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stringlengths 484
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|---|---|---|---|---|
unscramble_90747
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Students will learn how to take reusable materials and create works of art from items they would have otherwise ended up in the trash.
*2*: Projects will include sculptures, weaving, painting, puppets, books, art and much much more!
*3*: Literally - Trash to Treasure!
*4*: Click here to continue searching for courses.
*5*: No classes currently available.
*6*: |Go Green and Get Creative! (Grades 1-3) Art projects will be created from donated and recycled materials.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Go Green and Get Creative! (Grades 1-3) Art projects will be created from donated and recycled materials.\n*2*: Projects will include sculptures, weaving, painting, puppets, books, art and much much more!\n*3*: Students will learn how to take reusable materials and create works of art from items they would have otherwise ended up in the trash.\n*4*: Literally - Trash to Treasure!\n*5*: No classes currently available.\n*6*: Click here to continue searching for courses.", "scrambled": "*1*: Students will learn how to take reusable materials and create works of art from items they would have otherwise ended up in the trash.\n*2*: Projects will include sculptures, weaving, painting, puppets, books, art and much much more!\n*3*: Literally - Trash to Treasure!\n*4*: Click here to continue searching for courses.\n*5*: No classes currently available.\n*6*: |Go Green and Get Creative! (Grades 1-3) Art projects will be created from donated and recycled materials."}
| 2 |
unscramble_144802
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A subspecies of the Sicilian shrew (Crocidura sicula ssp. calypso) is the only endemic mammal and, interestingly, is only found in Gozo.
*2*: The most abundant among the endemic Maltese fauna is the Maltese wall lizard (Podarcis filfolensis), which actually occurs as five distinct subspecies, all of which are endemic to specific islands of the archipelago.
*3*: Other endemic fauna include 12 species of beetles, 17 species of butterflies and moths, 5 species of flies, 2 species of ants, 1 species of grasshoppers, 7 species of molluscs (including the marine snail Gibbula nivosa which is so-called because of the hallmark snow-like white patches it bears on its shell) and the Maltese freshwater crab (Potamon fluviatile ssp. lanfrancoi).
*4*: Relative to their size, the Maltese Islands harbour a very high diversity of plants and animals, and almost 4500 floral and faunal species (excluding marine species) have been recorded.
*5*: Among these, 85 species are endemic.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Relative to their size, the Maltese Islands harbour a very high diversity of plants and animals, and almost 4500 floral and faunal species (excluding marine species) have been recorded.\n*2*: Among these, 85 species are endemic.\n*3*: The most abundant among the endemic Maltese fauna is the Maltese wall lizard (Podarcis filfolensis), which actually occurs as five distinct subspecies, all of which are endemic to specific islands of the archipelago.\n*4*: Other endemic fauna include 12 species of beetles, 17 species of butterflies and moths, 5 species of flies, 2 species of ants, 1 species of grasshoppers, 7 species of molluscs (including the marine snail Gibbula nivosa which is so-called because of the hallmark snow-like white patches it bears on its shell) and the Maltese freshwater crab (Potamon fluviatile ssp. lanfrancoi).\n*5*: A subspecies of the Sicilian shrew (Crocidura sicula ssp. calypso) is the only endemic mammal and, interestingly, is only found in Gozo.", "scrambled": "*1*: A subspecies of the Sicilian shrew (Crocidura sicula ssp. calypso) is the only endemic mammal and, interestingly, is only found in Gozo.\n*2*: The most abundant among the endemic Maltese fauna is the Maltese wall lizard (Podarcis filfolensis), which actually occurs as five distinct subspecies, all of which are endemic to specific islands of the archipelago.\n*3*: Other endemic fauna include 12 species of beetles, 17 species of butterflies and moths, 5 species of flies, 2 species of ants, 1 species of grasshoppers, 7 species of molluscs (including the marine snail Gibbula nivosa which is so-called because of the hallmark snow-like white patches it bears on its shell) and the Maltese freshwater crab (Potamon fluviatile ssp. lanfrancoi).\n*4*: Relative to their size, the Maltese Islands harbour a very high diversity of plants and animals, and almost 4500 floral and faunal species (excluding marine species) have been recorded.\n*5*: Among these, 85 species are endemic."}
| 2 |
unscramble_207599
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Gateway Cities Census Data Description: Although the City of La Mirada traces its beginnings to a large Spanish land grant, the exact area that is now La Mirada was purchased in 1895 by Andrew McNally, president of Rand McNally and Co., of atlas fame.
*2*: In November 1960, the name was changed to La Mirada.
*3*: It was McNally who gave the area its name of La Mirada which, loosely translated from Spanish, is “The View.” William Neff, McNally’s grandson, whose house remains as the central part of Neff Park, continued to run the property as an olive and citrus ranch, finally selling the 2,200-acre property to a developer for $4.5 million in the early 1950s.
*4*: Well-maintained areas, fine schools, churches of all faiths, and well-located business centers are completely separate from the flourishing industrial complex. (city description courtesy of Press Telegram 2006 Almanac) |Percent of Los Angeles County Population||0.46%||0.49%||0.49%| |Number of Households||12,731||14,580||14,681| |Average Household Income (in 2010 dollars)||$92,962||$90,928| |Median Household Income (in 2010 dollars)||$82,902||$80,668||$79,347|
*5*: The city was incorporated in 1959 under the name of Mirada Hills.
*6*: Today, the city operates one of the finest networks of park facilities and recreational services in Southern California.An emphasis on civic beautification is evident in the gracefully landscaped streets and greenbelts.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Gateway Cities Census Data Description: Although the City of La Mirada traces its beginnings to a large Spanish land grant, the exact area that is now La Mirada was purchased in 1895 by Andrew McNally, president of Rand McNally and Co., of atlas fame.\n*2*: It was McNally who gave the area its name of La Mirada which, loosely translated from Spanish, is \u201cThe View.\u201d William Neff, McNally\u2019s grandson, whose house remains as the central part of Neff Park, continued to run the property as an olive and citrus ranch, finally selling the 2,200-acre property to a developer for $4.5 million in the early 1950s.\n*3*: The city was incorporated in 1959 under the name of Mirada Hills.\n*4*: In November 1960, the name was changed to La Mirada.\n*5*: Today, the city operates one of the finest networks of park facilities and recreational services in Southern California.An emphasis on civic beautification is evident in the gracefully landscaped streets and greenbelts.\n*6*: Well-maintained areas, fine schools, churches of all faiths, and well-located business centers are completely separate from the flourishing industrial complex. (city description courtesy of Press Telegram 2006 Almanac) |Percent of Los Angeles County Population||0.46%||0.49%||0.49%| |Number of Households||12,731||14,580||14,681| |Average Household Income (in 2010 dollars)||$92,962||$90,928| |Median Household Income (in 2010 dollars)||$82,902||$80,668||$79,347|", "scrambled": "*1*: Gateway Cities Census Data Description: Although the City of La Mirada traces its beginnings to a large Spanish land grant, the exact area that is now La Mirada was purchased in 1895 by Andrew McNally, president of Rand McNally and Co., of atlas fame.\n*2*: In November 1960, the name was changed to La Mirada.\n*3*: It was McNally who gave the area its name of La Mirada which, loosely translated from Spanish, is \u201cThe View.\u201d William Neff, McNally\u2019s grandson, whose house remains as the central part of Neff Park, continued to run the property as an olive and citrus ranch, finally selling the 2,200-acre property to a developer for $4.5 million in the early 1950s.\n*4*: Well-maintained areas, fine schools, churches of all faiths, and well-located business centers are completely separate from the flourishing industrial complex. (city description courtesy of Press Telegram 2006 Almanac) |Percent of Los Angeles County Population||0.46%||0.49%||0.49%| |Number of Households||12,731||14,580||14,681| |Average Household Income (in 2010 dollars)||$92,962||$90,928| |Median Household Income (in 2010 dollars)||$82,902||$80,668||$79,347|\n*5*: The city was incorporated in 1959 under the name of Mirada Hills.\n*6*: Today, the city operates one of the finest networks of park facilities and recreational services in Southern California.An emphasis on civic beautification is evident in the gracefully landscaped streets and greenbelts."}
| 2 |
unscramble_39893
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Common Elements of Good Writing (adapted from Greenlaw (2005) Chapter 5) - Focus - The paper should have a clear point, expressed as a thesis sentence, early in the paper. - Organization - The purpose of the paper is to prove its point.
*2*: Which of those conclusions would you prefer the reader to be left with?
*3*: To that end, the paper should be organized as a series of major sub-points which lead logically to the thesis as the conclusion. - Solid Development - Each of sub-points should be explained in sufficient detail to convince the reader of their validity. - Clarity, Concision, Precision - Say what you mean, as clearly and concisely as possible.
*4*: Grammatical mistakes or typos convey that you either don't know how to write correctly or you don't care.
*5*: Elements of Good Writing Regardless of the type of assignment, good writing has several common elements, shown below in order of importance.
*6*: Vagueness or ambiguity suggests to the reader that you're not sure what you're writing about. - Grammatical Correctness/Avoidance of Spelling & Typographical Errors - Grammar is a convention to improve communication.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Elements of Good Writing Regardless of the type of assignment, good writing has several common elements, shown below in order of importance.\n*2*: Common Elements of Good Writing (adapted from Greenlaw (2005) Chapter 5) - Focus - The paper should have a clear point, expressed as a thesis sentence, early in the paper. - Organization - The purpose of the paper is to prove its point.\n*3*: To that end, the paper should be organized as a series of major sub-points which lead logically to the thesis as the conclusion. - Solid Development - Each of sub-points should be explained in sufficient detail to convince the reader of their validity. - Clarity, Concision, Precision - Say what you mean, as clearly and concisely as possible.\n*4*: Vagueness or ambiguity suggests to the reader that you're not sure what you're writing about. - Grammatical Correctness/Avoidance of Spelling & Typographical Errors - Grammar is a convention to improve communication.\n*5*: Grammatical mistakes or typos convey that you either don't know how to write correctly or you don't care.\n*6*: Which of those conclusions would you prefer the reader to be left with?", "scrambled": "*1*: Common Elements of Good Writing (adapted from Greenlaw (2005) Chapter 5) - Focus - The paper should have a clear point, expressed as a thesis sentence, early in the paper. - Organization - The purpose of the paper is to prove its point.\n*2*: Which of those conclusions would you prefer the reader to be left with?\n*3*: To that end, the paper should be organized as a series of major sub-points which lead logically to the thesis as the conclusion. - Solid Development - Each of sub-points should be explained in sufficient detail to convince the reader of their validity. - Clarity, Concision, Precision - Say what you mean, as clearly and concisely as possible.\n*4*: Grammatical mistakes or typos convey that you either don't know how to write correctly or you don't care.\n*5*: Elements of Good Writing Regardless of the type of assignment, good writing has several common elements, shown below in order of importance.\n*6*: Vagueness or ambiguity suggests to the reader that you're not sure what you're writing about. - Grammatical Correctness/Avoidance of Spelling & Typographical Errors - Grammar is a convention to improve communication."}
| 2 |
unscramble_184985
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Saturday, January 21, 2012 Introducing the WorldMap WorldMap is a new open source mapping platform from Harvard’s Center for Geographic Analysis.
*2*: Viewers of created maps can control the data layers seen on the map from a sidebar and can choose to view the data on top of Google Maps or OpenStreetMap map tiles.
*3*: WorldMap has already created over 700 mapping layers and users have created more than 500 maps.
*4*: Therefore, as well as creating their own maps, users can search and view maps from the hundreds of maps already created.
*5*: Users of WorldMap can quickly create a map from their own data layers or from data layers already added to the WorldMap.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Saturday, January 21, 2012 Introducing the WorldMap WorldMap is a new open source mapping platform from Harvard\u2019s Center for Geographic Analysis.\n*2*: Users of WorldMap can quickly create a map from their own data layers or from data layers already added to the WorldMap.\n*3*: Viewers of created maps can control the data layers seen on the map from a sidebar and can choose to view the data on top of Google Maps or OpenStreetMap map tiles.\n*4*: WorldMap has already created over 700 mapping layers and users have created more than 500 maps.\n*5*: Therefore, as well as creating their own maps, users can search and view maps from the hundreds of maps already created.", "scrambled": "*1*: Saturday, January 21, 2012 Introducing the WorldMap WorldMap is a new open source mapping platform from Harvard\u2019s Center for Geographic Analysis.\n*2*: Viewers of created maps can control the data layers seen on the map from a sidebar and can choose to view the data on top of Google Maps or OpenStreetMap map tiles.\n*3*: WorldMap has already created over 700 mapping layers and users have created more than 500 maps.\n*4*: Therefore, as well as creating their own maps, users can search and view maps from the hundreds of maps already created.\n*5*: Users of WorldMap can quickly create a map from their own data layers or from data layers already added to the WorldMap."}
| 2 |
unscramble_92936
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In particular, the key gateways- airports and land border crossing- that primarily service these travel flows will continue to be affected.
*2*: International routes include only non-stop segments between an airport in the U.S. and an airport outside the U.S. Since September 2001, the number of passengers has decreased dramatically, not following the usual seasonal pattern. |Passengers Transported on the Americas Routes||Jun-01||Jun-02| |Percent change from same month previous year||-9.01||0.36| |Percent change from same month previous year||-7.30||-27.44| |New York-Santo Domingo||58,559||41,968| |Percent change from same month previous year||-8.74||-28.33| |Passengers Transported on Overseas Routes||Jun-01||Jun-02| |Percent change from same month previous year||0.89||-0.62| |Percent change from same month previous year||0.54||-54.41| |Percent change from same month previous year||-13.32||-21.85| NOTE: British Airways, Lufthansa, Air Canada, and Virgin Atlantic have been excluded for comparability because they did not provide data for June 2002.
*3*: The New York-London and Miami-Caracas route has not been included in this route because non reporting carriers made up more than one-third of the 2001 passengers transported on this route.
*4*: Despite the terrorist attacks, international travel can be expected to place increased demands on the nation's transportation network and pose new challenges for the transportation sector.
*5*: Passengers boarded on the top three international routes, both overseas and in the Americas, are highly seasonal, with more people traveling in July and August.
*6*: International passenger travel generates much revenue for transportation carriers, hotels, restaurants, and other travel-related businesses.
*7*: SOURCE: U.S. Department of Transportation, Bureau of Transportation Statistics, U.S. Air Carrier Traffic and Capacity Data by Nonstop Segment and On-Flight Market.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: International passenger travel generates much revenue for transportation carriers, hotels, restaurants, and other travel-related businesses.\n*2*: Despite the terrorist attacks, international travel can be expected to place increased demands on the nation's transportation network and pose new challenges for the transportation sector.\n*3*: In particular, the key gateways- airports and land border crossing- that primarily service these travel flows will continue to be affected.\n*4*: Passengers boarded on the top three international routes, both overseas and in the Americas, are highly seasonal, with more people traveling in July and August.\n*5*: International routes include only non-stop segments between an airport in the U.S. and an airport outside the U.S. Since September 2001, the number of passengers has decreased dramatically, not following the usual seasonal pattern. |Passengers Transported on the Americas Routes||Jun-01||Jun-02| |Percent change from same month previous year||-9.01||0.36| |Percent change from same month previous year||-7.30||-27.44| |New York-Santo Domingo||58,559||41,968| |Percent change from same month previous year||-8.74||-28.33| |Passengers Transported on Overseas Routes||Jun-01||Jun-02| |Percent change from same month previous year||0.89||-0.62| |Percent change from same month previous year||0.54||-54.41| |Percent change from same month previous year||-13.32||-21.85| NOTE: British Airways, Lufthansa, Air Canada, and Virgin Atlantic have been excluded for comparability because they did not provide data for June 2002.\n*6*: The New York-London and Miami-Caracas route has not been included in this route because non reporting carriers made up more than one-third of the 2001 passengers transported on this route.\n*7*: SOURCE: U.S. Department of Transportation, Bureau of Transportation Statistics, U.S. Air Carrier Traffic and Capacity Data by Nonstop Segment and On-Flight Market.", "scrambled": "*1*: In particular, the key gateways- airports and land border crossing- that primarily service these travel flows will continue to be affected.\n*2*: International routes include only non-stop segments between an airport in the U.S. and an airport outside the U.S. Since September 2001, the number of passengers has decreased dramatically, not following the usual seasonal pattern. |Passengers Transported on the Americas Routes||Jun-01||Jun-02| |Percent change from same month previous year||-9.01||0.36| |Percent change from same month previous year||-7.30||-27.44| |New York-Santo Domingo||58,559||41,968| |Percent change from same month previous year||-8.74||-28.33| |Passengers Transported on Overseas Routes||Jun-01||Jun-02| |Percent change from same month previous year||0.89||-0.62| |Percent change from same month previous year||0.54||-54.41| |Percent change from same month previous year||-13.32||-21.85| NOTE: British Airways, Lufthansa, Air Canada, and Virgin Atlantic have been excluded for comparability because they did not provide data for June 2002.\n*3*: The New York-London and Miami-Caracas route has not been included in this route because non reporting carriers made up more than one-third of the 2001 passengers transported on this route.\n*4*: Despite the terrorist attacks, international travel can be expected to place increased demands on the nation's transportation network and pose new challenges for the transportation sector.\n*5*: Passengers boarded on the top three international routes, both overseas and in the Americas, are highly seasonal, with more people traveling in July and August.\n*6*: International passenger travel generates much revenue for transportation carriers, hotels, restaurants, and other travel-related businesses.\n*7*: SOURCE: U.S. Department of Transportation, Bureau of Transportation Statistics, U.S. Air Carrier Traffic and Capacity Data by Nonstop Segment and On-Flight Market."}
| 2 |
unscramble_50795
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: McCoy said.
