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stringlengths 12
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stringclasses 2
values | prompt
stringlengths 484
7.31k
| verification_info
stringlengths 330
14.1k
| difficulty
int64 2
2
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|---|---|---|---|---|
unscramble_91336
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Bosch?
*2*: Demons sporting horns may originate with the Greek god Pan, who dwelt amongst the shepherds in the countryside.
*3*: Questionsfor the reader - Do you worry that exploring demonic themes in your art might "open you up" to becoming a portal for supernatural entrance into this world? - Goya?
*4*: The actual image of a goat in a downward-pointing pentagram first appeared in the 1897 book La Clef de la Magie Noire by Stanislas de Guaita, later adopted as the official symbol — called the Sigil of Baphomet — of the Church of Satan.
*5*: Lévi's Baphomet is the source of the later Tarot cards image of the Devil in the Rider-Waite Tarot design.
*6*: What about later tonight as you lie awake reviewing this question? - Do you believe possession is a real phenomenon or simply a medical problem? - Do you think “exorcising” ideas about evil through art is healthy? - Have you ever abandoned an artwork because you were receiving an evil vibe from further progress on the work? - Have you ever felt the presence of an evil or demonic spirit?
*7*: Art History gives us depiction after horrifying depiction of just how these Demons may have come to manifest themselves in our world.
*8*: What's the most frightening or affecting depiction of a demonic being that you've ever seen in classic or contemporary art? - Does the idea that thinking about demonic spirits, simply considering their actual existence, might open a portal for them into your life frighten you?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Art History gives us depiction after horrifying depiction of just how these Demons may have come to manifest themselves in our world.\n*2*: Demons sporting horns may originate with the Greek god Pan, who dwelt amongst the shepherds in the countryside.\n*3*: L\u00e9vi's Baphomet is the source of the later Tarot cards image of the Devil in the Rider-Waite Tarot design.\n*4*: The actual image of a goat in a downward-pointing pentagram first appeared in the 1897 book La Clef de la Magie Noire by Stanislas de Guaita, later adopted as the official symbol \u2014 called the Sigil of Baphomet \u2014 of the Church of Satan.\n*5*: Questionsfor the reader - Do you worry that exploring demonic themes in your art might \"open you up\" to becoming a portal for supernatural entrance into this world? - Goya?\n*6*: Bosch?\n*7*: What's the most frightening or affecting depiction of a demonic being that you've ever seen in classic or contemporary art? - Does the idea that thinking about demonic spirits, simply considering their actual existence, might open a portal for them into your life frighten you?\n*8*: What about later tonight as you lie awake reviewing this question? - Do you believe possession is a real phenomenon or simply a medical problem? - Do you think \u201cexorcising\u201d ideas about evil through art is healthy? - Have you ever abandoned an artwork because you were receiving an evil vibe from further progress on the work? - Have you ever felt the presence of an evil or demonic spirit?", "scrambled": "*1*: Bosch?\n*2*: Demons sporting horns may originate with the Greek god Pan, who dwelt amongst the shepherds in the countryside.\n*3*: Questionsfor the reader - Do you worry that exploring demonic themes in your art might \"open you up\" to becoming a portal for supernatural entrance into this world? - Goya?\n*4*: The actual image of a goat in a downward-pointing pentagram first appeared in the 1897 book La Clef de la Magie Noire by Stanislas de Guaita, later adopted as the official symbol \u2014 called the Sigil of Baphomet \u2014 of the Church of Satan.\n*5*: L\u00e9vi's Baphomet is the source of the later Tarot cards image of the Devil in the Rider-Waite Tarot design.\n*6*: What about later tonight as you lie awake reviewing this question? - Do you believe possession is a real phenomenon or simply a medical problem? - Do you think \u201cexorcising\u201d ideas about evil through art is healthy? - Have you ever abandoned an artwork because you were receiving an evil vibe from further progress on the work? - Have you ever felt the presence of an evil or demonic spirit?\n*7*: Art History gives us depiction after horrifying depiction of just how these Demons may have come to manifest themselves in our world.\n*8*: What's the most frightening or affecting depiction of a demonic being that you've ever seen in classic or contemporary art? - Does the idea that thinking about demonic spirits, simply considering their actual existence, might open a portal for them into your life frighten you?"}
| 2 |
unscramble_154315
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: And RNA is not particularly good at forming specific metal binding sites, whereas proteins are particularly good." The biochemists' work might offer new targets for antibiotics, since ribonuclease P is essential for making all tRNAs, and since the bacterial enzyme is different from the enzyme in higher organisms.
*2*: The Duke researchers performed chemical experiments that confirmed this contact, producing altered versions of the protein that would chemically cross-link with the RNA in the cleft, allowing them to unequivocally determine that the protein was holding the RNA.
*3*: Such findings may offer intriguing insights into how the machinery of living cells first evolved, Fierke said. "We really didn't expect such a role for the protein," she said. "And, if it turns out to be true, one could speculate that one of the reasons life evolved from an RNA-dependent world to a protein-dependent world is that the RNA required magnesium to do anything.
*4*: Thus, both the Duke and University of Pennsylvania groups propose to design inhibitor compounds that will block some aspect of the critical contacts among the protein, the RNA portion of the ribozyme, and the pre-tRNA. "There are a great many places one could target to thwart this enzyme," Fierke said.
*5*: The Duke researchers also are tinkering with the protein's structure to explore a potential third key RNA binding region on the protein that may help the RNA of the ribonuclease P grab magnesium atoms that it needs to function optimally.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Duke researchers performed chemical experiments that confirmed this contact, producing altered versions of the protein that would chemically cross-link with the RNA in the cleft, allowing them to unequivocally determine that the protein was holding the RNA.\n*2*: The Duke researchers also are tinkering with the protein's structure to explore a potential third key RNA binding region on the protein that may help the RNA of the ribonuclease P grab magnesium atoms that it needs to function optimally.\n*3*: Such findings may offer intriguing insights into how the machinery of living cells first evolved, Fierke said. \"We really didn't expect such a role for the protein,\" she said. \"And, if it turns out to be true, one could speculate that one of the reasons life evolved from an RNA-dependent world to a protein-dependent world is that the RNA required magnesium to do anything.\n*4*: And RNA is not particularly good at forming specific metal binding sites, whereas proteins are particularly good.\" The biochemists' work might offer new targets for antibiotics, since ribonuclease P is essential for making all tRNAs, and since the bacterial enzyme is different from the enzyme in higher organisms.\n*5*: Thus, both the Duke and University of Pennsylvania groups propose to design inhibitor compounds that will block some aspect of the critical contacts among the protein, the RNA portion of the ribozyme, and the pre-tRNA. \"There are a great many places one could target to thwart this enzyme,\" Fierke said.", "scrambled": "*1*: And RNA is not particularly good at forming specific metal binding sites, whereas proteins are particularly good.\" The biochemists' work might offer new targets for antibiotics, since ribonuclease P is essential for making all tRNAs, and since the bacterial enzyme is different from the enzyme in higher organisms.\n*2*: The Duke researchers performed chemical experiments that confirmed this contact, producing altered versions of the protein that would chemically cross-link with the RNA in the cleft, allowing them to unequivocally determine that the protein was holding the RNA.\n*3*: Such findings may offer intriguing insights into how the machinery of living cells first evolved, Fierke said. \"We really didn't expect such a role for the protein,\" she said. \"And, if it turns out to be true, one could speculate that one of the reasons life evolved from an RNA-dependent world to a protein-dependent world is that the RNA required magnesium to do anything.\n*4*: Thus, both the Duke and University of Pennsylvania groups propose to design inhibitor compounds that will block some aspect of the critical contacts among the protein, the RNA portion of the ribozyme, and the pre-tRNA. \"There are a great many places one could target to thwart this enzyme,\" Fierke said.\n*5*: The Duke researchers also are tinkering with the protein's structure to explore a potential third key RNA binding region on the protein that may help the RNA of the ribonuclease P grab magnesium atoms that it needs to function optimally."}
| 2 |
unscramble_240835
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Start your free trial today and get unlimited access to America's largest dictionary, with: - More than 250,000 words that aren't in our free dictionary - Expanded definitions, etymologies, and usage notes - Advanced search features - Ad free!
*2*: You must — there are over 200,000 words in our free online dictionary, but you are looking for one that’s only in the Merriam-Webster Unabridged Dictionary.
*3*: Origin and Etymology of caenagnathiformes New Latin, from 1caen- + agnath- (from a- 2a- + Greek gnathos jaw) + -iformes — more at gnath- First Known Use: 1940 Seen and Heard What made you want to look up Caenagnathiformes?
*4*: Definition of Caenagnathiformes : an order of Canadian Cretaceous birds (Neognathae) known from a single immense jaw and believed to be related to the ostriches though in some respects the jaw resembles that of a toothless dinosaur Love words?
*5*: Please tell us where you read or heard it (including the quote, if possible).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Definition of Caenagnathiformes : an order of Canadian Cretaceous birds (Neognathae) known from a single immense jaw and believed to be related to the ostriches though in some respects the jaw resembles that of a toothless dinosaur Love words?\n*2*: You must \u2014 there are over 200,000 words in our free online dictionary, but you are looking for one that\u2019s only in the Merriam-Webster Unabridged Dictionary.\n*3*: Start your free trial today and get unlimited access to America's largest dictionary, with: - More than 250,000 words that aren't in our free dictionary - Expanded definitions, etymologies, and usage notes - Advanced search features - Ad free!\n*4*: Origin and Etymology of caenagnathiformes New Latin, from 1caen- + agnath- (from a- 2a- + Greek gnathos jaw) + -iformes \u2014 more at gnath- First Known Use: 1940 Seen and Heard What made you want to look up Caenagnathiformes?\n*5*: Please tell us where you read or heard it (including the quote, if possible).", "scrambled": "*1*: Start your free trial today and get unlimited access to America's largest dictionary, with: - More than 250,000 words that aren't in our free dictionary - Expanded definitions, etymologies, and usage notes - Advanced search features - Ad free!\n*2*: You must \u2014 there are over 200,000 words in our free online dictionary, but you are looking for one that\u2019s only in the Merriam-Webster Unabridged Dictionary.\n*3*: Origin and Etymology of caenagnathiformes New Latin, from 1caen- + agnath- (from a- 2a- + Greek gnathos jaw) + -iformes \u2014 more at gnath- First Known Use: 1940 Seen and Heard What made you want to look up Caenagnathiformes?\n*4*: Definition of Caenagnathiformes : an order of Canadian Cretaceous birds (Neognathae) known from a single immense jaw and believed to be related to the ostriches though in some respects the jaw resembles that of a toothless dinosaur Love words?\n*5*: Please tell us where you read or heard it (including the quote, if possible)."}
| 2 |
unscramble_15041
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Similarities between the medieval bras and our current collection of demis, push-ups and racer backs end pretty quickly in the realm of construction.
*2*: Scientists in Austria recently revealed a secret bigger than Victoria's.
*3*: But the "treasure chest" of chest wear suggests that the bra as we know it is just the most recent overhaul in a long line of similarly shaped breast supports. "(The find) reminds people not to assume we already know everything, and to keep an open mind to possible new discoveries about our history," said Beatrix Nutz, a member of Stadler's team who he commissioned to research the textiles in 2009. "I don't think they quite revolutionize the history of underwear, but this find certainly will modify it," says Valerie Steele, director and chief curator of the Museum at the Fashion Institute of Technology, who was not involved in the research. "I think it means people should go back and look a bit more carefully at other garments and images in antiquities collections, to focus on something that may be more ignored." The four newly discovered bras include two that resemble crop tops with bag-like cups, a decorated piece with thick shoulder straps and bags, and one that surprised Nutz with its similarity to lingerie in the 20th century. "The one that I myself like to compare to a modern 'long-line bra' does look as if it could have been fashioned not 100 years ago," Nutz said of the bra, which has thin straps and minimal cups. "The radiocarbon dates proved otherwise." Two of bras -- in addition to a pair of underpants, a girls dress and a shirt fragment -- have been carbon dated to the 15th centuries, Nutz said.
*4*: The medieval bras are linen while modern bras take advantage of synthetic fibers.
*5*: Inside, they found underwear, shoes and four linen pieces that looked like bras.
*6*: While excavating Lengberg Castle in 2008, a group of archaeologists led by the University of Innsbruck's Dr. Harald Stadler unearthed a sack from a recess in the floor.
*7*: Additionally, Nutz's "long-line" bra fastens at the side instead of the back, cup sizes didn't exist in the 15th century, and, of course, the Lengberg bras are all hand-sewn.
*8*: Many people believe the modern bra was invented after corsets, and was a revolutionary result of late 19th and early 20th century style and engineering.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Scientists in Austria recently revealed a secret bigger than Victoria's.\n*2*: While excavating Lengberg Castle in 2008, a group of archaeologists led by the University of Innsbruck's Dr. Harald Stadler unearthed a sack from a recess in the floor.\n*3*: Inside, they found underwear, shoes and four linen pieces that looked like bras.\n*4*: Many people believe the modern bra was invented after corsets, and was a revolutionary result of late 19th and early 20th century style and engineering.\n*5*: But the \"treasure chest\" of chest wear suggests that the bra as we know it is just the most recent overhaul in a long line of similarly shaped breast supports. \"(The find) reminds people not to assume we already know everything, and to keep an open mind to possible new discoveries about our history,\" said Beatrix Nutz, a member of Stadler's team who he commissioned to research the textiles in 2009. \"I don't think they quite revolutionize the history of underwear, but this find certainly will modify it,\" says Valerie Steele, director and chief curator of the Museum at the Fashion Institute of Technology, who was not involved in the research. \"I think it means people should go back and look a bit more carefully at other garments and images in antiquities collections, to focus on something that may be more ignored.\" The four newly discovered bras include two that resemble crop tops with bag-like cups, a decorated piece with thick shoulder straps and bags, and one that surprised Nutz with its similarity to lingerie in the 20th century. \"The one that I myself like to compare to a modern 'long-line bra' does look as if it could have been fashioned not 100 years ago,\" Nutz said of the bra, which has thin straps and minimal cups. \"The radiocarbon dates proved otherwise.\" Two of bras -- in addition to a pair of underpants, a girls dress and a shirt fragment -- have been carbon dated to the 15th centuries, Nutz said.\n*6*: Similarities between the medieval bras and our current collection of demis, push-ups and racer backs end pretty quickly in the realm of construction.\n*7*: The medieval bras are linen while modern bras take advantage of synthetic fibers.\n*8*: Additionally, Nutz's \"long-line\" bra fastens at the side instead of the back, cup sizes didn't exist in the 15th century, and, of course, the Lengberg bras are all hand-sewn.", "scrambled": "*1*: Similarities between the medieval bras and our current collection of demis, push-ups and racer backs end pretty quickly in the realm of construction.\n*2*: Scientists in Austria recently revealed a secret bigger than Victoria's.\n*3*: But the \"treasure chest\" of chest wear suggests that the bra as we know it is just the most recent overhaul in a long line of similarly shaped breast supports. \"(The find) reminds people not to assume we already know everything, and to keep an open mind to possible new discoveries about our history,\" said Beatrix Nutz, a member of Stadler's team who he commissioned to research the textiles in 2009. \"I don't think they quite revolutionize the history of underwear, but this find certainly will modify it,\" says Valerie Steele, director and chief curator of the Museum at the Fashion Institute of Technology, who was not involved in the research. \"I think it means people should go back and look a bit more carefully at other garments and images in antiquities collections, to focus on something that may be more ignored.\" The four newly discovered bras include two that resemble crop tops with bag-like cups, a decorated piece with thick shoulder straps and bags, and one that surprised Nutz with its similarity to lingerie in the 20th century. \"The one that I myself like to compare to a modern 'long-line bra' does look as if it could have been fashioned not 100 years ago,\" Nutz said of the bra, which has thin straps and minimal cups. \"The radiocarbon dates proved otherwise.\" Two of bras -- in addition to a pair of underpants, a girls dress and a shirt fragment -- have been carbon dated to the 15th centuries, Nutz said.\n*4*: The medieval bras are linen while modern bras take advantage of synthetic fibers.\n*5*: Inside, they found underwear, shoes and four linen pieces that looked like bras.\n*6*: While excavating Lengberg Castle in 2008, a group of archaeologists led by the University of Innsbruck's Dr. Harald Stadler unearthed a sack from a recess in the floor.\n*7*: Additionally, Nutz's \"long-line\" bra fastens at the side instead of the back, cup sizes didn't exist in the 15th century, and, of course, the Lengberg bras are all hand-sewn.\n*8*: Many people believe the modern bra was invented after corsets, and was a revolutionary result of late 19th and early 20th century style and engineering."}
| 2 |
unscramble_43084
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The footage will be aired for the first time in the Discovery Channel's "Monster Squid: The Giant is Real." The program premieres on Discovery at 8 p.m.
*2*: TLC Networks, said in a news release Monday."This latest production, four years in the making, is a world-first achievement for television, and I'm excited to share it," Eileen O'Neill, group President of Discovery and The giant squid has for years been at the center of numerous fantastic tales of the sea.
*3*: Discovery and Japanese partner NHK captured the images of the squid deep beneath the Pacific Ocean during a mission that included more than 400 hours in the abyss, more than 100 sub dives, some at depths greater than 3,000 feet, and a crew of scientists, engineers, technicians and submarine pilots.
*4*: ET Jan. 27, and will serve as the season finale for Discovery's "Curiosity" series.
*5*: Until now.
*6*: NHK will air its special on the giant squid Jan. 13.
*7*: The elusive giant squid has never been captured on film.
*8*: Nearly as long as a school bus and weighing up to a ton, the squid's eight arms and two tentacles are covered in barbed suction cups, which it uses to force prey - fish, other squid, possibly small whales - into its razor-sharp beak.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 elusive giant squid has never been captured on film.\n*2*: Until now.\n*3*: Discovery and Japanese partner NHK captured the images of the squid deep beneath the Pacific Ocean during a mission that included more than 400 hours in the abyss, more than 100 sub dives, some at depths greater than 3,000 feet, and a crew of scientists, engineers, technicians and submarine pilots.\n*4*: TLC Networks, said in a news release Monday.\"This latest production, four years in the making, is a world-first achievement for television, and I'm excited to share it,\" Eileen O'Neill, group President of Discovery and The giant squid has for years been at the center of numerous fantastic tales of the sea.\n*5*: Nearly as long as a school bus and weighing up to a ton, the squid's eight arms and two tentacles are covered in barbed suction cups, which it uses to force prey - fish, other squid, possibly small whales - into its razor-sharp beak.\n*6*: The footage will be aired for the first time in the Discovery Channel's \"Monster Squid: The Giant is Real.\" The program premieres on Discovery at 8 p.m.\n*7*: ET Jan. 27, and will serve as the season finale for Discovery's \"Curiosity\" series.\n*8*: NHK will air its special on the giant squid Jan. 13.", "scrambled": "*1*: The footage will be aired for the first time in the Discovery Channel's \"Monster Squid: The Giant is Real.\" The program premieres on Discovery at 8 p.m.\n*2*: TLC Networks, said in a news release Monday.\"This latest production, four years in the making, is a world-first achievement for television, and I'm excited to share it,\" Eileen O'Neill, group President of Discovery and The giant squid has for years been at the center of numerous fantastic tales of the sea.\n*3*: Discovery and Japanese partner NHK captured the images of the squid deep beneath the Pacific Ocean during a mission that included more than 400 hours in the abyss, more than 100 sub dives, some at depths greater than 3,000 feet, and a crew of scientists, engineers, technicians and submarine pilots.\n*4*: ET Jan. 27, and will serve as the season finale for Discovery's \"Curiosity\" series.\n*5*: Until now.\n*6*: NHK will air its special on the giant squid Jan. 13.\n*7*: The elusive giant squid has never been captured on film.\n*8*: Nearly as long as a school bus and weighing up to a ton, the squid's eight arms and two tentacles are covered in barbed suction cups, which it uses to force prey - fish, other squid, possibly small whales - into its razor-sharp beak."}
| 2 |
unscramble_118611
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: For APRS use, the GPS receiver will then send the location information to a TNC for transmission by radio - ham: a person who uses amateur radio.
*2*: The origin of the nickname is obscure - hop: when a digipeater repeats a packet, it's considered a "hop." If a second digi receives the packet from the first digi and retransmits it, that counts as a second hop - IGate: Internet Gateway, a radio and computer setup for receiving packet data via radio and sending those packets to the Internet (via APRS-IS) - packet: a bundle of data (like an APRS user's call sign and location, or a weather station's report on conditions) plus a path and other information, represented as a set of bytes in a computer or transmitted via radio as a series of rapidly-changing tones - path: a specification of the path a packet should take through the digipeater system.
*3*: A //GPS receiver// uses signals from satellites to determine its position.
*4*: Revision as of 11:02, 28 August 2007 by JosephDurnal - APRS: Automated Packet Reporting System - APRS-IS: APRS-Internet System - digi: short for "digipeater" - digipeater: a "digital repeater," a radio transceiver (often mounted on a hill or mountain) which re-broadcasts the packets it receives over a wide area - findu: a web site at http://www.findu.com which collects APRS data from APRS-IS and can answer queries on the database.
*5*: Also, generically, the Internet aspect of APRS, though there are many other useful APRS sites - gate: short for IGate - GPS: Global Positioning System.
*6*: A device which can control a radio and transmit computer data (like a user's call sign and GPS position information) using a series of rapidly-changing tones - Voice Alert is a way of setting up an APRS station to notify you if other active stations come into simplex voice range
*7*: Can be explicit (using the callsigns of the intended repeaters and the ultimate destination) or symbolic, like "WIDE2-2" which digipeaters will interpret to mean "repeat twice." - TNC: Terminal Node Controller.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Revision as of 11:02, 28 August 2007 by JosephDurnal - APRS: Automated Packet Reporting System - APRS-IS: APRS-Internet System - digi: short for \"digipeater\" - digipeater: a \"digital repeater,\" a radio transceiver (often mounted on a hill or mountain) which re-broadcasts the packets it receives over a wide area - findu: a web site at http://www.findu.com which collects APRS data from APRS-IS and can answer queries on the database.\n*2*: Also, generically, the Internet aspect of APRS, though there are many other useful APRS sites - gate: short for IGate - GPS: Global Positioning System.\n*3*: A //GPS receiver// uses signals from satellites to determine its position.\n*4*: For APRS use, the GPS receiver will then send the location information to a TNC for transmission by radio - ham: a person who uses amateur radio.\n*5*: The origin of the nickname is obscure - hop: when a digipeater repeats a packet, it's considered a \"hop.\" If a second digi receives the packet from the first digi and retransmits it, that counts as a second hop - IGate: Internet Gateway, a radio and computer setup for receiving packet data via radio and sending those packets to the Internet (via APRS-IS) - packet: a bundle of data (like an APRS user's call sign and location, or a weather station's report on conditions) plus a path and other information, represented as a set of bytes in a computer or transmitted via radio as a series of rapidly-changing tones - path: a specification of the path a packet should take through the digipeater system.\n*6*: Can be explicit (using the callsigns of the intended repeaters and the ultimate destination) or symbolic, like \"WIDE2-2\" which digipeaters will interpret to mean \"repeat twice.\" - TNC: Terminal Node Controller.\n*7*: A device which can control a radio and transmit computer data (like a user's call sign and GPS position information) using a series of rapidly-changing tones - Voice Alert is a way of setting up an APRS station to notify you if other active stations come into simplex voice range", "scrambled": "*1*: For APRS use, the GPS receiver will then send the location information to a TNC for transmission by radio - ham: a person who uses amateur radio.\n*2*: The origin of the nickname is obscure - hop: when a digipeater repeats a packet, it's considered a \"hop.\" If a second digi receives the packet from the first digi and retransmits it, that counts as a second hop - IGate: Internet Gateway, a radio and computer setup for receiving packet data via radio and sending those packets to the Internet (via APRS-IS) - packet: a bundle of data (like an APRS user's call sign and location, or a weather station's report on conditions) plus a path and other information, represented as a set of bytes in a computer or transmitted via radio as a series of rapidly-changing tones - path: a specification of the path a packet should take through the digipeater system.\n*3*: A //GPS receiver// uses signals from satellites to determine its position.\n*4*: Revision as of 11:02, 28 August 2007 by JosephDurnal - APRS: Automated Packet Reporting System - APRS-IS: APRS-Internet System - digi: short for \"digipeater\" - digipeater: a \"digital repeater,\" a radio transceiver (often mounted on a hill or mountain) which re-broadcasts the packets it receives over a wide area - findu: a web site at http://www.findu.com which collects APRS data from APRS-IS and can answer queries on the database.\n*5*: Also, generically, the Internet aspect of APRS, though there are many other useful APRS sites - gate: short for IGate - GPS: Global Positioning System.\n*6*: A device which can control a radio and transmit computer data (like a user's call sign and GPS position information) using a series of rapidly-changing tones - Voice Alert is a way of setting up an APRS station to notify you if other active stations come into simplex voice range\n*7*: Can be explicit (using the callsigns of the intended repeaters and the ultimate destination) or symbolic, like \"WIDE2-2\" which digipeaters will interpret to mean \"repeat twice.\" - TNC: Terminal Node Controller."}
| 2 |
unscramble_140760
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Fully one-in-four members of the Millennial generation – so called because they were born after 1980 and began to come of age around the year 2000 – are unaffiliated with any particular faith.
*2*: Read the full report Religion Among the Millennials on the Pew Forum on Religion & Public Life's Web site.
*3*: Fewer young adults belong to any particular faith than older people do today.
*4*: Indeed, Millennials are significantly more unaffiliated than members of Generation X were at a comparable point in their life cycle (20% in the late 1990s) and twice as unaffiliated as Baby Boomers were as young adults (13% in the late 1970s).
*5*: And compared with their elders today, fewer young people say that religion is very important in their lives.
*6*: They also are less likely to be affiliated than their parents' and grandparents' generations were when they were young.
*7*: Young adults also attend religious services less often than older Americans today.
*8*: By some key measures, Americans ages 18 to 29 are considerably less religious than older Americans.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 some key measures, Americans ages 18 to 29 are considerably less religious than older Americans.\n*2*: Fewer young adults belong to any particular faith than older people do today.\n*3*: They also are less likely to be affiliated than their parents' and grandparents' generations were when they were young.\n*4*: Fully one-in-four members of the Millennial generation \u2013 so called because they were born after 1980 and began to come of age around the year 2000 \u2013 are unaffiliated with any particular faith.\n*5*: Indeed, Millennials are significantly more unaffiliated than members of Generation X were at a comparable point in their life cycle (20% in the late 1990s) and twice as unaffiliated as Baby Boomers were as young adults (13% in the late 1970s).\n*6*: Young adults also attend religious services less often than older Americans today.\n*7*: And compared with their elders today, fewer young people say that religion is very important in their lives.\n*8*: Read the full report Religion Among the Millennials on the Pew Forum on Religion & Public Life's Web site.", "scrambled": "*1*: Fully one-in-four members of the Millennial generation \u2013 so called because they were born after 1980 and began to come of age around the year 2000 \u2013 are unaffiliated with any particular faith.\n*2*: Read the full report Religion Among the Millennials on the Pew Forum on Religion & Public Life's Web site.\n*3*: Fewer young adults belong to any particular faith than older people do today.\n*4*: Indeed, Millennials are significantly more unaffiliated than members of Generation X were at a comparable point in their life cycle (20% in the late 1990s) and twice as unaffiliated as Baby Boomers were as young adults (13% in the late 1970s).\n*5*: And compared with their elders today, fewer young people say that religion is very important in their lives.\n*6*: They also are less likely to be affiliated than their parents' and grandparents' generations were when they were young.\n*7*: Young adults also attend religious services less often than older Americans today.\n*8*: By some key measures, Americans ages 18 to 29 are considerably less religious than older Americans."}
| 2 |
unscramble_84137
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Solve for x and check.
*2*: First remove parentheses Now combine like terms Transpose known terms to one side and unknown terms to the other Inside the first parentheses, 3(-19/3) = -19 Inside the second parentheses we are subtracting fractions.
*3*: On the left, subtracting a negative is the same as adding a positive, and on the right, 2(19/3) = 38/3 Inside the parentheses that are still on the left, -19 + 5 = -14 Multiply the 2(-14) Find common denominators.
*4*: 10.
*5*: Return to test
*6*: We can handle this situation by finding common denominators. 3 = 9/3.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 10.\n*2*: Solve for x and check.\n*3*: First remove parentheses Now combine like terms Transpose known terms to one side and unknown terms to the other Inside the first parentheses, 3(-19/3) = -19 Inside the second parentheses we are subtracting fractions.\n*4*: We can handle this situation by finding common denominators. 3 = 9/3.\n*5*: On the left, subtracting a negative is the same as adding a positive, and on the right, 2(19/3) = 38/3 Inside the parentheses that are still on the left, -19 + 5 = -14 Multiply the 2(-14) Find common denominators.\n*6*: Return to test", "scrambled": "*1*: Solve for x and check.\n*2*: First remove parentheses Now combine like terms Transpose known terms to one side and unknown terms to the other Inside the first parentheses, 3(-19/3) = -19 Inside the second parentheses we are subtracting fractions.\n*3*: On the left, subtracting a negative is the same as adding a positive, and on the right, 2(19/3) = 38/3 Inside the parentheses that are still on the left, -19 + 5 = -14 Multiply the 2(-14) Find common denominators.\n*4*: 10.\n*5*: Return to test\n*6*: We can handle this situation by finding common denominators. 3 = 9/3."}
| 2 |
unscramble_243851
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Achim Steiner said this would have resulted in “up to 20 million more cases of skin cancer and 130 million more cases of eye cataracts, not to speak of damage to human immune systems, wildlife and agriculture.” News Tracker: past stories on this issue
*2*: Mr. Ban warned that inaction on the issue could result in dire social, economic and environmental consequences. “The example of the Montreal Protocol sends a power message that action on major global challenges is not only possible, but that the financial and human benefits invariably outweigh the costs.” The head of the UN Environment Programme (UNEP) today pointed out that without the Montreal Protocol and its Vienna Convention, atmospheric levels of ozone-depleting substances would have surged tenfold by 2050.
*3*: With evidence showing that, since 1990, the phasing out of chlorofluorocarbons, or CFCs, has slowed the progression of climate change by 12 years, the Secretary-General said that international cooperation on the harmful substance is a “timely reaffirmation that through unity of purpose and concerted action, we can minimize risks to our planet and build a safer world for future generations.” The lessons gleaned from this global collaboration should propel nations to ‘seal the deal’ at the UN climate change conference in Copenhagen, Denmark, which is just over 80 days away from today, he underscored.
*4*: 16 September 2009 With Timor-Leste’s accession to the global pacts seeking to stem ozone loss, Secretary-General Ban Ki-moon today hailed the now universal participation in these treaties as he marked the International Day for the Preservation of the Ozone Layer.
*5*: Since the adoption of the two pacts, the international ozone regime has expanded to address almost 100 ozone-depleting chemicals for refrigeration, electronics, foam-making and other industries.
*6*: Timor-Leste, the world’s youngest democracy, has now joined all of the world’s other States in taking part in the Vienna Convention for the Protection of the Ozone Layer and its Montreal Protocol. “Timor-Leste’s action sends a strong signal of global solidarity, not only for addressing ozone depletion but for tackling other pressing multilateral challenges, of which climate change is pre-eminent,” Mr. Ban said in a message marking the International Day to protect the ozone layer, which protects the Earth’s population from harmful ultra-violet radiation.
*7*: The country’s Prime Minister, Xanana Gusmão, said Timor-Leste is “very pleased to be joining the rest of the world in the fight against the depletion of the ozone layer and the effort towards it recovery.” The Montreal Protocol, which opened for signature on 16 September 2007, is an annex to the Vienna Convention for the Protection of the Ozone Layer, which celebrated its 20th anniversary last year.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 16 September 2009 With Timor-Leste\u2019s accession to the global pacts seeking to stem ozone loss, Secretary-General Ban Ki-moon today hailed the now universal participation in these treaties as he marked the International Day for the Preservation of the Ozone Layer.\n*2*: Timor-Leste, the world\u2019s youngest democracy, has now joined all of the world\u2019s other States in taking part in the Vienna Convention for the Protection of the Ozone Layer and its Montreal Protocol. \u201cTimor-Leste\u2019s action sends a strong signal of global solidarity, not only for addressing ozone depletion but for tackling other pressing multilateral challenges, of which climate change is pre-eminent,\u201d Mr. Ban said in a message marking the International Day to protect the ozone layer, which protects the Earth\u2019s population from harmful ultra-violet radiation.\n*3*: The country\u2019s Prime Minister, Xanana Gusm\u00e3o, said Timor-Leste is \u201cvery pleased to be joining the rest of the world in the fight against the depletion of the ozone layer and the effort towards it recovery.\u201d The Montreal Protocol, which opened for signature on 16 September 2007, is an annex to the Vienna Convention for the Protection of the Ozone Layer, which celebrated its 20th anniversary last year.\n*4*: Since the adoption of the two pacts, the international ozone regime has expanded to address almost 100 ozone-depleting chemicals for refrigeration, electronics, foam-making and other industries.\n*5*: With evidence showing that, since 1990, the phasing out of chlorofluorocarbons, or CFCs, has slowed the progression of climate change by 12 years, the Secretary-General said that international cooperation on the harmful substance is a \u201ctimely reaffirmation that through unity of purpose and concerted action, we can minimize risks to our planet and build a safer world for future generations.\u201d The lessons gleaned from this global collaboration should propel nations to \u2018seal the deal\u2019 at the UN climate change conference in Copenhagen, Denmark, which is just over 80 days away from today, he underscored.\n*6*: Mr. Ban warned that inaction on the issue could result in dire social, economic and environmental consequences. \u201cThe example of the Montreal Protocol sends a power message that action on major global challenges is not only possible, but that the financial and human benefits invariably outweigh the costs.\u201d The head of the UN Environment Programme (UNEP) today pointed out that without the Montreal Protocol and its Vienna Convention, atmospheric levels of ozone-depleting substances would have surged tenfold by 2050.\n*7*: Achim Steiner said this would have resulted in \u201cup to 20 million more cases of skin cancer and 130 million more cases of eye cataracts, not to speak of damage to human immune systems, wildlife and agriculture.\u201d News Tracker: past stories on this issue", "scrambled": "*1*: Achim Steiner said this would have resulted in \u201cup to 20 million more cases of skin cancer and 130 million more cases of eye cataracts, not to speak of damage to human immune systems, wildlife and agriculture.\u201d News Tracker: past stories on this issue\n*2*: Mr. Ban warned that inaction on the issue could result in dire social, economic and environmental consequences. \u201cThe example of the Montreal Protocol sends a power message that action on major global challenges is not only possible, but that the financial and human benefits invariably outweigh the costs.\u201d The head of the UN Environment Programme (UNEP) today pointed out that without the Montreal Protocol and its Vienna Convention, atmospheric levels of ozone-depleting substances would have surged tenfold by 2050.\n*3*: With evidence showing that, since 1990, the phasing out of chlorofluorocarbons, or CFCs, has slowed the progression of climate change by 12 years, the Secretary-General said that international cooperation on the harmful substance is a \u201ctimely reaffirmation that through unity of purpose and concerted action, we can minimize risks to our planet and build a safer world for future generations.\u201d The lessons gleaned from this global collaboration should propel nations to \u2018seal the deal\u2019 at the UN climate change conference in Copenhagen, Denmark, which is just over 80 days away from today, he underscored.\n*4*: 16 September 2009 With Timor-Leste\u2019s accession to the global pacts seeking to stem ozone loss, Secretary-General Ban Ki-moon today hailed the now universal participation in these treaties as he marked the International Day for the Preservation of the Ozone Layer.\n*5*: Since the adoption of the two pacts, the international ozone regime has expanded to address almost 100 ozone-depleting chemicals for refrigeration, electronics, foam-making and other industries.\n*6*: Timor-Leste, the world\u2019s youngest democracy, has now joined all of the world\u2019s other States in taking part in the Vienna Convention for the Protection of the Ozone Layer and its Montreal Protocol. \u201cTimor-Leste\u2019s action sends a strong signal of global solidarity, not only for addressing ozone depletion but for tackling other pressing multilateral challenges, of which climate change is pre-eminent,\u201d Mr. Ban said in a message marking the International Day to protect the ozone layer, which protects the Earth\u2019s population from harmful ultra-violet radiation.\n*7*: The country\u2019s Prime Minister, Xanana Gusm\u00e3o, said Timor-Leste is \u201cvery pleased to be joining the rest of the world in the fight against the depletion of the ozone layer and the effort towards it recovery.\u201d The Montreal Protocol, which opened for signature on 16 September 2007, is an annex to the Vienna Convention for the Protection of the Ozone Layer, which celebrated its 20th anniversary last year."}
| 2 |
unscramble_118008
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In late 2007, during the early months of his faculty position at Mount Sinai School of Medicine in New York City, Benjamin tenOever faced a wrinkle in his research plans.
*2*: Science - A Scientist's Infectious Enthusiasm Dr. Benjamin tenOever’s groundbreaking research in molecular and cellular biology was featured in Science magazine.
*3*: Learn more
*4*: After months of work, the project looked like it might be a dead end: They had found that microRNAs are produced as a virus infects a cell, but those sequences didn't make a difference in how a cell responded to its invader.
*5*: Experienced in looking at how cells respond to viruses, he'd set his sights on microRNA and how these small molecular segments that tweak protein expression might help cells fight off infection.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Science - A Scientist's Infectious Enthusiasm Dr. Benjamin tenOever\u2019s groundbreaking research in molecular and cellular biology was featured in Science magazine.\n*2*: In late 2007, during the early months of his faculty position at Mount Sinai School of Medicine in New York City, Benjamin tenOever faced a wrinkle in his research plans.\n*3*: Experienced in looking at how cells respond to viruses, he'd set his sights on microRNA and how these small molecular segments that tweak protein expression might help cells fight off infection.\n*4*: After months of work, the project looked like it might be a dead end: They had found that microRNAs are produced as a virus infects a cell, but those sequences didn't make a difference in how a cell responded to its invader.\n*5*: Learn more", "scrambled": "*1*: In late 2007, during the early months of his faculty position at Mount Sinai School of Medicine in New York City, Benjamin tenOever faced a wrinkle in his research plans.\n*2*: Science - A Scientist's Infectious Enthusiasm Dr. Benjamin tenOever\u2019s groundbreaking research in molecular and cellular biology was featured in Science magazine.\n*3*: Learn more\n*4*: After months of work, the project looked like it might be a dead end: They had found that microRNAs are produced as a virus infects a cell, but those sequences didn't make a difference in how a cell responded to its invader.\n*5*: Experienced in looking at how cells respond to viruses, he'd set his sights on microRNA and how these small molecular segments that tweak protein expression might help cells fight off infection."}
| 2 |
unscramble_67157
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The compositions and phase transformations predicted by the multi-component aerosol model are used to study the formation of cirrus clouds in the upper troposphere and polar stratospheric clouds in the lower stratosphere.
