problem_id
stringlengths 12
191
| task_type
stringclasses 2
values | prompt
stringlengths 484
7.31k
| verification_info
stringlengths 330
14.1k
| difficulty
int64 2
2
|
|---|---|---|---|---|
unscramble_13335
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: All rights reserved.
*2*: Powered by vBulletin™ Version 4.1.2 Copyright © 2013 vBulletin Solutions, Inc.
*3*: I posted up a previous resolution on this see these screenshots Here is my previous post Use search and 'linetype scale' to find a list of other previous posts on this topic.
*4*: View Full Version : Dotted lines in Autocad 2002 4th Apr 2003, 12:57 pm Does anybody know how to draw a dotted line using Autocad 2002?
*5*: I want a line with dashes 5 metres long and with gaps 2 metres long which when printed at a scale of 1-1250 will come out at 4 mm and 1.6mm with a line width of 0.5mm.
*6*: Sorry, this Autocad is really weird and the helpfiles are no help at all. 5th Apr 2003, 02:15 pm I would experiment with the linetype 'scale' and 'generation' option within OPTIONS, shortcut Ctrl+1.
```
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 Full Version : Dotted lines in Autocad 2002 4th Apr 2003, 12:57 pm Does anybody know how to draw a dotted line using Autocad 2002?\n*2*: I want a line with dashes 5 metres long and with gaps 2 metres long which when printed at a scale of 1-1250 will come out at 4 mm and 1.6mm with a line width of 0.5mm.\n*3*: Sorry, this Autocad is really weird and the helpfiles are no help at all. 5th Apr 2003, 02:15 pm I would experiment with the linetype 'scale' and 'generation' option within OPTIONS, shortcut Ctrl+1.\n*4*: I posted up a previous resolution on this see these screenshots Here is my previous post Use search and 'linetype scale' to find a list of other previous posts on this topic.\n*5*: Powered by vBulletin\u2122 Version 4.1.2 Copyright \u00a9 2013 vBulletin Solutions, Inc.\n*6*: All rights reserved.", "scrambled": "*1*: All rights reserved.\n*2*: Powered by vBulletin\u2122 Version 4.1.2 Copyright \u00a9 2013 vBulletin Solutions, Inc.\n*3*: I posted up a previous resolution on this see these screenshots Here is my previous post Use search and 'linetype scale' to find a list of other previous posts on this topic.\n*4*: View Full Version : Dotted lines in Autocad 2002 4th Apr 2003, 12:57 pm Does anybody know how to draw a dotted line using Autocad 2002?\n*5*: I want a line with dashes 5 metres long and with gaps 2 metres long which when printed at a scale of 1-1250 will come out at 4 mm and 1.6mm with a line width of 0.5mm.\n*6*: Sorry, this Autocad is really weird and the helpfiles are no help at all. 5th Apr 2003, 02:15 pm I would experiment with the linetype 'scale' and 'generation' option within OPTIONS, shortcut Ctrl+1."}
| 2 |
unscramble_245567
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Basic Epidemiology.
*2*: - Bridging cultural mediation between communities and the health care system - Providing culturally appropriate and accessible health education and information, often by using popular education methods - Ensuring that people get the services they need - Providing informal counseling/education and social support - Advocating for individuals and communities - Providing direct services (such as basic first aid) and administering health screening tests - Building individual and community capacity The essential scope of work for a CHW is primary healthcare prevention and control of chronic disease among underserved populations. |Level of Prevention||Aim||Phase of Disease||Target||Intervention Examples| |Primary||Widespread changes that reduce the average risk in the whole population.
*3*: Geneva, World Health Organization.
*4*: Reduction of particular exposures among identified higher risk groups or individuals |Specific causal factors associated with the onset of disease.
*5*: Chronic Disease Epidemiology and control, (2nd Edition) American Public Health Association, Washington DC| In the prevention and control of chronic disease, primary prevention for CHWs may look like the following: Prevention and control of chronic disease - Support to multidisciplinary health teams - Outreach to individuals in the community setting - Educating the patient and their families on the importance of lifestyle change; adherence to their medication regimes and recommended treatments - Find creative ways to increase compliance with medications - Help patients navigate the healthcare system; enrollment eligibility, appointments, referrals; transportation, promoting continuity of care - Providing social support by listening to concerns of the patient and their family - Helping with problem solving strategies - Assessment of how well a self- management plan is helping the patient meet their own health goals - Assisting clients in obtaining home health devices to support self-management - Supporting individualized goal setting using motivational interviewing.
*6*: Brownson, R, Remington, P & Davis J (Eds) (1998).
*7*: Specific and non-specific factors associated with protection against disease |Total population, selected groups and healthy individuals||Measures that eliminate or reduce the causes or determinants of departures from good health, control exposure to risk, and promote factors that are protective of health: |Adapted from Beaglehole R, Bonita R, Kjellstrom T (1993).
```
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*: - Bridging cultural mediation between communities and the health care system - Providing culturally appropriate and accessible health education and information, often by using popular education methods - Ensuring that people get the services they need - Providing informal counseling/education and social support - Advocating for individuals and communities - Providing direct services (such as basic first aid) and administering health screening tests - Building individual and community capacity The essential scope of work for a CHW is primary healthcare prevention and control of chronic disease among underserved populations. |Level of Prevention||Aim||Phase of Disease||Target||Intervention Examples| |Primary||Widespread changes that reduce the average risk in the whole population.\n*2*: Reduction of particular exposures among identified higher risk groups or individuals |Specific causal factors associated with the onset of disease.\n*3*: Specific and non-specific factors associated with protection against disease |Total population, selected groups and healthy individuals||Measures that eliminate or reduce the causes or determinants of departures from good health, control exposure to risk, and promote factors that are protective of health: |Adapted from Beaglehole R, Bonita R, Kjellstrom T (1993).\n*4*: Basic Epidemiology.\n*5*: Geneva, World Health Organization.\n*6*: Brownson, R, Remington, P & Davis J (Eds) (1998).\n*7*: Chronic Disease Epidemiology and control, (2nd Edition) American Public Health Association, Washington DC| In the prevention and control of chronic disease, primary prevention for CHWs may look like the following: Prevention and control of chronic disease - Support to multidisciplinary health teams - Outreach to individuals in the community setting - Educating the patient and their families on the importance of lifestyle change; adherence to their medication regimes and recommended treatments - Find creative ways to increase compliance with medications - Help patients navigate the healthcare system; enrollment eligibility, appointments, referrals; transportation, promoting continuity of care - Providing social support by listening to concerns of the patient and their family - Helping with problem solving strategies - Assessment of how well a self- management plan is helping the patient meet their own health goals - Assisting clients in obtaining home health devices to support self-management - Supporting individualized goal setting using motivational interviewing.", "scrambled": "*1*: Basic Epidemiology.\n*2*: - Bridging cultural mediation between communities and the health care system - Providing culturally appropriate and accessible health education and information, often by using popular education methods - Ensuring that people get the services they need - Providing informal counseling/education and social support - Advocating for individuals and communities - Providing direct services (such as basic first aid) and administering health screening tests - Building individual and community capacity The essential scope of work for a CHW is primary healthcare prevention and control of chronic disease among underserved populations. |Level of Prevention||Aim||Phase of Disease||Target||Intervention Examples| |Primary||Widespread changes that reduce the average risk in the whole population.\n*3*: Geneva, World Health Organization.\n*4*: Reduction of particular exposures among identified higher risk groups or individuals |Specific causal factors associated with the onset of disease.\n*5*: Chronic Disease Epidemiology and control, (2nd Edition) American Public Health Association, Washington DC| In the prevention and control of chronic disease, primary prevention for CHWs may look like the following: Prevention and control of chronic disease - Support to multidisciplinary health teams - Outreach to individuals in the community setting - Educating the patient and their families on the importance of lifestyle change; adherence to their medication regimes and recommended treatments - Find creative ways to increase compliance with medications - Help patients navigate the healthcare system; enrollment eligibility, appointments, referrals; transportation, promoting continuity of care - Providing social support by listening to concerns of the patient and their family - Helping with problem solving strategies - Assessment of how well a self- management plan is helping the patient meet their own health goals - Assisting clients in obtaining home health devices to support self-management - Supporting individualized goal setting using motivational interviewing.\n*6*: Brownson, R, Remington, P & Davis J (Eds) (1998).\n*7*: Specific and non-specific factors associated with protection against disease |Total population, selected groups and healthy individuals||Measures that eliminate or reduce the causes or determinants of departures from good health, control exposure to risk, and promote factors that are protective of health: |Adapted from Beaglehole R, Bonita R, Kjellstrom T (1993)."}
| 2 |
unscramble_5991
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It was at this time that France and Spain were vying for control of England.
*2*: This tremendous victory transformed England into the leading sea power of the time.
*3*: Elizabeth I acceded to the throne in 1558, after Mary I's death, and was crowned in Janauary 1559.
*4*: Elizabeth I's reign is often called the 'Golden Age' because it was a time of great achievement in England.
*5*: Known as 'mill money' this reproduction Sixpence would have been produced on a screw press.
*6*: The coin is held in a clear plastic blister and is supplied in full colour pamphlet style packaging, complete with images and historical information of both the coin and life of Elizabeth I.
*7*: The arrival in England in 1568 of Mary, Queen of Scots, and her imprisonment and subsequent execution in 1587, caused a political crisis aided by Spain.
*8*: In July 1588 Philip of Spain sent an Armada of 130 ships from Lisbon that was defeated by the English off Gravelines.
*9*: On the obverse is the bust of Elizabeth I and on the reverse is a shield of royal arms.
*10*: She died in 1603 at the age of 69.
```
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*: Elizabeth I acceded to the throne in 1558, after Mary I's death, and was crowned in Janauary 1559.\n*2*: It was at this time that France and Spain were vying for control of England.\n*3*: The arrival in England in 1568 of Mary, Queen of Scots, and her imprisonment and subsequent execution in 1587, caused a political crisis aided by Spain.\n*4*: In July 1588 Philip of Spain sent an Armada of 130 ships from Lisbon that was defeated by the English off Gravelines.\n*5*: This tremendous victory transformed England into the leading sea power of the time.\n*6*: Elizabeth I's reign is often called the 'Golden Age' because it was a time of great achievement in England.\n*7*: She died in 1603 at the age of 69.\n*8*: Known as 'mill money' this reproduction Sixpence would have been produced on a screw press.\n*9*: On the obverse is the bust of Elizabeth I and on the reverse is a shield of royal arms.\n*10*: The coin is held in a clear plastic blister and is supplied in full colour pamphlet style packaging, complete with images and historical information of both the coin and life of Elizabeth I.", "scrambled": "*1*: It was at this time that France and Spain were vying for control of England.\n*2*: This tremendous victory transformed England into the leading sea power of the time.\n*3*: Elizabeth I acceded to the throne in 1558, after Mary I's death, and was crowned in Janauary 1559.\n*4*: Elizabeth I's reign is often called the 'Golden Age' because it was a time of great achievement in England.\n*5*: Known as 'mill money' this reproduction Sixpence would have been produced on a screw press.\n*6*: The coin is held in a clear plastic blister and is supplied in full colour pamphlet style packaging, complete with images and historical information of both the coin and life of Elizabeth I.\n*7*: The arrival in England in 1568 of Mary, Queen of Scots, and her imprisonment and subsequent execution in 1587, caused a political crisis aided by Spain.\n*8*: In July 1588 Philip of Spain sent an Armada of 130 ships from Lisbon that was defeated by the English off Gravelines.\n*9*: On the obverse is the bust of Elizabeth I and on the reverse is a shield of royal arms.\n*10*: She died in 1603 at the age of 69."}
| 2 |
unscramble_105524
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Also, sudden onset of shortness of breath, anxiety or chest pain may be a warning of pulmonary embolism, or a blockage in a lung. 4.
*2*: Alcohol and anything with caffeine can add to dehydration and up your risk of developing a blood clot.
*3*: If you are stuck at your desk at work, or on an airplane and can't get up, simply pumping your leg/foot or rotating your ankle can help to get the blood moving.
*4*: Keep the blood flowing The most important thing you can do to reduce your risk of developing a blood clot is to get up and walk around every 30 to 45 minutes to keep the blood flowing in your legs.
*5*: Staying hydrated is also essential.
*6*: If your leg, ankle or foot is swelling, cramping or feel warm to the touch, that may be a sign of a DVT blood clot.
```
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*: If your leg, ankle or foot is swelling, cramping or feel warm to the touch, that may be a sign of a DVT blood clot.\n*2*: Also, sudden onset of shortness of breath, anxiety or chest pain may be a warning of pulmonary embolism, or a blockage in a lung. 4.\n*3*: Keep the blood flowing The most important thing you can do to reduce your risk of developing a blood clot is to get up and walk around every 30 to 45 minutes to keep the blood flowing in your legs.\n*4*: If you are stuck at your desk at work, or on an airplane and can't get up, simply pumping your leg/foot or rotating your ankle can help to get the blood moving.\n*5*: Staying hydrated is also essential.\n*6*: Alcohol and anything with caffeine can add to dehydration and up your risk of developing a blood clot.", "scrambled": "*1*: Also, sudden onset of shortness of breath, anxiety or chest pain may be a warning of pulmonary embolism, or a blockage in a lung. 4.\n*2*: Alcohol and anything with caffeine can add to dehydration and up your risk of developing a blood clot.\n*3*: If you are stuck at your desk at work, or on an airplane and can't get up, simply pumping your leg/foot or rotating your ankle can help to get the blood moving.\n*4*: Keep the blood flowing The most important thing you can do to reduce your risk of developing a blood clot is to get up and walk around every 30 to 45 minutes to keep the blood flowing in your legs.\n*5*: Staying hydrated is also essential.\n*6*: If your leg, ankle or foot is swelling, cramping or feel warm to the touch, that may be a sign of a DVT blood clot."}
| 2 |
unscramble_43360
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Engage Bible notes have been written to help young people understand and apply God's Word.
*2*: They also seek to address relevant issues in teenagers' lives and provide a Bible reading resource that is engaging and long-lasting.
*3*: This edition of Engage studies Genesis, John, Haggai, 1 Timothy, Psalms and Habakkuk.
*4*: Engage students 14 - 18 in a dynamic way to live for God.
*5*: It also examines questions including, "How do we know God exists?", "What's the point?' and contains articles on God as dad and cash values.
```
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*: Engage Bible notes have been written to help young people understand and apply God's Word.\n*2*: They also seek to address relevant issues in teenagers' lives and provide a Bible reading resource that is engaging and long-lasting.\n*3*: Engage students 14 - 18 in a dynamic way to live for God.\n*4*: This edition of Engage studies Genesis, John, Haggai, 1 Timothy, Psalms and Habakkuk.\n*5*: It also examines questions including, \"How do we know God exists?\", \"What's the point?' and contains articles on God as dad and cash values.", "scrambled": "*1*: Engage Bible notes have been written to help young people understand and apply God's Word.\n*2*: They also seek to address relevant issues in teenagers' lives and provide a Bible reading resource that is engaging and long-lasting.\n*3*: This edition of Engage studies Genesis, John, Haggai, 1 Timothy, Psalms and Habakkuk.\n*4*: Engage students 14 - 18 in a dynamic way to live for God.\n*5*: It also examines questions including, \"How do we know God exists?\", \"What's the point?' and contains articles on God as dad and cash values."}
| 2 |
unscramble_238989
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: NsLookup is a tool included in many operating systems that can look up IP addresses and perform other searches on DNS domains and servers.
*2*: Definition - What does NsLookup mean?
*3*: NsLookup can also be used to check mail exchanger or MX records that designate routing for emails according to what servers are attached to a particular domain.
*4*: A full list of possible commands is available in NsLookup with the command "?" or "help."
*5*: NsLookup is a basic way to get fundamental DNS information quickly and easily.
*6*: This resource is housed in a utility called nslookup.exe.
*7*: In order to use command-line tools, users may have to shell out of a Windows-based environment in order to access the command-line interface.
*8*: Techopedia explains NsLookup NsLookup is typically a command-line tool, which means that it uses the command-line structure familiar to many users who have used older PC-DOS operating systems.
*9*: Users can set items like retry and timeout, designate a root server, or get debugging information.
*10*: In addition to looking up server information, NsLookup can be used to test IP connections.
```
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 - What does NsLookup mean?\n*2*: NsLookup is a tool included in many operating systems that can look up IP addresses and perform other searches on DNS domains and servers.\n*3*: This resource is housed in a utility called nslookup.exe.\n*4*: NsLookup is a basic way to get fundamental DNS information quickly and easily.\n*5*: Techopedia explains NsLookup NsLookup is typically a command-line tool, which means that it uses the command-line structure familiar to many users who have used older PC-DOS operating systems.\n*6*: In order to use command-line tools, users may have to shell out of a Windows-based environment in order to access the command-line interface.\n*7*: In addition to looking up server information, NsLookup can be used to test IP connections.\n*8*: Users can set items like retry and timeout, designate a root server, or get debugging information.\n*9*: NsLookup can also be used to check mail exchanger or MX records that designate routing for emails according to what servers are attached to a particular domain.\n*10*: A full list of possible commands is available in NsLookup with the command \"?\" or \"help.\"", "scrambled": "*1*: NsLookup is a tool included in many operating systems that can look up IP addresses and perform other searches on DNS domains and servers.\n*2*: Definition - What does NsLookup mean?\n*3*: NsLookup can also be used to check mail exchanger or MX records that designate routing for emails according to what servers are attached to a particular domain.\n*4*: A full list of possible commands is available in NsLookup with the command \"?\" or \"help.\"\n*5*: NsLookup is a basic way to get fundamental DNS information quickly and easily.\n*6*: This resource is housed in a utility called nslookup.exe.\n*7*: In order to use command-line tools, users may have to shell out of a Windows-based environment in order to access the command-line interface.\n*8*: Techopedia explains NsLookup NsLookup is typically a command-line tool, which means that it uses the command-line structure familiar to many users who have used older PC-DOS operating systems.\n*9*: Users can set items like retry and timeout, designate a root server, or get debugging information.\n*10*: In addition to looking up server information, NsLookup can be used to test IP connections."}
| 2 |
unscramble_165261
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Book of Tormod: A Templar's Apprentice Booktalk - Grades: 6–8 About this book A request from a Knight Templar changes Tormod’s life forever, and sets him on the road to adventures.
*2*: He saw his knight riding into an ambush, and if Tormod couldn’t warn him, he would die.
*3*: But when Tormod entered the Abbot’s room, two soldiers were questioning him, and when Tormod tried to give the parchment to the Abbot, one of the soldiers snatched it away.
*4*: Be careful, and speak to no one.” The Abbot made a cross on Tormond’s forehead. “Go now, and go with God.” This booktalk was written by university professor, librarian and booktalking expert Joni Richards Bodart.
*5*: The knight on his huge black warhorse towered over Tormod as he handed him a rolled parchment. “Give it to the Abbot at Balantrodoch,” he said. “Go quickly and tell no one.” The huge fort of the Knights Templar was almost ten miles away, through the forest, and the sun had just set.
*6*: He looked at it quickly, and snarled at the Abbot, “So you haven’t heard from him?
*7*: The Abbot listened to Tormod’s explanation, wrote a few lines on a piece of paper, and told Tormod to give it directly to the knight. “Go quickly, as fast as you can.
*8*: Tormod had to be careful not to stray off the path in the darkness, but finally he stood in front of the huge gate and demanded to be let in, because he had a message that had to be given directly to the Abbot.
*9*: We’ll take this with us, and hunt him down and bring him to justice.” The door slammed behind them as they left, and Tormod had one of his visions.
*10*: It was the night of the celebration of Beltane, the beginning of summer, when Tormod met the the Knight Templar.
```
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*: Book of Tormod: A Templar's Apprentice Booktalk - Grades: 6\u20138 About this book A request from a Knight Templar changes Tormod\u2019s life forever, and sets him on the road to adventures.\n*2*: It was the night of the celebration of Beltane, the beginning of summer, when Tormod met the the Knight Templar.\n*3*: The knight on his huge black warhorse towered over Tormod as he handed him a rolled parchment. \u201cGive it to the Abbot at Balantrodoch,\u201d he said. \u201cGo quickly and tell no one.\u201d The huge fort of the Knights Templar was almost ten miles away, through the forest, and the sun had just set.\n*4*: Tormod had to be careful not to stray off the path in the darkness, but finally he stood in front of the huge gate and demanded to be let in, because he had a message that had to be given directly to the Abbot.\n*5*: But when Tormod entered the Abbot\u2019s room, two soldiers were questioning him, and when Tormod tried to give the parchment to the Abbot, one of the soldiers snatched it away.\n*6*: He looked at it quickly, and snarled at the Abbot, \u201cSo you haven\u2019t heard from him?\n*7*: We\u2019ll take this with us, and hunt him down and bring him to justice.\u201d The door slammed behind them as they left, and Tormod had one of his visions.\n*8*: He saw his knight riding into an ambush, and if Tormod couldn\u2019t warn him, he would die.\n*9*: The Abbot listened to Tormod\u2019s explanation, wrote a few lines on a piece of paper, and told Tormod to give it directly to the knight. \u201cGo quickly, as fast as you can.\n*10*: Be careful, and speak to no one.\u201d The Abbot made a cross on Tormond\u2019s forehead. \u201cGo now, and go with God.\u201d This booktalk was written by university professor, librarian and booktalking expert Joni Richards Bodart.", "scrambled": "*1*: Book of Tormod: A Templar's Apprentice Booktalk - Grades: 6\u20138 About this book A request from a Knight Templar changes Tormod\u2019s life forever, and sets him on the road to adventures.\n*2*: He saw his knight riding into an ambush, and if Tormod couldn\u2019t warn him, he would die.\n*3*: But when Tormod entered the Abbot\u2019s room, two soldiers were questioning him, and when Tormod tried to give the parchment to the Abbot, one of the soldiers snatched it away.\n*4*: Be careful, and speak to no one.\u201d The Abbot made a cross on Tormond\u2019s forehead. \u201cGo now, and go with God.\u201d This booktalk was written by university professor, librarian and booktalking expert Joni Richards Bodart.\n*5*: The knight on his huge black warhorse towered over Tormod as he handed him a rolled parchment. \u201cGive it to the Abbot at Balantrodoch,\u201d he said. \u201cGo quickly and tell no one.\u201d The huge fort of the Knights Templar was almost ten miles away, through the forest, and the sun had just set.\n*6*: He looked at it quickly, and snarled at the Abbot, \u201cSo you haven\u2019t heard from him?\n*7*: The Abbot listened to Tormod\u2019s explanation, wrote a few lines on a piece of paper, and told Tormod to give it directly to the knight. \u201cGo quickly, as fast as you can.\n*8*: Tormod had to be careful not to stray off the path in the darkness, but finally he stood in front of the huge gate and demanded to be let in, because he had a message that had to be given directly to the Abbot.\n*9*: We\u2019ll take this with us, and hunt him down and bring him to justice.\u201d The door slammed behind them as they left, and Tormod had one of his visions.\n*10*: It was the night of the celebration of Beltane, the beginning of summer, when Tormod met the the Knight Templar."}
| 2 |
unscramble_176307
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Early transistor circuits did not take this into account and often had a big emitter capacitor or similar that could reverse-break the emitter junction at power-off.
*2*: This is one reason that old effects are often noisy.
*3*: This was not recognized until the 80s? 90s? and is even today not all that widely known.
*4*: Well, one more reason.
*5*: The accumulation over time can make especially the input transistor of a BJT amp get funky.
*6*: If you reverse-break the base-emitter of a BJT even once, it makes it a bit more noisy.
*7*: While they don't have any built-in wearout mechanism that's perceptible on a human scale, BJTs can be damaged subtly.
*8*: It gets noisier as you go, and eventually the gain starts to drop.
```
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*: While they don't have any built-in wearout mechanism that's perceptible on a human scale, BJTs can be damaged subtly.\n*2*: This was not recognized until the 80s? 90s? and is even today not all that widely known.\n*3*: If you reverse-break the base-emitter of a BJT even once, it makes it a bit more noisy.\n*4*: It gets noisier as you go, and eventually the gain starts to drop.\n*5*: Early transistor circuits did not take this into account and often had a big emitter capacitor or similar that could reverse-break the emitter junction at power-off.\n*6*: The accumulation over time can make especially the input transistor of a BJT amp get funky.\n*7*: This is one reason that old effects are often noisy.\n*8*: Well, one more reason.", "scrambled": "*1*: Early transistor circuits did not take this into account and often had a big emitter capacitor or similar that could reverse-break the emitter junction at power-off.\n*2*: This is one reason that old effects are often noisy.\n*3*: This was not recognized until the 80s? 90s? and is even today not all that widely known.\n*4*: Well, one more reason.\n*5*: The accumulation over time can make especially the input transistor of a BJT amp get funky.\n*6*: If you reverse-break the base-emitter of a BJT even once, it makes it a bit more noisy.\n*7*: While they don't have any built-in wearout mechanism that's perceptible on a human scale, BJTs can be damaged subtly.\n*8*: It gets noisier as you go, and eventually the gain starts to drop."}
| 2 |
unscramble_60870
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In 1938, the discovery of a large, unusual fish turned the scientific community on end.
*2*: Living fossils are organisms preserved in the fossil record that still exist in similar form today.
*3*: If the core concepts of the theory of evolution presuppose change over time, then how can these living fossils exist for millions of years remaining virtually unchanged?
*4*: Dubbed a "living fossil," the discovery of a coelacanth in South Africa shocked scientists around the world who thought this type of fish had died out millions of years prior during the process of evolution.
*5*: Whether a shark, leaf, frog or crab, living fossils are a challenge for evolutionary theorists and create a fascinating debate among scholars. homeschoolers or easily integrated into existing curricula.
```
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 1938, the discovery of a large, unusual fish turned the scientific community on end.\n*2*: Dubbed a \"living fossil,\" the discovery of a coelacanth in South Africa shocked scientists around the world who thought this type of fish had died out millions of years prior during the process of evolution.\n*3*: Living fossils are organisms preserved in the fossil record that still exist in similar form today.\n*4*: If the core concepts of the theory of evolution presuppose change over time, then how can these living fossils exist for millions of years remaining virtually unchanged?\n*5*: Whether a shark, leaf, frog or crab, living fossils are a challenge for evolutionary theorists and create a fascinating debate among scholars. homeschoolers or easily integrated into existing curricula.", "scrambled": "*1*: In 1938, the discovery of a large, unusual fish turned the scientific community on end.\n*2*: Living fossils are organisms preserved in the fossil record that still exist in similar form today.\n*3*: If the core concepts of the theory of evolution presuppose change over time, then how can these living fossils exist for millions of years remaining virtually unchanged?\n*4*: Dubbed a \"living fossil,\" the discovery of a coelacanth in South Africa shocked scientists around the world who thought this type of fish had died out millions of years prior during the process of evolution.\n*5*: Whether a shark, leaf, frog or crab, living fossils are a challenge for evolutionary theorists and create a fascinating debate among scholars. homeschoolers or easily integrated into existing curricula."}
| 2 |
unscramble_15173
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: And claims of migration of hydraulic fracturing fluids from the shale zone to aquifers have not been confirmed. - “Chemical additives may pose a higher risk in their concentrated form while being transported or stored on-site than when they are injected into the subsurface for hydraulic fracturing.” - The pathway with the greatest potential for impacts from shale gas wells involves failures in well integrity, which can lead to leakages in aquifers. - Conventional well drilling regulations address most issues as to blowouts and other subsurface gas releases.
*2*: On February 16, 2012, the University of Texas Energy Institute released a report titled “Fact-Based Regulation for Environmental Protection in Shale Gas Development.” Weighing in at over 400 pages, the report comprehensively examined hydraulic fracturing from a number of different perspectives, including: public perception of the issue; media coverage; environmental impacts from shale operations; and regulatory structure and enforcement at the federal and state levels.
*3*: But some states may need to upgrade their existing regulations to address the added step in shale gas development of hydraulic fracturing through the use of high well pressures.
*4*: UPDATE: Additional studies that were released after the University of Texas Energy Institute report are confirming many of these conclusions.
*5*: Ohio is one such state, and Ohio DNR is in the process of updating its drilling regulations.
*6*: The report reached many key conclusions concerning environmental impacts, including the following: - No instances were identified in which hydraulic fracturing itself caused groundwater contamination. - The presence of methane in groundwater near shale gas operations cannot reasonably be linked to those operations, because at many of these sites methane occurs in groundwater naturally (either due to geological conditions or from historic well activity that caused methane to leak from shallower levels). - Often methane is not detected beforehand because baseline (pre-drilling) sampling or monitoring was not conducted. - “[M]any of the water quality changes observed in water wells in a similar time frame as shale gas operations may be due to [agitation and] mobilization of constituents that were already present in the wells by energy (vibrations and pressure pulses) put into the ground during drilling and other operations rather than by hydraulic fracturing fluids or leakage from the well casing.” - The risks of using hydraulic fracturing fluid with chemical additives are mitigated by the depth at which the fluids are injected and the chemicals’ generally high biodegradability.
```
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 February 16, 2012, the University of Texas Energy Institute released a report titled \u201cFact-Based Regulation for Environmental Protection in Shale Gas Development.\u201d Weighing in at over 400 pages, the report comprehensively examined hydraulic fracturing from a number of different perspectives, including: public perception of the issue; media coverage; environmental impacts from shale operations; and regulatory structure and enforcement at the federal and state levels.\n*2*: The report reached many key conclusions concerning environmental impacts, including the following: - No instances were identified in which hydraulic fracturing itself caused groundwater contamination. - The presence of methane in groundwater near shale gas operations cannot reasonably be linked to those operations, because at many of these sites methane occurs in groundwater naturally (either due to geological conditions or from historic well activity that caused methane to leak from shallower levels). - Often methane is not detected beforehand because baseline (pre-drilling) sampling or monitoring was not conducted. - \u201c[M]any of the water quality changes observed in water wells in a similar time frame as shale gas operations may be due to [agitation and] mobilization of constituents that were already present in the wells by energy (vibrations and pressure pulses) put into the ground during drilling and other operations rather than by hydraulic fracturing fluids or leakage from the well casing.\u201d - The risks of using hydraulic fracturing fluid with chemical additives are mitigated by the depth at which the fluids are injected and the chemicals\u2019 generally high biodegradability.\n*3*: And claims of migration of hydraulic fracturing fluids from the shale zone to aquifers have not been confirmed. - \u201cChemical additives may pose a higher risk in their concentrated form while being transported or stored on-site than when they are injected into the subsurface for hydraulic fracturing.\u201d - The pathway with the greatest potential for impacts from shale gas wells involves failures in well integrity, which can lead to leakages in aquifers. - Conventional well drilling regulations address most issues as to blowouts and other subsurface gas releases.\n*4*: But some states may need to upgrade their existing regulations to address the added step in shale gas development of hydraulic fracturing through the use of high well pressures.\n*5*: Ohio is one such state, and Ohio DNR is in the process of updating its drilling regulations.\n*6*: UPDATE: Additional studies that were released after the University of Texas Energy Institute report are confirming many of these conclusions.", "scrambled": "*1*: And claims of migration of hydraulic fracturing fluids from the shale zone to aquifers have not been confirmed. - \u201cChemical additives may pose a higher risk in their concentrated form while being transported or stored on-site than when they are injected into the subsurface for hydraulic fracturing.\u201d - The pathway with the greatest potential for impacts from shale gas wells involves failures in well integrity, which can lead to leakages in aquifers. - Conventional well drilling regulations address most issues as to blowouts and other subsurface gas releases.\n*2*: On February 16, 2012, the University of Texas Energy Institute released a report titled \u201cFact-Based Regulation for Environmental Protection in Shale Gas Development.\u201d Weighing in at over 400 pages, the report comprehensively examined hydraulic fracturing from a number of different perspectives, including: public perception of the issue; media coverage; environmental impacts from shale operations; and regulatory structure and enforcement at the federal and state levels.\n*3*: But some states may need to upgrade their existing regulations to address the added step in shale gas development of hydraulic fracturing through the use of high well pressures.\n*4*: UPDATE: Additional studies that were released after the University of Texas Energy Institute report are confirming many of these conclusions.\n*5*: Ohio is one such state, and Ohio DNR is in the process of updating its drilling regulations.\n*6*: The report reached many key conclusions concerning environmental impacts, including the following: - No instances were identified in which hydraulic fracturing itself caused groundwater contamination. - The presence of methane in groundwater near shale gas operations cannot reasonably be linked to those operations, because at many of these sites methane occurs in groundwater naturally (either due to geological conditions or from historic well activity that caused methane to leak from shallower levels). - Often methane is not detected beforehand because baseline (pre-drilling) sampling or monitoring was not conducted. - \u201c[M]any of the water quality changes observed in water wells in a similar time frame as shale gas operations may be due to [agitation and] mobilization of constituents that were already present in the wells by energy (vibrations and pressure pulses) put into the ground during drilling and other operations rather than by hydraulic fracturing fluids or leakage from the well casing.\u201d - The risks of using hydraulic fracturing fluid with chemical additives are mitigated by the depth at which the fluids are injected and the chemicals\u2019 generally high biodegradability."}
| 2 |
unscramble_135257
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The bottom image shows M87.
*2*: In order to calculate the black hole’s mass, the astronomers measured how fast surrounding stars orbit the black hole.
*3*: From these observations, the astronomers could come up with what they say is the most accurate estimate for the mass of a supermassive black hole.
*4*: The team theorized that the M87 black hole grew to its massive size by merging with several other black holes.
*5*: Much further out, at a distance of about fifty thousand light years from the galaxy’s center, faint rings can be seen and two spectacular plumes extend beyond the rings.
*6*: In the image on top, a central jet is surrounded by nearby bright arcs and dark cavities in the multimillion degree Celsius atmosphere of M87.
*7*: M87 is the largest, most massive galaxy in the nearby universe, and is thought to have been formed by the merging of 100 or so smaller galaxies.
*8*: These features, shown in X-rays, together with VLA radio observations, are dramatic evidence that repetitive outbursts from the central supermassive black hole have been affecting the entire galaxy for a hundred million years or more.
*9*: The M87 black hole’s large size and relative proximity, the astronomers think that it could be the first black hole that they could actually “see.” Future calculations may attempt to calculate the size of another black hole with a roughly estimated mass of 18 billion solar masses, which is located in a galaxy about 3.5 billion light-years away.
*10*: They found that, on average, the stars orbit at speeds of nearly 500 km/s (for comparison, the sun orbits the black hole at the center of the Milky Way at about 220 km/s).
```
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 order to calculate the black hole\u2019s mass, the astronomers measured how fast surrounding stars orbit the black hole.\n*2*: They found that, on average, the stars orbit at speeds of nearly 500 km/s (for comparison, the sun orbits the black hole at the center of the Milky Way at about 220 km/s).\n*3*: From these observations, the astronomers could come up with what they say is the most accurate estimate for the mass of a supermassive black hole.\n*4*: The team theorized that the M87 black hole grew to its massive size by merging with several other black holes.\n*5*: M87 is the largest, most massive galaxy in the nearby universe, and is thought to have been formed by the merging of 100 or so smaller galaxies.\n*6*: The M87 black hole\u2019s large size and relative proximity, the astronomers think that it could be the first black hole that they could actually \u201csee.\u201d Future calculations may attempt to calculate the size of another black hole with a roughly estimated mass of 18 billion solar masses, which is located in a galaxy about 3.5 billion light-years away.\n*7*: In the image on top, a central jet is surrounded by nearby bright arcs and dark cavities in the multimillion degree Celsius atmosphere of M87.\n*8*: Much further out, at a distance of about fifty thousand light years from the galaxy\u2019s center, faint rings can be seen and two spectacular plumes extend beyond the rings.\n*9*: These features, shown in X-rays, together with VLA radio observations, are dramatic evidence that repetitive outbursts from the central supermassive black hole have been affecting the entire galaxy for a hundred million years or more.\n*10*: The bottom image shows M87.", "scrambled": "*1*: The bottom image shows M87.\n*2*: In order to calculate the black hole\u2019s mass, the astronomers measured how fast surrounding stars orbit the black hole.\n*3*: From these observations, the astronomers could come up with what they say is the most accurate estimate for the mass of a supermassive black hole.\n*4*: The team theorized that the M87 black hole grew to its massive size by merging with several other black holes.\n*5*: Much further out, at a distance of about fifty thousand light years from the galaxy\u2019s center, faint rings can be seen and two spectacular plumes extend beyond the rings.\n*6*: In the image on top, a central jet is surrounded by nearby bright arcs and dark cavities in the multimillion degree Celsius atmosphere of M87.\n*7*: M87 is the largest, most massive galaxy in the nearby universe, and is thought to have been formed by the merging of 100 or so smaller galaxies.\n*8*: These features, shown in X-rays, together with VLA radio observations, are dramatic evidence that repetitive outbursts from the central supermassive black hole have been affecting the entire galaxy for a hundred million years or more.\n*9*: The M87 black hole\u2019s large size and relative proximity, the astronomers think that it could be the first black hole that they could actually \u201csee.\u201d Future calculations may attempt to calculate the size of another black hole with a roughly estimated mass of 18 billion solar masses, which is located in a galaxy about 3.5 billion light-years away.\n*10*: They found that, on average, the stars orbit at speeds of nearly 500 km/s (for comparison, the sun orbits the black hole at the center of the Milky Way at about 220 km/s)."}
| 2 |
unscramble_81304
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: About 500,000 people live inside the Campi Flegrei caldera depression.
*2*: Background information: 60 years of unrest characterized by ground movements (bradyseismic activity), seismic swarms, gravity changes, and geochemical variations at fumaroles.
*3*: Caldera is located in a densely populated area including part of the city of Naples.
*4*: The unrest crisis in 1982-84 produced about 1.5 m of uplift in the town of Pozzuoli, and caused evacuation of more than 40,000 inhabitants.
*5*: Relevance to project: Type volcano regarding the behaviour of unrest calderas, and the management of unrest crises in densely populated areas and megacities.
*6*: Monitoring data available to consortium: seismic (short and broadband), geodetic (including levelling, GPS, InSAR, gravity, EDM, tilt, volumetric strain), and gas data up to 30 years back.
*7*: Campi Flegrei, Southern Italy Location and setting: Campanian Region, Southern Italy, collapse caldera.
*8*: High level of knowledge (5 dedicated national projects during last 10 years, about 200 scientific publications in ISI journals during last 20 years), longlasting unrest, and previous experience in crisis management, ensure ideal test case for application of new methods and paradigms under development in the project.
*9*: Geophysical and geochemical signals display high degree of correlation.