*2*: The report, which will be released on Wednesday, reveals that although the frequency of physical abuse of children varies from country to country and from study to study, the best case scenario suggests that one in 10 children experience physical abuse, while the worst case finds that 30.3 per cent of children suffer from abuse.
*3*: According to UNICEF, the consistently high prevalence of child maltreatment throughout a region with such a large number of children was “distressing.” In addition, amongst other findings, the report found that between 14 and 30 per cent of the region’s boys and girls report experiencing forced sex, and for many young people their first experiences of sexual intercourse is forced. “We need to strengthen national child protection systems to protect children who are already experiencing harm, and to create environments where abuse is prevented and the risks of violence to children are mitigated,” Ms.
*4*: Severe physical abuse includes beatings, including those inflicted by fists or implements, which result in physical injury.
*5*: UNICEF warns of impact of high prevalence of child abuse in East Asia and the Pacific 7 August 2012 – The report, Child Maltreatment: Prevalence, Incidence and Consequences in East Asia and Pacific, analyzes a series of studies undertaken by experts and academics over the past decade on child maltreatment in the region. “Child maltreatment has harmful long-term consequences, not only for the children suffering the abuse, but also for the families and societies in which they live,” UNICEF’s Regional Child Protection Specialist, Amalee McCoy, said in a news release. “Understanding the prevalence of child maltreatment is a first step towards identifying the right measures to make every child in the region safer.” There are currently some 580 million children in the East Asia–Pacific region, representing one quarter of the world’s children, living in some of the most densely populated and culturally diverse places in the world.
*6*: The damage to children caused by sexual and physical abuse is often very serious and lifelong, UNICEF notes.
*7*: The report’s finding will be reviewed by child protection experts from governments, the UN system and civil society at a meeting that will be held in Bangkok, Thailand, on Wednesday. (To read original article, visit this UN News Centre link)
*8*: Children who are abused, neglected, exploited or experience violence are more likely to be depressed and experience other types of mental health problems, to think about or attempt suicide, to have more physical symptoms – both medically explained and unexplained – and to engage in more high-risk behaviours than their non-abused counterparts.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: UNICEF warns of impact of high prevalence of child abuse in East Asia and the Pacific 7 August 2012 \u2013 The report, Child Maltreatment: Prevalence, Incidence and Consequences in East Asia and Pacific, analyzes a series of studies undertaken by experts and academics over the past decade on child maltreatment in the region. \u201cChild maltreatment has harmful long-term consequences, not only for the children suffering the abuse, but also for the families and societies in which they live,\u201d UNICEF\u2019s Regional Child Protection Specialist, Amalee McCoy, said in a news release. \u201cUnderstanding the prevalence of child maltreatment is a first step towards identifying the right measures to make every child in the region safer.\u201d There are currently some 580 million children in the East Asia\u2013Pacific region, representing one quarter of the world\u2019s children, living in some of the most densely populated and culturally diverse places in the world.\n*2*: The report, which will be released on Wednesday, reveals that although the frequency of physical abuse of children varies from country to country and from study to study, the best case scenario suggests that one in 10 children experience physical abuse, while the worst case finds that 30.3 per cent of children suffer from abuse.\n*3*: Severe physical abuse includes beatings, including those inflicted by fists or implements, which result in physical injury.\n*4*: According to UNICEF, the consistently high prevalence of child maltreatment throughout a region with such a large number of children was \u201cdistressing.\u201d In addition, amongst other findings, the report found that between 14 and 30 per cent of the region\u2019s boys and girls report experiencing forced sex, and for many young people their first experiences of sexual intercourse is forced. \u201cWe need to strengthen national child protection systems to protect children who are already experiencing harm, and to create environments where abuse is prevented and the risks of violence to children are mitigated,\u201d Ms.\n*5*: McCoy said.\n*6*: The damage to children caused by sexual and physical abuse is often very serious and lifelong, UNICEF notes.\n*7*: Children who are abused, neglected, exploited or experience violence are more likely to be depressed and experience other types of mental health problems, to think about or attempt suicide, to have more physical symptoms \u2013 both medically explained and unexplained \u2013 and to engage in more high-risk behaviours than their non-abused counterparts.\n*8*: The report\u2019s finding will be reviewed by child protection experts from governments, the UN system and civil society at a meeting that will be held in Bangkok, Thailand, on Wednesday. (To read original article, visit this UN News Centre link)", "scrambled": "*1*: McCoy said.\n*2*: The report, which will be released on Wednesday, reveals that although the frequency of physical abuse of children varies from country to country and from study to study, the best case scenario suggests that one in 10 children experience physical abuse, while the worst case finds that 30.3 per cent of children suffer from abuse.\n*3*: According to UNICEF, the consistently high prevalence of child maltreatment throughout a region with such a large number of children was \u201cdistressing.\u201d In addition, amongst other findings, the report found that between 14 and 30 per cent of the region\u2019s boys and girls report experiencing forced sex, and for many young people their first experiences of sexual intercourse is forced. \u201cWe need to strengthen national child protection systems to protect children who are already experiencing harm, and to create environments where abuse is prevented and the risks of violence to children are mitigated,\u201d Ms.\n*4*: Severe physical abuse includes beatings, including those inflicted by fists or implements, which result in physical injury.\n*5*: UNICEF warns of impact of high prevalence of child abuse in East Asia and the Pacific 7 August 2012 \u2013 The report, Child Maltreatment: Prevalence, Incidence and Consequences in East Asia and Pacific, analyzes a series of studies undertaken by experts and academics over the past decade on child maltreatment in the region. \u201cChild maltreatment has harmful long-term consequences, not only for the children suffering the abuse, but also for the families and societies in which they live,\u201d UNICEF\u2019s Regional Child Protection Specialist, Amalee McCoy, said in a news release. \u201cUnderstanding the prevalence of child maltreatment is a first step towards identifying the right measures to make every child in the region safer.\u201d There are currently some 580 million children in the East Asia\u2013Pacific region, representing one quarter of the world\u2019s children, living in some of the most densely populated and culturally diverse places in the world.\n*6*: The damage to children caused by sexual and physical abuse is often very serious and lifelong, UNICEF notes.\n*7*: The report\u2019s finding will be reviewed by child protection experts from governments, the UN system and civil society at a meeting that will be held in Bangkok, Thailand, on Wednesday. (To read original article, visit this UN News Centre link)\n*8*: Children who are abused, neglected, exploited or experience violence are more likely to be depressed and experience other types of mental health problems, to think about or attempt suicide, to have more physical symptoms \u2013 both medically explained and unexplained \u2013 and to engage in more high-risk behaviours than their non-abused counterparts."}
| 2 |
unscramble_117248
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This paper describes how the resource has been utilised by teachers and explains the uses that academic developers have made of the resource in supporting teachers to extend their learning about assessment.
*2*: Thomson, R & Wilson, G 2008, Promoting staff learning about assessment through digital representations of practice: evaluating a pilot project, Australasian Journal of Educational Technology vol. 24, no. 2, pp. 143-149.
*3*: It proposes future directions for more effectively integrating and contextualising resources for professional learning with teachers’ everyday teaching practice
*4*: An initial collection of Snapshots was made available to academic staff on the university web site in early 2006.
*5*: The publisher's website may be accessed at http://www.ascilite.org.au/ajet/ajet.html The Assessment Snapshots digital resource is a current project to support academic learning about assessment by diffusing knowledge and understanding of locally contextualised good practice in assessment at the University of Western Sydney.
*6*: The paper reflects on the extent to which the pilot project has been successful in disseminating effective assessment practice and promoting reflection and discussion about assessment issues.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Thomson, R & Wilson, G 2008, Promoting staff learning about assessment through digital representations of practice: evaluating a pilot project, Australasian Journal of Educational Technology vol. 24, no. 2, pp. 143-149.\n*2*: The publisher's website may be accessed at http://www.ascilite.org.au/ajet/ajet.html The Assessment Snapshots digital resource is a current project to support academic learning about assessment by diffusing knowledge and understanding of locally contextualised good practice in assessment at the University of Western Sydney.\n*3*: An initial collection of Snapshots was made available to academic staff on the university web site in early 2006.\n*4*: This paper describes how the resource has been utilised by teachers and explains the uses that academic developers have made of the resource in supporting teachers to extend their learning about assessment.\n*5*: The paper reflects on the extent to which the pilot project has been successful in disseminating effective assessment practice and promoting reflection and discussion about assessment issues.\n*6*: It proposes future directions for more effectively integrating and contextualising resources for professional learning with teachers\u2019 everyday teaching practice", "scrambled": "*1*: This paper describes how the resource has been utilised by teachers and explains the uses that academic developers have made of the resource in supporting teachers to extend their learning about assessment.\n*2*: Thomson, R & Wilson, G 2008, Promoting staff learning about assessment through digital representations of practice: evaluating a pilot project, Australasian Journal of Educational Technology vol. 24, no. 2, pp. 143-149.\n*3*: It proposes future directions for more effectively integrating and contextualising resources for professional learning with teachers\u2019 everyday teaching practice\n*4*: An initial collection of Snapshots was made available to academic staff on the university web site in early 2006.\n*5*: The publisher's website may be accessed at http://www.ascilite.org.au/ajet/ajet.html The Assessment Snapshots digital resource is a current project to support academic learning about assessment by diffusing knowledge and understanding of locally contextualised good practice in assessment at the University of Western Sydney.\n*6*: The paper reflects on the extent to which the pilot project has been successful in disseminating effective assessment practice and promoting reflection and discussion about assessment issues."}
| 2 |
unscramble_85856
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The children of those who prospered during the reform and opening up period are call the “rich second generation” and the children of those who did not prosper are called the “poor second generation.” Commentators complain that institutional barriers (high cost of education, importance of connections, etc.) prevent the poor second generation from moving up.
*2*: With Deng Xiaoping's free market reforms, the gap between rich and poor became more apparent.
*3*: See also governing second generation. 15 May 2013, by Anne Henochowicz 11 March 2013, by Sophie Beach 22 February 2013, by Sophie Beach 20 March 2012, by Hernandez 20 March 2012, by Sophie Beach
*4*: Rich second generation From China Digital Space 富二代 (fù èr dài): rich second generation Before China’s reform and opening up, Communism had substantially leveled the playing field and most people were more or less on the same economic level.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Rich second generation From China Digital Space \u5bcc\u4e8c\u4ee3 (f\u00f9 \u00e8r d\u00e0i): rich second generation Before China\u2019s reform and opening up, Communism had substantially leveled the playing field and most people were more or less on the same economic level.\n*2*: With Deng Xiaoping's free market reforms, the gap between rich and poor became more apparent.\n*3*: The children of those who prospered during the reform and opening up period are call the \u201crich second generation\u201d and the children of those who did not prosper are called the \u201cpoor second generation.\u201d Commentators complain that institutional barriers (high cost of education, importance of connections, etc.) prevent the poor second generation from moving up.\n*4*: See also governing second generation. 15 May 2013, by Anne Henochowicz 11 March 2013, by Sophie Beach 22 February 2013, by Sophie Beach 20 March 2012, by Hernandez 20 March 2012, by Sophie Beach", "scrambled": "*1*: The children of those who prospered during the reform and opening up period are call the \u201crich second generation\u201d and the children of those who did not prosper are called the \u201cpoor second generation.\u201d Commentators complain that institutional barriers (high cost of education, importance of connections, etc.) prevent the poor second generation from moving up.\n*2*: With Deng Xiaoping's free market reforms, the gap between rich and poor became more apparent.\n*3*: See also governing second generation. 15 May 2013, by Anne Henochowicz 11 March 2013, by Sophie Beach 22 February 2013, by Sophie Beach 20 March 2012, by Hernandez 20 March 2012, by Sophie Beach\n*4*: Rich second generation From China Digital Space \u5bcc\u4e8c\u4ee3 (f\u00f9 \u00e8r d\u00e0i): rich second generation Before China\u2019s reform and opening up, Communism had substantially leveled the playing field and most people were more or less on the same economic level."}
| 2 |
unscramble_128247
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: According to one tradition which has its roots in Hindu mythology, men from Lord Krishna’s village of Nandgaon are beaten by the women of Barsana, home of Lord Krishna’s lover Radha.
*2*: During Holi, Hindus attend a public bonfire, spray friends and family with colored powders and water, and generally go a bit wild in the streets.
*3*: In addition to celebrating spring, Holi commemorates various events in Hindu mythology and is a time of disregarding social norms and indulging in general merrymaking.
*4*: The Holi festival of colors is a riotous celebration of the coming of spring and falls on the day after the full moon in the Hindu month of Phalguna (early March) every year.
*5*: More about the holiday TIP: You can use your keyboard’s left and right arrow keys to navigate through the gallery
*6*: It is said that Lord Krisna’s relatives used to tease Radha and her friends, and were beaten by them in return.
*7*: Even to this day, marriage between men and women from the two villages are discouraged.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Holi festival of colors is a riotous celebration of the coming of spring and falls on the day after the full moon in the Hindu month of Phalguna (early March) every year.\n*2*: In addition to celebrating spring, Holi commemorates various events in Hindu mythology and is a time of disregarding social norms and indulging in general merrymaking.\n*3*: During Holi, Hindus attend a public bonfire, spray friends and family with colored powders and water, and generally go a bit wild in the streets.\n*4*: According to one tradition which has its roots in Hindu mythology, men from Lord Krishna\u2019s village of Nandgaon are beaten by the women of Barsana, home of Lord Krishna\u2019s lover Radha.\n*5*: It is said that Lord Krisna\u2019s relatives used to tease Radha and her friends, and were beaten by them in return.\n*6*: Even to this day, marriage between men and women from the two villages are discouraged.\n*7*: More about the holiday TIP: You can use your keyboard\u2019s left and right arrow keys to navigate through the gallery", "scrambled": "*1*: According to one tradition which has its roots in Hindu mythology, men from Lord Krishna\u2019s village of Nandgaon are beaten by the women of Barsana, home of Lord Krishna\u2019s lover Radha.\n*2*: During Holi, Hindus attend a public bonfire, spray friends and family with colored powders and water, and generally go a bit wild in the streets.\n*3*: In addition to celebrating spring, Holi commemorates various events in Hindu mythology and is a time of disregarding social norms and indulging in general merrymaking.\n*4*: The Holi festival of colors is a riotous celebration of the coming of spring and falls on the day after the full moon in the Hindu month of Phalguna (early March) every year.\n*5*: More about the holiday TIP: You can use your keyboard\u2019s left and right arrow keys to navigate through the gallery\n*6*: It is said that Lord Krisna\u2019s relatives used to tease Radha and her friends, and were beaten by them in return.\n*7*: Even to this day, marriage between men and women from the two villages are discouraged."}
| 2 |
unscramble_244229
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: So when experts discuss when oil production will begin to decline, the world pays heed.
*2*: Some pessimists talk of production flattening about 2010; many analysts see no change until 2035. "
*3*: The question now making the rounds in energy circles: Has production already peaked?
*4*: It could intensify a scramble by oil importers to tie up existing reserves.
*5*: Alexander's Gas & Oil Connections - Checking our oil: How long before we run out of sources? "Today's civilization depends on an abundant and relatively cheap supply of oil.
*6*: Decline could lead to scarcity and higher prices, possibly recession, while prompting an urgent push to alternative fuels and conservation.
*7*: If it has -- or if a peak lies only a few years away -- the repercussions would be huge.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Alexander's Gas & Oil Connections - Checking our oil: How long before we run out of sources? \"Today's civilization depends on an abundant and relatively cheap supply of oil.\n*2*: So when experts discuss when oil production will begin to decline, the world pays heed.\n*3*: The question now making the rounds in energy circles: Has production already peaked?\n*4*: If it has -- or if a peak lies only a few years away -- the repercussions would be huge.\n*5*: It could intensify a scramble by oil importers to tie up existing reserves.\n*6*: Decline could lead to scarcity and higher prices, possibly recession, while prompting an urgent push to alternative fuels and conservation.\n*7*: Some pessimists talk of production flattening about 2010; many analysts see no change until 2035. \"", "scrambled": "*1*: So when experts discuss when oil production will begin to decline, the world pays heed.\n*2*: Some pessimists talk of production flattening about 2010; many analysts see no change until 2035. \"\n*3*: The question now making the rounds in energy circles: Has production already peaked?\n*4*: It could intensify a scramble by oil importers to tie up existing reserves.\n*5*: Alexander's Gas & Oil Connections - Checking our oil: How long before we run out of sources? \"Today's civilization depends on an abundant and relatively cheap supply of oil.\n*6*: Decline could lead to scarcity and higher prices, possibly recession, while prompting an urgent push to alternative fuels and conservation.\n*7*: If it has -- or if a peak lies only a few years away -- the repercussions would be huge."}
| 2 |
unscramble_132210
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: SMART Exchange™ online community is a repository for a variety of high-quality, peer-reviewed digital content you can use with your classroom technology.
*2*: And you can connect with colleagues via the online teacher community to exchange lesson activities, ideas, insights and classroom success stories.
