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stringclasses 2
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stringlengths 484
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int64 2
2
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|---|---|---|---|---|
unscramble_79774
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Neem leaves and fruit.
*2*: Because neem has many effective and safe pest-control, pharmacological and industrial properties, I believe it is an effective and valuable addition to Hawaii's flora." Potted plants and samples of neem-based oil, creams and toothpaste will be sold at the event.
*3*: South Asians to present Hannemann with curing tree In parts of Africa, the tree is called "mwarobaini," meaning "the tree of 40." But in India, where the hardy evergreen is prevalent, it is known as "neem." Purported to cure up to 40 ailments, the fragrant tree is considered a wonder drug, or "village pharmacy." Parts of the tree are eaten or applied topically to treat ailments from skin afflictions such as eczema to diabetes and gout.
*4*: A program at 10:30 a.m. will include cultural entertainment and South Asian refreshments, plus a slide lecture on the properties of the tree.
*5*: A potted neem tree will be presented to Mayor Mufi Hannemann at the Blaisdell Exhibition Hall's Pikake Room on Jan. 19.
*6*: Saleem Ahmed, president of Milun, the Association for Promoting South Asian Culture, says the tree is already found in more than 1,000 Honolulu homes.
*7*: For more information, call 371-9360 or e-mail firstname.lastname@example.org.
*8*: Neem is also used as a fever reducer in Bangladesh, Nepal, Pakistan and Sri Lanka.
*9*: Hannemann will plant the tree near the center.
*10*: The neem tree is a symbolic representation of the small South Asian, one with limited resources, he said. "Neem is our modest way of expressing mahalo to the larger Hawaiian community. ...
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: South Asians to present Hannemann with curing tree In parts of Africa, the tree is called \"mwarobaini,\" meaning \"the tree of 40.\" But in India, where the hardy evergreen is prevalent, it is known as \"neem.\" Purported to cure up to 40 ailments, the fragrant tree is considered a wonder drug, or \"village pharmacy.\" Parts of the tree are eaten or applied topically to treat ailments from skin afflictions such as eczema to diabetes and gout.\n*2*: Neem is also used as a fever reducer in Bangladesh, Nepal, Pakistan and Sri Lanka.\n*3*: A potted neem tree will be presented to Mayor Mufi Hannemann at the Blaisdell Exhibition Hall's Pikake Room on Jan. 19.\n*4*: A program at 10:30 a.m. will include cultural entertainment and South Asian refreshments, plus a slide lecture on the properties of the tree.\n*5*: Hannemann will plant the tree near the center.\n*6*: Saleem Ahmed, president of Milun, the Association for Promoting South Asian Culture, says the tree is already found in more than 1,000 Honolulu homes.\n*7*: Neem leaves and fruit.\n*8*: The neem tree is a symbolic representation of the small South Asian, one with limited resources, he said. \"Neem is our modest way of expressing mahalo to the larger Hawaiian community. ...\n*9*: Because neem has many effective and safe pest-control, pharmacological and industrial properties, I believe it is an effective and valuable addition to Hawaii's flora.\" Potted plants and samples of neem-based oil, creams and toothpaste will be sold at the event.\n*10*: For more information, call 371-9360 or e-mail firstname.lastname@example.org.", "scrambled": "*1*: Neem leaves and fruit.\n*2*: Because neem has many effective and safe pest-control, pharmacological and industrial properties, I believe it is an effective and valuable addition to Hawaii's flora.\" Potted plants and samples of neem-based oil, creams and toothpaste will be sold at the event.\n*3*: South Asians to present Hannemann with curing tree In parts of Africa, the tree is called \"mwarobaini,\" meaning \"the tree of 40.\" But in India, where the hardy evergreen is prevalent, it is known as \"neem.\" Purported to cure up to 40 ailments, the fragrant tree is considered a wonder drug, or \"village pharmacy.\" Parts of the tree are eaten or applied topically to treat ailments from skin afflictions such as eczema to diabetes and gout.\n*4*: A program at 10:30 a.m. will include cultural entertainment and South Asian refreshments, plus a slide lecture on the properties of the tree.\n*5*: A potted neem tree will be presented to Mayor Mufi Hannemann at the Blaisdell Exhibition Hall's Pikake Room on Jan. 19.\n*6*: Saleem Ahmed, president of Milun, the Association for Promoting South Asian Culture, says the tree is already found in more than 1,000 Honolulu homes.\n*7*: For more information, call 371-9360 or e-mail firstname.lastname@example.org.\n*8*: Neem is also used as a fever reducer in Bangladesh, Nepal, Pakistan and Sri Lanka.\n*9*: Hannemann will plant the tree near the center.\n*10*: The neem tree is a symbolic representation of the small South Asian, one with limited resources, he said. \"Neem is our modest way of expressing mahalo to the larger Hawaiian community. ..."}
| 2 |
unscramble_107397
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Oramics machine is a device of great importance to the development of British electronic music,” says Mick Grierson, Director of the Daphne Oram Collection at Goldsmiths. “It’s a great shame that Daphne’s contribution has never been fully recognised, but now that we have the machine at the Science Museum, it’s clear for all to see that she knew exactly how music was going to be made in the future, and created the machine to do it.” Rare archive footage and an interactive version of The Oramics Machine feature in the exhibition.
*2*: In October and November, a programme of “Electronica, Radiophonics and Oramics associated events, workshops and performances” will run alongside the exhibition; details to follow. - FACT magazine
*3*: Oramics to Electronica: Revealing Histories of Electronic Music, opens tomorrow at the London Science Museum.
*4*: Sound and Music and Goldsmith’s have also created an iPhone app that recreates the sound of The Oramics Machine.
*5*: Oramics To Electronica enters its second phase on October 10, when it will be showcasing a wide array of electronic music and sound reproduction equipment with help from employees of the BBC Radiophonic Workshop and Electronic Music Studio (EMS), who produced the first commercial British synthesizer, the VCS3 (rocked by everyone from Brian Eno to Life On Earth composer Edward Williams).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Oramics to Electronica: Revealing Histories of Electronic Music, opens tomorrow at the London Science Museum.\n*2*: The Oramics machine is a device of great importance to the development of British electronic music,\u201d says Mick Grierson, Director of the Daphne Oram Collection at Goldsmiths. \u201cIt\u2019s a great shame that Daphne\u2019s contribution has never been fully recognised, but now that we have the machine at the Science Museum, it\u2019s clear for all to see that she knew exactly how music was going to be made in the future, and created the machine to do it.\u201d Rare archive footage and an interactive version of The Oramics Machine feature in the exhibition.\n*3*: Sound and Music and Goldsmith\u2019s have also created an iPhone app that recreates the sound of The Oramics Machine.\n*4*: Oramics To Electronica enters its second phase on October 10, when it will be showcasing a wide array of electronic music and sound reproduction equipment with help from employees of the BBC Radiophonic Workshop and Electronic Music Studio (EMS), who produced the first commercial British synthesizer, the VCS3 (rocked by everyone from Brian Eno to Life On Earth composer Edward Williams).\n*5*: In October and November, a programme of \u201cElectronica, Radiophonics and Oramics associated events, workshops and performances\u201d will run alongside the exhibition; details to follow. - FACT magazine", "scrambled": "*1*: The Oramics machine is a device of great importance to the development of British electronic music,\u201d says Mick Grierson, Director of the Daphne Oram Collection at Goldsmiths. \u201cIt\u2019s a great shame that Daphne\u2019s contribution has never been fully recognised, but now that we have the machine at the Science Museum, it\u2019s clear for all to see that she knew exactly how music was going to be made in the future, and created the machine to do it.\u201d Rare archive footage and an interactive version of The Oramics Machine feature in the exhibition.\n*2*: In October and November, a programme of \u201cElectronica, Radiophonics and Oramics associated events, workshops and performances\u201d will run alongside the exhibition; details to follow. - FACT magazine\n*3*: Oramics to Electronica: Revealing Histories of Electronic Music, opens tomorrow at the London Science Museum.\n*4*: Sound and Music and Goldsmith\u2019s have also created an iPhone app that recreates the sound of The Oramics Machine.\n*5*: Oramics To Electronica enters its second phase on October 10, when it will be showcasing a wide array of electronic music and sound reproduction equipment with help from employees of the BBC Radiophonic Workshop and Electronic Music Studio (EMS), who produced the first commercial British synthesizer, the VCS3 (rocked by everyone from Brian Eno to Life On Earth composer Edward Williams)."}
| 2 |
unscramble_159347
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Submit a review
*2*: |Product #: TCR9271| Down to Earth Geography: Grade 1 Help students become geographically literate and better prepared to participate in a global community.
*3*: Extras include vocabulary practice pages and a zipped collection of files with maps and activities that can be printed as transparencies or student hand-outs.
*4*: High-interest activities introduce students to maps and globes, places and regions, environments and societies, and more.
*5*: This book has 18 units, each targeting a specific National Geography Standard.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Product #: TCR9271| Down to Earth Geography: Grade 1 Help students become geographically literate and better prepared to participate in a global community.\n*2*: This book has 18 units, each targeting a specific National Geography Standard.\n*3*: High-interest activities introduce students to maps and globes, places and regions, environments and societies, and more.\n*4*: Extras include vocabulary practice pages and a zipped collection of files with maps and activities that can be printed as transparencies or student hand-outs.\n*5*: Submit a review", "scrambled": "*1*: Submit a review\n*2*: |Product #: TCR9271| Down to Earth Geography: Grade 1 Help students become geographically literate and better prepared to participate in a global community.\n*3*: Extras include vocabulary practice pages and a zipped collection of files with maps and activities that can be printed as transparencies or student hand-outs.\n*4*: High-interest activities introduce students to maps and globes, places and regions, environments and societies, and more.\n*5*: This book has 18 units, each targeting a specific National Geography Standard."}
| 2 |
unscramble_100077
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Advisory Committee on Immunization Practices estimates that 27 to 31 million persons aged <65 years are at high risk for influenza-associated complications (17). dAverage is an age-weighted average, using each age group's proportion of the total U.S. population.
*2*: The distribution of cases was based on lower and upper estimates of age-specific attack rates from the 1918, 1928-29, and 1957 epidemics and pandemics (19). bTotals do not add to exactly 100% because of rounding. cPersons are categorized at high risk if they have a preexisting medical condition that makes them more susceptible to influenza-related complications.
*3*: The percentages of age groups at high risk were obtained from the Working Group on Influenza Pandemic Preparedness and Emergency Response (GrIPPE, unpub. data).
*4*: Volume 5, Number 5—October 1999 The Economic Impact of Pandemic Influenza in the United States: Priorities for Intervention |Age group (yrs)||Percentage of all casesa| |Percentage at high riskc| aThe actual number of cases will depend upon the assumed gross attack rate.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Volume 5, Number 5\u2014October 1999 The Economic Impact of Pandemic Influenza in the United States: Priorities for Intervention |Age group (yrs)||Percentage of all casesa| |Percentage at high riskc| aThe actual number of cases will depend upon the assumed gross attack rate.\n*2*: The distribution of cases was based on lower and upper estimates of age-specific attack rates from the 1918, 1928-29, and 1957 epidemics and pandemics (19). bTotals do not add to exactly 100% because of rounding. cPersons are categorized at high risk if they have a preexisting medical condition that makes them more susceptible to influenza-related complications.\n*3*: The percentages of age groups at high risk were obtained from the Working Group on Influenza Pandemic Preparedness and Emergency Response (GrIPPE, unpub. data).\n*4*: The Advisory Committee on Immunization Practices estimates that 27 to 31 million persons aged <65 years are at high risk for influenza-associated complications (17). dAverage is an age-weighted average, using each age group's proportion of the total U.S. population.", "scrambled": "*1*: The Advisory Committee on Immunization Practices estimates that 27 to 31 million persons aged <65 years are at high risk for influenza-associated complications (17). dAverage is an age-weighted average, using each age group's proportion of the total U.S. population.\n*2*: The distribution of cases was based on lower and upper estimates of age-specific attack rates from the 1918, 1928-29, and 1957 epidemics and pandemics (19). bTotals do not add to exactly 100% because of rounding. cPersons are categorized at high risk if they have a preexisting medical condition that makes them more susceptible to influenza-related complications.\n*3*: The percentages of age groups at high risk were obtained from the Working Group on Influenza Pandemic Preparedness and Emergency Response (GrIPPE, unpub. data).\n*4*: Volume 5, Number 5\u2014October 1999 The Economic Impact of Pandemic Influenza in the United States: Priorities for Intervention |Age group (yrs)||Percentage of all casesa| |Percentage at high riskc| aThe actual number of cases will depend upon the assumed gross attack rate."}
| 2 |
unscramble_55191
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The majestic dome of the Frederiks Kirke highlights the architectural importance of this fascinating building as being the largest church of its kind in Scandinavia.
*2*: However, as the church and its prominent dome blends so harmoniously with the historical townscape of Copenhagen, its present day dimensions have proven to be ideal for its surroundings.
*3*: Join us as we explore one of these protected monuments.
*4*: Global Treasures - History's Most Protected Monuments - Heritage is our legacy from the past, what we live today, and what we pass on to future generations.
*5*: Our cultural and natural heritage are both irreplaceable sources of life and inspiration.
*6*: Places as unique and diverse as the wilds of East Africa's Serengeti, the Pyramids of Egypt, the Great Barrier Reef in Australia and the Baroque cathedrals of Latin America make up our world's heritage.
*7*: But in spite of its beautiful Neo-Classical appearance and numerous splendid sculptures, the final result turned out to be far smaller than originally hoped for by King Frederik The Fifth.
*8*: In the middle of the 18th century, King Frederik ordered the construction of the Frederiks Kirke, 'Frederick's Church', in the heart of Copenhagen.
*9*: Around the domeís massive external balustrade, there are various statues dedicated to a number of important church leaders, including Moses and Martin Luther.
*10*: With a diameter of more than 31 metres, the Baroque dome of the Frederick's Church is the third largest of its kind in the world and was originally modelled on Londonís Saint Paulís Cathedral and also Saint Peterís in Rome.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 middle of the 18th century, King Frederik ordered the construction of the Frederiks Kirke, 'Frederick's Church', in the heart of Copenhagen.\n*2*: Around the dome\u00eds massive external balustrade, there are various statues dedicated to a number of important church leaders, including Moses and Martin Luther.\n*3*: With a diameter of more than 31 metres, the Baroque dome of the Frederick's Church is the third largest of its kind in the world and was originally modelled on London\u00eds Saint Paul\u00eds Cathedral and also Saint Peter\u00eds in Rome.\n*4*: But in spite of its beautiful Neo-Classical appearance and numerous splendid sculptures, the final result turned out to be far smaller than originally hoped for by King Frederik The Fifth.\n*5*: However, as the church and its prominent dome blends so harmoniously with the historical townscape of Copenhagen, its present day dimensions have proven to be ideal for its surroundings.\n*6*: The majestic dome of the Frederiks Kirke highlights the architectural importance of this fascinating building as being the largest church of its kind in Scandinavia.\n*7*: Global Treasures - History's Most Protected Monuments - Heritage is our legacy from the past, what we live today, and what we pass on to future generations.\n*8*: Our cultural and natural heritage are both irreplaceable sources of life and inspiration.\n*9*: Places as unique and diverse as the wilds of East Africa's Serengeti, the Pyramids of Egypt, the Great Barrier Reef in Australia and the Baroque cathedrals of Latin America make up our world's heritage.\n*10*: Join us as we explore one of these protected monuments.", "scrambled": "*1*: The majestic dome of the Frederiks Kirke highlights the architectural importance of this fascinating building as being the largest church of its kind in Scandinavia.\n*2*: However, as the church and its prominent dome blends so harmoniously with the historical townscape of Copenhagen, its present day dimensions have proven to be ideal for its surroundings.\n*3*: Join us as we explore one of these protected monuments.\n*4*: Global Treasures - History's Most Protected Monuments - Heritage is our legacy from the past, what we live today, and what we pass on to future generations.\n*5*: Our cultural and natural heritage are both irreplaceable sources of life and inspiration.\n*6*: Places as unique and diverse as the wilds of East Africa's Serengeti, the Pyramids of Egypt, the Great Barrier Reef in Australia and the Baroque cathedrals of Latin America make up our world's heritage.\n*7*: But in spite of its beautiful Neo-Classical appearance and numerous splendid sculptures, the final result turned out to be far smaller than originally hoped for by King Frederik The Fifth.\n*8*: In the middle of the 18th century, King Frederik ordered the construction of the Frederiks Kirke, 'Frederick's Church', in the heart of Copenhagen.\n*9*: Around the dome\u00eds massive external balustrade, there are various statues dedicated to a number of important church leaders, including Moses and Martin Luther.\n*10*: With a diameter of more than 31 metres, the Baroque dome of the Frederick's Church is the third largest of its kind in the world and was originally modelled on London\u00eds Saint Paul\u00eds Cathedral and also Saint Peter\u00eds in Rome."}
| 2 |
unscramble_224310
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The solution explains tax preference.
*2*: Government justified tax preference is discussed.
*3*: How does the government justify tax preferences ?
*4*: Tax preferences refer to those items that are coded in the tax law that the tax payer must include when computing the Alternative Tax Rate.
*5*: These items could include: personal exemptions, private activity bond interest, depreciation of property, intangible drilling costs, municipal bond interest and many other ...
*6*: What are tax preferences?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: What are tax preferences?\n*2*: How does the government justify tax preferences ?\n*3*: Tax preferences refer to those items that are coded in the tax law that the tax payer must include when computing the Alternative Tax Rate.\n*4*: These items could include: personal exemptions, private activity bond interest, depreciation of property, intangible drilling costs, municipal bond interest and many other ...\n*5*: The solution explains tax preference.\n*6*: Government justified tax preference is discussed.", "scrambled": "*1*: The solution explains tax preference.\n*2*: Government justified tax preference is discussed.\n*3*: How does the government justify tax preferences ?\n*4*: Tax preferences refer to those items that are coded in the tax law that the tax payer must include when computing the Alternative Tax Rate.\n*5*: These items could include: personal exemptions, private activity bond interest, depreciation of property, intangible drilling costs, municipal bond interest and many other ...\n*6*: What are tax preferences?"}
| 2 |
unscramble_108704
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This Framework provides guidance on various aspects of equality analysis - for example the recommended questions to ask when collecting information on equality characteristics and a resource pack produced by Scottish Government when carrying out an equality impact assessment of budget decisions.
*2*: It is the first of several steps the Scottish Government are taking to help Scotland's public authorities meet the new specific duties of the Equality Act.
*3*: The website also includes the introductory and main elements of the new Scottish Equality Evidence Framework.
*4*: The Scottish Government Equality Evidence website features a new evidence finder tool which allows users to find information for the 7 protected equality characteristics across 15 of the key policy areas of Scottish Government.
*5*: Creating a fairer Britain The Scottish Government have developed a welcome new resource to make Scottish equality evidence easier to find and use.
*6*: The development of this website demonstrates the Scottish Government's commitment to equality.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Creating a fairer Britain The Scottish Government have developed a welcome new resource to make Scottish equality evidence easier to find and use.\n*2*: The Scottish Government Equality Evidence website features a new evidence finder tool which allows users to find information for the 7 protected equality characteristics across 15 of the key policy areas of Scottish Government.\n*3*: The website also includes the introductory and main elements of the new Scottish Equality Evidence Framework.\n*4*: This Framework provides guidance on various aspects of equality analysis - for example the recommended questions to ask when collecting information on equality characteristics and a resource pack produced by Scottish Government when carrying out an equality impact assessment of budget decisions.\n*5*: The development of this website demonstrates the Scottish Government's commitment to equality.\n*6*: It is the first of several steps the Scottish Government are taking to help Scotland's public authorities meet the new specific duties of the Equality Act.", "scrambled": "*1*: This Framework provides guidance on various aspects of equality analysis - for example the recommended questions to ask when collecting information on equality characteristics and a resource pack produced by Scottish Government when carrying out an equality impact assessment of budget decisions.\n*2*: It is the first of several steps the Scottish Government are taking to help Scotland's public authorities meet the new specific duties of the Equality Act.\n*3*: The website also includes the introductory and main elements of the new Scottish Equality Evidence Framework.\n*4*: The Scottish Government Equality Evidence website features a new evidence finder tool which allows users to find information for the 7 protected equality characteristics across 15 of the key policy areas of Scottish Government.\n*5*: Creating a fairer Britain The Scottish Government have developed a welcome new resource to make Scottish equality evidence easier to find and use.\n*6*: The development of this website demonstrates the Scottish Government's commitment to equality."}
| 2 |
unscramble_144133
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The best treatment is prevention, which simply requires good hygiene.” Dr. Spearman offers the following tips for parents to help prevent MRSA: - Wash both hands with soap and water often - Clean gym and sports equipment before use - Keep cuts and scrapes clean and covered with a bandage until healed - Avoid touching other people’s wounds or bandages - Wash clothes with hot water and laundry detergent - Avoid sharing personal items such as towels or razors MRSA may resemble a spider bite, blister, boil or pimple.
*2*: It is often red and swollen and may pus or be sore.
*3*: For children who are exhibiting signs of a skin infection that is not healing with over-the-counter treatment, a trip to your pediatrician's office should be the next step.
*4*: As the rates of Methicillin Resistant Staphlococcus Aureus (MRSA) increase at a rapid pace, parents need to know how to safeguard their families from this dangerous infection.
*5*: However, according to health experts, parents should be vigilant over even simple scrapes or cuts to prevent infection. “MRSA can be a challenge to treat,” said Dr. Paul Spearman, director of infectious disease at Children’s Healthcare of Atlanta. “The organism is resistant to many common antibiotics, but can still be effectively treated if it is recognized.
*6*: It looks innocent enough; like a common skin condition, but MRSA is an infection that can lead to life-threatening blood and bone infections.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: As the rates of Methicillin Resistant Staphlococcus Aureus (MRSA) increase at a rapid pace, parents need to know how to safeguard their families from this dangerous infection.\n*2*: It looks innocent enough; like a common skin condition, but MRSA is an infection that can lead to life-threatening blood and bone infections.\n*3*: However, according to health experts, parents should be vigilant over even simple scrapes or cuts to prevent infection. \u201cMRSA can be a challenge to treat,\u201d said Dr. Paul Spearman, director of infectious disease at Children\u2019s Healthcare of Atlanta. \u201cThe organism is resistant to many common antibiotics, but can still be effectively treated if it is recognized.\n*4*: The best treatment is prevention, which simply requires good hygiene.\u201d Dr. Spearman offers the following tips for parents to help prevent MRSA: - Wash both hands with soap and water often - Clean gym and sports equipment before use - Keep cuts and scrapes clean and covered with a bandage until healed - Avoid touching other people\u2019s wounds or bandages - Wash clothes with hot water and laundry detergent - Avoid sharing personal items such as towels or razors MRSA may resemble a spider bite, blister, boil or pimple.\n*5*: It is often red and swollen and may pus or be sore.\n*6*: For children who are exhibiting signs of a skin infection that is not healing with over-the-counter treatment, a trip to your pediatrician's office should be the next step.", "scrambled": "*1*: The best treatment is prevention, which simply requires good hygiene.\u201d Dr. Spearman offers the following tips for parents to help prevent MRSA: - Wash both hands with soap and water often - Clean gym and sports equipment before use - Keep cuts and scrapes clean and covered with a bandage until healed - Avoid touching other people\u2019s wounds or bandages - Wash clothes with hot water and laundry detergent - Avoid sharing personal items such as towels or razors MRSA may resemble a spider bite, blister, boil or pimple.\n*2*: It is often red and swollen and may pus or be sore.\n*3*: For children who are exhibiting signs of a skin infection that is not healing with over-the-counter treatment, a trip to your pediatrician's office should be the next step.\n*4*: As the rates of Methicillin Resistant Staphlococcus Aureus (MRSA) increase at a rapid pace, parents need to know how to safeguard their families from this dangerous infection.\n*5*: However, according to health experts, parents should be vigilant over even simple scrapes or cuts to prevent infection. \u201cMRSA can be a challenge to treat,\u201d said Dr. Paul Spearman, director of infectious disease at Children\u2019s Healthcare of Atlanta. \u201cThe organism is resistant to many common antibiotics, but can still be effectively treated if it is recognized.\n*6*: It looks innocent enough; like a common skin condition, but MRSA is an infection that can lead to life-threatening blood and bone infections."}
| 2 |
unscramble_99431
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The definition of sleet is a form of precipitation that is halfway between rain and snow and that consists of ice pellets, or a thin coating of ice that forms on the ground when there is freezing rain.(noun) Wet ice pellets that are a mix of rain and snow and that fall in the late fall and early winter are an example of sleet.
*2*: Learn more about sleet
*3*: Sleet is the falling of partially frozen rain.(verb) When ice pellets like freezing rain fall from the sky in early winter, this is an example of sleet.
*4*: See sleet in Webster's New World College Dictionary Origin: ME slete < OE *sliete, akin to Ger schlosse, hail < IE base *(s)leu-, loose, lax > slur, slug See sleet in American Heritage Dictionary 4 Origin: Middle English slete Origin: , from Old English *slēte.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The definition of sleet is a form of precipitation that is halfway between rain and snow and that consists of ice pellets, or a thin coating of ice that forms on the ground when there is freezing rain.(noun) Wet ice pellets that are a mix of rain and snow and that fall in the late fall and early winter are an example of sleet.\n*2*: Sleet is the falling of partially frozen rain.(verb) When ice pellets like freezing rain fall from the sky in early winter, this is an example of sleet.\n*3*: See sleet in Webster's New World College Dictionary Origin: ME slete < OE *sliete, akin to Ger schlosse, hail < IE base *(s)leu-, loose, lax > slur, slug See sleet in American Heritage Dictionary 4 Origin: Middle English slete Origin: , from Old English *sl\u0113te.\n*4*: Learn more about sleet", "scrambled": "*1*: The definition of sleet is a form of precipitation that is halfway between rain and snow and that consists of ice pellets, or a thin coating of ice that forms on the ground when there is freezing rain.(noun) Wet ice pellets that are a mix of rain and snow and that fall in the late fall and early winter are an example of sleet.\n*2*: Learn more about sleet\n*3*: Sleet is the falling of partially frozen rain.(verb) When ice pellets like freezing rain fall from the sky in early winter, this is an example of sleet.\n*4*: See sleet in Webster's New World College Dictionary Origin: ME slete < OE *sliete, akin to Ger schlosse, hail < IE base *(s)leu-, loose, lax > slur, slug See sleet in American Heritage Dictionary 4 Origin: Middle English slete Origin: , from Old English *sl\u0113te."}
| 2 |
unscramble_74387
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: More P was accumulated in the upper soil than in the deeper soil.
*2*: The adsorption of Ca in wastewater by the soil may extend the life expectancy of the Muskegon land treatment system.
*3*: A higher concentration of exchangeable Ca was found in the 15- cm topsoil, where a higher total organic carbon was present.
*4*: In this study, we evaluated changes of chemical properties, P profiles, and adsorption isotherms in the soils of a Muskegon wastewater land treatment system, which has received wastewater for ~30 years.
*5*: Date of this Version The buildup of phosphorus (P) in the soil is a major factor limiting the operating life of a wastewater land treatment system.
*6*: The soil P adsorption capacity increased and was positively correlated with the concentration of exchangeable Ca in the soil.
*7*: It was found that the pH in the 15-cm topsoil increased from ~5-6 in 1973 to ~7.4-7.8 in 2003; a large amount of salt (e.g., Ca, Mg) in wastewater was adsorbed by the soil; the soil Al content (either exchangeable or oxalate extractable) decreased, while the oxalate-extractable Fe content remained at the same level.
*8*: Ca-bound P accounted for ≥70% of the total P adsorbed in the soil.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Date of this Version The buildup of phosphorus (P) in the soil is a major factor limiting the operating life of a wastewater land treatment system.\n*2*: In this study, we evaluated changes of chemical properties, P profiles, and adsorption isotherms in the soils of a Muskegon wastewater land treatment system, which has received wastewater for ~30 years.\n*3*: It was found that the pH in the 15-cm topsoil increased from ~5-6 in 1973 to ~7.4-7.8 in 2003; a large amount of salt (e.g., Ca, Mg) in wastewater was adsorbed by the soil; the soil Al content (either exchangeable or oxalate extractable) decreased, while the oxalate-extractable Fe content remained at the same level.\n*4*: Ca-bound P accounted for \u226570% of the total P adsorbed in the soil.\n*5*: The soil P adsorption capacity increased and was positively correlated with the concentration of exchangeable Ca in the soil.\n*6*: A higher concentration of exchangeable Ca was found in the 15- cm topsoil, where a higher total organic carbon was present.\n*7*: More P was accumulated in the upper soil than in the deeper soil.\n*8*: The adsorption of Ca in wastewater by the soil may extend the life expectancy of the Muskegon land treatment system.", "scrambled": "*1*: More P was accumulated in the upper soil than in the deeper soil.\n*2*: The adsorption of Ca in wastewater by the soil may extend the life expectancy of the Muskegon land treatment system.\n*3*: A higher concentration of exchangeable Ca was found in the 15- cm topsoil, where a higher total organic carbon was present.\n*4*: In this study, we evaluated changes of chemical properties, P profiles, and adsorption isotherms in the soils of a Muskegon wastewater land treatment system, which has received wastewater for ~30 years.\n*5*: Date of this Version The buildup of phosphorus (P) in the soil is a major factor limiting the operating life of a wastewater land treatment system.\n*6*: The soil P adsorption capacity increased and was positively correlated with the concentration of exchangeable Ca in the soil.\n*7*: It was found that the pH in the 15-cm topsoil increased from ~5-6 in 1973 to ~7.4-7.8 in 2003; a large amount of salt (e.g., Ca, Mg) in wastewater was adsorbed by the soil; the soil Al content (either exchangeable or oxalate extractable) decreased, while the oxalate-extractable Fe content remained at the same level.\n*8*: Ca-bound P accounted for \u226570% of the total P adsorbed in the soil."}
| 2 |
unscramble_223203
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Some gnash their teeth, others use their bladders or tails to make sound.
*2*: To read the full article – click here http://www.guardian.co.uk/environment/2012/sep/03/bernie-krause-natural-world-recordings Edited by Henricus Peters, NAEE Co-Chair and Learn From Nature - “A great silence is spreading over the natural world” (current.com) - Tracking fish through a coral reef seascape (esciencenews.com) - Scientist at Work Blog: Snapping Shrimps and Hidden Sponges (scientistatwork.blogs.nytimes.com) - The Sound of Extinction: Bernie Krause’s biophony (greenerideal.com) - Opinion: Listen to the Soundscape (nytimes.com) - Invertebrates said at risk of extinction (upi.com) - Invertebrates Said At Risk Of Extinction (personalliberty.com) - Audio: The Sound of a Damaged Habitat (climate-connections.org) - Sea life ‘facing major shock’ (esciencenews.com) - One-Fifth Of World’s Invertebrate Species Face Extinction (sott.net)
*3*: Sea anemones grunt and belch.
*4*: When musician and naturalist Bernie Krause drops his microphones into the pristine coral reef waters of Fiji, he picks up a raucous mix of sighs, beats, glissandos, cries, groans, tones, grunts, beats and clicks.
*5*: It is, he says, the desolate sound of extinction.
*6*: Every creature on the reef makes its own sound.
*7*: The water pulsates with the sound of creatures vying for acoustic bandwidth.
*8*: He hears crustaceans, parrot fish, anemones, wrasses, sharks, shrimps, puffers and surgeonfish.
*9*: But half a mile away, where the same reef is badly damaged, he can only pick up the sound of waves and a few snapping shrimp.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 musician and naturalist Bernie Krause drops his microphones into the pristine coral reef waters of Fiji, he picks up a raucous mix of sighs, beats, glissandos, cries, groans, tones, grunts, beats and clicks.\n*2*: The water pulsates with the sound of creatures vying for acoustic bandwidth.\n*3*: He hears crustaceans, parrot fish, anemones, wrasses, sharks, shrimps, puffers and surgeonfish.\n*4*: Some gnash their teeth, others use their bladders or tails to make sound.\n*5*: Sea anemones grunt and belch.\n*6*: Every creature on the reef makes its own sound.\n*7*: But half a mile away, where the same reef is badly damaged, he can only pick up the sound of waves and a few snapping shrimp.\n*8*: It is, he says, the desolate sound of extinction.\n*9*: To read the full article \u2013 click here http://www.guardian.co.uk/environment/2012/sep/03/bernie-krause-natural-world-recordings Edited by Henricus Peters, NAEE Co-Chair and Learn From Nature - \u201cA great silence is spreading over the natural world\u201d (current.com) - Tracking fish through a coral reef seascape (esciencenews.com) - Scientist at Work Blog: Snapping Shrimps and Hidden Sponges (scientistatwork.blogs.nytimes.com) - The Sound of Extinction: Bernie Krause\u2019s biophony (greenerideal.com) - Opinion: Listen to the Soundscape (nytimes.com) - Invertebrates said at risk of extinction (upi.com) - Invertebrates Said At Risk Of Extinction (personalliberty.com) - Audio: The Sound of a Damaged Habitat (climate-connections.org) - Sea life \u2018facing major shock\u2019 (esciencenews.com) - One-Fifth Of World\u2019s Invertebrate Species Face Extinction (sott.net)", "scrambled": "*1*: Some gnash their teeth, others use their bladders or tails to make sound.\n*2*: To read the full article \u2013 click here http://www.guardian.co.uk/environment/2012/sep/03/bernie-krause-natural-world-recordings Edited by Henricus Peters, NAEE Co-Chair and Learn From Nature - \u201cA great silence is spreading over the natural world\u201d (current.com) - Tracking fish through a coral reef seascape (esciencenews.com) - Scientist at Work Blog: Snapping Shrimps and Hidden Sponges (scientistatwork.blogs.nytimes.com) - The Sound of Extinction: Bernie Krause\u2019s biophony (greenerideal.com) - Opinion: Listen to the Soundscape (nytimes.com) - Invertebrates said at risk of extinction (upi.com) - Invertebrates Said At Risk Of Extinction (personalliberty.com) - Audio: The Sound of a Damaged Habitat (climate-connections.org) - Sea life \u2018facing major shock\u2019 (esciencenews.com) - One-Fifth Of World\u2019s Invertebrate Species Face Extinction (sott.net)\n*3*: Sea anemones grunt and belch.\n*4*: When musician and naturalist Bernie Krause drops his microphones into the pristine coral reef waters of Fiji, he picks up a raucous mix of sighs, beats, glissandos, cries, groans, tones, grunts, beats and clicks.\n*5*: It is, he says, the desolate sound of extinction.\n*6*: Every creature on the reef makes its own sound.\n*7*: The water pulsates with the sound of creatures vying for acoustic bandwidth.\n*8*: He hears crustaceans, parrot fish, anemones, wrasses, sharks, shrimps, puffers and surgeonfish.\n*9*: But half a mile away, where the same reef is badly damaged, he can only pick up the sound of waves and a few snapping shrimp."}
| 2 |
unscramble_193432
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: An activity book will be provided for each child.
*2*: For children 5 and up accompanied by a parent or caregiver.
*3*: Special thanks to the Friends of the Santa Rosa Libraries.
*4*: Come and see an educational show with photos and puppets, honey samples--and Live Bees!
*5*: Uncle Jer's Traveling Bee Show brings 2 full-frame Observation Hives, sealed in glass, for kids to study and wonder.
*6*: |Title:||Uncle Jer's Traveling Bee Show (ages 5 & up)| |Category:||Kids and Families| Saturday, March 23, 2013 |Time:||2 p.m. - 3 p.m.| |Library:||Northwest Santa Rosa| |What do you know about bees?| Bees make it possible for us to enjoy oranges, cherries, pumpkins and so many other delicious fruits and vegetables.
*7*: How do they do it?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Title:||Uncle Jer's Traveling Bee Show (ages 5 & up)| |Category:||Kids and Families| Saturday, March 23, 2013 |Time:||2 p.m. - 3 p.m.| |Library:||Northwest Santa Rosa| |What do you know about bees?| Bees make it possible for us to enjoy oranges, cherries, pumpkins and so many other delicious fruits and vegetables.\n*2*: How do they do it?\n*3*: Uncle Jer's Traveling Bee Show brings 2 full-frame Observation Hives, sealed in glass, for kids to study and wonder.\n*4*: Come and see an educational show with photos and puppets, honey samples--and Live Bees!\n*5*: For children 5 and up accompanied by a parent or caregiver.\n*6*: Special thanks to the Friends of the Santa Rosa Libraries.\n*7*: An activity book will be provided for each child.", "scrambled": "*1*: An activity book will be provided for each child.\n*2*: For children 5 and up accompanied by a parent or caregiver.\n*3*: Special thanks to the Friends of the Santa Rosa Libraries.\n*4*: Come and see an educational show with photos and puppets, honey samples--and Live Bees!\n*5*: Uncle Jer's Traveling Bee Show brings 2 full-frame Observation Hives, sealed in glass, for kids to study and wonder.\n*6*: |Title:||Uncle Jer's Traveling Bee Show (ages 5 & up)| |Category:||Kids and Families| Saturday, March 23, 2013 |Time:||2 p.m. - 3 p.m.| |Library:||Northwest Santa Rosa| |What do you know about bees?| Bees make it possible for us to enjoy oranges, cherries, pumpkins and so many other delicious fruits and vegetables.\n*7*: How do they do it?"}
| 2 |
unscramble_77020
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The epidermis is divided into several layers where cells are formed through mitosis at the innermost layers.
*2*: The outermost layer of epidermis consists of 25 to 30 layers of dead cells.
*3*: They eventually reach the top layer called stratum corneum and become sloughed off, or desquamated.
*4*: Epidermis is divided into the following 5 sublayers or strata, listed from the superficial to deep: - Stratum corneum - Stratum lucidum - Stratum granulosum - Stratum spinosum - Stratum germinativum (also called "stratum basale") Mnemonics used for remembering the layers of the skin (using "stratum basale" instead of "stratum germinativum"): - "Corn Lovers Grow Several Bales" (from superficial to deep) - "Before Signing, Get Legal Counsel" (from deep to superficial) - Histology at Boston University 08422loa - "Integument: thick skin" There is no pharmaceutical or device industry support for this site and we need your viewer supported Donations | Editorial Board | Governance | Licensing | Disclaimers | Avoid Plagiarism | Policies
*5*: This process is called keratinization and takes place within weeks.
*6*: They move up the strata changing shape and composition as they differentiate and become filled with keratin.
*7*: The main type of cells which make up the epidermis are keratinocytes, melanocytes, Langerhans cells and Merkels cells.
