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stringlengths 484
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stringlengths 330
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unscramble_178662
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But if that's the only thing we do - I think we are missing the boat." And since work concerns top the list, he believes that where change should begin. "This is becoming a work-place issue; an organizational issue," he said. "I think we also need to educate.
*2*: All content © Copyright 2000 - 2013 Media General Communications Holdings, LLC.
*3*: A researcher at the University of South Florida believes it's going to take more than a ban on texting behind the wheel to actually keep people from doing it. "The more research I started doing, the more I realized how widespread this problem is," said Dr. Moez Limayem, who is now the Dean of USF's College of Business.
*4*: His research started a few years ago after a colleague at a university in Switzerland died while texting and driving. "It was a shock for me," Limayem said. "I owed it to my friend to understand this phenomenon and find better solutions." He said his studies of states and countries that have banned texting behind the wheel has revealed something interesting: It doesn't always work. "In many of these states and many of these countries - actually the number of accidents increased," he said. "What a lot of people do is - to escape the police seeing them ... is just try to hide it underneath the steering wheel and that puts them in even more uncomfortable and unsafe positions." He said some might see texting and driving as an addiction and the way society has traditionally handled addiction is through abstinence of the problem. "Obviously it's not working," Limayem said. "That's why I started looking at the phenomenon much deeper and what I found is that probably addiction does not explain everything." He found that some people have more of an obsession with it; almost to the point of showing the traits of Obsessive Compulsive Disorder. "It's exactly opposite of what we do in case of addictions," he said. "We should go a little bit deeper and the way you deal better with obsession in this case: Education, awareness, desensitizing people from the impact of not answering within a few minutes notice." Consider this, he says: Someone afraid of germs who might consistently wash their hands. "Now imagine for that person you come and say 'if you wash your hands I'm going to put you in jail or you're going to pay a fine,'" he said. "That person will absolutely panic and go into more anxiety and will find ways to wash their hands anyway." His research found concerns about work topped the list of reasons people just won't put down their phones behind the wheel. "People are anxious something important might come up and they cannot answer it very quickly," he said. "The expectation is they're available 24/7, 365." Second was the demands of family. "You are worried if your son, daughter, spouse, family member is texting you ... it's an emergency," he said.
*5*: We need awareness campaigns for companies ...
*6*: Even when you give these phones to employees - make sure you adjust to the expectations: What could happen if you really don't answer your text within a few minutes until you find a place to safely pull over?" It makes since to the students working with him on the educational campaign. "We raised awareness for drunk driving," said USF student Priscilla Curcino. "Why can't we raise awareness for something that's just as important and just as dangerous?" 200 South Parker Street, Tampa, FL 33606 Can’t find something?
*7*: Third came friends and social networking. "Phone companies have made it so easy for us to use different functions like our e-mail, social media, text message, GPS ... all of that comes from our phone," said Henry Reinberg, a USF student, who has started a campaign against texting and driving. "Since we use our phone so much it becomes kind of a centralized device we go to all the time...even if we don't need to." Limayem thinks awareness and education is what could change the culture. "It doesn't mean that we should not have fines for people who text," Limayem said. "I think that's fine.
*8*: A Media General Company.
```
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 researcher at the University of South Florida believes it's going to take more than a ban on texting behind the wheel to actually keep people from doing it. \"The more research I started doing, the more I realized how widespread this problem is,\" said Dr. Moez Limayem, who is now the Dean of USF's College of Business.\n*2*: His research started a few years ago after a colleague at a university in Switzerland died while texting and driving. \"It was a shock for me,\" Limayem said. \"I owed it to my friend to understand this phenomenon and find better solutions.\" He said his studies of states and countries that have banned texting behind the wheel has revealed something interesting: It doesn't always work. \"In many of these states and many of these countries - actually the number of accidents increased,\" he said. \"What a lot of people do is - to escape the police seeing them ... is just try to hide it underneath the steering wheel and that puts them in even more uncomfortable and unsafe positions.\" He said some might see texting and driving as an addiction and the way society has traditionally handled addiction is through abstinence of the problem. \"Obviously it's not working,\" Limayem said. \"That's why I started looking at the phenomenon much deeper and what I found is that probably addiction does not explain everything.\" He found that some people have more of an obsession with it; almost to the point of showing the traits of Obsessive Compulsive Disorder. \"It's exactly opposite of what we do in case of addictions,\" he said. \"We should go a little bit deeper and the way you deal better with obsession in this case: Education, awareness, desensitizing people from the impact of not answering within a few minutes notice.\" Consider this, he says: Someone afraid of germs who might consistently wash their hands. \"Now imagine for that person you come and say 'if you wash your hands I'm going to put you in jail or you're going to pay a fine,'\" he said. \"That person will absolutely panic and go into more anxiety and will find ways to wash their hands anyway.\" His research found concerns about work topped the list of reasons people just won't put down their phones behind the wheel. \"People are anxious something important might come up and they cannot answer it very quickly,\" he said. \"The expectation is they're available 24/7, 365.\" Second was the demands of family. \"You are worried if your son, daughter, spouse, family member is texting you ... it's an emergency,\" he said.\n*3*: Third came friends and social networking. \"Phone companies have made it so easy for us to use different functions like our e-mail, social media, text message, GPS ... all of that comes from our phone,\" said Henry Reinberg, a USF student, who has started a campaign against texting and driving. \"Since we use our phone so much it becomes kind of a centralized device we go to all the time...even if we don't need to.\" Limayem thinks awareness and education is what could change the culture. \"It doesn't mean that we should not have fines for people who text,\" Limayem said. \"I think that's fine.\n*4*: But if that's the only thing we do - I think we are missing the boat.\" And since work concerns top the list, he believes that where change should begin. \"This is becoming a work-place issue; an organizational issue,\" he said. \"I think we also need to educate.\n*5*: We need awareness campaigns for companies ...\n*6*: Even when you give these phones to employees - make sure you adjust to the expectations: What could happen if you really don't answer your text within a few minutes until you find a place to safely pull over?\" It makes since to the students working with him on the educational campaign. \"We raised awareness for drunk driving,\" said USF student Priscilla Curcino. \"Why can't we raise awareness for something that's just as important and just as dangerous?\" 200 South Parker Street, Tampa, FL 33606 Can\u2019t find something?\n*7*: All content \u00a9 Copyright 2000 - 2013 Media General Communications Holdings, LLC.\n*8*: A Media General Company.", "scrambled": "*1*: But if that's the only thing we do - I think we are missing the boat.\" And since work concerns top the list, he believes that where change should begin. \"This is becoming a work-place issue; an organizational issue,\" he said. \"I think we also need to educate.\n*2*: All content \u00a9 Copyright 2000 - 2013 Media General Communications Holdings, LLC.\n*3*: A researcher at the University of South Florida believes it's going to take more than a ban on texting behind the wheel to actually keep people from doing it. \"The more research I started doing, the more I realized how widespread this problem is,\" said Dr. Moez Limayem, who is now the Dean of USF's College of Business.\n*4*: His research started a few years ago after a colleague at a university in Switzerland died while texting and driving. \"It was a shock for me,\" Limayem said. \"I owed it to my friend to understand this phenomenon and find better solutions.\" He said his studies of states and countries that have banned texting behind the wheel has revealed something interesting: It doesn't always work. \"In many of these states and many of these countries - actually the number of accidents increased,\" he said. \"What a lot of people do is - to escape the police seeing them ... is just try to hide it underneath the steering wheel and that puts them in even more uncomfortable and unsafe positions.\" He said some might see texting and driving as an addiction and the way society has traditionally handled addiction is through abstinence of the problem. \"Obviously it's not working,\" Limayem said. \"That's why I started looking at the phenomenon much deeper and what I found is that probably addiction does not explain everything.\" He found that some people have more of an obsession with it; almost to the point of showing the traits of Obsessive Compulsive Disorder. \"It's exactly opposite of what we do in case of addictions,\" he said. \"We should go a little bit deeper and the way you deal better with obsession in this case: Education, awareness, desensitizing people from the impact of not answering within a few minutes notice.\" Consider this, he says: Someone afraid of germs who might consistently wash their hands. \"Now imagine for that person you come and say 'if you wash your hands I'm going to put you in jail or you're going to pay a fine,'\" he said. \"That person will absolutely panic and go into more anxiety and will find ways to wash their hands anyway.\" His research found concerns about work topped the list of reasons people just won't put down their phones behind the wheel. \"People are anxious something important might come up and they cannot answer it very quickly,\" he said. \"The expectation is they're available 24/7, 365.\" Second was the demands of family. \"You are worried if your son, daughter, spouse, family member is texting you ... it's an emergency,\" he said.\n*5*: We need awareness campaigns for companies ...\n*6*: Even when you give these phones to employees - make sure you adjust to the expectations: What could happen if you really don't answer your text within a few minutes until you find a place to safely pull over?\" It makes since to the students working with him on the educational campaign. \"We raised awareness for drunk driving,\" said USF student Priscilla Curcino. \"Why can't we raise awareness for something that's just as important and just as dangerous?\" 200 South Parker Street, Tampa, FL 33606 Can\u2019t find something?\n*7*: Third came friends and social networking. \"Phone companies have made it so easy for us to use different functions like our e-mail, social media, text message, GPS ... all of that comes from our phone,\" said Henry Reinberg, a USF student, who has started a campaign against texting and driving. \"Since we use our phone so much it becomes kind of a centralized device we go to all the time...even if we don't need to.\" Limayem thinks awareness and education is what could change the culture. \"It doesn't mean that we should not have fines for people who text,\" Limayem said. \"I think that's fine.\n*8*: A Media General Company."}
| 2 |
unscramble_26262
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Have we missed any algorithms that you use in your every day life?
*2*: But the power of algorithms extends far beyond your home computer!
*3*: If you’ve ever used a computer, you’ve utilized at least one algorithm – even if you didn’t realize it!
*4*: Recent advancements in the study of algorithms have led to algorithms that can “talk” to one another, speeding up the development of microprocessor technology that has evolved enough for the development of powerful desktop computers.
*5*: An algorithm is defined as a set of instructions for solving a problem or performing a task, and they’ve been powering operating systems from the ancient Babylonian abacus to the most modern home computer systems.
*6*: Different algorithms are also used to power GPS systems, smart bomb guidance, DoD level encryption codes and more.
*7*: More Social articles from Business 2 Community:
*8*: Algorithms have the power to change the course of history and can be found anywhere you look – from the linking structure of the Web to the inner workings of your car to the intricate ups and downs of the stock market.
*9*: Whatever their purpose, algorithms have always shaken and will continue to shake up the course of history.
*10*: Check out this infographic presented by CollegeDegreeSearch more more examples of algorithms you may have seen, and be sure to leave a comment!
```
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\u2019ve ever used a computer, you\u2019ve utilized at least one algorithm \u2013 even if you didn\u2019t realize it!\n*2*: An algorithm is defined as a set of instructions for solving a problem or performing a task, and they\u2019ve been powering operating systems from the ancient Babylonian abacus to the most modern home computer systems.\n*3*: Recent advancements in the study of algorithms have led to algorithms that can \u201ctalk\u201d to one another, speeding up the development of microprocessor technology that has evolved enough for the development of powerful desktop computers.\n*4*: But the power of algorithms extends far beyond your home computer!\n*5*: Different algorithms are also used to power GPS systems, smart bomb guidance, DoD level encryption codes and more.\n*6*: Algorithms have the power to change the course of history and can be found anywhere you look \u2013 from the linking structure of the Web to the inner workings of your car to the intricate ups and downs of the stock market.\n*7*: Whatever their purpose, algorithms have always shaken and will continue to shake up the course of history.\n*8*: Have we missed any algorithms that you use in your every day life?\n*9*: Check out this infographic presented by CollegeDegreeSearch more more examples of algorithms you may have seen, and be sure to leave a comment!\n*10*: More Social articles from Business 2 Community:", "scrambled": "*1*: Have we missed any algorithms that you use in your every day life?\n*2*: But the power of algorithms extends far beyond your home computer!\n*3*: If you\u2019ve ever used a computer, you\u2019ve utilized at least one algorithm \u2013 even if you didn\u2019t realize it!\n*4*: Recent advancements in the study of algorithms have led to algorithms that can \u201ctalk\u201d to one another, speeding up the development of microprocessor technology that has evolved enough for the development of powerful desktop computers.\n*5*: An algorithm is defined as a set of instructions for solving a problem or performing a task, and they\u2019ve been powering operating systems from the ancient Babylonian abacus to the most modern home computer systems.\n*6*: Different algorithms are also used to power GPS systems, smart bomb guidance, DoD level encryption codes and more.\n*7*: More Social articles from Business 2 Community:\n*8*: Algorithms have the power to change the course of history and can be found anywhere you look \u2013 from the linking structure of the Web to the inner workings of your car to the intricate ups and downs of the stock market.\n*9*: Whatever their purpose, algorithms have always shaken and will continue to shake up the course of history.\n*10*: Check out this infographic presented by CollegeDegreeSearch more more examples of algorithms you may have seen, and be sure to leave a comment!"}
| 2 |
unscramble_159127
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: this instance, I was volunteering as a mentor to four fifth grade students at Denver's Kaiser Elementary public school.
*2*: The presentation is a combination of slides, rocks, and other visual aids, such as books (the Big Red Book is a BIG hit), maps, cross sections and seismic lines. of the presentation is to impart an impression that being passionate about rocks is not weird, and that studying, reading, writing, arithmetic, computer science and art are essential in being a complete scientist.
*3*: Ed Post of Dinosaur Ridge and I tag-teamed to instruct them on the geologic time scale. took one day per week over a five-week period.
*4*: During that time, we took field trips to the Denver Museum of Nature and Science, and to Dinosaur Ridge for research into how life changed through this information, these young paleontologists (does this make them micro-paleontologists?) created a time line stretching from the late Precambrian to the present, with one inch equaling five million years.
*5*: After completion of the project, they presented the final product to their classes. have given multiple presentations in schools on what is involved in becoming a geologist, areas of geologic employment, and why in the world anyone would want to follow this course of action.
```
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 instance, I was volunteering as a mentor to four fifth grade students at Denver's Kaiser Elementary public school.\n*2*: Ed Post of Dinosaur Ridge and I tag-teamed to instruct them on the geologic time scale. took one day per week over a five-week period.\n*3*: During that time, we took field trips to the Denver Museum of Nature and Science, and to Dinosaur Ridge for research into how life changed through this information, these young paleontologists (does this make them micro-paleontologists?) created a time line stretching from the late Precambrian to the present, with one inch equaling five million years.\n*4*: After completion of the project, they presented the final product to their classes. have given multiple presentations in schools on what is involved in becoming a geologist, areas of geologic employment, and why in the world anyone would want to follow this course of action.\n*5*: The presentation is a combination of slides, rocks, and other visual aids, such as books (the Big Red Book is a BIG hit), maps, cross sections and seismic lines. of the presentation is to impart an impression that being passionate about rocks is not weird, and that studying, reading, writing, arithmetic, computer science and art are essential in being a complete scientist.", "scrambled": "*1*: this instance, I was volunteering as a mentor to four fifth grade students at Denver's Kaiser Elementary public school.\n*2*: The presentation is a combination of slides, rocks, and other visual aids, such as books (the Big Red Book is a BIG hit), maps, cross sections and seismic lines. of the presentation is to impart an impression that being passionate about rocks is not weird, and that studying, reading, writing, arithmetic, computer science and art are essential in being a complete scientist.\n*3*: Ed Post of Dinosaur Ridge and I tag-teamed to instruct them on the geologic time scale. took one day per week over a five-week period.\n*4*: During that time, we took field trips to the Denver Museum of Nature and Science, and to Dinosaur Ridge for research into how life changed through this information, these young paleontologists (does this make them micro-paleontologists?) created a time line stretching from the late Precambrian to the present, with one inch equaling five million years.\n*5*: After completion of the project, they presented the final product to their classes. have given multiple presentations in schools on what is involved in becoming a geologist, areas of geologic employment, and why in the world anyone would want to follow this course of action."}
| 2 |
unscramble_102977
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Fragmentation of remaining habitat, contamination of the gene pool, and wild harvesting present ongoing threats to this species.
*2*: Nevertheless, it is still quite common in semi-natural settings such as roadsides and old fields.
*3*: The general center of this species distribution (the eastern tallgrass prairie states) has been almost entirely converted to agricultural and urban uses.
*4*: Habitat destruction and manipulation has caused a range wide decline of this species.
*5*: NatureServe Conservation Status Rounded Global Status Rank: G5 - Secure Reasons: Although this species remains very common in parts of its range, it appears to be in severe decline in others.
*6*: No one has provided updates yet.
```
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*: NatureServe Conservation Status Rounded Global Status Rank: G5 - Secure Reasons: Although this species remains very common in parts of its range, it appears to be in severe decline in others.\n*2*: Habitat destruction and manipulation has caused a range wide decline of this species.\n*3*: The general center of this species distribution (the eastern tallgrass prairie states) has been almost entirely converted to agricultural and urban uses.\n*4*: Fragmentation of remaining habitat, contamination of the gene pool, and wild harvesting present ongoing threats to this species.\n*5*: Nevertheless, it is still quite common in semi-natural settings such as roadsides and old fields.\n*6*: No one has provided updates yet.", "scrambled": "*1*: Fragmentation of remaining habitat, contamination of the gene pool, and wild harvesting present ongoing threats to this species.\n*2*: Nevertheless, it is still quite common in semi-natural settings such as roadsides and old fields.\n*3*: The general center of this species distribution (the eastern tallgrass prairie states) has been almost entirely converted to agricultural and urban uses.\n*4*: Habitat destruction and manipulation has caused a range wide decline of this species.\n*5*: NatureServe Conservation Status Rounded Global Status Rank: G5 - Secure Reasons: Although this species remains very common in parts of its range, it appears to be in severe decline in others.\n*6*: No one has provided updates yet."}
| 2 |
unscramble_139165
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Ureters.On the front of the abdomen, the line of the ureter runs from the hilum of the kidney to the pubic tubercle; on the back, from the hilum vertically downward, passing practically through the posterior superior iliac spine (Fig. 1226).
*2*: Henry Gray (18251861).
*3*: The hilum is 5 cm. from the middle line at the level of the spinous process of the first lumbar vertebra.
*4*: This line also indicates the lateral boundary of Hesselbachs trianglean area of importance in connection with inguinal hernia; the other boundaries are the lateral edge of Rectus abdominis, and the medial half of the inguinal ligament.
*5*: The line of the abdominal aorta begins in the middle line about 4 cm. above the transpyloric line and extends to a point 2 cm. below and to the left of the umbilicusor more accurately to a point 2 cm. to the left of the middle line on a line which passes through the highest points of the iliac crests (A A,Fig. 1227).
*6*: The point of termination of the abdominal aorta corresponds to the level of the fourth lumbar vertebra; a line drawn from it to a point midway between the anterior superior iliac spine and the symphysis pubis indicates the common and external
*7*: Anatomy of the Human Body. 1918. lumbar vertebra.
*8*: The lower portions of the lung and pleura are shown on the right side. (See enlarged image) FIG. 1227 Front of abdomen, showing surface markings for arteries and inguinal canal. (See enlarged image) Vessels (Fig. 1227).The inferior epigastric artery can be marked out by a line from a point midway between the anterior superior iliac spine and the pubic symphysis to the umbilicus.
*9*: FIG. 1226 Back of lumbar region, showing surface markings for kidneys, ureters, and spleen.
```
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*: Henry Gray (18251861).\n*2*: Anatomy of the Human Body. 1918. lumbar vertebra.\n*3*: The hilum is 5 cm. from the middle line at the level of the spinous process of the first lumbar vertebra.\n*4*: Ureters.On the front of the abdomen, the line of the ureter runs from the hilum of the kidney to the pubic tubercle; on the back, from the hilum vertically downward, passing practically through the posterior superior iliac spine (Fig. 1226).\n*5*: FIG. 1226 Back of lumbar region, showing surface markings for kidneys, ureters, and spleen.\n*6*: The lower portions of the lung and pleura are shown on the right side. (See enlarged image) FIG. 1227 Front of abdomen, showing surface markings for arteries and inguinal canal. (See enlarged image) Vessels (Fig. 1227).The inferior epigastric artery can be marked out by a line from a point midway between the anterior superior iliac spine and the pubic symphysis to the umbilicus.\n*7*: This line also indicates the lateral boundary of Hesselbachs trianglean area of importance in connection with inguinal hernia; the other boundaries are the lateral edge of Rectus abdominis, and the medial half of the inguinal ligament.\n*8*: The line of the abdominal aorta begins in the middle line about 4 cm. above the transpyloric line and extends to a point 2 cm. below and to the left of the umbilicusor more accurately to a point 2 cm. to the left of the middle line on a line which passes through the highest points of the iliac crests (A A,Fig. 1227).\n*9*: The point of termination of the abdominal aorta corresponds to the level of the fourth lumbar vertebra; a line drawn from it to a point midway between the anterior superior iliac spine and the symphysis pubis indicates the common and external", "scrambled": "*1*: Ureters.On the front of the abdomen, the line of the ureter runs from the hilum of the kidney to the pubic tubercle; on the back, from the hilum vertically downward, passing practically through the posterior superior iliac spine (Fig. 1226).\n*2*: Henry Gray (18251861).\n*3*: The hilum is 5 cm. from the middle line at the level of the spinous process of the first lumbar vertebra.\n*4*: This line also indicates the lateral boundary of Hesselbachs trianglean area of importance in connection with inguinal hernia; the other boundaries are the lateral edge of Rectus abdominis, and the medial half of the inguinal ligament.\n*5*: The line of the abdominal aorta begins in the middle line about 4 cm. above the transpyloric line and extends to a point 2 cm. below and to the left of the umbilicusor more accurately to a point 2 cm. to the left of the middle line on a line which passes through the highest points of the iliac crests (A A,Fig. 1227).\n*6*: The point of termination of the abdominal aorta corresponds to the level of the fourth lumbar vertebra; a line drawn from it to a point midway between the anterior superior iliac spine and the symphysis pubis indicates the common and external\n*7*: Anatomy of the Human Body. 1918. lumbar vertebra.\n*8*: The lower portions of the lung and pleura are shown on the right side. (See enlarged image) FIG. 1227 Front of abdomen, showing surface markings for arteries and inguinal canal. (See enlarged image) Vessels (Fig. 1227).The inferior epigastric artery can be marked out by a line from a point midway between the anterior superior iliac spine and the pubic symphysis to the umbilicus.\n*9*: FIG. 1226 Back of lumbar region, showing surface markings for kidneys, ureters, and spleen."}
| 2 |
unscramble_21552
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Article printed from KERA: http://www.kera.org URL to article: http://www.kera.org/2012/05/22/overfishing/ URLs in this post: Ray Hilborn: http://www.fish.washington.edu/people/rayh/ Download: http://podcastdownload.npr.org/anon.npr-podcasts/podcast/77/510036/153312412/KERA_153312412.mp3 Copyright © 2011 KERA - Public Media for North Texas.
*2*: All rights reserved.
*3*: May 22, 2012 Hour 1: Can the world’s fisheries be sustainably harvested or is overfishing becoming a global problem with few if any solutions?
*4*: We’ll discuss the state of marine ecosystems this hour with Ray Hilborn , Professor of Aquatic and Fishery Sciences at the University of Washington and author of “Overfishing: What Everyone Needs to Know” (Oxford University Press, USA, 2012).
```
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*: May 22, 2012 Hour 1: Can the world\u2019s fisheries be sustainably harvested or is overfishing becoming a global problem with few if any solutions?\n*2*: We\u2019ll discuss the state of marine ecosystems this hour with Ray Hilborn , Professor of Aquatic and Fishery Sciences at the University of Washington and author of \u201cOverfishing: What Everyone Needs to Know\u201d (Oxford University Press, USA, 2012).\n*3*: Article printed from KERA: http://www.kera.org URL to article: http://www.kera.org/2012/05/22/overfishing/ URLs in this post: Ray Hilborn: http://www.fish.washington.edu/people/rayh/ Download: http://podcastdownload.npr.org/anon.npr-podcasts/podcast/77/510036/153312412/KERA_153312412.mp3 Copyright \u00a9 2011 KERA - Public Media for North Texas.\n*4*: All rights reserved.", "scrambled": "*1*: Article printed from KERA: http://www.kera.org URL to article: http://www.kera.org/2012/05/22/overfishing/ URLs in this post: Ray Hilborn: http://www.fish.washington.edu/people/rayh/ Download: http://podcastdownload.npr.org/anon.npr-podcasts/podcast/77/510036/153312412/KERA_153312412.mp3 Copyright \u00a9 2011 KERA - Public Media for North Texas.\n*2*: All rights reserved.\n*3*: May 22, 2012 Hour 1: Can the world\u2019s fisheries be sustainably harvested or is overfishing becoming a global problem with few if any solutions?\n*4*: We\u2019ll discuss the state of marine ecosystems this hour with Ray Hilborn , Professor of Aquatic and Fishery Sciences at the University of Washington and author of \u201cOverfishing: What Everyone Needs to Know\u201d (Oxford University Press, USA, 2012)."}
| 2 |
unscramble_129796
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: On the other hand, if the directory you want to add contains a semicolon in its name, then you do need the quotation marks, because it's the semicolon that you need to protect.
*2*: It uses semicolons.
*3*: But the PATH environment variable doesn't use spaces to separate directories.
*4*: Most programs separate their command line arguments with a space.
*5*: Most of the time, this delimiter is the space.
*6*: This means that if you want to add a directory with spaces in its name to the path, you don't need quotation marks since spaces mean nothing to the PATH environment variable.
*7*: The quotation marks don't hurt, mind you, but they don't help either.
*8*: The purpose of quotation marks is to allow a character that would normally be interpreted as a delimiter to be included as part of a file name.
*9*: The CreateProcess function uses a space to separate the program name from its arguments.
*10*: Holy cow, I wrote a book!
```
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*: Holy cow, I wrote a book!\n*2*: The purpose of quotation marks is to allow a character that would normally be interpreted as a delimiter to be included as part of a file name.\n*3*: Most of the time, this delimiter is the space.\n*4*: The CreateProcess function uses a space to separate the program name from its arguments.\n*5*: Most programs separate their command line arguments with a space.\n*6*: But the PATH environment variable doesn't use spaces to separate directories.\n*7*: It uses semicolons.\n*8*: This means that if you want to add a directory with spaces in its name to the path, you don't need quotation marks since spaces mean nothing to the PATH environment variable.\n*9*: The quotation marks don't hurt, mind you, but they don't help either.\n*10*: On the other hand, if the directory you want to add contains a semicolon in its name, then you do need the quotation marks, because it's the semicolon that you need to protect.", "scrambled": "*1*: On the other hand, if the directory you want to add contains a semicolon in its name, then you do need the quotation marks, because it's the semicolon that you need to protect.\n*2*: It uses semicolons.\n*3*: But the PATH environment variable doesn't use spaces to separate directories.\n*4*: Most programs separate their command line arguments with a space.\n*5*: Most of the time, this delimiter is the space.\n*6*: This means that if you want to add a directory with spaces in its name to the path, you don't need quotation marks since spaces mean nothing to the PATH environment variable.\n*7*: The quotation marks don't hurt, mind you, but they don't help either.\n*8*: The purpose of quotation marks is to allow a character that would normally be interpreted as a delimiter to be included as part of a file name.\n*9*: The CreateProcess function uses a space to separate the program name from its arguments.\n*10*: Holy cow, I wrote a book!"}
| 2 |
unscramble_140866
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: There is a need to identify molecular pathways of the host that are involved with immune responses and of pathogens that are involved in transmission, virulence, and recognition by the host.
*2*: The East Coast shellfish industry will benefit from the genetic improvement of shellfish populations.
*3*: Additionally, experiments on animals with divergent response to disease challenge can reveal the genetic sources of variation that correlate with immune status.
*4*: The rate of improvement, however, is hindered by a lack of data on some economically important traits, inadequate understanding of interrelationships among traits, and inefficient strategies to incorporate genomic data into breeding programs.
*5*: Genetic improvement is a key strategy for increasing efficient production in a sustainable manner.
*6*: EAST COAST SHELLFISH RESEARCH Project Number: 0500-00088-001-00 Start Date: Jan 06, 2010 End Date: Jan 05, 2015 The objectives of research are to improve shellfish survival and growth rates, determine the importance of genotype by environmental interactions for shellfish, classify and preserve natural genetic variation, understand and mitigate the impacts of shellfish on the environment.
*7*: Research is needed to describe genetic parameters for nutrient utilization, reproductive capacity, animal behavior, stress tolerance and resistance to disease, shell ratios, flesh composition, and product quality.
*8*: This project addresses the following sections of the NP 106 Action Plan: • Component 1: Understanding, Improving, and Effectively Using Animal Genetic and Genomic Resources, Problem Statements 1B and 1C • Component 4: Improving Health and Well-being of Aquatic Animals, Problem Statement 4A
```
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*: EAST COAST SHELLFISH RESEARCH Project Number: 0500-00088-001-00 Start Date: Jan 06, 2010 End Date: Jan 05, 2015 The objectives of research are to improve shellfish survival and growth rates, determine the importance of genotype by environmental interactions for shellfish, classify and preserve natural genetic variation, understand and mitigate the impacts of shellfish on the environment.\n*2*: The East Coast shellfish industry will benefit from the genetic improvement of shellfish populations.\n*3*: Genetic improvement is a key strategy for increasing efficient production in a sustainable manner.\n*4*: The rate of improvement, however, is hindered by a lack of data on some economically important traits, inadequate understanding of interrelationships among traits, and inefficient strategies to incorporate genomic data into breeding programs.\n*5*: Research is needed to describe genetic parameters for nutrient utilization, reproductive capacity, animal behavior, stress tolerance and resistance to disease, shell ratios, flesh composition, and product quality.\n*6*: There is a need to identify molecular pathways of the host that are involved with immune responses and of pathogens that are involved in transmission, virulence, and recognition by the host.\n*7*: Additionally, experiments on animals with divergent response to disease challenge can reveal the genetic sources of variation that correlate with immune status.\n*8*: This project addresses the following sections of the NP 106 Action Plan: \u2022 Component 1: Understanding, Improving, and Effectively Using Animal Genetic and Genomic Resources, Problem Statements 1B and 1C \u2022 Component 4: Improving Health and Well-being of Aquatic Animals, Problem Statement 4A", "scrambled": "*1*: There is a need to identify molecular pathways of the host that are involved with immune responses and of pathogens that are involved in transmission, virulence, and recognition by the host.\n*2*: The East Coast shellfish industry will benefit from the genetic improvement of shellfish populations.\n*3*: Additionally, experiments on animals with divergent response to disease challenge can reveal the genetic sources of variation that correlate with immune status.\n*4*: The rate of improvement, however, is hindered by a lack of data on some economically important traits, inadequate understanding of interrelationships among traits, and inefficient strategies to incorporate genomic data into breeding programs.\n*5*: Genetic improvement is a key strategy for increasing efficient production in a sustainable manner.\n*6*: EAST COAST SHELLFISH RESEARCH Project Number: 0500-00088-001-00 Start Date: Jan 06, 2010 End Date: Jan 05, 2015 The objectives of research are to improve shellfish survival and growth rates, determine the importance of genotype by environmental interactions for shellfish, classify and preserve natural genetic variation, understand and mitigate the impacts of shellfish on the environment.\n*7*: Research is needed to describe genetic parameters for nutrient utilization, reproductive capacity, animal behavior, stress tolerance and resistance to disease, shell ratios, flesh composition, and product quality.\n*8*: This project addresses the following sections of the NP 106 Action Plan: \u2022 Component 1: Understanding, Improving, and Effectively Using Animal Genetic and Genomic Resources, Problem Statements 1B and 1C \u2022 Component 4: Improving Health and Well-being of Aquatic Animals, Problem Statement 4A"}
| 2 |
unscramble_121540
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A basis B for a topology T on a set X is a collection of subsets of X (called basis elements) such that - each x in X, is in at least one basis element. - if x is in the intersection of 2 basis elements B1 and B2, then it is in some basis element B3, where B3 is a subset of B1 ∩ B2.
*2*: If B satisfy the above 2 conditions, then the topology T generated by B is the collection of subsets U of X such that for each x in U, there is a basis element V in B such that x is in V and V is a subset of U.
*3*: Basis is a mathematics term.
*4*: This usage of the term is similar to its common usage: a basis is the foundation for what 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*: Basis is a mathematics term.\n*2*: This usage of the term is similar to its common usage: a basis is the foundation for what is needed.\n*3*: A basis B for a topology T on a set X is a collection of subsets of X (called basis elements) such that - each x in X, is in at least one basis element. - if x is in the intersection of 2 basis elements B1 and B2, then it is in some basis element B3, where B3 is a subset of B1 \u2229 B2.\n*4*: If B satisfy the above 2 conditions, then the topology T generated by B is the collection of subsets U of X such that for each x in U, there is a basis element V in B such that x is in V and V is a subset of U.", "scrambled": "*1*: A basis B for a topology T on a set X is a collection of subsets of X (called basis elements) such that - each x in X, is in at least one basis element. - if x is in the intersection of 2 basis elements B1 and B2, then it is in some basis element B3, where B3 is a subset of B1 \u2229 B2.\n*2*: If B satisfy the above 2 conditions, then the topology T generated by B is the collection of subsets U of X such that for each x in U, there is a basis element V in B such that x is in V and V is a subset of U.\n*3*: Basis is a mathematics term.\n*4*: This usage of the term is similar to its common usage: a basis is the foundation for what is needed."}
| 2 |
unscramble_34651
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Shakespeare Classics 10 Book Set with Study Guide 10 copies of a single title and 1 corresponding study guide.
*2*: Each reproducible, 48-page guide contains 35 exercises that reinforce reading comprehension, critical thinking, and literary appreciation.
*3*: Shakespeare Classics Read-Along Set Includes 10 book titles and 10 corresponding cd titles.
*4*: Companion audio versions are paced for students to read along.
*5*: Shakespeare Classics Study Guide Set 1 each of 10 study guide titles.
*6*: Shakespeare Classics Book Set 1 each of 10 book titles.
*7*: Overview - SHAKESPEARE CLASSICS-TWELFTH NIGHT STUDY GUIDE Shakespeare Classics Read-Alongs are presented in traditional play script format, each title has simplified language and large, easy-to-read text.
*8*: Specify titles when ordering individually or in sets. • Romeo and Juliet • Julius Caesar • A Midsummer Night's Dream • King Lear • Merchant of Venice • The Tempest • Twelfth Night Reading Level: 4.0-4.5
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Overview - SHAKESPEARE CLASSICS-TWELFTH NIGHT STUDY GUIDE Shakespeare Classics Read-Alongs are presented in traditional play script format, each title has simplified language and large, easy-to-read text.\n*2*: Companion audio versions are paced for students to read along.\n*3*: Each reproducible, 48-page guide contains 35 exercises that reinforce reading comprehension, critical thinking, and literary appreciation.\n*4*: Shakespeare Classics Book Set 1 each of 10 book titles.\n*5*: Shakespeare Classics 10 Book Set with Study Guide 10 copies of a single title and 1 corresponding study guide.\n*6*: Shakespeare Classics Study Guide Set 1 each of 10 study guide titles.\n*7*: Shakespeare Classics Read-Along Set Includes 10 book titles and 10 corresponding cd titles.\n*8*: Specify titles when ordering individually or in sets. \u2022 Romeo and Juliet \u2022 Julius Caesar \u2022 A Midsummer Night's Dream \u2022 King Lear \u2022 Merchant of Venice \u2022 The Tempest \u2022 Twelfth Night Reading Level: 4.0-4.5", "scrambled": "*1*: Shakespeare Classics 10 Book Set with Study Guide 10 copies of a single title and 1 corresponding study guide.\n*2*: Each reproducible, 48-page guide contains 35 exercises that reinforce reading comprehension, critical thinking, and literary appreciation.\n*3*: Shakespeare Classics Read-Along Set Includes 10 book titles and 10 corresponding cd titles.\n*4*: Companion audio versions are paced for students to read along.\n*5*: Shakespeare Classics Study Guide Set 1 each of 10 study guide titles.\n*6*: Shakespeare Classics Book Set 1 each of 10 book titles.\n*7*: Overview - SHAKESPEARE CLASSICS-TWELFTH NIGHT STUDY GUIDE Shakespeare Classics Read-Alongs are presented in traditional play script format, each title has simplified language and large, easy-to-read text.\n*8*: Specify titles when ordering individually or in sets. \u2022 Romeo and Juliet \u2022 Julius Caesar \u2022 A Midsummer Night's Dream \u2022 King Lear \u2022 Merchant of Venice \u2022 The Tempest \u2022 Twelfth Night Reading Level: 4.0-4.5"}
| 2 |
unscramble_74216
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If the world contributes to prevent global warming, our whole earth would be a healthier, cleaner and great place to live. 12 & under Social Sciences & Culture
*2*: Over 8,000 websites created by students around the world who have participated in a ThinkQuest Competition.
*3*: Compete | FAQ | Contact Us Our website addresses how to help prevent global warming and also what it is.
*4*: Our expected outcomes are for people to be aware of global warming and to help prevent it.
*5*: Our curriculum is social sciences and culture.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Over 8,000 websites created by students around the world who have participated in a ThinkQuest Competition.\n*2*: Compete | FAQ | Contact Us Our website addresses how to help prevent global warming and also what it is.\n*3*: Our curriculum is social sciences and culture.\n*4*: Our expected outcomes are for people to be aware of global warming and to help prevent it.\n*5*: If the world contributes to prevent global warming, our whole earth would be a healthier, cleaner and great place to live. 12 & under Social Sciences & Culture", "scrambled": "*1*: If the world contributes to prevent global warming, our whole earth would be a healthier, cleaner and great place to live. 12 & under Social Sciences & Culture\n*2*: Over 8,000 websites created by students around the world who have participated in a ThinkQuest Competition.\n*3*: Compete | FAQ | Contact Us Our website addresses how to help prevent global warming and also what it is.\n*4*: Our expected outcomes are for people to be aware of global warming and to help prevent it.\n*5*: Our curriculum is social sciences and culture."}
| 2 |
unscramble_166650
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Take a peek insidehellip; All approaches within the text have astrong empirical base.
*2*: This first edition is now available in paperbac ...show morek and with a new format.
*3*: Renowned authors Mike McKenna and Dick Robinson provide a core set of instructional techniques that are easy for teachers to implement and that do not encroach on the time spent learning content.
*4*: Instructional approaches nested within a ''before-during-after'' lesson format provide astraightforward organizationthroughout the text. ''Net Worth'' boxes provide students with up-to-date Web sites, which offer an abundance of free resources. ''Getting Involved'' sections provide ideas for extension and practical application through activities and assignments. ...show lessEdition/Copyright: 09 More prices and sellers below.
*5*: Summary: Teaching through Text: Reading and Writing in the Content Areasis an evidence-based text designed to help middle and high school content teachers apply effective reading-related techniques for fostering comprehension of materials in their area.