*3*: You’ll find thousands of resources including standards-correlated lessons for SMART Notebook collaborative learning software, question sets for SMART Response interactive response systems, links and other multimedia content.
*4*: You can search for and browse content quickly and easily by subject, grade, curriculum, media type and popularity, as well as filter results according to the SMART products you have in your classroom.
*5*: You can also easily share your favorite lessons with colleagues in your district.
*6*: Simply upload them into SMART Exchange and other teachers will be able to find them using our custom search engine.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: SMART Exchange\u2122 online community is a repository for a variety of high-quality, peer-reviewed digital content you can use with your classroom technology.\n*2*: You\u2019ll find thousands of resources including standards-correlated lessons for SMART Notebook collaborative learning software, question sets for SMART Response interactive response systems, links and other multimedia content.\n*3*: You can search for and browse content quickly and easily by subject, grade, curriculum, media type and popularity, as well as filter results according to the SMART products you have in your classroom.\n*4*: You can also easily share your favorite lessons with colleagues in your district.\n*5*: Simply upload them into SMART Exchange and other teachers will be able to find them using our custom search engine.\n*6*: And you can connect with colleagues via the online teacher community to exchange lesson activities, ideas, insights and classroom success stories.", "scrambled": "*1*: SMART Exchange\u2122 online community is a repository for a variety of high-quality, peer-reviewed digital content you can use with your classroom technology.\n*2*: And you can connect with colleagues via the online teacher community to exchange lesson activities, ideas, insights and classroom success stories.\n*3*: You\u2019ll find thousands of resources including standards-correlated lessons for SMART Notebook collaborative learning software, question sets for SMART Response interactive response systems, links and other multimedia content.\n*4*: You can search for and browse content quickly and easily by subject, grade, curriculum, media type and popularity, as well as filter results according to the SMART products you have in your classroom.\n*5*: You can also easily share your favorite lessons with colleagues in your district.\n*6*: Simply upload them into SMART Exchange and other teachers will be able to find them using our custom search engine."}
| 2 |
unscramble_85761
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Thus, a Size 28 avocado refers to the size category where 28 avocados placed in carton have a net weight of 25 pounds.
*2*: Del Rey Avocado classifies each avocado packed based on a minimum and maximum weight.
*3*: Official weights for each size category are below. |Size||Category Minimum (oz.)||Category Maximum (oz.)|
*4*: These sizes are named according to the number of fruit from each size category needed to fill a 25-pound carton.
*5*: Using this method, the larger the size designation, the smaller the fruit, i.e. a size 70 is smaller than size 24.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Del Rey Avocado classifies each avocado packed based on a minimum and maximum weight.\n*2*: These sizes are named according to the number of fruit from each size category needed to fill a 25-pound carton.\n*3*: Thus, a Size 28 avocado refers to the size category where 28 avocados placed in carton have a net weight of 25 pounds.\n*4*: Using this method, the larger the size designation, the smaller the fruit, i.e. a size 70 is smaller than size 24.\n*5*: Official weights for each size category are below. |Size||Category Minimum (oz.)||Category Maximum (oz.)|", "scrambled": "*1*: Thus, a Size 28 avocado refers to the size category where 28 avocados placed in carton have a net weight of 25 pounds.\n*2*: Del Rey Avocado classifies each avocado packed based on a minimum and maximum weight.\n*3*: Official weights for each size category are below. |Size||Category Minimum (oz.)||Category Maximum (oz.)|\n*4*: These sizes are named according to the number of fruit from each size category needed to fill a 25-pound carton.\n*5*: Using this method, the larger the size designation, the smaller the fruit, i.e. a size 70 is smaller than size 24."}
| 2 |
unscramble_63751
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The authors contend that the majority female teachers in the first six grades may assign girls higher grades than their male counterparts based on behavior instead of performance on standardized tests.
*2*: The authors note that grade records and teacher assessments play a pivotal role in the acceptance of people into college or into advanced learning programs prior to college.
*3*: Girls didn't all of a sudden become more engaged and boys didn't suddenly become more rambunctious," Cornwell said. "Their attitudes toward learning were always this way. “ This is the first evidence that a gender gap in education is actually a function of a teacher's perception of a child's attitude toward school based on the child's attentiveness, task persistence, eagerness to learn, learning independence, flexibility and organization.
*4*: Christopher Cornwell, head of economics in the University of Georgia Terry College of Business, David Mustard at the University of Georgia (UGA) and Jessica Van Parys at Columbia reported that gender discrimination based on perceived “proper behavior” may be a part of the reduced number of male graduates from high school and the reduced number of males entering colleges in the current issue of Journal of Human Resources that was reviewed at the UGA website on January 2, 2012.
*5*: In every subject area, boys are represented in grade distributions below where their test scores would predict.” "My argument is that this has always been true about boys and girls.
*6*: The study examined 5,800 students from kindergarten through fifth grade on the basis of students' performance on standardized tests in three categories - reading, math and science - and linked test scores to teachers' assessments of their students' progress, both academically and more broadly. “The data show, for the first time, that gender disparities in teacher grades start early and uniformly favor girls.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Christopher Cornwell, head of economics in the University of Georgia Terry College of Business, David Mustard at the University of Georgia (UGA) and Jessica Van Parys at Columbia reported that gender discrimination based on perceived \u201cproper behavior\u201d may be a part of the reduced number of male graduates from high school and the reduced number of males entering colleges in the current issue of Journal of Human Resources that was reviewed at the UGA website on January 2, 2012.\n*2*: The authors contend that the majority female teachers in the first six grades may assign girls higher grades than their male counterparts based on behavior instead of performance on standardized tests.\n*3*: The study examined 5,800 students from kindergarten through fifth grade on the basis of students' performance on standardized tests in three categories - reading, math and science - and linked test scores to teachers' assessments of their students' progress, both academically and more broadly. \u201cThe data show, for the first time, that gender disparities in teacher grades start early and uniformly favor girls.\n*4*: In every subject area, boys are represented in grade distributions below where their test scores would predict.\u201d \"My argument is that this has always been true about boys and girls.\n*5*: Girls didn't all of a sudden become more engaged and boys didn't suddenly become more rambunctious,\" Cornwell said. \"Their attitudes toward learning were always this way. \u201c This is the first evidence that a gender gap in education is actually a function of a teacher's perception of a child's attitude toward school based on the child's attentiveness, task persistence, eagerness to learn, learning independence, flexibility and organization.\n*6*: The authors note that grade records and teacher assessments play a pivotal role in the acceptance of people into college or into advanced learning programs prior to college.", "scrambled": "*1*: The authors contend that the majority female teachers in the first six grades may assign girls higher grades than their male counterparts based on behavior instead of performance on standardized tests.\n*2*: The authors note that grade records and teacher assessments play a pivotal role in the acceptance of people into college or into advanced learning programs prior to college.\n*3*: Girls didn't all of a sudden become more engaged and boys didn't suddenly become more rambunctious,\" Cornwell said. \"Their attitudes toward learning were always this way. \u201c This is the first evidence that a gender gap in education is actually a function of a teacher's perception of a child's attitude toward school based on the child's attentiveness, task persistence, eagerness to learn, learning independence, flexibility and organization.\n*4*: Christopher Cornwell, head of economics in the University of Georgia Terry College of Business, David Mustard at the University of Georgia (UGA) and Jessica Van Parys at Columbia reported that gender discrimination based on perceived \u201cproper behavior\u201d may be a part of the reduced number of male graduates from high school and the reduced number of males entering colleges in the current issue of Journal of Human Resources that was reviewed at the UGA website on January 2, 2012.\n*5*: In every subject area, boys are represented in grade distributions below where their test scores would predict.\u201d \"My argument is that this has always been true about boys and girls.\n*6*: The study examined 5,800 students from kindergarten through fifth grade on the basis of students' performance on standardized tests in three categories - reading, math and science - and linked test scores to teachers' assessments of their students' progress, both academically and more broadly. \u201cThe data show, for the first time, that gender disparities in teacher grades start early and uniformly favor girls."}
| 2 |
unscramble_196511
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It'll also verbalize what letter you're touching when you run your fingers over the indents.
*2*: Link | Photo: Pratt Institute
*3*: The object's to fit the pegs into 26 circular indents in the ball that are themselves embossed in Braille letters. "A" in Braille, for instance, is a single dot, so you'd find the peg with one dot, then match it to the spot on the ball with one dot.
*4*: An electronic device in the ball chimes when you get a letter right.
*5*: Art student Danielle Pecora from the Pratt Institute in Brooklyn designed this ball to help children learn how to read Braille: Looking a bit like a stiff Koosh ball, it has 26 magnetic pegs, each depicting a letter of the alphabet in Latin on one side and Braille on the other.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Art student Danielle Pecora from the Pratt Institute in Brooklyn designed this ball to help children learn how to read Braille: Looking a bit like a stiff Koosh ball, it has 26 magnetic pegs, each depicting a letter of the alphabet in Latin on one side and Braille on the other.\n*2*: The object's to fit the pegs into 26 circular indents in the ball that are themselves embossed in Braille letters. \"A\" in Braille, for instance, is a single dot, so you'd find the peg with one dot, then match it to the spot on the ball with one dot.\n*3*: An electronic device in the ball chimes when you get a letter right.\n*4*: It'll also verbalize what letter you're touching when you run your fingers over the indents.\n*5*: Link | Photo: Pratt Institute", "scrambled": "*1*: It'll also verbalize what letter you're touching when you run your fingers over the indents.\n*2*: Link | Photo: Pratt Institute\n*3*: The object's to fit the pegs into 26 circular indents in the ball that are themselves embossed in Braille letters. \"A\" in Braille, for instance, is a single dot, so you'd find the peg with one dot, then match it to the spot on the ball with one dot.\n*4*: An electronic device in the ball chimes when you get a letter right.\n*5*: Art student Danielle Pecora from the Pratt Institute in Brooklyn designed this ball to help children learn how to read Braille: Looking a bit like a stiff Koosh ball, it has 26 magnetic pegs, each depicting a letter of the alphabet in Latin on one side and Braille on the other."}
| 2 |
unscramble_186546
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M., Inc. – 6/23/2010
*2*: David C.
*3*: Total cholesterol test Definition of Cholesterol test A total cholesterol test measures all the cholesterol in your blood.
*4*: Dugdale, III, MD, Professor of Medicine, Division of General Medicine, Department of Medicine, University of Washington School of Medicine.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Total cholesterol test Definition of Cholesterol test A total cholesterol test measures all the cholesterol in your blood.\n*2*: David C.\n*3*: Dugdale, III, MD, Professor of Medicine, Division of General Medicine, Department of Medicine, University of Washington School of Medicine.\n*4*: Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M., Inc. \u2013 6/23/2010", "scrambled": "*1*: Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M., Inc. \u2013 6/23/2010\n*2*: David C.\n*3*: Total cholesterol test Definition of Cholesterol test A total cholesterol test measures all the cholesterol in your blood.\n*4*: Dugdale, III, MD, Professor of Medicine, Division of General Medicine, Department of Medicine, University of Washington School of Medicine."}
| 2 |
unscramble_172004
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Richard Hingley's study crosses traditional academic boundaries by exploring sources usually separately addressed by historians, classicists, archaeologists, and geographers, to provide a new perspective on the origin of English and Scottish identity.
*2*: Hingley, Richard (2008) 'The recovery of Roman Britain 1586 to 1910 : a colony so fertile.', Oxford: Oxford University Press.
*3*: From the sixteenth century, classical texts enabled Scottish and English authors and artists to imagine the character and appearance of their forebears and to consider the relevance of these ideas to their contemporaries.
*4*: It is illustrated throughout with artefact drawings, site plans, and photographs. |Full text:||Full text not available from this repository.| |Publisher Web site:||http://ukcatalogue.oup.com/product/9780199237029.do| |Record Created:||04 Jul 2011 16:20| |Last Modified:||06 Jul 2011 12:09| |Social bookmarking:||Export: EndNote, Zotero | BibTex| |Usage statistics||Look up in GoogleScholar | Find in a UK Library|
*5*: Oxford studies in the history of archaeology.
*6*: His book is the first full exploration of these issues to cover such a long period in the development of British society and to relate ideas derived from Roman sources to the development of empire, while also placing ideas of origin in a European context.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Hingley, Richard (2008) 'The recovery of Roman Britain 1586 to 1910 : a colony so fertile.', Oxford: Oxford University Press.\n*2*: Oxford studies in the history of archaeology.\n*3*: From the sixteenth century, classical texts enabled Scottish and English authors and artists to imagine the character and appearance of their forebears and to consider the relevance of these ideas to their contemporaries.\n*4*: Richard Hingley's study crosses traditional academic boundaries by exploring sources usually separately addressed by historians, classicists, archaeologists, and geographers, to provide a new perspective on the origin of English and Scottish identity.\n*5*: His book is the first full exploration of these issues to cover such a long period in the development of British society and to relate ideas derived from Roman sources to the development of empire, while also placing ideas of origin in a European context.\n*6*: It is illustrated throughout with artefact drawings, site plans, and photographs. |Full text:||Full text not available from this repository.| |Publisher Web site:||http://ukcatalogue.oup.com/product/9780199237029.do| |Record Created:||04 Jul 2011 16:20| |Last Modified:||06 Jul 2011 12:09| |Social bookmarking:||Export: EndNote, Zotero | BibTex| |Usage statistics||Look up in GoogleScholar | Find in a UK Library|", "scrambled": "*1*: Richard Hingley's study crosses traditional academic boundaries by exploring sources usually separately addressed by historians, classicists, archaeologists, and geographers, to provide a new perspective on the origin of English and Scottish identity.\n*2*: Hingley, Richard (2008) 'The recovery of Roman Britain 1586 to 1910 : a colony so fertile.', Oxford: Oxford University Press.\n*3*: From the sixteenth century, classical texts enabled Scottish and English authors and artists to imagine the character and appearance of their forebears and to consider the relevance of these ideas to their contemporaries.\n*4*: It is illustrated throughout with artefact drawings, site plans, and photographs. |Full text:||Full text not available from this repository.| |Publisher Web site:||http://ukcatalogue.oup.com/product/9780199237029.do| |Record Created:||04 Jul 2011 16:20| |Last Modified:||06 Jul 2011 12:09| |Social bookmarking:||Export: EndNote, Zotero | BibTex| |Usage statistics||Look up in GoogleScholar | Find in a UK Library|\n*5*: Oxford studies in the history of archaeology.\n*6*: His book is the first full exploration of these issues to cover such a long period in the development of British society and to relate ideas derived from Roman sources to the development of empire, while also placing ideas of origin in a European context."}
| 2 |
unscramble_44302
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Toxic chemical contamination was the likely cause of fatal fish mutations in northern Australia in which thousands of bass larvae spawned with two heads, an expert said Wednesday.
*2*: Chickens, horses and sheep at the hatchery were also experiencing birth defects and foetal deaths at abnormally high rates, he said.
*3*: Rapidly developing pest-control technology also meant smaller particles of pesticide could travel further.
*4*: Matt Landos, an aquatic animal specialist and member of the Australian College of Veterinarian Scientists, said the mutant larvae at a Noosa River fish farm survived just 48 hours and were dying en masse. "When we used the water on-site or have taken bass from the Noosa River those fish appear to have been contaminated and they give rise to deformed or convulsing larvae," he told AFP. "I have been working in aquaculture for 10 years and this is the first time I have ever seen anything like it." Tests had excluded the presence of a virus or bacteria, leading Landos to suspect that pesticides from a neighbouring macadamia nut farm were to blame. "It leaves us sitting with toxic chemical contamination as a likely cause," he said. "I believe that it's some of these chemicals at very low levels that are impacting on the breeding ability of these fish." Deformities in the fish had increased as the neighbouring macadamia nut plantation had expanded in the past two years to virtually border the hatchery on three sides, said Landos.
*5*: The Queensland state government said tests gave no indication that the macadamia farm was using the chemicals against the manufacturers' instructions.
*6*: The local fisheries department is investigating, and expects to receive results from tests of dead fish specimens next month.
*7*: The organophosphates in question -- carbendazim and endosulfan -- had been recognised as potentially dangerous and even banned in some countries, but were still recommended for use in Australia, said Landos.