```
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*: Campi Flegrei, Southern Italy Location and setting: Campanian Region, Southern Italy, collapse caldera.\n*2*: Background information: 60 years of unrest characterized by ground movements (bradyseismic activity), seismic swarms, gravity changes, and geochemical variations at fumaroles.\n*3*: Geophysical and geochemical signals display high degree of correlation.\n*4*: The unrest crisis in 1982-84 produced about 1.5 m of uplift in the town of Pozzuoli, and caused evacuation of more than 40,000 inhabitants.\n*5*: Caldera is located in a densely populated area including part of the city of Naples.\n*6*: About 500,000 people live inside the Campi Flegrei caldera depression.\n*7*: Relevance to project: Type volcano regarding the behaviour of unrest calderas, and the management of unrest crises in densely populated areas and megacities.\n*8*: High level of knowledge (5 dedicated national projects during last 10 years, about 200 scientific publications in ISI journals during last 20 years), longlasting unrest, and previous experience in crisis management, ensure ideal test case for application of new methods and paradigms under development in the project.\n*9*: Monitoring data available to consortium: seismic (short and broadband), geodetic (including levelling, GPS, InSAR, gravity, EDM, tilt, volumetric strain), and gas data up to 30 years back.", "scrambled": "*1*: About 500,000 people live inside the Campi Flegrei caldera depression.\n*2*: Background information: 60 years of unrest characterized by ground movements (bradyseismic activity), seismic swarms, gravity changes, and geochemical variations at fumaroles.\n*3*: Caldera is located in a densely populated area including part of the city of Naples.\n*4*: The unrest crisis in 1982-84 produced about 1.5 m of uplift in the town of Pozzuoli, and caused evacuation of more than 40,000 inhabitants.\n*5*: Relevance to project: Type volcano regarding the behaviour of unrest calderas, and the management of unrest crises in densely populated areas and megacities.\n*6*: Monitoring data available to consortium: seismic (short and broadband), geodetic (including levelling, GPS, InSAR, gravity, EDM, tilt, volumetric strain), and gas data up to 30 years back.\n*7*: Campi Flegrei, Southern Italy Location and setting: Campanian Region, Southern Italy, collapse caldera.\n*8*: High level of knowledge (5 dedicated national projects during last 10 years, about 200 scientific publications in ISI journals during last 20 years), longlasting unrest, and previous experience in crisis management, ensure ideal test case for application of new methods and paradigms under development in the project.\n*9*: Geophysical and geochemical signals display high degree of correlation."}
| 2 |
unscramble_49129
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: By analyzing the ice’s annual layers at very high resolution for substances like dust, oxygen and hydrogen, it appears that the climate changed, so to speak, from one day to another - as if someone just pushed a button.
*2*: The measurements suggest that the climate changes were triggered by changes in the tropics and that the atmospheric circulation plays an important role.
*3*: The editorial staff had set as criteria that the results should be the most impressive and interesting of the year.
*4*: Data show that the climate changed very abruptly and fundamentally in the course of very few years when the ice age ended.
*5*: The article *Abrupt climate changes is a result of analyses of the ice cores from the NorthGRIP carried out by researchers from the Centre for Ice and Climate together with an international team, and was published in the highly esteemed scientific journal Science and in Science Express.
*6*: But more than that it is also important knowledge in order to improve the climate models that are used to predict the climate of the future. * High-resolution Greenland Ice Core data show abrupt climate change happens in few years, SCIENCE, 321 (5889): 680-684 Aug 1, 2008 Read more... http://www.larecherche.fr/content/parution/article?id=24675
*7*: 26. januar 2009 A prizewinning research result *Abrupt climate changes was chosen by the Danish readers of videnskab.dk as the Danish research result of the year 2008 and in France it was nominated for one of the tenth most sensational research results award in the world of the year 2008 by the science magazine, La Recherche Abrupt climate changes, the scientific result that was chosen by the Danish readers of videnskab.dk as the research result of the year 2008, has recently been nominated for one of the tenth most sensational research results of the year 2008 by the France science magazine, La Recherche.
*8*: The results from the measurements provided a revealing insight into what provoked the climate change and the processes that led to the changes.
*9*: The results are based on extremely accurate data from the examination of ice cores from NorthGRIP, Greenland.
*10*: It was chosen among all research results of the world and within all scientific fields by the editorial staff of the magazine.
```
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*: 26. januar 2009 A prizewinning research result *Abrupt climate changes was chosen by the Danish readers of videnskab.dk as the Danish research result of the year 2008 and in France it was nominated for one of the tenth most sensational research results award in the world of the year 2008 by the science magazine, La Recherche Abrupt climate changes, the scientific result that was chosen by the Danish readers of videnskab.dk as the research result of the year 2008, has recently been nominated for one of the tenth most sensational research results of the year 2008 by the France science magazine, La Recherche.\n*2*: It was chosen among all research results of the world and within all scientific fields by the editorial staff of the magazine.\n*3*: The editorial staff had set as criteria that the results should be the most impressive and interesting of the year.\n*4*: The article *Abrupt climate changes is a result of analyses of the ice cores from the NorthGRIP carried out by researchers from the Centre for Ice and Climate together with an international team, and was published in the highly esteemed scientific journal Science and in Science Express.\n*5*: Data show that the climate changed very abruptly and fundamentally in the course of very few years when the ice age ended.\n*6*: The results are based on extremely accurate data from the examination of ice cores from NorthGRIP, Greenland.\n*7*: By analyzing the ice\u2019s annual layers at very high resolution for substances like dust, oxygen and hydrogen, it appears that the climate changed, so to speak, from one day to another - as if someone just pushed a button.\n*8*: The measurements suggest that the climate changes were triggered by changes in the tropics and that the atmospheric circulation plays an important role.\n*9*: The results from the measurements provided a revealing insight into what provoked the climate change and the processes that led to the changes.\n*10*: But more than that it is also important knowledge in order to improve the climate models that are used to predict the climate of the future. * High-resolution Greenland Ice Core data show abrupt climate change happens in few years, SCIENCE, 321 (5889): 680-684 Aug 1, 2008 Read more... http://www.larecherche.fr/content/parution/article?id=24675", "scrambled": "*1*: By analyzing the ice\u2019s annual layers at very high resolution for substances like dust, oxygen and hydrogen, it appears that the climate changed, so to speak, from one day to another - as if someone just pushed a button.\n*2*: The measurements suggest that the climate changes were triggered by changes in the tropics and that the atmospheric circulation plays an important role.\n*3*: The editorial staff had set as criteria that the results should be the most impressive and interesting of the year.\n*4*: Data show that the climate changed very abruptly and fundamentally in the course of very few years when the ice age ended.\n*5*: The article *Abrupt climate changes is a result of analyses of the ice cores from the NorthGRIP carried out by researchers from the Centre for Ice and Climate together with an international team, and was published in the highly esteemed scientific journal Science and in Science Express.\n*6*: But more than that it is also important knowledge in order to improve the climate models that are used to predict the climate of the future. * High-resolution Greenland Ice Core data show abrupt climate change happens in few years, SCIENCE, 321 (5889): 680-684 Aug 1, 2008 Read more... http://www.larecherche.fr/content/parution/article?id=24675\n*7*: 26. januar 2009 A prizewinning research result *Abrupt climate changes was chosen by the Danish readers of videnskab.dk as the Danish research result of the year 2008 and in France it was nominated for one of the tenth most sensational research results award in the world of the year 2008 by the science magazine, La Recherche Abrupt climate changes, the scientific result that was chosen by the Danish readers of videnskab.dk as the research result of the year 2008, has recently been nominated for one of the tenth most sensational research results of the year 2008 by the France science magazine, La Recherche.\n*8*: The results from the measurements provided a revealing insight into what provoked the climate change and the processes that led to the changes.\n*9*: The results are based on extremely accurate data from the examination of ice cores from NorthGRIP, Greenland.\n*10*: It was chosen among all research results of the world and within all scientific fields by the editorial staff of the magazine."}
| 2 |
unscramble_220445
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Home Energy Librarian can be a big help to you, defining energy technologies and standards The Free Library of Philadelphia (FLP) catalog retrieves over 360 resources about energy efficiency.
*2*: Children may want to take a look at the Kids Savings Energy website.
*3*: Take a look at the Home Energy Saver.
*4*: The Federal government has produced a number of resources to help us become more energy efficient in our homes.
*5*: Efficient energy use, sometimes simply called energy efficiency, is using less energy to provide the same level of energy service.
*6*: The Department of Energy's Energy Efficiency & Renewable Energy Office offers tips for staying warm and saving money during the winter months.
*7*: Learn about winter energy saving tips, conducting an energy audit, and making long term investments for energy savings.
*8*: Energy Efficiency:Tips for Saving Energy is presented by Usa.gov.
*9*: Choose from the subjects energy conservation, renewable energy sources, energy policy and energy consumption.FLP's Electronic Resources offers several databases for accessing information about energy efficiency.
*10*: Enter your zip code and view the energy savings for homes in your area that use energy efficient methods.
```
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*: Efficient energy use, sometimes simply called energy efficiency, is using less energy to provide the same level of energy service.\n*2*: The Federal government has produced a number of resources to help us become more energy efficient in our homes.\n*3*: The Department of Energy's Energy Efficiency & Renewable Energy Office offers tips for staying warm and saving money during the winter months.\n*4*: Learn about winter energy saving tips, conducting an energy audit, and making long term investments for energy savings.\n*5*: Children may want to take a look at the Kids Savings Energy website.\n*6*: Energy Efficiency:Tips for Saving Energy is presented by Usa.gov.\n*7*: Take a look at the Home Energy Saver.\n*8*: Enter your zip code and view the energy savings for homes in your area that use energy efficient methods.\n*9*: The Home Energy Librarian can be a big help to you, defining energy technologies and standards The Free Library of Philadelphia (FLP) catalog retrieves over 360 resources about energy efficiency.\n*10*: Choose from the subjects energy conservation, renewable energy sources, energy policy and energy consumption.FLP's Electronic Resources offers several databases for accessing information about energy efficiency.", "scrambled": "*1*: The Home Energy Librarian can be a big help to you, defining energy technologies and standards The Free Library of Philadelphia (FLP) catalog retrieves over 360 resources about energy efficiency.\n*2*: Children may want to take a look at the Kids Savings Energy website.\n*3*: Take a look at the Home Energy Saver.\n*4*: The Federal government has produced a number of resources to help us become more energy efficient in our homes.\n*5*: Efficient energy use, sometimes simply called energy efficiency, is using less energy to provide the same level of energy service.\n*6*: The Department of Energy's Energy Efficiency & Renewable Energy Office offers tips for staying warm and saving money during the winter months.\n*7*: Learn about winter energy saving tips, conducting an energy audit, and making long term investments for energy savings.\n*8*: Energy Efficiency:Tips for Saving Energy is presented by Usa.gov.\n*9*: Choose from the subjects energy conservation, renewable energy sources, energy policy and energy consumption.FLP's Electronic Resources offers several databases for accessing information about energy efficiency.\n*10*: Enter your zip code and view the energy savings for homes in your area that use energy efficient methods."}
| 2 |
unscramble_173982
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Reference is made to the value of the digital computer in natural and man-made features mapping and monitoring, and suggestions are given for further research.
*2*: Data samples are shown and applications are discussed.
*3*: Date of this Version
*4*: Two Landsat analyses techniques (an unsupervised clustering algorithm called Landsat Signature Development Program, and an interactive method based on the Multispectral Image Analyzer) are used to compare computer generated character maps to known earth surface features.
*5*: The availability of satellite data and the advantages offered by automatic machine-processing of such data have opened up new and exciting possibilities for developing ground cover maps.
```
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 availability of satellite data and the advantages offered by automatic machine-processing of such data have opened up new and exciting possibilities for developing ground cover maps.\n*2*: Two Landsat analyses techniques (an unsupervised clustering algorithm called Landsat Signature Development Program, and an interactive method based on the Multispectral Image Analyzer) are used to compare computer generated character maps to known earth surface features.\n*3*: Data samples are shown and applications are discussed.\n*4*: Reference is made to the value of the digital computer in natural and man-made features mapping and monitoring, and suggestions are given for further research.\n*5*: Date of this Version", "scrambled": "*1*: Reference is made to the value of the digital computer in natural and man-made features mapping and monitoring, and suggestions are given for further research.\n*2*: Data samples are shown and applications are discussed.\n*3*: Date of this Version\n*4*: Two Landsat analyses techniques (an unsupervised clustering algorithm called Landsat Signature Development Program, and an interactive method based on the Multispectral Image Analyzer) are used to compare computer generated character maps to known earth surface features.\n*5*: The availability of satellite data and the advantages offered by automatic machine-processing of such data have opened up new and exciting possibilities for developing ground cover maps."}
| 2 |
unscramble_130182
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But...guess what?
*2*: It was Stolen from monks in 1006 AD because thieves wanted the real gold-bejeweled cover!
*3*: Every single page but 2 are decorated.
*4*: You can see it at Trinity College in Dublin, Ireland. (Only one page a day is displayed.) Oh--it is written in LATIN! (So learn some!!) KELLS FOR KIDS Scholars say that the early Christian monks and scribes in Ireland saved civilization because they tediously copied not only the Gospels,(Matthew,Mark,Luke,John) but other important manuscripts as well which had been destroyed on mainland Europe during the barbarian invasions.
*5*: Just like Liffey was spending her entire life designing her solo dress!" ("Liffey Rivers and The Mystery of the Sparkling Solo Dress Crown") BOOK OF KELLS KID FACTS: 680 pages-Written around 800 A.D.
*6*: Found a few months later in a bog.
*7*: BRENNA BRIGGS AT DROMARD HOLY WELL
*8*: The monks used animal skins (from approximately 185 calves) and handmade inks (some from pregnant Mediterranean insect goo) to write and decorate these New Testament Gospels which The Book of Kells!
*9*: Tradition among Irish dance schools is to use symbols from the BOOK OF KELLS on their school costumes and solo dresses. "There were colorful birds, and mythological-looking beasts with bulging eyes, and probably miles of Celtic knots, all carefully drawn by Irish monks who spent their entire lives decorating their manuscripts.
```
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*: Tradition among Irish dance schools is to use symbols from the BOOK OF KELLS on their school costumes and solo dresses. \"There were colorful birds, and mythological-looking beasts with bulging eyes, and probably miles of Celtic knots, all carefully drawn by Irish monks who spent their entire lives decorating their manuscripts.\n*2*: Just like Liffey was spending her entire life designing her solo dress!\" (\"Liffey Rivers and The Mystery of the Sparkling Solo Dress Crown\") BOOK OF KELLS KID FACTS: 680 pages-Written around 800 A.D.\n*3*: Every single page but 2 are decorated.\n*4*: It was Stolen from monks in 1006 AD because thieves wanted the real gold-bejeweled cover!\n*5*: Found a few months later in a bog.\n*6*: But...guess what?\n*7*: The monks used animal skins (from approximately 185 calves) and handmade inks (some from pregnant Mediterranean insect goo) to write and decorate these New Testament Gospels which The Book of Kells!\n*8*: You can see it at Trinity College in Dublin, Ireland. (Only one page a day is displayed.) Oh--it is written in LATIN! (So learn some!!) KELLS FOR KIDS Scholars say that the early Christian monks and scribes in Ireland saved civilization because they tediously copied not only the Gospels,(Matthew,Mark,Luke,John) but other important manuscripts as well which had been destroyed on mainland Europe during the barbarian invasions.\n*9*: BRENNA BRIGGS AT DROMARD HOLY WELL", "scrambled": "*1*: But...guess what?\n*2*: It was Stolen from monks in 1006 AD because thieves wanted the real gold-bejeweled cover!\n*3*: Every single page but 2 are decorated.\n*4*: You can see it at Trinity College in Dublin, Ireland. (Only one page a day is displayed.) Oh--it is written in LATIN! (So learn some!!) KELLS FOR KIDS Scholars say that the early Christian monks and scribes in Ireland saved civilization because they tediously copied not only the Gospels,(Matthew,Mark,Luke,John) but other important manuscripts as well which had been destroyed on mainland Europe during the barbarian invasions.\n*5*: Just like Liffey was spending her entire life designing her solo dress!\" (\"Liffey Rivers and The Mystery of the Sparkling Solo Dress Crown\") BOOK OF KELLS KID FACTS: 680 pages-Written around 800 A.D.\n*6*: Found a few months later in a bog.\n*7*: BRENNA BRIGGS AT DROMARD HOLY WELL\n*8*: The monks used animal skins (from approximately 185 calves) and handmade inks (some from pregnant Mediterranean insect goo) to write and decorate these New Testament Gospels which The Book of Kells!\n*9*: Tradition among Irish dance schools is to use symbols from the BOOK OF KELLS on their school costumes and solo dresses. \"There were colorful birds, and mythological-looking beasts with bulging eyes, and probably miles of Celtic knots, all carefully drawn by Irish monks who spent their entire lives decorating their manuscripts."}
| 2 |
unscramble_119013
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Thus, it is important to wash your hands often, keep your hands away from your face, and keep such surfaces clean to help prevent the spread of germs.
*2*: The virus also can be spread when an infected person coughs or sneezes into his or her hands and then touches a surface (like a phone, remote control, or toy) before washing his or her hands.
*3*: Surfaces are likely to be touched much more often than they can be cleaned and disinfected.
*4*: This can happen when droplets from a cough or sneeze of an infected person move through the air and make contact with the mouth or nose of people nearby.
*5*: Droplets from an infected person can also make contact with environmental surfaces (like the tops of tables).
*6*: The virus can then be spread from those surfaces if a person touches the droplets and then touches his or her own eyes, mouth, or nose before washing his or her hands.
*7*: Flu viruses and other germs can live two hours or longer on hard environmental surfaces like tables, doorknobs, and desks.
*8*: Another person could become sick if he or she touches that surface and then touches his or her own eyes, mouth, or nose before washing.
*9*: How Flu Viruses Spread The main way that illnesses like colds and flu are spread is from person to person by coughs and sneezes.
```
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 Flu Viruses Spread The main way that illnesses like colds and flu are spread is from person to person by coughs and sneezes.\n*2*: This can happen when droplets from a cough or sneeze of an infected person move through the air and make contact with the mouth or nose of people nearby.\n*3*: Droplets from an infected person can also make contact with environmental surfaces (like the tops of tables).\n*4*: The virus can then be spread from those surfaces if a person touches the droplets and then touches his or her own eyes, mouth, or nose before washing his or her hands.\n*5*: The virus also can be spread when an infected person coughs or sneezes into his or her hands and then touches a surface (like a phone, remote control, or toy) before washing his or her hands.\n*6*: Another person could become sick if he or she touches that surface and then touches his or her own eyes, mouth, or nose before washing.\n*7*: Flu viruses and other germs can live two hours or longer on hard environmental surfaces like tables, doorknobs, and desks.\n*8*: Surfaces are likely to be touched much more often than they can be cleaned and disinfected.\n*9*: Thus, it is important to wash your hands often, keep your hands away from your face, and keep such surfaces clean to help prevent the spread of germs.", "scrambled": "*1*: Thus, it is important to wash your hands often, keep your hands away from your face, and keep such surfaces clean to help prevent the spread of germs.\n*2*: The virus also can be spread when an infected person coughs or sneezes into his or her hands and then touches a surface (like a phone, remote control, or toy) before washing his or her hands.\n*3*: Surfaces are likely to be touched much more often than they can be cleaned and disinfected.\n*4*: This can happen when droplets from a cough or sneeze of an infected person move through the air and make contact with the mouth or nose of people nearby.\n*5*: Droplets from an infected person can also make contact with environmental surfaces (like the tops of tables).\n*6*: The virus can then be spread from those surfaces if a person touches the droplets and then touches his or her own eyes, mouth, or nose before washing his or her hands.\n*7*: Flu viruses and other germs can live two hours or longer on hard environmental surfaces like tables, doorknobs, and desks.\n*8*: Another person could become sick if he or she touches that surface and then touches his or her own eyes, mouth, or nose before washing.\n*9*: How Flu Viruses Spread The main way that illnesses like colds and flu are spread is from person to person by coughs and sneezes."}
| 2 |
unscramble_22601
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But the exact nature of this relationship is unclear.
*2*: Even certain medications can trigger asthma: aspirin and other non-steroid anti-inflammatory drugs, and beta-blockers (which are used to treat high blood pressure, heart conditions and migraine).
*3*: Causes of asthma The fundamental causes of asthma are not completely understood.
*4*: Urbanization has been associated with an increase in asthma.
*5*: The strongest risk factors for developing asthma are a combination of genetic predisposition with environmental exposure to inhaled substances and particles that may provoke allergic reactions or irritate the airways, such as: - indoor allergens (for example house dust mites in bedding, carpets and stuffed furniture, pollution and pet dander) - outdoor allergens (such as pollens and moulds) - tobacco smoke - chemical irritants in the workplace - air pollution Other triggers can include cold air, extreme emotional arousal such as anger or fear, and physical exercise.
```
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 of asthma The fundamental causes of asthma are not completely understood.\n*2*: The strongest risk factors for developing asthma are a combination of genetic predisposition with environmental exposure to inhaled substances and particles that may provoke allergic reactions or irritate the airways, such as: - indoor allergens (for example house dust mites in bedding, carpets and stuffed furniture, pollution and pet dander) - outdoor allergens (such as pollens and moulds) - tobacco smoke - chemical irritants in the workplace - air pollution Other triggers can include cold air, extreme emotional arousal such as anger or fear, and physical exercise.\n*3*: Even certain medications can trigger asthma: aspirin and other non-steroid anti-inflammatory drugs, and beta-blockers (which are used to treat high blood pressure, heart conditions and migraine).\n*4*: Urbanization has been associated with an increase in asthma.\n*5*: But the exact nature of this relationship is unclear.", "scrambled": "*1*: But the exact nature of this relationship is unclear.\n*2*: Even certain medications can trigger asthma: aspirin and other non-steroid anti-inflammatory drugs, and beta-blockers (which are used to treat high blood pressure, heart conditions and migraine).\n*3*: Causes of asthma The fundamental causes of asthma are not completely understood.\n*4*: Urbanization has been associated with an increase in asthma.\n*5*: The strongest risk factors for developing asthma are a combination of genetic predisposition with environmental exposure to inhaled substances and particles that may provoke allergic reactions or irritate the airways, such as: - indoor allergens (for example house dust mites in bedding, carpets and stuffed furniture, pollution and pet dander) - outdoor allergens (such as pollens and moulds) - tobacco smoke - chemical irritants in the workplace - air pollution Other triggers can include cold air, extreme emotional arousal such as anger or fear, and physical exercise."}
| 2 |
unscramble_96004
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In addition, this evaluation supported the construction of a novel, interactive demonstration of a humanoid robot taking advantage of spatial scaffolding cues to learn from natural human teaching behavior.
*2*: We evaluate the performance of this architecture in comparison to human learning data drawn from a novel study of the use of embodied cues in human task learning and teaching behavior.
*3*: Subjects: 12.
*4*: Machine Learning and Discovery; 6.
*5*: Computer-Human Interaction Submitted: Apr 15, 2008
*6*: Cynthia Breazeal, Matt Berlin Spatial scaffolding is a naturally occurring human teaching behavior, in which teachers use their bodies to spatially structure the learning environment to direct the attention of the learner.
*7*: This evaluation provides quantitative evidence for the utility of spatial scaffolding to learning systems.
*8*: Robotic systems can take advantage of simple, highly reliable spatial scaffolding cues to learn from human teachers.
*9*: We present an integrated robotic architecture that combines social attention and machine learning components to learn tasks effectively from natural spatial scaffolding interactions with human teachers.
```
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*: Cynthia Breazeal, Matt Berlin Spatial scaffolding is a naturally occurring human teaching behavior, in which teachers use their bodies to spatially structure the learning environment to direct the attention of the learner.\n*2*: Robotic systems can take advantage of simple, highly reliable spatial scaffolding cues to learn from human teachers.\n*3*: We present an integrated robotic architecture that combines social attention and machine learning components to learn tasks effectively from natural spatial scaffolding interactions with human teachers.\n*4*: We evaluate the performance of this architecture in comparison to human learning data drawn from a novel study of the use of embodied cues in human task learning and teaching behavior.\n*5*: This evaluation provides quantitative evidence for the utility of spatial scaffolding to learning systems.\n*6*: In addition, this evaluation supported the construction of a novel, interactive demonstration of a humanoid robot taking advantage of spatial scaffolding cues to learn from natural human teaching behavior.\n*7*: Subjects: 12.\n*8*: Machine Learning and Discovery; 6.\n*9*: Computer-Human Interaction Submitted: Apr 15, 2008", "scrambled": "*1*: In addition, this evaluation supported the construction of a novel, interactive demonstration of a humanoid robot taking advantage of spatial scaffolding cues to learn from natural human teaching behavior.\n*2*: We evaluate the performance of this architecture in comparison to human learning data drawn from a novel study of the use of embodied cues in human task learning and teaching behavior.\n*3*: Subjects: 12.\n*4*: Machine Learning and Discovery; 6.\n*5*: Computer-Human Interaction Submitted: Apr 15, 2008\n*6*: Cynthia Breazeal, Matt Berlin Spatial scaffolding is a naturally occurring human teaching behavior, in which teachers use their bodies to spatially structure the learning environment to direct the attention of the learner.\n*7*: This evaluation provides quantitative evidence for the utility of spatial scaffolding to learning systems.\n*8*: Robotic systems can take advantage of simple, highly reliable spatial scaffolding cues to learn from human teachers.\n*9*: We present an integrated robotic architecture that combines social attention and machine learning components to learn tasks effectively from natural spatial scaffolding interactions with human teachers."}
| 2 |
unscramble_102865
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: All resources on the TRE are checked by subject specialists to ensure they are of the highest possible quality.
*2*: Type of resource Latest newsEducational Resources Wanted Becta | Curriculum Online | Ferl | NC Online | Inclusion | TeacherNet | Directgov
*3*: Random resourceClimate Change Debate Developing Idea, Dave Pickersgill (Secondary Science Moderator) , 29 Jun 07 This is an argumentation lesson which looks at two theories of climate change as...
*4*: Teacher Resource Exchange Home || Getting started || Useful software || Feedback || Help || Copyright || Legal The Teacher Resource Exchange (TRE) is a moderated database of resources and activities created by teachers.
*5*: Resources are free to use and you can also add your own resources to share with other teachers – to find out more just look at the getting started section.
*6*: TRE ViewerUse the drop down boxes below to select the categories that match your interest.
```
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*: Teacher Resource Exchange Home || Getting started || Useful software || Feedback || Help || Copyright || Legal The Teacher Resource Exchange (TRE) is a moderated database of resources and activities created by teachers.\n*2*: All resources on the TRE are checked by subject specialists to ensure they are of the highest possible quality.\n*3*: Resources are free to use and you can also add your own resources to share with other teachers \u2013 to find out more just look at the getting started section.\n*4*: TRE ViewerUse the drop down boxes below to select the categories that match your interest.\n*5*: Random resourceClimate Change Debate Developing Idea, Dave Pickersgill (Secondary Science Moderator) , 29 Jun 07 This is an argumentation lesson which looks at two theories of climate change as...\n*6*: Type of resource Latest newsEducational Resources Wanted Becta | Curriculum Online | Ferl | NC Online | Inclusion | TeacherNet | Directgov", "scrambled": "*1*: All resources on the TRE are checked by subject specialists to ensure they are of the highest possible quality.\n*2*: Type of resource Latest newsEducational Resources Wanted Becta | Curriculum Online | Ferl | NC Online | Inclusion | TeacherNet | Directgov\n*3*: Random resourceClimate Change Debate Developing Idea, Dave Pickersgill (Secondary Science Moderator) , 29 Jun 07 This is an argumentation lesson which looks at two theories of climate change as...\n*4*: Teacher Resource Exchange Home || Getting started || Useful software || Feedback || Help || Copyright || Legal The Teacher Resource Exchange (TRE) is a moderated database of resources and activities created by teachers.\n*5*: Resources are free to use and you can also add your own resources to share with other teachers \u2013 to find out more just look at the getting started section.\n*6*: TRE ViewerUse the drop down boxes below to select the categories that match your interest."}
| 2 |
unscramble_24049
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.
*2*: A doctor can look at a person's family history to get some idea of the person's risk for that health problem.
*3*: Having a family history means that a person has one or more blood relatives with a certain health problem.
*4*: They may be: Some family histories are stronger than others.
*5*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies
*6*: Blood relatives include relatives who are alive and those who have died.
*7*: Find out what women really need.
*8*: How strong a family history is depends on: eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org © 1995-2012 Healthwise, Incorporated.
```
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*: Having a family history means that a person has one or more blood relatives with a certain health problem.\n*2*: A doctor can look at a person's family history to get some idea of the person's risk for that health problem.\n*3*: Blood relatives include relatives who are alive and those who have died.\n*4*: They may be: Some family histories are stronger than others.\n*5*: How strong a family history is depends on: eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org \u00a9 1995-2012 Healthwise, Incorporated.\n*6*: Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.\n*7*: Find out what women really need.\n*8*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies", "scrambled": "*1*: Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.\n*2*: A doctor can look at a person's family history to get some idea of the person's risk for that health problem.\n*3*: Having a family history means that a person has one or more blood relatives with a certain health problem.\n*4*: They may be: Some family histories are stronger than others.\n*5*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies\n*6*: Blood relatives include relatives who are alive and those who have died.\n*7*: Find out what women really need.\n*8*: How strong a family history is depends on: eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org \u00a9 1995-2012 Healthwise, Incorporated."}
| 2 |
unscramble_45903
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: See any Common Lisp documentation for more information.
*2*: The guard for char-upcase requires its argument to be a standard character (see standard-char-p).
*3*: Char-upcase is a Common Lisp function.
*4*: Major Section: PROGRAMMING (Char-upcase x) is equal to #b, ..., and #z, and is x for any other character.
```
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*: Major Section: PROGRAMMING (Char-upcase x) is equal to #b, ..., and #z, and is x for any other character.\n*2*: The guard for char-upcase requires its argument to be a standard character (see standard-char-p).\n*3*: Char-upcase is a Common Lisp function.\n*4*: See any Common Lisp documentation for more information.", "scrambled": "*1*: See any Common Lisp documentation for more information.\n*2*: The guard for char-upcase requires its argument to be a standard character (see standard-char-p).\n*3*: Char-upcase is a Common Lisp function.\n*4*: Major Section: PROGRAMMING (Char-upcase x) is equal to #b, ..., and #z, and is x for any other character."}
| 2 |
unscramble_17146
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The children created some Winnie the Pooh artwork, created our own hundred acre wood and had a teddy bear's picnic.
*2*: Who could resist a bear that utters the words "If you live to be 100, I hope I live to be 100 minus 1 day, so I never have to live without you." It just makes me melt inside!
*3*: Now, every year we celebrate Pooh Bear on the day of the author's birth.
*4*: So on 18 January we made sure we celebrated Winnie the Pooh Day with Pooh and Friends.
*5*: His most famous creation springs to life on the page along with Eeyore, Piglet, Tigger and don't forget Christopher Robbin!
*6*: 18th January 2012 Winnie the Pooh Day Winnie the Pooh Day - On 18th January 1882, the creator of Winnie the Pooh was born.
*7*: AA Milne has created many children's characters and is the author of many books.
*8*: With his caring nature the oh-so-loveable old bear appeals to all 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*: 18th January 2012 Winnie the Pooh Day Winnie the Pooh Day - On 18th January 1882, the creator of Winnie the Pooh was born.\n*2*: AA Milne has created many children's characters and is the author of many books.\n*3*: Now, every year we celebrate Pooh Bear on the day of the author's birth.\n*4*: His most famous creation springs to life on the page along with Eeyore, Piglet, Tigger and don't forget Christopher Robbin!\n*5*: With his caring nature the oh-so-loveable old bear appeals to all ages.\n*6*: Who could resist a bear that utters the words \"If you live to be 100, I hope I live to be 100 minus 1 day, so I never have to live without you.\" It just makes me melt inside!\n*7*: So on 18 January we made sure we celebrated Winnie the Pooh Day with Pooh and Friends.\n*8*: The children created some Winnie the Pooh artwork, created our own hundred acre wood and had a teddy bear's picnic.", "scrambled": "*1*: The children created some Winnie the Pooh artwork, created our own hundred acre wood and had a teddy bear's picnic.\n*2*: Who could resist a bear that utters the words \"If you live to be 100, I hope I live to be 100 minus 1 day, so I never have to live without you.\" It just makes me melt inside!\n*3*: Now, every year we celebrate Pooh Bear on the day of the author's birth.\n*4*: So on 18 January we made sure we celebrated Winnie the Pooh Day with Pooh and Friends.\n*5*: His most famous creation springs to life on the page along with Eeyore, Piglet, Tigger and don't forget Christopher Robbin!\n*6*: 18th January 2012 Winnie the Pooh Day Winnie the Pooh Day - On 18th January 1882, the creator of Winnie the Pooh was born.\n*7*: AA Milne has created many children's characters and is the author of many books.\n*8*: With his caring nature the oh-so-loveable old bear appeals to all ages."}
| 2 |
unscramble_130513
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This is evident in online fandom.
*2*: These utopian dreams have not been realized, but women are using the Internet to resist sexism and empower themselves by occupying spaces that are problematic in a face-to-face environment.
*3*: Focusing mainly on fans of the Australian band Augie March, the author studies how women and girls in online spaces have a breadth of experience of fandom that was much harder to achieve without online communication. - 2nd ed. - Race/Gender/Media: Considering Diversity, Across Audiences, Content, and Producers p. 237-244 - Allyn & Bacon - Resource Type - book chapter
*4*: Faculty of Education & Arts, School of Humanities and Social Science - One of the early hopes for the Internet was that it would erase social differences of race, class, and gender, which were seemingly invisible in the online world.
*5*: Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/932774 - The gendered practice of music fandom online - The University of Newcastle.
```
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*: Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/932774 - The gendered practice of music fandom online - The University of Newcastle.\n*2*: Faculty of Education & Arts, School of Humanities and Social Science - One of the early hopes for the Internet was that it would erase social differences of race, class, and gender, which were seemingly invisible in the online world.\n*3*: These utopian dreams have not been realized, but women are using the Internet to resist sexism and empower themselves by occupying spaces that are problematic in a face-to-face environment.\n*4*: This is evident in online fandom.\n*5*: Focusing mainly on fans of the Australian band Augie March, the author studies how women and girls in online spaces have a breadth of experience of fandom that was much harder to achieve without online communication. - 2nd ed. - Race/Gender/Media: Considering Diversity, Across Audiences, Content, and Producers p. 237-244 - Allyn & Bacon - Resource Type - book chapter", "scrambled": "*1*: This is evident in online fandom.\n*2*: These utopian dreams have not been realized, but women are using the Internet to resist sexism and empower themselves by occupying spaces that are problematic in a face-to-face environment.\n*3*: Focusing mainly on fans of the Australian band Augie March, the author studies how women and girls in online spaces have a breadth of experience of fandom that was much harder to achieve without online communication. - 2nd ed. - Race/Gender/Media: Considering Diversity, Across Audiences, Content, and Producers p. 237-244 - Allyn & Bacon - Resource Type - book chapter\n*4*: Faculty of Education & Arts, School of Humanities and Social Science - One of the early hopes for the Internet was that it would erase social differences of race, class, and gender, which were seemingly invisible in the online world.\n*5*: Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/932774 - The gendered practice of music fandom online - The University of Newcastle."}
| 2 |
unscramble_177350
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A rare bird sighting near Austin, Texas has birders flocking to McKinney Falls State Park just south of Austin.
*2*: We had the rains for awhile during the summer and then it’s gone dry again so the wildlife is a little bit confused." "So this bird is like relatively small," says Amber Conrad a Park Ranger with the Texas Parks and Wildlife Department. "It’s like a little cotton ball with some black string hanging off of it for its heard and its tail, but the outpouring has been phenomenal because of this ultra rare tropical bird which is almost unheard of to be seen in Texas." Birders like Chris Layten have an obsession about rare birds like this one. "For me it’s to be to have a chance to be out and have a more intimate connection with the natural world." "We really hope it finds its way in its migratory process that’s for sure," says Conrad, "but if it does stick around, it will join the many other rare species that you can find at McKinney Falls State Park." The Texas Ornithological Society has more information on rare birds in Texas and where to see them.
*3*: The Fork-tailed Flycatcher usually camps out in Central and South America in the winter, but biologists think the state’s unusual weather patterns brought this guest here. "The Fork-tailed Flycatcher is a rare bird." explains wildlife biologist Mark Klym. "We’ve got about 25 records of it historically in Texas and one has been seen right across the road from the park.
*4*: The Texas Parks & Wildlife Department produces these multi-media reports as an educational resource.
```
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 rare bird sighting near Austin, Texas has birders flocking to McKinney Falls State Park just south of Austin.\n*2*: The Fork-tailed Flycatcher usually camps out in Central and South America in the winter, but biologists think the state\u2019s unusual weather patterns brought this guest here. \"The Fork-tailed Flycatcher is a rare bird.\" explains wildlife biologist Mark Klym. \"We\u2019ve got about 25 records of it historically in Texas and one has been seen right across the road from the park.\n*3*: We had the rains for awhile during the summer and then it\u2019s gone dry again so the wildlife is a little bit confused.\" \"So this bird is like relatively small,\" says Amber Conrad a Park Ranger with the Texas Parks and Wildlife Department. \"It\u2019s like a little cotton ball with some black string hanging off of it for its heard and its tail, but the outpouring has been phenomenal because of this ultra rare tropical bird which is almost unheard of to be seen in Texas.\" Birders like Chris Layten have an obsession about rare birds like this one. \"For me it\u2019s to be to have a chance to be out and have a more intimate connection with the natural world.\" \"We really hope it finds its way in its migratory process that\u2019s for sure,\" says Conrad, \"but if it does stick around, it will join the many other rare species that you can find at McKinney Falls State Park.\" The Texas Ornithological Society has more information on rare birds in Texas and where to see them.\n*4*: The Texas Parks & Wildlife Department produces these multi-media reports as an educational resource.", "scrambled": "*1*: A rare bird sighting near Austin, Texas has birders flocking to McKinney Falls State Park just south of Austin.\n*2*: We had the rains for awhile during the summer and then it\u2019s gone dry again so the wildlife is a little bit confused.\" \"So this bird is like relatively small,\" says Amber Conrad a Park Ranger with the Texas Parks and Wildlife Department. \"It\u2019s like a little cotton ball with some black string hanging off of it for its heard and its tail, but the outpouring has been phenomenal because of this ultra rare tropical bird which is almost unheard of to be seen in Texas.\" Birders like Chris Layten have an obsession about rare birds like this one. \"For me it\u2019s to be to have a chance to be out and have a more intimate connection with the natural world.\" \"We really hope it finds its way in its migratory process that\u2019s for sure,\" says Conrad, \"but if it does stick around, it will join the many other rare species that you can find at McKinney Falls State Park.\" The Texas Ornithological Society has more information on rare birds in Texas and where to see them.\n*3*: The Fork-tailed Flycatcher usually camps out in Central and South America in the winter, but biologists think the state\u2019s unusual weather patterns brought this guest here. \"The Fork-tailed Flycatcher is a rare bird.\" explains wildlife biologist Mark Klym. \"We\u2019ve got about 25 records of it historically in Texas and one has been seen right across the road from the park.\n*4*: The Texas Parks & Wildlife Department produces these multi-media reports as an educational resource."}
| 2 |
unscramble_113191
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Among the holdings of the IMRC Library, the Museum Guides constitute an especially valuable source of information, providing researchers with useful material on both private and public collections both in the Russian and Ukrainian metropolitan areas (e.g. the State Russian Museum, St.