*2*: The Atmospheric Modeling Group contributes to the advancement of the understanding of radiative and cloud microphysical processes in the earth's atmosphere, particularly those related to aerosols and clouds and the physical chemistry of atmospheric aerosols.
*3*: The cloud process models are used to aid the analysis of cloud measurements, and to predict the climate effect of cloud and aerosol changes.
*4*: Quantifying Denitrification and Its Effect on Ozone Recovery Reduction of Trade-Cumulus Cloud Cover Due to Solar Heating by Dark Haze How Effectively Can Freeze-Drying by Optically Thin, Laminar Cirrus Dehydrate Air Rising Slowly Across the Tropical Tropopause Reduction of Tropical Cloudiness by Soot Three Dimentional Simulations of Polar Stratospheric Cloud Formation Comments and suggestions are welcome!
*5*: The Group uses information technologies to develop and validate numerical models of interactions between clouds, aerosols, and radiation.
*6*: Go to Atmospheric Modeling website / Atmospheric Physics Branch / Earth Science Division ESD Information Exchange Group (email@example.com) Last Modified: July-2001
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Atmospheric Modeling Group contributes to the advancement of the understanding of radiative and cloud microphysical processes in the earth's atmosphere, particularly those related to aerosols and clouds and the physical chemistry of atmospheric aerosols.\n*2*: The Group uses information technologies to develop and validate numerical models of interactions between clouds, aerosols, and radiation.\n*3*: The cloud process models are used to aid the analysis of cloud measurements, and to predict the climate effect of cloud and aerosol changes.\n*4*: The compositions and phase transformations predicted by the multi-component aerosol model are used to study the formation of cirrus clouds in the upper troposphere and polar stratospheric clouds in the lower stratosphere.\n*5*: Quantifying Denitrification and Its Effect on Ozone Recovery Reduction of Trade-Cumulus Cloud Cover Due to Solar Heating by Dark Haze How Effectively Can Freeze-Drying by Optically Thin, Laminar Cirrus Dehydrate Air Rising Slowly Across the Tropical Tropopause Reduction of Tropical Cloudiness by Soot Three Dimentional Simulations of Polar Stratospheric Cloud Formation Comments and suggestions are welcome!\n*6*: Go to Atmospheric Modeling website / Atmospheric Physics Branch / Earth Science Division ESD Information Exchange Group (email@example.com) Last Modified: July-2001", "scrambled": "*1*: The compositions and phase transformations predicted by the multi-component aerosol model are used to study the formation of cirrus clouds in the upper troposphere and polar stratospheric clouds in the lower stratosphere.\n*2*: The Atmospheric Modeling Group contributes to the advancement of the understanding of radiative and cloud microphysical processes in the earth's atmosphere, particularly those related to aerosols and clouds and the physical chemistry of atmospheric aerosols.\n*3*: The cloud process models are used to aid the analysis of cloud measurements, and to predict the climate effect of cloud and aerosol changes.\n*4*: Quantifying Denitrification and Its Effect on Ozone Recovery Reduction of Trade-Cumulus Cloud Cover Due to Solar Heating by Dark Haze How Effectively Can Freeze-Drying by Optically Thin, Laminar Cirrus Dehydrate Air Rising Slowly Across the Tropical Tropopause Reduction of Tropical Cloudiness by Soot Three Dimentional Simulations of Polar Stratospheric Cloud Formation Comments and suggestions are welcome!\n*5*: The Group uses information technologies to develop and validate numerical models of interactions between clouds, aerosols, and radiation.\n*6*: Go to Atmospheric Modeling website / Atmospheric Physics Branch / Earth Science Division ESD Information Exchange Group (email@example.com) Last Modified: July-2001"}
| 2 |
unscramble_56412
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Learn how to make Cinco de Mayo Papel Picado Straws and a paper flower hair clip!
*2*: Submitted by: Sarah Bucek
*3*: - Cut the tissue paper into 2 strips - fold the tissue paper in half lengthwise and cut in half. - Using the scissors, cut into the strips 1 1/5 inches every 1/4 inch to create fringe. - Alternating colors, use Continuous Glue Lines and 1" Glue Lines to adhere the tissue paper strips to the paper bag until it is covered. - Fill the bag with candy and fold the top closed, using Craft Glue Dots to seal it closed. - Cover the folded top with the remaining fringed tissue paper. - Use the hole punch to punch two holes over the folded top.
*4*: Each punch should be about 1-2 inches from the ends. - Tie the yarn through the holes and use it to hang the pinata.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - Cut the tissue paper into 2 strips - fold the tissue paper in half lengthwise and cut in half. - Using the scissors, cut into the strips 1 1/5 inches every 1/4 inch to create fringe. - Alternating colors, use Continuous Glue Lines and 1\" Glue Lines to adhere the tissue paper strips to the paper bag until it is covered. - Fill the bag with candy and fold the top closed, using Craft Glue Dots to seal it closed. - Cover the folded top with the remaining fringed tissue paper. - Use the hole punch to punch two holes over the folded top.\n*2*: Each punch should be about 1-2 inches from the ends. - Tie the yarn through the holes and use it to hang the pinata.\n*3*: Learn how to make Cinco de Mayo Papel Picado Straws and a paper flower hair clip!\n*4*: Submitted by: Sarah Bucek", "scrambled": "*1*: Learn how to make Cinco de Mayo Papel Picado Straws and a paper flower hair clip!\n*2*: Submitted by: Sarah Bucek\n*3*: - Cut the tissue paper into 2 strips - fold the tissue paper in half lengthwise and cut in half. - Using the scissors, cut into the strips 1 1/5 inches every 1/4 inch to create fringe. - Alternating colors, use Continuous Glue Lines and 1\" Glue Lines to adhere the tissue paper strips to the paper bag until it is covered. - Fill the bag with candy and fold the top closed, using Craft Glue Dots to seal it closed. - Cover the folded top with the remaining fringed tissue paper. - Use the hole punch to punch two holes over the folded top.\n*4*: Each punch should be about 1-2 inches from the ends. - Tie the yarn through the holes and use it to hang the pinata."}
| 2 |
unscramble_218949
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Mexican Romneys are supportive of Mitt's campaign but they do not appreciate his hardline against illegal immigrants.
*2*: Mitt's siblings have visited their 40 second cousins in Colonia Juarez but the presidential hopeful has never reached out to them.
*3*: George Romney set roots in the U.S. becoming the governor of Michigan.
*4*: But the rest of the Romneys chose to go back to Mexico.
*5*: Mitt Romney's great-grandfather fled to Mexico from the U.S. to avoid arrest for polygamy in the late 1800s.
*6*: When Romney's father George was five years old, the family moved to the U.S. to escape the Mexican Revolution.
*7*: He set up a Mormon community with his five wives that prospered through farming and ranching.
*8*: Watch below the AP report and interviews with the Mexican Romneys.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Mitt Romney's great-grandfather fled to Mexico from the U.S. to avoid arrest for polygamy in the late 1800s.\n*2*: He set up a Mormon community with his five wives that prospered through farming and ranching.\n*3*: When Romney's father George was five years old, the family moved to the U.S. to escape the Mexican Revolution.\n*4*: George Romney set roots in the U.S. becoming the governor of Michigan.\n*5*: But the rest of the Romneys chose to go back to Mexico.\n*6*: Mitt's siblings have visited their 40 second cousins in Colonia Juarez but the presidential hopeful has never reached out to them.\n*7*: The Mexican Romneys are supportive of Mitt's campaign but they do not appreciate his hardline against illegal immigrants.\n*8*: Watch below the AP report and interviews with the Mexican Romneys.", "scrambled": "*1*: The Mexican Romneys are supportive of Mitt's campaign but they do not appreciate his hardline against illegal immigrants.\n*2*: Mitt's siblings have visited their 40 second cousins in Colonia Juarez but the presidential hopeful has never reached out to them.\n*3*: George Romney set roots in the U.S. becoming the governor of Michigan.\n*4*: But the rest of the Romneys chose to go back to Mexico.\n*5*: Mitt Romney's great-grandfather fled to Mexico from the U.S. to avoid arrest for polygamy in the late 1800s.\n*6*: When Romney's father George was five years old, the family moved to the U.S. to escape the Mexican Revolution.\n*7*: He set up a Mormon community with his five wives that prospered through farming and ranching.\n*8*: Watch below the AP report and interviews with the Mexican Romneys."}
| 2 |
unscramble_65140
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Both of these appear to be thrust faults where the rocks of lower stratigraphic position (on the left) are pushed up and over higher strata (on the right).
*2*: On the left of the fold axis the sedimentary rocks are cut by a small decomposed dyke, which has been filled in with concreted rocks.
*3*: Anticline in Melbourne March 14, 2012 The photo above shows a roadcut as seen from the Belford Road overpass on the Eastern Freeway in Melbourne, Australia.
*4*: According to Nicholas Steno's law of superposition, the oldest sedimentary deposits are at the bottom.
*5*: Two fault lines can be seen to the right of the anticline's axis.
*6*: Photo taken January 19, 2012.
*7*: I have labeled the fold axis, the dyke, the faults and a possible matching of sedimentary layers on either side of the first fault.
*8*: These are discernible because the sedimentary layers on either side of the faults do not match.
*9*: Photo details: Camera Maker: Canon; Camera Model: Canon EOS 50D; Focal Length: 50.0mm; Aperture: f/8.0; Exposure Time: 0.0031 s (1/320); ISO equiv: 250; Exposure Bias: none; Metering Mode: Matrix; Exposure: shutter priority (semi-auto); White Balance: Auto; Flash Fired: No (enforced); Orientation: Normal; Software: Paint Shop Pro Photo 12.01.
*10*: The major geological feature in this roadcut is an anticline.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Anticline in Melbourne March 14, 2012 The photo above shows a roadcut as seen from the Belford Road overpass on the Eastern Freeway in Melbourne, Australia.\n*2*: The major geological feature in this roadcut is an anticline.\n*3*: According to Nicholas Steno's law of superposition, the oldest sedimentary deposits are at the bottom.\n*4*: Two fault lines can be seen to the right of the anticline's axis.\n*5*: These are discernible because the sedimentary layers on either side of the faults do not match.\n*6*: Both of these appear to be thrust faults where the rocks of lower stratigraphic position (on the left) are pushed up and over higher strata (on the right).\n*7*: On the left of the fold axis the sedimentary rocks are cut by a small decomposed dyke, which has been filled in with concreted rocks.\n*8*: I have labeled the fold axis, the dyke, the faults and a possible matching of sedimentary layers on either side of the first fault.\n*9*: Photo taken January 19, 2012.\n*10*: Photo details: Camera Maker: Canon; Camera Model: Canon EOS 50D; Focal Length: 50.0mm; Aperture: f/8.0; Exposure Time: 0.0031 s (1/320); ISO equiv: 250; Exposure Bias: none; Metering Mode: Matrix; Exposure: shutter priority (semi-auto); White Balance: Auto; Flash Fired: No (enforced); Orientation: Normal; Software: Paint Shop Pro Photo 12.01.", "scrambled": "*1*: Both of these appear to be thrust faults where the rocks of lower stratigraphic position (on the left) are pushed up and over higher strata (on the right).\n*2*: On the left of the fold axis the sedimentary rocks are cut by a small decomposed dyke, which has been filled in with concreted rocks.\n*3*: Anticline in Melbourne March 14, 2012 The photo above shows a roadcut as seen from the Belford Road overpass on the Eastern Freeway in Melbourne, Australia.\n*4*: According to Nicholas Steno's law of superposition, the oldest sedimentary deposits are at the bottom.\n*5*: Two fault lines can be seen to the right of the anticline's axis.\n*6*: Photo taken January 19, 2012.\n*7*: I have labeled the fold axis, the dyke, the faults and a possible matching of sedimentary layers on either side of the first fault.\n*8*: These are discernible because the sedimentary layers on either side of the faults do not match.\n*9*: Photo details: Camera Maker: Canon; Camera Model: Canon EOS 50D; Focal Length: 50.0mm; Aperture: f/8.0; Exposure Time: 0.0031 s (1/320); ISO equiv: 250; Exposure Bias: none; Metering Mode: Matrix; Exposure: shutter priority (semi-auto); White Balance: Auto; Flash Fired: No (enforced); Orientation: Normal; Software: Paint Shop Pro Photo 12.01.\n*10*: The major geological feature in this roadcut is an anticline."}
| 2 |
unscramble_213197
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The barrier have for all times before 1800 century prevented any ship to reach the coast of North East Greenland.
*2*: This means that there is a hundreds of miles wide barrier of continuos slowly southwards drifting multi-year pack ice present here near all year around.
*3*: The main reason for that so few people ever have visited this land (east coast) is that 90% of the pack ice in the north pole basin have its outlet to the open sea here.
*4*: Ammassalik was discovered by the dane Gustav Holm on a mapping expedition when 4 inuit Umiaqs rounded the southern tip and went northwards along the east coast of Greenland in 1884.
*5*: Ammassalik was then the biggest community of East Greenland with some over four hundred inhabitants.
*6*: The ice barrier stretches along all of Greenlands east coast except for 2-3 months in late summer and autumn when only the southeastern part is ice free.
*7*: The east coast of Greenland was unknown territory for the white man before the 1900 century.
*8*: Wednesday, March 2, 2011 Posted by Voyage Adviser at 7:22 PM
*9*: Only occasionally it was visited in the 1900 century.
*10*: They were extremely surprised to see foreign "Umiaqs" arriving in the bay.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 east coast of Greenland was unknown territory for the white man before the 1900 century.\n*2*: Only occasionally it was visited in the 1900 century.\n*3*: Ammassalik was discovered by the dane Gustav Holm on a mapping expedition when 4 inuit Umiaqs rounded the southern tip and went northwards along the east coast of Greenland in 1884.\n*4*: Ammassalik was then the biggest community of East Greenland with some over four hundred inhabitants.\n*5*: They were extremely surprised to see foreign \"Umiaqs\" arriving in the bay.\n*6*: The main reason for that so few people ever have visited this land (east coast) is that 90% of the pack ice in the north pole basin have its outlet to the open sea here.\n*7*: This means that there is a hundreds of miles wide barrier of continuos slowly southwards drifting multi-year pack ice present here near all year around.\n*8*: The ice barrier stretches along all of Greenlands east coast except for 2-3 months in late summer and autumn when only the southeastern part is ice free.\n*9*: The barrier have for all times before 1800 century prevented any ship to reach the coast of North East Greenland.\n*10*: Wednesday, March 2, 2011 Posted by Voyage Adviser at 7:22 PM", "scrambled": "*1*: The barrier have for all times before 1800 century prevented any ship to reach the coast of North East Greenland.\n*2*: This means that there is a hundreds of miles wide barrier of continuos slowly southwards drifting multi-year pack ice present here near all year around.\n*3*: The main reason for that so few people ever have visited this land (east coast) is that 90% of the pack ice in the north pole basin have its outlet to the open sea here.\n*4*: Ammassalik was discovered by the dane Gustav Holm on a mapping expedition when 4 inuit Umiaqs rounded the southern tip and went northwards along the east coast of Greenland in 1884.\n*5*: Ammassalik was then the biggest community of East Greenland with some over four hundred inhabitants.\n*6*: The ice barrier stretches along all of Greenlands east coast except for 2-3 months in late summer and autumn when only the southeastern part is ice free.\n*7*: The east coast of Greenland was unknown territory for the white man before the 1900 century.\n*8*: Wednesday, March 2, 2011 Posted by Voyage Adviser at 7:22 PM\n*9*: Only occasionally it was visited in the 1900 century.\n*10*: They were extremely surprised to see foreign \"Umiaqs\" arriving in the bay."}
| 2 |
unscramble_226571
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: To actually get the two cookies, the subject had to sit in the room with nothing else besides a plate with the one Oreo on it—and not eat it for the 15 minutes.
*2*: Were you the type of kid who would eat just one cookie or wait for two?
*3*: Now, here's the interesting part.
*4*: Some children opted for single Oreos immediately, while others said they would wait for two.
*5*: Some succeeded, others did not.
*6*: The child was told that s/he could have the Oreo right then and there—or if s/he waited 15 minutes, could have two Oreos instead.
*7*: Those who had the discipline to wait for the second Oreo cookie scored higher on IQ tests and were more successful in life.
*8*: Each child was brought into a room in which there was an Oreo cookie.
*9*: The experimenters then checked in on these kids years and even decades later.
*10*: Children Who Can Delay Gratification Tend to Become More Successful An experiment was run by Walter Mischel with four-year-olds back in the 1960s.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Children Who Can Delay Gratification Tend to Become More Successful An experiment was run by Walter Mischel with four-year-olds back in the 1960s.\n*2*: Each child was brought into a room in which there was an Oreo cookie.\n*3*: The child was told that s/he could have the Oreo right then and there\u2014or if s/he waited 15 minutes, could have two Oreos instead.\n*4*: Some children opted for single Oreos immediately, while others said they would wait for two.\n*5*: To actually get the two cookies, the subject had to sit in the room with nothing else besides a plate with the one Oreo on it\u2014and not eat it for the 15 minutes.\n*6*: Some succeeded, others did not.\n*7*: Now, here's the interesting part.\n*8*: The experimenters then checked in on these kids years and even decades later.\n*9*: Those who had the discipline to wait for the second Oreo cookie scored higher on IQ tests and were more successful in life.\n*10*: Were you the type of kid who would eat just one cookie or wait for two?", "scrambled": "*1*: To actually get the two cookies, the subject had to sit in the room with nothing else besides a plate with the one Oreo on it\u2014and not eat it for the 15 minutes.\n*2*: Were you the type of kid who would eat just one cookie or wait for two?\n*3*: Now, here's the interesting part.\n*4*: Some children opted for single Oreos immediately, while others said they would wait for two.\n*5*: Some succeeded, others did not.\n*6*: The child was told that s/he could have the Oreo right then and there\u2014or if s/he waited 15 minutes, could have two Oreos instead.\n*7*: Those who had the discipline to wait for the second Oreo cookie scored higher on IQ tests and were more successful in life.\n*8*: Each child was brought into a room in which there was an Oreo cookie.\n*9*: The experimenters then checked in on these kids years and even decades later.\n*10*: Children Who Can Delay Gratification Tend to Become More Successful An experiment was run by Walter Mischel with four-year-olds back in the 1960s."}
| 2 |
unscramble_143900
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Discover stages of change and how you can help address potential nutrient intake problems.
*2*: You will learn: - How physical growth and development of adolescents and young adults influence nutritional counseling needs - Insight-oriented and action-oriented counseling theories - Stages of change and barriers that prevent application by adolescents and young adults - To identify at-risk adolescents and young adults, and strategies to address potential nutrient intake problems - Criteria for anorexia nervosa, bulimia nervosa and other eating disorders - The appeal of fad diets and a counseling approach that helps you respond positively to client questions
*3*: Learn to communicate effectively with younger age groups prone to nutrition problems like obesity, eating disorders, extreme dieting, fads and food fetishes.
*4*: Since chronic diseases often originate with poor eating habits, intervention is often essential to ensure they don’t take unhealthy habits into adulthood.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Learn to communicate effectively with younger age groups prone to nutrition problems like obesity, eating disorders, extreme dieting, fads and food fetishes.\n*2*: Since chronic diseases often originate with poor eating habits, intervention is often essential to ensure they don\u2019t take unhealthy habits into adulthood.\n*3*: Discover stages of change and how you can help address potential nutrient intake problems.\n*4*: You will learn: - How physical growth and development of adolescents and young adults influence nutritional counseling needs - Insight-oriented and action-oriented counseling theories - Stages of change and barriers that prevent application by adolescents and young adults - To identify at-risk adolescents and young adults, and strategies to address potential nutrient intake problems - Criteria for anorexia nervosa, bulimia nervosa and other eating disorders - The appeal of fad diets and a counseling approach that helps you respond positively to client questions", "scrambled": "*1*: Discover stages of change and how you can help address potential nutrient intake problems.\n*2*: You will learn: - How physical growth and development of adolescents and young adults influence nutritional counseling needs - Insight-oriented and action-oriented counseling theories - Stages of change and barriers that prevent application by adolescents and young adults - To identify at-risk adolescents and young adults, and strategies to address potential nutrient intake problems - Criteria for anorexia nervosa, bulimia nervosa and other eating disorders - The appeal of fad diets and a counseling approach that helps you respond positively to client questions\n*3*: Learn to communicate effectively with younger age groups prone to nutrition problems like obesity, eating disorders, extreme dieting, fads and food fetishes.\n*4*: Since chronic diseases often originate with poor eating habits, intervention is often essential to ensure they don\u2019t take unhealthy habits into adulthood."}
| 2 |
unscramble_249915
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The study was published in the journal Computers in Human Behavior.
*2*: David and the researchers said that using a mobile phone in moderation - to stay in touch with family or friends, for example - is not a bad thing but it should not replace real human interaction.
*3*: A team of researchers, that included Prabu David, the dean of Michigan State University's College of Communication Arts and Sciences, found that people who substitute electronic interaction for the real-life human kind find little if any satisfaction.
*4*: Lead author Jung-Hyun Kim, with Sogang University, Seoul, South Korea, said the study shows that face-to-face interaction can buffer the negative effects of heavy mobile phone use. "Engaging in more face-to-face interaction can work as an antidote to the development of problematic mobile phone use," Kim said.
*5*: It seduces us into believing it's real, but the fact remains it's still synthetic," he added.
*6*: Depressed people who turn to their smartphones for relief could be worsening their psychological condition, say scientists, including one of Indian-origin.
*7*: It's the second reason, David said, that can cause trouble. "This suggests that problematic use of mobile phone is fuelled in part by the purposeful or deliberate use of the mobile phone to relieve or alleviate negative feelings whereas habitual or ritualistic use to pass time is not strongly associated with it," he said.
*8*: The researchers examined two pathways for habitual use of a smartphone: To either pass the time or entertain, or to alleviate feelings of sadness or depression by seeking out others.
*9*: In fact, using a mobile phone for temporary relief from negative emotions could worsen psychological conditions and spiral into unregulated and problematic use of mobile phones, or PUMP, said David. "The research bears out that despite all the advances we've made, there is still a place for meaningful, face-to-face interaction," he said. "The mobile phone can do a range of things that simulate human interaction.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Depressed people who turn to their smartphones for relief could be worsening their psychological condition, say scientists, including one of Indian-origin.\n*2*: A team of researchers, that included Prabu David, the dean of Michigan State University's College of Communication Arts and Sciences, found that people who substitute electronic interaction for the real-life human kind find little if any satisfaction.\n*3*: In fact, using a mobile phone for temporary relief from negative emotions could worsen psychological conditions and spiral into unregulated and problematic use of mobile phones, or PUMP, said David. \"The research bears out that despite all the advances we've made, there is still a place for meaningful, face-to-face interaction,\" he said. \"The mobile phone can do a range of things that simulate human interaction.\n*4*: It seduces us into believing it's real, but the fact remains it's still synthetic,\" he added.\n*5*: Lead author Jung-Hyun Kim, with Sogang University, Seoul, South Korea, said the study shows that face-to-face interaction can buffer the negative effects of heavy mobile phone use. \"Engaging in more face-to-face interaction can work as an antidote to the development of problematic mobile phone use,\" Kim said.\n*6*: The researchers examined two pathways for habitual use of a smartphone: To either pass the time or entertain, or to alleviate feelings of sadness or depression by seeking out others.\n*7*: It's the second reason, David said, that can cause trouble. \"This suggests that problematic use of mobile phone is fuelled in part by the purposeful or deliberate use of the mobile phone to relieve or alleviate negative feelings whereas habitual or ritualistic use to pass time is not strongly associated with it,\" he said.\n*8*: David and the researchers said that using a mobile phone in moderation - to stay in touch with family or friends, for example - is not a bad thing but it should not replace real human interaction.\n*9*: The study was published in the journal Computers in Human Behavior.", "scrambled": "*1*: The study was published in the journal Computers in Human Behavior.\n*2*: David and the researchers said that using a mobile phone in moderation - to stay in touch with family or friends, for example - is not a bad thing but it should not replace real human interaction.\n*3*: A team of researchers, that included Prabu David, the dean of Michigan State University's College of Communication Arts and Sciences, found that people who substitute electronic interaction for the real-life human kind find little if any satisfaction.\n*4*: Lead author Jung-Hyun Kim, with Sogang University, Seoul, South Korea, said the study shows that face-to-face interaction can buffer the negative effects of heavy mobile phone use. \"Engaging in more face-to-face interaction can work as an antidote to the development of problematic mobile phone use,\" Kim said.\n*5*: It seduces us into believing it's real, but the fact remains it's still synthetic,\" he added.\n*6*: Depressed people who turn to their smartphones for relief could be worsening their psychological condition, say scientists, including one of Indian-origin.\n*7*: It's the second reason, David said, that can cause trouble. \"This suggests that problematic use of mobile phone is fuelled in part by the purposeful or deliberate use of the mobile phone to relieve or alleviate negative feelings whereas habitual or ritualistic use to pass time is not strongly associated with it,\" he said.\n*8*: The researchers examined two pathways for habitual use of a smartphone: To either pass the time or entertain, or to alleviate feelings of sadness or depression by seeking out others.\n*9*: In fact, using a mobile phone for temporary relief from negative emotions could worsen psychological conditions and spiral into unregulated and problematic use of mobile phones, or PUMP, said David. \"The research bears out that despite all the advances we've made, there is still a place for meaningful, face-to-face interaction,\" he said. \"The mobile phone can do a range of things that simulate human interaction."}
| 2 |
unscramble_74158
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Public and special interest group awareness raising about the importance of safe house design and construction, and how this can be achieved used a variety of communication materials, developed initially in English and then in Indonesian.
*2*: DWF’s assessment of damage caused by the tsunami clearly showed that lack of application of basic principles of safe earthquake resistant design and construction, combined with poor quality workmanship were major contributory factors in increasing the vulnerability of houses and of their occupants.
*3*: DWF designed the British Red Cross Safe House Community programme in Aceh province between 2005 and 2006, in a programme carried out by a specially recruited and DW trained Indonesian 'Safe House' team.
*4*: Promote a safe house message that is backed by practical SH skill at community level. - Householders made aware of the importance of safety. - Householders given the information to enable them to recognise and understand the characteristics that make their home safe. - Householders know which builders are trained in SH skills in the community. - Community builders trained in the skills of safe house construction. - Key people (volunteers, leaders, teachers, etc.) in community are trained to make SH information available to families. - Information made available to the public about the need for “Safe Houses” and about the Safe House programme in their community. - Events: a series of community level actions/simple events that attract and stimulate attention & participation, and generate information exchange, planned with villagers and volunteers. - Villagers participate in applying SH Principles to building design (houses or public buildings) - People (+/- 50 people) trained in SH building skills in each community. - In about 35% of the villages, a SH demonstration building designed with community, will be built. - Builders able to help families build safely; give good practical SH advice to families over coming years. - 7 SH ‘community animation’ team, (SH A) (animation about SHP, sessions on applying SH principles, event organisers with volunteers, etc.) - Leaders and volunteers working with and provide explanation to villagers. - 7 SH Skills training teams(SH S) train potential local builders in SH Skills. - Trained Builders advise and build safely
*5*: The concept: “Safe House awareness + hands on Safe House skills” Developing a partnership between builders and families building safe houses by and for themselves.
*6*: Post-tsunami ‘Safe house’ initiative In the aftermath of the 26th December 2004 tsunami that hit Aceh Province (Indonesia), in March 2005 DWF was approached to assist the British Red Cross Society in developing a community ‘safe house’ programme.
*7*: The DWF programme addressed not only the short term need to ensure good quality reconstruction but more importantly, to develop the conditions in which future building by communities will continue to be done in a safe manner after the NGO supported reconstruction period was over.
*8*: Apart from clearly assisting the long term needs of families who suffered as a result of the tsunami in 2004, this programme provided DWF with an opportunity to evaluate the regional relevance of the skills and strategies developed by DWF in Vietnam.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Post-tsunami \u2018Safe house\u2019 initiative In the aftermath of the 26th December 2004 tsunami that hit Aceh Province (Indonesia), in March 2005 DWF was approached to assist the British Red Cross Society in developing a community \u2018safe house\u2019 programme.\n*2*: Apart from clearly assisting the long term needs of families who suffered as a result of the tsunami in 2004, this programme provided DWF with an opportunity to evaluate the regional relevance of the skills and strategies developed by DWF in Vietnam.\n*3*: DWF\u2019s assessment of damage caused by the tsunami clearly showed that lack of application of basic principles of safe earthquake resistant design and construction, combined with poor quality workmanship were major contributory factors in increasing the vulnerability of houses and of their occupants.\n*4*: The DWF programme addressed not only the short term need to ensure good quality reconstruction but more importantly, to develop the conditions in which future building by communities will continue to be done in a safe manner after the NGO supported reconstruction period was over.\n*5*: Public and special interest group awareness raising about the importance of safe house design and construction, and how this can be achieved used a variety of communication materials, developed initially in English and then in Indonesian.\n*6*: DWF designed the British Red Cross Safe House Community programme in Aceh province between 2005 and 2006, in a programme carried out by a specially recruited and DW trained Indonesian 'Safe House' team.\n*7*: The concept: \u201cSafe House awareness + hands on Safe House skills\u201d Developing a partnership between builders and families building safe houses by and for themselves.\n*8*: Promote a safe house message that is backed by practical SH skill at community level. - Householders made aware of the importance of safety. - Householders given the information to enable them to recognise and understand the characteristics that make their home safe. - Householders know which builders are trained in SH skills in the community. - Community builders trained in the skills of safe house construction. - Key people (volunteers, leaders, teachers, etc.) in community are trained to make SH information available to families. - Information made available to the public about the need for \u201cSafe Houses\u201d and about the Safe House programme in their community. - Events: a series of community level actions/simple events that attract and stimulate attention & participation, and generate information exchange, planned with villagers and volunteers. - Villagers participate in applying SH Principles to building design (houses or public buildings) - People (+/- 50 people) trained in SH building skills in each community. - In about 35% of the villages, a SH demonstration building designed with community, will be built. - Builders able to help families build safely; give good practical SH advice to families over coming years. - 7 SH \u2018community animation\u2019 team, (SH A) (animation about SHP, sessions on applying SH principles, event organisers with volunteers, etc.) - Leaders and volunteers working with and provide explanation to villagers. - 7 SH Skills training teams(SH S) train potential local builders in SH Skills. - Trained Builders advise and build safely", "scrambled": "*1*: Public and special interest group awareness raising about the importance of safe house design and construction, and how this can be achieved used a variety of communication materials, developed initially in English and then in Indonesian.\n*2*: DWF\u2019s assessment of damage caused by the tsunami clearly showed that lack of application of basic principles of safe earthquake resistant design and construction, combined with poor quality workmanship were major contributory factors in increasing the vulnerability of houses and of their occupants.\n*3*: DWF designed the British Red Cross Safe House Community programme in Aceh province between 2005 and 2006, in a programme carried out by a specially recruited and DW trained Indonesian 'Safe House' team.\n*4*: Promote a safe house message that is backed by practical SH skill at community level. - Householders made aware of the importance of safety. - Householders given the information to enable them to recognise and understand the characteristics that make their home safe. - Householders know which builders are trained in SH skills in the community. - Community builders trained in the skills of safe house construction. - Key people (volunteers, leaders, teachers, etc.) in community are trained to make SH information available to families. - Information made available to the public about the need for \u201cSafe Houses\u201d and about the Safe House programme in their community. - Events: a series of community level actions/simple events that attract and stimulate attention & participation, and generate information exchange, planned with villagers and volunteers. - Villagers participate in applying SH Principles to building design (houses or public buildings) - People (+/- 50 people) trained in SH building skills in each community. - In about 35% of the villages, a SH demonstration building designed with community, will be built. - Builders able to help families build safely; give good practical SH advice to families over coming years. - 7 SH \u2018community animation\u2019 team, (SH A) (animation about SHP, sessions on applying SH principles, event organisers with volunteers, etc.) - Leaders and volunteers working with and provide explanation to villagers. - 7 SH Skills training teams(SH S) train potential local builders in SH Skills. - Trained Builders advise and build safely\n*5*: The concept: \u201cSafe House awareness + hands on Safe House skills\u201d Developing a partnership between builders and families building safe houses by and for themselves.\n*6*: Post-tsunami \u2018Safe house\u2019 initiative In the aftermath of the 26th December 2004 tsunami that hit Aceh Province (Indonesia), in March 2005 DWF was approached to assist the British Red Cross Society in developing a community \u2018safe house\u2019 programme.\n*7*: The DWF programme addressed not only the short term need to ensure good quality reconstruction but more importantly, to develop the conditions in which future building by communities will continue to be done in a safe manner after the NGO supported reconstruction period was over.\n*8*: Apart from clearly assisting the long term needs of families who suffered as a result of the tsunami in 2004, this programme provided DWF with an opportunity to evaluate the regional relevance of the skills and strategies developed by DWF in Vietnam."}
| 2 |
unscramble_71499
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: First, kids trace lines to practice the fine motor skills they need to form the letter X.
*2*: This worksheet is X-actly what your child needs to practice writing X!
*3*: Finally, they trace the letter X in the word "Xylophone." Check out the rest of the alphabet here.
*4*: Then, they trace the letter several times for practice.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 worksheet is X-actly what your child needs to practice writing X!\n*2*: First, kids trace lines to practice the fine motor skills they need to form the letter X.\n*3*: Then, they trace the letter several times for practice.\n*4*: Finally, they trace the letter X in the word \"Xylophone.\" Check out the rest of the alphabet here.", "scrambled": "*1*: First, kids trace lines to practice the fine motor skills they need to form the letter X.\n*2*: This worksheet is X-actly what your child needs to practice writing X!\n*3*: Finally, they trace the letter X in the word \"Xylophone.\" Check out the rest of the alphabet here.\n*4*: Then, they trace the letter several times for practice."}
| 2 |
unscramble_76252
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It was a case of local people collaborating with the Nazis in killing Jews during the Nazis' wartime occupation of much of Eastern Europe.
*2*: The monument commemorates the killings of July 10, 1941, when about 40 Poles hunted down Jews, closed them in a barn and burned alive, killing between 300 and 400 people.
*3*: WARSAW, Poland (AP) -- Vandals have defaced a monument in the Polish town of Jedwabne that commemorates a World War II massacre of Jews.
*4*: The vandals used green paint to spray the symbols of a swastika and "SS" - the name of an elite Nazi force - on the monument, as well as the phrases "I don't apologize for Jedwabne" and "they were flammable." Police discovered the desecration Wednesday during a patrol and are trying to find the culprits.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: WARSAW, Poland (AP) -- Vandals have defaced a monument in the Polish town of Jedwabne that commemorates a World War II massacre of Jews.\n*2*: The monument commemorates the killings of July 10, 1941, when about 40 Poles hunted down Jews, closed them in a barn and burned alive, killing between 300 and 400 people.\n*3*: It was a case of local people collaborating with the Nazis in killing Jews during the Nazis' wartime occupation of much of Eastern Europe.\n*4*: The vandals used green paint to spray the symbols of a swastika and \"SS\" - the name of an elite Nazi force - on the monument, as well as the phrases \"I don't apologize for Jedwabne\" and \"they were flammable.\" Police discovered the desecration Wednesday during a patrol and are trying to find the culprits.", "scrambled": "*1*: It was a case of local people collaborating with the Nazis in killing Jews during the Nazis' wartime occupation of much of Eastern Europe.\n*2*: The monument commemorates the killings of July 10, 1941, when about 40 Poles hunted down Jews, closed them in a barn and burned alive, killing between 300 and 400 people.\n*3*: WARSAW, Poland (AP) -- Vandals have defaced a monument in the Polish town of Jedwabne that commemorates a World War II massacre of Jews.\n*4*: The vandals used green paint to spray the symbols of a swastika and \"SS\" - the name of an elite Nazi force - on the monument, as well as the phrases \"I don't apologize for Jedwabne\" and \"they were flammable.\" Police discovered the desecration Wednesday during a patrol and are trying to find the culprits."}
| 2 |
unscramble_33041
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The winning team in the Carbon Reduction Challenge succeeded in keeping 94,000 pounds of CO2 out of the air for a cost savings of $10,000.
*2*: While this year’s winning team gained much of its savings from its work with BP, most teams found ways to reduce emissions here on campus; the 2008 Carbon Reduction Challenge did so with alterations to the lighting schedule in Bobby Dodd Stadium. “The cool thing about this challenge is that many of the changes implemented will be permanently changed at Georgia Tech, targeting efficiencies for campus,” said Kim Cobb, associate professor in the School of Earth and Atmospheric Sciences who taught the course. “The remarkable thing is the size of the reductions achieved.” An average car in the U.S. emits 11,500 pounds of CO2 per year; the challenge cumulatively saved 200,000 pounds in just over eight weeks — the equivalent of taking 17 cars off the road for one year.
*3*: Last semester, students taking an earth and atmospheric sciences class titled “Energy, the Environment and Society” teamed up to see which group could reduce greatest amount of emissions over an eight-week period.
*4*: Teams were required to document their savings and provide evidence that the reductions would not have happened without their intervention.
*5*: Students taking the course were members of the Georgia Tech Honors Program and came from departments and colleges across campus outside of the School of Earth and Atmospheric Sciences.
*6*: The other third came from personal asks of friends and family to either not drive to work or telework one day per week.
*7*: May 17, 2012 | Atlanta, GA Reducing carbon emissions is a topic of conversation around the nation and world, including on Tech’s campus.
*8*: Cobb holds the challenge each time she teaches this course, and has seen an expansion from one class to the next in terms of size of reductions; this year’s winning team achieved more reductions than the entire last class combined.
*9*: The winning team, comprised of James Barazesh, Mitchell Blenden, Tyler Folse and Mary Shoemaker, used contacts at British Petroleum (BP) in Houston to have the company alter its building’s lighting schedule by just 30 minutes, accounting for two-thirds of the team’s total CO2 reductions.