*8*: Wednesday January 13, 2009 Two-headed fish spark fears of chemical contamination.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Wednesday January 13, 2009 Two-headed fish spark fears of chemical contamination.\n*2*: Toxic chemical contamination was the likely cause of fatal fish mutations in northern Australia in which thousands of bass larvae spawned with two heads, an expert said Wednesday.\n*3*: Matt Landos, an aquatic animal specialist and member of the Australian College of Veterinarian Scientists, said the mutant larvae at a Noosa River fish farm survived just 48 hours and were dying en masse. \"When we used the water on-site or have taken bass from the Noosa River those fish appear to have been contaminated and they give rise to deformed or convulsing larvae,\" he told AFP. \"I have been working in aquaculture for 10 years and this is the first time I have ever seen anything like it.\" Tests had excluded the presence of a virus or bacteria, leading Landos to suspect that pesticides from a neighbouring macadamia nut farm were to blame. \"It leaves us sitting with toxic chemical contamination as a likely cause,\" he said. \"I believe that it's some of these chemicals at very low levels that are impacting on the breeding ability of these fish.\" Deformities in the fish had increased as the neighbouring macadamia nut plantation had expanded in the past two years to virtually border the hatchery on three sides, said Landos.\n*4*: Rapidly developing pest-control technology also meant smaller particles of pesticide could travel further.\n*5*: Chickens, horses and sheep at the hatchery were also experiencing birth defects and foetal deaths at abnormally high rates, he said.\n*6*: The organophosphates in question -- carbendazim and endosulfan -- had been recognised as potentially dangerous and even banned in some countries, but were still recommended for use in Australia, said Landos.\n*7*: The Queensland state government said tests gave no indication that the macadamia farm was using the chemicals against the manufacturers' instructions.\n*8*: The local fisheries department is investigating, and expects to receive results from tests of dead fish specimens next month.", "scrambled": "*1*: Toxic chemical contamination was the likely cause of fatal fish mutations in northern Australia in which thousands of bass larvae spawned with two heads, an expert said Wednesday.\n*2*: Chickens, horses and sheep at the hatchery were also experiencing birth defects and foetal deaths at abnormally high rates, he said.\n*3*: Rapidly developing pest-control technology also meant smaller particles of pesticide could travel further.\n*4*: Matt Landos, an aquatic animal specialist and member of the Australian College of Veterinarian Scientists, said the mutant larvae at a Noosa River fish farm survived just 48 hours and were dying en masse. \"When we used the water on-site or have taken bass from the Noosa River those fish appear to have been contaminated and they give rise to deformed or convulsing larvae,\" he told AFP. \"I have been working in aquaculture for 10 years and this is the first time I have ever seen anything like it.\" Tests had excluded the presence of a virus or bacteria, leading Landos to suspect that pesticides from a neighbouring macadamia nut farm were to blame. \"It leaves us sitting with toxic chemical contamination as a likely cause,\" he said. \"I believe that it's some of these chemicals at very low levels that are impacting on the breeding ability of these fish.\" Deformities in the fish had increased as the neighbouring macadamia nut plantation had expanded in the past two years to virtually border the hatchery on three sides, said Landos.\n*5*: The Queensland state government said tests gave no indication that the macadamia farm was using the chemicals against the manufacturers' instructions.\n*6*: The local fisheries department is investigating, and expects to receive results from tests of dead fish specimens next month.\n*7*: The organophosphates in question -- carbendazim and endosulfan -- had been recognised as potentially dangerous and even banned in some countries, but were still recommended for use in Australia, said Landos.\n*8*: Wednesday January 13, 2009 Two-headed fish spark fears of chemical contamination."}
| 2 |
unscramble_215257
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: There are many traditional rhymes and songs with variants of “fal-de-ral” in them somewhere.
*2*: From before Shakespeare’s “There was a lover and his lass, / With a hey, and a ho, and a hey nonny no”, right down to the present day, nonsense words have been a regular feature of song lyrics.
*3*: However, that indeed seems to be its origin, although the usual form until relatively recently was falderal rather than folderol.
*4*: You might think that it’s a stretch to suggest another meaningless la-la lyric filler is the origin of this usefully dismissive word.
*5*: For example, Robert Bell noted these words of an old Yorkshire mummer’s play in his Ancient Poems, Ballads and Songs of the Peasantry Of England of 1857: “I hope you’ll prove kind with your money and beer, / We shall come no more near you until the next year. /Fal de ral, lal de lal, etc.” And Sir Walter Scott included a few lines of an old Scottish ballad in The Bride of Lammermoor (1819): “There was a haggis in Dunbar, / Fal de ral, etc. / Mony better and few waur, / Fal de ral, etc.” Charles Dickens had gentle fun with this habit in his Sketches By Boz of 1836-7: “Smuggins, after a considerable quantity of coughing by way of symphony, and a most facetious sniff or two, which afford general delight, sings a comic song, with a fal-de-ral — tol-de-ral chorus at the end of every verse, much longer than the verse itself.” It was around 1820 that this traditional chorus is first recorded as a term for a gewgaw or flimsy thing that was showy but of no value, though it had to wait until the 1870s before it started to be widely used.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: From before Shakespeare\u2019s \u201cThere was a lover and his lass, / With a hey, and a ho, and a hey nonny no\u201d, right down to the present day, nonsense words have been a regular feature of song lyrics.\n*2*: You might think that it\u2019s a stretch to suggest another meaningless la-la lyric filler is the origin of this usefully dismissive word.\n*3*: However, that indeed seems to be its origin, although the usual form until relatively recently was falderal rather than folderol.\n*4*: There are many traditional rhymes and songs with variants of \u201cfal-de-ral\u201d in them somewhere.\n*5*: For example, Robert Bell noted these words of an old Yorkshire mummer\u2019s play in his Ancient Poems, Ballads and Songs of the Peasantry Of England of 1857: \u201cI hope you\u2019ll prove kind with your money and beer, / We shall come no more near you until the next year. /Fal de ral, lal de lal, etc.\u201d And Sir Walter Scott included a few lines of an old Scottish ballad in The Bride of Lammermoor (1819): \u201cThere was a haggis in Dunbar, / Fal de ral, etc. / Mony better and few waur, / Fal de ral, etc.\u201d Charles Dickens had gentle fun with this habit in his Sketches By Boz of 1836-7: \u201cSmuggins, after a considerable quantity of coughing by way of symphony, and a most facetious sniff or two, which afford general delight, sings a comic song, with a fal-de-ral \u2014 tol-de-ral chorus at the end of every verse, much longer than the verse itself.\u201d It was around 1820 that this traditional chorus is first recorded as a term for a gewgaw or flimsy thing that was showy but of no value, though it had to wait until the 1870s before it started to be widely used.", "scrambled": "*1*: There are many traditional rhymes and songs with variants of \u201cfal-de-ral\u201d in them somewhere.\n*2*: From before Shakespeare\u2019s \u201cThere was a lover and his lass, / With a hey, and a ho, and a hey nonny no\u201d, right down to the present day, nonsense words have been a regular feature of song lyrics.\n*3*: However, that indeed seems to be its origin, although the usual form until relatively recently was falderal rather than folderol.\n*4*: You might think that it\u2019s a stretch to suggest another meaningless la-la lyric filler is the origin of this usefully dismissive word.\n*5*: For example, Robert Bell noted these words of an old Yorkshire mummer\u2019s play in his Ancient Poems, Ballads and Songs of the Peasantry Of England of 1857: \u201cI hope you\u2019ll prove kind with your money and beer, / We shall come no more near you until the next year. /Fal de ral, lal de lal, etc.\u201d And Sir Walter Scott included a few lines of an old Scottish ballad in The Bride of Lammermoor (1819): \u201cThere was a haggis in Dunbar, / Fal de ral, etc. / Mony better and few waur, / Fal de ral, etc.\u201d Charles Dickens had gentle fun with this habit in his Sketches By Boz of 1836-7: \u201cSmuggins, after a considerable quantity of coughing by way of symphony, and a most facetious sniff or two, which afford general delight, sings a comic song, with a fal-de-ral \u2014 tol-de-ral chorus at the end of every verse, much longer than the verse itself.\u201d It was around 1820 that this traditional chorus is first recorded as a term for a gewgaw or flimsy thing that was showy but of no value, though it had to wait until the 1870s before it started to be widely used."}
| 2 |
unscramble_74596
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Borders being traditional points of conflict, it is fitting that words with such a meaning should converge with the name of the Roman god of war to give us the modern name Mark.
*2*: The name Markus ranked 655th in popularity for males of all ages in a sample of 2000-2003 Social Security Administration statistics and 1029th in popularity for males of all ages in a sample of the 1990 US Census.
*3*: Terms for boundaries in various Germanic languages, such as the Old English mearcs, gave rise to the French surname (and title) Marquis, and the surnames Marks, Marx and March among the English, German and Dutch.
*4*: Mars was the Roman war god, equivalent to the Greek god Ares.
*5*: Its source is Marcus, a Latin name meaning "Dedicated to Mars." This boy's name is used in German, English and Hungarian.
*6*: Though Marcus (derived from Mars) was certainly a source for this name, a Mark from the Netherlands drew our attention to an Ancient Germanic influence as well.
*7*: Those surnames and their sources undoubtedly contributed to the emergence of Mark as a personal name.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Its source is Marcus, a Latin name meaning \"Dedicated to Mars.\" This boy's name is used in German, English and Hungarian.\n*2*: The name Markus ranked 655th in popularity for males of all ages in a sample of 2000-2003 Social Security Administration statistics and 1029th in popularity for males of all ages in a sample of the 1990 US Census.\n*3*: Mars was the Roman war god, equivalent to the Greek god Ares.\n*4*: Though Marcus (derived from Mars) was certainly a source for this name, a Mark from the Netherlands drew our attention to an Ancient Germanic influence as well.\n*5*: Terms for boundaries in various Germanic languages, such as the Old English mearcs, gave rise to the French surname (and title) Marquis, and the surnames Marks, Marx and March among the English, German and Dutch.\n*6*: Those surnames and their sources undoubtedly contributed to the emergence of Mark as a personal name.\n*7*: Borders being traditional points of conflict, it is fitting that words with such a meaning should converge with the name of the Roman god of war to give us the modern name Mark.", "scrambled": "*1*: Borders being traditional points of conflict, it is fitting that words with such a meaning should converge with the name of the Roman god of war to give us the modern name Mark.\n*2*: The name Markus ranked 655th in popularity for males of all ages in a sample of 2000-2003 Social Security Administration statistics and 1029th in popularity for males of all ages in a sample of the 1990 US Census.\n*3*: Terms for boundaries in various Germanic languages, such as the Old English mearcs, gave rise to the French surname (and title) Marquis, and the surnames Marks, Marx and March among the English, German and Dutch.\n*4*: Mars was the Roman war god, equivalent to the Greek god Ares.\n*5*: Its source is Marcus, a Latin name meaning \"Dedicated to Mars.\" This boy's name is used in German, English and Hungarian.\n*6*: Though Marcus (derived from Mars) was certainly a source for this name, a Mark from the Netherlands drew our attention to an Ancient Germanic influence as well.\n*7*: Those surnames and their sources undoubtedly contributed to the emergence of Mark as a personal name."}
| 2 |
unscramble_252517
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It was sent to Rome, where sculptor Gian Lorenzo Bernini, commissioned by Pope Urban VII, used it to made a marble bust of Charles.
*2*: Janin wrote: "This pearl in the ear of his majesty was greatly coveted, and as soon as his head had fallen, the witnesses of the dreadful scene rushed forward, ready to imbue their hands in his blood in order to secure the royal jewel." It seems more probable that the martyr king would have left this gem in the hands of a trusty friend for his family than to the risk of injury by the ax and to be torn from his mutilated had by a scrambling mob.As told by George Kunz and Charles Stevenson in "The Book of the Pearl".
*3*: About the painting Anthony van Dyck, Charles I's court painter, created the famous "Charles I, King of England, from Three Angles," commonly known as the "Triple Portrait." The oil painting was made on canvas around 1636, and is an example of how Van Dyck tended to mask Charles I's small stature, portraying him in a more dignified manner.
*4*: Vandyke Portrayed the Charles I Pearl as Worn in the Owner's Ear.
*5*: The bust may have originally been place in the hall of the Queen's House, and was later lost in the Whitehall Palace fire of 1698. (Info & photo: Wiki)Read the King's speech before being executed.Prayers made by and for this English King.Go to main famous pearls and collections after Charles I Pearl.
*6*: Notice Charles I Pearl Earring on Right Image Admirers of Van Dyke's pictures of Charles I (1600-1649) readily recall the pearl pendant from his right ear, which appears in nearly all of his portraits by that artist.
*7*: Free Newsletter all about Pearls!
*8*: So what really did happen to Charles I Pearl?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Vandyke Portrayed the Charles I Pearl as Worn in the Owner's Ear.\n*2*: So what really did happen to Charles I Pearl?\n*3*: Notice Charles I Pearl Earring on Right Image Admirers of Van Dyke's pictures of Charles I (1600-1649) readily recall the pearl pendant from his right ear, which appears in nearly all of his portraits by that artist.\n*4*: Janin wrote: \"This pearl in the ear of his majesty was greatly coveted, and as soon as his head had fallen, the witnesses of the dreadful scene rushed forward, ready to imbue their hands in his blood in order to secure the royal jewel.\" It seems more probable that the martyr king would have left this gem in the hands of a trusty friend for his family than to the risk of injury by the ax and to be torn from his mutilated had by a scrambling mob.As told by George Kunz and Charles Stevenson in \"The Book of the Pearl\".\n*5*: About the painting Anthony van Dyck, Charles I's court painter, created the famous \"Charles I, King of England, from Three Angles,\" commonly known as the \"Triple Portrait.\" The oil painting was made on canvas around 1636, and is an example of how Van Dyck tended to mask Charles I's small stature, portraying him in a more dignified manner.\n*6*: It was sent to Rome, where sculptor Gian Lorenzo Bernini, commissioned by Pope Urban VII, used it to made a marble bust of Charles.\n*7*: The bust may have originally been place in the hall of the Queen's House, and was later lost in the Whitehall Palace fire of 1698. (Info & photo: Wiki)Read the King's speech before being executed.Prayers made by and for this English King.Go to main famous pearls and collections after Charles I Pearl.\n*8*: Free Newsletter all about Pearls!", "scrambled": "*1*: It was sent to Rome, where sculptor Gian Lorenzo Bernini, commissioned by Pope Urban VII, used it to made a marble bust of Charles.\n*2*: Janin wrote: \"This pearl in the ear of his majesty was greatly coveted, and as soon as his head had fallen, the witnesses of the dreadful scene rushed forward, ready to imbue their hands in his blood in order to secure the royal jewel.\" It seems more probable that the martyr king would have left this gem in the hands of a trusty friend for his family than to the risk of injury by the ax and to be torn from his mutilated had by a scrambling mob.As told by George Kunz and Charles Stevenson in \"The Book of the Pearl\".\n*3*: About the painting Anthony van Dyck, Charles I's court painter, created the famous \"Charles I, King of England, from Three Angles,\" commonly known as the \"Triple Portrait.\" The oil painting was made on canvas around 1636, and is an example of how Van Dyck tended to mask Charles I's small stature, portraying him in a more dignified manner.\n*4*: Vandyke Portrayed the Charles I Pearl as Worn in the Owner's Ear.\n*5*: The bust may have originally been place in the hall of the Queen's House, and was later lost in the Whitehall Palace fire of 1698. (Info & photo: Wiki)Read the King's speech before being executed.Prayers made by and for this English King.Go to main famous pearls and collections after Charles I Pearl.\n*6*: Notice Charles I Pearl Earring on Right Image Admirers of Van Dyke's pictures of Charles I (1600-1649) readily recall the pearl pendant from his right ear, which appears in nearly all of his portraits by that artist.\n*7*: Free Newsletter all about Pearls!\n*8*: So what really did happen to Charles I Pearl?"}
| 2 |
unscramble_138463
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Charles, the pioneering aviator, was probably the most famous person in America at the time; Anne would become an accomplished aviator in her own right, as well as one of the best-selling writers of the 20th century.
*2*: Some three years after this picture was taken, the tragedy of their child's murder helped define the modern phenomenon of mass-media super-celebrity.
*3*: Americans would not experience a similar flood of publicity until the O.
*4*: Simpson murder trial of the 1990s." National Photo Company Collection glass negative. | Click image for Comments.
*5*: September 18, 1929. "Mr. & Mrs. Lindbergh." Aviator Charles Lindbergh and Anne Morrow Lindbergh, four months after they married, at Bolling Field en route to South America.
*6*: From Anne's February 2001 obituary in the New York Times: "Nothing, not even Lindbergh's 1927 landing in Paris, had prepared them for the carnival of reporters, photographers, con artists, curiosity-seekers, vandals and crazy people who invaded their lives after their baby was kidnapped.
*7*: 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*: September 18, 1929. \"Mr. & Mrs. Lindbergh.\" Aviator Charles Lindbergh and Anne Morrow Lindbergh, four months after they married, at Bolling Field en route to South America.\n*2*: Charles, the pioneering aviator, was probably the most famous person in America at the time; Anne would become an accomplished aviator in her own right, as well as one of the best-selling writers of the 20th century.\n*3*: Some three years after this picture was taken, the tragedy of their child's murder helped define the modern phenomenon of mass-media super-celebrity.\n*4*: From Anne's February 2001 obituary in the New York Times: \"Nothing, not even Lindbergh's 1927 landing in Paris, had prepared them for the carnival of reporters, photographers, con artists, curiosity-seekers, vandals and crazy people who invaded their lives after their baby was kidnapped.\n*5*: Americans would not experience a similar flood of publicity until the O.\n*6*: J.\n*7*: Simpson murder trial of the 1990s.\" National Photo Company Collection glass negative. | Click image for Comments.", "scrambled": "*1*: Charles, the pioneering aviator, was probably the most famous person in America at the time; Anne would become an accomplished aviator in her own right, as well as one of the best-selling writers of the 20th century.\n*2*: Some three years after this picture was taken, the tragedy of their child's murder helped define the modern phenomenon of mass-media super-celebrity.\n*3*: Americans would not experience a similar flood of publicity until the O.\n*4*: Simpson murder trial of the 1990s.\" National Photo Company Collection glass negative. | Click image for Comments.\n*5*: September 18, 1929. \"Mr. & Mrs. Lindbergh.\" Aviator Charles Lindbergh and Anne Morrow Lindbergh, four months after they married, at Bolling Field en route to South America.\n*6*: From Anne's February 2001 obituary in the New York Times: \"Nothing, not even Lindbergh's 1927 landing in Paris, had prepared them for the carnival of reporters, photographers, con artists, curiosity-seekers, vandals and crazy people who invaded their lives after their baby was kidnapped.\n*7*: J."}
| 2 |
unscramble_146141
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: For a full conference agenda and to register, visit www.azarts.gov/jaec.