*2*: The intention is to catalogue all the Museum Guides and to upload relevant data concerning each artwork (Western and Russian) into a designated database (author, title of work, date) -- and, therefore, to digitize them.
*3*: Information about each artwork will be accompanied by an attached image from the list of illustrations when provided by this or that catalog.
*4*: Establishing and developing such a database will help researchers to discover which Russian museums hold which works by which artists and, at the same time, will supply – through search keywords -- relevant bio-bibliographical material on these artists.
*5*: Each listing will also display detailed data on the technique, size and location of each item.
*6*: Petersburg) and in regional centers (e.g. the Radishchev Museum of Art in Saratov).
*7*: Numbering several hundred imprints, most of the Museum Guides were published during the Soviet era and often in miniscule triages, so that many of them are now out of print and hard to find.
*8*: As of March, 2010, the project is 50% completed.
```
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*: Among the holdings of the IMRC Library, the Museum Guides constitute an especially valuable source of information, providing researchers with useful material on both private and public collections both in the Russian and Ukrainian metropolitan areas (e.g. the State Russian Museum, St.\n*2*: Petersburg) and in regional centers (e.g. the Radishchev Museum of Art in Saratov).\n*3*: Numbering several hundred imprints, most of the Museum Guides were published during the Soviet era and often in miniscule triages, so that many of them are now out of print and hard to find.\n*4*: The intention is to catalogue all the Museum Guides and to upload relevant data concerning each artwork (Western and Russian) into a designated database (author, title of work, date) -- and, therefore, to digitize them.\n*5*: Information about each artwork will be accompanied by an attached image from the list of illustrations when provided by this or that catalog.\n*6*: Each listing will also display detailed data on the technique, size and location of each item.\n*7*: Establishing and developing such a database will help researchers to discover which Russian museums hold which works by which artists and, at the same time, will supply \u2013 through search keywords -- relevant bio-bibliographical material on these artists.\n*8*: As of March, 2010, the project is 50% completed.", "scrambled": "*1*: Among the holdings of the IMRC Library, the Museum Guides constitute an especially valuable source of information, providing researchers with useful material on both private and public collections both in the Russian and Ukrainian metropolitan areas (e.g. the State Russian Museum, St.\n*2*: The intention is to catalogue all the Museum Guides and to upload relevant data concerning each artwork (Western and Russian) into a designated database (author, title of work, date) -- and, therefore, to digitize them.\n*3*: Information about each artwork will be accompanied by an attached image from the list of illustrations when provided by this or that catalog.\n*4*: Establishing and developing such a database will help researchers to discover which Russian museums hold which works by which artists and, at the same time, will supply \u2013 through search keywords -- relevant bio-bibliographical material on these artists.\n*5*: Each listing will also display detailed data on the technique, size and location of each item.\n*6*: Petersburg) and in regional centers (e.g. the Radishchev Museum of Art in Saratov).\n*7*: Numbering several hundred imprints, most of the Museum Guides were published during the Soviet era and often in miniscule triages, so that many of them are now out of print and hard to find.\n*8*: As of March, 2010, the project is 50% completed."}
| 2 |
unscramble_141951
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In June 1863 he and his friend William H.
*2*: Trotter was one of most prominent spokesmen in the dispute over equal pay for African American soldiers.
*3*: After the war, Trotter and Dupree returned to Ohio, married sisters Virginia and Maria Elizabeth Isaacs, and moved to Boston where they obtained good positions in the U.S. Postal Service.
*4*: Born in slavery in Mississippi, James Monroe Trotter was educated in Ohio and became a schoolteacher.
*5*: Both were commissioned second lieutenants in 1864 but had to wait a year for official recognition.
*6*: His distinguished war record and support of the Democratic Party led to appointment as District of Columbia Recorder of Deeds in 1887, the highest government office open to blacks.
*7*: Dupree traveled to Boston to enlist in the 55th Massachusetts Volunteer Infantry.
*8*: In 1878 Trotter published a groundbreaking survey of African American music.
*9*: Trotter’s passionate commitment to equality inspired his famous son, William Monroe Trotter. "Make a difference" Peggy Preacely describes her involvement in the civil rights movement, in the tradition of her Trotter and Craft ancestors.
```
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*: Born in slavery in Mississippi, James Monroe Trotter was educated in Ohio and became a schoolteacher.\n*2*: In June 1863 he and his friend William H.\n*3*: Dupree traveled to Boston to enlist in the 55th Massachusetts Volunteer Infantry.\n*4*: Both were commissioned second lieutenants in 1864 but had to wait a year for official recognition.\n*5*: Trotter was one of most prominent spokesmen in the dispute over equal pay for African American soldiers.\n*6*: After the war, Trotter and Dupree returned to Ohio, married sisters Virginia and Maria Elizabeth Isaacs, and moved to Boston where they obtained good positions in the U.S. Postal Service.\n*7*: In 1878 Trotter published a groundbreaking survey of African American music.\n*8*: His distinguished war record and support of the Democratic Party led to appointment as District of Columbia Recorder of Deeds in 1887, the highest government office open to blacks.\n*9*: Trotter\u2019s passionate commitment to equality inspired his famous son, William Monroe Trotter. \"Make a difference\" Peggy Preacely describes her involvement in the civil rights movement, in the tradition of her Trotter and Craft ancestors.", "scrambled": "*1*: In June 1863 he and his friend William H.\n*2*: Trotter was one of most prominent spokesmen in the dispute over equal pay for African American soldiers.\n*3*: After the war, Trotter and Dupree returned to Ohio, married sisters Virginia and Maria Elizabeth Isaacs, and moved to Boston where they obtained good positions in the U.S. Postal Service.\n*4*: Born in slavery in Mississippi, James Monroe Trotter was educated in Ohio and became a schoolteacher.\n*5*: Both were commissioned second lieutenants in 1864 but had to wait a year for official recognition.\n*6*: His distinguished war record and support of the Democratic Party led to appointment as District of Columbia Recorder of Deeds in 1887, the highest government office open to blacks.\n*7*: Dupree traveled to Boston to enlist in the 55th Massachusetts Volunteer Infantry.\n*8*: In 1878 Trotter published a groundbreaking survey of African American music.\n*9*: Trotter\u2019s passionate commitment to equality inspired his famous son, William Monroe Trotter. \"Make a difference\" Peggy Preacely describes her involvement in the civil rights movement, in the tradition of her Trotter and Craft ancestors."}
| 2 |
unscramble_14076
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The study, which will appear in the July issue of the journal Pediatrics, analyzed data on secondhand smoke exposure among more than 11,000 children between the ages of 3 to 19 who did not smoke themselves.
*2*: Smoke exposure was measured by analyzing levels of cotinine — a byproduct of nicotine that is indicative of secondhand smoke exposure — in blood samples.
*3*: Yet, perhaps unsurprisingly, researchers also found that kids who live in counties with public smoking bans but are exposed to secondhand smoke at home experience no similar benefit.
*4*: A study conducted by researchers at the Harvard School of Public Health finds that children and adolescents who don’t live with smokers experience substantial health benefits from no smoking laws.
*5*: Researchers found that kids who didn’t live with smokers and resided in counties with anti-smoking laws had nearly 40% lower levels of cotinine in their blood compared with those whose counties didn’t have similar laws.
*6*: This information was compared with regional smoking ban data from participants’ 117 home counties, as well as whether or not children lived with any smokers.
*7*: Four out of five of children included in the study were not exposed to secondhand smoke at home, yet the 20% of children who did live with smokers experienced no benefits from anti-smoking policies, the authors found.
*8*: Researchers say the findings provide evidence that smoking bans are an effective public health strategy for reducing the risk of lung irritation, wheeze, exacerbation of asthma symptoms and other health complications associated with secondhand smoke exposure.
*9*: Yet the findings also emphasize the importance of continued efforts to educate parents about the dangers of smoking around children, and to promote initiatives aimed at getting guardians to kick the habit.
```
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 study conducted by researchers at the Harvard School of Public Health finds that children and adolescents who don\u2019t live with smokers experience substantial health benefits from no smoking laws.\n*2*: Yet, perhaps unsurprisingly, researchers also found that kids who live in counties with public smoking bans but are exposed to secondhand smoke at home experience no similar benefit.\n*3*: The study, which will appear in the July issue of the journal Pediatrics, analyzed data on secondhand smoke exposure among more than 11,000 children between the ages of 3 to 19 who did not smoke themselves.\n*4*: Smoke exposure was measured by analyzing levels of cotinine \u2014 a byproduct of nicotine that is indicative of secondhand smoke exposure \u2014 in blood samples.\n*5*: This information was compared with regional smoking ban data from participants\u2019 117 home counties, as well as whether or not children lived with any smokers.\n*6*: Researchers found that kids who didn\u2019t live with smokers and resided in counties with anti-smoking laws had nearly 40% lower levels of cotinine in their blood compared with those whose counties didn\u2019t have similar laws.\n*7*: Four out of five of children included in the study were not exposed to secondhand smoke at home, yet the 20% of children who did live with smokers experienced no benefits from anti-smoking policies, the authors found.\n*8*: Researchers say the findings provide evidence that smoking bans are an effective public health strategy for reducing the risk of lung irritation, wheeze, exacerbation of asthma symptoms and other health complications associated with secondhand smoke exposure.\n*9*: Yet the findings also emphasize the importance of continued efforts to educate parents about the dangers of smoking around children, and to promote initiatives aimed at getting guardians to kick the habit.", "scrambled": "*1*: The study, which will appear in the July issue of the journal Pediatrics, analyzed data on secondhand smoke exposure among more than 11,000 children between the ages of 3 to 19 who did not smoke themselves.\n*2*: Smoke exposure was measured by analyzing levels of cotinine \u2014 a byproduct of nicotine that is indicative of secondhand smoke exposure \u2014 in blood samples.\n*3*: Yet, perhaps unsurprisingly, researchers also found that kids who live in counties with public smoking bans but are exposed to secondhand smoke at home experience no similar benefit.\n*4*: A study conducted by researchers at the Harvard School of Public Health finds that children and adolescents who don\u2019t live with smokers experience substantial health benefits from no smoking laws.\n*5*: Researchers found that kids who didn\u2019t live with smokers and resided in counties with anti-smoking laws had nearly 40% lower levels of cotinine in their blood compared with those whose counties didn\u2019t have similar laws.\n*6*: This information was compared with regional smoking ban data from participants\u2019 117 home counties, as well as whether or not children lived with any smokers.\n*7*: Four out of five of children included in the study were not exposed to secondhand smoke at home, yet the 20% of children who did live with smokers experienced no benefits from anti-smoking policies, the authors found.\n*8*: Researchers say the findings provide evidence that smoking bans are an effective public health strategy for reducing the risk of lung irritation, wheeze, exacerbation of asthma symptoms and other health complications associated with secondhand smoke exposure.\n*9*: Yet the findings also emphasize the importance of continued efforts to educate parents about the dangers of smoking around children, and to promote initiatives aimed at getting guardians to kick the habit."}
| 2 |
unscramble_17686
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The more people trained, the greater the chance of keeping a person who is experiencing cardiac arrest alive until an ambulance arrives.” The Heart and Stroke Foundation of Canada sets the Canadian Guidelines for CPR, defibrillation and other aspects of emergency cardiovascular care in Canada.
*2*: To learn more, visit cprundead.ca.
*3*: Recently, the Heart and Stroke Foundation launched an aggressive campaign to raise awareness about CPR, with the theme, “CPR Makes You Undead.” The new campaign features an edgy, horror-movie style video that teaches people what to do if someone suffers cardiac arrest and helps raise awareness of the benefits of hands-only CPR.
*4*: The Heart and Stroke Foundation and Perth County EMS were busy last week making it easy for students in Stratford to learn cardiopulmonary resuscitation (CPR).
*5*: More than 100 Grade 8 students attended a free CPR skills and AED (automated external defibrillator) awareness session last Tuesday at Jeanne Sauvé Catholic school, and another 100 Grade 6-7 kids received the specialized training on Friday at Shakespeare Public school. “This is a great opportunity for these students to receive free CPR training,” noted Chris Keyser, Perth County EMS platoon commander and Perth County PAD coordinator. “Statistics indicate, and I know from my own experience on the job, that CPR and AEDs can make the difference between life and death. “The more people in our community with these life-saving skills, the more lives may be saved.” There are 7,000 cardiac arrests in Ontario every year, and the odds of surviving one increases to up to 75 per cent when early CPR is used in combination with an AED in the first few minutes.
*6*: According to Christine Hurtado, health promotion specialist with the Heart and Stroke Foundation, the key barriers stopping people from performing CPR are lack of training, fear of harming the victim, and failure to understand the consequences of not doing CPR. “This is why the Heart and Stroke Foundation urges all Canadians to learn CPR and makes it easy by offering free training clinics.
*7*: For every minute that passes without help, a person’s chance of surviving cardiac arrest drops by seven to 10 per cent.
```
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 Heart and Stroke Foundation and Perth County EMS were busy last week making it easy for students in Stratford to learn cardiopulmonary resuscitation (CPR).\n*2*: Recently, the Heart and Stroke Foundation launched an aggressive campaign to raise awareness about CPR, with the theme, \u201cCPR Makes You Undead.\u201d The new campaign features an edgy, horror-movie style video that teaches people what to do if someone suffers cardiac arrest and helps raise awareness of the benefits of hands-only CPR.\n*3*: More than 100 Grade 8 students attended a free CPR skills and AED (automated external defibrillator) awareness session last Tuesday at Jeanne Sauv\u00e9 Catholic school, and another 100 Grade 6-7 kids received the specialized training on Friday at Shakespeare Public school. \u201cThis is a great opportunity for these students to receive free CPR training,\u201d noted Chris Keyser, Perth County EMS platoon commander and Perth County PAD coordinator. \u201cStatistics indicate, and I know from my own experience on the job, that CPR and AEDs can make the difference between life and death. \u201cThe more people in our community with these life-saving skills, the more lives may be saved.\u201d There are 7,000 cardiac arrests in Ontario every year, and the odds of surviving one increases to up to 75 per cent when early CPR is used in combination with an AED in the first few minutes.\n*4*: For every minute that passes without help, a person\u2019s chance of surviving cardiac arrest drops by seven to 10 per cent.\n*5*: According to Christine Hurtado, health promotion specialist with the Heart and Stroke Foundation, the key barriers stopping people from performing CPR are lack of training, fear of harming the victim, and failure to understand the consequences of not doing CPR. \u201cThis is why the Heart and Stroke Foundation urges all Canadians to learn CPR and makes it easy by offering free training clinics.\n*6*: The more people trained, the greater the chance of keeping a person who is experiencing cardiac arrest alive until an ambulance arrives.\u201d The Heart and Stroke Foundation of Canada sets the Canadian Guidelines for CPR, defibrillation and other aspects of emergency cardiovascular care in Canada.\n*7*: To learn more, visit cprundead.ca.", "scrambled": "*1*: The more people trained, the greater the chance of keeping a person who is experiencing cardiac arrest alive until an ambulance arrives.\u201d The Heart and Stroke Foundation of Canada sets the Canadian Guidelines for CPR, defibrillation and other aspects of emergency cardiovascular care in Canada.\n*2*: To learn more, visit cprundead.ca.\n*3*: Recently, the Heart and Stroke Foundation launched an aggressive campaign to raise awareness about CPR, with the theme, \u201cCPR Makes You Undead.\u201d The new campaign features an edgy, horror-movie style video that teaches people what to do if someone suffers cardiac arrest and helps raise awareness of the benefits of hands-only CPR.\n*4*: The Heart and Stroke Foundation and Perth County EMS were busy last week making it easy for students in Stratford to learn cardiopulmonary resuscitation (CPR).\n*5*: More than 100 Grade 8 students attended a free CPR skills and AED (automated external defibrillator) awareness session last Tuesday at Jeanne Sauv\u00e9 Catholic school, and another 100 Grade 6-7 kids received the specialized training on Friday at Shakespeare Public school. \u201cThis is a great opportunity for these students to receive free CPR training,\u201d noted Chris Keyser, Perth County EMS platoon commander and Perth County PAD coordinator. \u201cStatistics indicate, and I know from my own experience on the job, that CPR and AEDs can make the difference between life and death. \u201cThe more people in our community with these life-saving skills, the more lives may be saved.\u201d There are 7,000 cardiac arrests in Ontario every year, and the odds of surviving one increases to up to 75 per cent when early CPR is used in combination with an AED in the first few minutes.\n*6*: According to Christine Hurtado, health promotion specialist with the Heart and Stroke Foundation, the key barriers stopping people from performing CPR are lack of training, fear of harming the victim, and failure to understand the consequences of not doing CPR. \u201cThis is why the Heart and Stroke Foundation urges all Canadians to learn CPR and makes it easy by offering free training clinics.\n*7*: For every minute that passes without help, a person\u2019s chance of surviving cardiac arrest drops by seven to 10 per cent."}
| 2 |
unscramble_60951
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Here are some computing triolets.
*2*: This week's theme: words to describe poetic forms.
*3*: To announce that there must be no criticism of the President, or that we are to stand by the President, right or wrong, is not only unpatriotic and servile, but is morally treasonable to the American public. -Theodore Roosevelt, 26th US President (1858-1919) Contribute | Advertise © 2013 Wordsmith
*4*: |About Us | What's New | Search | Site Map | Contact Us| triolet (TREE-uh-lit, -lay) noun A poem or stanza of eight lines, having a rhyme scheme ABaAabAB, in which the first, fourth, and seventh lines are the same, and the second is the same as the eighth line. [From French, literally small trio.] "The teaching of English has so degenerated these days that it's hard to believe that Ira's school curriculum included a rigorous training in classical verse forms such as the ballad, the triolet, the rondeau, the villanelle and the sonnet, but it did. "In the first decades of the century the daily newspapers in New York were full of poetry, too: there were columns devoted to light verse, and often a theatre review or sports notice would be written in couplets or quatrains." John Tranter; He's Got Rhythm; The Australian (Sydney); Mar 30, 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*: |About Us | What's New | Search | Site Map | Contact Us| triolet (TREE-uh-lit, -lay) noun A poem or stanza of eight lines, having a rhyme scheme ABaAabAB, in which the first, fourth, and seventh lines are the same, and the second is the same as the eighth line. [From French, literally small trio.] \"The teaching of English has so degenerated these days that it's hard to believe that Ira's school curriculum included a rigorous training in classical verse forms such as the ballad, the triolet, the rondeau, the villanelle and the sonnet, but it did. \"In the first decades of the century the daily newspapers in New York were full of poetry, too: there were columns devoted to light verse, and often a theatre review or sports notice would be written in couplets or quatrains.\" John Tranter; He's Got Rhythm; The Australian (Sydney); Mar 30, 1996.\n*2*: Here are some computing triolets.\n*3*: This week's theme: words to describe poetic forms.\n*4*: To announce that there must be no criticism of the President, or that we are to stand by the President, right or wrong, is not only unpatriotic and servile, but is morally treasonable to the American public. -Theodore Roosevelt, 26th US President (1858-1919) Contribute | Advertise \u00a9 2013 Wordsmith", "scrambled": "*1*: Here are some computing triolets.\n*2*: This week's theme: words to describe poetic forms.\n*3*: To announce that there must be no criticism of the President, or that we are to stand by the President, right or wrong, is not only unpatriotic and servile, but is morally treasonable to the American public. -Theodore Roosevelt, 26th US President (1858-1919) Contribute | Advertise \u00a9 2013 Wordsmith\n*4*: |About Us | What's New | Search | Site Map | Contact Us| triolet (TREE-uh-lit, -lay) noun A poem or stanza of eight lines, having a rhyme scheme ABaAabAB, in which the first, fourth, and seventh lines are the same, and the second is the same as the eighth line. [From French, literally small trio.] \"The teaching of English has so degenerated these days that it's hard to believe that Ira's school curriculum included a rigorous training in classical verse forms such as the ballad, the triolet, the rondeau, the villanelle and the sonnet, but it did. \"In the first decades of the century the daily newspapers in New York were full of poetry, too: there were columns devoted to light verse, and often a theatre review or sports notice would be written in couplets or quatrains.\" John Tranter; He's Got Rhythm; The Australian (Sydney); Mar 30, 1996."}
| 2 |
unscramble_21683
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: All Rights Reserved.
*2*: OR JUST SOME GOOD OLD-FASHIONED FUN!Get Outside! 10 Playful Activities Wondering what others found interesting?
*3*: Add your own comment Today on Education.com WORKBOOKSMay Workbooks are Here!
*4*: Chemistry and Chemical Bonds for Nursing School Entrance Exam Practice Problems The study guide for these practice questions can be found at: - The bond between oxygen and hydrogen atoms in a water molecule is - a hydrogen bond. - a polar covalent bond. - a nonpolar covalent bond. - an ionic bond. - Which of the following is a nonpolar covalent bond? - the bond between two carbons - the bond between sodium and chloride - the bond between two water molecules - the bond between nitrogen and hydrogen - The type of bond formed between two molecules of water is a - polar covalent bond. - hydrogen bond. - nonpolar covalent bond. - peptide bond. - Which of the following lists contains the formulas for these ions, in the order given: ammonium, silver, bicarbonate/hydrogen carbonate, nitrate, calcium, fluoride? - Am–, Si++, HCO3–, NA+, CM–, F+ - AM+, Ag+, CO32–, NO3–, Cal+, Fl– - NH4–, Ag+, HCO3–, NO3–, Cal+, Fl– - NH4+, Ag+, HCO3–, NO3–, Ca2+, F– - If X (atomic number 4) and Y (atomic number 17) react, the formula of the compound formed will be - To acquire an outer octet, an atom of element 19 has to - lose one electron (and acquire a charge of +1). - lose two electrons (and acquire a charge of +2). - gain one electron (and acquire a charge of –1). - gain two electrons (and acquire a charge of –2). - The most common ions of the elements of group VIIA have electrical charges of - Which of the following is true according to the octet rule? - Ions of all Group IIA elements have electron configurations that conform to those of the noble gases and have charges of +1. - The reactions of the active atoms of the representative elements of the periodic table generally lead to noble gas configurations. - An ion of a metallic element that has lost electrons to achieve noble gas configuration is less active than an atom of the same element. - The most reactive elements are generally those whose atoms are nearest, but not equal, to noble gas configurations. - Electron transfer is best described as a process - by which ionic compounds are formed from atoms of their elements. - in which a covalent bond is made. - that occurs between two nonmetals. - that occurs between two metals. - How many electrons do the following have in their outer levels: S2–, Na+, Cl–, Ar, Mg2+, and Al3+?
*5*: From Nursing School Entrance Exam.
*6*: WE'VE GOT A GREAT ROUND-UP OF ACTIVITIES PERFECT FOR LONG WEEKENDS, STAYCATIONS, VACATIONS ...
*7*: Copyright © 2009 by LearningExpress, LLC.
*8*: Check out our most popular articles. - Kindergarten Sight Words List - The Five Warning Signs of Asperger's Syndrome - What Makes a School Effective? - Child Development Theories - Why is Play Important?
*9*: Social and Emotional Development, Physical Development, Creative Development - 10 Fun Activities for Children with Autism - Test Problems: Seven Reasons Why Standardized Tests Are Not Working - Bullying in Schools - A Teacher's Guide to Differentiating Instruction - Steps in the IEP Process Take a look at what other users are searching for most.
```
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*: Chemistry and Chemical Bonds for Nursing School Entrance Exam Practice Problems The study guide for these practice questions can be found at: - The bond between oxygen and hydrogen atoms in a water molecule is - a hydrogen bond. - a polar covalent bond. - a nonpolar covalent bond. - an ionic bond. - Which of the following is a nonpolar covalent bond? - the bond between two carbons - the bond between sodium and chloride - the bond between two water molecules - the bond between nitrogen and hydrogen - The type of bond formed between two molecules of water is a - polar covalent bond. - hydrogen bond. - nonpolar covalent bond. - peptide bond. - Which of the following lists contains the formulas for these ions, in the order given: ammonium, silver, bicarbonate/hydrogen carbonate, nitrate, calcium, fluoride? - Am\u2013, Si++, HCO3\u2013, NA+, CM\u2013, F+ - AM+, Ag+, CO32\u2013, NO3\u2013, Cal+, Fl\u2013 - NH4\u2013, Ag+, HCO3\u2013, NO3\u2013, Cal+, Fl\u2013 - NH4+, Ag+, HCO3\u2013, NO3\u2013, Ca2+, F\u2013 - If X (atomic number 4) and Y (atomic number 17) react, the formula of the compound formed will be - To acquire an outer octet, an atom of element 19 has to - lose one electron (and acquire a charge of +1). - lose two electrons (and acquire a charge of +2). - gain one electron (and acquire a charge of \u20131). - gain two electrons (and acquire a charge of \u20132). - The most common ions of the elements of group VIIA have electrical charges of - Which of the following is true according to the octet rule? - Ions of all Group IIA elements have electron configurations that conform to those of the noble gases and have charges of +1. - The reactions of the active atoms of the representative elements of the periodic table generally lead to noble gas configurations. - An ion of a metallic element that has lost electrons to achieve noble gas configuration is less active than an atom of the same element. - The most reactive elements are generally those whose atoms are nearest, but not equal, to noble gas configurations. - Electron transfer is best described as a process - by which ionic compounds are formed from atoms of their elements. - in which a covalent bond is made. - that occurs between two nonmetals. - that occurs between two metals. - How many electrons do the following have in their outer levels: S2\u2013, Na+, Cl\u2013, Ar, Mg2+, and Al3+?\n*2*: From Nursing School Entrance Exam.\n*3*: Copyright \u00a9 2009 by LearningExpress, LLC.\n*4*: All Rights Reserved.\n*5*: Add your own comment Today on Education.com WORKBOOKSMay Workbooks are Here!\n*6*: WE'VE GOT A GREAT ROUND-UP OF ACTIVITIES PERFECT FOR LONG WEEKENDS, STAYCATIONS, VACATIONS ...\n*7*: OR JUST SOME GOOD OLD-FASHIONED FUN!Get Outside! 10 Playful Activities Wondering what others found interesting?\n*8*: Check out our most popular articles. - Kindergarten Sight Words List - The Five Warning Signs of Asperger's Syndrome - What Makes a School Effective? - Child Development Theories - Why is Play Important?\n*9*: Social and Emotional Development, Physical Development, Creative Development - 10 Fun Activities for Children with Autism - Test Problems: Seven Reasons Why Standardized Tests Are Not Working - Bullying in Schools - A Teacher's Guide to Differentiating Instruction - Steps in the IEP Process Take a look at what other users are searching for most.", "scrambled": "*1*: All Rights Reserved.\n*2*: OR JUST SOME GOOD OLD-FASHIONED FUN!Get Outside! 10 Playful Activities Wondering what others found interesting?\n*3*: Add your own comment Today on Education.com WORKBOOKSMay Workbooks are Here!\n*4*: Chemistry and Chemical Bonds for Nursing School Entrance Exam Practice Problems The study guide for these practice questions can be found at: - The bond between oxygen and hydrogen atoms in a water molecule is - a hydrogen bond. - a polar covalent bond. - a nonpolar covalent bond. - an ionic bond. - Which of the following is a nonpolar covalent bond? - the bond between two carbons - the bond between sodium and chloride - the bond between two water molecules - the bond between nitrogen and hydrogen - The type of bond formed between two molecules of water is a - polar covalent bond. - hydrogen bond. - nonpolar covalent bond. - peptide bond. - Which of the following lists contains the formulas for these ions, in the order given: ammonium, silver, bicarbonate/hydrogen carbonate, nitrate, calcium, fluoride? - Am\u2013, Si++, HCO3\u2013, NA+, CM\u2013, F+ - AM+, Ag+, CO32\u2013, NO3\u2013, Cal+, Fl\u2013 - NH4\u2013, Ag+, HCO3\u2013, NO3\u2013, Cal+, Fl\u2013 - NH4+, Ag+, HCO3\u2013, NO3\u2013, Ca2+, F\u2013 - If X (atomic number 4) and Y (atomic number 17) react, the formula of the compound formed will be - To acquire an outer octet, an atom of element 19 has to - lose one electron (and acquire a charge of +1). - lose two electrons (and acquire a charge of +2). - gain one electron (and acquire a charge of \u20131). - gain two electrons (and acquire a charge of \u20132). - The most common ions of the elements of group VIIA have electrical charges of - Which of the following is true according to the octet rule? - Ions of all Group IIA elements have electron configurations that conform to those of the noble gases and have charges of +1. - The reactions of the active atoms of the representative elements of the periodic table generally lead to noble gas configurations. - An ion of a metallic element that has lost electrons to achieve noble gas configuration is less active than an atom of the same element. - The most reactive elements are generally those whose atoms are nearest, but not equal, to noble gas configurations. - Electron transfer is best described as a process - by which ionic compounds are formed from atoms of their elements. - in which a covalent bond is made. - that occurs between two nonmetals. - that occurs between two metals. - How many electrons do the following have in their outer levels: S2\u2013, Na+, Cl\u2013, Ar, Mg2+, and Al3+?\n*5*: From Nursing School Entrance Exam.\n*6*: WE'VE GOT A GREAT ROUND-UP OF ACTIVITIES PERFECT FOR LONG WEEKENDS, STAYCATIONS, VACATIONS ...\n*7*: Copyright \u00a9 2009 by LearningExpress, LLC.\n*8*: Check out our most popular articles. - Kindergarten Sight Words List - The Five Warning Signs of Asperger's Syndrome - What Makes a School Effective? - Child Development Theories - Why is Play Important?\n*9*: Social and Emotional Development, Physical Development, Creative Development - 10 Fun Activities for Children with Autism - Test Problems: Seven Reasons Why Standardized Tests Are Not Working - Bullying in Schools - A Teacher's Guide to Differentiating Instruction - Steps in the IEP Process Take a look at what other users are searching for most."}
| 2 |
unscramble_108681
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: He says monitoring wildlife diseases is important for conservation of endangered species and for public health.
*2*: USGS has examined 105 specimens from American Samoa including 55 birds, 30 mammals and 20 sea turtles Wildlife Disease Specialist Thierry Work says the major causes of death are trauma and starvation but disease from various parasites and bacteria account for about a quarter of all deaths.
*3*: As part of this effort, the two agencies are asking the public to report any sick or recently dead wildlife to the territorial government.
*4*: The specimens will be sent to Honolulu for tests to determine how they died.
*5*: PAGO PAGO, American Samoa (AP) - The U.S Geological Survey is collaborating with the American Samoa Department of Marine and Wildlife Resources to understand causes of death of wildlife in American Samoa.
```
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*: PAGO PAGO, American Samoa (AP) - The U.S Geological Survey is collaborating with the American Samoa Department of Marine and Wildlife Resources to understand causes of death of wildlife in American Samoa.\n*2*: As part of this effort, the two agencies are asking the public to report any sick or recently dead wildlife to the territorial government.\n*3*: The specimens will be sent to Honolulu for tests to determine how they died.\n*4*: USGS has examined 105 specimens from American Samoa including 55 birds, 30 mammals and 20 sea turtles Wildlife Disease Specialist Thierry Work says the major causes of death are trauma and starvation but disease from various parasites and bacteria account for about a quarter of all deaths.\n*5*: He says monitoring wildlife diseases is important for conservation of endangered species and for public health.", "scrambled": "*1*: He says monitoring wildlife diseases is important for conservation of endangered species and for public health.\n*2*: USGS has examined 105 specimens from American Samoa including 55 birds, 30 mammals and 20 sea turtles Wildlife Disease Specialist Thierry Work says the major causes of death are trauma and starvation but disease from various parasites and bacteria account for about a quarter of all deaths.\n*3*: As part of this effort, the two agencies are asking the public to report any sick or recently dead wildlife to the territorial government.\n*4*: The specimens will be sent to Honolulu for tests to determine how they died.\n*5*: PAGO PAGO, American Samoa (AP) - The U.S Geological Survey is collaborating with the American Samoa Department of Marine and Wildlife Resources to understand causes of death of wildlife in American Samoa."}
| 2 |
unscramble_238243
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unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The final speed of the particle is 1.0 m/s and the work done on the particle by the electric field is -3.0 mJ.
*2*: A charged disk of radius R that carries a surface charge density ó produces an electric field at a point a perpendicular distance z from the center of the disk, given by: Consider a disk of radius 10 cm and positive surface charge density +3.7 mC/m2.
*3*: posted by Heidi .
*4*: A particle of charge -4.5 mC and mass 75. mg accelerates under the effects of the electric field caused by the disk, from a point at a perpendicular distance from the center of the disk.
*5*: How fast and in what direction was the particle originally moving?
```
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*: posted by Heidi .\n*2*: A charged disk of radius R that carries a surface charge density \u00f3 produces an electric field at a point a perpendicular distance z from the center of the disk, given by: Consider a disk of radius 10 cm and positive surface charge density +3.7 mC/m2.\n*3*: A particle of charge -4.5 mC and mass 75. mg accelerates under the effects of the electric field caused by the disk, from a point at a perpendicular distance from the center of the disk.\n*4*: The final speed of the particle is 1.0 m/s and the work done on the particle by the electric field is -3.0 mJ.\n*5*: How fast and in what direction was the particle originally moving?", "scrambled": "*1*: The final speed of the particle is 1.0 m/s and the work done on the particle by the electric field is -3.0 mJ.\n*2*: A charged disk of radius R that carries a surface charge density \u00f3 produces an electric field at a point a perpendicular distance z from the center of the disk, given by: Consider a disk of radius 10 cm and positive surface charge density +3.7 mC/m2.\n*3*: posted by Heidi .\n*4*: A particle of charge -4.5 mC and mass 75. mg accelerates under the effects of the electric field caused by the disk, from a point at a perpendicular distance from the center of the disk.\n*5*: How fast and in what direction was the particle originally moving?"}
| 2 |
unscramble_222686
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unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Jutland, though heavily built and very strong, is not an incredibly tall draught horse.
*2*: Though Oppenheim LXII wow, what a mouthful! played a big part in the breeding of the Jutland horse, the breed goes back much farther than that.
*3*: However, this is not too surprising when you take into account the fact that the present day Jutland was hugely influenced by the Suffolk Punch blood through the stallion, Oppenheim LXII, who was in stud in Denmark during the 1860s.
*4*: Nowadays, even though the use of machines has reduced the numbers of the Jutland, you can still see them pulling drays in the cities, at shows or occasionally working on farms.
*5*: The Jutland Horse the lower part of the leg, the Jutland and the Suffolk Punch do look incredibly similar.
*6*: Standing from 15 to 16 hands, it comes mainly in dark, honey-coloured chestnut with a light mane and tail.
*7*: With the combination of enormous strength and a willing nature, the Jutland horse was the perfect mount for the knights of the Middle Ages.
*8*: Heavy, draught horses were bred in the Jutland Peninsula as far back as the twelfth century.
*9*: Though Cleveland Bay and Yorkshire Coach Horse blood was said to have been used in creating the Jutland, it is definitely the Suffolk Punch who played the leading role.
*10*: During that time, those horses were in great demand as mounts for 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*: The Jutland Horse the lower part of the leg, the Jutland and the Suffolk Punch do look incredibly similar.\n*2*: However, this is not too surprising when you take into account the fact that the present day Jutland was hugely influenced by the Suffolk Punch blood through the stallion, Oppenheim LXII, who was in stud in Denmark during the 1860s.\n*3*: Though Oppenheim LXII wow, what a mouthful! played a big part in the breeding of the Jutland horse, the breed goes back much farther than that.\n*4*: Heavy, draught horses were bred in the Jutland Peninsula as far back as the twelfth century.\n*5*: During that time, those horses were in great demand as mounts for war.\n*6*: With the combination of enormous strength and a willing nature, the Jutland horse was the perfect mount for the knights of the Middle Ages.\n*7*: Though Cleveland Bay and Yorkshire Coach Horse blood was said to have been used in creating the Jutland, it is definitely the Suffolk Punch who played the leading role.\n*8*: Nowadays, even though the use of machines has reduced the numbers of the Jutland, you can still see them pulling drays in the cities, at shows or occasionally working on farms.\n*9*: The Jutland, though heavily built and very strong, is not an incredibly tall draught horse.\n*10*: Standing from 15 to 16 hands, it comes mainly in dark, honey-coloured chestnut with a light mane and tail.", "scrambled": "*1*: The Jutland, though heavily built and very strong, is not an incredibly tall draught horse.\n*2*: Though Oppenheim LXII wow, what a mouthful! played a big part in the breeding of the Jutland horse, the breed goes back much farther than that.\n*3*: However, this is not too surprising when you take into account the fact that the present day Jutland was hugely influenced by the Suffolk Punch blood through the stallion, Oppenheim LXII, who was in stud in Denmark during the 1860s.\n*4*: Nowadays, even though the use of machines has reduced the numbers of the Jutland, you can still see them pulling drays in the cities, at shows or occasionally working on farms.\n*5*: The Jutland Horse the lower part of the leg, the Jutland and the Suffolk Punch do look incredibly similar.\n*6*: Standing from 15 to 16 hands, it comes mainly in dark, honey-coloured chestnut with a light mane and tail.\n*7*: With the combination of enormous strength and a willing nature, the Jutland horse was the perfect mount for the knights of the Middle Ages.\n*8*: Heavy, draught horses were bred in the Jutland Peninsula as far back as the twelfth century.\n*9*: Though Cleveland Bay and Yorkshire Coach Horse blood was said to have been used in creating the Jutland, it is definitely the Suffolk Punch who played the leading role.\n*10*: During that time, those horses were in great demand as mounts for war."}
| 2 |
unscramble_226089
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Maria Botchkareva, a Russian peasant who fled an abusive family life to join the Imperial Russian Army in 1914, was the war’s most famous female soldier.
*2*: After the Romanovs fell in March 1917, the Provisional Government allowed her to form the Women’s Battalion of Death, whose heroic example, she hoped, would shame demoralized Russian men into resuming the fight against Germany and Austria.
*3*: Botchkareva faced ridicule and sexual harassment, as did other female soldiers, but she proved herself in battle.
*4*: She was not alone: an estimated 400 to 1,000 women and girls enlisted in the tsar’s army.
*5*: The new issue of the Hoover Digest has this interesting tidbit.
```
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 new issue of the Hoover Digest has this interesting tidbit.\n*2*: Maria Botchkareva, a Russian peasant who fled an abusive family life to join the Imperial Russian Army in 1914, was the war\u2019s most famous female soldier.\n*3*: She was not alone: an estimated 400 to 1,000 women and girls enlisted in the tsar\u2019s army.\n*4*: Botchkareva faced ridicule and sexual harassment, as did other female soldiers, but she proved herself in battle.\n*5*: After the Romanovs fell in March 1917, the Provisional Government allowed her to form the Women\u2019s Battalion of Death, whose heroic example, she hoped, would shame demoralized Russian men into resuming the fight against Germany and Austria.", "scrambled": "*1*: Maria Botchkareva, a Russian peasant who fled an abusive family life to join the Imperial Russian Army in 1914, was the war\u2019s most famous female soldier.\n*2*: After the Romanovs fell in March 1917, the Provisional Government allowed her to form the Women\u2019s Battalion of Death, whose heroic example, she hoped, would shame demoralized Russian men into resuming the fight against Germany and Austria.\n*3*: Botchkareva faced ridicule and sexual harassment, as did other female soldiers, but she proved herself in battle.\n*4*: She was not alone: an estimated 400 to 1,000 women and girls enlisted in the tsar\u2019s army.\n*5*: The new issue of the Hoover Digest has this interesting tidbit."}
| 2 |
unscramble_112040
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Sunday 11 February, 2007 Diplococci of Neisseria gonorrhoeae Sexually transmitted infections (STIs) are common.
