasingly damaged planet.
*4*: What about participating in Meatless Mondays, getting local produce delivered to the staff room weekly, recycling, composting or encouraging staff to reduce the amount of packaging they bring their lunches in?
*5*: Why not email a topic to your staff each week for 8 weeks to keep everyone inspired to be more eco-friendly. - Challenge your colleagues to participate in the Workplace eco-friendly food challenge - Create a quiz for your workplace based on eco-friendly food facts with a prize for the winner!
*6*: Get your green quiz inspiration here. - Use the Eco-friendly catering cuide to ensure your next work function is undertaken in an environmentally responsible way. - Can you think of other ways to make your workplace greener?
*7*: The goal of sharing the following documents with organisations is to improve the public’s access to scientifically credible and up-to-date information regarding, eco-friendly, healthy food selection and sustainability.
*8*: As an estimated 20% - 30% of Australia’s greenhouse gases relate to food production, transport, processing, storage and waste disposal, we need to consider the impact of our food choices on both the sustainability of the environment and the health of the population.
*9*: Currently there is a lack of resources available to the general public about eco-friendly food selection and sustainability, despite this being an area where individuals and communities can make major changes to their carbon footprints.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Eco-friendly food selection and sustainability for the workplace As the world\u2019s population grows, there is increasing pressure on the environment to produce enough food and energy from an increasingly damaged planet.\n*2*: A wide range of our behaviours are degrading the environment and as a result will make food less available in the future .\n*3*: As an estimated 20% - 30% of Australia\u2019s greenhouse gases relate to food production, transport, processing, storage and waste disposal, we need to consider the impact of our food choices on both the sustainability of the environment and the health of the population.\n*4*: Currently there is a lack of resources available to the general public about eco-friendly food selection and sustainability, despite this being an area where individuals and communities can make major changes to their carbon footprints.\n*5*: The goal of sharing the following documents with organisations is to improve the public\u2019s access to scientifically credible and up-to-date information regarding, eco-friendly, healthy food selection and sustainability.\n*6*: Organisations can use the following resources and ideas to assist their employees in being good global citizens: - Include eco-friendly food selection and sustainability information in your organisation's newsletters/emails/staff notice boards from our Eight weeks to green and healthy web page.\n*7*: Why not email a topic to your staff each week for 8 weeks to keep everyone inspired to be more eco-friendly. - Challenge your colleagues to participate in the Workplace eco-friendly food challenge - Create a quiz for your workplace based on eco-friendly food facts with a prize for the winner!\n*8*: Get your green quiz inspiration here. - Use the Eco-friendly catering cuide to ensure your next work function is undertaken in an environmentally responsible way. - Can you think of other ways to make your workplace greener?\n*9*: What about participating in Meatless Mondays, getting local produce delivered to the staff room weekly, recycling, composting or encouraging staff to reduce the amount of packaging they bring their lunches in?", "scrambled": "*1*: Organisations can use the following resources and ideas to assist their employees in being good global citizens: - Include eco-friendly food selection and sustainability information in your organisation's newsletters/emails/staff notice boards from our Eight weeks to green and healthy web page.\n*2*: A wide range of our behaviours are degrading the environment and as a result will make food less available in the future .\n*3*: Eco-friendly food selection and sustainability for the workplace As the world\u2019s population grows, there is increasing pressure on the environment to produce enough food and energy from an increasingly damaged planet.\n*4*: What about participating in Meatless Mondays, getting local produce delivered to the staff room weekly, recycling, composting or encouraging staff to reduce the amount of packaging they bring their lunches in?\n*5*: Why not email a topic to your staff each week for 8 weeks to keep everyone inspired to be more eco-friendly. - Challenge your colleagues to participate in the Workplace eco-friendly food challenge - Create a quiz for your workplace based on eco-friendly food facts with a prize for the winner!\n*6*: Get your green quiz inspiration here. - Use the Eco-friendly catering cuide to ensure your next work function is undertaken in an environmentally responsible way. - Can you think of other ways to make your workplace greener?\n*7*: The goal of sharing the following documents with organisations is to improve the public\u2019s access to scientifically credible and up-to-date information regarding, eco-friendly, healthy food selection and sustainability.\n*8*: As an estimated 20% - 30% of Australia\u2019s greenhouse gases relate to food production, transport, processing, storage and waste disposal, we need to consider the impact of our food choices on both the sustainability of the environment and the health of the population.\n*9*: Currently there is a lack of resources available to the general public about eco-friendly food selection and sustainability, despite this being an area where individuals and communities can make major changes to their carbon footprints."}
| 2 |
unscramble_156216
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Does your dog have a favorite toy?
*2*: At our house, stuffed animals are the preferred toy for (supervised) Puppy Play time.
*3*: Puppies can learn the basics of other skills such as the retrieving that can be developed for hunting, obedience competition, or other advanced skills - Chew Toys- are good for teething and are important during developmental changes in dentition, they strengthen the face and neck muscles - Noise Toys- teach dogs to not be afraid in the presence of unusual sounds, they teach cause/effect—squeeze it to make the sound, and they can be used for practice at locating sounds - Soft Toys- a familiar soft toy provides comfort and familiarity.
*4*: Many dogs will take their favorite stuffed animal to their bed.
*5*: Depending on the activity, dog toys can be used for: - Mental stimulation- when games are played that involve problem solving - To teach Instructional Commands (such as “Give” or “Find it!”) - Build a foundation for other training later in life (retrieving, obedience, etc.) - Activities to reduce separation issues when the owner is gone - Rewards during training- used contingently, dog toys can be one of the most effective positive reinforcers for training - Breed specific activities (Sporting breeds retrieving, Terriers and squeaky toys) There are different types of toys. - Biting Toys- can help with teething and can be used to teach puppies and dogs that they should not mouth or bite people during play, but a toy instead - Balls- can teach gross motor skills and provide exercise.
*6*: Taking a favorite toy along on a trip will make the dog feel more at home. - Hard toys with food inside- can keep a dog busy and thus, reduce separation issues.
*7*: When you see your puppy or adult dog playing with a toy, he’s not just playing.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: When you see your puppy or adult dog playing with a toy, he\u2019s not just playing.\n*2*: Depending on the activity, dog toys can be used for: - Mental stimulation- when games are played that involve problem solving - To teach Instructional Commands (such as \u201cGive\u201d or \u201cFind it!\u201d) - Build a foundation for other training later in life (retrieving, obedience, etc.) - Activities to reduce separation issues when the owner is gone - Rewards during training- used contingently, dog toys can be one of the most effective positive reinforcers for training - Breed specific activities (Sporting breeds retrieving, Terriers and squeaky toys) There are different types of toys. - Biting Toys- can help with teething and can be used to teach puppies and dogs that they should not mouth or bite people during play, but a toy instead - Balls- can teach gross motor skills and provide exercise.\n*3*: Puppies can learn the basics of other skills such as the retrieving that can be developed for hunting, obedience competition, or other advanced skills - Chew Toys- are good for teething and are important during developmental changes in dentition, they strengthen the face and neck muscles - Noise Toys- teach dogs to not be afraid in the presence of unusual sounds, they teach cause/effect\u2014squeeze it to make the sound, and they can be used for practice at locating sounds - Soft Toys- a familiar soft toy provides comfort and familiarity.\n*4*: Many dogs will take their favorite stuffed animal to their bed.\n*5*: Taking a favorite toy along on a trip will make the dog feel more at home. - Hard toys with food inside- can keep a dog busy and thus, reduce separation issues.\n*6*: At our house, stuffed animals are the preferred toy for (supervised) Puppy Play time.\n*7*: Does your dog have a favorite toy?", "scrambled": "*1*: Does your dog have a favorite toy?\n*2*: At our house, stuffed animals are the preferred toy for (supervised) Puppy Play time.\n*3*: Puppies can learn the basics of other skills such as the retrieving that can be developed for hunting, obedience competition, or other advanced skills - Chew Toys- are good for teething and are important during developmental changes in dentition, they strengthen the face and neck muscles - Noise Toys- teach dogs to not be afraid in the presence of unusual sounds, they teach cause/effect\u2014squeeze it to make the sound, and they can be used for practice at locating sounds - Soft Toys- a familiar soft toy provides comfort and familiarity.\n*4*: Many dogs will take their favorite stuffed animal to their bed.\n*5*: Depending on the activity, dog toys can be used for: - Mental stimulation- when games are played that involve problem solving - To teach Instructional Commands (such as \u201cGive\u201d or \u201cFind it!\u201d) - Build a foundation for other training later in life (retrieving, obedience, etc.) - Activities to reduce separation issues when the owner is gone - Rewards during training- used contingently, dog toys can be one of the most effective positive reinforcers for training - Breed specific activities (Sporting breeds retrieving, Terriers and squeaky toys) There are different types of toys. - Biting Toys- can help with teething and can be used to teach puppies and dogs that they should not mouth or bite people during play, but a toy instead - Balls- can teach gross motor skills and provide exercise.\n*6*: Taking a favorite toy along on a trip will make the dog feel more at home. - Hard toys with food inside- can keep a dog busy and thus, reduce separation issues.\n*7*: When you see your puppy or adult dog playing with a toy, he\u2019s not just playing."}
| 2 |
unscramble_166580
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Demographic, Socioeconomic, and Cultural Information: - CIA World Factbook: Chile - U.S. Department of State: Chile Translated Materials and Guidance: Toolkits, Online Training, and Guides:
*2*: Chile Update: Aftershocks continued to rumble through central Chile on March 5, nearly a week after a devastating 8.8 magnitude earthquake shook the central coast of Chile in the early morning hours of February 27, 2010.
*3*: Chilean officials have announced that they will accept aid in the form of temporary field hospitals, bridges, water purification systems and other resources to rebuild critical infrastructure that has been disrupted by the quake.
*4*: Below is a concise list of resources to obtain information on the Chile earthquake and inform international disaster relief efforts.
*5*: Doctors Without Borders , UNICEF, and Project HOPE have begun to coordinate response efforts and collect relief funds.
*6*: Chilean officials report that the confirmed death toll exceeds 400 and that millions more have been displaced.
*7*: A tsunami caused by the initial earthquake and over 100 aftershock tremors have complicated emergency response efforts as well as attempts to fully assess recovery needs.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Chile Update: Aftershocks continued to rumble through central Chile on March 5, nearly a week after a devastating 8.8 magnitude earthquake shook the central coast of Chile in the early morning hours of February 27, 2010.\n*2*: Chilean officials report that the confirmed death toll exceeds 400 and that millions more have been displaced.\n*3*: A tsunami caused by the initial earthquake and over 100 aftershock tremors have complicated emergency response efforts as well as attempts to fully assess recovery needs.\n*4*: Chilean officials have announced that they will accept aid in the form of temporary field hospitals, bridges, water purification systems and other resources to rebuild critical infrastructure that has been disrupted by the quake.\n*5*: Doctors Without Borders , UNICEF, and Project HOPE have begun to coordinate response efforts and collect relief funds.\n*6*: Below is a concise list of resources to obtain information on the Chile earthquake and inform international disaster relief efforts.\n*7*: Demographic, Socioeconomic, and Cultural Information: - CIA World Factbook: Chile - U.S. Department of State: Chile Translated Materials and Guidance: Toolkits, Online Training, and Guides:", "scrambled": "*1*: Demographic, Socioeconomic, and Cultural Information: - CIA World Factbook: Chile - U.S. Department of State: Chile Translated Materials and Guidance: Toolkits, Online Training, and Guides:\n*2*: Chile Update: Aftershocks continued to rumble through central Chile on March 5, nearly a week after a devastating 8.8 magnitude earthquake shook the central coast of Chile in the early morning hours of February 27, 2010.\n*3*: Chilean officials have announced that they will accept aid in the form of temporary field hospitals, bridges, water purification systems and other resources to rebuild critical infrastructure that has been disrupted by the quake.\n*4*: Below is a concise list of resources to obtain information on the Chile earthquake and inform international disaster relief efforts.\n*5*: Doctors Without Borders , UNICEF, and Project HOPE have begun to coordinate response efforts and collect relief funds.\n*6*: Chilean officials report that the confirmed death toll exceeds 400 and that millions more have been displaced.\n*7*: A tsunami caused by the initial earthquake and over 100 aftershock tremors have complicated emergency response efforts as well as attempts to fully assess recovery needs."}
| 2 |
unscramble_61424
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In this paper the principle of sensory reflex action is applied to the explanation of color contrast by the method of Ragona Scina.
*2*: Consideration is also given to binocular contrast.
*3*: Abney’s experiment in which he found the contrast color induced on a white surface by green to be orange instead of the complementary purple is also explained.
*4*: Opt.
*5*: Am. 9, 375-388 (1924)
*6*: The theories of contrast of Helmholtz, Edridge-Green, McDougall, Mrs. Ladd-Franklin, Hering and Sherrington are briefly discussed.
*7*: Soc.
*8*: FRANK ALLEN, "THE REFLEX ORIGIN OF COLOR CONTRAST," J.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: In this paper the principle of sensory reflex action is applied to the explanation of color contrast by the method of Ragona Scina.\n*2*: Abney\u2019s experiment in which he found the contrast color induced on a white surface by green to be orange instead of the complementary purple is also explained.\n*3*: Consideration is also given to binocular contrast.\n*4*: The theories of contrast of Helmholtz, Edridge-Green, McDougall, Mrs. Ladd-Franklin, Hering and Sherrington are briefly discussed.\n*5*: FRANK ALLEN, \"THE REFLEX ORIGIN OF COLOR CONTRAST,\" J.\n*6*: Opt.\n*7*: Soc.\n*8*: Am. 9, 375-388 (1924)", "scrambled": "*1*: In this paper the principle of sensory reflex action is applied to the explanation of color contrast by the method of Ragona Scina.\n*2*: Consideration is also given to binocular contrast.\n*3*: Abney\u2019s experiment in which he found the contrast color induced on a white surface by green to be orange instead of the complementary purple is also explained.\n*4*: Opt.\n*5*: Am. 9, 375-388 (1924)\n*6*: The theories of contrast of Helmholtz, Edridge-Green, McDougall, Mrs. Ladd-Franklin, Hering and Sherrington are briefly discussed.\n*7*: Soc.\n*8*: FRANK ALLEN, \"THE REFLEX ORIGIN OF COLOR CONTRAST,\" J."}
| 2 |
unscramble_47349
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Random House Unabridged Dictionary, Copyright © 1997, by Random House, Inc., on Infoplease.
*2*: Fine Arts.representing stories or events pictorially or sculpturally: narrative painting.
*3*: Cf. anecdotal (def. 2).
*4*: Pronunciation: (nar'u-tiv), [key] 1. a story or account of events, experiences, or the like, whether true or fictitious. 2. a book, literary work, etc., containing such a story. 3. the art, technique, or process of narrating: Somerset Maugham was a master of narrative. 1. consisting of or being a narrative: a narrative poem. 2. of or pertaining to narration: narrative skill. 3.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Pronunciation: (nar'u-tiv), [key] 1. a story or account of events, experiences, or the like, whether true or fictitious. 2. a book, literary work, etc., containing such a story. 3. the art, technique, or process of narrating: Somerset Maugham was a master of narrative. 1. consisting of or being a narrative: a narrative poem. 2. of or pertaining to narration: narrative skill. 3.\n*2*: Fine Arts.representing stories or events pictorially or sculpturally: narrative painting.\n*3*: Cf. anecdotal (def. 2).\n*4*: Random House Unabridged Dictionary, Copyright \u00a9 1997, by Random House, Inc., on Infoplease.", "scrambled": "*1*: Random House Unabridged Dictionary, Copyright \u00a9 1997, by Random House, Inc., on Infoplease.\n*2*: Fine Arts.representing stories or events pictorially or sculpturally: narrative painting.\n*3*: Cf. anecdotal (def. 2).\n*4*: Pronunciation: (nar'u-tiv), [key] 1. a story or account of events, experiences, or the like, whether true or fictitious. 2. a book, literary work, etc., containing such a story. 3. the art, technique, or process of narrating: Somerset Maugham was a master of narrative. 1. consisting of or being a narrative: a narrative poem. 2. of or pertaining to narration: narrative skill. 3."}
| 2 |
unscramble_139134
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Lenin, the leader of the Bolshevik Party, navigated his way through the choppy waters of 1917 with a set of ideas that originated from a variety of sources.
*2*: One such source can be called Old Bolshevism, that is, Bolshevism as it appeared in the years between the revolution of 1905 and the outbreak of World War I in 1914.
*3*: In this earlier period, Bolshevism was primarily a Russian solution to Russian problems.
*4*: Lenin was the foremost spokesman for the Left Zimmerwald ...
*5*: Date: May 06, 2010 | DOI: 10.4135/9781412958660 | Print ISBN: 9781412958653 | Online ISBN: 9781412958660| Publisher:SAGE Publications, Inc.About this encyclopedia Lenin and the Russian Revolution Lars T.
*6*: A second source was the Left Zimmerwald movement, a current within European socialism that arose in 1915 as a radical response to the challenge of the war and the perceived betrayal of the majority socialists, who supported the war effort of their respective governments.
*7*: Lih The fall of the tsar in March 1917 made possible a wide-ranging struggle within Russian society that resulted eight months later in the Bolshevik Revolution.
*8*: Pub. date: 2010 | Online Pub.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Pub. date: 2010 | Online Pub.\n*2*: Date: May 06, 2010 | DOI: 10.4135/9781412958660 | Print ISBN: 9781412958653 | Online ISBN: 9781412958660| Publisher:SAGE Publications, Inc.About this encyclopedia Lenin and the Russian Revolution Lars T.\n*3*: Lih The fall of the tsar in March 1917 made possible a wide-ranging struggle within Russian society that resulted eight months later in the Bolshevik Revolution.\n*4*: Lenin, the leader of the Bolshevik Party, navigated his way through the choppy waters of 1917 with a set of ideas that originated from a variety of sources.\n*5*: One such source can be called Old Bolshevism, that is, Bolshevism as it appeared in the years between the revolution of 1905 and the outbreak of World War I in 1914.\n*6*: In this earlier period, Bolshevism was primarily a Russian solution to Russian problems.\n*7*: A second source was the Left Zimmerwald movement, a current within European socialism that arose in 1915 as a radical response to the challenge of the war and the perceived betrayal of the majority socialists, who supported the war effort of their respective governments.\n*8*: Lenin was the foremost spokesman for the Left Zimmerwald ...", "scrambled": "*1*: Lenin, the leader of the Bolshevik Party, navigated his way through the choppy waters of 1917 with a set of ideas that originated from a variety of sources.\n*2*: One such source can be called Old Bolshevism, that is, Bolshevism as it appeared in the years between the revolution of 1905 and the outbreak of World War I in 1914.\n*3*: In this earlier period, Bolshevism was primarily a Russian solution to Russian problems.\n*4*: Lenin was the foremost spokesman for the Left Zimmerwald ...\n*5*: Date: May 06, 2010 | DOI: 10.4135/9781412958660 | Print ISBN: 9781412958653 | Online ISBN: 9781412958660| Publisher:SAGE Publications, Inc.About this encyclopedia Lenin and the Russian Revolution Lars T.\n*6*: A second source was the Left Zimmerwald movement, a current within European socialism that arose in 1915 as a radical response to the challenge of the war and the perceived betrayal of the majority socialists, who supported the war effort of their respective governments.\n*7*: Lih The fall of the tsar in March 1917 made possible a wide-ranging struggle within Russian society that resulted eight months later in the Bolshevik Revolution.\n*8*: Pub. date: 2010 | Online Pub."}
| 2 |
unscramble_184253
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Advocacy of HIV/AIDS scenario by and in various forms of media has become a vital part of implanting knowledge, understanding and acting as an institution of oversight, restraint and collaborative efforts.
*2*: HIV/AIDS has become a common subject for the mainstream media since it possesses a tremendous impact on public opinion.
*3*: The media being radio, television and newspapers all wrap stories both pessimistic and affirmative on the issues of HIV as well as promoting prevention programmes and strategies on HIV AIDS.
*4*: It has spread further faster and with more catastrophic long term effects than any other diseases.
*5*: HIV/AIDS is the worst epidemic humanity has ever faced.
*6*: In the course of advertising, the department has expanded an enduring affiliation with the media and they have a radio program with a call in slot at Yarona FM and RB2 and offer interviews on various health issues.
*7*: This is a common concept when you are working to combat a disastrous and growing emergency like HIV/AIDS and to use every tool that is available at your disposal.
*8*: With all that need be said, the media association offers the DHAPC satisfactory media coverage and in strengthening the relationship, there is an annual media workshop held to sensitize media practitioners on developments and experiences in the prevention of HIV AIDS.
*9*: The media fraternity looks into HIV AIDS for sensationalism and quite a broad area on the epidemic.
*10*: Department of HIV/AIDS prevention and care possesses a health relationship with the media.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: HIV/AIDS has become a common subject for the mainstream media since it possesses a tremendous impact on public opinion.\n*2*: The media fraternity looks into HIV AIDS for sensationalism and quite a broad area on the epidemic.\n*3*: This is a common concept when you are working to combat a disastrous and growing emergency like HIV/AIDS and to use every tool that is available at your disposal.\n*4*: HIV/AIDS is the worst epidemic humanity has ever faced.\n*5*: It has spread further faster and with more catastrophic long term effects than any other diseases.\n*6*: Department of HIV/AIDS prevention and care possesses a health relationship with the media.\n*7*: The media being radio, television and newspapers all wrap stories both pessimistic and affirmative on the issues of HIV as well as promoting prevention programmes and strategies on HIV AIDS.\n*8*: In the course of advertising, the department has expanded an enduring affiliation with the media and they have a radio program with a call in slot at Yarona FM and RB2 and offer interviews on various health issues.\n*9*: Advocacy of HIV/AIDS scenario by and in various forms of media has become a vital part of implanting knowledge, understanding and acting as an institution of oversight, restraint and collaborative efforts.\n*10*: With all that need be said, the media association offers the DHAPC satisfactory media coverage and in strengthening the relationship, there is an annual media workshop held to sensitize media practitioners on developments and experiences in the prevention of HIV AIDS.", "scrambled": "*1*: Advocacy of HIV/AIDS scenario by and in various forms of media has become a vital part of implanting knowledge, understanding and acting as an institution of oversight, restraint and collaborative efforts.\n*2*: HIV/AIDS has become a common subject for the mainstream media since it possesses a tremendous impact on public opinion.\n*3*: The media being radio, television and newspapers all wrap stories both pessimistic and affirmative on the issues of HIV as well as promoting prevention programmes and strategies on HIV AIDS.\n*4*: It has spread further faster and with more catastrophic long term effects than any other diseases.\n*5*: HIV/AIDS is the worst epidemic humanity has ever faced.\n*6*: In the course of advertising, the department has expanded an enduring affiliation with the media and they have a radio program with a call in slot at Yarona FM and RB2 and offer interviews on various health issues.\n*7*: This is a common concept when you are working to combat a disastrous and growing emergency like HIV/AIDS and to use every tool that is available at your disposal.\n*8*: With all that need be said, the media association offers the DHAPC satisfactory media coverage and in strengthening the relationship, there is an annual media workshop held to sensitize media practitioners on developments and experiences in the prevention of HIV AIDS.\n*9*: The media fraternity looks into HIV AIDS for sensationalism and quite a broad area on the epidemic.\n*10*: Department of HIV/AIDS prevention and care possesses a health relationship with the media."}
| 2 |
unscramble_83441
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Table 6 presents descriptive statistics for the number of error free clauses written in 100 words.
*2*: Table 7.
*3*: This shows that the participants spent about 30 minutes for reading and 30 minutes for writing.
*4*: Descriptive Statistics for the Error Free Clause Ratio Data |Group||M (SD)||M (SD)| A one-way ANOVA showed no statistically significant differences among the groups, F(2,101) = 1.58, p = .21 on the number of error free clauses per 100 words on the pretest.
*5*: All groups improved to the same degree.
*6*: A tests (pretest/posttest) by groups (three levels) repeated-measures ANOVA showed that there was a statistically significant difference within the participants (p = .00), but no statistically significant difference among the groups (p = .05) (Table 7).
*7*: 3.3 Error Free Clause Test In response to the question asked as the writing test, the average time spent for reading the prompt was about 30 minutes, and as mentioned earlier, analysis of variance revealed no significant difference among the three groups.
*8*: Table 6.
*9*: A Repeated-Measures Two-Way Analysis of Variance on the EFC per 100 words Ratio Data
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 3.3 Error Free Clause Test In response to the question asked as the writing test, the average time spent for reading the prompt was about 30 minutes, and as mentioned earlier, analysis of variance revealed no significant difference among the three groups.\n*2*: This shows that the participants spent about 30 minutes for reading and 30 minutes for writing.\n*3*: Table 6 presents descriptive statistics for the number of error free clauses written in 100 words.\n*4*: Table 6.\n*5*: Descriptive Statistics for the Error Free Clause Ratio Data |Group||M (SD)||M (SD)| A one-way ANOVA showed no statistically significant differences among the groups, F(2,101) = 1.58, p = .21 on the number of error free clauses per 100 words on the pretest.\n*6*: A tests (pretest/posttest) by groups (three levels) repeated-measures ANOVA showed that there was a statistically significant difference within the participants (p = .00), but no statistically significant difference among the groups (p = .05) (Table 7).\n*7*: All groups improved to the same degree.\n*8*: Table 7.\n*9*: A Repeated-Measures Two-Way Analysis of Variance on the EFC per 100 words Ratio Data", "scrambled": "*1*: Table 6 presents descriptive statistics for the number of error free clauses written in 100 words.\n*2*: Table 7.\n*3*: This shows that the participants spent about 30 minutes for reading and 30 minutes for writing.\n*4*: Descriptive Statistics for the Error Free Clause Ratio Data |Group||M (SD)||M (SD)| A one-way ANOVA showed no statistically significant differences among the groups, F(2,101) = 1.58, p = .21 on the number of error free clauses per 100 words on the pretest.\n*5*: All groups improved to the same degree.\n*6*: A tests (pretest/posttest) by groups (three levels) repeated-measures ANOVA showed that there was a statistically significant difference within the participants (p = .00), but no statistically significant difference among the groups (p = .05) (Table 7).\n*7*: 3.3 Error Free Clause Test In response to the question asked as the writing test, the average time spent for reading the prompt was about 30 minutes, and as mentioned earlier, analysis of variance revealed no significant difference among the three groups.\n*8*: Table 6.\n*9*: A Repeated-Measures Two-Way Analysis of Variance on the EFC per 100 words Ratio Data"}
| 2 |
unscramble_22313
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: They were wood biomass ± 9.196,4 understory ± 556,77 and necro-mass ± 271,46. so the total assessment of biomass was ± 10.024,63 Mg haˉ¹ with width 195,5 ha, carbon (C) amount was ± 4.611.32 Mg haˉ¹, and carbon dioxyde (CO2) 17.338,56 Mg haˉ¹ or 17.338,56 Ton.
*2*: There needed socialization to the society around “Gunung Baung” Natural Tourism Park area about the importance of forest as carbon savings and forest as toxic absorption element like carbon dioxyde (CO2), methane (CH4), and nitrous oxyde (N2O) to decrease quality and contaminate air and environment. |Item Type:||Thesis (Other)| |Subjects:||S Agriculture > SD Forestry| |Divisions:||Faculty of Agriculture & Animal Husbandry > Department of Forestry| |Depositing User:||Rayi Tegar Pamungkas| |Date Deposited:||17 Apr 2012 06:25| |Last Modified:||17 Apr 2012 06:25| Actions (login required)
*3*: From the research done in “Gunung Baung” Natural Tourism Park Pasuruan assessed biomass stock on the land surface.
*4*: Measurement in big plot with 20m x 100m dimension or 2000m2 to measure trees with >30 cm diameter, sub plot with dimension 5m x 40m or 200m² to measure tree with size 5- 30 cm, 6 plot measured 0,5m x 0,5m or 0.25m to measure understory (understory), and necro-mass in box 20m x 100m or 2000m² for necro-mass with size >30 cm, necro-mass 5m x 40m or 200m² for necro-mass with size <5 cm.
*5*: Data collection was done by collecting primary data, or direct data taken from the field which would be calculated in alometric equation.
*6*: Other thesis, University of Muhammadiyah Malang.
*7*: HILMY, YOESRY (2010) PENDUGAAN KARBON TERSIMPAN DI ATAS PERMUKAAN TANAH DI BLOK PERLINDUNGAN TAMAN WISATA ALAM GUNUNG BAUNG PASURUAN - JAWA TIMUR.
*8*: Carbon assessment in “Gunung Baung” Natural Tourism Park Pasuruan conservation blok was ± 4.611,32 Mg haˉ¹ or 4.611,32 ton, vegetation in “Gunung Baung” Natural Tourism Park area had large carbon absorption with value ± 17.338,56 Mg haˉ¹ or 17.338,56 ton with width 138,5 ha area.
*9*: There suggested further research of carbon assessment in limited usage for 20 ha, intensive usage blok 10 ha, and rehabilitation blok with 27 ha width completing data of carbon assessment in “Gunung Baung” Natural Tourism Park.
*10*: Download (87Kb) | Preview The research aimed to assess the potential of carbon placed on land surface, exactly in standing plants, lower plants and necromass in protection blok of “Gunung Baung” Natural Tourism Park Pasuruan.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: HILMY, YOESRY (2010) PENDUGAAN KARBON TERSIMPAN DI ATAS PERMUKAAN TANAH DI BLOK PERLINDUNGAN TAMAN WISATA ALAM GUNUNG BAUNG PASURUAN - JAWA TIMUR.\n*2*: Other thesis, University of Muhammadiyah Malang.\n*3*: Download (87Kb) | Preview The research aimed to assess the potential of carbon placed on land surface, exactly in standing plants, lower plants and necromass in protection blok of \u201cGunung Baung\u201d Natural Tourism Park Pasuruan.\n*4*: Data collection was done by collecting primary data, or direct data taken from the field which would be calculated in alometric equation.\n*5*: Measurement in big plot with 20m x 100m dimension or 2000m2 to measure trees with >30 cm diameter, sub plot with dimension 5m x 40m or 200m\u00b2 to measure tree with size 5- 30 cm, 6 plot measured 0,5m x 0,5m or 0.25m to measure understory (understory), and necro-mass in box 20m x 100m or 2000m\u00b2 for necro-mass with size >30 cm, necro-mass 5m x 40m or 200m\u00b2 for necro-mass with size <5 cm.\n*6*: From the research done in \u201cGunung Baung\u201d Natural Tourism Park Pasuruan assessed biomass stock on the land surface.\n*7*: They were wood biomass \u00b1 9.196,4 understory \u00b1 556,77 and necro-mass \u00b1 271,46. so the total assessment of biomass was \u00b1 10.024,63 Mg ha\u02c9\u00b9 with width 195,5 ha, carbon (C) amount was \u00b1 4.611.32 Mg ha\u02c9\u00b9, and carbon dioxyde (CO2) 17.338,56 Mg ha\u02c9\u00b9 or 17.338,56 Ton.\n*8*: Carbon assessment in \u201cGunung Baung\u201d Natural Tourism Park Pasuruan conservation blok was \u00b1 4.611,32 Mg ha\u02c9\u00b9 or 4.611,32 ton, vegetation in \u201cGunung Baung\u201d Natural Tourism Park area had large carbon absorption with value \u00b1 17.338,56 Mg ha\u02c9\u00b9 or 17.338,56 ton with width 138,5 ha area.\n*9*: There suggested further research of carbon assessment in limited usage for 20 ha, intensive usage blok 10 ha, and rehabilitation blok with 27 ha width completing data of carbon assessment in \u201cGunung Baung\u201d Natural Tourism Park.\n*10*: There needed socialization to the society around \u201cGunung Baung\u201d Natural Tourism Park area about the importance of forest as carbon savings and forest as toxic absorption element like carbon dioxyde (CO2), methane (CH4), and nitrous oxyde (N2O) to decrease quality and contaminate air and environment. |Item Type:||Thesis (Other)| |Subjects:||S Agriculture > SD Forestry| |Divisions:||Faculty of Agriculture & Animal Husbandry > Department of Forestry| |Depositing User:||Rayi Tegar Pamungkas| |Date Deposited:||17 Apr 2012 06:25| |Last Modified:||17 Apr 2012 06:25| Actions (login required)", "scrambled": "*1*: They were wood biomass \u00b1 9.196,4 understory \u00b1 556,77 and necro-mass \u00b1 271,46. so the total assessment of biomass was \u00b1 10.024,63 Mg ha\u02c9\u00b9 with width 195,5 ha, carbon (C) amount was \u00b1 4.611.32 Mg ha\u02c9\u00b9, and carbon dioxyde (CO2) 17.338,56 Mg ha\u02c9\u00b9 or 17.338,56 Ton.\n*2*: There needed socialization to the society around \u201cGunung Baung\u201d Natural Tourism Park area about the importance of forest as carbon savings and forest as toxic absorption element like carbon dioxyde (CO2), methane (CH4), and nitrous oxyde (N2O) to decrease quality and contaminate air and environment. |Item Type:||Thesis (Other)| |Subjects:||S Agriculture > SD Forestry| |Divisions:||Faculty of Agriculture & Animal Husbandry > Department of Forestry| |Depositing User:||Rayi Tegar Pamungkas| |Date Deposited:||17 Apr 2012 06:25| |Last Modified:||17 Apr 2012 06:25| Actions (login required)\n*3*: From the research done in \u201cGunung Baung\u201d Natural Tourism Park Pasuruan assessed biomass stock on the land surface.\n*4*: Measurement in big plot with 20m x 100m dimension or 2000m2 to measure trees with >30 cm diameter, sub plot with dimension 5m x 40m or 200m\u00b2 to measure tree with size 5- 30 cm, 6 plot measured 0,5m x 0,5m or 0.25m to measure understory (understory), and necro-mass in box 20m x 100m or 2000m\u00b2 for necro-mass with size >30 cm, necro-mass 5m x 40m or 200m\u00b2 for necro-mass with size <5 cm.\n*5*: Data collection was done by collecting primary data, or direct data taken from the field which would be calculated in alometric equation.\n*6*: Other thesis, University of Muhammadiyah Malang.\n*7*: HILMY, YOESRY (2010) PENDUGAAN KARBON TERSIMPAN DI ATAS PERMUKAAN TANAH DI BLOK PERLINDUNGAN TAMAN WISATA ALAM GUNUNG BAUNG PASURUAN - JAWA TIMUR.\n*8*: Carbon assessment in \u201cGunung Baung\u201d Natural Tourism Park Pasuruan conservation blok was \u00b1 4.611,32 Mg ha\u02c9\u00b9 or 4.611,32 ton, vegetation in \u201cGunung Baung\u201d Natural Tourism Park area had large carbon absorption with value \u00b1 17.338,56 Mg ha\u02c9\u00b9 or 17.338,56 ton with width 138,5 ha area.\n*9*: There suggested further research of carbon assessment in limited usage for 20 ha, intensive usage blok 10 ha, and rehabilitation blok with 27 ha width completing data of carbon assessment in \u201cGunung Baung\u201d Natural Tourism Park.\n*10*: Download (87Kb) | Preview The research aimed to assess the potential of carbon placed on land surface, exactly in standing plants, lower plants and necromass in protection blok of \u201cGunung Baung\u201d Natural Tourism Park Pasuruan."}
| 2 |
unscramble_246830
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Great knot is under enormous pressure, affected by the loss of mudflats in the Yellow Sea in China, so this satellite tracking will give a detailed insight into how individual birds use the Yellow Sea and Roebuck Bay.
*2*: Migratory shore birds gather in their many thousands on mudflats, sand bars and river banks.
*3*: The Great knots are fitted with handmade transmitters that only weigh 5gm, an innovative product of the company Microwave Telemetry.
*4*: There's a glimmer of hope, with the strong involvement of World Wildlife Fund (WWF) China and Wetlands International in efforts to conserve sufficient of the wetlands for migratory shorebirds use.
*5*: Somehow, they are able to live cooperatively and peacefully in close proximity to birds of their own and many other species.
*6*: Chris Hassell, from the Global Flyway Network, looks at new research into the migratory shorebirds that inhabit Roebuck Bay at this time of the year.The satellite transmitter work uses newly developed, light weight solar-powered backpack harnesses suitable for both the larger birds (such as the Bar-tailed godwit), and now, for a medium sized bird, the Great knot.
*7*: This has many advantages for individual birds.
*8*: Field Ornithologist Ricki Coughlan reveals more of the amazing lives of migratory shore birds.
*9*: Chris Hassell, from the Global Flyway Network, brings the latest news from China on migratory shorebird habitats, under threat from development.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Migratory shore birds gather in their many thousands on mudflats, sand bars and river banks.\n*2*: Somehow, they are able to live cooperatively and peacefully in close proximity to birds of their own and many other species.\n*3*: This has many advantages for individual birds.\n*4*: Field Ornithologist Ricki Coughlan reveals more of the amazing lives of migratory shore birds.\n*5*: Chris Hassell, from the Global Flyway Network, looks at new research into the migratory shorebirds that inhabit Roebuck Bay at this time of the year.The satellite transmitter work uses newly developed, light weight solar-powered backpack harnesses suitable for both the larger birds (such as the Bar-tailed godwit), and now, for a medium sized bird, the Great knot.\n*6*: The Great knots are fitted with handmade transmitters that only weigh 5gm, an innovative product of the company Microwave Telemetry.\n*7*: The Great knot is under enormous pressure, affected by the loss of mudflats in the Yellow Sea in China, so this satellite tracking will give a detailed insight into how individual birds use the Yellow Sea and Roebuck Bay.\n*8*: Chris Hassell, from the Global Flyway Network, brings the latest news from China on migratory shorebird habitats, under threat from development.\n*9*: There's a glimmer of hope, with the strong involvement of World Wildlife Fund (WWF) China and Wetlands International in efforts to conserve sufficient of the wetlands for migratory shorebirds use.", "scrambled": "*1*: The Great knot is under enormous pressure, affected by the loss of mudflats in the Yellow Sea in China, so this satellite tracking will give a detailed insight into how individual birds use the Yellow Sea and Roebuck Bay.\n*2*: Migratory shore birds gather in their many thousands on mudflats, sand bars and river banks.\n*3*: The Great knots are fitted with handmade transmitters that only weigh 5gm, an innovative product of the company Microwave Telemetry.\n*4*: There's a glimmer of hope, with the strong involvement of World Wildlife Fund (WWF) China and Wetlands International in efforts to conserve sufficient of the wetlands for migratory shorebirds use.\n*5*: Somehow, they are able to live cooperatively and peacefully in close proximity to birds of their own and many other species.\n*6*: Chris Hassell, from the Global Flyway Network, looks at new research into the migratory shorebirds that inhabit Roebuck Bay at this time of the year.The satellite transmitter work uses newly developed, light weight solar-powered backpack harnesses suitable for both the larger birds (such as the Bar-tailed godwit), and now, for a medium sized bird, the Great knot.\n*7*: This has many advantages for individual birds.\n*8*: Field Ornithologist Ricki Coughlan reveals more of the amazing lives of migratory shore birds.\n*9*: Chris Hassell, from the Global Flyway Network, brings the latest news from China on migratory shorebird habitats, under threat from development."}
| 2 |
unscramble_120383
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If you want to find out more about your energy options and how you could save up to £453 in minutes, click here.