*2*: Throughout the week, the Arizona Commission on the Arts will highlight current arts learning news and resources on the azarts417 blog; we hope you’ll tune in to learn more about arts education advocacy, the intersection between the arts and Common Core, and why The Choice is Art.
*3*: Let’s use this national platform to draw attention to the benefits of arts education, and to celebrate arts education providers both in and outside of the school setting.
*4*: The conference will take place October 15, 2012, and provides professional development and networking opportunities for teaching artists, educators, arts administrators, and arts education advocates.
*5*: This resolution, passed by the U.S. House of Representatives in July 2010 in support of the declaration, provides many reasons why arts education warrants a national week of attention and recognition.
*6*: Also, in honor of National Arts in Education Week, the early registration rate for the Joint Arts Education Conference (JAEC) has been extended to September 16th.
*7*: The following are a few of the many reasons we celebrate arts in education. - Arts education, comprising a rich array of disciplines including dance, music, theatre, media arts, literature, design, and visual arts, is a core academic subject and an essential element of a complete and balanced education for all students. - Arts education enables students to develop critical thinking and problem solving skills, imagination and creativity, discipline, alternative ways to communicate and express ideas, and cross-cultural understanding, which supports academic success across the curriculum as well as personal growth outside the classroom. - As the Nation works to strengthen its foothold in the 21st century global economy, the arts equip students with a creative, competitive edge. - Where schools and communities are delivering high-quality learning opportunities in, through, and about the arts for children, extraordinary results occur.
*8*: Spotlight on Arts Education: National Arts in Education Week, September 9-15 Next week, September 9–15, 2012, marks the third annual National Arts in Education Week.
*9*: The conference offers an opportunity for Arizona’s arts learning community to come together, to learn from each other, to be inspired, and to envision what the future can look like for our students, when every week is arts in education week.
*10*: The Joint Arts Education Conference is presented by the Arizona Commission on the Arts and the Arizona Department of Education, and hosted by the Mesa Arts Center.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Spotlight on Arts Education: National Arts in Education Week, September 9-15 Next week, September 9\u201315, 2012, marks the third annual National Arts in Education Week.\n*2*: This resolution, passed by the U.S. House of Representatives in July 2010 in support of the declaration, provides many reasons why arts education warrants a national week of attention and recognition.\n*3*: The following are a few of the many reasons we celebrate arts in education. - Arts education, comprising a rich array of disciplines including dance, music, theatre, media arts, literature, design, and visual arts, is a core academic subject and an essential element of a complete and balanced education for all students. - Arts education enables students to develop critical thinking and problem solving skills, imagination and creativity, discipline, alternative ways to communicate and express ideas, and cross-cultural understanding, which supports academic success across the curriculum as well as personal growth outside the classroom. - As the Nation works to strengthen its foothold in the 21st century global economy, the arts equip students with a creative, competitive edge. - Where schools and communities are delivering high-quality learning opportunities in, through, and about the arts for children, extraordinary results occur.\n*4*: Let\u2019s use this national platform to draw attention to the benefits of arts education, and to celebrate arts education providers both in and outside of the school setting.\n*5*: Throughout the week, the Arizona Commission on the Arts will highlight current arts learning news and resources on the azarts417 blog; we hope you\u2019ll tune in to learn more about arts education advocacy, the intersection between the arts and Common Core, and why The Choice is Art.\n*6*: Also, in honor of National Arts in Education Week, the early registration rate for the Joint Arts Education Conference (JAEC) has been extended to September 16th.\n*7*: The conference offers an opportunity for Arizona\u2019s arts learning community to come together, to learn from each other, to be inspired, and to envision what the future can look like for our students, when every week is arts in education week.\n*8*: The Joint Arts Education Conference is presented by the Arizona Commission on the Arts and the Arizona Department of Education, and hosted by the Mesa Arts Center.\n*9*: The conference will take place October 15, 2012, and provides professional development and networking opportunities for teaching artists, educators, arts administrators, and arts education advocates.\n*10*: For a full conference agenda and to register, visit www.azarts.gov/jaec.", "scrambled": "*1*: For a full conference agenda and to register, visit www.azarts.gov/jaec.\n*2*: Throughout the week, the Arizona Commission on the Arts will highlight current arts learning news and resources on the azarts417 blog; we hope you\u2019ll tune in to learn more about arts education advocacy, the intersection between the arts and Common Core, and why The Choice is Art.\n*3*: Let\u2019s use this national platform to draw attention to the benefits of arts education, and to celebrate arts education providers both in and outside of the school setting.\n*4*: The conference will take place October 15, 2012, and provides professional development and networking opportunities for teaching artists, educators, arts administrators, and arts education advocates.\n*5*: This resolution, passed by the U.S. House of Representatives in July 2010 in support of the declaration, provides many reasons why arts education warrants a national week of attention and recognition.\n*6*: Also, in honor of National Arts in Education Week, the early registration rate for the Joint Arts Education Conference (JAEC) has been extended to September 16th.\n*7*: The following are a few of the many reasons we celebrate arts in education. - Arts education, comprising a rich array of disciplines including dance, music, theatre, media arts, literature, design, and visual arts, is a core academic subject and an essential element of a complete and balanced education for all students. - Arts education enables students to develop critical thinking and problem solving skills, imagination and creativity, discipline, alternative ways to communicate and express ideas, and cross-cultural understanding, which supports academic success across the curriculum as well as personal growth outside the classroom. - As the Nation works to strengthen its foothold in the 21st century global economy, the arts equip students with a creative, competitive edge. - Where schools and communities are delivering high-quality learning opportunities in, through, and about the arts for children, extraordinary results occur.\n*8*: Spotlight on Arts Education: National Arts in Education Week, September 9-15 Next week, September 9\u201315, 2012, marks the third annual National Arts in Education Week.\n*9*: The conference offers an opportunity for Arizona\u2019s arts learning community to come together, to learn from each other, to be inspired, and to envision what the future can look like for our students, when every week is arts in education week.\n*10*: The Joint Arts Education Conference is presented by the Arizona Commission on the Arts and the Arizona Department of Education, and hosted by the Mesa Arts Center."}
| 2 |
unscramble_82392
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: - smell (n.) - "odor, aroma, stench," late 12c.; see smell (v.).
*2*: To smell a rat "be suspicious" is from 1540s.
*3*: OED says "no doubt of Old English origin, but not recorded, and not represented in any of the cognate languages." Someone should revive smell-feast (n.) "one who scents out where free food is to be had" (1510s, "very common" c.1540-1700, OED) and smell-smock "licentious man" (c.1550-1900).
*4*: Ousted Old English stenc (see stench) in most senses. - smell (v.) - late 12c., "emit or perceive an odor," not found in Old English, perhaps cognate with Middle Dutch smolen, Low German smelen "to smolder" (see smolder).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - smell (n.) - \"odor, aroma, stench,\" late 12c.; see smell (v.).\n*2*: Ousted Old English stenc (see stench) in most senses. - smell (v.) - late 12c., \"emit or perceive an odor,\" not found in Old English, perhaps cognate with Middle Dutch smolen, Low German smelen \"to smolder\" (see smolder).\n*3*: OED says \"no doubt of Old English origin, but not recorded, and not represented in any of the cognate languages.\" Someone should revive smell-feast (n.) \"one who scents out where free food is to be had\" (1510s, \"very common\" c.1540-1700, OED) and smell-smock \"licentious man\" (c.1550-1900).\n*4*: To smell a rat \"be suspicious\" is from 1540s.", "scrambled": "*1*: - smell (n.) - \"odor, aroma, stench,\" late 12c.; see smell (v.).\n*2*: To smell a rat \"be suspicious\" is from 1540s.\n*3*: OED says \"no doubt of Old English origin, but not recorded, and not represented in any of the cognate languages.\" Someone should revive smell-feast (n.) \"one who scents out where free food is to be had\" (1510s, \"very common\" c.1540-1700, OED) and smell-smock \"licentious man\" (c.1550-1900).\n*4*: Ousted Old English stenc (see stench) in most senses. - smell (v.) - late 12c., \"emit or perceive an odor,\" not found in Old English, perhaps cognate with Middle Dutch smolen, Low German smelen \"to smolder\" (see smolder)."}
| 2 |
unscramble_252232
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The examination renders three-dimensional structures in two dimensions.
*2*: In women with dense tissue structure (abundant fibroglandular tissue/fibroadenomatosis), the sensitivity is lower.
*3*: In very young women, with a probably benign palpable tumor, ultrasound may replace mammography as a primary examination. - Symptoms due to malignant disease or an infectious condition - Increased breast cancer risk - Woman selected through the mammography screening program In young women, mammography should only be performed for strict indications, for example cancer suspicion or for hereditary cancer risk.
*4*: Mammography is highly sensitive for revealing tumors in women with normal tissue density or parenchyma atrophy.
*5*: However, the tumor may in rare cases be missed due to uncharacteristic appearance and growth pattern.
*6*: Even if multiple projections are used with good compression, over projection of normal tissue can cause diagnostic difficulties.
*7*: Mammography can reveal a tumor in the preclinical phase before it is palpable.
*8*: Ultrasound examinations (ultrasonography) are today a very important supplement to mammography.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Mammography can reveal a tumor in the preclinical phase before it is palpable.\n*2*: The examination renders three-dimensional structures in two dimensions.\n*3*: Mammography is highly sensitive for revealing tumors in women with normal tissue density or parenchyma atrophy.\n*4*: However, the tumor may in rare cases be missed due to uncharacteristic appearance and growth pattern.\n*5*: In women with dense tissue structure (abundant fibroglandular tissue/fibroadenomatosis), the sensitivity is lower.\n*6*: Even if multiple projections are used with good compression, over projection of normal tissue can cause diagnostic difficulties.\n*7*: Ultrasound examinations (ultrasonography) are today a very important supplement to mammography.\n*8*: In very young women, with a probably benign palpable tumor, ultrasound may replace mammography as a primary examination. - Symptoms due to malignant disease or an infectious condition - Increased breast cancer risk - Woman selected through the mammography screening program In young women, mammography should only be performed for strict indications, for example cancer suspicion or for hereditary cancer risk.", "scrambled": "*1*: The examination renders three-dimensional structures in two dimensions.\n*2*: In women with dense tissue structure (abundant fibroglandular tissue/fibroadenomatosis), the sensitivity is lower.\n*3*: In very young women, with a probably benign palpable tumor, ultrasound may replace mammography as a primary examination. - Symptoms due to malignant disease or an infectious condition - Increased breast cancer risk - Woman selected through the mammography screening program In young women, mammography should only be performed for strict indications, for example cancer suspicion or for hereditary cancer risk.\n*4*: Mammography is highly sensitive for revealing tumors in women with normal tissue density or parenchyma atrophy.\n*5*: However, the tumor may in rare cases be missed due to uncharacteristic appearance and growth pattern.\n*6*: Even if multiple projections are used with good compression, over projection of normal tissue can cause diagnostic difficulties.\n*7*: Mammography can reveal a tumor in the preclinical phase before it is palpable.\n*8*: Ultrasound examinations (ultrasonography) are today a very important supplement to mammography."}
| 2 |
unscramble_29364
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Please use the question submission form to submit your question.
*2*: The moral of the story: don't treat soil like dirt!
*3*: One does not want to recycle our water through dirt.
*4*: This dynamic body is teeming with biological, chemical, and physical activity which provides for this material to serve as a medium for plant growth, a repository for wastes, and an important component of the hydrologic cycle and associated water treatment.
*5*: Q: Is Dirt Soil or is Soil Dirt?
*6*: Ask the Expert In this section of the soils tutorial questions are submitted to our experts in the field of Soil Science.
*7*: A: Soil is a naturally occurring body at the earth's surface due to the combined effects of climate and biotic activity acting upon a parent material modified by topography over time.
*8*: This question was answered by Dr Randall J Miles, Associate Professor in the Department of Soil, Environmental and Atmospheric Sciences at the University of Missouri-Columbia.
*9*: Submit a Question Would like to submit a question for our experts?
*10*: Dirt is soil out of place; dirt possesses few of the original soil attributes.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Ask the Expert In this section of the soils tutorial questions are submitted to our experts in the field of Soil Science.\n*2*: Q: Is Dirt Soil or is Soil Dirt?\n*3*: A: Soil is a naturally occurring body at the earth's surface due to the combined effects of climate and biotic activity acting upon a parent material modified by topography over time.\n*4*: This dynamic body is teeming with biological, chemical, and physical activity which provides for this material to serve as a medium for plant growth, a repository for wastes, and an important component of the hydrologic cycle and associated water treatment.\n*5*: Dirt is soil out of place; dirt possesses few of the original soil attributes.\n*6*: One does not want to recycle our water through dirt.\n*7*: The moral of the story: don't treat soil like dirt!\n*8*: This question was answered by Dr Randall J Miles, Associate Professor in the Department of Soil, Environmental and Atmospheric Sciences at the University of Missouri-Columbia.\n*9*: Submit a Question Would like to submit a question for our experts?\n*10*: Please use the question submission form to submit your question.", "scrambled": "*1*: Please use the question submission form to submit your question.\n*2*: The moral of the story: don't treat soil like dirt!\n*3*: One does not want to recycle our water through dirt.\n*4*: This dynamic body is teeming with biological, chemical, and physical activity which provides for this material to serve as a medium for plant growth, a repository for wastes, and an important component of the hydrologic cycle and associated water treatment.\n*5*: Q: Is Dirt Soil or is Soil Dirt?\n*6*: Ask the Expert In this section of the soils tutorial questions are submitted to our experts in the field of Soil Science.\n*7*: A: Soil is a naturally occurring body at the earth's surface due to the combined effects of climate and biotic activity acting upon a parent material modified by topography over time.\n*8*: This question was answered by Dr Randall J Miles, Associate Professor in the Department of Soil, Environmental and Atmospheric Sciences at the University of Missouri-Columbia.\n*9*: Submit a Question Would like to submit a question for our experts?\n*10*: Dirt is soil out of place; dirt possesses few of the original soil attributes."}
| 2 |
unscramble_209585
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Examples of the first definition include areas of bogs and swamps that people sink into and become stuck.Continue Reading A common use of the second definitions occurs when political talks or military interventions become bogged down without an apparent resolution.
*2*: The first recorded use of the word "quagmire" dates to the late 16th century, where it combined the now obsolete "quag," which meant bog or marsh, with the word "mire," which also meant marsh.
*3*: A quagmire refers to either an area of soggy ground or a situation full of problems that is difficult to get out of.
*4*: The first use of "quagmire" in reference to a difficult situation occurred in the late 18th century.Learn more about Education
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 quagmire refers to either an area of soggy ground or a situation full of problems that is difficult to get out of.\n*2*: Examples of the first definition include areas of bogs and swamps that people sink into and become stuck.Continue Reading A common use of the second definitions occurs when political talks or military interventions become bogged down without an apparent resolution.\n*3*: The first recorded use of the word \"quagmire\" dates to the late 16th century, where it combined the now obsolete \"quag,\" which meant bog or marsh, with the word \"mire,\" which also meant marsh.\n*4*: The first use of \"quagmire\" in reference to a difficult situation occurred in the late 18th century.Learn more about Education", "scrambled": "*1*: Examples of the first definition include areas of bogs and swamps that people sink into and become stuck.Continue Reading A common use of the second definitions occurs when political talks or military interventions become bogged down without an apparent resolution.\n*2*: The first recorded use of the word \"quagmire\" dates to the late 16th century, where it combined the now obsolete \"quag,\" which meant bog or marsh, with the word \"mire,\" which also meant marsh.\n*3*: A quagmire refers to either an area of soggy ground or a situation full of problems that is difficult to get out of.\n*4*: The first use of \"quagmire\" in reference to a difficult situation occurred in the late 18th century.Learn more about Education"}
| 2 |
unscramble_137694
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Plaques embedded in the sidewalk mark the spot of the original Fort Dearborn, where Chicago's first settlers staked their claim off of Lake Michigan.
*2*: They are interesting and controversial because they depict Native Americans as the bad guys in the struggle over the "Chickaguo" territory. - © wcities.com 2013
*3*: The bas-relief sculptures on the bridge represent important events in early Chicago history.
*4*: - This is possibly the most-photographed spot in Chicago, but more for its picturesque view over the river than for its historic significance.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - This is possibly the most-photographed spot in Chicago, but more for its picturesque view over the river than for its historic significance.\n*2*: Plaques embedded in the sidewalk mark the spot of the original Fort Dearborn, where Chicago's first settlers staked their claim off of Lake Michigan.\n*3*: The bas-relief sculptures on the bridge represent important events in early Chicago history.\n*4*: They are interesting and controversial because they depict Native Americans as the bad guys in the struggle over the \"Chickaguo\" territory. - \u00a9 wcities.com 2013", "scrambled": "*1*: Plaques embedded in the sidewalk mark the spot of the original Fort Dearborn, where Chicago's first settlers staked their claim off of Lake Michigan.\n*2*: They are interesting and controversial because they depict Native Americans as the bad guys in the struggle over the \"Chickaguo\" territory. - \u00a9 wcities.com 2013\n*3*: The bas-relief sculptures on the bridge represent important events in early Chicago history.\n*4*: - This is possibly the most-photographed spot in Chicago, but more for its picturesque view over the river than for its historic significance."}
| 2 |
unscramble_167535
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This has special significance for every plant and animal on Earth, particularly during this International Year of Biodiversity, and comes at a time when world leaders are setting new targets to stop biodiversity loss.