*2*: Note: the following guidelines are specifically for the broader Australian population.
*3*: These guidelines have been adapted the article by Ooi in the February 2007 edition of Australian Prescriber (2).
*4*: As such, taking a sexual history and offering screening is an important part of preventative health care.
*5*: It may be appropriate to perform additional tests in specific cultural or regional groups (e.g., screening for HIV and syphilis is certain indigenous communities).
*6*: Some may be asymptomatic but may lead to significant longer term problems if left untreated (e.g., chronic pelvic inflammatory disease from chlamydia increases the risk of ectopic pregnancies and infertility) (1).
*7*: Many can be treated easily.
*8*: It is a reality that people have sex, and some people have many sexual partners.
```
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*: Sunday 11 February, 2007 Diplococci of Neisseria gonorrhoeae Sexually transmitted infections (STIs) are common.\n*2*: Many can be treated easily.\n*3*: Some may be asymptomatic but may lead to significant longer term problems if left untreated (e.g., chronic pelvic inflammatory disease from chlamydia increases the risk of ectopic pregnancies and infertility) (1).\n*4*: It is a reality that people have sex, and some people have many sexual partners.\n*5*: As such, taking a sexual history and offering screening is an important part of preventative health care.\n*6*: Note: the following guidelines are specifically for the broader Australian population.\n*7*: It may be appropriate to perform additional tests in specific cultural or regional groups (e.g., screening for HIV and syphilis is certain indigenous communities).\n*8*: These guidelines have been adapted the article by Ooi in the February 2007 edition of Australian Prescriber (2).", "scrambled": "*1*: Sunday 11 February, 2007 Diplococci of Neisseria gonorrhoeae Sexually transmitted infections (STIs) are common.\n*2*: Note: the following guidelines are specifically for the broader Australian population.\n*3*: These guidelines have been adapted the article by Ooi in the February 2007 edition of Australian Prescriber (2).\n*4*: As such, taking a sexual history and offering screening is an important part of preventative health care.\n*5*: It may be appropriate to perform additional tests in specific cultural or regional groups (e.g., screening for HIV and syphilis is certain indigenous communities).\n*6*: Some may be asymptomatic but may lead to significant longer term problems if left untreated (e.g., chronic pelvic inflammatory disease from chlamydia increases the risk of ectopic pregnancies and infertility) (1).\n*7*: Many can be treated easily.\n*8*: It is a reality that people have sex, and some people have many sexual partners."}
| 2 |
unscramble_122154
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It is currently responsible for causing the worst epidemic the U.S. has seen in 50 years, according to the U.S. Centers for Disease Control and Prevention (CDC), including 13 deaths. “Immunization is still the best way to help prevent the spread of pertussis”, says Siobhan Dolan, MD, MPH, an obstetrician/gynecologist and medical advisor to March of Dimes. “It’s important for both children and adults to be up-to-date with their pertussis immunization.” Researchers have found that immunity from childhood pertussis vaccinations wears off over time, so the pertussis shots that most adults received as children may no longer fully protect them.
*2*: (StatePoint) Pertussis, also known as whooping cough, is a highly-contagious and vaccine-preventable disease that has made a startling comeback across the country.
*3*: The adult Tdap (tetanus, diphtheria and acellular pertussis) booster vaccine is recommended for adults to help keep them healthy and help prevent them from spreading diseases to others, especially children.
*4*: And remember, although whooping cough may be on the rise nationwide, there are simple steps you can take to help protect your family: get your booster shot now and encourage those around you to do the same.
*5*: That simple ‘ask’ will help protect them and your baby from this potentially fatal disease.” More information about pertussis and the Sounds of Pertussis Campaign can be found online at www.SoundsofPertussis.com.
*6*: The CDC recently updated its immunization guidelines, which now state that all adults aged 19 years and older who have not yet received a dose of Tdap should receive a single dose. “Research has shown that when the source of a baby’s pertussis can be identified, it’s traced back to family members in up to 80 percent of cases,” Dr. Dolan explained. “So it’s imperative for parents to know that everyone around their baby -- parents, friends, caregivers, grandparents -- needs to have an adult Tdap booster vaccine.” According to a survey conducted online in May 2012 by Harris Interactive on behalf of the Sounds of Pertussis Campaign, a joint initiative from Sanofi Pasteur and March of Dimes, more than 4 out of 5 parents with children ages 2 and younger (83 percent) believe adult vaccination is important to help protect against the spread of pertussis, but only 19 percent reported asking those in regular contact with their child to get a Tdap booster shot. “The reason is probably because most parents -- 61 percent -- said they would feel awkward asking those in close contact with their infants to get an adult Tdap booster shot, according to the survey,” said Dr. Dolan. “Parents want to do all they can to keep their babies healthy and to protect them from danger,” she added. “Speak to your friends and family about getting a pertussis booster.
```
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*: (StatePoint) Pertussis, also known as whooping cough, is a highly-contagious and vaccine-preventable disease that has made a startling comeback across the country.\n*2*: It is currently responsible for causing the worst epidemic the U.S. has seen in 50 years, according to the U.S. Centers for Disease Control and Prevention (CDC), including 13 deaths. \u201cImmunization is still the best way to help prevent the spread of pertussis\u201d, says Siobhan Dolan, MD, MPH, an obstetrician/gynecologist and medical advisor to March of Dimes. \u201cIt\u2019s important for both children and adults to be up-to-date with their pertussis immunization.\u201d Researchers have found that immunity from childhood pertussis vaccinations wears off over time, so the pertussis shots that most adults received as children may no longer fully protect them.\n*3*: The adult Tdap (tetanus, diphtheria and acellular pertussis) booster vaccine is recommended for adults to help keep them healthy and help prevent them from spreading diseases to others, especially children.\n*4*: The CDC recently updated its immunization guidelines, which now state that all adults aged 19 years and older who have not yet received a dose of Tdap should receive a single dose. \u201cResearch has shown that when the source of a baby\u2019s pertussis can be identified, it\u2019s traced back to family members in up to 80 percent of cases,\u201d Dr. Dolan explained. \u201cSo it\u2019s imperative for parents to know that everyone around their baby -- parents, friends, caregivers, grandparents -- needs to have an adult Tdap booster vaccine.\u201d According to a survey conducted online in May 2012 by Harris Interactive on behalf of the Sounds of Pertussis Campaign, a joint initiative from Sanofi Pasteur and March of Dimes, more than 4 out of 5 parents with children ages 2 and younger (83 percent) believe adult vaccination is important to help protect against the spread of pertussis, but only 19 percent reported asking those in regular contact with their child to get a Tdap booster shot. \u201cThe reason is probably because most parents -- 61 percent -- said they would feel awkward asking those in close contact with their infants to get an adult Tdap booster shot, according to the survey,\u201d said Dr. Dolan. \u201cParents want to do all they can to keep their babies healthy and to protect them from danger,\u201d she added. \u201cSpeak to your friends and family about getting a pertussis booster.\n*5*: That simple \u2018ask\u2019 will help protect them and your baby from this potentially fatal disease.\u201d More information about pertussis and the Sounds of Pertussis Campaign can be found online at www.SoundsofPertussis.com.\n*6*: And remember, although whooping cough may be on the rise nationwide, there are simple steps you can take to help protect your family: get your booster shot now and encourage those around you to do the same.", "scrambled": "*1*: It is currently responsible for causing the worst epidemic the U.S. has seen in 50 years, according to the U.S. Centers for Disease Control and Prevention (CDC), including 13 deaths. \u201cImmunization is still the best way to help prevent the spread of pertussis\u201d, says Siobhan Dolan, MD, MPH, an obstetrician/gynecologist and medical advisor to March of Dimes. \u201cIt\u2019s important for both children and adults to be up-to-date with their pertussis immunization.\u201d Researchers have found that immunity from childhood pertussis vaccinations wears off over time, so the pertussis shots that most adults received as children may no longer fully protect them.\n*2*: (StatePoint) Pertussis, also known as whooping cough, is a highly-contagious and vaccine-preventable disease that has made a startling comeback across the country.\n*3*: The adult Tdap (tetanus, diphtheria and acellular pertussis) booster vaccine is recommended for adults to help keep them healthy and help prevent them from spreading diseases to others, especially children.\n*4*: And remember, although whooping cough may be on the rise nationwide, there are simple steps you can take to help protect your family: get your booster shot now and encourage those around you to do the same.\n*5*: That simple \u2018ask\u2019 will help protect them and your baby from this potentially fatal disease.\u201d More information about pertussis and the Sounds of Pertussis Campaign can be found online at www.SoundsofPertussis.com.\n*6*: The CDC recently updated its immunization guidelines, which now state that all adults aged 19 years and older who have not yet received a dose of Tdap should receive a single dose. \u201cResearch has shown that when the source of a baby\u2019s pertussis can be identified, it\u2019s traced back to family members in up to 80 percent of cases,\u201d Dr. Dolan explained. \u201cSo it\u2019s imperative for parents to know that everyone around their baby -- parents, friends, caregivers, grandparents -- needs to have an adult Tdap booster vaccine.\u201d According to a survey conducted online in May 2012 by Harris Interactive on behalf of the Sounds of Pertussis Campaign, a joint initiative from Sanofi Pasteur and March of Dimes, more than 4 out of 5 parents with children ages 2 and younger (83 percent) believe adult vaccination is important to help protect against the spread of pertussis, but only 19 percent reported asking those in regular contact with their child to get a Tdap booster shot. \u201cThe reason is probably because most parents -- 61 percent -- said they would feel awkward asking those in close contact with their infants to get an adult Tdap booster shot, according to the survey,\u201d said Dr. Dolan. \u201cParents want to do all they can to keep their babies healthy and to protect them from danger,\u201d she added. \u201cSpeak to your friends and family about getting a pertussis booster."}
| 2 |
unscramble_124922
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Rare. 1. a hospital or hostel for orphans. 2. the care and support of orphans. a person paid to perform tasks or services, especially as a hireling.
*2*: See aid in American Heritage Dictionary 4 intr. & tr.v. aid·ed, aid·ing, aids Origin: Middle English aiden Origin: , from Old French aider Origin: , from Latin adiūtāre Origin: , frequentative of adiuvāre, to help Origin: : ad-, to; see ad- in Indo-European roots Origin: + iuvāre, to help.
*3*: Obsolete, an almsman; a person who lives on the charity of others.
*4*: The definition of aid means to provide help or to provide some item or advice that will make something easier or that will solve a problem.(verb) Giving a grant to a student for college expenses is an example of aid.
*5*: See aid in Ologies See also charity. the act of abetting or inciting another to commit a crime. —abettor, abetter, n. the condition of holding the rank of adjutant. an official, as of a monastery, whose duty is to distribute charity or alms. —almonership, n.
*6*: Learn more about aid
*7*: See aid in Webster's New World College Dictionary transitive verb, intransitive verb Origin: ME aiden < OFr aider < L adjutare, freq. of adjuvare, to help < ad-, to + juvare, to help Origin: ME & OFr aide < the v.
*8*: Formal. 1. a secretary. 2. a scribe or copyist. joint aid or assistance; joint cooperation. passive assistance, especially in wrongdoing. 1. pertaining to alms. 2.
```
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 definition of aid means to provide help or to provide some item or advice that will make something easier or that will solve a problem.(verb) Giving a grant to a student for college expenses is an example of aid.\n*2*: See aid in Webster's New World College Dictionary transitive verb, intransitive verb Origin: ME aiden < OFr aider < L adjutare, freq. of adjuvare, to help < ad-, to + juvare, to help Origin: ME & OFr aide < the v.\n*3*: See aid in American Heritage Dictionary 4 intr. & tr.v. aid\u00b7ed, aid\u00b7ing, aids Origin: Middle English aiden Origin: , from Old French aider Origin: , from Latin adi\u016bt\u0101re Origin: , frequentative of adiuv\u0101re, to help Origin: : ad-, to; see ad- in Indo-European roots Origin: + iuv\u0101re, to help.\n*4*: See aid in Ologies See also charity. the act of abetting or inciting another to commit a crime. \u2014abettor, abetter, n. the condition of holding the rank of adjutant. an official, as of a monastery, whose duty is to distribute charity or alms. \u2014almonership, n.\n*5*: Formal. 1. a secretary. 2. a scribe or copyist. joint aid or assistance; joint cooperation. passive assistance, especially in wrongdoing. 1. pertaining to alms. 2.\n*6*: Obsolete, an almsman; a person who lives on the charity of others.\n*7*: Rare. 1. a hospital or hostel for orphans. 2. the care and support of orphans. a person paid to perform tasks or services, especially as a hireling.\n*8*: Learn more about aid", "scrambled": "*1*: Rare. 1. a hospital or hostel for orphans. 2. the care and support of orphans. a person paid to perform tasks or services, especially as a hireling.\n*2*: See aid in American Heritage Dictionary 4 intr. & tr.v. aid\u00b7ed, aid\u00b7ing, aids Origin: Middle English aiden Origin: , from Old French aider Origin: , from Latin adi\u016bt\u0101re Origin: , frequentative of adiuv\u0101re, to help Origin: : ad-, to; see ad- in Indo-European roots Origin: + iuv\u0101re, to help.\n*3*: Obsolete, an almsman; a person who lives on the charity of others.\n*4*: The definition of aid means to provide help or to provide some item or advice that will make something easier or that will solve a problem.(verb) Giving a grant to a student for college expenses is an example of aid.\n*5*: See aid in Ologies See also charity. the act of abetting or inciting another to commit a crime. \u2014abettor, abetter, n. the condition of holding the rank of adjutant. an official, as of a monastery, whose duty is to distribute charity or alms. \u2014almonership, n.\n*6*: Learn more about aid\n*7*: See aid in Webster's New World College Dictionary transitive verb, intransitive verb Origin: ME aiden < OFr aider < L adjutare, freq. of adjuvare, to help < ad-, to + juvare, to help Origin: ME & OFr aide < the v.\n*8*: Formal. 1. a secretary. 2. a scribe or copyist. joint aid or assistance; joint cooperation. passive assistance, especially in wrongdoing. 1. pertaining to alms. 2."}
| 2 |
unscramble_183846
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Andrew Bay Resource Management Association donated their time this weekend to plant march grass to help restore a portion of the coastline and prevent further erosion.
*2*: St.
*3*: Andrew Bay and the environment around us.”
*4*: It is catching the attention of those who want to help preserve it.
*5*: Project coordinator Jim Barkuloo says it’s a win/win proposition. “ It benefits small fishes and marine life and they flourish in the marsh grass.
*6*: Volunteers with the St.
*7*: It’s very important to gather the community and we come together to learn about St.
*8*: Andrew Bay, considered a natural beauty, is among the biologically diverse estuaries in the northern Gulf of Mexico.
*9*: They environmentalists believe the marsh grass alternative has a higher success rate than building sea-wall barriers to combat erosion.
```
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*: St.\n*2*: Andrew Bay, considered a natural beauty, is among the biologically diverse estuaries in the northern Gulf of Mexico.\n*3*: It is catching the attention of those who want to help preserve it.\n*4*: Volunteers with the St.\n*5*: Andrew Bay Resource Management Association donated their time this weekend to plant march grass to help restore a portion of the coastline and prevent further erosion.\n*6*: They environmentalists believe the marsh grass alternative has a higher success rate than building sea-wall barriers to combat erosion.\n*7*: Project coordinator Jim Barkuloo says it\u2019s a win/win proposition. \u201c It benefits small fishes and marine life and they flourish in the marsh grass.\n*8*: It\u2019s very important to gather the community and we come together to learn about St.\n*9*: Andrew Bay and the environment around us.\u201d", "scrambled": "*1*: Andrew Bay Resource Management Association donated their time this weekend to plant march grass to help restore a portion of the coastline and prevent further erosion.\n*2*: St.\n*3*: Andrew Bay and the environment around us.\u201d\n*4*: It is catching the attention of those who want to help preserve it.\n*5*: Project coordinator Jim Barkuloo says it\u2019s a win/win proposition. \u201c It benefits small fishes and marine life and they flourish in the marsh grass.\n*6*: Volunteers with the St.\n*7*: It\u2019s very important to gather the community and we come together to learn about St.\n*8*: Andrew Bay, considered a natural beauty, is among the biologically diverse estuaries in the northern Gulf of Mexico.\n*9*: They environmentalists believe the marsh grass alternative has a higher success rate than building sea-wall barriers to combat erosion."}
| 2 |
unscramble_17954
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Before the disk formed, the future Milky Way probably existed as several distinct galaxies which fell together and merged.
*2*: Many generations of stars have formed and died within its disk, enriching our galaxy's stock of heavy elements.
*3*: |Spring 2010||Astronomy 110||MWF 9:30 &mdash 10:20| The Milky Way Galaxy is a vast pinwheel of stars and gas turning within an enormous cloud of invisible matter.
*4*: Please read all of Chapter 14, along with the specific subsections of other chapters listed below. • How is our solar system moving in the Milky Way Galaxy? |2.1||Patterns in the Night Sky The Milky Way |14.1||The Milky Way Revealed| |14.3||The History of the Milky Way| |14.4||The Mysterious Galactic Center| |16.2||Evidence for Dark Matter Distribution of Mass in the Milky Way Joshua E.
*5*: Barnes (barnes at ifa.hawaii.edu) 17 April 2010
```
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*: |Spring 2010||Astronomy 110||MWF 9:30 &mdash 10:20| The Milky Way Galaxy is a vast pinwheel of stars and gas turning within an enormous cloud of invisible matter.\n*2*: Many generations of stars have formed and died within its disk, enriching our galaxy's stock of heavy elements.\n*3*: Before the disk formed, the future Milky Way probably existed as several distinct galaxies which fell together and merged.\n*4*: Please read all of Chapter 14, along with the specific subsections of other chapters listed below. \u2022 How is our solar system moving in the Milky Way Galaxy? |2.1||Patterns in the Night Sky The Milky Way |14.1||The Milky Way Revealed| |14.3||The History of the Milky Way| |14.4||The Mysterious Galactic Center| |16.2||Evidence for Dark Matter Distribution of Mass in the Milky Way Joshua E.\n*5*: Barnes (barnes at ifa.hawaii.edu) 17 April 2010", "scrambled": "*1*: Before the disk formed, the future Milky Way probably existed as several distinct galaxies which fell together and merged.\n*2*: Many generations of stars have formed and died within its disk, enriching our galaxy's stock of heavy elements.\n*3*: |Spring 2010||Astronomy 110||MWF 9:30 &mdash 10:20| The Milky Way Galaxy is a vast pinwheel of stars and gas turning within an enormous cloud of invisible matter.\n*4*: Please read all of Chapter 14, along with the specific subsections of other chapters listed below. \u2022 How is our solar system moving in the Milky Way Galaxy? |2.1||Patterns in the Night Sky The Milky Way |14.1||The Milky Way Revealed| |14.3||The History of the Milky Way| |14.4||The Mysterious Galactic Center| |16.2||Evidence for Dark Matter Distribution of Mass in the Milky Way Joshua E.\n*5*: Barnes (barnes at ifa.hawaii.edu) 17 April 2010"}
| 2 |
unscramble_172692
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: 2006Could you teach me if an articleneeds in this case below.
*2*: You have to use the passive tense.
*3*: The article doesn't need anything; the question is whether the sentence needs an article. "It's pretty (? ) short notice." You don't really need an article, but if you use one you would say "It's a pretty short notice." - For Teachers
*4*: Say 'if an article is needed'.
```
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*: 2006Could you teach me if an articleneeds in this case below.\n*2*: Say 'if an article is needed'.\n*3*: You have to use the passive tense.\n*4*: The article doesn't need anything; the question is whether the sentence needs an article. \"It's pretty (? ) short notice.\" You don't really need an article, but if you use one you would say \"It's a pretty short notice.\" - For Teachers", "scrambled": "*1*: 2006Could you teach me if an articleneeds in this case below.\n*2*: You have to use the passive tense.\n*3*: The article doesn't need anything; the question is whether the sentence needs an article. \"It's pretty (? ) short notice.\" You don't really need an article, but if you use one you would say \"It's a pretty short notice.\" - For Teachers\n*4*: Say 'if an article is needed'."}
| 2 |
unscramble_225856
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Even the lex hieronica was inspired by the Ptolemaic tax system.
*2*: The system of silver coin emission was also based on a Ptolemaic model.
*3*: Close relationships in arts and religious influences emanated from the outstanding cultural city of Alexandria, where Archimedes and the Syracusan poet Theocritus spent long periods.
*4*: The coin portrait of Queen Philistides with a veiled head was inspired by those of Queens Arsinoe and Berenice II on Ptolemaic coins.
*5*: These were extensively embraced by Sicily after crossing that Mediterranean Sea on which both powers kept a constant focus. 3rd century BC End of the 3rd - beginning of the 2nd century BC
*6*: The special relationship between Syracuse and Egypt focused on trading relations and significant political and cultural interaction, started in the 4th century BC and reached its peak under Hiero II, who adopted the Ptolemy kingdom as a model for his State.
```
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 special relationship between Syracuse and Egypt focused on trading relations and significant political and cultural interaction, started in the 4th century BC and reached its peak under Hiero II, who adopted the Ptolemy kingdom as a model for his State.\n*2*: Even the lex hieronica was inspired by the Ptolemaic tax system.\n*3*: The coin portrait of Queen Philistides with a veiled head was inspired by those of Queens Arsinoe and Berenice II on Ptolemaic coins.\n*4*: The system of silver coin emission was also based on a Ptolemaic model.\n*5*: Close relationships in arts and religious influences emanated from the outstanding cultural city of Alexandria, where Archimedes and the Syracusan poet Theocritus spent long periods.\n*6*: These were extensively embraced by Sicily after crossing that Mediterranean Sea on which both powers kept a constant focus. 3rd century BC End of the 3rd - beginning of the 2nd century BC", "scrambled": "*1*: Even the lex hieronica was inspired by the Ptolemaic tax system.\n*2*: The system of silver coin emission was also based on a Ptolemaic model.\n*3*: Close relationships in arts and religious influences emanated from the outstanding cultural city of Alexandria, where Archimedes and the Syracusan poet Theocritus spent long periods.\n*4*: The coin portrait of Queen Philistides with a veiled head was inspired by those of Queens Arsinoe and Berenice II on Ptolemaic coins.\n*5*: These were extensively embraced by Sicily after crossing that Mediterranean Sea on which both powers kept a constant focus. 3rd century BC End of the 3rd - beginning of the 2nd century BC\n*6*: The special relationship between Syracuse and Egypt focused on trading relations and significant political and cultural interaction, started in the 4th century BC and reached its peak under Hiero II, who adopted the Ptolemy kingdom as a model for his State."}
| 2 |
unscramble_251483
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In this 53-minute-long documentary produced by PBS's American Experience, learn about the history of the rise and fall of the grand station.
*2*: Its grandeur matched or exceeded that of Grand Central Terminal, and was one of the architectural jewels of the City.
*3*: Let us know!
*4*: Something wrong with this post?
*5*: By the mid-60's however, rail traffic had declined massively due to the rise of both the airline and automotive industries, and the building was demolished so that an above-ground business complex and sports arena could be built instead.
*6*: Just 53 years after the station’s opening, the monumental building that was supposed to last forever, to herald and represent the American Empire, was slated to be destroyed.
*7*: The original Pennsylvania Station was a historic railroad station, opened in 1910 and demolished a short 54 years later.
```
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 original Pennsylvania Station was a historic railroad station, opened in 1910 and demolished a short 54 years later.\n*2*: Its grandeur matched or exceeded that of Grand Central Terminal, and was one of the architectural jewels of the City.\n*3*: By the mid-60's however, rail traffic had declined massively due to the rise of both the airline and automotive industries, and the building was demolished so that an above-ground business complex and sports arena could be built instead.\n*4*: In this 53-minute-long documentary produced by PBS's American Experience, learn about the history of the rise and fall of the grand station.\n*5*: Just 53 years after the station\u2019s opening, the monumental building that was supposed to last forever, to herald and represent the American Empire, was slated to be destroyed.\n*6*: Something wrong with this post?\n*7*: Let us know!", "scrambled": "*1*: In this 53-minute-long documentary produced by PBS's American Experience, learn about the history of the rise and fall of the grand station.\n*2*: Its grandeur matched or exceeded that of Grand Central Terminal, and was one of the architectural jewels of the City.\n*3*: Let us know!\n*4*: Something wrong with this post?\n*5*: By the mid-60's however, rail traffic had declined massively due to the rise of both the airline and automotive industries, and the building was demolished so that an above-ground business complex and sports arena could be built instead.\n*6*: Just 53 years after the station\u2019s opening, the monumental building that was supposed to last forever, to herald and represent the American Empire, was slated to be destroyed.\n*7*: The original Pennsylvania Station was a historic railroad station, opened in 1910 and demolished a short 54 years later."}
| 2 |
unscramble_219916
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As fast as we hooked a net the two ends of it, buoy and boat, came together as they dragged out astern; and so many buoys and boats, coming together at such breakneck speed, kept the fishermen on the jump to avoid smashing into one another.
*2*: The sun was now set, and darkness was over all the land, so we hurried on as fast as we could till we reached the harbour, where the Phoenician ship was lying. 136} They cast out their mooring stones and made fast the hawsers; they then got out upon the sea shore, mixed their wine, and got dinner ready.
*3*: So the Political Pull made fast to the Ox's head and nature took her course.
*4*: There being no way to arrest the progress of the raft they clung fast to the logs and let the river sweep them on.
*5*: Her eyes closed in spite of herself and she forgot where she was and fell among the poppies, fast asleep.
*6*: Run fast," said the Scarecrow to the Lion, "and get out of this deadly flower bed as soon as you can.
*7*: Swimming away as fast as he could, he cried out, laughing: His honour's majesty, Heaven bless him, hath given the duke the slip, and is marching as fast as he can to London, and ten thousand French are landed to join him on the road.
*8*: The situation was fast becoming unbearable, and we knew that we should have to deliver a stunning stroke at the Greeks in order to regain the old-time respect in which we had stood.
*9*: Her waist is small, and when she stand up, when she walk, or move her head or arm, it is - I do not know the word - but it is nice to look at, like - maybe I say she is built on lines like the lines of a good canoe, just like that, and when she move she is like the movement of the good canoe sliding through still water or leaping through water when it is white and fast Set her down by the large bush with red berries, standing in the snow; don't stay talking, but hasten back as fast The most curious part of the thing was, that the trees and the other things round them never changed their places at all: however fast they went, they never seemed to pass anything.
*10*: My foot--is a horse-foot; therewith do I trample and trot over stick and stone, in the fields up and down, and am bedevilled with delight in all fast Now, my uncle was never a fast thinker, and if he had thought all these things, I am quite certain it would have taken him till full half-past two o'clock at the very least.
```
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 sun was now set, and darkness was over all the land, so we hurried on as fast as we could till we reached the harbour, where the Phoenician ship was lying. 136} They cast out their mooring stones and made fast the hawsers; they then got out upon the sea shore, mixed their wine, and got dinner ready.\n*2*: Her eyes closed in spite of herself and she forgot where she was and fell among the poppies, fast asleep.\n*3*: Run fast,\" said the Scarecrow to the Lion, \"and get out of this deadly flower bed as soon as you can.\n*4*: There being no way to arrest the progress of the raft they clung fast to the logs and let the river sweep them on.\n*5*: The situation was fast becoming unbearable, and we knew that we should have to deliver a stunning stroke at the Greeks in order to regain the old-time respect in which we had stood.\n*6*: As fast as we hooked a net the two ends of it, buoy and boat, came together as they dragged out astern; and so many buoys and boats, coming together at such breakneck speed, kept the fishermen on the jump to avoid smashing into one another.\n*7*: So the Political Pull made fast to the Ox's head and nature took her course.\n*8*: Her waist is small, and when she stand up, when she walk, or move her head or arm, it is - I do not know the word - but it is nice to look at, like - maybe I say she is built on lines like the lines of a good canoe, just like that, and when she move she is like the movement of the good canoe sliding through still water or leaping through water when it is white and fast Set her down by the large bush with red berries, standing in the snow; don't stay talking, but hasten back as fast The most curious part of the thing was, that the trees and the other things round them never changed their places at all: however fast they went, they never seemed to pass anything.\n*9*: Swimming away as fast as he could, he cried out, laughing: His honour's majesty, Heaven bless him, hath given the duke the slip, and is marching as fast as he can to London, and ten thousand French are landed to join him on the road.\n*10*: My foot--is a horse-foot; therewith do I trample and trot over stick and stone, in the fields up and down, and am bedevilled with delight in all fast Now, my uncle was never a fast thinker, and if he had thought all these things, I am quite certain it would have taken him till full half-past two o'clock at the very least.", "scrambled": "*1*: As fast as we hooked a net the two ends of it, buoy and boat, came together as they dragged out astern; and so many buoys and boats, coming together at such breakneck speed, kept the fishermen on the jump to avoid smashing into one another.\n*2*: The sun was now set, and darkness was over all the land, so we hurried on as fast as we could till we reached the harbour, where the Phoenician ship was lying. 136} They cast out their mooring stones and made fast the hawsers; they then got out upon the sea shore, mixed their wine, and got dinner ready.\n*3*: So the Political Pull made fast to the Ox's head and nature took her course.\n*4*: There being no way to arrest the progress of the raft they clung fast to the logs and let the river sweep them on.\n*5*: Her eyes closed in spite of herself and she forgot where she was and fell among the poppies, fast asleep.\n*6*: Run fast,\" said the Scarecrow to the Lion, \"and get out of this deadly flower bed as soon as you can.\n*7*: Swimming away as fast as he could, he cried out, laughing: His honour's majesty, Heaven bless him, hath given the duke the slip, and is marching as fast as he can to London, and ten thousand French are landed to join him on the road.\n*8*: The situation was fast becoming unbearable, and we knew that we should have to deliver a stunning stroke at the Greeks in order to regain the old-time respect in which we had stood.\n*9*: Her waist is small, and when she stand up, when she walk, or move her head or arm, it is - I do not know the word - but it is nice to look at, like - maybe I say she is built on lines like the lines of a good canoe, just like that, and when she move she is like the movement of the good canoe sliding through still water or leaping through water when it is white and fast Set her down by the large bush with red berries, standing in the snow; don't stay talking, but hasten back as fast The most curious part of the thing was, that the trees and the other things round them never changed their places at all: however fast they went, they never seemed to pass anything.\n*10*: My foot--is a horse-foot; therewith do I trample and trot over stick and stone, in the fields up and down, and am bedevilled with delight in all fast Now, my uncle was never a fast thinker, and if he had thought all these things, I am quite certain it would have taken him till full half-past two o'clock at the very least."}
| 2 |
unscramble_8483
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Year of Project: 2012 Name of Project: Arkansas ReLeaf Number of Trees to be Planted: 0 Project Name: Arkansas ReLeaf Number of Trees: 150 American Forests paired with Arkansas Releaf to help the city of Marmaduke, which has been impacted by natural disasters.
*2*: A hundred smaller trees were distributed to community members, and 500 pine seedlings were presented to a local Boy Scout troop to plant.
*3*: Marmaduke was hit by a tornado in 2011 — two years after it was devastated by an ice storm — costing the city much of its tree canopy.
*4*: To restore the lost trees, Arkansas Releaf held a planting event for Arkansas’ official Arbor Day.
*5*: Twenty-nine large trees were planted throughout one of Marmaduke’s parks to help provide immediate shade.
*6*: This project aimed to not only help restore the tree canopy of Marmaduke, but educate community members on different tree species, selection and placement.
```
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*: Year of Project: 2012 Name of Project: Arkansas ReLeaf Number of Trees to be Planted: 0 Project Name: Arkansas ReLeaf Number of Trees: 150 American Forests paired with Arkansas Releaf to help the city of Marmaduke, which has been impacted by natural disasters.\n*2*: Marmaduke was hit by a tornado in 2011 \u2014 two years after it was devastated by an ice storm \u2014 costing the city much of its tree canopy.\n*3*: To restore the lost trees, Arkansas Releaf held a planting event for Arkansas\u2019 official Arbor Day.\n*4*: Twenty-nine large trees were planted throughout one of Marmaduke\u2019s parks to help provide immediate shade.\n*5*: A hundred smaller trees were distributed to community members, and 500 pine seedlings were presented to a local Boy Scout troop to plant.\n*6*: This project aimed to not only help restore the tree canopy of Marmaduke, but educate community members on different tree species, selection and placement.", "scrambled": "*1*: Year of Project: 2012 Name of Project: Arkansas ReLeaf Number of Trees to be Planted: 0 Project Name: Arkansas ReLeaf Number of Trees: 150 American Forests paired with Arkansas Releaf to help the city of Marmaduke, which has been impacted by natural disasters.\n*2*: A hundred smaller trees were distributed to community members, and 500 pine seedlings were presented to a local Boy Scout troop to plant.\n*3*: Marmaduke was hit by a tornado in 2011 \u2014 two years after it was devastated by an ice storm \u2014 costing the city much of its tree canopy.\n*4*: To restore the lost trees, Arkansas Releaf held a planting event for Arkansas\u2019 official Arbor Day.\n*5*: Twenty-nine large trees were planted throughout one of Marmaduke\u2019s parks to help provide immediate shade.\n*6*: This project aimed to not only help restore the tree canopy of Marmaduke, but educate community members on different tree species, selection and placement."}
| 2 |
unscramble_50516
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The most ambitious Owenite union project was the Grand National Consolidated Trades Union of 1833–34, designed to embrace the whole of labour though in practice focused on London tailors and shoemakers.
*2*: Please share what surprised you most...
*3*: What made you want to look up "Grand National Consolidated Trades Union"?
*4*: Although the enthusiasm of the unions and the numbers of labourers joining them were remarkable, determined opposition by employers and severe... ...John Doherty, but much of its impetus derived from Robert Owen, whose ideal of cooperative as against capitalist production found widespread support.
*5*: Inherently unstable, as were the other...
*6*: Grand National Consolidated Trades Union Simply begin typing or use the editing tools above to add to this article.
*7*: Once you are finished and click submit, your modifications will be sent to our editors for review. role of Owen ...his followers carried on ardent propaganda all over the country, and this effort resulted in the transformation of the new National Operative Builders Union into a guild and the establishment of the Grand National Consolidated Trades Union (1834).
```
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*: Grand National Consolidated Trades Union Simply begin typing or use the editing tools above to add to this article.\n*2*: Once you are finished and click submit, your modifications will be sent to our editors for review. role of Owen ...his followers carried on ardent propaganda all over the country, and this effort resulted in the transformation of the new National Operative Builders Union into a guild and the establishment of the Grand National Consolidated Trades Union (1834).\n*3*: Although the enthusiasm of the unions and the numbers of labourers joining them were remarkable, determined opposition by employers and severe... ...John Doherty, but much of its impetus derived from Robert Owen, whose ideal of cooperative as against capitalist production found widespread support.\n*4*: The most ambitious Owenite union project was the Grand National Consolidated Trades Union of 1833\u201334, designed to embrace the whole of labour though in practice focused on London tailors and shoemakers.\n*5*: Inherently unstable, as were the other...\n*6*: What made you want to look up \"Grand National Consolidated Trades Union\"?\n*7*: Please share what surprised you most...", "scrambled": "*1*: The most ambitious Owenite union project was the Grand National Consolidated Trades Union of 1833\u201334, designed to embrace the whole of labour though in practice focused on London tailors and shoemakers.\n*2*: Please share what surprised you most...\n*3*: What made you want to look up \"Grand National Consolidated Trades Union\"?\n*4*: Although the enthusiasm of the unions and the numbers of labourers joining them were remarkable, determined opposition by employers and severe... ...John Doherty, but much of its impetus derived from Robert Owen, whose ideal of cooperative as against capitalist production found widespread support.\n*5*: Inherently unstable, as were the other...\n*6*: Grand National Consolidated Trades Union Simply begin typing or use the editing tools above to add to this article.\n*7*: Once you are finished and click submit, your modifications will be sent to our editors for review. role of Owen ...his followers carried on ardent propaganda all over the country, and this effort resulted in the transformation of the new National Operative Builders Union into a guild and the establishment of the Grand National Consolidated Trades Union (1834)."}
| 2 |
unscramble_164781
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Queen Conch (Strombus gigas) The Queen Conch or Pink Conch, is native to Bermuda.
*2*: It contains information about the biology of the Queen Conch and the status of the local population.
*3*: Also see the Bermuda Biodiversity Project Species Profile for the Queen Conch
*4*: The Queen Conch Recovery Plan, published by the Department of Conservation Services in 2009 is available here.
*5*: This species is legally protected in Bermuda waters and should never be collected.
```
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*: Queen Conch (Strombus gigas) The Queen Conch or Pink Conch, is native to Bermuda.\n*2*: This species is legally protected in Bermuda waters and should never be collected.\n*3*: The Queen Conch Recovery Plan, published by the Department of Conservation Services in 2009 is available here.\n*4*: It contains information about the biology of the Queen Conch and the status of the local population.\n*5*: Also see the Bermuda Biodiversity Project Species Profile for the Queen Conch", "scrambled": "*1*: Queen Conch (Strombus gigas) The Queen Conch or Pink Conch, is native to Bermuda.\n*2*: It contains information about the biology of the Queen Conch and the status of the local population.\n*3*: Also see the Bermuda Biodiversity Project Species Profile for the Queen Conch\n*4*: The Queen Conch Recovery Plan, published by the Department of Conservation Services in 2009 is available here.\n*5*: This species is legally protected in Bermuda waters and should never be collected."}
| 2 |
unscramble_218454
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If family and friends seem to have trouble understanding your child, then contacting a Speech Pathologist is a good next step.
*2*: By the way, we've been called Speech Pathologists, Speech Language Pathologists (SLPs), Speech Therapists, Speech Clinicians, or Communication Disorders Specialists, depending upon custom at the time.
*3*: If a child doesn't communicate as well as he should, the problem might be the production of the sounds or in the structure of his language - and these can be affected by a variety of factors Email us -- clouss (at) wy-os.net More nifty dinosaurs and dragons - all copyrighted by Kevin Palivec, and used with his permission - may be found at http://www.camalott.com/~malathar/front.html
*4*: The names don't reflect any difference in our training or in our national certification from the American Speech-Language-Hearing Association (ASHA). our schools (Boise, Idaho), we try to help the children whose speech or language interferes with their ability to function in a school environment.
*5*: We talk to little babies, and pretty soon, they start talking back to us. (but that's another story!) In fact, most children seem to learn to speak without much effort.