*8*: The epidermis contains no blood vessels, and is nourished by diffusion from the dermis.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 epidermis contains no blood vessels, and is nourished by diffusion from the dermis.\n*2*: The main type of cells which make up the epidermis are keratinocytes, melanocytes, Langerhans cells and Merkels cells.\n*3*: The epidermis is divided into several layers where cells are formed through mitosis at the innermost layers.\n*4*: They move up the strata changing shape and composition as they differentiate and become filled with keratin.\n*5*: They eventually reach the top layer called stratum corneum and become sloughed off, or desquamated.\n*6*: This process is called keratinization and takes place within weeks.\n*7*: The outermost layer of epidermis consists of 25 to 30 layers of dead cells.\n*8*: Epidermis is divided into the following 5 sublayers or strata, listed from the superficial to deep: - Stratum corneum - Stratum lucidum - Stratum granulosum - Stratum spinosum - Stratum germinativum (also called \"stratum basale\") Mnemonics used for remembering the layers of the skin (using \"stratum basale\" instead of \"stratum germinativum\"): - \"Corn Lovers Grow Several Bales\" (from superficial to deep) - \"Before Signing, Get Legal Counsel\" (from deep to superficial) - Histology at Boston University 08422loa - \"Integument: thick skin\" There is no pharmaceutical or device industry support for this site and we need your viewer supported Donations | Editorial Board | Governance | Licensing | Disclaimers | Avoid Plagiarism | Policies", "scrambled": "*1*: The epidermis is divided into several layers where cells are formed through mitosis at the innermost layers.\n*2*: The outermost layer of epidermis consists of 25 to 30 layers of dead cells.\n*3*: They eventually reach the top layer called stratum corneum and become sloughed off, or desquamated.\n*4*: Epidermis is divided into the following 5 sublayers or strata, listed from the superficial to deep: - Stratum corneum - Stratum lucidum - Stratum granulosum - Stratum spinosum - Stratum germinativum (also called \"stratum basale\") Mnemonics used for remembering the layers of the skin (using \"stratum basale\" instead of \"stratum germinativum\"): - \"Corn Lovers Grow Several Bales\" (from superficial to deep) - \"Before Signing, Get Legal Counsel\" (from deep to superficial) - Histology at Boston University 08422loa - \"Integument: thick skin\" There is no pharmaceutical or device industry support for this site and we need your viewer supported Donations | Editorial Board | Governance | Licensing | Disclaimers | Avoid Plagiarism | Policies\n*5*: This process is called keratinization and takes place within weeks.\n*6*: They move up the strata changing shape and composition as they differentiate and become filled with keratin.\n*7*: The main type of cells which make up the epidermis are keratinocytes, melanocytes, Langerhans cells and Merkels cells.\n*8*: The epidermis contains no blood vessels, and is nourished by diffusion from the dermis."}
| 2 |
unscramble_110950
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Researchers have found that benefits of unstructured outdoor time include: reduced symptoms of hyperactivity and attention-deficit disorders, better self-discipline in inner-city girls, better performance on science tests after kids in California performed spent a week in the woods, and increased conservation-mindedness for adults if they spent time in nature in their youth.
*2*: The idea is that kids aren’t getting enough time outdoors exploring and experimenting in nature.
*3*: Side note: the state Legislature and Gov.
*4*: One of my colleagues always rolls her eyes when she hears me interviewing folks about “nature-deficit disorder” but based on the response I got from a story I did on this topic in January, this concept resonates with today’s parents.
*5*: Chris Gregoire this year approved the creation of a program for grants that will encourage outdoor education in public schools.
*6*: Makes ‘em a little screwy.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 my colleagues always rolls her eyes when she hears me interviewing folks about \u201cnature-deficit disorder\u201d but based on the response I got from a story I did on this topic in January, this concept resonates with today\u2019s parents.\n*2*: The idea is that kids aren\u2019t getting enough time outdoors exploring and experimenting in nature.\n*3*: Makes \u2018em a little screwy.\n*4*: Researchers have found that benefits of unstructured outdoor time include: reduced symptoms of hyperactivity and attention-deficit disorders, better self-discipline in inner-city girls, better performance on science tests after kids in California performed spent a week in the woods, and increased conservation-mindedness for adults if they spent time in nature in their youth.\n*5*: Side note: the state Legislature and Gov.\n*6*: Chris Gregoire this year approved the creation of a program for grants that will encourage outdoor education in public schools.", "scrambled": "*1*: Researchers have found that benefits of unstructured outdoor time include: reduced symptoms of hyperactivity and attention-deficit disorders, better self-discipline in inner-city girls, better performance on science tests after kids in California performed spent a week in the woods, and increased conservation-mindedness for adults if they spent time in nature in their youth.\n*2*: The idea is that kids aren\u2019t getting enough time outdoors exploring and experimenting in nature.\n*3*: Side note: the state Legislature and Gov.\n*4*: One of my colleagues always rolls her eyes when she hears me interviewing folks about \u201cnature-deficit disorder\u201d but based on the response I got from a story I did on this topic in January, this concept resonates with today\u2019s parents.\n*5*: Chris Gregoire this year approved the creation of a program for grants that will encourage outdoor education in public schools.\n*6*: Makes \u2018em a little screwy."}
| 2 |
unscramble_70528
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: They are demanding the president deny the pipeline construction and address the climate crisis.
*2*: Climate scientist James Hansen was arrested today outside the White House while protesting the proposed construction of the controversial Keystone XL Pipeline.
*3*: The 1,179-mile (1,897-kilometer) pipeline would carry heavy crude oil from Canada (Hardisty, Alberta) to the U.S. Gulf Coast, according to news reports.
*4*: Hansen, director of NASA Goddard Institute for Space Studies in New York, argues that promoting both renewable energy and oil and gas production, with projects like the Keystone XL Pipeline, isn't feasible. "We have reached a fork in the road," he said, as reported by the Washington Post, "and the politicians have to understand we either go down this road of exploiting every fossil fuel we have — tar sands, tar shale, off-shore drilling in the Arctic — but the science tells us we can't do that without creating a situation where our children and grandchildren will have no control over, which is the climate system." The pipeline would carry what environmental groups call one of the dirtiest types of oil, called tar sands, which is a mix of clay, sand, water and bitumen (a heavy black oil). [The 7 Most Surprising Uses of Oil] After blocking a thoroughfare in front of the White House and refusing to move (some even locking themselves to gates with plastic handcuffs), the activists were arrested, according to a statement by 350.org.
*5*: Some 48 activists, including Hansen, actress Daryl Hannah, executive director of the Sierra Club Michael Brune, Bill McKibben, co-founder of the grassroots climate group 350.org, and civil rights activist Julian Bond, practiced civil disobedience in front of the White House.
*6*: They were brought to the Anacostia U.S. Park Police Station in Washington, D.C. "The threat to our planet's climate is both grave and urgent," Bond said a statement. "Although President Obama has declared his own determination to act, much that is within his power to accomplish remains undone, and the decision to allow the construction of a pipeline to carry millions of barrels of the most-polluting oil on Earth from Canada's tar sands to the Gulf Coast of the U.S. is in his hands." Bond added, "I am proud today to stand before my fellow citizens and declare, 'I am willing to go to jail to stop this wrong.' The environmental crisis we face today demands nothing less." Estimates by the Environmental Protection Agency suggest the pipeline would increase the annual production of carbon emissions by up to 27.6 million metric tons, or the equivalent of nearly 6 million cars on the road, according to 350.org.
*7*: Environmentalists argue that not only would the pipeline seal the country's dependence on "dirty fuels," adding to the emissions of greenhouse gases and the warming of the planet, it would also disrupt various ecosystems as it slices through critical habitats.
*8*: The project needs the president's approval for a construction permit.
*9*: In the next few weeks, the U.S. State Department is expected to release its environmental impact assessment of the pipeline, according to the Washington Post. - The Reality of Climate Change: 10 Myths Busted - Image Gallery: One-of-a-Kind Places on Earth - Images of Melt: Earth's Vanishing 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*: Climate scientist James Hansen was arrested today outside the White House while protesting the proposed construction of the controversial Keystone XL Pipeline.\n*2*: The 1,179-mile (1,897-kilometer) pipeline would carry heavy crude oil from Canada (Hardisty, Alberta) to the U.S. Gulf Coast, according to news reports.\n*3*: The project needs the president's approval for a construction permit.\n*4*: Some 48 activists, including Hansen, actress Daryl Hannah, executive director of the Sierra Club Michael Brune, Bill McKibben, co-founder of the grassroots climate group 350.org, and civil rights activist Julian Bond, practiced civil disobedience in front of the White House.\n*5*: They are demanding the president deny the pipeline construction and address the climate crisis.\n*6*: Environmentalists argue that not only would the pipeline seal the country's dependence on \"dirty fuels,\" adding to the emissions of greenhouse gases and the warming of the planet, it would also disrupt various ecosystems as it slices through critical habitats.\n*7*: Hansen, director of NASA Goddard Institute for Space Studies in New York, argues that promoting both renewable energy and oil and gas production, with projects like the Keystone XL Pipeline, isn't feasible. \"We have reached a fork in the road,\" he said, as reported by the Washington Post, \"and the politicians have to understand we either go down this road of exploiting every fossil fuel we have \u2014 tar sands, tar shale, off-shore drilling in the Arctic \u2014 but the science tells us we can't do that without creating a situation where our children and grandchildren will have no control over, which is the climate system.\" The pipeline would carry what environmental groups call one of the dirtiest types of oil, called tar sands, which is a mix of clay, sand, water and bitumen (a heavy black oil). [The 7 Most Surprising Uses of Oil] After blocking a thoroughfare in front of the White House and refusing to move (some even locking themselves to gates with plastic handcuffs), the activists were arrested, according to a statement by 350.org.\n*8*: They were brought to the Anacostia U.S. Park Police Station in Washington, D.C. \"The threat to our planet's climate is both grave and urgent,\" Bond said a statement. \"Although President Obama has declared his own determination to act, much that is within his power to accomplish remains undone, and the decision to allow the construction of a pipeline to carry millions of barrels of the most-polluting oil on Earth from Canada's tar sands to the Gulf Coast of the U.S. is in his hands.\" Bond added, \"I am proud today to stand before my fellow citizens and declare, 'I am willing to go to jail to stop this wrong.' The environmental crisis we face today demands nothing less.\" Estimates by the Environmental Protection Agency suggest the pipeline would increase the annual production of carbon emissions by up to 27.6 million metric tons, or the equivalent of nearly 6 million cars on the road, according to 350.org.\n*9*: In the next few weeks, the U.S. State Department is expected to release its environmental impact assessment of the pipeline, according to the Washington Post. - The Reality of Climate Change: 10 Myths Busted - Image Gallery: One-of-a-Kind Places on Earth - Images of Melt: Earth's Vanishing Ice", "scrambled": "*1*: They are demanding the president deny the pipeline construction and address the climate crisis.\n*2*: Climate scientist James Hansen was arrested today outside the White House while protesting the proposed construction of the controversial Keystone XL Pipeline.\n*3*: The 1,179-mile (1,897-kilometer) pipeline would carry heavy crude oil from Canada (Hardisty, Alberta) to the U.S. Gulf Coast, according to news reports.\n*4*: Hansen, director of NASA Goddard Institute for Space Studies in New York, argues that promoting both renewable energy and oil and gas production, with projects like the Keystone XL Pipeline, isn't feasible. \"We have reached a fork in the road,\" he said, as reported by the Washington Post, \"and the politicians have to understand we either go down this road of exploiting every fossil fuel we have \u2014 tar sands, tar shale, off-shore drilling in the Arctic \u2014 but the science tells us we can't do that without creating a situation where our children and grandchildren will have no control over, which is the climate system.\" The pipeline would carry what environmental groups call one of the dirtiest types of oil, called tar sands, which is a mix of clay, sand, water and bitumen (a heavy black oil). [The 7 Most Surprising Uses of Oil] After blocking a thoroughfare in front of the White House and refusing to move (some even locking themselves to gates with plastic handcuffs), the activists were arrested, according to a statement by 350.org.\n*5*: Some 48 activists, including Hansen, actress Daryl Hannah, executive director of the Sierra Club Michael Brune, Bill McKibben, co-founder of the grassroots climate group 350.org, and civil rights activist Julian Bond, practiced civil disobedience in front of the White House.\n*6*: They were brought to the Anacostia U.S. Park Police Station in Washington, D.C. \"The threat to our planet's climate is both grave and urgent,\" Bond said a statement. \"Although President Obama has declared his own determination to act, much that is within his power to accomplish remains undone, and the decision to allow the construction of a pipeline to carry millions of barrels of the most-polluting oil on Earth from Canada's tar sands to the Gulf Coast of the U.S. is in his hands.\" Bond added, \"I am proud today to stand before my fellow citizens and declare, 'I am willing to go to jail to stop this wrong.' The environmental crisis we face today demands nothing less.\" Estimates by the Environmental Protection Agency suggest the pipeline would increase the annual production of carbon emissions by up to 27.6 million metric tons, or the equivalent of nearly 6 million cars on the road, according to 350.org.\n*7*: Environmentalists argue that not only would the pipeline seal the country's dependence on \"dirty fuels,\" adding to the emissions of greenhouse gases and the warming of the planet, it would also disrupt various ecosystems as it slices through critical habitats.\n*8*: The project needs the president's approval for a construction permit.\n*9*: In the next few weeks, the U.S. State Department is expected to release its environmental impact assessment of the pipeline, according to the Washington Post. - The Reality of Climate Change: 10 Myths Busted - Image Gallery: One-of-a-Kind Places on Earth - Images of Melt: Earth's Vanishing Ice"}
| 2 |
unscramble_147796
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If you play your cards right you can solve the lay up and avoid getting stuck. - The goal of Solitaire is to move all of the 52 cards up to the four foundation piles, thereby clearing the starting lay-up as quickly as possible. - You place a card on any other card in the tableau columns by building downward and alternating colours between black and red. - To remove the cards from the tableau columns you move them to the foundation.
*2*: Solitaire is based on the world’s most popular solitaire card game Klondike.
*3*: Each pile in the foundation has to start with the Ace of the corresponding card suit, and follow that suit upwards.
*4*: The goal of Solitaire is to move all the 52 cards up to the foundation to clear the starting lay-up as quickly as 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*: Solitaire is based on the world\u2019s most popular solitaire card game Klondike.\n*2*: The goal of Solitaire is to move all the 52 cards up to the foundation to clear the starting lay-up as quickly as possible.\n*3*: If you play your cards right you can solve the lay up and avoid getting stuck. - The goal of Solitaire is to move all of the 52 cards up to the four foundation piles, thereby clearing the starting lay-up as quickly as possible. - You place a card on any other card in the tableau columns by building downward and alternating colours between black and red. - To remove the cards from the tableau columns you move them to the foundation.\n*4*: Each pile in the foundation has to start with the Ace of the corresponding card suit, and follow that suit upwards.", "scrambled": "*1*: If you play your cards right you can solve the lay up and avoid getting stuck. - The goal of Solitaire is to move all of the 52 cards up to the four foundation piles, thereby clearing the starting lay-up as quickly as possible. - You place a card on any other card in the tableau columns by building downward and alternating colours between black and red. - To remove the cards from the tableau columns you move them to the foundation.\n*2*: Solitaire is based on the world\u2019s most popular solitaire card game Klondike.\n*3*: Each pile in the foundation has to start with the Ace of the corresponding card suit, and follow that suit upwards.\n*4*: The goal of Solitaire is to move all the 52 cards up to the foundation to clear the starting lay-up as quickly as possible."}
| 2 |
unscramble_114515
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: More moisture comes in as a fog off the Atlantic Ocean than falls as rain, with the average 63 millimeters of rainfall per year concentrated in the months of February and April.
*2*: This perspective view was created by draping an ASTER color image over an ASTER-derived Digital Elevation Model of the topography.
*3*: The park is the largest game park in Africa, and a surprising collection of creatures manages to survive in the hyper-arid region, including snakes, geckos, unusual insects, hyenas, and jackals.
*4*: High Dunes in the Namib Desert October 11, 2003 Namib-Naukluft National Park is an ecological preserve in the Namib Desert in southwest Africa, thought to be Earth’s oldest desert.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Dunes in the Namib Desert October 11, 2003 Namib-Naukluft National Park is an ecological preserve in the Namib Desert in southwest Africa, thought to be Earth\u2019s oldest desert.\n*2*: The park is the largest game park in Africa, and a surprising collection of creatures manages to survive in the hyper-arid region, including snakes, geckos, unusual insects, hyenas, and jackals.\n*3*: More moisture comes in as a fog off the Atlantic Ocean than falls as rain, with the average 63 millimeters of rainfall per year concentrated in the months of February and April.\n*4*: This perspective view was created by draping an ASTER color image over an ASTER-derived Digital Elevation Model of the topography.", "scrambled": "*1*: More moisture comes in as a fog off the Atlantic Ocean than falls as rain, with the average 63 millimeters of rainfall per year concentrated in the months of February and April.\n*2*: This perspective view was created by draping an ASTER color image over an ASTER-derived Digital Elevation Model of the topography.\n*3*: The park is the largest game park in Africa, and a surprising collection of creatures manages to survive in the hyper-arid region, including snakes, geckos, unusual insects, hyenas, and jackals.\n*4*: High Dunes in the Namib Desert October 11, 2003 Namib-Naukluft National Park is an ecological preserve in the Namib Desert in southwest Africa, thought to be Earth\u2019s oldest desert."}
| 2 |
unscramble_5438
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Polar Bear How-To - Starting with a golf ball-size ball of clay, use palms to roll clay into a teardrop shape.
*2*: Drape clay over bowl and press around form. - Create "blocks" using the handle of a paintbrush, starting from the top and working your way down.
*3*: Tools and Materials - Paper clay - Black permanent marker (optional) - Bowl with round bottom - Toilet paper roll Note: If you don't have a bowl with a perfectly round bottom, place cotton on the bottom of a flat-bottomed bowl, then cover with plastic wrap to create a perfectly round work surface for the igloo.
*4*: Paper clay by Creative Paperclay Co.
*5*: To make a tail, push the clay up on bear’s backside. - If you want your bear to sit, place the bear's backside down on table and push head downward.
*6*: Hold in palm and press side of pointer finger into teardrop vertically, leaving a little bit of clay untouched at the tapered top (this will be the head). - Press side of pointer finger into clay horizontally, one third of the way down from the tapered top, to create a cross. - Pinch each quadrant divided by the cross to create four legs.
*7*: Let dry.
*8*: If you want it to stand on all fours, place legs on table and push head upward.
*9*: Use a finger dipped in water to smooth out any imperfections. - To create ears, place two tiny balls of clay on head; smear back of ear with finger to attach. - Place a pencil under the arms to hold the shape; let dry.
*10*: Add eyes with a black permanent marker, if desired. - Tuck in an edge of a toilet paper roll so it sits flush against the bowl; attach to bowl with tape. - Roll out a thin layer of clay.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Tools and Materials - Paper clay - Black permanent marker (optional) - Bowl with round bottom - Toilet paper roll Note: If you don't have a bowl with a perfectly round bottom, place cotton on the bottom of a flat-bottomed bowl, then cover with plastic wrap to create a perfectly round work surface for the igloo.\n*2*: Polar Bear How-To - Starting with a golf ball-size ball of clay, use palms to roll clay into a teardrop shape.\n*3*: Hold in palm and press side of pointer finger into teardrop vertically, leaving a little bit of clay untouched at the tapered top (this will be the head). - Press side of pointer finger into clay horizontally, one third of the way down from the tapered top, to create a cross. - Pinch each quadrant divided by the cross to create four legs.\n*4*: To make a tail, push the clay up on bear\u2019s backside. - If you want your bear to sit, place the bear's backside down on table and push head downward.\n*5*: If you want it to stand on all fours, place legs on table and push head upward.\n*6*: Use a finger dipped in water to smooth out any imperfections. - To create ears, place two tiny balls of clay on head; smear back of ear with finger to attach. - Place a pencil under the arms to hold the shape; let dry.\n*7*: Add eyes with a black permanent marker, if desired. - Tuck in an edge of a toilet paper roll so it sits flush against the bowl; attach to bowl with tape. - Roll out a thin layer of clay.\n*8*: Drape clay over bowl and press around form. - Create \"blocks\" using the handle of a paintbrush, starting from the top and working your way down.\n*9*: Let dry.\n*10*: Paper clay by Creative Paperclay Co.", "scrambled": "*1*: Polar Bear How-To - Starting with a golf ball-size ball of clay, use palms to roll clay into a teardrop shape.\n*2*: Drape clay over bowl and press around form. - Create \"blocks\" using the handle of a paintbrush, starting from the top and working your way down.\n*3*: Tools and Materials - Paper clay - Black permanent marker (optional) - Bowl with round bottom - Toilet paper roll Note: If you don't have a bowl with a perfectly round bottom, place cotton on the bottom of a flat-bottomed bowl, then cover with plastic wrap to create a perfectly round work surface for the igloo.\n*4*: Paper clay by Creative Paperclay Co.\n*5*: To make a tail, push the clay up on bear\u2019s backside. - If you want your bear to sit, place the bear's backside down on table and push head downward.\n*6*: Hold in palm and press side of pointer finger into teardrop vertically, leaving a little bit of clay untouched at the tapered top (this will be the head). - Press side of pointer finger into clay horizontally, one third of the way down from the tapered top, to create a cross. - Pinch each quadrant divided by the cross to create four legs.\n*7*: Let dry.\n*8*: If you want it to stand on all fours, place legs on table and push head upward.\n*9*: Use a finger dipped in water to smooth out any imperfections. - To create ears, place two tiny balls of clay on head; smear back of ear with finger to attach. - Place a pencil under the arms to hold the shape; let dry.\n*10*: Add eyes with a black permanent marker, if desired. - Tuck in an edge of a toilet paper roll so it sits flush against the bowl; attach to bowl with tape. - Roll out a thin layer of clay."}
| 2 |
unscramble_126092
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Good Stefani, 5/23/13 - Health and environmental justice advocates railroaded by LA City Council - posted by Adrian Martinez, 5/8/13 - Its Time to Clean Up and Green Up Los Angeles - posted by Adrian Martinez, 4/15/13 NRDC Gets Top Ratings from the Charity Watchdogs - Charity Navigator awards NRDC its 4-star top rating. - Worth magazine named NRDC one of America's 100 best charities. - NRDC meets the highest standards of the Wise Giving Alliance of the Better Business Bureau. - Hidden Danger - A large percentage of U.S. Latinos live and work in urban and agricultural areas where they face heightened danger of exposure to air pollution, unsafe drinking water, pesticides, and lead and mercury contamination. - Asthma and Air Pollution - Bad air can bring on asthma attacks; tracking air quality and controlling pollution from cars, factories and power plants can help.
*2*: Even low concentrations of lead can cause permanent damage, and children are especially vulnerable.
*3*: This October 2004 report underscores the urgent need for government action on these environmental health threats.
*4*: Environmental Issues: Environmental Justice All Documents in Environmental Justice Tagged lead - Hidden Danger Environmental Health Threats to the Latino Community - Pollution poses health risks for everyone, regardless of race, ethnicity, language, or country of origin.
*5*: A large percentage of U.S. Latinos, however, live and work in urban and agricultural areas where they face heightened danger of exposure to air pollution, unsafe drinking water, pesticides, and lead and mercury contamination.
*6*: Sign up for NRDC's online newsletter - Let's End a Stinking Era - posted by Giulia C.S.
*7*: Documents Tagged lead in All Sections - Testimony of Mae Wu on Water Quality in the District of Columbia - NRDC's Mae Wu testified before the Council of the Distrcit of Columbia Committee on Government Operations and the Environment and the Committee on Public Works and Transportation on February 10, 2009, discussing water quality and lead levels in drinking water in the District of Columbia.
*8*: Here are five household pollutants to watch out for, and tips on how to minimize your exposure. - How Lead Poisons the Human Body - Lead is devastating to the human body, inhibiting oxygen and calcium transport and altering nerve transmission in the brain.
*9*: For additional policy documents, see the NRDC Document Bank.
*10*: Get document in pdf. - Get the Lead Out - Children across the nation face the risk of lead poisoning, but steps can be taken to protect them. - Dangerous Chemicals in the Home A Most-Wanted list of five common household contaminants. - We all want our homes to be clean, safe places to live but toxic invaders may lurk inside your home, putting you and your family at risk.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Environmental Issues: Environmental Justice All Documents in Environmental Justice Tagged lead - Hidden Danger Environmental Health Threats to the Latino Community - Pollution poses health risks for everyone, regardless of race, ethnicity, language, or country of origin.\n*2*: A large percentage of U.S. Latinos, however, live and work in urban and agricultural areas where they face heightened danger of exposure to air pollution, unsafe drinking water, pesticides, and lead and mercury contamination.\n*3*: This October 2004 report underscores the urgent need for government action on these environmental health threats.\n*4*: Documents Tagged lead in All Sections - Testimony of Mae Wu on Water Quality in the District of Columbia - NRDC's Mae Wu testified before the Council of the Distrcit of Columbia Committee on Government Operations and the Environment and the Committee on Public Works and Transportation on February 10, 2009, discussing water quality and lead levels in drinking water in the District of Columbia.\n*5*: Get document in pdf. - Get the Lead Out - Children across the nation face the risk of lead poisoning, but steps can be taken to protect them. - Dangerous Chemicals in the Home A Most-Wanted list of five common household contaminants. - We all want our homes to be clean, safe places to live but toxic invaders may lurk inside your home, putting you and your family at risk.\n*6*: Here are five household pollutants to watch out for, and tips on how to minimize your exposure. - How Lead Poisons the Human Body - Lead is devastating to the human body, inhibiting oxygen and calcium transport and altering nerve transmission in the brain.\n*7*: Even low concentrations of lead can cause permanent damage, and children are especially vulnerable.\n*8*: For additional policy documents, see the NRDC Document Bank.\n*9*: Sign up for NRDC's online newsletter - Let's End a Stinking Era - posted by Giulia C.S.\n*10*: Good Stefani, 5/23/13 - Health and environmental justice advocates railroaded by LA City Council - posted by Adrian Martinez, 5/8/13 - Its Time to Clean Up and Green Up Los Angeles - posted by Adrian Martinez, 4/15/13 NRDC Gets Top Ratings from the Charity Watchdogs - Charity Navigator awards NRDC its 4-star top rating. - Worth magazine named NRDC one of America's 100 best charities. - NRDC meets the highest standards of the Wise Giving Alliance of the Better Business Bureau. - Hidden Danger - A large percentage of U.S. Latinos live and work in urban and agricultural areas where they face heightened danger of exposure to air pollution, unsafe drinking water, pesticides, and lead and mercury contamination. - Asthma and Air Pollution - Bad air can bring on asthma attacks; tracking air quality and controlling pollution from cars, factories and power plants can help.", "scrambled": "*1*: Good Stefani, 5/23/13 - Health and environmental justice advocates railroaded by LA City Council - posted by Adrian Martinez, 5/8/13 - Its Time to Clean Up and Green Up Los Angeles - posted by Adrian Martinez, 4/15/13 NRDC Gets Top Ratings from the Charity Watchdogs - Charity Navigator awards NRDC its 4-star top rating. - Worth magazine named NRDC one of America's 100 best charities. - NRDC meets the highest standards of the Wise Giving Alliance of the Better Business Bureau. - Hidden Danger - A large percentage of U.S. Latinos live and work in urban and agricultural areas where they face heightened danger of exposure to air pollution, unsafe drinking water, pesticides, and lead and mercury contamination. - Asthma and Air Pollution - Bad air can bring on asthma attacks; tracking air quality and controlling pollution from cars, factories and power plants can help.\n*2*: Even low concentrations of lead can cause permanent damage, and children are especially vulnerable.\n*3*: This October 2004 report underscores the urgent need for government action on these environmental health threats.\n*4*: Environmental Issues: Environmental Justice All Documents in Environmental Justice Tagged lead - Hidden Danger Environmental Health Threats to the Latino Community - Pollution poses health risks for everyone, regardless of race, ethnicity, language, or country of origin.\n*5*: A large percentage of U.S. Latinos, however, live and work in urban and agricultural areas where they face heightened danger of exposure to air pollution, unsafe drinking water, pesticides, and lead and mercury contamination.\n*6*: Sign up for NRDC's online newsletter - Let's End a Stinking Era - posted by Giulia C.S.\n*7*: Documents Tagged lead in All Sections - Testimony of Mae Wu on Water Quality in the District of Columbia - NRDC's Mae Wu testified before the Council of the Distrcit of Columbia Committee on Government Operations and the Environment and the Committee on Public Works and Transportation on February 10, 2009, discussing water quality and lead levels in drinking water in the District of Columbia.\n*8*: Here are five household pollutants to watch out for, and tips on how to minimize your exposure. - How Lead Poisons the Human Body - Lead is devastating to the human body, inhibiting oxygen and calcium transport and altering nerve transmission in the brain.\n*9*: For additional policy documents, see the NRDC Document Bank.\n*10*: Get document in pdf. - Get the Lead Out - Children across the nation face the risk of lead poisoning, but steps can be taken to protect them. - Dangerous Chemicals in the Home A Most-Wanted list of five common household contaminants. - We all want our homes to be clean, safe places to live but toxic invaders may lurk inside your home, putting you and your family at risk."}
| 2 |
unscramble_198151
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Also, heat can destroy some nutrients, so don't overcook. - Use fresh foods as soon as possible to avoid loss of vitamins. - Season vegetables with herbs and spices instead of high-fat sauces, butter or margarine. - Substitute plain low-fat yogurt, blender-whipped low-fat cottage cheese, or buttermilk in recipes that call for sour cream or mayonnaise.
*2*: The steamer basket keeps the food above the water so the nutrients can't be washed away.
*3*: Women and Nutrition: A Menu of Special Needs by Dori Stehlin Although foods containing fiber seem to exert a protective effect against some cancers, the diet and health report points out there is no conclusive evidence that dietary fiber itself, rather than other components, exerts this effect.
*4*: Therefore, the report does not recommend the use of fiber supplements.
*5*: Some important points to help make the most of healthy food: - To help reduce fat, broil, bake or microwave food rather than frying or deep-fat frying. - Cook vegetables in as little water as possible, or, instead of boiling food, try steaming.
*6*: Use skim or low-fat milk in place of whole milk in puddings, soups, and baked products. |D||10 micrograms (age 19 to 24),| 5 micrograms (age 25 to 50) |K||60 micrograms (19 to 24),| 65 micrograms (25 to 50) << Previous Page Next Page >>
*7*: Carefully selecting foods for a well-balanced diet can end up a wasted effort if equal care isn't used in the kitchen.
*8*: When increasing the amount of fiber in your diet, do it slowly, so your body can become accustomed to handling it.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Women and Nutrition: A Menu of Special Needs by Dori Stehlin Although foods containing fiber seem to exert a protective effect against some cancers, the diet and health report points out there is no conclusive evidence that dietary fiber itself, rather than other components, exerts this effect.\n*2*: Therefore, the report does not recommend the use of fiber supplements.\n*3*: When increasing the amount of fiber in your diet, do it slowly, so your body can become accustomed to handling it.\n*4*: Carefully selecting foods for a well-balanced diet can end up a wasted effort if equal care isn't used in the kitchen.\n*5*: Some important points to help make the most of healthy food: - To help reduce fat, broil, bake or microwave food rather than frying or deep-fat frying. - Cook vegetables in as little water as possible, or, instead of boiling food, try steaming.\n*6*: The steamer basket keeps the food above the water so the nutrients can't be washed away.\n*7*: Also, heat can destroy some nutrients, so don't overcook. - Use fresh foods as soon as possible to avoid loss of vitamins. - Season vegetables with herbs and spices instead of high-fat sauces, butter or margarine. - Substitute plain low-fat yogurt, blender-whipped low-fat cottage cheese, or buttermilk in recipes that call for sour cream or mayonnaise.\n*8*: Use skim or low-fat milk in place of whole milk in puddings, soups, and baked products. |D||10 micrograms (age 19 to 24),| 5 micrograms (age 25 to 50) |K||60 micrograms (19 to 24),| 65 micrograms (25 to 50) << Previous Page Next Page >>", "scrambled": "*1*: Also, heat can destroy some nutrients, so don't overcook. - Use fresh foods as soon as possible to avoid loss of vitamins. - Season vegetables with herbs and spices instead of high-fat sauces, butter or margarine. - Substitute plain low-fat yogurt, blender-whipped low-fat cottage cheese, or buttermilk in recipes that call for sour cream or mayonnaise.\n*2*: The steamer basket keeps the food above the water so the nutrients can't be washed away.\n*3*: Women and Nutrition: A Menu of Special Needs by Dori Stehlin Although foods containing fiber seem to exert a protective effect against some cancers, the diet and health report points out there is no conclusive evidence that dietary fiber itself, rather than other components, exerts this effect.\n*4*: Therefore, the report does not recommend the use of fiber supplements.\n*5*: Some important points to help make the most of healthy food: - To help reduce fat, broil, bake or microwave food rather than frying or deep-fat frying. - Cook vegetables in as little water as possible, or, instead of boiling food, try steaming.\n*6*: Use skim or low-fat milk in place of whole milk in puddings, soups, and baked products. |D||10 micrograms (age 19 to 24),| 5 micrograms (age 25 to 50) |K||60 micrograms (19 to 24),| 65 micrograms (25 to 50) << Previous Page Next Page >>\n*7*: Carefully selecting foods for a well-balanced diet can end up a wasted effort if equal care isn't used in the kitchen.\n*8*: When increasing the amount of fiber in your diet, do it slowly, so your body can become accustomed to handling it."}
| 2 |
unscramble_40973
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Together with an average temperature of around 24 °C or more, the constant water cycle not only creates the typical humid and warm atmosphere of a tropical rainforest, but more importantly regulates local and regional climates.
*2*: The Amazon Rainforests - Crown Jewel of the Natural World Misty sunset on the Amazonian forests along the Tambopata river, French Guiana The Amazon rainforest forms a pulsating network of water and trees: every year, its canopy receives between 1,500 mm and 3,000 mm of rainfall.
*3*: If evapotranspiration and its role in maintaining ecological balance is disrupted, the climate throughout the region - and well beyond - will be significantly affected.
*4*: Eastern trade winds that blow from the Atlantic Ocean account for about half of the rainfall, with the other half due to evapotranspiration - the loss of water from the soil by evaporation and through transpiration from plants - in the Amazon River Basin.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Amazon Rainforests - Crown Jewel of the Natural World Misty sunset on the Amazonian forests along the Tambopata river, French Guiana The Amazon rainforest forms a pulsating network of water and trees: every year, its canopy receives between 1,500 mm and 3,000 mm of rainfall.\n*2*: Eastern trade winds that blow from the Atlantic Ocean account for about half of the rainfall, with the other half due to evapotranspiration - the loss of water from the soil by evaporation and through transpiration from plants - in the Amazon River Basin.\n*3*: Together with an average temperature of around 24 \u00b0C or more, the constant water cycle not only creates the typical humid and warm atmosphere of a tropical rainforest, but more importantly regulates local and regional climates.\n*4*: If evapotranspiration and its role in maintaining ecological balance is disrupted, the climate throughout the region - and well beyond - will be significantly affected.", "scrambled": "*1*: Together with an average temperature of around 24 \u00b0C or more, the constant water cycle not only creates the typical humid and warm atmosphere of a tropical rainforest, but more importantly regulates local and regional climates.\n*2*: The Amazon Rainforests - Crown Jewel of the Natural World Misty sunset on the Amazonian forests along the Tambopata river, French Guiana The Amazon rainforest forms a pulsating network of water and trees: every year, its canopy receives between 1,500 mm and 3,000 mm of rainfall.\n*3*: If evapotranspiration and its role in maintaining ecological balance is disrupted, the climate throughout the region - and well beyond - will be significantly affected.\n*4*: Eastern trade winds that blow from the Atlantic Ocean account for about half of the rainfall, with the other half due to evapotranspiration - the loss of water from the soil by evaporation and through transpiration from plants - in the Amazon River Basin."}
| 2 |
unscramble_211685
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As a part of it, researchers looked at a trial of elderly patients with high blood pressure to see if those who were being treated were less likely to develop dementia compared with those not treated.
*2*: London, July 8 : Keeping your blood pressure under control can dramatically lower the chances of developing dementia, say a new study.
*3*: This study was conducted by a team of researchers at Imperial College London, and is published in the Lancet Neurology journal.
*4*: Another study by the Alzheimer's Society, found that people who have high blood pressure in their 40s and 50s were six times more likely to develop vascular dementia.
*5*: On combining the results of this study, and other similar ones, the boffins noted that controlling blood pressure could lower the incidence of dementia by as much as 13 percent, reports the BBC.
*6*: Researchers are now urging people, even those in middle age, to have regular blood pressure and cholesterol checks.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: London, July 8 : Keeping your blood pressure under control can dramatically lower the chances of developing dementia, say a new study.\n*2*: This study was conducted by a team of researchers at Imperial College London, and is published in the Lancet Neurology journal.\n*3*: As a part of it, researchers looked at a trial of elderly patients with high blood pressure to see if those who were being treated were less likely to develop dementia compared with those not treated.\n*4*: On combining the results of this study, and other similar ones, the boffins noted that controlling blood pressure could lower the incidence of dementia by as much as 13 percent, reports the BBC.\n*5*: Another study by the Alzheimer's Society, found that people who have high blood pressure in their 40s and 50s were six times more likely to develop vascular dementia.\n*6*: Researchers are now urging people, even those in middle age, to have regular blood pressure and cholesterol checks.", "scrambled": "*1*: As a part of it, researchers looked at a trial of elderly patients with high blood pressure to see if those who were being treated were less likely to develop dementia compared with those not treated.\n*2*: London, July 8 : Keeping your blood pressure under control can dramatically lower the chances of developing dementia, say a new study.\n*3*: This study was conducted by a team of researchers at Imperial College London, and is published in the Lancet Neurology journal.\n*4*: Another study by the Alzheimer's Society, found that people who have high blood pressure in their 40s and 50s were six times more likely to develop vascular dementia.\n*5*: On combining the results of this study, and other similar ones, the boffins noted that controlling blood pressure could lower the incidence of dementia by as much as 13 percent, reports the BBC.\n*6*: Researchers are now urging people, even those in middle age, to have regular blood pressure and cholesterol checks."}
| 2 |
unscramble_236278
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Scientists [say the H7N9 has a] 'stuttering transmission,' in which an animal virus infects a person, but further human-to-human transmission does not occur." What's the Big Idea?
*2*: There has been a recent uptick in avian influenza, or bird flu, in China and authorities are asking how dangerous the virus might become.
*3*: For now, the C.D.C. is working with pharmaceutical manufacturers to reverse-engineer H7N9 in order to help develop a potential open-source (i.e. freely shared ) vaccine, if a special vaccine becomes necessary." Photo credit: Shutterstock.com
*4*: Thus far, there have been over a hundred reported cases and more than twenty deaths. "When examining a new influenza strain, scientists focus on two things.
*5*: What's the Latest Development?
*6*: First, the virulence, or severity of the illness that the virus causes; and second, the communicability, or how easily the virus is passed from person to person. ...
*7*: We’ve never had this variant before, so our bodies don’t know how to fight it. ...
*8*: And while the two diseases have the same mortality rates, it may be the case that hundreds of people have but mild avian infections. "If there is one thing that is worrying scientists about H7N9, it’s that there is probably little preexisting immunity to it.
*9*: Some have compared the potential of the avian flu to the Spanish Flu of 1918 which was one of the deadliest plagues the world has ever known.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: What's the Latest Development?\n*2*: There has been a recent uptick in avian influenza, or bird flu, in China and authorities are asking how dangerous the virus might become.\n*3*: Thus far, there have been over a hundred reported cases and more than twenty deaths. \"When examining a new influenza strain, scientists focus on two things.\n*4*: First, the virulence, or severity of the illness that the virus causes; and second, the communicability, or how easily the virus is passed from person to person. ...\n*5*: Scientists [say the H7N9 has a] 'stuttering transmission,' in which an animal virus infects a person, but further human-to-human transmission does not occur.\" What's the Big Idea?\n*6*: Some have compared the potential of the avian flu to the Spanish Flu of 1918 which was one of the deadliest plagues the world has ever known.\n*7*: And while the two diseases have the same mortality rates, it may be the case that hundreds of people have but mild avian infections. \"If there is one thing that is worrying scientists about H7N9, it\u2019s that there is probably little preexisting immunity to it.\n*8*: We\u2019ve never had this variant before, so our bodies don\u2019t know how to fight it. ...\n*9*: For now, the C.D.C. is working with pharmaceutical manufacturers to reverse-engineer H7N9 in order to help develop a potential open-source (i.e. freely shared ) vaccine, if a special vaccine becomes necessary.\" Photo credit: Shutterstock.com", "scrambled": "*1*: Scientists [say the H7N9 has a] 'stuttering transmission,' in which an animal virus infects a person, but further human-to-human transmission does not occur.\" What's the Big Idea?\n*2*: There has been a recent uptick in avian influenza, or bird flu, in China and authorities are asking how dangerous the virus might become.\n*3*: For now, the C.D.C. is working with pharmaceutical manufacturers to reverse-engineer H7N9 in order to help develop a potential open-source (i.e. freely shared ) vaccine, if a special vaccine becomes necessary.\" Photo credit: Shutterstock.com\n*4*: Thus far, there have been over a hundred reported cases and more than twenty deaths. \"When examining a new influenza strain, scientists focus on two things.\n*5*: What's the Latest Development?\n*6*: First, the virulence, or severity of the illness that the virus causes; and second, the communicability, or how easily the virus is passed from person to person. ...\n*7*: We\u2019ve never had this variant before, so our bodies don\u2019t know how to fight it. ...\n*8*: And while the two diseases have the same mortality rates, it may be the case that hundreds of people have but mild avian infections. \"If there is one thing that is worrying scientists about H7N9, it\u2019s that there is probably little preexisting immunity to it.\n*9*: Some have compared the potential of the avian flu to the Spanish Flu of 1918 which was one of the deadliest plagues the world has ever known."}
| 2 |
unscramble_119413
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: You will learn about and then put into practice some of the key terms and concepts you will need to master if your research is to succeed.