*2*: From the most basic things we need that many of us take for granted, like clean air and water, to sources of medicine and inspiration for science and technology, nature is a life source.
*3*: The day celebrates all that nature provides for our daily well-being.
*4*: Biodiversity Facts and Resource Links 28 May 2010 | News story The International Day for Biological Diversity, May 21, focused on the links between biodiversity, human development and people’s livelihoods.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Biodiversity Facts and Resource Links 28 May 2010 | News story The International Day for Biological Diversity, May 21, focused on the links between biodiversity, human development and people\u2019s livelihoods.\n*2*: This has special significance for every plant and animal on Earth, particularly during this International Year of Biodiversity, and comes at a time when world leaders are setting new targets to stop biodiversity loss.\n*3*: The day celebrates all that nature provides for our daily well-being.\n*4*: From the most basic things we need that many of us take for granted, like clean air and water, to sources of medicine and inspiration for science and technology, nature is a life source.", "scrambled": "*1*: This has special significance for every plant and animal on Earth, particularly during this International Year of Biodiversity, and comes at a time when world leaders are setting new targets to stop biodiversity loss.\n*2*: From the most basic things we need that many of us take for granted, like clean air and water, to sources of medicine and inspiration for science and technology, nature is a life source.\n*3*: The day celebrates all that nature provides for our daily well-being.\n*4*: Biodiversity Facts and Resource Links 28 May 2010 | News story The International Day for Biological Diversity, May 21, focused on the links between biodiversity, human development and people\u2019s livelihoods."}
| 2 |
unscramble_72606
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This rate and its variants are used to determine the prices for mortgages and other loans, and play a critical role in the multitrillion dollar market for financial contracts called derivatives.Page 1 of 7 | Next Page
*2*: This weakness has only been exacerbated in recent years, as banks have mostly stopped lending to each other.
*3*: Regulators around the world are investigating whether big banks gamed the rates for their own benefit before and after the financial crisis.
*4*: Bernanke , told Congress this week that he did not have “full confidence” in the process, calling it “structurally flawed.” The troubles center on a key benchmark known as the London interbank offered rate, or Libor .
*5*: But even if banks do not deliberately manipulate the rates, the benchmark remains vulnerable.
*6*: It is an open secret in the banking world: the interest rates for many mortgages and loans are based on a benchmark that is largely guesswork.
*7*: Banks derive the rates from estimates rather than real market data.
*8*: The flaws in the rate-setting process, which is used to determine the pricing for trillions of dollars of financial products, have been exposed by the latest banking scandal.
*9*: So the benchmark, a measure of how much banks charge each other for loans, does not necessarily represent actual borrowing costs.
*10*: The Federal Reserve chairman, Ben S.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: It is an open secret in the banking world: the interest rates for many mortgages and loans are based on a benchmark that is largely guesswork.\n*2*: The flaws in the rate-setting process, which is used to determine the pricing for trillions of dollars of financial products, have been exposed by the latest banking scandal.\n*3*: Regulators around the world are investigating whether big banks gamed the rates for their own benefit before and after the financial crisis.\n*4*: But even if banks do not deliberately manipulate the rates, the benchmark remains vulnerable.\n*5*: Banks derive the rates from estimates rather than real market data.\n*6*: So the benchmark, a measure of how much banks charge each other for loans, does not necessarily represent actual borrowing costs.\n*7*: This weakness has only been exacerbated in recent years, as banks have mostly stopped lending to each other.\n*8*: The Federal Reserve chairman, Ben S.\n*9*: Bernanke , told Congress this week that he did not have \u201cfull confidence\u201d in the process, calling it \u201cstructurally flawed.\u201d The troubles center on a key benchmark known as the London interbank offered rate, or Libor .\n*10*: This rate and its variants are used to determine the prices for mortgages and other loans, and play a critical role in the multitrillion dollar market for financial contracts called derivatives.Page 1 of 7 | Next Page", "scrambled": "*1*: This rate and its variants are used to determine the prices for mortgages and other loans, and play a critical role in the multitrillion dollar market for financial contracts called derivatives.Page 1 of 7 | Next Page\n*2*: This weakness has only been exacerbated in recent years, as banks have mostly stopped lending to each other.\n*3*: Regulators around the world are investigating whether big banks gamed the rates for their own benefit before and after the financial crisis.\n*4*: Bernanke , told Congress this week that he did not have \u201cfull confidence\u201d in the process, calling it \u201cstructurally flawed.\u201d The troubles center on a key benchmark known as the London interbank offered rate, or Libor .\n*5*: But even if banks do not deliberately manipulate the rates, the benchmark remains vulnerable.\n*6*: It is an open secret in the banking world: the interest rates for many mortgages and loans are based on a benchmark that is largely guesswork.\n*7*: Banks derive the rates from estimates rather than real market data.\n*8*: The flaws in the rate-setting process, which is used to determine the pricing for trillions of dollars of financial products, have been exposed by the latest banking scandal.\n*9*: So the benchmark, a measure of how much banks charge each other for loans, does not necessarily represent actual borrowing costs.\n*10*: The Federal Reserve chairman, Ben S."}
| 2 |
unscramble_53888
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The ice crystallizes from a central point and grows outward into beautiful radial patterns.
*2*: If the light is polarized, like passing through polarized sunglasses, you see areas that are bright as well as dark.
*3*: Here, an unusual crystallization of a block copolymer was studied where the different blocks crystallized at different temperatures.
*4*: These areas tell you how the polymers are arranged.
*5*: A similar behavior is seen in polymers that are cooled to a temperature where they can crystallize.
*6*: If you look at ice crystals that form on your window during the winter, you see something similar to what you see here.
*7*: The bands arise from the crystals twisting like a barber pole from the central point.
*8*: The size of the crystalline structures is usually small, but with an optical microscope light, you can see 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*: If you look at ice crystals that form on your window during the winter, you see something similar to what you see here.\n*2*: The ice crystallizes from a central point and grows outward into beautiful radial patterns.\n*3*: A similar behavior is seen in polymers that are cooled to a temperature where they can crystallize.\n*4*: The size of the crystalline structures is usually small, but with an optical microscope light, you can see them.\n*5*: If the light is polarized, like passing through polarized sunglasses, you see areas that are bright as well as dark.\n*6*: These areas tell you how the polymers are arranged.\n*7*: Here, an unusual crystallization of a block copolymer was studied where the different blocks crystallized at different temperatures.\n*8*: The bands arise from the crystals twisting like a barber pole from the central point.", "scrambled": "*1*: The ice crystallizes from a central point and grows outward into beautiful radial patterns.\n*2*: If the light is polarized, like passing through polarized sunglasses, you see areas that are bright as well as dark.\n*3*: Here, an unusual crystallization of a block copolymer was studied where the different blocks crystallized at different temperatures.\n*4*: These areas tell you how the polymers are arranged.\n*5*: A similar behavior is seen in polymers that are cooled to a temperature where they can crystallize.\n*6*: If you look at ice crystals that form on your window during the winter, you see something similar to what you see here.\n*7*: The bands arise from the crystals twisting like a barber pole from the central point.\n*8*: The size of the crystalline structures is usually small, but with an optical microscope light, you can see them."}
| 2 |
unscramble_68311
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Originally considered to be conspecific, recent genetic studies strongly suggested that these two forms merit distinction as separate species.
*2*: The black-and-white ruffed lemur has, as its name suggests, a black and white pelage with white tufted ears, a long tail and bright, beady yellow eyes.
*3*: The two species are similar in shape, size, life history and behaviour but are different in colouration and habitat.
*4*: Black-and-white Ruffed Lemur (Varecia variegata) Black-and-white Ruffed lemur (Varecia variegata) The ruffed lemur is the largest of the lemur family, and is divided into two very distinctive species; the black-and-white ruffed lemur (Varecia variegata) and the red ruffed lemur (Varecia rubra).
*5*: The red ruffed lemur is a striking chestnut red colour, with a much more dense and luxuriant pelage, and a black coloured face, limbs and tail.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Black-and-white Ruffed Lemur (Varecia variegata) Black-and-white Ruffed lemur (Varecia variegata) The ruffed lemur is the largest of the lemur family, and is divided into two very distinctive species; the black-and-white ruffed lemur (Varecia variegata) and the red ruffed lemur (Varecia rubra).\n*2*: The two species are similar in shape, size, life history and behaviour but are different in colouration and habitat.\n*3*: The black-and-white ruffed lemur has, as its name suggests, a black and white pelage with white tufted ears, a long tail and bright, beady yellow eyes.\n*4*: The red ruffed lemur is a striking chestnut red colour, with a much more dense and luxuriant pelage, and a black coloured face, limbs and tail.\n*5*: Originally considered to be conspecific, recent genetic studies strongly suggested that these two forms merit distinction as separate species.", "scrambled": "*1*: Originally considered to be conspecific, recent genetic studies strongly suggested that these two forms merit distinction as separate species.\n*2*: The black-and-white ruffed lemur has, as its name suggests, a black and white pelage with white tufted ears, a long tail and bright, beady yellow eyes.\n*3*: The two species are similar in shape, size, life history and behaviour but are different in colouration and habitat.\n*4*: Black-and-white Ruffed Lemur (Varecia variegata) Black-and-white Ruffed lemur (Varecia variegata) The ruffed lemur is the largest of the lemur family, and is divided into two very distinctive species; the black-and-white ruffed lemur (Varecia variegata) and the red ruffed lemur (Varecia rubra).\n*5*: The red ruffed lemur is a striking chestnut red colour, with a much more dense and luxuriant pelage, and a black coloured face, limbs and tail."}
| 2 |
unscramble_183380
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Students may meet course requirements a) by successfully completing two essay-type exams or b) by writing a 15-page term paper (in which a thesis connected to our readings is announced early and defended by argument in the course of the essay).
*2*: TEXTS: "Arguing About Law", eds.
*3*: We will read and critically assess classic and recent sources on these topics, debate the merits of philosophical arguments regarding them, and consider the application of philosophical theory of law to issues in legal practice.
*4*: Ronald M Moore Nature and function of law.
*5*: Kavanagh and Oberdiek (Routledge, 2008) (paperback).
*6*: Although the course has no prerequisites, students who enroll will find it very useful to have taken at least one prior philosophy course dealing with law, political philosophy, or ethics.
*7*: Relation of law to morality.
*8*: This course examines fundamental philosophical issues in the philosophy of law, including (most of) the following: The Natural Law/Positivism debate; contests of legality and morality; the duty to obey law; legal rights and individual well-being, and constitutional interpretation.
*9*: Legal rights, judicial reasoning.
*10*: Student learning goals General method of instruction Class assignments and grading
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Ronald M Moore Nature and function of law.\n*2*: Relation of law to morality.\n*3*: Legal rights, judicial reasoning.\n*4*: This course examines fundamental philosophical issues in the philosophy of law, including (most of) the following: The Natural Law/Positivism debate; contests of legality and morality; the duty to obey law; legal rights and individual well-being, and constitutional interpretation.\n*5*: We will read and critically assess classic and recent sources on these topics, debate the merits of philosophical arguments regarding them, and consider the application of philosophical theory of law to issues in legal practice.\n*6*: Although the course has no prerequisites, students who enroll will find it very useful to have taken at least one prior philosophy course dealing with law, political philosophy, or ethics.\n*7*: Students may meet course requirements a) by successfully completing two essay-type exams or b) by writing a 15-page term paper (in which a thesis connected to our readings is announced early and defended by argument in the course of the essay).\n*8*: TEXTS: \"Arguing About Law\", eds.\n*9*: Kavanagh and Oberdiek (Routledge, 2008) (paperback).\n*10*: Student learning goals General method of instruction Class assignments and grading", "scrambled": "*1*: Students may meet course requirements a) by successfully completing two essay-type exams or b) by writing a 15-page term paper (in which a thesis connected to our readings is announced early and defended by argument in the course of the essay).\n*2*: TEXTS: \"Arguing About Law\", eds.\n*3*: We will read and critically assess classic and recent sources on these topics, debate the merits of philosophical arguments regarding them, and consider the application of philosophical theory of law to issues in legal practice.\n*4*: Ronald M Moore Nature and function of law.\n*5*: Kavanagh and Oberdiek (Routledge, 2008) (paperback).\n*6*: Although the course has no prerequisites, students who enroll will find it very useful to have taken at least one prior philosophy course dealing with law, political philosophy, or ethics.\n*7*: Relation of law to morality.\n*8*: This course examines fundamental philosophical issues in the philosophy of law, including (most of) the following: The Natural Law/Positivism debate; contests of legality and morality; the duty to obey law; legal rights and individual well-being, and constitutional interpretation.\n*9*: Legal rights, judicial reasoning.\n*10*: Student learning goals General method of instruction Class assignments and grading"}
| 2 |
unscramble_184837
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Find out the latest weather and satellite imagery for regions of Europe.
*2*: Weather crosses national and continental boundaries.
*3*: Location forecasts, surface pressure, UV index and weather warnings for locations across Europe.
*4*: It is vital that national weather services, such as the Met Office, work closely together to make the most of information about the atmosphere and oceans.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Weather crosses national and continental boundaries.\n*2*: It is vital that national weather services, such as the Met Office, work closely together to make the most of information about the atmosphere and oceans.\n*3*: Location forecasts, surface pressure, UV index and weather warnings for locations across Europe.\n*4*: Find out the latest weather and satellite imagery for regions of Europe.", "scrambled": "*1*: Find out the latest weather and satellite imagery for regions of Europe.\n*2*: Weather crosses national and continental boundaries.\n*3*: Location forecasts, surface pressure, UV index and weather warnings for locations across Europe.\n*4*: It is vital that national weather services, such as the Met Office, work closely together to make the most of information about the atmosphere and oceans."}
| 2 |
unscramble_94839
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Pollination is the process of carrying pollen (tiny yellowish grains) from one flower to another so plants can make seeds.
*2*: But natural pollinators don’t help plants on purpose.
*3*: Agents, such as animals, people, or even the wind, that transport pollen are called pollinators.
*4*: When the animals visit another flower, some of the pollen grains drop into or touch that flower’s reproductive organs.
*5*: People often deliberately transfer pollen from one flower to another to breed plants.
*6*: The flower can then start making seeds.
*7*: Students learn how different animals and the wind help plants make seeds.
*8*: As animals feed on a flower’s sweet nectar or pollen, some pollen grains stick to their beaks, fur, feathers, wings, legs, or other body parts.
*9*: For instance, the wind just blows and spreads pollen by chance.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 learn how different animals and the wind help plants make seeds.\n*2*: Pollination is the process of carrying pollen (tiny yellowish grains) from one flower to another so plants can make seeds.\n*3*: Agents, such as animals, people, or even the wind, that transport pollen are called pollinators.\n*4*: People often deliberately transfer pollen from one flower to another to breed plants.\n*5*: But natural pollinators don\u2019t help plants on purpose.\n*6*: For instance, the wind just blows and spreads pollen by chance.\n*7*: As animals feed on a flower\u2019s sweet nectar or pollen, some pollen grains stick to their beaks, fur, feathers, wings, legs, or other body parts.\n*8*: When the animals visit another flower, some of the pollen grains drop into or touch that flower\u2019s reproductive organs.\n*9*: The flower can then start making seeds.", "scrambled": "*1*: Pollination is the process of carrying pollen (tiny yellowish grains) from one flower to another so plants can make seeds.\n*2*: But natural pollinators don\u2019t help plants on purpose.\n*3*: Agents, such as animals, people, or even the wind, that transport pollen are called pollinators.\n*4*: When the animals visit another flower, some of the pollen grains drop into or touch that flower\u2019s reproductive organs.\n*5*: People often deliberately transfer pollen from one flower to another to breed plants.\n*6*: The flower can then start making seeds.\n*7*: Students learn how different animals and the wind help plants make seeds.\n*8*: As animals feed on a flower\u2019s sweet nectar or pollen, some pollen grains stick to their beaks, fur, feathers, wings, legs, or other body parts.\n*9*: For instance, the wind just blows and spreads pollen by chance."}
| 2 |
unscramble_216169
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It shows the progression of eastward-travelling pulses of warming from the central to eastern Pacific.
*2*: The next diagram looks at a horizontal slice across the top of the Pacific ocean, showing sea surface temperatures starting in December 1996, then showing March, June and August 1997.
*3*: The first diagram shows a slice through the ocean at the equator - looking from the surface to the depths of the ocean, starting in December 1996, then showing March, June and August 1997.
*4*: This resulted in a warming of the sea surface waters of up to 4°C by August 1997.
*5*: The spread of warm water at the surface evolves very quickly and by August 1997, waters are up to 4°C warmer than normal for a large expanse of the eastern Pacific Ocean.