*10*: The winning team traveled to Washington, D.C., last week to meet with state policymakers and present their findings from the semester. “Each representative responded differently … but each made a point of addressing the aspects of our interests that converged with theirs,” said Shoemaker, a public policy student. “This is the first time I can say that I have ever presented the results of a project to congressional officials and legislative aides,” said Folse, a nuclear and radiological engineering major whose experience in the course this semester has him considering a minor in energy systems.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 17, 2012 | Atlanta, GA Reducing carbon emissions is a topic of conversation around the nation and world, including on Tech\u2019s campus.\n*2*: Last semester, students taking an earth and atmospheric sciences class titled \u201cEnergy, the Environment and Society\u201d teamed up to see which group could reduce greatest amount of emissions over an eight-week period.\n*3*: The winning team in the Carbon Reduction Challenge succeeded in keeping 94,000 pounds of CO2 out of the air for a cost savings of $10,000.\n*4*: The winning team, comprised of James Barazesh, Mitchell Blenden, Tyler Folse and Mary Shoemaker, used contacts at British Petroleum (BP) in Houston to have the company alter its building\u2019s lighting schedule by just 30 minutes, accounting for two-thirds of the team\u2019s total CO2 reductions.\n*5*: The other third came from personal asks of friends and family to either not drive to work or telework one day per week.\n*6*: While this year\u2019s winning team gained much of its savings from its work with BP, most teams found ways to reduce emissions here on campus; the 2008 Carbon Reduction Challenge did so with alterations to the lighting schedule in Bobby Dodd Stadium. \u201cThe cool thing about this challenge is that many of the changes implemented will be permanently changed at Georgia Tech, targeting efficiencies for campus,\u201d said Kim Cobb, associate professor in the School of Earth and Atmospheric Sciences who taught the course. \u201cThe remarkable thing is the size of the reductions achieved.\u201d An average car in the U.S. emits 11,500 pounds of CO2 per year; the challenge cumulatively saved 200,000 pounds in just over eight weeks \u2014 the equivalent of taking 17 cars off the road for one year.\n*7*: Teams were required to document their savings and provide evidence that the reductions would not have happened without their intervention.\n*8*: The winning team traveled to Washington, D.C., last week to meet with state policymakers and present their findings from the semester. \u201cEach representative responded differently \u2026 but each made a point of addressing the aspects of our interests that converged with theirs,\u201d said Shoemaker, a public policy student. \u201cThis is the first time I can say that I have ever presented the results of a project to congressional officials and legislative aides,\u201d said Folse, a nuclear and radiological engineering major whose experience in the course this semester has him considering a minor in energy systems.\n*9*: Students taking the course were members of the Georgia Tech Honors Program and came from departments and colleges across campus outside of the School of Earth and Atmospheric Sciences.\n*10*: Cobb holds the challenge each time she teaches this course, and has seen an expansion from one class to the next in terms of size of reductions; this year\u2019s winning team achieved more reductions than the entire last class combined.", "scrambled": "*1*: The winning team in the Carbon Reduction Challenge succeeded in keeping 94,000 pounds of CO2 out of the air for a cost savings of $10,000.\n*2*: While this year\u2019s winning team gained much of its savings from its work with BP, most teams found ways to reduce emissions here on campus; the 2008 Carbon Reduction Challenge did so with alterations to the lighting schedule in Bobby Dodd Stadium. \u201cThe cool thing about this challenge is that many of the changes implemented will be permanently changed at Georgia Tech, targeting efficiencies for campus,\u201d said Kim Cobb, associate professor in the School of Earth and Atmospheric Sciences who taught the course. \u201cThe remarkable thing is the size of the reductions achieved.\u201d An average car in the U.S. emits 11,500 pounds of CO2 per year; the challenge cumulatively saved 200,000 pounds in just over eight weeks \u2014 the equivalent of taking 17 cars off the road for one year.\n*3*: Last semester, students taking an earth and atmospheric sciences class titled \u201cEnergy, the Environment and Society\u201d teamed up to see which group could reduce greatest amount of emissions over an eight-week period.\n*4*: Teams were required to document their savings and provide evidence that the reductions would not have happened without their intervention.\n*5*: Students taking the course were members of the Georgia Tech Honors Program and came from departments and colleges across campus outside of the School of Earth and Atmospheric Sciences.\n*6*: The other third came from personal asks of friends and family to either not drive to work or telework one day per week.\n*7*: May 17, 2012 | Atlanta, GA Reducing carbon emissions is a topic of conversation around the nation and world, including on Tech\u2019s campus.\n*8*: Cobb holds the challenge each time she teaches this course, and has seen an expansion from one class to the next in terms of size of reductions; this year\u2019s winning team achieved more reductions than the entire last class combined.\n*9*: The winning team, comprised of James Barazesh, Mitchell Blenden, Tyler Folse and Mary Shoemaker, used contacts at British Petroleum (BP) in Houston to have the company alter its building\u2019s lighting schedule by just 30 minutes, accounting for two-thirds of the team\u2019s total CO2 reductions.\n*10*: The winning team traveled to Washington, D.C., last week to meet with state policymakers and present their findings from the semester. \u201cEach representative responded differently \u2026 but each made a point of addressing the aspects of our interests that converged with theirs,\u201d said Shoemaker, a public policy student. \u201cThis is the first time I can say that I have ever presented the results of a project to congressional officials and legislative aides,\u201d said Folse, a nuclear and radiological engineering major whose experience in the course this semester has him considering a minor in energy systems."}
| 2 |
unscramble_219905
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Many prominent psychologists were members of these societies, though with the discrediting of the idea of eugenics, most of them disbanded or at least shrunk in size.[How to reference and link to summary or text] Such societies generally worked to lobby for eugenic policies or to fund eugenics research projects or publications.
*2*: Individual differences | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | Biological: Behavioural genetics · Evolutionary psychology · Neuroanatomy · Neurochemistry · Neuroendocrinology · Neuroscience · Psychoneuroimmunology · Physiological Psychology · Psychopharmacology (Index, Outline) A eugenics society was a society formed to promote the idea of eugenics.
*3*: The Human Betterment Foundation in Pasadena, California, for example, distributed materials on compulsory sterilization in the state, with the hope of encouraging other states and countries to adopt similar laws. |This page uses Creative Commons Licensed content from Wikipedia (view authors).|
*4*: In particular, the two best-known were the British Eugenics Society and the American Eugenics Society, though smaller ones were also at universities such as the Cambridge Eugenics 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*: Individual differences | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | Biological: Behavioural genetics \u00b7 Evolutionary psychology \u00b7 Neuroanatomy \u00b7 Neurochemistry \u00b7 Neuroendocrinology \u00b7 Neuroscience \u00b7 Psychoneuroimmunology \u00b7 Physiological Psychology \u00b7 Psychopharmacology (Index, Outline) A eugenics society was a society formed to promote the idea of eugenics.\n*2*: In particular, the two best-known were the British Eugenics Society and the American Eugenics Society, though smaller ones were also at universities such as the Cambridge Eugenics Society.\n*3*: Many prominent psychologists were members of these societies, though with the discrediting of the idea of eugenics, most of them disbanded or at least shrunk in size.[How to reference and link to summary or text] Such societies generally worked to lobby for eugenic policies or to fund eugenics research projects or publications.\n*4*: The Human Betterment Foundation in Pasadena, California, for example, distributed materials on compulsory sterilization in the state, with the hope of encouraging other states and countries to adopt similar laws. |This page uses Creative Commons Licensed content from Wikipedia (view authors).|", "scrambled": "*1*: Many prominent psychologists were members of these societies, though with the discrediting of the idea of eugenics, most of them disbanded or at least shrunk in size.[How to reference and link to summary or text] Such societies generally worked to lobby for eugenic policies or to fund eugenics research projects or publications.\n*2*: Individual differences | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | Biological: Behavioural genetics \u00b7 Evolutionary psychology \u00b7 Neuroanatomy \u00b7 Neurochemistry \u00b7 Neuroendocrinology \u00b7 Neuroscience \u00b7 Psychoneuroimmunology \u00b7 Physiological Psychology \u00b7 Psychopharmacology (Index, Outline) A eugenics society was a society formed to promote the idea of eugenics.\n*3*: The Human Betterment Foundation in Pasadena, California, for example, distributed materials on compulsory sterilization in the state, with the hope of encouraging other states and countries to adopt similar laws. |This page uses Creative Commons Licensed content from Wikipedia (view authors).|\n*4*: In particular, the two best-known were the British Eugenics Society and the American Eugenics Society, though smaller ones were also at universities such as the Cambridge Eugenics Society."}
| 2 |
unscramble_146316
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In dairy heifers and cows, they cause clinical and subclinical mastitis, metritis and pneumonia.
*2*: Source: Michigan Dairy Review, April 2012
*3*: In the latest Michigan Dairy Review, Andres Contreras with the Department of Large Animal Clinical Sciences at Michigan State University discusses signs of mycoplasma mastitis, identification of infected cows during an outbreak, milk sample collection/culturing and non-culture based mycoplasma tests.
*4*: In calves for example, they cause pneumonia, arthritis, and ear infections.
*5*: Mycoplasma species cause disease in cattle of all ages.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Mycoplasma species cause disease in cattle of all ages.\n*2*: In calves for example, they cause pneumonia, arthritis, and ear infections.\n*3*: In dairy heifers and cows, they cause clinical and subclinical mastitis, metritis and pneumonia.\n*4*: In the latest Michigan Dairy Review, Andres Contreras with the Department of Large Animal Clinical Sciences at Michigan State University discusses signs of mycoplasma mastitis, identification of infected cows during an outbreak, milk sample collection/culturing and non-culture based mycoplasma tests.\n*5*: Source: Michigan Dairy Review, April 2012", "scrambled": "*1*: In dairy heifers and cows, they cause clinical and subclinical mastitis, metritis and pneumonia.\n*2*: Source: Michigan Dairy Review, April 2012\n*3*: In the latest Michigan Dairy Review, Andres Contreras with the Department of Large Animal Clinical Sciences at Michigan State University discusses signs of mycoplasma mastitis, identification of infected cows during an outbreak, milk sample collection/culturing and non-culture based mycoplasma tests.\n*4*: In calves for example, they cause pneumonia, arthritis, and ear infections.\n*5*: Mycoplasma species cause disease in cattle of all ages."}
| 2 |
unscramble_23028
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But patients who exercised in the pool reported less fatigue and developed more physical endurance than those who trained in the gym. endurance shuttle walk test, patients who'd exercised in water outpaced the gym trainers by 228 meters (748 feet). in the water-based exercise training group reported an improvement in many functional aspects of their daily life such as improved stamina and ability to complete tasks such as walking long distances when shopping," said lead author Renae McNamara, PT. had been some concerns that people with COPD might not tolerate the pressure from the water on the chest.
*2*: workouts may trump land-based exercise for people with chronic obstructive pulmonary disease (COPD), says an article by Reuters Health based on a study published in European Respiratory Journal. their investigation, Australian researchers randomly assigned 53 participants to workouts in a hydrotherapy pool, gym-based training, or standard medical care without exercise.
*3*: The authors reported that most of the participants in the study did not have severe disease, says Reuters.
*4*: The researchers saw no drop-outs due to worsening COPD in patients training in the pool, although they did see some in the gym group.
*5*: Forty-five patients completed the study. they worked out on land or in water, patients were able walk faster after the training than when they just got usual care.
*6*: The exercise programs include 3 weekly 1-hour sessions over 2 months.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: workouts may trump land-based exercise for people with chronic obstructive pulmonary disease (COPD), says an article by Reuters Health based on a study published in European Respiratory Journal. their investigation, Australian researchers randomly assigned 53 participants to workouts in a hydrotherapy pool, gym-based training, or standard medical care without exercise.\n*2*: The exercise programs include 3 weekly 1-hour sessions over 2 months.\n*3*: Forty-five patients completed the study. they worked out on land or in water, patients were able walk faster after the training than when they just got usual care.\n*4*: But patients who exercised in the pool reported less fatigue and developed more physical endurance than those who trained in the gym. endurance shuttle walk test, patients who'd exercised in water outpaced the gym trainers by 228 meters (748 feet). in the water-based exercise training group reported an improvement in many functional aspects of their daily life such as improved stamina and ability to complete tasks such as walking long distances when shopping,\" said lead author Renae McNamara, PT. had been some concerns that people with COPD might not tolerate the pressure from the water on the chest.\n*5*: The researchers saw no drop-outs due to worsening COPD in patients training in the pool, although they did see some in the gym group.\n*6*: The authors reported that most of the participants in the study did not have severe disease, says Reuters.", "scrambled": "*1*: But patients who exercised in the pool reported less fatigue and developed more physical endurance than those who trained in the gym. endurance shuttle walk test, patients who'd exercised in water outpaced the gym trainers by 228 meters (748 feet). in the water-based exercise training group reported an improvement in many functional aspects of their daily life such as improved stamina and ability to complete tasks such as walking long distances when shopping,\" said lead author Renae McNamara, PT. had been some concerns that people with COPD might not tolerate the pressure from the water on the chest.\n*2*: workouts may trump land-based exercise for people with chronic obstructive pulmonary disease (COPD), says an article by Reuters Health based on a study published in European Respiratory Journal. their investigation, Australian researchers randomly assigned 53 participants to workouts in a hydrotherapy pool, gym-based training, or standard medical care without exercise.\n*3*: The authors reported that most of the participants in the study did not have severe disease, says Reuters.\n*4*: The researchers saw no drop-outs due to worsening COPD in patients training in the pool, although they did see some in the gym group.\n*5*: Forty-five patients completed the study. they worked out on land or in water, patients were able walk faster after the training than when they just got usual care.\n*6*: The exercise programs include 3 weekly 1-hour sessions over 2 months."}
| 2 |
unscramble_142557
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It is an effort to do away with subjectivity of forms and personal prejudices and introduce a common objectivity.
*2*: If we are to report the result of a measurement to someone who wishes to reproduce this measurement, a standard must be defined.
*3*: It was this need which led to the development of units and dimensions.
*4*: Topics covered under IIT JEE General Physics are:-
*5*: AskIITians provides free study material for IIT JEE Physics.
*6*: From the IIT JEE point of view Measurement, Dimensions, Vectors and Scalarsdo not hold lot of significance as we cannot expect a number of questions directly based on this.
*7*: Therefore, in order to reduce and eliminate such and other discrepancies, an international committee set up in 1960, established a set of standards for measuring the fundamental quantities.
*8*: In order to be able to answer all scientific inquiries into a universally intelligible format, one has to develop a commonly accepted language in which to converse.
*9*: In this chapter we cover General Physics – Units, Dimensions, Vectors and Scalars.
*10*: However, we cannot completely ignore this chapter as this forms the basis of all chapters to follow.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: In order to be able to answer all scientific inquiries into a universally intelligible format, one has to develop a commonly accepted language in which to converse.\n*2*: It was this need which led to the development of units and dimensions.\n*3*: It is an effort to do away with subjectivity of forms and personal prejudices and introduce a common objectivity.\n*4*: If we are to report the result of a measurement to someone who wishes to reproduce this measurement, a standard must be defined.\n*5*: Therefore, in order to reduce and eliminate such and other discrepancies, an international committee set up in 1960, established a set of standards for measuring the fundamental quantities.\n*6*: From the IIT JEE point of view Measurement, Dimensions, Vectors and Scalarsdo not hold lot of significance as we cannot expect a number of questions directly based on this.\n*7*: However, we cannot completely ignore this chapter as this forms the basis of all chapters to follow.\n*8*: AskIITians provides free study material for IIT JEE Physics.\n*9*: In this chapter we cover General Physics \u2013 Units, Dimensions, Vectors and Scalars.\n*10*: Topics covered under IIT JEE General Physics are:-", "scrambled": "*1*: It is an effort to do away with subjectivity of forms and personal prejudices and introduce a common objectivity.\n*2*: If we are to report the result of a measurement to someone who wishes to reproduce this measurement, a standard must be defined.\n*3*: It was this need which led to the development of units and dimensions.\n*4*: Topics covered under IIT JEE General Physics are:-\n*5*: AskIITians provides free study material for IIT JEE Physics.\n*6*: From the IIT JEE point of view Measurement, Dimensions, Vectors and Scalarsdo not hold lot of significance as we cannot expect a number of questions directly based on this.\n*7*: Therefore, in order to reduce and eliminate such and other discrepancies, an international committee set up in 1960, established a set of standards for measuring the fundamental quantities.\n*8*: In order to be able to answer all scientific inquiries into a universally intelligible format, one has to develop a commonly accepted language in which to converse.\n*9*: In this chapter we cover General Physics \u2013 Units, Dimensions, Vectors and Scalars.\n*10*: However, we cannot completely ignore this chapter as this forms the basis of all chapters to follow."}
| 2 |
unscramble_196168
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: These are colonial breeders on islands and coasts, which normally lay one chalky blue egg.
*2*: They have facial air sacs under their skin which cushion the impact with the water.
*3*: It takes five years for gannets to reach maturity.
*4*: They hunt fish by diving from a height into the sea and pursuing their prey underwater.
*5*: First-year birds are completely black, and subsequent sub-adult plumages show increasing amounts of white.
*6*: The gannets are large black and white birds with long pointed wings and long bills.
*7*: This is a group of seabirds, which also includes the boobies The three gannet species are in the genus Morus, whilst the six boobies are in Sula, but it is arguable whether all nine species should be considered congeneric.
*8*: |† See also Booby| The gannets are part of the family Sulidae.
*9*: This group is related to other Pelecaniformes as below: - Pelecanidae pelicans - Sulidae gannets and boobies - Northern Gannet Morus bassanus - Cape Gannet Morus capensis - Australian Gannet Morus serrator - Blue-footed Booby Sula nebouxii - Peruvian Booby Sula variegata - Abbott's Booby Sula abbotti - Masked Booby Sula dactylatra - Red-footed Booby Sula sula - Brown Booby Sula leucogaster - Phalacrocoracidae cormorants - Fregatidae frigatebirds - Anhingidae Anhinga and darters - Phaethontidae tropicbirds
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |\u2020 See also Booby| The gannets are part of the family Sulidae.\n*2*: This is a group of seabirds, which also includes the boobies The three gannet species are in the genus Morus, whilst the six boobies are in Sula, but it is arguable whether all nine species should be considered congeneric.\n*3*: The gannets are large black and white birds with long pointed wings and long bills.\n*4*: They hunt fish by diving from a height into the sea and pursuing their prey underwater.\n*5*: They have facial air sacs under their skin which cushion the impact with the water.\n*6*: These are colonial breeders on islands and coasts, which normally lay one chalky blue egg.\n*7*: It takes five years for gannets to reach maturity.\n*8*: First-year birds are completely black, and subsequent sub-adult plumages show increasing amounts of white.\n*9*: This group is related to other Pelecaniformes as below: - Pelecanidae pelicans - Sulidae gannets and boobies - Northern Gannet Morus bassanus - Cape Gannet Morus capensis - Australian Gannet Morus serrator - Blue-footed Booby Sula nebouxii - Peruvian Booby Sula variegata - Abbott's Booby Sula abbotti - Masked Booby Sula dactylatra - Red-footed Booby Sula sula - Brown Booby Sula leucogaster - Phalacrocoracidae cormorants - Fregatidae frigatebirds - Anhingidae Anhinga and darters - Phaethontidae tropicbirds", "scrambled": "*1*: These are colonial breeders on islands and coasts, which normally lay one chalky blue egg.\n*2*: They have facial air sacs under their skin which cushion the impact with the water.\n*3*: It takes five years for gannets to reach maturity.\n*4*: They hunt fish by diving from a height into the sea and pursuing their prey underwater.\n*5*: First-year birds are completely black, and subsequent sub-adult plumages show increasing amounts of white.\n*6*: The gannets are large black and white birds with long pointed wings and long bills.\n*7*: This is a group of seabirds, which also includes the boobies The three gannet species are in the genus Morus, whilst the six boobies are in Sula, but it is arguable whether all nine species should be considered congeneric.\n*8*: |\u2020 See also Booby| The gannets are part of the family Sulidae.\n*9*: This group is related to other Pelecaniformes as below: - Pelecanidae pelicans - Sulidae gannets and boobies - Northern Gannet Morus bassanus - Cape Gannet Morus capensis - Australian Gannet Morus serrator - Blue-footed Booby Sula nebouxii - Peruvian Booby Sula variegata - Abbott's Booby Sula abbotti - Masked Booby Sula dactylatra - Red-footed Booby Sula sula - Brown Booby Sula leucogaster - Phalacrocoracidae cormorants - Fregatidae frigatebirds - Anhingidae Anhinga and darters - Phaethontidae tropicbirds"}
| 2 |
unscramble_98006
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The owner of that property may license it for use by others.
*2*: These resources explore issues around intellectual property rights, patent law, open source software licences and more. - Open Source Development - An Introduction to Ownership and Licensing Issues - Making your code available under an open source licence - Can you contribute code to an open source project? - App stores and openness - Free and open source software in mobile devices - Software Patents - Free and open source software and your patents - Dual Licensing as a business model - Open Standards and Open Source - What kind of licence should I choose? - Contributor Licence Agreements - The Apache License v2 - An Overview - Common Public Attribution License - An Overview - Creative Commons and Open Content - European Union Public Licence - An Overview - The Eclipse Public License - An Overview - The GNU General Public License v3 - An Overview - GPL v3 - What’s New? - GNU Affero General Public License v3 - An Overview - The GNU Lesser General Public License v2.1 - An Overview - The GNU General Public License v2 - An Overview - The Mozilla Public Licence version 2 - An Overview - The Mozilla Public License v 1.1 - An Overview - The Modified BSD License - An Overview
*3*: When software code is written, property is created.
*4*: Such licensing may be part of a business plan to capitalize on the intellectual property of the software.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: When software code is written, property is created.\n*2*: The owner of that property may license it for use by others.\n*3*: Such licensing may be part of a business plan to capitalize on the intellectual property of the software.\n*4*: These resources explore issues around intellectual property rights, patent law, open source software licences and more. - Open Source Development - An Introduction to Ownership and Licensing Issues - Making your code available under an open source licence - Can you contribute code to an open source project? - App stores and openness - Free and open source software in mobile devices - Software Patents - Free and open source software and your patents - Dual Licensing as a business model - Open Standards and Open Source - What kind of licence should I choose? - Contributor Licence Agreements - The Apache License v2 - An Overview - Common Public Attribution License - An Overview - Creative Commons and Open Content - European Union Public Licence - An Overview - The Eclipse Public License - An Overview - The GNU General Public License v3 - An Overview - GPL v3 - What\u2019s New? - GNU Affero General Public License v3 - An Overview - The GNU Lesser General Public License v2.1 - An Overview - The GNU General Public License v2 - An Overview - The Mozilla Public Licence version 2 - An Overview - The Mozilla Public License v 1.1 - An Overview - The Modified BSD License - An Overview", "scrambled": "*1*: The owner of that property may license it for use by others.\n*2*: These resources explore issues around intellectual property rights, patent law, open source software licences and more. - Open Source Development - An Introduction to Ownership and Licensing Issues - Making your code available under an open source licence - Can you contribute code to an open source project? - App stores and openness - Free and open source software in mobile devices - Software Patents - Free and open source software and your patents - Dual Licensing as a business model - Open Standards and Open Source - What kind of licence should I choose? - Contributor Licence Agreements - The Apache License v2 - An Overview - Common Public Attribution License - An Overview - Creative Commons and Open Content - European Union Public Licence - An Overview - The Eclipse Public License - An Overview - The GNU General Public License v3 - An Overview - GPL v3 - What\u2019s New? - GNU Affero General Public License v3 - An Overview - The GNU Lesser General Public License v2.1 - An Overview - The GNU General Public License v2 - An Overview - The Mozilla Public Licence version 2 - An Overview - The Mozilla Public License v 1.1 - An Overview - The Modified BSD License - An Overview\n*3*: When software code is written, property is created.\n*4*: Such licensing may be part of a business plan to capitalize on the intellectual property of the software."}
| 2 |
unscramble_180877
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The EPA determined that, under the Clean Air Act, this fumigant must be phased-out by 2001, but in compliance with the Protocol, the complete phase-out was scheduled for 2005.
*2*: Because methyl bromide is considered essential for the production of pepper, strawberry, tomato, and floriculture crops in Florida, scientists in many disciplines have been researching chemical and non-chemical methyl bromide replacements in the state's agricultural areas.
*3*: Soil solarization, a technique that captures radiant heat energy from the sun, is one non-chemical alternative to methyl bromide.
*4*: Currently, only uses deemed as critical by the international Methyl Bromide Technical Options Committee can obtain the material.
*5*: The phase out was based on methyl bromide's ability to deplete ozone and disrupt the UV protective ozone layer.
*6*: In 1987, the Parties to the Montreal Protocol called for the phase-out of methyl bromide, a soil fumigant used to control soilborne fungi, nematodes, and weeds of more than 100 crops worldwide.
*7*: Another non-chemical alternative is the use of biological agents to enhance disease resistance such as plant growth-promoting rhizobacteria (PGPR), which are beneficial soil bacteria that colonize plant roots and protect against disease. "An integrated approach that utilizes biologically-based pest management tactics, such as PGPRs, soil solarization, and biological control agents combined with crop rotations and cover crops will be a necessity in the future," said Erin Rosskopf, USDA-ARS, U.S. Horticultural Research Laboratory, Fort Pierce, FL. "A multi-tactic approach is becoming increasingly important as many agricultural chemicals undergo intense scrutiny with regard to human toxicity and envir Contact: Amy Steigman American Phytopathological 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*: In 1987, the Parties to the Montreal Protocol called for the phase-out of methyl bromide, a soil fumigant used to control soilborne fungi, nematodes, and weeds of more than 100 crops worldwide.\n*2*: The phase out was based on methyl bromide's ability to deplete ozone and disrupt the UV protective ozone layer.\n*3*: The EPA determined that, under the Clean Air Act, this fumigant must be phased-out by 2001, but in compliance with the Protocol, the complete phase-out was scheduled for 2005.\n*4*: Currently, only uses deemed as critical by the international Methyl Bromide Technical Options Committee can obtain the material.\n*5*: Because methyl bromide is considered essential for the production of pepper, strawberry, tomato, and floriculture crops in Florida, scientists in many disciplines have been researching chemical and non-chemical methyl bromide replacements in the state's agricultural areas.\n*6*: Soil solarization, a technique that captures radiant heat energy from the sun, is one non-chemical alternative to methyl bromide.\n*7*: Another non-chemical alternative is the use of biological agents to enhance disease resistance such as plant growth-promoting rhizobacteria (PGPR), which are beneficial soil bacteria that colonize plant roots and protect against disease. \"An integrated approach that utilizes biologically-based pest management tactics, such as PGPRs, soil solarization, and biological control agents combined with crop rotations and cover crops will be a necessity in the future,\" said Erin Rosskopf, USDA-ARS, U.S. Horticultural Research Laboratory, Fort Pierce, FL. \"A multi-tactic approach is becoming increasingly important as many agricultural chemicals undergo intense scrutiny with regard to human toxicity and envir Contact: Amy Steigman American Phytopathological Society", "scrambled": "*1*: The EPA determined that, under the Clean Air Act, this fumigant must be phased-out by 2001, but in compliance with the Protocol, the complete phase-out was scheduled for 2005.\n*2*: Because methyl bromide is considered essential for the production of pepper, strawberry, tomato, and floriculture crops in Florida, scientists in many disciplines have been researching chemical and non-chemical methyl bromide replacements in the state's agricultural areas.\n*3*: Soil solarization, a technique that captures radiant heat energy from the sun, is one non-chemical alternative to methyl bromide.\n*4*: Currently, only uses deemed as critical by the international Methyl Bromide Technical Options Committee can obtain the material.\n*5*: The phase out was based on methyl bromide's ability to deplete ozone and disrupt the UV protective ozone layer.\n*6*: In 1987, the Parties to the Montreal Protocol called for the phase-out of methyl bromide, a soil fumigant used to control soilborne fungi, nematodes, and weeds of more than 100 crops worldwide.\n*7*: Another non-chemical alternative is the use of biological agents to enhance disease resistance such as plant growth-promoting rhizobacteria (PGPR), which are beneficial soil bacteria that colonize plant roots and protect against disease. \"An integrated approach that utilizes biologically-based pest management tactics, such as PGPRs, soil solarization, and biological control agents combined with crop rotations and cover crops will be a necessity in the future,\" said Erin Rosskopf, USDA-ARS, U.S. Horticultural Research Laboratory, Fort Pierce, FL. \"A multi-tactic approach is becoming increasingly important as many agricultural chemicals undergo intense scrutiny with regard to human toxicity and envir Contact: Amy Steigman American Phytopathological Society"}
| 2 |
unscramble_238622
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: With 40 pounds of lionfish culled during 20 hours underwater, they've got a lot of material to work with.
*2*: By analyzing stomach contents, Rocha and colleagues will be able to determine what the invaders are feeding on (i.e. what local populations may need increased protections), and by observation, they were able to begin to asses whether local culling programs are successfully holding local lionfish populations at bay—or whether the species is escaping the cull by going deep.
*3*: Luiz Rocha has been studying lionfish for many years, but in the Caymans, his team dove as deep as 400 feet to collect them.
*4*: Though data is still being analyzed, the team was quick to note they saw more lionfish, even at great depths, than expected.
*5*: Determining how groups of lionfish differ from island to island in the Caribbean may provide new insights into how resources can be better used to control populations.
*6*: The researchers also brought lionfish DNA samples back to their labs for a population genomics study.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Luiz Rocha has been studying lionfish for many years, but in the Caymans, his team dove as deep as 400 feet to collect them.\n*2*: By analyzing stomach contents, Rocha and colleagues will be able to determine what the invaders are feeding on (i.e. what local populations may need increased protections), and by observation, they were able to begin to asses whether local culling programs are successfully holding local lionfish populations at bay\u2014or whether the species is escaping the cull by going deep.\n*3*: Though data is still being analyzed, the team was quick to note they saw more lionfish, even at great depths, than expected.\n*4*: The researchers also brought lionfish DNA samples back to their labs for a population genomics study.\n*5*: Determining how groups of lionfish differ from island to island in the Caribbean may provide new insights into how resources can be better used to control populations.\n*6*: With 40 pounds of lionfish culled during 20 hours underwater, they've got a lot of material to work with.", "scrambled": "*1*: With 40 pounds of lionfish culled during 20 hours underwater, they've got a lot of material to work with.\n*2*: By analyzing stomach contents, Rocha and colleagues will be able to determine what the invaders are feeding on (i.e. what local populations may need increased protections), and by observation, they were able to begin to asses whether local culling programs are successfully holding local lionfish populations at bay\u2014or whether the species is escaping the cull by going deep.\n*3*: Luiz Rocha has been studying lionfish for many years, but in the Caymans, his team dove as deep as 400 feet to collect them.\n*4*: Though data is still being analyzed, the team was quick to note they saw more lionfish, even at great depths, than expected.\n*5*: Determining how groups of lionfish differ from island to island in the Caribbean may provide new insights into how resources can be better used to control populations.\n*6*: The researchers also brought lionfish DNA samples back to their labs for a population genomics study."}
| 2 |
unscramble_222392
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Some of the basic characteristics of combined system can be (I call this “Understanding System”) - Better recognition and radiation of non-formal learning - Spaced learning rather than cramped learning - Increased motivation - Acceleration in idea generation - Increased workplace satisfaction and talent retention I am interested to know what reward system you have in-place for your team and how is it helping your team to learn, grow and understand the actual behavior that led to the reward?
*2*: Ceremonies are held and art effects are presented in form of monetary items, recognition certificates and well done emails.
*3*: I understand that reward system plays important role in organisation’s culture and shows that people are treated with respect and valued for their contribution.
*4*: In typical reward system one celebrates success of an individual or team based on their hard work or value added to organisation (usually one is rewarded for success).
*5*: But do you really remember who was the top performer in your team 6 months ago? and why they received the reward (ah ha.. a moment for thought perhaps).
*6*: In reward communication these keywords are mostly used “going extra mile”, “proactive behavior”, “going out-of-the-way”, “excellent team work” etc.
*7*: This idea has been flickering in my mind that reward system and understanding system are interlinked with each other and by combining these systems we can help teams better understand about the actual behavior that led someone to get rewarded.
*8*: High point in these ceremonies are usually individual or a team getting the reward but not the steps that one took to be rewarded (I understand that there are small speeches and emails.
*9*: Dictionary meaning of reward is something given or received in return for a service, metric, hardship etc.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Dictionary meaning of reward is something given or received in return for a service, metric, hardship etc.\n*2*: In typical reward system one celebrates success of an individual or team based on their hard work or value added to organisation (usually one is rewarded for success).\n*3*: Ceremonies are held and art effects are presented in form of monetary items, recognition certificates and well done emails.\n*4*: In reward communication these keywords are mostly used \u201cgoing extra mile\u201d, \u201cproactive behavior\u201d, \u201cgoing out-of-the-way\u201d, \u201cexcellent team work\u201d etc.\n*5*: I understand that reward system plays important role in organisation\u2019s culture and shows that people are treated with respect and valued for their contribution.\n*6*: High point in these ceremonies are usually individual or a team getting the reward but not the steps that one took to be rewarded (I understand that there are small speeches and emails.\n*7*: But do you really remember who was the top performer in your team 6 months ago? and why they received the reward (ah ha.. a moment for thought perhaps).\n*8*: This idea has been flickering in my mind that reward system and understanding system are interlinked with each other and by combining these systems we can help teams better understand about the actual behavior that led someone to get rewarded.\n*9*: Some of the basic characteristics of combined system can be (I call this \u201cUnderstanding System\u201d) - Better recognition and radiation of non-formal learning - Spaced learning rather than cramped learning - Increased motivation - Acceleration in idea generation - Increased workplace satisfaction and talent retention I am interested to know what reward system you have in-place for your team and how is it helping your team to learn, grow and understand the actual behavior that led to the reward?", "scrambled": "*1*: Some of the basic characteristics of combined system can be (I call this \u201cUnderstanding System\u201d) - Better recognition and radiation of non-formal learning - Spaced learning rather than cramped learning - Increased motivation - Acceleration in idea generation - Increased workplace satisfaction and talent retention I am interested to know what reward system you have in-place for your team and how is it helping your team to learn, grow and understand the actual behavior that led to the reward?\n*2*: Ceremonies are held and art effects are presented in form of monetary items, recognition certificates and well done emails.\n*3*: I understand that reward system plays important role in organisation\u2019s culture and shows that people are treated with respect and valued for their contribution.\n*4*: In typical reward system one celebrates success of an individual or team based on their hard work or value added to organisation (usually one is rewarded for success).\n*5*: But do you really remember who was the top performer in your team 6 months ago? and why they received the reward (ah ha.. a moment for thought perhaps).\n*6*: In reward communication these keywords are mostly used \u201cgoing extra mile\u201d, \u201cproactive behavior\u201d, \u201cgoing out-of-the-way\u201d, \u201cexcellent team work\u201d etc.\n*7*: This idea has been flickering in my mind that reward system and understanding system are interlinked with each other and by combining these systems we can help teams better understand about the actual behavior that led someone to get rewarded.\n*8*: High point in these ceremonies are usually individual or a team getting the reward but not the steps that one took to be rewarded (I understand that there are small speeches and emails.\n*9*: Dictionary meaning of reward is something given or received in return for a service, metric, hardship etc."}
| 2 |
unscramble_31178
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Either type of qualitative test will report whether the hepatitis C virus is present in the bloodstream or not.
*2*: Other things to know: - If a patient has a quantitative test that shows no detectable virus, but has a positive result with the qualitative test, it means there is a very low level of virus that can be detected only with the qualitative test. - The qualitative test will show a negative result when patients have a successful response to interferon treatment. - The qualitative test result also will be negative when patients clear the hepatitis C virus on their own, soon after infection, or "spontaneously."
*3*: The "qualitative" test is more accurate than the "quantitative" test because qualitative tests are able to detect very low levels of the virus.
*4*: for Veterans and the Public Hepatitis C RNA qualitative testing The qualitative HCV RNA tests use either a process called polymerase chain reaction (PCR) or a process called transcription-mediated amplification (TMA).
*5*: The result is reported as either "detected" or "not detected." Explanation of test results: If a qualitative RNA test is positive (detected), then it is confirmed that the patient has chronic hepatitis C.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Veterans and the Public Hepatitis C RNA qualitative testing The qualitative HCV RNA tests use either a process called polymerase chain reaction (PCR) or a process called transcription-mediated amplification (TMA).\n*2*: Either type of qualitative test will report whether the hepatitis C virus is present in the bloodstream or not.\n*3*: The result is reported as either \"detected\" or \"not detected.\" Explanation of test results: If a qualitative RNA test is positive (detected), then it is confirmed that the patient has chronic hepatitis C.\n*4*: The \"qualitative\" test is more accurate than the \"quantitative\" test because qualitative tests are able to detect very low levels of the virus.\n*5*: Other things to know: - If a patient has a quantitative test that shows no detectable virus, but has a positive result with the qualitative test, it means there is a very low level of virus that can be detected only with the qualitative test. - The qualitative test will show a negative result when patients have a successful response to interferon treatment. - The qualitative test result also will be negative when patients clear the hepatitis C virus on their own, soon after infection, or \"spontaneously.\"", "scrambled": "*1*: Either type of qualitative test will report whether the hepatitis C virus is present in the bloodstream or not.\n*2*: Other things to know: - If a patient has a quantitative test that shows no detectable virus, but has a positive result with the qualitative test, it means there is a very low level of virus that can be detected only with the qualitative test. - The qualitative test will show a negative result when patients have a successful response to interferon treatment. - The qualitative test result also will be negative when patients clear the hepatitis C virus on their own, soon after infection, or \"spontaneously.\"\n*3*: The \"qualitative\" test is more accurate than the \"quantitative\" test because qualitative tests are able to detect very low levels of the virus.\n*4*: for Veterans and the Public Hepatitis C RNA qualitative testing The qualitative HCV RNA tests use either a process called polymerase chain reaction (PCR) or a process called transcription-mediated amplification (TMA).\n*5*: The result is reported as either \"detected\" or \"not detected.\" Explanation of test results: If a qualitative RNA test is positive (detected), then it is confirmed that the patient has chronic hepatitis C."}
| 2 |
unscramble_75720
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Old and New Testament figures found themselves with new names after times of great spiritual transition.
*2*: For instance, after a vision of an angel wrestling with him, old testament character Jacob renamed himself Israel, which means “contended with God.” And the first leader of the church, St.
*3*: He did not want to use the name of a pagan god, so he selected John II as his papal moniker, becoming the first pope to change his name.