*6*: Happily, the answer is usually "Yes".
*7*: Once in a while though, you might begin to wonder if a child is talking as well as he should be for his age.
```
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*: We talk to little babies, and pretty soon, they start talking back to us. (but that's another story!) In fact, most children seem to learn to speak without much effort.\n*2*: Once in a while though, you might begin to wonder if a child is talking as well as he should be for his age.\n*3*: Happily, the answer is usually \"Yes\".\n*4*: If family and friends seem to have trouble understanding your child, then contacting a Speech Pathologist is a good next step.\n*5*: By the way, we've been called Speech Pathologists, Speech Language Pathologists (SLPs), Speech Therapists, Speech Clinicians, or Communication Disorders Specialists, depending upon custom at the time.\n*6*: The names don't reflect any difference in our training or in our national certification from the American Speech-Language-Hearing Association (ASHA). our schools (Boise, Idaho), we try to help the children whose speech or language interferes with their ability to function in a school environment.\n*7*: If a child doesn't communicate as well as he should, the problem might be the production of the sounds or in the structure of his language - and these can be affected by a variety of factors Email us -- clouss (at) wy-os.net More nifty dinosaurs and dragons - all copyrighted by Kevin Palivec, and used with his permission - may be found at http://www.camalott.com/~malathar/front.html", "scrambled": "*1*: If family and friends seem to have trouble understanding your child, then contacting a Speech Pathologist is a good next step.\n*2*: By the way, we've been called Speech Pathologists, Speech Language Pathologists (SLPs), Speech Therapists, Speech Clinicians, or Communication Disorders Specialists, depending upon custom at the time.\n*3*: If a child doesn't communicate as well as he should, the problem might be the production of the sounds or in the structure of his language - and these can be affected by a variety of factors Email us -- clouss (at) wy-os.net More nifty dinosaurs and dragons - all copyrighted by Kevin Palivec, and used with his permission - may be found at http://www.camalott.com/~malathar/front.html\n*4*: The names don't reflect any difference in our training or in our national certification from the American Speech-Language-Hearing Association (ASHA). our schools (Boise, Idaho), we try to help the children whose speech or language interferes with their ability to function in a school environment.\n*5*: We talk to little babies, and pretty soon, they start talking back to us. (but that's another story!) In fact, most children seem to learn to speak without much effort.\n*6*: Happily, the answer is usually \"Yes\".\n*7*: Once in a while though, you might begin to wonder if a child is talking as well as he should be for his age."}
| 2 |
unscramble_178724
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This epochal achievement first confirmed the guesses of civilized man about the breadth and structure of the continent and led directly to the opening up of the West.
*2*: The river that disappointed him bears his name, but Alexander Mackenzie’s great achievement in slogging to the Pacific is now almost forgotten.
*3*: Read more »
*4*: Yet millions of Americans—indeed, most of us—know neither the date it was done nor the name of the man who did it.
*5*: The most momentous event in the geographical history of the North American continent, aside from its discovery, was the first complete crossing of it from coast to coast—a feat that was three centuries in the doing.
```
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 river that disappointed him bears his name, but Alexander Mackenzie\u2019s great achievement in slogging to the Pacific is now almost forgotten.\n*2*: The most momentous event in the geographical history of the North American continent, aside from its discovery, was the first complete crossing of it from coast to coast\u2014a feat that was three centuries in the doing.\n*3*: This epochal achievement first confirmed the guesses of civilized man about the breadth and structure of the continent and led directly to the opening up of the West.\n*4*: Yet millions of Americans\u2014indeed, most of us\u2014know neither the date it was done nor the name of the man who did it.\n*5*: Read more \u00bb", "scrambled": "*1*: This epochal achievement first confirmed the guesses of civilized man about the breadth and structure of the continent and led directly to the opening up of the West.\n*2*: The river that disappointed him bears his name, but Alexander Mackenzie\u2019s great achievement in slogging to the Pacific is now almost forgotten.\n*3*: Read more \u00bb\n*4*: Yet millions of Americans\u2014indeed, most of us\u2014know neither the date it was done nor the name of the man who did it.\n*5*: The most momentous event in the geographical history of the North American continent, aside from its discovery, was the first complete crossing of it from coast to coast\u2014a feat that was three centuries in the doing."}
| 2 |
unscramble_247358
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It's very common for people who have extra weight to snore when they doze off, and that snoring can interrupt your sleep cycle.
*2*: In a Yale Cancer Center study, researchers discovered that overweight or obese breast cancer survivors who lost 5 percent of their body weight showed about a 30 percent decrease in C-reaction protein (CRP) levels—a marker that is associated with a higher risk of breast cancer mortality.
*3*: Relieving your body of a few pounds means there's less stress on the lungs and air passages, making for deeper, uninterrupted sleep cycles.
*4*: And if you're exercising but not hitting your weight-loss goal, you can still rest easy knowing you're making strides in reducing your CRP levels.
*5*: A separate study also performed at Yale found that regular exercise (in this case, twice-weekly strength training and 2.5 hours a week of moderate-intense aerobic workouts) resulted in enough body fat reduction to lower CPR levels by 6 percent.
*6*: Michael Breus, Ph.D., (aka the Sleep Doctor) says that losing just 5 percent of your weight is enough to reduce snoring.
```
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 Yale Cancer Center study, researchers discovered that overweight or obese breast cancer survivors who lost 5 percent of their body weight showed about a 30 percent decrease in C-reaction protein (CRP) levels\u2014a marker that is associated with a higher risk of breast cancer mortality.\n*2*: And if you're exercising but not hitting your weight-loss goal, you can still rest easy knowing you're making strides in reducing your CRP levels.\n*3*: A separate study also performed at Yale found that regular exercise (in this case, twice-weekly strength training and 2.5 hours a week of moderate-intense aerobic workouts) resulted in enough body fat reduction to lower CPR levels by 6 percent.\n*4*: It's very common for people who have extra weight to snore when they doze off, and that snoring can interrupt your sleep cycle.\n*5*: Michael Breus, Ph.D., (aka the Sleep Doctor) says that losing just 5 percent of your weight is enough to reduce snoring.\n*6*: Relieving your body of a few pounds means there's less stress on the lungs and air passages, making for deeper, uninterrupted sleep cycles.", "scrambled": "*1*: It's very common for people who have extra weight to snore when they doze off, and that snoring can interrupt your sleep cycle.\n*2*: In a Yale Cancer Center study, researchers discovered that overweight or obese breast cancer survivors who lost 5 percent of their body weight showed about a 30 percent decrease in C-reaction protein (CRP) levels\u2014a marker that is associated with a higher risk of breast cancer mortality.\n*3*: Relieving your body of a few pounds means there's less stress on the lungs and air passages, making for deeper, uninterrupted sleep cycles.\n*4*: And if you're exercising but not hitting your weight-loss goal, you can still rest easy knowing you're making strides in reducing your CRP levels.\n*5*: A separate study also performed at Yale found that regular exercise (in this case, twice-weekly strength training and 2.5 hours a week of moderate-intense aerobic workouts) resulted in enough body fat reduction to lower CPR levels by 6 percent.\n*6*: Michael Breus, Ph.D., (aka the Sleep Doctor) says that losing just 5 percent of your weight is enough to reduce snoring."}
| 2 |
unscramble_6327
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Food production to consumption In many countries, responsibility for food safety is divided among several agencies with overlapping authority.
*2*: Such an approach relies mainly on the Hazard Analysis Critical Control Point System (HACCP), which has been advocated by WHO for nearly 20 years.
*3*: This approach will offer significant increases in efficiency, while providing a coordinated strategy for the mitigation of foodborne disease.
*4*: This situation has led to a disjointed strategy for the protection of human health from foodborne disease.
*5*: Following the lead of a number of developed countries, the Department of Food Safety and Zoonoses (FOS) is working to transfer the technology for an integrated production-to-consumption approach to food safety to Member States.
```
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*: Food production to consumption In many countries, responsibility for food safety is divided among several agencies with overlapping authority.\n*2*: This situation has led to a disjointed strategy for the protection of human health from foodborne disease.\n*3*: Following the lead of a number of developed countries, the Department of Food Safety and Zoonoses (FOS) is working to transfer the technology for an integrated production-to-consumption approach to food safety to Member States.\n*4*: This approach will offer significant increases in efficiency, while providing a coordinated strategy for the mitigation of foodborne disease.\n*5*: Such an approach relies mainly on the Hazard Analysis Critical Control Point System (HACCP), which has been advocated by WHO for nearly 20 years.", "scrambled": "*1*: Food production to consumption In many countries, responsibility for food safety is divided among several agencies with overlapping authority.\n*2*: Such an approach relies mainly on the Hazard Analysis Critical Control Point System (HACCP), which has been advocated by WHO for nearly 20 years.\n*3*: This approach will offer significant increases in efficiency, while providing a coordinated strategy for the mitigation of foodborne disease.\n*4*: This situation has led to a disjointed strategy for the protection of human health from foodborne disease.\n*5*: Following the lead of a number of developed countries, the Department of Food Safety and Zoonoses (FOS) is working to transfer the technology for an integrated production-to-consumption approach to food safety to Member States."}
| 2 |
unscramble_143565
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The phrase is actually a symbolic and not literal rendering of the extreme east-west width of North Carolina, since neither Manteo (Dare County ) nor Murphy (Cherokee County ) is situated precisely at the state's borders.
*2*: McFee, Michael. "Back Home." The Napkin Manuscripts: Selected Essays and an Interview.
*3*: Vance 1830-1894." North Carolina Highway Historical Marker Program. http://www.ncmarkers.com/Markers.aspx?sp=search&k=Markers&sv=P-2 1 January 2006 | Williams, Wiley J.
*4*: The phrase was famously applied to the 1876 gubernatorial campaign between Zebulon B.
*5*: Vance and Supreme Court Justice Thomas Settle Jr. , in which Vance's victory set off "rejoicing by Democrats 'from Manteo to Murphy.'" This followed from the fact that Vance and Settle had toured the state in a series of debates that resulted in the largest Democratic majority (over 13,000) in any election between 1868 and 1900.
*6*: Knoxville: University of Tennessee Press. 2006. p. 5. http://books.google.com/books?id=-YMe426WjNkC&lpg=PR9&ots=cxUBXUGhbY&dq=%22Manteo%20to%20Murphy%22&lr&pg=PA5#v=onepage&q=Manteo&f=false "Thomas Settle, Jr. 1831-1888." North Carolina Highway Historical Marker Program. http://www.ncmarkers.com/Markers.aspx?sp=search&k=Markers&sv=J-17 (accessed August 17, 2012). "Zebulon B.
*7*: "Manteo to Murphy" "Manteo to Murphy" is a phrase often used in reference to the entire east-west width of North Carolina, particularly when describing a phenomenon that touches all regions of the state.
```
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*: \"Manteo to Murphy\" \"Manteo to Murphy\" is a phrase often used in reference to the entire east-west width of North Carolina, particularly when describing a phenomenon that touches all regions of the state.\n*2*: The phrase was famously applied to the 1876 gubernatorial campaign between Zebulon B.\n*3*: Vance and Supreme Court Justice Thomas Settle Jr. , in which Vance's victory set off \"rejoicing by Democrats 'from Manteo to Murphy.'\" This followed from the fact that Vance and Settle had toured the state in a series of debates that resulted in the largest Democratic majority (over 13,000) in any election between 1868 and 1900.\n*4*: The phrase is actually a symbolic and not literal rendering of the extreme east-west width of North Carolina, since neither Manteo (Dare County ) nor Murphy (Cherokee County ) is situated precisely at the state's borders.\n*5*: McFee, Michael. \"Back Home.\" The Napkin Manuscripts: Selected Essays and an Interview.\n*6*: Knoxville: University of Tennessee Press. 2006. p. 5. http://books.google.com/books?id=-YMe426WjNkC&lpg=PR9&ots=cxUBXUGhbY&dq=%22Manteo%20to%20Murphy%22&lr&pg=PA5#v=onepage&q=Manteo&f=false \"Thomas Settle, Jr. 1831-1888.\" North Carolina Highway Historical Marker Program. http://www.ncmarkers.com/Markers.aspx?sp=search&k=Markers&sv=J-17 (accessed August 17, 2012). \"Zebulon B.\n*7*: Vance 1830-1894.\" North Carolina Highway Historical Marker Program. http://www.ncmarkers.com/Markers.aspx?sp=search&k=Markers&sv=P-2 1 January 2006 | Williams, Wiley J.", "scrambled": "*1*: The phrase is actually a symbolic and not literal rendering of the extreme east-west width of North Carolina, since neither Manteo (Dare County ) nor Murphy (Cherokee County ) is situated precisely at the state's borders.\n*2*: McFee, Michael. \"Back Home.\" The Napkin Manuscripts: Selected Essays and an Interview.\n*3*: Vance 1830-1894.\" North Carolina Highway Historical Marker Program. http://www.ncmarkers.com/Markers.aspx?sp=search&k=Markers&sv=P-2 1 January 2006 | Williams, Wiley J.\n*4*: The phrase was famously applied to the 1876 gubernatorial campaign between Zebulon B.\n*5*: Vance and Supreme Court Justice Thomas Settle Jr. , in which Vance's victory set off \"rejoicing by Democrats 'from Manteo to Murphy.'\" This followed from the fact that Vance and Settle had toured the state in a series of debates that resulted in the largest Democratic majority (over 13,000) in any election between 1868 and 1900.\n*6*: Knoxville: University of Tennessee Press. 2006. p. 5. http://books.google.com/books?id=-YMe426WjNkC&lpg=PR9&ots=cxUBXUGhbY&dq=%22Manteo%20to%20Murphy%22&lr&pg=PA5#v=onepage&q=Manteo&f=false \"Thomas Settle, Jr. 1831-1888.\" North Carolina Highway Historical Marker Program. http://www.ncmarkers.com/Markers.aspx?sp=search&k=Markers&sv=J-17 (accessed August 17, 2012). \"Zebulon B.\n*7*: \"Manteo to Murphy\" \"Manteo to Murphy\" is a phrase often used in reference to the entire east-west width of North Carolina, particularly when describing a phenomenon that touches all regions of the state."}
| 2 |
unscramble_143258
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Being active may be the only cause of their breathing trouble, or it can be just one trigger.
*2*: People with exercise-induced asthma need to see a doctor.
*3*: This type of asthma is known as exercise-induced asthma.
*4*: (Asma inducida por el ejercicio) Some people have asthma symptoms (such as coughing, wheezing, or trouble breathing) only when they're playing sports or being active.
*5*: But once they get treatment, they usually can be active and do sports like anyone else.
*6*: In fact, more than 10% of Olympic athletes have exercise-induced asthma that they've learned to control.
```
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*: (Asma inducida por el ejercicio) Some people have asthma symptoms (such as coughing, wheezing, or trouble breathing) only when they're playing sports or being active.\n*2*: This type of asthma is known as exercise-induced asthma.\n*3*: Being active may be the only cause of their breathing trouble, or it can be just one trigger.\n*4*: People with exercise-induced asthma need to see a doctor.\n*5*: But once they get treatment, they usually can be active and do sports like anyone else.\n*6*: In fact, more than 10% of Olympic athletes have exercise-induced asthma that they've learned to control.", "scrambled": "*1*: Being active may be the only cause of their breathing trouble, or it can be just one trigger.\n*2*: People with exercise-induced asthma need to see a doctor.\n*3*: This type of asthma is known as exercise-induced asthma.\n*4*: (Asma inducida por el ejercicio) Some people have asthma symptoms (such as coughing, wheezing, or trouble breathing) only when they're playing sports or being active.\n*5*: But once they get treatment, they usually can be active and do sports like anyone else.\n*6*: In fact, more than 10% of Olympic athletes have exercise-induced asthma that they've learned to control."}
| 2 |
unscramble_20794
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The size of the pan is also important—too big and the pancakes will be hard to flip, of course.
*2*: The temperature of the pan (m), the consistency (C), and how long the batter sits (S) before cooking—to allow for absorption of the milk by the flour—are among the most crucial factors in making successful pancakes.
*3*: The closer to 100 the result is, the better the pancake.
*4*: Thank goodness we have mathematics to solve the world’s most pressing dilemmas, such as “What’s the speed of light?” and “How do I make the world’s tastiest pancakes?” Dr. Ruth Fairclough, a mathematics professor at Wolverhampton University, set out to solve the latter problem, and has now unveiled her formula for the perfect pancake—coincidentally, just in time for International Pancake Day.
*5*: UPDATED (see below).
*6*: With L representing the number of lumps in the batter, C the consistency, T the temperature, and a host of other variables, she calculated that perfect pancakes need only follow this simple equation: 100 – [10L - 7F + C(k - C) + T(m - T)]/(S – E).
*7*: So what’s the secret to the choicest possible breakfast?
```
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*: UPDATED (see below).\n*2*: Thank goodness we have mathematics to solve the world\u2019s most pressing dilemmas, such as \u201cWhat\u2019s the speed of light?\u201d and \u201cHow do I make the world\u2019s tastiest pancakes?\u201d Dr. Ruth Fairclough, a mathematics professor at Wolverhampton University, set out to solve the latter problem, and has now unveiled her formula for the perfect pancake\u2014coincidentally, just in time for International Pancake Day.\n*3*: So what\u2019s the secret to the choicest possible breakfast?\n*4*: With L representing the number of lumps in the batter, C the consistency, T the temperature, and a host of other variables, she calculated that perfect pancakes need only follow this simple equation: 100 \u2013 [10L - 7F + C(k - C) + T(m - T)]/(S \u2013 E).\n*5*: The closer to 100 the result is, the better the pancake.\n*6*: The temperature of the pan (m), the consistency (C), and how long the batter sits (S) before cooking\u2014to allow for absorption of the milk by the flour\u2014are among the most crucial factors in making successful pancakes.\n*7*: The size of the pan is also important\u2014too big and the pancakes will be hard to flip, of course.", "scrambled": "*1*: The size of the pan is also important\u2014too big and the pancakes will be hard to flip, of course.\n*2*: The temperature of the pan (m), the consistency (C), and how long the batter sits (S) before cooking\u2014to allow for absorption of the milk by the flour\u2014are among the most crucial factors in making successful pancakes.\n*3*: The closer to 100 the result is, the better the pancake.\n*4*: Thank goodness we have mathematics to solve the world\u2019s most pressing dilemmas, such as \u201cWhat\u2019s the speed of light?\u201d and \u201cHow do I make the world\u2019s tastiest pancakes?\u201d Dr. Ruth Fairclough, a mathematics professor at Wolverhampton University, set out to solve the latter problem, and has now unveiled her formula for the perfect pancake\u2014coincidentally, just in time for International Pancake Day.\n*5*: UPDATED (see below).\n*6*: With L representing the number of lumps in the batter, C the consistency, T the temperature, and a host of other variables, she calculated that perfect pancakes need only follow this simple equation: 100 \u2013 [10L - 7F + C(k - C) + T(m - T)]/(S \u2013 E).\n*7*: So what\u2019s the secret to the choicest possible breakfast?"}
| 2 |
unscramble_156766
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The caterpillar does not enjoy the sticky latex compound that’s associated with the milkweed plant.
*2*: These caterpillars thrive in September and October, before killing frosts arrive.
*3*: In a feat of amazing ingenuity, mature caterpillars often sever the vein before feeding on the leaf; hence reducing the flow of latex to the leaf, and keeping itself clean of the sticky milk As they eat, they absorb toxins from the mildewed plant into their bodies.
*4*: Some good areas around town to find them are the Wolf Pits Natuer Preserve, Huntington State Park, Overlook Park, and Tarrywile
*5*: Although small, this caterpillar is beatufully colored with orange, black, and white hairs called setae.
*6*: If you come across milweed on your property or on a hike, be on the lookout for this remarkable caterpillar.
*7*: The toxins are carried over to the adult moth stage, giving them a foul taste to bats and other predators.
*8*: Another noteworthy aspect is the remarkable behavior it exhibits when feeding.
*9*: If you're planning any hikes this autumn to enjoy the foliage, keep your eyes open for milkweed tussock caterpillars feeding on the leaves of milkweed plants.
```
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*: If you're planning any hikes this autumn to enjoy the foliage, keep your eyes open for milkweed tussock caterpillars feeding on the leaves of milkweed plants.\n*2*: These caterpillars thrive in September and October, before killing frosts arrive.\n*3*: Although small, this caterpillar is beatufully colored with orange, black, and white hairs called setae.\n*4*: Another noteworthy aspect is the remarkable behavior it exhibits when feeding.\n*5*: The caterpillar does not enjoy the sticky latex compound that\u2019s associated with the milkweed plant.\n*6*: In a feat of amazing ingenuity, mature caterpillars often sever the vein before feeding on the leaf; hence reducing the flow of latex to the leaf, and keeping itself clean of the sticky milk As they eat, they absorb toxins from the mildewed plant into their bodies.\n*7*: The toxins are carried over to the adult moth stage, giving them a foul taste to bats and other predators.\n*8*: If you come across milweed on your property or on a hike, be on the lookout for this remarkable caterpillar.\n*9*: Some good areas around town to find them are the Wolf Pits Natuer Preserve, Huntington State Park, Overlook Park, and Tarrywile", "scrambled": "*1*: The caterpillar does not enjoy the sticky latex compound that\u2019s associated with the milkweed plant.\n*2*: These caterpillars thrive in September and October, before killing frosts arrive.\n*3*: In a feat of amazing ingenuity, mature caterpillars often sever the vein before feeding on the leaf; hence reducing the flow of latex to the leaf, and keeping itself clean of the sticky milk As they eat, they absorb toxins from the mildewed plant into their bodies.\n*4*: Some good areas around town to find them are the Wolf Pits Natuer Preserve, Huntington State Park, Overlook Park, and Tarrywile\n*5*: Although small, this caterpillar is beatufully colored with orange, black, and white hairs called setae.\n*6*: If you come across milweed on your property or on a hike, be on the lookout for this remarkable caterpillar.\n*7*: The toxins are carried over to the adult moth stage, giving them a foul taste to bats and other predators.\n*8*: Another noteworthy aspect is the remarkable behavior it exhibits when feeding.\n*9*: If you're planning any hikes this autumn to enjoy the foliage, keep your eyes open for milkweed tussock caterpillars feeding on the leaves of milkweed plants."}
| 2 |
unscramble_48496
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: CliffsNotes Review tests your comprehension of the original text and reinforces learning with questions and answers, practice projects, and more.
*2*: This CliffsNotes study guide on Tim O'Brien's The Things They Carried supplements the original literary work, giving you background information about the author, an introduction to the work, critical commentaries, and expanded glossaries, all for you to use as an educational tool that will allow you to better understand the work.
*3*: Reading a literary work doesn’t mean that you immediately grasp the major themes and devices used by the author; this study guide will help supplement you reading to be sure you get all you can from O'Brien's The Things They Carried.
*4*: Original adaptation of text (c) 2011 Wiley Publishing, Inc. (P)2011 Brilliance Audio, Inc.
*5*: This study guide was written with the assumption that you have read The Things They Carried.
*6*: There are no listener reviews for this title yet.
*7*: Report Inappropriate Content
*8*: For further information on Tim O'Brien and The Things They Carried, check out the CliffsNotes Resource Center at www.cliffsnotes.com. ©2000 Wiley Publishing, Inc.
```
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 CliffsNotes study guide on Tim O'Brien's The Things They Carried supplements the original literary work, giving you background information about the author, an introduction to the work, critical commentaries, and expanded glossaries, all for you to use as an educational tool that will allow you to better understand the work.\n*2*: This study guide was written with the assumption that you have read The Things They Carried.\n*3*: Reading a literary work doesn\u2019t mean that you immediately grasp the major themes and devices used by the author; this study guide will help supplement you reading to be sure you get all you can from O'Brien's The Things They Carried.\n*4*: CliffsNotes Review tests your comprehension of the original text and reinforces learning with questions and answers, practice projects, and more.\n*5*: For further information on Tim O'Brien and The Things They Carried, check out the CliffsNotes Resource Center at www.cliffsnotes.com. \u00a92000 Wiley Publishing, Inc.\n*6*: Original adaptation of text (c) 2011 Wiley Publishing, Inc. (P)2011 Brilliance Audio, Inc.\n*7*: There are no listener reviews for this title yet.\n*8*: Report Inappropriate Content", "scrambled": "*1*: CliffsNotes Review tests your comprehension of the original text and reinforces learning with questions and answers, practice projects, and more.\n*2*: This CliffsNotes study guide on Tim O'Brien's The Things They Carried supplements the original literary work, giving you background information about the author, an introduction to the work, critical commentaries, and expanded glossaries, all for you to use as an educational tool that will allow you to better understand the work.\n*3*: Reading a literary work doesn\u2019t mean that you immediately grasp the major themes and devices used by the author; this study guide will help supplement you reading to be sure you get all you can from O'Brien's The Things They Carried.\n*4*: Original adaptation of text (c) 2011 Wiley Publishing, Inc. (P)2011 Brilliance Audio, Inc.\n*5*: This study guide was written with the assumption that you have read The Things They Carried.\n*6*: There are no listener reviews for this title yet.\n*7*: Report Inappropriate Content\n*8*: For further information on Tim O'Brien and The Things They Carried, check out the CliffsNotes Resource Center at www.cliffsnotes.com. \u00a92000 Wiley Publishing, Inc."}
| 2 |
unscramble_188141
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: All rights reserved.
*2*: See more of our Social Skills and Songs For Autistic Children Song Lyrics Many thanks to Tuned In To Learning for permission to display these lyrics. © Tuned In To Learning.
*3*: For example, yawning and stretching arms for “tired”.
*4*: The Expression on My Face Song for Teaching the Five Emotional States to Children Tuned In To Learning This song is available on Tuned In To Learning Volume 1: Social Skills & Pragmatics for Autism and Related Needs. • Identifying emotional states • Using facial expressions and body language Activities & Adaptations: • Have the student mimic sound effects and use both body gestures and facial expressions to role play each emotion.
*5*: Sample Educational Objective: • The student will demonstrate the ability to role play 5 emotional states (happy, sad, mad, tired, scared) using facial expressions and gestures, and identify how he or she is feeling in a variety of settings.
*6*: Used with permission. |Sign Up for our Free Monthly Newsletter
```
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 Expression on My Face Song for Teaching the Five Emotional States to Children Tuned In To Learning This song is available on Tuned In To Learning Volume 1: Social Skills & Pragmatics for Autism and Related Needs. \u2022 Identifying emotional states \u2022 Using facial expressions and body language Activities & Adaptations: \u2022 Have the student mimic sound effects and use both body gestures and facial expressions to role play each emotion.\n*2*: For example, yawning and stretching arms for \u201ctired\u201d.\n*3*: Sample Educational Objective: \u2022 The student will demonstrate the ability to role play 5 emotional states (happy, sad, mad, tired, scared) using facial expressions and gestures, and identify how he or she is feeling in a variety of settings.\n*4*: See more of our Social Skills and Songs For Autistic Children Song Lyrics Many thanks to Tuned In To Learning for permission to display these lyrics. \u00a9 Tuned In To Learning.\n*5*: All rights reserved.\n*6*: Used with permission. |Sign Up for our Free Monthly Newsletter", "scrambled": "*1*: All rights reserved.\n*2*: See more of our Social Skills and Songs For Autistic Children Song Lyrics Many thanks to Tuned In To Learning for permission to display these lyrics. \u00a9 Tuned In To Learning.\n*3*: For example, yawning and stretching arms for \u201ctired\u201d.\n*4*: The Expression on My Face Song for Teaching the Five Emotional States to Children Tuned In To Learning This song is available on Tuned In To Learning Volume 1: Social Skills & Pragmatics for Autism and Related Needs. \u2022 Identifying emotional states \u2022 Using facial expressions and body language Activities & Adaptations: \u2022 Have the student mimic sound effects and use both body gestures and facial expressions to role play each emotion.\n*5*: Sample Educational Objective: \u2022 The student will demonstrate the ability to role play 5 emotional states (happy, sad, mad, tired, scared) using facial expressions and gestures, and identify how he or she is feeling in a variety of settings.\n*6*: Used with permission. |Sign Up for our Free Monthly Newsletter"}
| 2 |
unscramble_148182
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: South Africa: "mountains and rocky hills from the East London and Cathcart districts of the eastern Cape to the Kokstad district.
*2*: Last Modified 2012-11-23
*3*: The straight or curved leaves, yellowish-green when mature, have fairly narrow leaflets, the middle ones up to about 1/4 inch or just over, (7 mm) in width.
*4*: The cones are woolly, grey or brown, and 3 or more - on some male plants up to 10 - are borne together, and these help to distinguish the species from E. cycadifolius with which it is often confused.
*5*: The seeds of Encephalartos friderici-guilielmi are yellow, sometimes with an orange tinge" (Palmer and Pitman 1972).
*6*: Several specimens may be seen close to Cathcart alongside the road to the Hogsback" (Palmer and Pitman 1972). "The species was named after Frederick William, King of Prussia" (Palmer and Pitman 1972).
*7*: A diagnostic feature, according to Dr Dyer, is the length of the middle leaflets, about 4 to 6 1/2 inches (roughly 10-17 cm) long, and about 7 mm broad, 7-9 nerved on the undersurface.
*8*: The latter, however, is a shorter species with a stem rarely more than 2 feet (0.6 m) tall, cones borne singly, and a very limited distribution in the Bedford and Cradock mountains.
*9*: Cycad, breadtree, kafferbroodboom (Palmer and Pitman 1972), white-haired cycad. "The stout trunk, the top covered with brown wool, and the open and often flattish crown, help to identify this species ...
```
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*: Cycad, breadtree, kafferbroodboom (Palmer and Pitman 1972), white-haired cycad. \"The stout trunk, the top covered with brown wool, and the open and often flattish crown, help to identify this species ...\n*2*: The straight or curved leaves, yellowish-green when mature, have fairly narrow leaflets, the middle ones up to about 1/4 inch or just over, (7 mm) in width.\n*3*: A diagnostic feature, according to Dr Dyer, is the length of the middle leaflets, about 4 to 6 1/2 inches (roughly 10-17 cm) long, and about 7 mm broad, 7-9 nerved on the undersurface.\n*4*: The cones are woolly, grey or brown, and 3 or more - on some male plants up to 10 - are borne together, and these help to distinguish the species from E. cycadifolius with which it is often confused.\n*5*: The latter, however, is a shorter species with a stem rarely more than 2 feet (0.6 m) tall, cones borne singly, and a very limited distribution in the Bedford and Cradock mountains.\n*6*: The seeds of Encephalartos friderici-guilielmi are yellow, sometimes with an orange tinge\" (Palmer and Pitman 1972).\n*7*: South Africa: \"mountains and rocky hills from the East London and Cathcart districts of the eastern Cape to the Kokstad district.\n*8*: Several specimens may be seen close to Cathcart alongside the road to the Hogsback\" (Palmer and Pitman 1972). \"The species was named after Frederick William, King of Prussia\" (Palmer and Pitman 1972).\n*9*: Last Modified 2012-11-23", "scrambled": "*1*: South Africa: \"mountains and rocky hills from the East London and Cathcart districts of the eastern Cape to the Kokstad district.\n*2*: Last Modified 2012-11-23\n*3*: The straight or curved leaves, yellowish-green when mature, have fairly narrow leaflets, the middle ones up to about 1/4 inch or just over, (7 mm) in width.\n*4*: The cones are woolly, grey or brown, and 3 or more - on some male plants up to 10 - are borne together, and these help to distinguish the species from E. cycadifolius with which it is often confused.\n*5*: The seeds of Encephalartos friderici-guilielmi are yellow, sometimes with an orange tinge\" (Palmer and Pitman 1972).\n*6*: Several specimens may be seen close to Cathcart alongside the road to the Hogsback\" (Palmer and Pitman 1972). \"The species was named after Frederick William, King of Prussia\" (Palmer and Pitman 1972).\n*7*: A diagnostic feature, according to Dr Dyer, is the length of the middle leaflets, about 4 to 6 1/2 inches (roughly 10-17 cm) long, and about 7 mm broad, 7-9 nerved on the undersurface.\n*8*: The latter, however, is a shorter species with a stem rarely more than 2 feet (0.6 m) tall, cones borne singly, and a very limited distribution in the Bedford and Cradock mountains.\n*9*: Cycad, breadtree, kafferbroodboom (Palmer and Pitman 1972), white-haired cycad. \"The stout trunk, the top covered with brown wool, and the open and often flattish crown, help to identify this species ..."}
| 2 |
unscramble_138615
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This is what “neuro-economics” attempts to do through theoretical investigation, experiments and case studies.
*2*: Have we learned something new or are things as murky and problematic as they were twenty years back? de Meléndez, 18
*3*: It takes little to realize that these, and many other things of which economists like to talk and theorize about, are all mental activities: “things” that happen in the brain, in other words.
*4*: It becomes then both practically relevant and intellectually challenging to re-examine the basic tenets of economic theory in the light of what neuroscientists have learned.
*5*: Nowadays we seem to know a lot more and modern equipments allow us to “see” the brain at work, at least to a certain extent.
*6*: Until a few decades ago, and certainly at the time the foundations of contemporary economic science were laid, we had few, vague and mostly erroneous ideas about how the human brain works, how it processes external stimuli, how it stores information and how it makes its “rational” and “emotional” parts interact in the decision making process.
*7*: The foundations of contemporary economic theory lay in three basic intuitions: there is no free lunch, information is both costly and personal, economic agents make decisions trying to use at their best all the information available to them.
*8*: The latter statement, in fact, comprises a long list of specific assumptions about human preferences/emotions/values, the way information is processed by human agents and the way in which decisions are arrived at.
*9*: What Can We Learn from Neuroeconomics?
```
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 Can We Learn from Neuroeconomics?\n*2*: The foundations of contemporary economic theory lay in three basic intuitions: there is no free lunch, information is both costly and personal, economic agents make decisions trying to use at their best all the information available to them.\n*3*: The latter statement, in fact, comprises a long list of specific assumptions about human preferences/emotions/values, the way information is processed by human agents and the way in which decisions are arrived at.\n*4*: It takes little to realize that these, and many other things of which economists like to talk and theorize about, are all mental activities: \u201cthings\u201d that happen in the brain, in other words.\n*5*: Until a few decades ago, and certainly at the time the foundations of contemporary economic science were laid, we had few, vague and mostly erroneous ideas about how the human brain works, how it processes external stimuli, how it stores information and how it makes its \u201crational\u201d and \u201cemotional\u201d parts interact in the decision making process.\n*6*: Nowadays we seem to know a lot more and modern equipments allow us to \u201csee\u201d the brain at work, at least to a certain extent.\n*7*: It becomes then both practically relevant and intellectually challenging to re-examine the basic tenets of economic theory in the light of what neuroscientists have learned.\n*8*: This is what \u201cneuro-economics\u201d attempts to do through theoretical investigation, experiments and case studies.\n*9*: Have we learned something new or are things as murky and problematic as they were twenty years back? de Mel\u00e9ndez, 18", "scrambled": "*1*: This is what \u201cneuro-economics\u201d attempts to do through theoretical investigation, experiments and case studies.\n*2*: Have we learned something new or are things as murky and problematic as they were twenty years back? de Mel\u00e9ndez, 18\n*3*: It takes little to realize that these, and many other things of which economists like to talk and theorize about, are all mental activities: \u201cthings\u201d that happen in the brain, in other words.\n*4*: It becomes then both practically relevant and intellectually challenging to re-examine the basic tenets of economic theory in the light of what neuroscientists have learned.\n*5*: Nowadays we seem to know a lot more and modern equipments allow us to \u201csee\u201d the brain at work, at least to a certain extent.\n*6*: Until a few decades ago, and certainly at the time the foundations of contemporary economic science were laid, we had few, vague and mostly erroneous ideas about how the human brain works, how it processes external stimuli, how it stores information and how it makes its \u201crational\u201d and \u201cemotional\u201d parts interact in the decision making process.\n*7*: The foundations of contemporary economic theory lay in three basic intuitions: there is no free lunch, information is both costly and personal, economic agents make decisions trying to use at their best all the information available to them.\n*8*: The latter statement, in fact, comprises a long list of specific assumptions about human preferences/emotions/values, the way information is processed by human agents and the way in which decisions are arrived at.\n*9*: What Can We Learn from Neuroeconomics?"}
| 2 |
unscramble_207516
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Weinstock, MD - Psychiatry How this information was developed to help you make better health decisions.
*2*: Gregory Thompson, MD - Internal Medicine & Lisa S.
*3*: Social anxiety disorder means that you are so fearful about what you will say or do in front of other people that you avoid social settings like work or school.
*4*: Counseling and sometimes medicines can help.
*5*: E.
*6*: It's more than just being shy or nervous before public speaking.
```
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*: Social anxiety disorder means that you are so fearful about what you will say or do in front of other people that you avoid social settings like work or school.\n*2*: It's more than just being shy or nervous before public speaking.\n*3*: Counseling and sometimes medicines can help.\n*4*: E.\n*5*: Gregory Thompson, MD - Internal Medicine & Lisa S.\n*6*: Weinstock, MD - Psychiatry How this information was developed to help you make better health decisions.", "scrambled": "*1*: Weinstock, MD - Psychiatry How this information was developed to help you make better health decisions.\n*2*: Gregory Thompson, MD - Internal Medicine & Lisa S.\n*3*: Social anxiety disorder means that you are so fearful about what you will say or do in front of other people that you avoid social settings like work or school.\n*4*: Counseling and sometimes medicines can help.\n*5*: E.\n*6*: It's more than just being shy or nervous before public speaking."}
| 2 |
unscramble_80498
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Another obvious one, but perhaps not something that springs to mind when people think of electricity saving.
*2*: Example 1: Fridges - filling up your fridge might actually help it run more efficiently.
*3*: This free energy-saving fact sheet includes some interesting suggestions for reducing your energy bill that we haven’t seen before.
*4*: According to the Australian Government fact sheet, fridges and freezers operate “most efficiently when at least two thirds full.” There you go – a clean fridge might be a less energy efficient one.
*5*: Example 3: Paint it light – Paint your walls light colours to reflect light.
*6*: This free fact sheet (web site here) isn’t going to solve the much-publicised network-related costs pushing up electricity prices, but it will at least give you a few tricks up your sleeve.
*7*: The suggested tip is to use a black screen instead of an “active” screen saver.
*8*: Example 4: Insulate hot water tanks – “About 30% of the energy used to heat water in storage hot water systems is wasted due to heat loss.” It’s useful to know there’s more you can do to cut back on the monthly bill than turning off the lights.
*9*: Example 2: Screen savers – You think you’re doing your computer a good deed by setting a screensaver, but according to the fact sheet, you’re not doing anything for your bill.