*2*: Share this story with your friends:-
*3*: A spokeswoman for the Centre for Alternative Technology commented: "To bridge the yawning chasm the government needs to forge new research partnerships with trade unions, employers and regional development agencies to better understand the skills needed in a zero carbon economy. "Resources need to be made available to those already in the workforce and to higher education institutions to finance the up-skilling of the work force." The representative pointed out that an average six-week course to become a domestic green engineer can cost between £5,000 and £8,000, so grants should be made available to more people. "There is no point announcing ten new offshore wind turbines if we haven't got the supply chain working and the people to build the turbines," she added.
*4*: The development of the green energy sector could benefit householders attempting to switch gas tariffs to a more efficient deal.
*5*: However, the industry requires more skilled workers to deliver improved technology and build wind turbines, marine energy equipment and other renewable energy gear.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The development of the green energy sector could benefit householders attempting to switch gas tariffs to a more efficient deal.\n*2*: However, the industry requires more skilled workers to deliver improved technology and build wind turbines, marine energy equipment and other renewable energy gear.\n*3*: A spokeswoman for the Centre for Alternative Technology commented: \"To bridge the yawning chasm the government needs to forge new research partnerships with trade unions, employers and regional development agencies to better understand the skills needed in a zero carbon economy. \"Resources need to be made available to those already in the workforce and to higher education institutions to finance the up-skilling of the work force.\" The representative pointed out that an average six-week course to become a domestic green engineer can cost between \u00a35,000 and \u00a38,000, so grants should be made available to more people. \"There is no point announcing ten new offshore wind turbines if we haven't got the supply chain working and the people to build the turbines,\" she added.\n*4*: If you want to find out more about your energy options and how you could save up to \u00a3453 in minutes, click here.\n*5*: Share this story with your friends:-", "scrambled": "*1*: If you want to find out more about your energy options and how you could save up to \u00a3453 in minutes, click here.\n*2*: Share this story with your friends:-\n*3*: A spokeswoman for the Centre for Alternative Technology commented: \"To bridge the yawning chasm the government needs to forge new research partnerships with trade unions, employers and regional development agencies to better understand the skills needed in a zero carbon economy. \"Resources need to be made available to those already in the workforce and to higher education institutions to finance the up-skilling of the work force.\" The representative pointed out that an average six-week course to become a domestic green engineer can cost between \u00a35,000 and \u00a38,000, so grants should be made available to more people. \"There is no point announcing ten new offshore wind turbines if we haven't got the supply chain working and the people to build the turbines,\" she added.\n*4*: The development of the green energy sector could benefit householders attempting to switch gas tariffs to a more efficient deal.\n*5*: However, the industry requires more skilled workers to deliver improved technology and build wind turbines, marine energy equipment and other renewable energy gear."}
| 2 |
unscramble_252669
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Most Requested State Accountability Resources: - 2016 District Accountability Timeline - 2016 School Accountability Timeline - Online Tutorial: Overview of Colorado's Accountability System (web-based) - 2016 Accountability Handbook - SB-163 Education Accountability Act of 2009 (Updated May 2013)
*2*: Specifically: - Statute and Regulations- provide the statutory requirements and associated State Board Rules upon which Colorado’s system is based. - Policies and Procedures- provide the reference documents and guidance for how the statute and regulations are being implemented in Colorado. - Stakeholder Roles- outlines the roles and responsibilities of stakeholders in the accountability process. - District and School Performance Frameworks- provides more information on how the accountability reports are calculated and the annual results. - Alternative Education Campuses (AECs)- provides information on accountability for our AECs, where 90% of students meet the legislated criteria for “high-risk”. - School Accreditation and Request to Reconsideration process- provides information on how districts submit their schools’ accreditation ratings and how they request a reconsideration by the state of either the district’s accreditation rating or the school’s plan type assignment. - Accountability Work Group - stakeholder group, consisting of regional superintendent representatives, school and district leadership and CASE, CASB, and CEA leaders made recommendations to CDE to enhance the School and District Performance Frameworks for the 2016 release.
*3*: The links to the left provide more detailed information around the different components of Colorado’s State Accountability System.
*4*: The Education Accountability Act of 2009 (SB 09-163) authorizes the Colorado Department of Education to conduct an annual review of the performance of public schools and districts in the state and to make recommendations to the State Board of Education concerning the type of school improvement plan to be implemented in each school and the accreditation category for each district.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The Education Accountability Act of 2009 (SB 09-163) authorizes the Colorado Department of Education to conduct an annual review of the performance of public schools and districts in the state and to make recommendations to the State Board of Education concerning the type of school improvement plan to be implemented in each school and the accreditation category for each district.\n*2*: The links to the left provide more detailed information around the different components of Colorado\u2019s State Accountability System.\n*3*: Specifically: - Statute and Regulations- provide the statutory requirements and associated State Board Rules upon which Colorado\u2019s system is based. - Policies and Procedures- provide the reference documents and guidance for how the statute and regulations are being implemented in Colorado. - Stakeholder Roles- outlines the roles and responsibilities of stakeholders in the accountability process. - District and School Performance Frameworks- provides more information on how the accountability reports are calculated and the annual results. - Alternative Education Campuses (AECs)- provides information on accountability for our AECs, where 90% of students meet the legislated criteria for \u201chigh-risk\u201d. - School Accreditation and Request to Reconsideration process- provides information on how districts submit their schools\u2019 accreditation ratings and how they request a reconsideration by the state of either the district\u2019s accreditation rating or the school\u2019s plan type assignment. - Accountability Work Group - stakeholder group, consisting of regional superintendent representatives, school and district leadership and CASE, CASB, and CEA leaders made recommendations to CDE to enhance the School and District Performance Frameworks for the 2016 release.\n*4*: Most Requested State Accountability Resources: - 2016 District Accountability Timeline - 2016 School Accountability Timeline - Online Tutorial: Overview of Colorado's Accountability System (web-based) - 2016 Accountability Handbook - SB-163 Education Accountability Act of 2009 (Updated May 2013)", "scrambled": "*1*: Most Requested State Accountability Resources: - 2016 District Accountability Timeline - 2016 School Accountability Timeline - Online Tutorial: Overview of Colorado's Accountability System (web-based) - 2016 Accountability Handbook - SB-163 Education Accountability Act of 2009 (Updated May 2013)\n*2*: Specifically: - Statute and Regulations- provide the statutory requirements and associated State Board Rules upon which Colorado\u2019s system is based. - Policies and Procedures- provide the reference documents and guidance for how the statute and regulations are being implemented in Colorado. - Stakeholder Roles- outlines the roles and responsibilities of stakeholders in the accountability process. - District and School Performance Frameworks- provides more information on how the accountability reports are calculated and the annual results. - Alternative Education Campuses (AECs)- provides information on accountability for our AECs, where 90% of students meet the legislated criteria for \u201chigh-risk\u201d. - School Accreditation and Request to Reconsideration process- provides information on how districts submit their schools\u2019 accreditation ratings and how they request a reconsideration by the state of either the district\u2019s accreditation rating or the school\u2019s plan type assignment. - Accountability Work Group - stakeholder group, consisting of regional superintendent representatives, school and district leadership and CASE, CASB, and CEA leaders made recommendations to CDE to enhance the School and District Performance Frameworks for the 2016 release.\n*3*: The links to the left provide more detailed information around the different components of Colorado\u2019s State Accountability System.\n*4*: The Education Accountability Act of 2009 (SB 09-163) authorizes the Colorado Department of Education to conduct an annual review of the performance of public schools and districts in the state and to make recommendations to the State Board of Education concerning the type of school improvement plan to be implemented in each school and the accreditation category for each district."}
| 2 |
unscramble_233910
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: These example sentences are selected automatically from various online news sources to reflect current usage of the word 'warhorse'.
*2*: First Known Use of warhorse WARHORSE Defined for English Language Learners Definition of warhorse for English Language Learners : a person with a lot of experience in a field; especially : a soldier or politician who has served for a long time : something (such as a work of art or musical composition) that has become very familiar because it has been played, shown, or seen many times : a large horse used in war Seen and Heard What made you want to look up warhorse?
*3*: As head of Lilly's early-stage psychiatric drug development in the late '90s, Potter saw that even durable warhorses like Prozac, which had been on the market for years, were being overtaken by dummy pills in more recent tests.
*4*: Please tell us where you read or heard it (including the quote, if possible).
*5*: Send us feedback.
*6*: Views expressed in the examples do not represent the opinion of Merriam-Webster or its editors.
*7*: Definition of warhorse 1 : a horse used in war : charger 2 : a person with long experience in a field; especially : a veteran soldier or public person (such as a politician) 3 : something (such as a work of art or musical composition) that has become overly familiar or hackneyed due to much repetition in the standard repertoire Examples of warhorse in a Sentence the Democratic warhorse in the Senate a general who describes himself as an old warhorse a new production of an old warhorse Recent Examples of warhorse from the Web Those warhorses carry on the pretense of caring about meat.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Definition of warhorse 1 : a horse used in war : charger 2 : a person with long experience in a field; especially : a veteran soldier or public person (such as a politician) 3 : something (such as a work of art or musical composition) that has become overly familiar or hackneyed due to much repetition in the standard repertoire Examples of warhorse in a Sentence the Democratic warhorse in the Senate a general who describes himself as an old warhorse a new production of an old warhorse Recent Examples of warhorse from the Web Those warhorses carry on the pretense of caring about meat.\n*2*: As head of Lilly's early-stage psychiatric drug development in the late '90s, Potter saw that even durable warhorses like Prozac, which had been on the market for years, were being overtaken by dummy pills in more recent tests.\n*3*: These example sentences are selected automatically from various online news sources to reflect current usage of the word 'warhorse'.\n*4*: Views expressed in the examples do not represent the opinion of Merriam-Webster or its editors.\n*5*: Send us feedback.\n*6*: First Known Use of warhorse WARHORSE Defined for English Language Learners Definition of warhorse for English Language Learners : a person with a lot of experience in a field; especially : a soldier or politician who has served for a long time : something (such as a work of art or musical composition) that has become very familiar because it has been played, shown, or seen many times : a large horse used in war Seen and Heard What made you want to look up warhorse?\n*7*: Please tell us where you read or heard it (including the quote, if possible).", "scrambled": "*1*: These example sentences are selected automatically from various online news sources to reflect current usage of the word 'warhorse'.\n*2*: First Known Use of warhorse WARHORSE Defined for English Language Learners Definition of warhorse for English Language Learners : a person with a lot of experience in a field; especially : a soldier or politician who has served for a long time : something (such as a work of art or musical composition) that has become very familiar because it has been played, shown, or seen many times : a large horse used in war Seen and Heard What made you want to look up warhorse?\n*3*: As head of Lilly's early-stage psychiatric drug development in the late '90s, Potter saw that even durable warhorses like Prozac, which had been on the market for years, were being overtaken by dummy pills in more recent tests.\n*4*: Please tell us where you read or heard it (including the quote, if possible).\n*5*: Send us feedback.\n*6*: Views expressed in the examples do not represent the opinion of Merriam-Webster or its editors.\n*7*: Definition of warhorse 1 : a horse used in war : charger 2 : a person with long experience in a field; especially : a veteran soldier or public person (such as a politician) 3 : something (such as a work of art or musical composition) that has become overly familiar or hackneyed due to much repetition in the standard repertoire Examples of warhorse in a Sentence the Democratic warhorse in the Senate a general who describes himself as an old warhorse a new production of an old warhorse Recent Examples of warhorse from the Web Those warhorses carry on the pretense of caring about meat."}
| 2 |
unscramble_210230
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Despite these two aspects of the law, the major aim of it was to give German citizenship to all “ethnic Germans” whom Hitler took under his wing.
*2*: The present nationality status or residence of Germans thus demanding their citizenship will have no bearing on their rights.
*3*: BONN (Dec. 20) Acting on a suggestion by the Central Welfare Agency of the Jews in Germany, the Social Democrats in the Bonn Parliament introduced a clause in the new West German nationality act which entitled refugees who fled Germany to escape Nazi persecution to reinstatement of their German citizenship if they so demand.
*4*: The nationality act was subsequently adopted.
*5*: This stipulation, which would benefit only a handful of people, was aimed at preventing a recurrence of recent cases where the German police sought to expel as “undesirable aliens” Jews who were once residents of Danzig or the Sudetenland and recently came to Germany from Israel or other countries.
*6*: The Central Welfare Agency also suggested that Jews from Danzig and the former German-speaking areas of Czechoslovakia be entitled to apply for German citizenship, provided they reside in Germany and have not been naturalized elsewhere.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: BONN (Dec. 20) Acting on a suggestion by the Central Welfare Agency of the Jews in Germany, the Social Democrats in the Bonn Parliament introduced a clause in the new West German nationality act which entitled refugees who fled Germany to escape Nazi persecution to reinstatement of their German citizenship if they so demand.\n*2*: The nationality act was subsequently adopted.\n*3*: The present nationality status or residence of Germans thus demanding their citizenship will have no bearing on their rights.\n*4*: The Central Welfare Agency also suggested that Jews from Danzig and the former German-speaking areas of Czechoslovakia be entitled to apply for German citizenship, provided they reside in Germany and have not been naturalized elsewhere.\n*5*: This stipulation, which would benefit only a handful of people, was aimed at preventing a recurrence of recent cases where the German police sought to expel as \u201cundesirable aliens\u201d Jews who were once residents of Danzig or the Sudetenland and recently came to Germany from Israel or other countries.\n*6*: Despite these two aspects of the law, the major aim of it was to give German citizenship to all \u201cethnic Germans\u201d whom Hitler took under his wing.", "scrambled": "*1*: Despite these two aspects of the law, the major aim of it was to give German citizenship to all \u201cethnic Germans\u201d whom Hitler took under his wing.\n*2*: The present nationality status or residence of Germans thus demanding their citizenship will have no bearing on their rights.\n*3*: BONN (Dec. 20) Acting on a suggestion by the Central Welfare Agency of the Jews in Germany, the Social Democrats in the Bonn Parliament introduced a clause in the new West German nationality act which entitled refugees who fled Germany to escape Nazi persecution to reinstatement of their German citizenship if they so demand.\n*4*: The nationality act was subsequently adopted.\n*5*: This stipulation, which would benefit only a handful of people, was aimed at preventing a recurrence of recent cases where the German police sought to expel as \u201cundesirable aliens\u201d Jews who were once residents of Danzig or the Sudetenland and recently came to Germany from Israel or other countries.\n*6*: The Central Welfare Agency also suggested that Jews from Danzig and the former German-speaking areas of Czechoslovakia be entitled to apply for German citizenship, provided they reside in Germany and have not been naturalized elsewhere."}
| 2 |
unscramble_207021
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Stephen Twigg, Shadow Education Secretary, Backs Teaching Children About Gambling Labour has lent backing to proposals for children as young as 12 to be taught about gambling.
*2*: Shadow education secretary Stephen Twigg said: "This is something that shouldn't be left to chance. "With the rise of online gambling, there is clearly a need for children and young people to be given good advice. "It is right that, just like drug and alcohol addiction, teenagers and children are given information to prepare them for the adult world. "The Government should listen to concerns from charities and include gambling awareness in the reviewed guidance on PSHE education.
*3*: One proposes a class discussion in which pupils are asked to identify "some of the more positive aspects of gambling" as well as negative points and to understand why people bet.
*4*: This is something that shouldn't be left to chance."
*5*: Detailed lesson plans have apparently been prepared, some of which state as their objective "to enable students to increase their knowledge and understanding about gambling".
*6*: In a submission to a government review of personal, social and health education (PSHE), gambling addiction charity GamCare also said youngsters should play the dice game craps and learn about fruit machines, according to The Times.
*7*: Shadow Education Secretary Stephen Twigg said pupils needed "information to prepare them for the adult world".
*8*: The call came after an industry-funded body suggested secondary schools should teach that studying the form of race horses, dogs and sports teams can improve chances of winning a bet.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Stephen Twigg, Shadow Education Secretary, Backs Teaching Children About Gambling Labour has lent backing to proposals for children as young as 12 to be taught about gambling.\n*2*: Shadow Education Secretary Stephen Twigg said pupils needed \"information to prepare them for the adult world\".\n*3*: The call came after an industry-funded body suggested secondary schools should teach that studying the form of race horses, dogs and sports teams can improve chances of winning a bet.\n*4*: In a submission to a government review of personal, social and health education (PSHE), gambling addiction charity GamCare also said youngsters should play the dice game craps and learn about fruit machines, according to The Times.\n*5*: Detailed lesson plans have apparently been prepared, some of which state as their objective \"to enable students to increase their knowledge and understanding about gambling\".\n*6*: One proposes a class discussion in which pupils are asked to identify \"some of the more positive aspects of gambling\" as well as negative points and to understand why people bet.\n*7*: Shadow education secretary Stephen Twigg said: \"This is something that shouldn't be left to chance. \"With the rise of online gambling, there is clearly a need for children and young people to be given good advice. \"It is right that, just like drug and alcohol addiction, teenagers and children are given information to prepare them for the adult world. \"The Government should listen to concerns from charities and include gambling awareness in the reviewed guidance on PSHE education.\n*8*: This is something that shouldn't be left to chance.\"", "scrambled": "*1*: Stephen Twigg, Shadow Education Secretary, Backs Teaching Children About Gambling Labour has lent backing to proposals for children as young as 12 to be taught about gambling.\n*2*: Shadow education secretary Stephen Twigg said: \"This is something that shouldn't be left to chance. \"With the rise of online gambling, there is clearly a need for children and young people to be given good advice. \"It is right that, just like drug and alcohol addiction, teenagers and children are given information to prepare them for the adult world. \"The Government should listen to concerns from charities and include gambling awareness in the reviewed guidance on PSHE education.\n*3*: One proposes a class discussion in which pupils are asked to identify \"some of the more positive aspects of gambling\" as well as negative points and to understand why people bet.\n*4*: This is something that shouldn't be left to chance.\"\n*5*: Detailed lesson plans have apparently been prepared, some of which state as their objective \"to enable students to increase their knowledge and understanding about gambling\".\n*6*: In a submission to a government review of personal, social and health education (PSHE), gambling addiction charity GamCare also said youngsters should play the dice game craps and learn about fruit machines, according to The Times.\n*7*: Shadow Education Secretary Stephen Twigg said pupils needed \"information to prepare them for the adult world\".\n*8*: The call came after an industry-funded body suggested secondary schools should teach that studying the form of race horses, dogs and sports teams can improve chances of winning a bet."}
| 2 |
unscramble_191267
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In the weeks leading up to the festival, nine teaching artists led 43 teens in 16 workshop sessions covering zine creation, photography, fashion, spoken word, silkscreening and dance. "Before coming to the workshop and discovering Bend-It, I had a two-dimensional idea of what gay was.
*2*: Bend-It received funding to develop a series of arts workshops for queer teens, culminating in a showcase of the participants' work at the three-day Bend-It Festival at Cal Anderson and Volunteer parks on Capitol Hill in June 2009.
*3*: The workshops introduced me to individuals who helped me expand my understanding of queer."
*4*: I saw it as guys who like guys, and then girls who like girls," said a young workshop participant. "Likewise my idea of gender was limited; I only saw two boxes, male and female.
*5*: Bend- It, a queer artist activist collective, helps queer and questioning youth express their identities positively through art and contact with LGBTQA artists.
*6*: Queer youth have higher rates of homelessness, suicide, abuse and depression than heterosexual youth.
*7*: The annual arts festival coincides with the Seattle Pride Parade.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Queer youth have higher rates of homelessness, suicide, abuse and depression than heterosexual youth.\n*2*: Bend- It, a queer artist activist collective, helps queer and questioning youth express their identities positively through art and contact with LGBTQA artists.\n*3*: Bend-It received funding to develop a series of arts workshops for queer teens, culminating in a showcase of the participants' work at the three-day Bend-It Festival at Cal Anderson and Volunteer parks on Capitol Hill in June 2009.\n*4*: The annual arts festival coincides with the Seattle Pride Parade.\n*5*: In the weeks leading up to the festival, nine teaching artists led 43 teens in 16 workshop sessions covering zine creation, photography, fashion, spoken word, silkscreening and dance. \"Before coming to the workshop and discovering Bend-It, I had a two-dimensional idea of what gay was.\n*6*: I saw it as guys who like guys, and then girls who like girls,\" said a young workshop participant. \"Likewise my idea of gender was limited; I only saw two boxes, male and female.\n*7*: The workshops introduced me to individuals who helped me expand my understanding of queer.\"", "scrambled": "*1*: In the weeks leading up to the festival, nine teaching artists led 43 teens in 16 workshop sessions covering zine creation, photography, fashion, spoken word, silkscreening and dance. \"Before coming to the workshop and discovering Bend-It, I had a two-dimensional idea of what gay was.\n*2*: Bend-It received funding to develop a series of arts workshops for queer teens, culminating in a showcase of the participants' work at the three-day Bend-It Festival at Cal Anderson and Volunteer parks on Capitol Hill in June 2009.\n*3*: The workshops introduced me to individuals who helped me expand my understanding of queer.\"\n*4*: I saw it as guys who like guys, and then girls who like girls,\" said a young workshop participant. \"Likewise my idea of gender was limited; I only saw two boxes, male and female.\n*5*: Bend- It, a queer artist activist collective, helps queer and questioning youth express their identities positively through art and contact with LGBTQA artists.\n*6*: Queer youth have higher rates of homelessness, suicide, abuse and depression than heterosexual youth.\n*7*: The annual arts festival coincides with the Seattle Pride Parade."}
| 2 |
unscramble_206190
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Humphrey Segregationist Southerners threatened to walk out, a move that could have paralyzed the entire fragile Democratic coalition and handed the White House to the Republicans.
*2*: — Hubert H.
*3*: The Democrats’ first presidential defeat in 16 years might have been laid at the feet of this ambitious 37-year-old.
*4*: Instead, the man who had earned the nickname the Happy Warrior gave one of the greatest speeches in American political history. “To those who say this civil rights program is an infringement on states’ rights,” he thundered from the convention podium, “I say this: The time has arrived in America for the Democratic Party to get out of the shadow of states’ rights and to walk forthrightly into the bright sunshine of human rights.” The motion carried.
*5*: Hubert Humphrey catalyzed that change.”
*6*: When Harry S.
*7*: The Southerners walked out and ran Strom Thurmond for president.
*8*: Humphrey could have been excused for quietly backing down.
*9*: Truman won nonetheless, Democrats were on their way to becoming the party of civil rights.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: \u2014 Hubert H.\n*2*: Humphrey Segregationist Southerners threatened to walk out, a move that could have paralyzed the entire fragile Democratic coalition and handed the White House to the Republicans.\n*3*: The Democrats\u2019 first presidential defeat in 16 years might have been laid at the feet of this ambitious 37-year-old.\n*4*: Humphrey could have been excused for quietly backing down.\n*5*: Instead, the man who had earned the nickname the Happy Warrior gave one of the greatest speeches in American political history. \u201cTo those who say this civil rights program is an infringement on states\u2019 rights,\u201d he thundered from the convention podium, \u201cI say this: The time has arrived in America for the Democratic Party to get out of the shadow of states\u2019 rights and to walk forthrightly into the bright sunshine of human rights.\u201d The motion carried.\n*6*: The Southerners walked out and ran Strom Thurmond for president.\n*7*: When Harry S.\n*8*: Truman won nonetheless, Democrats were on their way to becoming the party of civil rights.\n*9*: Hubert Humphrey catalyzed that change.\u201d", "scrambled": "*1*: Humphrey Segregationist Southerners threatened to walk out, a move that could have paralyzed the entire fragile Democratic coalition and handed the White House to the Republicans.\n*2*: \u2014 Hubert H.\n*3*: The Democrats\u2019 first presidential defeat in 16 years might have been laid at the feet of this ambitious 37-year-old.\n*4*: Instead, the man who had earned the nickname the Happy Warrior gave one of the greatest speeches in American political history. \u201cTo those who say this civil rights program is an infringement on states\u2019 rights,\u201d he thundered from the convention podium, \u201cI say this: The time has arrived in America for the Democratic Party to get out of the shadow of states\u2019 rights and to walk forthrightly into the bright sunshine of human rights.\u201d The motion carried.\n*5*: Hubert Humphrey catalyzed that change.\u201d\n*6*: When Harry S.\n*7*: The Southerners walked out and ran Strom Thurmond for president.\n*8*: Humphrey could have been excused for quietly backing down.\n*9*: Truman won nonetheless, Democrats were on their way to becoming the party of civil rights."}
| 2 |
unscramble_117218
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A combination of both heavy computer use and heavy mobile use makes the association even stronger.
*2*: The studies reveal, for example, that heavy mobile use is linked to an increase in sleeping problems in men and an increase in depressive symptoms in both men and women. “Those who find the constant accessibility via mobile phones to be stressful are most likely to report mental symptoms,” says Thomee.
*3*: Frequently using a computer without breaks also increases the risk of stress, sleeping problems and depressive symptoms in women, whereas men who use computers intensively are more likely to develop sleeping problems. “Regularly using a computer late at night is associated not only with sleep disorders but also with stress and depressive symptoms in both men and women,” says Thomee.
*4*: Doctoral student Sara Thomee and her research colleagues have conducted four different studies looking at how the use of computers and mobile phones affects the mental health of young adults.
*5*: Heavy use of mobile, PC affects sleep, mental healthJune 12th, 2012 - 4:54 pm ICT by IANS Stockholm, June 12 (IANS) Youths who heavily use mobile phones and computers run a greater risk of sleep disturbances, stress and affecting their mental health. “Public health advice should, therefore, include information on the healthy use of this technology,” says researcher Sara Thomee from the Sahlgrenska Academy at the University of Gothenburg in Sweden.
*6*: These studies, which included questionnaires for 4,100 people aged 20-24 and interviews with 32 young heavy ICT (information and communication technologies) users, reveal that intensive use of mobile phones and computers can be linked to stress, sleep disorders and depressive symptoms, according to a Gothenburg statement. “We looked at the effects both quantitatively and qualitatively and followed up the volunteers a year on,” says Thomee, who will present the results in her upcoming thesis. “The conclusion is that intensive use of ICT can have an impact on mental health among young adults,” says Thomee.
*7*: One conclusion is that public health advice to young people should include information on how to use ICT in a healthy way. “This means taking breaks, taking time to recover after intensive use, and putting limits on your availability,” Thomee says. - Teens' sleeping patterns a clue to mental health risk - Oct 23, 2010 - Anti-depressants help but may rob you of sleep - Apr 21, 2011 - Sex casts its spell on sleeping people too - Jun 07, 2010 - Sexsomnia common among sleep center patients - Jun 07, 2010 - Insomnia on the rise among IT engineers: Study - Nov 27, 2010 - Juggling work, kids - women more prone to depression - Sep 05, 2011 - Old people more outgoing, sexually active - Nov 01, 2011 - Is India finally waking up to mental illness? - Feb 02, 2012 - Anxiety, depression accounts for risky driving - May 18, 2011 - Peer pressure drives 'sexting' among young - Oct 02, 2011 - Male depression 'set to increase' - Mar 02, 2011 - Eating fish oil while pregnant may cut risk of postpartum depression - Apr 13, 2011 - Study: Stress worsens the PMS symptoms - Aug 25, 2010 - Study to examine mobile phone cancer risk - Apr 23, 2010 - Men too 'suffer psychological trauma from partner abuse' - Apr 08, 2011 Tags: associat, communication technologies, computer use, depressive symptoms, doctoral student, health public health, men and women, mental health, mobile pc, mobile phones, public health advice, questionnaires, research colleagues, researcher, sleep disorders, sleep disturbances, sleeping problems, stockholm, university of gothenburg, young adults
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Heavy use of mobile, PC affects sleep, mental healthJune 12th, 2012 - 4:54 pm ICT by IANS Stockholm, June 12 (IANS) Youths who heavily use mobile phones and computers run a greater risk of sleep disturbances, stress and affecting their mental health. \u201cPublic health advice should, therefore, include information on the healthy use of this technology,\u201d says researcher Sara Thomee from the Sahlgrenska Academy at the University of Gothenburg in Sweden.\n*2*: Doctoral student Sara Thomee and her research colleagues have conducted four different studies looking at how the use of computers and mobile phones affects the mental health of young adults.\n*3*: These studies, which included questionnaires for 4,100 people aged 20-24 and interviews with 32 young heavy ICT (information and communication technologies) users, reveal that intensive use of mobile phones and computers can be linked to stress, sleep disorders and depressive symptoms, according to a Gothenburg statement. \u201cWe looked at the effects both quantitatively and qualitatively and followed up the volunteers a year on,\u201d says Thomee, who will present the results in her upcoming thesis. \u201cThe conclusion is that intensive use of ICT can have an impact on mental health among young adults,\u201d says Thomee.\n*4*: The studies reveal, for example, that heavy mobile use is linked to an increase in sleeping problems in men and an increase in depressive symptoms in both men and women. \u201cThose who find the constant accessibility via mobile phones to be stressful are most likely to report mental symptoms,\u201d says Thomee.\n*5*: Frequently using a computer without breaks also increases the risk of stress, sleeping problems and depressive symptoms in women, whereas men who use computers intensively are more likely to develop sleeping problems. \u201cRegularly using a computer late at night is associated not only with sleep disorders but also with stress and depressive symptoms in both men and women,\u201d says Thomee.\n*6*: A combination of both heavy computer use and heavy mobile use makes the association even stronger.\n*7*: One conclusion is that public health advice to young people should include information on how to use ICT in a healthy way. \u201cThis means taking breaks, taking time to recover after intensive use, and putting limits on your availability,\u201d Thomee says. - Teens' sleeping patterns a clue to mental health risk - Oct 23, 2010 - Anti-depressants help but may rob you of sleep - Apr 21, 2011 - Sex casts its spell on sleeping people too - Jun 07, 2010 - Sexsomnia common among sleep center patients - Jun 07, 2010 - Insomnia on the rise among IT engineers: Study - Nov 27, 2010 - Juggling work, kids - women more prone to depression - Sep 05, 2011 - Old people more outgoing, sexually active - Nov 01, 2011 - Is India finally waking up to mental illness? - Feb 02, 2012 - Anxiety, depression accounts for risky driving - May 18, 2011 - Peer pressure drives 'sexting' among young - Oct 02, 2011 - Male depression 'set to increase' - Mar 02, 2011 - Eating fish oil while pregnant may cut risk of postpartum depression - Apr 13, 2011 - Study: Stress worsens the PMS symptoms - Aug 25, 2010 - Study to examine mobile phone cancer risk - Apr 23, 2010 - Men too 'suffer psychological trauma from partner abuse' - Apr 08, 2011 Tags: associat, communication technologies, computer use, depressive symptoms, doctoral student, health public health, men and women, mental health, mobile pc, mobile phones, public health advice, questionnaires, research colleagues, researcher, sleep disorders, sleep disturbances, sleeping problems, stockholm, university of gothenburg, young adults", "scrambled": "*1*: A combination of both heavy computer use and heavy mobile use makes the association even stronger.\n*2*: The studies reveal, for example, that heavy mobile use is linked to an increase in sleeping problems in men and an increase in depressive symptoms in both men and women. \u201cThose who find the constant accessibility via mobile phones to be stressful are most likely to report mental symptoms,\u201d says Thomee.\n*3*: Frequently using a computer without breaks also increases the risk of stress, sleeping problems and depressive symptoms in women, whereas men who use computers intensively are more likely to develop sleeping problems. \u201cRegularly using a computer late at night is associated not only with sleep disorders but also with stress and depressive symptoms in both men and women,\u201d says Thomee.\n*4*: Doctoral student Sara Thomee and her research colleagues have conducted four different studies looking at how the use of computers and mobile phones affects the mental health of young adults.\n*5*: Heavy use of mobile, PC affects sleep, mental healthJune 12th, 2012 - 4:54 pm ICT by IANS Stockholm, June 12 (IANS) Youths who heavily use mobile phones and computers run a greater risk of sleep disturbances, stress and affecting their mental health. \u201cPublic health advice should, therefore, include information on the healthy use of this technology,\u201d says researcher Sara Thomee from the Sahlgrenska Academy at the University of Gothenburg in Sweden.\n*6*: These studies, which included questionnaires for 4,100 people aged 20-24 and interviews with 32 young heavy ICT (information and communication technologies) users, reveal that intensive use of mobile phones and computers can be linked to stress, sleep disorders and depressive symptoms, according to a Gothenburg statement. \u201cWe looked at the effects both quantitatively and qualitatively and followed up the volunteers a year on,\u201d says Thomee, who will present the results in her upcoming thesis. \u201cThe conclusion is that intensive use of ICT can have an impact on mental health among young adults,\u201d says Thomee.\n*7*: One conclusion is that public health advice to young people should include information on how to use ICT in a healthy way. \u201cThis means taking breaks, taking time to recover after intensive use, and putting limits on your availability,\u201d Thomee says. - Teens' sleeping patterns a clue to mental health risk - Oct 23, 2010 - Anti-depressants help but may rob you of sleep - Apr 21, 2011 - Sex casts its spell on sleeping people too - Jun 07, 2010 - Sexsomnia common among sleep center patients - Jun 07, 2010 - Insomnia on the rise among IT engineers: Study - Nov 27, 2010 - Juggling work, kids - women more prone to depression - Sep 05, 2011 - Old people more outgoing, sexually active - Nov 01, 2011 - Is India finally waking up to mental illness? - Feb 02, 2012 - Anxiety, depression accounts for risky driving - May 18, 2011 - Peer pressure drives 'sexting' among young - Oct 02, 2011 - Male depression 'set to increase' - Mar 02, 2011 - Eating fish oil while pregnant may cut risk of postpartum depression - Apr 13, 2011 - Study: Stress worsens the PMS symptoms - Aug 25, 2010 - Study to examine mobile phone cancer risk - Apr 23, 2010 - Men too 'suffer psychological trauma from partner abuse' - Apr 08, 2011 Tags: associat, communication technologies, computer use, depressive symptoms, doctoral student, health public health, men and women, mental health, mobile pc, mobile phones, public health advice, questionnaires, research colleagues, researcher, sleep disorders, sleep disturbances, sleeping problems, stockholm, university of gothenburg, young adults"}
| 2 |
unscramble_244404
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: While our research design is very similar to studies for various other countries, we find very different estimates of the returns.
*2*: We investigate whether this is due to labor market institutions or the existence of the apprenticeship training system in Germany, but find no evidence for these explanations.
*3*: Most estimates in the literature indicate returns in the range of 10 to 15 percent.
*4*: We conjecture that the result might be due to the fact that the basic skills most relevant for the labor market are learned earlier in Germany than in other countries.
*5*: Zero Returns to Compulsory Schooling In Germany: Evidence and Interpretation NBER Working Paper No. 11414 We estimate the impact of compulsory schooling on earnings using the changes in compulsory schooling laws for secondary schools in West German states during the period from 1948 to 1970.
*6*: We find no return to compulsory schooling in Germany in terms of higher wages.
*7*: Document Object Identifier (DOI): 10.3386/w11414 Published: Jorn-Steffen Pischke, Till von Wachter. "Zero Returns to Compulsory Schooling In Germany: Evidence and Interpretation" Review of Economics and Statistics 90, August 2008, 592-598. citation courtesy of Users who downloaded this paper also downloaded* these:
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Zero Returns to Compulsory Schooling In Germany: Evidence and Interpretation NBER Working Paper No. 11414 We estimate the impact of compulsory schooling on earnings using the changes in compulsory schooling laws for secondary schools in West German states during the period from 1948 to 1970.\n*2*: While our research design is very similar to studies for various other countries, we find very different estimates of the returns.\n*3*: Most estimates in the literature indicate returns in the range of 10 to 15 percent.\n*4*: We find no return to compulsory schooling in Germany in terms of higher wages.\n*5*: We investigate whether this is due to labor market institutions or the existence of the apprenticeship training system in Germany, but find no evidence for these explanations.\n*6*: We conjecture that the result might be due to the fact that the basic skills most relevant for the labor market are learned earlier in Germany than in other countries.\n*7*: Document Object Identifier (DOI): 10.3386/w11414 Published: Jorn-Steffen Pischke, Till von Wachter. \"Zero Returns to Compulsory Schooling In Germany: Evidence and Interpretation\" Review of Economics and Statistics 90, August 2008, 592-598. citation courtesy of Users who downloaded this paper also downloaded* these:", "scrambled": "*1*: While our research design is very similar to studies for various other countries, we find very different estimates of the returns.\n*2*: We investigate whether this is due to labor market institutions or the existence of the apprenticeship training system in Germany, but find no evidence for these explanations.\n*3*: Most estimates in the literature indicate returns in the range of 10 to 15 percent.\n*4*: We conjecture that the result might be due to the fact that the basic skills most relevant for the labor market are learned earlier in Germany than in other countries.\n*5*: Zero Returns to Compulsory Schooling In Germany: Evidence and Interpretation NBER Working Paper No. 11414 We estimate the impact of compulsory schooling on earnings using the changes in compulsory schooling laws for secondary schools in West German states during the period from 1948 to 1970.\n*6*: We find no return to compulsory schooling in Germany in terms of higher wages.\n*7*: Document Object Identifier (DOI): 10.3386/w11414 Published: Jorn-Steffen Pischke, Till von Wachter. \"Zero Returns to Compulsory Schooling In Germany: Evidence and Interpretation\" Review of Economics and Statistics 90, August 2008, 592-598. citation courtesy of Users who downloaded this paper also downloaded* these:"}
| 2 |
unscramble_49685
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Indeed, the authors found that energy drinks caused twice as much damage to teeth as sports drinks.
*2*: The study – published in General Dentistry – reports an ‘alarming’ increase in the consumption of sports and energy drinks, especially among adolescents, is causing irreversible damage to teeth.
*3*: The cycle was repeated four times a day for five days, and the samples were stored in fresh artificial saliva at all other times. "This type of testing simulates the same exposure that a large proportion of American teens and young adults are subjecting their teeth to on a regular basis when they drink one of these beverages every few hours," explained Jain.
*4*: Led by Dr Poonam Jain from Southern Illinois University, USA, the researchers add that specifically, the high acidity levels in the drinks erode the glossy outer layer of enamel on the tooth.
*5*: To test the effect of the acidity levels, Jain and her team immersed samples of human tooth enamel in each beverage for 15 minutes, followed by immersion in artificial saliva for two hours.