*4*: Stephen Bevans, a theology professor at the Catholic Theological Union in Chicago made the point: The tradition of choosing a new name actually hearkens back to the Bible, Bevans said.
*5*: Pope Marcellus II in 1555 was the last pope to use his given name.
*6*: The idea caught on, but it wasn’t until the 10th century that it became routine.
*7*: Rev.
*8*: In 533 a priest called Mercurius was elected as the 56th pope.
*9*: Peter, was known as Simon when he was one of Jesus Christ’s apostles, Bevans said.
*10*: The practice has even more ancient roots.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 533 a priest called Mercurius was elected as the 56th pope.\n*2*: He did not want to use the name of a pagan god, so he selected John II as his papal moniker, becoming the first pope to change his name.\n*3*: The idea caught on, but it wasn\u2019t until the 10th century that it became routine.\n*4*: Pope Marcellus II in 1555 was the last pope to use his given name.\n*5*: The practice has even more ancient roots.\n*6*: Old and New Testament figures found themselves with new names after times of great spiritual transition.\n*7*: Rev.\n*8*: Stephen Bevans, a theology professor at the Catholic Theological Union in Chicago made the point: The tradition of choosing a new name actually hearkens back to the Bible, Bevans said.\n*9*: For instance, after a vision of an angel wrestling with him, old testament character Jacob renamed himself Israel, which means \u201ccontended with God.\u201d And the first leader of the church, St.\n*10*: Peter, was known as Simon when he was one of Jesus Christ\u2019s apostles, Bevans said.", "scrambled": "*1*: Old and New Testament figures found themselves with new names after times of great spiritual transition.\n*2*: For instance, after a vision of an angel wrestling with him, old testament character Jacob renamed himself Israel, which means \u201ccontended with God.\u201d And the first leader of the church, St.\n*3*: He did not want to use the name of a pagan god, so he selected John II as his papal moniker, becoming the first pope to change his name.\n*4*: Stephen Bevans, a theology professor at the Catholic Theological Union in Chicago made the point: The tradition of choosing a new name actually hearkens back to the Bible, Bevans said.\n*5*: Pope Marcellus II in 1555 was the last pope to use his given name.\n*6*: The idea caught on, but it wasn\u2019t until the 10th century that it became routine.\n*7*: Rev.\n*8*: In 533 a priest called Mercurius was elected as the 56th pope.\n*9*: Peter, was known as Simon when he was one of Jesus Christ\u2019s apostles, Bevans said.\n*10*: The practice has even more ancient roots."}
| 2 |
unscramble_134260
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Celebrated for his depictions of peasant life, Bruegel shows revelers at a festival in the Flemish village of Hoboken.
*2*: At this kermis or church festival of the Longbowmen, the secular and religious coexist.
*3*: Villagers drink, dance, partake in an archery contest, attend a rhetorician performance, and unashamedly relieve themselves while a religious procession carries a sacred statue aloft.
*4*: Pieter Bruegel, the Elder: Kermesse at Hoboken Pieter Bruegel the Elder (c. 1525–1569) Kermis at Hoboken Pen and brown ink, contours incised for transfer Samuel Courtauld Trust: Lee Bequest, 1947 Bruegel created this detailed drawing as a design for an engraving.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Pieter Bruegel, the Elder: Kermesse at Hoboken Pieter Bruegel the Elder (c. 1525\u20131569) Kermis at Hoboken Pen and brown ink, contours incised for transfer Samuel Courtauld Trust: Lee Bequest, 1947 Bruegel created this detailed drawing as a design for an engraving.\n*2*: Celebrated for his depictions of peasant life, Bruegel shows revelers at a festival in the Flemish village of Hoboken.\n*3*: At this kermis or church festival of the Longbowmen, the secular and religious coexist.\n*4*: Villagers drink, dance, partake in an archery contest, attend a rhetorician performance, and unashamedly relieve themselves while a religious procession carries a sacred statue aloft.", "scrambled": "*1*: Celebrated for his depictions of peasant life, Bruegel shows revelers at a festival in the Flemish village of Hoboken.\n*2*: At this kermis or church festival of the Longbowmen, the secular and religious coexist.\n*3*: Villagers drink, dance, partake in an archery contest, attend a rhetorician performance, and unashamedly relieve themselves while a religious procession carries a sacred statue aloft.\n*4*: Pieter Bruegel, the Elder: Kermesse at Hoboken Pieter Bruegel the Elder (c. 1525\u20131569) Kermis at Hoboken Pen and brown ink, contours incised for transfer Samuel Courtauld Trust: Lee Bequest, 1947 Bruegel created this detailed drawing as a design for an engraving."}
| 2 |
unscramble_38303
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Solartide, on 12 July 2012 - 05:49 AM, said: Magic wand tool to select the area, bucket fill tool or blend tool to color it.
*2*: There is also a solution using an intersection of selections...(rectangle and magic wand) This post has been edited by ofnuts: 12 July 2012 - 06:38 AM
*3*: The reason and solution is expounded here Basically to fill the sections: - remove the white inside using the magic wand+selection growth+color-to-alpha method - add a layer under - using the same selection, bucket-fill the underlying layer with the required color In the image below: - top left: magic wand with not enough threshold (whitish border) - top right: magic wand with too much threshold (visible aliasing) - bottom part: method above To do the half-sections the quickest method will be to duplicate the shield and do the bottom part twice, on two layers once for each color, then to delete (or rectangle select/erase) the upper one where the lower own should show.
*4*: Ew... this will either leave a white mark along the black line or make them jagged, depending on the threshold you'll use on the Magic wand.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Solartide, on 12 July 2012 - 05:49 AM, said: Magic wand tool to select the area, bucket fill tool or blend tool to color it.\n*2*: Ew... this will either leave a white mark along the black line or make them jagged, depending on the threshold you'll use on the Magic wand.\n*3*: The reason and solution is expounded here Basically to fill the sections: - remove the white inside using the magic wand+selection growth+color-to-alpha method - add a layer under - using the same selection, bucket-fill the underlying layer with the required color In the image below: - top left: magic wand with not enough threshold (whitish border) - top right: magic wand with too much threshold (visible aliasing) - bottom part: method above To do the half-sections the quickest method will be to duplicate the shield and do the bottom part twice, on two layers once for each color, then to delete (or rectangle select/erase) the upper one where the lower own should show.\n*4*: There is also a solution using an intersection of selections...(rectangle and magic wand) This post has been edited by ofnuts: 12 July 2012 - 06:38 AM", "scrambled": "*1*: Solartide, on 12 July 2012 - 05:49 AM, said: Magic wand tool to select the area, bucket fill tool or blend tool to color it.\n*2*: There is also a solution using an intersection of selections...(rectangle and magic wand) This post has been edited by ofnuts: 12 July 2012 - 06:38 AM\n*3*: The reason and solution is expounded here Basically to fill the sections: - remove the white inside using the magic wand+selection growth+color-to-alpha method - add a layer under - using the same selection, bucket-fill the underlying layer with the required color In the image below: - top left: magic wand with not enough threshold (whitish border) - top right: magic wand with too much threshold (visible aliasing) - bottom part: method above To do the half-sections the quickest method will be to duplicate the shield and do the bottom part twice, on two layers once for each color, then to delete (or rectangle select/erase) the upper one where the lower own should show.\n*4*: Ew... this will either leave a white mark along the black line or make them jagged, depending on the threshold you'll use on the Magic wand."}
| 2 |
unscramble_112865
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Learn more.
*2*: UMass Amherst researchers are exploring ways to manufacture the next generation of advanced devices using this process, including displays, sensors, and solar panels.
*3*: Photo credit: Amanda Drane '12
*4*: In the image above, the nanoscale electronic circuit test patterns in the laboratory of polymer chemist Kenneth Carter have been transferred to the surface of a PET film - the exact type of material used to make soda bottles.
*5*: These patterns can be fabricated rapidly and at extremely low cost.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 image above, the nanoscale electronic circuit test patterns in the laboratory of polymer chemist Kenneth Carter have been transferred to the surface of a PET film - the exact type of material used to make soda bottles.\n*2*: These patterns can be fabricated rapidly and at extremely low cost.\n*3*: UMass Amherst researchers are exploring ways to manufacture the next generation of advanced devices using this process, including displays, sensors, and solar panels.\n*4*: Learn more.\n*5*: Photo credit: Amanda Drane '12", "scrambled": "*1*: Learn more.\n*2*: UMass Amherst researchers are exploring ways to manufacture the next generation of advanced devices using this process, including displays, sensors, and solar panels.\n*3*: Photo credit: Amanda Drane '12\n*4*: In the image above, the nanoscale electronic circuit test patterns in the laboratory of polymer chemist Kenneth Carter have been transferred to the surface of a PET film - the exact type of material used to make soda bottles.\n*5*: These patterns can be fabricated rapidly and at extremely low cost."}
| 2 |
unscramble_159447
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Mary at the Well MARY.ALONG the garden walk, and thence |Through the wicket in the garden fence,| | I steal with quiet pace,| |My pitcher at the well to fill,| |That lies so deep and cool and still|| 5| | In this sequestered place.| |These sycamores keep guard around;| |I see no face, I hear no sound,| | Save bubblings of the spring,| |And my companions, who, within,|| 10| |The threads of gold and scarlet spin,| | And at their labor sing.| THE ANGEL GABRIEL.Hail, Virgin Mary, full of grace!
*2*: Here MARY looketh around her, trembling, and then saith: MARY.Who is it speaketh in this place, | With such a gentle voice?|| 15| GABRIEL.The Lord of heaven is with thee now! |Blessed among all women thou,| | Who art his holy choice!| MARY, setting down the pitcher.What can this mean?
*3*: Complete Poetical Works. 1893.| |Christus: A Mystery| |Part II.
*4*: II.
*5*: No one is near, |And yet, such sacred words I hear,|| 20| | I almost fear to stay.| Here the ANGEL, appearing to her, shall say: GABRIEL.Fear not, O Mary! but believe! |For thou, a Virgin, shalt conceive| | A child this very day.| |Fear not, O Mary! from the sky|| 25| |The majesty of the Most High| | Shall overshadow thee!| MARY.Behold the handmaid of the Lord! |According to thy holy word,| | So be it unto me!| Here the Devils shall again make a great noise, under the stage.
*6*: |Henry Wadsworth Longfellow (18071882).
*7*: The Nativity: A Miracle-Play.
*8*: IV.
*9*: The Golden Legend.| III.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Wadsworth Longfellow (18071882).\n*2*: Complete Poetical Works. 1893.| |Christus: A Mystery| |Part II.\n*3*: The Golden Legend.| III.\n*4*: IV.\n*5*: The Nativity: A Miracle-Play.\n*6*: II.\n*7*: Mary at the Well MARY.ALONG the garden walk, and thence |Through the wicket in the garden fence,| | I steal with quiet pace,| |My pitcher at the well to fill,| |That lies so deep and cool and still|| 5| | In this sequestered place.| |These sycamores keep guard around;| |I see no face, I hear no sound,| | Save bubblings of the spring,| |And my companions, who, within,|| 10| |The threads of gold and scarlet spin,| | And at their labor sing.| THE ANGEL GABRIEL.Hail, Virgin Mary, full of grace!\n*8*: Here MARY looketh around her, trembling, and then saith: MARY.Who is it speaketh in this place, | With such a gentle voice?|| 15| GABRIEL.The Lord of heaven is with thee now! |Blessed among all women thou,| | Who art his holy choice!| MARY, setting down the pitcher.What can this mean?\n*9*: No one is near, |And yet, such sacred words I hear,|| 20| | I almost fear to stay.| Here the ANGEL, appearing to her, shall say: GABRIEL.Fear not, O Mary! but believe! |For thou, a Virgin, shalt conceive| | A child this very day.| |Fear not, O Mary! from the sky|| 25| |The majesty of the Most High| | Shall overshadow thee!| MARY.Behold the handmaid of the Lord! |According to thy holy word,| | So be it unto me!| Here the Devils shall again make a great noise, under the stage.", "scrambled": "*1*: Mary at the Well MARY.ALONG the garden walk, and thence |Through the wicket in the garden fence,| | I steal with quiet pace,| |My pitcher at the well to fill,| |That lies so deep and cool and still|| 5| | In this sequestered place.| |These sycamores keep guard around;| |I see no face, I hear no sound,| | Save bubblings of the spring,| |And my companions, who, within,|| 10| |The threads of gold and scarlet spin,| | And at their labor sing.| THE ANGEL GABRIEL.Hail, Virgin Mary, full of grace!\n*2*: Here MARY looketh around her, trembling, and then saith: MARY.Who is it speaketh in this place, | With such a gentle voice?|| 15| GABRIEL.The Lord of heaven is with thee now! |Blessed among all women thou,| | Who art his holy choice!| MARY, setting down the pitcher.What can this mean?\n*3*: Complete Poetical Works. 1893.| |Christus: A Mystery| |Part II.\n*4*: II.\n*5*: No one is near, |And yet, such sacred words I hear,|| 20| | I almost fear to stay.| Here the ANGEL, appearing to her, shall say: GABRIEL.Fear not, O Mary! but believe! |For thou, a Virgin, shalt conceive| | A child this very day.| |Fear not, O Mary! from the sky|| 25| |The majesty of the Most High| | Shall overshadow thee!| MARY.Behold the handmaid of the Lord! |According to thy holy word,| | So be it unto me!| Here the Devils shall again make a great noise, under the stage.\n*6*: |Henry Wadsworth Longfellow (18071882).\n*7*: The Nativity: A Miracle-Play.\n*8*: IV.\n*9*: The Golden Legend.| III."}
| 2 |
unscramble_127408
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: High School teacher Christina Alvarez is looking forward to teaching The Merchant of Venice.
*2*: Ask your students to consider where these questions might pop up in this play, and challenge them to consider how different actions or reactions might change the play.
*3*: Once past their similarities with the charactesr, the play gives students the chance to “really sink their teeth into something they don’t know a whole lot about!” As Christina says, there are always "what if"s in this play.
*4*: She feels her students will relate to the various relationships between characters, but more than that, she's certain that the play will challenge them to think critically about ambiguous situations.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: High School teacher Christina Alvarez is looking forward to teaching The Merchant of Venice.\n*2*: She feels her students will relate to the various relationships between characters, but more than that, she's certain that the play will challenge them to think critically about ambiguous situations.\n*3*: Once past their similarities with the charactesr, the play gives students the chance to \u201creally sink their teeth into something they don\u2019t know a whole lot about!\u201d As Christina says, there are always \"what if\"s in this play.\n*4*: Ask your students to consider where these questions might pop up in this play, and challenge them to consider how different actions or reactions might change the play.", "scrambled": "*1*: High School teacher Christina Alvarez is looking forward to teaching The Merchant of Venice.\n*2*: Ask your students to consider where these questions might pop up in this play, and challenge them to consider how different actions or reactions might change the play.\n*3*: Once past their similarities with the charactesr, the play gives students the chance to \u201creally sink their teeth into something they don\u2019t know a whole lot about!\u201d As Christina says, there are always \"what if\"s in this play.\n*4*: She feels her students will relate to the various relationships between characters, but more than that, she's certain that the play will challenge them to think critically about ambiguous situations."}
| 2 |
unscramble_209452
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Don’t play with your teeth, remember to floss and brush.
*2*: Teach them about dental hygiene so they are not in the dark.
*3*: The tooth, I mean “truth” is, that dental health is surprisingly important to general health and to a sense of well being.
*4*: Amaze your friends with teeth trivia.
*5*: Dental Games, what a great way to learn about dental hygiene while playing learning games online.
*6*: Fear of the unknown is one of the major reasons kids are afraid of going to the dentist.
*7*: Take the fear out of going to the dentist with fun, learning games about dental hygiene!
*8*: Playing online flash games about teeth is a good way to build their understanding and awareness that dental hygiene and health is not just a game.
*9*: Learning about brushing your teeth, going to the dentist, getting braces and other dentist oriented topics can be fun for kids as well as giving them the tools they need to take care of their own teeth.
*10*: Children can learn with fun online learning 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*: Learning about brushing your teeth, going to the dentist, getting braces and other dentist oriented topics can be fun for kids as well as giving them the tools they need to take care of their own teeth.\n*2*: Fear of the unknown is one of the major reasons kids are afraid of going to the dentist.\n*3*: Teach them about dental hygiene so they are not in the dark.\n*4*: Take the fear out of going to the dentist with fun, learning games about dental hygiene!\n*5*: Dental Games, what a great way to learn about dental hygiene while playing learning games online.\n*6*: Amaze your friends with teeth trivia.\n*7*: The tooth, I mean \u201ctruth\u201d is, that dental health is surprisingly important to general health and to a sense of well being.\n*8*: Children can learn with fun online learning games.\n*9*: Playing online flash games about teeth is a good way to build their understanding and awareness that dental hygiene and health is not just a game.\n*10*: Don\u2019t play with your teeth, remember to floss and brush.", "scrambled": "*1*: Don\u2019t play with your teeth, remember to floss and brush.\n*2*: Teach them about dental hygiene so they are not in the dark.\n*3*: The tooth, I mean \u201ctruth\u201d is, that dental health is surprisingly important to general health and to a sense of well being.\n*4*: Amaze your friends with teeth trivia.\n*5*: Dental Games, what a great way to learn about dental hygiene while playing learning games online.\n*6*: Fear of the unknown is one of the major reasons kids are afraid of going to the dentist.\n*7*: Take the fear out of going to the dentist with fun, learning games about dental hygiene!\n*8*: Playing online flash games about teeth is a good way to build their understanding and awareness that dental hygiene and health is not just a game.\n*9*: Learning about brushing your teeth, going to the dentist, getting braces and other dentist oriented topics can be fun for kids as well as giving them the tools they need to take care of their own teeth.\n*10*: Children can learn with fun online learning games."}
| 2 |
unscramble_158338
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It is a collaboration between the UC Davis Department of Education, Powerhouse Science Center, the Sacramento Area Science Project, and school districts within Sacramento County. "Dinner with a Scientist" offers students an opportunity to meet active science professionals, and through casual conversation, gain a better understanding of the pathways to a science career, different job opportunities, and various professional options, as well as the day-to-day realities of working in STEM positions.
*2*: Dinner With A Scientist "Dinner with a Scientist" represents Sacramento's participation in a nationwide effort to inform and encourage junior high and high school students interested to pursuing careers in STEM (science, technology, engineering, mathematics).
*3*: And to all our student attendees: Best wishes for your future education and career choices!
*4*: We are grateful to our sponsors who make these evenings possible and the scientists who were are generous with their time.
*5*: Maybe one day YOU will be a scientist participating in "Dinner with a Scientist"!
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Dinner With A Scientist \"Dinner with a Scientist\" represents Sacramento's participation in a nationwide effort to inform and encourage junior high and high school students interested to pursuing careers in STEM (science, technology, engineering, mathematics).\n*2*: It is a collaboration between the UC Davis Department of Education, Powerhouse Science Center, the Sacramento Area Science Project, and school districts within Sacramento County. \"Dinner with a Scientist\" offers students an opportunity to meet active science professionals, and through casual conversation, gain a better understanding of the pathways to a science career, different job opportunities, and various professional options, as well as the day-to-day realities of working in STEM positions.\n*3*: We are grateful to our sponsors who make these evenings possible and the scientists who were are generous with their time.\n*4*: And to all our student attendees: Best wishes for your future education and career choices!\n*5*: Maybe one day YOU will be a scientist participating in \"Dinner with a Scientist\"!", "scrambled": "*1*: It is a collaboration between the UC Davis Department of Education, Powerhouse Science Center, the Sacramento Area Science Project, and school districts within Sacramento County. \"Dinner with a Scientist\" offers students an opportunity to meet active science professionals, and through casual conversation, gain a better understanding of the pathways to a science career, different job opportunities, and various professional options, as well as the day-to-day realities of working in STEM positions.\n*2*: Dinner With A Scientist \"Dinner with a Scientist\" represents Sacramento's participation in a nationwide effort to inform and encourage junior high and high school students interested to pursuing careers in STEM (science, technology, engineering, mathematics).\n*3*: And to all our student attendees: Best wishes for your future education and career choices!\n*4*: We are grateful to our sponsors who make these evenings possible and the scientists who were are generous with their time.\n*5*: Maybe one day YOU will be a scientist participating in \"Dinner with a Scientist\"!"}
| 2 |
unscramble_74663
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Drought-induced prospects for significantly higher feed prices and heat stress on crops, pastures and livestock are likely to restrain growth of U.S. cattle and hog breeding herds as well as poultry and milk production.
*2*: The full report is available at www.ers.usda.gov/topics/in-the-news/us-drought-2012-farm-and-food-impacts.aspx.
*3*: Following on the heels of last year's drought in the Southern United States, this year's lack-of-adequate rainfall over more than half of the country has resulted in reduced corn and soybean crops, higher prices for corn, soybean meal, and other feed, and reduced availability of hay and pasture.
*4*: The U.S. Department of Agriculture's Economic Research Service has released current information on potential impacts of the drought on key commodities and food prices.
*5*: The impact is likely to result in greater production declines in 2013 than in 2012, potentially leading to higher prices in 2013 and beyond.
*6*: Lack of pasture is inducing growers to place livestock on feed at lower weights.
*7*: The most severe and extensive drought in at least 25 years is seriously affecting U.S. agriculture, with impacts on the crop and livestock sectors and with the potential to affect food prices at the retail level.
*8*: As of Oct. 14, 55 percent of the U.S. pastures and ranges were rated poor to very poor.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 most severe and extensive drought in at least 25 years is seriously affecting U.S. agriculture, with impacts on the crop and livestock sectors and with the potential to affect food prices at the retail level.\n*2*: The U.S. Department of Agriculture's Economic Research Service has released current information on potential impacts of the drought on key commodities and food prices.\n*3*: Drought-induced prospects for significantly higher feed prices and heat stress on crops, pastures and livestock are likely to restrain growth of U.S. cattle and hog breeding herds as well as poultry and milk production.\n*4*: Following on the heels of last year's drought in the Southern United States, this year's lack-of-adequate rainfall over more than half of the country has resulted in reduced corn and soybean crops, higher prices for corn, soybean meal, and other feed, and reduced availability of hay and pasture.\n*5*: As of Oct. 14, 55 percent of the U.S. pastures and ranges were rated poor to very poor.\n*6*: Lack of pasture is inducing growers to place livestock on feed at lower weights.\n*7*: The impact is likely to result in greater production declines in 2013 than in 2012, potentially leading to higher prices in 2013 and beyond.\n*8*: The full report is available at www.ers.usda.gov/topics/in-the-news/us-drought-2012-farm-and-food-impacts.aspx.", "scrambled": "*1*: Drought-induced prospects for significantly higher feed prices and heat stress on crops, pastures and livestock are likely to restrain growth of U.S. cattle and hog breeding herds as well as poultry and milk production.\n*2*: The full report is available at www.ers.usda.gov/topics/in-the-news/us-drought-2012-farm-and-food-impacts.aspx.\n*3*: Following on the heels of last year's drought in the Southern United States, this year's lack-of-adequate rainfall over more than half of the country has resulted in reduced corn and soybean crops, higher prices for corn, soybean meal, and other feed, and reduced availability of hay and pasture.\n*4*: The U.S. Department of Agriculture's Economic Research Service has released current information on potential impacts of the drought on key commodities and food prices.\n*5*: The impact is likely to result in greater production declines in 2013 than in 2012, potentially leading to higher prices in 2013 and beyond.\n*6*: Lack of pasture is inducing growers to place livestock on feed at lower weights.\n*7*: The most severe and extensive drought in at least 25 years is seriously affecting U.S. agriculture, with impacts on the crop and livestock sectors and with the potential to affect food prices at the retail level.\n*8*: As of Oct. 14, 55 percent of the U.S. pastures and ranges were rated poor to very poor."}
| 2 |
unscramble_144448
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: During veraison, also look for European fruit lecanium on leaves and shoots.
*2*: Identification tip: Grasshoppers have robust bodies, relatively short antennae, and hind legs with greatly enlarged femurs.
*3*: Identification tip: Grape whitefly nymphs and pupae: Look for small insects, 0.06 inch long, with fringe around the body.
*4*: Mass migrations from uncultivated adjoining rangelands can severely damage vines.
*5*: European fruit lecanium scale Identification tip: Look on leaves and shoots for second-instar nymphs that are yellow and oval.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Identification tip: Grape whitefly nymphs and pupae: Look for small insects, 0.06 inch long, with fringe around the body.\n*2*: Identification tip: Grasshoppers have robust bodies, relatively short antennae, and hind legs with greatly enlarged femurs.\n*3*: Mass migrations from uncultivated adjoining rangelands can severely damage vines.\n*4*: During veraison, also look for European fruit lecanium on leaves and shoots.\n*5*: European fruit lecanium scale Identification tip: Look on leaves and shoots for second-instar nymphs that are yellow and oval.", "scrambled": "*1*: During veraison, also look for European fruit lecanium on leaves and shoots.\n*2*: Identification tip: Grasshoppers have robust bodies, relatively short antennae, and hind legs with greatly enlarged femurs.\n*3*: Identification tip: Grape whitefly nymphs and pupae: Look for small insects, 0.06 inch long, with fringe around the body.\n*4*: Mass migrations from uncultivated adjoining rangelands can severely damage vines.\n*5*: European fruit lecanium scale Identification tip: Look on leaves and shoots for second-instar nymphs that are yellow and oval."}
| 2 |
unscramble_147782
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Last 5 posts by Philharmonie - Documentary : The Moon Bear - September 14th, 2012 - ORANGUTANS ARE KILLED - BOYCOTT PALM OIL - September 5th, 2012 - Shark week - August 16th, 2012 - One Step Forward - ANIMAL's Campaign - May 14th, 2012 - Animal rights : Fur Exposed - May 7th, 2012 View Counter: 233 views 2 Responses to “Rhinos Under Threat” Leave a Reply You must be logged in to post a comment.
*2*: With 175 Member States, CITES (Convention on International Trade in Endangered Species on Wild Fauna and Flora) remains one of the world’s most powerful tools for biodiversity conservation through the regulation of trade in wild fauna and flora.
*3*: The film graphically illustrates the impact that illegal killing of rhino and trading in rhino horn is having on the survival of the species in the wild and on the people who rely upon the rhino for their livelihoods.
*4*: From the massive parks in South Africa and Swaziland, to the crowded streets of Hanoi in Viet Nam, the film shows the brutality of the current spike in illegal killing and the impact it is having on local communities. « If the current trends in illegal killing continue, we will drive the rhino, this iconic species, to extinction in the wild » said Mr John E.
*5*: It is clear that the increased levels of rhino poaching and rhino horn thefts has an impact on several continents and that a well coordinated law enforcement response, as well as high-level political responses, will be required to effectively addresses this trend.
*6*: Rhinos Under Threat2012-06-18 at 11:32 am Blog RSS The film investigates what is driving the demand for rhino horn in Asia and the powerful measures being taken by national authorities to fight this crime.
*7*: Produced and directed by Andrew Martin CITES/UNTV.
*8*: Scanlon, CITES Secretary-General. « We need to work together at national and international levels to stop the poaching, stop the smuggling and stop the consuming.
*9*: CITES regulates international trade in close to 35,000 species of plants and animals, including their products and derivatives, ensuring their survival in the wild with benefits for the livelihoods of local people and the global environment.
*10*: It will be tough, but if we manage to work together, we will win this fight », he added.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Rhinos Under Threat2012-06-18 at 11:32 am Blog RSS The film investigates what is driving the demand for rhino horn in Asia and the powerful measures being taken by national authorities to fight this crime.\n*2*: The film graphically illustrates the impact that illegal killing of rhino and trading in rhino horn is having on the survival of the species in the wild and on the people who rely upon the rhino for their livelihoods.\n*3*: From the massive parks in South Africa and Swaziland, to the crowded streets of Hanoi in Viet Nam, the film shows the brutality of the current spike in illegal killing and the impact it is having on local communities. \u00ab If the current trends in illegal killing continue, we will drive the rhino, this iconic species, to extinction in the wild \u00bb said Mr John E.\n*4*: Scanlon, CITES Secretary-General. \u00ab We need to work together at national and international levels to stop the poaching, stop the smuggling and stop the consuming.\n*5*: It will be tough, but if we manage to work together, we will win this fight \u00bb, he added.\n*6*: It is clear that the increased levels of rhino poaching and rhino horn thefts has an impact on several continents and that a well coordinated law enforcement response, as well as high-level political responses, will be required to effectively addresses this trend.\n*7*: Produced and directed by Andrew Martin CITES/UNTV.\n*8*: With 175 Member States, CITES (Convention on International Trade in Endangered Species on Wild Fauna and Flora) remains one of the world\u2019s most powerful tools for biodiversity conservation through the regulation of trade in wild fauna and flora.\n*9*: CITES regulates international trade in close to 35,000 species of plants and animals, including their products and derivatives, ensuring their survival in the wild with benefits for the livelihoods of local people and the global environment.\n*10*: Last 5 posts by Philharmonie - Documentary : The Moon Bear - September 14th, 2012 - ORANGUTANS ARE KILLED - BOYCOTT PALM OIL - September 5th, 2012 - Shark week - August 16th, 2012 - One Step Forward - ANIMAL's Campaign - May 14th, 2012 - Animal rights : Fur Exposed - May 7th, 2012 View Counter: 233 views 2 Responses to \u201cRhinos Under Threat\u201d Leave a Reply You must be logged in to post a comment.", "scrambled": "*1*: Last 5 posts by Philharmonie - Documentary : The Moon Bear - September 14th, 2012 - ORANGUTANS ARE KILLED - BOYCOTT PALM OIL - September 5th, 2012 - Shark week - August 16th, 2012 - One Step Forward - ANIMAL's Campaign - May 14th, 2012 - Animal rights : Fur Exposed - May 7th, 2012 View Counter: 233 views 2 Responses to \u201cRhinos Under Threat\u201d Leave a Reply You must be logged in to post a comment.\n*2*: With 175 Member States, CITES (Convention on International Trade in Endangered Species on Wild Fauna and Flora) remains one of the world\u2019s most powerful tools for biodiversity conservation through the regulation of trade in wild fauna and flora.\n*3*: The film graphically illustrates the impact that illegal killing of rhino and trading in rhino horn is having on the survival of the species in the wild and on the people who rely upon the rhino for their livelihoods.\n*4*: From the massive parks in South Africa and Swaziland, to the crowded streets of Hanoi in Viet Nam, the film shows the brutality of the current spike in illegal killing and the impact it is having on local communities. \u00ab If the current trends in illegal killing continue, we will drive the rhino, this iconic species, to extinction in the wild \u00bb said Mr John E.\n*5*: It is clear that the increased levels of rhino poaching and rhino horn thefts has an impact on several continents and that a well coordinated law enforcement response, as well as high-level political responses, will be required to effectively addresses this trend.\n*6*: Rhinos Under Threat2012-06-18 at 11:32 am Blog RSS The film investigates what is driving the demand for rhino horn in Asia and the powerful measures being taken by national authorities to fight this crime.\n*7*: Produced and directed by Andrew Martin CITES/UNTV.\n*8*: Scanlon, CITES Secretary-General. \u00ab We need to work together at national and international levels to stop the poaching, stop the smuggling and stop the consuming.\n*9*: CITES regulates international trade in close to 35,000 species of plants and animals, including their products and derivatives, ensuring their survival in the wild with benefits for the livelihoods of local people and the global environment.\n*10*: It will be tough, but if we manage to work together, we will win this fight \u00bb, he added."}
| 2 |
unscramble_249086
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Fourteenth Century men commonly wore padding made of linen or wool under their plate armor.
*2*: Many had buttons or laces up the front.
*3*: We also provide other paddings for the upper legs and head.
*4*: Our Gambesons are made of fine quilted canvas and will provide an accurate depiction of that time period.
*5*: Commonly quilted, the stuffing varied between horse hair or scrap cloth.
*6*: This allowed a bit of comfort between their skin and the metal of the armor.
*7*: The Gambesons and padding can be chosen in white or black, with an additional choice on fasteners.
*8*: Other padded garments were used on legs, heads or arms.
*9*: Gambesons were used for the torso.
*10*: Sized by chest circumference, our Gambesons will allow for a correct and comfortable fit.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Fourteenth Century men commonly wore padding made of linen or wool under their plate armor.\n*2*: This allowed a bit of comfort between their skin and the metal of the armor.\n*3*: Commonly quilted, the stuffing varied between horse hair or scrap cloth.\n*4*: Many had buttons or laces up the front.\n*5*: Other padded garments were used on legs, heads or arms.\n*6*: Gambesons were used for the torso.\n*7*: Our Gambesons are made of fine quilted canvas and will provide an accurate depiction of that time period.\n*8*: We also provide other paddings for the upper legs and head.\n*9*: The Gambesons and padding can be chosen in white or black, with an additional choice on fasteners.\n*10*: Sized by chest circumference, our Gambesons will allow for a correct and comfortable fit.", "scrambled": "*1*: Fourteenth Century men commonly wore padding made of linen or wool under their plate armor.\n*2*: Many had buttons or laces up the front.\n*3*: We also provide other paddings for the upper legs and head.\n*4*: Our Gambesons are made of fine quilted canvas and will provide an accurate depiction of that time period.\n*5*: Commonly quilted, the stuffing varied between horse hair or scrap cloth.\n*6*: This allowed a bit of comfort between their skin and the metal of the armor.\n*7*: The Gambesons and padding can be chosen in white or black, with an additional choice on fasteners.\n*8*: Other padded garments were used on legs, heads or arms.\n*9*: Gambesons were used for the torso.\n*10*: Sized by chest circumference, our Gambesons will allow for a correct and comfortable fit."}
| 2 |
unscramble_111095
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: He says a cure for the disease would save the health care system millions of dollars each year, and improve the lives of people worldwide.
*2*: But the net effect of that is that upstate New York has one of the highest incidences of MS in the country," explained Dr. Steve Goldman from the University of Rochester Medical Center.
*3*: He says the consortium aims to work together to create a stem cell therapy that could halt the progression of disability in MS patients, and potentially improve their condition.
*4*: Thu January 3, 2013 Rochester Medical Center To Collaborate On Research For MS Cure A consortium of three upstate medical schools is to receive $12.1 million in funding to try to create a treatment for people living with multiple sclerosis.
*5*: Multiple Sclerosis -- or MS -- attacks a person's central nervous system and results in a progressive range of symptoms including numbness in the limbs, paralysis and loss of vision.
*6*: MS affects more than 30,000 people in New York, and the condition is highly prevalent upstate.
*7*: The Biomedical Sciences University of Rochester Medical Center, the Upstate Medical University in Syracuse and the University of Buffalo School of Medicine will combine to research the currently incurable disease.
*8*: Goldman says clinical trials could start in the next three to four years, but it will be even longer before they know if their therapy could be used on a wider basis.
*9*: Diagnosis typically occurs in adults aged between 20 and 40 years of age. "It's a disease that's not only common, but it's specifically, and especially common at northern latitudes, for reasons that are still unclear.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Thu January 3, 2013 Rochester Medical Center To Collaborate On Research For MS Cure A consortium of three upstate medical schools is to receive $12.1 million in funding to try to create a treatment for people living with multiple sclerosis.\n*2*: The Biomedical Sciences University of Rochester Medical Center, the Upstate Medical University in Syracuse and the University of Buffalo School of Medicine will combine to research the currently incurable disease.\n*3*: Multiple Sclerosis -- or MS -- attacks a person's central nervous system and results in a progressive range of symptoms including numbness in the limbs, paralysis and loss of vision.\n*4*: MS affects more than 30,000 people in New York, and the condition is highly prevalent upstate.\n*5*: Diagnosis typically occurs in adults aged between 20 and 40 years of age. \"It's a disease that's not only common, but it's specifically, and especially common at northern latitudes, for reasons that are still unclear.\n*6*: But the net effect of that is that upstate New York has one of the highest incidences of MS in the country,\" explained Dr. Steve Goldman from the University of Rochester Medical Center.\n*7*: He says the consortium aims to work together to create a stem cell therapy that could halt the progression of disability in MS patients, and potentially improve their condition.\n*8*: Goldman says clinical trials could start in the next three to four years, but it will be even longer before they know if their therapy could be used on a wider basis.\n*9*: He says a cure for the disease would save the health care system millions of dollars each year, and improve the lives of people worldwide.", "scrambled": "*1*: He says a cure for the disease would save the health care system millions of dollars each year, and improve the lives of people worldwide.\n*2*: But the net effect of that is that upstate New York has one of the highest incidences of MS in the country,\" explained Dr. Steve Goldman from the University of Rochester Medical Center.\n*3*: He says the consortium aims to work together to create a stem cell therapy that could halt the progression of disability in MS patients, and potentially improve their condition.\n*4*: Thu January 3, 2013 Rochester Medical Center To Collaborate On Research For MS Cure A consortium of three upstate medical schools is to receive $12.1 million in funding to try to create a treatment for people living with multiple sclerosis.\n*5*: Multiple Sclerosis -- or MS -- attacks a person's central nervous system and results in a progressive range of symptoms including numbness in the limbs, paralysis and loss of vision.\n*6*: MS affects more than 30,000 people in New York, and the condition is highly prevalent upstate.\n*7*: The Biomedical Sciences University of Rochester Medical Center, the Upstate Medical University in Syracuse and the University of Buffalo School of Medicine will combine to research the currently incurable disease.\n*8*: Goldman says clinical trials could start in the next three to four years, but it will be even longer before they know if their therapy could be used on a wider basis.\n*9*: Diagnosis typically occurs in adults aged between 20 and 40 years of age. \"It's a disease that's not only common, but it's specifically, and especially common at northern latitudes, for reasons that are still unclear."}
| 2 |
unscramble_234395
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If the EU offered a custom union to the UK like Switzerland it would almost certainly come at the price of free movement of people.
*2*: Our economy has benefited from the labour and skills these migrants have brought, both business and the public services.
*3*: And British people in their hundreds of thousands have gone to live and work in continental Europe.
*4*: 06 - 05 Under the Treaty of Rome residents of any one member state, and that includes the UK, are free to live, study and work in others.
*5*: Under certain conditions: - To live and work they need to have a job - To study they need to gain admission to an accredited university or college Hundreds of thousands of residents of member states have come here to live and work.