```
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*: Summary: Teaching through Text: Reading and Writing in the Content Areasis an evidence-based text designed to help middle and high school content teachers apply effective reading-related techniques for fostering comprehension of materials in their area.\n*2*: Renowned authors Mike McKenna and Dick Robinson provide a core set of instructional techniques that are easy for teachers to implement and that do not encroach on the time spent learning content.\n*3*: This first edition is now available in paperbac ...show morek and with a new format.\n*4*: Take a peek insidehellip; All approaches within the text have astrong empirical base.\n*5*: Instructional approaches nested within a ''before-during-after'' lesson format provide astraightforward organizationthroughout the text. ''Net Worth'' boxes provide students with up-to-date Web sites, which offer an abundance of free resources. ''Getting Involved'' sections provide ideas for extension and practical application through activities and assignments. ...show lessEdition/Copyright: 09 More prices and sellers below.", "scrambled": "*1*: Take a peek insidehellip; All approaches within the text have astrong empirical base.\n*2*: This first edition is now available in paperbac ...show morek and with a new format.\n*3*: Renowned authors Mike McKenna and Dick Robinson provide a core set of instructional techniques that are easy for teachers to implement and that do not encroach on the time spent learning content.\n*4*: Instructional approaches nested within a ''before-during-after'' lesson format provide astraightforward organizationthroughout the text. ''Net Worth'' boxes provide students with up-to-date Web sites, which offer an abundance of free resources. ''Getting Involved'' sections provide ideas for extension and practical application through activities and assignments. ...show lessEdition/Copyright: 09 More prices and sellers below.\n*5*: Summary: Teaching through Text: Reading and Writing in the Content Areasis an evidence-based text designed to help middle and high school content teachers apply effective reading-related techniques for fostering comprehension of materials in their area."}
| 2 |
unscramble_98422
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This process is applied in refining metals, in electroplating, and in producing hydrogen and oxygen from water.
*2*: Please share what surprised you most...
*3*: Many spontaneously occurring chemical reactions liberate electrical energy, and some of these reactions are used in batteries and fuel cells to produce electric power.
*4*: Conversely, electric current can be utilized to bring about many chemical reactions that do not occur spontaneously.
*5*: In the process called electrolysis, electrical energy is converted directly into chemical energy, which is stored in the products of the reaction.
*6*: electrochemistryArticle Free Pass electrochemistry, branch of chemistry concerned with the relation between electricity and chemical change.
*7*: The passage of electricity through a gas generally causes chemical changes, and this subject forms a separate branch of electrochemistry.
*8*: What made you want to look up "electrochemistry"?
```
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*: electrochemistryArticle Free Pass electrochemistry, branch of chemistry concerned with the relation between electricity and chemical change.\n*2*: Many spontaneously occurring chemical reactions liberate electrical energy, and some of these reactions are used in batteries and fuel cells to produce electric power.\n*3*: Conversely, electric current can be utilized to bring about many chemical reactions that do not occur spontaneously.\n*4*: In the process called electrolysis, electrical energy is converted directly into chemical energy, which is stored in the products of the reaction.\n*5*: This process is applied in refining metals, in electroplating, and in producing hydrogen and oxygen from water.\n*6*: The passage of electricity through a gas generally causes chemical changes, and this subject forms a separate branch of electrochemistry.\n*7*: What made you want to look up \"electrochemistry\"?\n*8*: Please share what surprised you most...", "scrambled": "*1*: This process is applied in refining metals, in electroplating, and in producing hydrogen and oxygen from water.\n*2*: Please share what surprised you most...\n*3*: Many spontaneously occurring chemical reactions liberate electrical energy, and some of these reactions are used in batteries and fuel cells to produce electric power.\n*4*: Conversely, electric current can be utilized to bring about many chemical reactions that do not occur spontaneously.\n*5*: In the process called electrolysis, electrical energy is converted directly into chemical energy, which is stored in the products of the reaction.\n*6*: electrochemistryArticle Free Pass electrochemistry, branch of chemistry concerned with the relation between electricity and chemical change.\n*7*: The passage of electricity through a gas generally causes chemical changes, and this subject forms a separate branch of electrochemistry.\n*8*: What made you want to look up \"electrochemistry\"?"}
| 2 |
unscramble_149478
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The mean grade for a class of 50 students from the second school was 78.
*2*: Test if the two classes performed differently, using a level of significance equal to (a) 5%; (b) 1%.
*3*: The mean grade for a class of 40 students from the first school was 74.
*4*: An algebra test was taken by students from two different schools.
*5*: The first school has a population standard deviation equal to 8, and the second school one equal to 7.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: An algebra test was taken by students from two different schools.\n*2*: The first school has a population standard deviation equal to 8, and the second school one equal to 7.\n*3*: The mean grade for a class of 40 students from the first school was 74.\n*4*: The mean grade for a class of 50 students from the second school was 78.\n*5*: Test if the two classes performed differently, using a level of significance equal to (a) 5%; (b) 1%.", "scrambled": "*1*: The mean grade for a class of 50 students from the second school was 78.\n*2*: Test if the two classes performed differently, using a level of significance equal to (a) 5%; (b) 1%.\n*3*: The mean grade for a class of 40 students from the first school was 74.\n*4*: An algebra test was taken by students from two different schools.\n*5*: The first school has a population standard deviation equal to 8, and the second school one equal to 7."}
| 2 |
unscramble_183243
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The star itself is the hottest star with a planet ever discovered.
*2*: About the Image |Release date:||4 December 2008| |Size:||2000 x 1333 px| About the Object |Type:||• Milky Way : Star : Circumstellar Material : Planetary System| • X - Illustrations
*3*: A Planet Around a Hot Star Artist's impression of the planet OGLE-TR-L9b.
*4*: Circling its host star in about 2.5 days, it lies at only three percent of the Earth-Sun distance from its star, making the planet very hot with a bloated roiling atmosphere.
```
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 Planet Around a Hot Star Artist's impression of the planet OGLE-TR-L9b.\n*2*: Circling its host star in about 2.5 days, it lies at only three percent of the Earth-Sun distance from its star, making the planet very hot with a bloated roiling atmosphere.\n*3*: The star itself is the hottest star with a planet ever discovered.\n*4*: About the Image |Release date:||4 December 2008| |Size:||2000 x 1333 px| About the Object |Type:||\u2022 Milky Way : Star : Circumstellar Material : Planetary System| \u2022 X - Illustrations", "scrambled": "*1*: The star itself is the hottest star with a planet ever discovered.\n*2*: About the Image |Release date:||4 December 2008| |Size:||2000 x 1333 px| About the Object |Type:||\u2022 Milky Way : Star : Circumstellar Material : Planetary System| \u2022 X - Illustrations\n*3*: A Planet Around a Hot Star Artist's impression of the planet OGLE-TR-L9b.\n*4*: Circling its host star in about 2.5 days, it lies at only three percent of the Earth-Sun distance from its star, making the planet very hot with a bloated roiling atmosphere."}
| 2 |
unscramble_130459
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Our health care system lacks basic information technology that delivers quality care and is burdened with high cost medical technology that is frequently under utilized.
*2*: These individuals are less likely to receive preventive care, are four times more likely to use emergency rooms, and are 50% more likely to be hospitalized for “avoidable conditions.” Not only are the uninsured lacking a basic human right, but costs from treating them leads to higher health care premiums for everyone.
*3*: A recent report from the Congressional Budget Office indicates that if trends continue, Medicare and Medicaid spending alone will rise to about 20% of our national GDP.
*4*: Our public health system does little to promote healthy lifestyles and prevention.
*5*: Everyone has a basic human right to receive the health care they need, but better coverage alone – without system reform – will not suffice.
*6*: Close to 2 million Illinois residents are uninsured.
*7*: Health care in Illinois – like the rest of the country – is facing enormous challenges.
*8*: At the same time, costs of health care are increasing at an alarming rate.
*9*: And our mental health, nursing home, and hospital institutions may be increasing costs, spreading intractable communicable diseases, and unnecessarily reducing our freedom to live in our communities.
*10*: Increasingly, the concept of personal choice in health care has become a code word for co-pays andcontributions that lead to a form of under-insurance for even those families that have insurance.
```
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*: Health care in Illinois \u2013 like the rest of the country \u2013 is facing enormous challenges.\n*2*: Close to 2 million Illinois residents are uninsured.\n*3*: These individuals are less likely to receive preventive care, are four times more likely to use emergency rooms, and are 50% more likely to be hospitalized for \u201cavoidable conditions.\u201d Not only are the uninsured lacking a basic human right, but costs from treating them leads to higher health care premiums for everyone.\n*4*: At the same time, costs of health care are increasing at an alarming rate.\n*5*: Increasingly, the concept of personal choice in health care has become a code word for co-pays andcontributions that lead to a form of under-insurance for even those families that have insurance.\n*6*: A recent report from the Congressional Budget Office indicates that if trends continue, Medicare and Medicaid spending alone will rise to about 20% of our national GDP.\n*7*: Everyone has a basic human right to receive the health care they need, but better coverage alone \u2013 without system reform \u2013 will not suffice.\n*8*: Our health care system lacks basic information technology that delivers quality care and is burdened with high cost medical technology that is frequently under utilized.\n*9*: Our public health system does little to promote healthy lifestyles and prevention.\n*10*: And our mental health, nursing home, and hospital institutions may be increasing costs, spreading intractable communicable diseases, and unnecessarily reducing our freedom to live in our communities.", "scrambled": "*1*: Our health care system lacks basic information technology that delivers quality care and is burdened with high cost medical technology that is frequently under utilized.\n*2*: These individuals are less likely to receive preventive care, are four times more likely to use emergency rooms, and are 50% more likely to be hospitalized for \u201cavoidable conditions.\u201d Not only are the uninsured lacking a basic human right, but costs from treating them leads to higher health care premiums for everyone.\n*3*: A recent report from the Congressional Budget Office indicates that if trends continue, Medicare and Medicaid spending alone will rise to about 20% of our national GDP.\n*4*: Our public health system does little to promote healthy lifestyles and prevention.\n*5*: Everyone has a basic human right to receive the health care they need, but better coverage alone \u2013 without system reform \u2013 will not suffice.\n*6*: Close to 2 million Illinois residents are uninsured.\n*7*: Health care in Illinois \u2013 like the rest of the country \u2013 is facing enormous challenges.\n*8*: At the same time, costs of health care are increasing at an alarming rate.\n*9*: And our mental health, nursing home, and hospital institutions may be increasing costs, spreading intractable communicable diseases, and unnecessarily reducing our freedom to live in our communities.\n*10*: Increasingly, the concept of personal choice in health care has become a code word for co-pays andcontributions that lead to a form of under-insurance for even those families that have insurance."}
| 2 |
unscramble_70145
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: From Heraldry of the World |Heraldry of the World| Civic heraldry of Germany - Deutsche Wappen (Gemeindewappen/Kreiswappen) The first (above left) arms were officially granted in 1956 and are based on the oldest known seal of the town, dating from the early 14th century.
*2*: In the next seal, dating from 1543 the stars and the fleur-the-lis are added to the shield itself.
*3*: The new arms combine the fleur-de-lis from the old arms with the wreath of Siersdorf and the cross of Freialdenhoven.
*4*: The seal showed the lion of Jülich, placed on a shield and flanked by a star and a fleur-de-lis on both sides of the shield.
*5*: Mary.
*6*: The arms in the Kaffee Hag albums +/- 1925
*7*: The stars and fleur-de-lis are probably derived from the local celebration of the St.
*8*: The new arms were granted on February 8, 1973.
```
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 Heraldry of the World |Heraldry of the World| Civic heraldry of Germany - Deutsche Wappen (Gemeindewappen/Kreiswappen) The first (above left) arms were officially granted in 1956 and are based on the oldest known seal of the town, dating from the early 14th century.\n*2*: The seal showed the lion of J\u00fclich, placed on a shield and flanked by a star and a fleur-de-lis on both sides of the shield.\n*3*: In the next seal, dating from 1543 the stars and the fleur-the-lis are added to the shield itself.\n*4*: The stars and fleur-de-lis are probably derived from the local celebration of the St.\n*5*: Mary.\n*6*: The new arms were granted on February 8, 1973.\n*7*: The new arms combine the fleur-de-lis from the old arms with the wreath of Siersdorf and the cross of Freialdenhoven.\n*8*: The arms in the Kaffee Hag albums +/- 1925", "scrambled": "*1*: From Heraldry of the World |Heraldry of the World| Civic heraldry of Germany - Deutsche Wappen (Gemeindewappen/Kreiswappen) The first (above left) arms were officially granted in 1956 and are based on the oldest known seal of the town, dating from the early 14th century.\n*2*: In the next seal, dating from 1543 the stars and the fleur-the-lis are added to the shield itself.\n*3*: The new arms combine the fleur-de-lis from the old arms with the wreath of Siersdorf and the cross of Freialdenhoven.\n*4*: The seal showed the lion of J\u00fclich, placed on a shield and flanked by a star and a fleur-de-lis on both sides of the shield.\n*5*: Mary.\n*6*: The arms in the Kaffee Hag albums +/- 1925\n*7*: The stars and fleur-de-lis are probably derived from the local celebration of the St.\n*8*: The new arms were granted on February 8, 1973."}
| 2 |
unscramble_254105
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Changes were found in birds that breed in forests and grasslands, in both insectivores and omnivores and even in new tropical migrants that are typically seen in Mexico and South America. * Plover Overlooked in Place of Oil & Gas Projects: Bush…Again The Biodiversity Conservation Alliance and Forest Guardians have filed a federal suit against the U.S. Fish and Wildlife Service for refusing to protect the Mountain Plover which had been on track for listing on the Endangered Species Act in 2003…apparently until the Bush administration interfered.
*2*: Both sexes have a distinctive white dot on their face in front of each eye. * Birds Moving North as Earth Warms A variety of birds are extending their breeding ranges to the north; yet another concern about climate change. 83 species were studied; it was found many extended their range boundaries by as much as 40 miles.
*3*: The mountain plover case reflects a pattern of denying endangered species protection for purely political reasons,” said Lauren McCain, deserts and grasslands program director for Forest Guardians in Denver.
*4*: * New Bird Species Discovered In Gabon, Africa Called the Olive-backed Forest Robin for its distinctive olive back and rump, this small bird, which measures 4.5 inches in length, was unknown to the scientific community until just recently.
*5*: Males exhibit a fiery orange throat and breast, yellow belly, olive back and black feathers on the head.
*6*: Females are similar, but less vibrant.
```
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*: * New Bird Species Discovered In Gabon, Africa Called the Olive-backed Forest Robin for its distinctive olive back and rump, this small bird, which measures 4.5 inches in length, was unknown to the scientific community until just recently.\n*2*: Males exhibit a fiery orange throat and breast, yellow belly, olive back and black feathers on the head.\n*3*: Females are similar, but less vibrant.\n*4*: Both sexes have a distinctive white dot on their face in front of each eye. * Birds Moving North as Earth Warms A variety of birds are extending their breeding ranges to the north; yet another concern about climate change. 83 species were studied; it was found many extended their range boundaries by as much as 40 miles.\n*5*: Changes were found in birds that breed in forests and grasslands, in both insectivores and omnivores and even in new tropical migrants that are typically seen in Mexico and South America. * Plover Overlooked in Place of Oil & Gas Projects: Bush\u2026Again The Biodiversity Conservation Alliance and Forest Guardians have filed a federal suit against the U.S. Fish and Wildlife Service for refusing to protect the Mountain Plover which had been on track for listing on the Endangered Species Act in 2003\u2026apparently until the Bush administration interfered.\n*6*: The mountain plover case reflects a pattern of denying endangered species protection for purely political reasons,\u201d said Lauren McCain, deserts and grasslands program director for Forest Guardians in Denver.", "scrambled": "*1*: Changes were found in birds that breed in forests and grasslands, in both insectivores and omnivores and even in new tropical migrants that are typically seen in Mexico and South America. * Plover Overlooked in Place of Oil & Gas Projects: Bush\u2026Again The Biodiversity Conservation Alliance and Forest Guardians have filed a federal suit against the U.S. Fish and Wildlife Service for refusing to protect the Mountain Plover which had been on track for listing on the Endangered Species Act in 2003\u2026apparently until the Bush administration interfered.\n*2*: Both sexes have a distinctive white dot on their face in front of each eye. * Birds Moving North as Earth Warms A variety of birds are extending their breeding ranges to the north; yet another concern about climate change. 83 species were studied; it was found many extended their range boundaries by as much as 40 miles.\n*3*: The mountain plover case reflects a pattern of denying endangered species protection for purely political reasons,\u201d said Lauren McCain, deserts and grasslands program director for Forest Guardians in Denver.\n*4*: * New Bird Species Discovered In Gabon, Africa Called the Olive-backed Forest Robin for its distinctive olive back and rump, this small bird, which measures 4.5 inches in length, was unknown to the scientific community until just recently.\n*5*: Males exhibit a fiery orange throat and breast, yellow belly, olive back and black feathers on the head.\n*6*: Females are similar, but less vibrant."}
| 2 |
unscramble_229560
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A Ruin for 60 years: 1955 – With all buildings on the site reduced to ruins, parts of the main residence were bulldozed and Marble Hill was abandoned. 1960 – The land was used by Dept of Agriculture for bushfire research. 1967 to 1992 – The Marble Hill Ruin was transferred to the care of the National Trust of South Australia. 1973 – The Stables opened as Tearooms and attracted many visitors over the next 20 years. 1975 – The tower was reconstructed and opened as a lookout by the Governor, Sir Mark Oliphant. 1985 – The Country Fire Service (CFS) began using the tower for communications and fire spotting. 1992 – After 25 years under the National Trust, Marble Hill was returned to the care of the State Government through Parks SA. 1994 – Friends of Marble Hill volunteer group was formed. 1998 – A Conservation and Dilapidation Report by Danvers Architects recommended the Ruin be roofed to prevent further degradation. 2007 – The State Government called for Expressions of Interest in the future development of the Marble Hill site. 2009 – Marble Hill was sold to Marble Hill Heritage Group under a Heritage Agreement, which defines the owners' obligations to - Reconstruct the Ruin, - Maintain the Grounds - Allow public access through Open Days, and - Protect the property from Bushfire 2010 – An intensive weed management program starts to restore the property to open woodland with native grasses and wildflowers. 2011 – The New Barn is built in traditional stone and brick, and used for admin & storage.
*2*: Planting begins for an English style park. 2014 – Restoration starts again on the Stables and Tower. 2015 – A Book on the history of Marble Hill is launched on 2nd January 2015, 60 years after Black Sunday.
*3*: Marble Hill was gutted by bushfire.
*4*: Only 26 of the proposed 46 rooms were built, with Stables for 6 horses, Coachhouse & Coachman's Cottage nearby. 1880 to 1955 – As the Vice-Regal Summer Residence for 75 years, Marble Hill was used as a private retreat for 15 Governors and their families. 1908 – Snowstorms prompted construction of a second Gas House to provide acetylene gas heating as well as lighting. 1912 – The English cricket team helped fight off a bushfire when invited to lunch. 1938 – The Stables were converted to garaging for 4 cars. 1939-40 – Upgrades to the house included 2 additional bathrooms.
*5*: Historical Timeline for Marble Hill A Summer Residence for 75 years: 1878 – The site for the Vice-Regal Summer Residence was chosen by Governor Sir William Jervois and plans were drawn up by colonial architect William McMinn. 1879 to 1880 – The Residence was constructed in local sandstone with a roof of Welsh slate.
*6*: A model railway track was installed for Sir Malcolm Barclay-Harvey. 1954 – A major earthquake in March caused damage requiring repairs to Government House in Adelaide, so the power supply at Marble Hill was updated from gas to electricity, and the Governor and his family moved to the Summer Residence for the Christmas/New Year holidays. 2nd Jan 1954 – Black Sunday.
*7*: The Governor Sir Robert George, Lady George and their family and staff were lucky to escape with their lives.
```
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*: Historical Timeline for Marble Hill A Summer Residence for 75 years: 1878 \u2013 The site for the Vice-Regal Summer Residence was chosen by Governor Sir William Jervois and plans were drawn up by colonial architect William McMinn. 1879 to 1880 \u2013 The Residence was constructed in local sandstone with a roof of Welsh slate.\n*2*: Only 26 of the proposed 46 rooms were built, with Stables for 6 horses, Coachhouse & Coachman's Cottage nearby. 1880 to 1955 \u2013 As the Vice-Regal Summer Residence for 75 years, Marble Hill was used as a private retreat for 15 Governors and their families. 1908 \u2013 Snowstorms prompted construction of a second Gas House to provide acetylene gas heating as well as lighting. 1912 \u2013 The English cricket team helped fight off a bushfire when invited to lunch. 1938 \u2013 The Stables were converted to garaging for 4 cars. 1939-40 \u2013 Upgrades to the house included 2 additional bathrooms.\n*3*: A model railway track was installed for Sir Malcolm Barclay-Harvey. 1954 \u2013 A major earthquake in March caused damage requiring repairs to Government House in Adelaide, so the power supply at Marble Hill was updated from gas to electricity, and the Governor and his family moved to the Summer Residence for the Christmas/New Year holidays. 2nd Jan 1954 \u2013 Black Sunday.\n*4*: Marble Hill was gutted by bushfire.\n*5*: The Governor Sir Robert George, Lady George and their family and staff were lucky to escape with their lives.\n*6*: A Ruin for 60 years: 1955 \u2013 With all buildings on the site reduced to ruins, parts of the main residence were bulldozed and Marble Hill was abandoned. 1960 \u2013 The land was used by Dept of Agriculture for bushfire research. 1967 to 1992 \u2013 The Marble Hill Ruin was transferred to the care of the National Trust of South Australia. 1973 \u2013 The Stables opened as Tearooms and attracted many visitors over the next 20 years. 1975 \u2013 The tower was reconstructed and opened as a lookout by the Governor, Sir Mark Oliphant. 1985 \u2013 The Country Fire Service (CFS) began using the tower for communications and fire spotting. 1992 \u2013 After 25 years under the National Trust, Marble Hill was returned to the care of the State Government through Parks SA. 1994 \u2013 Friends of Marble Hill volunteer group was formed. 1998 \u2013 A Conservation and Dilapidation Report by Danvers Architects recommended the Ruin be roofed to prevent further degradation. 2007 \u2013 The State Government called for Expressions of Interest in the future development of the Marble Hill site. 2009 \u2013 Marble Hill was sold to Marble Hill Heritage Group under a Heritage Agreement, which defines the owners' obligations to - Reconstruct the Ruin, - Maintain the Grounds - Allow public access through Open Days, and - Protect the property from Bushfire 2010 \u2013 An intensive weed management program starts to restore the property to open woodland with native grasses and wildflowers. 2011 \u2013 The New Barn is built in traditional stone and brick, and used for admin & storage.\n*7*: Planting begins for an English style park. 2014 \u2013 Restoration starts again on the Stables and Tower. 2015 \u2013 A Book on the history of Marble Hill is launched on 2nd January 2015, 60 years after Black Sunday.", "scrambled": "*1*: A Ruin for 60 years: 1955 \u2013 With all buildings on the site reduced to ruins, parts of the main residence were bulldozed and Marble Hill was abandoned. 1960 \u2013 The land was used by Dept of Agriculture for bushfire research. 1967 to 1992 \u2013 The Marble Hill Ruin was transferred to the care of the National Trust of South Australia. 1973 \u2013 The Stables opened as Tearooms and attracted many visitors over the next 20 years. 1975 \u2013 The tower was reconstructed and opened as a lookout by the Governor, Sir Mark Oliphant. 1985 \u2013 The Country Fire Service (CFS) began using the tower for communications and fire spotting. 1992 \u2013 After 25 years under the National Trust, Marble Hill was returned to the care of the State Government through Parks SA. 1994 \u2013 Friends of Marble Hill volunteer group was formed. 1998 \u2013 A Conservation and Dilapidation Report by Danvers Architects recommended the Ruin be roofed to prevent further degradation. 2007 \u2013 The State Government called for Expressions of Interest in the future development of the Marble Hill site. 2009 \u2013 Marble Hill was sold to Marble Hill Heritage Group under a Heritage Agreement, which defines the owners' obligations to - Reconstruct the Ruin, - Maintain the Grounds - Allow public access through Open Days, and - Protect the property from Bushfire 2010 \u2013 An intensive weed management program starts to restore the property to open woodland with native grasses and wildflowers. 2011 \u2013 The New Barn is built in traditional stone and brick, and used for admin & storage.\n*2*: Planting begins for an English style park. 2014 \u2013 Restoration starts again on the Stables and Tower. 2015 \u2013 A Book on the history of Marble Hill is launched on 2nd January 2015, 60 years after Black Sunday.\n*3*: Marble Hill was gutted by bushfire.\n*4*: Only 26 of the proposed 46 rooms were built, with Stables for 6 horses, Coachhouse & Coachman's Cottage nearby. 1880 to 1955 \u2013 As the Vice-Regal Summer Residence for 75 years, Marble Hill was used as a private retreat for 15 Governors and their families. 1908 \u2013 Snowstorms prompted construction of a second Gas House to provide acetylene gas heating as well as lighting. 1912 \u2013 The English cricket team helped fight off a bushfire when invited to lunch. 1938 \u2013 The Stables were converted to garaging for 4 cars. 1939-40 \u2013 Upgrades to the house included 2 additional bathrooms.\n*5*: Historical Timeline for Marble Hill A Summer Residence for 75 years: 1878 \u2013 The site for the Vice-Regal Summer Residence was chosen by Governor Sir William Jervois and plans were drawn up by colonial architect William McMinn. 1879 to 1880 \u2013 The Residence was constructed in local sandstone with a roof of Welsh slate.\n*6*: A model railway track was installed for Sir Malcolm Barclay-Harvey. 1954 \u2013 A major earthquake in March caused damage requiring repairs to Government House in Adelaide, so the power supply at Marble Hill was updated from gas to electricity, and the Governor and his family moved to the Summer Residence for the Christmas/New Year holidays. 2nd Jan 1954 \u2013 Black Sunday.\n*7*: The Governor Sir Robert George, Lady George and their family and staff were lucky to escape with their lives."}
| 2 |
unscramble_46516
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: E527 Practice for Numbering Metals and Alloys in the Unified Numbering System (UNS) E1314 Practice for Structuring Terminological Records Relating to Computerized Test Reporting and Materials Designation Formats E1338 Guide for Identification of Metals and Alloys in Computerized Material Property Databases G40 Terminology Relating to Wear and Erosion G65 Test Method for Measuring Abrasion Using the Dry Sand/Rubber Wheel Apparatus G75 Test Method for Determination of Slurry Abrasivity (Miller Number) and Slurry Abrasion Response of Materials (SAR Number) G77 Test Method for Ranking Resistance of Materials to Sliding Wear Using Block-on-Ring Wear Test G83 Test Method for Wear Testing with a Crossed-Cylinder Apparatus G99 Test Method for Wear Testing with a Pin-on-Disk Apparatus G105 Test Method for Conducting Wet Sand/Rubber Wheel Abrasion Tests G115 Guide for Measuring and Reporting Friction Coefficients G132 Test Method for Pin Abrasion Testing B46.1.85 Surface Texture, Surface Roughness, Waviness Available from American National Standards Institute (ANSI), 25 W. 43rd St., 4th Floor, New York, NY 10036, http://www.ansi.org. computer; data; database; format; wear; ICS Number Code 35.240.30 (IT applications in information, documentation and publishing) ASTM International is a member of CrossRef.
*2*: It is meant to assist the user in developing databases for the purpose of data comparison and utilization.
*3*: Citing ASTM Standards [Back to Top]
*4*: 1.1 This guide is intended to assist in the organization of wear test data for the purpose of data storage in computerized databases.
*5*: Referenced Documents (purchase separately) The documents listed below are referenced within the subject standard but are not provided as part of the standard.
*6*: Data elements (fields) are described covering both materials and wear test issues. 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*: 1.1 This guide is intended to assist in the organization of wear test data for the purpose of data storage in computerized databases.\n*2*: It is meant to assist the user in developing databases for the purpose of data comparison and utilization.\n*3*: Data elements (fields) are described covering both materials and wear test issues. 2.\n*4*: Referenced Documents (purchase separately) The documents listed below are referenced within the subject standard but are not provided as part of the standard.\n*5*: E527 Practice for Numbering Metals and Alloys in the Unified Numbering System (UNS) E1314 Practice for Structuring Terminological Records Relating to Computerized Test Reporting and Materials Designation Formats E1338 Guide for Identification of Metals and Alloys in Computerized Material Property Databases G40 Terminology Relating to Wear and Erosion G65 Test Method for Measuring Abrasion Using the Dry Sand/Rubber Wheel Apparatus G75 Test Method for Determination of Slurry Abrasivity (Miller Number) and Slurry Abrasion Response of Materials (SAR Number) G77 Test Method for Ranking Resistance of Materials to Sliding Wear Using Block-on-Ring Wear Test G83 Test Method for Wear Testing with a Crossed-Cylinder Apparatus G99 Test Method for Wear Testing with a Pin-on-Disk Apparatus G105 Test Method for Conducting Wet Sand/Rubber Wheel Abrasion Tests G115 Guide for Measuring and Reporting Friction Coefficients G132 Test Method for Pin Abrasion Testing B46.1.85 Surface Texture, Surface Roughness, Waviness Available from American National Standards Institute (ANSI), 25 W. 43rd St., 4th Floor, New York, NY 10036, http://www.ansi.org. computer; data; database; format; wear; ICS Number Code 35.240.30 (IT applications in information, documentation and publishing) ASTM International is a member of CrossRef.\n*6*: Citing ASTM Standards [Back to Top]", "scrambled": "*1*: E527 Practice for Numbering Metals and Alloys in the Unified Numbering System (UNS) E1314 Practice for Structuring Terminological Records Relating to Computerized Test Reporting and Materials Designation Formats E1338 Guide for Identification of Metals and Alloys in Computerized Material Property Databases G40 Terminology Relating to Wear and Erosion G65 Test Method for Measuring Abrasion Using the Dry Sand/Rubber Wheel Apparatus G75 Test Method for Determination of Slurry Abrasivity (Miller Number) and Slurry Abrasion Response of Materials (SAR Number) G77 Test Method for Ranking Resistance of Materials to Sliding Wear Using Block-on-Ring Wear Test G83 Test Method for Wear Testing with a Crossed-Cylinder Apparatus G99 Test Method for Wear Testing with a Pin-on-Disk Apparatus G105 Test Method for Conducting Wet Sand/Rubber Wheel Abrasion Tests G115 Guide for Measuring and Reporting Friction Coefficients G132 Test Method for Pin Abrasion Testing B46.1.85 Surface Texture, Surface Roughness, Waviness Available from American National Standards Institute (ANSI), 25 W. 43rd St., 4th Floor, New York, NY 10036, http://www.ansi.org. computer; data; database; format; wear; ICS Number Code 35.240.30 (IT applications in information, documentation and publishing) ASTM International is a member of CrossRef.\n*2*: It is meant to assist the user in developing databases for the purpose of data comparison and utilization.\n*3*: Citing ASTM Standards [Back to Top]\n*4*: 1.1 This guide is intended to assist in the organization of wear test data for the purpose of data storage in computerized databases.\n*5*: Referenced Documents (purchase separately) The documents listed below are referenced within the subject standard but are not provided as part of the standard.\n*6*: Data elements (fields) are described covering both materials and wear test issues. 2."}
| 2 |
unscramble_161132
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The hydraulic fracturing of those shale-gas areas involves blasting a mixture of water, sand, and chemicals deep underground to shatter the shale formations and free the natural gas trapped within.
*2*: From Yale 360 The fracturing of shale rock formations associated with the drilling process known as fracking might undermine future attempts to store carbon dioxide underground, according to a new study.
*3*: While many have called carbon storage a promising solution to reducing atmospheric levels of greenhouse gas emissions — by essentially pumping captured CO2 into deep, permeable geological formations — Princeton University researcher Michael Celia says that process would only work if there is a layer of impermeable caprock to prevent the CO2 from escaping.
*4*: But according to his study, published in the journal Environmental Science & Technology, about 80 percent of the U.S. areas suited for carbon storage overlap with regions of potential shale-gas production.
*5*: While it is unclear how much of the potential storage volume would be lost, shale gas drilling could “significantly affect” the sequestration capacity for carbon storage operations, the study said.
```
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 Yale 360 The fracturing of shale rock formations associated with the drilling process known as fracking might undermine future attempts to store carbon dioxide underground, according to a new study.\n*2*: While many have called carbon storage a promising solution to reducing atmospheric levels of greenhouse gas emissions \u2014 by essentially pumping captured CO2 into deep, permeable geological formations \u2014 Princeton University researcher Michael Celia says that process would only work if there is a layer of impermeable caprock to prevent the CO2 from escaping.\n*3*: But according to his study, published in the journal Environmental Science & Technology, about 80 percent of the U.S. areas suited for carbon storage overlap with regions of potential shale-gas production.\n*4*: The hydraulic fracturing of those shale-gas areas involves blasting a mixture of water, sand, and chemicals deep underground to shatter the shale formations and free the natural gas trapped within.\n*5*: While it is unclear how much of the potential storage volume would be lost, shale gas drilling could \u201csignificantly affect\u201d the sequestration capacity for carbon storage operations, the study said.", "scrambled": "*1*: The hydraulic fracturing of those shale-gas areas involves blasting a mixture of water, sand, and chemicals deep underground to shatter the shale formations and free the natural gas trapped within.\n*2*: From Yale 360 The fracturing of shale rock formations associated with the drilling process known as fracking might undermine future attempts to store carbon dioxide underground, according to a new study.\n*3*: While many have called carbon storage a promising solution to reducing atmospheric levels of greenhouse gas emissions \u2014 by essentially pumping captured CO2 into deep, permeable geological formations \u2014 Princeton University researcher Michael Celia says that process would only work if there is a layer of impermeable caprock to prevent the CO2 from escaping.\n*4*: But according to his study, published in the journal Environmental Science & Technology, about 80 percent of the U.S. areas suited for carbon storage overlap with regions of potential shale-gas production.\n*5*: While it is unclear how much of the potential storage volume would be lost, shale gas drilling could \u201csignificantly affect\u201d the sequestration capacity for carbon storage operations, the study said."}
| 2 |
unscramble_74196
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A rare disease occurs in less than 200,000 individuals in the United States, or less than 5 per 10,000 individuals in the European Union.
*2*: What Is an Orphan Drug?
*3*: Pharmaceutical (drug) and biotech companies are constantly researching and developing new medications to treat medical conditions, and new drugs come on the market frequently.
*4*: People who have rare diseases or disorders, however, have not had as much research attention in past decades.
*5*: This is because their numbers are small and therefore the potential market for new drugs to treat them (commonly referred to as “orphan drugs”) is also small.
*6*: Government regulatory agencies in the United States and the European Union have thus taken steps to reduce this disparity. read more at: http://rarediseases.about.com/od/rarediseaseso/a/orphandrug.htm
```
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 an Orphan Drug?\n*2*: Pharmaceutical (drug) and biotech companies are constantly researching and developing new medications to treat medical conditions, and new drugs come on the market frequently.\n*3*: People who have rare diseases or disorders, however, have not had as much research attention in past decades.\n*4*: This is because their numbers are small and therefore the potential market for new drugs to treat them (commonly referred to as \u201corphan drugs\u201d) is also small.\n*5*: A rare disease occurs in less than 200,000 individuals in the United States, or less than 5 per 10,000 individuals in the European Union.\n*6*: Government regulatory agencies in the United States and the European Union have thus taken steps to reduce this disparity. read more at: http://rarediseases.about.com/od/rarediseaseso/a/orphandrug.htm", "scrambled": "*1*: A rare disease occurs in less than 200,000 individuals in the United States, or less than 5 per 10,000 individuals in the European Union.\n*2*: What Is an Orphan Drug?\n*3*: Pharmaceutical (drug) and biotech companies are constantly researching and developing new medications to treat medical conditions, and new drugs come on the market frequently.\n*4*: People who have rare diseases or disorders, however, have not had as much research attention in past decades.\n*5*: This is because their numbers are small and therefore the potential market for new drugs to treat them (commonly referred to as \u201corphan drugs\u201d) is also small.\n*6*: Government regulatory agencies in the United States and the European Union have thus taken steps to reduce this disparity. read more at: http://rarediseases.about.com/od/rarediseaseso/a/orphandrug.htm"}
| 2 |
unscramble_135085
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: (En español: Enuresis) Enuresis is the fancy name for peeing your pants.
*2*: It can mean accidents that happen in the day or night, but most of the time enuresis refers to wetting the bed while sleeping.
*3*: Not many kids talk about it, but many kids do it.
*4*: Others may need to train their bodies to hold the pee longer and can get encouragement from a chart that tracks their dry nights.
*5*: The good news is that some kids will stop wetting the bed without any special treatment.
```
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*: (En espa\u00f1ol: Enuresis) Enuresis is the fancy name for peeing your pants.\n*2*: It can mean accidents that happen in the day or night, but most of the time enuresis refers to wetting the bed while sleeping.\n*3*: Not many kids talk about it, but many kids do it.\n*4*: The good news is that some kids will stop wetting the bed without any special treatment.\n*5*: Others may need to train their bodies to hold the pee longer and can get encouragement from a chart that tracks their dry nights.", "scrambled": "*1*: (En espa\u00f1ol: Enuresis) Enuresis is the fancy name for peeing your pants.\n*2*: It can mean accidents that happen in the day or night, but most of the time enuresis refers to wetting the bed while sleeping.\n*3*: Not many kids talk about it, but many kids do it.\n*4*: Others may need to train their bodies to hold the pee longer and can get encouragement from a chart that tracks their dry nights.\n*5*: The good news is that some kids will stop wetting the bed without any special treatment."}
| 2 |
unscramble_95074
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The CPI is defined by the United States Bureau of Labor Statistics as "a measure of the average change over time in the prices paid by urban consumers for a market basket of consumer goods and services".
*2*: This statistic shows the monthly percentage of change in the consumer price index for urban consumers in the United States from April 2012 to April 2013.
*3*: The data represents city averages in the United States.
*4*: In April 2013, the CPI-U, seasonally adjusted, decreased by 0.4 percent.
*5*: The defined base period is: 1982-84=100.
```
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 statistic shows the monthly percentage of change in the consumer price index for urban consumers in the United States from April 2012 to April 2013.\n*2*: The data represents city averages in the United States.\n*3*: The defined base period is: 1982-84=100.\n*4*: The CPI is defined by the United States Bureau of Labor Statistics as \"a measure of the average change over time in the prices paid by urban consumers for a market basket of consumer goods and services\".\n*5*: In April 2013, the CPI-U, seasonally adjusted, decreased by 0.4 percent.", "scrambled": "*1*: The CPI is defined by the United States Bureau of Labor Statistics as \"a measure of the average change over time in the prices paid by urban consumers for a market basket of consumer goods and services\".\n*2*: This statistic shows the monthly percentage of change in the consumer price index for urban consumers in the United States from April 2012 to April 2013.\n*3*: The data represents city averages in the United States.\n*4*: In April 2013, the CPI-U, seasonally adjusted, decreased by 0.4 percent.\n*5*: The defined base period is: 1982-84=100."}
| 2 |
unscramble_41577
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Can they think of any example they may have heard of in their local area?” The independent thinktank Civitas, an institute for the study of civil society, has described the lesson as reminiscent of George Orwell’s novel 1984, in which kids snoop on their parents and report them to Big Brother.
*2*: Page 2 of the Key Stage 4 lesson plan, designed for use by 14 to 16 year olds, involves a classroom discussion in which students debate “whether it is good to pay the tax we do, considering the benefits we receive.
*3*: The allegation relates to a document available on the HMRC website, used as a ‘Citizenship’ module in schools to teach kids why they should become responsible taxpayers.
*4*: Brit Dee, Contributor HM Revenue and Customs, the UK government’s tax and customs department, has been accused of encouraging schoolkids to report tax evaders in their local area.