*6*: Jain revealed that damage to the tooth enamel was evident after just five days of exposure to sports or energy drinks – though energy drinks showed a significantly greater potential to damage teeth than sports drinks, said the research team. "Young adults consume these drinks assuming that they will improve their sports performance and energy levels and that they are 'better' for them than soda," she said, adding that "most of these patients are shocked to learn that these drinks are essentially bathing their teeth with acid." The research team examined the acidity levels in 13 sports drinks and nine energy drinks – finding that acidity levels can vary both between brands of beverages and flavors of the same brand.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The study \u2013 published in General Dentistry \u2013 reports an \u2018alarming\u2019 increase in the consumption of sports and energy drinks, especially among adolescents, is causing irreversible damage to teeth.\n*2*: Led by Dr Poonam Jain from Southern Illinois University, USA, the researchers add that specifically, the high acidity levels in the drinks erode the glossy outer layer of enamel on the tooth.\n*3*: Jain revealed that damage to the tooth enamel was evident after just five days of exposure to sports or energy drinks \u2013 though energy drinks showed a significantly greater potential to damage teeth than sports drinks, said the research team. \"Young adults consume these drinks assuming that they will improve their sports performance and energy levels and that they are 'better' for them than soda,\" she said, adding that \"most of these patients are shocked to learn that these drinks are essentially bathing their teeth with acid.\" The research team examined the acidity levels in 13 sports drinks and nine energy drinks \u2013 finding that acidity levels can vary both between brands of beverages and flavors of the same brand.\n*4*: To test the effect of the acidity levels, Jain and her team immersed samples of human tooth enamel in each beverage for 15 minutes, followed by immersion in artificial saliva for two hours.\n*5*: The cycle was repeated four times a day for five days, and the samples were stored in fresh artificial saliva at all other times. \"This type of testing simulates the same exposure that a large proportion of American teens and young adults are subjecting their teeth to on a regular basis when they drink one of these beverages every few hours,\" explained Jain.\n*6*: Indeed, the authors found that energy drinks caused twice as much damage to teeth as sports drinks.", "scrambled": "*1*: Indeed, the authors found that energy drinks caused twice as much damage to teeth as sports drinks.\n*2*: The study \u2013 published in General Dentistry \u2013 reports an \u2018alarming\u2019 increase in the consumption of sports and energy drinks, especially among adolescents, is causing irreversible damage to teeth.\n*3*: The cycle was repeated four times a day for five days, and the samples were stored in fresh artificial saliva at all other times. \"This type of testing simulates the same exposure that a large proportion of American teens and young adults are subjecting their teeth to on a regular basis when they drink one of these beverages every few hours,\" explained Jain.\n*4*: Led by Dr Poonam Jain from Southern Illinois University, USA, the researchers add that specifically, the high acidity levels in the drinks erode the glossy outer layer of enamel on the tooth.\n*5*: To test the effect of the acidity levels, Jain and her team immersed samples of human tooth enamel in each beverage for 15 minutes, followed by immersion in artificial saliva for two hours.\n*6*: Jain revealed that damage to the tooth enamel was evident after just five days of exposure to sports or energy drinks \u2013 though energy drinks showed a significantly greater potential to damage teeth than sports drinks, said the research team. \"Young adults consume these drinks assuming that they will improve their sports performance and energy levels and that they are 'better' for them than soda,\" she said, adding that \"most of these patients are shocked to learn that these drinks are essentially bathing their teeth with acid.\" The research team examined the acidity levels in 13 sports drinks and nine energy drinks \u2013 finding that acidity levels can vary both between brands of beverages and flavors of the same brand."}
| 2 |
unscramble_86454
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Jesus declares (drawing from the Old Testament) to the rich young ruler in Matthew 19 that no one is good except for God, and He elaborates on man’s condition by asserting that humanity cannot reverse their position unaided.
*2*: This lesson on the first doctrine of grace, radical depravity, explains and explores mankind’s sinful, depraved state.
*3*: This attribution of an innate, inherent goodness occurs frequently, and it demonstrates the general, common belief that mankind, despite his clear, unequivocal iniquity, ultimately is good.
*4*: Lecture 2, Radical Depravity (Part 1): How often do we hear in our culture the adage, “He or she has a good heart”?
*5*: Contrary to this proposal, the Word of God paints a significantly different picture of the nature of humanity.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Lecture 2, Radical Depravity (Part 1): How often do we hear in our culture the adage, \u201cHe or she has a good heart\u201d?\n*2*: This attribution of an innate, inherent goodness occurs frequently, and it demonstrates the general, common belief that mankind, despite his clear, unequivocal iniquity, ultimately is good.\n*3*: Contrary to this proposal, the Word of God paints a significantly different picture of the nature of humanity.\n*4*: Jesus declares (drawing from the Old Testament) to the rich young ruler in Matthew 19 that no one is good except for God, and He elaborates on man\u2019s condition by asserting that humanity cannot reverse their position unaided.\n*5*: This lesson on the first doctrine of grace, radical depravity, explains and explores mankind\u2019s sinful, depraved state.", "scrambled": "*1*: Jesus declares (drawing from the Old Testament) to the rich young ruler in Matthew 19 that no one is good except for God, and He elaborates on man\u2019s condition by asserting that humanity cannot reverse their position unaided.\n*2*: This lesson on the first doctrine of grace, radical depravity, explains and explores mankind\u2019s sinful, depraved state.\n*3*: This attribution of an innate, inherent goodness occurs frequently, and it demonstrates the general, common belief that mankind, despite his clear, unequivocal iniquity, ultimately is good.\n*4*: Lecture 2, Radical Depravity (Part 1): How often do we hear in our culture the adage, \u201cHe or she has a good heart\u201d?\n*5*: Contrary to this proposal, the Word of God paints a significantly different picture of the nature of humanity."}
| 2 |
unscramble_23000
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The sets featured plastic letters that "walked" on little feet down a ramp or across a table.
*2*: Big Bird's Basic Walking Letters Set included a ramp and a set of six walking letters.
*3*: If the word is spelled correctly, a figure of Big Bird pops out of the box to reward the child.
*4*: The child playing with the toy selects a picture of a three-letter word, like a cat, or the sun.
*5*: Sesame Street Walking Letters was one of the earliest lines of Sesame Street toys, produced by Educational Toys, Inc. (a division of Topper Corp.) in 1971.
*6*: Big Bird's Blunderproof Walking Letters Set was more elaborate, with twelve correcting keys, 7 letters (C, H, O, M, P, T, A) and a ramp with a box at the end that judged whether a combination of three letters spelled a word correctly.
*7*: The letters were also sold separately.
*8*: The child inserts the picture piece into the slot, and then spells the word out with walking letters.
*9*: If the word is spelled incorrectly, the offending letters fall off of the ramp.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Sesame Street Walking Letters was one of the earliest lines of Sesame Street toys, produced by Educational Toys, Inc. (a division of Topper Corp.) in 1971.\n*2*: The sets featured plastic letters that \"walked\" on little feet down a ramp or across a table.\n*3*: Big Bird's Basic Walking Letters Set included a ramp and a set of six walking letters.\n*4*: Big Bird's Blunderproof Walking Letters Set was more elaborate, with twelve correcting keys, 7 letters (C, H, O, M, P, T, A) and a ramp with a box at the end that judged whether a combination of three letters spelled a word correctly.\n*5*: The child playing with the toy selects a picture of a three-letter word, like a cat, or the sun.\n*6*: The child inserts the picture piece into the slot, and then spells the word out with walking letters.\n*7*: If the word is spelled correctly, a figure of Big Bird pops out of the box to reward the child.\n*8*: If the word is spelled incorrectly, the offending letters fall off of the ramp.\n*9*: The letters were also sold separately.", "scrambled": "*1*: The sets featured plastic letters that \"walked\" on little feet down a ramp or across a table.\n*2*: Big Bird's Basic Walking Letters Set included a ramp and a set of six walking letters.\n*3*: If the word is spelled correctly, a figure of Big Bird pops out of the box to reward the child.\n*4*: The child playing with the toy selects a picture of a three-letter word, like a cat, or the sun.\n*5*: Sesame Street Walking Letters was one of the earliest lines of Sesame Street toys, produced by Educational Toys, Inc. (a division of Topper Corp.) in 1971.\n*6*: Big Bird's Blunderproof Walking Letters Set was more elaborate, with twelve correcting keys, 7 letters (C, H, O, M, P, T, A) and a ramp with a box at the end that judged whether a combination of three letters spelled a word correctly.\n*7*: The letters were also sold separately.\n*8*: The child inserts the picture piece into the slot, and then spells the word out with walking letters.\n*9*: If the word is spelled incorrectly, the offending letters fall off of the ramp."}
| 2 |
unscramble_171361
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: What you need: - white glue - liquid starch - plastic bag with zipper top - measuring spoons What to do: - Spread newspaper on a table — this could get messy! - With your child, measure one tablespoon of glue and pour it into the bag. - Add one tablespoon of starch to the glue.
*2*: Make this messy mixture for your own science experiments.
*3*: Zip the bag closed. - Press and squeeze the mixture inside the bag to mix the starch and glue. - Open the baggie and test the slime.
*4*: Hover over each Learning Benefit below for a detailed explanation.
*5*: If it feels too sticky, add in a little more starch. - Try this experiment to investigate the effects of heat and cold on the mixture. - supports observation skills - encourages experimentation Recommended Products for Your Child Ages 3-5
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Make this messy mixture for your own science experiments.\n*2*: Hover over each Learning Benefit below for a detailed explanation.\n*3*: What you need: - white glue - liquid starch - plastic bag with zipper top - measuring spoons What to do: - Spread newspaper on a table \u2014 this could get messy! - With your child, measure one tablespoon of glue and pour it into the bag. - Add one tablespoon of starch to the glue.\n*4*: Zip the bag closed. - Press and squeeze the mixture inside the bag to mix the starch and glue. - Open the baggie and test the slime.\n*5*: If it feels too sticky, add in a little more starch. - Try this experiment to investigate the effects of heat and cold on the mixture. - supports observation skills - encourages experimentation Recommended Products for Your Child Ages 3-5", "scrambled": "*1*: What you need: - white glue - liquid starch - plastic bag with zipper top - measuring spoons What to do: - Spread newspaper on a table \u2014 this could get messy! - With your child, measure one tablespoon of glue and pour it into the bag. - Add one tablespoon of starch to the glue.\n*2*: Make this messy mixture for your own science experiments.\n*3*: Zip the bag closed. - Press and squeeze the mixture inside the bag to mix the starch and glue. - Open the baggie and test the slime.\n*4*: Hover over each Learning Benefit below for a detailed explanation.\n*5*: If it feels too sticky, add in a little more starch. - Try this experiment to investigate the effects of heat and cold on the mixture. - supports observation skills - encourages experimentation Recommended Products for Your Child Ages 3-5"}
| 2 |
unscramble_169957
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If Columbus' contemporaries really believed that >the earth was flat, they were almost as out of touch as today's flat-earthers.
*2*: Stephen C.
*3*: The actual dispute was about the size of the earth and whether it was small enough to sail from Spain to the Indies across the Now, back to your regularly scheduled Hebrew.
*4*: It is my understanding that the source of the misinformation that Columbus's educated contemporaries thought the earth was flat goes back to no further than Washington Irving's biography of Columbus in 1828.
*5*: One of the Greek philosophers calculated its size >quite accurately by noting the difference in the height of the sun between >Alexandria and Aswan.
*6*: Stephen C.
*7*: Carlson scarlson at mindspring.com Fri Jul 19 00:50:44 EDT 2002 At 10:48 PM 7/18/02 +0200, Peter Kirk wrote: >Well, certainly some of the (relatively) ancients knew that the earth was >round, i.e. spherical.
*8*: Augustine of Hippo and Dante both clearly taught that >the earth was spherical.
*9*: Carlson mailto:scarlson at mindspring.com Synoptic Problem Home Page http://www.mindspring.com/~scarlson/synopt/ "Poetry speaks of aspirations, and songs chant the words." Shujing 2.35 More information about the b-hebrew
*10*: One can read more about it in Jeffrey Burton Russell, INVENTING THE FLAT EARTH (New York, 1991).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Stephen C.\n*2*: Carlson scarlson at mindspring.com Fri Jul 19 00:50:44 EDT 2002 At 10:48 PM 7/18/02 +0200, Peter Kirk wrote: >Well, certainly some of the (relatively) ancients knew that the earth was >round, i.e. spherical.\n*3*: One of the Greek philosophers calculated its size >quite accurately by noting the difference in the height of the sun between >Alexandria and Aswan.\n*4*: Augustine of Hippo and Dante both clearly taught that >the earth was spherical.\n*5*: If Columbus' contemporaries really believed that >the earth was flat, they were almost as out of touch as today's flat-earthers.\n*6*: It is my understanding that the source of the misinformation that Columbus's educated contemporaries thought the earth was flat goes back to no further than Washington Irving's biography of Columbus in 1828.\n*7*: One can read more about it in Jeffrey Burton Russell, INVENTING THE FLAT EARTH (New York, 1991).\n*8*: The actual dispute was about the size of the earth and whether it was small enough to sail from Spain to the Indies across the Now, back to your regularly scheduled Hebrew.\n*9*: Stephen C.\n*10*: Carlson mailto:scarlson at mindspring.com Synoptic Problem Home Page http://www.mindspring.com/~scarlson/synopt/ \"Poetry speaks of aspirations, and songs chant the words.\" Shujing 2.35 More information about the b-hebrew", "scrambled": "*1*: If Columbus' contemporaries really believed that >the earth was flat, they were almost as out of touch as today's flat-earthers.\n*2*: Stephen C.\n*3*: The actual dispute was about the size of the earth and whether it was small enough to sail from Spain to the Indies across the Now, back to your regularly scheduled Hebrew.\n*4*: It is my understanding that the source of the misinformation that Columbus's educated contemporaries thought the earth was flat goes back to no further than Washington Irving's biography of Columbus in 1828.\n*5*: One of the Greek philosophers calculated its size >quite accurately by noting the difference in the height of the sun between >Alexandria and Aswan.\n*6*: Stephen C.\n*7*: Carlson scarlson at mindspring.com Fri Jul 19 00:50:44 EDT 2002 At 10:48 PM 7/18/02 +0200, Peter Kirk wrote: >Well, certainly some of the (relatively) ancients knew that the earth was >round, i.e. spherical.\n*8*: Augustine of Hippo and Dante both clearly taught that >the earth was spherical.\n*9*: Carlson mailto:scarlson at mindspring.com Synoptic Problem Home Page http://www.mindspring.com/~scarlson/synopt/ \"Poetry speaks of aspirations, and songs chant the words.\" Shujing 2.35 More information about the b-hebrew\n*10*: One can read more about it in Jeffrey Burton Russell, INVENTING THE FLAT EARTH (New York, 1991)."}
| 2 |
unscramble_248978
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Because only children must develop in social situations that may not be suited to their personalities, the concepts of introversion and extraversion must be re-evaluated in the consideration of only children.
*2*: "Because only children do not have siblings with whom to interact, they learn to be children on their own.
*3*: I've always had plenty of friends, yet people are surprised by how much of a loner I can be" (Koontz, 1989, p. 39).
*4*: A naturally introverted child must show extraverted qualities if he or she wishes to make friends; likewise, a naturally extraverted child must learn to show introverted qualities by being content to focus on his or her own thoughts when playmates are unavailable."
*5*: Says one adult only child, "Possibly the best part was developing the ability to enjoy being alone and to entertain myself.
*6*: Although this self-sufficiency can have its benefits, it can also mean that only children are inherently alone as their personalities develop.
*7*: Parents and play groups can help, but ultimately children become conditioned to depend on themselves.
*8*: Ultimately, an only child's environment forces him or her to take on both characteristics of introversion and extraversion despite natural inclinations to be one or the other.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: \"Because only children do not have siblings with whom to interact, they learn to be children on their own.\n*2*: Parents and play groups can help, but ultimately children become conditioned to depend on themselves.\n*3*: Says one adult only child, \"Possibly the best part was developing the ability to enjoy being alone and to entertain myself.\n*4*: I've always had plenty of friends, yet people are surprised by how much of a loner I can be\" (Koontz, 1989, p. 39).\n*5*: Although this self-sufficiency can have its benefits, it can also mean that only children are inherently alone as their personalities develop.\n*6*: Because only children must develop in social situations that may not be suited to their personalities, the concepts of introversion and extraversion must be re-evaluated in the consideration of only children.\n*7*: Ultimately, an only child's environment forces him or her to take on both characteristics of introversion and extraversion despite natural inclinations to be one or the other.\n*8*: A naturally introverted child must show extraverted qualities if he or she wishes to make friends; likewise, a naturally extraverted child must learn to show introverted qualities by being content to focus on his or her own thoughts when playmates are unavailable.\"", "scrambled": "*1*: Because only children must develop in social situations that may not be suited to their personalities, the concepts of introversion and extraversion must be re-evaluated in the consideration of only children.\n*2*: \"Because only children do not have siblings with whom to interact, they learn to be children on their own.\n*3*: I've always had plenty of friends, yet people are surprised by how much of a loner I can be\" (Koontz, 1989, p. 39).\n*4*: A naturally introverted child must show extraverted qualities if he or she wishes to make friends; likewise, a naturally extraverted child must learn to show introverted qualities by being content to focus on his or her own thoughts when playmates are unavailable.\"\n*5*: Says one adult only child, \"Possibly the best part was developing the ability to enjoy being alone and to entertain myself.\n*6*: Although this self-sufficiency can have its benefits, it can also mean that only children are inherently alone as their personalities develop.\n*7*: Parents and play groups can help, but ultimately children become conditioned to depend on themselves.\n*8*: Ultimately, an only child's environment forces him or her to take on both characteristics of introversion and extraversion despite natural inclinations to be one or the other."}
| 2 |
unscramble_165079
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The fact that so many people are choosing to spend so much time in game worlds is a sign of something important, and to Jane it is a sign that reality is broken. “The truth is this: in today’s society, computer and video games and fulfilling genuine human needs that the real world is currently unable to satisfy.
*2*: Jane know that what she is saying will be alien to most people and confronts the issue that often people’s initial reaction to hearing facts about how many people play video games is ‘how can we stop them?’ Her view is that trying to stop people playing games is akin to trying to stop young people in the sixties listening to rock music.
*3*: They are bringing us together in ways that reality is not.” The insights from this book are not technological but much more based in psychology; how can we change the way we approach problems and overcome this block that games are only for recreation and instead try to create a better society through games.
*4*: by Jane McGonigal Jane McGonigal is probably the person most recognised as leading the current ‘gamification’ movement and in this book she outlines why she thinks that gaming can help in nearly every area of life.
*5*: Games are providing rewards that reality is not.
*6*: They are teaching and inspiring and engaging us in ways that reality is not.
*7*: The book is written very clearly and is peppered with examples that show how people are using game theory in a variety of different situations.
*8*: I have also included a video from Jane talking about how you can be more productive through using game techniques here … Review by Paul DaviesGames, Gamification, Learning
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: by Jane McGonigal Jane McGonigal is probably the person most recognised as leading the current \u2018gamification\u2019 movement and in this book she outlines why she thinks that gaming can help in nearly every area of life.\n*2*: The book is written very clearly and is peppered with examples that show how people are using game theory in a variety of different situations.\n*3*: Jane know that what she is saying will be alien to most people and confronts the issue that often people\u2019s initial reaction to hearing facts about how many people play video games is \u2018how can we stop them?\u2019 Her view is that trying to stop people playing games is akin to trying to stop young people in the sixties listening to rock music.\n*4*: The fact that so many people are choosing to spend so much time in game worlds is a sign of something important, and to Jane it is a sign that reality is broken. \u201cThe truth is this: in today\u2019s society, computer and video games and fulfilling genuine human needs that the real world is currently unable to satisfy.\n*5*: Games are providing rewards that reality is not.\n*6*: They are teaching and inspiring and engaging us in ways that reality is not.\n*7*: They are bringing us together in ways that reality is not.\u201d The insights from this book are not technological but much more based in psychology; how can we change the way we approach problems and overcome this block that games are only for recreation and instead try to create a better society through games.\n*8*: I have also included a video from Jane talking about how you can be more productive through using game techniques here \u2026 Review by Paul DaviesGames, Gamification, Learning", "scrambled": "*1*: The fact that so many people are choosing to spend so much time in game worlds is a sign of something important, and to Jane it is a sign that reality is broken. \u201cThe truth is this: in today\u2019s society, computer and video games and fulfilling genuine human needs that the real world is currently unable to satisfy.\n*2*: Jane know that what she is saying will be alien to most people and confronts the issue that often people\u2019s initial reaction to hearing facts about how many people play video games is \u2018how can we stop them?\u2019 Her view is that trying to stop people playing games is akin to trying to stop young people in the sixties listening to rock music.\n*3*: They are bringing us together in ways that reality is not.\u201d The insights from this book are not technological but much more based in psychology; how can we change the way we approach problems and overcome this block that games are only for recreation and instead try to create a better society through games.\n*4*: by Jane McGonigal Jane McGonigal is probably the person most recognised as leading the current \u2018gamification\u2019 movement and in this book she outlines why she thinks that gaming can help in nearly every area of life.\n*5*: Games are providing rewards that reality is not.\n*6*: They are teaching and inspiring and engaging us in ways that reality is not.\n*7*: The book is written very clearly and is peppered with examples that show how people are using game theory in a variety of different situations.\n*8*: I have also included a video from Jane talking about how you can be more productive through using game techniques here \u2026 Review by Paul DaviesGames, Gamification, Learning"}
| 2 |
unscramble_51151
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Are the points of view about Gilmore that Mailer describes "truth" in any way?
*2*: What is the truth?
*3*: The book's form causes us to examine the line between reality and perception.
*4*: It is not non-fiction, notwithstanding the author's claim in his Afterword.
*5*: Norman Mailer's Executioner's Song is many things, and its status between the realms of fiction and non-fiction makes it difficult to define.
*6*: Executioner's Song is the novelized story of the life and death of Gary Mark Gilmore, the first person to be legally executed in the United States following a ten-year hiatus on executions imposed by...
*7*: View more of the The Executioner's Song Summary The Executioner's Song Lesson Plans contain 122 pages of teaching material, including:
*8*: How is truth colored by the telling of it, whether through a novel or through the rules of a trial?
*9*: The Pulitzer Prize Committee recognized Mailer's work as a "...thoroughly imagined work of fiction." This novel is not a work of non-fiction, but it is also not wholly a work of fiction.
*10*: Everything you need to understand or teach The Executioner's Song by Norman Mailer.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Everything you need to understand or teach The Executioner's Song by Norman Mailer.\n*2*: Norman Mailer's Executioner's Song is many things, and its status between the realms of fiction and non-fiction makes it difficult to define.\n*3*: It is not non-fiction, notwithstanding the author's claim in his Afterword.\n*4*: The Pulitzer Prize Committee recognized Mailer's work as a \"...thoroughly imagined work of fiction.\" This novel is not a work of non-fiction, but it is also not wholly a work of fiction.\n*5*: The book's form causes us to examine the line between reality and perception.\n*6*: What is the truth?\n*7*: How is truth colored by the telling of it, whether through a novel or through the rules of a trial?\n*8*: Are the points of view about Gilmore that Mailer describes \"truth\" in any way?\n*9*: Executioner's Song is the novelized story of the life and death of Gary Mark Gilmore, the first person to be legally executed in the United States following a ten-year hiatus on executions imposed by...\n*10*: View more of the The Executioner's Song Summary The Executioner's Song Lesson Plans contain 122 pages of teaching material, including:", "scrambled": "*1*: Are the points of view about Gilmore that Mailer describes \"truth\" in any way?\n*2*: What is the truth?\n*3*: The book's form causes us to examine the line between reality and perception.\n*4*: It is not non-fiction, notwithstanding the author's claim in his Afterword.\n*5*: Norman Mailer's Executioner's Song is many things, and its status between the realms of fiction and non-fiction makes it difficult to define.\n*6*: Executioner's Song is the novelized story of the life and death of Gary Mark Gilmore, the first person to be legally executed in the United States following a ten-year hiatus on executions imposed by...\n*7*: View more of the The Executioner's Song Summary The Executioner's Song Lesson Plans contain 122 pages of teaching material, including:\n*8*: How is truth colored by the telling of it, whether through a novel or through the rules of a trial?\n*9*: The Pulitzer Prize Committee recognized Mailer's work as a \"...thoroughly imagined work of fiction.\" This novel is not a work of non-fiction, but it is also not wholly a work of fiction.\n*10*: Everything you need to understand or teach The Executioner's Song by Norman Mailer."}
| 2 |
unscramble_229809
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Join 40,000+ subscribers to the ZME Science newsletter.
*2*: If you ever tried to merge two smoke rings for instance, you might have seen how loops circulate and collide, but instead of merging connecting vortices annihilate each other, changing their configuration from linked or knotted into one that is unlinked or unknotted.
*3*: Researchers at University of Chicago have managed the difficult task of tying water vortex loops into knots, a feat akin to tying a knot out of a smoke ring.
*4*: Subscribe now!
*5*: While the principle of such a phenomenon has been known for a very long time, physicists up until now had failed to recreate them in the lab because of their instability. “They seem to break up in a particular way.
*6*: Enjoyed this article?
*7*: Knotted vortices have been theorized for well over a century, since the days of Lord Kelvin who was among the first to study the phenomena.
*8*: To form knotted vortices, the scientists had to overcome a number of challenges, in particular the “reconnection events” behavior.
*9*: They stretch themselves, which is a weird behavior,” said Dustin Kleckner, a postdoctoral scientist at UChicago’s James Franck Institute.
*10*: The implications of their research might further our understanding of physics and how the universe works.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Researchers at University of Chicago have managed the difficult task of tying water vortex loops into knots, a feat akin to tying a knot out of a smoke ring.\n*2*: The implications of their research might further our understanding of physics and how the universe works.\n*3*: Knotted vortices have been theorized for well over a century, since the days of Lord Kelvin who was among the first to study the phenomena.\n*4*: While the principle of such a phenomenon has been known for a very long time, physicists up until now had failed to recreate them in the lab because of their instability. \u201cThey seem to break up in a particular way.\n*5*: They stretch themselves, which is a weird behavior,\u201d said Dustin Kleckner, a postdoctoral scientist at UChicago\u2019s James Franck Institute.\n*6*: To form knotted vortices, the scientists had to overcome a number of challenges, in particular the \u201creconnection events\u201d behavior.\n*7*: If you ever tried to merge two smoke rings for instance, you might have seen how loops circulate and collide, but instead of merging connecting vortices annihilate each other, changing their configuration from linked or knotted into one that is unlinked or unknotted.\n*8*: Enjoyed this article?\n*9*: Join 40,000+ subscribers to the ZME Science newsletter.\n*10*: Subscribe now!", "scrambled": "*1*: Join 40,000+ subscribers to the ZME Science newsletter.\n*2*: If you ever tried to merge two smoke rings for instance, you might have seen how loops circulate and collide, but instead of merging connecting vortices annihilate each other, changing their configuration from linked or knotted into one that is unlinked or unknotted.\n*3*: Researchers at University of Chicago have managed the difficult task of tying water vortex loops into knots, a feat akin to tying a knot out of a smoke ring.\n*4*: Subscribe now!\n*5*: While the principle of such a phenomenon has been known for a very long time, physicists up until now had failed to recreate them in the lab because of their instability. \u201cThey seem to break up in a particular way.\n*6*: Enjoyed this article?\n*7*: Knotted vortices have been theorized for well over a century, since the days of Lord Kelvin who was among the first to study the phenomena.\n*8*: To form knotted vortices, the scientists had to overcome a number of challenges, in particular the \u201creconnection events\u201d behavior.\n*9*: They stretch themselves, which is a weird behavior,\u201d said Dustin Kleckner, a postdoctoral scientist at UChicago\u2019s James Franck Institute.\n*10*: The implications of their research might further our understanding of physics and how the universe works."}
| 2 |
unscramble_190600
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Features a reference desk, college information, and subject guides for English, mathematics, social studies, science, global languages, arts, and technology.
*2*: Owl Online Writing Lab A guide to grammar, punctuation and spelling.
*3*: Internet Public Library for Teens "TeenSpace", with information to help with life, school, friends, TeenHealth Info on fitness, mind & body, drugs & alcohol Ben's Guide to U.S. Government for Kids: Grades 9-12 Includes historical documents, including the U.S. constitution, games and activities, links to government web sites.
*4*: High School Ace Online academic resources for high school students.
*5*: Back to Teen Page
*6*: Database of newspaper and periodical full-text articles with InfoTrac Junior Edition Articles and curriculum-related materials for grades 6~8 InfoTrac Student Edition Articles and curriculum-related materials for grades 9~12 SparkNotes Online study guides How Stuff Works Find out how stuff works!
*7*: Includes PowerPoint presentations on grammar, downloadable handouts, and resources for English as a second language learners.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Database of newspaper and periodical full-text articles with InfoTrac Junior Edition Articles and curriculum-related materials for grades 6~8 InfoTrac Student Edition Articles and curriculum-related materials for grades 9~12 SparkNotes Online study guides How Stuff Works Find out how stuff works!\n*2*: Internet Public Library for Teens \"TeenSpace\", with information to help with life, school, friends, TeenHealth Info on fitness, mind & body, drugs & alcohol Ben's Guide to U.S. Government for Kids: Grades 9-12 Includes historical documents, including the U.S. constitution, games and activities, links to government web sites.\n*3*: High School Ace Online academic resources for high school students.\n*4*: Features a reference desk, college information, and subject guides for English, mathematics, social studies, science, global languages, arts, and technology.\n*5*: Owl Online Writing Lab A guide to grammar, punctuation and spelling.\n*6*: Includes PowerPoint presentations on grammar, downloadable handouts, and resources for English as a second language learners.\n*7*: Back to Teen Page", "scrambled": "*1*: Features a reference desk, college information, and subject guides for English, mathematics, social studies, science, global languages, arts, and technology.\n*2*: Owl Online Writing Lab A guide to grammar, punctuation and spelling.\n*3*: Internet Public Library for Teens \"TeenSpace\", with information to help with life, school, friends, TeenHealth Info on fitness, mind & body, drugs & alcohol Ben's Guide to U.S. Government for Kids: Grades 9-12 Includes historical documents, including the U.S. constitution, games and activities, links to government web sites.\n*4*: High School Ace Online academic resources for high school students.\n*5*: Back to Teen Page\n*6*: Database of newspaper and periodical full-text articles with InfoTrac Junior Edition Articles and curriculum-related materials for grades 6~8 InfoTrac Student Edition Articles and curriculum-related materials for grades 9~12 SparkNotes Online study guides How Stuff Works Find out how stuff works!\n*7*: Includes PowerPoint presentations on grammar, downloadable handouts, and resources for English as a second language learners."}
| 2 |
unscramble_29878
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Fish Are Easy Pickin's Just Outside Protected Areas Fish that grow up in protected reserves aren't as wary of humans as fish in more heavily trafficked areas.
*2*: CREDIT: ARC Centre of Excellence for Coral Reef Studies Fish that grow up in protected reserves are more naïve than ones in regularly fished areas and are easier to catch, since they don't turn tail at the first sight of humans.
*3*: Beyond that, the fish grow more educated and wary of humans wielding spear guns, the researchers said in a statement.
*4*: The study was conducted in the Philippines by a team of ARC scientists, who said the findings could help local fishermen become more supportive of marine reserves, since these areas foster a bountiful catch well outside their boundaries. "On the face of it, this work suggests that marine reserves can play an important role in putting more fish on the table of local communities in these tropical locations — as well as conserving overall fish stocks and replenishing those outside the reserve," researcher Fraser Januchowski-Hartley said.
*5*: MORE FROM LiveScience.com
*6*: The "naivety radius" extended at least 500 feet (150 m) beyond marine reserves, the study found.
*7*: But new research reveals that this naiveté persists a short distance outside reserves, as well.
*8*: This "naivety radius" presents an unexpected windfall for fishermen lurking on the border of these protected areas, and presents a reason why reserves should be supported, according to a statement from Australia's ARC Centre of Excellence for Coral Reef Studies, which conducted the study.
*9*: Fish that grow up in reserves let spear fishers get 3-6 feet (1-2 meters) closer than those on the outside, according to the study published online this month in the journal Ecology Letters.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Fish Are Easy Pickin's Just Outside Protected Areas Fish that grow up in protected reserves aren't as wary of humans as fish in more heavily trafficked areas.\n*2*: CREDIT: ARC Centre of Excellence for Coral Reef Studies Fish that grow up in protected reserves are more na\u00efve than ones in regularly fished areas and are easier to catch, since they don't turn tail at the first sight of humans.\n*3*: But new research reveals that this naivet\u00e9 persists a short distance outside reserves, as well.\n*4*: This \"naivety radius\" presents an unexpected windfall for fishermen lurking on the border of these protected areas, and presents a reason why reserves should be supported, according to a statement from Australia's ARC Centre of Excellence for Coral Reef Studies, which conducted the study.\n*5*: Fish that grow up in reserves let spear fishers get 3-6 feet (1-2 meters) closer than those on the outside, according to the study published online this month in the journal Ecology Letters.\n*6*: The \"naivety radius\" extended at least 500 feet (150 m) beyond marine reserves, the study found.\n*7*: Beyond that, the fish grow more educated and wary of humans wielding spear guns, the researchers said in a statement.\n*8*: The study was conducted in the Philippines by a team of ARC scientists, who said the findings could help local fishermen become more supportive of marine reserves, since these areas foster a bountiful catch well outside their boundaries. \"On the face of it, this work suggests that marine reserves can play an important role in putting more fish on the table of local communities in these tropical locations \u2014 as well as conserving overall fish stocks and replenishing those outside the reserve,\" researcher Fraser Januchowski-Hartley said.\n*9*: MORE FROM LiveScience.com", "scrambled": "*1*: Fish Are Easy Pickin's Just Outside Protected Areas Fish that grow up in protected reserves aren't as wary of humans as fish in more heavily trafficked areas.\n*2*: CREDIT: ARC Centre of Excellence for Coral Reef Studies Fish that grow up in protected reserves are more na\u00efve than ones in regularly fished areas and are easier to catch, since they don't turn tail at the first sight of humans.\n*3*: Beyond that, the fish grow more educated and wary of humans wielding spear guns, the researchers said in a statement.\n*4*: The study was conducted in the Philippines by a team of ARC scientists, who said the findings could help local fishermen become more supportive of marine reserves, since these areas foster a bountiful catch well outside their boundaries. \"On the face of it, this work suggests that marine reserves can play an important role in putting more fish on the table of local communities in these tropical locations \u2014 as well as conserving overall fish stocks and replenishing those outside the reserve,\" researcher Fraser Januchowski-Hartley said.\n*5*: MORE FROM LiveScience.com\n*6*: The \"naivety radius\" extended at least 500 feet (150 m) beyond marine reserves, the study found.\n*7*: But new research reveals that this naivet\u00e9 persists a short distance outside reserves, as well.\n*8*: This \"naivety radius\" presents an unexpected windfall for fishermen lurking on the border of these protected areas, and presents a reason why reserves should be supported, according to a statement from Australia's ARC Centre of Excellence for Coral Reef Studies, which conducted the study.\n*9*: Fish that grow up in reserves let spear fishers get 3-6 feet (1-2 meters) closer than those on the outside, according to the study published online this month in the journal Ecology Letters."}
| 2 |
unscramble_135361
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Engineers are working to restore NASA's two Mars orbiters, Mars Odyssey (shown) and Mars Reconnaissance Orbiter, to normal operation (Illustration: NASA/JPL) From New Scientist: The Red Planet is experiencing a partial radio blackout this week, as both of NASA's Mars orbiters have been felled by technical glitches.
*2*: Read more ....
*3*: Until one of the probes can be brought back online later this week, the outages will delay operation of the twin Mars rovers, which use the orbiters to efficiently relay data back to Earth.
*4*: The main blow to rover operations comes from NASA's Mars Odyssey, which reached the Red Planet in 2001 and has been the prime communications relay for the rovers Spirit and Opportunity since they landed in 2004.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Engineers are working to restore NASA's two Mars orbiters, Mars Odyssey (shown) and Mars Reconnaissance Orbiter, to normal operation (Illustration: NASA/JPL) From New Scientist: The Red Planet is experiencing a partial radio blackout this week, as both of NASA's Mars orbiters have been felled by technical glitches.\n*2*: Until one of the probes can be brought back online later this week, the outages will delay operation of the twin Mars rovers, which use the orbiters to efficiently relay data back to Earth.\n*3*: The main blow to rover operations comes from NASA's Mars Odyssey, which reached the Red Planet in 2001 and has been the prime communications relay for the rovers Spirit and Opportunity since they landed in 2004.\n*4*: Read more ....", "scrambled": "*1*: Engineers are working to restore NASA's two Mars orbiters, Mars Odyssey (shown) and Mars Reconnaissance Orbiter, to normal operation (Illustration: NASA/JPL) From New Scientist: The Red Planet is experiencing a partial radio blackout this week, as both of NASA's Mars orbiters have been felled by technical glitches.\n*2*: Read more ....\n*3*: Until one of the probes can be brought back online later this week, the outages will delay operation of the twin Mars rovers, which use the orbiters to efficiently relay data back to Earth.\n*4*: The main blow to rover operations comes from NASA's Mars Odyssey, which reached the Red Planet in 2001 and has been the prime communications relay for the rovers Spirit and Opportunity since they landed in 2004."}
| 2 |
unscramble_207418
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Plant and Pest Digital Library and Digitally Assisted Diagnosis, Purdue University, West Lafayette, Indiana.
*2*: In most cases, we found no evidence of infectious disease or insects.
*3*: Similar symptoms can be caused by drought stress.
*4*: The summer and fall of 1999 were very dry, and trees not receiving supplemental irrigation during dry periods might show symptoms the following spring that might be due to drought stress.
*5*: If no new growth develops during the following spring and early summer, then the trees will not recover.
*6*: When these samples arrive, it is difficult to tell if the trees will recover.
*7*: Dr. Paul Pecknold recommends thoroughly watering stressed trees around the tree's drip line with a slow, deep soaking of the soil (12-18 inches) once or twice a month.
*8*: If new growth develops on the branches, owners need to make sure the trees are watered during dry weather.