*6*: The only way the UK could limit immigration from other EU member states would be if it opted to trade under WTO rules and free trade agreements.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 06 - 05 Under the Treaty of Rome residents of any one member state, and that includes the UK, are free to live, study and work in others.\n*2*: Under certain conditions: - To live and work they need to have a job - To study they need to gain admission to an accredited university or college Hundreds of thousands of residents of member states have come here to live and work.\n*3*: And British people in their hundreds of thousands have gone to live and work in continental Europe.\n*4*: Our economy has benefited from the labour and skills these migrants have brought, both business and the public services.\n*5*: The only way the UK could limit immigration from other EU member states would be if it opted to trade under WTO rules and free trade agreements.\n*6*: If the EU offered a custom union to the UK like Switzerland it would almost certainly come at the price of free movement of people.", "scrambled": "*1*: If the EU offered a custom union to the UK like Switzerland it would almost certainly come at the price of free movement of people.\n*2*: Our economy has benefited from the labour and skills these migrants have brought, both business and the public services.\n*3*: And British people in their hundreds of thousands have gone to live and work in continental Europe.\n*4*: 06 - 05 Under the Treaty of Rome residents of any one member state, and that includes the UK, are free to live, study and work in others.\n*5*: Under certain conditions: - To live and work they need to have a job - To study they need to gain admission to an accredited university or college Hundreds of thousands of residents of member states have come here to live and work.\n*6*: The only way the UK could limit immigration from other EU member states would be if it opted to trade under WTO rules and free trade agreements."}
| 2 |
unscramble_234118
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But we have still not achieved enough.
*2*: So, what do we have to change?
*3*: No more poverty, a balanced climate, fair working conditions, intact ecosystems ...
*4*: The Agenda’s core is a catalogue of 17 Sustainable Development Goals.
*5*: How can every single one of us help in a small way to build a better and more liveable future?
*6*: Personal tips of the editorial team During the research on the topic of 2030 Agenda, the Alumniportal team is often coming across really informative, astonishing and sometimes funny content.
*7*: In our editors’ blog, we write about videos, websites or apps that we especially like.
*8*: 17 Sustainable Development Goals Through the 2030 Agenda for Sustainable Development, the international community expresses their conviction that global challenges can only be met in cooperation.
*9*: In the 2030 Agenda there are many visions of a better future – and many individuals and institutions working towards them.
*10*: How do we want to live in the year 2030?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 17 Sustainable Development Goals Through the 2030 Agenda for Sustainable Development, the international community expresses their conviction that global challenges can only be met in cooperation.\n*2*: The Agenda\u2019s core is a catalogue of 17 Sustainable Development Goals.\n*3*: How do we want to live in the year 2030?\n*4*: No more poverty, a balanced climate, fair working conditions, intact ecosystems ...\n*5*: In the 2030 Agenda there are many visions of a better future \u2013 and many individuals and institutions working towards them.\n*6*: But we have still not achieved enough.\n*7*: So, what do we have to change?\n*8*: How can every single one of us help in a small way to build a better and more liveable future?\n*9*: Personal tips of the editorial team During the research on the topic of 2030 Agenda, the Alumniportal team is often coming across really informative, astonishing and sometimes funny content.\n*10*: In our editors\u2019 blog, we write about videos, websites or apps that we especially like.", "scrambled": "*1*: But we have still not achieved enough.\n*2*: So, what do we have to change?\n*3*: No more poverty, a balanced climate, fair working conditions, intact ecosystems ...\n*4*: The Agenda\u2019s core is a catalogue of 17 Sustainable Development Goals.\n*5*: How can every single one of us help in a small way to build a better and more liveable future?\n*6*: Personal tips of the editorial team During the research on the topic of 2030 Agenda, the Alumniportal team is often coming across really informative, astonishing and sometimes funny content.\n*7*: In our editors\u2019 blog, we write about videos, websites or apps that we especially like.\n*8*: 17 Sustainable Development Goals Through the 2030 Agenda for Sustainable Development, the international community expresses their conviction that global challenges can only be met in cooperation.\n*9*: In the 2030 Agenda there are many visions of a better future \u2013 and many individuals and institutions working towards them.\n*10*: How do we want to live in the year 2030?"}
| 2 |
unscramble_235566
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Example- Ferns Come Bearers- Pollen and seeds Example- Pine seeds.
*2*: Explain the structure of a Kingdom Plantae. (Adaptations of Plants) _______ protected from drying out. _________ to prevent water loss Pores called __________ for exchange of gasses __________- to carry out Photosynthesis _____________ to absorb water and minerals _________ to transport materials Swimming sperm, depend on water Contain tissues for the transport of minerals and water.
*3*: Flowering plants and fruits.
*4*: Example- Apple Tree
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Explain the structure of a Kingdom Plantae. (Adaptations of Plants) _______ protected from drying out. _________ to prevent water loss Pores called __________ for exchange of gasses __________- to carry out Photosynthesis _____________ to absorb water and minerals _________ to transport materials Swimming sperm, depend on water Contain tissues for the transport of minerals and water.\n*2*: Example- Ferns Come Bearers- Pollen and seeds Example- Pine seeds.\n*3*: Flowering plants and fruits.\n*4*: Example- Apple Tree", "scrambled": "*1*: Example- Ferns Come Bearers- Pollen and seeds Example- Pine seeds.\n*2*: Explain the structure of a Kingdom Plantae. (Adaptations of Plants) _______ protected from drying out. _________ to prevent water loss Pores called __________ for exchange of gasses __________- to carry out Photosynthesis _____________ to absorb water and minerals _________ to transport materials Swimming sperm, depend on water Contain tissues for the transport of minerals and water.\n*3*: Flowering plants and fruits.\n*4*: Example- Apple Tree"}
| 2 |
unscramble_63728
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Both name and story were seized upon by William Shakespeare for his play As You Like It, written shortly after Lodge's novel appeared.
*2*: Its source is hros lind, an Ancient Germanic name meaning "Gentle horse." Poet Edmund Spenser (1552-1599) believed that he invented this name for The Shepheardes Calendar as a means of hiding the identity of the object of the affection expressed in the poem.
*3*: It was a fairly transparent device, Rosalind being a simple anagram of selected letters from the woman's real name, Rosa Daniel.
*4*: The name was picked up by Thomas Lodge for the title character of his 1599 novel Rosalynde.
*5*: Even if the Normans used the name centuries before, it was this trio of Elizabethan writers who handed it down to us rich with poetic associations.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 source is hros lind, an Ancient Germanic name meaning \"Gentle horse.\" Poet Edmund Spenser (1552-1599) believed that he invented this name for The Shepheardes Calendar as a means of hiding the identity of the object of the affection expressed in the poem.\n*2*: It was a fairly transparent device, Rosalind being a simple anagram of selected letters from the woman's real name, Rosa Daniel.\n*3*: The name was picked up by Thomas Lodge for the title character of his 1599 novel Rosalynde.\n*4*: Both name and story were seized upon by William Shakespeare for his play As You Like It, written shortly after Lodge's novel appeared.\n*5*: Even if the Normans used the name centuries before, it was this trio of Elizabethan writers who handed it down to us rich with poetic associations.", "scrambled": "*1*: Both name and story were seized upon by William Shakespeare for his play As You Like It, written shortly after Lodge's novel appeared.\n*2*: Its source is hros lind, an Ancient Germanic name meaning \"Gentle horse.\" Poet Edmund Spenser (1552-1599) believed that he invented this name for The Shepheardes Calendar as a means of hiding the identity of the object of the affection expressed in the poem.\n*3*: It was a fairly transparent device, Rosalind being a simple anagram of selected letters from the woman's real name, Rosa Daniel.\n*4*: The name was picked up by Thomas Lodge for the title character of his 1599 novel Rosalynde.\n*5*: Even if the Normans used the name centuries before, it was this trio of Elizabethan writers who handed it down to us rich with poetic associations."}
| 2 |
unscramble_100997
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The bats were not tempted by dead, noiseless pairs of flies mounted in a mating position on the shed ceiling, leading the researchers to believe it was the high-frequency sound, not the sight of the couples that attracted the predators.
*2*: Studies over 13 nights in 2001, 2005, 2006 and 2009, revealed not a single bat attack on a fly simply walking across the ceiling, compared to 59 attacks on those engaged in mating. "On average, across four observation years, 26 percent of the flies that engaged in copulation were attacked by the bats," according to the study published in the journal Current Biology.
*3*: Using sonar to zoom in on their prey, the bats had difficulty picking up sitting or walking flies, whose feint sounds are masked by background echoes, say the researchers.
*4*: Fornicating flies attract hungry bats Coitus interruptus The sex sounds flies make can lead to a violent death - luring predator bats to their love nests while their defences are down, a new study reveals.
*5*: This theory was boosted by the bats attacking speakers mounted in the shed and emitting recorded fly sex sounds.
*6*: But copulating flies emitted a burst of buzzing, click-like signals, likely from the male's wing-fluttering.
*7*: Researchers who studied a small community of flies and bats in a cowshed near Marburg, Germany, found that the insects' chances of becoming dinner were dramatically higher while copulating.
*8*: They were six times more likely to be eaten than single, sitting flies, says bat biologist and co-author Stefan Greif of Germany's Max Planck Institute for Ornithology. "Sex kills," he says - at least in the case of the house flies that constitute the main menu item of a colony of Natterer's bats roosting in the ceiling of the cowshed.
*9*: The average strike rate was 59 per cent, and in only two cases did one of the targeted pair manage to escape. "Therefore, keying in on copulating flies typically afforded the bats with a double meal," write the study's authors.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Fornicating flies attract hungry bats Coitus interruptus The sex sounds flies make can lead to a violent death - luring predator bats to their love nests while their defences are down, a new study reveals.\n*2*: Researchers who studied a small community of flies and bats in a cowshed near Marburg, Germany, found that the insects' chances of becoming dinner were dramatically higher while copulating.\n*3*: They were six times more likely to be eaten than single, sitting flies, says bat biologist and co-author Stefan Greif of Germany's Max Planck Institute for Ornithology. \"Sex kills,\" he says - at least in the case of the house flies that constitute the main menu item of a colony of Natterer's bats roosting in the ceiling of the cowshed.\n*4*: Studies over 13 nights in 2001, 2005, 2006 and 2009, revealed not a single bat attack on a fly simply walking across the ceiling, compared to 59 attacks on those engaged in mating. \"On average, across four observation years, 26 percent of the flies that engaged in copulation were attacked by the bats,\" according to the study published in the journal Current Biology.\n*5*: The average strike rate was 59 per cent, and in only two cases did one of the targeted pair manage to escape. \"Therefore, keying in on copulating flies typically afforded the bats with a double meal,\" write the study's authors.\n*6*: The bats were not tempted by dead, noiseless pairs of flies mounted in a mating position on the shed ceiling, leading the researchers to believe it was the high-frequency sound, not the sight of the couples that attracted the predators.\n*7*: This theory was boosted by the bats attacking speakers mounted in the shed and emitting recorded fly sex sounds.\n*8*: Using sonar to zoom in on their prey, the bats had difficulty picking up sitting or walking flies, whose feint sounds are masked by background echoes, say the researchers.\n*9*: But copulating flies emitted a burst of buzzing, click-like signals, likely from the male's wing-fluttering.", "scrambled": "*1*: The bats were not tempted by dead, noiseless pairs of flies mounted in a mating position on the shed ceiling, leading the researchers to believe it was the high-frequency sound, not the sight of the couples that attracted the predators.\n*2*: Studies over 13 nights in 2001, 2005, 2006 and 2009, revealed not a single bat attack on a fly simply walking across the ceiling, compared to 59 attacks on those engaged in mating. \"On average, across four observation years, 26 percent of the flies that engaged in copulation were attacked by the bats,\" according to the study published in the journal Current Biology.\n*3*: Using sonar to zoom in on their prey, the bats had difficulty picking up sitting or walking flies, whose feint sounds are masked by background echoes, say the researchers.\n*4*: Fornicating flies attract hungry bats Coitus interruptus The sex sounds flies make can lead to a violent death - luring predator bats to their love nests while their defences are down, a new study reveals.\n*5*: This theory was boosted by the bats attacking speakers mounted in the shed and emitting recorded fly sex sounds.\n*6*: But copulating flies emitted a burst of buzzing, click-like signals, likely from the male's wing-fluttering.\n*7*: Researchers who studied a small community of flies and bats in a cowshed near Marburg, Germany, found that the insects' chances of becoming dinner were dramatically higher while copulating.\n*8*: They were six times more likely to be eaten than single, sitting flies, says bat biologist and co-author Stefan Greif of Germany's Max Planck Institute for Ornithology. \"Sex kills,\" he says - at least in the case of the house flies that constitute the main menu item of a colony of Natterer's bats roosting in the ceiling of the cowshed.\n*9*: The average strike rate was 59 per cent, and in only two cases did one of the targeted pair manage to escape. \"Therefore, keying in on copulating flies typically afforded the bats with a double meal,\" write the study's authors."}
| 2 |
unscramble_85230
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: You use the whole body to yodel and it was a way of presenting yourself and showing what you can do." He added that it was also a way for kids to get in touch with their traditional routes and to help in reaching out to others.
*2*: The decision will involve yodelling schoolbooks and CDs being distributed to schools across the country.
*3*: He said: "Yodelling is fascinating for everyone and it's understandably becoming popular again.
*4*: It's about being in touch with your whole body and showing what you can do," said Austrian Folk Music Association president Konrad Kostlin.
*5*: It's the perfect time to start to make sure that our young people know about the rich tradition that yodelling represents."
*6*: The Austrian Folk Music Association has already run successful yodelling courses for foreigners and Kostlin said: "In previous times yodelling was really important because it wasn't just about good music – it was also about people being in touch with their bodies.
*7*: 26. 08. 12. - 18:19 Heidi high school plans Education officials in Austria are to introduce yodelling classes for pupils in a bid to wean them off pop music and reconnect them to their traditional past. "Yodelling isn't just about good music.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 26. 08. 12. - 18:19 Heidi high school plans Education officials in Austria are to introduce yodelling classes for pupils in a bid to wean them off pop music and reconnect them to their traditional past. \"Yodelling isn't just about good music.\n*2*: It's about being in touch with your whole body and showing what you can do,\" said Austrian Folk Music Association president Konrad Kostlin.\n*3*: The decision will involve yodelling schoolbooks and CDs being distributed to schools across the country.\n*4*: The Austrian Folk Music Association has already run successful yodelling courses for foreigners and Kostlin said: \"In previous times yodelling was really important because it wasn't just about good music \u2013 it was also about people being in touch with their bodies.\n*5*: You use the whole body to yodel and it was a way of presenting yourself and showing what you can do.\" He added that it was also a way for kids to get in touch with their traditional routes and to help in reaching out to others.\n*6*: He said: \"Yodelling is fascinating for everyone and it's understandably becoming popular again.\n*7*: It's the perfect time to start to make sure that our young people know about the rich tradition that yodelling represents.\"", "scrambled": "*1*: You use the whole body to yodel and it was a way of presenting yourself and showing what you can do.\" He added that it was also a way for kids to get in touch with their traditional routes and to help in reaching out to others.\n*2*: The decision will involve yodelling schoolbooks and CDs being distributed to schools across the country.\n*3*: He said: \"Yodelling is fascinating for everyone and it's understandably becoming popular again.\n*4*: It's about being in touch with your whole body and showing what you can do,\" said Austrian Folk Music Association president Konrad Kostlin.\n*5*: It's the perfect time to start to make sure that our young people know about the rich tradition that yodelling represents.\"\n*6*: The Austrian Folk Music Association has already run successful yodelling courses for foreigners and Kostlin said: \"In previous times yodelling was really important because it wasn't just about good music \u2013 it was also about people being in touch with their bodies.\n*7*: 26. 08. 12. - 18:19 Heidi high school plans Education officials in Austria are to introduce yodelling classes for pupils in a bid to wean them off pop music and reconnect them to their traditional past. \"Yodelling isn't just about good music."}
| 2 |
unscramble_70268
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Participatory resource mapping Resource mapping is carried out by communities to map their territories and indicate which places and which resources are used for which purposes (customary use).
*2*: These maps demonstrate the scope of indigenous territories and illustrate the significance and importance of the territories and associated resources for the lives of indigenous and local communities.
*3*: FPP supports and facilitates participatory mapping processes.
*4*: Data and locations are collected and all information is compiled into digital maps.
*5*: Community members are trained to use GPS and GIS technology and then employ these skills in the field in combinationwith the knowledge of resource users or elders who know the territory or specific parts of it very well.
*6*: An increasing number of forest peoples consider community maps as a useful tool that they can use at the local and national level to assert more secure land and resource rights in their traditional territories.
*7*: All technology is set up at the local level and adapted to local needs and circumstances.
*8*: In combination with village-level capacity building in land and resource rights issues, participatory mapping can provide the basis for an effective territorial defence strategy.
*9*: This is especially important in cases where outside actors aim to access their forests, such as government authorities, conservation NGOs and companies (logging, mining, plantations).
*10*: The maps can support communities in dialogue and negotiation processes.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Participatory resource mapping Resource mapping is carried out by communities to map their territories and indicate which places and which resources are used for which purposes (customary use).\n*2*: These maps demonstrate the scope of indigenous territories and illustrate the significance and importance of the territories and associated resources for the lives of indigenous and local communities.\n*3*: FPP supports and facilitates participatory mapping processes.\n*4*: Community members are trained to use GPS and GIS technology and then employ these skills in the field in combinationwith the knowledge of resource users or elders who know the territory or specific parts of it very well.\n*5*: Data and locations are collected and all information is compiled into digital maps.\n*6*: All technology is set up at the local level and adapted to local needs and circumstances.\n*7*: In combination with village-level capacity building in land and resource rights issues, participatory mapping can provide the basis for an effective territorial defence strategy.\n*8*: An increasing number of forest peoples consider community maps as a useful tool that they can use at the local and national level to assert more secure land and resource rights in their traditional territories.\n*9*: This is especially important in cases where outside actors aim to access their forests, such as government authorities, conservation NGOs and companies (logging, mining, plantations).\n*10*: The maps can support communities in dialogue and negotiation processes.", "scrambled": "*1*: Participatory resource mapping Resource mapping is carried out by communities to map their territories and indicate which places and which resources are used for which purposes (customary use).\n*2*: These maps demonstrate the scope of indigenous territories and illustrate the significance and importance of the territories and associated resources for the lives of indigenous and local communities.\n*3*: FPP supports and facilitates participatory mapping processes.\n*4*: Data and locations are collected and all information is compiled into digital maps.\n*5*: Community members are trained to use GPS and GIS technology and then employ these skills in the field in combinationwith the knowledge of resource users or elders who know the territory or specific parts of it very well.\n*6*: An increasing number of forest peoples consider community maps as a useful tool that they can use at the local and national level to assert more secure land and resource rights in their traditional territories.\n*7*: All technology is set up at the local level and adapted to local needs and circumstances.\n*8*: In combination with village-level capacity building in land and resource rights issues, participatory mapping can provide the basis for an effective territorial defence strategy.\n*9*: This is especially important in cases where outside actors aim to access their forests, such as government authorities, conservation NGOs and companies (logging, mining, plantations).\n*10*: The maps can support communities in dialogue and negotiation processes."}
| 2 |
unscramble_27277
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A hormone is a regulating substance produced in a ductless gland and transported to other parts where that material becomes effective.
*2*: Growth Hormone - Growth hormone is an animal term not a plant term.
*3*: See "Growth Regulator".
*4*: Text & Graphics Copyright © 2007 Keslick & Son Modern Arboriculture Please report web site problems, comments and words of interest, not found.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Growth Hormone - Growth hormone is an animal term not a plant term.\n*2*: A hormone is a regulating substance produced in a ductless gland and transported to other parts where that material becomes effective.\n*3*: See \"Growth Regulator\".\n*4*: Text & Graphics Copyright \u00a9 2007 Keslick & Son Modern Arboriculture Please report web site problems, comments and words of interest, not found.", "scrambled": "*1*: A hormone is a regulating substance produced in a ductless gland and transported to other parts where that material becomes effective.\n*2*: Growth Hormone - Growth hormone is an animal term not a plant term.\n*3*: See \"Growth Regulator\".\n*4*: Text & Graphics Copyright \u00a9 2007 Keslick & Son Modern Arboriculture Please report web site problems, comments and words of interest, not found."}
| 2 |
unscramble_170925
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Fish kills generally occur at this time of year from oxygen deficiency in the water.
*2*: This will enable a quick response and investigation into the cause of the kill.
*3*: Fish kills are a common occurrence in the tropics.
*4*: Fish kills can occur throughout the year but are most common during the build up and beginning of the wet.
*5*: If you witness any fish kills please report to the Department of Primary Industry and Fisheries on: 0413381094 as soon as possible.
*6*: Another common cause of fish kills is chemical spillages in our waterways.
*7*: Low oxygen levels can be caused by early rains through the influx of water mixing the anoxic bottom layer of water with the rest of the water column or by washing rotting organic matter into waterways.
*8*: Fish kills are most commonly found and reported by recreational fishermen and tourists.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Fish kills are a common occurrence in the tropics.\n*2*: Fish kills can occur throughout the year but are most common during the build up and beginning of the wet.\n*3*: Fish kills generally occur at this time of year from oxygen deficiency in the water.\n*4*: Low oxygen levels can be caused by early rains through the influx of water mixing the anoxic bottom layer of water with the rest of the water column or by washing rotting organic matter into waterways.\n*5*: Another common cause of fish kills is chemical spillages in our waterways.\n*6*: Fish kills are most commonly found and reported by recreational fishermen and tourists.\n*7*: If you witness any fish kills please report to the Department of Primary Industry and Fisheries on: 0413381094 as soon as possible.\n*8*: This will enable a quick response and investigation into the cause of the kill.", "scrambled": "*1*: Fish kills generally occur at this time of year from oxygen deficiency in the water.\n*2*: This will enable a quick response and investigation into the cause of the kill.\n*3*: Fish kills are a common occurrence in the tropics.\n*4*: Fish kills can occur throughout the year but are most common during the build up and beginning of the wet.\n*5*: If you witness any fish kills please report to the Department of Primary Industry and Fisheries on: 0413381094 as soon as possible.\n*6*: Another common cause of fish kills is chemical spillages in our waterways.\n*7*: Low oxygen levels can be caused by early rains through the influx of water mixing the anoxic bottom layer of water with the rest of the water column or by washing rotting organic matter into waterways.\n*8*: Fish kills are most commonly found and reported by recreational fishermen and tourists."}
| 2 |
unscramble_152971
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Since the leaves appear for only a short time each year, the twigs must produce most of the plant's food by conducting photosynthesis themselves. [Click thumbnail photo for larger image.]
*2*: It is a spiny, intricately-branched shrub that can reach a height of twenty feet.
*3*: It has a small, crooked trunk with scaly, gray-brown bark, along with a compact crown of smoky gray branches and twigs.
*4*: The leaves, which appear for only a few weeks each spring before the tree flowers, are gray, very hairy and have gland-dots and wavy edges.
*5*: Jul 13, 200602:44 PMThe Life Desert flora: smoke tree Jul 13, 2006 - 02:44 PMThe smoke tree (Dalea spinosa), a member of the pea family, got its name from the plume-like growth and golden-gray color, which makes the tree look like smoke.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Jul 13, 200602:44 PMThe Life Desert flora: smoke tree Jul 13, 2006 - 02:44 PMThe smoke tree (Dalea spinosa), a member of the pea family, got its name from the plume-like growth and golden-gray color, which makes the tree look like smoke.\n*2*: It is a spiny, intricately-branched shrub that can reach a height of twenty feet.\n*3*: It has a small, crooked trunk with scaly, gray-brown bark, along with a compact crown of smoky gray branches and twigs.\n*4*: The leaves, which appear for only a few weeks each spring before the tree flowers, are gray, very hairy and have gland-dots and wavy edges.\n*5*: Since the leaves appear for only a short time each year, the twigs must produce most of the plant's food by conducting photosynthesis themselves. [Click thumbnail photo for larger image.]", "scrambled": "*1*: Since the leaves appear for only a short time each year, the twigs must produce most of the plant's food by conducting photosynthesis themselves. [Click thumbnail photo for larger image.]\n*2*: It is a spiny, intricately-branched shrub that can reach a height of twenty feet.\n*3*: It has a small, crooked trunk with scaly, gray-brown bark, along with a compact crown of smoky gray branches and twigs.\n*4*: The leaves, which appear for only a few weeks each spring before the tree flowers, are gray, very hairy and have gland-dots and wavy edges.\n*5*: Jul 13, 200602:44 PMThe Life Desert flora: smoke tree Jul 13, 2006 - 02:44 PMThe smoke tree (Dalea spinosa), a member of the pea family, got its name from the plume-like growth and golden-gray color, which makes the tree look like smoke."}
| 2 |
unscramble_192731
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Basic Information - Learn about the background and purpose of the air monitoring.
*2*: Agriculture - Air Monitoring Animal feeding operations (AFOs) house large numbers of animals for production of meat, dairy products and eggs.
*3*: EPA is examining data from emissions monitoring at a number of AFOs as the agency works to develop improved methodologies for estimating AFO emissions.
*4*: Related Links - Links to related information.
*5*: Monitored AFOs - Data from the two-year National Air Emissions Monitoring Study, which monitored emissions at 24 sites in nine states, and from a study of a broiler chicken AFO in Kentucky.
*6*: Map - Monitoring site locations.
*7*: Draft Documents - Provides the draft documents for broiler confinement houses and swine and dairy lagoons/basins (February 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*: Agriculture - Air Monitoring Animal feeding operations (AFOs) house large numbers of animals for production of meat, dairy products and eggs.\n*2*: EPA is examining data from emissions monitoring at a number of AFOs as the agency works to develop improved methodologies for estimating AFO emissions.\n*3*: Basic Information - Learn about the background and purpose of the air monitoring.\n*4*: Monitored AFOs - Data from the two-year National Air Emissions Monitoring Study, which monitored emissions at 24 sites in nine states, and from a study of a broiler chicken AFO in Kentucky.\n*5*: Map - Monitoring site locations.\n*6*: Related Links - Links to related information.\n*7*: Draft Documents - Provides the draft documents for broiler confinement houses and swine and dairy lagoons/basins (February 2012).", "scrambled": "*1*: Basic Information - Learn about the background and purpose of the air monitoring.\n*2*: Agriculture - Air Monitoring Animal feeding operations (AFOs) house large numbers of animals for production of meat, dairy products and eggs.\n*3*: EPA is examining data from emissions monitoring at a number of AFOs as the agency works to develop improved methodologies for estimating AFO emissions.\n*4*: Related Links - Links to related information.\n*5*: Monitored AFOs - Data from the two-year National Air Emissions Monitoring Study, which monitored emissions at 24 sites in nine states, and from a study of a broiler chicken AFO in Kentucky.\n*6*: Map - Monitoring site locations.\n*7*: Draft Documents - Provides the draft documents for broiler confinement houses and swine and dairy lagoons/basins (February 2012)."}
| 2 |
unscramble_117994
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The spermatozoa-forming seminiferous tubules are contained within these lobules.
*2*: Identify the fibrous bands called septae that radiate from the posterior aspect of the testis, called the mediastinum testis.
*3*: These septae divide the testis into the lobules.
*4*: Make a transverse cut through the testis and examine its internal architecture .
*5*: Links and References:
*6*: Just deep to the visceral tunica vaginalis, which covers the anterolateral surface of the testis, identify the thick fibrous white capsule, called the tunica albuginea, which encircles the testis.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Make a transverse cut through the testis and examine its internal architecture .\n*2*: Just deep to the visceral tunica vaginalis, which covers the anterolateral surface of the testis, identify the thick fibrous white capsule, called the tunica albuginea, which encircles the testis.\n*3*: Identify the fibrous bands called septae that radiate from the posterior aspect of the testis, called the mediastinum testis.\n*4*: These septae divide the testis into the lobules.\n*5*: The spermatozoa-forming seminiferous tubules are contained within these lobules.\n*6*: Links and References:", "scrambled": "*1*: The spermatozoa-forming seminiferous tubules are contained within these lobules.\n*2*: Identify the fibrous bands called septae that radiate from the posterior aspect of the testis, called the mediastinum testis.\n*3*: These septae divide the testis into the lobules.\n*4*: Make a transverse cut through the testis and examine its internal architecture .\n*5*: Links and References:\n*6*: Just deep to the visceral tunica vaginalis, which covers the anterolateral surface of the testis, identify the thick fibrous white capsule, called the tunica albuginea, which encircles the testis."}
| 2 |
unscramble_112119
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Huge efforts are required to support the millions of refugees and internally displaced that are planning to return home to the South.
*2*: Plenty of challenges remain before these goals can be achieved.
*3*: Meanwhile, the ‘East Sudan Peace Agreement’ was signed in October 2006 between the Government of Sudan and the East Sudan Front, marking the end of a low-level insurgency that has simmered since the early 1990s.
*4*: It is hoped that both of these agreements will help bring peace, security and long-term development to some of Sudan’s poorest and most troubled regions.
*5*: Sudan: The Challenges of Peace The first of these, the ‘Comprehensive Peace Agreement’ (CPA), was signed on 9 January 2005 between the Government of Sudan and the southern-based Sudan People's Liberation Movement, formally ending one of Africa’s longest and bloodiest conflicts in which more than 2 million people are estimated to have died.
*6*: The implementation of the CPA has slipped heavily behind schedule.
*7*: Many of the areas of return have been marginalized for years and there is a lack of even the most basic health and education facilities.Learn More Statement: Aid Agencies Warn Sudan Peace Process May Stall
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Sudan: The Challenges of Peace The first of these, the \u2018Comprehensive Peace Agreement\u2019 (CPA), was signed on 9 January 2005 between the Government of Sudan and the southern-based Sudan People's Liberation Movement, formally ending one of Africa\u2019s longest and bloodiest conflicts in which more than 2 million people are estimated to have died.\n*2*: Meanwhile, the \u2018East Sudan Peace Agreement\u2019 was signed in October 2006 between the Government of Sudan and the East Sudan Front, marking the end of a low-level insurgency that has simmered since the early 1990s.\n*3*: It is hoped that both of these agreements will help bring peace, security and long-term development to some of Sudan\u2019s poorest and most troubled regions.\n*4*: Plenty of challenges remain before these goals can be achieved.\n*5*: The implementation of the CPA has slipped heavily behind schedule.\n*6*: Huge efforts are required to support the millions of refugees and internally displaced that are planning to return home to the South.\n*7*: Many of the areas of return have been marginalized for years and there is a lack of even the most basic health and education facilities.Learn More Statement: Aid Agencies Warn Sudan Peace Process May Stall", "scrambled": "*1*: Huge efforts are required to support the millions of refugees and internally displaced that are planning to return home to the South.\n*2*: Plenty of challenges remain before these goals can be achieved.\n*3*: Meanwhile, the \u2018East Sudan Peace Agreement\u2019 was signed in October 2006 between the Government of Sudan and the East Sudan Front, marking the end of a low-level insurgency that has simmered since the early 1990s.\n*4*: It is hoped that both of these agreements will help bring peace, security and long-term development to some of Sudan\u2019s poorest and most troubled regions.\n*5*: Sudan: The Challenges of Peace The first of these, the \u2018Comprehensive Peace Agreement\u2019 (CPA), was signed on 9 January 2005 between the Government of Sudan and the southern-based Sudan People's Liberation Movement, formally ending one of Africa\u2019s longest and bloodiest conflicts in which more than 2 million people are estimated to have died.\n*6*: The implementation of the CPA has slipped heavily behind schedule.\n*7*: Many of the areas of return have been marginalized for years and there is a lack of even the most basic health and education facilities.Learn More Statement: Aid Agencies Warn Sudan Peace Process May Stall"}
| 2 |
unscramble_163419
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Brisbane Times reports that Australian scientists have used a new supercomputer to simulate the movement of the virus that causes the common cold.
*2*: Read the Full Story.
*3*: If you consider a virus as an organism, this is the first simulation of a whole organism, which is pretty exciting,” he said.
*4*: The breakthrough opens up new targets for potentially life-saving drug treatments.
*5*: His team had used Melbourne’s synchrotron microscope to look at the three-dimensional structure of the virus and the supercomputer to show how the virus moves.
*6*: The deputy director of St Vincent’s Institute of Medical Research in Melbourne, Professor Michael Parker, said he and his team had been working with the pharmaceutical company Biota Holdings to understand the rhinovirus, in an effort to develop a new drug to treat it in vulnerable people.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The Brisbane Times reports that Australian scientists have used a new supercomputer to simulate the movement of the virus that causes the common cold.\n*2*: The breakthrough opens up new targets for potentially life-saving drug treatments.\n*3*: The deputy director of St Vincent\u2019s Institute of Medical Research in Melbourne, Professor Michael Parker, said he and his team had been working with the pharmaceutical company Biota Holdings to understand the rhinovirus, in an effort to develop a new drug to treat it in vulnerable people.\n*4*: If you consider a virus as an organism, this is the first simulation of a whole organism, which is pretty exciting,\u201d he said.\n*5*: His team had used Melbourne\u2019s synchrotron microscope to look at the three-dimensional structure of the virus and the supercomputer to show how the virus moves.\n*6*: Read the Full Story.", "scrambled": "*1*: The Brisbane Times reports that Australian scientists have used a new supercomputer to simulate the movement of the virus that causes the common cold.\n*2*: Read the Full Story.\n*3*: If you consider a virus as an organism, this is the first simulation of a whole organism, which is pretty exciting,\u201d he said.\n*4*: The breakthrough opens up new targets for potentially life-saving drug treatments.\n*5*: His team had used Melbourne\u2019s synchrotron microscope to look at the three-dimensional structure of the virus and the supercomputer to show how the virus moves.\n*6*: The deputy director of St Vincent\u2019s Institute of Medical Research in Melbourne, Professor Michael Parker, said he and his team had been working with the pharmaceutical company Biota Holdings to understand the rhinovirus, in an effort to develop a new drug to treat it in vulnerable people."}
| 2 |
unscramble_218298
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The examination also revealed that a Hebrew inscription that led to the belief that the pomegranate was the head of a scepter carried by temple priests is a forgery of modern times.
*2*: A carved pomegranate that scholars once believed to be the only relic from the temple of King Solomon turns out to be a fake.
*3*: The Israel Museum bought the carving from an anonymous collector for more than $500,000.
*4*: Officials from the Israel Museum say examination of the ivory pomegranate has revealed that it is older than originally thought.
*5*: Museum officials say the pomegranate was authenticated before its purchase, and before the newer testing methods that led to the re-assessment.
*6*: Experts have determined that it dates back to the Bronze period, long before the first Jewish Temple.
*7*: Some information for this report provided by AP and Reuters.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 carved pomegranate that scholars once believed to be the only relic from the temple of King Solomon turns out to be a fake.\n*2*: Officials from the Israel Museum say examination of the ivory pomegranate has revealed that it is older than originally thought.\n*3*: Experts have determined that it dates back to the Bronze period, long before the first Jewish Temple.\n*4*: The examination also revealed that a Hebrew inscription that led to the belief that the pomegranate was the head of a scepter carried by temple priests is a forgery of modern times.\n*5*: The Israel Museum bought the carving from an anonymous collector for more than $500,000.\n*6*: Museum officials say the pomegranate was authenticated before its purchase, and before the newer testing methods that led to the re-assessment.\n*7*: Some information for this report provided by AP and Reuters.", "scrambled": "*1*: The examination also revealed that a Hebrew inscription that led to the belief that the pomegranate was the head of a scepter carried by temple priests is a forgery of modern times.\n*2*: A carved pomegranate that scholars once believed to be the only relic from the temple of King Solomon turns out to be a fake.\n*3*: The Israel Museum bought the carving from an anonymous collector for more than $500,000.\n*4*: Officials from the Israel Museum say examination of the ivory pomegranate has revealed that it is older than originally thought.\n*5*: Museum officials say the pomegranate was authenticated before its purchase, and before the newer testing methods that led to the re-assessment.\n*6*: Experts have determined that it dates back to the Bronze period, long before the first Jewish Temple.\n*7*: Some information for this report provided by AP and Reuters."}
| 2 |
unscramble_16268
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Then, sandhill cranes nearly disappeared from Michigan.
*2*: More than a century ago, tens of thousands of the majestic birds graced Michigan's fields and marshes.
*3*: Red heads flashing, wide wings flapping, they soared in each spring from the South and stayed through mid-December to dance and breed, filling the woodlands with their trumpeting chortles.
*4*: Killed by hunters and driven away by the destruction of their habitats, the cranes' numbers plunged to just a few dozen by the 1930s and 1940s.
*5*: However, efforts to save it have yielded a big comeback.
*6*: But in an extraordinary comeback story, Michigan's tallest bird is rebounding from extinction, ...
*7*: In the 1930s and '40s, the sandhill crane had nearly been wiped out.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 1930s and '40s, the sandhill crane had nearly been wiped out.\n*2*: However, efforts to save it have yielded a big comeback.\n*3*: More than a century ago, tens of thousands of the majestic birds graced Michigan's fields and marshes.\n*4*: Red heads flashing, wide wings flapping, they soared in each spring from the South and stayed through mid-December to dance and breed, filling the woodlands with their trumpeting chortles.\n*5*: Then, sandhill cranes nearly disappeared from Michigan.\n*6*: Killed by hunters and driven away by the destruction of their habitats, the cranes' numbers plunged to just a few dozen by the 1930s and 1940s.\n*7*: But in an extraordinary comeback story, Michigan's tallest bird is rebounding from extinction, ...", "scrambled": "*1*: Then, sandhill cranes nearly disappeared from Michigan.\n*2*: More than a century ago, tens of thousands of the majestic birds graced Michigan's fields and marshes.\n*3*: Red heads flashing, wide wings flapping, they soared in each spring from the South and stayed through mid-December to dance and breed, filling the woodlands with their trumpeting chortles.\n*4*: Killed by hunters and driven away by the destruction of their habitats, the cranes' numbers plunged to just a few dozen by the 1930s and 1940s.\n*5*: However, efforts to save it have yielded a big comeback.\n*6*: But in an extraordinary comeback story, Michigan's tallest bird is rebounding from extinction, ...\n*7*: In the 1930s and '40s, the sandhill crane had nearly been wiped out."}
| 2 |
unscramble_246686
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Keywords: sustainable energy, policy means, policy dilemmas, green transition
*2*: They also overlook in practice the need for keeping at least 50% of known fossil reserves under ground in order to avoid a critical increase in global temperature.
*3*: This paper will focus on the consequences of limits to growth and the need for an alternative concept of employment and work.
*4*: On the contrary, a number of industrial countries are now promoting exploitation of new fossil sources like shale gas and oil from tar sand.
*5*: Mitigation of global warming and transitioning to a green and sustainable world are counteracted by a number of barriers and dilemmas.