*6*: Evolution of El Niño: December 1996 - August 1997 The diagrams below show the evolution of the El Niño event in 1997 as monitored from the oceans.
*7*: For more information on El Niño, see also
*8*: El Niño traditionally refers to the area of warm water off the South American coastline which can warm by between 2°C and 8°C during an event.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Evolution of El Ni\u00f1o: December 1996 - August 1997 The diagrams below show the evolution of the El Ni\u00f1o event in 1997 as monitored from the oceans.\n*2*: El Ni\u00f1o traditionally refers to the area of warm water off the South American coastline which can warm by between 2\u00b0C and 8\u00b0C during an event.\n*3*: The first diagram shows a slice through the ocean at the equator - looking from the surface to the depths of the ocean, starting in December 1996, then showing March, June and August 1997.\n*4*: It shows the progression of eastward-travelling pulses of warming from the central to eastern Pacific.\n*5*: This resulted in a warming of the sea surface waters of up to 4\u00b0C by August 1997.\n*6*: The next diagram looks at a horizontal slice across the top of the Pacific ocean, showing sea surface temperatures starting in December 1996, then showing March, June and August 1997.\n*7*: The spread of warm water at the surface evolves very quickly and by August 1997, waters are up to 4\u00b0C warmer than normal for a large expanse of the eastern Pacific Ocean.\n*8*: For more information on El Ni\u00f1o, see also", "scrambled": "*1*: It shows the progression of eastward-travelling pulses of warming from the central to eastern Pacific.\n*2*: The next diagram looks at a horizontal slice across the top of the Pacific ocean, showing sea surface temperatures starting in December 1996, then showing March, June and August 1997.\n*3*: The first diagram shows a slice through the ocean at the equator - looking from the surface to the depths of the ocean, starting in December 1996, then showing March, June and August 1997.\n*4*: This resulted in a warming of the sea surface waters of up to 4\u00b0C by August 1997.\n*5*: The spread of warm water at the surface evolves very quickly and by August 1997, waters are up to 4\u00b0C warmer than normal for a large expanse of the eastern Pacific Ocean.\n*6*: Evolution of El Ni\u00f1o: December 1996 - August 1997 The diagrams below show the evolution of the El Ni\u00f1o event in 1997 as monitored from the oceans.\n*7*: For more information on El Ni\u00f1o, see also\n*8*: El Ni\u00f1o traditionally refers to the area of warm water off the South American coastline which can warm by between 2\u00b0C and 8\u00b0C during an event."}
| 2 |
unscramble_200705
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The cloud consists of particles ejected by the comet as it travels on its 130-year orbit and every year makes a spectacular show from mid July to late August.
*2*: The 'Tears of St Lawrence' are at their best and brightest right now. 10th August is St Lawrence's day and for more than two millennia the display from the Perseids reaches its highest point to coincide with the saint's celebration.
*3*: To get the best view, choose a clear night and head out into an area unaffected by light pollution. |Value for money|
*4*: The Perseid cloud is a stream of debris associated with the Swift Tuttle comet.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 'Tears of St Lawrence' are at their best and brightest right now. 10th August is St Lawrence's day and for more than two millennia the display from the Perseids reaches its highest point to coincide with the saint's celebration.\n*2*: The Perseid cloud is a stream of debris associated with the Swift Tuttle comet.\n*3*: The cloud consists of particles ejected by the comet as it travels on its 130-year orbit and every year makes a spectacular show from mid July to late August.\n*4*: To get the best view, choose a clear night and head out into an area unaffected by light pollution. |Value for money|", "scrambled": "*1*: The cloud consists of particles ejected by the comet as it travels on its 130-year orbit and every year makes a spectacular show from mid July to late August.\n*2*: The 'Tears of St Lawrence' are at their best and brightest right now. 10th August is St Lawrence's day and for more than two millennia the display from the Perseids reaches its highest point to coincide with the saint's celebration.\n*3*: To get the best view, choose a clear night and head out into an area unaffected by light pollution. |Value for money|\n*4*: The Perseid cloud is a stream of debris associated with the Swift Tuttle comet."}
| 2 |
unscramble_151079
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: All MPI and MPE objects, MPI_Comm, MPE_XGraph and MPE_Color, are of type INTEGER in Fortran.
*2*: The Fortran interface is invoked with the CALL statement.
*3*: NOTES FOR FORTRAN INTERFACE The Fortran interface to this routine is different from its C counterpart and it has an additional argument, ierr, at the end of the argument list, i.e. the returned function value (the error code) in C interface is returned as the additional argument in Fortran interface.
*4*: ADDITIONAL NOTES FOR FORTRAN INTERFACE The trailing blanks in Fortran CHARACTER string argument will be
*5*: Provided by: mpi-doc_1.2.7-8_all MPE_CaptureFile - Sets the base filename used to capture output from int MPE_CaptureFile( handle, fname, freq ) handle - MPE graphics handle fname - base file name (see below) freq - Frequency of updates - malloc for copy of the filename (fname) failed - handle parameter is bad The output is written in xwd format to fname%d , where %d is the number of the file (starting from zero).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Provided by: mpi-doc_1.2.7-8_all MPE_CaptureFile - Sets the base filename used to capture output from int MPE_CaptureFile( handle, fname, freq ) handle - MPE graphics handle fname - base file name (see below) freq - Frequency of updates - malloc for copy of the filename (fname) failed - handle parameter is bad The output is written in xwd format to fname%d , where %d is the number of the file (starting from zero).\n*2*: NOTES FOR FORTRAN INTERFACE The Fortran interface to this routine is different from its C counterpart and it has an additional argument, ierr, at the end of the argument list, i.e. the returned function value (the error code) in C interface is returned as the additional argument in Fortran interface.\n*3*: The Fortran interface is invoked with the CALL statement.\n*4*: All MPI and MPE objects, MPI_Comm, MPE_XGraph and MPE_Color, are of type INTEGER in Fortran.\n*5*: ADDITIONAL NOTES FOR FORTRAN INTERFACE The trailing blanks in Fortran CHARACTER string argument will be", "scrambled": "*1*: All MPI and MPE objects, MPI_Comm, MPE_XGraph and MPE_Color, are of type INTEGER in Fortran.\n*2*: The Fortran interface is invoked with the CALL statement.\n*3*: NOTES FOR FORTRAN INTERFACE The Fortran interface to this routine is different from its C counterpart and it has an additional argument, ierr, at the end of the argument list, i.e. the returned function value (the error code) in C interface is returned as the additional argument in Fortran interface.\n*4*: ADDITIONAL NOTES FOR FORTRAN INTERFACE The trailing blanks in Fortran CHARACTER string argument will be\n*5*: Provided by: mpi-doc_1.2.7-8_all MPE_CaptureFile - Sets the base filename used to capture output from int MPE_CaptureFile( handle, fname, freq ) handle - MPE graphics handle fname - base file name (see below) freq - Frequency of updates - malloc for copy of the filename (fname) failed - handle parameter is bad The output is written in xwd format to fname%d , where %d is the number of the file (starting from zero)."}
| 2 |
unscramble_192483
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Latest research craze could help premature babies [University of Alberta]
*2*: Specifically, Funk and his team will apply optogenetic research by shining various wavelengths of light on different areas of the brain in order to study the rhythms responsible for breathing.
*3*: Researchers from the University of Alberta are capitalizing on one of the hottest new neuroscientific research trends—combinations of optical and genetic techniques called “Optogenetics”—in an attempt to help improve the treatment given to premature infants.
*4*: Astrocytes are significant because they can detect carbon dioxide levels that signal the brain to increase breathing; in this way, researchers hope to apply optogenetics to astrocytes to determine what causes increased rates of breathing in low-oxygen situations —such as with premature babies.
*5*: Led by neuroscientist Greg Funk, who received a five-year, $778,000 research grant from the Canadian Institutes of Health Research, University of Alberta researchers use both optical and genetic research methods to study how the brain controls breathing.
*6*: Working with additional researchers Alex Gourine from University College London and Sergey Kasparov from the University of Bristol, the University of Alberta team will use their optogenetic techniques to investigate the role of a brain cell called astrocytes.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Researchers from the University of Alberta are capitalizing on one of the hottest new neuroscientific research trends\u2014combinations of optical and genetic techniques called \u201cOptogenetics\u201d\u2014in an attempt to help improve the treatment given to premature infants.\n*2*: Led by neuroscientist Greg Funk, who received a five-year, $778,000 research grant from the Canadian Institutes of Health Research, University of Alberta researchers use both optical and genetic research methods to study how the brain controls breathing.\n*3*: Specifically, Funk and his team will apply optogenetic research by shining various wavelengths of light on different areas of the brain in order to study the rhythms responsible for breathing.\n*4*: Working with additional researchers Alex Gourine from University College London and Sergey Kasparov from the University of Bristol, the University of Alberta team will use their optogenetic techniques to investigate the role of a brain cell called astrocytes.\n*5*: Astrocytes are significant because they can detect carbon dioxide levels that signal the brain to increase breathing; in this way, researchers hope to apply optogenetics to astrocytes to determine what causes increased rates of breathing in low-oxygen situations \u2014such as with premature babies.\n*6*: Latest research craze could help premature babies [University of Alberta]", "scrambled": "*1*: Latest research craze could help premature babies [University of Alberta]\n*2*: Specifically, Funk and his team will apply optogenetic research by shining various wavelengths of light on different areas of the brain in order to study the rhythms responsible for breathing.\n*3*: Researchers from the University of Alberta are capitalizing on one of the hottest new neuroscientific research trends\u2014combinations of optical and genetic techniques called \u201cOptogenetics\u201d\u2014in an attempt to help improve the treatment given to premature infants.\n*4*: Astrocytes are significant because they can detect carbon dioxide levels that signal the brain to increase breathing; in this way, researchers hope to apply optogenetics to astrocytes to determine what causes increased rates of breathing in low-oxygen situations \u2014such as with premature babies.\n*5*: Led by neuroscientist Greg Funk, who received a five-year, $778,000 research grant from the Canadian Institutes of Health Research, University of Alberta researchers use both optical and genetic research methods to study how the brain controls breathing.\n*6*: Working with additional researchers Alex Gourine from University College London and Sergey Kasparov from the University of Bristol, the University of Alberta team will use their optogenetic techniques to investigate the role of a brain cell called astrocytes."}
| 2 |
unscramble_83103
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Thousands of years ago, they were used to help frame the world of the ancients, and dictate the guidelines of their societies.
*2*: Featured myths and the people behind them include: The Aztec Temple of Doom; The Labyrinth of the Minotaur; Thor: God of Thunder; Ragnarok: Viking Apocalypse; Beowulf; Nike; and Medusa.
*3*: Often the first stories we learn as children, myths are iconic tales where good and evil clash and humanity and fantasy collide.
*4*: Explore these myths, from the legendary people who inspired them to their real-life relevance today, in Clash of the Gods.
*5*: Yet they were so powerful that they are still woven into the fabric of today’s world, remaining everywhere we look.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Often the first stories we learn as children, myths are iconic tales where good and evil clash and humanity and fantasy collide.\n*2*: Thousands of years ago, they were used to help frame the world of the ancients, and dictate the guidelines of their societies.\n*3*: Yet they were so powerful that they are still woven into the fabric of today\u2019s world, remaining everywhere we look.\n*4*: Explore these myths, from the legendary people who inspired them to their real-life relevance today, in Clash of the Gods.\n*5*: Featured myths and the people behind them include: The Aztec Temple of Doom; The Labyrinth of the Minotaur; Thor: God of Thunder; Ragnarok: Viking Apocalypse; Beowulf; Nike; and Medusa.", "scrambled": "*1*: Thousands of years ago, they were used to help frame the world of the ancients, and dictate the guidelines of their societies.\n*2*: Featured myths and the people behind them include: The Aztec Temple of Doom; The Labyrinth of the Minotaur; Thor: God of Thunder; Ragnarok: Viking Apocalypse; Beowulf; Nike; and Medusa.\n*3*: Often the first stories we learn as children, myths are iconic tales where good and evil clash and humanity and fantasy collide.\n*4*: Explore these myths, from the legendary people who inspired them to their real-life relevance today, in Clash of the Gods.\n*5*: Yet they were so powerful that they are still woven into the fabric of today\u2019s world, remaining everywhere we look."}
| 2 |
unscramble_236462
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It was a considerable military advantage. (HH3, HH8)
*2*: A compensator generated a field which turned a vessel's impeller wedge into an inertial sump, greatly reducing the effect of acceleration inside that field.
*3*: A compensator's efficiency depended on two items; the volume enclosed in its field and the strength of the gravity wave in its sump. (HH1) Compensators could function in the absence of an impeller wedge, but at greatly reduced effectiveness; a 150 G acceleration could only be reduced to an apparent 5 Gs. (HH6) Prior to the First Manticoran-Havenite War, ships accelerated at no more than 80% of maximum compensator effectiveness (except in emergencies), to avoid an accidental compensator failure.
*4*: While the gravity generators of a starship were capable of reducing felt acceleration up to 50 Gs, this limited the starship's acceleration to perhaps 51 Gs.
*5*: As the war progressed, both sides found that this margin was overly conservative, and began running at higher accelerations more often.
*6*: In the middle of the 17th Century PD, the inertial compensator of HMS Queen Elizabeth I was sabotaged by Havenite agents, leading to the death of everyone aboard, including Queen Solange. (HHA2.2: WPD) In 1873 PD, the Grayson Space Navy reinvented the inertial compensator using their own design.
*7*: If the compensator failed while the ship was under significant acceleration, all the crew aboard would be killed instantly.
*8*: The inertial compensator was a device that reduced the acceleration felt by masses (including human passengers) a vessel experienced when accelerating.
*9*: It was bulkier than Manticoran designs, but was more efficient, permitting higher accelerations for a given perceived internal acceleration. (HH2) By 1904 PD, the Jankowski Cartel adapted the Grayson design for use by the Royal Manticoran Navy, increasing the usable acceleration of all refitted and new construction ships.
*10*: A compensator prevented the crew and delicate equipment like computers from being squashed beyond any possibility of recovery at higher acceleration.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 inertial compensator was a device that reduced the acceleration felt by masses (including human passengers) a vessel experienced when accelerating.\n*2*: While the gravity generators of a starship were capable of reducing felt acceleration up to 50 Gs, this limited the starship's acceleration to perhaps 51 Gs.\n*3*: A compensator prevented the crew and delicate equipment like computers from being squashed beyond any possibility of recovery at higher acceleration.\n*4*: If the compensator failed while the ship was under significant acceleration, all the crew aboard would be killed instantly.\n*5*: A compensator generated a field which turned a vessel's impeller wedge into an inertial sump, greatly reducing the effect of acceleration inside that field.\n*6*: A compensator's efficiency depended on two items; the volume enclosed in its field and the strength of the gravity wave in its sump. (HH1) Compensators could function in the absence of an impeller wedge, but at greatly reduced effectiveness; a 150 G acceleration could only be reduced to an apparent 5 Gs. (HH6) Prior to the First Manticoran-Havenite War, ships accelerated at no more than 80% of maximum compensator effectiveness (except in emergencies), to avoid an accidental compensator failure.\n*7*: As the war progressed, both sides found that this margin was overly conservative, and began running at higher accelerations more often.\n*8*: In the middle of the 17th Century PD, the inertial compensator of HMS Queen Elizabeth I was sabotaged by Havenite agents, leading to the death of everyone aboard, including Queen Solange. (HHA2.2: WPD) In 1873 PD, the Grayson Space Navy reinvented the inertial compensator using their own design.\n*9*: It was bulkier than Manticoran designs, but was more efficient, permitting higher accelerations for a given perceived internal acceleration. (HH2) By 1904 PD, the Jankowski Cartel adapted the Grayson design for use by the Royal Manticoran Navy, increasing the usable acceleration of all refitted and new construction ships.\n*10*: It was a considerable military advantage. (HH3, HH8)", "scrambled": "*1*: It was a considerable military advantage. (HH3, HH8)\n*2*: A compensator generated a field which turned a vessel's impeller wedge into an inertial sump, greatly reducing the effect of acceleration inside that field.\n*3*: A compensator's efficiency depended on two items; the volume enclosed in its field and the strength of the gravity wave in its sump. (HH1) Compensators could function in the absence of an impeller wedge, but at greatly reduced effectiveness; a 150 G acceleration could only be reduced to an apparent 5 Gs. (HH6) Prior to the First Manticoran-Havenite War, ships accelerated at no more than 80% of maximum compensator effectiveness (except in emergencies), to avoid an accidental compensator failure.\n*4*: While the gravity generators of a starship were capable of reducing felt acceleration up to 50 Gs, this limited the starship's acceleration to perhaps 51 Gs.\n*5*: As the war progressed, both sides found that this margin was overly conservative, and began running at higher accelerations more often.\n*6*: In the middle of the 17th Century PD, the inertial compensator of HMS Queen Elizabeth I was sabotaged by Havenite agents, leading to the death of everyone aboard, including Queen Solange. (HHA2.2: WPD) In 1873 PD, the Grayson Space Navy reinvented the inertial compensator using their own design.\n*7*: If the compensator failed while the ship was under significant acceleration, all the crew aboard would be killed instantly.\n*8*: The inertial compensator was a device that reduced the acceleration felt by masses (including human passengers) a vessel experienced when accelerating.\n*9*: It was bulkier than Manticoran designs, but was more efficient, permitting higher accelerations for a given perceived internal acceleration. (HH2) By 1904 PD, the Jankowski Cartel adapted the Grayson design for use by the Royal Manticoran Navy, increasing the usable acceleration of all refitted and new construction ships.\n*10*: A compensator prevented the crew and delicate equipment like computers from being squashed beyond any possibility of recovery at higher acceleration."}
| 2 |
unscramble_27138
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: One of the oldest cities of central Asia, it was ruled by Arabs and then Turks until 1865, when it was annexed by Russia.