```
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 free energy-saving fact sheet includes some interesting suggestions for reducing your energy bill that we haven\u2019t seen before.\n*2*: Example 1: Fridges - filling up your fridge might actually help it run more efficiently.\n*3*: According to the Australian Government fact sheet, fridges and freezers operate \u201cmost efficiently when at least two thirds full.\u201d There you go \u2013 a clean fridge might be a less energy efficient one.\n*4*: Example 2: Screen savers \u2013 You think you\u2019re doing your computer a good deed by setting a screensaver, but according to the fact sheet, you\u2019re not doing anything for your bill.\n*5*: The suggested tip is to use a black screen instead of an \u201cactive\u201d screen saver.\n*6*: Example 3: Paint it light \u2013 Paint your walls light colours to reflect light.\n*7*: Another obvious one, but perhaps not something that springs to mind when people think of electricity saving.\n*8*: Example 4: Insulate hot water tanks \u2013 \u201cAbout 30% of the energy used to heat water in storage hot water systems is wasted due to heat loss.\u201d It\u2019s useful to know there\u2019s more you can do to cut back on the monthly bill than turning off the lights.\n*9*: This free fact sheet (web site here) isn\u2019t going to solve the much-publicised network-related costs pushing up electricity prices, but it will at least give you a few tricks up your sleeve.", "scrambled": "*1*: Another obvious one, but perhaps not something that springs to mind when people think of electricity saving.\n*2*: Example 1: Fridges - filling up your fridge might actually help it run more efficiently.\n*3*: This free energy-saving fact sheet includes some interesting suggestions for reducing your energy bill that we haven\u2019t seen before.\n*4*: According to the Australian Government fact sheet, fridges and freezers operate \u201cmost efficiently when at least two thirds full.\u201d There you go \u2013 a clean fridge might be a less energy efficient one.\n*5*: Example 3: Paint it light \u2013 Paint your walls light colours to reflect light.\n*6*: This free fact sheet (web site here) isn\u2019t going to solve the much-publicised network-related costs pushing up electricity prices, but it will at least give you a few tricks up your sleeve.\n*7*: The suggested tip is to use a black screen instead of an \u201cactive\u201d screen saver.\n*8*: Example 4: Insulate hot water tanks \u2013 \u201cAbout 30% of the energy used to heat water in storage hot water systems is wasted due to heat loss.\u201d It\u2019s useful to know there\u2019s more you can do to cut back on the monthly bill than turning off the lights.\n*9*: Example 2: Screen savers \u2013 You think you\u2019re doing your computer a good deed by setting a screensaver, but according to the fact sheet, you\u2019re not doing anything for your bill."}
| 2 |
unscramble_89287
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: These strands are then filled with hydrogen and bundled into cylinders through which the contaminated water flows.
*2*: His system uses bacteria grown on membranes, which is then wrapped into spaghetti-like strands that feeds on hydrogen gas and perchlorate to produce water and chloride.
*3*: At a recent American Chemical Society conference, Bruce Rittman of the University of Arizona-Tempe told attendees he has turned to bacteria as a possible solution to clean drinking water.
*4*: But removing such bad chemicals is not an easy process, and researchers are exploring ways to make this process possible on a large scale.
*5*: Bacteria Could Be the Solution To Clean Drinking Water Chemicals such as percholorates found in our drinking water are known to inhibit the function of the thyroid gland and harm embryotic development.
*6*: The use of bacteria to clean drinking water is still an emerging technology, but it does provide an interesting solution to improving drinking water.
```
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*: Bacteria Could Be the Solution To Clean Drinking Water Chemicals such as percholorates found in our drinking water are known to inhibit the function of the thyroid gland and harm embryotic development.\n*2*: But removing such bad chemicals is not an easy process, and researchers are exploring ways to make this process possible on a large scale.\n*3*: At a recent American Chemical Society conference, Bruce Rittman of the University of Arizona-Tempe told attendees he has turned to bacteria as a possible solution to clean drinking water.\n*4*: His system uses bacteria grown on membranes, which is then wrapped into spaghetti-like strands that feeds on hydrogen gas and perchlorate to produce water and chloride.\n*5*: These strands are then filled with hydrogen and bundled into cylinders through which the contaminated water flows.\n*6*: The use of bacteria to clean drinking water is still an emerging technology, but it does provide an interesting solution to improving drinking water.", "scrambled": "*1*: These strands are then filled with hydrogen and bundled into cylinders through which the contaminated water flows.\n*2*: His system uses bacteria grown on membranes, which is then wrapped into spaghetti-like strands that feeds on hydrogen gas and perchlorate to produce water and chloride.\n*3*: At a recent American Chemical Society conference, Bruce Rittman of the University of Arizona-Tempe told attendees he has turned to bacteria as a possible solution to clean drinking water.\n*4*: But removing such bad chemicals is not an easy process, and researchers are exploring ways to make this process possible on a large scale.\n*5*: Bacteria Could Be the Solution To Clean Drinking Water Chemicals such as percholorates found in our drinking water are known to inhibit the function of the thyroid gland and harm embryotic development.\n*6*: The use of bacteria to clean drinking water is still an emerging technology, but it does provide an interesting solution to improving drinking water."}
| 2 |
unscramble_48741
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: However, if the crankshaft pulley is too small or a component's pulley too large, not enough power will be sent to the components.
*2*: A crankshaft pulley is a pulley which attaches directly to the crankshaft, outside the engine block, where it drives the serpentine belt.
*3*: It is the component which transfers rotational energy to components such as the alternator and water pump.
*4*: Its size, in relation to the size of all the other pulleys, depermines the amount of the engine's power gets transferred to the various components.
*5*: This doesn't actually add any power to the engine, it just frees up otherwise wasted power.
*6*: One made from lightweight materials also helps the engine change RPM more quickly.
*7*: A large crankshaft pulley with small component pulleys will give the components a lot of power, and less of the engine's power is sent to the drive wheels.
*8*: Because of this, a popular inexpensive performance modification for many cars is a performance crankshaft pulley.
*9*: Because of this, there needs to be a balance between power sent to the components and power sent to the wheels.
*10*: When production cars are designed, there is usually a bit of bias towards the components, because if there is just enough for the components, there won't be enough as engine power is lost with age, or if something is modified later.
```
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 crankshaft pulley is a pulley which attaches directly to the crankshaft, outside the engine block, where it drives the serpentine belt.\n*2*: It is the component which transfers rotational energy to components such as the alternator and water pump.\n*3*: Its size, in relation to the size of all the other pulleys, depermines the amount of the engine's power gets transferred to the various components.\n*4*: A large crankshaft pulley with small component pulleys will give the components a lot of power, and less of the engine's power is sent to the drive wheels.\n*5*: However, if the crankshaft pulley is too small or a component's pulley too large, not enough power will be sent to the components.\n*6*: Because of this, there needs to be a balance between power sent to the components and power sent to the wheels.\n*7*: When production cars are designed, there is usually a bit of bias towards the components, because if there is just enough for the components, there won't be enough as engine power is lost with age, or if something is modified later.\n*8*: Because of this, a popular inexpensive performance modification for many cars is a performance crankshaft pulley.\n*9*: This doesn't actually add any power to the engine, it just frees up otherwise wasted power.\n*10*: One made from lightweight materials also helps the engine change RPM more quickly.", "scrambled": "*1*: However, if the crankshaft pulley is too small or a component's pulley too large, not enough power will be sent to the components.\n*2*: A crankshaft pulley is a pulley which attaches directly to the crankshaft, outside the engine block, where it drives the serpentine belt.\n*3*: It is the component which transfers rotational energy to components such as the alternator and water pump.\n*4*: Its size, in relation to the size of all the other pulleys, depermines the amount of the engine's power gets transferred to the various components.\n*5*: This doesn't actually add any power to the engine, it just frees up otherwise wasted power.\n*6*: One made from lightweight materials also helps the engine change RPM more quickly.\n*7*: A large crankshaft pulley with small component pulleys will give the components a lot of power, and less of the engine's power is sent to the drive wheels.\n*8*: Because of this, a popular inexpensive performance modification for many cars is a performance crankshaft pulley.\n*9*: Because of this, there needs to be a balance between power sent to the components and power sent to the wheels.\n*10*: When production cars are designed, there is usually a bit of bias towards the components, because if there is just enough for the components, there won't be enough as engine power is lost with age, or if something is modified later."}
| 2 |
unscramble_218114
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Such analysis is particularly important when comparing similar companies across a single industry.
*2*: By removing the tax factor, EBT helps to minimize a variable that may be unique from company to company, in order to focus the analysis on operating profitability as a singular measure of performance.
*3*: Earnings Before Tax (EBT) What it is: How it works (Example): For the Year Ended Dec 31, 2009 |Earnings Before Taxes||$150,000| |Income Tax expense||$50,000| In this example, EBT is $150,000 while net income is $100,000.
*4*: Why it Matters: EBT provides investment analysts with useful information for evaluating a company’s operating performance without regard to tax implications.
```
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*: Earnings Before Tax (EBT) What it is: How it works (Example): For the Year Ended Dec 31, 2009 |Earnings Before Taxes||$150,000| |Income Tax expense||$50,000| In this example, EBT is $150,000 while net income is $100,000.\n*2*: Why it Matters: EBT provides investment analysts with useful information for evaluating a company\u2019s operating performance without regard to tax implications.\n*3*: By removing the tax factor, EBT helps to minimize a variable that may be unique from company to company, in order to focus the analysis on operating profitability as a singular measure of performance.\n*4*: Such analysis is particularly important when comparing similar companies across a single industry.", "scrambled": "*1*: Such analysis is particularly important when comparing similar companies across a single industry.\n*2*: By removing the tax factor, EBT helps to minimize a variable that may be unique from company to company, in order to focus the analysis on operating profitability as a singular measure of performance.\n*3*: Earnings Before Tax (EBT) What it is: How it works (Example): For the Year Ended Dec 31, 2009 |Earnings Before Taxes||$150,000| |Income Tax expense||$50,000| In this example, EBT is $150,000 while net income is $100,000.\n*4*: Why it Matters: EBT provides investment analysts with useful information for evaluating a company\u2019s operating performance without regard to tax implications."}
| 2 |
unscramble_121397
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Popov is still recognized in the Eastern European countries in contrast the West's recognition of Nikola Tesla and, historically, Guglielmo Marconi.
*2*: Radio Day was first observed in the Soviet Union in 1945, on the 50th anniversary of Popov's experiment, and some four decades after his death.
*3*: In 1895 Popov gave the first public demonstration of radio as a tool, using Sir Oliver Lodge's coherer, as a lightning detector before the Russian Physical and Chemical Society in St.
*4*: Radio Day is still officially marked in Russia and Bulgaria.
*5*: Popov has generally been recognized in Eastern Europe as an "inventor of radio".
*6*: Petersburg.
*7*: Radio Day or Communications Workers' Day (as it is officially known in Russia) or Radio and Television Day is a commemoration of the development of radio in Russia.
*8*: It takes place on May 7, the day in 1895 on which Alexander Popov successfully demonstrated his invention.
*9*: Popov's works in the emission and reception of signals later publicized by Marconi by means of electric oscillations was carried out in 1893 by the engineer Nikola Tesla, before Marconi or Popov.
```
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*: Radio Day or Communications Workers' Day (as it is officially known in Russia) or Radio and Television Day is a commemoration of the development of radio in Russia.\n*2*: It takes place on May 7, the day in 1895 on which Alexander Popov successfully demonstrated his invention.\n*3*: In 1895 Popov gave the first public demonstration of radio as a tool, using Sir Oliver Lodge's coherer, as a lightning detector before the Russian Physical and Chemical Society in St.\n*4*: Petersburg.\n*5*: Radio Day was first observed in the Soviet Union in 1945, on the 50th anniversary of Popov's experiment, and some four decades after his death.\n*6*: Popov has generally been recognized in Eastern Europe as an \"inventor of radio\".\n*7*: Popov's works in the emission and reception of signals later publicized by Marconi by means of electric oscillations was carried out in 1893 by the engineer Nikola Tesla, before Marconi or Popov.\n*8*: Popov is still recognized in the Eastern European countries in contrast the West's recognition of Nikola Tesla and, historically, Guglielmo Marconi.\n*9*: Radio Day is still officially marked in Russia and Bulgaria.", "scrambled": "*1*: Popov is still recognized in the Eastern European countries in contrast the West's recognition of Nikola Tesla and, historically, Guglielmo Marconi.\n*2*: Radio Day was first observed in the Soviet Union in 1945, on the 50th anniversary of Popov's experiment, and some four decades after his death.\n*3*: In 1895 Popov gave the first public demonstration of radio as a tool, using Sir Oliver Lodge's coherer, as a lightning detector before the Russian Physical and Chemical Society in St.\n*4*: Radio Day is still officially marked in Russia and Bulgaria.\n*5*: Popov has generally been recognized in Eastern Europe as an \"inventor of radio\".\n*6*: Petersburg.\n*7*: Radio Day or Communications Workers' Day (as it is officially known in Russia) or Radio and Television Day is a commemoration of the development of radio in Russia.\n*8*: It takes place on May 7, the day in 1895 on which Alexander Popov successfully demonstrated his invention.\n*9*: Popov's works in the emission and reception of signals later publicized by Marconi by means of electric oscillations was carried out in 1893 by the engineer Nikola Tesla, before Marconi or Popov."}
| 2 |
unscramble_119927
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: What introduced or alien species can be found in the Okavango Delta?
*2*: Why are they a threat to native species? 5.
*3*: What are the main protected areas for wildlife around the Okavango Delta? 6.
*4*: Can you name the top three industries of this country? << Prev | Next >>
*5*: How important an industry is tourism in Botswana?
*6*: Where do the waters of the Okavango Delta originate and what is the name of the main river from which the Delta flows? 3.
*7*: When do the seasonal floods occur? 4.
*8*: Hint: Be sure to check out our previous online expedition to the Okavango! 1.
*9*: Research the following questions on conservation.org or the Internet.
*10*: What countries border Botswana? 2.
```
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*: Research the following questions on conservation.org or the Internet.\n*2*: Hint: Be sure to check out our previous online expedition to the Okavango! 1.\n*3*: What countries border Botswana? 2.\n*4*: Where do the waters of the Okavango Delta originate and what is the name of the main river from which the Delta flows? 3.\n*5*: When do the seasonal floods occur? 4.\n*6*: What introduced or alien species can be found in the Okavango Delta?\n*7*: Why are they a threat to native species? 5.\n*8*: What are the main protected areas for wildlife around the Okavango Delta? 6.\n*9*: How important an industry is tourism in Botswana?\n*10*: Can you name the top three industries of this country? << Prev | Next >>", "scrambled": "*1*: What introduced or alien species can be found in the Okavango Delta?\n*2*: Why are they a threat to native species? 5.\n*3*: What are the main protected areas for wildlife around the Okavango Delta? 6.\n*4*: Can you name the top three industries of this country? << Prev | Next >>\n*5*: How important an industry is tourism in Botswana?\n*6*: Where do the waters of the Okavango Delta originate and what is the name of the main river from which the Delta flows? 3.\n*7*: When do the seasonal floods occur? 4.\n*8*: Hint: Be sure to check out our previous online expedition to the Okavango! 1.\n*9*: Research the following questions on conservation.org or the Internet.\n*10*: What countries border Botswana? 2."}
| 2 |
unscramble_52141
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Latvia had gained its independence from Russia at the end of World War I, but in June 1940 the country was occupied by the Red Army and in August 1940 it was forcibly incorporated into the Soviet Union.
*2*: In June 1941, Nazi Germany invaded the Soviet Union and by July of that year it had overrun Latvia and incorporated the country into Germany’s eastern empire.
*3*: Latvians resisted both Soviet and ...
*4*: Memorandum of the Latvian Central Council, 17 March, 1944 The Latvian Central Council was created on March 13, 1943, by representatives of Latvia’s largest prewar political parties.
```
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*: Memorandum of the Latvian Central Council, 17 March, 1944 The Latvian Central Council was created on March 13, 1943, by representatives of Latvia\u2019s largest prewar political parties.\n*2*: Latvia had gained its independence from Russia at the end of World War I, but in June 1940 the country was occupied by the Red Army and in August 1940 it was forcibly incorporated into the Soviet Union.\n*3*: In June 1941, Nazi Germany invaded the Soviet Union and by July of that year it had overrun Latvia and incorporated the country into Germany\u2019s eastern empire.\n*4*: Latvians resisted both Soviet and ...", "scrambled": "*1*: Latvia had gained its independence from Russia at the end of World War I, but in June 1940 the country was occupied by the Red Army and in August 1940 it was forcibly incorporated into the Soviet Union.\n*2*: In June 1941, Nazi Germany invaded the Soviet Union and by July of that year it had overrun Latvia and incorporated the country into Germany\u2019s eastern empire.\n*3*: Latvians resisted both Soviet and ...\n*4*: Memorandum of the Latvian Central Council, 17 March, 1944 The Latvian Central Council was created on March 13, 1943, by representatives of Latvia\u2019s largest prewar political parties."}
| 2 |
unscramble_181629
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Oil will feature in this course in questions of theme (texts "about" oil), of literary form (are there common formal conventions of an "oil novel"?), of interpretive method (how to read for oil), of transnational circulation (how does "foreign oil" link U.S. citizens to other spaces?), and of the materiality (or "oiliness") of literary culture (how does the production and circulation of texts, whether print or digital, rely on oil?).
*2*: Assignments will include short papers and at least one exam; discussion will be an important component of this course.
*3*: This course will investigate the connections between literary/cultural production and petroleum as the substance that makes possible the world as we know it, both as an energy source and a component in the manufacture of everything from food to plastic.
*4*: As we begin to imagine a world "beyond petroleum," this course will confront the ways in which oil shapes both the world we know and how we know and imagine the world.
*5*: Our current awareness of oil's scarcity and its myriad costs (whether environmental, political, or social) provides a lens to read for the presence (or absence) of oil in texts in a variety of genres (prose fiction, nonfiction, poetry, film, photography) and national traditions (including, but not limited to the U.S., Nigeria, Saudi Arabia, Martinique, Canada, Ecuador, Iran).
```
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 course will investigate the connections between literary/cultural production and petroleum as the substance that makes possible the world as we know it, both as an energy source and a component in the manufacture of everything from food to plastic.\n*2*: Our current awareness of oil's scarcity and its myriad costs (whether environmental, political, or social) provides a lens to read for the presence (or absence) of oil in texts in a variety of genres (prose fiction, nonfiction, poetry, film, photography) and national traditions (including, but not limited to the U.S., Nigeria, Saudi Arabia, Martinique, Canada, Ecuador, Iran).\n*3*: As we begin to imagine a world \"beyond petroleum,\" this course will confront the ways in which oil shapes both the world we know and how we know and imagine the world.\n*4*: Oil will feature in this course in questions of theme (texts \"about\" oil), of literary form (are there common formal conventions of an \"oil novel\"?), of interpretive method (how to read for oil), of transnational circulation (how does \"foreign oil\" link U.S. citizens to other spaces?), and of the materiality (or \"oiliness\") of literary culture (how does the production and circulation of texts, whether print or digital, rely on oil?).\n*5*: Assignments will include short papers and at least one exam; discussion will be an important component of this course.", "scrambled": "*1*: Oil will feature in this course in questions of theme (texts \"about\" oil), of literary form (are there common formal conventions of an \"oil novel\"?), of interpretive method (how to read for oil), of transnational circulation (how does \"foreign oil\" link U.S. citizens to other spaces?), and of the materiality (or \"oiliness\") of literary culture (how does the production and circulation of texts, whether print or digital, rely on oil?).\n*2*: Assignments will include short papers and at least one exam; discussion will be an important component of this course.\n*3*: This course will investigate the connections between literary/cultural production and petroleum as the substance that makes possible the world as we know it, both as an energy source and a component in the manufacture of everything from food to plastic.\n*4*: As we begin to imagine a world \"beyond petroleum,\" this course will confront the ways in which oil shapes both the world we know and how we know and imagine the world.\n*5*: Our current awareness of oil's scarcity and its myriad costs (whether environmental, political, or social) provides a lens to read for the presence (or absence) of oil in texts in a variety of genres (prose fiction, nonfiction, poetry, film, photography) and national traditions (including, but not limited to the U.S., Nigeria, Saudi Arabia, Martinique, Canada, Ecuador, Iran)."}
| 2 |
unscramble_1572
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A gas centrifuge uranium enrichment program was initiated in the early 1980s at Portsmouth.
*2*: The site is situated on a 1,483-hectare (3,708-acre) federal reservation approximately 6.5 kilometers (4 miles) south of the Village of Piketon.
*3*: However, full operation was never implemented for the centrifuge process.
*4*: Photo Date: 1983 Photo Number: 084 081 001 The Portsmouth Gaseous Diffusion Plant is located in south central Ohio, approximately 32 kilometers (20 miles) north of Portsmouth, Ohio, and 112 kilometers (70 miles) south of Columbus, Ohio.
*5*: Created by John Pike Maintained by Webmaster Updated Tuesday, December 30, 1997 10:19:25 AM
*6*: Since 1991, the plant has produced only low-enriched uranium for use as fuel in commercial nuclear power plants.
*7*: The facility was built to increase the production of enriched uranium at rates substantially above the other two facilities because highly-enriched uranium was required for use in nuclear submarine reactors, and low-enriched uranium was needed for commercial nuclear power plants.
*8*: The first process cell went online in September 1954.
*9*: Construction of the Portsmouth Gaseous Diffusion Plant began in late 1952 to expand the Federal Government's gaseous diffusion program already in place at Oak Ridge, Tennessee and Paducah, Kentucky.
```
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*: Photo Date: 1983 Photo Number: 084 081 001 The Portsmouth Gaseous Diffusion Plant is located in south central Ohio, approximately 32 kilometers (20 miles) north of Portsmouth, Ohio, and 112 kilometers (70 miles) south of Columbus, Ohio.\n*2*: The site is situated on a 1,483-hectare (3,708-acre) federal reservation approximately 6.5 kilometers (4 miles) south of the Village of Piketon.\n*3*: Construction of the Portsmouth Gaseous Diffusion Plant began in late 1952 to expand the Federal Government's gaseous diffusion program already in place at Oak Ridge, Tennessee and Paducah, Kentucky.\n*4*: The facility was built to increase the production of enriched uranium at rates substantially above the other two facilities because highly-enriched uranium was required for use in nuclear submarine reactors, and low-enriched uranium was needed for commercial nuclear power plants.\n*5*: The first process cell went online in September 1954.\n*6*: A gas centrifuge uranium enrichment program was initiated in the early 1980s at Portsmouth.\n*7*: However, full operation was never implemented for the centrifuge process.\n*8*: Since 1991, the plant has produced only low-enriched uranium for use as fuel in commercial nuclear power plants.\n*9*: Created by John Pike Maintained by Webmaster Updated Tuesday, December 30, 1997 10:19:25 AM", "scrambled": "*1*: A gas centrifuge uranium enrichment program was initiated in the early 1980s at Portsmouth.\n*2*: The site is situated on a 1,483-hectare (3,708-acre) federal reservation approximately 6.5 kilometers (4 miles) south of the Village of Piketon.\n*3*: However, full operation was never implemented for the centrifuge process.\n*4*: Photo Date: 1983 Photo Number: 084 081 001 The Portsmouth Gaseous Diffusion Plant is located in south central Ohio, approximately 32 kilometers (20 miles) north of Portsmouth, Ohio, and 112 kilometers (70 miles) south of Columbus, Ohio.\n*5*: Created by John Pike Maintained by Webmaster Updated Tuesday, December 30, 1997 10:19:25 AM\n*6*: Since 1991, the plant has produced only low-enriched uranium for use as fuel in commercial nuclear power plants.\n*7*: The facility was built to increase the production of enriched uranium at rates substantially above the other two facilities because highly-enriched uranium was required for use in nuclear submarine reactors, and low-enriched uranium was needed for commercial nuclear power plants.\n*8*: The first process cell went online in September 1954.\n*9*: Construction of the Portsmouth Gaseous Diffusion Plant began in late 1952 to expand the Federal Government's gaseous diffusion program already in place at Oak Ridge, Tennessee and Paducah, Kentucky."}
| 2 |
unscramble_243226
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This monumental showcase has come about thanks to the cooperation of some of Australia’s most important public art collections.
*2*: The exhibition comprises around 200 works and the media themselves are truly diverse – attendees will be able to gaze at paintings, drawings, photographs and even high-definition video art.
*3*: Australian art is fundamentally fascinating, whether it’s the product of the country’s unique indigenous culture or made by 19th century colonists and nation-builders – a group of Europeans tasked with coming to terms with a vast and utterly alien land.
*4*: Australia opens on September 21st and runs until December 8th.
*5*: Representing the vastness of the country and the variety of its population, contemporary aboriginal art will hang alongside watercolours by 19th century settlers, works by more recent immigrants and big names from the modern Australian art scene.
*6*: The Royal Academy is headquartered at Burlington House, which should be easy to reach for those staying at luxury London hotels – it’s a short walk from the Piccadilly Circus tube stop.
*7*: Entitled Australia, curators claim it represents “the first major survey of Australian art in the UK for 50 years”.
*8*: The exhibition spans just over two centuries, from 1800 to the present day, giving visitors a glimpse into how Australia has evolved – both socially and culturally – since it was first visited by the west. “[It will] shed light on a period of rapid and intense change – from the impact of colonisation on an indigenous people, to the pioneering nation building of the 19th century through to the enterprising urbanisation of the last 100 years,” according to curators.
*9*: To celebrate this extraordinarily diverse body of work, the Royal of Academy of Arts will be holding a major exhibition this autumn.
*10*: Many of these works have never been seen in the UK before.
```
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*: Australian art is fundamentally fascinating, whether it\u2019s the product of the country\u2019s unique indigenous culture or made by 19th century colonists and nation-builders \u2013 a group of Europeans tasked with coming to terms with a vast and utterly alien land.\n*2*: To celebrate this extraordinarily diverse body of work, the Royal of Academy of Arts will be holding a major exhibition this autumn.\n*3*: Entitled Australia, curators claim it represents \u201cthe first major survey of Australian art in the UK for 50 years\u201d.\n*4*: The exhibition spans just over two centuries, from 1800 to the present day, giving visitors a glimpse into how Australia has evolved \u2013 both socially and culturally \u2013 since it was first visited by the west. \u201c[It will] shed light on a period of rapid and intense change \u2013 from the impact of colonisation on an indigenous people, to the pioneering nation building of the 19th century through to the enterprising urbanisation of the last 100 years,\u201d according to curators.\n*5*: The exhibition comprises around 200 works and the media themselves are truly diverse \u2013 attendees will be able to gaze at paintings, drawings, photographs and even high-definition video art.\n*6*: Representing the vastness of the country and the variety of its population, contemporary aboriginal art will hang alongside watercolours by 19th century settlers, works by more recent immigrants and big names from the modern Australian art scene.\n*7*: This monumental showcase has come about thanks to the cooperation of some of Australia\u2019s most important public art collections.\n*8*: Many of these works have never been seen in the UK before.\n*9*: The Royal Academy is headquartered at Burlington House, which should be easy to reach for those staying at luxury London hotels \u2013 it\u2019s a short walk from the Piccadilly Circus tube stop.\n*10*: Australia opens on September 21st and runs until December 8th.", "scrambled": "*1*: This monumental showcase has come about thanks to the cooperation of some of Australia\u2019s most important public art collections.\n*2*: The exhibition comprises around 200 works and the media themselves are truly diverse \u2013 attendees will be able to gaze at paintings, drawings, photographs and even high-definition video art.\n*3*: Australian art is fundamentally fascinating, whether it\u2019s the product of the country\u2019s unique indigenous culture or made by 19th century colonists and nation-builders \u2013 a group of Europeans tasked with coming to terms with a vast and utterly alien land.\n*4*: Australia opens on September 21st and runs until December 8th.\n*5*: Representing the vastness of the country and the variety of its population, contemporary aboriginal art will hang alongside watercolours by 19th century settlers, works by more recent immigrants and big names from the modern Australian art scene.\n*6*: The Royal Academy is headquartered at Burlington House, which should be easy to reach for those staying at luxury London hotels \u2013 it\u2019s a short walk from the Piccadilly Circus tube stop.\n*7*: Entitled Australia, curators claim it represents \u201cthe first major survey of Australian art in the UK for 50 years\u201d.\n*8*: The exhibition spans just over two centuries, from 1800 to the present day, giving visitors a glimpse into how Australia has evolved \u2013 both socially and culturally \u2013 since it was first visited by the west. \u201c[It will] shed light on a period of rapid and intense change \u2013 from the impact of colonisation on an indigenous people, to the pioneering nation building of the 19th century through to the enterprising urbanisation of the last 100 years,\u201d according to curators.\n*9*: To celebrate this extraordinarily diverse body of work, the Royal of Academy of Arts will be holding a major exhibition this autumn.\n*10*: Many of these works have never been seen in the UK before."}
| 2 |
unscramble_234300
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: We are really far fetch in issues of bullying and discrimination in schools and in the workplaces.
*2*: I am really invested in this topic.
*3*: If you read the blog you probably know that I am writing about this for some time now.
*4*: For me “equal rights” is one of America’s greatest assets. in the 1960s throw the 1990s gay people are taught to be this hardheaded folks who choose to be like that but now thanks science gay people are in my opinion full fledge citizen of the United States.
*5*: When Andrew Sullivan wrote Virtually Normal in 1995 gay people laugh at him for defending their right to merry, by 2012 the Supreme Court rule against the Defense of Marriage act or DOMA.
*6*: In many gay people’s lifetime they see the worst and best of what America is about.
*7*: Gay rights movement started in early 1970’s as a breakaway group of the Civil Rights movement in the 1960’s.
*8*: We are all created Equal, there is no other way to be an American is just to treat our selves equally.
*9*: Be noted that Gay people aren’t allowed party together but now they are given full federal benefits.
*10*: When Harvey Milk was assonated gay people where jailed because they are not allowed to congregate together.
```
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*: Gay rights movement started in early 1970\u2019s as a breakaway group of the Civil Rights movement in the 1960\u2019s.\n*2*: Be noted that Gay people aren\u2019t allowed party together but now they are given full federal benefits.\n*3*: We are really far fetch in issues of bullying and discrimination in schools and in the workplaces.\n*4*: If you read the blog you probably know that I am writing about this for some time now.\n*5*: I am really invested in this topic.\n*6*: For me \u201cequal rights\u201d is one of America\u2019s greatest assets. in the 1960s throw the 1990s gay people are taught to be this hardheaded folks who choose to be like that but now thanks science gay people are in my opinion full fledge citizen of the United States.\n*7*: When Harvey Milk was assonated gay people where jailed because they are not allowed to congregate together.\n*8*: When Andrew Sullivan wrote Virtually Normal in 1995 gay people laugh at him for defending their right to merry, by 2012 the Supreme Court rule against the Defense of Marriage act or DOMA.\n*9*: In many gay people\u2019s lifetime they see the worst and best of what America is about.\n*10*: We are all created Equal, there is no other way to be an American is just to treat our selves equally.", "scrambled": "*1*: We are really far fetch in issues of bullying and discrimination in schools and in the workplaces.\n*2*: I am really invested in this topic.\n*3*: If you read the blog you probably know that I am writing about this for some time now.\n*4*: For me \u201cequal rights\u201d is one of America\u2019s greatest assets. in the 1960s throw the 1990s gay people are taught to be this hardheaded folks who choose to be like that but now thanks science gay people are in my opinion full fledge citizen of the United States.\n*5*: When Andrew Sullivan wrote Virtually Normal in 1995 gay people laugh at him for defending their right to merry, by 2012 the Supreme Court rule against the Defense of Marriage act or DOMA.\n*6*: In many gay people\u2019s lifetime they see the worst and best of what America is about.\n*7*: Gay rights movement started in early 1970\u2019s as a breakaway group of the Civil Rights movement in the 1960\u2019s.\n*8*: We are all created Equal, there is no other way to be an American is just to treat our selves equally.\n*9*: Be noted that Gay people aren\u2019t allowed party together but now they are given full federal benefits.\n*10*: When Harvey Milk was assonated gay people where jailed because they are not allowed to congregate together."}
| 2 |
unscramble_53101
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Also a certain number of Men living in Peace and Tranquillity proffered their services to him; who, as it fell out, were call'd before the Governour, but deferring their appearance a little longer than ordinary, that he might infix their minds with a remark of horrible Tyranny, he commanded, they should be deliver'd up, as Prisoners to their Mortal Indian Enemies, who beg'd with loud Clamours and a Deluge of Tears, that they might be dispatcht out of this World by their own Hands, rather than be given up as a prety to the Enemy; yet being resolute, they would not depart out of the House wherein they were, so the Spaniards hackt them in pieces Limb by Limb, who exclaim'd and cryed aloud, "We came to visit and serve you peaceably and quietly, and you Murder us; our Blood with which these Walls are moistned and sprinkled will remain as an Everlasting Testimony of our Unjust Slaughter, and your Barbarous Cruelty.
*2*: But among the other Numerous Wicked Acts following this is one that may be read in the Indians Courts.
*3*: A Short Account of the Destruction of the Indies/Chapter 19 Chapter XIX: Of the Plate-River, that is, the Silver-River Some Captains since the Year 1502 to 1503 undertook Four or Five Voyages to the River of Plate, which embraceth within its own Arms great Kingdoms and Provinces, and is peopled by rational and well-temper'd Inhabitants.
*4*: One of the Governours commanded his Soldiers to go to a certain Village, and if they denyed them Provisions, to put all the Inhabitants to the Sword: By Vertue of this Authority away they march, and because they would not yield to them above Five Thousand Men as Enemies, fearing rather to be seen, then guilty of Illiberality, were cut off by the Sword.
*5*: And really this Piaculum or horrid Crime deserves a Commemoration, or rather speak more properly, the Commiseration of all Persons."
*6*: Yet beyond all Controversie, they did, and still do go the same way to work, as others in several Regions to this present time do, and have done; for they are the same, (and many in number too) Spaniards who went thither, that were the wicked Instruments of other Executions, and all of them aim at one and the same thing, namely to grow Rich and Wealthy, which they can never be, unless they steer the same Course which others have followed, and tread the same paths in Murdering, Robbing and Destroying poor Indians.
*7*: After I had committed to Writing what I have prementioned, it was told me for a great Truth, that they had laid waste in those Countreys great Kingdoms and Provinces, dealing Cruelly and Bloodily with these harmless People, at a horrid rate, having a greater Opportunity and Convenience to be more Infamous and Rigid to them, then others, they being very remote from Spain, living inordinatly, like Debauches, laying aside, and bidding farewel to all manner of Justice, which is indeed a Stranger in all the American Regions, as is manifest by what hath been said already.
*8*: In the general we are certified, that they were very injurious and bloody to them; but they being far distant from those Indians, we frequently discourse of, wer are not able to give you a particular account of their Transactions.
```
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 Short Account of the Destruction of the Indies/Chapter 19 Chapter XIX: Of the Plate-River, that is, the Silver-River Some Captains since the Year 1502 to 1503 undertook Four or Five Voyages to the River of Plate, which embraceth within its own Arms great Kingdoms and Provinces, and is peopled by rational and well-temper'd Inhabitants.\n*2*: In the general we are certified, that they were very injurious and bloody to them; but they being far distant from those Indians, we frequently discourse of, wer are not able to give you a particular account of their Transactions.\n*3*: Yet beyond all Controversie, they did, and still do go the same way to work, as others in several Regions to this present time do, and have done; for they are the same, (and many in number too) Spaniards who went thither, that were the wicked Instruments of other Executions, and all of them aim at one and the same thing, namely to grow Rich and Wealthy, which they can never be, unless they steer the same Course which others have followed, and tread the same paths in Murdering, Robbing and Destroying poor Indians.\n*4*: After I had committed to Writing what I have prementioned, it was told me for a great Truth, that they had laid waste in those Countreys great Kingdoms and Provinces, dealing Cruelly and Bloodily with these harmless People, at a horrid rate, having a greater Opportunity and Convenience to be more Infamous and Rigid to them, then others, they being very remote from Spain, living inordinatly, like Debauches, laying aside, and bidding farewel to all manner of Justice, which is indeed a Stranger in all the American Regions, as is manifest by what hath been said already.\n*5*: But among the other Numerous Wicked Acts following this is one that may be read in the Indians Courts.\n*6*: One of the Governours commanded his Soldiers to go to a certain Village, and if they denyed them Provisions, to put all the Inhabitants to the Sword: By Vertue of this Authority away they march, and because they would not yield to them above Five Thousand Men as Enemies, fearing rather to be seen, then guilty of Illiberality, were cut off by the Sword.\n*7*: Also a certain number of Men living in Peace and Tranquillity proffered their services to him; who, as it fell out, were call'd before the Governour, but deferring their appearance a little longer than ordinary, that he might infix their minds with a remark of horrible Tyranny, he commanded, they should be deliver'd up, as Prisoners to their Mortal Indian Enemies, who beg'd with loud Clamours and a Deluge of Tears, that they might be dispatcht out of this World by their own Hands, rather than be given up as a prety to the Enemy; yet being resolute, they would not depart out of the House wherein they were, so the Spaniards hackt them in pieces Limb by Limb, who exclaim'd and cryed aloud, \"We came to visit and serve you peaceably and quietly, and you Murder us; our Blood with which these Walls are moistned and sprinkled will remain as an Everlasting Testimony of our Unjust Slaughter, and your Barbarous Cruelty.\n*8*: And really this Piaculum or horrid Crime deserves a Commemoration, or rather speak more properly, the Commiseration of all Persons.\"", "scrambled": "*1*: Also a certain number of Men living in Peace and Tranquillity proffered their services to him; who, as it fell out, were call'd before the Governour, but deferring their appearance a little longer than ordinary, that he might infix their minds with a remark of horrible Tyranny, he commanded, they should be deliver'd up, as Prisoners to their Mortal Indian Enemies, who beg'd with loud Clamours and a Deluge of Tears, that they might be dispatcht out of this World by their own Hands, rather than be given up as a prety to the Enemy; yet being resolute, they would not depart out of the House wherein they were, so the Spaniards hackt them in pieces Limb by Limb, who exclaim'd and cryed aloud, \"We came to visit and serve you peaceably and quietly, and you Murder us; our Blood with which these Walls are moistned and sprinkled will remain as an Everlasting Testimony of our Unjust Slaughter, and your Barbarous Cruelty.\n*2*: But among the other Numerous Wicked Acts following this is one that may be read in the Indians Courts.\n*3*: A Short Account of the Destruction of the Indies/Chapter 19 Chapter XIX: Of the Plate-River, that is, the Silver-River Some Captains since the Year 1502 to 1503 undertook Four or Five Voyages to the River of Plate, which embraceth within its own Arms great Kingdoms and Provinces, and is peopled by rational and well-temper'd Inhabitants.\n*4*: One of the Governours commanded his Soldiers to go to a certain Village, and if they denyed them Provisions, to put all the Inhabitants to the Sword: By Vertue of this Authority away they march, and because they would not yield to them above Five Thousand Men as Enemies, fearing rather to be seen, then guilty of Illiberality, were cut off by the Sword.\n*5*: And really this Piaculum or horrid Crime deserves a Commemoration, or rather speak more properly, the Commiseration of all Persons.\"\n*6*: Yet beyond all Controversie, they did, and still do go the same way to work, as others in several Regions to this present time do, and have done; for they are the same, (and many in number too) Spaniards who went thither, that were the wicked Instruments of other Executions, and all of them aim at one and the same thing, namely to grow Rich and Wealthy, which they can never be, unless they steer the same Course which others have followed, and tread the same paths in Murdering, Robbing and Destroying poor Indians.\n*7*: After I had committed to Writing what I have prementioned, it was told me for a great Truth, that they had laid waste in those Countreys great Kingdoms and Provinces, dealing Cruelly and Bloodily with these harmless People, at a horrid rate, having a greater Opportunity and Convenience to be more Infamous and Rigid to them, then others, they being very remote from Spain, living inordinatly, like Debauches, laying aside, and bidding farewel to all manner of Justice, which is indeed a Stranger in all the American Regions, as is manifest by what hath been said already.\n*8*: In the general we are certified, that they were very injurious and bloody to them; but they being far distant from those Indians, we frequently discourse of, wer are not able to give you a particular account of their Transactions."}
| 2 |
unscramble_152248
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: - Sometimes It's Necessary to Gain Weight - Top 5 Reasons Your Workouts Are Not Working - Spinal Cord Injury - Physical Activity and Healthy Eating: The Perfect Combination for Weight Management - Obesity is a Major Concern for Youth and Adults with Disabilities - To Weigh or Not to Weigh - Down Syndrome and Nutrition - Current injury or disability as a barrier to being more physically active. - Weight Smart - New Monthly Column! - Calorie Counting - Here We Go Again: Another New Year's Resolution to Shed Those Dreadful Pounds! - Eating Breakfast as a Weight Management Tool - Setting Goals and Sticking with Them - Week 2 Video Tip - Nutrition for Parkinson's Disease - Reality TV vs.