*6*: Reversing population growth facilitates sustainable development, but most governments of industrial nations appear to be more concerned about decreases in their population.
*7*: The central problem is that limits to growth are not taken seriously by finance ministers in most industrial countries.
*8*: The paper analyses a number of these barriers and dilemmas in order to highlight efficient strategies and solutions for a sustainable development.
*9*: Most governments in industrial countries do not pay enough attention to concepts as limits to growth in a finite globe and the importance of economic and social equity.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Mitigation of global warming and transitioning to a green and sustainable world are counteracted by a number of barriers and dilemmas.\n*2*: The paper analyses a number of these barriers and dilemmas in order to highlight efficient strategies and solutions for a sustainable development.\n*3*: Most governments in industrial countries do not pay enough attention to concepts as limits to growth in a finite globe and the importance of economic and social equity.\n*4*: They also overlook in practice the need for keeping at least 50% of known fossil reserves under ground in order to avoid a critical increase in global temperature.\n*5*: On the contrary, a number of industrial countries are now promoting exploitation of new fossil sources like shale gas and oil from tar sand.\n*6*: Reversing population growth facilitates sustainable development, but most governments of industrial nations appear to be more concerned about decreases in their population.\n*7*: The central problem is that limits to growth are not taken seriously by finance ministers in most industrial countries.\n*8*: This paper will focus on the consequences of limits to growth and the need for an alternative concept of employment and work.\n*9*: Keywords: sustainable energy, policy means, policy dilemmas, green transition", "scrambled": "*1*: Keywords: sustainable energy, policy means, policy dilemmas, green transition\n*2*: They also overlook in practice the need for keeping at least 50% of known fossil reserves under ground in order to avoid a critical increase in global temperature.\n*3*: This paper will focus on the consequences of limits to growth and the need for an alternative concept of employment and work.\n*4*: On the contrary, a number of industrial countries are now promoting exploitation of new fossil sources like shale gas and oil from tar sand.\n*5*: Mitigation of global warming and transitioning to a green and sustainable world are counteracted by a number of barriers and dilemmas.\n*6*: Reversing population growth facilitates sustainable development, but most governments of industrial nations appear to be more concerned about decreases in their population.\n*7*: The central problem is that limits to growth are not taken seriously by finance ministers in most industrial countries.\n*8*: The paper analyses a number of these barriers and dilemmas in order to highlight efficient strategies and solutions for a sustainable development.\n*9*: Most governments in industrial countries do not pay enough attention to concepts as limits to growth in a finite globe and the importance of economic and social equity."}
| 2 |
unscramble_105829
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The G8 summit offers a critical opportunity to tackle maternal mortality.
*2*: Join our Health & Education For All Pledge The Making of Promised You a Miracle - including interviews with Martha Wainwright and Jim Kerr
*3*: Promised You a Miracle – Music Video Martha Wainwright and Jim Kerr have just recorded an original version of the iconic Simple Minds song 'Promised You a Miracle', to draw attention to the hundreds of thousands of women still dying from avoidable complications in childbirth and pregnancy.
*4*: The Making of Promises remix Martha Wainwright and Jim Kerr talk about why they made the music video: Take action: Demand that world leaders keep their promises.
*5*: Ten years ago world leaders signed up to the Millenium Development Goals (MDGs), which commit to halving the number of people living in extreme poverty by 2015.
*6*: This target is now the most severely off-track of all the MDGs.
*7*: These are the biggest promises world leaders have ever made to put people first, and to build a world without poverty.
*8*: The MDGs included a target to reduce maternal mortality rates by three-quarters by 2015.
*9*: This must stop, and now is the time to act.
*10*: But unfortunately, these promises are still off track. - 350,000 women and girls are still dying every year as a result of complications in pregnancy and childbirth. - The vast majority of maternal deaths are avoidable when women have access to vital health care before, during and after birth.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Promised You a Miracle \u2013 Music Video Martha Wainwright and Jim Kerr have just recorded an original version of the iconic Simple Minds song 'Promised You a Miracle', to draw attention to the hundreds of thousands of women still dying from avoidable complications in childbirth and pregnancy.\n*2*: Ten years ago world leaders signed up to the Millenium Development Goals (MDGs), which commit to halving the number of people living in extreme poverty by 2015.\n*3*: The MDGs included a target to reduce maternal mortality rates by three-quarters by 2015.\n*4*: This target is now the most severely off-track of all the MDGs.\n*5*: These are the biggest promises world leaders have ever made to put people first, and to build a world without poverty.\n*6*: But unfortunately, these promises are still off track. - 350,000 women and girls are still dying every year as a result of complications in pregnancy and childbirth. - The vast majority of maternal deaths are avoidable when women have access to vital health care before, during and after birth.\n*7*: This must stop, and now is the time to act.\n*8*: The G8 summit offers a critical opportunity to tackle maternal mortality.\n*9*: The Making of Promises remix Martha Wainwright and Jim Kerr talk about why they made the music video: Take action: Demand that world leaders keep their promises.\n*10*: Join our Health & Education For All Pledge The Making of Promised You a Miracle - including interviews with Martha Wainwright and Jim Kerr", "scrambled": "*1*: The G8 summit offers a critical opportunity to tackle maternal mortality.\n*2*: Join our Health & Education For All Pledge The Making of Promised You a Miracle - including interviews with Martha Wainwright and Jim Kerr\n*3*: Promised You a Miracle \u2013 Music Video Martha Wainwright and Jim Kerr have just recorded an original version of the iconic Simple Minds song 'Promised You a Miracle', to draw attention to the hundreds of thousands of women still dying from avoidable complications in childbirth and pregnancy.\n*4*: The Making of Promises remix Martha Wainwright and Jim Kerr talk about why they made the music video: Take action: Demand that world leaders keep their promises.\n*5*: Ten years ago world leaders signed up to the Millenium Development Goals (MDGs), which commit to halving the number of people living in extreme poverty by 2015.\n*6*: This target is now the most severely off-track of all the MDGs.\n*7*: These are the biggest promises world leaders have ever made to put people first, and to build a world without poverty.\n*8*: The MDGs included a target to reduce maternal mortality rates by three-quarters by 2015.\n*9*: This must stop, and now is the time to act.\n*10*: But unfortunately, these promises are still off track. - 350,000 women and girls are still dying every year as a result of complications in pregnancy and childbirth. - The vast majority of maternal deaths are avoidable when women have access to vital health care before, during and after birth."}
| 2 |
unscramble_125445
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The condition is Britain’s biggest killer, and collectively heart and circulatory diseases cause more than one in three of all deaths in the UK.
*2*: Researchers at the Children’s Hospital of Philadelphia have discovered 21 new genes linked to cholesterol levels and heart-disease risk.
*3*: The major breakthrough comes from the largest genetic study into the artery-clogging substance.
*4*: This opens up a range of potential new targets for drugs and other treatments for fat-triggered coronary conditions The new study, published in the American Journal of Human Genetics, involved 180 researchers worldwide analysing genetic data from more than 90,000 people of European ancestry.
*5*: That is more than 191,000 deaths each year at an estimated cost of £30billion.
*6*: The genes are shown to be associated with raised or lowered levels of lipids, which are fatty substances in the blood that include cholesterol and triglycerides.
*7*: Finding a way of spotting those at risk of heart disease is a major area of research for scientists.
*8*: This opens up a range of potential new targets for drugs and other treatments for fat-triggered coronary conditions.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 major breakthrough comes from the largest genetic study into the artery-clogging substance.\n*2*: Researchers at the Children\u2019s Hospital of Philadelphia have discovered 21 new genes linked to cholesterol levels and heart-disease risk.\n*3*: This opens up a range of potential new targets for drugs and other treatments for fat-triggered coronary conditions.\n*4*: The genes are shown to be associated with raised or lowered levels of lipids, which are fatty substances in the blood that include cholesterol and triglycerides.\n*5*: Finding a way of spotting those at risk of heart disease is a major area of research for scientists.\n*6*: The condition is Britain\u2019s biggest killer, and collectively heart and circulatory diseases cause more than one in three of all deaths in the UK.\n*7*: That is more than 191,000 deaths each year at an estimated cost of \u00a330billion.\n*8*: This opens up a range of potential new targets for drugs and other treatments for fat-triggered coronary conditions The new study, published in the American Journal of Human Genetics, involved 180 researchers worldwide analysing genetic data from more than 90,000 people of European ancestry.", "scrambled": "*1*: The condition is Britain\u2019s biggest killer, and collectively heart and circulatory diseases cause more than one in three of all deaths in the UK.\n*2*: Researchers at the Children\u2019s Hospital of Philadelphia have discovered 21 new genes linked to cholesterol levels and heart-disease risk.\n*3*: The major breakthrough comes from the largest genetic study into the artery-clogging substance.\n*4*: This opens up a range of potential new targets for drugs and other treatments for fat-triggered coronary conditions The new study, published in the American Journal of Human Genetics, involved 180 researchers worldwide analysing genetic data from more than 90,000 people of European ancestry.\n*5*: That is more than 191,000 deaths each year at an estimated cost of \u00a330billion.\n*6*: The genes are shown to be associated with raised or lowered levels of lipids, which are fatty substances in the blood that include cholesterol and triglycerides.\n*7*: Finding a way of spotting those at risk of heart disease is a major area of research for scientists.\n*8*: This opens up a range of potential new targets for drugs and other treatments for fat-triggered coronary conditions."}
| 2 |
unscramble_149987
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Called also, - adj. having or appearing to have only one color “But its monochromic delegation has exposed its shortcomings in terms of comprehensive democracy, and revealed indications that should be examined closely and in-depth, instead of rushing to embrace it.” “These large, square, subtly lit monochromic photographs have constituted her signature works since 2001.” “The Santa Fe-based sculptor has delivered irresistible, overwhelming joy to Minimalism's most austere forms for about half a century now, building richly colored monochromic totems and planks with names like "Hotshot" and "Ace.” “British broadcasting is sliding towards monochromic mediocrity.” “Rather than monochromic showers of sparks, the shows will splatter brilliant reds, greens and blues across the sky in tightly choreographed arrays of hearts, stars, letters and even bow ties.” “Boldly utilising simple but riveting 2D monochromic black and white animation that owes a considerable debt to the geometrical delights of silent era German expressionism, to communicate its harrowing and at times violent story, Persepolis starts out as indeed a bit of a political history lesson but loosens up into a potent and shatteringly precedent true to life story.” “Slow and cumbersome, and not nearly as user friendly as more modern equipment, the NEADS monochromic radar displays are not designed to take internal FAA radar data or to identify radar tracks originating from inside the United States.” “More distantly related offspring could run to any, color bearded male with a certain probability of protection this probability would not differ between a monochromic and a polychromic system.” “They are willing to live with a low context, monochromic model.” “For example the music progresses dynamically along with the amount of color you have restored to the world, the color pigments you collect fuel your various abilities in addition to coloring the world, and you don't kill the enemies in the game, you save them from the monochromic plague, turning them friendly.” Looking for tweets for monochromic.
*2*: Made, or done, with a single color.
*3*: Century Dictionary and Cyclopedia - Of one color; pertaining to or of the nature of monochromy; monochromical.
*4*: GNU Webster's 1913 - 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 - Of one color; pertaining to or of the nature of monochromy; monochromical.\n*2*: GNU Webster's 1913 - adj.\n*3*: Made, or done, with a single color.\n*4*: Called also, - adj. having or appearing to have only one color \u201cBut its monochromic delegation has exposed its shortcomings in terms of comprehensive democracy, and revealed indications that should be examined closely and in-depth, instead of rushing to embrace it.\u201d \u201cThese large, square, subtly lit monochromic photographs have constituted her signature works since 2001.\u201d \u201cThe Santa Fe-based sculptor has delivered irresistible, overwhelming joy to Minimalism's most austere forms for about half a century now, building richly colored monochromic totems and planks with names like \"Hotshot\" and \"Ace.\u201d \u201cBritish broadcasting is sliding towards monochromic mediocrity.\u201d \u201cRather than monochromic showers of sparks, the shows will splatter brilliant reds, greens and blues across the sky in tightly choreographed arrays of hearts, stars, letters and even bow ties.\u201d \u201cBoldly utilising simple but riveting 2D monochromic black and white animation that owes a considerable debt to the geometrical delights of silent era German expressionism, to communicate its harrowing and at times violent story, Persepolis starts out as indeed a bit of a political history lesson but loosens up into a potent and shatteringly precedent true to life story.\u201d \u201cSlow and cumbersome, and not nearly as user friendly as more modern equipment, the NEADS monochromic radar displays are not designed to take internal FAA radar data or to identify radar tracks originating from inside the United States.\u201d \u201cMore distantly related offspring could run to any, color bearded male with a certain probability of protection this probability would not differ between a monochromic and a polychromic system.\u201d \u201cThey are willing to live with a low context, monochromic model.\u201d \u201cFor example the music progresses dynamically along with the amount of color you have restored to the world, the color pigments you collect fuel your various abilities in addition to coloring the world, and you don't kill the enemies in the game, you save them from the monochromic plague, turning them friendly.\u201d Looking for tweets for monochromic.", "scrambled": "*1*: Called also, - adj. having or appearing to have only one color \u201cBut its monochromic delegation has exposed its shortcomings in terms of comprehensive democracy, and revealed indications that should be examined closely and in-depth, instead of rushing to embrace it.\u201d \u201cThese large, square, subtly lit monochromic photographs have constituted her signature works since 2001.\u201d \u201cThe Santa Fe-based sculptor has delivered irresistible, overwhelming joy to Minimalism's most austere forms for about half a century now, building richly colored monochromic totems and planks with names like \"Hotshot\" and \"Ace.\u201d \u201cBritish broadcasting is sliding towards monochromic mediocrity.\u201d \u201cRather than monochromic showers of sparks, the shows will splatter brilliant reds, greens and blues across the sky in tightly choreographed arrays of hearts, stars, letters and even bow ties.\u201d \u201cBoldly utilising simple but riveting 2D monochromic black and white animation that owes a considerable debt to the geometrical delights of silent era German expressionism, to communicate its harrowing and at times violent story, Persepolis starts out as indeed a bit of a political history lesson but loosens up into a potent and shatteringly precedent true to life story.\u201d \u201cSlow and cumbersome, and not nearly as user friendly as more modern equipment, the NEADS monochromic radar displays are not designed to take internal FAA radar data or to identify radar tracks originating from inside the United States.\u201d \u201cMore distantly related offspring could run to any, color bearded male with a certain probability of protection this probability would not differ between a monochromic and a polychromic system.\u201d \u201cThey are willing to live with a low context, monochromic model.\u201d \u201cFor example the music progresses dynamically along with the amount of color you have restored to the world, the color pigments you collect fuel your various abilities in addition to coloring the world, and you don't kill the enemies in the game, you save them from the monochromic plague, turning them friendly.\u201d Looking for tweets for monochromic.\n*2*: Made, or done, with a single color.\n*3*: Century Dictionary and Cyclopedia - Of one color; pertaining to or of the nature of monochromy; monochromical.\n*4*: GNU Webster's 1913 - adj."}
| 2 |
unscramble_54768
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It all began in 1793 when Captain George Vancouver presented Kamehameha the Great with four cows in Kealakekua Bay.
*2*: Eventually, some of the herd escaped and began spreading across the island. |Kona paniolo load cattle in Kailua Bay| |Hawaiian tree saddle| Innkeeper Holualoa Inn
*3*: Eight to nine feet high in some places, the pen encompassed nearly 480 acres and is still standing on private ranchlands near Honalo.
*4*: Soon thereafter, the king commissioned the construction of an enormous cattle pen, "Pa Nui," made of dry-stacked lava rock.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: It all began in 1793 when Captain George Vancouver presented Kamehameha the Great with four cows in Kealakekua Bay.\n*2*: Soon thereafter, the king commissioned the construction of an enormous cattle pen, \"Pa Nui,\" made of dry-stacked lava rock.\n*3*: Eight to nine feet high in some places, the pen encompassed nearly 480 acres and is still standing on private ranchlands near Honalo.\n*4*: Eventually, some of the herd escaped and began spreading across the island. |Kona paniolo load cattle in Kailua Bay| |Hawaiian tree saddle| Innkeeper Holualoa Inn", "scrambled": "*1*: It all began in 1793 when Captain George Vancouver presented Kamehameha the Great with four cows in Kealakekua Bay.\n*2*: Eventually, some of the herd escaped and began spreading across the island. |Kona paniolo load cattle in Kailua Bay| |Hawaiian tree saddle| Innkeeper Holualoa Inn\n*3*: Eight to nine feet high in some places, the pen encompassed nearly 480 acres and is still standing on private ranchlands near Honalo.\n*4*: Soon thereafter, the king commissioned the construction of an enormous cattle pen, \"Pa Nui,\" made of dry-stacked lava rock."}
| 2 |
unscramble_30155
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: While Hayes did officially terminate the Reconstruction, Trefousse points out that this process was already well under way by the start of his term and there was little he could do to stop it.
*2*: A great intellectual and one of our best-educated presidents, Hayes did much more in the way of healing the nation and elevating the presidency.
*3*: Hayes and Samuel Tilden, in which Congress set up a special electoral commission, handing the disputed electoral votes to Hayes, brings recent events into sharp focus.
*4*: Trefousse explores Hayes's new relevance and reconsiders what many have seen as the pitfalls of his presidency.
*5*: A leader of the Reconstruction era, whose contested election eerily parallels the election debacle of 2000 The disputed election of 1876 between Rutherford B.
*6*: Historian Hans L.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 leader of the Reconstruction era, whose contested election eerily parallels the election debacle of 2000 The disputed election of 1876 between Rutherford B.\n*2*: Hayes and Samuel Tilden, in which Congress set up a special electoral commission, handing the disputed electoral votes to Hayes, brings recent events into sharp focus.\n*3*: Historian Hans L.\n*4*: Trefousse explores Hayes's new relevance and reconsiders what many have seen as the pitfalls of his presidency.\n*5*: While Hayes did officially terminate the Reconstruction, Trefousse points out that this process was already well under way by the start of his term and there was little he could do to stop it.\n*6*: A great intellectual and one of our best-educated presidents, Hayes did much more in the way of healing the nation and elevating the presidency.", "scrambled": "*1*: While Hayes did officially terminate the Reconstruction, Trefousse points out that this process was already well under way by the start of his term and there was little he could do to stop it.\n*2*: A great intellectual and one of our best-educated presidents, Hayes did much more in the way of healing the nation and elevating the presidency.\n*3*: Hayes and Samuel Tilden, in which Congress set up a special electoral commission, handing the disputed electoral votes to Hayes, brings recent events into sharp focus.\n*4*: Trefousse explores Hayes's new relevance and reconsiders what many have seen as the pitfalls of his presidency.\n*5*: A leader of the Reconstruction era, whose contested election eerily parallels the election debacle of 2000 The disputed election of 1876 between Rutherford B.\n*6*: Historian Hans L."}
| 2 |
unscramble_174924
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The answer may have far-reaching implications for the treatment of traumatic brain injury, stroke, and other neurological disorders.
*2*: Stein and his colleagues have been investigating this question and have discovered something remarkable -- that the hormone progesterone confers profound neuroprotective effects that improve outcomes and reduce mortality following brain injuries.
*3*: Progesterone provides powerful neuroprotection to the fetus, particularly in late pregnancy, when it helps suppress neuronal excitation that can damage delicate new brain tissue.
*4*: Neuroscientist Dr. Donald G.
*5*: Dr. Stein and his colleagues have found that in addition to protecting the fetal brain, progesterone also protects and heals injured brain tissue.
*6*: Why do some females recover from brain injury much faster and more completely than males?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Why do some females recover from brain injury much faster and more completely than males?\n*2*: The answer may have far-reaching implications for the treatment of traumatic brain injury, stroke, and other neurological disorders.\n*3*: Neuroscientist Dr. Donald G.\n*4*: Stein and his colleagues have been investigating this question and have discovered something remarkable -- that the hormone progesterone confers profound neuroprotective effects that improve outcomes and reduce mortality following brain injuries.\n*5*: Progesterone provides powerful neuroprotection to the fetus, particularly in late pregnancy, when it helps suppress neuronal excitation that can damage delicate new brain tissue.\n*6*: Dr. Stein and his colleagues have found that in addition to protecting the fetal brain, progesterone also protects and heals injured brain tissue.", "scrambled": "*1*: The answer may have far-reaching implications for the treatment of traumatic brain injury, stroke, and other neurological disorders.\n*2*: Stein and his colleagues have been investigating this question and have discovered something remarkable -- that the hormone progesterone confers profound neuroprotective effects that improve outcomes and reduce mortality following brain injuries.\n*3*: Progesterone provides powerful neuroprotection to the fetus, particularly in late pregnancy, when it helps suppress neuronal excitation that can damage delicate new brain tissue.\n*4*: Neuroscientist Dr. Donald G.\n*5*: Dr. Stein and his colleagues have found that in addition to protecting the fetal brain, progesterone also protects and heals injured brain tissue.\n*6*: Why do some females recover from brain injury much faster and more completely than males?"}
| 2 |
unscramble_100321
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: How ill my Fear they by my Mercy scan, Beware the Fury of a Patient Man.
*2*: The saying "Beware the fury of a patient man" warns us
*3*: In the 17th century, British poet and dramatist John Dryden used it in "Absalom and Achitophel", generally considered to be the greatest political poem in the English language: Must I at length the Sword of Justice draw?
*4*: Beware the fury of a patient man Meaning: The implication is that the anger of people who are normally slow to anger is, when it eventually comes, terrible.Note: beware (verb) = be careful about; be cautious; be aware of the dangers | fury (noun) = violent anger | patient (adj.) = able to wait without getting angry | Compare: "Patience provoked turns to fury." Origin: Quotation from Publilius Syrus, a Latin writer of maxims in the 1st century BC.
*5*: Oh curst Effects of necessary Law!
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Beware the fury of a patient man Meaning: The implication is that the anger of people who are normally slow to anger is, when it eventually comes, terrible.Note: beware (verb) = be careful about; be cautious; be aware of the dangers | fury (noun) = violent anger | patient (adj.) = able to wait without getting angry | Compare: \"Patience provoked turns to fury.\" Origin: Quotation from Publilius Syrus, a Latin writer of maxims in the 1st century BC.\n*2*: In the 17th century, British poet and dramatist John Dryden used it in \"Absalom and Achitophel\", generally considered to be the greatest political poem in the English language: Must I at length the Sword of Justice draw?\n*3*: Oh curst Effects of necessary Law!\n*4*: How ill my Fear they by my Mercy scan, Beware the Fury of a Patient Man.\n*5*: The saying \"Beware the fury of a patient man\" warns us", "scrambled": "*1*: How ill my Fear they by my Mercy scan, Beware the Fury of a Patient Man.\n*2*: The saying \"Beware the fury of a patient man\" warns us\n*3*: In the 17th century, British poet and dramatist John Dryden used it in \"Absalom and Achitophel\", generally considered to be the greatest political poem in the English language: Must I at length the Sword of Justice draw?\n*4*: Beware the fury of a patient man Meaning: The implication is that the anger of people who are normally slow to anger is, when it eventually comes, terrible.Note: beware (verb) = be careful about; be cautious; be aware of the dangers | fury (noun) = violent anger | patient (adj.) = able to wait without getting angry | Compare: \"Patience provoked turns to fury.\" Origin: Quotation from Publilius Syrus, a Latin writer of maxims in the 1st century BC.\n*5*: Oh curst Effects of necessary Law!"}
| 2 |
unscramble_42937
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Some consider Plato and Aristotle to have founded two of the most important schools of Ancient philosophy; others consider Aristotelianism as a development and concretization of Plato's insights.
*2*: They transformed Presocratic Greek philosophy into the foundations of Western philosophy as we know it.
*3*: Along with Socrates and Plato, Aristotle was one of the most influential of ancient Greek philosophers.
*4*: Aristotle (384 BCE - March 7, 322 BCE) was an ancient Greek philosopher, a student of Plato and teacher of Alexander the Great.
*5*: He wrote on diverse subjects, including physics, poetry, biology and zoology, logic, rhetoric, politics and government, and ethics.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Aristotle (384 BCE - March 7, 322 BCE) was an ancient Greek philosopher, a student of Plato and teacher of Alexander the Great.\n*2*: He wrote on diverse subjects, including physics, poetry, biology and zoology, logic, rhetoric, politics and government, and ethics.\n*3*: Along with Socrates and Plato, Aristotle was one of the most influential of ancient Greek philosophers.\n*4*: They transformed Presocratic Greek philosophy into the foundations of Western philosophy as we know it.\n*5*: Some consider Plato and Aristotle to have founded two of the most important schools of Ancient philosophy; others consider Aristotelianism as a development and concretization of Plato's insights.", "scrambled": "*1*: Some consider Plato and Aristotle to have founded two of the most important schools of Ancient philosophy; others consider Aristotelianism as a development and concretization of Plato's insights.\n*2*: They transformed Presocratic Greek philosophy into the foundations of Western philosophy as we know it.\n*3*: Along with Socrates and Plato, Aristotle was one of the most influential of ancient Greek philosophers.\n*4*: Aristotle (384 BCE - March 7, 322 BCE) was an ancient Greek philosopher, a student of Plato and teacher of Alexander the Great.\n*5*: He wrote on diverse subjects, including physics, poetry, biology and zoology, logic, rhetoric, politics and government, and ethics."}
| 2 |
unscramble_183127
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The new edition reveals the story of the African guides and translators of the colonial era who became valued contacts with Indigenous peoples, examines the African and Indian alliance known as the Pueblo revolt of 1680 that ended Spain’s rule of the southwest for a dozen years, introduces Francisco Menendez and the 1738 Black Indian community that defended its liberty in Florida against British incursions, and much more. - April 30 2013 : The Battle to Desegregate San Francisco Streetcars Only months after San Francisco’s horse-powered streetcar companies during the Civil War dispatched their streetcars—with orders to only accept white passengers—African American citizens began to directly challenge this discrimination.
*2*: It took a fresh look at the anti-slavery movement, its most dramatic moments, its key figures and its amazing impact considering it was a movement which was run by hated racial and political minorities—and which [...]
*3*: On April 17, 1863 Charlotte Brown, a young African American woman from a prominent family, boarded a streetcar and was forced off.
*4*: Determined to assert her rights, by the year’s end Ms [...] - February 3 2013 : Teaching Outside the Textbook: From ‘The Abolitionists’ to a Two-Term Black President This week PBS's The American Experience concluded "The Abolitionists," a searing three-part documentary on a fiercely committed band of white and African American freedom fighters.
*5*: The official site of William Loren Katz and Black Indians Black Indians–Revised, Expanded and Updated The expanded and updated edition of Black Indians: A Hidden Heritage brings the Native American and African American alliance that for four centuries challenged the European conquest and slavery into the 21st century with additional research and documentary and photographic evidence.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 official site of William Loren Katz and Black Indians Black Indians\u2013Revised, Expanded and Updated The expanded and updated edition of Black Indians: A Hidden Heritage brings the Native American and African American alliance that for four centuries challenged the European conquest and slavery into the 21st century with additional research and documentary and photographic evidence.\n*2*: The new edition reveals the story of the African guides and translators of the colonial era who became valued contacts with Indigenous peoples, examines the African and Indian alliance known as the Pueblo revolt of 1680 that ended Spain\u2019s rule of the southwest for a dozen years, introduces Francisco Menendez and the 1738 Black Indian community that defended its liberty in Florida against British incursions, and much more. - April 30 2013 : The Battle to Desegregate San Francisco Streetcars Only months after San Francisco\u2019s horse-powered streetcar companies during the Civil War dispatched their streetcars\u2014with orders to only accept white passengers\u2014African American citizens began to directly challenge this discrimination.\n*3*: On April 17, 1863 Charlotte Brown, a young African American woman from a prominent family, boarded a streetcar and was forced off.\n*4*: Determined to assert her rights, by the year\u2019s end Ms [...] - February 3 2013 : Teaching Outside the Textbook: From \u2018The Abolitionists\u2019 to a Two-Term Black President This week PBS's The American Experience concluded \"The Abolitionists,\" a searing three-part documentary on a fiercely committed band of white and African American freedom fighters.\n*5*: It took a fresh look at the anti-slavery movement, its most dramatic moments, its key figures and its amazing impact considering it was a movement which was run by hated racial and political minorities\u2014and which [...]", "scrambled": "*1*: The new edition reveals the story of the African guides and translators of the colonial era who became valued contacts with Indigenous peoples, examines the African and Indian alliance known as the Pueblo revolt of 1680 that ended Spain\u2019s rule of the southwest for a dozen years, introduces Francisco Menendez and the 1738 Black Indian community that defended its liberty in Florida against British incursions, and much more. - April 30 2013 : The Battle to Desegregate San Francisco Streetcars Only months after San Francisco\u2019s horse-powered streetcar companies during the Civil War dispatched their streetcars\u2014with orders to only accept white passengers\u2014African American citizens began to directly challenge this discrimination.\n*2*: It took a fresh look at the anti-slavery movement, its most dramatic moments, its key figures and its amazing impact considering it was a movement which was run by hated racial and political minorities\u2014and which [...]\n*3*: On April 17, 1863 Charlotte Brown, a young African American woman from a prominent family, boarded a streetcar and was forced off.\n*4*: Determined to assert her rights, by the year\u2019s end Ms [...] - February 3 2013 : Teaching Outside the Textbook: From \u2018The Abolitionists\u2019 to a Two-Term Black President This week PBS's The American Experience concluded \"The Abolitionists,\" a searing three-part documentary on a fiercely committed band of white and African American freedom fighters.\n*5*: The official site of William Loren Katz and Black Indians Black Indians\u2013Revised, Expanded and Updated The expanded and updated edition of Black Indians: A Hidden Heritage brings the Native American and African American alliance that for four centuries challenged the European conquest and slavery into the 21st century with additional research and documentary and photographic evidence."}
| 2 |
unscramble_20996
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: KANCHANPUR: Number of Siberian bird in the watersheds of Shuklaphanta Wildlife Reserve has deceased lately, officials and locals said.
*2*: The birds from Siberia arrive in the watersheds of Shuklaphanta Wildlife Reserve every year in search of warm habitat after the watersheds in the northern poles were covered with snow.
*3*: The Siberian birds return to their original habitats, thanks to lack of water and foods, and rise in temperature in the Shuklaphanta Wildlife Reserve.
*4*: According to Reserve, more than 300 species of Siberian birds arrive here every year.
*5*: Basically, the Siberian birds roam and collect their food around Ranital, Kalikich, Salgaudi, Sikarital, Pyaratal, Jhimlatal and other areas of the Reserve.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: KANCHANPUR: Number of Siberian bird in the watersheds of Shuklaphanta Wildlife Reserve has deceased lately, officials and locals said.\n*2*: The birds from Siberia arrive in the watersheds of Shuklaphanta Wildlife Reserve every year in search of warm habitat after the watersheds in the northern poles were covered with snow.\n*3*: The Siberian birds return to their original habitats, thanks to lack of water and foods, and rise in temperature in the Shuklaphanta Wildlife Reserve.\n*4*: Basically, the Siberian birds roam and collect their food around Ranital, Kalikich, Salgaudi, Sikarital, Pyaratal, Jhimlatal and other areas of the Reserve.\n*5*: According to Reserve, more than 300 species of Siberian birds arrive here every year.", "scrambled": "*1*: KANCHANPUR: Number of Siberian bird in the watersheds of Shuklaphanta Wildlife Reserve has deceased lately, officials and locals said.\n*2*: The birds from Siberia arrive in the watersheds of Shuklaphanta Wildlife Reserve every year in search of warm habitat after the watersheds in the northern poles were covered with snow.\n*3*: The Siberian birds return to their original habitats, thanks to lack of water and foods, and rise in temperature in the Shuklaphanta Wildlife Reserve.\n*4*: According to Reserve, more than 300 species of Siberian birds arrive here every year.\n*5*: Basically, the Siberian birds roam and collect their food around Ranital, Kalikich, Salgaudi, Sikarital, Pyaratal, Jhimlatal and other areas of the Reserve."}
| 2 |
unscramble_187215
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In less exposed areas (A) fixing with a single nib with one wire loop is sufficient.
*2*: Open roofs, large overhangs, veranda covers, open shed roofs etc. are also exposed.
*3*: Methods of fixing
*4*: In these exposed areas (B), very careful fixing is required, for example with additional hooks or double nib fixing.
*5*: In this case, however, the tiles have to be laid with great care and the under-structure has to be even, so that the surface is smooth and the wind cannot easily find a grip.
*6*: In less important buildings in areas which are not storm-prone, wire loop fixing may be omitted.
*7*: Methods of fixing see Chapter 6.1, 6.5, 6.6.
*8*: This, however, applies only in the case where there is no ceiling and readjusting of displaced tiles is therefore easily possible from underneath.
*9*: |Roof Cover Guide - Design and Construction of FCR/MCR Roof Covering: Principles, Detailing (SKAT, 1993, 74 p.)| Wind creates a suction force on tiles with the tendency to dislocate them or even to blow them off. (Also see , Toolkit Element 24: Roof Structure Guide) Especially exposed to wind suction are all roof edges, ridges, eaves and verges.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Roof Cover Guide - Design and Construction of FCR/MCR Roof Covering: Principles, Detailing (SKAT, 1993, 74 p.)| Wind creates a suction force on tiles with the tendency to dislocate them or even to blow them off. (Also see , Toolkit Element 24: Roof Structure Guide) Especially exposed to wind suction are all roof edges, ridges, eaves and verges.\n*2*: Open roofs, large overhangs, veranda covers, open shed roofs etc. are also exposed.\n*3*: In these exposed areas (B), very careful fixing is required, for example with additional hooks or double nib fixing.\n*4*: In less exposed areas (A) fixing with a single nib with one wire loop is sufficient.\n*5*: In less important buildings in areas which are not storm-prone, wire loop fixing may be omitted.\n*6*: This, however, applies only in the case where there is no ceiling and readjusting of displaced tiles is therefore easily possible from underneath.\n*7*: In this case, however, the tiles have to be laid with great care and the under-structure has to be even, so that the surface is smooth and the wind cannot easily find a grip.\n*8*: Methods of fixing see Chapter 6.1, 6.5, 6.6.\n*9*: Methods of fixing", "scrambled": "*1*: In less exposed areas (A) fixing with a single nib with one wire loop is sufficient.\n*2*: Open roofs, large overhangs, veranda covers, open shed roofs etc. are also exposed.\n*3*: Methods of fixing\n*4*: In these exposed areas (B), very careful fixing is required, for example with additional hooks or double nib fixing.\n*5*: In this case, however, the tiles have to be laid with great care and the under-structure has to be even, so that the surface is smooth and the wind cannot easily find a grip.\n*6*: In less important buildings in areas which are not storm-prone, wire loop fixing may be omitted.\n*7*: Methods of fixing see Chapter 6.1, 6.5, 6.6.\n*8*: This, however, applies only in the case where there is no ceiling and readjusting of displaced tiles is therefore easily possible from underneath.\n*9*: |Roof Cover Guide - Design and Construction of FCR/MCR Roof Covering: Principles, Detailing (SKAT, 1993, 74 p.)| Wind creates a suction force on tiles with the tendency to dislocate them or even to blow them off. (Also see , Toolkit Element 24: Roof Structure Guide) Especially exposed to wind suction are all roof edges, ridges, eaves and verges."}
| 2 |
unscramble_97232
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Embrace Space Day (May 1, 2003): Space Day is the global celebration dedicated to the extraordinary achievements, benefits and opportunities in the exploration and use of space.
*2*: JPL Open House (May 17-18, 2003): The Jet Propulsion Laboratory will once again open its doors to the public during its annual Open House to be held on: Saturday and Sunday, May 17 and 18, 2003, from 9 a.m. to 5 p.m. both days.
*3*: Last updated November
*4*: NASA Mission Event Calendar: The NASA Solar System Exploration Launches and Events Calendar lists planned mission activities month by month, from 1998 through 2010.
*5*: On the first Thursday in May, people of all ages come together to advance education in science, math and technology and to inspire youngsters children to realize the vision of our space pioneers.
*6*: The listed events link to the corresponding mission pages.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Embrace Space Day (May 1, 2003): Space Day is the global celebration dedicated to the extraordinary achievements, benefits and opportunities in the exploration and use of space.\n*2*: On the first Thursday in May, people of all ages come together to advance education in science, math and technology and to inspire youngsters children to realize the vision of our space pioneers.\n*3*: JPL Open House (May 17-18, 2003): The Jet Propulsion Laboratory will once again open its doors to the public during its annual Open House to be held on: Saturday and Sunday, May 17 and 18, 2003, from 9 a.m. to 5 p.m. both days.\n*4*: NASA Mission Event Calendar: The NASA Solar System Exploration Launches and Events Calendar lists planned mission activities month by month, from 1998 through 2010.\n*5*: The listed events link to the corresponding mission pages.\n*6*: Last updated November", "scrambled": "*1*: Embrace Space Day (May 1, 2003): Space Day is the global celebration dedicated to the extraordinary achievements, benefits and opportunities in the exploration and use of space.\n*2*: JPL Open House (May 17-18, 2003): The Jet Propulsion Laboratory will once again open its doors to the public during its annual Open House to be held on: Saturday and Sunday, May 17 and 18, 2003, from 9 a.m. to 5 p.m. both days.\n*3*: Last updated November\n*4*: NASA Mission Event Calendar: The NASA Solar System Exploration Launches and Events Calendar lists planned mission activities month by month, from 1998 through 2010.\n*5*: On the first Thursday in May, people of all ages come together to advance education in science, math and technology and to inspire youngsters children to realize the vision of our space pioneers.\n*6*: The listed events link to the corresponding mission pages."}
| 2 |
unscramble_17497
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Master's thesis (Examensarbete), Department of Computer and Information Science, Linköping university, Sweden, March 2000.
*2*: It is designed to encourage and simplify the modification, extension and sharing of RoboCup agents and is used in the AI Programming undergraduate course.
*3*: RoboSoc a System for Developing RoboCup Agents for Educational Use.
*4*: One of KPLAB's members, Fredrik Heintz, has created a framework for developing RoboCup agents called RoboSoc.
*5*: The students taking the course develop and experiment with their own RoboCup simulation league teams, which would not be possible to do in such a limited timespan without the use of a framework.
*6*: Read more about RoboCup activities and the teams that have represented Linköping University in RoboCup competitions at Fredik Heintz' webpage.