*2*: To begin, imagine you are a research psychologist.
*3*: Begin by exploring investigation.
*4*: In this activity you will explore how psychologists draw solid conclusions from the complex and often ambiguous phenomena they study -- how you think, feel, and behave.
*5*: Even if you never conduct your own research, mastering this information can help you become a wiser consumer, as you assess research-based claims that you confront in everyday life.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: In this activity you will explore how psychologists draw solid conclusions from the complex and often ambiguous phenomena they study -- how you think, feel, and behave.\n*2*: To begin, imagine you are a research psychologist.\n*3*: You will learn about and then put into practice some of the key terms and concepts you will need to master if your research is to succeed.\n*4*: Even if you never conduct your own research, mastering this information can help you become a wiser consumer, as you assess research-based claims that you confront in everyday life.\n*5*: Begin by exploring investigation.", "scrambled": "*1*: You will learn about and then put into practice some of the key terms and concepts you will need to master if your research is to succeed.\n*2*: To begin, imagine you are a research psychologist.\n*3*: Begin by exploring investigation.\n*4*: In this activity you will explore how psychologists draw solid conclusions from the complex and often ambiguous phenomena they study -- how you think, feel, and behave.\n*5*: Even if you never conduct your own research, mastering this information can help you become a wiser consumer, as you assess research-based claims that you confront in everyday life."}
| 2 |
unscramble_13125
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Provide data confidentiality, integrity, authentication, and electronic signature in transmission for the users.
*2*: Secure electronic commerce transactions.
*3*: |Securing and Optimizing Linux: RedHat Edition -A Hands on Guide| |Prev||Chapter 24.
*4*: Software -Networking/Encryption||Next| Make your keys Read and Write only by the super-user root.
*5*: This is important because no one needs to touch these files. use the following commands: [root@deep] /# chmod 600 /etc/ssl/certs/ca.crt [root@deep] /# chmod 600 /etc/ssl/certs/server.crt [root@deep] /# chmod 600 /etc/ssl/private/ca.key [root@deep] /# chmod 600 /etc/ssl/private/server.key Some possible uses of OpenSSL software, for example OpenSSL can be used to: Create your own Certificate Server.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Securing and Optimizing Linux: RedHat Edition -A Hands on Guide| |Prev||Chapter 24.\n*2*: Software -Networking/Encryption||Next| Make your keys Read and Write only by the super-user root.\n*3*: This is important because no one needs to touch these files. use the following commands: [root@deep] /# chmod 600 /etc/ssl/certs/ca.crt [root@deep] /# chmod 600 /etc/ssl/certs/server.crt [root@deep] /# chmod 600 /etc/ssl/private/ca.key [root@deep] /# chmod 600 /etc/ssl/private/server.key Some possible uses of OpenSSL software, for example OpenSSL can be used to: Create your own Certificate Server.\n*4*: Provide data confidentiality, integrity, authentication, and electronic signature in transmission for the users.\n*5*: Secure electronic commerce transactions.", "scrambled": "*1*: Provide data confidentiality, integrity, authentication, and electronic signature in transmission for the users.\n*2*: Secure electronic commerce transactions.\n*3*: |Securing and Optimizing Linux: RedHat Edition -A Hands on Guide| |Prev||Chapter 24.\n*4*: Software -Networking/Encryption||Next| Make your keys Read and Write only by the super-user root.\n*5*: This is important because no one needs to touch these files. use the following commands: [root@deep] /# chmod 600 /etc/ssl/certs/ca.crt [root@deep] /# chmod 600 /etc/ssl/certs/server.crt [root@deep] /# chmod 600 /etc/ssl/private/ca.key [root@deep] /# chmod 600 /etc/ssl/private/server.key Some possible uses of OpenSSL software, for example OpenSSL can be used to: Create your own Certificate Server."}
| 2 |
unscramble_12256
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Bringing Natural Gas to Copenhagen Washington, D.C. -The American Clean Skies Foundation (ACSF), the UN Foundation, and the Worldwatch Institute announced today that they are joining forces at the United Nations Climate Change Conference in Copenhagen to explore the potential for natural gas to accelerate the world's transition to a low-carbon economy.
*2*: New sources of unconventional gas could make possible the more rapid displacement of oil and coal, while providing back-up power that will enable faster adoption of wind, solar, and other intermittent renewables.
*3*: Compared with coal, natural gas allows a 50-70 percent reduction in greenhouse gas emissions, depending on the application.
*4*: A full agenda for the Copenhagen program will be posted on the websites of all sponsoring organizations in advance of the event.
*5*: McClendon, Chairman of ACSF, and Timothy E.
*6*: Panels of industry and government experts will discuss concrete strategies for boosting natural gas's role in national climate change policies, and to facilitate the introduction of intermittent renewable energy sources such as wind and solar power.
*7*: Wirth, President of the United Nations Foundation.
*8*: Confirmed speakers include Christopher Flavin, President of Worldwatch, Aubrey K.
*9*: The event, "Natural Gas, Renewables and Efficiency: Pathways to a Low-Carbon Economy," will be held at the Danish Society of Engineers building on December 12 from 13.30 to 17.30 and will focus on actions and policies to replace high-emitting fuels with natural gas and increase energy efficiency and the use of renewable energy.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Bringing Natural Gas to Copenhagen Washington, D.C. -The American Clean Skies Foundation (ACSF), the UN Foundation, and the Worldwatch Institute announced today that they are joining forces at the United Nations Climate Change Conference in Copenhagen to explore the potential for natural gas to accelerate the world's transition to a low-carbon economy.\n*2*: New sources of unconventional gas could make possible the more rapid displacement of oil and coal, while providing back-up power that will enable faster adoption of wind, solar, and other intermittent renewables.\n*3*: The event, \"Natural Gas, Renewables and Efficiency: Pathways to a Low-Carbon Economy,\" will be held at the Danish Society of Engineers building on December 12 from 13.30 to 17.30 and will focus on actions and policies to replace high-emitting fuels with natural gas and increase energy efficiency and the use of renewable energy.\n*4*: Confirmed speakers include Christopher Flavin, President of Worldwatch, Aubrey K.\n*5*: McClendon, Chairman of ACSF, and Timothy E.\n*6*: Wirth, President of the United Nations Foundation.\n*7*: Panels of industry and government experts will discuss concrete strategies for boosting natural gas's role in national climate change policies, and to facilitate the introduction of intermittent renewable energy sources such as wind and solar power.\n*8*: Compared with coal, natural gas allows a 50-70 percent reduction in greenhouse gas emissions, depending on the application.\n*9*: A full agenda for the Copenhagen program will be posted on the websites of all sponsoring organizations in advance of the event.", "scrambled": "*1*: Bringing Natural Gas to Copenhagen Washington, D.C. -The American Clean Skies Foundation (ACSF), the UN Foundation, and the Worldwatch Institute announced today that they are joining forces at the United Nations Climate Change Conference in Copenhagen to explore the potential for natural gas to accelerate the world's transition to a low-carbon economy.\n*2*: New sources of unconventional gas could make possible the more rapid displacement of oil and coal, while providing back-up power that will enable faster adoption of wind, solar, and other intermittent renewables.\n*3*: Compared with coal, natural gas allows a 50-70 percent reduction in greenhouse gas emissions, depending on the application.\n*4*: A full agenda for the Copenhagen program will be posted on the websites of all sponsoring organizations in advance of the event.\n*5*: McClendon, Chairman of ACSF, and Timothy E.\n*6*: Panels of industry and government experts will discuss concrete strategies for boosting natural gas's role in national climate change policies, and to facilitate the introduction of intermittent renewable energy sources such as wind and solar power.\n*7*: Wirth, President of the United Nations Foundation.\n*8*: Confirmed speakers include Christopher Flavin, President of Worldwatch, Aubrey K.\n*9*: The event, \"Natural Gas, Renewables and Efficiency: Pathways to a Low-Carbon Economy,\" will be held at the Danish Society of Engineers building on December 12 from 13.30 to 17.30 and will focus on actions and policies to replace high-emitting fuels with natural gas and increase energy efficiency and the use of renewable energy."}
| 2 |
unscramble_73257
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: From the quaintly genteel days of the 1900s (when we first heard words such as nickelodeon, escalator, and, believe it or not, Ms.) through the Roaring Twenties (the time of flappers, jalopies, and bootleg booze) to the postwar ’50s (the years of rock ’n’ roll, beatniks, and blast-offs) and into the new millennium (with its blogs, Google, and Obamamania), this feast for word lovers is a boffo (1934) celebration of linguistic esoterica (1929).
*2*: Crack open these covers and immerse yourself in a mind-expanding (1963) compendium of the new words (or new meanings of words) that have sprung from American life to ignite the most vital, inventive, fruitful, and A-OK (1961) lexicographical Big Bang (1950) since the first no-brow (1922) Neanderthal grunted meaningfully.
*3*: What accounts for this quantum leap (1924)?
*4*: From the turn of the twentieth century to today, our language has grown from around 90,000 new words to some 500,000—at least, that’s today’s best guesstimate (1936).
*5*: From the Hardcover edition.
*6*: In chapters organized by decade, each with a lively and informative narrative of the life and language of the time, along with year-by-year lists of words that were making their first appearance, There’s a Word for It reveals how the American culture contributed to the evolution and expansion of the English language and vice versa.
*7*: There's a Word for It: The Explosion of the American Language Since 1900 Crown Publishing Group Publication date: April 2010 Digital Book format: ePub (Adobe DRM) Word geeks (1984), rejoice!
*8*: In There’s a Word for It, language expert Sol Steinmetz takes us on a supercalifragilisticexpialidocious (1949) joyride (1908) through our nation’s cultural history, as seen through the neato (1951) words and terms we’ve invented to describe it all.
*9*: Clearly, it’s must-reading (1940).
*10*: And not to disparage any of the umpteen (1918) other language books on the shelf—though they have their share of hokum (1917) and gobbledygook (1944)—but this one truly is the bee’s knees and the cat’s pajamas (1920s).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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's a Word for It: The Explosion of the American Language Since 1900 Crown Publishing Group Publication date: April 2010 Digital Book format: ePub (Adobe DRM) Word geeks (1984), rejoice!\n*2*: Crack open these covers and immerse yourself in a mind-expanding (1963) compendium of the new words (or new meanings of words) that have sprung from American life to ignite the most vital, inventive, fruitful, and A-OK (1961) lexicographical Big Bang (1950) since the first no-brow (1922) Neanderthal grunted meaningfully.\n*3*: From the turn of the twentieth century to today, our language has grown from around 90,000 new words to some 500,000\u2014at least, that\u2019s today\u2019s best guesstimate (1936).\n*4*: What accounts for this quantum leap (1924)?\n*5*: In There\u2019s a Word for It, language expert Sol Steinmetz takes us on a supercalifragilisticexpialidocious (1949) joyride (1908) through our nation\u2019s cultural history, as seen through the neato (1951) words and terms we\u2019ve invented to describe it all.\n*6*: From the quaintly genteel days of the 1900s (when we first heard words such as nickelodeon, escalator, and, believe it or not, Ms.) through the Roaring Twenties (the time of flappers, jalopies, and bootleg booze) to the postwar \u201950s (the years of rock \u2019n\u2019 roll, beatniks, and blast-offs) and into the new millennium (with its blogs, Google, and Obamamania), this feast for word lovers is a boffo (1934) celebration of linguistic esoterica (1929).\n*7*: In chapters organized by decade, each with a lively and informative narrative of the life and language of the time, along with year-by-year lists of words that were making their first appearance, There\u2019s a Word for It reveals how the American culture contributed to the evolution and expansion of the English language and vice versa.\n*8*: Clearly, it\u2019s must-reading (1940).\n*9*: And not to disparage any of the umpteen (1918) other language books on the shelf\u2014though they have their share of hokum (1917) and gobbledygook (1944)\u2014but this one truly is the bee\u2019s knees and the cat\u2019s pajamas (1920s).\n*10*: From the Hardcover edition.", "scrambled": "*1*: From the quaintly genteel days of the 1900s (when we first heard words such as nickelodeon, escalator, and, believe it or not, Ms.) through the Roaring Twenties (the time of flappers, jalopies, and bootleg booze) to the postwar \u201950s (the years of rock \u2019n\u2019 roll, beatniks, and blast-offs) and into the new millennium (with its blogs, Google, and Obamamania), this feast for word lovers is a boffo (1934) celebration of linguistic esoterica (1929).\n*2*: Crack open these covers and immerse yourself in a mind-expanding (1963) compendium of the new words (or new meanings of words) that have sprung from American life to ignite the most vital, inventive, fruitful, and A-OK (1961) lexicographical Big Bang (1950) since the first no-brow (1922) Neanderthal grunted meaningfully.\n*3*: What accounts for this quantum leap (1924)?\n*4*: From the turn of the twentieth century to today, our language has grown from around 90,000 new words to some 500,000\u2014at least, that\u2019s today\u2019s best guesstimate (1936).\n*5*: From the Hardcover edition.\n*6*: In chapters organized by decade, each with a lively and informative narrative of the life and language of the time, along with year-by-year lists of words that were making their first appearance, There\u2019s a Word for It reveals how the American culture contributed to the evolution and expansion of the English language and vice versa.\n*7*: There's a Word for It: The Explosion of the American Language Since 1900 Crown Publishing Group Publication date: April 2010 Digital Book format: ePub (Adobe DRM) Word geeks (1984), rejoice!\n*8*: In There\u2019s a Word for It, language expert Sol Steinmetz takes us on a supercalifragilisticexpialidocious (1949) joyride (1908) through our nation\u2019s cultural history, as seen through the neato (1951) words and terms we\u2019ve invented to describe it all.\n*9*: Clearly, it\u2019s must-reading (1940).\n*10*: And not to disparage any of the umpteen (1918) other language books on the shelf\u2014though they have their share of hokum (1917) and gobbledygook (1944)\u2014but this one truly is the bee\u2019s knees and the cat\u2019s pajamas (1920s)."}
| 2 |
unscramble_94425
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: With the start of the industrial revolution and the invention of the steam engine turbine the maritime industry was renewed.
*2*: In 1878, the Herreshoff brothers (Nat and J.B.) formed the Herreshoff Manufacturing Company, landing government contracts for fast gunboats and torpedo boats.
*3*: Morgan and Harold Vanderbilt.
*4*: From its earliest settlers ferrying produce to Providence to shipping merchants dealing in the slave trade, Bristol has seen a constant ebb and flow of maritime trade.
*5*: Recognized for pioneering efforts in design, Captain Nat designed and built the largest and most powerful yachts for the defense of the America's Cup, funded by the like of J.P.
*6*: The foreign shipping interests still provided some industry but it never again became the sole supporter of the community.
*7*: Reaching its zenith in the early 1800s, Bristol's shipping industry was brought to a grinding halt with the close of the slave trade.
*8*: Bristol's Marine History Boat building and related industries have played a major role in the life of Bristol since the early 17th century.
*9*: The Bristol community has always been interwoven with the sea.
*10*: It was the move to build sailing vessels, however that brought the Herreshoff family to the history books.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Bristol's Marine History Boat building and related industries have played a major role in the life of Bristol since the early 17th century.\n*2*: The Bristol community has always been interwoven with the sea.\n*3*: From its earliest settlers ferrying produce to Providence to shipping merchants dealing in the slave trade, Bristol has seen a constant ebb and flow of maritime trade.\n*4*: Reaching its zenith in the early 1800s, Bristol's shipping industry was brought to a grinding halt with the close of the slave trade.\n*5*: The foreign shipping interests still provided some industry but it never again became the sole supporter of the community.\n*6*: With the start of the industrial revolution and the invention of the steam engine turbine the maritime industry was renewed.\n*7*: In 1878, the Herreshoff brothers (Nat and J.B.) formed the Herreshoff Manufacturing Company, landing government contracts for fast gunboats and torpedo boats.\n*8*: It was the move to build sailing vessels, however that brought the Herreshoff family to the history books.\n*9*: Recognized for pioneering efforts in design, Captain Nat designed and built the largest and most powerful yachts for the defense of the America's Cup, funded by the like of J.P.\n*10*: Morgan and Harold Vanderbilt.", "scrambled": "*1*: With the start of the industrial revolution and the invention of the steam engine turbine the maritime industry was renewed.\n*2*: In 1878, the Herreshoff brothers (Nat and J.B.) formed the Herreshoff Manufacturing Company, landing government contracts for fast gunboats and torpedo boats.\n*3*: Morgan and Harold Vanderbilt.\n*4*: From its earliest settlers ferrying produce to Providence to shipping merchants dealing in the slave trade, Bristol has seen a constant ebb and flow of maritime trade.\n*5*: Recognized for pioneering efforts in design, Captain Nat designed and built the largest and most powerful yachts for the defense of the America's Cup, funded by the like of J.P.\n*6*: The foreign shipping interests still provided some industry but it never again became the sole supporter of the community.\n*7*: Reaching its zenith in the early 1800s, Bristol's shipping industry was brought to a grinding halt with the close of the slave trade.\n*8*: Bristol's Marine History Boat building and related industries have played a major role in the life of Bristol since the early 17th century.\n*9*: The Bristol community has always been interwoven with the sea.\n*10*: It was the move to build sailing vessels, however that brought the Herreshoff family to the history books."}
| 2 |
unscramble_41249
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Written in portable C, Wget can be easily installed on any Unix-like system and has been ported to many environments, including Mac OS X, Microsoft Windows, OpenVMS and AmigaOS.
*2*: Its name is derived from World Wide Web and get, connotative of its primary function.
*3*: It currently supports downloading via HTTP, HTTPS, and FTP protocols, the most popular TCP/IP-based protocols used for web browsing.
*4*: It has been used as the basis for graphical programs such as Gwget for the GNOME Desktop.
*5*: GNU Wget is a computer program that implements simple and powerful content retrieval from web servers and is part of the GNU Project.
*6*: Competitive tools include cURL.
*7*: Released under the terms of the GNU General Public License v3, Wget is free software.
*8*: It appeared in 1996, coinciding with the boom of popularity of the web, causing its wide use among Unix users and distribution with most major Linux distributions.
*9*: Its features include recursive download, conversion of links for offline viewing of local HTML, support for proxies, and much more.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: GNU Wget is a computer program that implements simple and powerful content retrieval from web servers and is part of the GNU Project.\n*2*: Its name is derived from World Wide Web and get, connotative of its primary function.\n*3*: It currently supports downloading via HTTP, HTTPS, and FTP protocols, the most popular TCP/IP-based protocols used for web browsing.\n*4*: Its features include recursive download, conversion of links for offline viewing of local HTML, support for proxies, and much more.\n*5*: It appeared in 1996, coinciding with the boom of popularity of the web, causing its wide use among Unix users and distribution with most major Linux distributions.\n*6*: Written in portable C, Wget can be easily installed on any Unix-like system and has been ported to many environments, including Mac OS X, Microsoft Windows, OpenVMS and AmigaOS.\n*7*: Competitive tools include cURL.\n*8*: It has been used as the basis for graphical programs such as Gwget for the GNOME Desktop.\n*9*: Released under the terms of the GNU General Public License v3, Wget is free software.", "scrambled": "*1*: Written in portable C, Wget can be easily installed on any Unix-like system and has been ported to many environments, including Mac OS X, Microsoft Windows, OpenVMS and AmigaOS.\n*2*: Its name is derived from World Wide Web and get, connotative of its primary function.\n*3*: It currently supports downloading via HTTP, HTTPS, and FTP protocols, the most popular TCP/IP-based protocols used for web browsing.\n*4*: It has been used as the basis for graphical programs such as Gwget for the GNOME Desktop.\n*5*: GNU Wget is a computer program that implements simple and powerful content retrieval from web servers and is part of the GNU Project.\n*6*: Competitive tools include cURL.\n*7*: Released under the terms of the GNU General Public License v3, Wget is free software.\n*8*: It appeared in 1996, coinciding with the boom of popularity of the web, causing its wide use among Unix users and distribution with most major Linux distributions.\n*9*: Its features include recursive download, conversion of links for offline viewing of local HTML, support for proxies, and much more."}
| 2 |
unscramble_8787
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Eczema herpeticum, also known as Kaposi's varicelliform eruption, represents widespread cutaneous HSV in patients with pre-existing skin disorders.
*2*: Infants with high fever, poor oral intake, and evidence of secondary infection, may require inpatient management with intravenous acyclovir and antibiotic coverage. widely scattered clusters of 2-3 mm excoriated red, papules, vesicles, and crusts
*3*: Other disorders that predispose patients to this primary HSV infection include keratosis follicularis, pemphigus foliaceous and icthyosis vulgaris.
*4*: This 4-year-old boy with atopic dermatitis developed a pruritic eruption typical of a primary cutaneous Herpes simplex virus(HSV) infection.
*5*: Many patients have a history of exposure to a family member with recurrent HSV infection.
*6*: Eczema herpeticum is treated with oral antiviral medications, tap water and/or aluminum acetate compresses 2 or 3 times a day, and oral antipruritics.
*7*: Early and aggressive therapy of secondary infection is necessary.
*8*: A Tzanck preparation is a useful bedside diagnostic technique, but viral culture is confirmatory.
*9*: Atopic Dermatitis is by far the most common underlying associated skin condition.
*10*: The differential diagnosis includes widespread impetigo, scabies, papular urticaria, contact dermatitis, and shingles.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 4-year-old boy with atopic dermatitis developed a pruritic eruption typical of a primary cutaneous Herpes simplex virus(HSV) infection.\n*2*: Eczema herpeticum, also known as Kaposi's varicelliform eruption, represents widespread cutaneous HSV in patients with pre-existing skin disorders.\n*3*: Atopic Dermatitis is by far the most common underlying associated skin condition.\n*4*: Other disorders that predispose patients to this primary HSV infection include keratosis follicularis, pemphigus foliaceous and icthyosis vulgaris.\n*5*: The differential diagnosis includes widespread impetigo, scabies, papular urticaria, contact dermatitis, and shingles.\n*6*: Many patients have a history of exposure to a family member with recurrent HSV infection.\n*7*: A Tzanck preparation is a useful bedside diagnostic technique, but viral culture is confirmatory.\n*8*: Eczema herpeticum is treated with oral antiviral medications, tap water and/or aluminum acetate compresses 2 or 3 times a day, and oral antipruritics.\n*9*: Early and aggressive therapy of secondary infection is necessary.\n*10*: Infants with high fever, poor oral intake, and evidence of secondary infection, may require inpatient management with intravenous acyclovir and antibiotic coverage. widely scattered clusters of 2-3 mm excoriated red, papules, vesicles, and crusts", "scrambled": "*1*: Eczema herpeticum, also known as Kaposi's varicelliform eruption, represents widespread cutaneous HSV in patients with pre-existing skin disorders.\n*2*: Infants with high fever, poor oral intake, and evidence of secondary infection, may require inpatient management with intravenous acyclovir and antibiotic coverage. widely scattered clusters of 2-3 mm excoriated red, papules, vesicles, and crusts\n*3*: Other disorders that predispose patients to this primary HSV infection include keratosis follicularis, pemphigus foliaceous and icthyosis vulgaris.\n*4*: This 4-year-old boy with atopic dermatitis developed a pruritic eruption typical of a primary cutaneous Herpes simplex virus(HSV) infection.\n*5*: Many patients have a history of exposure to a family member with recurrent HSV infection.\n*6*: Eczema herpeticum is treated with oral antiviral medications, tap water and/or aluminum acetate compresses 2 or 3 times a day, and oral antipruritics.\n*7*: Early and aggressive therapy of secondary infection is necessary.\n*8*: A Tzanck preparation is a useful bedside diagnostic technique, but viral culture is confirmatory.\n*9*: Atopic Dermatitis is by far the most common underlying associated skin condition.\n*10*: The differential diagnosis includes widespread impetigo, scabies, papular urticaria, contact dermatitis, and shingles."}
| 2 |
unscramble_113804
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Title: Banding a Yellow Warbler Alternative Title: (none) Creator: Sowl, Kristine Contributor: YUKON FLATS NATIONAL WILDLIFE REFUGE Language: EN - ENGLISH Rights: (public domain) Subject: Birds, Work of the Service, Wildlife Management, Animal Tagging, Bird Banding, Passerines, Species, Yukon Flats National Wildlife Refuge, YFNWR Abstract: A MAPS (Monitoring Avian Productivity and Survivorship) station occurred on the Yukon Flats NWR for 8 years straight (1995-2002), using mist nets to capture and band songbirds and collect data to estimate population parameters.
*2*: Date Created: July 01 2000
*3*: Yellow Warbler (Dendroica petechia) From the U.S. Fish and Wildlife Service's online digital media library.
*4*: Check http://images.fws.gov/ for higher quality version.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Yellow Warbler (Dendroica petechia) From the U.S. Fish and Wildlife Service's online digital media library.\n*2*: Check http://images.fws.gov/ for higher quality version.\n*3*: Title: Banding a Yellow Warbler Alternative Title: (none) Creator: Sowl, Kristine Contributor: YUKON FLATS NATIONAL WILDLIFE REFUGE Language: EN - ENGLISH Rights: (public domain) Subject: Birds, Work of the Service, Wildlife Management, Animal Tagging, Bird Banding, Passerines, Species, Yukon Flats National Wildlife Refuge, YFNWR Abstract: A MAPS (Monitoring Avian Productivity and Survivorship) station occurred on the Yukon Flats NWR for 8 years straight (1995-2002), using mist nets to capture and band songbirds and collect data to estimate population parameters.\n*4*: Date Created: July 01 2000", "scrambled": "*1*: Title: Banding a Yellow Warbler Alternative Title: (none) Creator: Sowl, Kristine Contributor: YUKON FLATS NATIONAL WILDLIFE REFUGE Language: EN - ENGLISH Rights: (public domain) Subject: Birds, Work of the Service, Wildlife Management, Animal Tagging, Bird Banding, Passerines, Species, Yukon Flats National Wildlife Refuge, YFNWR Abstract: A MAPS (Monitoring Avian Productivity and Survivorship) station occurred on the Yukon Flats NWR for 8 years straight (1995-2002), using mist nets to capture and band songbirds and collect data to estimate population parameters.\n*2*: Date Created: July 01 2000\n*3*: Yellow Warbler (Dendroica petechia) From the U.S. Fish and Wildlife Service's online digital media library.\n*4*: Check http://images.fws.gov/ for higher quality version."}
| 2 |
unscramble_87172
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In this condition a dacryolith lodges in a dependent position and acutely blocks nasolacrimal duct outflow.
*2*: Klintworth Acute dacryocystitis is commonly due to an infection especially in association with an obstruction of the nasolacrimal duct.
*3*: Virulent strains of bacteria and host resistance factors in acute dacryocystitis can lead to complications of facial cellulitis, lacrimal sac abscess with skin fistulization, and rarely orbital cellulitis.
*4*: The material should be swabbed directly onto culture media (blood agar and chocolate agar, thioglycolate broth) and smears of the material on glass slides should be evalauted after being stained with the Gram stain.
*5*: Acute painful swelling of a noninflamed lacrimal sac can occur in the syndrome of acute noninfectious dacryocystic retention.
*6*: The responsible organism can be identified by examining the purulent drainage expressed or aspirated from the lacrimal sac.
*7*: It is characterized by exquisite pain, redness, tearing, discharge, and tender swelling over the lacrimal sac region below the upper border of the medial canthal tendon.
*8*: Contributor: Gordon K.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Contributor: Gordon K.\n*2*: Klintworth Acute dacryocystitis is commonly due to an infection especially in association with an obstruction of the nasolacrimal duct.\n*3*: The responsible organism can be identified by examining the purulent drainage expressed or aspirated from the lacrimal sac.\n*4*: The material should be swabbed directly onto culture media (blood agar and chocolate agar, thioglycolate broth) and smears of the material on glass slides should be evalauted after being stained with the Gram stain.\n*5*: It is characterized by exquisite pain, redness, tearing, discharge, and tender swelling over the lacrimal sac region below the upper border of the medial canthal tendon.\n*6*: Virulent strains of bacteria and host resistance factors in acute dacryocystitis can lead to complications of facial cellulitis, lacrimal sac abscess with skin fistulization, and rarely orbital cellulitis.\n*7*: Acute painful swelling of a noninflamed lacrimal sac can occur in the syndrome of acute noninfectious dacryocystic retention.\n*8*: In this condition a dacryolith lodges in a dependent position and acutely blocks nasolacrimal duct outflow.", "scrambled": "*1*: In this condition a dacryolith lodges in a dependent position and acutely blocks nasolacrimal duct outflow.\n*2*: Klintworth Acute dacryocystitis is commonly due to an infection especially in association with an obstruction of the nasolacrimal duct.\n*3*: Virulent strains of bacteria and host resistance factors in acute dacryocystitis can lead to complications of facial cellulitis, lacrimal sac abscess with skin fistulization, and rarely orbital cellulitis.\n*4*: The material should be swabbed directly onto culture media (blood agar and chocolate agar, thioglycolate broth) and smears of the material on glass slides should be evalauted after being stained with the Gram stain.\n*5*: Acute painful swelling of a noninflamed lacrimal sac can occur in the syndrome of acute noninfectious dacryocystic retention.\n*6*: The responsible organism can be identified by examining the purulent drainage expressed or aspirated from the lacrimal sac.\n*7*: It is characterized by exquisite pain, redness, tearing, discharge, and tender swelling over the lacrimal sac region below the upper border of the medial canthal tendon.\n*8*: Contributor: Gordon K."}
| 2 |
unscramble_111211
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Generally solitary and nocturnal, it preys on birds and mammals, including peafowl, gazelles, and hares.
*2*: In Asia, where it has become rare, it has been trained as a hunting animal.
*3*: Long-legged and short-tailed, it stands 16–18 in. (40–45 cm) tall and is 26–30 in. (66–76 cm) long, excluding its tail.
*4*: Short-tailed cat (Caracal caracal) found in hills, deserts, and plains of Africa, the Middle East, and Central and South Asia.
*5*: It is sleek and short-haired, with a reddish brown coat and long tufts of black hairs on its pointed ears.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Short-tailed cat (Caracal caracal) found in hills, deserts, and plains of Africa, the Middle East, and Central and South Asia.\n*2*: It is sleek and short-haired, with a reddish brown coat and long tufts of black hairs on its pointed ears.\n*3*: Long-legged and short-tailed, it stands 16\u201318 in. (40\u201345 cm) tall and is 26\u201330 in. (66\u201376 cm) long, excluding its tail.\n*4*: Generally solitary and nocturnal, it preys on birds and mammals, including peafowl, gazelles, and hares.\n*5*: In Asia, where it has become rare, it has been trained as a hunting animal.", "scrambled": "*1*: Generally solitary and nocturnal, it preys on birds and mammals, including peafowl, gazelles, and hares.\n*2*: In Asia, where it has become rare, it has been trained as a hunting animal.\n*3*: Long-legged and short-tailed, it stands 16\u201318 in. (40\u201345 cm) tall and is 26\u201330 in. (66\u201376 cm) long, excluding its tail.\n*4*: Short-tailed cat (Caracal caracal) found in hills, deserts, and plains of Africa, the Middle East, and Central and South Asia.\n*5*: It is sleek and short-haired, with a reddish brown coat and long tufts of black hairs on its pointed ears."}
| 2 |
unscramble_212057
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The National Association of School Nurses Defines School Nursing As: A specialized practice of professional nursing that advances the well-being, academic success, and lifelong achievement of students.
*2*: A school nurse serves as the coordinator of all school health programs such as: Health Services -- Manages health services programs and provides nursing care Health Education -- Provides health education to students, staff, and parents Healthy Environment -- Identifies health and safety concerns in the school environment and encourages a cultivating social environment
*3*: To that end, school nurses facilitate positive student responses to normal development; promote health and safety; intervene with actual and potential health problems; provide case management services; and actively collaborate with others to build student and family capacity for adaptation, self-management, self-advocacy, and learning.
*4*: Healthy Children Create Successful Learners: A school nurse has many different roles within the school setting.
*5*: A school nurse supports the physical, mental, emotional, and social health of students and their achievement in the learning process.
*6*: School Nurse Roles: The key role of a school nurse is to support student learning, by implementing approaches that encourage student and staff health and safety.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 National Association of School Nurses Defines School Nursing As: A specialized practice of professional nursing that advances the well-being, academic success, and lifelong achievement of students.\n*2*: To that end, school nurses facilitate positive student responses to normal development; promote health and safety; intervene with actual and potential health problems; provide case management services; and actively collaborate with others to build student and family capacity for adaptation, self-management, self-advocacy, and learning.\n*3*: Healthy Children Create Successful Learners: A school nurse has many different roles within the school setting.\n*4*: A school nurse supports the physical, mental, emotional, and social health of students and their achievement in the learning process.\n*5*: School Nurse Roles: The key role of a school nurse is to support student learning, by implementing approaches that encourage student and staff health and safety.\n*6*: A school nurse serves as the coordinator of all school health programs such as: Health Services -- Manages health services programs and provides nursing care Health Education -- Provides health education to students, staff, and parents Healthy Environment -- Identifies health and safety concerns in the school environment and encourages a cultivating social environment", "scrambled": "*1*: The National Association of School Nurses Defines School Nursing As: A specialized practice of professional nursing that advances the well-being, academic success, and lifelong achievement of students.\n*2*: A school nurse serves as the coordinator of all school health programs such as: Health Services -- Manages health services programs and provides nursing care Health Education -- Provides health education to students, staff, and parents Healthy Environment -- Identifies health and safety concerns in the school environment and encourages a cultivating social environment\n*3*: To that end, school nurses facilitate positive student responses to normal development; promote health and safety; intervene with actual and potential health problems; provide case management services; and actively collaborate with others to build student and family capacity for adaptation, self-management, self-advocacy, and learning.\n*4*: Healthy Children Create Successful Learners: A school nurse has many different roles within the school setting.\n*5*: A school nurse supports the physical, mental, emotional, and social health of students and their achievement in the learning process.\n*6*: School Nurse Roles: The key role of a school nurse is to support student learning, by implementing approaches that encourage student and staff health and safety."}
| 2 |
unscramble_129413
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Mag: - -7.80 Mag vis James Dunlop discovered this globular cluster on November 24, 1826 and cataloged it as Dunlop 337.
*2*: This is a 12-second exposure through a H-filter at 1.65 micron.
*3*: Globular Cluster NGC 1261, class II, Discovered by James Dunlop on November 24, 1826. - Distance from Sun: - 53.1 kly - Distance from Galactic Center: - 59.0 kly - Apparent Diameter: - 6.9 arc min - 8.29 mag vis - Radial Velocity: - 68.2 +/- 4.6 km/s - Abs.
*4*: The image in this page was obtained with the SOFI infrared multimode instrument on the ESO 3.58-m New Technology Telescope at La Silla, Chile.
*5*: Some more information on this image [MW Globulars] |
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Globular Cluster NGC 1261, class II, Discovered by James Dunlop on November 24, 1826. - Distance from Sun: - 53.1 kly - Distance from Galactic Center: - 59.0 kly - Apparent Diameter: - 6.9 arc min - 8.29 mag vis - Radial Velocity: - 68.2 +/- 4.6 km/s - Abs.\n*2*: Mag: - -7.80 Mag vis James Dunlop discovered this globular cluster on November 24, 1826 and cataloged it as Dunlop 337.\n*3*: The image in this page was obtained with the SOFI infrared multimode instrument on the ESO 3.58-m New Technology Telescope at La Silla, Chile.\n*4*: This is a 12-second exposure through a H-filter at 1.65 micron.\n*5*: Some more information on this image [MW Globulars] |", "scrambled": "*1*: Mag: - -7.80 Mag vis James Dunlop discovered this globular cluster on November 24, 1826 and cataloged it as Dunlop 337.\n*2*: This is a 12-second exposure through a H-filter at 1.65 micron.\n*3*: Globular Cluster NGC 1261, class II, Discovered by James Dunlop on November 24, 1826. - Distance from Sun: - 53.1 kly - Distance from Galactic Center: - 59.0 kly - Apparent Diameter: - 6.9 arc min - 8.29 mag vis - Radial Velocity: - 68.2 +/- 4.6 km/s - Abs.\n*4*: The image in this page was obtained with the SOFI infrared multimode instrument on the ESO 3.58-m New Technology Telescope at La Silla, Chile.\n*5*: Some more information on this image [MW Globulars] |"}
| 2 |
unscramble_16419
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Liszt was a formidable teacher; he had more than a 100 students, mostly in Weimar.
*2*: Universally considered the greatest piano virtuoso of all time, Franz Liszt was born in Hungary.
*3*: As a pianist, Liszt had no peer.
*4*: In Hungary where he became a national hero, Liszt was teaching and supervised the development of the Budapest Conservatory.
*5*: In 1844, Liszt began composing, especially in the new form of the symphonic poem.
*6*: As a composer he opened a path to a younger generation.
*7*: Liszt went to Vienna to become a piano student of Carl Czerny and composition student of Salieri.
*8*: In 1823, Liszt settled in Paris and toured all over Europe with the unprecedented triumphs.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Universally considered the greatest piano virtuoso of all time, Franz Liszt was born in Hungary.\n*2*: Liszt went to Vienna to become a piano student of Carl Czerny and composition student of Salieri.\n*3*: In 1823, Liszt settled in Paris and toured all over Europe with the unprecedented triumphs.\n*4*: In 1844, Liszt began composing, especially in the new form of the symphonic poem.\n*5*: Liszt was a formidable teacher; he had more than a 100 students, mostly in Weimar.\n*6*: In Hungary where he became a national hero, Liszt was teaching and supervised the development of the Budapest Conservatory.\n*7*: As a pianist, Liszt had no peer.\n*8*: As a composer he opened a path to a younger generation.", "scrambled": "*1*: Liszt was a formidable teacher; he had more than a 100 students, mostly in Weimar.\n*2*: Universally considered the greatest piano virtuoso of all time, Franz Liszt was born in Hungary.\n*3*: As a pianist, Liszt had no peer.\n*4*: In Hungary where he became a national hero, Liszt was teaching and supervised the development of the Budapest Conservatory.\n*5*: In 1844, Liszt began composing, especially in the new form of the symphonic poem.\n*6*: As a composer he opened a path to a younger generation.\n*7*: Liszt went to Vienna to become a piano student of Carl Czerny and composition student of Salieri.\n*8*: In 1823, Liszt settled in Paris and toured all over Europe with the unprecedented triumphs."}
| 2 |
unscramble_168721
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Watch a short video on how to search and use Digital Gallery images.Go To Digital Gallery > Curated resources for supporting teaching and learning, many with interactive elements or curriculum ideas. - Three Faiths: Judaism, Christianity, Islam - Includes beautiful sacred texts from each belief system, educational materials and photos of "faith on the street" from fellow New Yorkers. - Immigrant City - Find pictures and Voicethreads to use with your students, contribute to a Google My Maps to point out special sites, share immigration stories, and find/share lesson plans.