*9*: | Digital Image Index | Digital Library Home | Karen Rane, Plant Disease Diagnostician During the spring of 2000, we received several spruce samples with needle discoloration and/or loss of needles.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: | Digital Image Index | Digital Library Home | Karen Rane, Plant Disease Diagnostician During the spring of 2000, we received several spruce samples with needle discoloration and/or loss of needles.\n*2*: In most cases, we found no evidence of infectious disease or insects.\n*3*: Similar symptoms can be caused by drought stress.\n*4*: The summer and fall of 1999 were very dry, and trees not receiving supplemental irrigation during dry periods might show symptoms the following spring that might be due to drought stress.\n*5*: When these samples arrive, it is difficult to tell if the trees will recover.\n*6*: If no new growth develops during the following spring and early summer, then the trees will not recover.\n*7*: If new growth develops on the branches, owners need to make sure the trees are watered during dry weather.\n*8*: Dr. Paul Pecknold recommends thoroughly watering stressed trees around the tree's drip line with a slow, deep soaking of the soil (12-18 inches) once or twice a month.\n*9*: Plant and Pest Digital Library and Digitally Assisted Diagnosis, Purdue University, West Lafayette, Indiana.", "scrambled": "*1*: Plant and Pest Digital Library and Digitally Assisted Diagnosis, Purdue University, West Lafayette, Indiana.\n*2*: In most cases, we found no evidence of infectious disease or insects.\n*3*: Similar symptoms can be caused by drought stress.\n*4*: The summer and fall of 1999 were very dry, and trees not receiving supplemental irrigation during dry periods might show symptoms the following spring that might be due to drought stress.\n*5*: If no new growth develops during the following spring and early summer, then the trees will not recover.\n*6*: When these samples arrive, it is difficult to tell if the trees will recover.\n*7*: Dr. Paul Pecknold recommends thoroughly watering stressed trees around the tree's drip line with a slow, deep soaking of the soil (12-18 inches) once or twice a month.\n*8*: If new growth develops on the branches, owners need to make sure the trees are watered during dry weather.\n*9*: | Digital Image Index | Digital Library Home | Karen Rane, Plant Disease Diagnostician During the spring of 2000, we received several spruce samples with needle discoloration and/or loss of needles."}
| 2 |
unscramble_220155
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: You can also find more resources in our Select a category Something is confusing Something is broken I have a suggestion What is your email?
*2*: What is 1 + 3?
*3*: How can we help?
*4*: Upgrade to remove ads MSS - Anatomy (Chapter 11) #13 [mandible] Mandible (lower jaw) is the ______ bone of face, and articulates with skull at ______ largest and strongest, mandible consists of ______ body and ____ horse-shaped, a pair of rami Body of mandible meets ramus on each side at _________ angle of mandible Body of mandible (on external surface in midline) has ______ indicating _______ during development of _______ faint ridge, line of fusion of its 2 halves Location of mental foramen? below 2nd premolar tooth Mental foramen transmits ? terminal branches of inferior alveolar nerve and vessels On medial surface of mandibular body is ______ which gives origins to _______ above and ________ below. genioglossus muscle, geniohyoid muscles _______ is an oblique ridge that runs backward and laterally from area of mental spines to area ________ below and behind 3rd molar tooth Location of submandibular fossa? below posterior part of mylohyoid line What submandibular fossa is for? for superficial part of submandibular salivary gland ______ is for sublingual gland and lies above _________ anterior part of mylohyoid line what is alveolar part? upper border of mandibular body Base of mandible? lower border of mandibular body ______ is a small, roughened depression on mandibular base; on either side of _____ What's inside of digastric fossa? it's where anterior bellies of digastric muscles are attached Mandibular ramus is ______ placed, and has anterior ______ and posterior _______ coronoid process, condyloid process (or head) coronoid and condyloid processes are separated from each other by _____ On lateral surface of mandibular ramus? markings for attachment of masseter muscle Mandibular foramen is on ______ which is for ________ medial surface of mandibular ramus, inferior alveolar nerve and vessels Lingula (a projection of bone) is located ______, and it is for _____ in front of mandibular foramen, attachment of sphenomandibular ligament Mandibular foramen leads into _____ which opens on _______ at mental foramen. lateral surface of mandibular body _____ a continuation forward of mandibular canal beyond mental foramen and below incisor teeth coronoid process receives on its medial surface? attachment of temporalis muscle What is below condyloid process (or head) ? a short neck Upgrade to remove ads
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: How can we help?\n*2*: You can also find more resources in our Select a category Something is confusing Something is broken I have a suggestion What is your email?\n*3*: What is 1 + 3?\n*4*: Upgrade to remove ads MSS - Anatomy (Chapter 11) #13 [mandible] Mandible (lower jaw) is the ______ bone of face, and articulates with skull at ______ largest and strongest, mandible consists of ______ body and ____ horse-shaped, a pair of rami Body of mandible meets ramus on each side at _________ angle of mandible Body of mandible (on external surface in midline) has ______ indicating _______ during development of _______ faint ridge, line of fusion of its 2 halves Location of mental foramen? below 2nd premolar tooth Mental foramen transmits ? terminal branches of inferior alveolar nerve and vessels On medial surface of mandibular body is ______ which gives origins to _______ above and ________ below. genioglossus muscle, geniohyoid muscles _______ is an oblique ridge that runs backward and laterally from area of mental spines to area ________ below and behind 3rd molar tooth Location of submandibular fossa? below posterior part of mylohyoid line What submandibular fossa is for? for superficial part of submandibular salivary gland ______ is for sublingual gland and lies above _________ anterior part of mylohyoid line what is alveolar part? upper border of mandibular body Base of mandible? lower border of mandibular body ______ is a small, roughened depression on mandibular base; on either side of _____ What's inside of digastric fossa? it's where anterior bellies of digastric muscles are attached Mandibular ramus is ______ placed, and has anterior ______ and posterior _______ coronoid process, condyloid process (or head) coronoid and condyloid processes are separated from each other by _____ On lateral surface of mandibular ramus? markings for attachment of masseter muscle Mandibular foramen is on ______ which is for ________ medial surface of mandibular ramus, inferior alveolar nerve and vessels Lingula (a projection of bone) is located ______, and it is for _____ in front of mandibular foramen, attachment of sphenomandibular ligament Mandibular foramen leads into _____ which opens on _______ at mental foramen. lateral surface of mandibular body _____ a continuation forward of mandibular canal beyond mental foramen and below incisor teeth coronoid process receives on its medial surface? attachment of temporalis muscle What is below condyloid process (or head) ? a short neck Upgrade to remove ads", "scrambled": "*1*: You can also find more resources in our Select a category Something is confusing Something is broken I have a suggestion What is your email?\n*2*: What is 1 + 3?\n*3*: How can we help?\n*4*: Upgrade to remove ads MSS - Anatomy (Chapter 11) #13 [mandible] Mandible (lower jaw) is the ______ bone of face, and articulates with skull at ______ largest and strongest, mandible consists of ______ body and ____ horse-shaped, a pair of rami Body of mandible meets ramus on each side at _________ angle of mandible Body of mandible (on external surface in midline) has ______ indicating _______ during development of _______ faint ridge, line of fusion of its 2 halves Location of mental foramen? below 2nd premolar tooth Mental foramen transmits ? terminal branches of inferior alveolar nerve and vessels On medial surface of mandibular body is ______ which gives origins to _______ above and ________ below. genioglossus muscle, geniohyoid muscles _______ is an oblique ridge that runs backward and laterally from area of mental spines to area ________ below and behind 3rd molar tooth Location of submandibular fossa? below posterior part of mylohyoid line What submandibular fossa is for? for superficial part of submandibular salivary gland ______ is for sublingual gland and lies above _________ anterior part of mylohyoid line what is alveolar part? upper border of mandibular body Base of mandible? lower border of mandibular body ______ is a small, roughened depression on mandibular base; on either side of _____ What's inside of digastric fossa? it's where anterior bellies of digastric muscles are attached Mandibular ramus is ______ placed, and has anterior ______ and posterior _______ coronoid process, condyloid process (or head) coronoid and condyloid processes are separated from each other by _____ On lateral surface of mandibular ramus? markings for attachment of masseter muscle Mandibular foramen is on ______ which is for ________ medial surface of mandibular ramus, inferior alveolar nerve and vessels Lingula (a projection of bone) is located ______, and it is for _____ in front of mandibular foramen, attachment of sphenomandibular ligament Mandibular foramen leads into _____ which opens on _______ at mental foramen. lateral surface of mandibular body _____ a continuation forward of mandibular canal beyond mental foramen and below incisor teeth coronoid process receives on its medial surface? attachment of temporalis muscle What is below condyloid process (or head) ? a short neck Upgrade to remove ads"}
| 2 |
unscramble_129943
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The disease, which is often fatal, is characterized by high fever, pain in the abdomen, and bleeding in the intestines.
*2*: Learn more about typhoid fever typhoid fever definition typhoid fever medical definition typhoid fever science How Did Alexander the Great Die?
*3*: Browse entries near typhoid fever Two wrongs don't make a right type A personality type B personality
*4*: An acute and highly contagious disease transmitted by food or water contaminated with a kind of bacterium.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: An acute and highly contagious disease transmitted by food or water contaminated with a kind of bacterium.\n*2*: The disease, which is often fatal, is characterized by high fever, pain in the abdomen, and bleeding in the intestines.\n*3*: Learn more about typhoid fever typhoid fever definition typhoid fever medical definition typhoid fever science How Did Alexander the Great Die?\n*4*: Browse entries near typhoid fever Two wrongs don't make a right type A personality type B personality", "scrambled": "*1*: The disease, which is often fatal, is characterized by high fever, pain in the abdomen, and bleeding in the intestines.\n*2*: Learn more about typhoid fever typhoid fever definition typhoid fever medical definition typhoid fever science How Did Alexander the Great Die?\n*3*: Browse entries near typhoid fever Two wrongs don't make a right type A personality type B personality\n*4*: An acute and highly contagious disease transmitted by food or water contaminated with a kind of bacterium."}
| 2 |
unscramble_131195
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: When teachers make sense of math, students learn to make sense of math, and that can profoundly change the entire culture of a school.
*2*: Abundance is present in the form of capable children, teachers, coaches, and principals.
*3*: Wherever they go, they find the raw ingredients for success already present: "The potential for positive change lies within each school.
*4*: And once the test scores rose, they were sustained at high levels.
*5*: Potential energy -- what can be -- transforms into kinetic energy—what will be—only when a force is accurately applied to move a school in the right direction." In Small Steps, Big Changes: Eight Essential Practices for Transforming Schools Through Mathematics, the authors identify eight tested principles that transform what can be an overwhelming process into a set of comprehensible and concrete steps.
*6*: In one vivid illustration, the authors tell the story of Pueblo Gardens Elementary School in Tucson, Arizona, where Marco, as principal, and Chris, as instructional coach, worked alongside a group of dedicated teachers.
*7*: - Author: Chris Confer and Marco Ramirez - Year: 2012 - Grade Range: K-8 - Media: 160 pp/paper - ISBN: 978-157110-813-5 - Item No.: WET-0813 During the past two decades, Chris Confer and Marco Ramirez have worked to deepen and improve mathematics instruction at schools around the country.
*8*: A few years into the change process, Pueblo Gardens -- a school with 96 percent of its students at the poverty level and a high percentage of English language learners -- had 94 percent of students meeting or exceeding state standards in third-grade mathematics.
*9*: Each phase of the change process is brought to life through the stories and perspectives of teachers, coaches, and principals—stories that will strike familiar chords for every educator.
*10*: Over time, other grades achieved similarly high scores.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - Author: Chris Confer and Marco Ramirez - Year: 2012 - Grade Range: K-8 - Media: 160 pp/paper - ISBN: 978-157110-813-5 - Item No.: WET-0813 During the past two decades, Chris Confer and Marco Ramirez have worked to deepen and improve mathematics instruction at schools around the country.\n*2*: Wherever they go, they find the raw ingredients for success already present: \"The potential for positive change lies within each school.\n*3*: Abundance is present in the form of capable children, teachers, coaches, and principals.\n*4*: Potential energy -- what can be -- transforms into kinetic energy\u2014what will be\u2014only when a force is accurately applied to move a school in the right direction.\" In Small Steps, Big Changes: Eight Essential Practices for Transforming Schools Through Mathematics, the authors identify eight tested principles that transform what can be an overwhelming process into a set of comprehensible and concrete steps.\n*5*: Each phase of the change process is brought to life through the stories and perspectives of teachers, coaches, and principals\u2014stories that will strike familiar chords for every educator.\n*6*: When teachers make sense of math, students learn to make sense of math, and that can profoundly change the entire culture of a school.\n*7*: In one vivid illustration, the authors tell the story of Pueblo Gardens Elementary School in Tucson, Arizona, where Marco, as principal, and Chris, as instructional coach, worked alongside a group of dedicated teachers.\n*8*: A few years into the change process, Pueblo Gardens -- a school with 96 percent of its students at the poverty level and a high percentage of English language learners -- had 94 percent of students meeting or exceeding state standards in third-grade mathematics.\n*9*: Over time, other grades achieved similarly high scores.\n*10*: And once the test scores rose, they were sustained at high levels.", "scrambled": "*1*: When teachers make sense of math, students learn to make sense of math, and that can profoundly change the entire culture of a school.\n*2*: Abundance is present in the form of capable children, teachers, coaches, and principals.\n*3*: Wherever they go, they find the raw ingredients for success already present: \"The potential for positive change lies within each school.\n*4*: And once the test scores rose, they were sustained at high levels.\n*5*: Potential energy -- what can be -- transforms into kinetic energy\u2014what will be\u2014only when a force is accurately applied to move a school in the right direction.\" In Small Steps, Big Changes: Eight Essential Practices for Transforming Schools Through Mathematics, the authors identify eight tested principles that transform what can be an overwhelming process into a set of comprehensible and concrete steps.\n*6*: In one vivid illustration, the authors tell the story of Pueblo Gardens Elementary School in Tucson, Arizona, where Marco, as principal, and Chris, as instructional coach, worked alongside a group of dedicated teachers.\n*7*: - Author: Chris Confer and Marco Ramirez - Year: 2012 - Grade Range: K-8 - Media: 160 pp/paper - ISBN: 978-157110-813-5 - Item No.: WET-0813 During the past two decades, Chris Confer and Marco Ramirez have worked to deepen and improve mathematics instruction at schools around the country.\n*8*: A few years into the change process, Pueblo Gardens -- a school with 96 percent of its students at the poverty level and a high percentage of English language learners -- had 94 percent of students meeting or exceeding state standards in third-grade mathematics.\n*9*: Each phase of the change process is brought to life through the stories and perspectives of teachers, coaches, and principals\u2014stories that will strike familiar chords for every educator.\n*10*: Over time, other grades achieved similarly high scores."}
| 2 |
unscramble_50664
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: That's the reality of students applying for the over 110 CTE scholarships and tuition awards.
*2*: Student Leadership Organization The Technology Student Association (TSA) is the student leadership organization for Technology and Engineering Education.
*3*: CTE Scholarships and Tuition Awards CTE Scholarships and Tuition Awards provide applicants with more than a 50 percent chance of receiving approximately $1,700 in tuition awards this year and possibly even more the next.
*4*: Technology and Engineering Pathways Below are the two Career Pathways in Technology and Engineering Education: Career Chart and Key - The full list of occupations included in the Career Chart was defined by the Utah Department of Workforce Services and represents a large majority of the workers in Utah.
*5*: You will be introduced to the scope, rigor, and discipline of engineering which will provide you with an opportunity to receive college credit as well as increase your earning potential while still in high school.
*6*: Technology and Engineering Education is committed to preparing you for employment and/or continuing education opportunities by teaching you to: the human-made world in order to contribute and function in a technological society.
*7*: Would you spend four hours compiling a portfolio to receive $1,700?
*8*: After high school, it is critical that you build on what you have already learned and obtain additional training, a certificate, or a degree at a post-secondary institution.
*9*: TSA plays a vital role in giving you an opportunity to compete and excel in their activities.You Will Learn - Leadership and employability skills - Time management - Effective communication - Problem solving skills Project Lead the Way is a four-year sequence of engineering courses combined with traditional mathematics and science courses.
*10*: Occupations were then organized into eight sections to suggest the Area of Study most related to preparing for those occupations.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Technology and Engineering Education is committed to preparing you for employment and/or continuing education opportunities by teaching you to: the human-made world in order to contribute and function in a technological society.\n*2*: Technology and Engineering Pathways Below are the two Career Pathways in Technology and Engineering Education: Career Chart and Key - The full list of occupations included in the Career Chart was defined by the Utah Department of Workforce Services and represents a large majority of the workers in Utah.\n*3*: Occupations were then organized into eight sections to suggest the Area of Study most related to preparing for those occupations.\n*4*: Student Leadership Organization The Technology Student Association (TSA) is the student leadership organization for Technology and Engineering Education.\n*5*: TSA plays a vital role in giving you an opportunity to compete and excel in their activities.You Will Learn - Leadership and employability skills - Time management - Effective communication - Problem solving skills Project Lead the Way is a four-year sequence of engineering courses combined with traditional mathematics and science courses.\n*6*: You will be introduced to the scope, rigor, and discipline of engineering which will provide you with an opportunity to receive college credit as well as increase your earning potential while still in high school.\n*7*: After high school, it is critical that you build on what you have already learned and obtain additional training, a certificate, or a degree at a post-secondary institution.\n*8*: CTE Scholarships and Tuition Awards CTE Scholarships and Tuition Awards provide applicants with more than a 50 percent chance of receiving approximately $1,700 in tuition awards this year and possibly even more the next.\n*9*: Would you spend four hours compiling a portfolio to receive $1,700?\n*10*: That's the reality of students applying for the over 110 CTE scholarships and tuition awards.", "scrambled": "*1*: That's the reality of students applying for the over 110 CTE scholarships and tuition awards.\n*2*: Student Leadership Organization The Technology Student Association (TSA) is the student leadership organization for Technology and Engineering Education.\n*3*: CTE Scholarships and Tuition Awards CTE Scholarships and Tuition Awards provide applicants with more than a 50 percent chance of receiving approximately $1,700 in tuition awards this year and possibly even more the next.\n*4*: Technology and Engineering Pathways Below are the two Career Pathways in Technology and Engineering Education: Career Chart and Key - The full list of occupations included in the Career Chart was defined by the Utah Department of Workforce Services and represents a large majority of the workers in Utah.\n*5*: You will be introduced to the scope, rigor, and discipline of engineering which will provide you with an opportunity to receive college credit as well as increase your earning potential while still in high school.\n*6*: Technology and Engineering Education is committed to preparing you for employment and/or continuing education opportunities by teaching you to: the human-made world in order to contribute and function in a technological society.\n*7*: Would you spend four hours compiling a portfolio to receive $1,700?\n*8*: After high school, it is critical that you build on what you have already learned and obtain additional training, a certificate, or a degree at a post-secondary institution.\n*9*: TSA plays a vital role in giving you an opportunity to compete and excel in their activities.You Will Learn - Leadership and employability skills - Time management - Effective communication - Problem solving skills Project Lead the Way is a four-year sequence of engineering courses combined with traditional mathematics and science courses.\n*10*: Occupations were then organized into eight sections to suggest the Area of Study most related to preparing for those occupations."}
| 2 |
unscramble_168754
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Resurgance of Agroforestry in France Trees breathing new life into French agriculture (From the Guardian) Agroforestry, the traditional practice of growing crops around trees, is regaining popularity in parts of France The tips of young walnut trees are just visible above the ready-to-harvest wheat.
*2*: In the 19th century, in the bocages [mixed woodland and pastureland] of the Perche region of France, apple trees often grew in the grasslands,” said Fabien Liagre, president of Agroof, an agroforestry research institute advising the farm. “Farmers are becoming increasingly aware of how poor their soil has become, leading to a fall in production.
*3*: In 2011 they took the next step by launching the most ambitious agroforestry project in northern France and planted more than 600 trees in 23 hectares of farmland. “This type of farming, where crops and trees grow in the same field, is an age-old practice that has been updated by recent agronomic research.
*4*: Ten years ago they started replanting hedges in a part of France where intensive farming is the norm and there is scarcely a shrub on the horizon.
*5*: Olivier Ranke and his team are pioneers.
*6*: Further away, oaks, ashes and cherry trees are growing in fields of sunflowers and broad beans, all signs of the return to agroforestry in La Bergerie de Villarceaux, an organic experimental farm in the Vexin region of north-west France.
*7*: Read full article from the Guardian: Trees breathing new life into French agriculture
*8*: Trees are a very good way of improving the soil while producing wood, which is an additional source of revenue,” he said.
*9*: There are rows of them and they should produce fine wood for cabinetmakers in 30 years or so.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Resurgance of Agroforestry in France Trees breathing new life into French agriculture (From the Guardian) Agroforestry, the traditional practice of growing crops around trees, is regaining popularity in parts of France The tips of young walnut trees are just visible above the ready-to-harvest wheat.\n*2*: There are rows of them and they should produce fine wood for cabinetmakers in 30 years or so.\n*3*: Further away, oaks, ashes and cherry trees are growing in fields of sunflowers and broad beans, all signs of the return to agroforestry in La Bergerie de Villarceaux, an organic experimental farm in the Vexin region of north-west France.\n*4*: Olivier Ranke and his team are pioneers.\n*5*: Ten years ago they started replanting hedges in a part of France where intensive farming is the norm and there is scarcely a shrub on the horizon.\n*6*: In 2011 they took the next step by launching the most ambitious agroforestry project in northern France and planted more than 600 trees in 23 hectares of farmland. \u201cThis type of farming, where crops and trees grow in the same field, is an age-old practice that has been updated by recent agronomic research.\n*7*: In the 19th century, in the bocages [mixed woodland and pastureland] of the Perche region of France, apple trees often grew in the grasslands,\u201d said Fabien Liagre, president of Agroof, an agroforestry research institute advising the farm. \u201cFarmers are becoming increasingly aware of how poor their soil has become, leading to a fall in production.\n*8*: Trees are a very good way of improving the soil while producing wood, which is an additional source of revenue,\u201d he said.\n*9*: Read full article from the Guardian: Trees breathing new life into French agriculture", "scrambled": "*1*: Resurgance of Agroforestry in France Trees breathing new life into French agriculture (From the Guardian) Agroforestry, the traditional practice of growing crops around trees, is regaining popularity in parts of France The tips of young walnut trees are just visible above the ready-to-harvest wheat.\n*2*: In the 19th century, in the bocages [mixed woodland and pastureland] of the Perche region of France, apple trees often grew in the grasslands,\u201d said Fabien Liagre, president of Agroof, an agroforestry research institute advising the farm. \u201cFarmers are becoming increasingly aware of how poor their soil has become, leading to a fall in production.\n*3*: In 2011 they took the next step by launching the most ambitious agroforestry project in northern France and planted more than 600 trees in 23 hectares of farmland. \u201cThis type of farming, where crops and trees grow in the same field, is an age-old practice that has been updated by recent agronomic research.\n*4*: Ten years ago they started replanting hedges in a part of France where intensive farming is the norm and there is scarcely a shrub on the horizon.\n*5*: Olivier Ranke and his team are pioneers.\n*6*: Further away, oaks, ashes and cherry trees are growing in fields of sunflowers and broad beans, all signs of the return to agroforestry in La Bergerie de Villarceaux, an organic experimental farm in the Vexin region of north-west France.\n*7*: Read full article from the Guardian: Trees breathing new life into French agriculture\n*8*: Trees are a very good way of improving the soil while producing wood, which is an additional source of revenue,\u201d he said.\n*9*: There are rows of them and they should produce fine wood for cabinetmakers in 30 years or so."}
| 2 |
unscramble_132711
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Professor Roger Bradbury, an ecologist from the Crawford School of Public Policy in the ANU College of Asia and the Pacific, said overfishing, ocean acidification and pollution are pushing coral reefs into oblivion. "The scientific evidence for this is compelling and unequivocal, but there seems to be a collective reluctance to accept the logical conclusion—that there is no hope of saving the global coral reef ecosystem," he said. "There is no real prospect of changing the trajectory of coral reef destruction in less than 20 to 50 years.
*2*: In short, these forces are unstoppable and irreversible. "By persisting in the false belief that coral reefs have a future, we grossly misallocate the funds needed to cope with the fallout from their collapse.
*3*: (Phys.org)—The world's coral reefs have become a zombie ecosystem, neither dead nor truly alive, and are on a trajectory to collapse within a human generation according to an academic from The Australian National University.
*4*: Money isn't spent to study what to do after the reefs are gone." As well as being a loss for global conservation, Professor Bradbury said that it would be a disaster for the hundreds of millions of people in poor tropical countries like Indonesia and the Philippines who depend on coral reefs for food. "It will also threaten the tourism industry of rich countries with coral reefs, like the United States and Australia," he said. "Coral reefs will be the first, but certainly not the last, major ecosystem to succumb to the Anthropocene – the new geological era now emerging. "That is why we need an enormous reallocation of research, government and environmental effort to understand what has happened so we can respond the next time we face a disaster of this magnitude." Explore further: Low calcification in corals in the Great Barrier Reef More information: An opinion piece by Professor Bradbury is published in The New York Times: www.nytimes.com/2012/07/14/opinion/a-world-without-coral-reefs.html?_r=0
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: (Phys.org)\u2014The world's coral reefs have become a zombie ecosystem, neither dead nor truly alive, and are on a trajectory to collapse within a human generation according to an academic from The Australian National University.\n*2*: Professor Roger Bradbury, an ecologist from the Crawford School of Public Policy in the ANU College of Asia and the Pacific, said overfishing, ocean acidification and pollution are pushing coral reefs into oblivion. \"The scientific evidence for this is compelling and unequivocal, but there seems to be a collective reluctance to accept the logical conclusion\u2014that there is no hope of saving the global coral reef ecosystem,\" he said. \"There is no real prospect of changing the trajectory of coral reef destruction in less than 20 to 50 years.\n*3*: In short, these forces are unstoppable and irreversible. \"By persisting in the false belief that coral reefs have a future, we grossly misallocate the funds needed to cope with the fallout from their collapse.\n*4*: Money isn't spent to study what to do after the reefs are gone.\" As well as being a loss for global conservation, Professor Bradbury said that it would be a disaster for the hundreds of millions of people in poor tropical countries like Indonesia and the Philippines who depend on coral reefs for food. \"It will also threaten the tourism industry of rich countries with coral reefs, like the United States and Australia,\" he said. \"Coral reefs will be the first, but certainly not the last, major ecosystem to succumb to the Anthropocene \u2013 the new geological era now emerging. \"That is why we need an enormous reallocation of research, government and environmental effort to understand what has happened so we can respond the next time we face a disaster of this magnitude.\" Explore further: Low calcification in corals in the Great Barrier Reef More information: An opinion piece by Professor Bradbury is published in The New York Times: www.nytimes.com/2012/07/14/opinion/a-world-without-coral-reefs.html?_r=0", "scrambled": "*1*: Professor Roger Bradbury, an ecologist from the Crawford School of Public Policy in the ANU College of Asia and the Pacific, said overfishing, ocean acidification and pollution are pushing coral reefs into oblivion. \"The scientific evidence for this is compelling and unequivocal, but there seems to be a collective reluctance to accept the logical conclusion\u2014that there is no hope of saving the global coral reef ecosystem,\" he said. \"There is no real prospect of changing the trajectory of coral reef destruction in less than 20 to 50 years.\n*2*: In short, these forces are unstoppable and irreversible. \"By persisting in the false belief that coral reefs have a future, we grossly misallocate the funds needed to cope with the fallout from their collapse.\n*3*: (Phys.org)\u2014The world's coral reefs have become a zombie ecosystem, neither dead nor truly alive, and are on a trajectory to collapse within a human generation according to an academic from The Australian National University.\n*4*: Money isn't spent to study what to do after the reefs are gone.\" As well as being a loss for global conservation, Professor Bradbury said that it would be a disaster for the hundreds of millions of people in poor tropical countries like Indonesia and the Philippines who depend on coral reefs for food. \"It will also threaten the tourism industry of rich countries with coral reefs, like the United States and Australia,\" he said. \"Coral reefs will be the first, but certainly not the last, major ecosystem to succumb to the Anthropocene \u2013 the new geological era now emerging. \"That is why we need an enormous reallocation of research, government and environmental effort to understand what has happened so we can respond the next time we face a disaster of this magnitude.\" Explore further: Low calcification in corals in the Great Barrier Reef More information: An opinion piece by Professor Bradbury is published in The New York Times: www.nytimes.com/2012/07/14/opinion/a-world-without-coral-reefs.html?_r=0"}
| 2 |
unscramble_107477
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In 1689, on this day Viscount John Graham of Claverhouse (Bonnie Dundee) led the Jacobite rebels to a second glorious victory at the the Battle of Dunkeld (Blàr Dhùn Chaillinn).
*2*: He raised the royal standard on Dundee Law, and left for the Highlands to raise the army that would triumph over the Covenanter cause at Killiecrankie and then Dunkeld.
*3*: A convention held in Edinburgh decided that the Scottish government would pledge loyalty to William, but a number of the Highland clans opposed this decision, and their leader was Bonnie Dundee.
*4*: Battle of Dunkeld Article written by Ed & Jared MyersAfter King James fled the country the English Parliament had offered the throne to William of Orange and his wife Mary (the Protestant daughter of James to whom William owed his claim to the throne).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: In 1689, on this day Viscount John Graham of Claverhouse (Bonnie Dundee) led the Jacobite rebels to a second glorious victory at the the Battle of Dunkeld (Bl\u00e0r Dh\u00f9n Chaillinn).\n*2*: Battle of Dunkeld Article written by Ed & Jared MyersAfter King James fled the country the English Parliament had offered the throne to William of Orange and his wife Mary (the Protestant daughter of James to whom William owed his claim to the throne).\n*3*: A convention held in Edinburgh decided that the Scottish government would pledge loyalty to William, but a number of the Highland clans opposed this decision, and their leader was Bonnie Dundee.\n*4*: He raised the royal standard on Dundee Law, and left for the Highlands to raise the army that would triumph over the Covenanter cause at Killiecrankie and then Dunkeld.", "scrambled": "*1*: In 1689, on this day Viscount John Graham of Claverhouse (Bonnie Dundee) led the Jacobite rebels to a second glorious victory at the the Battle of Dunkeld (Bl\u00e0r Dh\u00f9n Chaillinn).\n*2*: He raised the royal standard on Dundee Law, and left for the Highlands to raise the army that would triumph over the Covenanter cause at Killiecrankie and then Dunkeld.\n*3*: A convention held in Edinburgh decided that the Scottish government would pledge loyalty to William, but a number of the Highland clans opposed this decision, and their leader was Bonnie Dundee.\n*4*: Battle of Dunkeld Article written by Ed & Jared MyersAfter King James fled the country the English Parliament had offered the throne to William of Orange and his wife Mary (the Protestant daughter of James to whom William owed his claim to the throne)."}
| 2 |
unscramble_174829
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Multiculturalism has been Canadian federal policy since 1971.
*2*: It also recognizes the fundamental equality of all citizens, regardless of ethno-cultural background.
*3*: In British Columbia, initiatives supporting multiculturalism and diversity and working towards the elimination of racism are supported through the Government of BC’s EmbraceBC program.
*4*: Multiculturalism encourages all Canadians to accept cultural pluralism and to participate fully in Canadian society.
*5*: People may change how they articulate and represent their identities over time. - About Us - Support Us
*6*: Multiculturalism & Equality While there has been recent debate over the benefits of multiculturalism, national polls consistently show that multiculturalism is strongly supported by a majority of Canadians.
*7*: For many immigrants and their children, negotiating a sense of belonging and identity within multicultural Canada is a lifelong process.
*8*: Combined with a policy of bilingualism - which recognizes English and French as Canada's two official languages - multicultural policy was designed not only to recognize Canada's diversity, but also to reverse earlier practices of assimilation.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Multiculturalism & Equality While there has been recent debate over the benefits of multiculturalism, national polls consistently show that multiculturalism is strongly supported by a majority of Canadians.\n*2*: Multiculturalism has been Canadian federal policy since 1971.\n*3*: Combined with a policy of bilingualism - which recognizes English and French as Canada's two official languages - multicultural policy was designed not only to recognize Canada's diversity, but also to reverse earlier practices of assimilation.\n*4*: Multiculturalism encourages all Canadians to accept cultural pluralism and to participate fully in Canadian society.\n*5*: It also recognizes the fundamental equality of all citizens, regardless of ethno-cultural background.\n*6*: In British Columbia, initiatives supporting multiculturalism and diversity and working towards the elimination of racism are supported through the Government of BC\u2019s EmbraceBC program.\n*7*: For many immigrants and their children, negotiating a sense of belonging and identity within multicultural Canada is a lifelong process.\n*8*: People may change how they articulate and represent their identities over time. - About Us - Support Us", "scrambled": "*1*: Multiculturalism has been Canadian federal policy since 1971.\n*2*: It also recognizes the fundamental equality of all citizens, regardless of ethno-cultural background.\n*3*: In British Columbia, initiatives supporting multiculturalism and diversity and working towards the elimination of racism are supported through the Government of BC\u2019s EmbraceBC program.\n*4*: Multiculturalism encourages all Canadians to accept cultural pluralism and to participate fully in Canadian society.\n*5*: People may change how they articulate and represent their identities over time. - About Us - Support Us\n*6*: Multiculturalism & Equality While there has been recent debate over the benefits of multiculturalism, national polls consistently show that multiculturalism is strongly supported by a majority of Canadians.\n*7*: For many immigrants and their children, negotiating a sense of belonging and identity within multicultural Canada is a lifelong process.\n*8*: Combined with a policy of bilingualism - which recognizes English and French as Canada's two official languages - multicultural policy was designed not only to recognize Canada's diversity, but also to reverse earlier practices of assimilation."}
| 2 |
unscramble_41234
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The heart is the "home of the personal life," and hence a man is designated, according to his heart, wise (1 Kings 3:12, etc.), pure (Psalm 24:4; Matthew 5:8, etc.), upright and righteous (Genesis 20:5, 6; Psalm 11:2; 78:72), pious and good (Luke 8:15), etc.
*2*: Matthew 22:37; Mark 12:30, 33), but this is not generally the case.
*3*: Ecclesiastes 8:11; Psalm 73:7).
*4*: The process of salvation begins in the heart by the believing reception of the testimony of God, while the rejection of that testimony hardens the heart (Psalm 95:8; Proverbs 28:14; 2 Chronicles 36:13). "Hardness of heart evidences itself by light views of sin; partial acknowledgment and confession of it; pride and conceit; ingratitude; unconcern about the word and ordinances of God; inattention to divine providences; stifling convictions of conscience; shunning reproof; presumption, and general ignorance of divine things." Noah Webster's New International Dictionary of the English Language 1. (n.) A hollow, muscular organ, which, by contracting rhythmically, keeps up the circulation of the blood. 2. (n.) The seat of the affections or sensibilities, collectively or separately, as love, hate, joy, grief, courage, and the like; rarely, the seat of the understanding or will; -- usually in a good sense, when no epithet is expressed; the better or lovelier part of our nature; the spring of all our actions and purposes; the seat of moral life and character; the moral affections and character itself; the individual disposition and character; as, a good, tender, loving, bad, hard, or selfish heart. 3. (n.) The nearest the middle or center; the part most hidden and within; the inmost or most essential part of any body or system; the source of life and motion in any organization; the chief or vital portion; the center of activity, or of energetic or efficient action; as, the heart of a country, of a tree, etc. 4. (n.) Courage; courageous purpose; spirit. 5. (n.) Vigorous and efficient activity; power of fertile production; condition of the soil, whether good or bad. 6. (n.) That which resembles a heart in shape; especially, a roundish or oval figure or object having an obtuse point at one end, and at the other a corresponding indentation, -- used as a symbol or representative of the heart. 7. (n.) One of a series of playing cards, distinguished by the figure or figures of a heart; as, hearts are trumps. 8. (n.) Vital part; secret meaning; real intention. 9. (n.) A term of affectionate or kindly and familiar address. 10. (v. t.) To give heart to; to hearten; to encourage; to inspirit. 11. (v. i.) To form a compact center or heart; as, a hearting cabbage.
*5*: In these and such passages the word "soul" could not be substituted for "heart." The heart is also the seat of the conscience (Romans 2:15).
*6*: Hence the heart must be changed, regenerated (Ezek. 36:26; 11:19; Psalm 51:10-14), before a man can willingly obey God.
*7*: Easton's Bible Dictionary According to the Bible, the heart is the centre not only of spiritual activity, but of all the operations of human life. "Heart" and "soul" are often used interchangeably (Deuteronomy 6:5; 26:16; Comp.