*5*: If it is good, then why do people try not to pay?” The teacher must then ask what students “think of those who refuse to pay tax or try and defraud the benefits system?
*6*: Civitas’ David Green said, “People ‘in their local area’ are most likely to be parents or close relatives.
*7*: Turning children into state spies is un-British.”
```
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*: Brit Dee, Contributor HM Revenue and Customs, the UK government\u2019s tax and customs department, has been accused of encouraging schoolkids to report tax evaders in their local area.\n*2*: The allegation relates to a document available on the HMRC website, used as a \u2018Citizenship\u2019 module in schools to teach kids why they should become responsible taxpayers.\n*3*: Page 2 of the Key Stage 4 lesson plan, designed for use by 14 to 16 year olds, involves a classroom discussion in which students debate \u201cwhether it is good to pay the tax we do, considering the benefits we receive.\n*4*: If it is good, then why do people try not to pay?\u201d The teacher must then ask what students \u201cthink of those who refuse to pay tax or try and defraud the benefits system?\n*5*: Can they think of any example they may have heard of in their local area?\u201d The independent thinktank Civitas, an institute for the study of civil society, has described the lesson as reminiscent of George Orwell\u2019s novel 1984, in which kids snoop on their parents and report them to Big Brother.\n*6*: Civitas\u2019 David Green said, \u201cPeople \u2018in their local area\u2019 are most likely to be parents or close relatives.\n*7*: Turning children into state spies is un-British.\u201d", "scrambled": "*1*: Can they think of any example they may have heard of in their local area?\u201d The independent thinktank Civitas, an institute for the study of civil society, has described the lesson as reminiscent of George Orwell\u2019s novel 1984, in which kids snoop on their parents and report them to Big Brother.\n*2*: Page 2 of the Key Stage 4 lesson plan, designed for use by 14 to 16 year olds, involves a classroom discussion in which students debate \u201cwhether it is good to pay the tax we do, considering the benefits we receive.\n*3*: The allegation relates to a document available on the HMRC website, used as a \u2018Citizenship\u2019 module in schools to teach kids why they should become responsible taxpayers.\n*4*: Brit Dee, Contributor HM Revenue and Customs, the UK government\u2019s tax and customs department, has been accused of encouraging schoolkids to report tax evaders in their local area.\n*5*: If it is good, then why do people try not to pay?\u201d The teacher must then ask what students \u201cthink of those who refuse to pay tax or try and defraud the benefits system?\n*6*: Civitas\u2019 David Green said, \u201cPeople \u2018in their local area\u2019 are most likely to be parents or close relatives.\n*7*: Turning children into state spies is un-British.\u201d"}
| 2 |
unscramble_50910
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Commuter Services had issued to challenge to commuters to try an alternative commuting option, other than driving alone for Earth Day.
*2*: In total, commuters logged more than 53,400 miles by taking alternative transportation for the week of Earth Day.
*3*: During the week of Earth Day, April 22 through 28, commuters came together and helped reduce noise and air pollution by trying transit, carpooling, biking, walking, vanpooling and telecommuting throughout the week.
*4*: In 2011, 82 participants logged 2,100 miles, resulting in an increase of more than 25 times as many miles logged.
*5*: Snyder rode the bus and logged a total of 344 miles for her commute to Stanley Black & Decker in the Baltimore area.
```
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*: Snyder rode the bus and logged a total of 344 miles for her commute to Stanley Black & Decker in the Baltimore area.\n*2*: Commuter Services had issued to challenge to commuters to try an alternative commuting option, other than driving alone for Earth Day.\n*3*: During the week of Earth Day, April 22 through 28, commuters came together and helped reduce noise and air pollution by trying transit, carpooling, biking, walking, vanpooling and telecommuting throughout the week.\n*4*: In total, commuters logged more than 53,400 miles by taking alternative transportation for the week of Earth Day.\n*5*: In 2011, 82 participants logged 2,100 miles, resulting in an increase of more than 25 times as many miles logged.", "scrambled": "*1*: Commuter Services had issued to challenge to commuters to try an alternative commuting option, other than driving alone for Earth Day.\n*2*: In total, commuters logged more than 53,400 miles by taking alternative transportation for the week of Earth Day.\n*3*: During the week of Earth Day, April 22 through 28, commuters came together and helped reduce noise and air pollution by trying transit, carpooling, biking, walking, vanpooling and telecommuting throughout the week.\n*4*: In 2011, 82 participants logged 2,100 miles, resulting in an increase of more than 25 times as many miles logged.\n*5*: Snyder rode the bus and logged a total of 344 miles for her commute to Stanley Black & Decker in the Baltimore area."}
| 2 |
unscramble_248296
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Lester Brown and Jonathan Lewis, associated with two prominent environmental groups, think that ethanol has provided limited energy benefit and significant environmental damage.
*2*: President Bush remains a strong supporter of ethanol.
*3*: They provide this statistic: the US last year "burned about a quarter of its corn supply as fuel," and, for this quarter, saw oil consumption drop by 1%.
*4*: A World Bank study has claimed that the 60% rise in corn prices can be traced to the US ethanol program.
*5*: Some at the White House put a lower rate of influence for the biofuel program.
*6*: This report suggests that a moratorium of food-based biofuels could cut corn prices by as much as 20%.
*7*: Transferring corn to ethanol takes a lot of (coal-based) energy, and the extension of corn crops would itself entail certain environmental pressures, so it's unclear how much energy/environmental benefit is derived from ethanol mandates.
*8*: That's a lot of corn!
*9*: They urge Congress and other government institutions to withdraw biofuel mandates.
*10*: David Freddoso draws attention to a report by scientists that places part of the blame for spiraling food prices on the embrace of food-based biofuels (like ethanol).
```
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*: David Freddoso draws attention to a report by scientists that places part of the blame for spiraling food prices on the embrace of food-based biofuels (like ethanol).\n*2*: This report suggests that a moratorium of food-based biofuels could cut corn prices by as much as 20%.\n*3*: A World Bank study has claimed that the 60% rise in corn prices can be traced to the US ethanol program.\n*4*: Some at the White House put a lower rate of influence for the biofuel program.\n*5*: Lester Brown and Jonathan Lewis, associated with two prominent environmental groups, think that ethanol has provided limited energy benefit and significant environmental damage.\n*6*: They provide this statistic: the US last year \"burned about a quarter of its corn supply as fuel,\" and, for this quarter, saw oil consumption drop by 1%.\n*7*: That's a lot of corn!\n*8*: Transferring corn to ethanol takes a lot of (coal-based) energy, and the extension of corn crops would itself entail certain environmental pressures, so it's unclear how much energy/environmental benefit is derived from ethanol mandates.\n*9*: They urge Congress and other government institutions to withdraw biofuel mandates.\n*10*: President Bush remains a strong supporter of ethanol.", "scrambled": "*1*: Lester Brown and Jonathan Lewis, associated with two prominent environmental groups, think that ethanol has provided limited energy benefit and significant environmental damage.\n*2*: President Bush remains a strong supporter of ethanol.\n*3*: They provide this statistic: the US last year \"burned about a quarter of its corn supply as fuel,\" and, for this quarter, saw oil consumption drop by 1%.\n*4*: A World Bank study has claimed that the 60% rise in corn prices can be traced to the US ethanol program.\n*5*: Some at the White House put a lower rate of influence for the biofuel program.\n*6*: This report suggests that a moratorium of food-based biofuels could cut corn prices by as much as 20%.\n*7*: Transferring corn to ethanol takes a lot of (coal-based) energy, and the extension of corn crops would itself entail certain environmental pressures, so it's unclear how much energy/environmental benefit is derived from ethanol mandates.\n*8*: That's a lot of corn!\n*9*: They urge Congress and other government institutions to withdraw biofuel mandates.\n*10*: David Freddoso draws attention to a report by scientists that places part of the blame for spiraling food prices on the embrace of food-based biofuels (like ethanol)."}
| 2 |
unscramble_55288
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Vessel-mounted cameras can be effectively and economically used by ship crews investigating and responding to an oil spill.
*2*: ASTM International Committee F20 on Oil Spill Response is currently developing a proposed new standard on use of cameras in this realm.
*3*: According to Mervin Fingas, senior scientist, Spill Science, and a longtime member of Committee F20, the primary users of the proposed new standard will be managers of spill cooperatives who will use it to purchase and optimize recovery vessel camera systems, as well as suppliers of such equipment. “The purpose of these cameras is to help direct the crews toward the oil and toward the thicker oil on the sea surface,” says Fingas. “Viewers on the decks nearer to sea level cannot see oil sufficiently to navigate toward it.
*4*: The motivation for putting forward the proposed standard is to guide the potential user in the purchases, advantages, limitations and applications of such technology.” Technical Information: Mervin Fingas, Spill Science, Edmonton, Alberta, Canada ASTM Staff: Jeffrey Adkins
*5*: WK24607, Specification for the Design and Use of Vessel-Mounted Camera Systems for Oil Spill Response, is under the jurisdiction of Subcommittee F20.16 on Surveillance and Tracking.
```
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*: Vessel-mounted cameras can be effectively and economically used by ship crews investigating and responding to an oil spill.\n*2*: ASTM International Committee F20 on Oil Spill Response is currently developing a proposed new standard on use of cameras in this realm.\n*3*: WK24607, Specification for the Design and Use of Vessel-Mounted Camera Systems for Oil Spill Response, is under the jurisdiction of Subcommittee F20.16 on Surveillance and Tracking.\n*4*: According to Mervin Fingas, senior scientist, Spill Science, and a longtime member of Committee F20, the primary users of the proposed new standard will be managers of spill cooperatives who will use it to purchase and optimize recovery vessel camera systems, as well as suppliers of such equipment. \u201cThe purpose of these cameras is to help direct the crews toward the oil and toward the thicker oil on the sea surface,\u201d says Fingas. \u201cViewers on the decks nearer to sea level cannot see oil sufficiently to navigate toward it.\n*5*: The motivation for putting forward the proposed standard is to guide the potential user in the purchases, advantages, limitations and applications of such technology.\u201d Technical Information: Mervin Fingas, Spill Science, Edmonton, Alberta, Canada ASTM Staff: Jeffrey Adkins", "scrambled": "*1*: Vessel-mounted cameras can be effectively and economically used by ship crews investigating and responding to an oil spill.\n*2*: ASTM International Committee F20 on Oil Spill Response is currently developing a proposed new standard on use of cameras in this realm.\n*3*: According to Mervin Fingas, senior scientist, Spill Science, and a longtime member of Committee F20, the primary users of the proposed new standard will be managers of spill cooperatives who will use it to purchase and optimize recovery vessel camera systems, as well as suppliers of such equipment. \u201cThe purpose of these cameras is to help direct the crews toward the oil and toward the thicker oil on the sea surface,\u201d says Fingas. \u201cViewers on the decks nearer to sea level cannot see oil sufficiently to navigate toward it.\n*4*: The motivation for putting forward the proposed standard is to guide the potential user in the purchases, advantages, limitations and applications of such technology.\u201d Technical Information: Mervin Fingas, Spill Science, Edmonton, Alberta, Canada ASTM Staff: Jeffrey Adkins\n*5*: WK24607, Specification for the Design and Use of Vessel-Mounted Camera Systems for Oil Spill Response, is under the jurisdiction of Subcommittee F20.16 on Surveillance and Tracking."}
| 2 |
unscramble_250170
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: All flew two to six times faster during their spring return journey than in fall.
*2*: One female purple martin dashed back north in 13 days at a speed of about 358 miles (577 kilometers) a day, shattering previous estimates for songbirds of 93 miles (150 kilometers) a day. "Maybe this is some kind of super-bird, but still I was really impressed that any bird can do this," Stutchbury said. "These birds are traveling really fast and breaking all the rules." SOURCES AND RELATED WEB SITES
*3*: The new information will aid future conservation efforts.
*4*: for National Geographic magazine For the first time, scientists have tracked entire migration routes of individual songbirds, following them thousands of miles further than in earlier studies and revealing the birds fly two to three times faster than previously known.
*5*: They tracked two purple martins for about 9,300 miles (15,000 kilometers), from Pennsylvania to the Amazon basin and back, and tracked five wood thrushes to Central America and back. "This is a real breakthrough," said Bridget Stutchbury, a biologist from York University in Toronto and lead author of a paper detailing the results, which appears this week in the journal Science.
*6*: The researchers equipped 14 wood thrushes and 20 purple martins with tiny geolocators—the first tracking devices small and light enough for songbirds to carry—to map their round trip between North America and the tropics with unprecedented accuracy.
*7*: Her team, she said, was able to "accurately track where the birds spent the winter and how they got there" from their breeding ground in Pennsylvania. "For most people studying migratory birds, this has been a daydream for years," said Stutchbury, who received funding for the study from the National Geographic Society's Committee for Research and Exploration and worked in collaboration with the Purple Martin Conservation Association. (Read a related National Geographic News story: "Where Are All the Migratory Birds Going?" Super-Fast Birds "Breaking All the Rules" Stutchbury and her team released their birds in summer 2007 and snagged returnees the next spring, along with data on their routes and migration rates.
*8*: The birds' travel speeds astounded them.
```
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*: for National Geographic magazine For the first time, scientists have tracked entire migration routes of individual songbirds, following them thousands of miles further than in earlier studies and revealing the birds fly two to three times faster than previously known.\n*2*: The new information will aid future conservation efforts.\n*3*: The researchers equipped 14 wood thrushes and 20 purple martins with tiny geolocators\u2014the first tracking devices small and light enough for songbirds to carry\u2014to map their round trip between North America and the tropics with unprecedented accuracy.\n*4*: They tracked two purple martins for about 9,300 miles (15,000 kilometers), from Pennsylvania to the Amazon basin and back, and tracked five wood thrushes to Central America and back. \"This is a real breakthrough,\" said Bridget Stutchbury, a biologist from York University in Toronto and lead author of a paper detailing the results, which appears this week in the journal Science.\n*5*: Her team, she said, was able to \"accurately track where the birds spent the winter and how they got there\" from their breeding ground in Pennsylvania. \"For most people studying migratory birds, this has been a daydream for years,\" said Stutchbury, who received funding for the study from the National Geographic Society's Committee for Research and Exploration and worked in collaboration with the Purple Martin Conservation Association. (Read a related National Geographic News story: \"Where Are All the Migratory Birds Going?\" Super-Fast Birds \"Breaking All the Rules\" Stutchbury and her team released their birds in summer 2007 and snagged returnees the next spring, along with data on their routes and migration rates.\n*6*: The birds' travel speeds astounded them.\n*7*: All flew two to six times faster during their spring return journey than in fall.\n*8*: One female purple martin dashed back north in 13 days at a speed of about 358 miles (577 kilometers) a day, shattering previous estimates for songbirds of 93 miles (150 kilometers) a day. \"Maybe this is some kind of super-bird, but still I was really impressed that any bird can do this,\" Stutchbury said. \"These birds are traveling really fast and breaking all the rules.\" SOURCES AND RELATED WEB SITES", "scrambled": "*1*: All flew two to six times faster during their spring return journey than in fall.\n*2*: One female purple martin dashed back north in 13 days at a speed of about 358 miles (577 kilometers) a day, shattering previous estimates for songbirds of 93 miles (150 kilometers) a day. \"Maybe this is some kind of super-bird, but still I was really impressed that any bird can do this,\" Stutchbury said. \"These birds are traveling really fast and breaking all the rules.\" SOURCES AND RELATED WEB SITES\n*3*: The new information will aid future conservation efforts.\n*4*: for National Geographic magazine For the first time, scientists have tracked entire migration routes of individual songbirds, following them thousands of miles further than in earlier studies and revealing the birds fly two to three times faster than previously known.\n*5*: They tracked two purple martins for about 9,300 miles (15,000 kilometers), from Pennsylvania to the Amazon basin and back, and tracked five wood thrushes to Central America and back. \"This is a real breakthrough,\" said Bridget Stutchbury, a biologist from York University in Toronto and lead author of a paper detailing the results, which appears this week in the journal Science.\n*6*: The researchers equipped 14 wood thrushes and 20 purple martins with tiny geolocators\u2014the first tracking devices small and light enough for songbirds to carry\u2014to map their round trip between North America and the tropics with unprecedented accuracy.\n*7*: Her team, she said, was able to \"accurately track where the birds spent the winter and how they got there\" from their breeding ground in Pennsylvania. \"For most people studying migratory birds, this has been a daydream for years,\" said Stutchbury, who received funding for the study from the National Geographic Society's Committee for Research and Exploration and worked in collaboration with the Purple Martin Conservation Association. (Read a related National Geographic News story: \"Where Are All the Migratory Birds Going?\" Super-Fast Birds \"Breaking All the Rules\" Stutchbury and her team released their birds in summer 2007 and snagged returnees the next spring, along with data on their routes and migration rates.\n*8*: The birds' travel speeds astounded them."}
| 2 |
unscramble_133444
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Life's handedness may be a feature of fundamental physics, a result of selection by the weak force, which makes L-amino acids very slightly more stable.
*2*: We hope to find an enantiomeric excess in the Martian subsurface - and perhaps also in the Mars meteorite ALH84001 - as a relic of extinct life.
*3*: Non-living systems normally contain equal numbers of the left (L) and right (D) handed forms.
*4*: As excess of L amino acids has recently been found in the Murchison meteorite, suggesting advanced pre-biotic chemistry on the parent asteroid or pre-solar nebula.
*5*: Finding the same hand on different planets would tend to support the role of the weak force, but even finding the "wrong" hand would be of enormous significance because it could still be the homochiral signature of biology.
*6*: So a search for extra-terrestrial biology can be approached as a Search for Extra-Terrestrial Homochirality - SETH.
*7*: But a characteristic hallmark of life is its homochirality: biochemistry uses only one hand and not the other - on Earth L-amino acids and D-sugars.
*8*: But why L and not D?
*9*: Most biomolecules are chiral or handed, existing in two mirror image forms called enantiomers.
*10*: The signature of homochirality - or at least an enantiomeric excess - is optical rotation, which could be detected on other planets using a novel miniaturised space polarimeter called the SETH Cigar.
```
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*: Most biomolecules are chiral or handed, existing in two mirror image forms called enantiomers.\n*2*: Non-living systems normally contain equal numbers of the left (L) and right (D) handed forms.\n*3*: But a characteristic hallmark of life is its homochirality: biochemistry uses only one hand and not the other - on Earth L-amino acids and D-sugars.\n*4*: So a search for extra-terrestrial biology can be approached as a Search for Extra-Terrestrial Homochirality - SETH.\n*5*: The signature of homochirality - or at least an enantiomeric excess - is optical rotation, which could be detected on other planets using a novel miniaturised space polarimeter called the SETH Cigar.\n*6*: We hope to find an enantiomeric excess in the Martian subsurface - and perhaps also in the Mars meteorite ALH84001 - as a relic of extinct life.\n*7*: As excess of L amino acids has recently been found in the Murchison meteorite, suggesting advanced pre-biotic chemistry on the parent asteroid or pre-solar nebula.\n*8*: But why L and not D?\n*9*: Life's handedness may be a feature of fundamental physics, a result of selection by the weak force, which makes L-amino acids very slightly more stable.\n*10*: Finding the same hand on different planets would tend to support the role of the weak force, but even finding the \"wrong\" hand would be of enormous significance because it could still be the homochiral signature of biology.", "scrambled": "*1*: Life's handedness may be a feature of fundamental physics, a result of selection by the weak force, which makes L-amino acids very slightly more stable.\n*2*: We hope to find an enantiomeric excess in the Martian subsurface - and perhaps also in the Mars meteorite ALH84001 - as a relic of extinct life.\n*3*: Non-living systems normally contain equal numbers of the left (L) and right (D) handed forms.\n*4*: As excess of L amino acids has recently been found in the Murchison meteorite, suggesting advanced pre-biotic chemistry on the parent asteroid or pre-solar nebula.\n*5*: Finding the same hand on different planets would tend to support the role of the weak force, but even finding the \"wrong\" hand would be of enormous significance because it could still be the homochiral signature of biology.\n*6*: So a search for extra-terrestrial biology can be approached as a Search for Extra-Terrestrial Homochirality - SETH.\n*7*: But a characteristic hallmark of life is its homochirality: biochemistry uses only one hand and not the other - on Earth L-amino acids and D-sugars.\n*8*: But why L and not D?\n*9*: Most biomolecules are chiral or handed, existing in two mirror image forms called enantiomers.\n*10*: The signature of homochirality - or at least an enantiomeric excess - is optical rotation, which could be detected on other planets using a novel miniaturised space polarimeter called the SETH Cigar."}
| 2 |
unscramble_169420
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Anaesthetists administer anaesthesia that block the sensation of pain for patients undergoing surgery and related procedures.
*2*: Anaesthetists work in hospitals, day surgeries and at universities, conducting most of their work in operating theatres.
*3*: They carefully assess a patient’s requirements, administer anaesthesia, monitor a patient’s vital signs during surgery and care for any patients who may have an adverse reaction to the anaesthesia.
*4*: Specialising as an Anaesthetist requires completion of a degree in medicine, as well as seven years in postgraduate training which includes two years of work experience in an approved setting and five years in specialist anaesthesia training.
*5*: Anaesthetist» search for more Jobs Anaesthetists provide a wide range of medical services and are an integral part of multidisciplinary teams providing healthcare to patients.
*6*: Anaesthetists play an important role in caring for the patient before, during and after surgery.
```
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*: Anaesthetist\u00bb search for more Jobs Anaesthetists provide a wide range of medical services and are an integral part of multidisciplinary teams providing healthcare to patients.\n*2*: Anaesthetists administer anaesthesia that block the sensation of pain for patients undergoing surgery and related procedures.\n*3*: Anaesthetists play an important role in caring for the patient before, during and after surgery.\n*4*: They carefully assess a patient\u2019s requirements, administer anaesthesia, monitor a patient\u2019s vital signs during surgery and care for any patients who may have an adverse reaction to the anaesthesia.\n*5*: Anaesthetists work in hospitals, day surgeries and at universities, conducting most of their work in operating theatres.\n*6*: Specialising as an Anaesthetist requires completion of a degree in medicine, as well as seven years in postgraduate training which includes two years of work experience in an approved setting and five years in specialist anaesthesia training.", "scrambled": "*1*: Anaesthetists administer anaesthesia that block the sensation of pain for patients undergoing surgery and related procedures.\n*2*: Anaesthetists work in hospitals, day surgeries and at universities, conducting most of their work in operating theatres.\n*3*: They carefully assess a patient\u2019s requirements, administer anaesthesia, monitor a patient\u2019s vital signs during surgery and care for any patients who may have an adverse reaction to the anaesthesia.\n*4*: Specialising as an Anaesthetist requires completion of a degree in medicine, as well as seven years in postgraduate training which includes two years of work experience in an approved setting and five years in specialist anaesthesia training.\n*5*: Anaesthetist\u00bb search for more Jobs Anaesthetists provide a wide range of medical services and are an integral part of multidisciplinary teams providing healthcare to patients.\n*6*: Anaesthetists play an important role in caring for the patient before, during and after surgery."}
| 2 |
unscramble_172436
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The British Virgin Islands are administered from a capital at Road Town on the island of Tortola, the American Virgin Islands from a capital at Charlotte Amalie on the island of St Thomas.
*2*: The Virgin Islands lie in the track of violent tropical hurricanes which are most likely to develop between August and October.
*3*: All rights reserved.
*4*: Temperature and humidity around the year in the Leeward Islands are very similar to those described in the general entry for the Caribbean, as are the amount and distribution of sunshine.
*5*: Helicon Publishing is a division of RM.
*6*: Although the severest of these storms may only strike once every few years, these are always the months of heaviest rainfall. © Copyright RM, 2007.
*7*: The tables for points on two other islands in the eastern Caribbean, Roseau on Dominica and Plymouth on Montserrat, show that near sea level, the annual rainfall is about 1,250-2,000 mm/50-80in, well distributed throughout the year, with a wetter season from July to November.
*8*: The table for Camp Jacob on the island of Guadeloupe, also in the Leeward Islands, shows that rainfall increases at higher elevations and on the windward slopes exposed to the constant and moist northeast trade winds.
*9*: These 100 or so islands are the northernmost group of the Leeward islands, the northerly islands of the Lesser Antilles.
```
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*: These 100 or so islands are the northernmost group of the Leeward islands, the northerly islands of the Lesser Antilles.\n*2*: The British Virgin Islands are administered from a capital at Road Town on the island of Tortola, the American Virgin Islands from a capital at Charlotte Amalie on the island of St Thomas.\n*3*: Temperature and humidity around the year in the Leeward Islands are very similar to those described in the general entry for the Caribbean, as are the amount and distribution of sunshine.\n*4*: The tables for points on two other islands in the eastern Caribbean, Roseau on Dominica and Plymouth on Montserrat, show that near sea level, the annual rainfall is about 1,250-2,000 mm/50-80in, well distributed throughout the year, with a wetter season from July to November.\n*5*: The table for Camp Jacob on the island of Guadeloupe, also in the Leeward Islands, shows that rainfall increases at higher elevations and on the windward slopes exposed to the constant and moist northeast trade winds.\n*6*: The Virgin Islands lie in the track of violent tropical hurricanes which are most likely to develop between August and October.\n*7*: Although the severest of these storms may only strike once every few years, these are always the months of heaviest rainfall. \u00a9 Copyright RM, 2007.\n*8*: All rights reserved.\n*9*: Helicon Publishing is a division of RM.", "scrambled": "*1*: The British Virgin Islands are administered from a capital at Road Town on the island of Tortola, the American Virgin Islands from a capital at Charlotte Amalie on the island of St Thomas.\n*2*: The Virgin Islands lie in the track of violent tropical hurricanes which are most likely to develop between August and October.\n*3*: All rights reserved.\n*4*: Temperature and humidity around the year in the Leeward Islands are very similar to those described in the general entry for the Caribbean, as are the amount and distribution of sunshine.\n*5*: Helicon Publishing is a division of RM.\n*6*: Although the severest of these storms may only strike once every few years, these are always the months of heaviest rainfall. \u00a9 Copyright RM, 2007.\n*7*: The tables for points on two other islands in the eastern Caribbean, Roseau on Dominica and Plymouth on Montserrat, show that near sea level, the annual rainfall is about 1,250-2,000 mm/50-80in, well distributed throughout the year, with a wetter season from July to November.\n*8*: The table for Camp Jacob on the island of Guadeloupe, also in the Leeward Islands, shows that rainfall increases at higher elevations and on the windward slopes exposed to the constant and moist northeast trade winds.\n*9*: These 100 or so islands are the northernmost group of the Leeward islands, the northerly islands of the Lesser Antilles."}
| 2 |
unscramble_162381
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This appeal was renewed in the Millennium Declaration.
*2*: It brings together athletes from all parts of the world in the greatest of international sports events, the Olympic Games, and it aims to promote the maintenance of peace, mutual understanding and goodwill — goals it shares with the United Nations.
*3*: With him is the Premier of British Columbia, Canada, Gordon Campbell. (UN Photo/Eskinder Debebe) The ancient Greek tradition of the ekecheiria, or "Olympic Truce", was born in the eighth century B.C., serving as a hallowed principle of the Olympic Games.
*4*: Secretary-General Ban Ki-moon speaks at an event dedicated to the Olympic Truce, ahead of the 2010 Winter Games in Vancouver, Canada.
*5*: As an expression of these common objectives, in 1998 the International Olympic Committee decided to fly the United Nations flag at all competition sites of the Olympic Games.
*6*: In 1992, the International Olympic Committee renewed this tradition by calling upon all nations to observe the Truce.
*7*: The United Nations for its part, is expanding its cooperation with the International Olympic Committee and the Olympic family at large through a number of agreements and partnerships.
*8*: The Olympic movement aspires to contribute to a peaceful future for humankind through the educational value of sport.
*9*: Through its resolution 48/11 of 25 October 1993, the General Assembly urged Member States to observe the Olympic Truce from the seventh day before the opening to the seventh day following the closing of each Olympic Games.
```
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*: Secretary-General Ban Ki-moon speaks at an event dedicated to the Olympic Truce, ahead of the 2010 Winter Games in Vancouver, Canada.\n*2*: With him is the Premier of British Columbia, Canada, Gordon Campbell. (UN Photo/Eskinder Debebe) The ancient Greek tradition of the ekecheiria, or \"Olympic Truce\", was born in the eighth century B.C., serving as a hallowed principle of the Olympic Games.\n*3*: In 1992, the International Olympic Committee renewed this tradition by calling upon all nations to observe the Truce.\n*4*: Through its resolution 48/11 of 25 October 1993, the General Assembly urged Member States to observe the Olympic Truce from the seventh day before the opening to the seventh day following the closing of each Olympic Games.\n*5*: This appeal was renewed in the Millennium Declaration.\n*6*: The Olympic movement aspires to contribute to a peaceful future for humankind through the educational value of sport.\n*7*: It brings together athletes from all parts of the world in the greatest of international sports events, the Olympic Games, and it aims to promote the maintenance of peace, mutual understanding and goodwill \u2014 goals it shares with the United Nations.\n*8*: As an expression of these common objectives, in 1998 the International Olympic Committee decided to fly the United Nations flag at all competition sites of the Olympic Games.\n*9*: The United Nations for its part, is expanding its cooperation with the International Olympic Committee and the Olympic family at large through a number of agreements and partnerships.", "scrambled": "*1*: This appeal was renewed in the Millennium Declaration.\n*2*: It brings together athletes from all parts of the world in the greatest of international sports events, the Olympic Games, and it aims to promote the maintenance of peace, mutual understanding and goodwill \u2014 goals it shares with the United Nations.\n*3*: With him is the Premier of British Columbia, Canada, Gordon Campbell. (UN Photo/Eskinder Debebe) The ancient Greek tradition of the ekecheiria, or \"Olympic Truce\", was born in the eighth century B.C., serving as a hallowed principle of the Olympic Games.\n*4*: Secretary-General Ban Ki-moon speaks at an event dedicated to the Olympic Truce, ahead of the 2010 Winter Games in Vancouver, Canada.\n*5*: As an expression of these common objectives, in 1998 the International Olympic Committee decided to fly the United Nations flag at all competition sites of the Olympic Games.\n*6*: In 1992, the International Olympic Committee renewed this tradition by calling upon all nations to observe the Truce.\n*7*: The United Nations for its part, is expanding its cooperation with the International Olympic Committee and the Olympic family at large through a number of agreements and partnerships.\n*8*: The Olympic movement aspires to contribute to a peaceful future for humankind through the educational value of sport.\n*9*: Through its resolution 48/11 of 25 October 1993, the General Assembly urged Member States to observe the Olympic Truce from the seventh day before the opening to the seventh day following the closing of each Olympic Games."}
| 2 |
unscramble_84339
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Her enthusiasm impels her to speak.
*2*: Her lifelong enthusiasm for Judaism and tireless work to bring people into the circle of Jewish life left their mark both on those immediately surrounding her and on American Jewry at large.
*3*: Many observers during Frank's heyday in the 1890s would have been surprised to learn that the ordination of women was so long in coming.
*4*: Jewish women had already demonstrated their importance to communal life over the course of the nineteenth century; Frank's unprecedented presence in the pulpit demonstrated the contribution they could make to religious leadership as well.
*5*: While subsequent pioneers in the field would face their own challenges and opposition, never again would they be called "the first woman since Deborah to preach in a synagogue," for Frank had trod that path before them. - Quote from "In Woman's Wake," The American Jewess, December 1896, 142.
*6*: Ray Frank, 1861 - 1948 Ray Frank Litman died on October 10, 1948.
*7*: Frank's death occurred almost a quarter of a century before the Reform movement finally admitted women to the rabbinate.
*8*: When asked in 1896 if she expected at some point to see a Jewish woman in the pulpit, Louise Mannheimer, one of the speakers at the 1893 Jewish Women's Congress, responded simply, "We have a woman in the pulpit, though she has not been ordained.
*9*: Her words had moved several congregations to overcome differences and "join hands in one glorious cause"; her leadership and encouragement had inspired many students to pursue studies in Jewish history and involvement with the Jewish community.
*10*: She is Miss Ray Frank." Although Frank's experiences were but one step along the long road to the ordination of women, "the Girl Rabbi of the Golden West" played a pivotal role by reinvigorating and redirecting an ongoing conversation about Jewish women's roles.
```
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*: Ray Frank, 1861 - 1948 Ray Frank Litman died on October 10, 1948.\n*2*: Her lifelong enthusiasm for Judaism and tireless work to bring people into the circle of Jewish life left their mark both on those immediately surrounding her and on American Jewry at large.\n*3*: Her words had moved several congregations to overcome differences and \"join hands in one glorious cause\"; her leadership and encouragement had inspired many students to pursue studies in Jewish history and involvement with the Jewish community.\n*4*: Frank's death occurred almost a quarter of a century before the Reform movement finally admitted women to the rabbinate.\n*5*: Many observers during Frank's heyday in the 1890s would have been surprised to learn that the ordination of women was so long in coming.\n*6*: When asked in 1896 if she expected at some point to see a Jewish woman in the pulpit, Louise Mannheimer, one of the speakers at the 1893 Jewish Women's Congress, responded simply, \"We have a woman in the pulpit, though she has not been ordained.\n*7*: Her enthusiasm impels her to speak.\n*8*: She is Miss Ray Frank.\" Although Frank's experiences were but one step along the long road to the ordination of women, \"the Girl Rabbi of the Golden West\" played a pivotal role by reinvigorating and redirecting an ongoing conversation about Jewish women's roles.\n*9*: Jewish women had already demonstrated their importance to communal life over the course of the nineteenth century; Frank's unprecedented presence in the pulpit demonstrated the contribution they could make to religious leadership as well.\n*10*: While subsequent pioneers in the field would face their own challenges and opposition, never again would they be called \"the first woman since Deborah to preach in a synagogue,\" for Frank had trod that path before them. - Quote from \"In Woman's Wake,\" The American Jewess, December 1896, 142.", "scrambled": "*1*: Her enthusiasm impels her to speak.\n*2*: Her lifelong enthusiasm for Judaism and tireless work to bring people into the circle of Jewish life left their mark both on those immediately surrounding her and on American Jewry at large.\n*3*: Many observers during Frank's heyday in the 1890s would have been surprised to learn that the ordination of women was so long in coming.\n*4*: Jewish women had already demonstrated their importance to communal life over the course of the nineteenth century; Frank's unprecedented presence in the pulpit demonstrated the contribution they could make to religious leadership as well.\n*5*: While subsequent pioneers in the field would face their own challenges and opposition, never again would they be called \"the first woman since Deborah to preach in a synagogue,\" for Frank had trod that path before them. - Quote from \"In Woman's Wake,\" The American Jewess, December 1896, 142.\n*6*: Ray Frank, 1861 - 1948 Ray Frank Litman died on October 10, 1948.\n*7*: Frank's death occurred almost a quarter of a century before the Reform movement finally admitted women to the rabbinate.\n*8*: When asked in 1896 if she expected at some point to see a Jewish woman in the pulpit, Louise Mannheimer, one of the speakers at the 1893 Jewish Women's Congress, responded simply, \"We have a woman in the pulpit, though she has not been ordained.\n*9*: Her words had moved several congregations to overcome differences and \"join hands in one glorious cause\"; her leadership and encouragement had inspired many students to pursue studies in Jewish history and involvement with the Jewish community.\n*10*: She is Miss Ray Frank.\" Although Frank's experiences were but one step along the long road to the ordination of women, \"the Girl Rabbi of the Golden West\" played a pivotal role by reinvigorating and redirecting an ongoing conversation about Jewish women's roles."}
| 2 |
unscramble_226933
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Interested in the impact of cultural tools (Reading, writing, modes of discourse).
*2*: Ex.
*3*: Learning is contextual. (He concerned some of his work with internal changes, so sometimes viewed as psychological).
*4*: Internal changes in thinking as a result of external events.
*5*: Child reads about ducks landing in tailing ponds, is upset, asks how people could create a hazard that leads to suffering, and increases understanding of values directing human behaviour.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Internal changes in thinking as a result of external events.\n*2*: Learning is contextual. (He concerned some of his work with internal changes, so sometimes viewed as psychological).\n*3*: Interested in the impact of cultural tools (Reading, writing, modes of discourse).\n*4*: Ex.\n*5*: Child reads about ducks landing in tailing ponds, is upset, asks how people could create a hazard that leads to suffering, and increases understanding of values directing human behaviour.", "scrambled": "*1*: Interested in the impact of cultural tools (Reading, writing, modes of discourse).\n*2*: Ex.\n*3*: Learning is contextual. (He concerned some of his work with internal changes, so sometimes viewed as psychological).\n*4*: Internal changes in thinking as a result of external events.\n*5*: Child reads about ducks landing in tailing ponds, is upset, asks how people could create a hazard that leads to suffering, and increases understanding of values directing human behaviour."}
| 2 |
unscramble_250896
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: So the developers had to make the app constantly switch back and forth between the cameras, and as a result it can only analyze scenes at eight frames per second, well below the frame rate necessary to be useful at highway speeds when the features are most needed.
*2*: A drowsy or distracted driver triggers the phone to beep and flash a cup of coffee on the screen.
*3*: With the smartphone mounted on the windshield, the app uses the forward-facing camera to make sure the car stays between the lines on the road and maintains a safe distance from the car ahead.
*4*: Meanwhile, the screen-side camera monitors the driver, tracking head position, gaze direction and blink rate.
*5*: Don’t look for CarSafe on Google Play just yet though, as the developers caution that the app is not quite up to speed, so to speak.
*6*: Lead researcher Andrew Campbell told New Scientist that advances in smartphone technology will soon overcome this technical snag: “But the next generation of phones will allow software to access both cameras simultaneously, removing that bottle neck,” predicts Campbell. “And with advent of quad core and 16 core phones in the future I would expect 20 to 30 fps [frames per second] on each camera.”
*7*: It’s billed as “the first dual-camera application for smartphones,” and there may be a good reason for that: current phones can’t access both cameras at the same time.