*2*: Create your own online, narrated slide presentations on a wide variety of topics.
*3*: Subscription Databases for Educators Search our databases by journal title to find resources for educators.
*4*: The site also has links to other immigration resources as well as suggested reading. - African Americans and American Politics - Before Barack Obama, there was Crispus Attucks, Frederick Douglass, the Massachusetts 54th Regiment, Mary McLeod Bethune, Adam Clayton Powell, Jr. and a host of other heroes and heroines of the African-American struggle for freedom and human dignity, fighting to make America and American Democracy real for all of its citizens. - Digital Schomburg - Relying on the expertise of distinguished curators and scholars, Digital Schomburg provides access to trusted information, interpretation and scholarship on the global black experience. - Historical Postcards of New York City - A fascinating historical peek at all five boroughs of New York City from the 1890’s until the 1920’s is provided through the 500 postcards newly added to the NYPL Digital Gallery. - View All Online Exhibitions > Theme-based interactive slide shows with DBQs for the classroom using the NYPL Digital Gallery.
*5*: Use the same tool to search by journal subject; look under "Social Sciences" for "Education - General," "Education, Special Topics," and "Theory & Practice of Education." Subscription Databases for Students Find articles, audio, glossaries, translations and more. - Amazing Animals of the World - Authors A-Z (Twayne's Authors Series) - Biography in Context - Grolier Online - LearningExpress Library - Literature Resource Center - Opposing Viewpoints Resource Center - Science Online - U.S. History in Context - World Book Online Reference Center Watch a short video on how to search for what you need.
*6*: - My NYPL New & Notable Made at NYPL Tools and Services - Using the Library I am a... - Classes & Events - Support the Library Tools for Teaching More than 700,000 searchable images, maps and documents to augment your classroom curriculum.
*7*: Try searching for your neighborhood to bring up maps and pictures of how it developed!
*8*: Digital Map Rectifier Teach mapping skills by overlaying historical maps on modern streets.Go To The Map Warper > Students can use HomeworkNYC "apps" right from their social networking pages to help them with homework.Go To HomeworkNYC > VideoView All Videos > The New York Public Library thanks The Carroll and Milton Petrie Foundation for their generous support of Teaching and Learning Programs at NYPL.
*9*: Our holdings include: Curriculum Administrator, Education, Education Digest, Educational Leadership, High School Journal, Journal of Education, Journal of Educational Research, Journal of Learning Disabilities, Reading Teacher, School Library Journal, and others.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - My NYPL New & Notable Made at NYPL Tools and Services - Using the Library I am a... - Classes & Events - Support the Library Tools for Teaching More than 700,000 searchable images, maps and documents to augment your classroom curriculum.\n*2*: Try searching for your neighborhood to bring up maps and pictures of how it developed!\n*3*: Watch a short video on how to search and use Digital Gallery images.Go To Digital Gallery > Curated resources for supporting teaching and learning, many with interactive elements or curriculum ideas. - Three Faiths: Judaism, Christianity, Islam - Includes beautiful sacred texts from each belief system, educational materials and photos of \"faith on the street\" from fellow New Yorkers. - Immigrant City - Find pictures and Voicethreads to use with your students, contribute to a Google My Maps to point out special sites, share immigration stories, and find/share lesson plans.\n*4*: The site also has links to other immigration resources as well as suggested reading. - African Americans and American Politics - Before Barack Obama, there was Crispus Attucks, Frederick Douglass, the Massachusetts 54th Regiment, Mary McLeod Bethune, Adam Clayton Powell, Jr. and a host of other heroes and heroines of the African-American struggle for freedom and human dignity, fighting to make America and American Democracy real for all of its citizens. - Digital Schomburg - Relying on the expertise of distinguished curators and scholars, Digital Schomburg provides access to trusted information, interpretation and scholarship on the global black experience. - Historical Postcards of New York City - A fascinating historical peek at all five boroughs of New York City from the 1890\u2019s until the 1920\u2019s is provided through the 500 postcards newly added to the NYPL Digital Gallery. - View All Online Exhibitions > Theme-based interactive slide shows with DBQs for the classroom using the NYPL Digital Gallery.\n*5*: Create your own online, narrated slide presentations on a wide variety of topics.\n*6*: Subscription Databases for Educators Search our databases by journal title to find resources for educators.\n*7*: Our holdings include: Curriculum Administrator, Education, Education Digest, Educational Leadership, High School Journal, Journal of Education, Journal of Educational Research, Journal of Learning Disabilities, Reading Teacher, School Library Journal, and others.\n*8*: Use the same tool to search by journal subject; look under \"Social Sciences\" for \"Education - General,\" \"Education, Special Topics,\" and \"Theory & Practice of Education.\" Subscription Databases for Students Find articles, audio, glossaries, translations and more. - Amazing Animals of the World - Authors A-Z (Twayne's Authors Series) - Biography in Context - Grolier Online - LearningExpress Library - Literature Resource Center - Opposing Viewpoints Resource Center - Science Online - U.S. History in Context - World Book Online Reference Center Watch a short video on how to search for what you need.\n*9*: Digital Map Rectifier Teach mapping skills by overlaying historical maps on modern streets.Go To The Map Warper > Students can use HomeworkNYC \"apps\" right from their social networking pages to help them with homework.Go To HomeworkNYC > VideoView All Videos > The New York Public Library thanks The Carroll and Milton Petrie Foundation for their generous support of Teaching and Learning Programs at NYPL.", "scrambled": "*1*: Watch a short video on how to search and use Digital Gallery images.Go To Digital Gallery > Curated resources for supporting teaching and learning, many with interactive elements or curriculum ideas. - Three Faiths: Judaism, Christianity, Islam - Includes beautiful sacred texts from each belief system, educational materials and photos of \"faith on the street\" from fellow New Yorkers. - Immigrant City - Find pictures and Voicethreads to use with your students, contribute to a Google My Maps to point out special sites, share immigration stories, and find/share lesson plans.\n*2*: Create your own online, narrated slide presentations on a wide variety of topics.\n*3*: Subscription Databases for Educators Search our databases by journal title to find resources for educators.\n*4*: The site also has links to other immigration resources as well as suggested reading. - African Americans and American Politics - Before Barack Obama, there was Crispus Attucks, Frederick Douglass, the Massachusetts 54th Regiment, Mary McLeod Bethune, Adam Clayton Powell, Jr. and a host of other heroes and heroines of the African-American struggle for freedom and human dignity, fighting to make America and American Democracy real for all of its citizens. - Digital Schomburg - Relying on the expertise of distinguished curators and scholars, Digital Schomburg provides access to trusted information, interpretation and scholarship on the global black experience. - Historical Postcards of New York City - A fascinating historical peek at all five boroughs of New York City from the 1890\u2019s until the 1920\u2019s is provided through the 500 postcards newly added to the NYPL Digital Gallery. - View All Online Exhibitions > Theme-based interactive slide shows with DBQs for the classroom using the NYPL Digital Gallery.\n*5*: Use the same tool to search by journal subject; look under \"Social Sciences\" for \"Education - General,\" \"Education, Special Topics,\" and \"Theory & Practice of Education.\" Subscription Databases for Students Find articles, audio, glossaries, translations and more. - Amazing Animals of the World - Authors A-Z (Twayne's Authors Series) - Biography in Context - Grolier Online - LearningExpress Library - Literature Resource Center - Opposing Viewpoints Resource Center - Science Online - U.S. History in Context - World Book Online Reference Center Watch a short video on how to search for what you need.\n*6*: - My NYPL New & Notable Made at NYPL Tools and Services - Using the Library I am a... - Classes & Events - Support the Library Tools for Teaching More than 700,000 searchable images, maps and documents to augment your classroom curriculum.\n*7*: Try searching for your neighborhood to bring up maps and pictures of how it developed!\n*8*: Digital Map Rectifier Teach mapping skills by overlaying historical maps on modern streets.Go To The Map Warper > Students can use HomeworkNYC \"apps\" right from their social networking pages to help them with homework.Go To HomeworkNYC > VideoView All Videos > The New York Public Library thanks The Carroll and Milton Petrie Foundation for their generous support of Teaching and Learning Programs at NYPL.\n*9*: Our holdings include: Curriculum Administrator, Education, Education Digest, Educational Leadership, High School Journal, Journal of Education, Journal of Educational Research, Journal of Learning Disabilities, Reading Teacher, School Library Journal, and others."}
| 2 |
unscramble_102526
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: After three flights in July and August of 1908, it was scrapped.
*2*: Damaged (apparently) beyond repair in high winds, No. 1 was dismantled one month after its first flight, just five days after its first public appearance.
*3*: Like its predecessor, the Nulli Secundus ll served for only a short time.
*4*: No. 1 was Britain’s first military aircraft, taking its first flight on September 10, 1907.
*5*: The Nulli Secundus ll, also known as British Army Dirigible No. 2, was partially built from the remains of the first Nulli Secundus (which is Latin for ”second to none”) or British Army Dirigible No. 1.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The Nulli Secundus ll, also known as British Army Dirigible No. 2, was partially built from the remains of the first Nulli Secundus (which is Latin for \u201dsecond to none\u201d) or British Army Dirigible No. 1.\n*2*: No. 1 was Britain\u2019s first military aircraft, taking its first flight on September 10, 1907.\n*3*: Damaged (apparently) beyond repair in high winds, No. 1 was dismantled one month after its first flight, just five days after its first public appearance.\n*4*: Like its predecessor, the Nulli Secundus ll served for only a short time.\n*5*: After three flights in July and August of 1908, it was scrapped.", "scrambled": "*1*: After three flights in July and August of 1908, it was scrapped.\n*2*: Damaged (apparently) beyond repair in high winds, No. 1 was dismantled one month after its first flight, just five days after its first public appearance.\n*3*: Like its predecessor, the Nulli Secundus ll served for only a short time.\n*4*: No. 1 was Britain\u2019s first military aircraft, taking its first flight on September 10, 1907.\n*5*: The Nulli Secundus ll, also known as British Army Dirigible No. 2, was partially built from the remains of the first Nulli Secundus (which is Latin for \u201dsecond to none\u201d) or British Army Dirigible No. 1."}
| 2 |
unscramble_91736
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The future USC should not be solely an academic exercise, but should be developed together with the major agencies supporting soil survey and mapping in the world.
*2*: For example, numerical classification concepts that have been developed over the last 30 years could be investigated and if found fit for purpose, incorporated into the new system.
*3*: It should have the highest amount and most accurate data collected to support the science.
*4*: A global soil classification system that will be adopted by the major National soil survey and mapping agencies will ensure a continuity and consistency of information across political boundaries to assist with some of the more critical environmental issues facing the world today.
*5*: The system need to be cognizant and flexible to incorporate new developments.
*6*: The new system is one that is fair and based on the best science of today and is agreed upon by a group of international experts and political leaders.
*7*: The sharing of additional existing documentation will represent an excellent starting point for standards will support the development of a USC System.
*8*: See more from this Session: Soil Genesis and Classification: I A starting point for a USC should come from the most documented existing system.
*9*: Soil Scientists from around the world have expressed the desire and need to develop a common USC System.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: See more from this Session: Soil Genesis and Classification: I A starting point for a USC should come from the most documented existing system.\n*2*: It should have the highest amount and most accurate data collected to support the science.\n*3*: The sharing of additional existing documentation will represent an excellent starting point for standards will support the development of a USC System.\n*4*: The new system is one that is fair and based on the best science of today and is agreed upon by a group of international experts and political leaders.\n*5*: The system need to be cognizant and flexible to incorporate new developments.\n*6*: For example, numerical classification concepts that have been developed over the last 30 years could be investigated and if found fit for purpose, incorporated into the new system.\n*7*: Soil Scientists from around the world have expressed the desire and need to develop a common USC System.\n*8*: The future USC should not be solely an academic exercise, but should be developed together with the major agencies supporting soil survey and mapping in the world.\n*9*: A global soil classification system that will be adopted by the major National soil survey and mapping agencies will ensure a continuity and consistency of information across political boundaries to assist with some of the more critical environmental issues facing the world today.", "scrambled": "*1*: The future USC should not be solely an academic exercise, but should be developed together with the major agencies supporting soil survey and mapping in the world.\n*2*: For example, numerical classification concepts that have been developed over the last 30 years could be investigated and if found fit for purpose, incorporated into the new system.\n*3*: It should have the highest amount and most accurate data collected to support the science.\n*4*: A global soil classification system that will be adopted by the major National soil survey and mapping agencies will ensure a continuity and consistency of information across political boundaries to assist with some of the more critical environmental issues facing the world today.\n*5*: The system need to be cognizant and flexible to incorporate new developments.\n*6*: The new system is one that is fair and based on the best science of today and is agreed upon by a group of international experts and political leaders.\n*7*: The sharing of additional existing documentation will represent an excellent starting point for standards will support the development of a USC System.\n*8*: See more from this Session: Soil Genesis and Classification: I A starting point for a USC should come from the most documented existing system.\n*9*: Soil Scientists from around the world have expressed the desire and need to develop a common USC System."}
| 2 |
unscramble_173269
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Show trends in data over regular intervals, or show trends among multiple entities.
*2*: Show the relationship of multiple values or entities, often grouped by category or relationship, along a common x- and y-axis.
*3*: Donut chart is a Pie chart variation, with the ability to support multiple series.
*4*: A Scatter chart variation that allows to display three types of data along x- and y-axis using size of bubbles as third dimension.
*5*: DataViz Widgets / Overview Area Chart emphasizes changes in values by filling in the portion of the graph beneath the line that connects each data point in a series.
*6*: Show range or progress data in a radial (circular or semi-circular) view.
*7*: Show the relative quantitative value or percentage of items with respect to the total.
*8*: A combination of Line and Candlestick chart representing historical stock prices.
*9*: Show value changes over time, or illustrate a quantitative comparison of multiple entities.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: DataViz Widgets / Overview Area Chart emphasizes changes in values by filling in the portion of the graph beneath the line that connects each data point in a series.\n*2*: Show value changes over time, or illustrate a quantitative comparison of multiple entities.\n*3*: A combination of Line and Candlestick chart representing historical stock prices.\n*4*: A Scatter chart variation that allows to display three types of data along x- and y-axis using size of bubbles as third dimension.\n*5*: Show trends in data over regular intervals, or show trends among multiple entities.\n*6*: Donut chart is a Pie chart variation, with the ability to support multiple series.\n*7*: Show the relative quantitative value or percentage of items with respect to the total.\n*8*: Show the relationship of multiple values or entities, often grouped by category or relationship, along a common x- and y-axis.\n*9*: Show range or progress data in a radial (circular or semi-circular) view.", "scrambled": "*1*: Show trends in data over regular intervals, or show trends among multiple entities.\n*2*: Show the relationship of multiple values or entities, often grouped by category or relationship, along a common x- and y-axis.\n*3*: Donut chart is a Pie chart variation, with the ability to support multiple series.\n*4*: A Scatter chart variation that allows to display three types of data along x- and y-axis using size of bubbles as third dimension.\n*5*: DataViz Widgets / Overview Area Chart emphasizes changes in values by filling in the portion of the graph beneath the line that connects each data point in a series.\n*6*: Show range or progress data in a radial (circular or semi-circular) view.\n*7*: Show the relative quantitative value or percentage of items with respect to the total.\n*8*: A combination of Line and Candlestick chart representing historical stock prices.\n*9*: Show value changes over time, or illustrate a quantitative comparison of multiple entities."}
| 2 |
unscramble_230667
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Tuesday, February 10, 2009 Java Escape Characters There is a short article about Java Escape Characters at the JavaK website.
*2*: There's often a question I'm asked, either in a class or on some forum that I feel could be of use to other students and I will share them here.
*3*: This short article explains some common escape characters and how they are used in Java.
*4*: Java for Kids is a small blog I run to share some of my experiences with teaching Java.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Java for Kids is a small blog I run to share some of my experiences with teaching Java.\n*2*: There's often a question I'm asked, either in a class or on some forum that I feel could be of use to other students and I will share them here.\n*3*: Tuesday, February 10, 2009 Java Escape Characters There is a short article about Java Escape Characters at the JavaK website.\n*4*: This short article explains some common escape characters and how they are used in Java.", "scrambled": "*1*: Tuesday, February 10, 2009 Java Escape Characters There is a short article about Java Escape Characters at the JavaK website.\n*2*: There's often a question I'm asked, either in a class or on some forum that I feel could be of use to other students and I will share them here.\n*3*: This short article explains some common escape characters and how they are used in Java.\n*4*: Java for Kids is a small blog I run to share some of my experiences with teaching Java."}
| 2 |
unscramble_250033
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The herb is carminative (wind relieving), anti-spasmodic and a stomach tonic. |Indigestion||Improve the flow of breast milk| Dill seeds can be infused to make a cup of tea.
*2*: It is now cultivated all over the world and its name comes from the Saxon word meaning “to lull”.
*3*: Dill is a plant native to the mediterranean and black sea regions.
*4*: At the time of writing there were no well known negative drug interactions with dill.
*5*: What it does The herb contains a variety of compounds including coumarins, volatile oil, flavanoids and zanthone derivatives.
*6*: It has a calming effect on the digestive system and provides the active ingredient in gripe water.
*7*: The oils is 30 – 60% carvone.
*8*: It is the seeds that are mainly used in herbal remedies.
*9*: Gripe water is available for babies suffering from colic. the herb is often added to fish dishes and salads to add flavour aid digestion.
*10*: Generally, there are no side effects or contra-indications from using dill.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Dill is a plant native to the mediterranean and black sea regions.\n*2*: It is now cultivated all over the world and its name comes from the Saxon word meaning \u201cto lull\u201d.\n*3*: It has a calming effect on the digestive system and provides the active ingredient in gripe water.\n*4*: It is the seeds that are mainly used in herbal remedies.\n*5*: What it does The herb contains a variety of compounds including coumarins, volatile oil, flavanoids and zanthone derivatives.\n*6*: The oils is 30 \u2013 60% carvone.\n*7*: The herb is carminative (wind relieving), anti-spasmodic and a stomach tonic. |Indigestion||Improve the flow of breast milk| Dill seeds can be infused to make a cup of tea.\n*8*: Gripe water is available for babies suffering from colic. the herb is often added to fish dishes and salads to add flavour aid digestion.\n*9*: Generally, there are no side effects or contra-indications from using dill.\n*10*: At the time of writing there were no well known negative drug interactions with dill.", "scrambled": "*1*: The herb is carminative (wind relieving), anti-spasmodic and a stomach tonic. |Indigestion||Improve the flow of breast milk| Dill seeds can be infused to make a cup of tea.\n*2*: It is now cultivated all over the world and its name comes from the Saxon word meaning \u201cto lull\u201d.\n*3*: Dill is a plant native to the mediterranean and black sea regions.\n*4*: At the time of writing there were no well known negative drug interactions with dill.\n*5*: What it does The herb contains a variety of compounds including coumarins, volatile oil, flavanoids and zanthone derivatives.\n*6*: It has a calming effect on the digestive system and provides the active ingredient in gripe water.\n*7*: The oils is 30 \u2013 60% carvone.\n*8*: It is the seeds that are mainly used in herbal remedies.\n*9*: Gripe water is available for babies suffering from colic. the herb is often added to fish dishes and salads to add flavour aid digestion.\n*10*: Generally, there are no side effects or contra-indications from using dill."}
| 2 |
unscramble_63311
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This is a lightweight summer tropical uniform,and the helmet is the standard issue M-90 type with the original brown paint and net.
*2*: The small leather pouch worn on the chest carries a folded paper talisman, or good luck charm to ward off bullets, and has a stamp on it from the soldiers home town Buddist temple.
*3*: Posted 2 years ago This is how a WW II Imperial Japanese Army soldier would appear during the mid war years of 1943-1944.
*4*: Notice how the chinstrap ties under the neck, in the tradition of a Samurai warrior.
*5*: All of the equipment was brought back or shipped to the United States by various vets during the war or shortly afterwards during the occupation of Japan.
*6*: Most of the individual pieces of equipment have kanji characters inked on them which is the soldiers name or unit.
*7*: The soldier has a leather belt with 3 ammo pouches, (only 2 are visable), a bayonet, haversack, and canteen.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Posted 2 years ago This is how a WW II Imperial Japanese Army soldier would appear during the mid war years of 1943-1944.\n*2*: This is a lightweight summer tropical uniform,and the helmet is the standard issue M-90 type with the original brown paint and net.\n*3*: Notice how the chinstrap ties under the neck, in the tradition of a Samurai warrior.\n*4*: The soldier has a leather belt with 3 ammo pouches, (only 2 are visable), a bayonet, haversack, and canteen.\n*5*: Most of the individual pieces of equipment have kanji characters inked on them which is the soldiers name or unit.\n*6*: The small leather pouch worn on the chest carries a folded paper talisman, or good luck charm to ward off bullets, and has a stamp on it from the soldiers home town Buddist temple.\n*7*: All of the equipment was brought back or shipped to the United States by various vets during the war or shortly afterwards during the occupation of Japan.", "scrambled": "*1*: This is a lightweight summer tropical uniform,and the helmet is the standard issue M-90 type with the original brown paint and net.\n*2*: The small leather pouch worn on the chest carries a folded paper talisman, or good luck charm to ward off bullets, and has a stamp on it from the soldiers home town Buddist temple.\n*3*: Posted 2 years ago This is how a WW II Imperial Japanese Army soldier would appear during the mid war years of 1943-1944.\n*4*: Notice how the chinstrap ties under the neck, in the tradition of a Samurai warrior.\n*5*: All of the equipment was brought back or shipped to the United States by various vets during the war or shortly afterwards during the occupation of Japan.\n*6*: Most of the individual pieces of equipment have kanji characters inked on them which is the soldiers name or unit.\n*7*: The soldier has a leather belt with 3 ammo pouches, (only 2 are visable), a bayonet, haversack, and canteen."}
| 2 |
unscramble_184039
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: There has been an upsurge in interest in seasonal food with two thirds of consumers aspiring to buy food in season.
*2*: While it is good to support local producers, it is also important to consider the effects that eating more produce that is locally in season would have on farmers in poorer countries who depend on exports to the UK for a livelihood.
*3*: Variables such as what medium fruit and vegetables were grown in, processing, packaging and distribution can cancel out benefits of being grown in season.
*4*: It is seen to benefit consumers, society, farmers and the environment by having a smaller ecological footprint, encouraging other sustainable behaviours, reconnecting us with where our food comes from, and benefiting our health and rural development.
*5*: However, eating seasonal local produce makes a much smaller difference to greenhouse gas emissions than other dietary changes, such as cutting out meat and dairy.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 has been an upsurge in interest in seasonal food with two thirds of consumers aspiring to buy food in season.\n*2*: It is seen to benefit consumers, society, farmers and the environment by having a smaller ecological footprint, encouraging other sustainable behaviours, reconnecting us with where our food comes from, and benefiting our health and rural development.\n*3*: However, eating seasonal local produce makes a much smaller difference to greenhouse gas emissions than other dietary changes, such as cutting out meat and dairy.\n*4*: Variables such as what medium fruit and vegetables were grown in, processing, packaging and distribution can cancel out benefits of being grown in season.\n*5*: While it is good to support local producers, it is also important to consider the effects that eating more produce that is locally in season would have on farmers in poorer countries who depend on exports to the UK for a livelihood.", "scrambled": "*1*: There has been an upsurge in interest in seasonal food with two thirds of consumers aspiring to buy food in season.\n*2*: While it is good to support local producers, it is also important to consider the effects that eating more produce that is locally in season would have on farmers in poorer countries who depend on exports to the UK for a livelihood.\n*3*: Variables such as what medium fruit and vegetables were grown in, processing, packaging and distribution can cancel out benefits of being grown in season.\n*4*: It is seen to benefit consumers, society, farmers and the environment by having a smaller ecological footprint, encouraging other sustainable behaviours, reconnecting us with where our food comes from, and benefiting our health and rural development.\n*5*: However, eating seasonal local produce makes a much smaller difference to greenhouse gas emissions than other dietary changes, such as cutting out meat and dairy."}
| 2 |
unscramble_244972
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Her research concerns phonology, morphology and reading.
*2*: She has published extensively in psychological and linguistic journals. - Author(s)Iris Berent - PublisherCambridge University Press - Date of Publication10/01/2013 - Place of PublicationCambridge - Country of PublicationUnited Kingdom - ImprintCambridge University Press - Content Note30 b/w illus. 9 tables - Weight670 g - Width152 mm - Height228 mm - Spine22 mm This item doesn't belong on this page.
*3*: Thanks, we'll look into this.
*4*: Best-selling in Language Save on Language - £21.75Trending at £23.79 - £17.35Trending at £19.98 - £11.91Trending at £15.51 - £9.29Trending at £12.07 - £19.51Trending at £20.91 - £6.41Trending at £6.98 - £9.75Trending at £12.73 About this product - DescriptionA study of how humans weave the sound-patterns of language, informed by insights from linguistics, cognitive science, neuroscience and genetics. - Author BiographyIris Berent is a Professor of Psychology at Northeastern University, Boston.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Best-selling in Language Save on Language - \u00a321.75Trending at \u00a323.79 - \u00a317.35Trending at \u00a319.98 - \u00a311.91Trending at \u00a315.51 - \u00a39.29Trending at \u00a312.07 - \u00a319.51Trending at \u00a320.91 - \u00a36.41Trending at \u00a36.98 - \u00a39.75Trending at \u00a312.73 About this product - DescriptionA study of how humans weave the sound-patterns of language, informed by insights from linguistics, cognitive science, neuroscience and genetics. - Author BiographyIris Berent is a Professor of Psychology at Northeastern University, Boston.\n*2*: Her research concerns phonology, morphology and reading.\n*3*: She has published extensively in psychological and linguistic journals. - Author(s)Iris Berent - PublisherCambridge University Press - Date of Publication10/01/2013 - Place of PublicationCambridge - Country of PublicationUnited Kingdom - ImprintCambridge University Press - Content Note30 b/w illus. 9 tables - Weight670 g - Width152 mm - Height228 mm - Spine22 mm This item doesn't belong on this page.\n*4*: Thanks, we'll look into this.", "scrambled": "*1*: Her research concerns phonology, morphology and reading.\n*2*: She has published extensively in psychological and linguistic journals. - Author(s)Iris Berent - PublisherCambridge University Press - Date of Publication10/01/2013 - Place of PublicationCambridge - Country of PublicationUnited Kingdom - ImprintCambridge University Press - Content Note30 b/w illus. 9 tables - Weight670 g - Width152 mm - Height228 mm - Spine22 mm This item doesn't belong on this page.\n*3*: Thanks, we'll look into this.\n*4*: Best-selling in Language Save on Language - \u00a321.75Trending at \u00a323.79 - \u00a317.35Trending at \u00a319.98 - \u00a311.91Trending at \u00a315.51 - \u00a39.29Trending at \u00a312.07 - \u00a319.51Trending at \u00a320.91 - \u00a36.41Trending at \u00a36.98 - \u00a39.75Trending at \u00a312.73 About this product - DescriptionA study of how humans weave the sound-patterns of language, informed by insights from linguistics, cognitive science, neuroscience and genetics. - Author BiographyIris Berent is a Professor of Psychology at Northeastern University, Boston."}
| 2 |
unscramble_160632
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The exhibition features manuscripts, photographs, artifacts—including the imposing stone for The Liberator—and portraits related to the abolitionist movement in Boston.
*2*: There was strong resistance to the radical movement, however, not only in the slaveholding South, but among Northerners' as well.
*3*: MHS Calendar of Events this event is free Exhibition "Proclaim Liberty Throughout All the Land": Boston Abolitionists, 1831-186522 February 2013 to 24 May 2013 10:00 AM - 4:00 PM Monday through Saturday, 10 AM to 4 PM
*4*: In the decades leading up to the Civil War, Boston became a center of the national antislavery movement, and in 1831 William Lloyd Garrison, "all on fire" for the cause, began publication of The Liberator, the country's leading abolitionist newspaper.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 decades leading up to the Civil War, Boston became a center of the national antislavery movement, and in 1831 William Lloyd Garrison, \"all on fire\" for the cause, began publication of The Liberator, the country's leading abolitionist newspaper.\n*2*: There was strong resistance to the radical movement, however, not only in the slaveholding South, but among Northerners' as well.\n*3*: The exhibition features manuscripts, photographs, artifacts\u2014including the imposing stone for The Liberator\u2014and portraits related to the abolitionist movement in Boston.\n*4*: MHS Calendar of Events this event is free Exhibition \"Proclaim Liberty Throughout All the Land\": Boston Abolitionists, 1831-186522 February 2013 to 24 May 2013 10:00 AM - 4:00 PM Monday through Saturday, 10 AM to 4 PM", "scrambled": "*1*: The exhibition features manuscripts, photographs, artifacts\u2014including the imposing stone for The Liberator\u2014and portraits related to the abolitionist movement in Boston.\n*2*: There was strong resistance to the radical movement, however, not only in the slaveholding South, but among Northerners' as well.\n*3*: MHS Calendar of Events this event is free Exhibition \"Proclaim Liberty Throughout All the Land\": Boston Abolitionists, 1831-186522 February 2013 to 24 May 2013 10:00 AM - 4:00 PM Monday through Saturday, 10 AM to 4 PM\n*4*: In the decades leading up to the Civil War, Boston became a center of the national antislavery movement, and in 1831 William Lloyd Garrison, \"all on fire\" for the cause, began publication of The Liberator, the country's leading abolitionist newspaper."}
| 2 |
unscramble_89457
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: One of my students told me that this game has helped him with English more than anything else we have done.
*2*: When it is their turn to read a card, I have them read the story aloud, giving them an opportunity to see and speak English correctly.
*3*: Reviewed By: Rebecca Batton (Blacksburg, VA) This game has been a huge hit with my ESL students.
*4*: An engaging game board comes with 50 Making Inference cards, 50 Predicting Outcome cards, 6 player pieces, and a die.
*5*: Robot Rescue has been such a success that I have ordered the other similar games: Space Voyage, Super Speedway, and Jungle Journey.
*6*: When they respond correctly to questions about Making Inferences or Predicting Outcomes, they collect cards they need to win.
*7*: Students master essential reading skills as they race to rescue Mega Robot.
*8*: When I read a card, I don't allow them to see the card, thus allowing them to concentrate on understanding spoken English.
*9*: I play it one-on-one with 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*: Students master essential reading skills as they race to rescue Mega Robot.\n*2*: When they respond correctly to questions about Making Inferences or Predicting Outcomes, they collect cards they need to win.\n*3*: An engaging game board comes with 50 Making Inference cards, 50 Predicting Outcome cards, 6 player pieces, and a die.\n*4*: Reviewed By: Rebecca Batton (Blacksburg, VA) This game has been a huge hit with my ESL students.\n*5*: I play it one-on-one with them.\n*6*: When it is their turn to read a card, I have them read the story aloud, giving them an opportunity to see and speak English correctly.\n*7*: When I read a card, I don't allow them to see the card, thus allowing them to concentrate on understanding spoken English.\n*8*: One of my students told me that this game has helped him with English more than anything else we have done.\n*9*: Robot Rescue has been such a success that I have ordered the other similar games: Space Voyage, Super Speedway, and Jungle Journey.", "scrambled": "*1*: One of my students told me that this game has helped him with English more than anything else we have done.\n*2*: When it is their turn to read a card, I have them read the story aloud, giving them an opportunity to see and speak English correctly.\n*3*: Reviewed By: Rebecca Batton (Blacksburg, VA) This game has been a huge hit with my ESL students.\n*4*: An engaging game board comes with 50 Making Inference cards, 50 Predicting Outcome cards, 6 player pieces, and a die.\n*5*: Robot Rescue has been such a success that I have ordered the other similar games: Space Voyage, Super Speedway, and Jungle Journey.\n*6*: When they respond correctly to questions about Making Inferences or Predicting Outcomes, they collect cards they need to win.\n*7*: Students master essential reading skills as they race to rescue Mega Robot.\n*8*: When I read a card, I don't allow them to see the card, thus allowing them to concentrate on understanding spoken English.\n*9*: I play it one-on-one with them."}
| 2 |
unscramble_190317
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Q&A: X-ray Astronomy I quote from http://chandra.harvard.edu/photo/2000/0170/index.html: "The Roman numerals refer to how many electrons have been stripped from the atoms. e.g.
*2*: Do you mean OVIII has lost eight electrons and NeX has lost ten?
*3*: For example HI for a neutral hydrogen atom, OI for a neutral oxygen
*4*: Blame it on the Romans for not inventing zero.
*5*: The neutral atoms, with zero electrons removed are labeled with I.
*6*: OVIII is an ion that has lost 7 electrons from its atomic shell, NeX has lost 9 electrons, etc." This does not make sense.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Q&A: X-ray Astronomy I quote from http://chandra.harvard.edu/photo/2000/0170/index.html: \"The Roman numerals refer to how many electrons have been stripped from the atoms. e.g.\n*2*: OVIII is an ion that has lost 7 electrons from its atomic shell, NeX has lost 9 electrons, etc.\" This does not make sense.\n*3*: Do you mean OVIII has lost eight electrons and NeX has lost ten?\n*4*: Blame it on the Romans for not inventing zero.\n*5*: The neutral atoms, with zero electrons removed are labeled with I.\n*6*: For example HI for a neutral hydrogen atom, OI for a neutral oxygen", "scrambled": "*1*: Q&A: X-ray Astronomy I quote from http://chandra.harvard.edu/photo/2000/0170/index.html: \"The Roman numerals refer to how many electrons have been stripped from the atoms. e.g.\n*2*: Do you mean OVIII has lost eight electrons and NeX has lost ten?\n*3*: For example HI for a neutral hydrogen atom, OI for a neutral oxygen\n*4*: Blame it on the Romans for not inventing zero.\n*5*: The neutral atoms, with zero electrons removed are labeled with I.\n*6*: OVIII is an ion that has lost 7 electrons from its atomic shell, NeX has lost 9 electrons, etc.\" This does not make sense."}
| 2 |
unscramble_123652
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Since the output from the impulse generator can be considered as a sequence of ’grains’, the technique can be seen to be closely related to granular synthesis, the difference being that in FOF the grains are regular and synchronous, generating a coherent periodic waveform. (Source - Richard Dobson (1992).
*2*: It models the human voice as the sound from an impulse generator (the equivalent to the vocal chords) passing through a set of band-pass filters (representing the characteristics of the vocal tract), each filter corresponding to a vocal formant.
*3*: A Dictionary of Electronic and Computer Music Technology.
*4*: Oxford University Press.) UNESCO DigiArts- Introduction à l’histoire et à l’esthétique des musiques électroacoustiques: Session 5 - La vocalité artificielle ( French )
*5*: FOF (Formant Wave Function Synthesis) was developed as part of IRCAM’s ’CHANT’ project, which was devoted to the development of techniques for the realistic synthesis of the singing voice.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: FOF (Formant Wave Function Synthesis) was developed as part of IRCAM\u2019s \u2019CHANT\u2019 project, which was devoted to the development of techniques for the realistic synthesis of the singing voice.\n*2*: It models the human voice as the sound from an impulse generator (the equivalent to the vocal chords) passing through a set of band-pass filters (representing the characteristics of the vocal tract), each filter corresponding to a vocal formant.\n*3*: Since the output from the impulse generator can be considered as a sequence of \u2019grains\u2019, the technique can be seen to be closely related to granular synthesis, the difference being that in FOF the grains are regular and synchronous, generating a coherent periodic waveform. (Source - Richard Dobson (1992).\n*4*: A Dictionary of Electronic and Computer Music Technology.\n*5*: Oxford University Press.) UNESCO DigiArts- Introduction \u00e0 l\u2019histoire et \u00e0 l\u2019esth\u00e9tique des musiques \u00e9lectroacoustiques: Session 5 - La vocalit\u00e9 artificielle ( French )", "scrambled": "*1*: Since the output from the impulse generator can be considered as a sequence of \u2019grains\u2019, the technique can be seen to be closely related to granular synthesis, the difference being that in FOF the grains are regular and synchronous, generating a coherent periodic waveform. (Source - Richard Dobson (1992).\n*2*: It models the human voice as the sound from an impulse generator (the equivalent to the vocal chords) passing through a set of band-pass filters (representing the characteristics of the vocal tract), each filter corresponding to a vocal formant.\n*3*: A Dictionary of Electronic and Computer Music Technology.\n*4*: Oxford University Press.) UNESCO DigiArts- Introduction \u00e0 l\u2019histoire et \u00e0 l\u2019esth\u00e9tique des musiques \u00e9lectroacoustiques: Session 5 - La vocalit\u00e9 artificielle ( French )\n*5*: FOF (Formant Wave Function Synthesis) was developed as part of IRCAM\u2019s \u2019CHANT\u2019 project, which was devoted to the development of techniques for the realistic synthesis of the singing voice."}
| 2 |
unscramble_23803
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The dot product is an essential building block in linear algebra and for doing almost any type of transformation or rendering in computer graphics.
*2*: Users click and drag on the vector arrows (to reposition the end of the vector) and stems (to rotate the vector).
*3*: The Dot Product applet shows how the scalar dot product value of two vectors depends on both the vectors' lengths and the angle between them.
*4*: The arc representing the angle between the vectors can be clicked and dragged to rotate both vectors at the same time and show the rotational invariance.
*5*: The dot product value is shown with a thermometer-style display, as well as in an equation format, along with the vector coordinates.
*6*: Easily usable by both undergraduates and high school students in any course using the dot product (e.g., linear algebra, physics, graphics programming, etc.).
*7*: It also demonstrates the dot product's property of rotational invariance.
*8*: Editable equations are displayed, as are concept explanations and help text.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Dot Product applet shows how the scalar dot product value of two vectors depends on both the vectors' lengths and the angle between them.\n*2*: It also demonstrates the dot product's property of rotational invariance.\n*3*: Editable equations are displayed, as are concept explanations and help text.\n*4*: The dot product is an essential building block in linear algebra and for doing almost any type of transformation or rendering in computer graphics.\n*5*: Easily usable by both undergraduates and high school students in any course using the dot product (e.g., linear algebra, physics, graphics programming, etc.).\n*6*: Users click and drag on the vector arrows (to reposition the end of the vector) and stems (to rotate the vector).\n*7*: The dot product value is shown with a thermometer-style display, as well as in an equation format, along with the vector coordinates.\n*8*: The arc representing the angle between the vectors can be clicked and dragged to rotate both vectors at the same time and show the rotational invariance.", "scrambled": "*1*: The dot product is an essential building block in linear algebra and for doing almost any type of transformation or rendering in computer graphics.\n*2*: Users click and drag on the vector arrows (to reposition the end of the vector) and stems (to rotate the vector).\n*3*: The Dot Product applet shows how the scalar dot product value of two vectors depends on both the vectors' lengths and the angle between them.\n*4*: The arc representing the angle between the vectors can be clicked and dragged to rotate both vectors at the same time and show the rotational invariance.\n*5*: The dot product value is shown with a thermometer-style display, as well as in an equation format, along with the vector coordinates.\n*6*: Easily usable by both undergraduates and high school students in any course using the dot product (e.g., linear algebra, physics, graphics programming, etc.).\n*7*: It also demonstrates the dot product's property of rotational invariance.\n*8*: Editable equations are displayed, as are concept explanations and help text."}
| 2 |
unscramble_173873
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In cultures where professional careers are highly prized there can be a shortage of skilled manual workers, leading to lucrative niche markets in the trades.