*8*: It is naturally wicked (Genesis 8:21), and hence it contaminates the whole life and character (Matthew 12:34; 15:18; Comp.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Easton's Bible Dictionary According to the Bible, the heart is the centre not only of spiritual activity, but of all the operations of human life. \"Heart\" and \"soul\" are often used interchangeably (Deuteronomy 6:5; 26:16; Comp.\n*2*: Matthew 22:37; Mark 12:30, 33), but this is not generally the case.\n*3*: The heart is the \"home of the personal life,\" and hence a man is designated, according to his heart, wise (1 Kings 3:12, etc.), pure (Psalm 24:4; Matthew 5:8, etc.), upright and righteous (Genesis 20:5, 6; Psalm 11:2; 78:72), pious and good (Luke 8:15), etc.\n*4*: In these and such passages the word \"soul\" could not be substituted for \"heart.\" The heart is also the seat of the conscience (Romans 2:15).\n*5*: It is naturally wicked (Genesis 8:21), and hence it contaminates the whole life and character (Matthew 12:34; 15:18; Comp.\n*6*: Ecclesiastes 8:11; Psalm 73:7).\n*7*: Hence the heart must be changed, regenerated (Ezek. 36:26; 11:19; Psalm 51:10-14), before a man can willingly obey God.\n*8*: The process of salvation begins in the heart by the believing reception of the testimony of God, while the rejection of that testimony hardens the heart (Psalm 95:8; Proverbs 28:14; 2 Chronicles 36:13). \"Hardness of heart evidences itself by light views of sin; partial acknowledgment and confession of it; pride and conceit; ingratitude; unconcern about the word and ordinances of God; inattention to divine providences; stifling convictions of conscience; shunning reproof; presumption, and general ignorance of divine things.\" Noah Webster's New International Dictionary of the English Language 1. (n.) A hollow, muscular organ, which, by contracting rhythmically, keeps up the circulation of the blood. 2. (n.) The seat of the affections or sensibilities, collectively or separately, as love, hate, joy, grief, courage, and the like; rarely, the seat of the understanding or will; -- usually in a good sense, when no epithet is expressed; the better or lovelier part of our nature; the spring of all our actions and purposes; the seat of moral life and character; the moral affections and character itself; the individual disposition and character; as, a good, tender, loving, bad, hard, or selfish heart. 3. (n.) The nearest the middle or center; the part most hidden and within; the inmost or most essential part of any body or system; the source of life and motion in any organization; the chief or vital portion; the center of activity, or of energetic or efficient action; as, the heart of a country, of a tree, etc. 4. (n.) Courage; courageous purpose; spirit. 5. (n.) Vigorous and efficient activity; power of fertile production; condition of the soil, whether good or bad. 6. (n.) That which resembles a heart in shape; especially, a roundish or oval figure or object having an obtuse point at one end, and at the other a corresponding indentation, -- used as a symbol or representative of the heart. 7. (n.) One of a series of playing cards, distinguished by the figure or figures of a heart; as, hearts are trumps. 8. (n.) Vital part; secret meaning; real intention. 9. (n.) A term of affectionate or kindly and familiar address. 10. (v. t.) To give heart to; to hearten; to encourage; to inspirit. 11. (v. i.) To form a compact center or heart; as, a hearting cabbage.", "scrambled": "*1*: The heart is the \"home of the personal life,\" and hence a man is designated, according to his heart, wise (1 Kings 3:12, etc.), pure (Psalm 24:4; Matthew 5:8, etc.), upright and righteous (Genesis 20:5, 6; Psalm 11:2; 78:72), pious and good (Luke 8:15), etc.\n*2*: Matthew 22:37; Mark 12:30, 33), but this is not generally the case.\n*3*: Ecclesiastes 8:11; Psalm 73:7).\n*4*: The process of salvation begins in the heart by the believing reception of the testimony of God, while the rejection of that testimony hardens the heart (Psalm 95:8; Proverbs 28:14; 2 Chronicles 36:13). \"Hardness of heart evidences itself by light views of sin; partial acknowledgment and confession of it; pride and conceit; ingratitude; unconcern about the word and ordinances of God; inattention to divine providences; stifling convictions of conscience; shunning reproof; presumption, and general ignorance of divine things.\" Noah Webster's New International Dictionary of the English Language 1. (n.) A hollow, muscular organ, which, by contracting rhythmically, keeps up the circulation of the blood. 2. (n.) The seat of the affections or sensibilities, collectively or separately, as love, hate, joy, grief, courage, and the like; rarely, the seat of the understanding or will; -- usually in a good sense, when no epithet is expressed; the better or lovelier part of our nature; the spring of all our actions and purposes; the seat of moral life and character; the moral affections and character itself; the individual disposition and character; as, a good, tender, loving, bad, hard, or selfish heart. 3. (n.) The nearest the middle or center; the part most hidden and within; the inmost or most essential part of any body or system; the source of life and motion in any organization; the chief or vital portion; the center of activity, or of energetic or efficient action; as, the heart of a country, of a tree, etc. 4. (n.) Courage; courageous purpose; spirit. 5. (n.) Vigorous and efficient activity; power of fertile production; condition of the soil, whether good or bad. 6. (n.) That which resembles a heart in shape; especially, a roundish or oval figure or object having an obtuse point at one end, and at the other a corresponding indentation, -- used as a symbol or representative of the heart. 7. (n.) One of a series of playing cards, distinguished by the figure or figures of a heart; as, hearts are trumps. 8. (n.) Vital part; secret meaning; real intention. 9. (n.) A term of affectionate or kindly and familiar address. 10. (v. t.) To give heart to; to hearten; to encourage; to inspirit. 11. (v. i.) To form a compact center or heart; as, a hearting cabbage.\n*5*: In these and such passages the word \"soul\" could not be substituted for \"heart.\" The heart is also the seat of the conscience (Romans 2:15).\n*6*: Hence the heart must be changed, regenerated (Ezek. 36:26; 11:19; Psalm 51:10-14), before a man can willingly obey God.\n*7*: Easton's Bible Dictionary According to the Bible, the heart is the centre not only of spiritual activity, but of all the operations of human life. \"Heart\" and \"soul\" are often used interchangeably (Deuteronomy 6:5; 26:16; Comp.\n*8*: It is naturally wicked (Genesis 8:21), and hence it contaminates the whole life and character (Matthew 12:34; 15:18; Comp."}
| 2 |
unscramble_26804
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Cuneo (kōˈnāō) [key], city (1991 pop. 55,794), capital of Cuneo prov., Piedmont, NW Italy, on the Stura River, near the Maritime Alps.
*2*: Copyright © 2012, Columbia University Press.
*3*: Silkworms are raised.
*4*: All rights reserved.
*5*: The Columbia Electronic Encyclopedia, 6th ed.
*6*: It is an agricultural and light industrial center and a transportation junction.
*7*: Manufactures include processed food, metals, beer, and plastics.
*8*: More on Cuneo from Fact Monster: See more Encyclopedia articles on: Italian Political Geography
*9*: A possession of the house of Savoy after 1382, Cuneo endured numerous sieges (especially in 1799, when it fell to Austrian and Russian forces).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Cuneo (k\u014d\u02c8n\u0101\u014d) [key], city (1991 pop. 55,794), capital of Cuneo prov., Piedmont, NW Italy, on the Stura River, near the Maritime Alps.\n*2*: It is an agricultural and light industrial center and a transportation junction.\n*3*: Manufactures include processed food, metals, beer, and plastics.\n*4*: Silkworms are raised.\n*5*: A possession of the house of Savoy after 1382, Cuneo endured numerous sieges (especially in 1799, when it fell to Austrian and Russian forces).\n*6*: The Columbia Electronic Encyclopedia, 6th ed.\n*7*: Copyright \u00a9 2012, Columbia University Press.\n*8*: All rights reserved.\n*9*: More on Cuneo from Fact Monster: See more Encyclopedia articles on: Italian Political Geography", "scrambled": "*1*: Cuneo (k\u014d\u02c8n\u0101\u014d) [key], city (1991 pop. 55,794), capital of Cuneo prov., Piedmont, NW Italy, on the Stura River, near the Maritime Alps.\n*2*: Copyright \u00a9 2012, Columbia University Press.\n*3*: Silkworms are raised.\n*4*: All rights reserved.\n*5*: The Columbia Electronic Encyclopedia, 6th ed.\n*6*: It is an agricultural and light industrial center and a transportation junction.\n*7*: Manufactures include processed food, metals, beer, and plastics.\n*8*: More on Cuneo from Fact Monster: See more Encyclopedia articles on: Italian Political Geography\n*9*: A possession of the house of Savoy after 1382, Cuneo endured numerous sieges (especially in 1799, when it fell to Austrian and Russian forces)."}
| 2 |
unscramble_77521
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: You can help Wikipedia by expanding it.|
*2*: The calculations done with this data uses the formula D=c(t3–t1)/2. |This physics-related article is a stub.
*3*: The Einstein protocol of finding the distance between two points is sending light point a to point b and then immediately sending a signal, using light, from point b to point a.
*4*: Einstein protocol is a standard used for precisely measuring the distance between two objects in space.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Einstein protocol is a standard used for precisely measuring the distance between two objects in space.\n*2*: The Einstein protocol of finding the distance between two points is sending light point a to point b and then immediately sending a signal, using light, from point b to point a.\n*3*: The calculations done with this data uses the formula D=c(t3\u2013t1)/2. |This physics-related article is a stub.\n*4*: You can help Wikipedia by expanding it.|", "scrambled": "*1*: You can help Wikipedia by expanding it.|\n*2*: The calculations done with this data uses the formula D=c(t3\u2013t1)/2. |This physics-related article is a stub.\n*3*: The Einstein protocol of finding the distance between two points is sending light point a to point b and then immediately sending a signal, using light, from point b to point a.\n*4*: Einstein protocol is a standard used for precisely measuring the distance between two objects in space."}
| 2 |
unscramble_24951
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Flown by helicopter to a mountain preserve virtually untouched by humans, the scientists found more than 40 species new to science.
*2*: They also spotted the legendary six-wired bird of paradise, a species with distinctive wiry head plumes that was first described in 1897 but that has proved elusive ever since.
*3*: Among trees encrusted with moss and draped with huge ferns, they marveled as birds and animals approached with no fear. "It has a fairyland quality," said Bruce Beehler, an ornithologist with Conservation International in Washington and the expedition's co-leader. "It's a spectacularly beautiful Garden of Eden." AND: Be sure to click on the slideshow at the link.
*4*: Team leaders on Tuesday described how they spent two weeks in December, butterfly nets and binoculars at the ready, traversing the foggy slopes of the Foja Mountains in Papua province.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Flown by helicopter to a mountain preserve virtually untouched by humans, the scientists found more than 40 species new to science.\n*2*: They also spotted the legendary six-wired bird of paradise, a species with distinctive wiry head plumes that was first described in 1897 but that has proved elusive ever since.\n*3*: Team leaders on Tuesday described how they spent two weeks in December, butterfly nets and binoculars at the ready, traversing the foggy slopes of the Foja Mountains in Papua province.\n*4*: Among trees encrusted with moss and draped with huge ferns, they marveled as birds and animals approached with no fear. \"It has a fairyland quality,\" said Bruce Beehler, an ornithologist with Conservation International in Washington and the expedition's co-leader. \"It's a spectacularly beautiful Garden of Eden.\" AND: Be sure to click on the slideshow at the link.", "scrambled": "*1*: Flown by helicopter to a mountain preserve virtually untouched by humans, the scientists found more than 40 species new to science.\n*2*: They also spotted the legendary six-wired bird of paradise, a species with distinctive wiry head plumes that was first described in 1897 but that has proved elusive ever since.\n*3*: Among trees encrusted with moss and draped with huge ferns, they marveled as birds and animals approached with no fear. \"It has a fairyland quality,\" said Bruce Beehler, an ornithologist with Conservation International in Washington and the expedition's co-leader. \"It's a spectacularly beautiful Garden of Eden.\" AND: Be sure to click on the slideshow at the link.\n*4*: Team leaders on Tuesday described how they spent two weeks in December, butterfly nets and binoculars at the ready, traversing the foggy slopes of the Foja Mountains in Papua province."}
| 2 |
unscramble_34764
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It can be given to males and females 9 to 26 years old. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org Find out what women really need.
*2*: But medicines and treatments are available to help warts disappear more quickly.
*3*: Human Papillomavirus (HPV) There are more than 100 known types of HPV.
*4*: There is no known cure for HPV.
*5*: Most warts and HPV infections go away without treatment within 2 years.
*6*: HPV remains in the body with or without treatment, so warts or HPV infections of the cervix may come back.
*7*: Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies
*8*: The HPV shot can help prevent HPV infection.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Human Papillomavirus (HPV) There are more than 100 known types of HPV.\n*2*: There is no known cure for HPV.\n*3*: Most warts and HPV infections go away without treatment within 2 years.\n*4*: But medicines and treatments are available to help warts disappear more quickly.\n*5*: HPV remains in the body with or without treatment, so warts or HPV infections of the cervix may come back.\n*6*: The HPV shot can help prevent HPV infection.\n*7*: It can be given to males and females 9 to 26 years old. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org Find out what women really need.\n*8*: Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies", "scrambled": "*1*: It can be given to males and females 9 to 26 years old. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org Find out what women really need.\n*2*: But medicines and treatments are available to help warts disappear more quickly.\n*3*: Human Papillomavirus (HPV) There are more than 100 known types of HPV.\n*4*: There is no known cure for HPV.\n*5*: Most warts and HPV infections go away without treatment within 2 years.\n*6*: HPV remains in the body with or without treatment, so warts or HPV infections of the cervix may come back.\n*7*: Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies\n*8*: The HPV shot can help prevent HPV infection."}
| 2 |
unscramble_112722
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Sunday, time flips back to 1 a.m.
*2*: This is the time when we flip clocks back an hour.
*3*: Daylight saving time ends Sunday Standard time returns by rolling clocks back an hour Daylight saving time -- meant to decrease the amount of daylight in the morning hours, so more daylight is available in the evening -- ends at 2 a.m.
*4*: This material may not be published, broadcast, rewritten or redistributed.
*5*: So, at 2 a.m.
*6*: And, this is also the time fire departments nationwide remind residents to replace the batteries in your smoke and carbon monoxide detectors, and make sure those devices are in proper working order.
*7*: Sunday.
*8*: Copyright 2012 by WBALTV.com All rights reserved.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Daylight saving time ends Sunday Standard time returns by rolling clocks back an hour Daylight saving time -- meant to decrease the amount of daylight in the morning hours, so more daylight is available in the evening -- ends at 2 a.m.\n*2*: Sunday.\n*3*: This is the time when we flip clocks back an hour.\n*4*: So, at 2 a.m.\n*5*: Sunday, time flips back to 1 a.m.\n*6*: And, this is also the time fire departments nationwide remind residents to replace the batteries in your smoke and carbon monoxide detectors, and make sure those devices are in proper working order.\n*7*: Copyright 2012 by WBALTV.com All rights reserved.\n*8*: This material may not be published, broadcast, rewritten or redistributed.", "scrambled": "*1*: Sunday, time flips back to 1 a.m.\n*2*: This is the time when we flip clocks back an hour.\n*3*: Daylight saving time ends Sunday Standard time returns by rolling clocks back an hour Daylight saving time -- meant to decrease the amount of daylight in the morning hours, so more daylight is available in the evening -- ends at 2 a.m.\n*4*: This material may not be published, broadcast, rewritten or redistributed.\n*5*: So, at 2 a.m.\n*6*: And, this is also the time fire departments nationwide remind residents to replace the batteries in your smoke and carbon monoxide detectors, and make sure those devices are in proper working order.\n*7*: Sunday.\n*8*: Copyright 2012 by WBALTV.com All rights reserved."}
| 2 |
unscramble_5364
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Population of Arizona, 2010 AZ Population Growth since 2000 census: 24.6% Arizona ranks 16th in state population in the United States.
*2*: The actual census only takes place every ten years, in dates ending in a zero.
*3*: The U.S. Census Bureau provides population statistics.
*4*: It was 14th at the 2008 estimate, and 20th at the 2000 census.
*5*: In between, they often provide updated estimates.
*6*: The 2008 estimate for the population of Arizona was 6,500,180.
*7*: What is the population of Arizona?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: What is the population of Arizona?\n*2*: The U.S. Census Bureau provides population statistics.\n*3*: The actual census only takes place every ten years, in dates ending in a zero.\n*4*: In between, they often provide updated estimates.\n*5*: The 2008 estimate for the population of Arizona was 6,500,180.\n*6*: Population of Arizona, 2010 AZ Population Growth since 2000 census: 24.6% Arizona ranks 16th in state population in the United States.\n*7*: It was 14th at the 2008 estimate, and 20th at the 2000 census.", "scrambled": "*1*: Population of Arizona, 2010 AZ Population Growth since 2000 census: 24.6% Arizona ranks 16th in state population in the United States.\n*2*: The actual census only takes place every ten years, in dates ending in a zero.\n*3*: The U.S. Census Bureau provides population statistics.\n*4*: It was 14th at the 2008 estimate, and 20th at the 2000 census.\n*5*: In between, they often provide updated estimates.\n*6*: The 2008 estimate for the population of Arizona was 6,500,180.\n*7*: What is the population of Arizona?"}
| 2 |
unscramble_76900
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: However, a new study finds that maybe we shouldn’t act so crass in our executioner style judgment against a little tyke’s despicable behavior, because those little rage displays may just be signs of more problematic issues to come.
*2*: It also found that relatively few children showed signs of aggression, such as biting or kicking, during a tantrum, and that it was not typical for that type of behavior to last a very long time or difficult for the child to recover from.
*3*: Researchers hope that their findings help to reduce over treatment of behavior that is actually typical for children. “There’s been a real danger of preschool children with normal misbehavior being mislabeled and over-treated with medication,” said Wakschlag. “This is why it’s so crucial to have tools that precisely identify when worry is warranted in this age group.” Wakschlag adds that random temper tantrums could possibly be linked with serious mental health and social problems.
*4*: Temper Tantrums in Children Could Be a Sign of Serious Problems Witnessing a temper tantrum oozing from the sticky mouth of a spoiled little whipper-snapper is not only a less than desirable experience, but it also carries enough nerve-bending weight to turn us adults into the Jimmy Hoffa of the local cherry red behind union.
*5*: The study, which was based on a survey of nearly 1,500 parents, discovered that 84 percent of preschool aged kids had pitched a hissy fit within the last month, while only nine percent got medieval on a daily basis.
*6*: Her team is currently conducting that portion of their research now.
*7*: According to lead researcher Lauren Wakschlag of the Northwestern University Feinberg School of Medicine, daily tantrums are not typical, even in young children, and that means daily outbursts may be symptomatic of deeper, more serious issues.
*8*: The study found that it was uncommon for children to throw tantrums out of the clear blue sky, as opposed to when they were frustrated or angry.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Temper Tantrums in Children Could Be a Sign of Serious Problems Witnessing a temper tantrum oozing from the sticky mouth of a spoiled little whipper-snapper is not only a less than desirable experience, but it also carries enough nerve-bending weight to turn us adults into the Jimmy Hoffa of the local cherry red behind union.\n*2*: However, a new study finds that maybe we shouldn\u2019t act so crass in our executioner style judgment against a little tyke\u2019s despicable behavior, because those little rage displays may just be signs of more problematic issues to come.\n*3*: The study, which was based on a survey of nearly 1,500 parents, discovered that 84 percent of preschool aged kids had pitched a hissy fit within the last month, while only nine percent got medieval on a daily basis.\n*4*: According to lead researcher Lauren Wakschlag of the Northwestern University Feinberg School of Medicine, daily tantrums are not typical, even in young children, and that means daily outbursts may be symptomatic of deeper, more serious issues.\n*5*: The study found that it was uncommon for children to throw tantrums out of the clear blue sky, as opposed to when they were frustrated or angry.\n*6*: It also found that relatively few children showed signs of aggression, such as biting or kicking, during a tantrum, and that it was not typical for that type of behavior to last a very long time or difficult for the child to recover from.\n*7*: Researchers hope that their findings help to reduce over treatment of behavior that is actually typical for children. \u201cThere\u2019s been a real danger of preschool children with normal misbehavior being mislabeled and over-treated with medication,\u201d said Wakschlag. \u201cThis is why it\u2019s so crucial to have tools that precisely identify when worry is warranted in this age group.\u201d Wakschlag adds that random temper tantrums could possibly be linked with serious mental health and social problems.\n*8*: Her team is currently conducting that portion of their research now.", "scrambled": "*1*: However, a new study finds that maybe we shouldn\u2019t act so crass in our executioner style judgment against a little tyke\u2019s despicable behavior, because those little rage displays may just be signs of more problematic issues to come.\n*2*: It also found that relatively few children showed signs of aggression, such as biting or kicking, during a tantrum, and that it was not typical for that type of behavior to last a very long time or difficult for the child to recover from.\n*3*: Researchers hope that their findings help to reduce over treatment of behavior that is actually typical for children. \u201cThere\u2019s been a real danger of preschool children with normal misbehavior being mislabeled and over-treated with medication,\u201d said Wakschlag. \u201cThis is why it\u2019s so crucial to have tools that precisely identify when worry is warranted in this age group.\u201d Wakschlag adds that random temper tantrums could possibly be linked with serious mental health and social problems.\n*4*: Temper Tantrums in Children Could Be a Sign of Serious Problems Witnessing a temper tantrum oozing from the sticky mouth of a spoiled little whipper-snapper is not only a less than desirable experience, but it also carries enough nerve-bending weight to turn us adults into the Jimmy Hoffa of the local cherry red behind union.\n*5*: The study, which was based on a survey of nearly 1,500 parents, discovered that 84 percent of preschool aged kids had pitched a hissy fit within the last month, while only nine percent got medieval on a daily basis.\n*6*: Her team is currently conducting that portion of their research now.\n*7*: According to lead researcher Lauren Wakschlag of the Northwestern University Feinberg School of Medicine, daily tantrums are not typical, even in young children, and that means daily outbursts may be symptomatic of deeper, more serious issues.\n*8*: The study found that it was uncommon for children to throw tantrums out of the clear blue sky, as opposed to when they were frustrated or angry."}
| 2 |
unscramble_162116
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A student in the back proved the professor wrong with two words.
*2*: Can you answer the following: At a college English lecture a professor said to the class, “Two negative words like ‘not bad’ can have a positive sentiment, but no two positive words can carry a negative sentiment”.
*3*: What two words do you think he said?
*4*: To partially understand some of the sentiments, I’m negating words that occur after a negative word (eg. not, isn’t, wasn’t, etc).
*5*: 20 April, 2009 § Leave a Comment I’m currently working on negation tagging to understand the sentiments behind movie reviews.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 20 April, 2009 \u00a7 Leave a Comment I\u2019m currently working on negation tagging to understand the sentiments behind movie reviews.\n*2*: To partially understand some of the sentiments, I\u2019m negating words that occur after a negative word (eg. not, isn\u2019t, wasn\u2019t, etc).\n*3*: Can you answer the following: At a college English lecture a professor said to the class, \u201cTwo negative words like \u2018not bad\u2019 can have a positive sentiment, but no two positive words can carry a negative sentiment\u201d.\n*4*: A student in the back proved the professor wrong with two words.\n*5*: What two words do you think he said?", "scrambled": "*1*: A student in the back proved the professor wrong with two words.\n*2*: Can you answer the following: At a college English lecture a professor said to the class, \u201cTwo negative words like \u2018not bad\u2019 can have a positive sentiment, but no two positive words can carry a negative sentiment\u201d.\n*3*: What two words do you think he said?\n*4*: To partially understand some of the sentiments, I\u2019m negating words that occur after a negative word (eg. not, isn\u2019t, wasn\u2019t, etc).\n*5*: 20 April, 2009 \u00a7 Leave a Comment I\u2019m currently working on negation tagging to understand the sentiments behind movie reviews."}
| 2 |
unscramble_145237
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: All varieties have 5 pink petals with a yellow stamen in the center.
*2*: There are several varieties of Wild Prarie Rose including Rosa Arkansana, Rosa Pratincola, and Rosa Blanda.
*3*: Wild Prairie Rose The Wild Prairie Rose is the state flower of both North Dakota and Iowa.
*4*: The Iowa Legislature designated the Wild Rose as the official state flower in 1897.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Wild Prairie Rose The Wild Prairie Rose is the state flower of both North Dakota and Iowa.\n*2*: The Iowa Legislature designated the Wild Rose as the official state flower in 1897.\n*3*: There are several varieties of Wild Prarie Rose including Rosa Arkansana, Rosa Pratincola, and Rosa Blanda.\n*4*: All varieties have 5 pink petals with a yellow stamen in the center.", "scrambled": "*1*: All varieties have 5 pink petals with a yellow stamen in the center.\n*2*: There are several varieties of Wild Prarie Rose including Rosa Arkansana, Rosa Pratincola, and Rosa Blanda.\n*3*: Wild Prairie Rose The Wild Prairie Rose is the state flower of both North Dakota and Iowa.\n*4*: The Iowa Legislature designated the Wild Rose as the official state flower in 1897."}
| 2 |
unscramble_10450
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The company is called UrtheCast (pronounced "Earthcast"), and according to Google Creative Sandbox, their plan is to mount two cameras on the International Space Station that will not only stream live content at resolutions as low as one meter per pixel, but also "create a video version of Google Earth with the video playback and search functionality of YouTube." Granted, UrtheCast's two-cam setup has its limitations.
*2*: You might a have to wait dozens of orbits to get over that spot. 2) Daylight - you have to be over the location at the right time of day. 3) Weather - too many variables to count a) clouds b) haze c) pollution. 4) time of year can be a factor - sun angle too low, and weather. 5) Conflicting opportunities.
*3*: Alright, so a full-blown, Google-sanctioned version of "Google Earth live" is still probably 10-20 years away.
*4*: But at least one company (other than Google) is pushing to make live, HD video of Earth a reality much, much sooner than that.
*5*: Google Earth Blog runs through a few of them: 1) For any particular orbit, you may not be able to view the desired location (too far over the horizon, too much of an angle).
*6*: How do you decide which place to have your camera aimed at when there are 100 different places to aim and you're moving at 17,500 mph?
*7*: But let's be honest here, people.
*8*: The fact that in just a couple of years you could be spying on other parts of the world, live, FROM SPACE... is pretty amazing — and definitely a sign of things to come. [UrtheCast via Google Creative Sandbox + Google Earth Blog]
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Alright, so a full-blown, Google-sanctioned version of \"Google Earth live\" is still probably 10-20 years away.\n*2*: But at least one company (other than Google) is pushing to make live, HD video of Earth a reality much, much sooner than that.\n*3*: The company is called UrtheCast (pronounced \"Earthcast\"), and according to Google Creative Sandbox, their plan is to mount two cameras on the International Space Station that will not only stream live content at resolutions as low as one meter per pixel, but also \"create a video version of Google Earth with the video playback and search functionality of YouTube.\" Granted, UrtheCast's two-cam setup has its limitations.\n*4*: Google Earth Blog runs through a few of them: 1) For any particular orbit, you may not be able to view the desired location (too far over the horizon, too much of an angle).\n*5*: You might a have to wait dozens of orbits to get over that spot. 2) Daylight - you have to be over the location at the right time of day. 3) Weather - too many variables to count a) clouds b) haze c) pollution. 4) time of year can be a factor - sun angle too low, and weather. 5) Conflicting opportunities.\n*6*: How do you decide which place to have your camera aimed at when there are 100 different places to aim and you're moving at 17,500 mph?\n*7*: But let's be honest here, people.\n*8*: The fact that in just a couple of years you could be spying on other parts of the world, live, FROM SPACE... is pretty amazing \u2014 and definitely a sign of things to come. [UrtheCast via Google Creative Sandbox + Google Earth Blog]", "scrambled": "*1*: The company is called UrtheCast (pronounced \"Earthcast\"), and according to Google Creative Sandbox, their plan is to mount two cameras on the International Space Station that will not only stream live content at resolutions as low as one meter per pixel, but also \"create a video version of Google Earth with the video playback and search functionality of YouTube.\" Granted, UrtheCast's two-cam setup has its limitations.\n*2*: You might a have to wait dozens of orbits to get over that spot. 2) Daylight - you have to be over the location at the right time of day. 3) Weather - too many variables to count a) clouds b) haze c) pollution. 4) time of year can be a factor - sun angle too low, and weather. 5) Conflicting opportunities.\n*3*: Alright, so a full-blown, Google-sanctioned version of \"Google Earth live\" is still probably 10-20 years away.\n*4*: But at least one company (other than Google) is pushing to make live, HD video of Earth a reality much, much sooner than that.\n*5*: Google Earth Blog runs through a few of them: 1) For any particular orbit, you may not be able to view the desired location (too far over the horizon, too much of an angle).\n*6*: How do you decide which place to have your camera aimed at when there are 100 different places to aim and you're moving at 17,500 mph?\n*7*: But let's be honest here, people.\n*8*: The fact that in just a couple of years you could be spying on other parts of the world, live, FROM SPACE... is pretty amazing \u2014 and definitely a sign of things to come. [UrtheCast via Google Creative Sandbox + Google Earth Blog]"}
| 2 |
unscramble_159619
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Juno Beach Centre is proud to present a temporary exhibit illustrating the many ways in which Britons and Canadians came to know each other and the record of effort and sacrifice common to both countries as they fought to preserve the heritage of liberty and democracy. “Allies: Canadians and British During the Second World War” highlights various aspects of the Anglo-Canadian experience.
*2*: Canada had followed Britain’s lead in declaring war on Germany in September 1939 and within weeks, was sending troops overseas.
*3*: Yet there was one country that stood firmly by Britain’s side and contributed an ever increasing number of soldiers, pilots, and sailors to the defence of what many still regarded as the Mother Country.
*4*: Britons and Canadians affirmed the ties of their shared history and traditions, and forged new bonds of comradeship, friendship, and even marriage as they met and mixed over six long years of war.
*5*: Dioramas illustrate how Canadians and Britons fought side-by-side during major events of the Second World War: at sea during the Battle of the Atlantic, in the skies during the Battle of Britain, on D-Day and throughout the Battle of Normandy.
*6*: At its heart, the exhibit tells a very human story, of men and women from two countries, allies yet strangers, familiar yet foreign, brought together by exceptional circumstances and united in a great cause.
*7*: In the dark days of 1940, with France defeated and her own forces driven from the continent, it seemed that Britain stood alone before the onslaught of Nazi Germany.
*8*: Upon entering the exhibit, visitors receive a passport/ID cardoutlining the story and fortunes of an individual man or woman, military or civilian, Canadian or British.
*9*: Educational Activity for school groups: History on Wheels (from 11 years old)
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: In the dark days of 1940, with France defeated and her own forces driven from the continent, it seemed that Britain stood alone before the onslaught of Nazi Germany.\n*2*: Yet there was one country that stood firmly by Britain\u2019s side and contributed an ever increasing number of soldiers, pilots, and sailors to the defence of what many still regarded as the Mother Country.\n*3*: Canada had followed Britain\u2019s lead in declaring war on Germany in September 1939 and within weeks, was sending troops overseas.\n*4*: Britons and Canadians affirmed the ties of their shared history and traditions, and forged new bonds of comradeship, friendship, and even marriage as they met and mixed over six long years of war.\n*5*: The Juno Beach Centre is proud to present a temporary exhibit illustrating the many ways in which Britons and Canadians came to know each other and the record of effort and sacrifice common to both countries as they fought to preserve the heritage of liberty and democracy. \u201cAllies: Canadians and British During the Second World War\u201d highlights various aspects of the Anglo-Canadian experience.\n*6*: Dioramas illustrate how Canadians and Britons fought side-by-side during major events of the Second World War: at sea during the Battle of the Atlantic, in the skies during the Battle of Britain, on D-Day and throughout the Battle of Normandy.\n*7*: Upon entering the exhibit, visitors receive a passport/ID cardoutlining the story and fortunes of an individual man or woman, military or civilian, Canadian or British.\n*8*: At its heart, the exhibit tells a very human story, of men and women from two countries, allies yet strangers, familiar yet foreign, brought together by exceptional circumstances and united in a great cause.\n*9*: Educational Activity for school groups: History on Wheels (from 11 years old)", "scrambled": "*1*: The Juno Beach Centre is proud to present a temporary exhibit illustrating the many ways in which Britons and Canadians came to know each other and the record of effort and sacrifice common to both countries as they fought to preserve the heritage of liberty and democracy. \u201cAllies: Canadians and British During the Second World War\u201d highlights various aspects of the Anglo-Canadian experience.\n*2*: Canada had followed Britain\u2019s lead in declaring war on Germany in September 1939 and within weeks, was sending troops overseas.\n*3*: Yet there was one country that stood firmly by Britain\u2019s side and contributed an ever increasing number of soldiers, pilots, and sailors to the defence of what many still regarded as the Mother Country.\n*4*: Britons and Canadians affirmed the ties of their shared history and traditions, and forged new bonds of comradeship, friendship, and even marriage as they met and mixed over six long years of war.\n*5*: Dioramas illustrate how Canadians and Britons fought side-by-side during major events of the Second World War: at sea during the Battle of the Atlantic, in the skies during the Battle of Britain, on D-Day and throughout the Battle of Normandy.\n*6*: At its heart, the exhibit tells a very human story, of men and women from two countries, allies yet strangers, familiar yet foreign, brought together by exceptional circumstances and united in a great cause.\n*7*: In the dark days of 1940, with France defeated and her own forces driven from the continent, it seemed that Britain stood alone before the onslaught of Nazi Germany.\n*8*: Upon entering the exhibit, visitors receive a passport/ID cardoutlining the story and fortunes of an individual man or woman, military or civilian, Canadian or British.\n*9*: Educational Activity for school groups: History on Wheels (from 11 years old)"}
| 2 |
unscramble_236106
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The lowest unpaired ganglion of the sympathetic nerve trunk.
*2*: coccydynia coc·cy·dyn·i·a (kŏk’sĭ-dĭn’ē-ə) [kok-siks] /ˈkɒk sɪks/ noun, plural coccyges [kok-sahy-jeez, kok-si-jeez] /kɒkˈsaɪ dʒiz, ˈkɒk sɪˌdʒiz/ (Show IPA) 1. a small triangular bone forming the lower extremity of the spinal column in humans, consisting of four ankylosed rudimentary vertebrae. 2. a corresponding part in certain animals. /ˈkɒksɪks/ noun (pl) coccyges (kɒkˈsaɪdʒiːz) 1. a small triangular bone at the end […] - Coccygeal body coccygeal body n.
*3*: Also called ganglion impar. - Coccygeal muscle coccygeal muscle n.
*4*: An arteriovenous anastomosis supplied by the middle sacral artery and located on the pelvic surface of the coccyx. - Coccygeal ganglion coccygeal ganglion n.
*5*: A muscle with origin in the spine of the ischium and sacrospinous ligament, with insertion to the sides of the lower part of the sacrum and the upper part of the coccyx, with nerve supply from the third and fourth sacral nerves, and whose action assists in raising and supporting the pelvic […]
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: coccydynia coc\u00b7cy\u00b7dyn\u00b7i\u00b7a (k\u014fk\u2019s\u012d-d\u012dn\u2019\u0113-\u0259) [kok-siks] /\u02c8k\u0252k s\u026aks/ noun, plural coccyges [kok-sahy-jeez, kok-si-jeez] /k\u0252k\u02c8sa\u026a d\u0292iz, \u02c8k\u0252k s\u026a\u02ccd\u0292iz/ (Show IPA) 1. a small triangular bone forming the lower extremity of the spinal column in humans, consisting of four ankylosed rudimentary vertebrae. 2. a corresponding part in certain animals. /\u02c8k\u0252ks\u026aks/ noun (pl) coccyges (k\u0252k\u02c8sa\u026ad\u0292i\u02d0z) 1. a small triangular bone at the end [\u2026] - Coccygeal body coccygeal body n.\n*2*: An arteriovenous anastomosis supplied by the middle sacral artery and located on the pelvic surface of the coccyx. - Coccygeal ganglion coccygeal ganglion n.\n*3*: The lowest unpaired ganglion of the sympathetic nerve trunk.\n*4*: Also called ganglion impar. - Coccygeal muscle coccygeal muscle n.\n*5*: A muscle with origin in the spine of the ischium and sacrospinous ligament, with insertion to the sides of the lower part of the sacrum and the upper part of the coccyx, with nerve supply from the third and fourth sacral nerves, and whose action assists in raising and supporting the pelvic [\u2026]", "scrambled": "*1*: The lowest unpaired ganglion of the sympathetic nerve trunk.\n*2*: coccydynia coc\u00b7cy\u00b7dyn\u00b7i\u00b7a (k\u014fk\u2019s\u012d-d\u012dn\u2019\u0113-\u0259) [kok-siks] /\u02c8k\u0252k s\u026aks/ noun, plural coccyges [kok-sahy-jeez, kok-si-jeez] /k\u0252k\u02c8sa\u026a d\u0292iz, \u02c8k\u0252k s\u026a\u02ccd\u0292iz/ (Show IPA) 1. a small triangular bone forming the lower extremity of the spinal column in humans, consisting of four ankylosed rudimentary vertebrae. 2. a corresponding part in certain animals. /\u02c8k\u0252ks\u026aks/ noun (pl) coccyges (k\u0252k\u02c8sa\u026ad\u0292i\u02d0z) 1. a small triangular bone at the end [\u2026] - Coccygeal body coccygeal body n.\n*3*: Also called ganglion impar. - Coccygeal muscle coccygeal muscle n.\n*4*: An arteriovenous anastomosis supplied by the middle sacral artery and located on the pelvic surface of the coccyx. - Coccygeal ganglion coccygeal ganglion n.\n*5*: A muscle with origin in the spine of the ischium and sacrospinous ligament, with insertion to the sides of the lower part of the sacrum and the upper part of the coccyx, with nerve supply from the third and fourth sacral nerves, and whose action assists in raising and supporting the pelvic [\u2026]"}
| 2 |
unscramble_208434
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Diamonds are considered a precious stone, they are a crystalline form of carbon and they are the hardest substance on the Moh scale of mineral hardness.
*2*: Diamonds are brought to the earth's surface by volcanic eruptions but they aren't formed at the time magma cools.
*3*: A diamond's hardness is due to covalent network bonding.
*4*: Diamonds have also been found in rocks that formed in subduction zones and as nanoparticles in meteorites.
*5*: Carbon atoms in diamond are in a strongly bonded crystal structure is which each carbon atom shares electrons with four other carbon atoms, forming what is called "giant covalent structures."
*6*: Diamonds are not formed by magma cooling so (a) is the correct choice.
*7*: Rather, they are formed in the earth's mantle at very high temperature and pressure, mostly beneath the interiors of continental plates.
*8*: Diamonds that formed in these zones are thought to have been rapidly carried to the surface during deep source volcanic eruptions.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Diamonds are not formed by magma cooling so (a) is the correct choice.\n*2*: Diamonds are considered a precious stone, they are a crystalline form of carbon and they are the hardest substance on the Moh scale of mineral hardness.\n*3*: Diamonds are brought to the earth's surface by volcanic eruptions but they aren't formed at the time magma cools.\n*4*: Rather, they are formed in the earth's mantle at very high temperature and pressure, mostly beneath the interiors of continental plates.\n*5*: Diamonds that formed in these zones are thought to have been rapidly carried to the surface during deep source volcanic eruptions.\n*6*: Diamonds have also been found in rocks that formed in subduction zones and as nanoparticles in meteorites.\n*7*: A diamond's hardness is due to covalent network bonding.\n*8*: Carbon atoms in diamond are in a strongly bonded crystal structure is which each carbon atom shares electrons with four other carbon atoms, forming what is called \"giant covalent structures.\"", "scrambled": "*1*: Diamonds are considered a precious stone, they are a crystalline form of carbon and they are the hardest substance on the Moh scale of mineral hardness.\n*2*: Diamonds are brought to the earth's surface by volcanic eruptions but they aren't formed at the time magma cools.\n*3*: A diamond's hardness is due to covalent network bonding.\n*4*: Diamonds have also been found in rocks that formed in subduction zones and as nanoparticles in meteorites.\n*5*: Carbon atoms in diamond are in a strongly bonded crystal structure is which each carbon atom shares electrons with four other carbon atoms, forming what is called \"giant covalent structures.\"\n*6*: Diamonds are not formed by magma cooling so (a) is the correct choice.\n*7*: Rather, they are formed in the earth's mantle at very high temperature and pressure, mostly beneath the interiors of continental plates.\n*8*: Diamonds that formed in these zones are thought to have been rapidly carried to the surface during deep source volcanic eruptions."}
| 2 |
unscramble_133572
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Just that compared to others, her risk may be greater.
*2*: However, cervical cancer is still preventable in virtually every case, and this means having regular Pap tests and, if appropriate and health care provider recommended, HPV tests.
*3*: It doesn't mean a woman will develop cancer, or is even likely to do so.
*4*: Some families are in social or economic conditions that make such factors more likely to be an issue for them.
*5*: That just means that if a woman has a history of cervical cancer in her family, she's more likely to develop the disease herself compared to those who don't have close female relatives with cervical cancer.
*6*: Also, there are lifestyle/enviromental factors; for example, smoking can play a role, as can some inflammatory conditions (STDs like chlamydia).
*7*: What are some of the family factors?