```
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*: With the smartphone mounted on the windshield, the app uses the forward-facing camera to make sure the car stays between the lines on the road and maintains a safe distance from the car ahead.\n*2*: Meanwhile, the screen-side camera monitors the driver, tracking head position, gaze direction and blink rate.\n*3*: A drowsy or distracted driver triggers the phone to beep and flash a cup of coffee on the screen.\n*4*: Don\u2019t look for CarSafe on Google Play just yet though, as the developers caution that the app is not quite up to speed, so to speak.\n*5*: It\u2019s billed as \u201cthe first dual-camera application for smartphones,\u201d and there may be a good reason for that: current phones can\u2019t access both cameras at the same time.\n*6*: So the developers had to make the app constantly switch back and forth between the cameras, and as a result it can only analyze scenes at eight frames per second, well below the frame rate necessary to be useful at highway speeds when the features are most needed.\n*7*: Lead researcher Andrew Campbell told New Scientist that advances in smartphone technology will soon overcome this technical snag: \u201cBut the next generation of phones will allow software to access both cameras simultaneously, removing that bottle neck,\u201d predicts Campbell. \u201cAnd with advent of quad core and 16 core phones in the future I would expect 20 to 30 fps [frames per second] on each camera.\u201d", "scrambled": "*1*: So the developers had to make the app constantly switch back and forth between the cameras, and as a result it can only analyze scenes at eight frames per second, well below the frame rate necessary to be useful at highway speeds when the features are most needed.\n*2*: A drowsy or distracted driver triggers the phone to beep and flash a cup of coffee on the screen.\n*3*: With the smartphone mounted on the windshield, the app uses the forward-facing camera to make sure the car stays between the lines on the road and maintains a safe distance from the car ahead.\n*4*: Meanwhile, the screen-side camera monitors the driver, tracking head position, gaze direction and blink rate.\n*5*: Don\u2019t look for CarSafe on Google Play just yet though, as the developers caution that the app is not quite up to speed, so to speak.\n*6*: Lead researcher Andrew Campbell told New Scientist that advances in smartphone technology will soon overcome this technical snag: \u201cBut the next generation of phones will allow software to access both cameras simultaneously, removing that bottle neck,\u201d predicts Campbell. \u201cAnd with advent of quad core and 16 core phones in the future I would expect 20 to 30 fps [frames per second] on each camera.\u201d\n*7*: It\u2019s billed as \u201cthe first dual-camera application for smartphones,\u201d and there may be a good reason for that: current phones can\u2019t access both cameras at the same time."}
| 2 |
unscramble_144834
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Last modified November 01 2010 01:23 PM
*2*: Their work is presented in the Climate Change Transition Team September 2008 (pdf) proposed draft work plans. - In June 2008, VTrans released its Climate Action Plan (pdf). - A a partnership of business, non-profit organizations, and local, state, and federal government stakeholders formed the Vermont Waste Prevention Steering Committee and produced the May 2008 report Life Beyond Garbage: Vermont Waste Prevention and Diversion Strategies (pdf). - Department of Public Service released its May 2008 Public Review Draft of the State of Vermont's third Comprehensive Energy Plan (pdf). - The Vermont Agency of Natural Resources is a founding reporter of greenhouse gas emissions to The Climate Registry and has committed to reporting its emissions with third-party verification. - The 25 x '25 Initiative (pdf) of the Vermont Agency of Agriculture, Food, and Markets seeks to enable Vermont to produce 25% of its energy from renewable sources by 2025. - VTrans is expanding its RideShare program to include all transportation types and has developed a connecting commuters website that connects commuters with ways they can save money and reduce their carbon footprint through alternative transportation modes. - The Vermont Department of Public Service runs a Clean Energy Development Fund that awards roughly $2 million annually to support the development of renewable energy and combined heat and power initiatives.
*3*: Vermont Climate Collaborative State of Vermont The following are recent actions and initiatives taken by the State of Vermont.
*4*: For a comprehensive list, explore the Agency of Natural Resources NEW web site on Climate Change (www.anr.state.vt.us/anr/climatechange), launched in October 2010. - The Vermont Agency of Natural Resources has released the latest Vermont Greenhouse Gas Inventory Report for 1990-2008 (summary / full report).
*5*: Additional reductions are necessary to meet the state's initial GHG reduction target of 6 million metric tons in 2012. - The Vermont Climate Change Oversight Committee released its final report in February 2010. - Representatives from Vermont Agency of Natual Resources, Transportation, Agriculture Food & Markets, and the Department of Public Service developed work plans for each recommendation given in the 2007 Govenor's Commission on Climate Change Report.
*6*: The report shows that the state's GHG emissions have fallen 11% since 2005.
```
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*: Vermont Climate Collaborative State of Vermont The following are recent actions and initiatives taken by the State of Vermont.\n*2*: For a comprehensive list, explore the Agency of Natural Resources NEW web site on Climate Change (www.anr.state.vt.us/anr/climatechange), launched in October 2010. - The Vermont Agency of Natural Resources has released the latest Vermont Greenhouse Gas Inventory Report for 1990-2008 (summary / full report).\n*3*: The report shows that the state's GHG emissions have fallen 11% since 2005.\n*4*: Additional reductions are necessary to meet the state's initial GHG reduction target of 6 million metric tons in 2012. - The Vermont Climate Change Oversight Committee released its final report in February 2010. - Representatives from Vermont Agency of Natual Resources, Transportation, Agriculture Food & Markets, and the Department of Public Service developed work plans for each recommendation given in the 2007 Govenor's Commission on Climate Change Report.\n*5*: Their work is presented in the Climate Change Transition Team September 2008 (pdf) proposed draft work plans. - In June 2008, VTrans released its Climate Action Plan (pdf). - A a partnership of business, non-profit organizations, and local, state, and federal government stakeholders formed the Vermont Waste Prevention Steering Committee and produced the May 2008 report Life Beyond Garbage: Vermont Waste Prevention and Diversion Strategies (pdf). - Department of Public Service released its May 2008 Public Review Draft of the State of Vermont's third Comprehensive Energy Plan (pdf). - The Vermont Agency of Natural Resources is a founding reporter of greenhouse gas emissions to The Climate Registry and has committed to reporting its emissions with third-party verification. - The 25 x '25 Initiative (pdf) of the Vermont Agency of Agriculture, Food, and Markets seeks to enable Vermont to produce 25% of its energy from renewable sources by 2025. - VTrans is expanding its RideShare program to include all transportation types and has developed a connecting commuters website that connects commuters with ways they can save money and reduce their carbon footprint through alternative transportation modes. - The Vermont Department of Public Service runs a Clean Energy Development Fund that awards roughly $2 million annually to support the development of renewable energy and combined heat and power initiatives.\n*6*: Last modified November 01 2010 01:23 PM", "scrambled": "*1*: Last modified November 01 2010 01:23 PM\n*2*: Their work is presented in the Climate Change Transition Team September 2008 (pdf) proposed draft work plans. - In June 2008, VTrans released its Climate Action Plan (pdf). - A a partnership of business, non-profit organizations, and local, state, and federal government stakeholders formed the Vermont Waste Prevention Steering Committee and produced the May 2008 report Life Beyond Garbage: Vermont Waste Prevention and Diversion Strategies (pdf). - Department of Public Service released its May 2008 Public Review Draft of the State of Vermont's third Comprehensive Energy Plan (pdf). - The Vermont Agency of Natural Resources is a founding reporter of greenhouse gas emissions to The Climate Registry and has committed to reporting its emissions with third-party verification. - The 25 x '25 Initiative (pdf) of the Vermont Agency of Agriculture, Food, and Markets seeks to enable Vermont to produce 25% of its energy from renewable sources by 2025. - VTrans is expanding its RideShare program to include all transportation types and has developed a connecting commuters website that connects commuters with ways they can save money and reduce their carbon footprint through alternative transportation modes. - The Vermont Department of Public Service runs a Clean Energy Development Fund that awards roughly $2 million annually to support the development of renewable energy and combined heat and power initiatives.\n*3*: Vermont Climate Collaborative State of Vermont The following are recent actions and initiatives taken by the State of Vermont.\n*4*: For a comprehensive list, explore the Agency of Natural Resources NEW web site on Climate Change (www.anr.state.vt.us/anr/climatechange), launched in October 2010. - The Vermont Agency of Natural Resources has released the latest Vermont Greenhouse Gas Inventory Report for 1990-2008 (summary / full report).\n*5*: Additional reductions are necessary to meet the state's initial GHG reduction target of 6 million metric tons in 2012. - The Vermont Climate Change Oversight Committee released its final report in February 2010. - Representatives from Vermont Agency of Natual Resources, Transportation, Agriculture Food & Markets, and the Department of Public Service developed work plans for each recommendation given in the 2007 Govenor's Commission on Climate Change Report.\n*6*: The report shows that the state's GHG emissions have fallen 11% since 2005."}
| 2 |
unscramble_56174
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: What part of speech are the words in the phrase as well as?
*2*: Or do the three words function together as a syntactic element?
*3*: In the sentence: My car as well as my lap top were stolen last night.
*4*: If so, what would that be called?
*5*: But I am not sure.
*6*: I believe the first as is the preposition of the phrase, that well is an adverb, and that the last as is again a preposition.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: In the sentence: My car as well as my lap top were stolen last night.\n*2*: What part of speech are the words in the phrase as well as?\n*3*: I believe the first as is the preposition of the phrase, that well is an adverb, and that the last as is again a preposition.\n*4*: But I am not sure.\n*5*: Or do the three words function together as a syntactic element?\n*6*: If so, what would that be called?", "scrambled": "*1*: What part of speech are the words in the phrase as well as?\n*2*: Or do the three words function together as a syntactic element?\n*3*: In the sentence: My car as well as my lap top were stolen last night.\n*4*: If so, what would that be called?\n*5*: But I am not sure.\n*6*: I believe the first as is the preposition of the phrase, that well is an adverb, and that the last as is again a preposition."}
| 2 |
unscramble_129582
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Jim Watson’s best-selling memoir of the events leading to this discovery, The Double Helix, has enthralled millions of readers since its publication in 1968.
*2*: Watson was Director of Cold Spring Harbor Laboratory, New York, from 1968 to 1993 and is now its President.
*3*: In this videotaped lecture, recorded live at Cold Spring Harbor Laboratory in November 1999, Dr. Watson retraces those events in a very personal reminiscence of the period and the people involved.
*4*: James D.
*5*: He was the first Director of the National Center for Human Genome Research of the National Institutes of Health from 1989 to 1992.
*6*: The structure of DNA proposed by James Watson and Francis Crick in 1953 was one of the most important scientific discoveries of the twentieth century, transforming biology, giving medicine new impetus, and providing a foundation for the new industry of biotechnology.
*7*: In addition to The Double Helix, his books include Molecular Biology of the Gene, Molecular Biology of the Cell, Recombinant DNA, and A Passion for DNA.
*8*: This is an account of one of the great dramas of science, told from the intimate perspective of a participant who, aged 25 at the time of the discovery, has become one of the intellectual leaders of our time.
*9*: Dr. Watson is a member of the National Academy of Sciences and Royal Society and has received many awards and honors, including the Presidential Medal of Freedom and the National Medal of Science.
```
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 structure of DNA proposed by James Watson and Francis Crick in 1953 was one of the most important scientific discoveries of the twentieth century, transforming biology, giving medicine new impetus, and providing a foundation for the new industry of biotechnology.\n*2*: Jim Watson\u2019s best-selling memoir of the events leading to this discovery, The Double Helix, has enthralled millions of readers since its publication in 1968.\n*3*: In this videotaped lecture, recorded live at Cold Spring Harbor Laboratory in November 1999, Dr. Watson retraces those events in a very personal reminiscence of the period and the people involved.\n*4*: This is an account of one of the great dramas of science, told from the intimate perspective of a participant who, aged 25 at the time of the discovery, has become one of the intellectual leaders of our time.\n*5*: James D.\n*6*: Watson was Director of Cold Spring Harbor Laboratory, New York, from 1968 to 1993 and is now its President.\n*7*: He was the first Director of the National Center for Human Genome Research of the National Institutes of Health from 1989 to 1992.\n*8*: Dr. Watson is a member of the National Academy of Sciences and Royal Society and has received many awards and honors, including the Presidential Medal of Freedom and the National Medal of Science.\n*9*: In addition to The Double Helix, his books include Molecular Biology of the Gene, Molecular Biology of the Cell, Recombinant DNA, and A Passion for DNA.", "scrambled": "*1*: Jim Watson\u2019s best-selling memoir of the events leading to this discovery, The Double Helix, has enthralled millions of readers since its publication in 1968.\n*2*: Watson was Director of Cold Spring Harbor Laboratory, New York, from 1968 to 1993 and is now its President.\n*3*: In this videotaped lecture, recorded live at Cold Spring Harbor Laboratory in November 1999, Dr. Watson retraces those events in a very personal reminiscence of the period and the people involved.\n*4*: James D.\n*5*: He was the first Director of the National Center for Human Genome Research of the National Institutes of Health from 1989 to 1992.\n*6*: The structure of DNA proposed by James Watson and Francis Crick in 1953 was one of the most important scientific discoveries of the twentieth century, transforming biology, giving medicine new impetus, and providing a foundation for the new industry of biotechnology.\n*7*: In addition to The Double Helix, his books include Molecular Biology of the Gene, Molecular Biology of the Cell, Recombinant DNA, and A Passion for DNA.\n*8*: This is an account of one of the great dramas of science, told from the intimate perspective of a participant who, aged 25 at the time of the discovery, has become one of the intellectual leaders of our time.\n*9*: Dr. Watson is a member of the National Academy of Sciences and Royal Society and has received many awards and honors, including the Presidential Medal of Freedom and the National Medal of Science."}
| 2 |
unscramble_152320
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: What is the circumference of the circle? 1) 8 pi 3) 16 pi 2) 2 pi 4) 4 pi I haven't tried anything yet because I'm totally lost.
*2*: ALSO The value of 5! is 1) 120 2) 25 3) 15 4) -5 Date: 5/16/96 at 17:35:25 From: Doctor Jodi Subject: Re: Circumference of a circle Hi there!
*3*: If the area of the circle is 9 pi, then we can use area = pi*radius*radius to find that the radius is 3.
*4*: Next we can use the equation circumference = pi*2*radius to find that circumference = pi*2*3 = 6pi Can you follow these same steps to find the answer to your question?
*5*: Here are the equations: circumference = pi*2*radius area = pi*radius*radius Let me do an example for you.
*6*: Circumference of a Circle, Value of 5!
*7*: Write us back if you need more help. -Doctor Jodi, The Math Forum Check out our web site! http://mathforum.org/dr.math/ Search the Dr. Math Library: Ask Dr. MathTM © 1994-2013 The Math Forum
*8*: Date: 5/15/96 at 18:44:1 From: Anonymous Subject: Circumference of a circle The area of a circle is 16 pi.
*9*: Let us know if you need more help. #! is an expression that means "multiply # and all of the numbers less than # but greater than 0 together" For example, 8! = 8*7*6*5*4*3*2*1 Does this make sense?
*10*: The area of a circle and its circumference are both related to its radius.
```
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*: Circumference of a Circle, Value of 5!\n*2*: Date: 5/15/96 at 18:44:1 From: Anonymous Subject: Circumference of a circle The area of a circle is 16 pi.\n*3*: What is the circumference of the circle? 1) 8 pi 3) 16 pi 2) 2 pi 4) 4 pi I haven't tried anything yet because I'm totally lost.\n*4*: ALSO The value of 5! is 1) 120 2) 25 3) 15 4) -5 Date: 5/16/96 at 17:35:25 From: Doctor Jodi Subject: Re: Circumference of a circle Hi there!\n*5*: The area of a circle and its circumference are both related to its radius.\n*6*: Here are the equations: circumference = pi*2*radius area = pi*radius*radius Let me do an example for you.\n*7*: If the area of the circle is 9 pi, then we can use area = pi*radius*radius to find that the radius is 3.\n*8*: Next we can use the equation circumference = pi*2*radius to find that circumference = pi*2*3 = 6pi Can you follow these same steps to find the answer to your question?\n*9*: Let us know if you need more help. #! is an expression that means \"multiply # and all of the numbers less than # but greater than 0 together\" For example, 8! = 8*7*6*5*4*3*2*1 Does this make sense?\n*10*: Write us back if you need more help. -Doctor Jodi, The Math Forum Check out our web site! http://mathforum.org/dr.math/ Search the Dr. Math Library: Ask Dr. MathTM \u00a9 1994-2013 The Math Forum", "scrambled": "*1*: What is the circumference of the circle? 1) 8 pi 3) 16 pi 2) 2 pi 4) 4 pi I haven't tried anything yet because I'm totally lost.\n*2*: ALSO The value of 5! is 1) 120 2) 25 3) 15 4) -5 Date: 5/16/96 at 17:35:25 From: Doctor Jodi Subject: Re: Circumference of a circle Hi there!\n*3*: If the area of the circle is 9 pi, then we can use area = pi*radius*radius to find that the radius is 3.\n*4*: Next we can use the equation circumference = pi*2*radius to find that circumference = pi*2*3 = 6pi Can you follow these same steps to find the answer to your question?\n*5*: Here are the equations: circumference = pi*2*radius area = pi*radius*radius Let me do an example for you.\n*6*: Circumference of a Circle, Value of 5!\n*7*: Write us back if you need more help. -Doctor Jodi, The Math Forum Check out our web site! http://mathforum.org/dr.math/ Search the Dr. Math Library: Ask Dr. MathTM \u00a9 1994-2013 The Math Forum\n*8*: Date: 5/15/96 at 18:44:1 From: Anonymous Subject: Circumference of a circle The area of a circle is 16 pi.\n*9*: Let us know if you need more help. #! is an expression that means \"multiply # and all of the numbers less than # but greater than 0 together\" For example, 8! = 8*7*6*5*4*3*2*1 Does this make sense?\n*10*: The area of a circle and its circumference are both related to its radius."}
| 2 |
unscramble_119114
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: P.O.
*2*: URL: http://www.tufts.edu/~jlarsen/sds.html| |Check back as we are continuing to update the Sport! bibliography.
*3*: |Articles||Brancazio, Peter. "Mechanics of a Slam Dunk." Popular Mechanics, November 1991, pp. 42-45.| "Great Jumpers." [In the "Gravity" chapter of:] SportScience. pp. 267-271. |Video / Film| |Lesson Plans, Activities, & Experiments||SportsScience.
*4*: Classroom activities related to basketball and basketball shoe design.
*5*: Box 9171, Cambridge, MA 02139.| |Internet Resources||Slam-Dunk Sports Science site.
*6*: Better Basketball Through Science: Learn How to Shoot the Game Point and Other Basketball Sills Skills by Using Scientific Principles. [9 Activities / Experiments] Science Media Inc.
*7*: The site is not yet complete but it has a great start.
*8*: If you know of resources you'd like us to add let us know!| |©1997 The Exploratorium|
```
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*: |Articles||Brancazio, Peter. \"Mechanics of a Slam Dunk.\" Popular Mechanics, November 1991, pp. 42-45.| \"Great Jumpers.\" [In the \"Gravity\" chapter of:] SportScience. pp. 267-271. |Video / Film| |Lesson Plans, Activities, & Experiments||SportsScience.\n*2*: Better Basketball Through Science: Learn How to Shoot the Game Point and Other Basketball Sills Skills by Using Scientific Principles. [9 Activities / Experiments] Science Media Inc.\n*3*: P.O.\n*4*: Box 9171, Cambridge, MA 02139.| |Internet Resources||Slam-Dunk Sports Science site.\n*5*: Classroom activities related to basketball and basketball shoe design.\n*6*: The site is not yet complete but it has a great start.\n*7*: URL: http://www.tufts.edu/~jlarsen/sds.html| |Check back as we are continuing to update the Sport! bibliography.\n*8*: If you know of resources you'd like us to add let us know!| |\u00a91997 The Exploratorium|", "scrambled": "*1*: P.O.\n*2*: URL: http://www.tufts.edu/~jlarsen/sds.html| |Check back as we are continuing to update the Sport! bibliography.\n*3*: |Articles||Brancazio, Peter. \"Mechanics of a Slam Dunk.\" Popular Mechanics, November 1991, pp. 42-45.| \"Great Jumpers.\" [In the \"Gravity\" chapter of:] SportScience. pp. 267-271. |Video / Film| |Lesson Plans, Activities, & Experiments||SportsScience.\n*4*: Classroom activities related to basketball and basketball shoe design.\n*5*: Box 9171, Cambridge, MA 02139.| |Internet Resources||Slam-Dunk Sports Science site.\n*6*: Better Basketball Through Science: Learn How to Shoot the Game Point and Other Basketball Sills Skills by Using Scientific Principles. [9 Activities / Experiments] Science Media Inc.\n*7*: The site is not yet complete but it has a great start.\n*8*: If you know of resources you'd like us to add let us know!| |\u00a91997 The Exploratorium|"}
| 2 |
unscramble_56787
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As the infection progresses, the immune system becomes weaker, and the person becomes more susceptible to infections.
*2*: The most advanced stage of HIV infection is acquired immunodeficiency syndrome (AIDS).
*3*: WHO programmes and activities HIV/AIDS in WHO regions - Treatment 2.0 - Universal access to HIV/AIDS prevention, treatment and care - Global health sector strategy on HIV/AIDS 2011-2015 - HIV operational plan 2012-2013: WHO's support to implement the Global Health Sector Strategy on HIV/AIDS - Antiretroviral treatment as prevention (TASP) of HIV and TB - WHO guidelines on HIV/AIDS
*4*: HIV is transmitted through unprotected sexual intercourse (anal or vaginal), transfusion of contaminated blood, sharing of contaminated needles, and between a mother and her infant during pregnancy, childbirth and breastfeeding.
*5*: It can take 10-15 years for an HIV-infected person to develop AIDS; antiretroviral drugs can slow down the process even further.
*6*: The human immunodeficiency virus (HIV) is a retrovirus that infects cells of the immune system, destroying or impairing their function.
```
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 human immunodeficiency virus (HIV) is a retrovirus that infects cells of the immune system, destroying or impairing their function.\n*2*: As the infection progresses, the immune system becomes weaker, and the person becomes more susceptible to infections.\n*3*: The most advanced stage of HIV infection is acquired immunodeficiency syndrome (AIDS).\n*4*: It can take 10-15 years for an HIV-infected person to develop AIDS; antiretroviral drugs can slow down the process even further.\n*5*: HIV is transmitted through unprotected sexual intercourse (anal or vaginal), transfusion of contaminated blood, sharing of contaminated needles, and between a mother and her infant during pregnancy, childbirth and breastfeeding.\n*6*: WHO programmes and activities HIV/AIDS in WHO regions - Treatment 2.0 - Universal access to HIV/AIDS prevention, treatment and care - Global health sector strategy on HIV/AIDS 2011-2015 - HIV operational plan 2012-2013: WHO's support to implement the Global Health Sector Strategy on HIV/AIDS - Antiretroviral treatment as prevention (TASP) of HIV and TB - WHO guidelines on HIV/AIDS", "scrambled": "*1*: As the infection progresses, the immune system becomes weaker, and the person becomes more susceptible to infections.\n*2*: The most advanced stage of HIV infection is acquired immunodeficiency syndrome (AIDS).\n*3*: WHO programmes and activities HIV/AIDS in WHO regions - Treatment 2.0 - Universal access to HIV/AIDS prevention, treatment and care - Global health sector strategy on HIV/AIDS 2011-2015 - HIV operational plan 2012-2013: WHO's support to implement the Global Health Sector Strategy on HIV/AIDS - Antiretroviral treatment as prevention (TASP) of HIV and TB - WHO guidelines on HIV/AIDS\n*4*: HIV is transmitted through unprotected sexual intercourse (anal or vaginal), transfusion of contaminated blood, sharing of contaminated needles, and between a mother and her infant during pregnancy, childbirth and breastfeeding.\n*5*: It can take 10-15 years for an HIV-infected person to develop AIDS; antiretroviral drugs can slow down the process even further.\n*6*: The human immunodeficiency virus (HIV) is a retrovirus that infects cells of the immune system, destroying or impairing their function."}
| 2 |
unscramble_195950
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Click on any links to learn more about the topic.
*2*: The Online Teacher Resource Receive free lesson plans, printables, and worksheets by email: - 50,000+ Printable Worksheets - Super Timesaver! - 15,000+ English Worksheets - 5,000+ Math Printables These are common terms found in education.
*3*: Assessment used to identify an individuals current strengths and weaknesses relative to a knowledge or skill with the intention of improving one's knowledge or skill.
*4*: Responses provided to an individual while completing a task that are intended to guide the individual to s desired end. 1) Learning activities completed in real life settings as opposed to the classroom 2) Process of data collection that requires researcher to leave the primary place of work.
*5*: See summative assessment.
*6*: Schematic graphical representation of a sequence of operations, often used to illustrate a particular process.
*7*: Format of education where students are allowed to determine their own time for study and the topic(s) they will examine.
*8*: Ability to read text or converse with others accurately and quickly.
*9*: Individual who assists others in a learning process but does not act as a the primary source of knowledge; the facilitator acts as a guide in during individual or group learning activities.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The Online Teacher Resource Receive free lesson plans, printables, and worksheets by email: - 50,000+ Printable Worksheets - Super Timesaver! - 15,000+ English Worksheets - 5,000+ Math Printables These are common terms found in education.\n*2*: Click on any links to learn more about the topic.\n*3*: Individual who assists others in a learning process but does not act as a the primary source of knowledge; the facilitator acts as a guide in during individual or group learning activities.\n*4*: Responses provided to an individual while completing a task that are intended to guide the individual to s desired end. 1) Learning activities completed in real life settings as opposed to the classroom 2) Process of data collection that requires researcher to leave the primary place of work.\n*5*: See summative assessment.\n*6*: Format of education where students are allowed to determine their own time for study and the topic(s) they will examine.\n*7*: Schematic graphical representation of a sequence of operations, often used to illustrate a particular process.\n*8*: Ability to read text or converse with others accurately and quickly.\n*9*: Assessment used to identify an individuals current strengths and weaknesses relative to a knowledge or skill with the intention of improving one's knowledge or skill.", "scrambled": "*1*: Click on any links to learn more about the topic.\n*2*: The Online Teacher Resource Receive free lesson plans, printables, and worksheets by email: - 50,000+ Printable Worksheets - Super Timesaver! - 15,000+ English Worksheets - 5,000+ Math Printables These are common terms found in education.\n*3*: Assessment used to identify an individuals current strengths and weaknesses relative to a knowledge or skill with the intention of improving one's knowledge or skill.\n*4*: Responses provided to an individual while completing a task that are intended to guide the individual to s desired end. 1) Learning activities completed in real life settings as opposed to the classroom 2) Process of data collection that requires researcher to leave the primary place of work.\n*5*: See summative assessment.\n*6*: Schematic graphical representation of a sequence of operations, often used to illustrate a particular process.\n*7*: Format of education where students are allowed to determine their own time for study and the topic(s) they will examine.\n*8*: Ability to read text or converse with others accurately and quickly.\n*9*: Individual who assists others in a learning process but does not act as a the primary source of knowledge; the facilitator acts as a guide in during individual or group learning activities."}
| 2 |
unscramble_92633
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In or from Caledonia. - adj.
*2*: In or from New Caledonia. - n.
*3*: Century Dictionary and Cyclopedia - Pertaining to Caledonia or Scotland; Scottish; Scotch. - n.
*4*: Of or pertaining to Caledonia or Scotland; Scottish; Scotch. “The bus stop is round the corner from Nature's Kings Cross, London offices in Caledonian Road.” “In the end, I agree with your observation that our land is purely "Caledonian" - neither fish nor fowl, nor caring which.” “Before the Second World War the Caledonian was the largest and most popular street market in London.” “It has been said, that the Scottish nation is not distinguished for humour; and, indeed, what happened on this occasion may in some degree justify the remark: for although this society had contrived to make themselves a very prominent object for the ridicule of such as might stoop to it, the only joke to which it gave rise, was the following paragraph, sent to the newspaper called The Caledonian Mercury” “Friday morning found the couple roaming aimlessly round that great bare enclosure at the end of the Camden Road, known as the Caledonian” “Print Police name Caledonian canal car plunge victim The incident took place in Inverness on Wednesday Police have named the man who died after his car plunged into the Caledonian Canal last week.” “We asked what this was, and the waitress explained that "Caledonian" was the name of a railway line in Scotland.” “On February 28th, a further contingent of 101 men under Captain Becher embarked on the "Caledonian," and later in the day the rest of us went on board a small Clyde pleasure steamer, the "King Edward," where we were crowded beyond description.” “Becher and his party arrived late the following day, having been kept three days on the "Caledonian," and the Battalion was once more complete.” “Macaulay's essay on Milton (1825) is one of the classic expressions of "Caledonian" rationalism:” Looking for tweets for Caledonian.
*5*: A native or inhabitant of Caledonia; a Scot.
*6*: GNU Webster's 1913 - adj.
*7*: A native of Caledonia, or Scotland; a Scotchman. - adj.
```
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*: Century Dictionary and Cyclopedia - Pertaining to Caledonia or Scotland; Scottish; Scotch. - n.\n*2*: A native of Caledonia, or Scotland; a Scotchman. - adj.\n*3*: In or from Caledonia. - adj.\n*4*: In or from New Caledonia. - n.\n*5*: A native or inhabitant of Caledonia; a Scot.\n*6*: GNU Webster's 1913 - adj.\n*7*: Of or pertaining to Caledonia or Scotland; Scottish; Scotch. \u201cThe bus stop is round the corner from Nature's Kings Cross, London offices in Caledonian Road.\u201d \u201cIn the end, I agree with your observation that our land is purely \"Caledonian\" - neither fish nor fowl, nor caring which.\u201d \u201cBefore the Second World War the Caledonian was the largest and most popular street market in London.\u201d \u201cIt has been said, that the Scottish nation is not distinguished for humour; and, indeed, what happened on this occasion may in some degree justify the remark: for although this society had contrived to make themselves a very prominent object for the ridicule of such as might stoop to it, the only joke to which it gave rise, was the following paragraph, sent to the newspaper called The Caledonian Mercury\u201d \u201cFriday morning found the couple roaming aimlessly round that great bare enclosure at the end of the Camden Road, known as the Caledonian\u201d \u201cPrint Police name Caledonian canal car plunge victim The incident took place in Inverness on Wednesday Police have named the man who died after his car plunged into the Caledonian Canal last week.\u201d \u201cWe asked what this was, and the waitress explained that \"Caledonian\" was the name of a railway line in Scotland.\u201d \u201cOn February 28th, a further contingent of 101 men under Captain Becher embarked on the \"Caledonian,\" and later in the day the rest of us went on board a small Clyde pleasure steamer, the \"King Edward,\" where we were crowded beyond description.\u201d \u201cBecher and his party arrived late the following day, having been kept three days on the \"Caledonian,\" and the Battalion was once more complete.\u201d \u201cMacaulay's essay on Milton (1825) is one of the classic expressions of \"Caledonian\" rationalism:\u201d Looking for tweets for Caledonian.", "scrambled": "*1*: In or from Caledonia. - adj.\n*2*: In or from New Caledonia. - n.\n*3*: Century Dictionary and Cyclopedia - Pertaining to Caledonia or Scotland; Scottish; Scotch. - n.\n*4*: Of or pertaining to Caledonia or Scotland; Scottish; Scotch. \u201cThe bus stop is round the corner from Nature's Kings Cross, London offices in Caledonian Road.\u201d \u201cIn the end, I agree with your observation that our land is purely \"Caledonian\" - neither fish nor fowl, nor caring which.\u201d \u201cBefore the Second World War the Caledonian was the largest and most popular street market in London.\u201d \u201cIt has been said, that the Scottish nation is not distinguished for humour; and, indeed, what happened on this occasion may in some degree justify the remark: for although this society had contrived to make themselves a very prominent object for the ridicule of such as might stoop to it, the only joke to which it gave rise, was the following paragraph, sent to the newspaper called The Caledonian Mercury\u201d \u201cFriday morning found the couple roaming aimlessly round that great bare enclosure at the end of the Camden Road, known as the Caledonian\u201d \u201cPrint Police name Caledonian canal car plunge victim The incident took place in Inverness on Wednesday Police have named the man who died after his car plunged into the Caledonian Canal last week.\u201d \u201cWe asked what this was, and the waitress explained that \"Caledonian\" was the name of a railway line in Scotland.\u201d \u201cOn February 28th, a further contingent of 101 men under Captain Becher embarked on the \"Caledonian,\" and later in the day the rest of us went on board a small Clyde pleasure steamer, the \"King Edward,\" where we were crowded beyond description.\u201d \u201cBecher and his party arrived late the following day, having been kept three days on the \"Caledonian,\" and the Battalion was once more complete.\u201d \u201cMacaulay's essay on Milton (1825) is one of the classic expressions of \"Caledonian\" rationalism:\u201d Looking for tweets for Caledonian.\n*5*: A native or inhabitant of Caledonia; a Scot.\n*6*: GNU Webster's 1913 - adj.\n*7*: A native of Caledonia, or Scotland; a Scotchman. - adj."}
| 2 |
unscramble_34845
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: For additional resources from CARE click here.
*2*: Local attorneys, judges and financial managers share stories about credit abuse and suggest how to avoid credit problems.
*3*: Do they know enough about credit/debit cards and loans to manage them wisely?
*4*: Many choose to schedule in the spring during testing when seniors are not usually involved.
*5*: To inquire about a program, contact Forward in the Fifth.
*6*: Forward in the Fifth, working with the Kentucky Bar Foundation, organizes one hour classroom presentations to high school seniors in Southern and Eastern Kentucky.
*7*: CARE is a free financial literacy program for high school seniors to talk about the different types of credit and the dangers they pose.
*8*: Schools may also choose to expand the program by providing their own sessions using the student workbook and additional handouts available on the CARE website.
*9*: CARE—Credit Abuse Resistance Education High school seniors are most likely going to college or a job in the next year.
*10*: Each student receives a student handbook titled, “Did You Know?” Topics addressed include: - Credit /debit card use and abuse - Car loans - Student loans - Payday Loans - Financial decision-making skills for teens Schools may set their own schedule for the presentations.
```
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*: CARE\u2014Credit Abuse Resistance Education High school seniors are most likely going to college or a job in the next year.\n*2*: Do they know enough about credit/debit cards and loans to manage them wisely?\n*3*: CARE is a free financial literacy program for high school seniors to talk about the different types of credit and the dangers they pose.\n*4*: Forward in the Fifth, working with the Kentucky Bar Foundation, organizes one hour classroom presentations to high school seniors in Southern and Eastern Kentucky.\n*5*: Local attorneys, judges and financial managers share stories about credit abuse and suggest how to avoid credit problems.\n*6*: Each student receives a student handbook titled, \u201cDid You Know?\u201d Topics addressed include: - Credit /debit card use and abuse - Car loans - Student loans - Payday Loans - Financial decision-making skills for teens Schools may set their own schedule for the presentations.\n*7*: Many choose to schedule in the spring during testing when seniors are not usually involved.\n*8*: Schools may also choose to expand the program by providing their own sessions using the student workbook and additional handouts available on the CARE website.\n*9*: To inquire about a program, contact Forward in the Fifth.\n*10*: For additional resources from CARE click here.", "scrambled": "*1*: For additional resources from CARE click here.\n*2*: Local attorneys, judges and financial managers share stories about credit abuse and suggest how to avoid credit problems.\n*3*: Do they know enough about credit/debit cards and loans to manage them wisely?\n*4*: Many choose to schedule in the spring during testing when seniors are not usually involved.\n*5*: To inquire about a program, contact Forward in the Fifth.\n*6*: Forward in the Fifth, working with the Kentucky Bar Foundation, organizes one hour classroom presentations to high school seniors in Southern and Eastern Kentucky.\n*7*: CARE is a free financial literacy program for high school seniors to talk about the different types of credit and the dangers they pose.\n*8*: Schools may also choose to expand the program by providing their own sessions using the student workbook and additional handouts available on the CARE website.\n*9*: CARE\u2014Credit Abuse Resistance Education High school seniors are most likely going to college or a job in the next year.\n*10*: Each student receives a student handbook titled, \u201cDid You Know?\u201d Topics addressed include: - Credit /debit card use and abuse - Car loans - Student loans - Payday Loans - Financial decision-making skills for teens Schools may set their own schedule for the presentations."}
| 2 |
unscramble_90587
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It is first encountered in New Kingdom Egypt as a token of affection or erotic persuasion.
*2*: To take one example: At the sight of an infant Christ touching the Virgin's chin, they will admire the charm of a gesture so childlike, playful, affectionate.
*3*: In Archaic Greek painting the gesture is given to wooers, and it occurs more than once in the Iliad to denote supplication.
*4*: Tuesday, 15 March 2011 "Leo Steinberg, Art Historian, Dies at 90" Masaccio, Virgin and Child, 1420s "At the risk of belaboring what is obvious, I must address myself to the many who still habitually mistake pictorial symbols in Renaissance art for descriptive naturalism.
*5*: By assigning it to the Christ Child, the artist was designating Mary's son as the Heavenly Bridegroom who, having chosen her for his mother, was choosing her for his eternal consort in heaven". [Leo Steinberg, The Sexuality of Christ in Renaissance Art and in Modern Oblivion] Read Steinberg's obituary here.
*6*: They are not wrong, but I think they are satisfied with too little.
*7*: For the seeming artlessness of what I shall call the chin-chuck disguises a ritual form of impressive antiquity.
*8*: Thus no Christian artist, medieval or Renaissance, would have taken this long-fixed convention for anything but a sign of erotic communion, either carnal or spiritual.
*9*: And the gesture proliferates in medieval art into representations both of profane lovers and of the Madonna and Child.
*10*: In Late Antique art, the caress of the chin is allegorized to express the union of Cupid and Psyche, the god of Love espousing the human soul.
```
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*: Tuesday, 15 March 2011 \"Leo Steinberg, Art Historian, Dies at 90\" Masaccio, Virgin and Child, 1420s \"At the risk of belaboring what is obvious, I must address myself to the many who still habitually mistake pictorial symbols in Renaissance art for descriptive naturalism.\n*2*: To take one example: At the sight of an infant Christ touching the Virgin's chin, they will admire the charm of a gesture so childlike, playful, affectionate.\n*3*: They are not wrong, but I think they are satisfied with too little.\n*4*: For the seeming artlessness of what I shall call the chin-chuck disguises a ritual form of impressive antiquity.\n*5*: It is first encountered in New Kingdom Egypt as a token of affection or erotic persuasion.\n*6*: In Archaic Greek painting the gesture is given to wooers, and it occurs more than once in the Iliad to denote supplication.\n*7*: In Late Antique art, the caress of the chin is allegorized to express the union of Cupid and Psyche, the god of Love espousing the human soul.\n*8*: And the gesture proliferates in medieval art into representations both of profane lovers and of the Madonna and Child.\n*9*: Thus no Christian artist, medieval or Renaissance, would have taken this long-fixed convention for anything but a sign of erotic communion, either carnal or spiritual.\n*10*: By assigning it to the Christ Child, the artist was designating Mary's son as the Heavenly Bridegroom who, having chosen her for his mother, was choosing her for his eternal consort in heaven\". [Leo Steinberg, The Sexuality of Christ in Renaissance Art and in Modern Oblivion] Read Steinberg's obituary here.", "scrambled": "*1*: It is first encountered in New Kingdom Egypt as a token of affection or erotic persuasion.\n*2*: To take one example: At the sight of an infant Christ touching the Virgin's chin, they will admire the charm of a gesture so childlike, playful, affectionate.\n*3*: In Archaic Greek painting the gesture is given to wooers, and it occurs more than once in the Iliad to denote supplication.\n*4*: Tuesday, 15 March 2011 \"Leo Steinberg, Art Historian, Dies at 90\" Masaccio, Virgin and Child, 1420s \"At the risk of belaboring what is obvious, I must address myself to the many who still habitually mistake pictorial symbols in Renaissance art for descriptive naturalism.\n*5*: By assigning it to the Christ Child, the artist was designating Mary's son as the Heavenly Bridegroom who, having chosen her for his mother, was choosing her for his eternal consort in heaven\". [Leo Steinberg, The Sexuality of Christ in Renaissance Art and in Modern Oblivion] Read Steinberg's obituary here.\n*6*: They are not wrong, but I think they are satisfied with too little.\n*7*: For the seeming artlessness of what I shall call the chin-chuck disguises a ritual form of impressive antiquity.\n*8*: Thus no Christian artist, medieval or Renaissance, would have taken this long-fixed convention for anything but a sign of erotic communion, either carnal or spiritual.\n*9*: And the gesture proliferates in medieval art into representations both of profane lovers and of the Madonna and Child.\n*10*: In Late Antique art, the caress of the chin is allegorized to express the union of Cupid and Psyche, the god of Love espousing the human soul."}
| 2 |
unscramble_157549
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Sharks play a vital role at the top of the food chain by maintaining balance in the oceans. * An estimated 73 million sharks are killed each year (that works out to more than 10,000 sharks per hour).