*2*: Economically and socially, a tradesman's status is considered between a laborer and a professional, with a high degree of both practical and theoretical knowledge of their trade.
*3*: A tradesman is a skilled manual worker in a particular trade or craft.
*4*: Sign up now for your free UK tradesmen email address and webspace!
*5*: After a Journeyman has proven himself to his trade's guild (most guilds are now known by different names), he may settle down as a Master and work for himself, eventually taking on his own apprentices.
*6*: The training of a trade in European cultures has been a formal tradition for many centuries.
*7*: A tradesman typically begins as an apprentice, working for and learning from a Master, and after a number of years is released from his master's service as a Journeyman.
*8*: More Information About Tradesmen...
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: More Information About Tradesmen...\n*2*: A tradesman is a skilled manual worker in a particular trade or craft.\n*3*: Economically and socially, a tradesman's status is considered between a laborer and a professional, with a high degree of both practical and theoretical knowledge of their trade.\n*4*: In cultures where professional careers are highly prized there can be a shortage of skilled manual workers, leading to lucrative niche markets in the trades.\n*5*: The training of a trade in European cultures has been a formal tradition for many centuries.\n*6*: A tradesman typically begins as an apprentice, working for and learning from a Master, and after a number of years is released from his master's service as a Journeyman.\n*7*: After a Journeyman has proven himself to his trade's guild (most guilds are now known by different names), he may settle down as a Master and work for himself, eventually taking on his own apprentices.\n*8*: Sign up now for your free UK tradesmen email address and webspace!", "scrambled": "*1*: In cultures where professional careers are highly prized there can be a shortage of skilled manual workers, leading to lucrative niche markets in the trades.\n*2*: Economically and socially, a tradesman's status is considered between a laborer and a professional, with a high degree of both practical and theoretical knowledge of their trade.\n*3*: A tradesman is a skilled manual worker in a particular trade or craft.\n*4*: Sign up now for your free UK tradesmen email address and webspace!\n*5*: After a Journeyman has proven himself to his trade's guild (most guilds are now known by different names), he may settle down as a Master and work for himself, eventually taking on his own apprentices.\n*6*: The training of a trade in European cultures has been a formal tradition for many centuries.\n*7*: A tradesman typically begins as an apprentice, working for and learning from a Master, and after a number of years is released from his master's service as a Journeyman.\n*8*: More Information About Tradesmen..."}
| 2 |
unscramble_122382
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Blacks at this time were finally acquiring some of the liberties and rights that Whites had, yet this didn’t come without hardship and turmoil.
*2*: During the reconstruction blacks where able to create their own schools and eventually interracial schools were formed.
*3*: Blacks eventually left white churches and formed that of their own where one could avoid harassment and scrutiny of whites during this time of change in the nation.
*4*: These changes that occurred, although tough as any change may be, helped developed the nation we live in today where discrimination does not prevail.
*5*: The right to vote for blacks meant that education was even more essential.
*6*: Foner also touches on the idea of forming new churches.
*7*: The 15th amendment was establish granting blacks the right to vote, yet due to poll taxes and scrutiny of uneducated black voting still didn’t come easy.
*8*: In Chapter 15 Eric Foner touches a few different topics in discussing the reconstruction and reorganization of the United States.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: In Chapter 15 Eric Foner touches a few different topics in discussing the reconstruction and reorganization of the United States.\n*2*: Blacks at this time were finally acquiring some of the liberties and rights that Whites had, yet this didn\u2019t come without hardship and turmoil.\n*3*: The 15th amendment was establish granting blacks the right to vote, yet due to poll taxes and scrutiny of uneducated black voting still didn\u2019t come easy.\n*4*: The right to vote for blacks meant that education was even more essential.\n*5*: During the reconstruction blacks where able to create their own schools and eventually interracial schools were formed.\n*6*: Foner also touches on the idea of forming new churches.\n*7*: Blacks eventually left white churches and formed that of their own where one could avoid harassment and scrutiny of whites during this time of change in the nation.\n*8*: These changes that occurred, although tough as any change may be, helped developed the nation we live in today where discrimination does not prevail.", "scrambled": "*1*: Blacks at this time were finally acquiring some of the liberties and rights that Whites had, yet this didn\u2019t come without hardship and turmoil.\n*2*: During the reconstruction blacks where able to create their own schools and eventually interracial schools were formed.\n*3*: Blacks eventually left white churches and formed that of their own where one could avoid harassment and scrutiny of whites during this time of change in the nation.\n*4*: These changes that occurred, although tough as any change may be, helped developed the nation we live in today where discrimination does not prevail.\n*5*: The right to vote for blacks meant that education was even more essential.\n*6*: Foner also touches on the idea of forming new churches.\n*7*: The 15th amendment was establish granting blacks the right to vote, yet due to poll taxes and scrutiny of uneducated black voting still didn\u2019t come easy.\n*8*: In Chapter 15 Eric Foner touches a few different topics in discussing the reconstruction and reorganization of the United States."}
| 2 |
unscramble_23062
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Electronic Field Trips Bring the past alive in your classroom.
*2*: Create your account CONTACT US: 1-800-761-8331 | EFTSupport@cwf.org
*3*: What is an Electronic Field Trip, and what can it add to your classroom?
*4*: Eastern Time on participating public broadcasting stations and cable channels.
*5*: Colonial Williamsburg's Bill White narrates this behind-the-scenes look at the Emmy-winning series. - Emmy-Award winning live internet events and television broadcasts for grades 4-8 - Innovative distance learning program brings history alive in your classroom - Broadcasts air at 10 a.m. and 1 p.m.
*6*: View broadcaster list. - Streaming broadcasts live on your classroom computer - Live toll-free call-in and email intro to our historians - Online voting, video previews, and year-long student message board - Comprehensive teacher guides - Immerse students in authentic historical content - Build civics, history, and literacy skills - Infuse technology and interactive learning into a differentiated learning classroom - Fill information gaps and enhance background knowledge - Help students develop communication skills - Enhance students’ ability to gather and synthesize information from a variety of sources - On demand 24/7 Year-round Video Clips/Teacher Resources/Student Activities - Cost is $250 for the series or $50 for individual programs - Interactive, multidisciplinary student lessons - Web-based, standards-aligned teacher resources - Primary sources - Taping rights - Technical assistance and an online teacher “How to use” section - Online resources—use when they fit your curriculum 2013-2014 Electronic Field Trip Schedule Build civics, history, and literacy skills.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Electronic Field Trips Bring the past alive in your classroom.\n*2*: What is an Electronic Field Trip, and what can it add to your classroom?\n*3*: Colonial Williamsburg's Bill White narrates this behind-the-scenes look at the Emmy-winning series. - Emmy-Award winning live internet events and television broadcasts for grades 4-8 - Innovative distance learning program brings history alive in your classroom - Broadcasts air at 10 a.m. and 1 p.m.\n*4*: Eastern Time on participating public broadcasting stations and cable channels.\n*5*: View broadcaster list. - Streaming broadcasts live on your classroom computer - Live toll-free call-in and email intro to our historians - Online voting, video previews, and year-long student message board - Comprehensive teacher guides - Immerse students in authentic historical content - Build civics, history, and literacy skills - Infuse technology and interactive learning into a differentiated learning classroom - Fill information gaps and enhance background knowledge - Help students develop communication skills - Enhance students\u2019 ability to gather and synthesize information from a variety of sources - On demand 24/7 Year-round Video Clips/Teacher Resources/Student Activities - Cost is $250 for the series or $50 for individual programs - Interactive, multidisciplinary student lessons - Web-based, standards-aligned teacher resources - Primary sources - Taping rights - Technical assistance and an online teacher \u201cHow to use\u201d section - Online resources\u2014use when they fit your curriculum 2013-2014 Electronic Field Trip Schedule Build civics, history, and literacy skills.\n*6*: Create your account CONTACT US: 1-800-761-8331 | EFTSupport@cwf.org", "scrambled": "*1*: Electronic Field Trips Bring the past alive in your classroom.\n*2*: Create your account CONTACT US: 1-800-761-8331 | EFTSupport@cwf.org\n*3*: What is an Electronic Field Trip, and what can it add to your classroom?\n*4*: Eastern Time on participating public broadcasting stations and cable channels.\n*5*: Colonial Williamsburg's Bill White narrates this behind-the-scenes look at the Emmy-winning series. - Emmy-Award winning live internet events and television broadcasts for grades 4-8 - Innovative distance learning program brings history alive in your classroom - Broadcasts air at 10 a.m. and 1 p.m.\n*6*: View broadcaster list. - Streaming broadcasts live on your classroom computer - Live toll-free call-in and email intro to our historians - Online voting, video previews, and year-long student message board - Comprehensive teacher guides - Immerse students in authentic historical content - Build civics, history, and literacy skills - Infuse technology and interactive learning into a differentiated learning classroom - Fill information gaps and enhance background knowledge - Help students develop communication skills - Enhance students\u2019 ability to gather and synthesize information from a variety of sources - On demand 24/7 Year-round Video Clips/Teacher Resources/Student Activities - Cost is $250 for the series or $50 for individual programs - Interactive, multidisciplinary student lessons - Web-based, standards-aligned teacher resources - Primary sources - Taping rights - Technical assistance and an online teacher \u201cHow to use\u201d section - Online resources\u2014use when they fit your curriculum 2013-2014 Electronic Field Trip Schedule Build civics, history, and literacy skills."}
| 2 |
unscramble_83642
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Most people are referred to a radiation oncologist by their primary doctor after a diagnosis of cancer, and they see the radiation oncologist at his or her office or in a hospital or extended care facility.
*2*: Radiation oncologists can be board-certified through the Board of Radiology, which is recognized by the American Board of Medical Specialties. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org Find out what women really need.
*3*: Radiation oncologists are medical doctors who specialize in using radiation therapy to treat people who have cancer.
*4*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Radiation oncologists are medical doctors who specialize in using radiation therapy to treat people who have cancer.\n*2*: Most people are referred to a radiation oncologist by their primary doctor after a diagnosis of cancer, and they see the radiation oncologist at his or her office or in a hospital or extended care facility.\n*3*: Radiation oncologists can be board-certified through the Board of Radiology, which is recognized by the American Board of Medical Specialties. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org Find out what women really need.\n*4*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies", "scrambled": "*1*: Most people are referred to a radiation oncologist by their primary doctor after a diagnosis of cancer, and they see the radiation oncologist at his or her office or in a hospital or extended care facility.\n*2*: Radiation oncologists can be board-certified through the Board of Radiology, which is recognized by the American Board of Medical Specialties. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org Find out what women really need.\n*3*: Radiation oncologists are medical doctors who specialize in using radiation therapy to treat people who have cancer.\n*4*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies"}
| 2 |
unscramble_182583
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Today, as then, our thoughts are on war.
*2*: They chose liberty and sacrifice and risked all they had to give us what we have now.
*3*: More than 230 years ago, the people of revolutionary America faced decisions that dramatically changed their world.
*4*: What will happen to us?
*5*: The people of Colonial Williamsburg share their thoughts about yesterday…and a struggle that helped fashion America. "I do remember the more pleasant times indeed when I first came to this colony, but much has happened over these past years..." Dennis Watson interprets the character of Alexander Purdie for Colonial Williamsburg. " 'We mutually pledge to each other our Lives, our Fortunes and our sacred Honor.' So ends the Declaration of Rebels against authority." Jack Flintom interprets the character of John Randolph for Colonial Williamsburg. "Most people think that the war would cause a lot of extra work for gunsmiths, but as a matter of fact most gunsmiths ended up fighting in the war as soldiers..." Clay Smith is a journeyman gunsmith for Colonial Williamsburg. "As a printer during the revolutionary period, printers had a problem acquiring their materials—the paper, the ink, the type had to be imported." Willie Parker interprets the printing trade for Colonial Williamsburg. "You wish to know what I think of this war of independence..." Sharon Forsher is a supervising coach of character interpretation and interprets the character of Anne Christian for Colonial Williamsburg. "…A wheelwright in the colonies in war time, depending on the particular wheelwright, who may have very strong feelings one way or the other about the war, could decide he's going to join up and offer his services." Wheelwright Christopher Wright
*6*: Thoughts on War Often during times of conflict we are consumed with the pressures of the present: How did we get where we are?
*7*: How will we survive?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Thoughts on War Often during times of conflict we are consumed with the pressures of the present: How did we get where we are?\n*2*: How will we survive?\n*3*: What will happen to us?\n*4*: More than 230 years ago, the people of revolutionary America faced decisions that dramatically changed their world.\n*5*: They chose liberty and sacrifice and risked all they had to give us what we have now.\n*6*: Today, as then, our thoughts are on war.\n*7*: The people of Colonial Williamsburg share their thoughts about yesterday\u2026and a struggle that helped fashion America. \"I do remember the more pleasant times indeed when I first came to this colony, but much has happened over these past years...\" Dennis Watson interprets the character of Alexander Purdie for Colonial Williamsburg. \" 'We mutually pledge to each other our Lives, our Fortunes and our sacred Honor.' So ends the Declaration of Rebels against authority.\" Jack Flintom interprets the character of John Randolph for Colonial Williamsburg. \"Most people think that the war would cause a lot of extra work for gunsmiths, but as a matter of fact most gunsmiths ended up fighting in the war as soldiers...\" Clay Smith is a journeyman gunsmith for Colonial Williamsburg. \"As a printer during the revolutionary period, printers had a problem acquiring their materials\u2014the paper, the ink, the type had to be imported.\" Willie Parker interprets the printing trade for Colonial Williamsburg. \"You wish to know what I think of this war of independence...\" Sharon Forsher is a supervising coach of character interpretation and interprets the character of Anne Christian for Colonial Williamsburg. \"\u2026A wheelwright in the colonies in war time, depending on the particular wheelwright, who may have very strong feelings one way or the other about the war, could decide he's going to join up and offer his services.\" Wheelwright Christopher Wright", "scrambled": "*1*: Today, as then, our thoughts are on war.\n*2*: They chose liberty and sacrifice and risked all they had to give us what we have now.\n*3*: More than 230 years ago, the people of revolutionary America faced decisions that dramatically changed their world.\n*4*: What will happen to us?\n*5*: The people of Colonial Williamsburg share their thoughts about yesterday\u2026and a struggle that helped fashion America. \"I do remember the more pleasant times indeed when I first came to this colony, but much has happened over these past years...\" Dennis Watson interprets the character of Alexander Purdie for Colonial Williamsburg. \" 'We mutually pledge to each other our Lives, our Fortunes and our sacred Honor.' So ends the Declaration of Rebels against authority.\" Jack Flintom interprets the character of John Randolph for Colonial Williamsburg. \"Most people think that the war would cause a lot of extra work for gunsmiths, but as a matter of fact most gunsmiths ended up fighting in the war as soldiers...\" Clay Smith is a journeyman gunsmith for Colonial Williamsburg. \"As a printer during the revolutionary period, printers had a problem acquiring their materials\u2014the paper, the ink, the type had to be imported.\" Willie Parker interprets the printing trade for Colonial Williamsburg. \"You wish to know what I think of this war of independence...\" Sharon Forsher is a supervising coach of character interpretation and interprets the character of Anne Christian for Colonial Williamsburg. \"\u2026A wheelwright in the colonies in war time, depending on the particular wheelwright, who may have very strong feelings one way or the other about the war, could decide he's going to join up and offer his services.\" Wheelwright Christopher Wright\n*6*: Thoughts on War Often during times of conflict we are consumed with the pressures of the present: How did we get where we are?\n*7*: How will we survive?"}
| 2 |
unscramble_54910
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As Allied forces approached Nazi camps, the SS organized death marches of concentration camp inmates, in part to keep large numbers of concentration camp prisoners from falling into Allied hands.
*2*: It referred to forced marches of concentration camp prisoners over long distances under heavy guard and extremely harsh conditions.
*3*: During death marches, SS guards brutally mistreated the prisoners and killed many.
*4*: The largest death marches were launched from Auschwitz and Stutthof.
*5*: US Holocaust Memorial Museum
*6*: In January 1945, the Third Reich stood on the verge of military defeat.
*7*: The term "death march" was probably coined by concentration camp prisoners.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 January 1945, the Third Reich stood on the verge of military defeat.\n*2*: As Allied forces approached Nazi camps, the SS organized death marches of concentration camp inmates, in part to keep large numbers of concentration camp prisoners from falling into Allied hands.\n*3*: The term \"death march\" was probably coined by concentration camp prisoners.\n*4*: It referred to forced marches of concentration camp prisoners over long distances under heavy guard and extremely harsh conditions.\n*5*: During death marches, SS guards brutally mistreated the prisoners and killed many.\n*6*: The largest death marches were launched from Auschwitz and Stutthof.\n*7*: US Holocaust Memorial Museum", "scrambled": "*1*: As Allied forces approached Nazi camps, the SS organized death marches of concentration camp inmates, in part to keep large numbers of concentration camp prisoners from falling into Allied hands.\n*2*: It referred to forced marches of concentration camp prisoners over long distances under heavy guard and extremely harsh conditions.\n*3*: During death marches, SS guards brutally mistreated the prisoners and killed many.\n*4*: The largest death marches were launched from Auschwitz and Stutthof.\n*5*: US Holocaust Memorial Museum\n*6*: In January 1945, the Third Reich stood on the verge of military defeat.\n*7*: The term \"death march\" was probably coined by concentration camp prisoners."}
| 2 |
unscramble_132677
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Submit it to firstname.lastname@example.org or phone it in to 536-8255.
*2*: A: Dr. Karen Hill Sheppard, director of Huntsville Animal Services, said coyotes have decided that city life is more comfortable than living in the wild.
*3*: Urban coyotes tend not to feel threatened by humans so if you see one, said Sheppard, yell, chase and act like a top predator to discourage the coyote's bravery.
*4*: Nationwide coyotes are becoming a very common urban wildlife sight.
*5*: Q: Why are there coyotes in Huntsville?
*6*: Include your name, hometown and phone number.
*7*: She said that although we may think of coyotes as a “Cujo,” it is incredibly rare for a human to be bitten by a coyote.
*8*: Got a question?
*9*: Ask Us now appears every Monday and Wednesday in The Huntsville Times.
*10*: You can report suspicious coyote behavior to Animal Services at 883-3788.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Q: Why are there coyotes in Huntsville?\n*2*: A: Dr. Karen Hill Sheppard, director of Huntsville Animal Services, said coyotes have decided that city life is more comfortable than living in the wild.\n*3*: Nationwide coyotes are becoming a very common urban wildlife sight.\n*4*: She said that although we may think of coyotes as a \u201cCujo,\u201d it is incredibly rare for a human to be bitten by a coyote.\n*5*: Urban coyotes tend not to feel threatened by humans so if you see one, said Sheppard, yell, chase and act like a top predator to discourage the coyote's bravery.\n*6*: You can report suspicious coyote behavior to Animal Services at 883-3788.\n*7*: Got a question?\n*8*: Submit it to firstname.lastname@example.org or phone it in to 536-8255.\n*9*: Include your name, hometown and phone number.\n*10*: Ask Us now appears every Monday and Wednesday in The Huntsville Times.", "scrambled": "*1*: Submit it to firstname.lastname@example.org or phone it in to 536-8255.\n*2*: A: Dr. Karen Hill Sheppard, director of Huntsville Animal Services, said coyotes have decided that city life is more comfortable than living in the wild.\n*3*: Urban coyotes tend not to feel threatened by humans so if you see one, said Sheppard, yell, chase and act like a top predator to discourage the coyote's bravery.\n*4*: Nationwide coyotes are becoming a very common urban wildlife sight.\n*5*: Q: Why are there coyotes in Huntsville?\n*6*: Include your name, hometown and phone number.\n*7*: She said that although we may think of coyotes as a \u201cCujo,\u201d it is incredibly rare for a human to be bitten by a coyote.\n*8*: Got a question?\n*9*: Ask Us now appears every Monday and Wednesday in The Huntsville Times.\n*10*: You can report suspicious coyote behavior to Animal Services at 883-3788."}
| 2 |
unscramble_125948
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: What Classes Should You Take in College to Be a TV Script Writer?
*2*: The database is based on Word Net a lexical database for the English language. see
*3*: What Is the Analytical GRE?
*4*: Definitions for nasale The verb nasale has 1 senses? (first 1 from tagged texts) 1. (1) nasale (speak in a nasal voice; "`Come here,' he nasaled") How to Cite an Online Encyclopedia in APA Format How Long Are GRE Grades Good For?
*5*: Courses in College to Become a Fashion Designer The Advantages of an Annotated Bibliography Synonym.com © 2001-2013, Demand Media, all rights reserved.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Definitions for nasale The verb nasale has 1 senses? (first 1 from tagged texts) 1. (1) nasale (speak in a nasal voice; \"`Come here,' he nasaled\") How to Cite an Online Encyclopedia in APA Format How Long Are GRE Grades Good For?\n*2*: What Is the Analytical GRE?\n*3*: What Classes Should You Take in College to Be a TV Script Writer?\n*4*: Courses in College to Become a Fashion Designer The Advantages of an Annotated Bibliography Synonym.com \u00a9 2001-2013, Demand Media, all rights reserved.\n*5*: The database is based on Word Net a lexical database for the English language. see", "scrambled": "*1*: What Classes Should You Take in College to Be a TV Script Writer?\n*2*: The database is based on Word Net a lexical database for the English language. see\n*3*: What Is the Analytical GRE?\n*4*: Definitions for nasale The verb nasale has 1 senses? (first 1 from tagged texts) 1. (1) nasale (speak in a nasal voice; \"`Come here,' he nasaled\") How to Cite an Online Encyclopedia in APA Format How Long Are GRE Grades Good For?\n*5*: Courses in College to Become a Fashion Designer The Advantages of an Annotated Bibliography Synonym.com \u00a9 2001-2013, Demand Media, all rights reserved."}
| 2 |
unscramble_173295
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If your institution would also like to receive the same Weekly Pick from us for display (usually in Photoshop or QuickTime format), please send your inquiry to email@example.com.
*2*: There, the SOHO Weekly Pick is displayed with some annotations on a large plasma display.
*3*: The movie shows the eruption as observed by the Solar Dynamics Observatory (SDO).
*4*: This one must have been breaking away and heading out into space.
*5*: Prominences, which are often unstable, are cooler clouds of gas suspended not far above the Sun by magnetic forces.
*6*: SOHO began its Weekly Pick some time after sending a weekly image or video clip to the American Museum of Natural History (Rose Center) in New York City.
*7*: With the EIT imagers taking an image every 6 hours in each of its four wavelengths, we were lucky to catch this event in mid-step so to speak.
*8*: Rising Solar Prominence (May 6, 2011) Hi-res TIF image (2.2M) A cloud of plasma (solar prominence) rose up above the Sun as SOHO was taking an image of it (Apr. 24, 2011).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Rising Solar Prominence (May 6, 2011) Hi-res TIF image (2.2M) A cloud of plasma (solar prominence) rose up above the Sun as SOHO was taking an image of it (Apr. 24, 2011).\n*2*: Prominences, which are often unstable, are cooler clouds of gas suspended not far above the Sun by magnetic forces.\n*3*: This one must have been breaking away and heading out into space.\n*4*: With the EIT imagers taking an image every 6 hours in each of its four wavelengths, we were lucky to catch this event in mid-step so to speak.\n*5*: The movie shows the eruption as observed by the Solar Dynamics Observatory (SDO).\n*6*: SOHO began its Weekly Pick some time after sending a weekly image or video clip to the American Museum of Natural History (Rose Center) in New York City.\n*7*: There, the SOHO Weekly Pick is displayed with some annotations on a large plasma display.\n*8*: If your institution would also like to receive the same Weekly Pick from us for display (usually in Photoshop or QuickTime format), please send your inquiry to email@example.com.", "scrambled": "*1*: If your institution would also like to receive the same Weekly Pick from us for display (usually in Photoshop or QuickTime format), please send your inquiry to email@example.com.\n*2*: There, the SOHO Weekly Pick is displayed with some annotations on a large plasma display.\n*3*: The movie shows the eruption as observed by the Solar Dynamics Observatory (SDO).\n*4*: This one must have been breaking away and heading out into space.\n*5*: Prominences, which are often unstable, are cooler clouds of gas suspended not far above the Sun by magnetic forces.\n*6*: SOHO began its Weekly Pick some time after sending a weekly image or video clip to the American Museum of Natural History (Rose Center) in New York City.\n*7*: With the EIT imagers taking an image every 6 hours in each of its four wavelengths, we were lucky to catch this event in mid-step so to speak.\n*8*: Rising Solar Prominence (May 6, 2011) Hi-res TIF image (2.2M) A cloud of plasma (solar prominence) rose up above the Sun as SOHO was taking an image of it (Apr. 24, 2011)."}
| 2 |
unscramble_158468
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Among these opportunities and outcomes are: - equal educational opportunities and achievement - equal employment opportunities and employment rates - equal access to business opportunities - the same levels of political participation (such as voting in elections) - comparable income levels - comparable housing, in terms of quality of the housing and living situations - equal access to a range of lifestyle choices, family life, culture, recreation and social networks - equal access to the built physical environment - equal access to transport - equal access to communication (including mainstream and assistive technology) and information - equal access to effective medical care.
*2*: Progress towards these opportunities and outcomes should be able to be measured regularly through the post-Census disability survey, and other data sources. 4.
*3*: New Zealand Disability Strategy Discussion Document Knowing When We Have Achieved The Vision New Zealand will have achieved the vision of a non-disabling society when individuals who have experienced disability reach and can sustain their optimum level of participation within their communities.
*4*: What information would help measure this?
*5*: What are other ways to tell when the vision has been achieved? 5.
*6*: Participation in communities will be at its optimum when opportunities and outcomes for people who experience disability are the same as for other New Zealanders.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: New Zealand Disability Strategy Discussion Document Knowing When We Have Achieved The Vision New Zealand will have achieved the vision of a non-disabling society when individuals who have experienced disability reach and can sustain their optimum level of participation within their communities.\n*2*: Participation in communities will be at its optimum when opportunities and outcomes for people who experience disability are the same as for other New Zealanders.\n*3*: Among these opportunities and outcomes are: - equal educational opportunities and achievement - equal employment opportunities and employment rates - equal access to business opportunities - the same levels of political participation (such as voting in elections) - comparable income levels - comparable housing, in terms of quality of the housing and living situations - equal access to a range of lifestyle choices, family life, culture, recreation and social networks - equal access to the built physical environment - equal access to transport - equal access to communication (including mainstream and assistive technology) and information - equal access to effective medical care.\n*4*: Progress towards these opportunities and outcomes should be able to be measured regularly through the post-Census disability survey, and other data sources. 4.\n*5*: What are other ways to tell when the vision has been achieved? 5.\n*6*: What information would help measure this?", "scrambled": "*1*: Among these opportunities and outcomes are: - equal educational opportunities and achievement - equal employment opportunities and employment rates - equal access to business opportunities - the same levels of political participation (such as voting in elections) - comparable income levels - comparable housing, in terms of quality of the housing and living situations - equal access to a range of lifestyle choices, family life, culture, recreation and social networks - equal access to the built physical environment - equal access to transport - equal access to communication (including mainstream and assistive technology) and information - equal access to effective medical care.\n*2*: Progress towards these opportunities and outcomes should be able to be measured regularly through the post-Census disability survey, and other data sources. 4.\n*3*: New Zealand Disability Strategy Discussion Document Knowing When We Have Achieved The Vision New Zealand will have achieved the vision of a non-disabling society when individuals who have experienced disability reach and can sustain their optimum level of participation within their communities.\n*4*: What information would help measure this?\n*5*: What are other ways to tell when the vision has been achieved? 5.\n*6*: Participation in communities will be at its optimum when opportunities and outcomes for people who experience disability are the same as for other New Zealanders."}
| 2 |
unscramble_150075
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Mexican Independence This night the President of the Republic goes out onto the central balcony of the National Palace (Palacio Nacional), rings the bell (the same bell Hidalgo rang in 1810) and shouts to the people gathered in the square below: Viva Mexico!
*2*: The crowd responds: Viva!
*3*: Every year at midnight on September 15, Mexicans led by the president of Mexico shout the Grito, honoring the crucial and impulsive action that was the catalyst for the country's bloody struggle for independence from Spain.
*4*: He started the demand for full independence of Mexico from Spain.
*5*: The Grito de Dolores On September 16, 1810, the "Grito de Dolores" was the call for insurrection against the authorities of Spain given by Miguel Hidalgo, in the town of Dolores, near Guanajuato.
*6*: Fireworks light up the sky as the crowd cheers.
*7*: Mexico achieve its independence until 1821. - Cry of Dolores Encyclopædia Britannica.
*8*: Independence Day in Mexico Hidalgo is revered as the father of Mexican independence.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Grito de Dolores On September 16, 1810, the \"Grito de Dolores\" was the call for insurrection against the authorities of Spain given by Miguel Hidalgo, in the town of Dolores, near Guanajuato.\n*2*: He started the demand for full independence of Mexico from Spain.\n*3*: Every year at midnight on September 15, Mexicans led by the president of Mexico shout the Grito, honoring the crucial and impulsive action that was the catalyst for the country's bloody struggle for independence from Spain.\n*4*: Mexican Independence This night the President of the Republic goes out onto the central balcony of the National Palace (Palacio Nacional), rings the bell (the same bell Hidalgo rang in 1810) and shouts to the people gathered in the square below: Viva Mexico!\n*5*: The crowd responds: Viva!\n*6*: Fireworks light up the sky as the crowd cheers.\n*7*: Independence Day in Mexico Hidalgo is revered as the father of Mexican independence.\n*8*: Mexico achieve its independence until 1821. - Cry of Dolores Encyclop\u00e6dia Britannica.", "scrambled": "*1*: Mexican Independence This night the President of the Republic goes out onto the central balcony of the National Palace (Palacio Nacional), rings the bell (the same bell Hidalgo rang in 1810) and shouts to the people gathered in the square below: Viva Mexico!\n*2*: The crowd responds: Viva!\n*3*: Every year at midnight on September 15, Mexicans led by the president of Mexico shout the Grito, honoring the crucial and impulsive action that was the catalyst for the country's bloody struggle for independence from Spain.\n*4*: He started the demand for full independence of Mexico from Spain.\n*5*: The Grito de Dolores On September 16, 1810, the \"Grito de Dolores\" was the call for insurrection against the authorities of Spain given by Miguel Hidalgo, in the town of Dolores, near Guanajuato.\n*6*: Fireworks light up the sky as the crowd cheers.\n*7*: Mexico achieve its independence until 1821. - Cry of Dolores Encyclop\u00e6dia Britannica.\n*8*: Independence Day in Mexico Hidalgo is revered as the father of Mexican independence."}
| 2 |
unscramble_81212
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: AF falls into three categories, which also help to describe the progression of the disease. - Paroxysmal AF – multiple episodes that cease within 7 days without treatment; - Persistent AF – episodes lasting longer than 7 days, or less when treated; - Longstanding persistent AF – continuous AF which has occurred for more than one year.
*2*: There may also be long spells between ‘episodes’.
*3*: Early in the disease, Atrial Fibrillation is often intermittent, meaning that it can come and go without warning.
*4*: Are There Different Types of Atrial Fibrillation?
*5*: In fact, some people in this early stage of AF may not even be aware they have it.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Are There Different Types of Atrial Fibrillation?\n*2*: Early in the disease, Atrial Fibrillation is often intermittent, meaning that it can come and go without warning.\n*3*: There may also be long spells between \u2018episodes\u2019.\n*4*: In fact, some people in this early stage of AF may not even be aware they have it.\n*5*: AF falls into three categories, which also help to describe the progression of the disease. - Paroxysmal AF \u2013 multiple episodes that cease within 7 days without treatment; - Persistent AF \u2013 episodes lasting longer than 7 days, or less when treated; - Longstanding persistent AF \u2013 continuous AF which has occurred for more than one year.", "scrambled": "*1*: AF falls into three categories, which also help to describe the progression of the disease. - Paroxysmal AF \u2013 multiple episodes that cease within 7 days without treatment; - Persistent AF \u2013 episodes lasting longer than 7 days, or less when treated; - Longstanding persistent AF \u2013 continuous AF which has occurred for more than one year.\n*2*: There may also be long spells between \u2018episodes\u2019.\n*3*: Early in the disease, Atrial Fibrillation is often intermittent, meaning that it can come and go without warning.\n*4*: Are There Different Types of Atrial Fibrillation?\n*5*: In fact, some people in this early stage of AF may not even be aware they have it."}
| 2 |
unscramble_73933
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It spreads via infected people coughing, sneezing or talking, though people can also get infected by touching something with the flu virus on it before touching their mouth, eyes or nose.
*2*: Bresee advises it is not too late to get a flu shot. “Anyone who has not already been vaccinated should do so now,” Bresee said in a released statement. “And it’s important to remember that people who have severe influenza illness, or who are at high risk of serious influenza-related complications, should get treated with influenza antiviral medications if they get flu symptoms regardless of whether or not they got vaccinated.
*3*: Of the types of viruses in circulation, 91 percent are a match for those included in the 2012-2013 vaccine. “While influenza vaccination offers the best protection we have against influenza, it's still possible that some people may become ill despite being vaccinated,” says Bresee. “Health care providers and the public should remember that influenza antiviral medications are a second line of defense against influenza.” In early December, the CDC warned this year's flu season could be one of the worst and recommended that everyone 6 months and up get an annual flu vaccine.
*4*: The primary type of flu causing illness this season is influenza A (H3N2), which so far has accounted for about 76 percent of cases.
*5*: The Centers for Disease Control and Prevention (CDC) reports that the flu is now widespread and the number of cases is continuing to increase. “Reports of influenza-like-illness (ILI) are nearing what have been peak levels during moderately severe seasons,” according to Dr. Joe Bresee.
*6*: Also, you don’t need to wait for a positive laboratory test to start taking antivirals.” Influenza--more commonly known as simply "the flu"--is a contagious respiratory illness caused by viruses infecting the nose, throat and lungs.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Centers for Disease Control and Prevention (CDC) reports that the flu is now widespread and the number of cases is continuing to increase. \u201cReports of influenza-like-illness (ILI) are nearing what have been peak levels during moderately severe seasons,\u201d according to Dr. Joe Bresee.\n*2*: Bresee advises it is not too late to get a flu shot. \u201cAnyone who has not already been vaccinated should do so now,\u201d Bresee said in a released statement. \u201cAnd it\u2019s important to remember that people who have severe influenza illness, or who are at high risk of serious influenza-related complications, should get treated with influenza antiviral medications if they get flu symptoms regardless of whether or not they got vaccinated.\n*3*: Also, you don\u2019t need to wait for a positive laboratory test to start taking antivirals.\u201d Influenza--more commonly known as simply \"the flu\"--is a contagious respiratory illness caused by viruses infecting the nose, throat and lungs.\n*4*: It spreads via infected people coughing, sneezing or talking, though people can also get infected by touching something with the flu virus on it before touching their mouth, eyes or nose.\n*5*: The primary type of flu causing illness this season is influenza A (H3N2), which so far has accounted for about 76 percent of cases.\n*6*: Of the types of viruses in circulation, 91 percent are a match for those included in the 2012-2013 vaccine. \u201cWhile influenza vaccination offers the best protection we have against influenza, it's still possible that some people may become ill despite being vaccinated,\u201d says Bresee. \u201cHealth care providers and the public should remember that influenza antiviral medications are a second line of defense against influenza.\u201d In early December, the CDC warned this year's flu season could be one of the worst and recommended that everyone 6 months and up get an annual flu vaccine.", "scrambled": "*1*: It spreads via infected people coughing, sneezing or talking, though people can also get infected by touching something with the flu virus on it before touching their mouth, eyes or nose.\n*2*: Bresee advises it is not too late to get a flu shot. \u201cAnyone who has not already been vaccinated should do so now,\u201d Bresee said in a released statement. \u201cAnd it\u2019s important to remember that people who have severe influenza illness, or who are at high risk of serious influenza-related complications, should get treated with influenza antiviral medications if they get flu symptoms regardless of whether or not they got vaccinated.\n*3*: Of the types of viruses in circulation, 91 percent are a match for those included in the 2012-2013 vaccine. \u201cWhile influenza vaccination offers the best protection we have against influenza, it's still possible that some people may become ill despite being vaccinated,\u201d says Bresee. \u201cHealth care providers and the public should remember that influenza antiviral medications are a second line of defense against influenza.\u201d In early December, the CDC warned this year's flu season could be one of the worst and recommended that everyone 6 months and up get an annual flu vaccine.\n*4*: The primary type of flu causing illness this season is influenza A (H3N2), which so far has accounted for about 76 percent of cases.\n*5*: The Centers for Disease Control and Prevention (CDC) reports that the flu is now widespread and the number of cases is continuing to increase. \u201cReports of influenza-like-illness (ILI) are nearing what have been peak levels during moderately severe seasons,\u201d according to Dr. Joe Bresee.\n*6*: Also, you don\u2019t need to wait for a positive laboratory test to start taking antivirals.\u201d Influenza--more commonly known as simply \"the flu\"--is a contagious respiratory illness caused by viruses infecting the nose, throat and lungs."}
| 2 |
unscramble_135596
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It examines how gender images presented to children on television are intertwined with important existential and cultural concerns that occupy the social agenda worldwide, including the promotion of education for girls, prevention of HIV/AIDS and domestic violence and caring for ‘neglected’ boys who lack healthy masculine role models, as well as confronting the pressures of the beauty myth.
*2*: The author documents pro-active attempts by producers to advance social change, illustrating how television can serve to provide positive, empowering images for children around the world.
*3*: It will be useful on a range of courses, including popular culture, gender, television and media studies.
*4*: It goes far beyond a critical analysis of the existing portrayals of gender and culture by sharing media professionals’ action-oriented recommendations for change that would promote gender equity, social diversity and the wellbeing of children.
*5*: Researchers will also be interested in the breadth of this cross-cultural study and its interviewing methodology. 222 pages; ISBN 9781136997327 , or download in or
*6*: Screening Gender on Children’s Television is an accessible text which will appeal to a wide audience of media practitioners as well as students and scholars.
*7*: Incorporating the author’s interviews with 135 producers of children’s television from 65 countries, this book discusses the role television plays in the lives of young people and, more specifically, in developing gender identity.
*8*: Screening Gender on Children’s Television also explores how children’s television producers struggle to portray issues such as sex/sexuality and the preservation of local cultures in a profit-driven market which continually strives to reinforce gender segregation.
*9*: The Leading eBooks Store Online for Kindle Fire, Apple, Android, Nook, Kobo, PC, Mac, Sony Reader...