*8*: Read more on the website of the American Cancer Society at http://www.cancer.org/docroot/CRI/conte ... ncer_8.asp
*9*: Researchers aren't entirely sure; it may be that like some other conditions, cervical cancer just tends to run more often in some families.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: That just means that if a woman has a history of cervical cancer in her family, she's more likely to develop the disease herself compared to those who don't have close female relatives with cervical cancer.\n*2*: It doesn't mean a woman will develop cancer, or is even likely to do so.\n*3*: Just that compared to others, her risk may be greater.\n*4*: However, cervical cancer is still preventable in virtually every case, and this means having regular Pap tests and, if appropriate and health care provider recommended, HPV tests.\n*5*: What are some of the family factors?\n*6*: Researchers aren't entirely sure; it may be that like some other conditions, cervical cancer just tends to run more often in some families.\n*7*: Also, there are lifestyle/enviromental factors; for example, smoking can play a role, as can some inflammatory conditions (STDs like chlamydia).\n*8*: Some families are in social or economic conditions that make such factors more likely to be an issue for them.\n*9*: Read more on the website of the American Cancer Society at http://www.cancer.org/docroot/CRI/conte ... ncer_8.asp", "scrambled": "*1*: Just that compared to others, her risk may be greater.\n*2*: However, cervical cancer is still preventable in virtually every case, and this means having regular Pap tests and, if appropriate and health care provider recommended, HPV tests.\n*3*: It doesn't mean a woman will develop cancer, or is even likely to do so.\n*4*: Some families are in social or economic conditions that make such factors more likely to be an issue for them.\n*5*: That just means that if a woman has a history of cervical cancer in her family, she's more likely to develop the disease herself compared to those who don't have close female relatives with cervical cancer.\n*6*: Also, there are lifestyle/enviromental factors; for example, smoking can play a role, as can some inflammatory conditions (STDs like chlamydia).\n*7*: What are some of the family factors?\n*8*: Read more on the website of the American Cancer Society at http://www.cancer.org/docroot/CRI/conte ... ncer_8.asp\n*9*: Researchers aren't entirely sure; it may be that like some other conditions, cervical cancer just tends to run more often in some families."}
| 2 |
unscramble_95572
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: More information about the Python-list
*2*: It looks like some sort of initialization for > a widget. > I've scoured the internet with Google, and have yet to find a simple > explanation of what it's used for.
*3*: Search for IntVar on http://docs.python.org/library/tkinter.html and read the enclosing section.
*4*: What is intvar? clp2 at rebertia.com Fri Jan 23 03:45:26 CET 2009 On Thu, Jan 22, 2009 at 6:38 PM, W. eWatson <notvalid2 at sbcglobal.net> wrote: > I'm looking at someone's code in which invar() is used fairly often. > Apparently, it's a Tkinter method.
*5*: I think it's basically used to propagate changes to the GUI and convert values (in this case, ints) between Python and Tk.
*6*: Follow the path of the Iguana...
*7*: Here's a use: > def body(self,master): > self.title("Display Settings") > self.colorVar = IntVar() > Radiobutton( master, text="Gray Scale", > value=1, variable=self.colorVar).grid(row=0, sticky=W) > Radiobutton( master, text="Pseudo Color", > value=2, variable=self.colorVar).grid(row=1, sticky=W) > What is the need for this use?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: What is intvar? clp2 at rebertia.com Fri Jan 23 03:45:26 CET 2009 On Thu, Jan 22, 2009 at 6:38 PM, W. eWatson <notvalid2 at sbcglobal.net> wrote: > I'm looking at someone's code in which invar() is used fairly often. > Apparently, it's a Tkinter method.\n*2*: Here's a use: > def body(self,master): > self.title(\"Display Settings\") > self.colorVar = IntVar() > Radiobutton( master, text=\"Gray Scale\", > value=1, variable=self.colorVar).grid(row=0, sticky=W) > Radiobutton( master, text=\"Pseudo Color\", > value=2, variable=self.colorVar).grid(row=1, sticky=W) > What is the need for this use?\n*3*: It looks like some sort of initialization for > a widget. > I've scoured the internet with Google, and have yet to find a simple > explanation of what it's used for.\n*4*: Search for IntVar on http://docs.python.org/library/tkinter.html and read the enclosing section.\n*5*: I think it's basically used to propagate changes to the GUI and convert values (in this case, ints) between Python and Tk.\n*6*: Follow the path of the Iguana...\n*7*: More information about the Python-list", "scrambled": "*1*: More information about the Python-list\n*2*: It looks like some sort of initialization for > a widget. > I've scoured the internet with Google, and have yet to find a simple > explanation of what it's used for.\n*3*: Search for IntVar on http://docs.python.org/library/tkinter.html and read the enclosing section.\n*4*: What is intvar? clp2 at rebertia.com Fri Jan 23 03:45:26 CET 2009 On Thu, Jan 22, 2009 at 6:38 PM, W. eWatson <notvalid2 at sbcglobal.net> wrote: > I'm looking at someone's code in which invar() is used fairly often. > Apparently, it's a Tkinter method.\n*5*: I think it's basically used to propagate changes to the GUI and convert values (in this case, ints) between Python and Tk.\n*6*: Follow the path of the Iguana...\n*7*: Here's a use: > def body(self,master): > self.title(\"Display Settings\") > self.colorVar = IntVar() > Radiobutton( master, text=\"Gray Scale\", > value=1, variable=self.colorVar).grid(row=0, sticky=W) > Radiobutton( master, text=\"Pseudo Color\", > value=2, variable=self.colorVar).grid(row=1, sticky=W) > What is the need for this use?"}
| 2 |
unscramble_10752
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Global environmental challenges from The Great Debate UK: - Dr Andrew Hooper is an Assistant Professor at Delft University of Technology and is an expert on monitoring deformation of Icelandic volcanoes.
*2*: Thousands of flights have been cancelled or postponed with millions of travel plans affected.
*3*: The economic consequence to our ‘just-in-time’ society is incalculable at this stage given the disruption to holidays, business plans and indeed the wider business supply chain.
*4*: However, the global cost of the disruption will surely ultimately result in a cost of billions, with the share price of several airlines in particular already taking a hit.
*5*: Much could depend upon weather patterns, especially wind direction, over the next few days.
*6*: It is exceptionally hard to gauge how long the current grounding of flights will remain in force, although Eyjafjallajökull, the Icelandic volcano which has erupted, could potentially sputter on for months or even more than a year.
*7*: The opinions expressed are his own. - The unprecedented no-fly zone currently in force across much of Europe has already caused the greatest chaos to air travel since the Second World War.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Global environmental challenges from The Great Debate UK: - Dr Andrew Hooper is an Assistant Professor at Delft University of Technology and is an expert on monitoring deformation of Icelandic volcanoes.\n*2*: The opinions expressed are his own. - The unprecedented no-fly zone currently in force across much of Europe has already caused the greatest chaos to air travel since the Second World War.\n*3*: Thousands of flights have been cancelled or postponed with millions of travel plans affected.\n*4*: The economic consequence to our \u2018just-in-time\u2019 society is incalculable at this stage given the disruption to holidays, business plans and indeed the wider business supply chain.\n*5*: However, the global cost of the disruption will surely ultimately result in a cost of billions, with the share price of several airlines in particular already taking a hit.\n*6*: It is exceptionally hard to gauge how long the current grounding of flights will remain in force, although Eyjafjallaj\u00f6kull, the Icelandic volcano which has erupted, could potentially sputter on for months or even more than a year.\n*7*: Much could depend upon weather patterns, especially wind direction, over the next few days.", "scrambled": "*1*: Global environmental challenges from The Great Debate UK: - Dr Andrew Hooper is an Assistant Professor at Delft University of Technology and is an expert on monitoring deformation of Icelandic volcanoes.\n*2*: Thousands of flights have been cancelled or postponed with millions of travel plans affected.\n*3*: The economic consequence to our \u2018just-in-time\u2019 society is incalculable at this stage given the disruption to holidays, business plans and indeed the wider business supply chain.\n*4*: However, the global cost of the disruption will surely ultimately result in a cost of billions, with the share price of several airlines in particular already taking a hit.\n*5*: Much could depend upon weather patterns, especially wind direction, over the next few days.\n*6*: It is exceptionally hard to gauge how long the current grounding of flights will remain in force, although Eyjafjallaj\u00f6kull, the Icelandic volcano which has erupted, could potentially sputter on for months or even more than a year.\n*7*: The opinions expressed are his own. - The unprecedented no-fly zone currently in force across much of Europe has already caused the greatest chaos to air travel since the Second World War."}
| 2 |
unscramble_185081
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Of course, universal meta-knowledge frameworks have to be valid for the organization of meta-levels of individual meta-knowledge.
*2*: Examples of the first-level individual meta-knowledge are methods of planning, modeling, learning and every modification of a domain knowledge.
*3*: See also Edit - meta-programming in Computer Science - Knowledge Interchange Format Reference Manual Chapter 7: Metaknowledge, Stanford University - A Survey of Cognitive and Agent Architectures: Meta-knowledge, University of Michigan |This page uses Creative Commons Licensed content from Wikipedia (view authors).|
*4*: The procedures, methodologies and strategies of teaching, coordination of e-learning courses are individual meta-meta-knowledge of an intelligent entity (a person, organization or society).
*5*: Individual differences | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | Metaknowledge or meta-knowledge is knowledge about knowledge.
*6*: Meta-knowledge is a fundamental conceptual instrument in such research and scientific domains as, knowledge engineering, knowledge management, and others dealing with study and operations on knowledge, seen as an unified object/entities, abstracted from local conceptualizations and terminologies.
*7*: More precisely speaking, meta-knowledge is systemic problem and domain-independent knowledge which performs or enables operations on another more or less specific domain-dependent knowledge in different domains/areas of human activities.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Individual differences | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | Metaknowledge or meta-knowledge is knowledge about knowledge.\n*2*: More precisely speaking, meta-knowledge is systemic problem and domain-independent knowledge which performs or enables operations on another more or less specific domain-dependent knowledge in different domains/areas of human activities.\n*3*: Meta-knowledge is a fundamental conceptual instrument in such research and scientific domains as, knowledge engineering, knowledge management, and others dealing with study and operations on knowledge, seen as an unified object/entities, abstracted from local conceptualizations and terminologies.\n*4*: Examples of the first-level individual meta-knowledge are methods of planning, modeling, learning and every modification of a domain knowledge.\n*5*: The procedures, methodologies and strategies of teaching, coordination of e-learning courses are individual meta-meta-knowledge of an intelligent entity (a person, organization or society).\n*6*: Of course, universal meta-knowledge frameworks have to be valid for the organization of meta-levels of individual meta-knowledge.\n*7*: See also Edit - meta-programming in Computer Science - Knowledge Interchange Format Reference Manual Chapter 7: Metaknowledge, Stanford University - A Survey of Cognitive and Agent Architectures: Meta-knowledge, University of Michigan |This page uses Creative Commons Licensed content from Wikipedia (view authors).|", "scrambled": "*1*: Of course, universal meta-knowledge frameworks have to be valid for the organization of meta-levels of individual meta-knowledge.\n*2*: Examples of the first-level individual meta-knowledge are methods of planning, modeling, learning and every modification of a domain knowledge.\n*3*: See also Edit - meta-programming in Computer Science - Knowledge Interchange Format Reference Manual Chapter 7: Metaknowledge, Stanford University - A Survey of Cognitive and Agent Architectures: Meta-knowledge, University of Michigan |This page uses Creative Commons Licensed content from Wikipedia (view authors).|\n*4*: The procedures, methodologies and strategies of teaching, coordination of e-learning courses are individual meta-meta-knowledge of an intelligent entity (a person, organization or society).\n*5*: Individual differences | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | Metaknowledge or meta-knowledge is knowledge about knowledge.\n*6*: Meta-knowledge is a fundamental conceptual instrument in such research and scientific domains as, knowledge engineering, knowledge management, and others dealing with study and operations on knowledge, seen as an unified object/entities, abstracted from local conceptualizations and terminologies.\n*7*: More precisely speaking, meta-knowledge is systemic problem and domain-independent knowledge which performs or enables operations on another more or less specific domain-dependent knowledge in different domains/areas of human activities."}
| 2 |
unscramble_158221
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Not everyone was ready to accept Khrushchev new line.
*2*: It is known especially for Nikita Khrushchev's "On the Personality Cult and its Consequences", which denounced the personality cult regime and dictatorship of Joseph Stalin.
*3*: 20th Congress of the CPSU The 20th Congress of the Communist Party of the Soviet Union was held during February 14 to February 26, 1956.
*4*: The Polish communist leader Bolesław Bierut died in Moscow shortly after attending the 20th Congress.
*5*: Indeed, proceedings were opened by Khruschev's call for all to stand in memory of the Communist leaders who had died since the previous Congress, with Stalin being mentioned in the same breath as Klement Gottwald.
*6*: Delegates at this Congress of the Communist Party of the Soviet Union were given no advance warning of what to expect.
*7*: The speech shocked delegates to the Congress, as it flew in the face of years of Soviet propaganda, which had claimed that Stalin was a "wise, peaceful, and fair leader." After long deliberations, in a month the speech was reported to the general public, but the full text was published only in 1989.
*8*: Hints of a new direction only came out gradually over the next ten days, which had the effect of leaving those present highly perplexed.
*9*: Albanian Communist leader Enver Hoxha, for instance, strongly condemned Khrushchev as "Marxist revisionist."
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 20th Congress of the CPSU The 20th Congress of the Communist Party of the Soviet Union was held during February 14 to February 26, 1956.\n*2*: It is known especially for Nikita Khrushchev's \"On the Personality Cult and its Consequences\", which denounced the personality cult regime and dictatorship of Joseph Stalin.\n*3*: Delegates at this Congress of the Communist Party of the Soviet Union were given no advance warning of what to expect.\n*4*: Indeed, proceedings were opened by Khruschev's call for all to stand in memory of the Communist leaders who had died since the previous Congress, with Stalin being mentioned in the same breath as Klement Gottwald.\n*5*: Hints of a new direction only came out gradually over the next ten days, which had the effect of leaving those present highly perplexed.\n*6*: The Polish communist leader Boles\u0142aw Bierut died in Moscow shortly after attending the 20th Congress.\n*7*: The speech shocked delegates to the Congress, as it flew in the face of years of Soviet propaganda, which had claimed that Stalin was a \"wise, peaceful, and fair leader.\" After long deliberations, in a month the speech was reported to the general public, but the full text was published only in 1989.\n*8*: Not everyone was ready to accept Khrushchev new line.\n*9*: Albanian Communist leader Enver Hoxha, for instance, strongly condemned Khrushchev as \"Marxist revisionist.\"", "scrambled": "*1*: Not everyone was ready to accept Khrushchev new line.\n*2*: It is known especially for Nikita Khrushchev's \"On the Personality Cult and its Consequences\", which denounced the personality cult regime and dictatorship of Joseph Stalin.\n*3*: 20th Congress of the CPSU The 20th Congress of the Communist Party of the Soviet Union was held during February 14 to February 26, 1956.\n*4*: The Polish communist leader Boles\u0142aw Bierut died in Moscow shortly after attending the 20th Congress.\n*5*: Indeed, proceedings were opened by Khruschev's call for all to stand in memory of the Communist leaders who had died since the previous Congress, with Stalin being mentioned in the same breath as Klement Gottwald.\n*6*: Delegates at this Congress of the Communist Party of the Soviet Union were given no advance warning of what to expect.\n*7*: The speech shocked delegates to the Congress, as it flew in the face of years of Soviet propaganda, which had claimed that Stalin was a \"wise, peaceful, and fair leader.\" After long deliberations, in a month the speech was reported to the general public, but the full text was published only in 1989.\n*8*: Hints of a new direction only came out gradually over the next ten days, which had the effect of leaving those present highly perplexed.\n*9*: Albanian Communist leader Enver Hoxha, for instance, strongly condemned Khrushchev as \"Marxist revisionist.\""}
| 2 |
unscramble_157354
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The best way to do it would be to create a class for each vehicle, or even a main class with a subclass for each specific vehicle.
*2*: To add a new vehicle i would just need to implement a new subclass!
*3*: I am right?
*4*: Referring to the car example, you might write a procedure in C to wash a vehicle and then inside that procedure write code to handle washing a car, washing a boat, washing a motorcycle, and so on.
*5*: In a procedural language such as C, you think about actions and then write code to perform the action on various objects.
*6*: The correct answer would be no, right?
*7*: If you took that approach and then wanted to add a new vehicle type (see the previous exercise), do you see advantages or disadvantages to using this procedural approach over an object-oriented approach?
*8*: The events, in each class, could essentially have the same name if i take advantage of the Polymorphism concept.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: In a procedural language such as C, you think about actions and then write code to perform the action on various objects.\n*2*: Referring to the car example, you might write a procedure in C to wash a vehicle and then inside that procedure write code to handle washing a car, washing a boat, washing a motorcycle, and so on.\n*3*: If you took that approach and then wanted to add a new vehicle type (see the previous exercise), do you see advantages or disadvantages to using this procedural approach over an object-oriented approach?\n*4*: The correct answer would be no, right?\n*5*: The best way to do it would be to create a class for each vehicle, or even a main class with a subclass for each specific vehicle.\n*6*: To add a new vehicle i would just need to implement a new subclass!\n*7*: The events, in each class, could essentially have the same name if i take advantage of the Polymorphism concept.\n*8*: I am right?", "scrambled": "*1*: The best way to do it would be to create a class for each vehicle, or even a main class with a subclass for each specific vehicle.\n*2*: To add a new vehicle i would just need to implement a new subclass!\n*3*: I am right?\n*4*: Referring to the car example, you might write a procedure in C to wash a vehicle and then inside that procedure write code to handle washing a car, washing a boat, washing a motorcycle, and so on.\n*5*: In a procedural language such as C, you think about actions and then write code to perform the action on various objects.\n*6*: The correct answer would be no, right?\n*7*: If you took that approach and then wanted to add a new vehicle type (see the previous exercise), do you see advantages or disadvantages to using this procedural approach over an object-oriented approach?\n*8*: The events, in each class, could essentially have the same name if i take advantage of the Polymorphism concept."}
| 2 |
unscramble_103740
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The digestive system receives standout treatment in a vertically oriented spread.
*2*: This sprightly contribution to the Amaze series, all by Stewart and Franklin, will draw young grade-schoolers more than body books filled with dry diagrams, and teachers will welcome the book's three appended activities.
*3*: - Contains simple projects and experiments that can be done at school or at home - Features three types of texts: explanations, annotations and captions, and labels - Research-ready ideas help young researchers explore the scientific process and use a minds-on, hands-on approach to finding out more. - Mix of innovative torn-paper and full-color realistic illustrations reveal the "hidden" aspects of human, plant, and animal life. - Simple glossary and index - Features scientific data, quick facts, charts, and more! - Meets Reading First funding requirements Following an introduction encouraging kids to contemplate how surface features (hair color, skin color) hide a body structure shared by "everyone . . . in the world," Stewart offers a basic look at human physiology.
*4*: Senses, teeth, bones, muscles, and major body systems and organs are described in turn, with boldfaced vocabulary such as bile defined at first use and also included in the glossary.
*5*: Taste, smell, hearing, and seeing are all given detailed attention, but touch is mentioned only in a side note.
*6*: Using the challenging medium of cut paper to depict complex structures, artist Franklin reinforces the facts with impressive clarity while retaining a child-friendly sensibility, which is further aided by the pages' backdrops in a rainbow of flat, bright colors.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - Contains simple projects and experiments that can be done at school or at home - Features three types of texts: explanations, annotations and captions, and labels - Research-ready ideas help young researchers explore the scientific process and use a minds-on, hands-on approach to finding out more. - Mix of innovative torn-paper and full-color realistic illustrations reveal the \"hidden\" aspects of human, plant, and animal life. - Simple glossary and index - Features scientific data, quick facts, charts, and more! - Meets Reading First funding requirements Following an introduction encouraging kids to contemplate how surface features (hair color, skin color) hide a body structure shared by \"everyone . . . in the world,\" Stewart offers a basic look at human physiology.\n*2*: Senses, teeth, bones, muscles, and major body systems and organs are described in turn, with boldfaced vocabulary such as bile defined at first use and also included in the glossary.\n*3*: The digestive system receives standout treatment in a vertically oriented spread.\n*4*: Taste, smell, hearing, and seeing are all given detailed attention, but touch is mentioned only in a side note.\n*5*: Using the challenging medium of cut paper to depict complex structures, artist Franklin reinforces the facts with impressive clarity while retaining a child-friendly sensibility, which is further aided by the pages' backdrops in a rainbow of flat, bright colors.\n*6*: This sprightly contribution to the Amaze series, all by Stewart and Franklin, will draw young grade-schoolers more than body books filled with dry diagrams, and teachers will welcome the book's three appended activities.", "scrambled": "*1*: The digestive system receives standout treatment in a vertically oriented spread.\n*2*: This sprightly contribution to the Amaze series, all by Stewart and Franklin, will draw young grade-schoolers more than body books filled with dry diagrams, and teachers will welcome the book's three appended activities.\n*3*: - Contains simple projects and experiments that can be done at school or at home - Features three types of texts: explanations, annotations and captions, and labels - Research-ready ideas help young researchers explore the scientific process and use a minds-on, hands-on approach to finding out more. - Mix of innovative torn-paper and full-color realistic illustrations reveal the \"hidden\" aspects of human, plant, and animal life. - Simple glossary and index - Features scientific data, quick facts, charts, and more! - Meets Reading First funding requirements Following an introduction encouraging kids to contemplate how surface features (hair color, skin color) hide a body structure shared by \"everyone . . . in the world,\" Stewart offers a basic look at human physiology.\n*4*: Senses, teeth, bones, muscles, and major body systems and organs are described in turn, with boldfaced vocabulary such as bile defined at first use and also included in the glossary.\n*5*: Taste, smell, hearing, and seeing are all given detailed attention, but touch is mentioned only in a side note.\n*6*: Using the challenging medium of cut paper to depict complex structures, artist Franklin reinforces the facts with impressive clarity while retaining a child-friendly sensibility, which is further aided by the pages' backdrops in a rainbow of flat, bright colors."}
| 2 |
unscramble_213121
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: However, there are two main types of records, created in Ireland, that are also suitable to use.
*2*: A guiding principle of Irish genealogical research in the U.S. and Canada is to exhaust all records on this side of the Atlantic to find the place of origin in Ireland.
*3*: Fitzwilliam Estate Emigration Books, 1847-1856.
*4*: The other is assisted emigration records.
*5*: He has also compiled names of migrants from the townland of Coolattin on the Fitzwilliam Estate.
*6*: Provincial Archives of New Brunswick, available online at http://archives.gnb.ca/Irish/Databases/Fitzwilliam/Default.aspx?culture=en-CA: accessed 22 August 2013.
*7*: Jim Rees has written extensively about this migration and you can read about it in his document, The Surplus People.
*8*: One is certain passenger list records created in Ireland, such as those highlighted by the work of Irish genealogist Brian Mitchell.
*9*: Rees, Jim.
*10*: They are useful because the place of origin is given as well as the port they arrived at in North America.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: A guiding principle of Irish genealogical research in the U.S. and Canada is to exhaust all records on this side of the Atlantic to find the place of origin in Ireland.\n*2*: However, there are two main types of records, created in Ireland, that are also suitable to use.\n*3*: One is certain passenger list records created in Ireland, such as those highlighted by the work of Irish genealogist Brian Mitchell.\n*4*: The other is assisted emigration records.\n*5*: They are useful because the place of origin is given as well as the port they arrived at in North America.\n*6*: Jim Rees has written extensively about this migration and you can read about it in his document, The Surplus People.\n*7*: He has also compiled names of migrants from the townland of Coolattin on the Fitzwilliam Estate.\n*8*: Rees, Jim.\n*9*: Fitzwilliam Estate Emigration Books, 1847-1856.\n*10*: Provincial Archives of New Brunswick, available online at http://archives.gnb.ca/Irish/Databases/Fitzwilliam/Default.aspx?culture=en-CA: accessed 22 August 2013.", "scrambled": "*1*: However, there are two main types of records, created in Ireland, that are also suitable to use.\n*2*: A guiding principle of Irish genealogical research in the U.S. and Canada is to exhaust all records on this side of the Atlantic to find the place of origin in Ireland.\n*3*: Fitzwilliam Estate Emigration Books, 1847-1856.\n*4*: The other is assisted emigration records.\n*5*: He has also compiled names of migrants from the townland of Coolattin on the Fitzwilliam Estate.\n*6*: Provincial Archives of New Brunswick, available online at http://archives.gnb.ca/Irish/Databases/Fitzwilliam/Default.aspx?culture=en-CA: accessed 22 August 2013.\n*7*: Jim Rees has written extensively about this migration and you can read about it in his document, The Surplus People.\n*8*: One is certain passenger list records created in Ireland, such as those highlighted by the work of Irish genealogist Brian Mitchell.\n*9*: Rees, Jim.\n*10*: They are useful because the place of origin is given as well as the port they arrived at in North America."}
| 2 |
unscramble_58528
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: World Health Organization An organization of the United Nations having as its aim "the attainment of all peoples of the highest possible level of health" (Article 1, UN Charter).
*2*: It establishes international standards for biologic preparations and norms for substances such as insecticides, maintains a current international pharmacopeia and international health regulations, collects and disseminates epidemiologic information, and encourages the exchange of scientific knowledge.
*3*: Regional programs promote mental health, maternal and child care, dental health, public health administration, and education of both the health care professions and the public in health matters.
*4*: It is concerned in particular with major health problems the solutions for which warrant the cooperation of many countries, such as campaigns against transmissible diseases, cancer, and cardiovascular disease.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: World Health Organization An organization of the United Nations having as its aim \"the attainment of all peoples of the highest possible level of health\" (Article 1, UN Charter).\n*2*: It is concerned in particular with major health problems the solutions for which warrant the cooperation of many countries, such as campaigns against transmissible diseases, cancer, and cardiovascular disease.\n*3*: It establishes international standards for biologic preparations and norms for substances such as insecticides, maintains a current international pharmacopeia and international health regulations, collects and disseminates epidemiologic information, and encourages the exchange of scientific knowledge.\n*4*: Regional programs promote mental health, maternal and child care, dental health, public health administration, and education of both the health care professions and the public in health matters.", "scrambled": "*1*: World Health Organization An organization of the United Nations having as its aim \"the attainment of all peoples of the highest possible level of health\" (Article 1, UN Charter).\n*2*: It establishes international standards for biologic preparations and norms for substances such as insecticides, maintains a current international pharmacopeia and international health regulations, collects and disseminates epidemiologic information, and encourages the exchange of scientific knowledge.\n*3*: Regional programs promote mental health, maternal and child care, dental health, public health administration, and education of both the health care professions and the public in health matters.\n*4*: It is concerned in particular with major health problems the solutions for which warrant the cooperation of many countries, such as campaigns against transmissible diseases, cancer, and cardiovascular disease."}
| 2 |
unscramble_153970
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Shivling and Durga are referred in this Purana.
*2*: The work is in general dedicated to the glorification of Shiva.
*3*: It contains 15,400 verses.
*4*: Agni Purana was instructed to the sage Vasishtha by Agni , for instructing him in the two-fold knowledge of Brahma.
*5*: It also deals with the incarnations of Ram and Krishna.
*6*: It deals with ritual and mystic worship and cosmic descriptions.
*7*: Agni Purana is unique among the other 18 puranas, in describing Kavyalankaranatakas (poems, dramas and figures of speech), Jyotishastra (Astronomy) and Shilpakala (architecture).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Agni Purana was instructed to the sage Vasishtha by Agni , for instructing him in the two-fold knowledge of Brahma.\n*2*: It deals with ritual and mystic worship and cosmic descriptions.\n*3*: The work is in general dedicated to the glorification of Shiva.\n*4*: Shivling and Durga are referred in this Purana.\n*5*: It also deals with the incarnations of Ram and Krishna.\n*6*: Agni Purana is unique among the other 18 puranas, in describing Kavyalankaranatakas (poems, dramas and figures of speech), Jyotishastra (Astronomy) and Shilpakala (architecture).\n*7*: It contains 15,400 verses.", "scrambled": "*1*: Shivling and Durga are referred in this Purana.\n*2*: The work is in general dedicated to the glorification of Shiva.\n*3*: It contains 15,400 verses.\n*4*: Agni Purana was instructed to the sage Vasishtha by Agni , for instructing him in the two-fold knowledge of Brahma.\n*5*: It also deals with the incarnations of Ram and Krishna.\n*6*: It deals with ritual and mystic worship and cosmic descriptions.\n*7*: Agni Purana is unique among the other 18 puranas, in describing Kavyalankaranatakas (poems, dramas and figures of speech), Jyotishastra (Astronomy) and Shilpakala (architecture)."}
| 2 |
unscramble_118352
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The protection provided by an immunoglobulin injection lasts from days to months, depending on the disease. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org © 1995-2012 Healthwise, Incorporated.
*2*: Immunoglobulin (IG) may be given to help prevent an illness after exposure to an infected person.
*3*: For example, the immunoglobulin given to help prevent hepatitis A infection is taken from the blood of people who are recovering from hepatitis A virus infection.
*4*: Immunoglobulin (also called immune globulin or gamma globulin) is a protein in human blood and tissue fluids.
*5*: Find out what women really need.
*6*: Immunoglobulin is usually taken from the blood of people recovering from the illness.
*7*: It can also be given to people with certain immune system deficiencies to prevent infections.
*8*: Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.
*9*: These proteins are similar to antibodies, which help the body's immune system recognize and destroy foreign substances, such as bacteria and viruses.
*10*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Immunoglobulin (also called immune globulin or gamma globulin) is a protein in human blood and tissue fluids.\n*2*: These proteins are similar to antibodies, which help the body's immune system recognize and destroy foreign substances, such as bacteria and viruses.\n*3*: Immunoglobulin (IG) may be given to help prevent an illness after exposure to an infected person.\n*4*: It can also be given to people with certain immune system deficiencies to prevent infections.\n*5*: Immunoglobulin is usually taken from the blood of people recovering from the illness.\n*6*: For example, the immunoglobulin given to help prevent hepatitis A infection is taken from the blood of people who are recovering from hepatitis A virus infection.\n*7*: The protection provided by an immunoglobulin injection lasts from days to months, depending on the disease. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org \u00a9 1995-2012 Healthwise, Incorporated.\n*8*: Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.\n*9*: Find out what women really need.\n*10*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies", "scrambled": "*1*: The protection provided by an immunoglobulin injection lasts from days to months, depending on the disease. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org \u00a9 1995-2012 Healthwise, Incorporated.\n*2*: Immunoglobulin (IG) may be given to help prevent an illness after exposure to an infected person.\n*3*: For example, the immunoglobulin given to help prevent hepatitis A infection is taken from the blood of people who are recovering from hepatitis A virus infection.\n*4*: Immunoglobulin (also called immune globulin or gamma globulin) is a protein in human blood and tissue fluids.\n*5*: Find out what women really need.\n*6*: Immunoglobulin is usually taken from the blood of people recovering from the illness.\n*7*: It can also be given to people with certain immune system deficiencies to prevent infections.\n*8*: Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.\n*9*: These proteins are similar to antibodies, which help the body's immune system recognize and destroy foreign substances, such as bacteria and viruses.\n*10*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies"}
| 2 |
unscramble_62845
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The report gives several other examples: • FrieslandCampina’s milk prism project refines the whey it once sold as a byproduct into "pure products" such as casein and lactose. • Starbucks is exploring ways to use enzymes to break down food waste and coffee grounds into sugars and subsequently into succinic acid, which can be used to produce a wide range of products, including plastics. • Corde and Helius are producing renewable energy from whisky distillation byproducts that were previously sold as animal feed. "Globally, food waste statistics are alarming," the report says. "The need for action is only compounded by the water and energy losses." - November 2012
*2*: Global dairy companies such as Danone, Fonterra, FrieslandCampina and Nestle have helped dairy farmers install biogas plants to convert their waste into electricity and heat. "In general, renewable energy subsidies and the application of heat can make on-site energy production more profi table than selling the waste as animal feed," the report says.
*3*: The European Union limits the use of manure as fertilizer and off-site disposal is costly.
*4*: Some of the waste products involve farmers, while others do not.
*5*: Biorefining, another approach, processes waste into a variety of bio-based products, such as high-value chemicals, pharmaceuticals, bioplastics, fertilizers and next-generation fuels.
*6*: Harvest Power and Orgaworld are retrieving valuable elements such as nitrogen and phosphorus from mixed waste streams. "The production of chemicals and materials is relatively new but can generate higher revenues than the unprocessed byproduct or energy pathways," Rabobank says.
*7*: Agricultural and food companies are converting what were formerly thought of as waste products into profit centers, according to a new report, "Don’t Waste a Drop," by Rabobank International.
*8*: For example, dairy farmers have to deal with an increasing volume of manure as their herd numbers increase.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Agricultural and food companies are converting what were formerly thought of as waste products into profit centers, according to a new report, \"Don\u2019t Waste a Drop,\" by Rabobank International.\n*2*: Some of the waste products involve farmers, while others do not.\n*3*: For example, dairy farmers have to deal with an increasing volume of manure as their herd numbers increase.\n*4*: The European Union limits the use of manure as fertilizer and off-site disposal is costly.\n*5*: Global dairy companies such as Danone, Fonterra, FrieslandCampina and Nestle have helped dairy farmers install biogas plants to convert their waste into electricity and heat. \"In general, renewable energy subsidies and the application of heat can make on-site energy production more profi table than selling the waste as animal feed,\" the report says.\n*6*: Biorefining, another approach, processes waste into a variety of bio-based products, such as high-value chemicals, pharmaceuticals, bioplastics, fertilizers and next-generation fuels.\n*7*: Harvest Power and Orgaworld are retrieving valuable elements such as nitrogen and phosphorus from mixed waste streams. \"The production of chemicals and materials is relatively new but can generate higher revenues than the unprocessed byproduct or energy pathways,\" Rabobank says.\n*8*: The report gives several other examples: \u2022 FrieslandCampina\u2019s milk prism project refines the whey it once sold as a byproduct into \"pure products\" such as casein and lactose. \u2022 Starbucks is exploring ways to use enzymes to break down food waste and coffee grounds into sugars and subsequently into succinic acid, which can be used to produce a wide range of products, including plastics. \u2022 Corde and Helius are producing renewable energy from whisky distillation byproducts that were previously sold as animal feed. \"Globally, food waste statistics are alarming,\" the report says. \"The need for action is only compounded by the water and energy losses.\" - November 2012", "scrambled": "*1*: The report gives several other examples: \u2022 FrieslandCampina\u2019s milk prism project refines the whey it once sold as a byproduct into \"pure products\" such as casein and lactose. \u2022 Starbucks is exploring ways to use enzymes to break down food waste and coffee grounds into sugars and subsequently into succinic acid, which can be used to produce a wide range of products, including plastics. \u2022 Corde and Helius are producing renewable energy from whisky distillation byproducts that were previously sold as animal feed. \"Globally, food waste statistics are alarming,\" the report says. \"The need for action is only compounded by the water and energy losses.\" - November 2012\n*2*: Global dairy companies such as Danone, Fonterra, FrieslandCampina and Nestle have helped dairy farmers install biogas plants to convert their waste into electricity and heat. \"In general, renewable energy subsidies and the application of heat can make on-site energy production more profi table than selling the waste as animal feed,\" the report says.\n*3*: The European Union limits the use of manure as fertilizer and off-site disposal is costly.\n*4*: Some of the waste products involve farmers, while others do not.\n*5*: Biorefining, another approach, processes waste into a variety of bio-based products, such as high-value chemicals, pharmaceuticals, bioplastics, fertilizers and next-generation fuels.\n*6*: Harvest Power and Orgaworld are retrieving valuable elements such as nitrogen and phosphorus from mixed waste streams. \"The production of chemicals and materials is relatively new but can generate higher revenues than the unprocessed byproduct or energy pathways,\" Rabobank says.\n*7*: Agricultural and food companies are converting what were formerly thought of as waste products into profit centers, according to a new report, \"Don\u2019t Waste a Drop,\" by Rabobank International.\n*8*: For example, dairy farmers have to deal with an increasing volume of manure as their herd numbers increase."}
| 2 |
unscramble_135719
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The arid plain encompasses two deserts, separated by the valley of the Amu Darya: the Karakum and the Kyzylkum.
*2*: The deserts comprise fine-grained sedimentary rocks overlain by extensive sand dunes and sand sheets.
*3*: What made you want to look up "Turan Plain"?
*4*: Please share what surprised you most...
*5*: Vegetation is sparse, comprising xerophytic (drought-resistant) scrubs and short grasses.
*6*: It is traversed by the lower courses of the Syr Darya and Amu Darya, both of which drain into the Aral Sea.
*7*: It is bounded by the Saryarqa (Kazakh uplands) in the north, the outliers of the Tien Shan, Pamir, and Alay mountains in the east, the Kopet-Dag Range in the south, and the Caspian Sea in the west.
*8*: There are a number of hills up to 3,300 feet (1,000 metres) in elevation, as well as several depressions below sea level.
*9*: Turan PlainArticle Free Pass Turan Plain, Uzbek Turon, extensive lowland in southwestern Kazakhstan and northwestern Uzbekistan and Turkmenistan.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Turan PlainArticle Free Pass Turan Plain, Uzbek Turon, extensive lowland in southwestern Kazakhstan and northwestern Uzbekistan and Turkmenistan.\n*2*: It is bounded by the Saryarqa (Kazakh uplands) in the north, the outliers of the Tien Shan, Pamir, and Alay mountains in the east, the Kopet-Dag Range in the south, and the Caspian Sea in the west.\n*3*: It is traversed by the lower courses of the Syr Darya and Amu Darya, both of which drain into the Aral Sea.\n*4*: The arid plain encompasses two deserts, separated by the valley of the Amu Darya: the Karakum and the Kyzylkum.\n*5*: The deserts comprise fine-grained sedimentary rocks overlain by extensive sand dunes and sand sheets.\n*6*: Vegetation is sparse, comprising xerophytic (drought-resistant) scrubs and short grasses.\n*7*: There are a number of hills up to 3,300 feet (1,000 metres) in elevation, as well as several depressions below sea level.\n*8*: What made you want to look up \"Turan Plain\"?\n*9*: Please share what surprised you most...", "scrambled": "*1*: The arid plain encompasses two deserts, separated by the valley of the Amu Darya: the Karakum and the Kyzylkum.\n*2*: The deserts comprise fine-grained sedimentary rocks overlain by extensive sand dunes and sand sheets.\n*3*: What made you want to look up \"Turan Plain\"?\n*4*: Please share what surprised you most...\n*5*: Vegetation is sparse, comprising xerophytic (drought-resistant) scrubs and short grasses.\n*6*: It is traversed by the lower courses of the Syr Darya and Amu Darya, both of which drain into the Aral Sea.\n*7*: It is bounded by the Saryarqa (Kazakh uplands) in the north, the outliers of the Tien Shan, Pamir, and Alay mountains in the east, the Kopet-Dag Range in the south, and the Caspian Sea in the west.\n*8*: There are a number of hills up to 3,300 feet (1,000 metres) in elevation, as well as several depressions below sea level.\n*9*: Turan PlainArticle Free Pass Turan Plain, Uzbek Turon, extensive lowland in southwestern Kazakhstan and northwestern Uzbekistan and Turkmenistan."}
| 2 |
unscramble_110869
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Researchers in Oregon cautioned that this resistance could continue and more fish could be lost to bacterial diseases as antibiotics lose their effectiveness.