*2*: Low Fat?
*3*: Real Weight Loss - High Protein?
*4*: How Do I Know Which One? - Children with Disabilities and Obesity - The Efficacy of a 9-Month Treadmill Walking Program on the Exercise Capacity and Weight Reduction for Adolescents with Severe Autism Body mass index (BMI) is measure of body fat based on height and weight that applies to both adult men and women.
```
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*: - Sometimes It's Necessary to Gain Weight - Top 5 Reasons Your Workouts Are Not Working - Spinal Cord Injury - Physical Activity and Healthy Eating: The Perfect Combination for Weight Management - Obesity is a Major Concern for Youth and Adults with Disabilities - To Weigh or Not to Weigh - Down Syndrome and Nutrition - Current injury or disability as a barrier to being more physically active. - Weight Smart - New Monthly Column! - Calorie Counting - Here We Go Again: Another New Year's Resolution to Shed Those Dreadful Pounds! - Eating Breakfast as a Weight Management Tool - Setting Goals and Sticking with Them - Week 2 Video Tip - Nutrition for Parkinson's Disease - Reality TV vs.\n*2*: Real Weight Loss - High Protein?\n*3*: Low Fat?\n*4*: How Do I Know Which One? - Children with Disabilities and Obesity - The Efficacy of a 9-Month Treadmill Walking Program on the Exercise Capacity and Weight Reduction for Adolescents with Severe Autism Body mass index (BMI) is measure of body fat based on height and weight that applies to both adult men and women.", "scrambled": "*1*: - Sometimes It's Necessary to Gain Weight - Top 5 Reasons Your Workouts Are Not Working - Spinal Cord Injury - Physical Activity and Healthy Eating: The Perfect Combination for Weight Management - Obesity is a Major Concern for Youth and Adults with Disabilities - To Weigh or Not to Weigh - Down Syndrome and Nutrition - Current injury or disability as a barrier to being more physically active. - Weight Smart - New Monthly Column! - Calorie Counting - Here We Go Again: Another New Year's Resolution to Shed Those Dreadful Pounds! - Eating Breakfast as a Weight Management Tool - Setting Goals and Sticking with Them - Week 2 Video Tip - Nutrition for Parkinson's Disease - Reality TV vs.\n*2*: Low Fat?\n*3*: Real Weight Loss - High Protein?\n*4*: How Do I Know Which One? - Children with Disabilities and Obesity - The Efficacy of a 9-Month Treadmill Walking Program on the Exercise Capacity and Weight Reduction for Adolescents with Severe Autism Body mass index (BMI) is measure of body fat based on height and weight that applies to both adult men and women."}
| 2 |
unscramble_71376
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: More green tips
*2*: The graph shows development of specific CO2 emissions, defined as emissions of CO2 per transport unit (tonne-km), by freight transport mode (road, rail, maritime, inland shipping) over the period 1995 to 2009.
*3*: So why not pollute less and save money – all at once?
*4*: A hybrid car consumes between 20 % and 30 % less fuel and generates far less CO2 than a classical vehicle.
*5*: Why not buy one of the new generation vehicles?
*6*: Specific CO2 emissions data for all transport modes are modelled data derived from TREMOVE (http://www.tremove.org/model/index.htm) and TRENDS (http://www.forum.europa.eu.int/Public/irc/dsis/pip/library?l=/environment_trends).
*7*: Specific CO2 emissions are expressed in grams per tonne-kilometer.
*8*: EEA standard re-use policy: unless otherwise indicated, re-use of content on the EEA website for commercial or non-commercial purposes is permitted free of charge, provided that the source is acknowledged (http://www.eea.europa.eu/legal/copyright).
*9*: Copyright holder: Directorate-General for Energy and Transport, Directorate-General for Environment (DG Environment).
```
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 graph shows development of specific CO2 emissions, defined as emissions of CO2 per transport unit (tonne-km), by freight transport mode (road, rail, maritime, inland shipping) over the period 1995 to 2009.\n*2*: Specific CO2 emissions data for all transport modes are modelled data derived from TREMOVE (http://www.tremove.org/model/index.htm) and TRENDS (http://www.forum.europa.eu.int/Public/irc/dsis/pip/library?l=/environment_trends).\n*3*: Specific CO2 emissions are expressed in grams per tonne-kilometer.\n*4*: EEA standard re-use policy: unless otherwise indicated, re-use of content on the EEA website for commercial or non-commercial purposes is permitted free of charge, provided that the source is acknowledged (http://www.eea.europa.eu/legal/copyright).\n*5*: Copyright holder: Directorate-General for Energy and Transport, Directorate-General for Environment (DG Environment).\n*6*: Why not buy one of the new generation vehicles?\n*7*: A hybrid car consumes between 20 % and 30 % less fuel and generates far less CO2 than a classical vehicle.\n*8*: So why not pollute less and save money \u2013 all at once?\n*9*: More green tips", "scrambled": "*1*: More green tips\n*2*: The graph shows development of specific CO2 emissions, defined as emissions of CO2 per transport unit (tonne-km), by freight transport mode (road, rail, maritime, inland shipping) over the period 1995 to 2009.\n*3*: So why not pollute less and save money \u2013 all at once?\n*4*: A hybrid car consumes between 20 % and 30 % less fuel and generates far less CO2 than a classical vehicle.\n*5*: Why not buy one of the new generation vehicles?\n*6*: Specific CO2 emissions data for all transport modes are modelled data derived from TREMOVE (http://www.tremove.org/model/index.htm) and TRENDS (http://www.forum.europa.eu.int/Public/irc/dsis/pip/library?l=/environment_trends).\n*7*: Specific CO2 emissions are expressed in grams per tonne-kilometer.\n*8*: EEA standard re-use policy: unless otherwise indicated, re-use of content on the EEA website for commercial or non-commercial purposes is permitted free of charge, provided that the source is acknowledged (http://www.eea.europa.eu/legal/copyright).\n*9*: Copyright holder: Directorate-General for Energy and Transport, Directorate-General for Environment (DG Environment)."}
| 2 |
unscramble_15190
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: They claim that the 60-mile wide Popigai crater in eastern Siberia contains "many trillions of carats" of so-called "impact diamonds" - stones good for technological purposes, not for jewellery.
*2*: They are calling for it to be dug up now for the benefits it could bring to industries.
*3*: The institute is planning to send an expedition to the crater in co-operation with Russia's state-controlled diamond mining company Alrosa.
*4*: The deposit was first discovered by Soviet scientists in the 1970s, but was left unexplored as the Soviet leadership chose to produce synthetic diamonds for industrial use.
*5*: Updated: 19/09/12 : 07:46:22Printable Version Russian scientists have revealed that they kept secret a huge deposit of diamonds beneath a gigantic meteorite crater in Siberia for decades.
*6*: This means they could be twice as hard as conventional diamonds and therefore have superlative industrial qualities.
*7*: Mr Pokhilenko said that the diamonds owed their unparalleled hardness to the enormous pressure and high temperatures created by the explosion when a giant meteorite hit the area 35 million years ago.
*8*: It remained classified until after the collapse of the Soviet Union.
*9*: Nikolai Pokhilenko, the head of the Geological and Mineralogical Institute in Novosibirsk, told the Russian news agency RIA Novosti that the diamonds found in Popigai include special molecular forms of carbon.
*10*: The scientists, from the Siberian branch of the Russian Academy of Sciences, said the diamond source is bigger than any known reserve in the world.
```
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*: Updated: 19/09/12 : 07:46:22Printable Version Russian scientists have revealed that they kept secret a huge deposit of diamonds beneath a gigantic meteorite crater in Siberia for decades.\n*2*: They claim that the 60-mile wide Popigai crater in eastern Siberia contains \"many trillions of carats\" of so-called \"impact diamonds\" - stones good for technological purposes, not for jewellery.\n*3*: The scientists, from the Siberian branch of the Russian Academy of Sciences, said the diamond source is bigger than any known reserve in the world.\n*4*: They are calling for it to be dug up now for the benefits it could bring to industries.\n*5*: The deposit was first discovered by Soviet scientists in the 1970s, but was left unexplored as the Soviet leadership chose to produce synthetic diamonds for industrial use.\n*6*: It remained classified until after the collapse of the Soviet Union.\n*7*: Nikolai Pokhilenko, the head of the Geological and Mineralogical Institute in Novosibirsk, told the Russian news agency RIA Novosti that the diamonds found in Popigai include special molecular forms of carbon.\n*8*: This means they could be twice as hard as conventional diamonds and therefore have superlative industrial qualities.\n*9*: Mr Pokhilenko said that the diamonds owed their unparalleled hardness to the enormous pressure and high temperatures created by the explosion when a giant meteorite hit the area 35 million years ago.\n*10*: The institute is planning to send an expedition to the crater in co-operation with Russia's state-controlled diamond mining company Alrosa.", "scrambled": "*1*: They claim that the 60-mile wide Popigai crater in eastern Siberia contains \"many trillions of carats\" of so-called \"impact diamonds\" - stones good for technological purposes, not for jewellery.\n*2*: They are calling for it to be dug up now for the benefits it could bring to industries.\n*3*: The institute is planning to send an expedition to the crater in co-operation with Russia's state-controlled diamond mining company Alrosa.\n*4*: The deposit was first discovered by Soviet scientists in the 1970s, but was left unexplored as the Soviet leadership chose to produce synthetic diamonds for industrial use.\n*5*: Updated: 19/09/12 : 07:46:22Printable Version Russian scientists have revealed that they kept secret a huge deposit of diamonds beneath a gigantic meteorite crater in Siberia for decades.\n*6*: This means they could be twice as hard as conventional diamonds and therefore have superlative industrial qualities.\n*7*: Mr Pokhilenko said that the diamonds owed their unparalleled hardness to the enormous pressure and high temperatures created by the explosion when a giant meteorite hit the area 35 million years ago.\n*8*: It remained classified until after the collapse of the Soviet Union.\n*9*: Nikolai Pokhilenko, the head of the Geological and Mineralogical Institute in Novosibirsk, told the Russian news agency RIA Novosti that the diamonds found in Popigai include special molecular forms of carbon.\n*10*: The scientists, from the Siberian branch of the Russian Academy of Sciences, said the diamond source is bigger than any known reserve in the world."}
| 2 |
unscramble_8389
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In this chapter, you'll discover some of its many abilities that qualify it as a machine you won't find anywhere else in the universe.
*2*: The Five Senses Our body is an amazing creation.
*3*: We have five senses: touch, taste, hearing, sight, and smell.
*4*: Each of these senses allows us to understand the world in a different way and gives us a unique perspective on what we encounter each day.
*5*: Braille is a system of writing using raised bumps on a page that allows blind people to read.
*6*: For now, though, let's focus on the ways we interact with the world around us.
*7*: It was developed in 1829 by 20-year-old Louis Braille, a Frenchman who lost his sight at the age of three.
```
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 Five Senses Our body is an amazing creation.\n*2*: In this chapter, you'll discover some of its many abilities that qualify it as a machine you won't find anywhere else in the universe.\n*3*: For now, though, let's focus on the ways we interact with the world around us.\n*4*: We have five senses: touch, taste, hearing, sight, and smell.\n*5*: Each of these senses allows us to understand the world in a different way and gives us a unique perspective on what we encounter each day.\n*6*: Braille is a system of writing using raised bumps on a page that allows blind people to read.\n*7*: It was developed in 1829 by 20-year-old Louis Braille, a Frenchman who lost his sight at the age of three.", "scrambled": "*1*: In this chapter, you'll discover some of its many abilities that qualify it as a machine you won't find anywhere else in the universe.\n*2*: The Five Senses Our body is an amazing creation.\n*3*: We have five senses: touch, taste, hearing, sight, and smell.\n*4*: Each of these senses allows us to understand the world in a different way and gives us a unique perspective on what we encounter each day.\n*5*: Braille is a system of writing using raised bumps on a page that allows blind people to read.\n*6*: For now, though, let's focus on the ways we interact with the world around us.\n*7*: It was developed in 1829 by 20-year-old Louis Braille, a Frenchman who lost his sight at the age of three."}
| 2 |
unscramble_253381
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: String getline() problem I've written the following code in order to get user input until the user writes a character previously entered: string str, temp; cout << "Insert the character that ends the input:" << endl; cin >> c; cout << "Insert the string:" << endl; getline(cin, str, c); Now, why doesn't the input end if I write the following?
*2*: No new replies allowed.
*3*: Insert the character that ends the input: Insert the string: This is one of the hazards of mixing the extraction operator>> with getline() the extraction operator doesn't extract the end of line character so you will need to remove that character.
*4*: Topic archived.
```
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*: String getline() problem I've written the following code in order to get user input until the user writes a character previously entered: string str, temp; cout << \"Insert the character that ends the input:\" << endl; cin >> c; cout << \"Insert the string:\" << endl; getline(cin, str, c); Now, why doesn't the input end if I write the following?\n*2*: Insert the character that ends the input: Insert the string: This is one of the hazards of mixing the extraction operator>> with getline() the extraction operator doesn't extract the end of line character so you will need to remove that character.\n*3*: Topic archived.\n*4*: No new replies allowed.", "scrambled": "*1*: String getline() problem I've written the following code in order to get user input until the user writes a character previously entered: string str, temp; cout << \"Insert the character that ends the input:\" << endl; cin >> c; cout << \"Insert the string:\" << endl; getline(cin, str, c); Now, why doesn't the input end if I write the following?\n*2*: No new replies allowed.\n*3*: Insert the character that ends the input: Insert the string: This is one of the hazards of mixing the extraction operator>> with getline() the extraction operator doesn't extract the end of line character so you will need to remove that character.\n*4*: Topic archived."}
| 2 |
unscramble_176371
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But he says it could be very important to begin building a collection of DNA samples in such cases. "In the long run as we have more knowledge of what genes are involved in what impulsive or abnormal behaviors, we would be able to use such a collection to advance the research and understanding of such behaviors," says Professor Alexander Nicolescu.
*2*: An Indiana University professor of psychiatry says there may be little to be learned immediately.
*3*: But he warns that DNA is only one factor in the determination of behavior. "It's basically like a very large stack of cards and different combinations," he said. "And depending on what hand the environment holds also, you can have different outcomes."
*4*: IU Professor on Request to Examine Newtown Shooter's DNA Connecticutt's state medical examiner has asked scientists to study the DNA of Sandy Hook Elementary School shooter Adam Lanza.
```
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*: IU Professor on Request to Examine Newtown Shooter's DNA Connecticutt's state medical examiner has asked scientists to study the DNA of Sandy Hook Elementary School shooter Adam Lanza.\n*2*: An Indiana University professor of psychiatry says there may be little to be learned immediately.\n*3*: But he says it could be very important to begin building a collection of DNA samples in such cases. \"In the long run as we have more knowledge of what genes are involved in what impulsive or abnormal behaviors, we would be able to use such a collection to advance the research and understanding of such behaviors,\" says Professor Alexander Nicolescu.\n*4*: But he warns that DNA is only one factor in the determination of behavior. \"It's basically like a very large stack of cards and different combinations,\" he said. \"And depending on what hand the environment holds also, you can have different outcomes.\"", "scrambled": "*1*: But he says it could be very important to begin building a collection of DNA samples in such cases. \"In the long run as we have more knowledge of what genes are involved in what impulsive or abnormal behaviors, we would be able to use such a collection to advance the research and understanding of such behaviors,\" says Professor Alexander Nicolescu.\n*2*: An Indiana University professor of psychiatry says there may be little to be learned immediately.\n*3*: But he warns that DNA is only one factor in the determination of behavior. \"It's basically like a very large stack of cards and different combinations,\" he said. \"And depending on what hand the environment holds also, you can have different outcomes.\"\n*4*: IU Professor on Request to Examine Newtown Shooter's DNA Connecticutt's state medical examiner has asked scientists to study the DNA of Sandy Hook Elementary School shooter Adam Lanza."}
| 2 |
unscramble_55611
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Faking It Won’t Make It in Science The speaker lets a small plastic vial fall to the floor and tosses out a simple question along with it: What caused the vial to drop? “Gravity,” his audience responds instinctively.
*2*: The audience on this day is not an elementary or secondary school class, but a roomful of science teachers from around the country, who have gathered here for a meeting of the National Science Teachers Association.
*3*: This article is available to subscribers only.
*4*: This time, the answers come more slowly and with less certainty.
*5*: And what, he asks them, is gravity?
*6*: He singles out one response: “Gravity,” the speaker says to laughter from the room, “is what pulls objects to the Earth.” “There’s some real circular reasoning here,” he adds.
*7*: They’ve come to hear Bill Robertson, a writer and one-time curriculum developer, talk about a familiar topic: How can they improve their understanding of core science concepts when they’re expected to...
*8*: To keep reading this article and more, subscribe now or start a 2-week FREE trial. - Princeton Public School District, Princeton, NJ - Perspectives Charter Schools, Chicago, IL - School Turnaround Facilitator (Stockton, CA) ($83K-$102K/YR - WestEd, Multiple Locations - Elementary Principal - Forest Grove School District, Forest Grove, OR - K-12 Teachers - The International Educator, Multiple Locations
```
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*: Faking It Won\u2019t Make It in Science The speaker lets a small plastic vial fall to the floor and tosses out a simple question along with it: What caused the vial to drop? \u201cGravity,\u201d his audience responds instinctively.\n*2*: And what, he asks them, is gravity?\n*3*: This time, the answers come more slowly and with less certainty.\n*4*: He singles out one response: \u201cGravity,\u201d the speaker says to laughter from the room, \u201cis what pulls objects to the Earth.\u201d \u201cThere\u2019s some real circular reasoning here,\u201d he adds.\n*5*: The audience on this day is not an elementary or secondary school class, but a roomful of science teachers from around the country, who have gathered here for a meeting of the National Science Teachers Association.\n*6*: They\u2019ve come to hear Bill Robertson, a writer and one-time curriculum developer, talk about a familiar topic: How can they improve their understanding of core science concepts when they\u2019re expected to...\n*7*: This article is available to subscribers only.\n*8*: To keep reading this article and more, subscribe now or start a 2-week FREE trial. - Princeton Public School District, Princeton, NJ - Perspectives Charter Schools, Chicago, IL - School Turnaround Facilitator (Stockton, CA) ($83K-$102K/YR - WestEd, Multiple Locations - Elementary Principal - Forest Grove School District, Forest Grove, OR - K-12 Teachers - The International Educator, Multiple Locations", "scrambled": "*1*: Faking It Won\u2019t Make It in Science The speaker lets a small plastic vial fall to the floor and tosses out a simple question along with it: What caused the vial to drop? \u201cGravity,\u201d his audience responds instinctively.\n*2*: The audience on this day is not an elementary or secondary school class, but a roomful of science teachers from around the country, who have gathered here for a meeting of the National Science Teachers Association.\n*3*: This article is available to subscribers only.\n*4*: This time, the answers come more slowly and with less certainty.\n*5*: And what, he asks them, is gravity?\n*6*: He singles out one response: \u201cGravity,\u201d the speaker says to laughter from the room, \u201cis what pulls objects to the Earth.\u201d \u201cThere\u2019s some real circular reasoning here,\u201d he adds.\n*7*: They\u2019ve come to hear Bill Robertson, a writer and one-time curriculum developer, talk about a familiar topic: How can they improve their understanding of core science concepts when they\u2019re expected to...\n*8*: To keep reading this article and more, subscribe now or start a 2-week FREE trial. - Princeton Public School District, Princeton, NJ - Perspectives Charter Schools, Chicago, IL - School Turnaround Facilitator (Stockton, CA) ($83K-$102K/YR - WestEd, Multiple Locations - Elementary Principal - Forest Grove School District, Forest Grove, OR - K-12 Teachers - The International Educator, Multiple Locations"}
| 2 |
unscramble_132177
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Okay, you've covered a lot in this chapter!
*2*: Good work!
*3*: Chapter Two of this tutorial will discuss the most common types of information sources and what tools you can use to locate them.
*4*: Next you need to consider what types of information you need and where to look for them.
*5*: Your research strategy is taking shape!
*6*: You've: chosen a topic done some background reading identified the keywords and related terms that you're going to try.
```
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*: Okay, you've covered a lot in this chapter!\n*2*: You've: chosen a topic done some background reading identified the keywords and related terms that you're going to try.\n*3*: Good work!\n*4*: Your research strategy is taking shape!\n*5*: Next you need to consider what types of information you need and where to look for them.\n*6*: Chapter Two of this tutorial will discuss the most common types of information sources and what tools you can use to locate them.", "scrambled": "*1*: Okay, you've covered a lot in this chapter!\n*2*: Good work!\n*3*: Chapter Two of this tutorial will discuss the most common types of information sources and what tools you can use to locate them.\n*4*: Next you need to consider what types of information you need and where to look for them.\n*5*: Your research strategy is taking shape!\n*6*: You've: chosen a topic done some background reading identified the keywords and related terms that you're going to try."}
| 2 |
unscramble_82059
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: U.S. Energy Information Administration - EIA - Independent Statistics and Analysis Catalytic reforming: A refining process using controlled heat and pressure with catalysts to rearrange certain hydrocarbon molecules, there by converting paraffinic and naphthenic type hydrocarbons (e.g., low octane gasoline boiling range fractions) into petrochemical feedstocks and higher octane stocks suitable for blending into finished gasoline.
*2*: A processing unit operating at either equal to or greater than 225 pounds per square inch gauge (PSIG) measured at the outlet separator.
*3*: They are: - Low Pressure.
*4*: Catalytic reforming is reported in two categories.
*5*: A processing unit operating at less than 225 pounds per square inch gauge (PSIG) measured at the outlet separator. - High pressure.
```
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*: U.S. Energy Information Administration - EIA - Independent Statistics and Analysis Catalytic reforming: A refining process using controlled heat and pressure with catalysts to rearrange certain hydrocarbon molecules, there by converting paraffinic and naphthenic type hydrocarbons (e.g., low octane gasoline boiling range fractions) into petrochemical feedstocks and higher octane stocks suitable for blending into finished gasoline.\n*2*: Catalytic reforming is reported in two categories.\n*3*: They are: - Low Pressure.\n*4*: A processing unit operating at less than 225 pounds per square inch gauge (PSIG) measured at the outlet separator. - High pressure.\n*5*: A processing unit operating at either equal to or greater than 225 pounds per square inch gauge (PSIG) measured at the outlet separator.", "scrambled": "*1*: U.S. Energy Information Administration - EIA - Independent Statistics and Analysis Catalytic reforming: A refining process using controlled heat and pressure with catalysts to rearrange certain hydrocarbon molecules, there by converting paraffinic and naphthenic type hydrocarbons (e.g., low octane gasoline boiling range fractions) into petrochemical feedstocks and higher octane stocks suitable for blending into finished gasoline.\n*2*: A processing unit operating at either equal to or greater than 225 pounds per square inch gauge (PSIG) measured at the outlet separator.\n*3*: They are: - Low Pressure.\n*4*: Catalytic reforming is reported in two categories.\n*5*: A processing unit operating at less than 225 pounds per square inch gauge (PSIG) measured at the outlet separator. - High pressure."}
| 2 |
unscramble_218444
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This war led to Germany's unification as a militaristic nation, and was central to France's military development, influencing her disastrous tactics in 1914.
*2*: German Armies 1870-71 : Prussia v. 1 Paperback Illustrated by Darko Pavlovic Part of the Men-at-Arms series In 1870 Bismarck, Prime Minister of Prussia, engineered a war with France that would result in the fall of the Second Empire.
*3*: It was the first modern European war and saw the use of bolt action rifles, machine guns, railway transport and professional general staffs.
*4*: This book looks at the Prussian Army during this short war, and details its organisation and uniforms. - Format: Paperback - Pages: 48 pages, 40ill.8col.ill. - Publisher: Bloomsbury Publishing PLC - Publication Date: 20/08/2004 - Category: European history - ISBN: 9781841767543
```
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*: German Armies 1870-71 : Prussia v. 1 Paperback Illustrated by Darko Pavlovic Part of the Men-at-Arms series In 1870 Bismarck, Prime Minister of Prussia, engineered a war with France that would result in the fall of the Second Empire.\n*2*: It was the first modern European war and saw the use of bolt action rifles, machine guns, railway transport and professional general staffs.\n*3*: This war led to Germany's unification as a militaristic nation, and was central to France's military development, influencing her disastrous tactics in 1914.\n*4*: This book looks at the Prussian Army during this short war, and details its organisation and uniforms. - Format: Paperback - Pages: 48 pages, 40ill.8col.ill. - Publisher: Bloomsbury Publishing PLC - Publication Date: 20/08/2004 - Category: European history - ISBN: 9781841767543", "scrambled": "*1*: This war led to Germany's unification as a militaristic nation, and was central to France's military development, influencing her disastrous tactics in 1914.\n*2*: German Armies 1870-71 : Prussia v. 1 Paperback Illustrated by Darko Pavlovic Part of the Men-at-Arms series In 1870 Bismarck, Prime Minister of Prussia, engineered a war with France that would result in the fall of the Second Empire.\n*3*: It was the first modern European war and saw the use of bolt action rifles, machine guns, railway transport and professional general staffs.\n*4*: This book looks at the Prussian Army during this short war, and details its organisation and uniforms. - Format: Paperback - Pages: 48 pages, 40ill.8col.ill. - Publisher: Bloomsbury Publishing PLC - Publication Date: 20/08/2004 - Category: European history - ISBN: 9781841767543"}
| 2 |
unscramble_89975
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Please share what surprised you most...
*2*: Simply begin typing or use the editing tools above to add to this article.
*3*: This formula, which persisted until 2003, permitted the government to sidestep party rivalries to distribute...
*4*: What made you want to look up "Zauberformel"?
*5*: Once you are finished and click submit, your modifications will be sent to our editors for review. history of Switzerland In 1959 the so-called Zauberformel (“magic formula”) for the Federal Council was established, under which it was composed of two liberals, two conservatives, two Social Democrats, and one member of the peasant-based Swiss People’s Party.
```
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*: Simply begin typing or use the editing tools above to add to this article.\n*2*: Once you are finished and click submit, your modifications will be sent to our editors for review. history of Switzerland In 1959 the so-called Zauberformel (\u201cmagic formula\u201d) for the Federal Council was established, under which it was composed of two liberals, two conservatives, two Social Democrats, and one member of the peasant-based Swiss People\u2019s Party.\n*3*: This formula, which persisted until 2003, permitted the government to sidestep party rivalries to distribute...\n*4*: What made you want to look up \"Zauberformel\"?\n*5*: Please share what surprised you most...", "scrambled": "*1*: Please share what surprised you most...\n*2*: Simply begin typing or use the editing tools above to add to this article.\n*3*: This formula, which persisted until 2003, permitted the government to sidestep party rivalries to distribute...\n*4*: What made you want to look up \"Zauberformel\"?\n*5*: Once you are finished and click submit, your modifications will be sent to our editors for review. history of Switzerland In 1959 the so-called Zauberformel (\u201cmagic formula\u201d) for the Federal Council was established, under which it was composed of two liberals, two conservatives, two Social Democrats, and one member of the peasant-based Swiss People\u2019s Party."}
| 2 |
unscramble_234711
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: An application normally contains Erlang modules.
*2*: Some OTP applications, such as the C interface erl_interface, are written in other languages and have no Erlang - On a Unix system you can view the manual pages from the command % erl -man <module> - You can of course use any editor you like to write Erlang programs, but if you use Emacs there exists editing support such as indentation, syntax highlighting, electric commands, module name verification, comment support including paragraph filling, skeletons, tags support and more.
*3*: ErlIDE is under active development with new features in almost every release. - When developing with Erlang/OTP you usually test your programs from the interactive shell (see Getting Started With Erlang) where you can call individual functions.
*4*: An Erlang tutorial can be found in Getting Started With Erlang.
*5*: In addition to the documentation here Erlang is described in several recent books like: These books are highly recommended as a start for learning Erlang. - Erlang/OTP is divided into a number of OTP applications.
*6*: See the Tools application for details.
*7*: Welcome to Erlang/OTP, a complete for concurrent programming.
*8*: There is also a number of tools available, such as the graphical Debugger, the process manager Pman and table Also note that there are some shell features like history list (control-p and control-n), in line editing (Emacs key bindings) and module and function name completion (tab) if the module is loaded. - OpenSource users can ask questions and share experiences on the Erlang questions mailing list. - Before asking a question you can browse the mailing list archive and read the Frequently - Additional information and links of interest for Erlang programmers can be found on the Erlang Open Source site
*9*: Some hints that may get you started faster The complete Erlang language is described in the Erlang Reference Manual.
*10*: There is also an Erlang plugin (ErlIDE) for Eclipse if you prefer a more graphical environment.
```
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*: Welcome to Erlang/OTP, a complete for concurrent programming.\n*2*: Some hints that may get you started faster The complete Erlang language is described in the Erlang Reference Manual.\n*3*: An Erlang tutorial can be found in Getting Started With Erlang.\n*4*: In addition to the documentation here Erlang is described in several recent books like: These books are highly recommended as a start for learning Erlang. - Erlang/OTP is divided into a number of OTP applications.\n*5*: An application normally contains Erlang modules.\n*6*: Some OTP applications, such as the C interface erl_interface, are written in other languages and have no Erlang - On a Unix system you can view the manual pages from the command % erl -man <module> - You can of course use any editor you like to write Erlang programs, but if you use Emacs there exists editing support such as indentation, syntax highlighting, electric commands, module name verification, comment support including paragraph filling, skeletons, tags support and more.\n*7*: See the Tools application for details.\n*8*: There is also an Erlang plugin (ErlIDE) for Eclipse if you prefer a more graphical environment.\n*9*: ErlIDE is under active development with new features in almost every release. - When developing with Erlang/OTP you usually test your programs from the interactive shell (see Getting Started With Erlang) where you can call individual functions.\n*10*: There is also a number of tools available, such as the graphical Debugger, the process manager Pman and table Also note that there are some shell features like history list (control-p and control-n), in line editing (Emacs key bindings) and module and function name completion (tab) if the module is loaded. - OpenSource users can ask questions and share experiences on the Erlang questions mailing list. - Before asking a question you can browse the mailing list archive and read the Frequently - Additional information and links of interest for Erlang programmers can be found on the Erlang Open Source site", "scrambled": "*1*: An application normally contains Erlang modules.\n*2*: Some OTP applications, such as the C interface erl_interface, are written in other languages and have no Erlang - On a Unix system you can view the manual pages from the command % erl -man <module> - You can of course use any editor you like to write Erlang programs, but if you use Emacs there exists editing support such as indentation, syntax highlighting, electric commands, module name verification, comment support including paragraph filling, skeletons, tags support and more.\n*3*: ErlIDE is under active development with new features in almost every release. - When developing with Erlang/OTP you usually test your programs from the interactive shell (see Getting Started With Erlang) where you can call individual functions.\n*4*: An Erlang tutorial can be found in Getting Started With Erlang.\n*5*: In addition to the documentation here Erlang is described in several recent books like: These books are highly recommended as a start for learning Erlang. - Erlang/OTP is divided into a number of OTP applications.\n*6*: See the Tools application for details.\n*7*: Welcome to Erlang/OTP, a complete for concurrent programming.\n*8*: There is also a number of tools available, such as the graphical Debugger, the process manager Pman and table Also note that there are some shell features like history list (control-p and control-n), in line editing (Emacs key bindings) and module and function name completion (tab) if the module is loaded. - OpenSource users can ask questions and share experiences on the Erlang questions mailing list. - Before asking a question you can browse the mailing list archive and read the Frequently - Additional information and links of interest for Erlang programmers can be found on the Erlang Open Source site\n*9*: Some hints that may get you started faster The complete Erlang language is described in the Erlang Reference Manual.\n*10*: There is also an Erlang plugin (ErlIDE) for Eclipse if you prefer a more graphical environment."}
| 2 |
unscramble_223501
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Note that lexemes found in series may include asterisks in prefix or suffix position, so that, for example, ti-o-se* indicates a lexeme or a word at the beginning of a series, *ti-o-se* indicates a lexeme or a word in the middle of a series, and *ti-o-se indicates a lexeme or a word at the end of a series.
*2*: The convergence on Cyprus of “five systems of writing” [Myres 1914:299] resulted in a range of common and uncommon signs, which will become evident in the decipherments. - LinA Japanese is distinguished with dots (e.g. ma.di) whereas LinB or LinC Greek is distinguished with hyphens (e.g. ma-di). - Similar to Japanese syntax, LinC words often comprise compounds, and LinC sentences often lack clear word division.
*3*: To simply distinguish the syllabic script of Cyprus from those of both Crete and mainland Greece, I use the non-universal designation of Linear C.
*4*: Compound words result in many coined words and definitions, which are preceded by a cross (†).
*5*: Consequently, the placement of word dividers is a matter of interpretation.
```
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*: To simply distinguish the syllabic script of Cyprus from those of both Crete and mainland Greece, I use the non-universal designation of Linear C.\n*2*: The convergence on Cyprus of \u201cfive systems of writing\u201d [Myres 1914:299] resulted in a range of common and uncommon signs, which will become evident in the decipherments. - LinA Japanese is distinguished with dots (e.g. ma.di) whereas LinB or LinC Greek is distinguished with hyphens (e.g. ma-di). - Similar to Japanese syntax, LinC words often comprise compounds, and LinC sentences often lack clear word division.\n*3*: Consequently, the placement of word dividers is a matter of interpretation.\n*4*: Compound words result in many coined words and definitions, which are preceded by a cross (\u2020).\n*5*: Note that lexemes found in series may include asterisks in prefix or suffix position, so that, for example, ti-o-se* indicates a lexeme or a word at the beginning of a series, *ti-o-se* indicates a lexeme or a word in the middle of a series, and *ti-o-se indicates a lexeme or a word at the end of a series.", "scrambled": "*1*: Note that lexemes found in series may include asterisks in prefix or suffix position, so that, for example, ti-o-se* indicates a lexeme or a word at the beginning of a series, *ti-o-se* indicates a lexeme or a word in the middle of a series, and *ti-o-se indicates a lexeme or a word at the end of a series.\n*2*: The convergence on Cyprus of \u201cfive systems of writing\u201d [Myres 1914:299] resulted in a range of common and uncommon signs, which will become evident in the decipherments. - LinA Japanese is distinguished with dots (e.g. ma.di) whereas LinB or LinC Greek is distinguished with hyphens (e.g. ma-di). - Similar to Japanese syntax, LinC words often comprise compounds, and LinC sentences often lack clear word division.\n*3*: To simply distinguish the syllabic script of Cyprus from those of both Crete and mainland Greece, I use the non-universal designation of Linear C.\n*4*: Compound words result in many coined words and definitions, which are preceded by a cross (\u2020).\n*5*: Consequently, the placement of word dividers is a matter of interpretation."}
| 2 |
unscramble_170141
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Women need to hear about healthy benefits of fish Prior studies have shown that omega-3 fatty acids – found abundantly in fish – are important for the health of developing fetuses.
*2*: Moderation is important The American Congress of Obstetricians and Gynecologists states that “fish and shellfish are good sources of protein, omega-3 fatty acids, and other nutrients” but also warns against eating too much fish and eating fish that is higher in mercury, which may harm the fetus.
*3*: They offer the following guidelines: - Pregnant women or women who are trying to become pregnant may eat up to 12 ounces, or two average meals a week, of fish and shellfish that are considered to be lower in mercury, and they should avoid fish that is considered to be higher in mercury content. - Types of fish considered higher in mercury include: shark, swordfish, king mackerel, albacore tuna, and tilefish. - Types of fish considered lower in mercury include shrimp, canned light tuna (not albacore), salmon, pollock, and catfish.
*4*: New information about the benefits and risks of eating fish continues to appear in the scientific literature, so women who are pregnant or planning a pregnancy should discuss emerging information with an informed physician. (Am J Clin Nutr doi:10.3945/ajcn.2010.30070; “Nutrition During Pregnancy,” American Congress of Obstetricians and Gynecologists: www.acog.org/publications/patient_education/bp001.cfm, accessed on September 26, 2010)
*5*: However, because women are also advised to limit fish due to contaminants such as mercury, which may harm the fetus, many pregnant women avoid fish entirely.
*6*: They state that if a woman wants to include albacore tuna as part of her two fish meals per week then she should limit the amount of albacore tuna she eats to no more than 6 ounces for that week. - With fish caught in local rivers or streams, women should check local advisories and if there is no advice about them, it may be safe to eat up to 6 ounces (about one meal) per week of fish from local waters and during that week women should not eat any other fish.
*7*: In this study, 22 pregnant women who ate less than two servings of fish per week were surveyed in focus groups about their knowledge of the health effects and risks of eating fish, advice they had received about eating fish, how much and what types of fish they ate, and other questions about their knowledge and dietary behaviors.
*8*: Results showed: - Women were more aware of the health risks from fish contaminants than the potential health benefits from eating fish during pregnancy - Many of the women did not know how often they could eat fish, how much to eat, or which fish types are more likely to be low in mercury and higher in fatty acids - Not knowing which types of fish might be safer caused women to eat less fish The study results suggest that women should be counseled about the risks as well as the benefits of eating fish and participants suggested that a ready source of information, such as a wallet card with which type of fish to eat and which to avoid. “Pregnant women who infrequently consume fish might be willing to eat more fish if they received advice to eat some fish from their obstetrician or other sources and if they had a clear, readily accessible source of information regarding which fish types are safe to eat during pregnancy,” said Arienne Bloomingdale, lead study author, and her colleagues from the Department of Population Medicine at Harvard Medical School, Boston, MA.