*10*: Screening Gender on Children's Television The Views of Producers around the World Screening Gender on Children’s Television offers readers insights into the transformations taking place in the presentation of gender portrayals in television productions aimed at younger audiences.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Leading eBooks Store Online for Kindle Fire, Apple, Android, Nook, Kobo, PC, Mac, Sony Reader...\n*2*: Screening Gender on Children's Television The Views of Producers around the World Screening Gender on Children\u2019s Television offers readers insights into the transformations taking place in the presentation of gender portrayals in television productions aimed at younger audiences.\n*3*: It goes far beyond a critical analysis of the existing portrayals of gender and culture by sharing media professionals\u2019 action-oriented recommendations for change that would promote gender equity, social diversity and the wellbeing of children.\n*4*: Incorporating the author\u2019s interviews with 135 producers of children\u2019s television from 65 countries, this book discusses the role television plays in the lives of young people and, more specifically, in developing gender identity.\n*5*: It examines how gender images presented to children on television are intertwined with important existential and cultural concerns that occupy the social agenda worldwide, including the promotion of education for girls, prevention of HIV/AIDS and domestic violence and caring for \u2018neglected\u2019 boys who lack healthy masculine role models, as well as confronting the pressures of the beauty myth.\n*6*: Screening Gender on Children\u2019s Television also explores how children\u2019s television producers struggle to portray issues such as sex/sexuality and the preservation of local cultures in a profit-driven market which continually strives to reinforce gender segregation.\n*7*: The author documents pro-active attempts by producers to advance social change, illustrating how television can serve to provide positive, empowering images for children around the world.\n*8*: Screening Gender on Children\u2019s Television is an accessible text which will appeal to a wide audience of media practitioners as well as students and scholars.\n*9*: It will be useful on a range of courses, including popular culture, gender, television and media studies.\n*10*: Researchers will also be interested in the breadth of this cross-cultural study and its interviewing methodology. 222 pages; ISBN 9781136997327 , or download in or", "scrambled": "*1*: It examines how gender images presented to children on television are intertwined with important existential and cultural concerns that occupy the social agenda worldwide, including the promotion of education for girls, prevention of HIV/AIDS and domestic violence and caring for \u2018neglected\u2019 boys who lack healthy masculine role models, as well as confronting the pressures of the beauty myth.\n*2*: The author documents pro-active attempts by producers to advance social change, illustrating how television can serve to provide positive, empowering images for children around the world.\n*3*: It will be useful on a range of courses, including popular culture, gender, television and media studies.\n*4*: It goes far beyond a critical analysis of the existing portrayals of gender and culture by sharing media professionals\u2019 action-oriented recommendations for change that would promote gender equity, social diversity and the wellbeing of children.\n*5*: Researchers will also be interested in the breadth of this cross-cultural study and its interviewing methodology. 222 pages; ISBN 9781136997327 , or download in or\n*6*: Screening Gender on Children\u2019s Television is an accessible text which will appeal to a wide audience of media practitioners as well as students and scholars.\n*7*: Incorporating the author\u2019s interviews with 135 producers of children\u2019s television from 65 countries, this book discusses the role television plays in the lives of young people and, more specifically, in developing gender identity.\n*8*: Screening Gender on Children\u2019s Television also explores how children\u2019s television producers struggle to portray issues such as sex/sexuality and the preservation of local cultures in a profit-driven market which continually strives to reinforce gender segregation.\n*9*: The Leading eBooks Store Online for Kindle Fire, Apple, Android, Nook, Kobo, PC, Mac, Sony Reader...\n*10*: Screening Gender on Children's Television The Views of Producers around the World Screening Gender on Children\u2019s Television offers readers insights into the transformations taking place in the presentation of gender portrayals in television productions aimed at younger audiences."}
| 2 |
unscramble_97982
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Study authors say these new findings support the importance of sleep among school-age children, and the need for greater efforts to eliminate child sleep problems.
*2*: Conversely, children who decreased their sleep 54 minutes were associated with detectable deterioration of such measures.
*3*: In the study, “Impact of Sleep Extension and Restriction on Children’s Emotional Lability and Impulsivity,” published in the November 2012 issue of Pediatrics (published online Oct. 15), a modest addition of sleep each night – an average of 27 minutes among children ages 7 to 11 – resulted in significant improvement in their ability to regulate their emotions, including limiting restless-impulsive behavior in school.
*4*: While healthy sleep is essential for alertness and other key functions related to academic success, research involving the impact of the amount of sleep on a child’s day-to-day behavior in school is limited.
*5*: An estimated 64 percent of school-aged children (ages 6 to 12) go to bed later than 9 p.m., and 43 percent of boys ages 10 to 11 sleep less than the recommended amount each night.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: While healthy sleep is essential for alertness and other key functions related to academic success, research involving the impact of the amount of sleep on a child\u2019s day-to-day behavior in school is limited.\n*2*: An estimated 64 percent of school-aged children (ages 6 to 12) go to bed later than 9 p.m., and 43 percent of boys ages 10 to 11 sleep less than the recommended amount each night.\n*3*: In the study, \u201cImpact of Sleep Extension and Restriction on Children\u2019s Emotional Lability and Impulsivity,\u201d published in the November 2012 issue of Pediatrics (published online Oct. 15), a modest addition of sleep each night \u2013 an average of 27 minutes among children ages 7 to 11 \u2013 resulted in significant improvement in their ability to regulate their emotions, including limiting restless-impulsive behavior in school.\n*4*: Conversely, children who decreased their sleep 54 minutes were associated with detectable deterioration of such measures.\n*5*: Study authors say these new findings support the importance of sleep among school-age children, and the need for greater efforts to eliminate child sleep problems.", "scrambled": "*1*: Study authors say these new findings support the importance of sleep among school-age children, and the need for greater efforts to eliminate child sleep problems.\n*2*: Conversely, children who decreased their sleep 54 minutes were associated with detectable deterioration of such measures.\n*3*: In the study, \u201cImpact of Sleep Extension and Restriction on Children\u2019s Emotional Lability and Impulsivity,\u201d published in the November 2012 issue of Pediatrics (published online Oct. 15), a modest addition of sleep each night \u2013 an average of 27 minutes among children ages 7 to 11 \u2013 resulted in significant improvement in their ability to regulate their emotions, including limiting restless-impulsive behavior in school.\n*4*: While healthy sleep is essential for alertness and other key functions related to academic success, research involving the impact of the amount of sleep on a child\u2019s day-to-day behavior in school is limited.\n*5*: An estimated 64 percent of school-aged children (ages 6 to 12) go to bed later than 9 p.m., and 43 percent of boys ages 10 to 11 sleep less than the recommended amount each night."}
| 2 |
unscramble_168561
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Drivers would have entered the sleekly-sloped cab through a forward-tilting canopy and a step that folded down as the canopy opened.
*2*: The Bison had a trailer locking device and a four-option steering arrangement that made “exceptional maneuverability in urban traffic and freight terminals,” according to Overdrive’s story.
*3*: Truckers would have steered using two coupled hand grips on a console extending over the driver’s lap.
*4*: The futuristic-looking truck never made it to market, although its power source, the GT-309 with two turbines of 280-hp and 720-hp, powered GM’s TurboCruisers II and III, Rapid Transit Experimental (RTX) and the 1969 GMC Astro 95 Turbine.
*5*: It was touted as being capable of handling “present-day semi-trailers,” with an adapter, in Overdrive’s August cover story that year.
*6*: Owner-operators unloading cargo by hand then may have hoped the plans at the Futurama exhibit would become reality: “At the terminals the containers would be transferred by automatic equipment to smaller delivery trucks or other means of transport,” Overdrive quoted from the Bison exhibit. “The entire terminal operation could be automatic with loading and unloading of vehicles and sorting and movement of containers controlled by electronic equipment.”
*7*: Part of GM’s Futurama exhibit (watch video of Futurama), the prototype’s cab had seating for two ahead of the engine and wheels.
*8*: The gas turbines in the ’70s and early ’80s “used far too much fuel but were powerful, gave out low emissions and ran on almost any form of petroleum,” Baxter says.
*9*: Some of the early gas turbine prototypes, such as Mack’s, contributed to Detroit Diesel DD15’s turbo-compounding turbine of today, says Overdrive’s Technical Editor John Baxter.
*10*: The Bison: still on the drawing board October 21, 2010 | by: Lucinda Coulter The General Motors Bison gas turbine freight hauler displayed at the 1964 World’s Fair in New York was designed with grand plans, aerodynamic and fuel efficiency not the least among 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*: The Bison: still on the drawing board October 21, 2010 | by: Lucinda Coulter The General Motors Bison gas turbine freight hauler displayed at the 1964 World\u2019s Fair in New York was designed with grand plans, aerodynamic and fuel efficiency not the least among them.\n*2*: It was touted as being capable of handling \u201cpresent-day semi-trailers,\u201d with an adapter, in Overdrive\u2019s August cover story that year.\n*3*: Part of GM\u2019s Futurama exhibit (watch video of Futurama), the prototype\u2019s cab had seating for two ahead of the engine and wheels.\n*4*: Drivers would have entered the sleekly-sloped cab through a forward-tilting canopy and a step that folded down as the canopy opened.\n*5*: Truckers would have steered using two coupled hand grips on a console extending over the driver\u2019s lap.\n*6*: The futuristic-looking truck never made it to market, although its power source, the GT-309 with two turbines of 280-hp and 720-hp, powered GM\u2019s TurboCruisers II and III, Rapid Transit Experimental (RTX) and the 1969 GMC Astro 95 Turbine.\n*7*: Some of the early gas turbine prototypes, such as Mack\u2019s, contributed to Detroit Diesel DD15\u2019s turbo-compounding turbine of today, says Overdrive\u2019s Technical Editor John Baxter.\n*8*: The gas turbines in the \u201970s and early \u201980s \u201cused far too much fuel but were powerful, gave out low emissions and ran on almost any form of petroleum,\u201d Baxter says.\n*9*: The Bison had a trailer locking device and a four-option steering arrangement that made \u201cexceptional maneuverability in urban traffic and freight terminals,\u201d according to Overdrive\u2019s story.\n*10*: Owner-operators unloading cargo by hand then may have hoped the plans at the Futurama exhibit would become reality: \u201cAt the terminals the containers would be transferred by automatic equipment to smaller delivery trucks or other means of transport,\u201d Overdrive quoted from the Bison exhibit. \u201cThe entire terminal operation could be automatic with loading and unloading of vehicles and sorting and movement of containers controlled by electronic equipment.\u201d", "scrambled": "*1*: Drivers would have entered the sleekly-sloped cab through a forward-tilting canopy and a step that folded down as the canopy opened.\n*2*: The Bison had a trailer locking device and a four-option steering arrangement that made \u201cexceptional maneuverability in urban traffic and freight terminals,\u201d according to Overdrive\u2019s story.\n*3*: Truckers would have steered using two coupled hand grips on a console extending over the driver\u2019s lap.\n*4*: The futuristic-looking truck never made it to market, although its power source, the GT-309 with two turbines of 280-hp and 720-hp, powered GM\u2019s TurboCruisers II and III, Rapid Transit Experimental (RTX) and the 1969 GMC Astro 95 Turbine.\n*5*: It was touted as being capable of handling \u201cpresent-day semi-trailers,\u201d with an adapter, in Overdrive\u2019s August cover story that year.\n*6*: Owner-operators unloading cargo by hand then may have hoped the plans at the Futurama exhibit would become reality: \u201cAt the terminals the containers would be transferred by automatic equipment to smaller delivery trucks or other means of transport,\u201d Overdrive quoted from the Bison exhibit. \u201cThe entire terminal operation could be automatic with loading and unloading of vehicles and sorting and movement of containers controlled by electronic equipment.\u201d\n*7*: Part of GM\u2019s Futurama exhibit (watch video of Futurama), the prototype\u2019s cab had seating for two ahead of the engine and wheels.\n*8*: The gas turbines in the \u201970s and early \u201980s \u201cused far too much fuel but were powerful, gave out low emissions and ran on almost any form of petroleum,\u201d Baxter says.\n*9*: Some of the early gas turbine prototypes, such as Mack\u2019s, contributed to Detroit Diesel DD15\u2019s turbo-compounding turbine of today, says Overdrive\u2019s Technical Editor John Baxter.\n*10*: The Bison: still on the drawing board October 21, 2010 | by: Lucinda Coulter The General Motors Bison gas turbine freight hauler displayed at the 1964 World\u2019s Fair in New York was designed with grand plans, aerodynamic and fuel efficiency not the least among them."}
| 2 |
unscramble_201480
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The standards are organized in a table with three main sections: 1) performance expectation(s), 2) the foundation boxes, and 3) the connection boxes.
*2*: In the figure below the video, from top to bottom are seen the title, the topic label row, the performance expectation(s) (the assessable component), the foundation boxes (containing Practices, Disciplinary Core Ideas and Crosscutting Concepts), and the connection boxes.
*3*: To provide guidance and clarification to all users of the standards, the writers have created a system architecture that highlights the NGSS as well as each of the three integral dimensions and connections to other grade bands and subjects.
*4*: How to Read the Next Generation Science Standards The Next Generation Science Standards (NGSS) are distinct from prior science standards in that they integrate three dimensions within each standard and have intentional connections across standards.
*5*: Detailed information about this architecture can be found online here.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: How to Read the Next Generation Science Standards The Next Generation Science Standards (NGSS) are distinct from prior science standards in that they integrate three dimensions within each standard and have intentional connections across standards.\n*2*: To provide guidance and clarification to all users of the standards, the writers have created a system architecture that highlights the NGSS as well as each of the three integral dimensions and connections to other grade bands and subjects.\n*3*: The standards are organized in a table with three main sections: 1) performance expectation(s), 2) the foundation boxes, and 3) the connection boxes.\n*4*: In the figure below the video, from top to bottom are seen the title, the topic label row, the performance expectation(s) (the assessable component), the foundation boxes (containing Practices, Disciplinary Core Ideas and Crosscutting Concepts), and the connection boxes.\n*5*: Detailed information about this architecture can be found online here.", "scrambled": "*1*: The standards are organized in a table with three main sections: 1) performance expectation(s), 2) the foundation boxes, and 3) the connection boxes.\n*2*: In the figure below the video, from top to bottom are seen the title, the topic label row, the performance expectation(s) (the assessable component), the foundation boxes (containing Practices, Disciplinary Core Ideas and Crosscutting Concepts), and the connection boxes.\n*3*: To provide guidance and clarification to all users of the standards, the writers have created a system architecture that highlights the NGSS as well as each of the three integral dimensions and connections to other grade bands and subjects.\n*4*: How to Read the Next Generation Science Standards The Next Generation Science Standards (NGSS) are distinct from prior science standards in that they integrate three dimensions within each standard and have intentional connections across standards.\n*5*: Detailed information about this architecture can be found online here."}
| 2 |
unscramble_80468
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Large communal meeting houses served, and continue to serve, as important focal points for the community among the Maori people of New Zealand (Aotearoa).
*2*: Many represent prominent warriors who, in the past, fought to protect the community.
*3*: Depicting an ancestor from the Te Arawa region, this panel once adorned a Maori meeting house and may depict an ancient warrior.
*4*: The sense of fierce movement conveyed in the stylized depiction of the arms indicate's that the figure is likely engaged in a war dance, while his tongue is thrust out in defiance of his people's enemies.
*5*: The interior is extensively decorated with carved panels and other architectural members depicting powerful ancestors, both male and female.
*6*: Richly adorned with carvings depicting ancestors and figures from Maori mythology, the meeting house functions as council chamber, guest house, community center, and gathering place for the discussion and debate of important issues.
*7*: Meeting houses are particularly important as places where the local group's history, customs, and genealogy are preserved and passed down to succeeding generations.
*8*: The structure of the meeting house itself represents the body of a primoridial ancestor — the ridge pole of the roof is the spine, the rafters the ribs, the gable boards on the exterior the outstretched arms, and the gable ornament at the peak of the roof the face.
*9*: These ancestor images constitute a visual history of the group, simultaneously representing and embodying the spirts of its illustrious forebearers.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Large communal meeting houses served, and continue to serve, as important focal points for the community among the Maori people of New Zealand (Aotearoa).\n*2*: Richly adorned with carvings depicting ancestors and figures from Maori mythology, the meeting house functions as council chamber, guest house, community center, and gathering place for the discussion and debate of important issues.\n*3*: Meeting houses are particularly important as places where the local group's history, customs, and genealogy are preserved and passed down to succeeding generations.\n*4*: The structure of the meeting house itself represents the body of a primoridial ancestor \u2014 the ridge pole of the roof is the spine, the rafters the ribs, the gable boards on the exterior the outstretched arms, and the gable ornament at the peak of the roof the face.\n*5*: The interior is extensively decorated with carved panels and other architectural members depicting powerful ancestors, both male and female.\n*6*: These ancestor images constitute a visual history of the group, simultaneously representing and embodying the spirts of its illustrious forebearers.\n*7*: Many represent prominent warriors who, in the past, fought to protect the community.\n*8*: Depicting an ancestor from the Te Arawa region, this panel once adorned a Maori meeting house and may depict an ancient warrior.\n*9*: The sense of fierce movement conveyed in the stylized depiction of the arms indicate's that the figure is likely engaged in a war dance, while his tongue is thrust out in defiance of his people's enemies.", "scrambled": "*1*: Large communal meeting houses served, and continue to serve, as important focal points for the community among the Maori people of New Zealand (Aotearoa).\n*2*: Many represent prominent warriors who, in the past, fought to protect the community.\n*3*: Depicting an ancestor from the Te Arawa region, this panel once adorned a Maori meeting house and may depict an ancient warrior.\n*4*: The sense of fierce movement conveyed in the stylized depiction of the arms indicate's that the figure is likely engaged in a war dance, while his tongue is thrust out in defiance of his people's enemies.\n*5*: The interior is extensively decorated with carved panels and other architectural members depicting powerful ancestors, both male and female.\n*6*: Richly adorned with carvings depicting ancestors and figures from Maori mythology, the meeting house functions as council chamber, guest house, community center, and gathering place for the discussion and debate of important issues.\n*7*: Meeting houses are particularly important as places where the local group's history, customs, and genealogy are preserved and passed down to succeeding generations.\n*8*: The structure of the meeting house itself represents the body of a primoridial ancestor \u2014 the ridge pole of the roof is the spine, the rafters the ribs, the gable boards on the exterior the outstretched arms, and the gable ornament at the peak of the roof the face.\n*9*: These ancestor images constitute a visual history of the group, simultaneously representing and embodying the spirts of its illustrious forebearers."}
| 2 |
unscramble_178863
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Persons in police custody are not included in these statistics.
*2*: The decision to imprison is made by a court of justice.
*3*: Also a prosecuted person who is imprisoned while waiting for the decision of a Court of Appeal on a sentence imposed by a District Court is a remand prisoner, even if he/she was the only party who appealed the decision.
*4*: A remand prisoner is a person imprisoned in a prison due to a suspected offence.
*5*: Statistics using this definition
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 remand prisoner is a person imprisoned in a prison due to a suspected offence.\n*2*: The decision to imprison is made by a court of justice.\n*3*: Also a prosecuted person who is imprisoned while waiting for the decision of a Court of Appeal on a sentence imposed by a District Court is a remand prisoner, even if he/she was the only party who appealed the decision.\n*4*: Persons in police custody are not included in these statistics.\n*5*: Statistics using this definition", "scrambled": "*1*: Persons in police custody are not included in these statistics.\n*2*: The decision to imprison is made by a court of justice.\n*3*: Also a prosecuted person who is imprisoned while waiting for the decision of a Court of Appeal on a sentence imposed by a District Court is a remand prisoner, even if he/she was the only party who appealed the decision.\n*4*: A remand prisoner is a person imprisoned in a prison due to a suspected offence.\n*5*: Statistics using this definition"}
| 2 |
unscramble_241125
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Eight students and 7 full-time agriscience teachers will participate in an in-country preparation course during the spring semester, followed by a one-month immersion experience in South Korea for four weeks during Summer 2014.
*2*: To assist current agriculture educators and pre-service teacher candidates in acquiring the characteristics of a global-minded agricultural education teacher as purported by The National Council for Agricultural Education (2011), which are: - is open to new perspectives and attitudes from students and others - easily introduces global examples with authority and understanding - regularly asks the question about the impact on global systems - has an awareness of current global events with the ability to connect to students in a relevant way - invites global perspectives into the classroom Course Learning Objectives AEE 499/AEC 6905 will work to develop global citizenship which is understood as a multi-dimensional construct that entails three interrelated domains: social responsibility, global competence and global civic engagement.
*3*: Thus, major course learning objectives are, the students will be able to: 1) Evaluate social issues and identify instances and examples of global injustice and disparity. 2) Examine and respect diverse perspectives and construct an ethic of social service to address global and local issues. 3) Recognize their own limitations and abilities to engage successfully in an intercultural encounter. 4) Demonstrate an array of intercultural communication skills by engaging successfully in intercultural encounters. 5) Discuss and interpret world issues and events. 6) Construct their political voice by synthesizing their global knowledge and experiences in the public domain. 7) Engage in purposeful behaviors that advance a global civic sensitivity through public educational presentations. 8) Demonstrate general knowledge of Korean history, geography, agricultural systems, educational systems and culture.
*4*: The purpose of this course is to develop and prepare globally minded agricultural education teachers by providing the opportunity a short-term study experience within the context of agricultural education in nation’s that have school-based agricultural education and university agricultural teacher preparation programs.
*5*: This course is a joint project between the University of Florida and Penn State University with funding from the U.S. government's Fulbright-Hays program.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: This course is a joint project between the University of Florida and Penn State University with funding from the U.S. government's Fulbright-Hays program.\n*2*: Eight students and 7 full-time agriscience teachers will participate in an in-country preparation course during the spring semester, followed by a one-month immersion experience in South Korea for four weeks during Summer 2014.\n*3*: The purpose of this course is to develop and prepare globally minded agricultural education teachers by providing the opportunity a short-term study experience within the context of agricultural education in nation\u2019s that have school-based agricultural education and university agricultural teacher preparation programs.\n*4*: To assist current agriculture educators and pre-service teacher candidates in acquiring the characteristics of a global-minded agricultural education teacher as purported by The National Council for Agricultural Education (2011), which are: - is open to new perspectives and attitudes from students and others - easily introduces global examples with authority and understanding - regularly asks the question about the impact on global systems - has an awareness of current global events with the ability to connect to students in a relevant way - invites global perspectives into the classroom Course Learning Objectives AEE 499/AEC 6905 will work to develop global citizenship which is understood as a multi-dimensional construct that entails three interrelated domains: social responsibility, global competence and global civic engagement.\n*5*: Thus, major course learning objectives are, the students will be able to: 1) Evaluate social issues and identify instances and examples of global injustice and disparity. 2) Examine and respect diverse perspectives and construct an ethic of social service to address global and local issues. 3) Recognize their own limitations and abilities to engage successfully in an intercultural encounter. 4) Demonstrate an array of intercultural communication skills by engaging successfully in intercultural encounters. 5) Discuss and interpret world issues and events. 6) Construct their political voice by synthesizing their global knowledge and experiences in the public domain. 7) Engage in purposeful behaviors that advance a global civic sensitivity through public educational presentations. 8) Demonstrate general knowledge of Korean history, geography, agricultural systems, educational systems and culture.", "scrambled": "*1*: Eight students and 7 full-time agriscience teachers will participate in an in-country preparation course during the spring semester, followed by a one-month immersion experience in South Korea for four weeks during Summer 2014.\n*2*: To assist current agriculture educators and pre-service teacher candidates in acquiring the characteristics of a global-minded agricultural education teacher as purported by The National Council for Agricultural Education (2011), which are: - is open to new perspectives and attitudes from students and others - easily introduces global examples with authority and understanding - regularly asks the question about the impact on global systems - has an awareness of current global events with the ability to connect to students in a relevant way - invites global perspectives into the classroom Course Learning Objectives AEE 499/AEC 6905 will work to develop global citizenship which is understood as a multi-dimensional construct that entails three interrelated domains: social responsibility, global competence and global civic engagement.\n*3*: Thus, major course learning objectives are, the students will be able to: 1) Evaluate social issues and identify instances and examples of global injustice and disparity. 2) Examine and respect diverse perspectives and construct an ethic of social service to address global and local issues. 3) Recognize their own limitations and abilities to engage successfully in an intercultural encounter. 4) Demonstrate an array of intercultural communication skills by engaging successfully in intercultural encounters. 5) Discuss and interpret world issues and events. 6) Construct their political voice by synthesizing their global knowledge and experiences in the public domain. 7) Engage in purposeful behaviors that advance a global civic sensitivity through public educational presentations. 8) Demonstrate general knowledge of Korean history, geography, agricultural systems, educational systems and culture.\n*4*: The purpose of this course is to develop and prepare globally minded agricultural education teachers by providing the opportunity a short-term study experience within the context of agricultural education in nation\u2019s that have school-based agricultural education and university agricultural teacher preparation programs.\n*5*: This course is a joint project between the University of Florida and Penn State University with funding from the U.S. government's Fulbright-Hays program."}
| 2 |
unscramble_189712
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The researchers found that the central arousal from the pain decreased as the music tasks went on, so the music did indeed help reduce pain by providing “meaningful intellectual and emotional engagement.” They also found that the study subjects who were were highly anxious about pain had the greatest engagement; the study authors note that low anxiety might have made it harder to engage in the music tasks.
*2*: Here’s another reason to relax to some good music, especially if you’re in pain.
*3*: Researchers from the University of Utah Pain Research Center wanted to figure out whether music might divert attention from pain, so they had 143 study subjects listen to music, follow the melodies and identify “deviant” tones.
*4*: The participants were given safe, experimental pain shocks with electrodes on their fingertips during the study.
*5*: One recent study suggests that listening to music can reduce pain in highly anxious people who can easily become absorbed in activities.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Here\u2019s another reason to relax to some good music, especially if you\u2019re in pain.\n*2*: One recent study suggests that listening to music can reduce pain in highly anxious people who can easily become absorbed in activities.\n*3*: Researchers from the University of Utah Pain Research Center wanted to figure out whether music might divert attention from pain, so they had 143 study subjects listen to music, follow the melodies and identify \u201cdeviant\u201d tones.\n*4*: The participants were given safe, experimental pain shocks with electrodes on their fingertips during the study.\n*5*: The researchers found that the central arousal from the pain decreased as the music tasks went on, so the music did indeed help reduce pain by providing \u201cmeaningful intellectual and emotional engagement.\u201d They also found that the study subjects who were were highly anxious about pain had the greatest engagement; the study authors note that low anxiety might have made it harder to engage in the music tasks.", "scrambled": "*1*: The researchers found that the central arousal from the pain decreased as the music tasks went on, so the music did indeed help reduce pain by providing \u201cmeaningful intellectual and emotional engagement.\u201d They also found that the study subjects who were were highly anxious about pain had the greatest engagement; the study authors note that low anxiety might have made it harder to engage in the music tasks.\n*2*: Here\u2019s another reason to relax to some good music, especially if you\u2019re in pain.\n*3*: Researchers from the University of Utah Pain Research Center wanted to figure out whether music might divert attention from pain, so they had 143 study subjects listen to music, follow the melodies and identify \u201cdeviant\u201d tones.\n*4*: The participants were given safe, experimental pain shocks with electrodes on their fingertips during the study.\n*5*: One recent study suggests that listening to music can reduce pain in highly anxious people who can easily become absorbed in activities."}
| 2 |
unscramble_190472
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Or do they teach this in other countries? closed as off topic by Gerry Myerson, Alex Becker, azarel, Austin Mohr, JavaMan Mar 21 '12 at 0:58 Questions on Mathematics Stack Exchange are expected to relate to math within the scope defined in the FAQ.
*2*: You may need complex analysis or topology to prove it,so this is for advanced undergraduate(junior, senior) , see http://books.google.com/books?id=g0KHD7EIl4cC&printsec=frontcover&dq=fundamental+theorem+of+algebra&hl=en&sa=X&ei=ASNpT-O1B4eMgwfJn4ydCQ&ved=0CDsQ6AEwAA#v=onepage&q=fundamental%20theorem%20of%20algebra&f=false
*3*: Read more about closed questions here.
*4*: But I still wonder why they don't teach this in High School in the USA?
*5*: I am currently in AP Calculus BC and one more year to go, I have heard about Fundamental Theorem of Algebra several times, and with the resources that is out there today I tried to search and study myself. (Also noticed there are some inconsistencies in the versions of explanation about this theorem).
*6*: Am I wrong?
*7*: Consider editing the question or leaving comments for improvement if you believe the question can be reworded to fit within the scope.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: I am currently in AP Calculus BC and one more year to go, I have heard about Fundamental Theorem of Algebra several times, and with the resources that is out there today I tried to search and study myself. (Also noticed there are some inconsistencies in the versions of explanation about this theorem).\n*2*: But I still wonder why they don't teach this in High School in the USA?\n*3*: Am I wrong?\n*4*: Or do they teach this in other countries? closed as off topic by Gerry Myerson, Alex Becker, azarel, Austin Mohr, JavaMan Mar 21 '12 at 0:58 Questions on Mathematics Stack Exchange are expected to relate to math within the scope defined in the FAQ.\n*5*: Consider editing the question or leaving comments for improvement if you believe the question can be reworded to fit within the scope.\n*6*: Read more about closed questions here.\n*7*: You may need complex analysis or topology to prove it,so this is for advanced undergraduate(junior, senior) , see http://books.google.com/books?id=g0KHD7EIl4cC&printsec=frontcover&dq=fundamental+theorem+of+algebra&hl=en&sa=X&ei=ASNpT-O1B4eMgwfJn4ydCQ&ved=0CDsQ6AEwAA#v=onepage&q=fundamental%20theorem%20of%20algebra&f=false", "scrambled": "*1*: Or do they teach this in other countries? closed as off topic by Gerry Myerson, Alex Becker, azarel, Austin Mohr, JavaMan Mar 21 '12 at 0:58 Questions on Mathematics Stack Exchange are expected to relate to math within the scope defined in the FAQ.\n*2*: You may need complex analysis or topology to prove it,so this is for advanced undergraduate(junior, senior) , see http://books.google.com/books?id=g0KHD7EIl4cC&printsec=frontcover&dq=fundamental+theorem+of+algebra&hl=en&sa=X&ei=ASNpT-O1B4eMgwfJn4ydCQ&ved=0CDsQ6AEwAA#v=onepage&q=fundamental%20theorem%20of%20algebra&f=false\n*3*: Read more about closed questions here.\n*4*: But I still wonder why they don't teach this in High School in the USA?\n*5*: I am currently in AP Calculus BC and one more year to go, I have heard about Fundamental Theorem of Algebra several times, and with the resources that is out there today I tried to search and study myself. (Also noticed there are some inconsistencies in the versions of explanation about this theorem).\n*6*: Am I wrong?\n*7*: Consider editing the question or leaving comments for improvement if you believe the question can be reworded to fit within the scope."}
| 2 |
unscramble_106957
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In this picture, also from the Complete Findings from the Talpiot Tomb, it looks to me like there is a much larger gap: |Ossuary 3 (back), ossuary 2 (front right), kokh 2, showing large gap| In this picture, we are looking at Ossuary 3 at the back.
*2*: It is quite possible that further pictures from different angles would explain the apparent differences in placement of the ossuary.
*3*: Ossuary 2 is on the front right.
*4*: Now I understand that one has to allow for differences in perspectives caused by different camera angles, but I am wondering if those kind of differences are sufficient to cause the major differences between the first picture of Ossuary 2 above, and the second one here.
*5*: Here is a photograph of ossuary 2 in kokh 2 of Talpiot Tomb B (see Complete Findings from the Talpiot Tomb to see it in context): |Ossuary 2, kokh 2, extracted from The Jesus Discovery Website| What has been bothering me is how close it is to the wall on the left of kokh 2.
*6*: The gap is so narrow that there is hardly space in this picture to depict it: |Ossuary 2, kokh 2, with blue arrow showing narrow gap| But in the pictures of Ossuary 3 (the one with the "Mara" inscription), in the same kokh, Ossuary 2 appears to be further away from the wall.
*7*: To draw attention to it, I've added a blue arrow here.
*8*: As always, I would stress that I am only asking the question.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Here is a photograph of ossuary 2 in kokh 2 of Talpiot Tomb B (see Complete Findings from the Talpiot Tomb to see it in context): |Ossuary 2, kokh 2, extracted from The Jesus Discovery Website| What has been bothering me is how close it is to the wall on the left of kokh 2.\n*2*: To draw attention to it, I've added a blue arrow here.\n*3*: The gap is so narrow that there is hardly space in this picture to depict it: |Ossuary 2, kokh 2, with blue arrow showing narrow gap| But in the pictures of Ossuary 3 (the one with the \"Mara\" inscription), in the same kokh, Ossuary 2 appears to be further away from the wall.\n*4*: In this picture, also from the Complete Findings from the Talpiot Tomb, it looks to me like there is a much larger gap: |Ossuary 3 (back), ossuary 2 (front right), kokh 2, showing large gap| In this picture, we are looking at Ossuary 3 at the back.\n*5*: Ossuary 2 is on the front right.\n*6*: Now I understand that one has to allow for differences in perspectives caused by different camera angles, but I am wondering if those kind of differences are sufficient to cause the major differences between the first picture of Ossuary 2 above, and the second one here.\n*7*: As always, I would stress that I am only asking the question.\n*8*: It is quite possible that further pictures from different angles would explain the apparent differences in placement of the ossuary.", "scrambled": "*1*: In this picture, also from the Complete Findings from the Talpiot Tomb, it looks to me like there is a much larger gap: |Ossuary 3 (back), ossuary 2 (front right), kokh 2, showing large gap| In this picture, we are looking at Ossuary 3 at the back.\n*2*: It is quite possible that further pictures from different angles would explain the apparent differences in placement of the ossuary.\n*3*: Ossuary 2 is on the front right.\n*4*: Now I understand that one has to allow for differences in perspectives caused by different camera angles, but I am wondering if those kind of differences are sufficient to cause the major differences between the first picture of Ossuary 2 above, and the second one here.\n*5*: Here is a photograph of ossuary 2 in kokh 2 of Talpiot Tomb B (see Complete Findings from the Talpiot Tomb to see it in context): |Ossuary 2, kokh 2, extracted from The Jesus Discovery Website| What has been bothering me is how close it is to the wall on the left of kokh 2.\n*6*: The gap is so narrow that there is hardly space in this picture to depict it: |Ossuary 2, kokh 2, with blue arrow showing narrow gap| But in the pictures of Ossuary 3 (the one with the \"Mara\" inscription), in the same kokh, Ossuary 2 appears to be further away from the wall.\n*7*: To draw attention to it, I've added a blue arrow here.\n*8*: As always, I would stress that I am only asking the question."}
| 2 |
unscramble_117927
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Employee involvement continues to evolve and grow, and the new, more comprehensive program involves every employee. 1981: The first IBM-PC and its software (MS-DOS) are invented. 1982: Children of the ‘80s enjoyed the Commodore 64 (a PC and gaming system) and the Atari 2600 video game counsel with its famous joysticks. 1982: Hans Becke and Carl Wheatley of RCA invented the insulated-gate bipolar transistor (IGBT), a power semiconductor device noted for high efficiency and fast switching. 1982: Coleco began mass-producing Cabbage Patch Kids®. 1984: Apple released its first Macintosh computer.
*2*: Nike’s release of Air Jordans was highly successful. 1985: Microsoft released Windows 1.0, which enabled users to move a mouse to point and click their way through tasks, eliminating the need to type in commands. 1987: Disposable soft contact lenses become available for commercial distribution.
*3*: An inverter uses IGBTs (see 1982 Inventions) and microcontrollers to create, control and update the welding output thousands of times per second.
*4*: Its 128K of memory quickly proved insufficient.
*5*: The biggest technological advancement in the 1980s was the introduction of inverter power sources.
*6*: Inverter technology enables welding machines to: - Be smaller, lighter and more portable. - Improve productivity and weld quality through advanced arc controls. - Offer greater primary power flexibility. - Improve energy efficiency. - Pulse at frequencies other than multiples of the primary AC power (e.g., 60 or 120 Hz).
*7*: The first Miller inverter came on the market in 1988 and represented more than 10 years of research and development In 1982, Miller started the Employee Involvement Program (MEIP).
*8*: MEIP gives employees a chance to directly affect assembly operations, work and material flow patterns, work environment or almost anything else they feel would benefit the company, employees or customers.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 biggest technological advancement in the 1980s was the introduction of inverter power sources.\n*2*: An inverter uses IGBTs (see 1982 Inventions) and microcontrollers to create, control and update the welding output thousands of times per second.\n*3*: Inverter technology enables welding machines to: - Be smaller, lighter and more portable. - Improve productivity and weld quality through advanced arc controls. - Offer greater primary power flexibility. - Improve energy efficiency. - Pulse at frequencies other than multiples of the primary AC power (e.g., 60 or 120 Hz).\n*4*: The first Miller inverter came on the market in 1988 and represented more than 10 years of research and development In 1982, Miller started the Employee Involvement Program (MEIP).\n*5*: MEIP gives employees a chance to directly affect assembly operations, work and material flow patterns, work environment or almost anything else they feel would benefit the company, employees or customers.\n*6*: Employee involvement continues to evolve and grow, and the new, more comprehensive program involves every employee. 1981: The first IBM-PC and its software (MS-DOS) are invented. 1982: Children of the \u201880s enjoyed the Commodore 64 (a PC and gaming system) and the Atari 2600 video game counsel with its famous joysticks. 1982: Hans Becke and Carl Wheatley of RCA invented the insulated-gate bipolar transistor (IGBT), a power semiconductor device noted for high efficiency and fast switching. 1982: Coleco began mass-producing Cabbage Patch Kids\u00ae. 1984: Apple released its first Macintosh computer.\n*7*: Its 128K of memory quickly proved insufficient.\n*8*: Nike\u2019s release of Air Jordans was highly successful. 1985: Microsoft released Windows 1.0, which enabled users to move a mouse to point and click their way through tasks, eliminating the need to type in commands. 1987: Disposable soft contact lenses become available for commercial distribution.", "scrambled": "*1*: Employee involvement continues to evolve and grow, and the new, more comprehensive program involves every employee. 1981: The first IBM-PC and its software (MS-DOS) are invented. 1982: Children of the \u201880s enjoyed the Commodore 64 (a PC and gaming system) and the Atari 2600 video game counsel with its famous joysticks. 1982: Hans Becke and Carl Wheatley of RCA invented the insulated-gate bipolar transistor (IGBT), a power semiconductor device noted for high efficiency and fast switching. 1982: Coleco began mass-producing Cabbage Patch Kids\u00ae. 1984: Apple released its first Macintosh computer.\n*2*: Nike\u2019s release of Air Jordans was highly successful. 1985: Microsoft released Windows 1.0, which enabled users to move a mouse to point and click their way through tasks, eliminating the need to type in commands. 1987: Disposable soft contact lenses become available for commercial distribution.\n*3*: An inverter uses IGBTs (see 1982 Inventions) and microcontrollers to create, control and update the welding output thousands of times per second.\n*4*: Its 128K of memory quickly proved insufficient.\n*5*: The biggest technological advancement in the 1980s was the introduction of inverter power sources.\n*6*: Inverter technology enables welding machines to: - Be smaller, lighter and more portable. - Improve productivity and weld quality through advanced arc controls. - Offer greater primary power flexibility. - Improve energy efficiency. - Pulse at frequencies other than multiples of the primary AC power (e.g., 60 or 120 Hz).\n*7*: The first Miller inverter came on the market in 1988 and represented more than 10 years of research and development In 1982, Miller started the Employee Involvement Program (MEIP).\n*8*: MEIP gives employees a chance to directly affect assembly operations, work and material flow patterns, work environment or almost anything else they feel would benefit the company, employees or customers."}
| 2 |
unscramble_151189
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Visitors can experience conditions much the same as when the Spanish used Andean peasants as slave labourers to work the wealth from the silver deposits in the hills.
*2*: The miners work by hand, chipping away at the rock and hewing out rough shafts in which to place their dynamite.
*3*: It is a demanding, shocking yet memorable experience.
*4*: Address: The mines are located in the outskirts of Potosi
*5*: Working conditions are primitive, shafts are poorly ventilated and safety provisions barely exist.
*6*: Thousands of miners work their way through the mountain with no overall control or plan, chewing their way through bags of coca leaves to fend off hunger and exhaustion, in the hope of hitting a rare vein of silver.
*7*: Guided tours lead groups along the narrow tunnels and up rickety ladders, stopping along the way to chat to the miners at work.
*8*: Cooperative Mines of Cerro Rico Entering the mines is like a step in to the past.