*2*: Technical Support by Kalemanzi Media Solutions
*3*: Certainly it must be illegal to sell shark fins?
*4*: Sharks have been honed to perfection, having existed on this planet for over 400 million years.
*5*: • Do MPAs protect sharks? • Is Shark Finning Legal? • Is Fishing Legal? • Why Aren't There More Laws to Protect Sharks? • What About CITES? • Does Legislation really protect sharks?
*6*: Shark Angels Email: email@example.comTwitter: sharkangelsFacebook: Shark Angels Tel: +1 917 546 6618 Get the latest from the Angels.
*7*: Shark fins are tasteless, and may contain high levels of toxic methyl-mercury.
*8*: Only a small number of countries have banned finning - many more need to be encouraged to enact legislation.
*9*: E-mail (required, but will not display) Notify me of follow-up comments Sharks kill fewer than 4 humans on average each year, while humans kill an estimated 100 million sharks annually.
*10*: Many people assume that because they don’t eat shark fin soup – then they can’t possibly be contributing to the demise of the sharks and rays.
```
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*: \u2022 Do MPAs protect sharks? \u2022 Is Shark Finning Legal? \u2022 Is Fishing Legal? \u2022 Why Aren't There More Laws to Protect Sharks? \u2022 What About CITES? \u2022 Does Legislation really protect sharks?\n*2*: Certainly it must be illegal to sell shark fins?\n*3*: E-mail (required, but will not display) Notify me of follow-up comments Sharks kill fewer than 4 humans on average each year, while humans kill an estimated 100 million sharks annually.\n*4*: Sharks have been honed to perfection, having existed on this planet for over 400 million years.\n*5*: Sharks play a vital role at the top of the food chain by maintaining balance in the oceans. * An estimated 73 million sharks are killed each year (that works out to more than 10,000 sharks per hour).\n*6*: Shark fins are tasteless, and may contain high levels of toxic methyl-mercury.\n*7*: Only a small number of countries have banned finning - many more need to be encouraged to enact legislation.\n*8*: Many people assume that because they don\u2019t eat shark fin soup \u2013 then they can\u2019t possibly be contributing to the demise of the sharks and rays.\n*9*: Shark Angels Email: email@example.comTwitter: sharkangelsFacebook: Shark Angels Tel: +1 917 546 6618 Get the latest from the Angels.\n*10*: Technical Support by Kalemanzi Media Solutions", "scrambled": "*1*: Sharks play a vital role at the top of the food chain by maintaining balance in the oceans. * An estimated 73 million sharks are killed each year (that works out to more than 10,000 sharks per hour).\n*2*: Technical Support by Kalemanzi Media Solutions\n*3*: Certainly it must be illegal to sell shark fins?\n*4*: Sharks have been honed to perfection, having existed on this planet for over 400 million years.\n*5*: \u2022 Do MPAs protect sharks? \u2022 Is Shark Finning Legal? \u2022 Is Fishing Legal? \u2022 Why Aren't There More Laws to Protect Sharks? \u2022 What About CITES? \u2022 Does Legislation really protect sharks?\n*6*: Shark Angels Email: email@example.comTwitter: sharkangelsFacebook: Shark Angels Tel: +1 917 546 6618 Get the latest from the Angels.\n*7*: Shark fins are tasteless, and may contain high levels of toxic methyl-mercury.\n*8*: Only a small number of countries have banned finning - many more need to be encouraged to enact legislation.\n*9*: E-mail (required, but will not display) Notify me of follow-up comments Sharks kill fewer than 4 humans on average each year, while humans kill an estimated 100 million sharks annually.\n*10*: Many people assume that because they don\u2019t eat shark fin soup \u2013 then they can\u2019t possibly be contributing to the demise of the sharks and rays."}
| 2 |
unscramble_3920
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Softness in the first touch. - 4.
*2*: Let the players have some fun with this but do not let the session turn into mayhem, there is a lot to be gained from this work. - 3.
*3*: To have fun and to test the players ability. - 1.
*4*: Aim to get height on the volleys so it's easier for team mate to adjust.
*5*: Confidence in the volley, don't be afraid or hesitant. - 5.
*6*: Concentration, watch the ball on to the foot for a clean connection. - 2.
*7*: Volley passes and concentration Aim - To improve players concentration, touch and confidence in passing on the volley.
```
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*: Volley passes and concentration Aim - To improve players concentration, touch and confidence in passing on the volley.\n*2*: To have fun and to test the players ability. - 1.\n*3*: Concentration, watch the ball on to the foot for a clean connection. - 2.\n*4*: Let the players have some fun with this but do not let the session turn into mayhem, there is a lot to be gained from this work. - 3.\n*5*: Softness in the first touch. - 4.\n*6*: Confidence in the volley, don't be afraid or hesitant. - 5.\n*7*: Aim to get height on the volleys so it's easier for team mate to adjust.", "scrambled": "*1*: Softness in the first touch. - 4.\n*2*: Let the players have some fun with this but do not let the session turn into mayhem, there is a lot to be gained from this work. - 3.\n*3*: To have fun and to test the players ability. - 1.\n*4*: Aim to get height on the volleys so it's easier for team mate to adjust.\n*5*: Confidence in the volley, don't be afraid or hesitant. - 5.\n*6*: Concentration, watch the ball on to the foot for a clean connection. - 2.\n*7*: Volley passes and concentration Aim - To improve players concentration, touch and confidence in passing on the volley."}
| 2 |
unscramble_92196
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: |Home > Photos > Recreation > Tourist Attractions > Morikami Gardens| Click on a thumbnail photo to view the full picture.
*2*: This was originally used to scare off deer from rice fields, but is now a common Japanese ornamental garden fountain.
*3*: This type of Japanese garden is more natural than the abstract rock gardens.
*4*: Shishi Odoshi, or "deer chaser." The water from the spout (top) flows onto the hinged bamboo tube (bottom) and causes it to clap against the rocks below.
*5*: Modern Romantic Garden.
*6*: These type of gardens evolved out of late rock gardens and incorporate a design technique known as borrowed scenery.
*7*: It is similar to some Western gardening styles that place plants as they might be found in the wild. |Home > Photos > Recreation > Tourist Attractions > Morikami Gardens > Morikami Gardens, II| Florida: Social Studies Resources for Students and Teachers Produced by the Florida Center for Instructional Technology, College of Education, University of South Florida © 2004.
*8*: Hiraniwa Flat Garden.
```
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 > Photos > Recreation > Tourist Attractions > Morikami Gardens| Click on a thumbnail photo to view the full picture.\n*2*: Shishi Odoshi, or \"deer chaser.\" The water from the spout (top) flows onto the hinged bamboo tube (bottom) and causes it to clap against the rocks below.\n*3*: This was originally used to scare off deer from rice fields, but is now a common Japanese ornamental garden fountain.\n*4*: Hiraniwa Flat Garden.\n*5*: These type of gardens evolved out of late rock gardens and incorporate a design technique known as borrowed scenery.\n*6*: Modern Romantic Garden.\n*7*: This type of Japanese garden is more natural than the abstract rock gardens.\n*8*: It is similar to some Western gardening styles that place plants as they might be found in the wild. |Home > Photos > Recreation > Tourist Attractions > Morikami Gardens > Morikami Gardens, II| Florida: Social Studies Resources for Students and Teachers Produced by the Florida Center for Instructional Technology, College of Education, University of South Florida \u00a9 2004.", "scrambled": "*1*: |Home > Photos > Recreation > Tourist Attractions > Morikami Gardens| Click on a thumbnail photo to view the full picture.\n*2*: This was originally used to scare off deer from rice fields, but is now a common Japanese ornamental garden fountain.\n*3*: This type of Japanese garden is more natural than the abstract rock gardens.\n*4*: Shishi Odoshi, or \"deer chaser.\" The water from the spout (top) flows onto the hinged bamboo tube (bottom) and causes it to clap against the rocks below.\n*5*: Modern Romantic Garden.\n*6*: These type of gardens evolved out of late rock gardens and incorporate a design technique known as borrowed scenery.\n*7*: It is similar to some Western gardening styles that place plants as they might be found in the wild. |Home > Photos > Recreation > Tourist Attractions > Morikami Gardens > Morikami Gardens, II| Florida: Social Studies Resources for Students and Teachers Produced by the Florida Center for Instructional Technology, College of Education, University of South Florida \u00a9 2004.\n*8*: Hiraniwa Flat Garden."}
| 2 |
unscramble_117601
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Home treatment is usually all that is needed to relieve pain and itching from minor reactions.
*2*: Wasps are usually more aggressive than bees.
*3*: Intense immediate pain and itching may be present and may last from a few hours to a few days. - A toxic reaction can occur when a person has been stung 10 or more times. severe, life-threatening allergic reaction can occur - A large skin reaction can occur, causing redness and swelling to extend beyond the sting site.
*4*: This reaction lasts about 3 to 4 - Serum sickness is a rare reaction to stings in which flu-like symptoms and hives develop 7 to 14 days after an insect sting.
*5*: Wasp stings cause different reactions in people: - Most people have a minor reaction, with a bump or wheal at the site of the sting.
*6*: Severe reactions require emergency medical
*7*: Wasps can sting a person repeatedly without losing their stingers, and reactions can vary from minor to severe.
*8*: Yellow jackets cause the most allergic reactions.
*9*: Wasps, Hornets, and Yellow Jackets Hornets and yellow jackets are types of wasps, which are in the same family of insects (Hymenoptera) as bees and fire ants.
```
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*: Wasps, Hornets, and Yellow Jackets Hornets and yellow jackets are types of wasps, which are in the same family of insects (Hymenoptera) as bees and fire ants.\n*2*: Wasps can sting a person repeatedly without losing their stingers, and reactions can vary from minor to severe.\n*3*: Wasp stings cause different reactions in people: - Most people have a minor reaction, with a bump or wheal at the site of the sting.\n*4*: Intense immediate pain and itching may be present and may last from a few hours to a few days. - A toxic reaction can occur when a person has been stung 10 or more times. severe, life-threatening allergic reaction can occur - A large skin reaction can occur, causing redness and swelling to extend beyond the sting site.\n*5*: This reaction lasts about 3 to 4 - Serum sickness is a rare reaction to stings in which flu-like symptoms and hives develop 7 to 14 days after an insect sting.\n*6*: Wasps are usually more aggressive than bees.\n*7*: Yellow jackets cause the most allergic reactions.\n*8*: Home treatment is usually all that is needed to relieve pain and itching from minor reactions.\n*9*: Severe reactions require emergency medical", "scrambled": "*1*: Home treatment is usually all that is needed to relieve pain and itching from minor reactions.\n*2*: Wasps are usually more aggressive than bees.\n*3*: Intense immediate pain and itching may be present and may last from a few hours to a few days. - A toxic reaction can occur when a person has been stung 10 or more times. severe, life-threatening allergic reaction can occur - A large skin reaction can occur, causing redness and swelling to extend beyond the sting site.\n*4*: This reaction lasts about 3 to 4 - Serum sickness is a rare reaction to stings in which flu-like symptoms and hives develop 7 to 14 days after an insect sting.\n*5*: Wasp stings cause different reactions in people: - Most people have a minor reaction, with a bump or wheal at the site of the sting.\n*6*: Severe reactions require emergency medical\n*7*: Wasps can sting a person repeatedly without losing their stingers, and reactions can vary from minor to severe.\n*8*: Yellow jackets cause the most allergic reactions.\n*9*: Wasps, Hornets, and Yellow Jackets Hornets and yellow jackets are types of wasps, which are in the same family of insects (Hymenoptera) as bees and fire ants."}
| 2 |
unscramble_28530
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: All teams are part of the NASA Explorer Schools project, a partnership between NASA and about 200 elementary and middle schools nationwide.
*2*: JPL and NASA's Dryden Flight Research Center, Edwards, Calif., are the local NASA partners for approximately 25 schools in Southern California.
*3*: The competition and related activities will be held at JPL on Tues., Mar. 9 from 12:15 to 3:30 p.m. (Pacific time) and can be seen live on the Internet at http://www.ustream.tv/nasajpl .
*4*: The project teaches and encourages students to pursue disciplines critical to NASA's future engineering, science and technical missions.
*5*: More information can be found online at http://www.usfirst.org/roboticsprograms/fll/default.aspx Student teams from the following California schools will be participating: Charles T.
*6*: The awards ceremony will be webcast at 3 p.m. (Pacific time).
*7*: Watch Students Compete Using Lego Robotics Watch school teams test the prowess of their student-built, software-enabled Lego robots during the annual Southern California NASA Explorer Schools Robotics Competition.
*8*: Kranz Intermediate School, El Monte Jack Weaver School, Murrieta Johnson Magnet School for Science, Technology, Engineering, and Math, San Diego Lake View Elementary School, Huntington Beach Mesa Union School, Somis Nestle Avenue Elementary School, Tarzana North Ridge Magnet School, Moreno Valley Roosevelt Middle School, Glendale San Cayetano Elementary School, Fillmore Shirley Avenue Elementary School, Reseda Sycamore Hills Elementary School, Fontana Village Academy High School, Pomona Vintage Math Science Technology Magnet School, North Hills
*9*: Students in grades 4 through 12 will command their robots to complete tasks on a simulated Martian terrain.
```
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*: Watch Students Compete Using Lego Robotics Watch school teams test the prowess of their student-built, software-enabled Lego robots during the annual Southern California NASA Explorer Schools Robotics Competition.\n*2*: Students in grades 4 through 12 will command their robots to complete tasks on a simulated Martian terrain.\n*3*: The competition and related activities will be held at JPL on Tues., Mar. 9 from 12:15 to 3:30 p.m. (Pacific time) and can be seen live on the Internet at http://www.ustream.tv/nasajpl .\n*4*: The awards ceremony will be webcast at 3 p.m. (Pacific time).\n*5*: All teams are part of the NASA Explorer Schools project, a partnership between NASA and about 200 elementary and middle schools nationwide.\n*6*: The project teaches and encourages students to pursue disciplines critical to NASA's future engineering, science and technical missions.\n*7*: JPL and NASA's Dryden Flight Research Center, Edwards, Calif., are the local NASA partners for approximately 25 schools in Southern California.\n*8*: More information can be found online at http://www.usfirst.org/roboticsprograms/fll/default.aspx Student teams from the following California schools will be participating: Charles T.\n*9*: Kranz Intermediate School, El Monte Jack Weaver School, Murrieta Johnson Magnet School for Science, Technology, Engineering, and Math, San Diego Lake View Elementary School, Huntington Beach Mesa Union School, Somis Nestle Avenue Elementary School, Tarzana North Ridge Magnet School, Moreno Valley Roosevelt Middle School, Glendale San Cayetano Elementary School, Fillmore Shirley Avenue Elementary School, Reseda Sycamore Hills Elementary School, Fontana Village Academy High School, Pomona Vintage Math Science Technology Magnet School, North Hills", "scrambled": "*1*: All teams are part of the NASA Explorer Schools project, a partnership between NASA and about 200 elementary and middle schools nationwide.\n*2*: JPL and NASA's Dryden Flight Research Center, Edwards, Calif., are the local NASA partners for approximately 25 schools in Southern California.\n*3*: The competition and related activities will be held at JPL on Tues., Mar. 9 from 12:15 to 3:30 p.m. (Pacific time) and can be seen live on the Internet at http://www.ustream.tv/nasajpl .\n*4*: The project teaches and encourages students to pursue disciplines critical to NASA's future engineering, science and technical missions.\n*5*: More information can be found online at http://www.usfirst.org/roboticsprograms/fll/default.aspx Student teams from the following California schools will be participating: Charles T.\n*6*: The awards ceremony will be webcast at 3 p.m. (Pacific time).\n*7*: Watch Students Compete Using Lego Robotics Watch school teams test the prowess of their student-built, software-enabled Lego robots during the annual Southern California NASA Explorer Schools Robotics Competition.\n*8*: Kranz Intermediate School, El Monte Jack Weaver School, Murrieta Johnson Magnet School for Science, Technology, Engineering, and Math, San Diego Lake View Elementary School, Huntington Beach Mesa Union School, Somis Nestle Avenue Elementary School, Tarzana North Ridge Magnet School, Moreno Valley Roosevelt Middle School, Glendale San Cayetano Elementary School, Fillmore Shirley Avenue Elementary School, Reseda Sycamore Hills Elementary School, Fontana Village Academy High School, Pomona Vintage Math Science Technology Magnet School, North Hills\n*9*: Students in grades 4 through 12 will command their robots to complete tasks on a simulated Martian terrain."}
| 2 |
unscramble_213728
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Already a subscriber?
*2*: I.
*3*: Log in to view this article »
*4*: A Brief Summary Written for THE NEW YORK TIMES by James Breck Perkins, Author of "France Under Mazarin," "France Under the Regency" and "France Under Louis XV." (); May 21, 1898, , Section Saturday Review of Books and Art, Page BR1, Column , words If any one expected that in the contest between Spain and the United States the arms of that ancient kingdom would be crowned with success, that her armies would be well equipped, her navies well manoeuvred, her soldiers well commanded, a study of the slow decline of a misgoverned State might well have dispelled such a belief.
*5*: May 21, 1898 * Does not include NYT Now or Premium Crosswords subscribers.
*6*: Spain Since the Armada.; Steps in Her Tremendous Fall, and the Causes Which Have Brought It About.
*7*: The records of Spanish warfare have long been records of defeat.
```
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*: Spain Since the Armada.; Steps in Her Tremendous Fall, and the Causes Which Have Brought It About.\n*2*: I.\n*3*: A Brief Summary Written for THE NEW YORK TIMES by James Breck Perkins, Author of \"France Under Mazarin,\" \"France Under the Regency\" and \"France Under Louis XV.\" (); May 21, 1898, , Section Saturday Review of Books and Art, Page BR1, Column , words If any one expected that in the contest between Spain and the United States the arms of that ancient kingdom would be crowned with success, that her armies would be well equipped, her navies well manoeuvred, her soldiers well commanded, a study of the slow decline of a misgoverned State might well have dispelled such a belief.\n*4*: The records of Spanish warfare have long been records of defeat.\n*5*: May 21, 1898 * Does not include NYT Now or Premium Crosswords subscribers.\n*6*: Already a subscriber?\n*7*: Log in to view this article \u00bb", "scrambled": "*1*: Already a subscriber?\n*2*: I.\n*3*: Log in to view this article \u00bb\n*4*: A Brief Summary Written for THE NEW YORK TIMES by James Breck Perkins, Author of \"France Under Mazarin,\" \"France Under the Regency\" and \"France Under Louis XV.\" (); May 21, 1898, , Section Saturday Review of Books and Art, Page BR1, Column , words If any one expected that in the contest between Spain and the United States the arms of that ancient kingdom would be crowned with success, that her armies would be well equipped, her navies well manoeuvred, her soldiers well commanded, a study of the slow decline of a misgoverned State might well have dispelled such a belief.\n*5*: May 21, 1898 * Does not include NYT Now or Premium Crosswords subscribers.\n*6*: Spain Since the Armada.; Steps in Her Tremendous Fall, and the Causes Which Have Brought It About.\n*7*: The records of Spanish warfare have long been records of defeat."}
| 2 |
unscramble_18466
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Review provided by VeriMed Healthcare Network.
*2*: This occurs when people travel between time zones and with shift workers who are on changing schedules, especially nighttime workers.
*3*: Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M.
*4*: Health Solutions, Ebix, Inc.
*5*: Disorders that involve a disrupted sleep schedule include: Irregular sleep-wake syndrome Jet lag syndrome Paradoxical insomnia (the person sleeps a different amount than they think they do) Shift work sleep disorder Abnormal behaviors during sleep are called parasomnias.
*6*: PROBLEMS STICKING TO A REGULAR SLEEP SCHEDULE Problems may also occur when you do not stick to a regular sleep and wake schedule.
*7*: Blaivas, DO, Clinical Assistant Professor of Medicine UMDNJ-NJMS, Attending Physician in the Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Veteran Affairs, VA New Jersey Health Care System, East Orange, NJ.
*8*: They are fairly common in children and include: REM sleep-behavior disorder (a person moves during REM sleep and may act out dreams) Allen J.
*9*: Obesity, especially if it causes obstructive sleep apnea When no cause for the sleepiness can be found, it is called idiopathic hypersomnia.
```
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*: Obesity, especially if it causes obstructive sleep apnea When no cause for the sleepiness can be found, it is called idiopathic hypersomnia.\n*2*: PROBLEMS STICKING TO A REGULAR SLEEP SCHEDULE Problems may also occur when you do not stick to a regular sleep and wake schedule.\n*3*: This occurs when people travel between time zones and with shift workers who are on changing schedules, especially nighttime workers.\n*4*: Disorders that involve a disrupted sleep schedule include: Irregular sleep-wake syndrome Jet lag syndrome Paradoxical insomnia (the person sleeps a different amount than they think they do) Shift work sleep disorder Abnormal behaviors during sleep are called parasomnias.\n*5*: They are fairly common in children and include: REM sleep-behavior disorder (a person moves during REM sleep and may act out dreams) Allen J.\n*6*: Blaivas, DO, Clinical Assistant Professor of Medicine UMDNJ-NJMS, Attending Physician in the Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Veteran Affairs, VA New Jersey Health Care System, East Orange, NJ.\n*7*: Review provided by VeriMed Healthcare Network.\n*8*: Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M.\n*9*: Health Solutions, Ebix, Inc.", "scrambled": "*1*: Review provided by VeriMed Healthcare Network.\n*2*: This occurs when people travel between time zones and with shift workers who are on changing schedules, especially nighttime workers.\n*3*: Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M.\n*4*: Health Solutions, Ebix, Inc.\n*5*: Disorders that involve a disrupted sleep schedule include: Irregular sleep-wake syndrome Jet lag syndrome Paradoxical insomnia (the person sleeps a different amount than they think they do) Shift work sleep disorder Abnormal behaviors during sleep are called parasomnias.\n*6*: PROBLEMS STICKING TO A REGULAR SLEEP SCHEDULE Problems may also occur when you do not stick to a regular sleep and wake schedule.\n*7*: Blaivas, DO, Clinical Assistant Professor of Medicine UMDNJ-NJMS, Attending Physician in the Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Veteran Affairs, VA New Jersey Health Care System, East Orange, NJ.\n*8*: They are fairly common in children and include: REM sleep-behavior disorder (a person moves during REM sleep and may act out dreams) Allen J.\n*9*: Obesity, especially if it causes obstructive sleep apnea When no cause for the sleepiness can be found, it is called idiopathic hypersomnia."}
| 2 |
unscramble_42689
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Government forecasters are predicting a warmer-than-average winter for the much of the nation's midsection and a dry one for the Southeast.
*2*: Kansas, Oklahoma, Missouri and Arkansas are forecast to have a wetter than normal season, while the southeastern and Gulf Coast state are expected to be drier.
*3*: NOAA's Climate Prediction Center says other areas of the country have equal chances of being warmer or cooler than normal.
*4*: The National Oceanic and Atmospheric Administration says the warm area covers a wide stretch, extending from western New York and Pennsylvania down to northern Georgia, across Michigan, southern Wisconsin and southeastern South Dakota, down through Colorado and Nebraska and all the way to New Mexico.
*5*: The dry area stretches west across Texas all the way to Arizona.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Government forecasters are predicting a warmer-than-average winter for the much of the nation's midsection and a dry one for the Southeast.\n*2*: The National Oceanic and Atmospheric Administration says the warm area covers a wide stretch, extending from western New York and Pennsylvania down to northern Georgia, across Michigan, southern Wisconsin and southeastern South Dakota, down through Colorado and Nebraska and all the way to New Mexico.\n*3*: NOAA's Climate Prediction Center says other areas of the country have equal chances of being warmer or cooler than normal.\n*4*: Kansas, Oklahoma, Missouri and Arkansas are forecast to have a wetter than normal season, while the southeastern and Gulf Coast state are expected to be drier.\n*5*: The dry area stretches west across Texas all the way to Arizona.", "scrambled": "*1*: Government forecasters are predicting a warmer-than-average winter for the much of the nation's midsection and a dry one for the Southeast.\n*2*: Kansas, Oklahoma, Missouri and Arkansas are forecast to have a wetter than normal season, while the southeastern and Gulf Coast state are expected to be drier.\n*3*: NOAA's Climate Prediction Center says other areas of the country have equal chances of being warmer or cooler than normal.\n*4*: The National Oceanic and Atmospheric Administration says the warm area covers a wide stretch, extending from western New York and Pennsylvania down to northern Georgia, across Michigan, southern Wisconsin and southeastern South Dakota, down through Colorado and Nebraska and all the way to New Mexico.\n*5*: The dry area stretches west across Texas all the way to Arizona."}
| 2 |
unscramble_127829
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Pap Test for Adolescents In the past, a Pap test to screen for cervical cancer was recommended for adolescents after they had been sexually active for three years, or at age 21, whichever came first.
*2*: Even though adolescents may have precancerous cervical lesions from HPV, these usually go away on their own.
*3*: Talk to a health care provider about the schedule that is best for you.
*4*: Sexually active adolescents are at high risk for infection with the human papillomavirus (HPV), the virus that causes most cervical cancers, as well as other types of cancer, but research has shown that their bodies are able to clear the virus within one to two years.
*5*: It is recommended that adolescents receive the HPV vaccination.
*6*: Women between the ages of 21 and 30 should have a Pap test every two years, according to the American College of Obstetricians and Gynecologists, and every three years according to the American Cancer Society.
*7*: This vaccine is highly effective in protecting men and women from the types of HPV that can cause cancer.
*8*: But the American College of Obstetricians and Gynecologists and the American Cancer Society now recommend that all women have their first screening at age 21.
*9*: The vaccine should be given before an adolescent has become sexually active.
*10*: By delaying a first Pap test until age 21, teen girls can avoid unnecessary invasive procedures to treat HPV precancers.
```
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*: Pap Test for Adolescents In the past, a Pap test to screen for cervical cancer was recommended for adolescents after they had been sexually active for three years, or at age 21, whichever came first.\n*2*: But the American College of Obstetricians and Gynecologists and the American Cancer Society now recommend that all women have their first screening at age 21.\n*3*: Sexually active adolescents are at high risk for infection with the human papillomavirus (HPV), the virus that causes most cervical cancers, as well as other types of cancer, but research has shown that their bodies are able to clear the virus within one to two years.\n*4*: Even though adolescents may have precancerous cervical lesions from HPV, these usually go away on their own.\n*5*: By delaying a first Pap test until age 21, teen girls can avoid unnecessary invasive procedures to treat HPV precancers.\n*6*: Women between the ages of 21 and 30 should have a Pap test every two years, according to the American College of Obstetricians and Gynecologists, and every three years according to the American Cancer Society.\n*7*: Talk to a health care provider about the schedule that is best for you.\n*8*: It is recommended that adolescents receive the HPV vaccination.\n*9*: This vaccine is highly effective in protecting men and women from the types of HPV that can cause cancer.\n*10*: The vaccine should be given before an adolescent has become sexually active.", "scrambled": "*1*: Pap Test for Adolescents In the past, a Pap test to screen for cervical cancer was recommended for adolescents after they had been sexually active for three years, or at age 21, whichever came first.\n*2*: Even though adolescents may have precancerous cervical lesions from HPV, these usually go away on their own.\n*3*: Talk to a health care provider about the schedule that is best for you.\n*4*: Sexually active adolescents are at high risk for infection with the human papillomavirus (HPV), the virus that causes most cervical cancers, as well as other types of cancer, but research has shown that their bodies are able to clear the virus within one to two years.\n*5*: It is recommended that adolescents receive the HPV vaccination.\n*6*: Women between the ages of 21 and 30 should have a Pap test every two years, according to the American College of Obstetricians and Gynecologists, and every three years according to the American Cancer Society.\n*7*: This vaccine is highly effective in protecting men and women from the types of HPV that can cause cancer.\n*8*: But the American College of Obstetricians and Gynecologists and the American Cancer Society now recommend that all women have their first screening at age 21.\n*9*: The vaccine should be given before an adolescent has become sexually active.\n*10*: By delaying a first Pap test until age 21, teen girls can avoid unnecessary invasive procedures to treat HPV precancers."}
| 2 |
unscramble_16390
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: You can also check out the Substance Abuse and Mental Health Services Administration’s Treatment Facility Locator for treatment services near you.
*2*: Addiction is defined as “A chronic, relapsing disease characterized by compulsive drug seeking and use—despite serious, even devastating consequences—and by long-lasting chemical changes in the brain.” When a person is addicted to a drug, finding and using that drug becomes the most important thing—more important than family, friends, school, sports, or money.
*3*: Not everyone will become addicted after they smoke a cigarette, drink alcohol, or take another drug, but even experimenting can raise your risk.
*4*: That’s because addiction is a chronic, relapsing disease, like heart disease, hypertension, or diabetes that can be managed with treatment.
*5*: Have you heard about all these celebrities going in and out of rehab?
*6*: To learn more about addiction, check out NIDA’s publication, Drugs, Brains, and Behavior: The Science of Addiction.
*7*: If you think you or a friend may be addicted to a substance, talk to a family member, medical professional, or other trusted adult to get help.
*8*: And even though a person may beat their addiction with treatment, he or she is always at risk of relapse.
```
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*: Addiction is defined as \u201cA chronic, relapsing disease characterized by compulsive drug seeking and use\u2014despite serious, even devastating consequences\u2014and by long-lasting chemical changes in the brain.\u201d When a person is addicted to a drug, finding and using that drug becomes the most important thing\u2014more important than family, friends, school, sports, or money.\n*2*: Not everyone will become addicted after they smoke a cigarette, drink alcohol, or take another drug, but even experimenting can raise your risk.\n*3*: Have you heard about all these celebrities going in and out of rehab?\n*4*: That\u2019s because addiction is a chronic, relapsing disease, like heart disease, hypertension, or diabetes that can be managed with treatment.\n*5*: And even though a person may beat their addiction with treatment, he or she is always at risk of relapse.\n*6*: If you think you or a friend may be addicted to a substance, talk to a family member, medical professional, or other trusted adult to get help.\n*7*: You can also check out the Substance Abuse and Mental Health Services Administration\u2019s Treatment Facility Locator for treatment services near you.\n*8*: To learn more about addiction, check out NIDA\u2019s publication, Drugs, Brains, and Behavior: The Science of Addiction.", "scrambled": "*1*: You can also check out the Substance Abuse and Mental Health Services Administration\u2019s Treatment Facility Locator for treatment services near you.\n*2*: Addiction is defined as \u201cA chronic, relapsing disease characterized by compulsive drug seeking and use\u2014despite serious, even devastating consequences\u2014and by long-lasting chemical changes in the brain.\u201d When a person is addicted to a drug, finding and using that drug becomes the most important thing\u2014more important than family, friends, school, sports, or money.\n*3*: Not everyone will become addicted after they smoke a cigarette, drink alcohol, or take another drug, but even experimenting can raise your risk.\n*4*: That\u2019s because addiction is a chronic, relapsing disease, like heart disease, hypertension, or diabetes that can be managed with treatment.\n*5*: Have you heard about all these celebrities going in and out of rehab?\n*6*: To learn more about addiction, check out NIDA\u2019s publication, Drugs, Brains, and Behavior: The Science of Addiction.\n*7*: If you think you or a friend may be addicted to a substance, talk to a family member, medical professional, or other trusted adult to get help.\n*8*: And even though a person may beat their addiction with treatment, he or she is always at risk of relapse."}
| 2 |
unscramble_113399
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The ASPCA strongly supports the development and validation of alternative methods to the use of animals in biomedical research and testing.
*2*: Every effort should be made to eliminate pain and distress.
*3*: Animals should be used only when there are no alternatives and the research is likely to produce new and substantive information that will benefit human and animal health.
*4*: The ASPCA believes that the 3 R’s (Reduction, Refinement and Replacement) are fundamental and should be applied to the use of animals in all aspects of biomedical research, as follows: Reduction Experiments should be carefully designed to use the smallest number of the most suitable species.
*5*: Replacement Animal-based research methods should be replaced when possible with mathematical or computer modeling, molecular modeling, epidemiologic data, surveys or in vitro tests such as tissue or cell culture, organ perfusion or other methods that achieve objectives without the use of animals.
*6*: Refinement Research animals should be maintained in an enriched, sanitary environment and humanely cared for before, during and after procedures.
*7*: Whenever possible, an effort should be made to find adoptive homes for animals used in experiments.
*8*: Animals should be provided with adequate opportunities for regular social interactions considered normal for their 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*: The ASPCA strongly supports the development and validation of alternative methods to the use of animals in biomedical research and testing.\n*2*: Animals should be used only when there are no alternatives and the research is likely to produce new and substantive information that will benefit human and animal health.\n*3*: Whenever possible, an effort should be made to find adoptive homes for animals used in experiments.\n*4*: The ASPCA believes that the 3 R\u2019s (Reduction, Refinement and Replacement) are fundamental and should be applied to the use of animals in all aspects of biomedical research, as follows: Reduction Experiments should be carefully designed to use the smallest number of the most suitable species.\n*5*: Refinement Research animals should be maintained in an enriched, sanitary environment and humanely cared for before, during and after procedures.\n*6*: Every effort should be made to eliminate pain and distress.\n*7*: Animals should be provided with adequate opportunities for regular social interactions considered normal for their species.\n*8*: Replacement Animal-based research methods should be replaced when possible with mathematical or computer modeling, molecular modeling, epidemiologic data, surveys or in vitro tests such as tissue or cell culture, organ perfusion or other methods that achieve objectives without the use of animals.", "scrambled": "*1*: The ASPCA strongly supports the development and validation of alternative methods to the use of animals in biomedical research and testing.\n*2*: Every effort should be made to eliminate pain and distress.\n*3*: Animals should be used only when there are no alternatives and the research is likely to produce new and substantive information that will benefit human and animal health.\n*4*: The ASPCA believes that the 3 R\u2019s (Reduction, Refinement and Replacement) are fundamental and should be applied to the use of animals in all aspects of biomedical research, as follows: Reduction Experiments should be carefully designed to use the smallest number of the most suitable species.\n*5*: Replacement Animal-based research methods should be replaced when possible with mathematical or computer modeling, molecular modeling, epidemiologic data, surveys or in vitro tests such as tissue or cell culture, organ perfusion or other methods that achieve objectives without the use of animals.\n*6*: Refinement Research animals should be maintained in an enriched, sanitary environment and humanely cared for before, during and after procedures.\n*7*: Whenever possible, an effort should be made to find adoptive homes for animals used in experiments.\n*8*: Animals should be provided with adequate opportunities for regular social interactions considered normal for their species."}
| 2 |
unscramble_122163
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It produces heart shaped leaves 2-3 ft long and 1-2 ft across on 3 ft long stalks that all emerge from an upright tuberous rootstock, technically a corm.
*2*: Certain kinds of taros produce smaller tubers or "cormels" which grow off the sides of the main corm.
*3*: Common name: Green Taro, cocoyam, taro, aivi, dasheen • Hindi: अरवी Arvi, Ashukachu, कचालू Kachalu • Manipuri: পান Pan • Marathi: आलू aaloo, चेम्पू Chempu, रान आलू Ran aalu • Tamil: Sempu, shamakkilangu • Malayalam: Chempu, Chempakizhanna • Telugu: Chamadumpa, Chamagadda, Chamakura • Kannada: Kesavedantu, Keshavanagadde • Bengali: Kachu, Alti kachu • Oriya: Jongal saaru • Mizo: Bal, Dawl • Sanskrit: Aaluki, Alukam, Alupam, kachchi Botanical name: Colocasia esculenta Family: Araceae (Arum family) Green Taro is a tuberous bulb plant growing 3-5 ft tall.
*4*: The corm is shaped like a top with rough ridges, lumps and spindly roots, and usually weighs around 0.5-1 kg, but occasionally as much as 3.5 kg.
*5*: Identification credit: Navendu Pāgé |Photographed in Uttarakhand.|
*6*: The skin is brown and the flesh is white or pink.
*7*: The large leaves of the plant resemble elephant ears.
*8*: The inflorescence, which is rarely produced in cultivated plants, is a pale green spathe and spadix, typical of the arum family.
```
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*: Common name: Green Taro, cocoyam, taro, aivi, dasheen \u2022 Hindi: \u0905\u0930\u0935\u0940 Arvi, Ashukachu, \u0915\u091a\u093e\u0932\u0942 Kachalu \u2022 Manipuri: \u09aa\u09be\u09a8 Pan \u2022 Marathi: \u0906\u0932\u0942 aaloo, \u091a\u0947\u092e\u094d\u092a\u0942 Chempu, \u0930\u093e\u0928 \u0906\u0932\u0942 Ran aalu \u2022 Tamil: Sempu, shamakkilangu \u2022 Malayalam: Chempu, Chempakizhanna \u2022 Telugu: Chamadumpa, Chamagadda, Chamakura \u2022 Kannada: Kesavedantu, Keshavanagadde \u2022 Bengali: Kachu, Alti kachu \u2022 Oriya: Jongal saaru \u2022 Mizo: Bal, Dawl \u2022 Sanskrit: Aaluki, Alukam, Alupam, kachchi Botanical name: Colocasia esculenta Family: Araceae (Arum family) Green Taro is a tuberous bulb plant growing 3-5 ft tall.\n*2*: The large leaves of the plant resemble elephant ears.\n*3*: It produces heart shaped leaves 2-3 ft long and 1-2 ft across on 3 ft long stalks that all emerge from an upright tuberous rootstock, technically a corm.\n*4*: The inflorescence, which is rarely produced in cultivated plants, is a pale green spathe and spadix, typical of the arum family.\n*5*: The corm is shaped like a top with rough ridges, lumps and spindly roots, and usually weighs around 0.5-1 kg, but occasionally as much as 3.5 kg.\n*6*: The skin is brown and the flesh is white or pink.\n*7*: Certain kinds of taros produce smaller tubers or \"cormels\" which grow off the sides of the main corm.\n*8*: Identification credit: Navendu P\u0101g\u00e9 |Photographed in Uttarakhand.|", "scrambled": "*1*: It produces heart shaped leaves 2-3 ft long and 1-2 ft across on 3 ft long stalks that all emerge from an upright tuberous rootstock, technically a corm.\n*2*: Certain kinds of taros produce smaller tubers or \"cormels\" which grow off the sides of the main corm.\n*3*: Common name: Green Taro, cocoyam, taro, aivi, dasheen \u2022 Hindi: \u0905\u0930\u0935\u0940 Arvi, Ashukachu, \u0915\u091a\u093e\u0932\u0942 Kachalu \u2022 Manipuri: \u09aa\u09be\u09a8 Pan \u2022 Marathi: \u0906\u0932\u0942 aaloo, \u091a\u0947\u092e\u094d\u092a\u0942 Chempu, \u0930\u093e\u0928 \u0906\u0932\u0942 Ran aalu \u2022 Tamil: Sempu, shamakkilangu \u2022 Malayalam: Chempu, Chempakizhanna \u2022 Telugu: Chamadumpa, Chamagadda, Chamakura \u2022 Kannada: Kesavedantu, Keshavanagadde \u2022 Bengali: Kachu, Alti kachu \u2022 Oriya: Jongal saaru \u2022 Mizo: Bal, Dawl \u2022 Sanskrit: Aaluki, Alukam, Alupam, kachchi Botanical name: Colocasia esculenta Family: Araceae (Arum family) Green Taro is a tuberous bulb plant growing 3-5 ft tall.\n*4*: The corm is shaped like a top with rough ridges, lumps and spindly roots, and usually weighs around 0.5-1 kg, but occasionally as much as 3.5 kg.\n*5*: Identification credit: Navendu P\u0101g\u00e9 |Photographed in Uttarakhand.|\n*6*: The skin is brown and the flesh is white or pink.\n*7*: The large leaves of the plant resemble elephant ears.\n*8*: The inflorescence, which is rarely produced in cultivated plants, is a pale green spathe and spadix, typical of the arum family."}
| 2 |
unscramble_18977
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: At various times, he was severely criticized by the English social establishment for his artistic output -- some considered it profane.