```
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*: Women need to hear about healthy benefits of fish Prior studies have shown that omega-3 fatty acids \u2013 found abundantly in fish \u2013 are important for the health of developing fetuses.\n*2*: However, because women are also advised to limit fish due to contaminants such as mercury, which may harm the fetus, many pregnant women avoid fish entirely.\n*3*: In this study, 22 pregnant women who ate less than two servings of fish per week were surveyed in focus groups about their knowledge of the health effects and risks of eating fish, advice they had received about eating fish, how much and what types of fish they ate, and other questions about their knowledge and dietary behaviors.\n*4*: Results showed: - Women were more aware of the health risks from fish contaminants than the potential health benefits from eating fish during pregnancy - Many of the women did not know how often they could eat fish, how much to eat, or which fish types are more likely to be low in mercury and higher in fatty acids - Not knowing which types of fish might be safer caused women to eat less fish The study results suggest that women should be counseled about the risks as well as the benefits of eating fish and participants suggested that a ready source of information, such as a wallet card with which type of fish to eat and which to avoid. \u201cPregnant women who infrequently consume fish might be willing to eat more fish if they received advice to eat some fish from their obstetrician or other sources and if they had a clear, readily accessible source of information regarding which fish types are safe to eat during pregnancy,\u201d said Arienne Bloomingdale, lead study author, and her colleagues from the Department of Population Medicine at Harvard Medical School, Boston, MA.\n*5*: Moderation is important The American Congress of Obstetricians and Gynecologists states that \u201cfish and shellfish are good sources of protein, omega-3 fatty acids, and other nutrients\u201d but also warns against eating too much fish and eating fish that is higher in mercury, which may harm the fetus.\n*6*: They offer the following guidelines: - Pregnant women or women who are trying to become pregnant may eat up to 12 ounces, or two average meals a week, of fish and shellfish that are considered to be lower in mercury, and they should avoid fish that is considered to be higher in mercury content. - Types of fish considered higher in mercury include: shark, swordfish, king mackerel, albacore tuna, and tilefish. - Types of fish considered lower in mercury include shrimp, canned light tuna (not albacore), salmon, pollock, and catfish.\n*7*: They state that if a woman wants to include albacore tuna as part of her two fish meals per week then she should limit the amount of albacore tuna she eats to no more than 6 ounces for that week. - With fish caught in local rivers or streams, women should check local advisories and if there is no advice about them, it may be safe to eat up to 6 ounces (about one meal) per week of fish from local waters and during that week women should not eat any other fish.\n*8*: New information about the benefits and risks of eating fish continues to appear in the scientific literature, so women who are pregnant or planning a pregnancy should discuss emerging information with an informed physician. (Am J Clin Nutr doi:10.3945/ajcn.2010.30070; \u201cNutrition During Pregnancy,\u201d American Congress of Obstetricians and Gynecologists: www.acog.org/publications/patient_education/bp001.cfm, accessed on September 26, 2010)", "scrambled": "*1*: Women need to hear about healthy benefits of fish Prior studies have shown that omega-3 fatty acids \u2013 found abundantly in fish \u2013 are important for the health of developing fetuses.\n*2*: Moderation is important The American Congress of Obstetricians and Gynecologists states that \u201cfish and shellfish are good sources of protein, omega-3 fatty acids, and other nutrients\u201d but also warns against eating too much fish and eating fish that is higher in mercury, which may harm the fetus.\n*3*: They offer the following guidelines: - Pregnant women or women who are trying to become pregnant may eat up to 12 ounces, or two average meals a week, of fish and shellfish that are considered to be lower in mercury, and they should avoid fish that is considered to be higher in mercury content. - Types of fish considered higher in mercury include: shark, swordfish, king mackerel, albacore tuna, and tilefish. - Types of fish considered lower in mercury include shrimp, canned light tuna (not albacore), salmon, pollock, and catfish.\n*4*: New information about the benefits and risks of eating fish continues to appear in the scientific literature, so women who are pregnant or planning a pregnancy should discuss emerging information with an informed physician. (Am J Clin Nutr doi:10.3945/ajcn.2010.30070; \u201cNutrition During Pregnancy,\u201d American Congress of Obstetricians and Gynecologists: www.acog.org/publications/patient_education/bp001.cfm, accessed on September 26, 2010)\n*5*: However, because women are also advised to limit fish due to contaminants such as mercury, which may harm the fetus, many pregnant women avoid fish entirely.\n*6*: They state that if a woman wants to include albacore tuna as part of her two fish meals per week then she should limit the amount of albacore tuna she eats to no more than 6 ounces for that week. - With fish caught in local rivers or streams, women should check local advisories and if there is no advice about them, it may be safe to eat up to 6 ounces (about one meal) per week of fish from local waters and during that week women should not eat any other fish.\n*7*: In this study, 22 pregnant women who ate less than two servings of fish per week were surveyed in focus groups about their knowledge of the health effects and risks of eating fish, advice they had received about eating fish, how much and what types of fish they ate, and other questions about their knowledge and dietary behaviors.\n*8*: Results showed: - Women were more aware of the health risks from fish contaminants than the potential health benefits from eating fish during pregnancy - Many of the women did not know how often they could eat fish, how much to eat, or which fish types are more likely to be low in mercury and higher in fatty acids - Not knowing which types of fish might be safer caused women to eat less fish The study results suggest that women should be counseled about the risks as well as the benefits of eating fish and participants suggested that a ready source of information, such as a wallet card with which type of fish to eat and which to avoid. \u201cPregnant women who infrequently consume fish might be willing to eat more fish if they received advice to eat some fish from their obstetrician or other sources and if they had a clear, readily accessible source of information regarding which fish types are safe to eat during pregnancy,\u201d said Arienne Bloomingdale, lead study author, and her colleagues from the Department of Population Medicine at Harvard Medical School, Boston, MA."}
| 2 |
unscramble_196330
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Betz's Law (Danish Wind Industry Association)
*2*: Energy loss is also caused by changes in wind speed, changes in wind direction, and changes in temperature.
*3*: However, in practice, wind turbine rotors convert much less than this theoretical maximum.
*4*: Betz' Law (1919) states that a wind turbine can convert 16/27 (or 59%) of the kinetic energy in the wind to mechanical energy.
*5*: Albert Betz (1885-1968), a German physicist noted for his path-breaking theoretical studies of wind turbines.
*6*: Using early wind tunnels, Betz also tested swept wing models for the German airplane manufacturer Messerschmitt, demonstrating that this wing design would allow airplanes to reach higher speeds.
*7*: Betz's theoretical contributions are still the foundation for today's rotor theory.
*8*: This is caused by energy losses in transmission, generation, and power conditioning.
```
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*: Albert Betz (1885-1968), a German physicist noted for his path-breaking theoretical studies of wind turbines.\n*2*: Betz' Law (1919) states that a wind turbine can convert 16/27 (or 59%) of the kinetic energy in the wind to mechanical energy.\n*3*: However, in practice, wind turbine rotors convert much less than this theoretical maximum.\n*4*: This is caused by energy losses in transmission, generation, and power conditioning.\n*5*: Energy loss is also caused by changes in wind speed, changes in wind direction, and changes in temperature.\n*6*: Using early wind tunnels, Betz also tested swept wing models for the German airplane manufacturer Messerschmitt, demonstrating that this wing design would allow airplanes to reach higher speeds.\n*7*: Betz's theoretical contributions are still the foundation for today's rotor theory.\n*8*: Betz's Law (Danish Wind Industry Association)", "scrambled": "*1*: Betz's Law (Danish Wind Industry Association)\n*2*: Energy loss is also caused by changes in wind speed, changes in wind direction, and changes in temperature.\n*3*: However, in practice, wind turbine rotors convert much less than this theoretical maximum.\n*4*: Betz' Law (1919) states that a wind turbine can convert 16/27 (or 59%) of the kinetic energy in the wind to mechanical energy.\n*5*: Albert Betz (1885-1968), a German physicist noted for his path-breaking theoretical studies of wind turbines.\n*6*: Using early wind tunnels, Betz also tested swept wing models for the German airplane manufacturer Messerschmitt, demonstrating that this wing design would allow airplanes to reach higher speeds.\n*7*: Betz's theoretical contributions are still the foundation for today's rotor theory.\n*8*: This is caused by energy losses in transmission, generation, and power conditioning."}
| 2 |
unscramble_90315
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This module supports primary school children learning about where their food comes from and how it is farmed.
*2*: These are: This module also features exciting videos which show crops and animals being farmed and recipes being made, these are supported by easy-to-follow recipes and teacher guidance: Last reviewed: 14/06/2011 Next review date: 01/11/2013
*3*: This module is comprised of a comprehensive Teachers' Guide and three Key Facts: Key Fact 1 - All food comes from plants or animals; Key Fact 2 - Food has to be farmed, caught or grown at home; Key Fact 3 - Food is changed from farm to fork.
*4*: This module is supported by three exciting interactive activties around food and farming.
*5*: The Key Facts are supported by lots of great resources including lesson ideas for the busy teacher, pre-prepared worksheets for children, interactive activities, PowerPoint presentations and colour photographs.
*6*: Welcome to the Food and farming module for children aged 5-8 years.
```
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*: Welcome to the Food and farming module for children aged 5-8 years.\n*2*: This module supports primary school children learning about where their food comes from and how it is farmed.\n*3*: This module is comprised of a comprehensive Teachers' Guide and three Key Facts: Key Fact 1 - All food comes from plants or animals; Key Fact 2 - Food has to be farmed, caught or grown at home; Key Fact 3 - Food is changed from farm to fork.\n*4*: The Key Facts are supported by lots of great resources including lesson ideas for the busy teacher, pre-prepared worksheets for children, interactive activities, PowerPoint presentations and colour photographs.\n*5*: This module is supported by three exciting interactive activties around food and farming.\n*6*: These are: This module also features exciting videos which show crops and animals being farmed and recipes being made, these are supported by easy-to-follow recipes and teacher guidance: Last reviewed: 14/06/2011 Next review date: 01/11/2013", "scrambled": "*1*: This module supports primary school children learning about where their food comes from and how it is farmed.\n*2*: These are: This module also features exciting videos which show crops and animals being farmed and recipes being made, these are supported by easy-to-follow recipes and teacher guidance: Last reviewed: 14/06/2011 Next review date: 01/11/2013\n*3*: This module is comprised of a comprehensive Teachers' Guide and three Key Facts: Key Fact 1 - All food comes from plants or animals; Key Fact 2 - Food has to be farmed, caught or grown at home; Key Fact 3 - Food is changed from farm to fork.\n*4*: This module is supported by three exciting interactive activties around food and farming.\n*5*: The Key Facts are supported by lots of great resources including lesson ideas for the busy teacher, pre-prepared worksheets for children, interactive activities, PowerPoint presentations and colour photographs.\n*6*: Welcome to the Food and farming module for children aged 5-8 years."}
| 2 |
unscramble_75463
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A program could then use that location to provide you with information about nearby restaurants or driving directions to your next destination.
*2*: What is a sensor?
*3*: Programs on your computer can access information from sensors, and then store or use it to help you with everyday tasks or to improve your computer experience.
*4*: Sensors are hardware components that can provide your computer with information about your computer's location, surroundings, and more.
*5*: For more information about how sensors may affect your privacy, see How does a sensor affect my privacy?
*6*: A light sensor installed on your computer could detect the light in your surroundings, and then adjust the screen brightness to match it.
*7*: There are two types of sensors: Some examples of sensors include a location sensor, such as a GPS receiver, that can detect your computer's current location.
```
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 a sensor?\n*2*: Sensors are hardware components that can provide your computer with information about your computer's location, surroundings, and more.\n*3*: Programs on your computer can access information from sensors, and then store or use it to help you with everyday tasks or to improve your computer experience.\n*4*: There are two types of sensors: Some examples of sensors include a location sensor, such as a GPS receiver, that can detect your computer's current location.\n*5*: A program could then use that location to provide you with information about nearby restaurants or driving directions to your next destination.\n*6*: A light sensor installed on your computer could detect the light in your surroundings, and then adjust the screen brightness to match it.\n*7*: For more information about how sensors may affect your privacy, see How does a sensor affect my privacy?", "scrambled": "*1*: A program could then use that location to provide you with information about nearby restaurants or driving directions to your next destination.\n*2*: What is a sensor?\n*3*: Programs on your computer can access information from sensors, and then store or use it to help you with everyday tasks or to improve your computer experience.\n*4*: Sensors are hardware components that can provide your computer with information about your computer's location, surroundings, and more.\n*5*: For more information about how sensors may affect your privacy, see How does a sensor affect my privacy?\n*6*: A light sensor installed on your computer could detect the light in your surroundings, and then adjust the screen brightness to match it.\n*7*: There are two types of sensors: Some examples of sensors include a location sensor, such as a GPS receiver, that can detect your computer's current location."}
| 2 |
unscramble_91988
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: When the Botanical Research Institute of Texas opens its new $48 million building in Fort Worth in May 2011, the 69,000 sq. ft. facility will include a living roof. 6,000 trays are being installed on the roof to hold 30,000 plants of 40 species from the Fort Worth area, reports NBCDFW.
*2*: The roof, which is at a 9.5 degree angle facing south, will help to keep the building cooler and will reduce the amount of storm water runoff.
*3*: The trays, which are made from coco fiber, are biodegradable, reports the Fort Worth Star-Telegram.
*4*: Photo courtesy of Botanical Research Institute of Texas
*5*: Pictured: The new $48 million Botanical Research Institute of Texas building in Fort Worth will be equipped with a living roof that holds 30,000 plants of 40 species.
```
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 the Botanical Research Institute of Texas opens its new $48 million building in Fort Worth in May 2011, the 69,000 sq. ft. facility will include a living roof. 6,000 trays are being installed on the roof to hold 30,000 plants of 40 species from the Fort Worth area, reports NBCDFW.\n*2*: The trays, which are made from coco fiber, are biodegradable, reports the Fort Worth Star-Telegram.\n*3*: The roof, which is at a 9.5 degree angle facing south, will help to keep the building cooler and will reduce the amount of storm water runoff.\n*4*: Pictured: The new $48 million Botanical Research Institute of Texas building in Fort Worth will be equipped with a living roof that holds 30,000 plants of 40 species.\n*5*: Photo courtesy of Botanical Research Institute of Texas", "scrambled": "*1*: When the Botanical Research Institute of Texas opens its new $48 million building in Fort Worth in May 2011, the 69,000 sq. ft. facility will include a living roof. 6,000 trays are being installed on the roof to hold 30,000 plants of 40 species from the Fort Worth area, reports NBCDFW.\n*2*: The roof, which is at a 9.5 degree angle facing south, will help to keep the building cooler and will reduce the amount of storm water runoff.\n*3*: The trays, which are made from coco fiber, are biodegradable, reports the Fort Worth Star-Telegram.\n*4*: Photo courtesy of Botanical Research Institute of Texas\n*5*: Pictured: The new $48 million Botanical Research Institute of Texas building in Fort Worth will be equipped with a living roof that holds 30,000 plants of 40 species."}
| 2 |
unscramble_159496
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Home > National Parks of Canada > Bear Management in the Rocky Mountain National Parks > Education > Bear Foods Grizzly bears eat a variety of plants at specific stages of growth throughout the year; meat constitutes about 15% of their diet.
*2*: Bears have about seven months to meet their nutritional requirements for the entire year.
*3*: Spring & early summer Late summer & fall
*4*: They must move up and down in elevation and across the landscape to take advantage of these widely scattered food sources.
```
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*: Home > National Parks of Canada > Bear Management in the Rocky Mountain National Parks > Education > Bear Foods Grizzly bears eat a variety of plants at specific stages of growth throughout the year; meat constitutes about 15% of their diet.\n*2*: Bears have about seven months to meet their nutritional requirements for the entire year.\n*3*: They must move up and down in elevation and across the landscape to take advantage of these widely scattered food sources.\n*4*: Spring & early summer Late summer & fall", "scrambled": "*1*: Home > National Parks of Canada > Bear Management in the Rocky Mountain National Parks > Education > Bear Foods Grizzly bears eat a variety of plants at specific stages of growth throughout the year; meat constitutes about 15% of their diet.\n*2*: Bears have about seven months to meet their nutritional requirements for the entire year.\n*3*: Spring & early summer Late summer & fall\n*4*: They must move up and down in elevation and across the landscape to take advantage of these widely scattered food sources."}
| 2 |
unscramble_88838
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Data reported by the weather station: 124650 Latitude: 51.73 | Longitude: 19.4 | Altitude: 190 |Main||Year 1942 climate||Select a month| To calculate annual averages, we analyzed data of 364 days (99.73% of year).
*2*: The total rainfall value 0 (zero) may indicate that there has been no such measurement and / or the weather station does not broadcast. |Annual average temperature:||7.5°C||364| |Annual average maximum temperature:||10.9°C||364| |Annual average minimum temperature:||2.9°C||364| |Annual average humidity:||75.7%||363| |Annual total precipitation:||-||-| |Annual average visibility:||13.3 Km||364| |Annual average wind speed:||15.9 km/h||364| Number of days with extraordinary phenomena. |Total days with rain:||103| |Total days with snow:||59| |Total days with thunderstorm:||15| |Total days with fog:||20| |Total days with tornado or funnel cloud:||0| |Total days with hail:||1| Days of extreme historical values in 1942 The highest temperature recorded was 32.8°C on September 4.
*3*: The lowest temperature recorded was -27.2°C on January 26.
*4*: If in the average or annual total of some data is missing information of 10 or more days, this is not displayed.
*5*: The maximum wind speed recorded was 81.3 km/h on November 29.
```
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*: Data reported by the weather station: 124650 Latitude: 51.73 | Longitude: 19.4 | Altitude: 190 |Main||Year 1942 climate||Select a month| To calculate annual averages, we analyzed data of 364 days (99.73% of year).\n*2*: If in the average or annual total of some data is missing information of 10 or more days, this is not displayed.\n*3*: The total rainfall value 0 (zero) may indicate that there has been no such measurement and / or the weather station does not broadcast. |Annual average temperature:||7.5\u00b0C||364| |Annual average maximum temperature:||10.9\u00b0C||364| |Annual average minimum temperature:||2.9\u00b0C||364| |Annual average humidity:||75.7%||363| |Annual total precipitation:||-||-| |Annual average visibility:||13.3 Km||364| |Annual average wind speed:||15.9 km/h||364| Number of days with extraordinary phenomena. |Total days with rain:||103| |Total days with snow:||59| |Total days with thunderstorm:||15| |Total days with fog:||20| |Total days with tornado or funnel cloud:||0| |Total days with hail:||1| Days of extreme historical values in 1942 The highest temperature recorded was 32.8\u00b0C on September 4.\n*4*: The lowest temperature recorded was -27.2\u00b0C on January 26.\n*5*: The maximum wind speed recorded was 81.3 km/h on November 29.", "scrambled": "*1*: Data reported by the weather station: 124650 Latitude: 51.73 | Longitude: 19.4 | Altitude: 190 |Main||Year 1942 climate||Select a month| To calculate annual averages, we analyzed data of 364 days (99.73% of year).\n*2*: The total rainfall value 0 (zero) may indicate that there has been no such measurement and / or the weather station does not broadcast. |Annual average temperature:||7.5\u00b0C||364| |Annual average maximum temperature:||10.9\u00b0C||364| |Annual average minimum temperature:||2.9\u00b0C||364| |Annual average humidity:||75.7%||363| |Annual total precipitation:||-||-| |Annual average visibility:||13.3 Km||364| |Annual average wind speed:||15.9 km/h||364| Number of days with extraordinary phenomena. |Total days with rain:||103| |Total days with snow:||59| |Total days with thunderstorm:||15| |Total days with fog:||20| |Total days with tornado or funnel cloud:||0| |Total days with hail:||1| Days of extreme historical values in 1942 The highest temperature recorded was 32.8\u00b0C on September 4.\n*3*: The lowest temperature recorded was -27.2\u00b0C on January 26.\n*4*: If in the average or annual total of some data is missing information of 10 or more days, this is not displayed.\n*5*: The maximum wind speed recorded was 81.3 km/h on November 29."}
| 2 |
unscramble_32622
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In 2008, we found that the activity of certain search terms are good indicators of actual flu activity.
*2*: However, tools that provide access to search data, such as Google Trends or Google Insights for Search, weren’t designed with this type of research in mind.
*3*: Based on this finding, we launched Google Flu Trends to provide timely estimates of flu activity in 28 countries.
*4*: In other words, they wanted a system that was like Google Trends but in reverse.
*5*: It all started with the flu.
*6*: This is now possible with Google Correlate, which we’re launching today on Google Labs.
*7*: Those systems allow you to enter a search term and see the trend; but researchers told us they want to enter the trend of some real world activity and see which search terms best match that trend.
*8*: Since then, we’ve seen a number of other researchers—including our very own—use search activity data to estimate other real world activities.
*9*: In the example below, we uploaded official flu activity data from the U.S. CDC over the last several years and found that people search for terms like [cold or flu] in a similar pattern to actual flu rates.
*10*: Using Correlate, you can upload your own data series and see a list of search terms whose popularity best corresponds with that real world trend.
```
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*: It all started with the flu.\n*2*: In 2008, we found that the activity of certain search terms are good indicators of actual flu activity.\n*3*: Based on this finding, we launched Google Flu Trends to provide timely estimates of flu activity in 28 countries.\n*4*: Since then, we\u2019ve seen a number of other researchers\u2014including our very own\u2014use search activity data to estimate other real world activities.\n*5*: However, tools that provide access to search data, such as Google Trends or Google Insights for Search, weren\u2019t designed with this type of research in mind.\n*6*: Those systems allow you to enter a search term and see the trend; but researchers told us they want to enter the trend of some real world activity and see which search terms best match that trend.\n*7*: In other words, they wanted a system that was like Google Trends but in reverse.\n*8*: This is now possible with Google Correlate, which we\u2019re launching today on Google Labs.\n*9*: Using Correlate, you can upload your own data series and see a list of search terms whose popularity best corresponds with that real world trend.\n*10*: In the example below, we uploaded official flu activity data from the U.S. CDC over the last several years and found that people search for terms like [cold or flu] in a similar pattern to actual flu rates.", "scrambled": "*1*: In 2008, we found that the activity of certain search terms are good indicators of actual flu activity.\n*2*: However, tools that provide access to search data, such as Google Trends or Google Insights for Search, weren\u2019t designed with this type of research in mind.\n*3*: Based on this finding, we launched Google Flu Trends to provide timely estimates of flu activity in 28 countries.\n*4*: In other words, they wanted a system that was like Google Trends but in reverse.\n*5*: It all started with the flu.\n*6*: This is now possible with Google Correlate, which we\u2019re launching today on Google Labs.\n*7*: Those systems allow you to enter a search term and see the trend; but researchers told us they want to enter the trend of some real world activity and see which search terms best match that trend.\n*8*: Since then, we\u2019ve seen a number of other researchers\u2014including our very own\u2014use search activity data to estimate other real world activities.\n*9*: In the example below, we uploaded official flu activity data from the U.S. CDC over the last several years and found that people search for terms like [cold or flu] in a similar pattern to actual flu rates.\n*10*: Using Correlate, you can upload your own data series and see a list of search terms whose popularity best corresponds with that real world trend."}
| 2 |
unscramble_10922
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Inside the Flying Wing (Jan, 1947) Inside the Flying Wing COMPLETELY enclosed within the outer skin of the XB-35 there is a many-sided room that houses the 15-man crew.
*2*: Around this center of operations is a mass of trusswork resembling a bridge-a simpler structure than that of a conventional airplane because the craft’s weight is distributed throughout the wing and needs no “beefing up” around a fuselage.
*3*: Pressurized for high altitudes and large enough to provide sleeping accommodations for six, it is the heart of the Flying Wing.
*4*: The pictures on this and the following page, taken at the Northrop Aircraft plant in California, show details of the crew nacelle and the massive 172-foot framework in which it nestles.
```
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*: Inside the Flying Wing (Jan, 1947) Inside the Flying Wing COMPLETELY enclosed within the outer skin of the XB-35 there is a many-sided room that houses the 15-man crew.\n*2*: Pressurized for high altitudes and large enough to provide sleeping accommodations for six, it is the heart of the Flying Wing.\n*3*: Around this center of operations is a mass of trusswork resembling a bridge-a simpler structure than that of a conventional airplane because the craft\u2019s weight is distributed throughout the wing and needs no \u201cbeefing up\u201d around a fuselage.\n*4*: The pictures on this and the following page, taken at the Northrop Aircraft plant in California, show details of the crew nacelle and the massive 172-foot framework in which it nestles.", "scrambled": "*1*: Inside the Flying Wing (Jan, 1947) Inside the Flying Wing COMPLETELY enclosed within the outer skin of the XB-35 there is a many-sided room that houses the 15-man crew.\n*2*: Around this center of operations is a mass of trusswork resembling a bridge-a simpler structure than that of a conventional airplane because the craft\u2019s weight is distributed throughout the wing and needs no \u201cbeefing up\u201d around a fuselage.\n*3*: Pressurized for high altitudes and large enough to provide sleeping accommodations for six, it is the heart of the Flying Wing.\n*4*: The pictures on this and the following page, taken at the Northrop Aircraft plant in California, show details of the crew nacelle and the massive 172-foot framework in which it nestles."}
| 2 |
unscramble_19086
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Few examples of that work were more dramatic than John Stapp's trips down Holloman's famous sled track.
*2*: NM Centennial - Shaped by Science, Pt. 3..Sled Track Holloman Air Force Base and White Sands Missile Range served as centers for the development of technology that shaped the Cold War military.
*3*: Stapp, a physician, volunteered for the first trip on Holloman's sled track in December 1954, and eventually would make 28 more runs, earning himself the title "world's fastest human." His efforts generated data that played a role in safer aircraft and eventually safer automobiles.
*4*: Our thanks to the Albuquerque Journal's "New Mexico 100 Years of Statehood" publication for this article.
```
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*: NM Centennial - Shaped by Science, Pt. 3..Sled Track Holloman Air Force Base and White Sands Missile Range served as centers for the development of technology that shaped the Cold War military.\n*2*: Few examples of that work were more dramatic than John Stapp's trips down Holloman's famous sled track.\n*3*: Stapp, a physician, volunteered for the first trip on Holloman's sled track in December 1954, and eventually would make 28 more runs, earning himself the title \"world's fastest human.\" His efforts generated data that played a role in safer aircraft and eventually safer automobiles.\n*4*: Our thanks to the Albuquerque Journal's \"New Mexico 100 Years of Statehood\" publication for this article.", "scrambled": "*1*: Few examples of that work were more dramatic than John Stapp's trips down Holloman's famous sled track.\n*2*: NM Centennial - Shaped by Science, Pt. 3..Sled Track Holloman Air Force Base and White Sands Missile Range served as centers for the development of technology that shaped the Cold War military.\n*3*: Stapp, a physician, volunteered for the first trip on Holloman's sled track in December 1954, and eventually would make 28 more runs, earning himself the title \"world's fastest human.\" His efforts generated data that played a role in safer aircraft and eventually safer automobiles.\n*4*: Our thanks to the Albuquerque Journal's \"New Mexico 100 Years of Statehood\" publication for this article."}
| 2 |
unscramble_252542
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This view is a mosaic of images taken by the telephoto right-eye camera of the Mast Camera (Mastcam) during the 52nd Martian day, or sol, of the mission (Sept. 28, 2012), four sols before the rover arrived at Rocknest.
*2*: 'Rocknest' From Sol 52 Location This patch of windblown sand and dust downhill from a cluster of dark rocks is the "Rocknest" site, which has been selected as the likely location for first use of the scoop on the arm of NASA's Mars rover Curiosity.
*3*: Scientists white-balanced the color in this view to show the Martian scene as it would appear under the lighting conditions we have on Earth, which helps in analyzing the terrain.
*4*: The Rocknest patch is about 8 feet by 16 feet (1.5 meters by 5 meters).
```
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*: 'Rocknest' From Sol 52 Location This patch of windblown sand and dust downhill from a cluster of dark rocks is the \"Rocknest\" site, which has been selected as the likely location for first use of the scoop on the arm of NASA's Mars rover Curiosity.\n*2*: This view is a mosaic of images taken by the telephoto right-eye camera of the Mast Camera (Mastcam) during the 52nd Martian day, or sol, of the mission (Sept. 28, 2012), four sols before the rover arrived at Rocknest.\n*3*: The Rocknest patch is about 8 feet by 16 feet (1.5 meters by 5 meters).\n*4*: Scientists white-balanced the color in this view to show the Martian scene as it would appear under the lighting conditions we have on Earth, which helps in analyzing the terrain.", "scrambled": "*1*: This view is a mosaic of images taken by the telephoto right-eye camera of the Mast Camera (Mastcam) during the 52nd Martian day, or sol, of the mission (Sept. 28, 2012), four sols before the rover arrived at Rocknest.\n*2*: 'Rocknest' From Sol 52 Location This patch of windblown sand and dust downhill from a cluster of dark rocks is the \"Rocknest\" site, which has been selected as the likely location for first use of the scoop on the arm of NASA's Mars rover Curiosity.\n*3*: Scientists white-balanced the color in this view to show the Martian scene as it would appear under the lighting conditions we have on Earth, which helps in analyzing the terrain.\n*4*: The Rocknest patch is about 8 feet by 16 feet (1.5 meters by 5 meters)."}
| 2 |
unscramble_242204
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Also hoatzin, hoazin. from WordNet 3.0 Copyright 2006 by Princeton University.
*2*: The Opisthocomus cristatus, a remarkable bird of South America, of uncertain affinities, differing so much from all other known birds that a superfamily group, Opisthocomi or Heteromorphæ, has been formed for its reception.
*3*: A crested ill-smelling South American bird (Opisthocomus hoazin) whose young have claws on the first and second digits of the wings. from The Century Dictionary and Cyclopedia - n.
*4*: All rights reserved. - n. crested ill-smelling South American bird whose young have claws on the first and second digits of the wings Sorry, no etymologies found.
*5*: from the GNU version of the Collaborative International Dictionary of English - n.
```
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*: from the GNU version of the Collaborative International Dictionary of English - n.\n*2*: A crested ill-smelling South American bird (Opisthocomus hoazin) whose young have claws on the first and second digits of the wings. from The Century Dictionary and Cyclopedia - n.\n*3*: The Opisthocomus cristatus, a remarkable bird of South America, of uncertain affinities, differing so much from all other known birds that a superfamily group, Opisthocomi or Heteromorph\u00e6, has been formed for its reception.\n*4*: Also hoatzin, hoazin. from WordNet 3.0 Copyright 2006 by Princeton University.\n*5*: All rights reserved. - n. crested ill-smelling South American bird whose young have claws on the first and second digits of the wings Sorry, no etymologies found.", "scrambled": "*1*: Also hoatzin, hoazin. from WordNet 3.0 Copyright 2006 by Princeton University.\n*2*: The Opisthocomus cristatus, a remarkable bird of South America, of uncertain affinities, differing so much from all other known birds that a superfamily group, Opisthocomi or Heteromorph\u00e6, has been formed for its reception.\n*3*: A crested ill-smelling South American bird (Opisthocomus hoazin) whose young have claws on the first and second digits of the wings. from The Century Dictionary and Cyclopedia - n.\n*4*: All rights reserved. - n. crested ill-smelling South American bird whose young have claws on the first and second digits of the wings Sorry, no etymologies found.\n*5*: from the GNU version of the Collaborative International Dictionary of English - n."}
| 2 |
unscramble_166954
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Designed and built by Urs Peter Flueckiger and a group of students at Texas Tech University, the Sustainable Cabin was also inspired by Le Corbusier’s Cabanon, a manifestation of the Swiss architect’s ideas on minimalist living.
*2*: The Sustainable Cabin presents several architectural solutions to ecological issues relating to water use, energy production, and resource consumption – including water harvesting, composting, natural ventilation and solar power.
*3*: The structure was built with a reclaimed double-wide chassis and boasts a slew of ecotastic elements: a composting toilet, a battery for energy storage, solar powered electricity, cedar and corrugated iron exterior, recycled denim insulation, bamboo flooring, and an energy-efficient Morso stove.
*4*: Images © Urs Peter Flueckiger
*5*: More than a century ago, Henry David Thoreau asked, “What’s the use of a house if you haven’t got a tolerable planet to put it on?” He might not have been pondering climate change or green design, but his wise words – and his cabin on the shore of Walden Pond – inspired this simple and modern prefabricated dwelling located in West Texas.
*6*: Flueckiger told Mocoloco that one of the studies will involve collecting data about the performance of the cabin’s solar panels and comparing it to the performance of competing products.
*7*: Currently, the structure is stationed in Wichita Falls where it is being used as a laboratory for students to study and test sustainable 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*: More than a century ago, Henry David Thoreau asked, \u201cWhat\u2019s the use of a house if you haven\u2019t got a tolerable planet to put it on?\u201d He might not have been pondering climate change or green design, but his wise words \u2013 and his cabin on the shore of Walden Pond \u2013 inspired this simple and modern prefabricated dwelling located in West Texas.\n*2*: Designed and built by Urs Peter Flueckiger and a group of students at Texas Tech University, the Sustainable Cabin was also inspired by Le Corbusier\u2019s Cabanon, a manifestation of the Swiss architect\u2019s ideas on minimalist living.\n*3*: Currently, the structure is stationed in Wichita Falls where it is being used as a laboratory for students to study and test sustainable design.\n*4*: Flueckiger told Mocoloco that one of the studies will involve collecting data about the performance of the cabin\u2019s solar panels and comparing it to the performance of competing products.\n*5*: The Sustainable Cabin presents several architectural solutions to ecological issues relating to water use, energy production, and resource consumption \u2013 including water harvesting, composting, natural ventilation and solar power.\n*6*: The structure was built with a reclaimed double-wide chassis and boasts a slew of ecotastic elements: a composting toilet, a battery for energy storage, solar powered electricity, cedar and corrugated iron exterior, recycled denim insulation, bamboo flooring, and an energy-efficient Morso stove.\n*7*: Images \u00a9 Urs Peter Flueckiger", "scrambled": "*1*: Designed and built by Urs Peter Flueckiger and a group of students at Texas Tech University, the Sustainable Cabin was also inspired by Le Corbusier\u2019s Cabanon, a manifestation of the Swiss architect\u2019s ideas on minimalist living.\n*2*: The Sustainable Cabin presents several architectural solutions to ecological issues relating to water use, energy production, and resource consumption \u2013 including water harvesting, composting, natural ventilation and solar power.\n*3*: The structure was built with a reclaimed double-wide chassis and boasts a slew of ecotastic elements: a composting toilet, a battery for energy storage, solar powered electricity, cedar and corrugated iron exterior, recycled denim insulation, bamboo flooring, and an energy-efficient Morso stove.\n*4*: Images \u00a9 Urs Peter Flueckiger\n*5*: More than a century ago, Henry David Thoreau asked, \u201cWhat\u2019s the use of a house if you haven\u2019t got a tolerable planet to put it on?\u201d He might not have been pondering climate change or green design, but his wise words \u2013 and his cabin on the shore of Walden Pond \u2013 inspired this simple and modern prefabricated dwelling located in West Texas.\n*6*: Flueckiger told Mocoloco that one of the studies will involve collecting data about the performance of the cabin\u2019s solar panels and comparing it to the performance of competing products.\n*7*: Currently, the structure is stationed in Wichita Falls where it is being used as a laboratory for students to study and test sustainable design."}
| 2 |
unscramble_219864
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Please email email@example.com or firstname.lastname@example.org if you require further support.
*2*: Click Below to find out the word of the week...
*3*: Elstow School has a termly literacy focus.
*4*: Below are links to online tutorials that will guide you through how to help your child succeed and develop in Literacy.
*5*: Below are documents to support and encourage your childs reading and spelling.
*6*: Look out for the Literacy Newsletter!
*7*: Click below to find out more details.
*8*: Please refer to our calculation overview to check which method your child will learn each year.
*9*: Below are links to online tutorials, that will guide you through how to use our different calculations methods.
```
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*: Below are links to online tutorials, that will guide you through how to use our different calculations methods.\n*2*: Please refer to our calculation overview to check which method your child will learn each year.\n*3*: Below are links to online tutorials that will guide you through how to help your child succeed and develop in Literacy.\n*4*: Below are documents to support and encourage your childs reading and spelling.\n*5*: Please email email@example.com or firstname.lastname@example.org if you require further support.\n*6*: Elstow School has a termly literacy focus.\n*7*: Click below to find out more details.\n*8*: Look out for the Literacy Newsletter!\n*9*: Click Below to find out the word of the week...", "scrambled": "*1*: Please email email@example.com or firstname.lastname@example.org if you require further support.\n*2*: Click Below to find out the word of the week...\n*3*: Elstow School has a termly literacy focus.\n*4*: Below are links to online tutorials that will guide you through how to help your child succeed and develop in Literacy.\n*5*: Below are documents to support and encourage your childs reading and spelling.\n*6*: Look out for the Literacy Newsletter!\n*7*: Click below to find out more details.\n*8*: Please refer to our calculation overview to check which method your child will learn each year.\n*9*: Below are links to online tutorials, that will guide you through how to use our different calculations methods."}
| 2 |
unscramble_105109
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The last notable seismic activity to occur in Florida happened in 2006; the time before that was in 1952.
*2*: What is the only U.S. state that has never had a earthquake?
*3*: If you are trying to get away from earthquakes, you may want to move to Antarctica.
*4*: According to the USGS it has fewer earthquakes than any other continent.
*5*: And North Dakota, which was last shaken by a quake centered in Minnesota in 1975, has only had a handful of incidents as well.
*6*: The last shock that was centered in that state happened in Huff, N.D. in 1968 and had a magnitude of 4.4.
*7*: According to the U.S. Geological Survey's Earthquake Information Center, every state in the U.S. has experienced an earthquake of one kind or another.
```
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 only U.S. state that has never had a earthquake?\n*2*: According to the U.S. Geological Survey's Earthquake Information Center, every state in the U.S. has experienced an earthquake of one kind or another.\n*3*: The last notable seismic activity to occur in Florida happened in 2006; the time before that was in 1952.\n*4*: And North Dakota, which was last shaken by a quake centered in Minnesota in 1975, has only had a handful of incidents as well.\n*5*: The last shock that was centered in that state happened in Huff, N.D. in 1968 and had a magnitude of 4.4.\n*6*: If you are trying to get away from earthquakes, you may want to move to Antarctica.\n*7*: According to the USGS it has fewer earthquakes than any other continent.", "scrambled": "*1*: The last notable seismic activity to occur in Florida happened in 2006; the time before that was in 1952.\n*2*: What is the only U.S. state that has never had a earthquake?\n*3*: If you are trying to get away from earthquakes, you may want to move to Antarctica.\n*4*: According to the USGS it has fewer earthquakes than any other continent.\n*5*: And North Dakota, which was last shaken by a quake centered in Minnesota in 1975, has only had a handful of incidents as well.\n*6*: The last shock that was centered in that state happened in Huff, N.D. in 1968 and had a magnitude of 4.4.\n*7*: According to the U.S. Geological Survey's Earthquake Information Center, every state in the U.S. has experienced an earthquake of one kind or another."}
| 2 |
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