*9*: An occasional blast shakes the tunnels and deafens the ears.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Cooperative Mines of Cerro Rico Entering the mines is like a step in to the past.\n*2*: It is a demanding, shocking yet memorable experience.\n*3*: Visitors can experience conditions much the same as when the Spanish used Andean peasants as slave labourers to work the wealth from the silver deposits in the hills.\n*4*: Guided tours lead groups along the narrow tunnels and up rickety ladders, stopping along the way to chat to the miners at work.\n*5*: Working conditions are primitive, shafts are poorly ventilated and safety provisions barely exist.\n*6*: The miners work by hand, chipping away at the rock and hewing out rough shafts in which to place their dynamite.\n*7*: An occasional blast shakes the tunnels and deafens the ears.\n*8*: Thousands of miners work their way through the mountain with no overall control or plan, chewing their way through bags of coca leaves to fend off hunger and exhaustion, in the hope of hitting a rare vein of silver.\n*9*: Address: The mines are located in the outskirts of Potosi", "scrambled": "*1*: Visitors can experience conditions much the same as when the Spanish used Andean peasants as slave labourers to work the wealth from the silver deposits in the hills.\n*2*: The miners work by hand, chipping away at the rock and hewing out rough shafts in which to place their dynamite.\n*3*: It is a demanding, shocking yet memorable experience.\n*4*: Address: The mines are located in the outskirts of Potosi\n*5*: Working conditions are primitive, shafts are poorly ventilated and safety provisions barely exist.\n*6*: Thousands of miners work their way through the mountain with no overall control or plan, chewing their way through bags of coca leaves to fend off hunger and exhaustion, in the hope of hitting a rare vein of silver.\n*7*: Guided tours lead groups along the narrow tunnels and up rickety ladders, stopping along the way to chat to the miners at work.\n*8*: Cooperative Mines of Cerro Rico Entering the mines is like a step in to the past.\n*9*: An occasional blast shakes the tunnels and deafens the ears."}
| 2 |
unscramble_65016
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The 7 cm long Blackmargined Damsel in the image was collected in the Reef Islands Group, Solomon Islands.
*2*: The Blackmargined Damsel is grey with dark scale margins, black caudal fin border and a large black spot on the pectoral fin base. - Jeff Williams - © Jeff Williams, USNM - Common name: - Blackmargined Damsel - Scientific name: - Pomacentrus nigromarginatus
*3*: Image: Blackmargined Damsel, Pomacentrus nigromarginatus, Solomon Islands 1998 The Blackmargined Damsel, Pomacentrus nigromarginatus, was regularly collected in stations of 20 m or greater in depth.
*4*: It is easily recognised by the grey background colour with darker scale margins; by the dark border on the caudal (tail) fin; and by the large black spot on the pectoral fin base.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Image: Blackmargined Damsel, Pomacentrus nigromarginatus, Solomon Islands 1998 The Blackmargined Damsel, Pomacentrus nigromarginatus, was regularly collected in stations of 20 m or greater in depth.\n*2*: It is easily recognised by the grey background colour with darker scale margins; by the dark border on the caudal (tail) fin; and by the large black spot on the pectoral fin base.\n*3*: The 7 cm long Blackmargined Damsel in the image was collected in the Reef Islands Group, Solomon Islands.\n*4*: The Blackmargined Damsel is grey with dark scale margins, black caudal fin border and a large black spot on the pectoral fin base. - Jeff Williams - \u00a9 Jeff Williams, USNM - Common name: - Blackmargined Damsel - Scientific name: - Pomacentrus nigromarginatus", "scrambled": "*1*: The 7 cm long Blackmargined Damsel in the image was collected in the Reef Islands Group, Solomon Islands.\n*2*: The Blackmargined Damsel is grey with dark scale margins, black caudal fin border and a large black spot on the pectoral fin base. - Jeff Williams - \u00a9 Jeff Williams, USNM - Common name: - Blackmargined Damsel - Scientific name: - Pomacentrus nigromarginatus\n*3*: Image: Blackmargined Damsel, Pomacentrus nigromarginatus, Solomon Islands 1998 The Blackmargined Damsel, Pomacentrus nigromarginatus, was regularly collected in stations of 20 m or greater in depth.\n*4*: It is easily recognised by the grey background colour with darker scale margins; by the dark border on the caudal (tail) fin; and by the large black spot on the pectoral fin base."}
| 2 |
unscramble_118928
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The One Math Skill You Need to Succeed at Work CREDIT: Math on chalkboard image via Shutterstock The key to improving today's workforce could lie in the elementary school math class, new research shows.
*2*: Data from the United States Center for Educational Statistics revealed that one in five adults lacks the math competency expected of an eighth-grader. "We isolated a specific skill that has real-world importance in employability and observed how that skill related to grade-school mathematical performance," Geary said. "By identifying a specific numerical skill as a target, we can focus education efforts on helping deficient students as early as kindergarten and thereby give them a better chance at career success in adulthood." The math skill researchers identified was "number system knowledge," which is the ability to conceptualize a numeral as a symbol for a quantity and understand systematic relationships between numbers.
*3*: David Geary, a Missouri professor and the study's lead author, said the research made a connection between child psychology and labor economics in order to examine the roots of America's shortage of mathematically proficient workers.
*4*: The study, which was co-authored by Missouri senior researchers Mary Hoard and Lara Nugent and Missouri doctoral graduate Drew Bailey, involved 180 13-year-olds who had been assessed every year since kindergarten for intelligence, memory, mathematical cognition, attention span and achievement.
*5*: Geary said an early deficit in number system knowledge creates a weak foundation for later learning, which can lead to a lifetime of problems, not limited to reduced employment opportunities. "Poor understanding of mathematical concepts can make a person easy prey for predatory lenders," he said. "Numerical literacy, or numeracy, also helps with saving for big purchases and managing mortgages and credit-card debt." The researchers believe intervention programs designed to overcome this early math deficiency could prepare students for later employment, help them make wiser economic choices and improve the future U.S. workforce.
*6*: The research was recently published in the journal PLOS ONE.
*7*: A study by University of Missouri researchers identified how a lack of a specific math skill in first grade correlated to lower scores on a seventh-grade math test used to determine employability and wages in adults.
*8*: The study found that having this knowledge at the beginning of first grade predicted better functional mathematical ability in adolescence.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 One Math Skill You Need to Succeed at Work CREDIT: Math on chalkboard image via Shutterstock The key to improving today's workforce could lie in the elementary school math class, new research shows.\n*2*: A study by University of Missouri researchers identified how a lack of a specific math skill in first grade correlated to lower scores on a seventh-grade math test used to determine employability and wages in adults.\n*3*: David Geary, a Missouri professor and the study's lead author, said the research made a connection between child psychology and labor economics in order to examine the roots of America's shortage of mathematically proficient workers.\n*4*: Data from the United States Center for Educational Statistics revealed that one in five adults lacks the math competency expected of an eighth-grader. \"We isolated a specific skill that has real-world importance in employability and observed how that skill related to grade-school mathematical performance,\" Geary said. \"By identifying a specific numerical skill as a target, we can focus education efforts on helping deficient students as early as kindergarten and thereby give them a better chance at career success in adulthood.\" The math skill researchers identified was \"number system knowledge,\" which is the ability to conceptualize a numeral as a symbol for a quantity and understand systematic relationships between numbers.\n*5*: The study found that having this knowledge at the beginning of first grade predicted better functional mathematical ability in adolescence.\n*6*: Geary said an early deficit in number system knowledge creates a weak foundation for later learning, which can lead to a lifetime of problems, not limited to reduced employment opportunities. \"Poor understanding of mathematical concepts can make a person easy prey for predatory lenders,\" he said. \"Numerical literacy, or numeracy, also helps with saving for big purchases and managing mortgages and credit-card debt.\" The researchers believe intervention programs designed to overcome this early math deficiency could prepare students for later employment, help them make wiser economic choices and improve the future U.S. workforce.\n*7*: The study, which was co-authored by Missouri senior researchers Mary Hoard and Lara Nugent and Missouri doctoral graduate Drew Bailey, involved 180 13-year-olds who had been assessed every year since kindergarten for intelligence, memory, mathematical cognition, attention span and achievement.\n*8*: The research was recently published in the journal PLOS ONE.", "scrambled": "*1*: The One Math Skill You Need to Succeed at Work CREDIT: Math on chalkboard image via Shutterstock The key to improving today's workforce could lie in the elementary school math class, new research shows.\n*2*: Data from the United States Center for Educational Statistics revealed that one in five adults lacks the math competency expected of an eighth-grader. \"We isolated a specific skill that has real-world importance in employability and observed how that skill related to grade-school mathematical performance,\" Geary said. \"By identifying a specific numerical skill as a target, we can focus education efforts on helping deficient students as early as kindergarten and thereby give them a better chance at career success in adulthood.\" The math skill researchers identified was \"number system knowledge,\" which is the ability to conceptualize a numeral as a symbol for a quantity and understand systematic relationships between numbers.\n*3*: David Geary, a Missouri professor and the study's lead author, said the research made a connection between child psychology and labor economics in order to examine the roots of America's shortage of mathematically proficient workers.\n*4*: The study, which was co-authored by Missouri senior researchers Mary Hoard and Lara Nugent and Missouri doctoral graduate Drew Bailey, involved 180 13-year-olds who had been assessed every year since kindergarten for intelligence, memory, mathematical cognition, attention span and achievement.\n*5*: Geary said an early deficit in number system knowledge creates a weak foundation for later learning, which can lead to a lifetime of problems, not limited to reduced employment opportunities. \"Poor understanding of mathematical concepts can make a person easy prey for predatory lenders,\" he said. \"Numerical literacy, or numeracy, also helps with saving for big purchases and managing mortgages and credit-card debt.\" The researchers believe intervention programs designed to overcome this early math deficiency could prepare students for later employment, help them make wiser economic choices and improve the future U.S. workforce.\n*6*: The research was recently published in the journal PLOS ONE.\n*7*: A study by University of Missouri researchers identified how a lack of a specific math skill in first grade correlated to lower scores on a seventh-grade math test used to determine employability and wages in adults.\n*8*: The study found that having this knowledge at the beginning of first grade predicted better functional mathematical ability in adolescence."}
| 2 |
unscramble_19448
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Hildebrand is in the midst of interviewing witnesses and trying to track down fragments of the meteor. “Right now, the important thing is not searching because we don't know which field to search in.
*2*: Planetary scientist Alan Hildebrand from the University of Calgary told a Canadian newspaper that it was likely the largest meteor to streak across the country in more than a decade.
*3*: Scientists are still looking for fragments of a meteor that burned across the Canadian sky Thursday evening.
*4*: Reports of a fireball in the sky spread from Edmonton to Regina--- for those not versed in Canadian geography that's about 800 miles apart, or the same distance as Manhattan to Chicago.
*5*: It's a big world,” Mr. Hildebrand said. “What's important now is finding proximal eyewitnesses, so you know where meteorites might have fallen.”
*6*: A police cruiser captured the fireball on video.
*7*: The meteor that lit up Canada last Thursday was the largest such event in more than a decade.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 meteor that lit up Canada last Thursday was the largest such event in more than a decade.\n*2*: Scientists are still looking for fragments of a meteor that burned across the Canadian sky Thursday evening.\n*3*: Reports of a fireball in the sky spread from Edmonton to Regina--- for those not versed in Canadian geography that's about 800 miles apart, or the same distance as Manhattan to Chicago.\n*4*: A police cruiser captured the fireball on video.\n*5*: Planetary scientist Alan Hildebrand from the University of Calgary told a Canadian newspaper that it was likely the largest meteor to streak across the country in more than a decade.\n*6*: Hildebrand is in the midst of interviewing witnesses and trying to track down fragments of the meteor. \u201cRight now, the important thing is not searching because we don't know which field to search in.\n*7*: It's a big world,\u201d Mr. Hildebrand said. \u201cWhat's important now is finding proximal eyewitnesses, so you know where meteorites might have fallen.\u201d", "scrambled": "*1*: Hildebrand is in the midst of interviewing witnesses and trying to track down fragments of the meteor. \u201cRight now, the important thing is not searching because we don't know which field to search in.\n*2*: Planetary scientist Alan Hildebrand from the University of Calgary told a Canadian newspaper that it was likely the largest meteor to streak across the country in more than a decade.\n*3*: Scientists are still looking for fragments of a meteor that burned across the Canadian sky Thursday evening.\n*4*: Reports of a fireball in the sky spread from Edmonton to Regina--- for those not versed in Canadian geography that's about 800 miles apart, or the same distance as Manhattan to Chicago.\n*5*: It's a big world,\u201d Mr. Hildebrand said. \u201cWhat's important now is finding proximal eyewitnesses, so you know where meteorites might have fallen.\u201d\n*6*: A police cruiser captured the fireball on video.\n*7*: The meteor that lit up Canada last Thursday was the largest such event in more than a decade."}
| 2 |
unscramble_9613
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Managed C++ and C# are two different languages that will both compile to MSIL, but when they are actually compiled into native exe's the compiler doesn't care which language was used to generate the MSIL.
*2*: Originally posted by Sorensen >.NET is a group of objects which fits into any language that supports objects? what makes c# different than c++.NET?
*3*: Therefore, you can mix and match the different languages in a project, and as the final exe isn't compiled until it's on the host machine it can take advantage of things like specialised processor instructions that may vary from one PC to another.
*4*: No, each language is compiled into the immediate language.
*5*: In theory the code could produce a different exe if it was run on a Pentium II rather than a Pentium IV.
*6*: In order to do this the language must have certain properties.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Originally posted by Sorensen >.NET is a group of objects which fits into any language that supports objects? what makes c# different than c++.NET?\n*2*: No, each language is compiled into the immediate language.\n*3*: In order to do this the language must have certain properties.\n*4*: Managed C++ and C# are two different languages that will both compile to MSIL, but when they are actually compiled into native exe's the compiler doesn't care which language was used to generate the MSIL.\n*5*: Therefore, you can mix and match the different languages in a project, and as the final exe isn't compiled until it's on the host machine it can take advantage of things like specialised processor instructions that may vary from one PC to another.\n*6*: In theory the code could produce a different exe if it was run on a Pentium II rather than a Pentium IV.", "scrambled": "*1*: Managed C++ and C# are two different languages that will both compile to MSIL, but when they are actually compiled into native exe's the compiler doesn't care which language was used to generate the MSIL.\n*2*: Originally posted by Sorensen >.NET is a group of objects which fits into any language that supports objects? what makes c# different than c++.NET?\n*3*: Therefore, you can mix and match the different languages in a project, and as the final exe isn't compiled until it's on the host machine it can take advantage of things like specialised processor instructions that may vary from one PC to another.\n*4*: No, each language is compiled into the immediate language.\n*5*: In theory the code could produce a different exe if it was run on a Pentium II rather than a Pentium IV.\n*6*: In order to do this the language must have certain properties."}
| 2 |
unscramble_107529
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Be the first to add a rating for this place and share your thoughts with others The Kingdom of the Netherlands was formed in 1815.
*2*: In 1830 Belgium seceded and formed a separate kingdom.
*3*: A modern, industrialized nation, the Netherlands is also a large exporter of agricultural products.
*4*: The Netherlands remained neutral in World War I, but suffered invasion and occupation by Germany in World War II.
*5*: Write a rating for Netherlands and share your thoughts with other users.
*6*: The country was a founding member of NATO and the EEC (now the EU), and participated in the introduction of the euro in 1999.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Be the first to add a rating for this place and share your thoughts with others The Kingdom of the Netherlands was formed in 1815.\n*2*: In 1830 Belgium seceded and formed a separate kingdom.\n*3*: The Netherlands remained neutral in World War I, but suffered invasion and occupation by Germany in World War II.\n*4*: A modern, industrialized nation, the Netherlands is also a large exporter of agricultural products.\n*5*: The country was a founding member of NATO and the EEC (now the EU), and participated in the introduction of the euro in 1999.\n*6*: Write a rating for Netherlands and share your thoughts with other users.", "scrambled": "*1*: Be the first to add a rating for this place and share your thoughts with others The Kingdom of the Netherlands was formed in 1815.\n*2*: In 1830 Belgium seceded and formed a separate kingdom.\n*3*: A modern, industrialized nation, the Netherlands is also a large exporter of agricultural products.\n*4*: The Netherlands remained neutral in World War I, but suffered invasion and occupation by Germany in World War II.\n*5*: Write a rating for Netherlands and share your thoughts with other users.\n*6*: The country was a founding member of NATO and the EEC (now the EU), and participated in the introduction of the euro in 1999."}
| 2 |
unscramble_105910
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Radio: NRAO/AUI/NSF/GBT/VLA/Dyer, Maddalena & Cornwell, X-ray: Chandra X-ray Observatory; NASA/CXC/Rutgers/G.
*2*: About the Image |Release date:||14 February 2013, 20:00| |Size:||3311 x 3311 px| About the Object |Type:||• Milky Way : Nebula : Type : Supernova Remnant| • X - Nebulae |Distance:||7000 light years| Colours & filters |X-ray||Chandra X-ray Observatory| |Optical||0.9-metre Curtis Schmidt| |Radio||Green Bank Telescope| |Radio||Very Large Array|
*3*: Hughes et al., Visible light: 0.9-metre Curtis Schmidt optical telescope; NOAO/AURA/NSF/CTIO/Middlebury College/F.
*4*: Winkler and Digitized Sky Survey.
*5*: It shows the thousand-year-old remnant of the brilliant SN 1006 supernova, as seen in radio (red), X-ray (blue) and visible light (yellow).
*6*: The remnant of the supernova SN 1006 seen at many different wavelengths This remarkable image was created from pictures taken by different telescopes in space and on the ground.
*7*: Cassam-Chenaï, J.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The remnant of the supernova SN 1006 seen at many different wavelengths This remarkable image was created from pictures taken by different telescopes in space and on the ground.\n*2*: It shows the thousand-year-old remnant of the brilliant SN 1006 supernova, as seen in radio (red), X-ray (blue) and visible light (yellow).\n*3*: Radio: NRAO/AUI/NSF/GBT/VLA/Dyer, Maddalena & Cornwell, X-ray: Chandra X-ray Observatory; NASA/CXC/Rutgers/G.\n*4*: Cassam-Chena\u00ef, J.\n*5*: Hughes et al., Visible light: 0.9-metre Curtis Schmidt optical telescope; NOAO/AURA/NSF/CTIO/Middlebury College/F.\n*6*: Winkler and Digitized Sky Survey.\n*7*: About the Image |Release date:||14 February 2013, 20:00| |Size:||3311 x 3311 px| About the Object |Type:||\u2022 Milky Way : Nebula : Type : Supernova Remnant| \u2022 X - Nebulae |Distance:||7000 light years| Colours & filters |X-ray||Chandra X-ray Observatory| |Optical||0.9-metre Curtis Schmidt| |Radio||Green Bank Telescope| |Radio||Very Large Array|", "scrambled": "*1*: Radio: NRAO/AUI/NSF/GBT/VLA/Dyer, Maddalena & Cornwell, X-ray: Chandra X-ray Observatory; NASA/CXC/Rutgers/G.\n*2*: About the Image |Release date:||14 February 2013, 20:00| |Size:||3311 x 3311 px| About the Object |Type:||\u2022 Milky Way : Nebula : Type : Supernova Remnant| \u2022 X - Nebulae |Distance:||7000 light years| Colours & filters |X-ray||Chandra X-ray Observatory| |Optical||0.9-metre Curtis Schmidt| |Radio||Green Bank Telescope| |Radio||Very Large Array|\n*3*: Hughes et al., Visible light: 0.9-metre Curtis Schmidt optical telescope; NOAO/AURA/NSF/CTIO/Middlebury College/F.\n*4*: Winkler and Digitized Sky Survey.\n*5*: It shows the thousand-year-old remnant of the brilliant SN 1006 supernova, as seen in radio (red), X-ray (blue) and visible light (yellow).\n*6*: The remnant of the supernova SN 1006 seen at many different wavelengths This remarkable image was created from pictures taken by different telescopes in space and on the ground.\n*7*: Cassam-Chena\u00ef, J."}
| 2 |
unscramble_216151
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In other reforms, children will be encouraged to learn science by studying nature, and schools will be expected to place less emphasis on teachingscientific method.
*2*: Pupils will need to be able to speak in sentences, with the appropriate pronunciation, and express simple ideas clearly in another language
*3*: The introduction of compulsory language teaching in primary schools is intended to reverse the dramatic decline in takeup at GCSE.
*4*: Learning a foreign language could soon become compulsory for primary school pupils from the age of seven under government reforms Photograph: Don Mcphee for the Guardian All children are to be taught a foreign language – which could include Mandarin, Latin or Greek – from the age of seven under reforms to thenational curriculum being unveiled by the education secretary, Michael Gove.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 a foreign language could soon become compulsory for primary school pupils from the age of seven under government reforms Photograph: Don Mcphee for the Guardian All children are to be taught a foreign language \u2013 which could include Mandarin, Latin or Greek \u2013 from the age of seven under reforms to thenational curriculum being unveiled by the education secretary, Michael Gove.\n*2*: In other reforms, children will be encouraged to learn science by studying nature, and schools will be expected to place less emphasis on teachingscientific method.\n*3*: The introduction of compulsory language teaching in primary schools is intended to reverse the dramatic decline in takeup at GCSE.\n*4*: Pupils will need to be able to speak in sentences, with the appropriate pronunciation, and express simple ideas clearly in another language", "scrambled": "*1*: In other reforms, children will be encouraged to learn science by studying nature, and schools will be expected to place less emphasis on teachingscientific method.\n*2*: Pupils will need to be able to speak in sentences, with the appropriate pronunciation, and express simple ideas clearly in another language\n*3*: The introduction of compulsory language teaching in primary schools is intended to reverse the dramatic decline in takeup at GCSE.\n*4*: Learning a foreign language could soon become compulsory for primary school pupils from the age of seven under government reforms Photograph: Don Mcphee for the Guardian All children are to be taught a foreign language \u2013 which could include Mandarin, Latin or Greek \u2013 from the age of seven under reforms to thenational curriculum being unveiled by the education secretary, Michael Gove."}
| 2 |
unscramble_75356
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Kuchipudi dance is a well known dance form of Andhra Pradesh .
*2*: The dancer also needs to have a sound knowledge of Indian classical music and Hindu mythology and scriptures.
*3*: It is believed that the dance form derives its name from Kuchipudi , a small town in Krishna District of Andhra Pradesh.
*4*: The origin of this classical dance form dates back to BC 2nd century.
*5*: Shiddhendra Yogi is credited of creating the dance form.
*6*: The dance involves elaborate facial expressions and quick foot work.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Kuchipudi dance is a well known dance form of Andhra Pradesh .\n*2*: The origin of this classical dance form dates back to BC 2nd century.\n*3*: It is believed that the dance form derives its name from Kuchipudi , a small town in Krishna District of Andhra Pradesh.\n*4*: Shiddhendra Yogi is credited of creating the dance form.\n*5*: The dance involves elaborate facial expressions and quick foot work.\n*6*: The dancer also needs to have a sound knowledge of Indian classical music and Hindu mythology and scriptures.", "scrambled": "*1*: Kuchipudi dance is a well known dance form of Andhra Pradesh .\n*2*: The dancer also needs to have a sound knowledge of Indian classical music and Hindu mythology and scriptures.\n*3*: It is believed that the dance form derives its name from Kuchipudi , a small town in Krishna District of Andhra Pradesh.\n*4*: The origin of this classical dance form dates back to BC 2nd century.\n*5*: Shiddhendra Yogi is credited of creating the dance form.\n*6*: The dance involves elaborate facial expressions and quick foot work."}
| 2 |
unscramble_24340
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Also, on long-term loan from The Smithsonian Institution is the Vetlesen Jade Collection of 16th- to 19th-century pieces, one of the most important jade collections in the U.S. The Museum has the only gallery for Korean art in the Southeast.
*2*: Highlights include a rare Ming dynasty temple wall and Tang dynasty tomb figures from China; Jomon period pottery from Japan; and contemporary works such as “The Grand Residence,” considered by Chinese painter Wu Guanzhong among his most important works.
*3*: The collection hails from China, Japan, Korea, India, and Southeast Asia, and features the finest collection of Vietnamese ceramics in the U.S., as well as outstanding examples of Buddhist and Hindu art, lacquer ware, ceramics, paintings, prints, and sculpture.
*4*: The Museum’s Asian art collection started with a gift of Chinese textiles in 1951 and today, with more than 4,000 objects, is the largest and most comprehensive in the Southeast.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Museum\u2019s Asian art collection started with a gift of Chinese textiles in 1951 and today, with more than 4,000 objects, is the largest and most comprehensive in the Southeast.\n*2*: The collection hails from China, Japan, Korea, India, and Southeast Asia, and features the finest collection of Vietnamese ceramics in the U.S., as well as outstanding examples of Buddhist and Hindu art, lacquer ware, ceramics, paintings, prints, and sculpture.\n*3*: Highlights include a rare Ming dynasty temple wall and Tang dynasty tomb figures from China; Jomon period pottery from Japan; and contemporary works such as \u201cThe Grand Residence,\u201d considered by Chinese painter Wu Guanzhong among his most important works.\n*4*: Also, on long-term loan from The Smithsonian Institution is the Vetlesen Jade Collection of 16th- to 19th-century pieces, one of the most important jade collections in the U.S. The Museum has the only gallery for Korean art in the Southeast.", "scrambled": "*1*: Also, on long-term loan from The Smithsonian Institution is the Vetlesen Jade Collection of 16th- to 19th-century pieces, one of the most important jade collections in the U.S. The Museum has the only gallery for Korean art in the Southeast.\n*2*: Highlights include a rare Ming dynasty temple wall and Tang dynasty tomb figures from China; Jomon period pottery from Japan; and contemporary works such as \u201cThe Grand Residence,\u201d considered by Chinese painter Wu Guanzhong among his most important works.\n*3*: The collection hails from China, Japan, Korea, India, and Southeast Asia, and features the finest collection of Vietnamese ceramics in the U.S., as well as outstanding examples of Buddhist and Hindu art, lacquer ware, ceramics, paintings, prints, and sculpture.\n*4*: The Museum\u2019s Asian art collection started with a gift of Chinese textiles in 1951 and today, with more than 4,000 objects, is the largest and most comprehensive in the Southeast."}
| 2 |
unscramble_61967
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Cities must become priority areas for public policies, with hugely increased investments to build adequate governance capacities, equitable services delivery, affordable housing provision and better wealth distribution,” said Joan Clos, the Executive Director of UN-HABITAT.
*2*: (HN, November 25, 2010) - Incredible urban growth and population migration will swell the size of major African cities - in some cases tripling their size over the next 40 years.
*3*: According to a new report by UN Habitat, The State of African Cities 2010: Governance, Inequality and Urban Land Markets, urbanization is occurring faster on the African continent than anywhere else, and that by 2030, the Africa will no longer be predominantly rural. “No African government can afford to ignore the ongoing rapid urban transition taking place across the continent.
*4*: The report also found that: - By 2015, Lagos will be Africa's largest city with 12.4 million people - overtaking Cairo (however Cairo is said to have an unofficial population as high as 17 million at times) - Luanda has recently surpassed Alexandria and is now Africa’s fourth largest agglomeration.
*5*: The report also noted that, since many large cities (such as Lagos and Alexandria) are situated by the sea, climate change and coastal flooding may erode their size. - HUMNEWS staff, UN
*6*: It is projected to grow to more than 8 million by 2040. - Africa's population will be 1.23 billion by 2050 - Slum dwellers in Egypt, Libya, Morocco and Tunisia decreased to 11.8 million in 2010, from 20.8 million in 1990. - Kinshasa, the capital of the Democratic Republic of Congo, is becoming the fastest-growing city in Africa: its population will almost double over the next decade. - 70 per cent of all African urban population growth will be in smaller cities and those with populations of less than half a million. - Projected proportional growth for the 2010−2020 for some cities defies belief: Ouagadougou’s (Burkina Faso) population is expected to soar by no less than 81 per cent, from 1.9 million in 2010 to 3.4 million in 2020.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: (HN, November 25, 2010) - Incredible urban growth and population migration will swell the size of major African cities - in some cases tripling their size over the next 40 years.\n*2*: According to a new report by UN Habitat, The State of African Cities 2010: Governance, Inequality and Urban Land Markets, urbanization is occurring faster on the African continent than anywhere else, and that by 2030, the Africa will no longer be predominantly rural. \u201cNo African government can afford to ignore the ongoing rapid urban transition taking place across the continent.\n*3*: Cities must become priority areas for public policies, with hugely increased investments to build adequate governance capacities, equitable services delivery, affordable housing provision and better wealth distribution,\u201d said Joan Clos, the Executive Director of UN-HABITAT.\n*4*: The report also found that: - By 2015, Lagos will be Africa's largest city with 12.4 million people - overtaking Cairo (however Cairo is said to have an unofficial population as high as 17 million at times) - Luanda has recently surpassed Alexandria and is now Africa\u2019s fourth largest agglomeration.\n*5*: It is projected to grow to more than 8 million by 2040. - Africa's population will be 1.23 billion by 2050 - Slum dwellers in Egypt, Libya, Morocco and Tunisia decreased to 11.8 million in 2010, from 20.8 million in 1990. - Kinshasa, the capital of the Democratic Republic of Congo, is becoming the fastest-growing city in Africa: its population will almost double over the next decade. - 70 per cent of all African urban population growth will be in smaller cities and those with populations of less than half a million. - Projected proportional growth for the 2010\u22122020 for some cities defies belief: Ouagadougou\u2019s (Burkina Faso) population is expected to soar by no less than 81 per cent, from 1.9 million in 2010 to 3.4 million in 2020.\n*6*: The report also noted that, since many large cities (such as Lagos and Alexandria) are situated by the sea, climate change and coastal flooding may erode their size. - HUMNEWS staff, UN", "scrambled": "*1*: Cities must become priority areas for public policies, with hugely increased investments to build adequate governance capacities, equitable services delivery, affordable housing provision and better wealth distribution,\u201d said Joan Clos, the Executive Director of UN-HABITAT.\n*2*: (HN, November 25, 2010) - Incredible urban growth and population migration will swell the size of major African cities - in some cases tripling their size over the next 40 years.\n*3*: According to a new report by UN Habitat, The State of African Cities 2010: Governance, Inequality and Urban Land Markets, urbanization is occurring faster on the African continent than anywhere else, and that by 2030, the Africa will no longer be predominantly rural. \u201cNo African government can afford to ignore the ongoing rapid urban transition taking place across the continent.\n*4*: The report also found that: - By 2015, Lagos will be Africa's largest city with 12.4 million people - overtaking Cairo (however Cairo is said to have an unofficial population as high as 17 million at times) - Luanda has recently surpassed Alexandria and is now Africa\u2019s fourth largest agglomeration.\n*5*: The report also noted that, since many large cities (such as Lagos and Alexandria) are situated by the sea, climate change and coastal flooding may erode their size. - HUMNEWS staff, UN\n*6*: It is projected to grow to more than 8 million by 2040. - Africa's population will be 1.23 billion by 2050 - Slum dwellers in Egypt, Libya, Morocco and Tunisia decreased to 11.8 million in 2010, from 20.8 million in 1990. - Kinshasa, the capital of the Democratic Republic of Congo, is becoming the fastest-growing city in Africa: its population will almost double over the next decade. - 70 per cent of all African urban population growth will be in smaller cities and those with populations of less than half a million. - Projected proportional growth for the 2010\u22122020 for some cities defies belief: Ouagadougou\u2019s (Burkina Faso) population is expected to soar by no less than 81 per cent, from 1.9 million in 2010 to 3.4 million in 2020."}
| 2 |
unscramble_151831
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: GMAT Math Practice — Algebra Questions If A, B, C, and D are all positive numbers, is the value of A – B greater than the value of C – D ? |(1)||A + D = B + C| |(2)||A and B are each greater in value than either C or D.| Answer and Analysis The correct response is (A).
*2*: For example, if A, B, C, and D equaled 5, 4, 2, and 1, respectively, then A – B would equal C – D (both expressions would equal 1), and the answer to the question would be no.
*3*: Thus, statement (2) alone is insufficient to answer the question.
*4*: But if B equaled 3 instead of 4, A – B would be greater than C – D (5 – 3 > 2 – 1), and the answer to the question would be yes.
*5*: The equation A + D = B + C is simply another form of the equation A – B = C – D.
*6*: Given statement (1) alone, the answer to the question must be no.
*7*: Next, consider statement (2) alone by substituting simple numbers for the variables.
*8*: First, consider statement (1) alone.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: GMAT Math Practice \u2014 Algebra Questions If A, B, C, and D are all positive numbers, is the value of A \u2013 B greater than the value of C \u2013 D ? |(1)||A + D = B + C| |(2)||A and B are each greater in value than either C or D.| Answer and Analysis The correct response is (A).\n*2*: First, consider statement (1) alone.\n*3*: The equation A + D = B + C is simply another form of the equation A \u2013 B = C \u2013 D.\n*4*: Given statement (1) alone, the answer to the question must be no.\n*5*: Next, consider statement (2) alone by substituting simple numbers for the variables.\n*6*: For example, if A, B, C, and D equaled 5, 4, 2, and 1, respectively, then A \u2013 B would equal C \u2013 D (both expressions would equal 1), and the answer to the question would be no.\n*7*: But if B equaled 3 instead of 4, A \u2013 B would be greater than C \u2013 D (5 \u2013 3 > 2 \u2013 1), and the answer to the question would be yes.\n*8*: Thus, statement (2) alone is insufficient to answer the question.", "scrambled": "*1*: GMAT Math Practice \u2014 Algebra Questions If A, B, C, and D are all positive numbers, is the value of A \u2013 B greater than the value of C \u2013 D ? |(1)||A + D = B + C| |(2)||A and B are each greater in value than either C or D.| Answer and Analysis The correct response is (A).\n*2*: For example, if A, B, C, and D equaled 5, 4, 2, and 1, respectively, then A \u2013 B would equal C \u2013 D (both expressions would equal 1), and the answer to the question would be no.\n*3*: Thus, statement (2) alone is insufficient to answer the question.\n*4*: But if B equaled 3 instead of 4, A \u2013 B would be greater than C \u2013 D (5 \u2013 3 > 2 \u2013 1), and the answer to the question would be yes.\n*5*: The equation A + D = B + C is simply another form of the equation A \u2013 B = C \u2013 D.\n*6*: Given statement (1) alone, the answer to the question must be no.\n*7*: Next, consider statement (2) alone by substituting simple numbers for the variables.\n*8*: First, consider statement (1) alone."}
| 2 |
unscramble_25341
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Nonsteroidal Anti-inflammatory Drugs (NSAIDs) Drugs in this class include diclofenac(Cataflam, Voltaren), ibuprofen(Advil, Motrin), ketoprofen(Orudis), naproxen(Aleve, Naprosyn), piroxicam(Feldene), etodolac(Lodine), indomethacin(Indocin), oxaprozin(Daypro), nabumetone(Relafen), and meloxicam(Mobic).
*2*: Several types of anti-inflammatory agents exist.
*3*: NSAIDs prevent this by inhibiting the cyclooxygenase(COX) enzymesthat are important in the formation of prostaglandins by cells.
*4*: Doctors recommend NSAIDs as the first type of medicine to try after they initially diagnose ankylosing spondylitis.
*5*: How NSAIDs work: NSAIDs prevent the body from producing prostaglandins, which have been identified as a cause of pain and inflammation.
*6*: Some of these drugs may be purchased without a prescription.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Nonsteroidal Anti-inflammatory Drugs (NSAIDs) Drugs in this class include diclofenac(Cataflam, Voltaren), ibuprofen(Advil, Motrin), ketoprofen(Orudis), naproxen(Aleve, Naprosyn), piroxicam(Feldene), etodolac(Lodine), indomethacin(Indocin), oxaprozin(Daypro), nabumetone(Relafen), and meloxicam(Mobic).\n*2*: How NSAIDs work: NSAIDs prevent the body from producing prostaglandins, which have been identified as a cause of pain and inflammation.\n*3*: NSAIDs prevent this by inhibiting the cyclooxygenase(COX) enzymesthat are important in the formation of prostaglandins by cells.\n*4*: Several types of anti-inflammatory agents exist.\n*5*: Doctors recommend NSAIDs as the first type of medicine to try after they initially diagnose ankylosing spondylitis.\n*6*: Some of these drugs may be purchased without a prescription.", "scrambled": "*1*: Nonsteroidal Anti-inflammatory Drugs (NSAIDs) Drugs in this class include diclofenac(Cataflam, Voltaren), ibuprofen(Advil, Motrin), ketoprofen(Orudis), naproxen(Aleve, Naprosyn), piroxicam(Feldene), etodolac(Lodine), indomethacin(Indocin), oxaprozin(Daypro), nabumetone(Relafen), and meloxicam(Mobic).\n*2*: Several types of anti-inflammatory agents exist.\n*3*: NSAIDs prevent this by inhibiting the cyclooxygenase(COX) enzymesthat are important in the formation of prostaglandins by cells.\n*4*: Doctors recommend NSAIDs as the first type of medicine to try after they initially diagnose ankylosing spondylitis.\n*5*: How NSAIDs work: NSAIDs prevent the body from producing prostaglandins, which have been identified as a cause of pain and inflammation.\n*6*: Some of these drugs may be purchased without a prescription."}
| 2 |
unscramble_69421
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As such, Russia's expansionist trend of the past several centuries is being reversed, leaving hardly populated stretches in the Asian part of the country.' As the article also reports, Kremlin is hard at work to reverse the demographics trends in Russia and specifically the Eastern regions, will Moscow come through?
*2*: According to official statistics, unless the situation changes, the Russian population will drop to 80 million by 2050, leaving the country's Far East virtually vacant.' However, particularly the remote far eastern regions are being abandoned in what seems to be a flow of migration towards the west which obviously is set to have important consequences should the trend not be reversed. 'Russian officials concede that the country's Far East risks becoming a no man's land.
*3*: The population in the area has declined by 20 per cent in the last 15 years, despite a revival of the regional economy, Kamil Iskhakov, the presidential envoy to the Far East said on in mid-May. "People are leaving because they can not find acceptable living conditions," he told an 18 May meeting in Khabarovsk.
*4*: The region still faces high mortality rates and significant population outflows, he conceded on 10 May.' And this should be seen in the light of a especially well endowed territory which, at least at a first glance, bodes well for opportunities. 'The Russian Far East comprises 13 regions, stretches over 40 per cent of Russia's territory, and is home to vast natural resources, including virtually all of the country's diamonds, two-thirds of its gold deposits, and major timber and fishery resources.
*5*: Yet despite these opportunities, in recent years many Russians have been moving back to the European part of the country from the remote regions of Siberia and the Far East.
*6*: 'For more than a decade, the country's population has steadily shrunk from 150 million in the early 1990s to just more than 140 million today.