*2*: Handel lived a full and productive life.
*3*: He was an independent and strong-willed individual, and although he was approached several times by royal patrons to become their court composer, Handel was hesitant to professionally "settle down" until he was offered a position commensurate with the status he felt he deserved.
*4*: Handel was the consummate, 18th-century traveler, artiste, and entrepreneur.
*5*: Yet, life wasn't easy for him.
*6*: Born in Halle, Germany, Handel grew up under the watchful eyes of his parents; while his mother nurtured his musical gifts, Handel's father tried to dissuade him from pursuing a dubious occupation.
*7*: Following brief, unsuccessful studies at the local university, Handel traveled to Hamburg and then onto Italy (Florence, Rome, Naples, Venice) where he met important individuals who greatly influenced his musical future, such as the composers/musicians, Arcangelo Corelli and Domenico Scarlatti and numerous royalty (both religious and secular).
*8*: |G.F.
```
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*: |G.F.\n*2*: Handel was the consummate, 18th-century traveler, artiste, and entrepreneur.\n*3*: He was an independent and strong-willed individual, and although he was approached several times by royal patrons to become their court composer, Handel was hesitant to professionally \"settle down\" until he was offered a position commensurate with the status he felt he deserved.\n*4*: Born in Halle, Germany, Handel grew up under the watchful eyes of his parents; while his mother nurtured his musical gifts, Handel's father tried to dissuade him from pursuing a dubious occupation.\n*5*: Following brief, unsuccessful studies at the local university, Handel traveled to Hamburg and then onto Italy (Florence, Rome, Naples, Venice) where he met important individuals who greatly influenced his musical future, such as the composers/musicians, Arcangelo Corelli and Domenico Scarlatti and numerous royalty (both religious and secular).\n*6*: Handel lived a full and productive life.\n*7*: Yet, life wasn't easy for him.\n*8*: At various times, he was severely criticized by the English social establishment for his artistic output -- some considered it profane.", "scrambled": "*1*: At various times, he was severely criticized by the English social establishment for his artistic output -- some considered it profane.\n*2*: Handel lived a full and productive life.\n*3*: He was an independent and strong-willed individual, and although he was approached several times by royal patrons to become their court composer, Handel was hesitant to professionally \"settle down\" until he was offered a position commensurate with the status he felt he deserved.\n*4*: Handel was the consummate, 18th-century traveler, artiste, and entrepreneur.\n*5*: Yet, life wasn't easy for him.\n*6*: Born in Halle, Germany, Handel grew up under the watchful eyes of his parents; while his mother nurtured his musical gifts, Handel's father tried to dissuade him from pursuing a dubious occupation.\n*7*: Following brief, unsuccessful studies at the local university, Handel traveled to Hamburg and then onto Italy (Florence, Rome, Naples, Venice) where he met important individuals who greatly influenced his musical future, such as the composers/musicians, Arcangelo Corelli and Domenico Scarlatti and numerous royalty (both religious and secular).\n*8*: |G.F."}
| 2 |
unscramble_44891
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: IN 1934 Adolf Hitler is photographed fondly stroking a young girl identified as an Eva, to whom photographer Heinrich Hoffmann later sends the picture with Edelweiss attached.
*2*: Smiling behind Hitler stands Deputy Führer Rudolf Hess.
*3*: The original Hoffmann presentation folder haas a silk paper insert to protect the photograph. (Click the signature-area for enlargement of same).
*4*: Hitler's handwritten dedication reads: "Meiner lieben und braven Eva, herzliche Glückwünsche Adolf Hitler".
```
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 1934 Adolf Hitler is photographed fondly stroking a young girl identified as an Eva, to whom photographer Heinrich Hoffmann later sends the picture with Edelweiss attached.\n*2*: The original Hoffmann presentation folder haas a silk paper insert to protect the photograph. (Click the signature-area for enlargement of same).\n*3*: Hitler's handwritten dedication reads: \"Meiner lieben und braven Eva, herzliche Gl\u00fcckw\u00fcnsche Adolf Hitler\".\n*4*: Smiling behind Hitler stands Deputy F\u00fchrer Rudolf Hess.", "scrambled": "*1*: IN 1934 Adolf Hitler is photographed fondly stroking a young girl identified as an Eva, to whom photographer Heinrich Hoffmann later sends the picture with Edelweiss attached.\n*2*: Smiling behind Hitler stands Deputy F\u00fchrer Rudolf Hess.\n*3*: The original Hoffmann presentation folder haas a silk paper insert to protect the photograph. (Click the signature-area for enlargement of same).\n*4*: Hitler's handwritten dedication reads: \"Meiner lieben und braven Eva, herzliche Gl\u00fcckw\u00fcnsche Adolf Hitler\"."}
| 2 |
unscramble_14641
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: 1) Divorce: abandonment is grounds for divorce in most states.
*2*: State landlord-tenant laws typically regulate how the landlord may deal with abandoned property left behind by the tenant.
*3*: Definition provided by Nolo’s Plain-English Law Dictionary.
*4*: Grounds arise when one spouse physically leaves the other with no intent on returning.
*5*: August 19, 2010, 5:10 pm
*6*: To abandon a child or spouse means to have no contact and give no support for an extended period of time.
*7*: Usually, the minimum time allowed to claim abandonment is one year, but it changes from state to state.
*8*: The word is often used when a tenant has left his or her rental unit and the property inside and does not intend to come back.
*9*: Definition from Nolo’s Plain-English Law Dictionary To intentionally and permanently give up, surrender, leave, desert, or relinquish all interest, obligations, or ownership in a house, apartment, or other property (such as a patent), a right of way, or a spouse or children.
*10*: Some states also recognize constructive abandonment where one spouse refuses to financially support the other and/or engage in sexual intercourse without good reason.
```
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*: 1) Divorce: abandonment is grounds for divorce in most states.\n*2*: Grounds arise when one spouse physically leaves the other with no intent on returning.\n*3*: Usually, the minimum time allowed to claim abandonment is one year, but it changes from state to state.\n*4*: Some states also recognize constructive abandonment where one spouse refuses to financially support the other and/or engage in sexual intercourse without good reason.\n*5*: Definition from Nolo\u2019s Plain-English Law Dictionary To intentionally and permanently give up, surrender, leave, desert, or relinquish all interest, obligations, or ownership in a house, apartment, or other property (such as a patent), a right of way, or a spouse or children.\n*6*: The word is often used when a tenant has left his or her rental unit and the property inside and does not intend to come back.\n*7*: State landlord-tenant laws typically regulate how the landlord may deal with abandoned property left behind by the tenant.\n*8*: To abandon a child or spouse means to have no contact and give no support for an extended period of time.\n*9*: Definition provided by Nolo\u2019s Plain-English Law Dictionary.\n*10*: August 19, 2010, 5:10 pm", "scrambled": "*1*: 1) Divorce: abandonment is grounds for divorce in most states.\n*2*: State landlord-tenant laws typically regulate how the landlord may deal with abandoned property left behind by the tenant.\n*3*: Definition provided by Nolo\u2019s Plain-English Law Dictionary.\n*4*: Grounds arise when one spouse physically leaves the other with no intent on returning.\n*5*: August 19, 2010, 5:10 pm\n*6*: To abandon a child or spouse means to have no contact and give no support for an extended period of time.\n*7*: Usually, the minimum time allowed to claim abandonment is one year, but it changes from state to state.\n*8*: The word is often used when a tenant has left his or her rental unit and the property inside and does not intend to come back.\n*9*: Definition from Nolo\u2019s Plain-English Law Dictionary To intentionally and permanently give up, surrender, leave, desert, or relinquish all interest, obligations, or ownership in a house, apartment, or other property (such as a patent), a right of way, or a spouse or children.\n*10*: Some states also recognize constructive abandonment where one spouse refuses to financially support the other and/or engage in sexual intercourse without good reason."}
| 2 |
unscramble_156317
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Champney began his career as a lithographer and, on the advice of the established artist Washington Allston, traveled to Paris to study painting in 1841.
*2*: His paintings, which combined his panoramic technique with an interest in nature’s detail, proved extremely popular and were often reproduced by lithographic artists.
*3*: He turned his focus to landscape painting in 1850 and spent the following summers sketching in North Conway, New Hampshire.
*4*: When he returned to the United States he became famous for his panoramas of Europe, which he exhibited throughout Boston and New York.
*5*: Champney also taught classes in North Conway and was so influential in bringing other artists to the region that he became known as the “dean” of the White Mountain School.
*6*: He helped to found the Boston Art Club in 1854 and exhibited at the National Academy of Design, the Boston Athenaeum, the American Art Union, the Pennsylvania Academy of the Fine Arts, and the Paris Salon.
*7*: As one of the leaders of the White Mountain School, Benjamin Champney brought the techniques of the Hudson River School to the woods and mountains of New Hampshire.
*8*: The New Hampshire Historical Society held a retrospective of his work in 1997; his paintings can also be seen at the Museum of Fine Arts, Boston, the Butler Institute of American Art, the Georgia Museum of Art, the Yale University Art Gallery, and the Fogg Art Museum at Harvard University. |Browse by category| |Works Under $20,000| |Tonalism||Hudson River School|
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: As one of the leaders of the White Mountain School, Benjamin Champney brought the techniques of the Hudson River School to the woods and mountains of New Hampshire.\n*2*: Champney began his career as a lithographer and, on the advice of the established artist Washington Allston, traveled to Paris to study painting in 1841.\n*3*: When he returned to the United States he became famous for his panoramas of Europe, which he exhibited throughout Boston and New York.\n*4*: He turned his focus to landscape painting in 1850 and spent the following summers sketching in North Conway, New Hampshire.\n*5*: His paintings, which combined his panoramic technique with an interest in nature\u2019s detail, proved extremely popular and were often reproduced by lithographic artists.\n*6*: Champney also taught classes in North Conway and was so influential in bringing other artists to the region that he became known as the \u201cdean\u201d of the White Mountain School.\n*7*: He helped to found the Boston Art Club in 1854 and exhibited at the National Academy of Design, the Boston Athenaeum, the American Art Union, the Pennsylvania Academy of the Fine Arts, and the Paris Salon.\n*8*: The New Hampshire Historical Society held a retrospective of his work in 1997; his paintings can also be seen at the Museum of Fine Arts, Boston, the Butler Institute of American Art, the Georgia Museum of Art, the Yale University Art Gallery, and the Fogg Art Museum at Harvard University. |Browse by category| |Works Under $20,000| |Tonalism||Hudson River School|", "scrambled": "*1*: Champney began his career as a lithographer and, on the advice of the established artist Washington Allston, traveled to Paris to study painting in 1841.\n*2*: His paintings, which combined his panoramic technique with an interest in nature\u2019s detail, proved extremely popular and were often reproduced by lithographic artists.\n*3*: He turned his focus to landscape painting in 1850 and spent the following summers sketching in North Conway, New Hampshire.\n*4*: When he returned to the United States he became famous for his panoramas of Europe, which he exhibited throughout Boston and New York.\n*5*: Champney also taught classes in North Conway and was so influential in bringing other artists to the region that he became known as the \u201cdean\u201d of the White Mountain School.\n*6*: He helped to found the Boston Art Club in 1854 and exhibited at the National Academy of Design, the Boston Athenaeum, the American Art Union, the Pennsylvania Academy of the Fine Arts, and the Paris Salon.\n*7*: As one of the leaders of the White Mountain School, Benjamin Champney brought the techniques of the Hudson River School to the woods and mountains of New Hampshire.\n*8*: The New Hampshire Historical Society held a retrospective of his work in 1997; his paintings can also be seen at the Museum of Fine Arts, Boston, the Butler Institute of American Art, the Georgia Museum of Art, the Yale University Art Gallery, and the Fogg Art Museum at Harvard University. |Browse by category| |Works Under $20,000| |Tonalism||Hudson River School|"}
| 2 |
unscramble_41897
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: According to the ICOM Statutes, adopted during the 21st General Conference in Vienna, Austria, in 2007: A museum is a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education, study and enjoyment.
*2*: It establishes the values and principles shared by ICOM and the international museum community.
*3*: To become an ICOM member you must: The people or institutions –including the staff- who sell cultural goods (objects, natural and scientific specimens) can’t become members.
*4*: To a wider extent, this restriction applies to any person or institution that carries out activities that might lead to a conflict of interest with ICOM’s activity.
*5*: Ethics and museum professionals’ exemplary practices are essential for ICOM.
*6*: By joining ICOM, each member commits to respect this code.
*7*: This definition is a reference in the international community.
*8*: It is a reference tool translated to 36 languages and it sets minimum standards of professional practice and performance for museums and their staff.
*9*: ICOM Code of Ethics for museums was adopted in 1986 and revised in 2004.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Ethics and museum professionals\u2019 exemplary practices are essential for ICOM.\n*2*: ICOM Code of Ethics for museums was adopted in 1986 and revised in 2004.\n*3*: It establishes the values and principles shared by ICOM and the international museum community.\n*4*: It is a reference tool translated to 36 languages and it sets minimum standards of professional practice and performance for museums and their staff.\n*5*: By joining ICOM, each member commits to respect this code.\n*6*: According to the ICOM Statutes, adopted during the 21st General Conference in Vienna, Austria, in 2007: A museum is a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education, study and enjoyment.\n*7*: This definition is a reference in the international community.\n*8*: To become an ICOM member you must: The people or institutions \u2013including the staff- who sell cultural goods (objects, natural and scientific specimens) can\u2019t become members.\n*9*: To a wider extent, this restriction applies to any person or institution that carries out activities that might lead to a conflict of interest with ICOM\u2019s activity.", "scrambled": "*1*: According to the ICOM Statutes, adopted during the 21st General Conference in Vienna, Austria, in 2007: A museum is a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education, study and enjoyment.\n*2*: It establishes the values and principles shared by ICOM and the international museum community.\n*3*: To become an ICOM member you must: The people or institutions \u2013including the staff- who sell cultural goods (objects, natural and scientific specimens) can\u2019t become members.\n*4*: To a wider extent, this restriction applies to any person or institution that carries out activities that might lead to a conflict of interest with ICOM\u2019s activity.\n*5*: Ethics and museum professionals\u2019 exemplary practices are essential for ICOM.\n*6*: By joining ICOM, each member commits to respect this code.\n*7*: This definition is a reference in the international community.\n*8*: It is a reference tool translated to 36 languages and it sets minimum standards of professional practice and performance for museums and their staff.\n*9*: ICOM Code of Ethics for museums was adopted in 1986 and revised in 2004."}
| 2 |
unscramble_144483
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Peach leaf curl, peach tree borer, and curculio can be a problem.
*2*: |Most adaptable of all fruit trees for home gardens.
*3*: When planting, they should be spaced to allow a spread of 20 to 25 feet.
*4*: Nectarines, like peaches, require well-drained soil and a regular fertilizing program.
*5*: At 3 to 4 years of age, they begin to bear large crops and reach peak productivity at 8 to 12 years.
*6*: To maintain size and encourage new growth, heavy pruning 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*: |Most adaptable of all fruit trees for home gardens.\n*2*: When planting, they should be spaced to allow a spread of 20 to 25 feet.\n*3*: At 3 to 4 years of age, they begin to bear large crops and reach peak productivity at 8 to 12 years.\n*4*: To maintain size and encourage new growth, heavy pruning is needed.\n*5*: Nectarines, like peaches, require well-drained soil and a regular fertilizing program.\n*6*: Peach leaf curl, peach tree borer, and curculio can be a problem.", "scrambled": "*1*: Peach leaf curl, peach tree borer, and curculio can be a problem.\n*2*: |Most adaptable of all fruit trees for home gardens.\n*3*: When planting, they should be spaced to allow a spread of 20 to 25 feet.\n*4*: Nectarines, like peaches, require well-drained soil and a regular fertilizing program.\n*5*: At 3 to 4 years of age, they begin to bear large crops and reach peak productivity at 8 to 12 years.\n*6*: To maintain size and encourage new growth, heavy pruning is needed."}
| 2 |
unscramble_36786
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: They are second only to the Indo-European languages in terms of their number of speakers.
*2*: (redirected from Category.Sino-Tibetan) On this page... (hide) The Sino-Tibetan languages form a hypothetical language family composed of, at least, the Chinese and the Tibeto-Burman languages, including some 400 languages of East Asia.
*3*: Sino-Tibetan's relationship with other families have been suggested, such as the "Sino-Caucasian" hypothesis by Sergei Starostin, which finds the Yeniseian languages and the Caucasian languages to form a clade with Sino-Tibetan languages.
*4*: The Sino-Caucasian hypothesis has been expanded by other workers to the "Dené-Caucasian" hypothesis, which also includes Burushaski, Basque, and at least the Na-Dené languages of North America. - Chinese (14) - Tibeto-Burman (389) This map shows the geographic distribution of Sino-Tibetan languages
```
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*: (redirected from Category.Sino-Tibetan) On this page... (hide) The Sino-Tibetan languages form a hypothetical language family composed of, at least, the Chinese and the Tibeto-Burman languages, including some 400 languages of East Asia.\n*2*: They are second only to the Indo-European languages in terms of their number of speakers.\n*3*: Sino-Tibetan's relationship with other families have been suggested, such as the \"Sino-Caucasian\" hypothesis by Sergei Starostin, which finds the Yeniseian languages and the Caucasian languages to form a clade with Sino-Tibetan languages.\n*4*: The Sino-Caucasian hypothesis has been expanded by other workers to the \"Den\u00e9-Caucasian\" hypothesis, which also includes Burushaski, Basque, and at least the Na-Den\u00e9 languages of North America. - Chinese (14) - Tibeto-Burman (389) This map shows the geographic distribution of Sino-Tibetan languages", "scrambled": "*1*: They are second only to the Indo-European languages in terms of their number of speakers.\n*2*: (redirected from Category.Sino-Tibetan) On this page... (hide) The Sino-Tibetan languages form a hypothetical language family composed of, at least, the Chinese and the Tibeto-Burman languages, including some 400 languages of East Asia.\n*3*: Sino-Tibetan's relationship with other families have been suggested, such as the \"Sino-Caucasian\" hypothesis by Sergei Starostin, which finds the Yeniseian languages and the Caucasian languages to form a clade with Sino-Tibetan languages.\n*4*: The Sino-Caucasian hypothesis has been expanded by other workers to the \"Den\u00e9-Caucasian\" hypothesis, which also includes Burushaski, Basque, and at least the Na-Den\u00e9 languages of North America. - Chinese (14) - Tibeto-Burman (389) This map shows the geographic distribution of Sino-Tibetan languages"}
| 2 |
unscramble_170259
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: June 19, 2006 Carved in an icy mountain, guarded by polar bears.
*2*: The vault will have thick concrete walls, and even if all cooling systems fail, the temperature in the frozen mountain will never rise above freezing due to permafrost, it said.
*3*: Its purpose is to ensure the survival of crop diversity in the event of plant epidemics, nuclear war, natural disasters or climate change, and to offer the world a chance to restart growth of food crops that may have been wiped out....So it will protect us in the event of "climate change," and it will always be frozen "due to permafrost"?
*4*: Norway as Noah.
```
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*: Its purpose is to ensure the survival of crop diversity in the event of plant epidemics, nuclear war, natural disasters or climate change, and to offer the world a chance to restart growth of food crops that may have been wiped out....So it will protect us in the event of \"climate change,\" and it will always be frozen \"due to permafrost\"?\n*2*: The vault will have thick concrete walls, and even if all cooling systems fail, the temperature in the frozen mountain will never rise above freezing due to permafrost, it said.\n*3*: June 19, 2006 Carved in an icy mountain, guarded by polar bears.\n*4*: Norway as Noah.", "scrambled": "*1*: June 19, 2006 Carved in an icy mountain, guarded by polar bears.\n*2*: The vault will have thick concrete walls, and even if all cooling systems fail, the temperature in the frozen mountain will never rise above freezing due to permafrost, it said.\n*3*: Its purpose is to ensure the survival of crop diversity in the event of plant epidemics, nuclear war, natural disasters or climate change, and to offer the world a chance to restart growth of food crops that may have been wiped out....So it will protect us in the event of \"climate change,\" and it will always be frozen \"due to permafrost\"?\n*4*: Norway as Noah."}
| 2 |
unscramble_51082
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Aside from the rapid and immediate mortality of marine life, the loss of herbivorous fish also sets the stage for seaweeds to potentially overwhelm the coral reefs and disrupt the delicate ecological balance in which they exist, according to scientists from Oregon State University.
*2*: CORVALLIS, Ore.
*3*: These fish eat many other species and they seem to eat constantly." Findings of the new research will be published soon in Marine Ecology Progress Series.
*4*: The lead author is Mark Albins, a doctoral student working with Hixon. |Contact: Mark Hixon| Oregon State University
*5*: They have since spread across much of the Caribbean Sea and north along the United States coast as far as Rhode Island. "This is a new and voracious predator on these coral reefs and it's undergoing a population explosion," Hixon said. "The threats to coral reefs all over the world were already extreme, and they now have to deal with this alien predator in the Atlantic.
*6*: It is believed that the first lionfish a beautiful fish with dramatic coloring and large, spiny fins were introduced into marine waters off Florida in the early 1990s from local aquariums or fish hobbyists.
*7*: The invasion of predatory lionfish in the Caribbean region poses yet another major threat there to coral reef ecosystems a new study has found that within a short period after the entry of lionfish into an area, the survival of other reef fishes is slashed by about 80 percent.
*8*: Following on the heels of overfishing, sediment depositions, nitrate pollution in some areas, coral bleaching caused by global warming, and increasing ocean acidity caused by carbon emissions, the lionfish invasion is a serious concern, said Mark Hixon, an OSU professor of zoology and expert on coral reef ecology.
*9*: The study is the first to quantify the severity of the crisis posed by this invasive species, which is native to the tropical Pacific and Indian Ocean and has few natural enemies to help control it in the Atlantic Ocean.
```
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*: CORVALLIS, Ore.\n*2*: The invasion of predatory lionfish in the Caribbean region poses yet another major threat there to coral reef ecosystems a new study has found that within a short period after the entry of lionfish into an area, the survival of other reef fishes is slashed by about 80 percent.\n*3*: Aside from the rapid and immediate mortality of marine life, the loss of herbivorous fish also sets the stage for seaweeds to potentially overwhelm the coral reefs and disrupt the delicate ecological balance in which they exist, according to scientists from Oregon State University.\n*4*: Following on the heels of overfishing, sediment depositions, nitrate pollution in some areas, coral bleaching caused by global warming, and increasing ocean acidity caused by carbon emissions, the lionfish invasion is a serious concern, said Mark Hixon, an OSU professor of zoology and expert on coral reef ecology.\n*5*: The study is the first to quantify the severity of the crisis posed by this invasive species, which is native to the tropical Pacific and Indian Ocean and has few natural enemies to help control it in the Atlantic Ocean.\n*6*: It is believed that the first lionfish a beautiful fish with dramatic coloring and large, spiny fins were introduced into marine waters off Florida in the early 1990s from local aquariums or fish hobbyists.\n*7*: They have since spread across much of the Caribbean Sea and north along the United States coast as far as Rhode Island. \"This is a new and voracious predator on these coral reefs and it's undergoing a population explosion,\" Hixon said. \"The threats to coral reefs all over the world were already extreme, and they now have to deal with this alien predator in the Atlantic.\n*8*: These fish eat many other species and they seem to eat constantly.\" Findings of the new research will be published soon in Marine Ecology Progress Series.\n*9*: The lead author is Mark Albins, a doctoral student working with Hixon. |Contact: Mark Hixon| Oregon State University", "scrambled": "*1*: Aside from the rapid and immediate mortality of marine life, the loss of herbivorous fish also sets the stage for seaweeds to potentially overwhelm the coral reefs and disrupt the delicate ecological balance in which they exist, according to scientists from Oregon State University.\n*2*: CORVALLIS, Ore.\n*3*: These fish eat many other species and they seem to eat constantly.\" Findings of the new research will be published soon in Marine Ecology Progress Series.\n*4*: The lead author is Mark Albins, a doctoral student working with Hixon. |Contact: Mark Hixon| Oregon State University\n*5*: They have since spread across much of the Caribbean Sea and north along the United States coast as far as Rhode Island. \"This is a new and voracious predator on these coral reefs and it's undergoing a population explosion,\" Hixon said. \"The threats to coral reefs all over the world were already extreme, and they now have to deal with this alien predator in the Atlantic.\n*6*: It is believed that the first lionfish a beautiful fish with dramatic coloring and large, spiny fins were introduced into marine waters off Florida in the early 1990s from local aquariums or fish hobbyists.\n*7*: The invasion of predatory lionfish in the Caribbean region poses yet another major threat there to coral reef ecosystems a new study has found that within a short period after the entry of lionfish into an area, the survival of other reef fishes is slashed by about 80 percent.\n*8*: Following on the heels of overfishing, sediment depositions, nitrate pollution in some areas, coral bleaching caused by global warming, and increasing ocean acidity caused by carbon emissions, the lionfish invasion is a serious concern, said Mark Hixon, an OSU professor of zoology and expert on coral reef ecology.\n*9*: The study is the first to quantify the severity of the crisis posed by this invasive species, which is native to the tropical Pacific and Indian Ocean and has few natural enemies to help control it in the Atlantic Ocean."}
| 2 |
unscramble_105066
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A lot of people in Luxembourg speak the language.
*2*: See the Luxembourgish language edition.|
*3*: Luxembourgish is a West Germanic language.
*4*: It is quite similar to German and French.
*5*: From Wikipedia, the free encyclopedia |Native to||Luxembourg, Belgium, France, Germany| |Native speakers||320,000 (1998)| |Writing system||Latin (Luxembourgish alphabet) |Official language in||Luxembourg| |Recognised minority language in||Belgium (recognised by the (French Community of Belgium)| |Regulated by||Conseil Permanent de la Langue Luxembourgeoise (CPLL)| Area where Luxembourgisch (hatched) and related Moselle Franconian is spoken.
*6*: Other websites [change] |This language has its own Wikipedia project.
*7*: Outside Luxembourg, not many people speak it, and inside Luxembourg many people speak other languages, too.
```
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 Wikipedia, the free encyclopedia |Native to||Luxembourg, Belgium, France, Germany| |Native speakers||320,000 (1998)| |Writing system||Latin (Luxembourgish alphabet) |Official language in||Luxembourg| |Recognised minority language in||Belgium (recognised by the (French Community of Belgium)| |Regulated by||Conseil Permanent de la Langue Luxembourgeoise (CPLL)| Area where Luxembourgisch (hatched) and related Moselle Franconian is spoken.\n*2*: Luxembourgish is a West Germanic language.\n*3*: A lot of people in Luxembourg speak the language.\n*4*: It is quite similar to German and French.\n*5*: Outside Luxembourg, not many people speak it, and inside Luxembourg many people speak other languages, too.\n*6*: Other websites [change] |This language has its own Wikipedia project.\n*7*: See the Luxembourgish language edition.|", "scrambled": "*1*: A lot of people in Luxembourg speak the language.\n*2*: See the Luxembourgish language edition.|\n*3*: Luxembourgish is a West Germanic language.\n*4*: It is quite similar to German and French.\n*5*: From Wikipedia, the free encyclopedia |Native to||Luxembourg, Belgium, France, Germany| |Native speakers||320,000 (1998)| |Writing system||Latin (Luxembourgish alphabet) |Official language in||Luxembourg| |Recognised minority language in||Belgium (recognised by the (French Community of Belgium)| |Regulated by||Conseil Permanent de la Langue Luxembourgeoise (CPLL)| Area where Luxembourgisch (hatched) and related Moselle Franconian is spoken.\n*6*: Other websites [change] |This language has its own Wikipedia project.\n*7*: Outside Luxembourg, not many people speak it, and inside Luxembourg many people speak other languages, too."}
| 2 |
unscramble_211001
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: When you `go the whole hog’, you do something thoroughly; you do not compromise in any way.
*2*: According to one theory, the `hog’ in the idiom doesn’t refer to a pig, but to money.
*3*: The expression became popular in the United States when Andrew Jackson ran for President in 1828.
*4*: In the 18th Century, the word `hog’ was a slang term for `shilling’.
*5*: It has the same meaning as `go all the way’.
*6*: So when you went the whole hog, you spent the entire shilling at once.
*7*: This gave rise to the expression `whole hogger’ to mean someone who would see a matter through, come what may!
*8*: This is an expression mostly used in informal contexts.
*9*: Americans tend to say `go whole hog’. *When the mechanic told me how much it would cost to repair the old car, I decided to go whole hog and buy a new one instead. *Gayathri went the whole hog and bought matching slippers and earrings to go with her new dress.
```
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 is an expression mostly used in informal contexts.\n*2*: When you `go the whole hog\u2019, you do something thoroughly; you do not compromise in any way.\n*3*: It has the same meaning as `go all the way\u2019.\n*4*: Americans tend to say `go whole hog\u2019. *When the mechanic told me how much it would cost to repair the old car, I decided to go whole hog and buy a new one instead. *Gayathri went the whole hog and bought matching slippers and earrings to go with her new dress.\n*5*: According to one theory, the `hog\u2019 in the idiom doesn\u2019t refer to a pig, but to money.\n*6*: In the 18th Century, the word `hog\u2019 was a slang term for `shilling\u2019.\n*7*: So when you went the whole hog, you spent the entire shilling at once.\n*8*: The expression became popular in the United States when Andrew Jackson ran for President in 1828.\n*9*: This gave rise to the expression `whole hogger\u2019 to mean someone who would see a matter through, come what may!", "scrambled": "*1*: When you `go the whole hog\u2019, you do something thoroughly; you do not compromise in any way.\n*2*: According to one theory, the `hog\u2019 in the idiom doesn\u2019t refer to a pig, but to money.\n*3*: The expression became popular in the United States when Andrew Jackson ran for President in 1828.\n*4*: In the 18th Century, the word `hog\u2019 was a slang term for `shilling\u2019.\n*5*: It has the same meaning as `go all the way\u2019.\n*6*: So when you went the whole hog, you spent the entire shilling at once.\n*7*: This gave rise to the expression `whole hogger\u2019 to mean someone who would see a matter through, come what may!\n*8*: This is an expression mostly used in informal contexts.\n*9*: Americans tend to say `go whole hog\u2019. *When the mechanic told me how much it would cost to repair the old car, I decided to go whole hog and buy a new one instead. *Gayathri went the whole hog and bought matching slippers and earrings to go with her new dress."}
| 2 |
unscramble_131563
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: For example, at least 1 million older adults a year in the U.S. get shingles, an extremely painful skin rash, yet fewer than 10 percent of people over 60 -- the recommended age for the shot -- have been vaccinated against it, research indicates.
*2*: But that's not the only vaccine that grown-ups are unaware they need -- nearly half of the adults in the U.S. don't know which shots the government recommends for their age group, according to a new survey by Walgreens.
*3*: The recommended immunizations for adults (over age 18) include: Influenza -- all adults, every year Tetanus, diphtheria, pertussis (TdTdap) -- booster vaccine every 10 years Zoster (Shingles) -- age 60 and over, 1 dose Pneumonia -- over 65, 1 dose Source: Centers for Disease Control and Prevention
*4*: NBC's Erika Edwards reports.
*5*: By Erin Sykes A big reason for the alarming rise in whooping cough cases across the country is because too few adults are getting their pertussis booster shots, doctors say.
*6*: Nearly half of adults in the U.S. are unaware of government-recommended vaccines for their age group, according to a new survey by Walgreens, and government research shows more than 40,000 adults die each year from vaccine-preventable illnesses.
*7*: The low vaccination rate for grown-ups is a serious problem, because more than 40,000 adults die each year from vaccine-preventable illnesses, government research shows.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: By Erin Sykes A big reason for the alarming rise in whooping cough cases across the country is because too few adults are getting their pertussis booster shots, doctors say.\n*2*: But that's not the only vaccine that grown-ups are unaware they need -- nearly half of the adults in the U.S. don't know which shots the government recommends for their age group, according to a new survey by Walgreens.\n*3*: For example, at least 1 million older adults a year in the U.S. get shingles, an extremely painful skin rash, yet fewer than 10 percent of people over 60 -- the recommended age for the shot -- have been vaccinated against it, research indicates.\n*4*: The low vaccination rate for grown-ups is a serious problem, because more than 40,000 adults die each year from vaccine-preventable illnesses, government research shows.\n*5*: Nearly half of adults in the U.S. are unaware of government-recommended vaccines for their age group, according to a new survey by Walgreens, and government research shows more than 40,000 adults die each year from vaccine-preventable illnesses.\n*6*: NBC's Erika Edwards reports.\n*7*: The recommended immunizations for adults (over age 18) include: Influenza -- all adults, every year Tetanus, diphtheria, pertussis (TdTdap) -- booster vaccine every 10 years Zoster (Shingles) -- age 60 and over, 1 dose Pneumonia -- over 65, 1 dose Source: Centers for Disease Control and Prevention", "scrambled": "*1*: For example, at least 1 million older adults a year in the U.S. get shingles, an extremely painful skin rash, yet fewer than 10 percent of people over 60 -- the recommended age for the shot -- have been vaccinated against it, research indicates.\n*2*: But that's not the only vaccine that grown-ups are unaware they need -- nearly half of the adults in the U.S. don't know which shots the government recommends for their age group, according to a new survey by Walgreens.\n*3*: The recommended immunizations for adults (over age 18) include: Influenza -- all adults, every year Tetanus, diphtheria, pertussis (TdTdap) -- booster vaccine every 10 years Zoster (Shingles) -- age 60 and over, 1 dose Pneumonia -- over 65, 1 dose Source: Centers for Disease Control and Prevention\n*4*: NBC's Erika Edwards reports.\n*5*: By Erin Sykes A big reason for the alarming rise in whooping cough cases across the country is because too few adults are getting their pertussis booster shots, doctors say.\n*6*: Nearly half of adults in the U.S. are unaware of government-recommended vaccines for their age group, according to a new survey by Walgreens, and government research shows more than 40,000 adults die each year from vaccine-preventable illnesses.\n*7*: The low vaccination rate for grown-ups is a serious problem, because more than 40,000 adults die each year from vaccine-preventable illnesses, government research shows."}
| 2 |
unscramble_139764
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The transport sector is the third largest emitter of greenhouse gases in Australia behind energy generation and agriculture.
*2*: At the same time, Australia has large natural gas resources with the potential to provide a cleaner source of fuel.
*3*: To ensure long term security for our nation’s fuel supply, CSIRO is researching a number of complementary technologies for alternative routes to fuel production and powering transport that could lead the way to a sustainable future for road, rail, air and water transport.
*4*: As fuel prices rise, so too are the environmental impacts of powering our transport.
*5*: Transport is essential to the strength of Australia’s economy and way of life, however domestic and international oil supplies are becoming increasingly constrained.
```
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*: Transport is essential to the strength of Australia\u2019s economy and way of life, however domestic and international oil supplies are becoming increasingly constrained.\n*2*: At the same time, Australia has large natural gas resources with the potential to provide a cleaner source of fuel.\n*3*: As fuel prices rise, so too are the environmental impacts of powering our transport.\n*4*: The transport sector is the third largest emitter of greenhouse gases in Australia behind energy generation and agriculture.\n*5*: To ensure long term security for our nation\u2019s fuel supply, CSIRO is researching a number of complementary technologies for alternative routes to fuel production and powering transport that could lead the way to a sustainable future for road, rail, air and water transport.", "scrambled": "*1*: The transport sector is the third largest emitter of greenhouse gases in Australia behind energy generation and agriculture.\n*2*: At the same time, Australia has large natural gas resources with the potential to provide a cleaner source of fuel.\n*3*: To ensure long term security for our nation\u2019s fuel supply, CSIRO is researching a number of complementary technologies for alternative routes to fuel production and powering transport that could lead the way to a sustainable future for road, rail, air and water transport.\n*4*: As fuel prices rise, so too are the environmental impacts of powering our transport.\n*5*: Transport is essential to the strength of Australia\u2019s economy and way of life, however domestic and international oil supplies are becoming increasingly constrained."}
| 2 |
unscramble_4664
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Some of the Museum's most popular artifacts, such as the Star-Spangled Banner and the gowns of the first ladies, have an obvious textile connection.
*2*: A model of Eli Whitney's cotton gin, made by the inventor in the early 1800s, shows the workings of a machine that helped make cotton plantations profitable in the South and encouraged the spread of slavery.
*3*: Shawls, coverlets, samplers, laces, linens, synthetics, and other fabrics are part of the first group, along with the 400 quilts in the National Quilt Collection.
*4*: Textiles - Overview The 50,000 objects in the textile collections fall into two main categories: raw fibers, yarns, and fabrics, and machines, tools, and other textile technology.
*5*: The machinery and tools include spinning wheels, sewing machines, thimbles, needlework tools, looms, and an invention that changed the course of American agriculture and society.
```
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*: Textiles - Overview The 50,000 objects in the textile collections fall into two main categories: raw fibers, yarns, and fabrics, and machines, tools, and other textile technology.\n*2*: Shawls, coverlets, samplers, laces, linens, synthetics, and other fabrics are part of the first group, along with the 400 quilts in the National Quilt Collection.\n*3*: Some of the Museum's most popular artifacts, such as the Star-Spangled Banner and the gowns of the first ladies, have an obvious textile connection.\n*4*: The machinery and tools include spinning wheels, sewing machines, thimbles, needlework tools, looms, and an invention that changed the course of American agriculture and society.\n*5*: A model of Eli Whitney's cotton gin, made by the inventor in the early 1800s, shows the workings of a machine that helped make cotton plantations profitable in the South and encouraged the spread of slavery.", "scrambled": "*1*: Some of the Museum's most popular artifacts, such as the Star-Spangled Banner and the gowns of the first ladies, have an obvious textile connection.\n*2*: A model of Eli Whitney's cotton gin, made by the inventor in the early 1800s, shows the workings of a machine that helped make cotton plantations profitable in the South and encouraged the spread of slavery.\n*3*: Shawls, coverlets, samplers, laces, linens, synthetics, and other fabrics are part of the first group, along with the 400 quilts in the National Quilt Collection.\n*4*: Textiles - Overview The 50,000 objects in the textile collections fall into two main categories: raw fibers, yarns, and fabrics, and machines, tools, and other textile technology.\n*5*: The machinery and tools include spinning wheels, sewing machines, thimbles, needlework tools, looms, and an invention that changed the course of American agriculture and society."}
| 2 |
unscramble_50892
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Among them, there is a difference between quantity and quality of education, since, even with a possible increase in continuous education; it may not reflect a sufficient quality to boost productivity and economic progress and social aspects of population.
*2*: Interações (Campo Grande) [online]. 2010, vol.11, n.2, pp. 137-148.
*3*: Interações (Campo Grande) Print version ISSN 1518-7012 VIANA, Giomar and LIMA, Jandir Ferrera de.
*4*: Besides the analysis of the possible benefits that education brings to the economic system and society as a whole, there are any restrictions or conditions that may inhibit their full performance.
*5*: Keywords : Human capital; Economic development; Education.
*6*: The human capital theory and the economic growth.