*7*: Find out more about RoboCup at the official webpage.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: One of KPLAB's members, Fredrik Heintz, has created a framework for developing RoboCup agents called RoboSoc.\n*2*: It is designed to encourage and simplify the modification, extension and sharing of RoboCup agents and is used in the AI Programming undergraduate course.\n*3*: The students taking the course develop and experiment with their own RoboCup simulation league teams, which would not be possible to do in such a limited timespan without the use of a framework.\n*4*: Read more about RoboCup activities and the teams that have represented Link\u00f6ping University in RoboCup competitions at Fredik Heintz' webpage.\n*5*: Find out more about RoboCup at the official webpage.\n*6*: RoboSoc a System for Developing RoboCup Agents for Educational Use.\n*7*: Master's thesis (Examensarbete), Department of Computer and Information Science, Link\u00f6ping university, Sweden, March 2000.", "scrambled": "*1*: Master's thesis (Examensarbete), Department of Computer and Information Science, Link\u00f6ping university, Sweden, March 2000.\n*2*: It is designed to encourage and simplify the modification, extension and sharing of RoboCup agents and is used in the AI Programming undergraduate course.\n*3*: RoboSoc a System for Developing RoboCup Agents for Educational Use.\n*4*: One of KPLAB's members, Fredrik Heintz, has created a framework for developing RoboCup agents called RoboSoc.\n*5*: The students taking the course develop and experiment with their own RoboCup simulation league teams, which would not be possible to do in such a limited timespan without the use of a framework.\n*6*: Read more about RoboCup activities and the teams that have represented Link\u00f6ping University in RoboCup competitions at Fredik Heintz' webpage.\n*7*: Find out more about RoboCup at the official webpage."}
| 2 |
unscramble_18748
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Teachers can put roadblocks on pieces of paper and put them in a container for those students that have a hard time thinking of one.
*2*: Their partner is to come up with solutions or changes that the other could/should make and together create a skit (not less than 1 minute or more than 2 minutes each) on how they would explain their ideas and/or solution to their partner.
*3*: Each student is to tell their partner a possible roadblock that they have thought of.
*4*: Give student teams 5 to 8 minutes minutes to discuss the situation and then begin.
*5*: Part of Lesson Plan: Financial Planning NEFE Lesson 4 - Roadblocks and Your Financial Plan Activity Overview / Details Time: 1 and 1/2 class periods Have students pair up to create a skit on handling roadblocks that might come up.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Part of Lesson Plan: Financial Planning NEFE Lesson 4 - Roadblocks and Your Financial Plan Activity Overview / Details Time: 1 and 1/2 class periods Have students pair up to create a skit on handling roadblocks that might come up.\n*2*: Each student is to tell their partner a possible roadblock that they have thought of.\n*3*: Their partner is to come up with solutions or changes that the other could/should make and together create a skit (not less than 1 minute or more than 2 minutes each) on how they would explain their ideas and/or solution to their partner.\n*4*: Teachers can put roadblocks on pieces of paper and put them in a container for those students that have a hard time thinking of one.\n*5*: Give student teams 5 to 8 minutes minutes to discuss the situation and then begin.", "scrambled": "*1*: Teachers can put roadblocks on pieces of paper and put them in a container for those students that have a hard time thinking of one.\n*2*: Their partner is to come up with solutions or changes that the other could/should make and together create a skit (not less than 1 minute or more than 2 minutes each) on how they would explain their ideas and/or solution to their partner.\n*3*: Each student is to tell their partner a possible roadblock that they have thought of.\n*4*: Give student teams 5 to 8 minutes minutes to discuss the situation and then begin.\n*5*: Part of Lesson Plan: Financial Planning NEFE Lesson 4 - Roadblocks and Your Financial Plan Activity Overview / Details Time: 1 and 1/2 class periods Have students pair up to create a skit on handling roadblocks that might come up."}
| 2 |
unscramble_228032
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Secondary readings will introduce critical vocabulary for analyzing interactions between text and image, adaptation across genres, and intertextuality. (Semester 2): This course, the second part of a year-long survey, will introduce students to traditions of visual storytelling popular during the late nineteenth- and twentieth-centuries, highlighting points of contingency with traditions introduced in the first course.
*2*: All course materials will be made available to students at the beginning of the semester; there are no required texts for purchase.
*3*: Through a series of units on individual works and genres, including woodblock prints, ponchi-e, manga, shashin shōsetsu (photo novels) and other popular print genres, film, anime, and keitai shōsetsu (cell phone novels) students will gain practical knowledge about the production and reception of visual narratives, with a view towards gaining historical and cultural context for appreciating the interplay between technology and narrative form.
*4*: Students are encouraged to share their observations and insights during close examination of textual artifacts, to draw connections with other materials examined in the course, and ultimately to develop lines of inquiry that will lead to original research.
*5*: Proficiency in Japanese, while helpful, is not required.
*6*: Through a series of units on individual works and genres, including the Tale of Genji scrolls, medieval gunki-monogatari scrolls, Buddhist scriptures and early modern illustrated books, students will gain practical knowledge about the production and reception of visual narratives, as well as broad-based historical and cultural knowledge to enhance appreciation.
*7*: (Semester 1): This course, the first part of a year-long survey, will introduce students to the rich traditions of visual storytelling in medieval and early modern Japan.
*8*: In each class, I aim for an optimal balance of lecture and lively class discussion, both driven by an inquiry-based approach to learning.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: (Semester 1): This course, the first part of a year-long survey, will introduce students to the rich traditions of visual storytelling in medieval and early modern Japan.\n*2*: Through a series of units on individual works and genres, including the Tale of Genji scrolls, medieval gunki-monogatari scrolls, Buddhist scriptures and early modern illustrated books, students will gain practical knowledge about the production and reception of visual narratives, as well as broad-based historical and cultural knowledge to enhance appreciation.\n*3*: Secondary readings will introduce critical vocabulary for analyzing interactions between text and image, adaptation across genres, and intertextuality. (Semester 2): This course, the second part of a year-long survey, will introduce students to traditions of visual storytelling popular during the late nineteenth- and twentieth-centuries, highlighting points of contingency with traditions introduced in the first course.\n*4*: Through a series of units on individual works and genres, including woodblock prints, ponchi-e, manga, shashin sh\u014dsetsu (photo novels) and other popular print genres, film, anime, and keitai sh\u014dsetsu (cell phone novels) students will gain practical knowledge about the production and reception of visual narratives, with a view towards gaining historical and cultural context for appreciating the interplay between technology and narrative form.\n*5*: In each class, I aim for an optimal balance of lecture and lively class discussion, both driven by an inquiry-based approach to learning.\n*6*: Students are encouraged to share their observations and insights during close examination of textual artifacts, to draw connections with other materials examined in the course, and ultimately to develop lines of inquiry that will lead to original research.\n*7*: Proficiency in Japanese, while helpful, is not required.\n*8*: All course materials will be made available to students at the beginning of the semester; there are no required texts for purchase.", "scrambled": "*1*: Secondary readings will introduce critical vocabulary for analyzing interactions between text and image, adaptation across genres, and intertextuality. (Semester 2): This course, the second part of a year-long survey, will introduce students to traditions of visual storytelling popular during the late nineteenth- and twentieth-centuries, highlighting points of contingency with traditions introduced in the first course.\n*2*: All course materials will be made available to students at the beginning of the semester; there are no required texts for purchase.\n*3*: Through a series of units on individual works and genres, including woodblock prints, ponchi-e, manga, shashin sh\u014dsetsu (photo novels) and other popular print genres, film, anime, and keitai sh\u014dsetsu (cell phone novels) students will gain practical knowledge about the production and reception of visual narratives, with a view towards gaining historical and cultural context for appreciating the interplay between technology and narrative form.\n*4*: Students are encouraged to share their observations and insights during close examination of textual artifacts, to draw connections with other materials examined in the course, and ultimately to develop lines of inquiry that will lead to original research.\n*5*: Proficiency in Japanese, while helpful, is not required.\n*6*: Through a series of units on individual works and genres, including the Tale of Genji scrolls, medieval gunki-monogatari scrolls, Buddhist scriptures and early modern illustrated books, students will gain practical knowledge about the production and reception of visual narratives, as well as broad-based historical and cultural knowledge to enhance appreciation.\n*7*: (Semester 1): This course, the first part of a year-long survey, will introduce students to the rich traditions of visual storytelling in medieval and early modern Japan.\n*8*: In each class, I aim for an optimal balance of lecture and lively class discussion, both driven by an inquiry-based approach to learning."}
| 2 |
unscramble_33919
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This is thought to be achieved by the integration of information from cognitive maps, spatial memory and motion perception Neurobiology of direction perceptionEdit The entorhinal cortex is one of the first areas to be affected in Alzheimer's Disease, and one of the first symptoms is impaired sense of direction.
*2*: In 2005, it was discovered that entorhinal cortex contains a neural map of the spatial environment.
*3*: Microstructure of a spatial map in the entorhinal cortex.
*4*: Individual differences | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | Direction perception is an aspect of spatial perception and relates to the ability to maintain a sense of direction.
*5*: Nature 436 (7052): 801–6.
*6*: Effects of illness on direction perceptionEdit - ↑ Hafting T, Fyhn M, Molden S, Moser M, Moser E (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*: Individual differences | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | Direction perception is an aspect of spatial perception and relates to the ability to maintain a sense of direction.\n*2*: This is thought to be achieved by the integration of information from cognitive maps, spatial memory and motion perception Neurobiology of direction perceptionEdit The entorhinal cortex is one of the first areas to be affected in Alzheimer's Disease, and one of the first symptoms is impaired sense of direction.\n*3*: In 2005, it was discovered that entorhinal cortex contains a neural map of the spatial environment.\n*4*: Effects of illness on direction perceptionEdit - \u2191 Hafting T, Fyhn M, Molden S, Moser M, Moser E (2005).\n*5*: Microstructure of a spatial map in the entorhinal cortex.\n*6*: Nature 436 (7052): 801\u20136.", "scrambled": "*1*: This is thought to be achieved by the integration of information from cognitive maps, spatial memory and motion perception Neurobiology of direction perceptionEdit The entorhinal cortex is one of the first areas to be affected in Alzheimer's Disease, and one of the first symptoms is impaired sense of direction.\n*2*: In 2005, it was discovered that entorhinal cortex contains a neural map of the spatial environment.\n*3*: Microstructure of a spatial map in the entorhinal cortex.\n*4*: Individual differences | Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology | Direction perception is an aspect of spatial perception and relates to the ability to maintain a sense of direction.\n*5*: Nature 436 (7052): 801\u20136.\n*6*: Effects of illness on direction perceptionEdit - \u2191 Hafting T, Fyhn M, Molden S, Moser M, Moser E (2005)."}
| 2 |
unscramble_93250
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: For the report, researchers at the U.S. Department of Agriculture found that when comparing the price of food by calorie, unhealthy foods are cheaper.
*2*: The report, which looked at more than 4,000 food items, showed it is less costly to meet the grains, dairy and fruit recommendations than those for vegetables or protein foods.
*3*: Though, when comparing by portion size, per USDA guidelines, healthier foods were surprisingly less costly. “We also estimated the cost of meeting individual food group recommendations as detailed on the ChooseMyPlate.gov website.
*4*: But a new federal report out Wednesday debunks this notion and contends that eating on the cheap might also mean eating more healthily.
*5*: Learn more about the findings in the summary report.
*6*: It’s common perception that fresh fruits, vegetables and whole grains are more expensive than fast food and highly processed, packaged foods.
*7*: The vegetable recommendation is the most expensive to meet – and it’s because of the amount recommended,” wrote Andrea Carlson, researcher at the Economic Research Service on USDA’s blog.
*8*: It just depends on how you measure price – by calorie or portion size.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: It\u2019s common perception that fresh fruits, vegetables and whole grains are more expensive than fast food and highly processed, packaged foods.\n*2*: But a new federal report out Wednesday debunks this notion and contends that eating on the cheap might also mean eating more healthily.\n*3*: It just depends on how you measure price \u2013 by calorie or portion size.\n*4*: For the report, researchers at the U.S. Department of Agriculture found that when comparing the price of food by calorie, unhealthy foods are cheaper.\n*5*: Though, when comparing by portion size, per USDA guidelines, healthier foods were surprisingly less costly. \u201cWe also estimated the cost of meeting individual food group recommendations as detailed on the ChooseMyPlate.gov website.\n*6*: The vegetable recommendation is the most expensive to meet \u2013 and it\u2019s because of the amount recommended,\u201d wrote Andrea Carlson, researcher at the Economic Research Service on USDA\u2019s blog.\n*7*: The report, which looked at more than 4,000 food items, showed it is less costly to meet the grains, dairy and fruit recommendations than those for vegetables or protein foods.\n*8*: Learn more about the findings in the summary report.", "scrambled": "*1*: For the report, researchers at the U.S. Department of Agriculture found that when comparing the price of food by calorie, unhealthy foods are cheaper.\n*2*: The report, which looked at more than 4,000 food items, showed it is less costly to meet the grains, dairy and fruit recommendations than those for vegetables or protein foods.\n*3*: Though, when comparing by portion size, per USDA guidelines, healthier foods were surprisingly less costly. \u201cWe also estimated the cost of meeting individual food group recommendations as detailed on the ChooseMyPlate.gov website.\n*4*: But a new federal report out Wednesday debunks this notion and contends that eating on the cheap might also mean eating more healthily.\n*5*: Learn more about the findings in the summary report.\n*6*: It\u2019s common perception that fresh fruits, vegetables and whole grains are more expensive than fast food and highly processed, packaged foods.\n*7*: The vegetable recommendation is the most expensive to meet \u2013 and it\u2019s because of the amount recommended,\u201d wrote Andrea Carlson, researcher at the Economic Research Service on USDA\u2019s blog.\n*8*: It just depends on how you measure price \u2013 by calorie or portion size."}
| 2 |
unscramble_188827
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This means that if f denotes any physical observable and l denotes the coupling constant, then (The expansion parameter a introduced earlier corresponds to l).
*2*: This explains the strong coupling behavior of those three theories. | Contents | Resolving Contradictions | Supersymmetry | A Brief History of Superstings | | Basic Ideas of Superstring Theory | Superstring Revolution, part deux |
*3*: S duality relates the type I theory to the HO theory and the IIB theory to itself.
*4*: This duality, whose recognition was the first step in the current revolution, generalizes the electric-magnetic symmetry of Maxwell theory.
*5*: Suppose now that a pair of theories A and B are S-dual.
*6*: Since the Dirac quantization condition implies that the basic unit of magnetic charge is inversely proportional to the unit of electric charge, their interchange amounts to an inversion of the charge (which is the coupling constant).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Suppose now that a pair of theories A and B are S-dual.\n*2*: This means that if f denotes any physical observable and l denotes the coupling constant, then (The expansion parameter a introduced earlier corresponds to l).\n*3*: This duality, whose recognition was the first step in the current revolution, generalizes the electric-magnetic symmetry of Maxwell theory.\n*4*: Since the Dirac quantization condition implies that the basic unit of magnetic charge is inversely proportional to the unit of electric charge, their interchange amounts to an inversion of the charge (which is the coupling constant).\n*5*: S duality relates the type I theory to the HO theory and the IIB theory to itself.\n*6*: This explains the strong coupling behavior of those three theories. | Contents | Resolving Contradictions | Supersymmetry | A Brief History of Superstings | | Basic Ideas of Superstring Theory | Superstring Revolution, part deux |", "scrambled": "*1*: This means that if f denotes any physical observable and l denotes the coupling constant, then (The expansion parameter a introduced earlier corresponds to l).\n*2*: This explains the strong coupling behavior of those three theories. | Contents | Resolving Contradictions | Supersymmetry | A Brief History of Superstings | | Basic Ideas of Superstring Theory | Superstring Revolution, part deux |\n*3*: S duality relates the type I theory to the HO theory and the IIB theory to itself.\n*4*: This duality, whose recognition was the first step in the current revolution, generalizes the electric-magnetic symmetry of Maxwell theory.\n*5*: Suppose now that a pair of theories A and B are S-dual.\n*6*: Since the Dirac quantization condition implies that the basic unit of magnetic charge is inversely proportional to the unit of electric charge, their interchange amounts to an inversion of the charge (which is the coupling constant)."}
| 2 |
unscramble_209270
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Perhaps this is why some consider Māori and Chinese have a spiritual bond that transcends their geographical and cultural boundaries, and why Māori appear well suited to the combat discipline of Wushu.
*2*: Findings confirm archaeological evidence that the ancestors of today’s Māori originally set out from mainland south-east Asia 6,000 years ago, moving from island to island, starting with Taiwan and arrived in New Zealand 800 to 1,000 years ago.
*3*: The Māori method of fighting is surprisingly Chinese in nature, utilising meridian theories and exercise through partner training, set-drills, and harsh tests of spirit.
*4*: There is a warrior inside us all Māori Warrior - Shaolin Monk A 'living genetic map' of ancient Māori migration routes has been uncovered through research that compared the DNA of people from Asia across the Pacific Ocean and New Zealand [Masters student Adele Whyte, the Tuapapa Putaiao Māori Fellow at Victoria University in Wellington, and her supervisor Professor Geoff Chambers].
*5*: Much like other elite warrior castes, only the hardiest and most courageous Māori and Shaolin became true warriors.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 a warrior inside us all M\u0101ori Warrior - Shaolin Monk A 'living genetic map' of ancient M\u0101ori migration routes has been uncovered through research that compared the DNA of people from Asia across the Pacific Ocean and New Zealand [Masters student Adele Whyte, the Tuapapa Putaiao M\u0101ori Fellow at Victoria University in Wellington, and her supervisor Professor Geoff Chambers].\n*2*: Findings confirm archaeological evidence that the ancestors of today\u2019s M\u0101ori originally set out from mainland south-east Asia 6,000 years ago, moving from island to island, starting with Taiwan and arrived in New Zealand 800 to 1,000 years ago.\n*3*: Perhaps this is why some consider M\u0101ori and Chinese have a spiritual bond that transcends their geographical and cultural boundaries, and why M\u0101ori appear well suited to the combat discipline of Wushu.\n*4*: The M\u0101ori method of fighting is surprisingly Chinese in nature, utilising meridian theories and exercise through partner training, set-drills, and harsh tests of spirit.\n*5*: Much like other elite warrior castes, only the hardiest and most courageous M\u0101ori and Shaolin became true warriors.", "scrambled": "*1*: Perhaps this is why some consider M\u0101ori and Chinese have a spiritual bond that transcends their geographical and cultural boundaries, and why M\u0101ori appear well suited to the combat discipline of Wushu.\n*2*: Findings confirm archaeological evidence that the ancestors of today\u2019s M\u0101ori originally set out from mainland south-east Asia 6,000 years ago, moving from island to island, starting with Taiwan and arrived in New Zealand 800 to 1,000 years ago.\n*3*: The M\u0101ori method of fighting is surprisingly Chinese in nature, utilising meridian theories and exercise through partner training, set-drills, and harsh tests of spirit.\n*4*: There is a warrior inside us all M\u0101ori Warrior - Shaolin Monk A 'living genetic map' of ancient M\u0101ori migration routes has been uncovered through research that compared the DNA of people from Asia across the Pacific Ocean and New Zealand [Masters student Adele Whyte, the Tuapapa Putaiao M\u0101ori Fellow at Victoria University in Wellington, and her supervisor Professor Geoff Chambers].\n*5*: Much like other elite warrior castes, only the hardiest and most courageous M\u0101ori and Shaolin became true warriors."}
| 2 |
unscramble_247575
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The concern may arise due to something as simple as a feeling of self-consciousness about prominent ears to something as serious as psychological issues from teasing or bullying.
*2*: Similarly, patients with ear lobe defects either from trauma or previous piercings can have concerns related to the appearance of the ears.
*3*: The end result is a prominence of the ear that can be a significant source of concern for children and adults, alike.
*4*: Developmental deformities of the ear are common and may be the result of excess cartilage, improver folding, or a combination of the two.
*5*: Dr. Ward has expertise with both techniques and will choose the procedure that provides the patient with the best possible experience for otoplasty or ear pinning.
*6*: Correction of prominent ears is a safe and simple procedure that can restore confidence and allow the individual to lead a normal life.
*7*: Otoplasty or ear pinning can be performed with or without incisions.
*8*: The ear is a structure with intricate shapes and folds.
*9*: Similarly, the exact procedure that might be necessary for ear lobe repair depends on the individual.
*10*: These concerns might lead to difficulty obtaining employment or socially.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 ear is a structure with intricate shapes and folds.\n*2*: Developmental deformities of the ear are common and may be the result of excess cartilage, improver folding, or a combination of the two.\n*3*: The end result is a prominence of the ear that can be a significant source of concern for children and adults, alike.\n*4*: The concern may arise due to something as simple as a feeling of self-consciousness about prominent ears to something as serious as psychological issues from teasing or bullying.\n*5*: Correction of prominent ears is a safe and simple procedure that can restore confidence and allow the individual to lead a normal life.\n*6*: Similarly, patients with ear lobe defects either from trauma or previous piercings can have concerns related to the appearance of the ears.\n*7*: These concerns might lead to difficulty obtaining employment or socially.\n*8*: Otoplasty or ear pinning can be performed with or without incisions.\n*9*: Dr. Ward has expertise with both techniques and will choose the procedure that provides the patient with the best possible experience for otoplasty or ear pinning.\n*10*: Similarly, the exact procedure that might be necessary for ear lobe repair depends on the individual.", "scrambled": "*1*: The concern may arise due to something as simple as a feeling of self-consciousness about prominent ears to something as serious as psychological issues from teasing or bullying.\n*2*: Similarly, patients with ear lobe defects either from trauma or previous piercings can have concerns related to the appearance of the ears.\n*3*: The end result is a prominence of the ear that can be a significant source of concern for children and adults, alike.\n*4*: Developmental deformities of the ear are common and may be the result of excess cartilage, improver folding, or a combination of the two.\n*5*: Dr. Ward has expertise with both techniques and will choose the procedure that provides the patient with the best possible experience for otoplasty or ear pinning.\n*6*: Correction of prominent ears is a safe and simple procedure that can restore confidence and allow the individual to lead a normal life.\n*7*: Otoplasty or ear pinning can be performed with or without incisions.\n*8*: The ear is a structure with intricate shapes and folds.\n*9*: Similarly, the exact procedure that might be necessary for ear lobe repair depends on the individual.\n*10*: These concerns might lead to difficulty obtaining employment or socially."}
| 2 |
unscramble_17998
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In the American West, a branding iron consisted of an iron rod with a seal-like mark which ranchers heated in a fire.
*2*: It entailed burning a mark on livestock using a hot iron.
*3*: Branding of livestock was a common practice to indicate ownership.
*4*: Most cows were branded on the left hip.
*5*: The unique mark meant that the cow could then graze freely among other cattle on the free-range of the American West.
*6*: Rustlers who were good at altering brands after pilfering the cows were known as "brand artists".
*7*: Drovers could then separate the cattle at round-up time for driving to market.
*8*: After the branding iron turned red-hot, the rancher pressed the seal-like marker against the hide of the cow.
*9*: These customs of the American West evolved from the practices of the vaqueros (a Spanish term for "cowboy")..
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Branding of livestock was a common practice to indicate ownership.\n*2*: It entailed burning a mark on livestock using a hot iron.\n*3*: Most cows were branded on the left hip.\n*4*: Rustlers who were good at altering brands after pilfering the cows were known as \"brand artists\".\n*5*: In the American West, a branding iron consisted of an iron rod with a seal-like mark which ranchers heated in a fire.\n*6*: After the branding iron turned red-hot, the rancher pressed the seal-like marker against the hide of the cow.\n*7*: The unique mark meant that the cow could then graze freely among other cattle on the free-range of the American West.\n*8*: Drovers could then separate the cattle at round-up time for driving to market.\n*9*: These customs of the American West evolved from the practices of the vaqueros (a Spanish term for \"cowboy\")..", "scrambled": "*1*: In the American West, a branding iron consisted of an iron rod with a seal-like mark which ranchers heated in a fire.\n*2*: It entailed burning a mark on livestock using a hot iron.\n*3*: Branding of livestock was a common practice to indicate ownership.\n*4*: Most cows were branded on the left hip.\n*5*: The unique mark meant that the cow could then graze freely among other cattle on the free-range of the American West.\n*6*: Rustlers who were good at altering brands after pilfering the cows were known as \"brand artists\".\n*7*: Drovers could then separate the cattle at round-up time for driving to market.\n*8*: After the branding iron turned red-hot, the rancher pressed the seal-like marker against the hide of the cow.\n*9*: These customs of the American West evolved from the practices of the vaqueros (a Spanish term for \"cowboy\").."}
| 2 |
unscramble_16702
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Let M be mass at any time t M(t)' = -(at2)/2 + c Solving gives M = m0 - (at2)/2 After this I'm not sure how to use the forces.
*2*: Can someone help with the next steps please?
*3*: Newtonian mechanics - mass of rocket A rocket having initial mass m0 kg is launched vertically from the ground. the rocket expels gas at a constant rate of a kg/s and at a constant velocity b m/s relative to the rocket.
*4*: Thanks.
*5*: Assuming that air resistance is proportional to the rocket velocity v(t) with prop. constant k, find the velocity of the rocket at t=6s, and after the mass mg kg of gas is used up.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Newtonian mechanics - mass of rocket A rocket having initial mass m0 kg is launched vertically from the ground. the rocket expels gas at a constant rate of a kg/s and at a constant velocity b m/s relative to the rocket.\n*2*: Assuming that air resistance is proportional to the rocket velocity v(t) with prop. constant k, find the velocity of the rocket at t=6s, and after the mass mg kg of gas is used up.\n*3*: Let M be mass at any time t M(t)' = -(at2)/2 + c Solving gives M = m0 - (at2)/2 After this I'm not sure how to use the forces.\n*4*: Can someone help with the next steps please?\n*5*: Thanks.", "scrambled": "*1*: Let M be mass at any time t M(t)' = -(at2)/2 + c Solving gives M = m0 - (at2)/2 After this I'm not sure how to use the forces.\n*2*: Can someone help with the next steps please?\n*3*: Newtonian mechanics - mass of rocket A rocket having initial mass m0 kg is launched vertically from the ground. the rocket expels gas at a constant rate of a kg/s and at a constant velocity b m/s relative to the rocket.\n*4*: Thanks.\n*5*: Assuming that air resistance is proportional to the rocket velocity v(t) with prop. constant k, find the velocity of the rocket at t=6s, and after the mass mg kg of gas is used up."}
| 2 |
unscramble_76535
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: THe training was organized by the SEC and provided by trainers from the Victorian Department of Education and Early Childhood Development.
*2*: The program focused on a set of highly effective practical strategies for female teachers to use in managing a boys only environmnet of learning and teaching.
*3*: Student Teachers Pearl Get flash to fully experience Pearltrees Teaching Copyright Handouts and Support Documents Books Strategies Lessons Discussion Groups Books Printouts Videos Classroom Management Bulletin Boards from Amazon.com Paid Products Since classroom management is one of the toughest aspects of first-year teaching, this installment of "Been There, Done That" asks seasoned pros to think back on the challenges they encountered early on and how they handled them.
*4*: By Emily Jackman Age Range: 5 to 11 A training program titled during the month of April.
*5*: You can use their insights and ideas to help you resolve behavior issues that pop up in your own classroom from time to time.
*6*: Here are eleven techniques that you can use in your classroom that will help you achieve effective group management and control.
*7*: Strategies for Good Classroom Management My biceps don’t bulge and my hair is blond.
*8*: When you think back to your first year of teaching, what was one of your most difficult challenges and how did you handle it?
*9*: Intimidation is not my weapon.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Student Teachers Pearl Get flash to fully experience Pearltrees Teaching Copyright Handouts and Support Documents Books Strategies Lessons Discussion Groups Books Printouts Videos Classroom Management Bulletin Boards from Amazon.com Paid Products Since classroom management is one of the toughest aspects of first-year teaching, this installment of \"Been There, Done That\" asks seasoned pros to think back on the challenges they encountered early on and how they handled them.\n*2*: You can use their insights and ideas to help you resolve behavior issues that pop up in your own classroom from time to time.\n*3*: When you think back to your first year of teaching, what was one of your most difficult challenges and how did you handle it?\n*4*: By Emily Jackman Age Range: 5 to 11 A training program titled during the month of April.\n*5*: THe training was organized by the SEC and provided by trainers from the Victorian Department of Education and Early Childhood Development.\n*6*: The program focused on a set of highly effective practical strategies for female teachers to use in managing a boys only environmnet of learning and teaching.\n*7*: Here are eleven techniques that you can use in your classroom that will help you achieve effective group management and control.\n*8*: Strategies for Good Classroom Management My biceps don\u2019t bulge and my hair is blond.\n*9*: Intimidation is not my weapon.", "scrambled": "*1*: THe training was organized by the SEC and provided by trainers from the Victorian Department of Education and Early Childhood Development.\n*2*: The program focused on a set of highly effective practical strategies for female teachers to use in managing a boys only environmnet of learning and teaching.\n*3*: Student Teachers Pearl Get flash to fully experience Pearltrees Teaching Copyright Handouts and Support Documents Books Strategies Lessons Discussion Groups Books Printouts Videos Classroom Management Bulletin Boards from Amazon.com Paid Products Since classroom management is one of the toughest aspects of first-year teaching, this installment of \"Been There, Done That\" asks seasoned pros to think back on the challenges they encountered early on and how they handled them.\n*4*: By Emily Jackman Age Range: 5 to 11 A training program titled during the month of April.\n*5*: You can use their insights and ideas to help you resolve behavior issues that pop up in your own classroom from time to time.\n*6*: Here are eleven techniques that you can use in your classroom that will help you achieve effective group management and control.\n*7*: Strategies for Good Classroom Management My biceps don\u2019t bulge and my hair is blond.\n*8*: When you think back to your first year of teaching, what was one of your most difficult challenges and how did you handle it?\n*9*: Intimidation is not my weapon."}
| 2 |
unscramble_10943
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The discovery represents a 90% size reduction compared with today's techniques, and an advancement that could boost computer storage capacity. 'Instead of making a chip that stores 20 gigabytes, you have one that can handle one terabyte, or 50 times more data,' said the team's leader, Jagdish 'Jay' Narayan, director of the National Science Foundation Center for Advanced Materials and Smart Structures at the university."
*2*: CWmike writes "Engineers from North Carolina State University have created a new fingernail-size chip that can hold 1 trillion bytes (a terabyte) of data.
*3*: They said their nanostructured Ni-MgO system can store up to 20 high-definition DVDs or 250 million pages of text, 'far exceeding the storage capacities of today's computer memory systems.' Using the process of selective doping, in which an impurity is added to a material whose properties consequently change, the engineers worked at nanoscale and added metal nickel to magnesium oxide, a ceramic.
*4*: The resulting material contained clusters of nickel atoms no bigger than 10 square nanometers — a pinhead has a diameter of 1 million nanometers.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: CWmike writes \"Engineers from North Carolina State University have created a new fingernail-size chip that can hold 1 trillion bytes (a terabyte) of data.\n*2*: They said their nanostructured Ni-MgO system can store up to 20 high-definition DVDs or 250 million pages of text, 'far exceeding the storage capacities of today's computer memory systems.' Using the process of selective doping, in which an impurity is added to a material whose properties consequently change, the engineers worked at nanoscale and added metal nickel to magnesium oxide, a ceramic.\n*3*: The resulting material contained clusters of nickel atoms no bigger than 10 square nanometers \u2014 a pinhead has a diameter of 1 million nanometers.\n*4*: The discovery represents a 90% size reduction compared with today's techniques, and an advancement that could boost computer storage capacity. 'Instead of making a chip that stores 20 gigabytes, you have one that can handle one terabyte, or 50 times more data,' said the team's leader, Jagdish 'Jay' Narayan, director of the National Science Foundation Center for Advanced Materials and Smart Structures at the university.\"", "scrambled": "*1*: The discovery represents a 90% size reduction compared with today's techniques, and an advancement that could boost computer storage capacity. 'Instead of making a chip that stores 20 gigabytes, you have one that can handle one terabyte, or 50 times more data,' said the team's leader, Jagdish 'Jay' Narayan, director of the National Science Foundation Center for Advanced Materials and Smart Structures at the university.\"\n*2*: CWmike writes \"Engineers from North Carolina State University have created a new fingernail-size chip that can hold 1 trillion bytes (a terabyte) of data.\n*3*: They said their nanostructured Ni-MgO system can store up to 20 high-definition DVDs or 250 million pages of text, 'far exceeding the storage capacities of today's computer memory systems.' Using the process of selective doping, in which an impurity is added to a material whose properties consequently change, the engineers worked at nanoscale and added metal nickel to magnesium oxide, a ceramic.\n*4*: The resulting material contained clusters of nickel atoms no bigger than 10 square nanometers \u2014 a pinhead has a diameter of 1 million nanometers."}
| 2 |
unscramble_20565
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Lectures / 23/11/2009 7:30 pmPerception?
*2*: How can they make themselves understood?
*3*: The situation gets complicated if many individuals belonging to different frog species pursue the business of reproduction in one pond at the same time.
*4*: Evolution, Anatomie, Physiologie, Ökologie und Verbreitung, Verhalten, Bedrohung und Gefährdung, Augsburg 1998.
*5*: Why some frogs croak and others don’t Male frogs have a knack of making the kind of noise that assures them attention.
*6*: Given their inventiveness it is not surprising that frogs have found ways and means in the course of evolution to solve all problems of reproduction and communication in a style that invites a comparison with human ingenuity.
*7*: In his lecture Walter Hödl will present the latest insights into acoustic and visual amphibian signalling in the light of his current research in Austria and in different parts of the tropics (Amazonia, Tanzania and Borneo). - Robert Hofrichter (Hg.), Amphibien.
*8*: How do frogs keep a conversation going?
*9*: With a range of different sounds they attract the mute females and keep other males at bay.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Lectures / 23/11/2009 7:30 pmPerception?\n*2*: How do frogs keep a conversation going?\n*3*: Why some frogs croak and others don\u2019t Male frogs have a knack of making the kind of noise that assures them attention.\n*4*: With a range of different sounds they attract the mute females and keep other males at bay.\n*5*: The situation gets complicated if many individuals belonging to different frog species pursue the business of reproduction in one pond at the same time.\n*6*: How can they make themselves understood?\n*7*: Given their inventiveness it is not surprising that frogs have found ways and means in the course of evolution to solve all problems of reproduction and communication in a style that invites a comparison with human ingenuity.\n*8*: In his lecture Walter H\u00f6dl will present the latest insights into acoustic and visual amphibian signalling in the light of his current research in Austria and in different parts of the tropics (Amazonia, Tanzania and Borneo). - Robert Hofrichter (Hg.), Amphibien.\n*9*: Evolution, Anatomie, Physiologie, \u00d6kologie und Verbreitung, Verhalten, Bedrohung und Gef\u00e4hrdung, Augsburg 1998.", "scrambled": "*1*: Lectures / 23/11/2009 7:30 pmPerception?\n*2*: How can they make themselves understood?\n*3*: The situation gets complicated if many individuals belonging to different frog species pursue the business of reproduction in one pond at the same time.\n*4*: Evolution, Anatomie, Physiologie, \u00d6kologie und Verbreitung, Verhalten, Bedrohung und Gef\u00e4hrdung, Augsburg 1998.\n*5*: Why some frogs croak and others don\u2019t Male frogs have a knack of making the kind of noise that assures them attention.\n*6*: Given their inventiveness it is not surprising that frogs have found ways and means in the course of evolution to solve all problems of reproduction and communication in a style that invites a comparison with human ingenuity.\n*7*: In his lecture Walter H\u00f6dl will present the latest insights into acoustic and visual amphibian signalling in the light of his current research in Austria and in different parts of the tropics (Amazonia, Tanzania and Borneo). - Robert Hofrichter (Hg.), Amphibien.\n*8*: How do frogs keep a conversation going?\n*9*: With a range of different sounds they attract the mute females and keep other males at bay."}
| 2 |
unscramble_38029
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The objectives of this mission are to develop a robust methodology for detection of submerged oil, and to then use that technology to detect if there is oil entering the coastal zone and to run baseline transects from the spill site toward the west.
*2*: Beginning June 3, Thomas Jefferson began a new research mission.
*3*: On June 2, Dr. Jane Lubchenco, NOAA Administrator, briefed reporters on the June research mission being undertaken by the Thomas Jefferson.
*4*: She was joined by Cmdr.
*5*: Listen to audio of the briefing here.
*6*: Shepard Smith, commanding officer of the Thomas Jefferson, and Dr. Larry Mayer, professor and director of the University of New Hampshire's Center for Coastal and Ocean Mapping.
*7*: For information about the response effort, visit http://www.restorethegulf.gov.
*8*: In May, NOAA’s Office of Coast Survey released the NOAA Ship Thomas Jefferson from her planned hydrographic survey assignments, to enable timely scientific missions near the BP Deepwater Horizon oil spill.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 May, NOAA\u2019s Office of Coast Survey released the NOAA Ship Thomas Jefferson from her planned hydrographic survey assignments, to enable timely scientific missions near the BP Deepwater Horizon oil spill.\n*2*: Beginning June 3, Thomas Jefferson began a new research mission.\n*3*: The objectives of this mission are to develop a robust methodology for detection of submerged oil, and to then use that technology to detect if there is oil entering the coastal zone and to run baseline transects from the spill site toward the west.\n*4*: On June 2, Dr. Jane Lubchenco, NOAA Administrator, briefed reporters on the June research mission being undertaken by the Thomas Jefferson.\n*5*: She was joined by Cmdr.\n*6*: Shepard Smith, commanding officer of the Thomas Jefferson, and Dr. Larry Mayer, professor and director of the University of New Hampshire's Center for Coastal and Ocean Mapping.\n*7*: Listen to audio of the briefing here.\n*8*: For information about the response effort, visit http://www.restorethegulf.gov.", "scrambled": "*1*: The objectives of this mission are to develop a robust methodology for detection of submerged oil, and to then use that technology to detect if there is oil entering the coastal zone and to run baseline transects from the spill site toward the west.\n*2*: Beginning June 3, Thomas Jefferson began a new research mission.\n*3*: On June 2, Dr. Jane Lubchenco, NOAA Administrator, briefed reporters on the June research mission being undertaken by the Thomas Jefferson.\n*4*: She was joined by Cmdr.\n*5*: Listen to audio of the briefing here.\n*6*: Shepard Smith, commanding officer of the Thomas Jefferson, and Dr. Larry Mayer, professor and director of the University of New Hampshire's Center for Coastal and Ocean Mapping.\n*7*: For information about the response effort, visit http://www.restorethegulf.gov.\n*8*: In May, NOAA\u2019s Office of Coast Survey released the NOAA Ship Thomas Jefferson from her planned hydrographic survey assignments, to enable timely scientific missions near the BP Deepwater Horizon oil spill."}
| 2 |
unscramble_140093
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The recipe can be used to prevent entanglement and to help achieve the nanotube arrangement and orientation associated with a desired set of properties.