*7*: Improving the demographic situation is a "matter of survival" for the Koryak Autonomous District, said governor Oleg Kozhemyako.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 more than a decade, the country's population has steadily shrunk from 150 million in the early 1990s to just more than 140 million today.\n*2*: According to official statistics, unless the situation changes, the Russian population will drop to 80 million by 2050, leaving the country's Far East virtually vacant.' However, particularly the remote far eastern regions are being abandoned in what seems to be a flow of migration towards the west which obviously is set to have important consequences should the trend not be reversed. 'Russian officials concede that the country's Far East risks becoming a no man's land.\n*3*: The population in the area has declined by 20 per cent in the last 15 years, despite a revival of the regional economy, Kamil Iskhakov, the presidential envoy to the Far East said on in mid-May. \"People are leaving because they can not find acceptable living conditions,\" he told an 18 May meeting in Khabarovsk.\n*4*: Improving the demographic situation is a \"matter of survival\" for the Koryak Autonomous District, said governor Oleg Kozhemyako.\n*5*: The region still faces high mortality rates and significant population outflows, he conceded on 10 May.' And this should be seen in the light of a especially well endowed territory which, at least at a first glance, bodes well for opportunities. 'The Russian Far East comprises 13 regions, stretches over 40 per cent of Russia's territory, and is home to vast natural resources, including virtually all of the country's diamonds, two-thirds of its gold deposits, and major timber and fishery resources.\n*6*: Yet despite these opportunities, in recent years many Russians have been moving back to the European part of the country from the remote regions of Siberia and the Far East.\n*7*: As such, Russia's expansionist trend of the past several centuries is being reversed, leaving hardly populated stretches in the Asian part of the country.' As the article also reports, Kremlin is hard at work to reverse the demographics trends in Russia and specifically the Eastern regions, will Moscow come through?", "scrambled": "*1*: As such, Russia's expansionist trend of the past several centuries is being reversed, leaving hardly populated stretches in the Asian part of the country.' As the article also reports, Kremlin is hard at work to reverse the demographics trends in Russia and specifically the Eastern regions, will Moscow come through?\n*2*: According to official statistics, unless the situation changes, the Russian population will drop to 80 million by 2050, leaving the country's Far East virtually vacant.' However, particularly the remote far eastern regions are being abandoned in what seems to be a flow of migration towards the west which obviously is set to have important consequences should the trend not be reversed. 'Russian officials concede that the country's Far East risks becoming a no man's land.\n*3*: The population in the area has declined by 20 per cent in the last 15 years, despite a revival of the regional economy, Kamil Iskhakov, the presidential envoy to the Far East said on in mid-May. \"People are leaving because they can not find acceptable living conditions,\" he told an 18 May meeting in Khabarovsk.\n*4*: The region still faces high mortality rates and significant population outflows, he conceded on 10 May.' And this should be seen in the light of a especially well endowed territory which, at least at a first glance, bodes well for opportunities. 'The Russian Far East comprises 13 regions, stretches over 40 per cent of Russia's territory, and is home to vast natural resources, including virtually all of the country's diamonds, two-thirds of its gold deposits, and major timber and fishery resources.\n*5*: Yet despite these opportunities, in recent years many Russians have been moving back to the European part of the country from the remote regions of Siberia and the Far East.\n*6*: 'For more than a decade, the country's population has steadily shrunk from 150 million in the early 1990s to just more than 140 million today.\n*7*: Improving the demographic situation is a \"matter of survival\" for the Koryak Autonomous District, said governor Oleg Kozhemyako."}
| 2 |
unscramble_154160
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Academic fraud and plagiarism To preserve the quality of learning for the individual and others, the University may impose severe sanctions on activities that undermine academic integrity.
*2*: There are two major categories of academic dishonesty: Academic fraud is a form of academic dishonesty that involves making a false representation to gain an unjust advantage.
*3*: For further information on the University policy on academic integrity, please refer to the Student Academic Integrity Policy.
*4*: Without limiting the generality of this definition, it may include: - Copying or paraphrasing material from any source without due acknowledgment; - Using another person's ideas without due acknowledgment; - Collusion or working with others without permission, and presenting the resulting work as though it were completed independently.
*5*: Plagiarism is the presentation of the thoughts or works of another as one's own.
*6*: University policy prohibits students plagiarising any material under any circumstances.
*7*: Plagiarism is not only related to written works, but also to material such as data, images, music, formulae, websites and computer programs.
*8*: Aiding another student to plagiarise is also a violation of the Student Academic Integrity Policy and may invoke a penalty.
*9*: Without limiting the generality of this definition, it can include: - Falsification of data; - Using a substitute person to undertake, in full or part, an examination or other assessment item; - Reusing one's own work, or part thereof, that has been submitted previously and counted towards another course (without permission); - Making contact or colluding with another person, contrary to instructions, during an examination or other assessment item; - Bringing material or device(s) into an examination or other assessment item other than such as may be specified for that assessment item; - Making use of computer software or other material and device(s) during an examination or other assessment item other than such as may be specified for that assessment item; and - Contract cheating or having another writer compete for tender to produce an essay or assignment and then submitting the work as one’s own.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Academic fraud and plagiarism To preserve the quality of learning for the individual and others, the University may impose severe sanctions on activities that undermine academic integrity.\n*2*: There are two major categories of academic dishonesty: Academic fraud is a form of academic dishonesty that involves making a false representation to gain an unjust advantage.\n*3*: Without limiting the generality of this definition, it can include: - Falsification of data; - Using a substitute person to undertake, in full or part, an examination or other assessment item; - Reusing one's own work, or part thereof, that has been submitted previously and counted towards another course (without permission); - Making contact or colluding with another person, contrary to instructions, during an examination or other assessment item; - Bringing material or device(s) into an examination or other assessment item other than such as may be specified for that assessment item; - Making use of computer software or other material and device(s) during an examination or other assessment item other than such as may be specified for that assessment item; and - Contract cheating or having another writer compete for tender to produce an essay or assignment and then submitting the work as one\u2019s own.\n*4*: Plagiarism is the presentation of the thoughts or works of another as one's own.\n*5*: University policy prohibits students plagiarising any material under any circumstances.\n*6*: Without limiting the generality of this definition, it may include: - Copying or paraphrasing material from any source without due acknowledgment; - Using another person's ideas without due acknowledgment; - Collusion or working with others without permission, and presenting the resulting work as though it were completed independently.\n*7*: Plagiarism is not only related to written works, but also to material such as data, images, music, formulae, websites and computer programs.\n*8*: Aiding another student to plagiarise is also a violation of the Student Academic Integrity Policy and may invoke a penalty.\n*9*: For further information on the University policy on academic integrity, please refer to the Student Academic Integrity Policy.", "scrambled": "*1*: Academic fraud and plagiarism To preserve the quality of learning for the individual and others, the University may impose severe sanctions on activities that undermine academic integrity.\n*2*: There are two major categories of academic dishonesty: Academic fraud is a form of academic dishonesty that involves making a false representation to gain an unjust advantage.\n*3*: For further information on the University policy on academic integrity, please refer to the Student Academic Integrity Policy.\n*4*: Without limiting the generality of this definition, it may include: - Copying or paraphrasing material from any source without due acknowledgment; - Using another person's ideas without due acknowledgment; - Collusion or working with others without permission, and presenting the resulting work as though it were completed independently.\n*5*: Plagiarism is the presentation of the thoughts or works of another as one's own.\n*6*: University policy prohibits students plagiarising any material under any circumstances.\n*7*: Plagiarism is not only related to written works, but also to material such as data, images, music, formulae, websites and computer programs.\n*8*: Aiding another student to plagiarise is also a violation of the Student Academic Integrity Policy and may invoke a penalty.\n*9*: Without limiting the generality of this definition, it can include: - Falsification of data; - Using a substitute person to undertake, in full or part, an examination or other assessment item; - Reusing one's own work, or part thereof, that has been submitted previously and counted towards another course (without permission); - Making contact or colluding with another person, contrary to instructions, during an examination or other assessment item; - Bringing material or device(s) into an examination or other assessment item other than such as may be specified for that assessment item; - Making use of computer software or other material and device(s) during an examination or other assessment item other than such as may be specified for that assessment item; and - Contract cheating or having another writer compete for tender to produce an essay or assignment and then submitting the work as one\u2019s own."}
| 2 |
unscramble_125771
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Circular saws and belt sanders are used in intermittent periodic duty due to their particular operating characteristics.
*2*: The observation period for power tools is always ten minutes. 40% c.d.f. means that the power tool can be operated for four minutes with the rated power input, which is followed by a cooling period of six minutes.
*3*: Continuous running duty (CRD) S1 Short-time duty (STD) S2 Intermittent periodic duty (IPD) S3 In the case of intermittent periodic duty the cyclic duration factor (c.d.f.) in percent is an important figure, since the excess heat is allowed to dissipate by convective cooling during the stoppages.
*4*: Therefore the intermittent periodic duty consists of the on-time and the breaks for cooling.
*5*: For electric welders other units of time apply.
*6*: Rated load 4 minutes+ cooling pause 6 minutes= work cycle 10 minutes The cyclic duration factor is usually 20%, 40% or 60%.
*7*: This is also called a duty cycle.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Continuous running duty (CRD) S1 Short-time duty (STD) S2 Intermittent periodic duty (IPD) S3 In the case of intermittent periodic duty the cyclic duration factor (c.d.f.) in percent is an important figure, since the excess heat is allowed to dissipate by convective cooling during the stoppages.\n*2*: Therefore the intermittent periodic duty consists of the on-time and the breaks for cooling.\n*3*: This is also called a duty cycle.\n*4*: The observation period for power tools is always ten minutes. 40% c.d.f. means that the power tool can be operated for four minutes with the rated power input, which is followed by a cooling period of six minutes.\n*5*: Rated load 4 minutes+ cooling pause 6 minutes= work cycle 10 minutes The cyclic duration factor is usually 20%, 40% or 60%.\n*6*: Circular saws and belt sanders are used in intermittent periodic duty due to their particular operating characteristics.\n*7*: For electric welders other units of time apply.", "scrambled": "*1*: Circular saws and belt sanders are used in intermittent periodic duty due to their particular operating characteristics.\n*2*: The observation period for power tools is always ten minutes. 40% c.d.f. means that the power tool can be operated for four minutes with the rated power input, which is followed by a cooling period of six minutes.\n*3*: Continuous running duty (CRD) S1 Short-time duty (STD) S2 Intermittent periodic duty (IPD) S3 In the case of intermittent periodic duty the cyclic duration factor (c.d.f.) in percent is an important figure, since the excess heat is allowed to dissipate by convective cooling during the stoppages.\n*4*: Therefore the intermittent periodic duty consists of the on-time and the breaks for cooling.\n*5*: For electric welders other units of time apply.\n*6*: Rated load 4 minutes+ cooling pause 6 minutes= work cycle 10 minutes The cyclic duration factor is usually 20%, 40% or 60%.\n*7*: This is also called a duty cycle."}
| 2 |
unscramble_6770
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The number of cases in Amarah, located about 240 miles southeast of Baghdad, has now reached 400, according to Iraqi health officials. "The spread of TB after more than 50 years is something worrying," Doctor Hameed Jassim told IRIN News. "The total of 400 cases is a huge number in relation to the population of Amarah and the number is increasing daily." The most common TB drugs are not widely available in public health facilities in Iraq, forcing many patients to either rely on expensive private pharmacies or go without treatment. "The government is not improving the health system and our lives are worsening.
*2*: Doctors say TB had been largely under control in Iraq for the past 50 years but is now making a comeback due to widespread poverty, large amounts of dust in the air and a lack of health awareness programs and medicines.
*3*: June 16, 2005 – Doctors in Iraq say a shortage of medicines combined with poor living conditions in the wake of the 2003 US-led invasion has caused an alarming increase in the number of tuberculosis cases in the southeastern city of Amarah.
*4*: The treatment can be found only in private pharmacies that suck our blood due to high prices and I don’t have money," Salim Muhammed, a TB patient in Amarah, told IRIN News.
*5*: Two decades ago, efforts by the World Health Organization and Iraq’s Ministry of Health had significantly reduced the spread of the disease, from affecting 20 percent of the population down to 2 percent.
*6*: Much of that progress has been undone since 2003, according to Iraqi doctors and a recent United Nations survey of living conditions in the country.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: June 16, 2005 \u2013 Doctors in Iraq say a shortage of medicines combined with poor living conditions in the wake of the 2003 US-led invasion has caused an alarming increase in the number of tuberculosis cases in the southeastern city of Amarah.\n*2*: Doctors say TB had been largely under control in Iraq for the past 50 years but is now making a comeback due to widespread poverty, large amounts of dust in the air and a lack of health awareness programs and medicines.\n*3*: The number of cases in Amarah, located about 240 miles southeast of Baghdad, has now reached 400, according to Iraqi health officials. \"The spread of TB after more than 50 years is something worrying,\" Doctor Hameed Jassim told IRIN News. \"The total of 400 cases is a huge number in relation to the population of Amarah and the number is increasing daily.\" The most common TB drugs are not widely available in public health facilities in Iraq, forcing many patients to either rely on expensive private pharmacies or go without treatment. \"The government is not improving the health system and our lives are worsening.\n*4*: The treatment can be found only in private pharmacies that suck our blood due to high prices and I don\u00e2\u20ac\u2122t have money,\" Salim Muhammed, a TB patient in Amarah, told IRIN News.\n*5*: Two decades ago, efforts by the World Health Organization and Iraq\u00e2\u20ac\u2122s Ministry of Health had significantly reduced the spread of the disease, from affecting 20 percent of the population down to 2 percent.\n*6*: Much of that progress has been undone since 2003, according to Iraqi doctors and a recent United Nations survey of living conditions in the country.", "scrambled": "*1*: The number of cases in Amarah, located about 240 miles southeast of Baghdad, has now reached 400, according to Iraqi health officials. \"The spread of TB after more than 50 years is something worrying,\" Doctor Hameed Jassim told IRIN News. \"The total of 400 cases is a huge number in relation to the population of Amarah and the number is increasing daily.\" The most common TB drugs are not widely available in public health facilities in Iraq, forcing many patients to either rely on expensive private pharmacies or go without treatment. \"The government is not improving the health system and our lives are worsening.\n*2*: Doctors say TB had been largely under control in Iraq for the past 50 years but is now making a comeback due to widespread poverty, large amounts of dust in the air and a lack of health awareness programs and medicines.\n*3*: June 16, 2005 \u2013 Doctors in Iraq say a shortage of medicines combined with poor living conditions in the wake of the 2003 US-led invasion has caused an alarming increase in the number of tuberculosis cases in the southeastern city of Amarah.\n*4*: The treatment can be found only in private pharmacies that suck our blood due to high prices and I don\u00e2\u20ac\u2122t have money,\" Salim Muhammed, a TB patient in Amarah, told IRIN News.\n*5*: Two decades ago, efforts by the World Health Organization and Iraq\u00e2\u20ac\u2122s Ministry of Health had significantly reduced the spread of the disease, from affecting 20 percent of the population down to 2 percent.\n*6*: Much of that progress has been undone since 2003, according to Iraqi doctors and a recent United Nations survey of living conditions in the country."}
| 2 |
unscramble_8556
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This defining moment of Protestantism, its iconoclastic principle of protest, was however attenuated, if not straightway abandoned, in the course of the development of the various forms of Protestant orthodoxy.
*2*: …between these two pieces: 1) “The defining moment of the Protestant Reformation was its protest against the absolutizing tendencies of the medieval church as exhibited in its ecclesiastical structure and its doctrine of the sacraments.
*3*: In this development, Protestantism found itself unable to use the Protestant principle against itself as it gravitated toward multiple forms of its own idolatry — absolutizing church doctrines, creeds, scriptures, founders of sects, or ritual practices.” Calvin Schrag, God as Otherwise than Being: Toward a Semantics of the Gift, 92.
*4*: As an intramundane historical institution, the church along with all other intramundane entities and organizations testifies to its finitude and frailties, and any claim for ultimacy on its part in matters of faith and morals is but another species of idolatry.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: \u2026between these two pieces: 1) \u201cThe defining moment of the Protestant Reformation was its protest against the absolutizing tendencies of the medieval church as exhibited in its ecclesiastical structure and its doctrine of the sacraments.\n*2*: As an intramundane historical institution, the church along with all other intramundane entities and organizations testifies to its finitude and frailties, and any claim for ultimacy on its part in matters of faith and morals is but another species of idolatry.\n*3*: This defining moment of Protestantism, its iconoclastic principle of protest, was however attenuated, if not straightway abandoned, in the course of the development of the various forms of Protestant orthodoxy.\n*4*: In this development, Protestantism found itself unable to use the Protestant principle against itself as it gravitated toward multiple forms of its own idolatry \u2014 absolutizing church doctrines, creeds, scriptures, founders of sects, or ritual practices.\u201d Calvin Schrag, God as Otherwise than Being: Toward a Semantics of the Gift, 92.", "scrambled": "*1*: This defining moment of Protestantism, its iconoclastic principle of protest, was however attenuated, if not straightway abandoned, in the course of the development of the various forms of Protestant orthodoxy.\n*2*: \u2026between these two pieces: 1) \u201cThe defining moment of the Protestant Reformation was its protest against the absolutizing tendencies of the medieval church as exhibited in its ecclesiastical structure and its doctrine of the sacraments.\n*3*: In this development, Protestantism found itself unable to use the Protestant principle against itself as it gravitated toward multiple forms of its own idolatry \u2014 absolutizing church doctrines, creeds, scriptures, founders of sects, or ritual practices.\u201d Calvin Schrag, God as Otherwise than Being: Toward a Semantics of the Gift, 92.\n*4*: As an intramundane historical institution, the church along with all other intramundane entities and organizations testifies to its finitude and frailties, and any claim for ultimacy on its part in matters of faith and morals is but another species of idolatry."}
| 2 |
unscramble_55571
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The chapel burned several times (the first time was in 1390 at the same time as the church of the Tikhvin Icon of the Most Holy Theotokos).
*2*: In 1515, a wooden church was built and a monastery founded in honor of this holy icon.
*3*: This event occurred soon after the appearance of the Tikhvin Icon of the Most Holy Theotokos in 1383, when the Most Holy Theotokos Herself commanded sacristan George to say that they should replace the metal cross on the newly-constructed temple in Her honor at Tikhvin with a wooden one.
*4*: The “Converser” Icon of the Mother of God is so named since it depicts the Mother of God and St Nicholas of Myra conversing with the sacristan George.
*5*: At the place of this vision a chapel was built in honor of St Nicholas the Wonderworker.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 \u201cConverser\u201d Icon of the Mother of God is so named since it depicts the Mother of God and St Nicholas of Myra conversing with the sacristan George.\n*2*: This event occurred soon after the appearance of the Tikhvin Icon of the Most Holy Theotokos in 1383, when the Most Holy Theotokos Herself commanded sacristan George to say that they should replace the metal cross on the newly-constructed temple in Her honor at Tikhvin with a wooden one.\n*3*: At the place of this vision a chapel was built in honor of St Nicholas the Wonderworker.\n*4*: The chapel burned several times (the first time was in 1390 at the same time as the church of the Tikhvin Icon of the Most Holy Theotokos).\n*5*: In 1515, a wooden church was built and a monastery founded in honor of this holy icon.", "scrambled": "*1*: The chapel burned several times (the first time was in 1390 at the same time as the church of the Tikhvin Icon of the Most Holy Theotokos).\n*2*: In 1515, a wooden church was built and a monastery founded in honor of this holy icon.\n*3*: This event occurred soon after the appearance of the Tikhvin Icon of the Most Holy Theotokos in 1383, when the Most Holy Theotokos Herself commanded sacristan George to say that they should replace the metal cross on the newly-constructed temple in Her honor at Tikhvin with a wooden one.\n*4*: The \u201cConverser\u201d Icon of the Mother of God is so named since it depicts the Mother of God and St Nicholas of Myra conversing with the sacristan George.\n*5*: At the place of this vision a chapel was built in honor of St Nicholas the Wonderworker."}
| 2 |
unscramble_90129
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The values given in parentheses are for information only. 1.3 This standard does not purport to address all of the safety concerns, if any, associated with its use.
*2*: Referenced Documents (purchase separately) The documents listed below are referenced within the subject standard but are not provided as part of the standard.
*3*: It can serve as a test method to verify compliance with specifications for ceramic and glass tiles, and provides a control test for determining the freeze/thaw resistance of tiles being manufactured for exterior installations. 1.1 This test method describes the procedures and equipment required to test either glazed or unglazed ceramic or glass tiles for resistance to repeated cycles of freezing and thawing.
*4*: Citing ASTM Standards [Back to Top]
*5*: Significance and Use 4.1 The test for resistance to freezing and thawing functions as a guide to the selection of ceramic and glass tiles suitable for outdoor service in geographic areas subjected to freezing.
*6*: It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. 2.
*7*: C242 Terminology of Ceramic Whitewares and Related Products E220 Test Method for Calibration of Thermocouples By Comparison Techniques ICS Number Code 91.100.25 (Terracotta building products) ASTM International is a member of CrossRef.
*8*: Tiles of any size or shape may be tested by this test method. 1.2 The values stated in inch-pound units are to be regarded as the standard.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Significance and Use 4.1 The test for resistance to freezing and thawing functions as a guide to the selection of ceramic and glass tiles suitable for outdoor service in geographic areas subjected to freezing.\n*2*: It can serve as a test method to verify compliance with specifications for ceramic and glass tiles, and provides a control test for determining the freeze/thaw resistance of tiles being manufactured for exterior installations. 1.1 This test method describes the procedures and equipment required to test either glazed or unglazed ceramic or glass tiles for resistance to repeated cycles of freezing and thawing.\n*3*: Tiles of any size or shape may be tested by this test method. 1.2 The values stated in inch-pound units are to be regarded as the standard.\n*4*: The values given in parentheses are for information only. 1.3 This standard does not purport to address all of the safety concerns, if any, associated with its use.\n*5*: It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. 2.\n*6*: Referenced Documents (purchase separately) The documents listed below are referenced within the subject standard but are not provided as part of the standard.\n*7*: C242 Terminology of Ceramic Whitewares and Related Products E220 Test Method for Calibration of Thermocouples By Comparison Techniques ICS Number Code 91.100.25 (Terracotta building products) ASTM International is a member of CrossRef.\n*8*: Citing ASTM Standards [Back to Top]", "scrambled": "*1*: The values given in parentheses are for information only. 1.3 This standard does not purport to address all of the safety concerns, if any, associated with its use.\n*2*: Referenced Documents (purchase separately) The documents listed below are referenced within the subject standard but are not provided as part of the standard.\n*3*: It can serve as a test method to verify compliance with specifications for ceramic and glass tiles, and provides a control test for determining the freeze/thaw resistance of tiles being manufactured for exterior installations. 1.1 This test method describes the procedures and equipment required to test either glazed or unglazed ceramic or glass tiles for resistance to repeated cycles of freezing and thawing.\n*4*: Citing ASTM Standards [Back to Top]\n*5*: Significance and Use 4.1 The test for resistance to freezing and thawing functions as a guide to the selection of ceramic and glass tiles suitable for outdoor service in geographic areas subjected to freezing.\n*6*: It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. 2.\n*7*: C242 Terminology of Ceramic Whitewares and Related Products E220 Test Method for Calibration of Thermocouples By Comparison Techniques ICS Number Code 91.100.25 (Terracotta building products) ASTM International is a member of CrossRef.\n*8*: Tiles of any size or shape may be tested by this test method. 1.2 The values stated in inch-pound units are to be regarded as the standard."}
| 2 |
unscramble_250634
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: University of Hawaii Candice Frontiera is a doctoral student at the University of Hawaii at Manoa.
*2*: Apps like Nearpod offer multiple, powerful functionalities in one integrated platform to connect students to peers and content.
*3*: Recorded: Thursday, April 18th, 2013 @ 7:00 pm - 7:20 pm HST Duration: 20 minutes Personal Learning Environments (PLE) are being thought of less as specific tools and more of an ideology of customization around individual needs.
*4*: Traditional ‘one-size-fits-all’ forms of content delivery, such as textbooks, could be replaced with a customized collection of various tools such as Nearpod.
*5*: Two of the main barriers to implementation include access and adequate professional development.
*6*: Mobile devices are gaining popularity in personal computing both in and out of educational settings because of their affordability and accessibility.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Recorded: Thursday, April 18th, 2013 @ 7:00 pm - 7:20 pm HST Duration: 20 minutes Personal Learning Environments (PLE) are being thought of less as specific tools and more of an ideology of customization around individual needs.\n*2*: Mobile devices are gaining popularity in personal computing both in and out of educational settings because of their affordability and accessibility.\n*3*: Apps like Nearpod offer multiple, powerful functionalities in one integrated platform to connect students to peers and content.\n*4*: Traditional \u2018one-size-fits-all\u2019 forms of content delivery, such as textbooks, could be replaced with a customized collection of various tools such as Nearpod.\n*5*: Two of the main barriers to implementation include access and adequate professional development.\n*6*: University of Hawaii Candice Frontiera is a doctoral student at the University of Hawaii at Manoa.", "scrambled": "*1*: University of Hawaii Candice Frontiera is a doctoral student at the University of Hawaii at Manoa.\n*2*: Apps like Nearpod offer multiple, powerful functionalities in one integrated platform to connect students to peers and content.\n*3*: Recorded: Thursday, April 18th, 2013 @ 7:00 pm - 7:20 pm HST Duration: 20 minutes Personal Learning Environments (PLE) are being thought of less as specific tools and more of an ideology of customization around individual needs.\n*4*: Traditional \u2018one-size-fits-all\u2019 forms of content delivery, such as textbooks, could be replaced with a customized collection of various tools such as Nearpod.\n*5*: Two of the main barriers to implementation include access and adequate professional development.\n*6*: Mobile devices are gaining popularity in personal computing both in and out of educational settings because of their affordability and accessibility."}
| 2 |
unscramble_102808
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Whether you are 8 or 80, you will do yourself a favor by opening these Newbery Medal winners and allowing them to captivate you with their wonderful captivating powers.
*2*: Children’s books are not only for children!
*3*: The medal of bronze was designed in 1921 by American sculptor René Paul Chambellan and depicts a man presenting a book to a boy and a girl. |The Newbery Medal| A complete list of Newbery Medal winners can be found here.
*4*: Mr. Newbery published many books from his London bookshop, The Bible and Sun, including A Little Pretty Pocket-Book in 1744 and the bestselling The History of Little Goody-Two Shoes in 1765. |Title page of A Little Pretty Pocket-Book| If a book you authored were awarded the Newbery Medal, you would receive the distinct honor of having a Newbery Medal engraved with your name.
*5*: Its namesake is John Newbery, an Englishman born in 1713 who is credited as the first publisher and seller of children’s books.
*6*: You can find the library’s Newbery Medal collection at the entrance to the children’s room.
*7*: My personal favorites are the 1979 winner The Westing Game, a mystery starring a comical and colorful cast of characters, and the 1986 winner Sarah, Plain and Tall, an idyllic novelette that is startlingly moving for its simplicity in exploring weighty themes of love, loss, and longing.
*8*: The Newbery Medal is awarded annually by the American Library Association to the year’s most distinguished American children’s book.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The Newbery Medal is awarded annually by the American Library Association to the year\u2019s most distinguished American children\u2019s book.\n*2*: Its namesake is John Newbery, an Englishman born in 1713 who is credited as the first publisher and seller of children\u2019s books.\n*3*: Mr. Newbery published many books from his London bookshop, The Bible and Sun, including A Little Pretty Pocket-Book in 1744 and the bestselling The History of Little Goody-Two Shoes in 1765. |Title page of A Little Pretty Pocket-Book| If a book you authored were awarded the Newbery Medal, you would receive the distinct honor of having a Newbery Medal engraved with your name.\n*4*: The medal of bronze was designed in 1921 by American sculptor Ren\u00e9 Paul Chambellan and depicts a man presenting a book to a boy and a girl. |The Newbery Medal| A complete list of Newbery Medal winners can be found here.\n*5*: My personal favorites are the 1979 winner The Westing Game, a mystery starring a comical and colorful cast of characters, and the 1986 winner Sarah, Plain and Tall, an idyllic novelette that is startlingly moving for its simplicity in exploring weighty themes of love, loss, and longing.\n*6*: Children\u2019s books are not only for children!\n*7*: Whether you are 8 or 80, you will do yourself a favor by opening these Newbery Medal winners and allowing them to captivate you with their wonderful captivating powers.\n*8*: You can find the library\u2019s Newbery Medal collection at the entrance to the children\u2019s room.", "scrambled": "*1*: Whether you are 8 or 80, you will do yourself a favor by opening these Newbery Medal winners and allowing them to captivate you with their wonderful captivating powers.\n*2*: Children\u2019s books are not only for children!\n*3*: The medal of bronze was designed in 1921 by American sculptor Ren\u00e9 Paul Chambellan and depicts a man presenting a book to a boy and a girl. |The Newbery Medal| A complete list of Newbery Medal winners can be found here.\n*4*: Mr. Newbery published many books from his London bookshop, The Bible and Sun, including A Little Pretty Pocket-Book in 1744 and the bestselling The History of Little Goody-Two Shoes in 1765. |Title page of A Little Pretty Pocket-Book| If a book you authored were awarded the Newbery Medal, you would receive the distinct honor of having a Newbery Medal engraved with your name.\n*5*: Its namesake is John Newbery, an Englishman born in 1713 who is credited as the first publisher and seller of children\u2019s books.\n*6*: You can find the library\u2019s Newbery Medal collection at the entrance to the children\u2019s room.\n*7*: My personal favorites are the 1979 winner The Westing Game, a mystery starring a comical and colorful cast of characters, and the 1986 winner Sarah, Plain and Tall, an idyllic novelette that is startlingly moving for its simplicity in exploring weighty themes of love, loss, and longing.\n*8*: The Newbery Medal is awarded annually by the American Library Association to the year\u2019s most distinguished American children\u2019s book."}
| 2 |
unscramble_154121
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Webster then assisted the fugitives further along the Underground Railroad, taking many of his charges to the African-American community of Huston Hollow, which was located north of Portsmouth, Ohio.
*2*: McClain usually brought the runaway slaves to J.J.
*3*: From Ohio History Central During the nineteenth century, William McClain was a ship captain on the Ohio River.
*4*: While little is known of William McClain's youth, he eventually pursued the same career as his father.
*5*: McClain died on September 10, 1867, in Portsmouth.
*6*: His father, Hugh McClain, captained ships along the Ohio River.
*7*: McClain was born in Virginia in 1807.
*8*: McClain eventually became an abolitionist and actively protested slavery by ferrying runaway slaves across the Ohio River from the slave states of Virginia (now West Virginia) and Kentucky.
*9*: Webster, who resided in South Webster, Ohio.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: From Ohio History Central During the nineteenth century, William McClain was a ship captain on the Ohio River.\n*2*: McClain was born in Virginia in 1807.\n*3*: His father, Hugh McClain, captained ships along the Ohio River.\n*4*: While little is known of William McClain's youth, he eventually pursued the same career as his father.\n*5*: McClain eventually became an abolitionist and actively protested slavery by ferrying runaway slaves across the Ohio River from the slave states of Virginia (now West Virginia) and Kentucky.\n*6*: McClain usually brought the runaway slaves to J.J.\n*7*: Webster, who resided in South Webster, Ohio.\n*8*: Webster then assisted the fugitives further along the Underground Railroad, taking many of his charges to the African-American community of Huston Hollow, which was located north of Portsmouth, Ohio.\n*9*: McClain died on September 10, 1867, in Portsmouth.", "scrambled": "*1*: Webster then assisted the fugitives further along the Underground Railroad, taking many of his charges to the African-American community of Huston Hollow, which was located north of Portsmouth, Ohio.\n*2*: McClain usually brought the runaway slaves to J.J.\n*3*: From Ohio History Central During the nineteenth century, William McClain was a ship captain on the Ohio River.\n*4*: While little is known of William McClain's youth, he eventually pursued the same career as his father.\n*5*: McClain died on September 10, 1867, in Portsmouth.\n*6*: His father, Hugh McClain, captained ships along the Ohio River.\n*7*: McClain was born in Virginia in 1807.\n*8*: McClain eventually became an abolitionist and actively protested slavery by ferrying runaway slaves across the Ohio River from the slave states of Virginia (now West Virginia) and Kentucky.\n*9*: Webster, who resided in South Webster, Ohio."}
| 2 |
unscramble_45765
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The annual salary for a single person at half the poverty line is around $5,700; for a family of four, it’s around $11,700.
*2*: Mar 19 2013 Philadelphia has the highest rate of deep poverty – people with incomes below half of the poverty line – of any of the nation’s 10 most populous cities.
*3*: Philadelphia’s deep-poverty rate is 12.9 percent, or around 200,000 people.
*4*: The numbers come from an examination of the 2009 through 2011 three-year estimate of the U.S. Census American Community Survey by The Inquirer and Temple University sociologist David Elesh.
*5*: Phoenix, Chicago, and Dallas are the nearest to Philadelphia, with deep-poverty rates of more than 10 percent.
*6*: Nationwide, more than 20 million people live in deep poverty, according to the Center on Budget and Policy Priorities.
*7*: Of the 4,300,000 people living in the area around Philadelphia, there are nearly 160,000 in deep poverty – a rate of 3.6 percent – in Bucks, Chester, Montgomery, Delaware, Salem, Gloucester, Burlington, and Camden Counties as well as New Castle County, Del., and Cecil County, Md., Elesh’s analysis showed.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Mar 19 2013 Philadelphia has the highest rate of deep poverty \u2013 people with incomes below half of the poverty line \u2013 of any of the nation\u2019s 10 most populous cities.\n*2*: The annual salary for a single person at half the poverty line is around $5,700; for a family of four, it\u2019s around $11,700.\n*3*: Philadelphia\u2019s deep-poverty rate is 12.9 percent, or around 200,000 people.\n*4*: Phoenix, Chicago, and Dallas are the nearest to Philadelphia, with deep-poverty rates of more than 10 percent.\n*5*: The numbers come from an examination of the 2009 through 2011 three-year estimate of the U.S. Census American Community Survey by The Inquirer and Temple University sociologist David Elesh.\n*6*: Of the 4,300,000 people living in the area around Philadelphia, there are nearly 160,000 in deep poverty \u2013 a rate of 3.6 percent \u2013 in Bucks, Chester, Montgomery, Delaware, Salem, Gloucester, Burlington, and Camden Counties as well as New Castle County, Del., and Cecil County, Md., Elesh\u2019s analysis showed.\n*7*: Nationwide, more than 20 million people live in deep poverty, according to the Center on Budget and Policy Priorities.", "scrambled": "*1*: The annual salary for a single person at half the poverty line is around $5,700; for a family of four, it\u2019s around $11,700.\n*2*: Mar 19 2013 Philadelphia has the highest rate of deep poverty \u2013 people with incomes below half of the poverty line \u2013 of any of the nation\u2019s 10 most populous cities.\n*3*: Philadelphia\u2019s deep-poverty rate is 12.9 percent, or around 200,000 people.\n*4*: The numbers come from an examination of the 2009 through 2011 three-year estimate of the U.S. Census American Community Survey by The Inquirer and Temple University sociologist David Elesh.\n*5*: Phoenix, Chicago, and Dallas are the nearest to Philadelphia, with deep-poverty rates of more than 10 percent.\n*6*: Nationwide, more than 20 million people live in deep poverty, according to the Center on Budget and Policy Priorities.\n*7*: Of the 4,300,000 people living in the area around Philadelphia, there are nearly 160,000 in deep poverty \u2013 a rate of 3.6 percent \u2013 in Bucks, Chester, Montgomery, Delaware, Salem, Gloucester, Burlington, and Camden Counties as well as New Castle County, Del., and Cecil County, Md., Elesh\u2019s analysis showed."}
| 2 |
unscramble_104925
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Has becoming a doctor always been like this?
*2*: Some things never change - By: Isobel Weinberg - Published: 16 November 2012 - DOI: 10.1136/sbmj.e7405 - Cite this as: Student BMJ 2012;20:e7405 Medical students consider themselves special.
*3*: Much has changed since then, starting with the curriculum.
*4*: What’s more, medical students have always believed they have it tough. “The time I should spend at lectures and in study I am
*5*: In his feature, Toby Pitts-Tucker takes a look at the history of medical education (p 12), starting with students who learnt from Hippocrates in ancient Greece, and progressing through to the medieval universities—in which students endured three hour lectures.
*6*: We like to think that we are set apart from other students by our onerous course and the responsibilities that lie ahead.
*7*: Medical students in ancient times were taught that diseases resulted from imbalances between bile and phlegm, which seems nonsensical now.
*8*: On the other hand, plenty has stayed the same.
*9*: Medical students through the ages have endured long periods of study and heavy memorisation.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Some things never change - By: Isobel Weinberg - Published: 16 November 2012 - DOI: 10.1136/sbmj.e7405 - Cite this as: Student BMJ 2012;20:e7405 Medical students consider themselves special.\n*2*: We like to think that we are set apart from other students by our onerous course and the responsibilities that lie ahead.\n*3*: Has becoming a doctor always been like this?\n*4*: In his feature, Toby Pitts-Tucker takes a look at the history of medical education (p 12), starting with students who learnt from Hippocrates in ancient Greece, and progressing through to the medieval universities\u2014in which students endured three hour lectures.\n*5*: Much has changed since then, starting with the curriculum.\n*6*: Medical students in ancient times were taught that diseases resulted from imbalances between bile and phlegm, which seems nonsensical now.\n*7*: On the other hand, plenty has stayed the same.\n*8*: Medical students through the ages have endured long periods of study and heavy memorisation.\n*9*: What\u2019s more, medical students have always believed they have it tough. \u201cThe time I should spend at lectures and in study I am", "scrambled": "*1*: Has becoming a doctor always been like this?\n*2*: Some things never change - By: Isobel Weinberg - Published: 16 November 2012 - DOI: 10.1136/sbmj.e7405 - Cite this as: Student BMJ 2012;20:e7405 Medical students consider themselves special.\n*3*: Much has changed since then, starting with the curriculum.\n*4*: What\u2019s more, medical students have always believed they have it tough. \u201cThe time I should spend at lectures and in study I am\n*5*: In his feature, Toby Pitts-Tucker takes a look at the history of medical education (p 12), starting with students who learnt from Hippocrates in ancient Greece, and progressing through to the medieval universities\u2014in which students endured three hour lectures.\n*6*: We like to think that we are set apart from other students by our onerous course and the responsibilities that lie ahead.\n*7*: Medical students in ancient times were taught that diseases resulted from imbalances between bile and phlegm, which seems nonsensical now.\n*8*: On the other hand, plenty has stayed the same.\n*9*: Medical students through the ages have endured long periods of study and heavy memorisation."}
| 2 |
unscramble_97711
|
unscramble_sentence
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Rearrange these scrambled blocks of text into a coherent order:
```
*1*: However the empirical formula for the same molecule would be C3H7.
*2*: The term empirical refers to the process of elemental analysis, an analytical technique used to determine the relative percent composition of a pure chemical substance by element.
*3*: An empirical formula makes no reference to isomerism, structure, or absolute number of atoms.
*4*: For example, hexane could have a chemical formula of CH3CH2CH2CH2CH2CH3, implying that it has a straight chain structure, 6 carbon atoms, and 14 hydrogen atoms.
*5*: Empirical formulaIn chemistry, the empirical formula of a chemical is a simple expression of the relative number of each type of atom (element) in it.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
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{"ground_truth": "*1*: Empirical formulaIn chemistry, the empirical formula of a chemical is a simple expression of the relative number of each type of atom (element) in it.\n*2*: An empirical formula makes no reference to isomerism, structure, or absolute number of atoms.\n*3*: The term empirical refers to the process of elemental analysis, an analytical technique used to determine the relative percent composition of a pure chemical substance by element.\n*4*: For example, hexane could have a chemical formula of CH3CH2CH2CH2CH2CH3, implying that it has a straight chain structure, 6 carbon atoms, and 14 hydrogen atoms.\n*5*: However the empirical formula for the same molecule would be C3H7.", "scrambled": "*1*: However the empirical formula for the same molecule would be C3H7.\n*2*: The term empirical refers to the process of elemental analysis, an analytical technique used to determine the relative percent composition of a pure chemical substance by element.\n*3*: An empirical formula makes no reference to isomerism, structure, or absolute number of atoms.\n*4*: For example, hexane could have a chemical formula of CH3CH2CH2CH2CH2CH3, implying that it has a straight chain structure, 6 carbon atoms, and 14 hydrogen atoms.\n*5*: Empirical formulaIn chemistry, the empirical formula of a chemical is a simple expression of the relative number of each type of atom (element) in it."}
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