*2*: Although they found some resistance to all of the antibiotics, tetracycline met the highest level of resistance, at 77 percent. "The range of resistance is often quite disturbing," the researchers said in the news release. "It is not uncommon to see resistance to a wide range of antibiotic classes." All rights reserved
*3*: SATURDAY, Feb. 2 (HealthDay News) -- Antibiotic resistance is taking a toll on the $15 billion ornamental fish industry, according to a new study.
*4*: Around the world, there are few restrictions on treating ornamental fish with antibiotics.
*5*: The findings raise concerns that treatments for these fish, which are often raised and sold as pets for personal aquariums, may not be effective if the fish catch bacterial diseases.
*6*: The researches said antibiotics are regularly given to the fish during transport, regardless of whether they appear sick. "We expected to find some antibiotic resistance, but it was surprising to find such high levels, including resistance in some cases where the antibiotic is rarely used," Tim Miller-Morgan, a veterinary aquatics specialist with Oregon State University, in Corvallis, said in a university news release. "We appear to already have set ourselves up for some pretty serious problems within the industry." In conducting the study, which was published online this month in the Journal of Fish Diseases, the researchers tested 32 freshwater fish from Colombia, Singapore and Florida for resistance to nine different antibiotics, including the commonly prescribed drug tetracycline.
*7*: Although this increased resistance to some commonly prescribed antibiotics doesn't pose a major threat to humans, the study's authors noted that people with weak immune systems or those who work with tropical fish are at greater risk.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: SATURDAY, Feb. 2 (HealthDay News) -- Antibiotic resistance is taking a toll on the $15 billion ornamental fish industry, according to a new study.\n*2*: The findings raise concerns that treatments for these fish, which are often raised and sold as pets for personal aquariums, may not be effective if the fish catch bacterial diseases.\n*3*: Researchers in Oregon cautioned that this resistance could continue and more fish could be lost to bacterial diseases as antibiotics lose their effectiveness.\n*4*: Although this increased resistance to some commonly prescribed antibiotics doesn't pose a major threat to humans, the study's authors noted that people with weak immune systems or those who work with tropical fish are at greater risk.\n*5*: Around the world, there are few restrictions on treating ornamental fish with antibiotics.\n*6*: The researches said antibiotics are regularly given to the fish during transport, regardless of whether they appear sick. \"We expected to find some antibiotic resistance, but it was surprising to find such high levels, including resistance in some cases where the antibiotic is rarely used,\" Tim Miller-Morgan, a veterinary aquatics specialist with Oregon State University, in Corvallis, said in a university news release. \"We appear to already have set ourselves up for some pretty serious problems within the industry.\" In conducting the study, which was published online this month in the Journal of Fish Diseases, the researchers tested 32 freshwater fish from Colombia, Singapore and Florida for resistance to nine different antibiotics, including the commonly prescribed drug tetracycline.\n*7*: Although they found some resistance to all of the antibiotics, tetracycline met the highest level of resistance, at 77 percent. \"The range of resistance is often quite disturbing,\" the researchers said in the news release. \"It is not uncommon to see resistance to a wide range of antibiotic classes.\" All rights reserved", "scrambled": "*1*: Researchers in Oregon cautioned that this resistance could continue and more fish could be lost to bacterial diseases as antibiotics lose their effectiveness.\n*2*: Although they found some resistance to all of the antibiotics, tetracycline met the highest level of resistance, at 77 percent. \"The range of resistance is often quite disturbing,\" the researchers said in the news release. \"It is not uncommon to see resistance to a wide range of antibiotic classes.\" All rights reserved\n*3*: SATURDAY, Feb. 2 (HealthDay News) -- Antibiotic resistance is taking a toll on the $15 billion ornamental fish industry, according to a new study.\n*4*: Around the world, there are few restrictions on treating ornamental fish with antibiotics.\n*5*: The findings raise concerns that treatments for these fish, which are often raised and sold as pets for personal aquariums, may not be effective if the fish catch bacterial diseases.\n*6*: The researches said antibiotics are regularly given to the fish during transport, regardless of whether they appear sick. \"We expected to find some antibiotic resistance, but it was surprising to find such high levels, including resistance in some cases where the antibiotic is rarely used,\" Tim Miller-Morgan, a veterinary aquatics specialist with Oregon State University, in Corvallis, said in a university news release. \"We appear to already have set ourselves up for some pretty serious problems within the industry.\" In conducting the study, which was published online this month in the Journal of Fish Diseases, the researchers tested 32 freshwater fish from Colombia, Singapore and Florida for resistance to nine different antibiotics, including the commonly prescribed drug tetracycline.\n*7*: Although this increased resistance to some commonly prescribed antibiotics doesn't pose a major threat to humans, the study's authors noted that people with weak immune systems or those who work with tropical fish are at greater risk."}
| 2 |
unscramble_160691
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Naturally, a path with 700 points would take a lot of resources to render.
*2*: When drawing a path on a map (for instance, the directions from point A to point B) it is important to consider the limitations of the device you're drawing the path on.
*3*: In this article, I will show you how to reduce the number of points in a path so the path can be displayed with minimal loss of quality on devices such as iPhone or Android-powered devices that may struggle with an extremely large set of points.
*4*: On PHPRiot.com there's a new tutorial showing you how to use the Douglas-Peucker algorithm to make the pathing on your map the simplest possible (the fewer points the better) having serious benefits a wide range of users, most notably those on mobile devices.
*5*: The resulting reduced dataset is then passed directly over to a Google Maps for plotting.
*6*: Using the GTFS service's data, he's been creating maps for an iPhone application.
*7*: He explains the algorithm briefly and hows how to implement it in PHP with three classes - ShapePoint, Shape and ShapeReducer.
*8*: Using the Douglas-Peucker algorithm he can reduce it down to a much more manageable 70 points.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: On PHPRiot.com there's a new tutorial showing you how to use the Douglas-Peucker algorithm to make the pathing on your map the simplest possible (the fewer points the better) having serious benefits a wide range of users, most notably those on mobile devices.\n*2*: When drawing a path on a map (for instance, the directions from point A to point B) it is important to consider the limitations of the device you're drawing the path on.\n*3*: In this article, I will show you how to reduce the number of points in a path so the path can be displayed with minimal loss of quality on devices such as iPhone or Android-powered devices that may struggle with an extremely large set of points.\n*4*: Using the GTFS service's data, he's been creating maps for an iPhone application.\n*5*: Naturally, a path with 700 points would take a lot of resources to render.\n*6*: Using the Douglas-Peucker algorithm he can reduce it down to a much more manageable 70 points.\n*7*: He explains the algorithm briefly and hows how to implement it in PHP with three classes - ShapePoint, Shape and ShapeReducer.\n*8*: The resulting reduced dataset is then passed directly over to a Google Maps for plotting.", "scrambled": "*1*: Naturally, a path with 700 points would take a lot of resources to render.\n*2*: When drawing a path on a map (for instance, the directions from point A to point B) it is important to consider the limitations of the device you're drawing the path on.\n*3*: In this article, I will show you how to reduce the number of points in a path so the path can be displayed with minimal loss of quality on devices such as iPhone or Android-powered devices that may struggle with an extremely large set of points.\n*4*: On PHPRiot.com there's a new tutorial showing you how to use the Douglas-Peucker algorithm to make the pathing on your map the simplest possible (the fewer points the better) having serious benefits a wide range of users, most notably those on mobile devices.\n*5*: The resulting reduced dataset is then passed directly over to a Google Maps for plotting.\n*6*: Using the GTFS service's data, he's been creating maps for an iPhone application.\n*7*: He explains the algorithm briefly and hows how to implement it in PHP with three classes - ShapePoint, Shape and ShapeReducer.\n*8*: Using the Douglas-Peucker algorithm he can reduce it down to a much more manageable 70 points."}
| 2 |
unscramble_252704
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This activity is designed not only an opportunity to learn about different wedding customs or practice language skills, but it also gives you a chance to negotiate and make compromises.
*2*: Consider the following questions: - When you completed the WebQuest, were you flexible in your role, or did you insist on things being done to the specifications of the culture you researched? - If you were getting married to someone from a different culture, which of your own cultures customs would you be willing to sacrifice in order to make others feel more comfortable?
*3*: Its no mistake that said compromises are regarding (sometimes) deeply held beliefs that have been handed down from generation to generation.
*4*: How would your family feel about possibly having unfamiliar food and ceremonies at your wedding? - What might be some reasons that people insist upon their cultures customs being followed in the context of marriage? - Are there other times when people from different cultures might need to compromise?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: This activity is designed not only an opportunity to learn about different wedding customs or practice language skills, but it also gives you a chance to negotiate and make compromises.\n*2*: Its no mistake that said compromises are regarding (sometimes) deeply held beliefs that have been handed down from generation to generation.\n*3*: Consider the following questions: - When you completed the WebQuest, were you flexible in your role, or did you insist on things being done to the specifications of the culture you researched? - If you were getting married to someone from a different culture, which of your own cultures customs would you be willing to sacrifice in order to make others feel more comfortable?\n*4*: How would your family feel about possibly having unfamiliar food and ceremonies at your wedding? - What might be some reasons that people insist upon their cultures customs being followed in the context of marriage? - Are there other times when people from different cultures might need to compromise?", "scrambled": "*1*: This activity is designed not only an opportunity to learn about different wedding customs or practice language skills, but it also gives you a chance to negotiate and make compromises.\n*2*: Consider the following questions: - When you completed the WebQuest, were you flexible in your role, or did you insist on things being done to the specifications of the culture you researched? - If you were getting married to someone from a different culture, which of your own cultures customs would you be willing to sacrifice in order to make others feel more comfortable?\n*3*: Its no mistake that said compromises are regarding (sometimes) deeply held beliefs that have been handed down from generation to generation.\n*4*: How would your family feel about possibly having unfamiliar food and ceremonies at your wedding? - What might be some reasons that people insist upon their cultures customs being followed in the context of marriage? - Are there other times when people from different cultures might need to compromise?"}
| 2 |
unscramble_200967
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But King Edward VIII just wanted a happy life with his beloved, the bewitching American divorcée Wallis Simpson.
*2*: British law didn’t allow for such a marriage, and the king and his favorite commoner were both urged to give up the affair.
*3*: Instead, Edward gave up the throne of England in December of 1936. “I have found it impossible,” he said in a radio address to the nation, “to carry the heavy burden of responsibility and to discharge my duties as King as I would wish to do without the help and support of the woman I love.” The couple married in France six months later and lived abroad in the Bahamas, Paris and elsewhere for the rest of their lives.
*4*: Top Ten Demonstrations of Love The inventor, the celebrity and the royal highness couldn’t resist the draw of making a grand gesture to the love of their life - By Abigail Tucker - Smithsonian.com, February 10, 2012 (The Granger Collection, New York) Most of the romantics on this list made their gestures in the face of sickness and death.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Top Ten Demonstrations of Love The inventor, the celebrity and the royal highness couldn\u2019t resist the draw of making a grand gesture to the love of their life - By Abigail Tucker - Smithsonian.com, February 10, 2012 (The Granger Collection, New York) Most of the romantics on this list made their gestures in the face of sickness and death.\n*2*: But King Edward VIII just wanted a happy life with his beloved, the bewitching American divorc\u00e9e Wallis Simpson.\n*3*: British law didn\u2019t allow for such a marriage, and the king and his favorite commoner were both urged to give up the affair.\n*4*: Instead, Edward gave up the throne of England in December of 1936. \u201cI have found it impossible,\u201d he said in a radio address to the nation, \u201cto carry the heavy burden of responsibility and to discharge my duties as King as I would wish to do without the help and support of the woman I love.\u201d The couple married in France six months later and lived abroad in the Bahamas, Paris and elsewhere for the rest of their lives.", "scrambled": "*1*: But King Edward VIII just wanted a happy life with his beloved, the bewitching American divorc\u00e9e Wallis Simpson.\n*2*: British law didn\u2019t allow for such a marriage, and the king and his favorite commoner were both urged to give up the affair.\n*3*: Instead, Edward gave up the throne of England in December of 1936. \u201cI have found it impossible,\u201d he said in a radio address to the nation, \u201cto carry the heavy burden of responsibility and to discharge my duties as King as I would wish to do without the help and support of the woman I love.\u201d The couple married in France six months later and lived abroad in the Bahamas, Paris and elsewhere for the rest of their lives.\n*4*: Top Ten Demonstrations of Love The inventor, the celebrity and the royal highness couldn\u2019t resist the draw of making a grand gesture to the love of their life - By Abigail Tucker - Smithsonian.com, February 10, 2012 (The Granger Collection, New York) Most of the romantics on this list made their gestures in the face of sickness and death."}
| 2 |
unscramble_40534
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A Survey of Choral Music.
*2*: Name important composers of each of the genres and some of their major compositions.
*3*: Prerequisite: Permission of instructor Text- Ulrich, Homer.
*4*: Describe the characteristics of the various musical periods found in chansons, madrigals, motets, anthems, masses, and oratorios.
*5*: As a result of successfully completing this course, the student will be able to: Analyze the textual and musical characteristics of choral compositions Identify the musical characteristics of a choral composition respective of each musical period as well as relate the appropriate performance practices of each musical period.
*6*: New York: Harcourt Brace Jovanovich, Inc., 1973 90-100% = A 80-89% = B 70-79% = C 60-69% = D All assignments are expected to be turned in on time.
*7*: Three absences lowers the grade one level Four absences lowers the grade two levels Five absences and the student will be dropped from the class
*8*: Exceptions may be made in extreme circumstances.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: As a result of successfully completing this course, the student will be able to: Analyze the textual and musical characteristics of choral compositions Identify the musical characteristics of a choral composition respective of each musical period as well as relate the appropriate performance practices of each musical period.\n*2*: Describe the characteristics of the various musical periods found in chansons, madrigals, motets, anthems, masses, and oratorios.\n*3*: Name important composers of each of the genres and some of their major compositions.\n*4*: Prerequisite: Permission of instructor Text- Ulrich, Homer.\n*5*: A Survey of Choral Music.\n*6*: New York: Harcourt Brace Jovanovich, Inc., 1973 90-100% = A 80-89% = B 70-79% = C 60-69% = D All assignments are expected to be turned in on time.\n*7*: Exceptions may be made in extreme circumstances.\n*8*: Three absences lowers the grade one level Four absences lowers the grade two levels Five absences and the student will be dropped from the class", "scrambled": "*1*: A Survey of Choral Music.\n*2*: Name important composers of each of the genres and some of their major compositions.\n*3*: Prerequisite: Permission of instructor Text- Ulrich, Homer.\n*4*: Describe the characteristics of the various musical periods found in chansons, madrigals, motets, anthems, masses, and oratorios.\n*5*: As a result of successfully completing this course, the student will be able to: Analyze the textual and musical characteristics of choral compositions Identify the musical characteristics of a choral composition respective of each musical period as well as relate the appropriate performance practices of each musical period.\n*6*: New York: Harcourt Brace Jovanovich, Inc., 1973 90-100% = A 80-89% = B 70-79% = C 60-69% = D All assignments are expected to be turned in on time.\n*7*: Three absences lowers the grade one level Four absences lowers the grade two levels Five absences and the student will be dropped from the class\n*8*: Exceptions may be made in extreme circumstances."}
| 2 |
unscramble_116162
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: HIPAA establishes mandatory regulations that require extensive changes to the way that health providers conduct business.
*2*: HIPAA seeks to establish standardized mechanisms for electronic data interchange ( EDI ), security, and confidentiality of all healthcare-related data.
*3*: The Act mandates: standardized formats for all patient health, administrative, and financial data; unique identifiers (ID numbers) for each healthcare entity, including individuals, employers, health plans and health care providers; and security mechanisms to ensure confidentiality and data integrity for any information that identifies an individual.
*4*: There are two sections to the Act.
*5*: HIPAA Title II includes an administrative simplification section which deals with the standardization of healthcare-related information systems.
*6*: HIPAA Title I deals with protecting health insurance coverage for people who lose or change jobs.
*7*: In the information technology industries, this section is what most people mean when they refer to HIPAA.
*8*: HIPAA is the United States Health Insurance Portability and Accountability Act of 1996.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: HIPAA is the United States Health Insurance Portability and Accountability Act of 1996.\n*2*: There are two sections to the Act.\n*3*: HIPAA Title I deals with protecting health insurance coverage for people who lose or change jobs.\n*4*: HIPAA Title II includes an administrative simplification section which deals with the standardization of healthcare-related information systems.\n*5*: In the information technology industries, this section is what most people mean when they refer to HIPAA.\n*6*: HIPAA establishes mandatory regulations that require extensive changes to the way that health providers conduct business.\n*7*: HIPAA seeks to establish standardized mechanisms for electronic data interchange ( EDI ), security, and confidentiality of all healthcare-related data.\n*8*: The Act mandates: standardized formats for all patient health, administrative, and financial data; unique identifiers (ID numbers) for each healthcare entity, including individuals, employers, health plans and health care providers; and security mechanisms to ensure confidentiality and data integrity for any information that identifies an individual.", "scrambled": "*1*: HIPAA establishes mandatory regulations that require extensive changes to the way that health providers conduct business.\n*2*: HIPAA seeks to establish standardized mechanisms for electronic data interchange ( EDI ), security, and confidentiality of all healthcare-related data.\n*3*: The Act mandates: standardized formats for all patient health, administrative, and financial data; unique identifiers (ID numbers) for each healthcare entity, including individuals, employers, health plans and health care providers; and security mechanisms to ensure confidentiality and data integrity for any information that identifies an individual.\n*4*: There are two sections to the Act.\n*5*: HIPAA Title II includes an administrative simplification section which deals with the standardization of healthcare-related information systems.\n*6*: HIPAA Title I deals with protecting health insurance coverage for people who lose or change jobs.\n*7*: In the information technology industries, this section is what most people mean when they refer to HIPAA.\n*8*: HIPAA is the United States Health Insurance Portability and Accountability Act of 1996."}
| 2 |
unscramble_127717
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Flight Test Data Integrated Weapons & Defense Systems Stealth Capabilities – First and Only 24/7/365 All-Weather Stealth Fighter - Radar signature approximately the size of a bumblebee, thereby avoiding detection by the most sophisticated enemy air defense systems - Signatures/emissions of sound, turbulence, and heat that can aid detection - Requires no direct assistance from electronic support aircraft that may be more easily detected - Includes planform alignment of the wing and tail edges, radar-absorbing sawtoothed surfaces, an engine face that is concealed by a serpentine inlet duct, "stealthy" coating cockpit design to minimize the usually substantial radar return of pilotís helmet - Through internal weapons placement, the F-22 eliminates multiple surface features that could be detected by enemy radar The F-22 provides "first-look, first-shot, first-kill" transformational air dominance capability for the 21st Century - it can see the enemy first while avoiding detection itself. - When we meet the enemy, we want to win 100-0, not 51-49 - The F-22 will be able to get to the fight faster and engage the enemy longer - Parity or inferiority in air dominance is unacceptable; either one means more friendly casualties and a longer, more uncertain campaign.
*2*: The American people do not want an even match; they want decisive, overwhelming superiority and minimum casualties with no protracted conflict - Downsizing U.S. forces means that in future conflicts, at least initially, we are likely to fight outnumbered – making the revolutionary capabilities of the F-22 essential for national security See Without Being Seen - The F-22 possesses a highly stealthy signature that greatly reduces the enemyís ability to find, track and target ó permits access to defended areas that cannot be accessed by nonstealth - First look/first kill in all environments: A combination of improved sensor capability, improved situational awareness and improved weapons provides first-kill opportunity against the threat - The F-22 possesses a sophisticated sensor suite that allows the pilot to track, identify and shoot the threat before it detects the F-22.
*3*: With air-to-ground as well as air-to-air capabilities, the F-22 provides maximum flexibility. - The F-22 will improve our flexible, tailored, rapid-response force, filling theater commandersí needs across the spectrum of conflict - The F-22 will have a higher sortie rate and lower deployment requirements and will require less manpower than the F-15 In order for the United States to maintain air dominance for the next 40 years, the F-22 is essential.
*4*: Advanced avionics technologies allow the F-22 sensors to gather, integrate and display essential information in the most useful format to the pilot - Advances in low-observable technologies provide significantly improved survivability and lethality against air-to-air and surface-to-air threats.
*5*: The F-22's combination of reduced observability and supercruise accentuate the advantage of surprise in a tactical environment The F-22ís versatility means more capability for the warfighting commander and a key asset in our Expeditionary Aerospace Force.
*6*: Significant effort is being placed on cockpit design and avionics fusion to improve the pilot's situational awareness.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Flight Test Data Integrated Weapons & Defense Systems Stealth Capabilities \u2013 First and Only 24/7/365 All-Weather Stealth Fighter - Radar signature approximately the size of a bumblebee, thereby avoiding detection by the most sophisticated enemy air defense systems - Signatures/emissions of sound, turbulence, and heat that can aid detection - Requires no direct assistance from electronic support aircraft that may be more easily detected - Includes planform alignment of the wing and tail edges, radar-absorbing sawtoothed surfaces, an engine face that is concealed by a serpentine inlet duct, \"stealthy\" coating cockpit design to minimize the usually substantial radar return of pilot\u00eds helmet - Through internal weapons placement, the F-22 eliminates multiple surface features that could be detected by enemy radar The F-22 provides \"first-look, first-shot, first-kill\" transformational air dominance capability for the 21st Century - it can see the enemy first while avoiding detection itself. - When we meet the enemy, we want to win 100-0, not 51-49 - The F-22 will be able to get to the fight faster and engage the enemy longer - Parity or inferiority in air dominance is unacceptable; either one means more friendly casualties and a longer, more uncertain campaign.\n*2*: The American people do not want an even match; they want decisive, overwhelming superiority and minimum casualties with no protracted conflict - Downsizing U.S. forces means that in future conflicts, at least initially, we are likely to fight outnumbered \u2013 making the revolutionary capabilities of the F-22 essential for national security See Without Being Seen - The F-22 possesses a highly stealthy signature that greatly reduces the enemy\u00eds ability to find, track and target \u00f3 permits access to defended areas that cannot be accessed by nonstealth - First look/first kill in all environments: A combination of improved sensor capability, improved situational awareness and improved weapons provides first-kill opportunity against the threat - The F-22 possesses a sophisticated sensor suite that allows the pilot to track, identify and shoot the threat before it detects the F-22.\n*3*: Significant effort is being placed on cockpit design and avionics fusion to improve the pilot's situational awareness.\n*4*: Advanced avionics technologies allow the F-22 sensors to gather, integrate and display essential information in the most useful format to the pilot - Advances in low-observable technologies provide significantly improved survivability and lethality against air-to-air and surface-to-air threats.\n*5*: The F-22's combination of reduced observability and supercruise accentuate the advantage of surprise in a tactical environment The F-22\u00eds versatility means more capability for the warfighting commander and a key asset in our Expeditionary Aerospace Force.\n*6*: With air-to-ground as well as air-to-air capabilities, the F-22 provides maximum flexibility. - The F-22 will improve our flexible, tailored, rapid-response force, filling theater commanders\u00ed needs across the spectrum of conflict - The F-22 will have a higher sortie rate and lower deployment requirements and will require less manpower than the F-15 In order for the United States to maintain air dominance for the next 40 years, the F-22 is essential.", "scrambled": "*1*: Flight Test Data Integrated Weapons & Defense Systems Stealth Capabilities \u2013 First and Only 24/7/365 All-Weather Stealth Fighter - Radar signature approximately the size of a bumblebee, thereby avoiding detection by the most sophisticated enemy air defense systems - Signatures/emissions of sound, turbulence, and heat that can aid detection - Requires no direct assistance from electronic support aircraft that may be more easily detected - Includes planform alignment of the wing and tail edges, radar-absorbing sawtoothed surfaces, an engine face that is concealed by a serpentine inlet duct, \"stealthy\" coating cockpit design to minimize the usually substantial radar return of pilot\u00eds helmet - Through internal weapons placement, the F-22 eliminates multiple surface features that could be detected by enemy radar The F-22 provides \"first-look, first-shot, first-kill\" transformational air dominance capability for the 21st Century - it can see the enemy first while avoiding detection itself. - When we meet the enemy, we want to win 100-0, not 51-49 - The F-22 will be able to get to the fight faster and engage the enemy longer - Parity or inferiority in air dominance is unacceptable; either one means more friendly casualties and a longer, more uncertain campaign.\n*2*: The American people do not want an even match; they want decisive, overwhelming superiority and minimum casualties with no protracted conflict - Downsizing U.S. forces means that in future conflicts, at least initially, we are likely to fight outnumbered \u2013 making the revolutionary capabilities of the F-22 essential for national security See Without Being Seen - The F-22 possesses a highly stealthy signature that greatly reduces the enemy\u00eds ability to find, track and target \u00f3 permits access to defended areas that cannot be accessed by nonstealth - First look/first kill in all environments: A combination of improved sensor capability, improved situational awareness and improved weapons provides first-kill opportunity against the threat - The F-22 possesses a sophisticated sensor suite that allows the pilot to track, identify and shoot the threat before it detects the F-22.\n*3*: With air-to-ground as well as air-to-air capabilities, the F-22 provides maximum flexibility. - The F-22 will improve our flexible, tailored, rapid-response force, filling theater commanders\u00ed needs across the spectrum of conflict - The F-22 will have a higher sortie rate and lower deployment requirements and will require less manpower than the F-15 In order for the United States to maintain air dominance for the next 40 years, the F-22 is essential.\n*4*: Advanced avionics technologies allow the F-22 sensors to gather, integrate and display essential information in the most useful format to the pilot - Advances in low-observable technologies provide significantly improved survivability and lethality against air-to-air and surface-to-air threats.\n*5*: The F-22's combination of reduced observability and supercruise accentuate the advantage of surprise in a tactical environment The F-22\u00eds versatility means more capability for the warfighting commander and a key asset in our Expeditionary Aerospace Force.\n*6*: Significant effort is being placed on cockpit design and avionics fusion to improve the pilot's situational awareness."}
| 2 |
unscramble_16339
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Perhaps more than any other single Nazi leader aside from Hitler, his name has become a byword for the terror, persecution, and destruction that characterized the Third Reich.
*2*: Peter Longerich is Professor of Modern German History at Royal Holloway, University of London, and is the founder of the College’s Holocaust Research Centre.
*3*: His wide-ranging powers meant that he bore equal responsibility for the repression of the German people on the home front and the atrocities perpetrated by the SS in the East.
*4*: Yet, in spite of his central role in the crimes of the Nazi regime, until now Himmler has remained a colourless and elusive figure in the history of the period.
*5*: In Heinrich Himmler, the first-ever comprehensive biography of the SS-Reichsführer, leading German historian Peter Longerich puts every aspect of Himmler’s life under the microscope.
*6*: How Himmler’s personality shaped the SS As head of the SS, chief of police, ‘Reichskommissar for the Consolidation of Germanness’, and Reich Interior Minister, Heinrich Himmler enjoyed a position of almost unparalleled power and responsibility in Nazi Germany.
*7*: One of the world’s leading authorities in the Third Reich and the Holocaust, he has published widely on the subject, including Holocaust: The Nazi Persecution and Murder of the Jews (2010).
*8*: In the video below, Professor Longerich talks about how Himmler’s personality shaped the SS.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: How Himmler\u2019s personality shaped the SS As head of the SS, chief of police, \u2018Reichskommissar for the Consolidation of Germanness\u2019, and Reich Interior Minister, Heinrich Himmler enjoyed a position of almost unparalleled power and responsibility in Nazi Germany.\n*2*: Perhaps more than any other single Nazi leader aside from Hitler, his name has become a byword for the terror, persecution, and destruction that characterized the Third Reich.\n*3*: His wide-ranging powers meant that he bore equal responsibility for the repression of the German people on the home front and the atrocities perpetrated by the SS in the East.\n*4*: Yet, in spite of his central role in the crimes of the Nazi regime, until now Himmler has remained a colourless and elusive figure in the history of the period.\n*5*: In Heinrich Himmler, the first-ever comprehensive biography of the SS-Reichsf\u00fchrer, leading German historian Peter Longerich puts every aspect of Himmler\u2019s life under the microscope.\n*6*: In the video below, Professor Longerich talks about how Himmler\u2019s personality shaped the SS.\n*7*: Peter Longerich is Professor of Modern German History at Royal Holloway, University of London, and is the founder of the College\u2019s Holocaust Research Centre.\n*8*: One of the world\u2019s leading authorities in the Third Reich and the Holocaust, he has published widely on the subject, including Holocaust: The Nazi Persecution and Murder of the Jews (2010).", "scrambled": "*1*: Perhaps more than any other single Nazi leader aside from Hitler, his name has become a byword for the terror, persecution, and destruction that characterized the Third Reich.\n*2*: Peter Longerich is Professor of Modern German History at Royal Holloway, University of London, and is the founder of the College\u2019s Holocaust Research Centre.\n*3*: His wide-ranging powers meant that he bore equal responsibility for the repression of the German people on the home front and the atrocities perpetrated by the SS in the East.\n*4*: Yet, in spite of his central role in the crimes of the Nazi regime, until now Himmler has remained a colourless and elusive figure in the history of the period.\n*5*: In Heinrich Himmler, the first-ever comprehensive biography of the SS-Reichsf\u00fchrer, leading German historian Peter Longerich puts every aspect of Himmler\u2019s life under the microscope.\n*6*: How Himmler\u2019s personality shaped the SS As head of the SS, chief of police, \u2018Reichskommissar for the Consolidation of Germanness\u2019, and Reich Interior Minister, Heinrich Himmler enjoyed a position of almost unparalleled power and responsibility in Nazi Germany.\n*7*: One of the world\u2019s leading authorities in the Third Reich and the Holocaust, he has published widely on the subject, including Holocaust: The Nazi Persecution and Murder of the Jews (2010).\n*8*: In the video below, Professor Longerich talks about how Himmler\u2019s personality shaped the SS."}
| 2 |
unscramble_236117
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: An over-cast sky is not a sufficient indicator for rains.
*2*: Even small kids can pick up the change in the climate for an immediate rainfall.
*3*: Though they also have a connection to the meteorological conditions that were prevalent 195 days before, there are certain tips to find out whether sudden, instant rains can be expected shortly before that in a given place.
*4*: These are relevant in the thick of rainy season too, to know if it would rain in a few hours' time in a particular day. · If the ants, when undisturbed and on their own accord leave their hole carrying their eggs from place to place. · Snakes climbing trees and having sexual intercourse. · Snakes found to rest on grass blades. · Cows running home to meet their claves. · Cats scratching the ground. · Chameleons seen on top of the tree, staring at the sky. · Cows looking up at the sky or looking at the Sun. · Cocks crowing in the day. · Sheep reluctant to go out and shaking and raising their ears and kicking the ground with their legs. · Dogs going to the top of the house and looking at the sky and crying. · Fish jump from water suddenly. · Forward movement of fish (These two indicators by fish are told in tanks and ponds.
*5*: The previous parts can be read here:- Part 1:- Rainfall prediction – Part 1 (On pre-rainy season observation and GarbOttam) Part 2:- Rainfall prediction – Part 2 (On Solar ingress into Arudra, Aries and other signs + Yearly prediction) Starting from the month of Chiththrai (solar month of Aries), sudden pre-monsoon showers can be expected.
*6*: Nature also would look differently.
*7*: One has to observe in Fish tank.) · Frogs croak suddenly in pre-monsoon period and incessantly in monsoon period. · Birds found to bathe in watery particles/ patches. · Tender leaves of plants and creepers found to grow with their heads (tips) pointed towards sky. · Small children run around merrily shouting. · The cloud which appears in sun-rise or at sun-set is in the colour of peacock, parrot or blue hues, · Or glossy as China rose or lotus, · Or in the shape of undulating waves, of mountains, of crocodiles, of bear, of fish (in these shapes) · Or float layer over layer . · If cloud appears all around white like chalk or like the colour of the moon and in the centre black like collyrium or glossy, · Or appears in various shapes and presenting a shape of flight of stairs. · If at the time of sun-rise and sun-set, there are seen rainbow, clouds in rod like shapes and a mock sun. · If at the time of sun-rise and sun-set, the colour of the sky is that of the wings of the partridge and birds play around and make sound. · If at the time of sun-rise and sun-set, white straight rays of the sun shoot out as if they formed so many out-stretched arms from behind the hills suitable for observation in western ghats or where there are hills. · If at the time of sun-rise and sun-set, clouds near the horizon roar. · Hills or mountains at a distance appearing to have a blue colouring. · During the day, lightening appears in the north esat. · Lightening appearing in the day time, red and straight like a rod. · Appearance of a mock moon. · Moon's disc having a circular red line. · Moon's colour appearing to be that of honey or the eyes of parrot. · In the rainy season, the rising sun appears dazzling or of the colour of molten gold or glossy or bright as cat's eye (gem), · Or if the mid-day sun is felt exceedingly hot, there will be immediate rains. · In the rainy season, if water is without flavour, sky in the colour of cow's eye, or clear without clouds, or if salt turns into water, or the atmosphere is still and there is no blow of wind, there will be immediate rains. (To be continued)
*8*: These features are known as 'Nimittha' – the 'indicators'.
*9*: When the rains are impending, the flora and fauna will behave in certain ways.
*10*: In this article we will see such features written in astrological texts.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The previous parts can be read here:- Part 1:- Rainfall prediction \u2013 Part 1 (On pre-rainy season observation and GarbOttam) Part 2:- Rainfall prediction \u2013 Part 2 (On Solar ingress into Arudra, Aries and other signs + Yearly prediction) Starting from the month of Chiththrai (solar month of Aries), sudden pre-monsoon showers can be expected.\n*2*: Though they also have a connection to the meteorological conditions that were prevalent 195 days before, there are certain tips to find out whether sudden, instant rains can be expected shortly before that in a given place.\n*3*: An over-cast sky is not a sufficient indicator for rains.\n*4*: When the rains are impending, the flora and fauna will behave in certain ways.\n*5*: Even small kids can pick up the change in the climate for an immediate rainfall.\n*6*: Nature also would look differently.\n*7*: In this article we will see such features written in astrological texts.\n*8*: These features are known as 'Nimittha' \u2013 the 'indicators'.\n*9*: These are relevant in the thick of rainy season too, to know if it would rain in a few hours' time in a particular day. \u00b7 If the ants, when undisturbed and on their own accord leave their hole carrying their eggs from place to place. \u00b7 Snakes climbing trees and having sexual intercourse. \u00b7 Snakes found to rest on grass blades. \u00b7 Cows running home to meet their claves. \u00b7 Cats scratching the ground. \u00b7 Chameleons seen on top of the tree, staring at the sky. \u00b7 Cows looking up at the sky or looking at the Sun. \u00b7 Cocks crowing in the day. \u00b7 Sheep reluctant to go out and shaking and raising their ears and kicking the ground with their legs. \u00b7 Dogs going to the top of the house and looking at the sky and crying. \u00b7 Fish jump from water suddenly. \u00b7 Forward movement of fish (These two indicators by fish are told in tanks and ponds.\n*10*: One has to observe in Fish tank.) \u00b7 Frogs croak suddenly in pre-monsoon period and incessantly in monsoon period. \u00b7 Birds found to bathe in watery particles/ patches. \u00b7 Tender leaves of plants and creepers found to grow with their heads (tips) pointed towards sky. \u00b7 Small children run around merrily shouting. \u00b7 The cloud which appears in sun-rise or at sun-set is in the colour of peacock, parrot or blue hues, \u00b7 Or glossy as China rose or lotus, \u00b7 Or in the shape of undulating waves, of mountains, of crocodiles, of bear, of fish (in these shapes) \u00b7 Or float layer over layer . \u00b7 If cloud appears all around white like chalk or like the colour of the moon and in the centre black like collyrium or glossy, \u00b7 Or appears in various shapes and presenting a shape of flight of stairs. \u00b7 If at the time of sun-rise and sun-set, there are seen rainbow, clouds in rod like shapes and a mock sun. \u00b7 If at the time of sun-rise and sun-set, the colour of the sky is that of the wings of the partridge and birds play around and make sound. \u00b7 If at the time of sun-rise and sun-set, white straight rays of the sun shoot out as if they formed so many out-stretched arms from behind the hills suitable for observation in western ghats or where there are hills. \u00b7 If at the time of sun-rise and sun-set, clouds near the horizon roar. \u00b7 Hills or mountains at a distance appearing to have a blue colouring. \u00b7 During the day, lightening appears in the north esat. \u00b7 Lightening appearing in the day time, red and straight like a rod. \u00b7 Appearance of a mock moon. \u00b7 Moon's disc having a circular red line. \u00b7 Moon's colour appearing to be that of honey or the eyes of parrot. \u00b7 In the rainy season, the rising sun appears dazzling or of the colour of molten gold or glossy or bright as cat's eye (gem), \u00b7 Or if the mid-day sun is felt exceedingly hot, there will be immediate rains. \u00b7 In the rainy season, if water is without flavour, sky in the colour of cow's eye, or clear without clouds, or if salt turns into water, or the atmosphere is still and there is no blow of wind, there will be immediate rains. (To be continued)", "scrambled": "*1*: An over-cast sky is not a sufficient indicator for rains.\n*2*: Even small kids can pick up the change in the climate for an immediate rainfall.\n*3*: Though they also have a connection to the meteorological conditions that were prevalent 195 days before, there are certain tips to find out whether sudden, instant rains can be expected shortly before that in a given place.\n*4*: These are relevant in the thick of rainy season too, to know if it would rain in a few hours' time in a particular day. \u00b7 If the ants, when undisturbed and on their own accord leave their hole carrying their eggs from place to place. \u00b7 Snakes climbing trees and having sexual intercourse. \u00b7 Snakes found to rest on grass blades. \u00b7 Cows running home to meet their claves. \u00b7 Cats scratching the ground. \u00b7 Chameleons seen on top of the tree, staring at the sky. \u00b7 Cows looking up at the sky or looking at the Sun. \u00b7 Cocks crowing in the day. \u00b7 Sheep reluctant to go out and shaking and raising their ears and kicking the ground with their legs. \u00b7 Dogs going to the top of the house and looking at the sky and crying. \u00b7 Fish jump from water suddenly. \u00b7 Forward movement of fish (These two indicators by fish are told in tanks and ponds.\n*5*: The previous parts can be read here:- Part 1:- Rainfall prediction \u2013 Part 1 (On pre-rainy season observation and GarbOttam) Part 2:- Rainfall prediction \u2013 Part 2 (On Solar ingress into Arudra, Aries and other signs + Yearly prediction) Starting from the month of Chiththrai (solar month of Aries), sudden pre-monsoon showers can be expected.\n*6*: Nature also would look differently.\n*7*: One has to observe in Fish tank.) \u00b7 Frogs croak suddenly in pre-monsoon period and incessantly in monsoon period. \u00b7 Birds found to bathe in watery particles/ patches. \u00b7 Tender leaves of plants and creepers found to grow with their heads (tips) pointed towards sky. \u00b7 Small children run around merrily shouting. \u00b7 The cloud which appears in sun-rise or at sun-set is in the colour of peacock, parrot or blue hues, \u00b7 Or glossy as China rose or lotus, \u00b7 Or in the shape of undulating waves, of mountains, of crocodiles, of bear, of fish (in these shapes) \u00b7 Or float layer over layer . \u00b7 If cloud appears all around white like chalk or like the colour of the moon and in the centre black like collyrium or glossy, \u00b7 Or appears in various shapes and presenting a shape of flight of stairs. \u00b7 If at the time of sun-rise and sun-set, there are seen rainbow, clouds in rod like shapes and a mock sun. \u00b7 If at the time of sun-rise and sun-set, the colour of the sky is that of the wings of the partridge and birds play around and make sound. \u00b7 If at the time of sun-rise and sun-set, white straight rays of the sun shoot out as if they formed so many out-stretched arms from behind the hills suitable for observation in western ghats or where there are hills. \u00b7 If at the time of sun-rise and sun-set, clouds near the horizon roar. \u00b7 Hills or mountains at a distance appearing to have a blue colouring. \u00b7 During the day, lightening appears in the north esat. \u00b7 Lightening appearing in the day time, red and straight like a rod. \u00b7 Appearance of a mock moon. \u00b7 Moon's disc having a circular red line. \u00b7 Moon's colour appearing to be that of honey or the eyes of parrot. \u00b7 In the rainy season, the rising sun appears dazzling or of the colour of molten gold or glossy or bright as cat's eye (gem), \u00b7 Or if the mid-day sun is felt exceedingly hot, there will be immediate rains. \u00b7 In the rainy season, if water is without flavour, sky in the colour of cow's eye, or clear without clouds, or if salt turns into water, or the atmosphere is still and there is no blow of wind, there will be immediate rains. (To be continued)\n*8*: These features are known as 'Nimittha' \u2013 the 'indicators'.\n*9*: When the rains are impending, the flora and fauna will behave in certain ways.\n*10*: In this article we will see such features written in astrological texts."}
| 2 |
unscramble_68941
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The 2011 documentary “Miss Representation” explores the way women in powerful positions in America are portrayed.