*7*: ISSN 1518-7012. http://dx.doi.org/10.1590/S1518-70122010000200003.
*8*: This paper reviews the literature and discusses the main elements of human capital theory, especially its influence on economic growth.
*9*: For the human capital theory, the education makes people more productive increasing their salaries and influence on economic progress.
```
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*: Intera\u00e7\u00f5es (Campo Grande) Print version ISSN 1518-7012 VIANA, Giomar and LIMA, Jandir Ferrera de.\n*2*: The human capital theory and the economic growth.\n*3*: Intera\u00e7\u00f5es (Campo Grande) [online]. 2010, vol.11, n.2, pp. 137-148.\n*4*: ISSN 1518-7012. http://dx.doi.org/10.1590/S1518-70122010000200003.\n*5*: This paper reviews the literature and discusses the main elements of human capital theory, especially its influence on economic growth.\n*6*: For the human capital theory, the education makes people more productive increasing their salaries and influence on economic progress.\n*7*: Besides the analysis of the possible benefits that education brings to the economic system and society as a whole, there are any restrictions or conditions that may inhibit their full performance.\n*8*: Among them, there is a difference between quantity and quality of education, since, even with a possible increase in continuous education; it may not reflect a sufficient quality to boost productivity and economic progress and social aspects of population.\n*9*: Keywords : Human capital; Economic development; Education.", "scrambled": "*1*: Among them, there is a difference between quantity and quality of education, since, even with a possible increase in continuous education; it may not reflect a sufficient quality to boost productivity and economic progress and social aspects of population.\n*2*: Intera\u00e7\u00f5es (Campo Grande) [online]. 2010, vol.11, n.2, pp. 137-148.\n*3*: Intera\u00e7\u00f5es (Campo Grande) Print version ISSN 1518-7012 VIANA, Giomar and LIMA, Jandir Ferrera de.\n*4*: Besides the analysis of the possible benefits that education brings to the economic system and society as a whole, there are any restrictions or conditions that may inhibit their full performance.\n*5*: Keywords : Human capital; Economic development; Education.\n*6*: The human capital theory and the economic growth.\n*7*: ISSN 1518-7012. http://dx.doi.org/10.1590/S1518-70122010000200003.\n*8*: This paper reviews the literature and discusses the main elements of human capital theory, especially its influence on economic growth.\n*9*: For the human capital theory, the education makes people more productive increasing their salaries and influence on economic progress."}
| 2 |
unscramble_172856
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In Costa Rica they can only be seen in the Carara National Park – Punta Leona area and the Osa Peninsula.
*2*: Artificial nests were built and placed high in trees in an attempt to attract Macaws to lay their eggs on the Punta Leona property; a protected area where poachers would not be able to get to the eggs.
*3*: Scarlet Macaw Conservation ProgramMay 20, 2013 Scarlet Macaws once flourished throughout Central America.
*4*: This past breeding season, several of the artificial nests held chicks
*5*: Unfortunately due primarily to poaching (the practice of taking eggs from nests in order to sell the chicks as “house pets”) they are in danger of extinction.
*6*: At Punta Leona, under the direction of biologist Christopher Vaughn, a program began in 1996 to try to increase the numbers of Scarlet Macaws in the area.
```
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*: Scarlet Macaw Conservation ProgramMay 20, 2013 Scarlet Macaws once flourished throughout Central America.\n*2*: Unfortunately due primarily to poaching (the practice of taking eggs from nests in order to sell the chicks as \u201chouse pets\u201d) they are in danger of extinction.\n*3*: In Costa Rica they can only be seen in the Carara National Park \u2013 Punta Leona area and the Osa Peninsula.\n*4*: At Punta Leona, under the direction of biologist Christopher Vaughn, a program began in 1996 to try to increase the numbers of Scarlet Macaws in the area.\n*5*: Artificial nests were built and placed high in trees in an attempt to attract Macaws to lay their eggs on the Punta Leona property; a protected area where poachers would not be able to get to the eggs.\n*6*: This past breeding season, several of the artificial nests held chicks", "scrambled": "*1*: In Costa Rica they can only be seen in the Carara National Park \u2013 Punta Leona area and the Osa Peninsula.\n*2*: Artificial nests were built and placed high in trees in an attempt to attract Macaws to lay their eggs on the Punta Leona property; a protected area where poachers would not be able to get to the eggs.\n*3*: Scarlet Macaw Conservation ProgramMay 20, 2013 Scarlet Macaws once flourished throughout Central America.\n*4*: This past breeding season, several of the artificial nests held chicks\n*5*: Unfortunately due primarily to poaching (the practice of taking eggs from nests in order to sell the chicks as \u201chouse pets\u201d) they are in danger of extinction.\n*6*: At Punta Leona, under the direction of biologist Christopher Vaughn, a program began in 1996 to try to increase the numbers of Scarlet Macaws in the area."}
| 2 |
unscramble_117748
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The winning team will receive a trophy and a sponsored trip to a wetlands area.
*2*: Environmental societies in China's universities and colleges can apply to take part as teams.
*3*: Deadline: May 18, 2010 State Administration of Forestry World Wildlife Fund Sponsored by Coca Cola
*4*: The organizers will choose 20 teams from among the applicants.
*5*: The nationwide event is aimed at helping people understand the wetland environments neighboring big cities, and enhancing public of the relationship between the wetlands and human beings.
*6*: 2010 is the International Year of Biodiversity and this year's World Wetlands Day has been given the theme of "Wetlands, Biodiversity, and Climate Change." The wetlands, sometimes referred to as the earth's "idneys," are among the world's most diverse and productive natural ecosystems.
*7*: China possesses the world's fourth-largest area of wetland, with 2,276 plant, 3,200 animal, and 1000 fish species.
*8*: They will offer 5,000 yuan for class-A teams who take part in activities in nature reserves, and 3,000 yuan for class-B teams who will visit wetlands near their home cities.
*9*: The theme of the 2010 Wetlands Ambassador Competition is "Map the beauty of the wetlands." College students will go into the wild, observe the wetlands and record on maps the natural scenery, the distribution of animals and plants, and any damage to the 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*: 2010 is the International Year of Biodiversity and this year's World Wetlands Day has been given the theme of \"Wetlands, Biodiversity, and Climate Change.\" The wetlands, sometimes referred to as the earth's \"idneys,\" are among the world's most diverse and productive natural ecosystems.\n*2*: China possesses the world's fourth-largest area of wetland, with 2,276 plant, 3,200 animal, and 1000 fish species.\n*3*: The theme of the 2010 Wetlands Ambassador Competition is \"Map the beauty of the wetlands.\" College students will go into the wild, observe the wetlands and record on maps the natural scenery, the distribution of animals and plants, and any damage to the environment.\n*4*: The nationwide event is aimed at helping people understand the wetland environments neighboring big cities, and enhancing public of the relationship between the wetlands and human beings.\n*5*: Environmental societies in China's universities and colleges can apply to take part as teams.\n*6*: The organizers will choose 20 teams from among the applicants.\n*7*: They will offer 5,000 yuan for class-A teams who take part in activities in nature reserves, and 3,000 yuan for class-B teams who will visit wetlands near their home cities.\n*8*: The winning team will receive a trophy and a sponsored trip to a wetlands area.\n*9*: Deadline: May 18, 2010 State Administration of Forestry World Wildlife Fund Sponsored by Coca Cola", "scrambled": "*1*: The winning team will receive a trophy and a sponsored trip to a wetlands area.\n*2*: Environmental societies in China's universities and colleges can apply to take part as teams.\n*3*: Deadline: May 18, 2010 State Administration of Forestry World Wildlife Fund Sponsored by Coca Cola\n*4*: The organizers will choose 20 teams from among the applicants.\n*5*: The nationwide event is aimed at helping people understand the wetland environments neighboring big cities, and enhancing public of the relationship between the wetlands and human beings.\n*6*: 2010 is the International Year of Biodiversity and this year's World Wetlands Day has been given the theme of \"Wetlands, Biodiversity, and Climate Change.\" The wetlands, sometimes referred to as the earth's \"idneys,\" are among the world's most diverse and productive natural ecosystems.\n*7*: China possesses the world's fourth-largest area of wetland, with 2,276 plant, 3,200 animal, and 1000 fish species.\n*8*: They will offer 5,000 yuan for class-A teams who take part in activities in nature reserves, and 3,000 yuan for class-B teams who will visit wetlands near their home cities.\n*9*: The theme of the 2010 Wetlands Ambassador Competition is \"Map the beauty of the wetlands.\" College students will go into the wild, observe the wetlands and record on maps the natural scenery, the distribution of animals and plants, and any damage to the environment."}
| 2 |
unscramble_92861
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If you are not an AES member and would like to subscribe to the E-Library then Join the AES!
*2*: This paper costs $20 for non-members, $5 for AES members and is free for E-Library subscribers.
*3*: Click to purchase paper or login as an AES member.
*4*: Documents on the Invention of Magnetic Recording in 1878: An Appreciation on the 150th Anniversary of the Inventor's Birth Research into magnetic recording history can trace the invention of this technique back to 1878 (cf. -A Hundred Years of Magnetic Sound Recording-, JAES Vol.36 No.3, 1988).
*5*: Original documents, found only a few months ago, give opportunity for a new evaluation of Smith's work.
*6*: The American Oberlin Smith's disappointment at the unsatisfying results of the first Edison Phonograph encouraged him to his own developments in the field of sound recording.
*7*: If your company or school subscribes to the E-Library then switch to the institutional version.
```
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*: Documents on the Invention of Magnetic Recording in 1878: An Appreciation on the 150th Anniversary of the Inventor's Birth Research into magnetic recording history can trace the invention of this technique back to 1878 (cf. -A Hundred Years of Magnetic Sound Recording-, JAES Vol.36 No.3, 1988).\n*2*: The American Oberlin Smith's disappointment at the unsatisfying results of the first Edison Phonograph encouraged him to his own developments in the field of sound recording.\n*3*: Original documents, found only a few months ago, give opportunity for a new evaluation of Smith's work.\n*4*: Click to purchase paper or login as an AES member.\n*5*: If your company or school subscribes to the E-Library then switch to the institutional version.\n*6*: If you are not an AES member and would like to subscribe to the E-Library then Join the AES!\n*7*: This paper costs $20 for non-members, $5 for AES members and is free for E-Library subscribers.", "scrambled": "*1*: If you are not an AES member and would like to subscribe to the E-Library then Join the AES!\n*2*: This paper costs $20 for non-members, $5 for AES members and is free for E-Library subscribers.\n*3*: Click to purchase paper or login as an AES member.\n*4*: Documents on the Invention of Magnetic Recording in 1878: An Appreciation on the 150th Anniversary of the Inventor's Birth Research into magnetic recording history can trace the invention of this technique back to 1878 (cf. -A Hundred Years of Magnetic Sound Recording-, JAES Vol.36 No.3, 1988).\n*5*: Original documents, found only a few months ago, give opportunity for a new evaluation of Smith's work.\n*6*: The American Oberlin Smith's disappointment at the unsatisfying results of the first Edison Phonograph encouraged him to his own developments in the field of sound recording.\n*7*: If your company or school subscribes to the E-Library then switch to the institutional version."}
| 2 |
unscramble_70111
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Learn by Reading For additional content-area reading, check out the Houghton Mifflin Science eBook: Grade 4, Unit B, pages 38–40.
*2*: They extend the basic food chain in their terrariums by suggesting additional herbivores and carnivores to develop possible food webs.
*3*: Food Chains and Food Webs Students learn how matter and energy flow in a food chain.
*4*: They recognize that producers, herbivores, carnivores, omnivores, and decomposers are part of food chains and food webs.
```
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 Chains and Food Webs Students learn how matter and energy \ufb02ow in a food chain.\n*2*: They recognize that producers, herbivores, carnivores, omnivores, and decomposers are part of food chains and food webs.\n*3*: They extend the basic food chain in their terrariums by suggesting additional herbivores and carnivores to develop possible food webs.\n*4*: Learn by Reading For additional content-area reading, check out the Houghton Mifflin Science eBook: Grade 4, Unit B, pages 38\u201340.", "scrambled": "*1*: Learn by Reading For additional content-area reading, check out the Houghton Mifflin Science eBook: Grade 4, Unit B, pages 38\u201340.\n*2*: They extend the basic food chain in their terrariums by suggesting additional herbivores and carnivores to develop possible food webs.\n*3*: Food Chains and Food Webs Students learn how matter and energy \ufb02ow in a food chain.\n*4*: They recognize that producers, herbivores, carnivores, omnivores, and decomposers are part of food chains and food webs."}
| 2 |
unscramble_27325
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: RSS makes it possible to subscribe to a website's updates instead of visiting it by delivering new posts to your RSS reader automatically.
*2*: What is RSS?
*3*: WFIU Public Radio WTIU Public Television To create a bomb based on nuclear fission, the scientists working on the top secret Manhattan Project had to find fissionable fuel.
*4*: Choose to receive some or all of the updates from A Moment of Science: A Moment of Science is a daily audio podcast, public radio program and video series providing the scientific story behind some of life's most perplexing mysteries.
*5*: Learn More » Copyright © 2013, The Trustees of Indiana University | Copyright Complaints 1229 East Seventh Street, Bloomington, Indiana 47405
*6*: They settled on enriched uranium.
```
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*: WFIU Public Radio WTIU Public Television To create a bomb based on nuclear fission, the scientists working on the top secret Manhattan Project had to find fissionable fuel.\n*2*: They settled on enriched uranium.\n*3*: What is RSS?\n*4*: RSS makes it possible to subscribe to a website's updates instead of visiting it by delivering new posts to your RSS reader automatically.\n*5*: Choose to receive some or all of the updates from A Moment of Science: A Moment of Science is a daily audio podcast, public radio program and video series providing the scientific story behind some of life's most perplexing mysteries.\n*6*: Learn More \u00bb Copyright \u00a9 2013, The Trustees of Indiana University | Copyright Complaints 1229 East Seventh Street, Bloomington, Indiana 47405", "scrambled": "*1*: RSS makes it possible to subscribe to a website's updates instead of visiting it by delivering new posts to your RSS reader automatically.\n*2*: What is RSS?\n*3*: WFIU Public Radio WTIU Public Television To create a bomb based on nuclear fission, the scientists working on the top secret Manhattan Project had to find fissionable fuel.\n*4*: Choose to receive some or all of the updates from A Moment of Science: A Moment of Science is a daily audio podcast, public radio program and video series providing the scientific story behind some of life's most perplexing mysteries.\n*5*: Learn More \u00bb Copyright \u00a9 2013, The Trustees of Indiana University | Copyright Complaints 1229 East Seventh Street, Bloomington, Indiana 47405\n*6*: They settled on enriched uranium."}
| 2 |
unscramble_230692
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: About the Author Thomas Lickona is a developmental psychologist and professor of education at the State University of New York at Cortland, where he directs the Center for the 4th and 5th Rs (respect and responsibility).
*2*: The recipient of the Sandy Lifetime Achievement Award from the Character Education Partnership, he is the author of Educating for Character, which has been called "the bible of the character education movement."
*3*: By Thomas Lickona Award-winning psychologist and educator Thomas Lickona offers more than one hundred practical strategies that parents and schools have used to help kids build strong personal character as the foundation for a purposeful, productive, and fulfilling life.
*4*: The culmination of a lifetime’s work in character education from one the preeminent psychologists of our time, this landmark book gives us the tools we need to raise respectful and responsible children, create safe and effective schools, and build the caring and decent society in which we all want to live.
*5*: Succeeding in life takes character, and Lickona shows how irresponsible and destructive behavior can invariably be traced to the absence of good character and its ten essential qualities: wisdom, justice, fortitude, self-control, love, a positive attitude, hard work, integrity, gratitude, and humility.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: By Thomas Lickona Award-winning psychologist and educator Thomas Lickona offers more than one hundred practical strategies that parents and schools have used to help kids build strong personal character as the foundation for a purposeful, productive, and fulfilling life.\n*2*: Succeeding in life takes character, and Lickona shows how irresponsible and destructive behavior can invariably be traced to the absence of good character and its ten essential qualities: wisdom, justice, fortitude, self-control, love, a positive attitude, hard work, integrity, gratitude, and humility.\n*3*: The culmination of a lifetime\u2019s work in character education from one the preeminent psychologists of our time, this landmark book gives us the tools we need to raise respectful and responsible children, create safe and effective schools, and build the caring and decent society in which we all want to live.\n*4*: About the Author Thomas Lickona is a developmental psychologist and professor of education at the State University of New York at Cortland, where he directs the Center for the 4th and 5th Rs (respect and responsibility).\n*5*: The recipient of the Sandy Lifetime Achievement Award from the Character Education Partnership, he is the author of Educating for Character, which has been called \"the bible of the character education movement.\"", "scrambled": "*1*: About the Author Thomas Lickona is a developmental psychologist and professor of education at the State University of New York at Cortland, where he directs the Center for the 4th and 5th Rs (respect and responsibility).\n*2*: The recipient of the Sandy Lifetime Achievement Award from the Character Education Partnership, he is the author of Educating for Character, which has been called \"the bible of the character education movement.\"\n*3*: By Thomas Lickona Award-winning psychologist and educator Thomas Lickona offers more than one hundred practical strategies that parents and schools have used to help kids build strong personal character as the foundation for a purposeful, productive, and fulfilling life.\n*4*: The culmination of a lifetime\u2019s work in character education from one the preeminent psychologists of our time, this landmark book gives us the tools we need to raise respectful and responsible children, create safe and effective schools, and build the caring and decent society in which we all want to live.\n*5*: Succeeding in life takes character, and Lickona shows how irresponsible and destructive behavior can invariably be traced to the absence of good character and its ten essential qualities: wisdom, justice, fortitude, self-control, love, a positive attitude, hard work, integrity, gratitude, and humility."}
| 2 |
unscramble_231855
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The site says that Google has run an experiment in which its DeepMind AI technology reduced energy use by 40 percent.
*2*: Thus, the savings would be hundreds of millions of dollars if the efficiencies can be extended over the entire portfolio.
*3*: DeepMind AI technology controlled approximately 120 variables in the experiment, the story said.
*4*: This week, Schneider Electric announced the extension of its datacenter cooling line with the introduction of the InRow DX.
*5*: The Verge points out that the company used more than 4.4 million MWh of electricity in 2014.
*6*: The cooling savings equated to a 15 percent reduction in overall power use.
*7*: Artificial intelligence (AI) may be a transformative tool in improving the energy efficiency of datacenters, according to The Verge.
```
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*: Artificial intelligence (AI) may be a transformative tool in improving the energy efficiency of datacenters, according to The Verge.\n*2*: The site says that Google has run an experiment in which its DeepMind AI technology reduced energy use by 40 percent.\n*3*: The cooling savings equated to a 15 percent reduction in overall power use.\n*4*: The Verge points out that the company used more than 4.4 million MWh of electricity in 2014.\n*5*: Thus, the savings would be hundreds of millions of dollars if the efficiencies can be extended over the entire portfolio.\n*6*: DeepMind AI technology controlled approximately 120 variables in the experiment, the story said.\n*7*: This week, Schneider Electric announced the extension of its datacenter cooling line with the introduction of the InRow DX.", "scrambled": "*1*: The site says that Google has run an experiment in which its DeepMind AI technology reduced energy use by 40 percent.\n*2*: Thus, the savings would be hundreds of millions of dollars if the efficiencies can be extended over the entire portfolio.\n*3*: DeepMind AI technology controlled approximately 120 variables in the experiment, the story said.\n*4*: This week, Schneider Electric announced the extension of its datacenter cooling line with the introduction of the InRow DX.\n*5*: The Verge points out that the company used more than 4.4 million MWh of electricity in 2014.\n*6*: The cooling savings equated to a 15 percent reduction in overall power use.\n*7*: Artificial intelligence (AI) may be a transformative tool in improving the energy efficiency of datacenters, according to The Verge."}
| 2 |
unscramble_130807
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: By definition, mentoring begins as a hierarchical relationship in which the mentor and protegé engage in a variety of roles and functions to support the protege's learning and development.
*2*: Black & Ernie Zullo Mentoring is an activity or relationship that occurs between two or more persons interested in advancing their knowledge, skills or position via a helping relationship.
*3*: Mentoring ...
*4*: Although, the concept of mentoring can be traced back to Greek mythology, no systematic studies of mentoring were conducted until the early 1970s.
*5*: Pub. date: 2008 | Online Pub.
*6*: A mentoring relationship is one in which a more skilled or knowledgeable person assists another who possesses less knowledge and/or skill in a particular area.
*7*: Most mentoring relationships follow a predictable path and over time develop into a more collégial relationship that allows for reciprocity and mutuality between the mentor and protegé.
*8*: Date: June 25, 2008 | DOI: 10.4135/9781412963978 | Print ISBN: 9781412909280 | Online ISBN: 9781412963978 | Publisher:SAGE Publications, Inc.About this encyclopedia Linda L.
*9*: These relationships typically last beyond a single encounter and can be either formal, informal, or some combination of the two.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Pub. date: 2008 | Online Pub.\n*2*: Date: June 25, 2008 | DOI: 10.4135/9781412963978 | Print ISBN: 9781412909280 | Online ISBN: 9781412963978 | Publisher:SAGE Publications, Inc.About this encyclopedia Linda L.\n*3*: Black & Ernie Zullo Mentoring is an activity or relationship that occurs between two or more persons interested in advancing their knowledge, skills or position via a helping relationship.\n*4*: A mentoring relationship is one in which a more skilled or knowledgeable person assists another who possesses less knowledge and/or skill in a particular area.\n*5*: These relationships typically last beyond a single encounter and can be either formal, informal, or some combination of the two.\n*6*: By definition, mentoring begins as a hierarchical relationship in which the mentor and proteg\u00e9 engage in a variety of roles and functions to support the protege's learning and development.\n*7*: Most mentoring relationships follow a predictable path and over time develop into a more coll\u00e9gial relationship that allows for reciprocity and mutuality between the mentor and proteg\u00e9.\n*8*: Although, the concept of mentoring can be traced back to Greek mythology, no systematic studies of mentoring were conducted until the early 1970s.\n*9*: Mentoring ...", "scrambled": "*1*: By definition, mentoring begins as a hierarchical relationship in which the mentor and proteg\u00e9 engage in a variety of roles and functions to support the protege's learning and development.\n*2*: Black & Ernie Zullo Mentoring is an activity or relationship that occurs between two or more persons interested in advancing their knowledge, skills or position via a helping relationship.\n*3*: Mentoring ...\n*4*: Although, the concept of mentoring can be traced back to Greek mythology, no systematic studies of mentoring were conducted until the early 1970s.\n*5*: Pub. date: 2008 | Online Pub.\n*6*: A mentoring relationship is one in which a more skilled or knowledgeable person assists another who possesses less knowledge and/or skill in a particular area.\n*7*: Most mentoring relationships follow a predictable path and over time develop into a more coll\u00e9gial relationship that allows for reciprocity and mutuality between the mentor and proteg\u00e9.\n*8*: Date: June 25, 2008 | DOI: 10.4135/9781412963978 | Print ISBN: 9781412909280 | Online ISBN: 9781412963978 | Publisher:SAGE Publications, Inc.About this encyclopedia Linda L.\n*9*: These relationships typically last beyond a single encounter and can be either formal, informal, or some combination of the two."}
| 2 |
unscramble_1367
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The definition of violence is very comprehensive and includes restriction of freedom of movement and presumably various coercive measures. “Family violence is any use of physical force or psychological pressure against the integrity of a person; any other behaviour of a family member which can cause or potentially cause physical or psychological pain; causing feelings of fear or being personally endangered or feeling of offended dignity; physical attack regardless of whether or not it results in physical injury, verbal assaults, insults, cursing, name-calling and other forms of severe disturbance; sexual harassment; stalking and other forms of disturbance; illegal isolation or restriction of the freedom of movement or communication with third persons; damage or destruction of property or attempts to do so.” (Cited by the United Nations Division for the Advancement of Women, 2009).
*2*: Accessed online on 20 October 2011 at: http://webapps01.un.org/vawdatabase/searchDetail.action?measureId=6015&baseHREF=country&baseHREFId=388 Last Updated: mercredi 14 mars 2012
*3*: United Nations Division for the Advancement of Women (2009), The UN Secretary-General’s database on violence against women: extract on Croatia.
*4*: Restrictions of freedom The Act on Protection against Family Violence of 2003 covers the issue of violence perpetrated within families and therefore covers the case of violence towards a relative with dementia.
```
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*: Restrictions of freedom The Act on Protection against Family Violence of 2003 covers the issue of violence perpetrated within families and therefore covers the case of violence towards a relative with dementia.\n*2*: The definition of violence is very comprehensive and includes restriction of freedom of movement and presumably various coercive measures. \u201cFamily violence is any use of physical force or psychological pressure against the integrity of a person; any other behaviour of a family member which can cause or potentially cause physical or psychological pain; causing feelings of fear or being personally endangered or feeling of offended dignity; physical attack regardless of whether or not it results in physical injury, verbal assaults, insults, cursing, name-calling and other forms of severe disturbance; sexual harassment; stalking and other forms of disturbance; illegal isolation or restriction of the freedom of movement or communication with third persons; damage or destruction of property or attempts to do so.\u201d (Cited by the United Nations Division for the Advancement of Women, 2009).\n*3*: United Nations Division for the Advancement of Women (2009), The UN Secretary-General\u2019s database on violence against women: extract on Croatia.\n*4*: Accessed online on 20 October 2011 at: http://webapps01.un.org/vawdatabase/searchDetail.action?measureId=6015&baseHREF=country&baseHREFId=388 Last Updated: mercredi 14 mars 2012", "scrambled": "*1*: The definition of violence is very comprehensive and includes restriction of freedom of movement and presumably various coercive measures. \u201cFamily violence is any use of physical force or psychological pressure against the integrity of a person; any other behaviour of a family member which can cause or potentially cause physical or psychological pain; causing feelings of fear or being personally endangered or feeling of offended dignity; physical attack regardless of whether or not it results in physical injury, verbal assaults, insults, cursing, name-calling and other forms of severe disturbance; sexual harassment; stalking and other forms of disturbance; illegal isolation or restriction of the freedom of movement or communication with third persons; damage or destruction of property or attempts to do so.\u201d (Cited by the United Nations Division for the Advancement of Women, 2009).\n*2*: Accessed online on 20 October 2011 at: http://webapps01.un.org/vawdatabase/searchDetail.action?measureId=6015&baseHREF=country&baseHREFId=388 Last Updated: mercredi 14 mars 2012\n*3*: United Nations Division for the Advancement of Women (2009), The UN Secretary-General\u2019s database on violence against women: extract on Croatia.\n*4*: Restrictions of freedom The Act on Protection against Family Violence of 2003 covers the issue of violence perpetrated within families and therefore covers the case of violence towards a relative with dementia."}
| 2 |
unscramble_185713
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: There is no center, the universe is as far as can be seen, the same all over.
*2*: That is, no one place is any different than any other place, hence there is no center.
*3*: In this case of course the velocity has not decreased (light always goes at the velocity of light) but the energy has decreased. making a small donation to science.ca.
*4*: However, if you gave yourself a large velocity with respect to the local matter (in any direction) you would find as time goes by that your velocity with respect to the matter you are travelling by, becomes less and less-- never exactly zero, but it assymptotically approaches zero.
*5*: This is the same effect as the red shift -- for example the Cosmic Microwave Background radiation emitted at the end of the Big Bang had a temperature then of about 10,000K, and now has a temperature when we see it of 3K.
```
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*: There is no center, the universe is as far as can be seen, the same all over.\n*2*: That is, no one place is any different than any other place, hence there is no center.\n*3*: However, if you gave yourself a large velocity with respect to the local matter (in any direction) you would find as time goes by that your velocity with respect to the matter you are travelling by, becomes less and less-- never exactly zero, but it assymptotically approaches zero.\n*4*: This is the same effect as the red shift -- for example the Cosmic Microwave Background radiation emitted at the end of the Big Bang had a temperature then of about 10,000K, and now has a temperature when we see it of 3K.\n*5*: In this case of course the velocity has not decreased (light always goes at the velocity of light) but the energy has decreased. making a small donation to science.ca.", "scrambled": "*1*: There is no center, the universe is as far as can be seen, the same all over.\n*2*: That is, no one place is any different than any other place, hence there is no center.\n*3*: In this case of course the velocity has not decreased (light always goes at the velocity of light) but the energy has decreased. making a small donation to science.ca.\n*4*: However, if you gave yourself a large velocity with respect to the local matter (in any direction) you would find as time goes by that your velocity with respect to the matter you are travelling by, becomes less and less-- never exactly zero, but it assymptotically approaches zero.\n*5*: This is the same effect as the red shift -- for example the Cosmic Microwave Background radiation emitted at the end of the Big Bang had a temperature then of about 10,000K, and now has a temperature when we see it of 3K."}
| 2 |
unscramble_1752
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In addition, in the last 5 years, higher yields indicate a tendency to be located in the northern half of the watershed, conversely. lower yields are more numerous in the lower half of the watershed.
*2*: The short-term flow-adjusted trends and yields indicator is calculated, and results and maps are published annually by the U.S. Geological Survey as part of a larger effort to determine loads and trends in nutrient and sediment concentrations and streamflow in the Chesapeake Bay watershed.
*3*: The trend results indicate that in many locations, management actions, such as improved wastewater treatment and nonpoint-source pollution controls (i.e. urban stormwater runoff and agricultural runoff controls), have reduced nitrogen concentrations in streams.
*4*: Over the past 10 years, nitrogen concentration trends are downward at about half (16 out of 33) monitoring sites within the Bay watershed.
*5*: Date created: Mar 10 2011 / Download ( 4.32 MB )
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Over the past 10 years, nitrogen concentration trends are downward at about half (16 out of 33) monitoring sites within the Bay watershed.\n*2*: The trend results indicate that in many locations, management actions, such as improved wastewater treatment and nonpoint-source pollution controls (i.e. urban stormwater runoff and agricultural runoff controls), have reduced nitrogen concentrations in streams.\n*3*: In addition, in the last 5 years, higher yields indicate a tendency to be located in the northern half of the watershed, conversely. lower yields are more numerous in the lower half of the watershed.\n*4*: The short-term flow-adjusted trends and yields indicator is calculated, and results and maps are published annually by the U.S. Geological Survey as part of a larger effort to determine loads and trends in nutrient and sediment concentrations and streamflow in the Chesapeake Bay watershed.\n*5*: Date created: Mar 10 2011 / Download ( 4.32 MB )", "scrambled": "*1*: In addition, in the last 5 years, higher yields indicate a tendency to be located in the northern half of the watershed, conversely. lower yields are more numerous in the lower half of the watershed.\n*2*: The short-term flow-adjusted trends and yields indicator is calculated, and results and maps are published annually by the U.S. Geological Survey as part of a larger effort to determine loads and trends in nutrient and sediment concentrations and streamflow in the Chesapeake Bay watershed.\n*3*: The trend results indicate that in many locations, management actions, such as improved wastewater treatment and nonpoint-source pollution controls (i.e. urban stormwater runoff and agricultural runoff controls), have reduced nitrogen concentrations in streams.\n*4*: Over the past 10 years, nitrogen concentration trends are downward at about half (16 out of 33) monitoring sites within the Bay watershed.\n*5*: Date created: Mar 10 2011 / Download ( 4.32 MB )"}
| 2 |
unscramble_155570
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Chester’s gravestone was replaced in 2002 with a gravestone that had his correct birth date.
*2*: Thomas’ gravestone lies next to his brother’s marker.
*3*: Posted by: sailerd Many African American soldiers are buried in the Lincoln Cemetery including Thomas Morris Chester, a Harrisburg native.
*4*: David moved to Philadelphia and became the second black man to serve on the city council. (Courtesy of Pennsylvania Civil War Trails) Tags: Places to Visit
```
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: sailerd Many African American soldiers are buried in the Lincoln Cemetery including Thomas Morris Chester, a Harrisburg native.\n*2*: Chester\u2019s gravestone was replaced in 2002 with a gravestone that had his correct birth date.\n*3*: Thomas\u2019 gravestone lies next to his brother\u2019s marker.\n*4*: David moved to Philadelphia and became the second black man to serve on the city council. (Courtesy of Pennsylvania Civil War Trails) Tags: Places to Visit", "scrambled": "*1*: Chester\u2019s gravestone was replaced in 2002 with a gravestone that had his correct birth date.\n*2*: Thomas\u2019 gravestone lies next to his brother\u2019s marker.\n*3*: Posted by: sailerd Many African American soldiers are buried in the Lincoln Cemetery including Thomas Morris Chester, a Harrisburg native.\n*4*: David moved to Philadelphia and became the second black man to serve on the city council. (Courtesy of Pennsylvania Civil War Trails) Tags: Places to Visit"}
| 2 |
unscramble_169990
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Remembering 9/11 National Geographic Society Explore 9/11 survivor mementos, hear President Bush's speech, watch eyewitness accounts, read accounts of the events of the day and watch a video honoring the 9/11 memorial.
*2*: It contains language and/or graphic images that some viewers may find disturbing. (Seven segments are also available.) The Man Who Risked His Life (Character Education) Grade(s): 6-8, 9-12 Run Time: (01:19) A man who risked his life to save others at the World Trade Center muses about the goodness of mankind. (A 12 page teacher resource is available.) The Man Who Walked Between the Towers Grade(s): Pre K - 2, 3-5 Run Time: (10:17) Inspired by the true story of Philippe Petit, a young French aerialist, and his daring 1974 high wire walk between the twin towers of the World Trade Center. (A teacher's guide is available.) The Day the Towers Fell (from The History Channel) Run Time: (43:52) This moving video features the chronology of the day and first-hand accounts from Ground Zero. (Segments and a 4 page lesson plan are available.) Links to Internet resources: Understanding 9/11 A Television News Archive Videos from TV stations all over the world that set the events of September 11-17, 2001 on a timeline.
*3*: Hear the story of the most horrific day in New York's history and learn about the heroism and resilience of the city's inhabitants.
*4*: September 11: Lessons and Resources For Classroom Teachers Materials from Education World Scholastic Lesson Plans for 9/11 Lesson plans available for all ages and grades.
*5*: Recommended for Third Grade to Twelfth Grade Resources from APTPLUS' Learn360 database: To take advantage of these FREE resources, you must: A sampling of videos is listed below but others can be easily located by using the titles and keywords listed below as you search: A sampling of videos from APTPLUS Learn360: The Road to 9-11 Run Time: (56:26) (A lesson plan and segments are also available.) New York - Part 8 - The Center of the World - Part 2 Grade: 6-8, 9-12 The second part of episode 8 of 'New York' bears witness to the tragedy of 9/11.
*6*: The Smithsonian remembers 9/11 with video and photos The September 11th Digital Archive An archive from the Center for Media and History Pittsburg Post-Gazette article An account from the Pitsburg Post-Gazette Remembering the Heroes of Flight 93 Lesson plan with activities and ideas
*7*: Please preview this video.
*8*: See the events as the world saw them.
```
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*: Recommended for Third Grade to Twelfth Grade Resources from APTPLUS' Learn360 database: To take advantage of these FREE resources, you must: A sampling of videos is listed below but others can be easily located by using the titles and keywords listed below as you search: A sampling of videos from APTPLUS Learn360: The Road to 9-11 Run Time: (56:26) (A lesson plan and segments are also available.) New York - Part 8 - The Center of the World - Part 2 Grade: 6-8, 9-12 The second part of episode 8 of 'New York' bears witness to the tragedy of 9/11.\n*2*: Hear the story of the most horrific day in New York's history and learn about the heroism and resilience of the city's inhabitants.\n*3*: Please preview this video.\n*4*: It contains language and/or graphic images that some viewers may find disturbing. (Seven segments are also available.) The Man Who Risked His Life (Character Education) Grade(s): 6-8, 9-12 Run Time: (01:19) A man who risked his life to save others at the World Trade Center muses about the goodness of mankind. (A 12 page teacher resource is available.) The Man Who Walked Between the Towers Grade(s): Pre K - 2, 3-5 Run Time: (10:17) Inspired by the true story of Philippe Petit, a young French aerialist, and his daring 1974 high wire walk between the twin towers of the World Trade Center. (A teacher's guide is available.) The Day the Towers Fell (from The History Channel) Run Time: (43:52) This moving video features the chronology of the day and first-hand accounts from Ground Zero. (Segments and a 4 page lesson plan are available.) Links to Internet resources: Understanding 9/11 A Television News Archive Videos from TV stations all over the world that set the events of September 11-17, 2001 on a timeline.\n*5*: See the events as the world saw them.\n*6*: Remembering 9/11 National Geographic Society Explore 9/11 survivor mementos, hear President Bush's speech, watch eyewitness accounts, read accounts of the events of the day and watch a video honoring the 9/11 memorial.\n*7*: September 11: Lessons and Resources For Classroom Teachers Materials from Education World Scholastic Lesson Plans for 9/11 Lesson plans available for all ages and grades.\n*8*: The Smithsonian remembers 9/11 with video and photos The September 11th Digital Archive An archive from the Center for Media and History Pittsburg Post-Gazette article An account from the Pitsburg Post-Gazette Remembering the Heroes of Flight 93 Lesson plan with activities and ideas", "scrambled": "*1*: Remembering 9/11 National Geographic Society Explore 9/11 survivor mementos, hear President Bush's speech, watch eyewitness accounts, read accounts of the events of the day and watch a video honoring the 9/11 memorial.\n*2*: It contains language and/or graphic images that some viewers may find disturbing. (Seven segments are also available.) The Man Who Risked His Life (Character Education) Grade(s): 6-8, 9-12 Run Time: (01:19) A man who risked his life to save others at the World Trade Center muses about the goodness of mankind. (A 12 page teacher resource is available.) The Man Who Walked Between the Towers Grade(s): Pre K - 2, 3-5 Run Time: (10:17) Inspired by the true story of Philippe Petit, a young French aerialist, and his daring 1974 high wire walk between the twin towers of the World Trade Center. (A teacher's guide is available.) The Day the Towers Fell (from The History Channel) Run Time: (43:52) This moving video features the chronology of the day and first-hand accounts from Ground Zero. (Segments and a 4 page lesson plan are available.) Links to Internet resources: Understanding 9/11 A Television News Archive Videos from TV stations all over the world that set the events of September 11-17, 2001 on a timeline.\n*3*: Hear the story of the most horrific day in New York's history and learn about the heroism and resilience of the city's inhabitants.\n*4*: September 11: Lessons and Resources For Classroom Teachers Materials from Education World Scholastic Lesson Plans for 9/11 Lesson plans available for all ages and grades.\n*5*: Recommended for Third Grade to Twelfth Grade Resources from APTPLUS' Learn360 database: To take advantage of these FREE resources, you must: A sampling of videos is listed below but others can be easily located by using the titles and keywords listed below as you search: A sampling of videos from APTPLUS Learn360: The Road to 9-11 Run Time: (56:26) (A lesson plan and segments are also available.) New York - Part 8 - The Center of the World - Part 2 Grade: 6-8, 9-12 The second part of episode 8 of 'New York' bears witness to the tragedy of 9/11.\n*6*: The Smithsonian remembers 9/11 with video and photos The September 11th Digital Archive An archive from the Center for Media and History Pittsburg Post-Gazette article An account from the Pitsburg Post-Gazette Remembering the Heroes of Flight 93 Lesson plan with activities and ideas\n*7*: Please preview this video.\n*8*: See the events as the world saw them."}
| 2 |
unscramble_221944
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Perl sort algorithm works just fine for relatively small numbers of items.