*2*: The networks also showed behavior reminiscent of more conventional materials that align spontaneously under the forces of Brownian motion--the random motion of particles in a fluid famously described mathematically by Einstein.
*3*: Using their "phase diagram of sticky nanotube suspensions," other researchers can estimate the order that will result when applying a certain amount of force when mixing a polymer fluid with a particular concentration of nanotubes.
*4*: In an elegantly simple result, NIST researchers Erik Hobbie and Dan Fry found that networks of carbon nanotubes respond predictably to externally applied force.
*5*: The response was so predictable that the scientists mapped out the relationship in the form of a phase diagram, the materials science equivalent of a recipe.
*6*: This is a recipe for better nanotube/polymer composites.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 an elegantly simple result, NIST researchers Erik Hobbie and Dan Fry found that networks of carbon nanotubes respond predictably to externally applied force.\n*2*: The networks also showed behavior reminiscent of more conventional materials that align spontaneously under the forces of Brownian motion--the random motion of particles in a fluid famously described mathematically by Einstein.\n*3*: The response was so predictable that the scientists mapped out the relationship in the form of a phase diagram, the materials science equivalent of a recipe.\n*4*: Using their \"phase diagram of sticky nanotube suspensions,\" other researchers can estimate the order that will result when applying a certain amount of force when mixing a polymer fluid with a particular concentration of nanotubes.\n*5*: The recipe can be used to prevent entanglement and to help achieve the nanotube arrangement and orientation associated with a desired set of properties.\n*6*: This is a recipe for better nanotube/polymer composites.", "scrambled": "*1*: The recipe can be used to prevent entanglement and to help achieve the nanotube arrangement and orientation associated with a desired set of properties.\n*2*: The networks also showed behavior reminiscent of more conventional materials that align spontaneously under the forces of Brownian motion--the random motion of particles in a fluid famously described mathematically by Einstein.\n*3*: Using their \"phase diagram of sticky nanotube suspensions,\" other researchers can estimate the order that will result when applying a certain amount of force when mixing a polymer fluid with a particular concentration of nanotubes.\n*4*: In an elegantly simple result, NIST researchers Erik Hobbie and Dan Fry found that networks of carbon nanotubes respond predictably to externally applied force.\n*5*: The response was so predictable that the scientists mapped out the relationship in the form of a phase diagram, the materials science equivalent of a recipe.\n*6*: This is a recipe for better nanotube/polymer composites."}
| 2 |
unscramble_145224
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Philoponus' commentaries do not merely report and explain Aristotle and the other thinkers whom Aristotle is discussing.
*2*: They are also the philosophical work of an independent thinker in the Neoplatonic tradition.
*3*: In the chapters discussed in this section of 'Philoponus' Physics commentary' Aristotle explores a range of questions about the basic structure of reality, the nature of prime matter, the principles of change, the relation between form and matter, and the issue of whether things can come into being out of nothing, and if so, in what sense that is true.
*4*: A number of distinctive passages of philosophical importance occur in this part of Book 1, in which we see Philoponus at work on issues in physics and cosmology, as well as logic and metaphysics. |Book:||Philoponus: On Aristotle Physics 1.4-9 (Ancient Commentators On Aristotle)| |Number of Pages:||185| Please Note - * We sell only NEW book and do NOT sell old or used books. * The book images and summary displayed may be of a different edition or binding of the same title. * Book reviews are not added by BookAdda. * Price can change due to reprinting, price change by publisher / distributor.
*5*: BookAdda (www.bookadda.com) is a premier online book store in selling books online across India at the most competitive prices.
*6*: BookAdda sells fiction, business, non fiction, literature, AIEEE, medical, engineering, computer book, etc.
*7*: Philoponus has his own, occasionally idiosyncratic, views on a number of important issues, and he sometimes disagrees with other teachers whose views he has encountered perhaps in written texts, and sometimes in oral delivery.
*8*: The books are delivered across India FREE of cost.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 chapters discussed in this section of 'Philoponus' Physics commentary' Aristotle explores a range of questions about the basic structure of reality, the nature of prime matter, the principles of change, the relation between form and matter, and the issue of whether things can come into being out of nothing, and if so, in what sense that is true.\n*2*: Philoponus' commentaries do not merely report and explain Aristotle and the other thinkers whom Aristotle is discussing.\n*3*: They are also the philosophical work of an independent thinker in the Neoplatonic tradition.\n*4*: Philoponus has his own, occasionally idiosyncratic, views on a number of important issues, and he sometimes disagrees with other teachers whose views he has encountered perhaps in written texts, and sometimes in oral delivery.\n*5*: A number of distinctive passages of philosophical importance occur in this part of Book 1, in which we see Philoponus at work on issues in physics and cosmology, as well as logic and metaphysics. |Book:||Philoponus: On Aristotle Physics 1.4-9 (Ancient Commentators On Aristotle)| |Number of Pages:||185| Please Note - * We sell only NEW book and do NOT sell old or used books. * The book images and summary displayed may be of a different edition or binding of the same title. * Book reviews are not added by BookAdda. * Price can change due to reprinting, price change by publisher / distributor.\n*6*: BookAdda (www.bookadda.com) is a premier online book store in selling books online across India at the most competitive prices.\n*7*: BookAdda sells fiction, business, non fiction, literature, AIEEE, medical, engineering, computer book, etc.\n*8*: The books are delivered across India FREE of cost.", "scrambled": "*1*: Philoponus' commentaries do not merely report and explain Aristotle and the other thinkers whom Aristotle is discussing.\n*2*: They are also the philosophical work of an independent thinker in the Neoplatonic tradition.\n*3*: In the chapters discussed in this section of 'Philoponus' Physics commentary' Aristotle explores a range of questions about the basic structure of reality, the nature of prime matter, the principles of change, the relation between form and matter, and the issue of whether things can come into being out of nothing, and if so, in what sense that is true.\n*4*: A number of distinctive passages of philosophical importance occur in this part of Book 1, in which we see Philoponus at work on issues in physics and cosmology, as well as logic and metaphysics. |Book:||Philoponus: On Aristotle Physics 1.4-9 (Ancient Commentators On Aristotle)| |Number of Pages:||185| Please Note - * We sell only NEW book and do NOT sell old or used books. * The book images and summary displayed may be of a different edition or binding of the same title. * Book reviews are not added by BookAdda. * Price can change due to reprinting, price change by publisher / distributor.\n*5*: BookAdda (www.bookadda.com) is a premier online book store in selling books online across India at the most competitive prices.\n*6*: BookAdda sells fiction, business, non fiction, literature, AIEEE, medical, engineering, computer book, etc.\n*7*: Philoponus has his own, occasionally idiosyncratic, views on a number of important issues, and he sometimes disagrees with other teachers whose views he has encountered perhaps in written texts, and sometimes in oral delivery.\n*8*: The books are delivered across India FREE of cost."}
| 2 |
unscramble_202159
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: They can be pure excitement and adrenaline and hundreds of thousands set off for destinations around the world for day, week, and month long trips.
*2*: Armed with their own gear and tools, or just a rental, they make their way off road to places where cars just can’t reach and across distances that can’t be covered by foot.
*3*: In countries such as Vietnam bikes seemingly outnumber people, while in the Netherlands bike lanes are found on every city street.
*4*: With much of the world unable to afford a car and oil growing more and more scarce, the bicycle is a way of life for many cultures.
*5*: Introduction to Biking/Cycling Self-propelled vehicles are perhaps the most important form of transportation in the world today.
*6*: Bikes are not only necessities though.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Introduction to Biking/Cycling Self-propelled vehicles are perhaps the most important form of transportation in the world today.\n*2*: With much of the world unable to afford a car and oil growing more and more scarce, the bicycle is a way of life for many cultures.\n*3*: In countries such as Vietnam bikes seemingly outnumber people, while in the Netherlands bike lanes are found on every city street.\n*4*: Bikes are not only necessities though.\n*5*: They can be pure excitement and adrenaline and hundreds of thousands set off for destinations around the world for day, week, and month long trips.\n*6*: Armed with their own gear and tools, or just a rental, they make their way off road to places where cars just can\u2019t reach and across distances that can\u2019t be covered by foot.", "scrambled": "*1*: They can be pure excitement and adrenaline and hundreds of thousands set off for destinations around the world for day, week, and month long trips.\n*2*: Armed with their own gear and tools, or just a rental, they make their way off road to places where cars just can\u2019t reach and across distances that can\u2019t be covered by foot.\n*3*: In countries such as Vietnam bikes seemingly outnumber people, while in the Netherlands bike lanes are found on every city street.\n*4*: With much of the world unable to afford a car and oil growing more and more scarce, the bicycle is a way of life for many cultures.\n*5*: Introduction to Biking/Cycling Self-propelled vehicles are perhaps the most important form of transportation in the world today.\n*6*: Bikes are not only necessities though."}
| 2 |
unscramble_142438
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Teach them simple lessons to undergird the importance of respect: 1) Look people in the eyes when you speak to them 2) The universe doesn’t revolve around you 3) Express thanks with a grateful heart 4) Dive in and serve 5) Respond with obedience the first time you’re asked 6) Treat your mother with respect and honor Make Some Memories with Your Kids »
*2*: Your children will push back.
*3*: Teaching them respect begins in the early years, and it must be reinforced by both parents.
*4*: Part of the growing-up process is to test boundaries: to see how much you can get away with; to see where the lines are drawn.
*5*: You need to be clear about what’s expected of 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*: Part of the growing-up process is to test boundaries: to see how much you can get away with; to see where the lines are drawn.\n*2*: Your children will push back.\n*3*: You need to be clear about what\u2019s expected of them.\n*4*: Teaching them respect begins in the early years, and it must be reinforced by both parents.\n*5*: Teach them simple lessons to undergird the importance of respect: 1) Look people in the eyes when you speak to them 2) The universe doesn\u2019t revolve around you 3) Express thanks with a grateful heart 4) Dive in and serve 5) Respond with obedience the first time you\u2019re asked 6) Treat your mother with respect and honor Make Some Memories with Your Kids \u00bb", "scrambled": "*1*: Teach them simple lessons to undergird the importance of respect: 1) Look people in the eyes when you speak to them 2) The universe doesn\u2019t revolve around you 3) Express thanks with a grateful heart 4) Dive in and serve 5) Respond with obedience the first time you\u2019re asked 6) Treat your mother with respect and honor Make Some Memories with Your Kids \u00bb\n*2*: Your children will push back.\n*3*: Teaching them respect begins in the early years, and it must be reinforced by both parents.\n*4*: Part of the growing-up process is to test boundaries: to see how much you can get away with; to see where the lines are drawn.\n*5*: You need to be clear about what\u2019s expected of them."}
| 2 |
unscramble_248782
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: One of the mysteries of the English language finally explained.
*2*: Brigids Parish Church.’ - ‘People there were asked, during Ash Wednesday services, to remember those less fortunate than they.’ - ‘The ashes of Ash Wednesday represent God's eternal claim on our lives.’ - ‘On Ash Wednesday, Jesus' words send the message that believers can strive for things not of dust and ashes.’ - ‘On the days prior to Ash Wednesday, women and girls made small bags into which ashes or small stones or pebbles were placed.’ - ‘Next Wednesday is Ash Wednesday, a day I always remember fondly.’ - ‘That quote forms part of the invitation for people to observe Lent, taken from the Ash Wednesday service.’ - ‘On Ash Wednesday, he wants to ‘part the waters’ of our routine lives so that we might find God and be drawn closer to him by his grace.’ - ‘I was also adamantly opposed to seeing the movie on opening day, Ash Wednesday.’ - ‘Parishioners are reminded that Ash Wednesday is a day of fast and abstinence.’ - ‘Going to church on Ash Wednesday will not wash away our sins.’ - ‘Traditionally, Ash Wednesday has been a time to make Lenten commitments.’ - ‘Having answered the call to repentance on Ash Wednesday, we begin the Lenten journey with this dramatic set of readings.’ - ‘On Ash Wednesday, the faithful seeks repentance for whatever sins he may have committed as he prepares himself for the season of Lent.’ - ‘On the morning of Ash Wednesday, they will celebrate mass in the local parish church in Enniscrone.’ - ‘The annual Carnival celebration is held in the town of Castries right before Shrove Tuesday and Ash Wednesday.’ - ‘My wife and I attended a noon Ash Wednesday service of communion and imposition of ashes.’ - ‘After Ash Wednesday services, our foreheads were clean as soon as we got home.’ - ‘Extra chairs had to be set up on Ash Wednesday, similar to Christmas and Easter.’ - ‘The Ash Wednesday service last night was really beautiful and powerful.’ From the custom of marking the foreheads of penitents with ashes on that day.
*3*: The first day of Lent in the Western Christian Church, marked by services of penitence. - ‘Large congregations attended the services on Ash Wednesday in St.
*4*: Top tips for CV writingRead more In this article we explore how to impress employers with a spot-on CV.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: One of the mysteries of the English language finally explained.\n*2*: The first day of Lent in the Western Christian Church, marked by services of penitence. - \u2018Large congregations attended the services on Ash Wednesday in St.\n*3*: Brigids Parish Church.\u2019 - \u2018People there were asked, during Ash Wednesday services, to remember those less fortunate than they.\u2019 - \u2018The ashes of Ash Wednesday represent God's eternal claim on our lives.\u2019 - \u2018On Ash Wednesday, Jesus' words send the message that believers can strive for things not of dust and ashes.\u2019 - \u2018On the days prior to Ash Wednesday, women and girls made small bags into which ashes or small stones or pebbles were placed.\u2019 - \u2018Next Wednesday is Ash Wednesday, a day I always remember fondly.\u2019 - \u2018That quote forms part of the invitation for people to observe Lent, taken from the Ash Wednesday service.\u2019 - \u2018On Ash Wednesday, he wants to \u2018part the waters\u2019 of our routine lives so that we might find God and be drawn closer to him by his grace.\u2019 - \u2018I was also adamantly opposed to seeing the movie on opening day, Ash Wednesday.\u2019 - \u2018Parishioners are reminded that Ash Wednesday is a day of fast and abstinence.\u2019 - \u2018Going to church on Ash Wednesday will not wash away our sins.\u2019 - \u2018Traditionally, Ash Wednesday has been a time to make Lenten commitments.\u2019 - \u2018Having answered the call to repentance on Ash Wednesday, we begin the Lenten journey with this dramatic set of readings.\u2019 - \u2018On Ash Wednesday, the faithful seeks repentance for whatever sins he may have committed as he prepares himself for the season of Lent.\u2019 - \u2018On the morning of Ash Wednesday, they will celebrate mass in the local parish church in Enniscrone.\u2019 - \u2018The annual Carnival celebration is held in the town of Castries right before Shrove Tuesday and Ash Wednesday.\u2019 - \u2018My wife and I attended a noon Ash Wednesday service of communion and imposition of ashes.\u2019 - \u2018After Ash Wednesday services, our foreheads were clean as soon as we got home.\u2019 - \u2018Extra chairs had to be set up on Ash Wednesday, similar to Christmas and Easter.\u2019 - \u2018The Ash Wednesday service last night was really beautiful and powerful.\u2019 From the custom of marking the foreheads of penitents with ashes on that day.\n*4*: Top tips for CV writingRead more In this article we explore how to impress employers with a spot-on CV.", "scrambled": "*1*: One of the mysteries of the English language finally explained.\n*2*: Brigids Parish Church.\u2019 - \u2018People there were asked, during Ash Wednesday services, to remember those less fortunate than they.\u2019 - \u2018The ashes of Ash Wednesday represent God's eternal claim on our lives.\u2019 - \u2018On Ash Wednesday, Jesus' words send the message that believers can strive for things not of dust and ashes.\u2019 - \u2018On the days prior to Ash Wednesday, women and girls made small bags into which ashes or small stones or pebbles were placed.\u2019 - \u2018Next Wednesday is Ash Wednesday, a day I always remember fondly.\u2019 - \u2018That quote forms part of the invitation for people to observe Lent, taken from the Ash Wednesday service.\u2019 - \u2018On Ash Wednesday, he wants to \u2018part the waters\u2019 of our routine lives so that we might find God and be drawn closer to him by his grace.\u2019 - \u2018I was also adamantly opposed to seeing the movie on opening day, Ash Wednesday.\u2019 - \u2018Parishioners are reminded that Ash Wednesday is a day of fast and abstinence.\u2019 - \u2018Going to church on Ash Wednesday will not wash away our sins.\u2019 - \u2018Traditionally, Ash Wednesday has been a time to make Lenten commitments.\u2019 - \u2018Having answered the call to repentance on Ash Wednesday, we begin the Lenten journey with this dramatic set of readings.\u2019 - \u2018On Ash Wednesday, the faithful seeks repentance for whatever sins he may have committed as he prepares himself for the season of Lent.\u2019 - \u2018On the morning of Ash Wednesday, they will celebrate mass in the local parish church in Enniscrone.\u2019 - \u2018The annual Carnival celebration is held in the town of Castries right before Shrove Tuesday and Ash Wednesday.\u2019 - \u2018My wife and I attended a noon Ash Wednesday service of communion and imposition of ashes.\u2019 - \u2018After Ash Wednesday services, our foreheads were clean as soon as we got home.\u2019 - \u2018Extra chairs had to be set up on Ash Wednesday, similar to Christmas and Easter.\u2019 - \u2018The Ash Wednesday service last night was really beautiful and powerful.\u2019 From the custom of marking the foreheads of penitents with ashes on that day.\n*3*: The first day of Lent in the Western Christian Church, marked by services of penitence. - \u2018Large congregations attended the services on Ash Wednesday in St.\n*4*: Top tips for CV writingRead more In this article we explore how to impress employers with a spot-on CV."}
| 2 |
unscramble_109511
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Photo credit, NoCamels.
*2*: One Israeli, Isaac Berzin, who founded GreenFuel in the United States, gave it a try.
*3*: And a new company from Tel Aviv called Univerve is working to turn this natural substance into third-generation renewable fuel for today and the future.
*4*: High oil prices, and the fact that traditional fossil fuels such as gasoline create dangerous greenhouse gases, have sparked an international movement to create new biofuels from renewable resources.
*5*: And the Israeli company Seambiotics is creating neutraceuticals such as omega-3 from algae, but has yet to grow algae-for-fuel into a big business.
*6*: Read more at ENN Affiliate, NoCamels.
*7*: Algae Fuel Advancing in Practicality Its deserts are hot and dry, and underground aquifers in the south are brackish or saline.
*8*: By most standards the deserts in Israel don’t make prime real estate for farmers, but as far as algae are concerned —— minute plants that grow in water and on ponds as scum —— Israel's conditions are perfect.
*9*: But until now, no agency or company has been successful at making the algae farming system cost-effective.
*10*: The US Department of Energy already recognized the potential of algae as feedstock for biofuel back in the 1970s.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Algae Fuel Advancing in Practicality Its deserts are hot and dry, and underground aquifers in the south are brackish or saline.\n*2*: By most standards the deserts in Israel don\u2019t make prime real estate for farmers, but as far as algae are concerned \u2014\u2014 minute plants that grow in water and on ponds as scum \u2014\u2014 Israel's conditions are perfect.\n*3*: And a new company from Tel Aviv called Univerve is working to turn this natural substance into third-generation renewable fuel for today and the future.\n*4*: High oil prices, and the fact that traditional fossil fuels such as gasoline create dangerous greenhouse gases, have sparked an international movement to create new biofuels from renewable resources.\n*5*: The US Department of Energy already recognized the potential of algae as feedstock for biofuel back in the 1970s.\n*6*: But until now, no agency or company has been successful at making the algae farming system cost-effective.\n*7*: One Israeli, Isaac Berzin, who founded GreenFuel in the United States, gave it a try.\n*8*: And the Israeli company Seambiotics is creating neutraceuticals such as omega-3 from algae, but has yet to grow algae-for-fuel into a big business.\n*9*: Photo credit, NoCamels.\n*10*: Read more at ENN Affiliate, NoCamels.", "scrambled": "*1*: Photo credit, NoCamels.\n*2*: One Israeli, Isaac Berzin, who founded GreenFuel in the United States, gave it a try.\n*3*: And a new company from Tel Aviv called Univerve is working to turn this natural substance into third-generation renewable fuel for today and the future.\n*4*: High oil prices, and the fact that traditional fossil fuels such as gasoline create dangerous greenhouse gases, have sparked an international movement to create new biofuels from renewable resources.\n*5*: And the Israeli company Seambiotics is creating neutraceuticals such as omega-3 from algae, but has yet to grow algae-for-fuel into a big business.\n*6*: Read more at ENN Affiliate, NoCamels.\n*7*: Algae Fuel Advancing in Practicality Its deserts are hot and dry, and underground aquifers in the south are brackish or saline.\n*8*: By most standards the deserts in Israel don\u2019t make prime real estate for farmers, but as far as algae are concerned \u2014\u2014 minute plants that grow in water and on ponds as scum \u2014\u2014 Israel's conditions are perfect.\n*9*: But until now, no agency or company has been successful at making the algae farming system cost-effective.\n*10*: The US Department of Energy already recognized the potential of algae as feedstock for biofuel back in the 1970s."}
| 2 |
unscramble_118360
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: One of the most modern technologies to harness solar power is the use of photovoltaic cells, especially when solar energy needs to be converted to electricity.
*2*: The new Engino solar power sets use photovoltaic panels to drive the various models and also have hybrid functions, in-line with the latest technological trends.
*3*: Unit Product Weight: 2 lbs Features and Benefits - Solar Powered - 290 pcs. - Ages 8 & up - The set includes a 20-page booklet with building instructions for 8 models. - This set includes a 1.5V solar panel which drives a variety of models demonstrating the many different applications of solar power.
*4*: Because of global warming and climate change, Engino has designed educational products to help save the planet by reducing Carbon emissions, the gasses released from the burning of fossil fuels and petrol.
*5*: Our sun can provide free energy for all our needs, however, we need to convert it to a useful form.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Unit Product Weight: 2 lbs Features and Benefits - Solar Powered - 290 pcs. - Ages 8 & up - The set includes a 20-page booklet with building instructions for 8 models. - This set includes a 1.5V solar panel which drives a variety of models demonstrating the many different applications of solar power.\n*2*: Because of global warming and climate change, Engino has designed educational products to help save the planet by reducing Carbon emissions, the gasses released from the burning of fossil fuels and petrol.\n*3*: Our sun can provide free energy for all our needs, however, we need to convert it to a useful form.\n*4*: One of the most modern technologies to harness solar power is the use of photovoltaic cells, especially when solar energy needs to be converted to electricity.\n*5*: The new Engino solar power sets use photovoltaic panels to drive the various models and also have hybrid functions, in-line with the latest technological trends.", "scrambled": "*1*: One of the most modern technologies to harness solar power is the use of photovoltaic cells, especially when solar energy needs to be converted to electricity.\n*2*: The new Engino solar power sets use photovoltaic panels to drive the various models and also have hybrid functions, in-line with the latest technological trends.\n*3*: Unit Product Weight: 2 lbs Features and Benefits - Solar Powered - 290 pcs. - Ages 8 & up - The set includes a 20-page booklet with building instructions for 8 models. - This set includes a 1.5V solar panel which drives a variety of models demonstrating the many different applications of solar power.\n*4*: Because of global warming and climate change, Engino has designed educational products to help save the planet by reducing Carbon emissions, the gasses released from the burning of fossil fuels and petrol.\n*5*: Our sun can provide free energy for all our needs, however, we need to convert it to a useful form."}
| 2 |
unscramble_157423
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Gaea (Earth) buried her limbs but allowed her to retain the power of song.
*2*: According to the Greek writer Longus, Echo rejected the advances of the god Pan; he thereupon drove the shepherds mad, and they tore her to pieces.
*3*: EchoArticle Free Pass Echo, in Greek mythology, a mountain nymph, or oread.
*4*: Echo’s hopeless love for Narcissus, who fell in love with his own image, made her fade away until all that was left of her was her voice.
*5*: Please share what surprised you most...
*6*: Ovid’s Metamorphoses, Book III, relates that Echo offended the goddess Hera by keeping her in conversation, thus preventing her from spying on one of Zeus’ amours.
*7*: What made you want to look up "Echo"?
*8*: To punish Echo, Hera deprived her of speech, except for the ability to repeat the last words of another.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: EchoArticle Free Pass Echo, in Greek mythology, a mountain nymph, or oread.\n*2*: Ovid\u2019s Metamorphoses, Book III, relates that Echo offended the goddess Hera by keeping her in conversation, thus preventing her from spying on one of Zeus\u2019 amours.\n*3*: To punish Echo, Hera deprived her of speech, except for the ability to repeat the last words of another.\n*4*: Echo\u2019s hopeless love for Narcissus, who fell in love with his own image, made her fade away until all that was left of her was her voice.\n*5*: According to the Greek writer Longus, Echo rejected the advances of the god Pan; he thereupon drove the shepherds mad, and they tore her to pieces.\n*6*: Gaea (Earth) buried her limbs but allowed her to retain the power of song.\n*7*: What made you want to look up \"Echo\"?\n*8*: Please share what surprised you most...", "scrambled": "*1*: Gaea (Earth) buried her limbs but allowed her to retain the power of song.\n*2*: According to the Greek writer Longus, Echo rejected the advances of the god Pan; he thereupon drove the shepherds mad, and they tore her to pieces.\n*3*: EchoArticle Free Pass Echo, in Greek mythology, a mountain nymph, or oread.\n*4*: Echo\u2019s hopeless love for Narcissus, who fell in love with his own image, made her fade away until all that was left of her was her voice.\n*5*: Please share what surprised you most...\n*6*: Ovid\u2019s Metamorphoses, Book III, relates that Echo offended the goddess Hera by keeping her in conversation, thus preventing her from spying on one of Zeus\u2019 amours.\n*7*: What made you want to look up \"Echo\"?\n*8*: To punish Echo, Hera deprived her of speech, except for the ability to repeat the last words of another."}
| 2 |
unscramble_139023
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Still, “the similarities are more important than the differences in this case,” Gleeson said. “The more different sets of conditions we prepare for, the better our chances of being prepared for the unexpected at Europa.” Copyright 2010 United Press International, Inc. (UPI).
*2*: And amid debate over whether Europa might host alien life, scientists also would like to vigorously test methods that look for evidence of it. “Before we can build landers, we need to understand these environments, and the interplay of biology and chemistry under these unusual conditions,” astrobiologist Damhnait Gleeson at NASA’s Jet Propulsion Laboratory said. “Designing missions to go to Europa presents many technical challenges, from the low temperatures to the harsh radiation.” One Earth site that might mimic Europa is Lake Vostok in Antarctica.
*3*: No analog is a perfect match for Europa, Gleeson admits.
*4*: Landing and moving about on Europa, with its icy and cracked surface, could prove especially tricky, scientists say.
*5*: Just as missions to Mars were carefully field-tested in “Mars yards,” earthly terrains that duplicated areas of the red planet, researchers would like to rehearse Europa missions here first, Astrobiology Magazine reports.
*6*: Any reproduction, republication, redistribution and/or modification of any UPI content is expressly prohibited without UPI’s prior written consent.
*7*: PASADENA, Calif., Aug. 17 (UPI) — Possible future missions to explore Jupiter’s moon Europa could have dress rehearsals at Earth sites that mimic the Jovian moon, U.S. researchers say.
*8*: Similarly, Lake Vostok is located roughly 2.5 miles beneath the surface of the East Antarctic ice sheet.
*9*: Europa’s ocean probably lies beneath perhaps some 9.3 miles of ice.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: PASADENA, Calif., Aug. 17 (UPI) \u2014 Possible future missions to explore Jupiter\u2019s moon Europa could have dress rehearsals at Earth sites that mimic the Jovian moon, U.S. researchers say.\n*2*: Just as missions to Mars were carefully field-tested in \u201cMars yards,\u201d earthly terrains that duplicated areas of the red planet, researchers would like to rehearse Europa missions here first, Astrobiology Magazine reports.\n*3*: Landing and moving about on Europa, with its icy and cracked surface, could prove especially tricky, scientists say.\n*4*: And amid debate over whether Europa might host alien life, scientists also would like to vigorously test methods that look for evidence of it. \u201cBefore we can build landers, we need to understand these environments, and the interplay of biology and chemistry under these unusual conditions,\u201d astrobiologist Damhnait Gleeson at NASA\u2019s Jet Propulsion Laboratory said. \u201cDesigning missions to go to Europa presents many technical challenges, from the low temperatures to the harsh radiation.\u201d One Earth site that might mimic Europa is Lake Vostok in Antarctica.\n*5*: Europa\u2019s ocean probably lies beneath perhaps some 9.3 miles of ice.\n*6*: Similarly, Lake Vostok is located roughly 2.5 miles beneath the surface of the East Antarctic ice sheet.\n*7*: No analog is a perfect match for Europa, Gleeson admits.\n*8*: Still, \u201cthe similarities are more important than the differences in this case,\u201d Gleeson said. \u201cThe more different sets of conditions we prepare for, the better our chances of being prepared for the unexpected at Europa.\u201d Copyright 2010 United Press International, Inc. (UPI).\n*9*: Any reproduction, republication, redistribution and/or modification of any UPI content is expressly prohibited without UPI\u2019s prior written consent.", "scrambled": "*1*: Still, \u201cthe similarities are more important than the differences in this case,\u201d Gleeson said. \u201cThe more different sets of conditions we prepare for, the better our chances of being prepared for the unexpected at Europa.\u201d Copyright 2010 United Press International, Inc. (UPI).\n*2*: And amid debate over whether Europa might host alien life, scientists also would like to vigorously test methods that look for evidence of it. \u201cBefore we can build landers, we need to understand these environments, and the interplay of biology and chemistry under these unusual conditions,\u201d astrobiologist Damhnait Gleeson at NASA\u2019s Jet Propulsion Laboratory said. \u201cDesigning missions to go to Europa presents many technical challenges, from the low temperatures to the harsh radiation.\u201d One Earth site that might mimic Europa is Lake Vostok in Antarctica.\n*3*: No analog is a perfect match for Europa, Gleeson admits.\n*4*: Landing and moving about on Europa, with its icy and cracked surface, could prove especially tricky, scientists say.\n*5*: Just as missions to Mars were carefully field-tested in \u201cMars yards,\u201d earthly terrains that duplicated areas of the red planet, researchers would like to rehearse Europa missions here first, Astrobiology Magazine reports.\n*6*: Any reproduction, republication, redistribution and/or modification of any UPI content is expressly prohibited without UPI\u2019s prior written consent.\n*7*: PASADENA, Calif., Aug. 17 (UPI) \u2014 Possible future missions to explore Jupiter\u2019s moon Europa could have dress rehearsals at Earth sites that mimic the Jovian moon, U.S. researchers say.\n*8*: Similarly, Lake Vostok is located roughly 2.5 miles beneath the surface of the East Antarctic ice sheet.\n*9*: Europa\u2019s ocean probably lies beneath perhaps some 9.3 miles of ice."}
| 2 |
unscramble_52619
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Program Student Learning Outcomes: The MS in Reading program is designed to develop competent reading professionals who understand how literacy theory and research guide decisions to choose diagnostic assessments and strategies decisions in order to design appropriate instruction for all students.
*2*: Students have the opportunity to reflect on their own teaching and receive immediate feedback from the instructor so that subsequent teaching can incorporate and apply new insights, techniques, and strategies for improvement.
*3*: Learning outcomes are aligned with the 2010 International Reading Association Standards for Reading Professionals and the Florida State Competencies for Reading K-12.
*4*: They include the following: - Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. - Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. - Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. - Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. - Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. - Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.
*5*: Knowledge and understanding of the principles of reading are directly applied while working with children in a clinical setting.
*6*: The courses are designed to prepare students to teach reading and diagnose and remediate children’s reading problems K-12.
*7*: Master of Science in Reading Education The MS in Reading consists of 36 credits.
*8*: Current research and theory of literacy and how children learn to read is translated into meaningful classroom application and practice while utilizing current research and materials.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Master of Science in Reading Education The MS in Reading consists of 36 credits.\n*2*: The courses are designed to prepare students to teach reading and diagnose and remediate children\u2019s reading problems K-12.\n*3*: Current research and theory of literacy and how children learn to read is translated into meaningful classroom application and practice while utilizing current research and materials.\n*4*: Knowledge and understanding of the principles of reading are directly applied while working with children in a clinical setting.\n*5*: Students have the opportunity to reflect on their own teaching and receive immediate feedback from the instructor so that subsequent teaching can incorporate and apply new insights, techniques, and strategies for improvement.\n*6*: Program Student Learning Outcomes: The MS in Reading program is designed to develop competent reading professionals who understand how literacy theory and research guide decisions to choose diagnostic assessments and strategies decisions in order to design appropriate instruction for all students.\n*7*: Learning outcomes are aligned with the 2010 International Reading Association Standards for Reading Professionals and the Florida State Competencies for Reading K-12.\n*8*: They include the following: - Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. - Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. - Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. - Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. - Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. - Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.", "scrambled": "*1*: Program Student Learning Outcomes: The MS in Reading program is designed to develop competent reading professionals who understand how literacy theory and research guide decisions to choose diagnostic assessments and strategies decisions in order to design appropriate instruction for all students.\n*2*: Students have the opportunity to reflect on their own teaching and receive immediate feedback from the instructor so that subsequent teaching can incorporate and apply new insights, techniques, and strategies for improvement.\n*3*: Learning outcomes are aligned with the 2010 International Reading Association Standards for Reading Professionals and the Florida State Competencies for Reading K-12.\n*4*: They include the following: - Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. - Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. - Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. - Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. - Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. - Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.\n*5*: Knowledge and understanding of the principles of reading are directly applied while working with children in a clinical setting.\n*6*: The courses are designed to prepare students to teach reading and diagnose and remediate children\u2019s reading problems K-12.\n*7*: Master of Science in Reading Education The MS in Reading consists of 36 credits.\n*8*: Current research and theory of literacy and how children learn to read is translated into meaningful classroom application and practice while utilizing current research and materials."}
| 2 |
unscramble_83739
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Many adults with Down syndrome are capable of working in the community, but some require a more structured environment.
*2*: Some high school graduates with Down syndrome participate in post-secondary education.
*3*: Most children attend their neighborhood schools, some in regular classes and others in special education classes.
*4*: Down Syndrome Learning and Development It is important to remember that while children and adults with Down syndrome experience developmental delays, they also have many talents and gifts and should be given the opportunity and encouragement to develop them.
*5*: These services should include physical, speech and developmental therapies.
*6*: Early Intervention services should be provided shortly after birth.
*7*: Some children have more significant needs and require a more specialized program.
*8*: Most children with Down syndrome have mild to moderate impairments but it is important to note that they are more like other children than they are different.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Down Syndrome Learning and Development It is important to remember that while children and adults with Down syndrome experience developmental delays, they also have many talents and gifts and should be given the opportunity and encouragement to develop them.\n*2*: Most children with Down syndrome have mild to moderate impairments but it is important to note that they are more like other children than they are different.\n*3*: Early Intervention services should be provided shortly after birth.\n*4*: These services should include physical, speech and developmental therapies.\n*5*: Most children attend their neighborhood schools, some in regular classes and others in special education classes.\n*6*: Some children have more significant needs and require a more specialized program.\n*7*: Some high school graduates with Down syndrome participate in post-secondary education.\n*8*: Many adults with Down syndrome are capable of working in the community, but some require a more structured environment.", "scrambled": "*1*: Many adults with Down syndrome are capable of working in the community, but some require a more structured environment.\n*2*: Some high school graduates with Down syndrome participate in post-secondary education.\n*3*: Most children attend their neighborhood schools, some in regular classes and others in special education classes.\n*4*: Down Syndrome Learning and Development It is important to remember that while children and adults with Down syndrome experience developmental delays, they also have many talents and gifts and should be given the opportunity and encouragement to develop them.\n*5*: These services should include physical, speech and developmental therapies.\n*6*: Early Intervention services should be provided shortly after birth.\n*7*: Some children have more significant needs and require a more specialized program.\n*8*: Most children with Down syndrome have mild to moderate impairments but it is important to note that they are more like other children than they are different."}
| 2 |
unscramble_37602
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Before you open the spoiler below, I want you to think about the names "Kiki" and "Bouba." Now look at the shapes in this image and decide which one is named Kiki and which one is named Bouba.
*2*: Ramachandran, also said that this experiment shows evidence that everyone has synesthesia (connecting one sense to another, IE associating colors with sounds) to a certain degree, and this greatly contributed to the evolution of language.
*3*: This was an experiment that was given to both American English speakers and Indian Tamil speakers.
*4*: Cool, no?
*5*: In both cases, 95-98% of participants called the image on the left "Kiki" and the image on the right "Bouba." The experiment shows that the human brain extracts abstract properties from images and sounds.
*6*: The creator of this experiment, V.S.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Before you open the spoiler below, I want you to think about the names \"Kiki\" and \"Bouba.\" Now look at the shapes in this image and decide which one is named Kiki and which one is named Bouba.\n*2*: This was an experiment that was given to both American English speakers and Indian Tamil speakers.\n*3*: In both cases, 95-98% of participants called the image on the left \"Kiki\" and the image on the right \"Bouba.\" The experiment shows that the human brain extracts abstract properties from images and sounds.\n*4*: The creator of this experiment, V.S.\n*5*: Ramachandran, also said that this experiment shows evidence that everyone has synesthesia (connecting one sense to another, IE associating colors with sounds) to a certain degree, and this greatly contributed to the evolution of language.\n*6*: Cool, no?", "scrambled": "*1*: Before you open the spoiler below, I want you to think about the names \"Kiki\" and \"Bouba.\" Now look at the shapes in this image and decide which one is named Kiki and which one is named Bouba.\n*2*: Ramachandran, also said that this experiment shows evidence that everyone has synesthesia (connecting one sense to another, IE associating colors with sounds) to a certain degree, and this greatly contributed to the evolution of language.\n*3*: This was an experiment that was given to both American English speakers and Indian Tamil speakers.\n*4*: Cool, no?\n*5*: In both cases, 95-98% of participants called the image on the left \"Kiki\" and the image on the right \"Bouba.\" The experiment shows that the human brain extracts abstract properties from images and sounds.\n*6*: The creator of this experiment, V.S."}
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