*2*: On International Women’s Day, Patt explores whether women have really come a long way, baby.
*3*: International Women's is observed annually on March 8, highlighting the economic, political and social achievements of women past, present and future.
*4*: Through interviews with women in film and television, the news media and the political arena, from Condoleezza Rice to Katie Couric, Margaret Cho and Geena Davis, the documentary challenges the media’s limited portrayal of womanhood and what the objectification of women says to young girls.
*5*: Caroline Heldman, associate professor of political science at Occidental College, senior advisor for “Miss Representation” and author of the book “Rethinking Madame President: Are We Ready for a Woman in the White House?” Jim Steyer, CEO and founder of Common Sense Media, a nonpartisan organization dedicated to improving the media lives of kids and families, and a lawyer and professor of civil rights at Stanford University
*6*: How are women misrepresented in the media?
*7*: Hillary Clinton is described by one female commentator as looking “haggard,” and a guest on “The O’Reilly Factor” says the downside of having a woman in the White House is the “PMS and mood swings.” The preponderance of images in the media glorifies and exploits looks and beauty.
*8*: What ways can we change the portrayal of women?
*9*: ARIF ALI/AFP/Getty Images Pakistani NGO activists at a rally in Lahore on March, 7, 2012 on the eve of International Women's Day.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: ARIF ALI/AFP/Getty Images Pakistani NGO activists at a rally in Lahore on March, 7, 2012 on the eve of International Women's Day.\n*2*: International Women's is observed annually on March 8, highlighting the economic, political and social achievements of women past, present and future.\n*3*: The 2011 documentary \u201cMiss Representation\u201d explores the way women in powerful positions in America are portrayed.\n*4*: Hillary Clinton is described by one female commentator as looking \u201chaggard,\u201d and a guest on \u201cThe O\u2019Reilly Factor\u201d says the downside of having a woman in the White House is the \u201cPMS and mood swings.\u201d The preponderance of images in the media glorifies and exploits looks and beauty.\n*5*: Through interviews with women in film and television, the news media and the political arena, from Condoleezza Rice to Katie Couric, Margaret Cho and Geena Davis, the documentary challenges the media\u2019s limited portrayal of womanhood and what the objectification of women says to young girls.\n*6*: On International Women\u2019s Day, Patt explores whether women have really come a long way, baby.\n*7*: How are women misrepresented in the media?\n*8*: What ways can we change the portrayal of women?\n*9*: Caroline Heldman, associate professor of political science at Occidental College, senior advisor for \u201cMiss Representation\u201d and author of the book \u201cRethinking Madame President: Are We Ready for a Woman in the White House?\u201d Jim Steyer, CEO and founder of Common Sense Media, a nonpartisan organization dedicated to improving the media lives of kids and families, and a lawyer and professor of civil rights at Stanford University", "scrambled": "*1*: The 2011 documentary \u201cMiss Representation\u201d explores the way women in powerful positions in America are portrayed.\n*2*: On International Women\u2019s Day, Patt explores whether women have really come a long way, baby.\n*3*: International Women's is observed annually on March 8, highlighting the economic, political and social achievements of women past, present and future.\n*4*: Through interviews with women in film and television, the news media and the political arena, from Condoleezza Rice to Katie Couric, Margaret Cho and Geena Davis, the documentary challenges the media\u2019s limited portrayal of womanhood and what the objectification of women says to young girls.\n*5*: Caroline Heldman, associate professor of political science at Occidental College, senior advisor for \u201cMiss Representation\u201d and author of the book \u201cRethinking Madame President: Are We Ready for a Woman in the White House?\u201d Jim Steyer, CEO and founder of Common Sense Media, a nonpartisan organization dedicated to improving the media lives of kids and families, and a lawyer and professor of civil rights at Stanford University\n*6*: How are women misrepresented in the media?\n*7*: Hillary Clinton is described by one female commentator as looking \u201chaggard,\u201d and a guest on \u201cThe O\u2019Reilly Factor\u201d says the downside of having a woman in the White House is the \u201cPMS and mood swings.\u201d The preponderance of images in the media glorifies and exploits looks and beauty.\n*8*: What ways can we change the portrayal of women?\n*9*: ARIF ALI/AFP/Getty Images Pakistani NGO activists at a rally in Lahore on March, 7, 2012 on the eve of International Women's Day."}
| 2 |
unscramble_26325
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Early research from the University of Sheffield and the Centre for Environment, Fisheries and Aquaculture Science finds: - The marine microbe groups that can grow on plastic waste are significantly different from the microbial groups that colonize natural ocean surfaces. - This suggests that plastic-associated marine microbes have different metabolic activities that could contribute to the breakdown of plastics or of the toxic chemicals associated with them.
*2*: Next, they'll investigate how the microbial interaction with microplastics varies across habitats on coastal seabed—research the team believes could have huge environmental benefits.
*3*: This kind of research is also helping us unravel the global environmental impacts of plastic pollution."
*4*: Researcher Jesse Harrison presented their early findings at the Society for General Microbiology's spring meeting in Edinburgh: "Microbes play a key role in the sustaining of all marine life and are the most likely of all organisms to break down toxic chemicals, or even the plastics themselves.
*5*: Specifically, the team investigated the attachment of microbes to fragments of polyethylene, the plastic commonly used for shopping bags.
*6*: This is the first DNA-based study to investigate how microbes interact with plastic.
*7*: Ocean Bugs Eat Plastic?
*8*: Researchers are zeroing in on marine microbes that may help clean up some of the 127 million tons of "disposable" plastic produced every year, 10 percent of which ends up in the ocean.
*9*: They found the plastic was rapidly colonized by multiple—though not every—species of bacteria, which congregated into a biofilm on the surface of the plastic.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Ocean Bugs Eat Plastic?\n*2*: Researchers are zeroing in on marine microbes that may help clean up some of the 127 million tons of \"disposable\" plastic produced every year, 10 percent of which ends up in the ocean.\n*3*: Early research from the University of Sheffield and the Centre for Environment, Fisheries and Aquaculture Science finds: - The marine microbe groups that can grow on plastic waste are significantly different from the microbial groups that colonize natural ocean surfaces. - This suggests that plastic-associated marine microbes have different metabolic activities that could contribute to the breakdown of plastics or of the toxic chemicals associated with them.\n*4*: This is the first DNA-based study to investigate how microbes interact with plastic.\n*5*: Specifically, the team investigated the attachment of microbes to fragments of polyethylene, the plastic commonly used for shopping bags.\n*6*: They found the plastic was rapidly colonized by multiple\u2014though not every\u2014species of bacteria, which congregated into a biofilm on the surface of the plastic.\n*7*: Next, they'll investigate how the microbial interaction with microplastics varies across habitats on coastal seabed\u2014research the team believes could have huge environmental benefits.\n*8*: Researcher Jesse Harrison presented their early findings at the Society for General Microbiology's spring meeting in Edinburgh: \"Microbes play a key role in the sustaining of all marine life and are the most likely of all organisms to break down toxic chemicals, or even the plastics themselves.\n*9*: This kind of research is also helping us unravel the global environmental impacts of plastic pollution.\"", "scrambled": "*1*: Early research from the University of Sheffield and the Centre for Environment, Fisheries and Aquaculture Science finds: - The marine microbe groups that can grow on plastic waste are significantly different from the microbial groups that colonize natural ocean surfaces. - This suggests that plastic-associated marine microbes have different metabolic activities that could contribute to the breakdown of plastics or of the toxic chemicals associated with them.\n*2*: Next, they'll investigate how the microbial interaction with microplastics varies across habitats on coastal seabed\u2014research the team believes could have huge environmental benefits.\n*3*: This kind of research is also helping us unravel the global environmental impacts of plastic pollution.\"\n*4*: Researcher Jesse Harrison presented their early findings at the Society for General Microbiology's spring meeting in Edinburgh: \"Microbes play a key role in the sustaining of all marine life and are the most likely of all organisms to break down toxic chemicals, or even the plastics themselves.\n*5*: Specifically, the team investigated the attachment of microbes to fragments of polyethylene, the plastic commonly used for shopping bags.\n*6*: This is the first DNA-based study to investigate how microbes interact with plastic.\n*7*: Ocean Bugs Eat Plastic?\n*8*: Researchers are zeroing in on marine microbes that may help clean up some of the 127 million tons of \"disposable\" plastic produced every year, 10 percent of which ends up in the ocean.\n*9*: They found the plastic was rapidly colonized by multiple\u2014though not every\u2014species of bacteria, which congregated into a biofilm on the surface of the plastic."}
| 2 |
unscramble_86811
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This blacksmithing tradition started during slavery with Henry Jackson, born circa 1826, who built his own shop in 1880.
*2*: His son, G.
*3*: Three generations of the Jackson Family worked as blacksmiths and farriers, in shops on and near the site of this last remaining blacksmith shop, in Goochland County and vicinty.
*4*: Jackson, Jr. practiced blacksmithing into the early 1970's in this last shop.
*5*: Last Updated: 6/22/2000 9:41 AM
*6*: The shop was restored in 1995 and is now listed on the Virginia Register of Historic Places.
*7*: Built in 1932, farmers and sawmillers from many areas of the state came to this shop to have their horses shod and farm tools repaired.
*8*: George W.
*9*: Wilson Jackson, Sr., had shops on or near this site.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Three generations of the Jackson Family worked as blacksmiths and farriers, in shops on and near the site of this last remaining blacksmith shop, in Goochland County and vicinty.\n*2*: This blacksmithing tradition started during slavery with Henry Jackson, born circa 1826, who built his own shop in 1880.\n*3*: His son, G.\n*4*: Wilson Jackson, Sr., had shops on or near this site.\n*5*: George W.\n*6*: Jackson, Jr. practiced blacksmithing into the early 1970's in this last shop.\n*7*: Built in 1932, farmers and sawmillers from many areas of the state came to this shop to have their horses shod and farm tools repaired.\n*8*: The shop was restored in 1995 and is now listed on the Virginia Register of Historic Places.\n*9*: Last Updated: 6/22/2000 9:41 AM", "scrambled": "*1*: This blacksmithing tradition started during slavery with Henry Jackson, born circa 1826, who built his own shop in 1880.\n*2*: His son, G.\n*3*: Three generations of the Jackson Family worked as blacksmiths and farriers, in shops on and near the site of this last remaining blacksmith shop, in Goochland County and vicinty.\n*4*: Jackson, Jr. practiced blacksmithing into the early 1970's in this last shop.\n*5*: Last Updated: 6/22/2000 9:41 AM\n*6*: The shop was restored in 1995 and is now listed on the Virginia Register of Historic Places.\n*7*: Built in 1932, farmers and sawmillers from many areas of the state came to this shop to have their horses shod and farm tools repaired.\n*8*: George W.\n*9*: Wilson Jackson, Sr., had shops on or near this site."}
| 2 |
unscramble_162970
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The text's second theme, "Using the Framework," asks students to look at the structures underlying our political system the economy, society, cultural values, technology and examine how these structures affect, and are affected by, our political system.
*2*: Continuing to offer a lively, critical thinking approach to the course, The Struggle for Democracy is organized around two themes: "Using the Democracy Standard" and "Using the Framework." The first theme, woven throughout the narrative, asks students to evaluate the health and vitality of American democracy today against a carefully defined democratic ideal.
*3*: This exciting introduction to American government asks students to critically evaluate the quality of democracy in America today and to consider how underlying structural factors such as the economy, society, and cultural values affect and are affected by our political system.
*4*: The Sixth Edition of this bestselling text has been completely updated through September 11, 2001, the war on terrorism, and the 2002 midterm elections.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: This exciting introduction to American government asks students to critically evaluate the quality of democracy in America today and to consider how underlying structural factors such as the economy, society, and cultural values affect and are affected by our political system.\n*2*: The Sixth Edition of this bestselling text has been completely updated through September 11, 2001, the war on terrorism, and the 2002 midterm elections.\n*3*: Continuing to offer a lively, critical thinking approach to the course, The Struggle for Democracy is organized around two themes: \"Using the Democracy Standard\" and \"Using the Framework.\" The first theme, woven throughout the narrative, asks students to evaluate the health and vitality of American democracy today against a carefully defined democratic ideal.\n*4*: The text's second theme, \"Using the Framework,\" asks students to look at the structures underlying our political system the economy, society, cultural values, technology and examine how these structures affect, and are affected by, our political system.", "scrambled": "*1*: The text's second theme, \"Using the Framework,\" asks students to look at the structures underlying our political system the economy, society, cultural values, technology and examine how these structures affect, and are affected by, our political system.\n*2*: Continuing to offer a lively, critical thinking approach to the course, The Struggle for Democracy is organized around two themes: \"Using the Democracy Standard\" and \"Using the Framework.\" The first theme, woven throughout the narrative, asks students to evaluate the health and vitality of American democracy today against a carefully defined democratic ideal.\n*3*: This exciting introduction to American government asks students to critically evaluate the quality of democracy in America today and to consider how underlying structural factors such as the economy, society, and cultural values affect and are affected by our political system.\n*4*: The Sixth Edition of this bestselling text has been completely updated through September 11, 2001, the war on terrorism, and the 2002 midterm elections."}
| 2 |
unscramble_71956
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It never comes anywhere close to any of the giant planets or the sun.
*2*: It's way, way out there on this incredibly eccentric orbit.The only way to get on an eccentric orbit is to have some giant body kick you – so what is out there?"Professor John Matese, of the University of Louisiana at Lafayette, says most comets in the inner solar system seem to come from the same region of the Oort Cloud – launched by the pull of a companion star to the sun that scatters comets in its wake.He suggests it is up to five times the size of Jupiter or 7,000 times the size of Earth.He said: "There is statistically significant evidence that this concentration of comets could be caused by a companion to the Sun."jeff posted:3/13/2010 1:02:39 PM (Reply)And here comes a couple comets on March 10...rare, event, I guess, for more than one to hit the sun on the same day.tapuout4985 posted:3/14/2010 12:38:40 AM (Reply)Well, that's disconcerting.
*3*: Nibiru = Nemesis?
*4*: Comet impacts are suggested as a likely cause for these catastrophes.A similar impact by an asteroid wiped out the dinosaurs 65 million years ago, a major inquest by scientists concluded last week, though that is not being blamed on Nemesis.Most stars have one or more companion stars orbiting around each other, which would make the sun's single status unusual.A major clue to Nemesis's existence is a mysterious dwarf planet called Sedna that was spotted on an elongated 12,000-year-long orbit around the sun.Mike Brown, who discovered Sedna in 2003, said: "Sedna is a very odd object – it shouldn't be there!
*5*: It is expected to discover a 1000 brown dwarfs within 25 light-years of the Sun – right on our cosmic doorstep – before its coolant runs out in October.The nearest normal star to us is around 4.5 light-year away.Our solar system is thought to be surrounded by a vast sphere of icy bodies, twice as far away as Nemesis, called the Oort Cloud.Some get kicked in towards the planets as comets – giant snowballs of ice, dust and rock – and the suggestion is that the Death Star's gravitational influence is to blame.The paleontologists David Raup and Jack Sepkoski discovered that, over the last 250 million years, life on Earth has been devastated on a 26-million-year cycle.
*6*: Share | jeff posted:3/13/2010 12:56:24 PM (Reply)Read more: www.telegraph.co.uk/science/space/7429335/Search-on-for-Death-Star-that-throws-out-deadly-comets.htmlFrom the article:The star, also known as Nemesis, is five times the size of Jupiter and could be to blame for the impact that wiped out the dinosaurs 65 million years ago.The bombardment of icy missiles is being blamed by some scientists for mass extinctions of life that they say happen every 26 million years.Nemesis is predicted to lie at a distance equal to 25,000 times that of the Earth from the Sun, or a third of a light-year.Astronomers believe it is of a type called a red or brown dwarf – a "failed star" that has not managed to generate enough energy to burn like the Sun.But it should be detectable by a heat-sensitive space telescope called WISE, the Wide-Field Infrared Survey Explorer.Launched last year, WISE began surveying the skies in January.
*7*: Please log in or become a member to add a post.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Nibiru = Nemesis?\n*2*: Share | jeff posted:3/13/2010 12:56:24 PM (Reply)Read more: www.telegraph.co.uk/science/space/7429335/Search-on-for-Death-Star-that-throws-out-deadly-comets.htmlFrom the article:The star, also known as Nemesis, is five times the size of Jupiter and could be to blame for the impact that wiped out the dinosaurs 65 million years ago.The bombardment of icy missiles is being blamed by some scientists for mass extinctions of life that they say happen every 26 million years.Nemesis is predicted to lie at a distance equal to 25,000 times that of the Earth from the Sun, or a third of a light-year.Astronomers believe it is of a type called a red or brown dwarf \u2013 a \"failed star\" that has not managed to generate enough energy to burn like the Sun.But it should be detectable by a heat-sensitive space telescope called WISE, the Wide-Field Infrared Survey Explorer.Launched last year, WISE began surveying the skies in January.\n*3*: It is expected to discover a 1000 brown dwarfs within 25 light-years of the Sun \u2013 right on our cosmic doorstep \u2013 before its coolant runs out in October.The nearest normal star to us is around 4.5 light-year away.Our solar system is thought to be surrounded by a vast sphere of icy bodies, twice as far away as Nemesis, called the Oort Cloud.Some get kicked in towards the planets as comets \u2013 giant snowballs of ice, dust and rock \u2013 and the suggestion is that the Death Star's gravitational influence is to blame.The paleontologists David Raup and Jack Sepkoski discovered that, over the last 250 million years, life on Earth has been devastated on a 26-million-year cycle.\n*4*: Comet impacts are suggested as a likely cause for these catastrophes.A similar impact by an asteroid wiped out the dinosaurs 65 million years ago, a major inquest by scientists concluded last week, though that is not being blamed on Nemesis.Most stars have one or more companion stars orbiting around each other, which would make the sun's single status unusual.A major clue to Nemesis's existence is a mysterious dwarf planet called Sedna that was spotted on an elongated 12,000-year-long orbit around the sun.Mike Brown, who discovered Sedna in 2003, said: \"Sedna is a very odd object \u2013 it shouldn't be there!\n*5*: It never comes anywhere close to any of the giant planets or the sun.\n*6*: It's way, way out there on this incredibly eccentric orbit.The only way to get on an eccentric orbit is to have some giant body kick you \u2013 so what is out there?\"Professor John Matese, of the University of Louisiana at Lafayette, says most comets in the inner solar system seem to come from the same region of the Oort Cloud \u2013 launched by the pull of a companion star to the sun that scatters comets in its wake.He suggests it is up to five times the size of Jupiter or 7,000 times the size of Earth.He said: \"There is statistically significant evidence that this concentration of comets could be caused by a companion to the Sun.\"jeff posted:3/13/2010 1:02:39 PM (Reply)And here comes a couple comets on March 10...rare, event, I guess, for more than one to hit the sun on the same day.tapuout4985 posted:3/14/2010 12:38:40 AM (Reply)Well, that's disconcerting.\n*7*: Please log in or become a member to add a post.", "scrambled": "*1*: It never comes anywhere close to any of the giant planets or the sun.\n*2*: It's way, way out there on this incredibly eccentric orbit.The only way to get on an eccentric orbit is to have some giant body kick you \u2013 so what is out there?\"Professor John Matese, of the University of Louisiana at Lafayette, says most comets in the inner solar system seem to come from the same region of the Oort Cloud \u2013 launched by the pull of a companion star to the sun that scatters comets in its wake.He suggests it is up to five times the size of Jupiter or 7,000 times the size of Earth.He said: \"There is statistically significant evidence that this concentration of comets could be caused by a companion to the Sun.\"jeff posted:3/13/2010 1:02:39 PM (Reply)And here comes a couple comets on March 10...rare, event, I guess, for more than one to hit the sun on the same day.tapuout4985 posted:3/14/2010 12:38:40 AM (Reply)Well, that's disconcerting.\n*3*: Nibiru = Nemesis?\n*4*: Comet impacts are suggested as a likely cause for these catastrophes.A similar impact by an asteroid wiped out the dinosaurs 65 million years ago, a major inquest by scientists concluded last week, though that is not being blamed on Nemesis.Most stars have one or more companion stars orbiting around each other, which would make the sun's single status unusual.A major clue to Nemesis's existence is a mysterious dwarf planet called Sedna that was spotted on an elongated 12,000-year-long orbit around the sun.Mike Brown, who discovered Sedna in 2003, said: \"Sedna is a very odd object \u2013 it shouldn't be there!\n*5*: It is expected to discover a 1000 brown dwarfs within 25 light-years of the Sun \u2013 right on our cosmic doorstep \u2013 before its coolant runs out in October.The nearest normal star to us is around 4.5 light-year away.Our solar system is thought to be surrounded by a vast sphere of icy bodies, twice as far away as Nemesis, called the Oort Cloud.Some get kicked in towards the planets as comets \u2013 giant snowballs of ice, dust and rock \u2013 and the suggestion is that the Death Star's gravitational influence is to blame.The paleontologists David Raup and Jack Sepkoski discovered that, over the last 250 million years, life on Earth has been devastated on a 26-million-year cycle.\n*6*: Share | jeff posted:3/13/2010 12:56:24 PM (Reply)Read more: www.telegraph.co.uk/science/space/7429335/Search-on-for-Death-Star-that-throws-out-deadly-comets.htmlFrom the article:The star, also known as Nemesis, is five times the size of Jupiter and could be to blame for the impact that wiped out the dinosaurs 65 million years ago.The bombardment of icy missiles is being blamed by some scientists for mass extinctions of life that they say happen every 26 million years.Nemesis is predicted to lie at a distance equal to 25,000 times that of the Earth from the Sun, or a third of a light-year.Astronomers believe it is of a type called a red or brown dwarf \u2013 a \"failed star\" that has not managed to generate enough energy to burn like the Sun.But it should be detectable by a heat-sensitive space telescope called WISE, the Wide-Field Infrared Survey Explorer.Launched last year, WISE began surveying the skies in January.\n*7*: Please log in or become a member to add a post."}
| 2 |
unscramble_41678
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Part-Time Courses.
*2*: It also has an interactive game in the middle, which helps keep the students attention and has them work it out on their own, that way if they didn't grasp the definition they can keep trying without having to worry about being embarrassed in front of their classmates.
*3*: Create your own tessellation by adding color to tessellated shapes. 2 Comments on "Can't Wait to Tessellate" lflaumenbaum at 12:28 p.m., 08/26/09, said: Great short video to help kids understand what a tesselation is! semperfi06 at 5:58 p.m., 04/13/11, said: This interactive video and game is a great way to introduce tessellations to students.
*4*: Master's in Education 100% Online Active or Certified Teachers Only!
*5*: It gives a clear description of what a tessellation is and what it is not.
*6*: Secondary and Middle School Track.
*7*: Advanced Math.
*8*: View a video in which Cyberchase characters show tessellating examples and then experiment with different shapes to discover which ones will tessellate and which ones won't.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: View a video in which Cyberchase characters show tessellating examples and then experiment with different shapes to discover which ones will tessellate and which ones won't.\n*2*: Create your own tessellation by adding color to tessellated shapes. 2 Comments on \"Can't Wait to Tessellate\" lflaumenbaum at 12:28 p.m., 08/26/09, said: Great short video to help kids understand what a tesselation is! semperfi06 at 5:58 p.m., 04/13/11, said: This interactive video and game is a great way to introduce tessellations to students.\n*3*: It gives a clear description of what a tessellation is and what it is not.\n*4*: It also has an interactive game in the middle, which helps keep the students attention and has them work it out on their own, that way if they didn't grasp the definition they can keep trying without having to worry about being embarrassed in front of their classmates.\n*5*: Master's in Education 100% Online Active or Certified Teachers Only!\n*6*: Secondary and Middle School Track.\n*7*: Advanced Math.\n*8*: Part-Time Courses.", "scrambled": "*1*: Part-Time Courses.\n*2*: It also has an interactive game in the middle, which helps keep the students attention and has them work it out on their own, that way if they didn't grasp the definition they can keep trying without having to worry about being embarrassed in front of their classmates.\n*3*: Create your own tessellation by adding color to tessellated shapes. 2 Comments on \"Can't Wait to Tessellate\" lflaumenbaum at 12:28 p.m., 08/26/09, said: Great short video to help kids understand what a tesselation is! semperfi06 at 5:58 p.m., 04/13/11, said: This interactive video and game is a great way to introduce tessellations to students.\n*4*: Master's in Education 100% Online Active or Certified Teachers Only!\n*5*: It gives a clear description of what a tessellation is and what it is not.\n*6*: Secondary and Middle School Track.\n*7*: Advanced Math.\n*8*: View a video in which Cyberchase characters show tessellating examples and then experiment with different shapes to discover which ones will tessellate and which ones won't."}
| 2 |
unscramble_80466
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As a result, Verizon paid Lucasfilm Ltd. (and now Disney) an undisclosed sum for the rights to use this word as a brand name.
*2*: You’ll note that unlike in most other science fiction where an android signified a machine that resembled a human, Star Wars’ droids did not need to resemble a human (though some did).
*3*: The word “droid” is an aphesis form of “android,” a word that’s been around since at least the 1700s.
*4*: Shortly before Verizon launched their DROID line of mobile devices, Lucasfilm Ltd. filed a trademark on October 9, 2009, for the term “Droid." Specifically, they claimed the term for: Wireless communications devices, including, mobile phones, cell phones, hand held devices and personal digital assistants, accessories and parts therefor, and related computer software and wireless telecommunications programs; mobile digital electronic devices for the sending and receiving of telephone calls, electronic mail, and other digital data, for use as a digital format audio player, and for use as a handheld computer, electronic organizer, electronic notepad, and digital camera; downloadable ring tones and screen savers; cameras, pagers and calling cards.
*5*: The first documented mention of “android” is in the Ephraim Chambers’ Cyclopedia, “Albertus Magnus is recorded as having made a famous androides.” Android derives from the Greek ????? (andro-), meaning “man,” and the suffix -????? (-eides), meaning “form, likeness, appearance, or resemblance”—hence the definition of android being “automaton resembling a human being." The word “droid” was first used in Star Wars: A New Hope, which came out in 1977.
*6*: That's why Lucas was able to trademark the word, even though it wasn't used to describe a wireless communication device (unless the particular droid was being used to relay messages wirelessly; I suppose the Imperial Probe Droid in Empire Strikes Back might have had that capability).
*7*: The Word "Droid" is a Registered Trademark of LucasFilm Ltd.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The Word \"Droid\" is a Registered Trademark of LucasFilm Ltd.\n*2*: Shortly before Verizon launched their DROID line of mobile devices, Lucasfilm Ltd. filed a trademark on October 9, 2009, for the term \u201cDroid.\" Specifically, they claimed the term for: Wireless communications devices, including, mobile phones, cell phones, hand held devices and personal digital assistants, accessories and parts therefor, and related computer software and wireless telecommunications programs; mobile digital electronic devices for the sending and receiving of telephone calls, electronic mail, and other digital data, for use as a digital format audio player, and for use as a handheld computer, electronic organizer, electronic notepad, and digital camera; downloadable ring tones and screen savers; cameras, pagers and calling cards.\n*3*: As a result, Verizon paid Lucasfilm Ltd. (and now Disney) an undisclosed sum for the rights to use this word as a brand name.\n*4*: The word \u201cdroid\u201d is an aphesis form of \u201candroid,\u201d a word that\u2019s been around since at least the 1700s.\n*5*: The first documented mention of \u201candroid\u201d is in the Ephraim Chambers\u2019 Cyclopedia, \u201cAlbertus Magnus is recorded as having made a famous androides.\u201d Android derives from the Greek ????? (andro-), meaning \u201cman,\u201d and the suffix -????? (-eides), meaning \u201cform, likeness, appearance, or resemblance\u201d\u2014hence the definition of android being \u201cautomaton resembling a human being.\" The word \u201cdroid\u201d was first used in Star Wars: A New Hope, which came out in 1977.\n*6*: That's why Lucas was able to trademark the word, even though it wasn't used to describe a wireless communication device (unless the particular droid was being used to relay messages wirelessly; I suppose the Imperial Probe Droid in Empire Strikes Back might have had that capability).\n*7*: You\u2019ll note that unlike in most other science fiction where an android signified a machine that resembled a human, Star Wars\u2019 droids did not need to resemble a human (though some did).", "scrambled": "*1*: As a result, Verizon paid Lucasfilm Ltd. (and now Disney) an undisclosed sum for the rights to use this word as a brand name.\n*2*: You\u2019ll note that unlike in most other science fiction where an android signified a machine that resembled a human, Star Wars\u2019 droids did not need to resemble a human (though some did).\n*3*: The word \u201cdroid\u201d is an aphesis form of \u201candroid,\u201d a word that\u2019s been around since at least the 1700s.\n*4*: Shortly before Verizon launched their DROID line of mobile devices, Lucasfilm Ltd. filed a trademark on October 9, 2009, for the term \u201cDroid.\" Specifically, they claimed the term for: Wireless communications devices, including, mobile phones, cell phones, hand held devices and personal digital assistants, accessories and parts therefor, and related computer software and wireless telecommunications programs; mobile digital electronic devices for the sending and receiving of telephone calls, electronic mail, and other digital data, for use as a digital format audio player, and for use as a handheld computer, electronic organizer, electronic notepad, and digital camera; downloadable ring tones and screen savers; cameras, pagers and calling cards.\n*5*: The first documented mention of \u201candroid\u201d is in the Ephraim Chambers\u2019 Cyclopedia, \u201cAlbertus Magnus is recorded as having made a famous androides.\u201d Android derives from the Greek ????? (andro-), meaning \u201cman,\u201d and the suffix -????? (-eides), meaning \u201cform, likeness, appearance, or resemblance\u201d\u2014hence the definition of android being \u201cautomaton resembling a human being.\" The word \u201cdroid\u201d was first used in Star Wars: A New Hope, which came out in 1977.\n*6*: That's why Lucas was able to trademark the word, even though it wasn't used to describe a wireless communication device (unless the particular droid was being used to relay messages wirelessly; I suppose the Imperial Probe Droid in Empire Strikes Back might have had that capability).\n*7*: The Word \"Droid\" is a Registered Trademark of LucasFilm Ltd."}
| 2 |
unscramble_214725
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Izar is the Basque cognate.
*2*: Currently, Estrella is the 420th most popular female name in the United States, (2010).
*3*: It was used by Spanish Jews as a form of Esther and among Christians, it was used in reference to an epithet of the Virgin Mary, Star of the Sea.
*4*: Meaning: “star.” (Sp. ey-STREY-yah) The name comes directly from the Spanish word for star and has been in use since the early Middle Ages.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Meaning: \u201cstar.\u201d (Sp. ey-STREY-yah) The name comes directly from the Spanish word for star and has been in use since the early Middle Ages.\n*2*: It was used by Spanish Jews as a form of Esther and among Christians, it was used in reference to an epithet of the Virgin Mary, Star of the Sea.\n*3*: Currently, Estrella is the 420th most popular female name in the United States, (2010).\n*4*: Izar is the Basque cognate.", "scrambled": "*1*: Izar is the Basque cognate.\n*2*: Currently, Estrella is the 420th most popular female name in the United States, (2010).\n*3*: It was used by Spanish Jews as a form of Esther and among Christians, it was used in reference to an epithet of the Virgin Mary, Star of the Sea.\n*4*: Meaning: \u201cstar.\u201d (Sp. ey-STREY-yah) The name comes directly from the Spanish word for star and has been in use since the early Middle Ages."}
| 2 |
unscramble_15168
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Program Summary: The WLMR Design Challenge is a competition in which students must create a water recycling system that can be used by astronauts living on other planets.
*2*: Application: The WLMR design challenge gives students the opportunity to apply critical thinking skills to solve a problem, just as a NASA scientist would, preparing them for future STEM education and careers. › WLMR website › Download PowerPoint file
*3*: Time Frame: After nearly nine months of competition, NASA judges selected the team from the West Fargo School District team from North Dakota as the winner.
*4*: Objective: Teams must design, construct and test a water recycling system on a simulated wastewater stream.
*5*: They then submit a proposal and their results to NASA for review.
*6*: Waste Limitation, Management and Recycling (WLMR) Engineering Design Challenge NASA education opportunities provide students an enhanced understanding of science, technology, engineering and mathematics (STEM).
*7*: Twenty-one middle school teams competed in the challenge’s inaugural year.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Waste Limitation, Management and Recycling (WLMR) Engineering Design Challenge NASA education opportunities provide students an enhanced understanding of science, technology, engineering and mathematics (STEM).\n*2*: Program Summary: The WLMR Design Challenge is a competition in which students must create a water recycling system that can be used by astronauts living on other planets.\n*3*: Twenty-one middle school teams competed in the challenge\u2019s inaugural year.\n*4*: Objective: Teams must design, construct and test a water recycling system on a simulated wastewater stream.\n*5*: They then submit a proposal and their results to NASA for review.\n*6*: Time Frame: After nearly nine months of competition, NASA judges selected the team from the West Fargo School District team from North Dakota as the winner.\n*7*: Application: The WLMR design challenge gives students the opportunity to apply critical thinking skills to solve a problem, just as a NASA scientist would, preparing them for future STEM education and careers. \u203a WLMR website \u203a Download PowerPoint file", "scrambled": "*1*: Program Summary: The WLMR Design Challenge is a competition in which students must create a water recycling system that can be used by astronauts living on other planets.\n*2*: Application: The WLMR design challenge gives students the opportunity to apply critical thinking skills to solve a problem, just as a NASA scientist would, preparing them for future STEM education and careers. \u203a WLMR website \u203a Download PowerPoint file\n*3*: Time Frame: After nearly nine months of competition, NASA judges selected the team from the West Fargo School District team from North Dakota as the winner.\n*4*: Objective: Teams must design, construct and test a water recycling system on a simulated wastewater stream.\n*5*: They then submit a proposal and their results to NASA for review.\n*6*: Waste Limitation, Management and Recycling (WLMR) Engineering Design Challenge NASA education opportunities provide students an enhanced understanding of science, technology, engineering and mathematics (STEM).\n*7*: Twenty-one middle school teams competed in the challenge\u2019s inaugural year."}
| 2 |
unscramble_31758
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A C-130 plane dropped a test vehicle with a simulated Orion parachute compartment 25,000 feet above the U.S. Army's Yuma Proving Grounds.
*2*: The first was to see how the entire system would respond if one of the three main parachutes inflated too quickly.
*3*: Orion's drogue chutes were deployed at 20,000 feet, followed by the pilot parachutes, which then deployed the main landing parachutes.
*4*: The test had two goals.
*5*: The test vehicle landed on the desert floor at a speed of almost 25 feet per second, well below its maximum designed touchdown speed.
*6*: The second was to validate the drogue parachute design.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: A C-130 plane dropped a test vehicle with a simulated Orion parachute compartment 25,000 feet above the U.S. Army's Yuma Proving Grounds.\n*2*: Orion's drogue chutes were deployed at 20,000 feet, followed by the pilot parachutes, which then deployed the main landing parachutes.\n*3*: The test vehicle landed on the desert floor at a speed of almost 25 feet per second, well below its maximum designed touchdown speed.\n*4*: The test had two goals.\n*5*: The first was to see how the entire system would respond if one of the three main parachutes inflated too quickly.\n*6*: The second was to validate the drogue parachute design.", "scrambled": "*1*: A C-130 plane dropped a test vehicle with a simulated Orion parachute compartment 25,000 feet above the U.S. Army's Yuma Proving Grounds.\n*2*: The first was to see how the entire system would respond if one of the three main parachutes inflated too quickly.\n*3*: Orion's drogue chutes were deployed at 20,000 feet, followed by the pilot parachutes, which then deployed the main landing parachutes.\n*4*: The test had two goals.\n*5*: The test vehicle landed on the desert floor at a speed of almost 25 feet per second, well below its maximum designed touchdown speed.\n*6*: The second was to validate the drogue parachute design."}
| 2 |
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