*2*: Unlike many other languages, $a is distinct from @a... the same name can be used for different variable types.
*3*: But for simple array's, it works. my @x = (1, 2, 3); my @y = (2, 3, 1); my @z = (1, 2, 4); print "x and y are equivalent" if sort (@x) ~~ sort (@y); # the sort order (numeric or alpha) doesn't matter # as long as it is consistent. x and y are equivalent Oh, don't use either a or b for user Perl variables.
*4*: However, "a" and "b" are so special that I cannot recommend that.
*5*: Tell us what is wrong about this?
*6*: In this case, it is ok, but $a and $b are special variables reserved for sort() and other uses.
*7*: I tend to stay away from this "smart match" thing, but it does work and is easy to understand for simple data structures - what it does for more complex structure IS hard to understand.
*8*: I see that I got a "down vote", well ok.
*9*: The Perl 5.10 "smart match" is a complex critter and what it does for complex data structures is hard to understand.
```
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 Perl 5.10 \"smart match\" is a complex critter and what it does for complex data structures is hard to understand.\n*2*: But for simple array's, it works. my @x = (1, 2, 3); my @y = (2, 3, 1); my @z = (1, 2, 4); print \"x and y are equivalent\" if sort (@x) ~~ sort (@y); # the sort order (numeric or alpha) doesn't matter # as long as it is consistent. x and y are equivalent Oh, don't use either a or b for user Perl variables.\n*3*: In this case, it is ok, but $a and $b are special variables reserved for sort() and other uses.\n*4*: Unlike many other languages, $a is distinct from @a... the same name can be used for different variable types.\n*5*: However, \"a\" and \"b\" are so special that I cannot recommend that.\n*6*: I see that I got a \"down vote\", well ok.\n*7*: Tell us what is wrong about this?\n*8*: I tend to stay away from this \"smart match\" thing, but it does work and is easy to understand for simple data structures - what it does for more complex structure IS hard to understand.\n*9*: The Perl sort algorithm works just fine for relatively small numbers of items.", "scrambled": "*1*: The Perl sort algorithm works just fine for relatively small numbers of items.\n*2*: Unlike many other languages, $a is distinct from @a... the same name can be used for different variable types.\n*3*: But for simple array's, it works. my @x = (1, 2, 3); my @y = (2, 3, 1); my @z = (1, 2, 4); print \"x and y are equivalent\" if sort (@x) ~~ sort (@y); # the sort order (numeric or alpha) doesn't matter # as long as it is consistent. x and y are equivalent Oh, don't use either a or b for user Perl variables.\n*4*: However, \"a\" and \"b\" are so special that I cannot recommend that.\n*5*: Tell us what is wrong about this?\n*6*: In this case, it is ok, but $a and $b are special variables reserved for sort() and other uses.\n*7*: I tend to stay away from this \"smart match\" thing, but it does work and is easy to understand for simple data structures - what it does for more complex structure IS hard to understand.\n*8*: I see that I got a \"down vote\", well ok.\n*9*: The Perl 5.10 \"smart match\" is a complex critter and what it does for complex data structures is hard to understand."}
| 2 |
unscramble_200134
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Drakensang - Collector's Edition Update View Single Post May 12th, 2008, 15:09 Interestingly dragons originate as snakes, probably pythons.
*2*: All Medieval bestiaries just copied Pliny and added a few embellishments here and there in line with the theology of the era.
*3*: Join Date: Feb 2007 View Public Profile Send a private message to MudsAnimalFriend Find More Posts by MudsAnimalFriend
*4*: Apart from the implausible size, Pliny the Elder's description of dragons is essentially that of a serpent which kills its prey by constriction.
```
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*: Drakensang - Collector's Edition Update View Single Post May 12th, 2008, 15:09 Interestingly dragons originate as snakes, probably pythons.\n*2*: Apart from the implausible size, Pliny the Elder's description of dragons is essentially that of a serpent which kills its prey by constriction.\n*3*: All Medieval bestiaries just copied Pliny and added a few embellishments here and there in line with the theology of the era.\n*4*: Join Date: Feb 2007 View Public Profile Send a private message to MudsAnimalFriend Find More Posts by MudsAnimalFriend", "scrambled": "*1*: Drakensang - Collector's Edition Update View Single Post May 12th, 2008, 15:09 Interestingly dragons originate as snakes, probably pythons.\n*2*: All Medieval bestiaries just copied Pliny and added a few embellishments here and there in line with the theology of the era.\n*3*: Join Date: Feb 2007 View Public Profile Send a private message to MudsAnimalFriend Find More Posts by MudsAnimalFriend\n*4*: Apart from the implausible size, Pliny the Elder's description of dragons is essentially that of a serpent which kills its prey by constriction."}
| 2 |
unscramble_62977
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Ocelli: A celestial compass in the desert ant Cataglyphis.
*2*: Two antennae ("feelers") are attached to the head; these organs detect chemicals, air currents and vibrations; they are also used to transmit and receive signals through touch. - ↑ Borror, Triplehorn & Delong (1989), pp. 24-71 - ↑ Fent K, Rudiger W (1985).
*3*: They also have three small ocelli (simple eyes) on the top of the head that detect light levels and polarization.
*4*: Like most insects, ants have compound eyes made from numerous tiny lenses attached together.
*5*: Ants' eyes are good for acute movement detection but do not give a high resolution.
*6*: Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | An ant's head contains many sensory organs.
*7*: Some ants such as Australia's bulldog ant, however, have exceptional vision.
*8*: Science 228 (4696): 192–194. |This page uses Creative Commons Licensed content from Wikipedia (view authors).|
*9*: Compared to vertebrates, most ants have poor-to-mediocre eyesight and a few subterranean species are completely blind.
```
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*: Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | An ant's head contains many sensory organs.\n*2*: Like most insects, ants have compound eyes made from numerous tiny lenses attached together.\n*3*: Ants' eyes are good for acute movement detection but do not give a high resolution.\n*4*: They also have three small ocelli (simple eyes) on the top of the head that detect light levels and polarization.\n*5*: Compared to vertebrates, most ants have poor-to-mediocre eyesight and a few subterranean species are completely blind.\n*6*: Some ants such as Australia's bulldog ant, however, have exceptional vision.\n*7*: Two antennae (\"feelers\") are attached to the head; these organs detect chemicals, air currents and vibrations; they are also used to transmit and receive signals through touch. - \u2191 Borror, Triplehorn & Delong (1989), pp. 24-71 - \u2191 Fent K, Rudiger W (1985).\n*8*: Ocelli: A celestial compass in the desert ant Cataglyphis.\n*9*: Science 228 (4696): 192\u2013194. |This page uses Creative Commons Licensed content from Wikipedia (view authors).|", "scrambled": "*1*: Ocelli: A celestial compass in the desert ant Cataglyphis.\n*2*: Two antennae (\"feelers\") are attached to the head; these organs detect chemicals, air currents and vibrations; they are also used to transmit and receive signals through touch. - \u2191 Borror, Triplehorn & Delong (1989), pp. 24-71 - \u2191 Fent K, Rudiger W (1985).\n*3*: They also have three small ocelli (simple eyes) on the top of the head that detect light levels and polarization.\n*4*: Like most insects, ants have compound eyes made from numerous tiny lenses attached together.\n*5*: Ants' eyes are good for acute movement detection but do not give a high resolution.\n*6*: Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | An ant's head contains many sensory organs.\n*7*: Some ants such as Australia's bulldog ant, however, have exceptional vision.\n*8*: Science 228 (4696): 192\u2013194. |This page uses Creative Commons Licensed content from Wikipedia (view authors).|\n*9*: Compared to vertebrates, most ants have poor-to-mediocre eyesight and a few subterranean species are completely blind."}
| 2 |
unscramble_76264
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Expressions are used in a variety of contexts within SQL statements, particularly in search condition predicates and the SET clause in UPDATE statements respectively.
*2*: The syntax of an expression is as follows: Note: A user-defined-function is created by using the CREATE FUNCTION statement.
*3*: Upright Database Technology AB Voice: +46 18 780 92 00 Fax: +46 18 780 92 40
*4*: An expression always evaluates to a single value.
```
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*: Expressions are used in a variety of contexts within SQL statements, particularly in search condition predicates and the SET clause in UPDATE statements respectively.\n*2*: An expression always evaluates to a single value.\n*3*: The syntax of an expression is as follows: Note: A user-defined-function is created by using the CREATE FUNCTION statement.\n*4*: Upright Database Technology AB Voice: +46 18 780 92 00 Fax: +46 18 780 92 40", "scrambled": "*1*: Expressions are used in a variety of contexts within SQL statements, particularly in search condition predicates and the SET clause in UPDATE statements respectively.\n*2*: The syntax of an expression is as follows: Note: A user-defined-function is created by using the CREATE FUNCTION statement.\n*3*: Upright Database Technology AB Voice: +46 18 780 92 00 Fax: +46 18 780 92 40\n*4*: An expression always evaluates to a single value."}
| 2 |
unscramble_88795
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Whether or not you’re a caffeine junkie is in part determined by your genes, a new study says.
*2*: Both of the genes are known to be involved in the breakdown of caffeine in the liver.
*3*: The study identified two genes associated with the amount of caffeine people consume.
*4*: The findings suggest one of the main reasons why some people drink more caffeine than others is that the heavy drinkers are better able to tolerate it, the researchers say.
*5*: The study did not find a strong link between caffeine consumption and genes involved in the brain’s response to caffeine.
```
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*: Whether or not you\u2019re a caffeine junkie is in part determined by your genes, a new study says.\n*2*: The study identified two genes associated with the amount of caffeine people consume.\n*3*: Both of the genes are known to be involved in the breakdown of caffeine in the liver.\n*4*: The findings suggest one of the main reasons why some people drink more caffeine than others is that the heavy drinkers are better able to tolerate it, the researchers say.\n*5*: The study did not find a strong link between caffeine consumption and genes involved in the brain\u2019s response to caffeine.", "scrambled": "*1*: Whether or not you\u2019re a caffeine junkie is in part determined by your genes, a new study says.\n*2*: Both of the genes are known to be involved in the breakdown of caffeine in the liver.\n*3*: The study identified two genes associated with the amount of caffeine people consume.\n*4*: The findings suggest one of the main reasons why some people drink more caffeine than others is that the heavy drinkers are better able to tolerate it, the researchers say.\n*5*: The study did not find a strong link between caffeine consumption and genes involved in the brain\u2019s response to caffeine."}
| 2 |
unscramble_99523
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: So, what’s worrying you? - Got behind with your work or finding it too hard or easy? - Having problems with friendships? - Problems at home? - Not really sure why you are feeling worried? - Had to move schools or your best friend has gone?
*2*: Well it means half a year so the second semester is the second half of the school year.
*3*: You have settled into your class, made friends, know your teachers and should be feeling really comfortable and happy.
*4*: Just type in a key word, eg. ‘friends’ into the search space and click ‘Go’.
*5*: No kid should feel unsafe, worried, afraid, or helpless. - Talk with your teacher. - Talk to your trusted adults. - Get help to practise what you need to improve. - Write down what’s making you feel worried and think of what you might do to make things better. - Ask for help from friends you trust. - Learn to be assertive and able to stick up for yourself without getting ‘aggro’ with anyone.
*6*: We have many topics which may help you.
*7*: Looking forward to the second semester? 16 Jul 2012 What’s a semester?
```
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*: Looking forward to the second semester? 16 Jul 2012 What\u2019s a semester?\n*2*: Well it means half a year so the second semester is the second half of the school year.\n*3*: You have settled into your class, made friends, know your teachers and should be feeling really comfortable and happy.\n*4*: So, what\u2019s worrying you? - Got behind with your work or finding it too hard or easy? - Having problems with friendships? - Problems at home? - Not really sure why you are feeling worried? - Had to move schools or your best friend has gone?\n*5*: No kid should feel unsafe, worried, afraid, or helpless. - Talk with your teacher. - Talk to your trusted adults. - Get help to practise what you need to improve. - Write down what\u2019s making you feel worried and think of what you might do to make things better. - Ask for help from friends you trust. - Learn to be assertive and able to stick up for yourself without getting \u2018aggro\u2019 with anyone.\n*6*: We have many topics which may help you.\n*7*: Just type in a key word, eg. \u2018friends\u2019 into the search space and click \u2018Go\u2019.", "scrambled": "*1*: So, what\u2019s worrying you? - Got behind with your work or finding it too hard or easy? - Having problems with friendships? - Problems at home? - Not really sure why you are feeling worried? - Had to move schools or your best friend has gone?\n*2*: Well it means half a year so the second semester is the second half of the school year.\n*3*: You have settled into your class, made friends, know your teachers and should be feeling really comfortable and happy.\n*4*: Just type in a key word, eg. \u2018friends\u2019 into the search space and click \u2018Go\u2019.\n*5*: No kid should feel unsafe, worried, afraid, or helpless. - Talk with your teacher. - Talk to your trusted adults. - Get help to practise what you need to improve. - Write down what\u2019s making you feel worried and think of what you might do to make things better. - Ask for help from friends you trust. - Learn to be assertive and able to stick up for yourself without getting \u2018aggro\u2019 with anyone.\n*6*: We have many topics which may help you.\n*7*: Looking forward to the second semester? 16 Jul 2012 What\u2019s a semester?"}
| 2 |
unscramble_87334
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This is one of Chile’s best places for watching marine wildlife – tranquil, beautiful and abundant.
*2*: Oceana Magazine: Winter 2011 Saving Punta de Choros By Suzannah Evans The Choros-Damas and Isla Chañaral marine reserves, located near Punta de Choros on the northern coast of Chile, are characterized by a rocky shore that is a nesting habitat for 80 percent of the world’s endangered Humboldt penguins.
*3*: The reserves are also home to blue whales, dolphins and an enormous population of Chilean abalone, one of the country’s most important seafood species.
*4*: But it became the center of a very human drama late this summer, when thousands of Chileans banded together in multiple cities to protest the construction of a 540 megawatt coal-fired power plant near the marine reserves.
```
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*: Oceana Magazine: Winter 2011 Saving Punta de Choros By Suzannah Evans The Choros-Damas and Isla Cha\u00f1aral marine reserves, located near Punta de Choros on the northern coast of Chile, are characterized by a rocky shore that is a nesting habitat for 80 percent of the world\u2019s endangered Humboldt penguins.\n*2*: The reserves are also home to blue whales, dolphins and an enormous population of Chilean abalone, one of the country\u2019s most important seafood species.\n*3*: This is one of Chile\u2019s best places for watching marine wildlife \u2013 tranquil, beautiful and abundant.\n*4*: But it became the center of a very human drama late this summer, when thousands of Chileans banded together in multiple cities to protest the construction of a 540 megawatt coal-fired power plant near the marine reserves.", "scrambled": "*1*: This is one of Chile\u2019s best places for watching marine wildlife \u2013 tranquil, beautiful and abundant.\n*2*: Oceana Magazine: Winter 2011 Saving Punta de Choros By Suzannah Evans The Choros-Damas and Isla Cha\u00f1aral marine reserves, located near Punta de Choros on the northern coast of Chile, are characterized by a rocky shore that is a nesting habitat for 80 percent of the world\u2019s endangered Humboldt penguins.\n*3*: The reserves are also home to blue whales, dolphins and an enormous population of Chilean abalone, one of the country\u2019s most important seafood species.\n*4*: But it became the center of a very human drama late this summer, when thousands of Chileans banded together in multiple cities to protest the construction of a 540 megawatt coal-fired power plant near the marine reserves."}
| 2 |
unscramble_17730
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: So (1 2) + (-1 -2) = (1-1 2-2) = (0 0) ii) If A = (3 4), is it A inverse?
*2*: Matrix Questions: Addition, Inverse Date: 8/6/96 at 21:31:52 From: Anonymous Subject: Matrix Questions: Addition, Inverse Hello, Please tell me how to solve these problems: i) (1 2) + (-1 -2) =? ii) If A = (3 4), is it A inverse?
*3*: Date: 8/7/96 at 9:2:54 From: Doctor Anthony Subject: Re: Matrix Questions: Addition, Inverse i) (1 2) + (-1 -2) =?
*4*: When you add matrices, (or in this case row vectors), you simply add the corresponding terms in each matrix.
*5*: To have an inverse, A must be a square matrix, i.e. the same numbers of rows and columns. -Doctor Anthony, The Math Forum Check out our web site! http://mathforum.org/dr.math/ Search the Dr. Math Library: Ask Dr. MathTM © 1994-2013 The Math Forum
```
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*: Matrix Questions: Addition, Inverse Date: 8/6/96 at 21:31:52 From: Anonymous Subject: Matrix Questions: Addition, Inverse Hello, Please tell me how to solve these problems: i) (1 2) + (-1 -2) =? ii) If A = (3 4), is it A inverse?\n*2*: Date: 8/7/96 at 9:2:54 From: Doctor Anthony Subject: Re: Matrix Questions: Addition, Inverse i) (1 2) + (-1 -2) =?\n*3*: When you add matrices, (or in this case row vectors), you simply add the corresponding terms in each matrix.\n*4*: So (1 2) + (-1 -2) = (1-1 2-2) = (0 0) ii) If A = (3 4), is it A inverse?\n*5*: To have an inverse, A must be a square matrix, i.e. the same numbers of rows and columns. -Doctor Anthony, The Math Forum Check out our web site! http://mathforum.org/dr.math/ Search the Dr. Math Library: Ask Dr. MathTM \u00a9 1994-2013 The Math Forum", "scrambled": "*1*: So (1 2) + (-1 -2) = (1-1 2-2) = (0 0) ii) If A = (3 4), is it A inverse?\n*2*: Matrix Questions: Addition, Inverse Date: 8/6/96 at 21:31:52 From: Anonymous Subject: Matrix Questions: Addition, Inverse Hello, Please tell me how to solve these problems: i) (1 2) + (-1 -2) =? ii) If A = (3 4), is it A inverse?\n*3*: Date: 8/7/96 at 9:2:54 From: Doctor Anthony Subject: Re: Matrix Questions: Addition, Inverse i) (1 2) + (-1 -2) =?\n*4*: When you add matrices, (or in this case row vectors), you simply add the corresponding terms in each matrix.\n*5*: To have an inverse, A must be a square matrix, i.e. the same numbers of rows and columns. -Doctor Anthony, The Math Forum Check out our web site! http://mathforum.org/dr.math/ Search the Dr. Math Library: Ask Dr. MathTM \u00a9 1994-2013 The Math Forum"}
| 2 |
unscramble_49438
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: One factor limiting the effectiveness of such programs has been the delay between screening and diagnostic audiology, due to a lack of diagnostic audiology services in the local community.
*2*: A number of agencies have strategies for the screening of hearing loss in indigenous children, many of whom live outside urban centres.
*3*: The project will proceed in two phases: 1.
*4*: The second phase, contingent upon the outcomes and subsequent developments occurring in phase one, will trial the technology in two controlled clinical environments, in various combinations, each with a different emphasis on the use of the tele-audiology capability (partial remote assessment or complete remote assessment).
*5*: Remote assessment of hearing - paediatric hearing assessment using tele-audiology: An investigation in rural and remote populations Up to 60% of indigenous children under 12 years of age have some form middle ear disorder, commonly associated with hearing loss.
*6*: The first phase will be concerned with the set-up and trial of remotely operated audiological equipment to support the hearing assessment component of the diagnostic process. 2.
*7*: This project will explore both internet and associated telecommunications technologies (SSDL and cellular videoconferencing) to provide audiological testing services to children in circumstances where fully clinically competent audiologists: - are not routinely available; or - are difficult to access due to distance.
```
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*: Remote assessment of hearing - paediatric hearing assessment using tele-audiology: An investigation in rural and remote populations Up to 60% of indigenous children under 12 years of age have some form middle ear disorder, commonly associated with hearing loss.\n*2*: A number of agencies have strategies for the screening of hearing loss in indigenous children, many of whom live outside urban centres.\n*3*: One factor limiting the effectiveness of such programs has been the delay between screening and diagnostic audiology, due to a lack of diagnostic audiology services in the local community.\n*4*: This project will explore both internet and associated telecommunications technologies (SSDL and cellular videoconferencing) to provide audiological testing services to children in circumstances where fully clinically competent audiologists: - are not routinely available; or - are difficult to access due to distance.\n*5*: The project will proceed in two phases: 1.\n*6*: The first phase will be concerned with the set-up and trial of remotely operated audiological equipment to support the hearing assessment component of the diagnostic process. 2.\n*7*: The second phase, contingent upon the outcomes and subsequent developments occurring in phase one, will trial the technology in two controlled clinical environments, in various combinations, each with a different emphasis on the use of the tele-audiology capability (partial remote assessment or complete remote assessment).", "scrambled": "*1*: One factor limiting the effectiveness of such programs has been the delay between screening and diagnostic audiology, due to a lack of diagnostic audiology services in the local community.\n*2*: A number of agencies have strategies for the screening of hearing loss in indigenous children, many of whom live outside urban centres.\n*3*: The project will proceed in two phases: 1.\n*4*: The second phase, contingent upon the outcomes and subsequent developments occurring in phase one, will trial the technology in two controlled clinical environments, in various combinations, each with a different emphasis on the use of the tele-audiology capability (partial remote assessment or complete remote assessment).\n*5*: Remote assessment of hearing - paediatric hearing assessment using tele-audiology: An investigation in rural and remote populations Up to 60% of indigenous children under 12 years of age have some form middle ear disorder, commonly associated with hearing loss.\n*6*: The first phase will be concerned with the set-up and trial of remotely operated audiological equipment to support the hearing assessment component of the diagnostic process. 2.\n*7*: This project will explore both internet and associated telecommunications technologies (SSDL and cellular videoconferencing) to provide audiological testing services to children in circumstances where fully clinically competent audiologists: - are not routinely available; or - are difficult to access due to distance."}
| 2 |
unscramble_214616
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: An example of to feast is to eat seven plates of food at a buffet. - a celebration or festival; esp., a periodic religious celebration, as in honor of God or a saint - a rich and elaborate meal; banquet - anything that gives pleasure because of its abundance or richness Origin of feastMiddle English feste from Old French from Vulgar Latin festa from plural of Classical Latin festum, festival from festus, festal, joyful, origin, originally , of days for religious observance: see fair - to eat a rich, elaborate meal - to have a special treat Origin of feastME festen < OFr fester < the n. - to entertain at a feast or banquet - to gratify or delight as with a feast: feast your eyes on this! - a.
*2*: From Middle English feest, feste, fest, from Old French feste, from Latin festa, plural of festum (“holiday, festival, feast”), from Proto-Indo-European *dʰēs- (“god, godhead, deity”); see also Ancient Greek θεός (theos, “god, goddess”).
*3*: From Middle English feesten, festen, from Old French fester, from Medieval Latin festāre, from the noun.
*4*: A large, elaborately prepared meal, usually for many persons and often accompanied by entertainment; a banquet.b.
*5*: Origin of feastMiddle English feste from Old French from Vulgar Latin fēsta from Latin pl. of fēstum from fēstus festive ; see dhēs- in Indo-European roots.
*6*: A table set for a feast. - The definition of a feast is a huge meal, or a day in honor of a saint or other religious or spiritual figure. - An example of a feast is a buffet-style meal. - An example of a feast is February 3, the feast day of Saint Blaise. - Feast is defined as to participate in eating a huge meal or in celebrating a joyous occasion.
*7*: A meal that is well prepared and abundantly enjoyed. - A periodic religious festival commemorating an event or honoring a god or saint. - Something giving great pleasure or satisfaction: a book that is a veritable feast for the mind. verbfeast·ed, feast·ing, feasts - To partake of a feast; eat heartily. - To experience something with gratification or delight: feasted on the view.
*8*: See above.
*9*: More at theo-. (third-person singular simple present feasts, present participle feasting, simple past and past participle feasted) - (intransitive) To partake in a feast, or large meal. - I feasted on turkey and dumplings. - (intransitive) To dwell upon (something) with delight. - To hold a feast in honor of (someone). - We feasted them after the victory.
```
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 table set for a feast. - The definition of a feast is a huge meal, or a day in honor of a saint or other religious or spiritual figure. - An example of a feast is a buffet-style meal. - An example of a feast is February 3, the feast day of Saint Blaise. - Feast is defined as to participate in eating a huge meal or in celebrating a joyous occasion.\n*2*: An example of to feast is to eat seven plates of food at a buffet. - a celebration or festival; esp., a periodic religious celebration, as in honor of God or a saint - a rich and elaborate meal; banquet - anything that gives pleasure because of its abundance or richness Origin of feastMiddle English feste from Old French from Vulgar Latin festa from plural of Classical Latin festum, festival from festus, festal, joyful, origin, originally , of days for religious observance: see fair - to eat a rich, elaborate meal - to have a special treat Origin of feastME festen < OFr fester < the n. - to entertain at a feast or banquet - to gratify or delight as with a feast: feast your eyes on this! - a.\n*3*: A large, elaborately prepared meal, usually for many persons and often accompanied by entertainment; a banquet.b.\n*4*: A meal that is well prepared and abundantly enjoyed. - A periodic religious festival commemorating an event or honoring a god or saint. - Something giving great pleasure or satisfaction: a book that is a veritable feast for the mind. verbfeast\u00b7ed, feast\u00b7ing, feasts - To partake of a feast; eat heartily. - To experience something with gratification or delight: feasted on the view.\n*5*: Origin of feastMiddle English feste from Old French from Vulgar Latin f\u0113sta from Latin pl. of f\u0113stum from f\u0113stus festive ; see dh\u0113s- in Indo-European roots.\n*6*: From Middle English feest, feste, fest, from Old French feste, from Latin festa, plural of festum (\u201choliday, festival, feast\u201d), from Proto-Indo-European *d\u02b0\u0113s- (\u201cgod, godhead, deity\u201d); see also Ancient Greek \u03b8\u03b5\u03cc\u03c2 (theos, \u201cgod, goddess\u201d).\n*7*: More at theo-. (third-person singular simple present feasts, present participle feasting, simple past and past participle feasted) - (intransitive) To partake in a feast, or large meal. - I feasted on turkey and dumplings. - (intransitive) To dwell upon (something) with delight. - To hold a feast in honor of (someone). - We feasted them after the victory.\n*8*: From Middle English feesten, festen, from Old French fester, from Medieval Latin fest\u0101re, from the noun.\n*9*: See above.", "scrambled": "*1*: An example of to feast is to eat seven plates of food at a buffet. - a celebration or festival; esp., a periodic religious celebration, as in honor of God or a saint - a rich and elaborate meal; banquet - anything that gives pleasure because of its abundance or richness Origin of feastMiddle English feste from Old French from Vulgar Latin festa from plural of Classical Latin festum, festival from festus, festal, joyful, origin, originally , of days for religious observance: see fair - to eat a rich, elaborate meal - to have a special treat Origin of feastME festen < OFr fester < the n. - to entertain at a feast or banquet - to gratify or delight as with a feast: feast your eyes on this! - a.\n*2*: From Middle English feest, feste, fest, from Old French feste, from Latin festa, plural of festum (\u201choliday, festival, feast\u201d), from Proto-Indo-European *d\u02b0\u0113s- (\u201cgod, godhead, deity\u201d); see also Ancient Greek \u03b8\u03b5\u03cc\u03c2 (theos, \u201cgod, goddess\u201d).\n*3*: From Middle English feesten, festen, from Old French fester, from Medieval Latin fest\u0101re, from the noun.\n*4*: A large, elaborately prepared meal, usually for many persons and often accompanied by entertainment; a banquet.b.\n*5*: Origin of feastMiddle English feste from Old French from Vulgar Latin f\u0113sta from Latin pl. of f\u0113stum from f\u0113stus festive ; see dh\u0113s- in Indo-European roots.\n*6*: A table set for a feast. - The definition of a feast is a huge meal, or a day in honor of a saint or other religious or spiritual figure. - An example of a feast is a buffet-style meal. - An example of a feast is February 3, the feast day of Saint Blaise. - Feast is defined as to participate in eating a huge meal or in celebrating a joyous occasion.\n*7*: A meal that is well prepared and abundantly enjoyed. - A periodic religious festival commemorating an event or honoring a god or saint. - Something giving great pleasure or satisfaction: a book that is a veritable feast for the mind. verbfeast\u00b7ed, feast\u00b7ing, feasts - To partake of a feast; eat heartily. - To experience something with gratification or delight: feasted on the view.\n*8*: See above.\n*9*: More at theo-. (third-person singular simple present feasts, present participle feasting, simple past and past participle feasted) - (intransitive) To partake in a feast, or large meal. - I feasted on turkey and dumplings. - (intransitive) To dwell upon (something) with delight. - To hold a feast in honor of (someone). - We feasted them after the victory."}
| 2 |
unscramble_201401
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
*2*: A Study in Unified Diversity: English and Mixtec Locatives This chapter focuses on unity-in-diversity in the domain of locative expressions.
*3*: Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service.
*4*: The frequent path of grammaticalization whereby nouns evolve into adpositions is also discussed.
*5*: It discusses why languages vary greatly in how they code this fundamental aspect of human experience.
*6*: A comparison of their descriptions in cognitive grammar elucidate the specific nature of both their divergence and their commonality.
*7*: The chapter examines two languages — English and Mixtec — whose representations of spatial relationships are strikingly different.
*8*: If you think you should have access to this title, please contact your librarian.
```
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 in Unified Diversity: English and Mixtec Locatives This chapter focuses on unity-in-diversity in the domain of locative expressions.\n*2*: It discusses why languages vary greatly in how they code this fundamental aspect of human experience.\n*3*: The chapter examines two languages \u2014 English and Mixtec \u2014 whose representations of spatial relationships are strikingly different.\n*4*: A comparison of their descriptions in cognitive grammar elucidate the specific nature of both their divergence and their commonality.\n*5*: The frequent path of grammaticalization whereby nouns evolve into adpositions is also discussed.\n*6*: Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service.\n*7*: Public users can however freely search the site and view the abstracts and keywords for each book and chapter.\n*8*: If you think you should have access to this title, please contact your librarian.", "scrambled": "*1*: Public users can however freely search the site and view the abstracts and keywords for each book and chapter.\n*2*: A Study in Unified Diversity: English and Mixtec Locatives This chapter focuses on unity-in-diversity in the domain of locative expressions.\n*3*: Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service.\n*4*: The frequent path of grammaticalization whereby nouns evolve into adpositions is also discussed.\n*5*: It discusses why languages vary greatly in how they code this fundamental aspect of human experience.\n*6*: A comparison of their descriptions in cognitive grammar elucidate the specific nature of both their divergence and their commonality.\n*7*: The chapter examines two languages \u2014 English and Mixtec \u2014 whose representations of spatial relationships are strikingly different.\n*8*: If you think you should have access to this title, please contact your librarian."}
| 2 |
unscramble_149635
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The fear of the Lord is the beginning of knowledge; fools despise wisdom and instruction.
*2*: Used by permission.
*3*: All rights reserved. (New Revised Standard Bible Version Online)
*4*: The proverbs of Solomon son of David, king of Israel: For learning about wisdom and instruction, for understanding words of insight, for gaining instruction in wise dealing, righteousness, justice, and equity; to teach shrewdness to the simple, knowledge and prudence to the young— let the wise also hear and gain in learning, and the discerning acquire skill, to understand a proverb and a figure, the words of the wise and their riddles.
*5*: New Revised Standard Version Bible, copyright 1989, Division of Christian Education of the National Council of the Churches of Christ in the United States of America.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The proverbs of Solomon son of David, king of Israel: For learning about wisdom and instruction, for understanding words of insight, for gaining instruction in wise dealing, righteousness, justice, and equity; to teach shrewdness to the simple, knowledge and prudence to the young\u2014 let the wise also hear and gain in learning, and the discerning acquire skill, to understand a proverb and a figure, the words of the wise and their riddles.\n*2*: The fear of the Lord is the beginning of knowledge; fools despise wisdom and instruction.\n*3*: New Revised Standard Version Bible, copyright 1989, Division of Christian Education of the National Council of the Churches of Christ in the United States of America.\n*4*: Used by permission.\n*5*: All rights reserved. (New Revised Standard Bible Version Online)", "scrambled": "*1*: The fear of the Lord is the beginning of knowledge; fools despise wisdom and instruction.\n*2*: Used by permission.\n*3*: All rights reserved. (New Revised Standard Bible Version Online)\n*4*: The proverbs of Solomon son of David, king of Israel: For learning about wisdom and instruction, for understanding words of insight, for gaining instruction in wise dealing, righteousness, justice, and equity; to teach shrewdness to the simple, knowledge and prudence to the young\u2014 let the wise also hear and gain in learning, and the discerning acquire skill, to understand a proverb and a figure, the words of the wise and their riddles.\n*5*: New Revised Standard Version Bible, copyright 1989, Division of Christian Education of the National Council of the Churches of Christ in the United States of America."}
| 2 |
unscramble_108393
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Estimating population abundance in plant species with dormant life-stages: Fire and the endangered plant Grevillea caleyi R.
*2*: Tony Auld and Judith Scott are with the Biodiversity Research Group of the Department of Environment and Conservation (NSW), (PO Box 1967, Hurstville, NSW 2220, Australia.
*3*: Email: email@example.com, firstname.lastname@example.org).
*4*: Article first published online: 27 JUL 2004 Ecological Management & Restoration Volume 5, Issue 2, pages 125–129, August 2004 How to Cite Auld, T.
*5*: Br.
*6*: D. and Scott, J. (2004), Estimating population abundance in plant species with dormant life-stages: Fire and the endangered plant Grevillea caleyi R.
*7*: Ecological Management & Restoration, 5: 125–129. doi: 10.1111/j.1442-8903.2004.00187.x - Issue published online: 27 JUL 2004 - Article first published online: 27 JUL 2004 Options for accessing this content: - If you have access to this content through a society membership, please first log in to your society website. - If you would like institutional access to this content, please recommend the title to your librarian. - Login via other institutional login options http://onlinelibrary.wiley.com/login-options. - You can purchase online access to this Article for a 24-hour period (price varies by title) - If you already have a Wiley Online Library or Wiley InterScience user account: login above and proceed to purchase the article. - New Users: Please register, then proceed to purchase the article.
*8*: Br.
*9*: The project is part of the research and management arising from the implementation of the recovery plan for the endangered shrub, Grevillea caleyi.
*10*: Registered Users please login: - Access your saved publications, articles and searches - Manage your email alerts, orders and subscriptions - Change your contact information, including your password Please register to: - Save publications, articles and searches - Get email alerts - Get all the benefits mentioned below!
```
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*: Tony Auld and Judith Scott are with the Biodiversity Research Group of the Department of Environment and Conservation (NSW), (PO Box 1967, Hurstville, NSW 2220, Australia.\n*2*: Email: email@example.com, firstname.lastname@example.org).\n*3*: The project is part of the research and management arising from the implementation of the recovery plan for the endangered shrub, Grevillea caleyi.\n*4*: Estimating population abundance in plant species with dormant life-stages: Fire and the endangered plant Grevillea caleyi R.\n*5*: Br.\n*6*: Article first published online: 27 JUL 2004 Ecological Management & Restoration Volume 5, Issue 2, pages 125\u2013129, August 2004 How to Cite Auld, T.\n*7*: D. and Scott, J. (2004), Estimating population abundance in plant species with dormant life-stages: Fire and the endangered plant Grevillea caleyi R.\n*8*: Br.\n*9*: Ecological Management & Restoration, 5: 125\u2013129. doi: 10.1111/j.1442-8903.2004.00187.x - Issue published online: 27 JUL 2004 - Article first published online: 27 JUL 2004 Options for accessing this content: - If you have access to this content through a society membership, please first log in to your society website. - If you would like institutional access to this content, please recommend the title to your librarian. - Login via other institutional login options http://onlinelibrary.wiley.com/login-options. - You can purchase online access to this Article for a 24-hour period (price varies by title) - If you already have a Wiley Online Library or Wiley InterScience user account: login above and proceed to purchase the article. - New Users: Please register, then proceed to purchase the article.\n*10*: Registered Users please login: - Access your saved publications, articles and searches - Manage your email alerts, orders and subscriptions - Change your contact information, including your password Please register to: - Save publications, articles and searches - Get email alerts - Get all the benefits mentioned below!", "scrambled": "*1*: Estimating population abundance in plant species with dormant life-stages: Fire and the endangered plant Grevillea caleyi R.\n*2*: Tony Auld and Judith Scott are with the Biodiversity Research Group of the Department of Environment and Conservation (NSW), (PO Box 1967, Hurstville, NSW 2220, Australia.\n*3*: Email: email@example.com, firstname.lastname@example.org).\n*4*: Article first published online: 27 JUL 2004 Ecological Management & Restoration Volume 5, Issue 2, pages 125\u2013129, August 2004 How to Cite Auld, T.\n*5*: Br.\n*6*: D. and Scott, J. (2004), Estimating population abundance in plant species with dormant life-stages: Fire and the endangered plant Grevillea caleyi R.\n*7*: Ecological Management & Restoration, 5: 125\u2013129. doi: 10.1111/j.1442-8903.2004.00187.x - Issue published online: 27 JUL 2004 - Article first published online: 27 JUL 2004 Options for accessing this content: - If you have access to this content through a society membership, please first log in to your society website. - If you would like institutional access to this content, please recommend the title to your librarian. - Login via other institutional login options http://onlinelibrary.wiley.com/login-options. - You can purchase online access to this Article for a 24-hour period (price varies by title) - If you already have a Wiley Online Library or Wiley InterScience user account: login above and proceed to purchase the article. - New Users: Please register, then proceed to purchase the article.\n*8*: Br.\n*9*: The project is part of the research and management arising from the implementation of the recovery plan for the endangered shrub, Grevillea caleyi.\n*10*: Registered Users please login: - Access your saved publications, articles and searches - Manage your email alerts, orders and subscriptions - Change your contact information, including your password Please register to: - Save publications, articles and searches - Get email alerts - Get all the benefits mentioned below!"}
| 2 |
unscramble_139157
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The national and state flags(United States and Georgia flags) b.
*2*: Pledge of Allegiance PLO: The student will identify and discuss important American symbols: The United States and Georgia state flags , the bald eagle, and the Pledge of Allegiance.
*3*: The bald eagle g.
*4*: Symbols and Their Meanings This Mini- Research eBook was developed for Mrs. Proctor's Kindergarten class at Berrien Primary School Designed By Lauren Stadnik, a Valdosta State University Preservice SSKH2 The student will identify important American symbols and explain their meaning. a.
```
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*: Symbols and Their Meanings This Mini- Research eBook was developed for Mrs. Proctor's Kindergarten class at Berrien Primary School Designed By Lauren Stadnik, a Valdosta State University Preservice SSKH2 The student will identify important American symbols and explain their meaning. a.\n*2*: The national and state flags(United States and Georgia flags) b.\n*3*: The bald eagle g.\n*4*: Pledge of Allegiance PLO: The student will identify and discuss important American symbols: The United States and Georgia state flags , the bald eagle, and the Pledge of Allegiance.", "scrambled": "*1*: The national and state flags(United States and Georgia flags) b.\n*2*: Pledge of Allegiance PLO: The student will identify and discuss important American symbols: The United States and Georgia state flags , the bald eagle, and the Pledge of Allegiance.\n*3*: The bald eagle g.\n*4*: Symbols and Their Meanings This Mini- Research eBook was developed for Mrs. Proctor's Kindergarten class at Berrien Primary School Designed By Lauren Stadnik, a Valdosta State University Preservice SSKH2 The student will identify important American symbols and explain their meaning. a."}
| 2 |
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