*2*: capital of Uzbekistan, on a branch of the Syr Darya: pop. 2,073,000 See Tashkent in American Heritage Dictionary 4 The capital and largest city of Uzbekistan in the foothills of the Tian Shan.
*3*: Population: 1,970,000.
*4*: In 1930 it replaced Samarqand as the capital of the Uzbek Soviet Socialist Republic.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: capital of Uzbekistan, on a branch of the Syr Darya: pop. 2,073,000 See Tashkent in American Heritage Dictionary 4 The capital and largest city of Uzbekistan in the foothills of the Tian Shan.\n*2*: One of the oldest cities of central Asia, it was ruled by Arabs and then Turks until 1865, when it was annexed by Russia.\n*3*: In 1930 it replaced Samarqand as the capital of the Uzbek Soviet Socialist Republic.\n*4*: Population: 1,970,000.", "scrambled": "*1*: One of the oldest cities of central Asia, it was ruled by Arabs and then Turks until 1865, when it was annexed by Russia.\n*2*: capital of Uzbekistan, on a branch of the Syr Darya: pop. 2,073,000 See Tashkent in American Heritage Dictionary 4 The capital and largest city of Uzbekistan in the foothills of the Tian Shan.\n*3*: Population: 1,970,000.\n*4*: In 1930 it replaced Samarqand as the capital of the Uzbek Soviet Socialist Republic."}
| 2 |
unscramble_71734
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Are there actual elements made completely of a anti-matter, or is is just another state of matter?
*2*: It is also possible to store anti-matter in other kinds of electrical or magnetic "traps".
*3*: Anti-matter is just like ordinary matter (same masses of all the particles, same kinds of nuclei and elements) but with all the charges reversed, so the anti-electron (the positron) has a positive charge and the anti-proton has a negative charge (the anti-neutron is neutral like the ordinary neutron, but is itself composed of quarks of the opposed kind to those in the regular neutron).
*4*: I am not sure anybody's actually made much of any kind of anti-matter other than anti-hydrogen (to make heavier elements requires fusion, which is hard enough to do even for regular matter).
*5*: Click here to return to the Physics Archives Update: June 2012
*6*: They store it in big "storage rings" that use magnets to keep the anti-protons or positrons in little bunches inside of a big tube (which is continually pumped to provide a vacuum so that ordinary matter does not get in and annihilate the anti-matter).
*7*: I think the only place it is made in quantity is at big particle accelerators like Fermilab.
*8*: How is it stored, what are its p properties, charges, etc.
*9*: Questions on Anti-matter I am very interested in anti-matter.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Questions on Anti-matter I am very interested in anti-matter.\n*2*: How is it stored, what are its p properties, charges, etc.\n*3*: Are there actual elements made completely of a anti-matter, or is is just another state of matter?\n*4*: Anti-matter is just like ordinary matter (same masses of all the particles, same kinds of nuclei and elements) but with all the charges reversed, so the anti-electron (the positron) has a positive charge and the anti-proton has a negative charge (the anti-neutron is neutral like the ordinary neutron, but is itself composed of quarks of the opposed kind to those in the regular neutron).\n*5*: I think the only place it is made in quantity is at big particle accelerators like Fermilab.\n*6*: They store it in big \"storage rings\" that use magnets to keep the anti-protons or positrons in little bunches inside of a big tube (which is continually pumped to provide a vacuum so that ordinary matter does not get in and annihilate the anti-matter).\n*7*: It is also possible to store anti-matter in other kinds of electrical or magnetic \"traps\".\n*8*: I am not sure anybody's actually made much of any kind of anti-matter other than anti-hydrogen (to make heavier elements requires fusion, which is hard enough to do even for regular matter).\n*9*: Click here to return to the Physics Archives Update: June 2012", "scrambled": "*1*: Are there actual elements made completely of a anti-matter, or is is just another state of matter?\n*2*: It is also possible to store anti-matter in other kinds of electrical or magnetic \"traps\".\n*3*: Anti-matter is just like ordinary matter (same masses of all the particles, same kinds of nuclei and elements) but with all the charges reversed, so the anti-electron (the positron) has a positive charge and the anti-proton has a negative charge (the anti-neutron is neutral like the ordinary neutron, but is itself composed of quarks of the opposed kind to those in the regular neutron).\n*4*: I am not sure anybody's actually made much of any kind of anti-matter other than anti-hydrogen (to make heavier elements requires fusion, which is hard enough to do even for regular matter).\n*5*: Click here to return to the Physics Archives Update: June 2012\n*6*: They store it in big \"storage rings\" that use magnets to keep the anti-protons or positrons in little bunches inside of a big tube (which is continually pumped to provide a vacuum so that ordinary matter does not get in and annihilate the anti-matter).\n*7*: I think the only place it is made in quantity is at big particle accelerators like Fermilab.\n*8*: How is it stored, what are its p properties, charges, etc.\n*9*: Questions on Anti-matter I am very interested in anti-matter."}
| 2 |
unscramble_89827
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Two primary kinds of terrain are visible—the lighter areas, which constitute the heavily cratered and very old highlands, and the darker, roughly circular plains, traditionally called maria, which are relatively young lava-filled impact basins.
*2*: Among the maria are (left to right) the crescent-shaped Oceanus Procellarum near the left limb, the large, almost perfectly circular Mare Imbrium, or Imbrium Basin (with the crater Copernicus a bright dot at its lower margin), Mare Serenitatis immediately to the right of Imbrium, Mare Tranquillitatis to the lower right of Serenitatis, and Mare Crisium, isolated near the right limb.
*3*: Another bright crater, Tycho, stands out at the bottom left of the image.
*4*: The familiar near side of Earth’s Moon, photographed on December 7, 1992, by the Galileo spacecraft on its way to Jupiter.
*5*: Photo NASA/JPL/Caltech (NASA photo # PIA00405)
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 familiar near side of Earth\u2019s Moon, photographed on December 7, 1992, by the Galileo spacecraft on its way to Jupiter.\n*2*: Two primary kinds of terrain are visible\u2014the lighter areas, which constitute the heavily cratered and very old highlands, and the darker, roughly circular plains, traditionally called maria, which are relatively young lava-filled impact basins.\n*3*: Among the maria are (left to right) the crescent-shaped Oceanus Procellarum near the left limb, the large, almost perfectly circular Mare Imbrium, or Imbrium Basin (with the crater Copernicus a bright dot at its lower margin), Mare Serenitatis immediately to the right of Imbrium, Mare Tranquillitatis to the lower right of Serenitatis, and Mare Crisium, isolated near the right limb.\n*4*: Another bright crater, Tycho, stands out at the bottom left of the image.\n*5*: Photo NASA/JPL/Caltech (NASA photo # PIA00405)", "scrambled": "*1*: Two primary kinds of terrain are visible\u2014the lighter areas, which constitute the heavily cratered and very old highlands, and the darker, roughly circular plains, traditionally called maria, which are relatively young lava-filled impact basins.\n*2*: Among the maria are (left to right) the crescent-shaped Oceanus Procellarum near the left limb, the large, almost perfectly circular Mare Imbrium, or Imbrium Basin (with the crater Copernicus a bright dot at its lower margin), Mare Serenitatis immediately to the right of Imbrium, Mare Tranquillitatis to the lower right of Serenitatis, and Mare Crisium, isolated near the right limb.\n*3*: Another bright crater, Tycho, stands out at the bottom left of the image.\n*4*: The familiar near side of Earth\u2019s Moon, photographed on December 7, 1992, by the Galileo spacecraft on its way to Jupiter.\n*5*: Photo NASA/JPL/Caltech (NASA photo # PIA00405)"}
| 2 |
unscramble_80318
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The authors in this volume have different perspectives on these problems: they discuss voice, e.g., from a typological-universal view, in relation to language acquisition and to ergativity, and from diachronic and cross-linguistic perspectives.
*2*: What discourse functions and diachronic events unite 'voice' as a recognizable phenomenon across languages?
*3*: What stages do children go through in learning them?
*4*: Voice: Form and Function The volume's central concern is grammatical voice, traditionally known as diathesis, and its classical manifestations as Active, Middle, and Passive. ...
*5*: How does 'voice' link up with ergativity and with other categories and constructions such as the Inverse and the Antipassive?
*6*: While numerous problems in the meaning, syntax, and morphology of these categories in Indo-European remain unsolved, their counterparts in more exotic languages have raised still further questions.
*7*: How are they typically grammaticalized?
*8*: Show synopsis The volume's central concern is grammatical voice, traditionally known as diathesis, and its classical manifestations as Active, Middle, and Passive.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Voice: Form and Function The volume's central concern is grammatical voice, traditionally known as diathesis, and its classical manifestations as Active, Middle, and Passive. ...\n*2*: Show synopsis The volume's central concern is grammatical voice, traditionally known as diathesis, and its classical manifestations as Active, Middle, and Passive.\n*3*: While numerous problems in the meaning, syntax, and morphology of these categories in Indo-European remain unsolved, their counterparts in more exotic languages have raised still further questions.\n*4*: What discourse functions and diachronic events unite 'voice' as a recognizable phenomenon across languages?\n*5*: How are they typically grammaticalized?\n*6*: What stages do children go through in learning them?\n*7*: How does 'voice' link up with ergativity and with other categories and constructions such as the Inverse and the Antipassive?\n*8*: The authors in this volume have different perspectives on these problems: they discuss voice, e.g., from a typological-universal view, in relation to language acquisition and to ergativity, and from diachronic and cross-linguistic perspectives.", "scrambled": "*1*: The authors in this volume have different perspectives on these problems: they discuss voice, e.g., from a typological-universal view, in relation to language acquisition and to ergativity, and from diachronic and cross-linguistic perspectives.\n*2*: What discourse functions and diachronic events unite 'voice' as a recognizable phenomenon across languages?\n*3*: What stages do children go through in learning them?\n*4*: Voice: Form and Function The volume's central concern is grammatical voice, traditionally known as diathesis, and its classical manifestations as Active, Middle, and Passive. ...\n*5*: How does 'voice' link up with ergativity and with other categories and constructions such as the Inverse and the Antipassive?\n*6*: While numerous problems in the meaning, syntax, and morphology of these categories in Indo-European remain unsolved, their counterparts in more exotic languages have raised still further questions.\n*7*: How are they typically grammaticalized?\n*8*: Show synopsis The volume's central concern is grammatical voice, traditionally known as diathesis, and its classical manifestations as Active, Middle, and Passive."}
| 2 |
unscramble_32084
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: She starts the lesson with of a definition of polyominos and then develops a specific investigation of pentominos.
*2*: Once you have cut or drawn out the set of pentominos, download this solution key to see if you have drawn them all.
*3*: How do reflections, rotations, and translations of the pieces effect the number of pentominos?
*4*: Cynthia Lanius’ lesson which is linked below is an investigation of pentominos.
*5*: Go to Cynthia Lanius’ lesson to find out what pentominos are.| Once you have a clear definition of what a pentomino is download this grid and print it.
*6*: See if you can draw or cut out all of the pentominoes (there is a finite number).
*7*: Make sure that you understand what a pentomino is, and what is not.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Cynthia Lanius\u2019 lesson which is linked below is an investigation of pentominos.\n*2*: She starts the lesson with of a definition of polyominos and then develops a specific investigation of pentominos.\n*3*: Make sure that you understand what a pentomino is, and what is not.\n*4*: How do reflections, rotations, and translations of the pieces effect the number of pentominos?\n*5*: Go to Cynthia Lanius\u2019 lesson to find out what pentominos are.| Once you have a clear definition of what a pentomino is download this grid and print it.\n*6*: See if you can draw or cut out all of the pentominoes (there is a finite number).\n*7*: Once you have cut or drawn out the set of pentominos, download this solution key to see if you have drawn them all.", "scrambled": "*1*: She starts the lesson with of a definition of polyominos and then develops a specific investigation of pentominos.\n*2*: Once you have cut or drawn out the set of pentominos, download this solution key to see if you have drawn them all.\n*3*: How do reflections, rotations, and translations of the pieces effect the number of pentominos?\n*4*: Cynthia Lanius\u2019 lesson which is linked below is an investigation of pentominos.\n*5*: Go to Cynthia Lanius\u2019 lesson to find out what pentominos are.| Once you have a clear definition of what a pentomino is download this grid and print it.\n*6*: See if you can draw or cut out all of the pentominoes (there is a finite number).\n*7*: Make sure that you understand what a pentomino is, and what is not."}
| 2 |
unscramble_145334
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A machine makes a special type of lining brick at the rate of 25 per hour.
*2*: Overall about 5% of the bricks are The probability that no defective bricks are produced in any one hour?
*3*: Now this is a poisson distributions so i used the calculated by using the calculator function poissonpdf(1.25,0) = 0.2865 however answer is 0.2774 the probability that two defective bricks are produced in any one hour? poissonpdf(1.25,2) = 0.2238 however answer is 0.2305 the probability that at least one defective brick is produced in the next hour? not sure about this one
*4*: Can someone tell me if my answers are correct?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Can someone tell me if my answers are correct?\n*2*: A machine makes a special type of lining brick at the rate of 25 per hour.\n*3*: Overall about 5% of the bricks are The probability that no defective bricks are produced in any one hour?\n*4*: Now this is a poisson distributions so i used the calculated by using the calculator function poissonpdf(1.25,0) = 0.2865 however answer is 0.2774 the probability that two defective bricks are produced in any one hour? poissonpdf(1.25,2) = 0.2238 however answer is 0.2305 the probability that at least one defective brick is produced in the next hour? not sure about this one", "scrambled": "*1*: A machine makes a special type of lining brick at the rate of 25 per hour.\n*2*: Overall about 5% of the bricks are The probability that no defective bricks are produced in any one hour?\n*3*: Now this is a poisson distributions so i used the calculated by using the calculator function poissonpdf(1.25,0) = 0.2865 however answer is 0.2774 the probability that two defective bricks are produced in any one hour? poissonpdf(1.25,2) = 0.2238 however answer is 0.2305 the probability that at least one defective brick is produced in the next hour? not sure about this one\n*4*: Can someone tell me if my answers are correct?"}
| 2 |
unscramble_60192
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Sunday program listing
*2*: Case studies of specific textbook projects, published and unpublished during the 1920s and 1930s, will highlight the obstacles textbook writers faced.
*3*: Previous abstract Next abstract One way to appreciate the problems associated with the emergence of a new discipline or specialty is to look at how the tools and techniques of the new line of research were transmitted from generation to generation.
*4*: The emergence of theoretical astrophysics in the 1920s and 1930s provides a useful case study where one of the problems was how to create textbooks astronomers could read that also provided an adequate introduction to modern physical theory, especially quantum theory.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Previous abstract Next abstract One way to appreciate the problems associated with the emergence of a new discipline or specialty is to look at how the tools and techniques of the new line of research were transmitted from generation to generation.\n*2*: The emergence of theoretical astrophysics in the 1920s and 1930s provides a useful case study where one of the problems was how to create textbooks astronomers could read that also provided an adequate introduction to modern physical theory, especially quantum theory.\n*3*: Case studies of specific textbook projects, published and unpublished during the 1920s and 1930s, will highlight the obstacles textbook writers faced.\n*4*: Sunday program listing", "scrambled": "*1*: Sunday program listing\n*2*: Case studies of specific textbook projects, published and unpublished during the 1920s and 1930s, will highlight the obstacles textbook writers faced.\n*3*: Previous abstract Next abstract One way to appreciate the problems associated with the emergence of a new discipline or specialty is to look at how the tools and techniques of the new line of research were transmitted from generation to generation.\n*4*: The emergence of theoretical astrophysics in the 1920s and 1930s provides a useful case study where one of the problems was how to create textbooks astronomers could read that also provided an adequate introduction to modern physical theory, especially quantum theory."}
| 2 |
unscramble_16554
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Southwest is growing faster than any other part of the United States.
*2*: We bring our expertise in California land-use law and biology to bear on developments that threaten rare and unique plants and animals in places whose biological and cultural value is high — from vernal pools in San Diego to the pine-covered mountains surrounding Los Angeles, and from the San Francisco Bay-Delta to the southern Arizona desert.
*3*: HOW WE DO IT • Scientific research • Listing of imperiled species for state and federal protection • Participation in review process for developments, including: • Strategic lawsuits • Building coalitions to advocate for wildlife • Creative media Our Urban Wildlands Program: • Revolutionized urban planning in southeastern Arizona with the Endangered Species Act listing of the cactus ferruginous pygmy owl, which led Tucson’s Pima County to develop the groundbreaking Sonoran Desert Conservation Plan. • Permanently protected 1,200 acres of habitat critical to the San Bernardino kangaroo rat and coastal California gnatcatcher in a 2003 settlement with the Lytle Creek North Project in San Bernardino County. • Negotiated the 2003 set-aside, by the Oak Valley development project, of key land for a vital wildlife corridor connecting San Timoteo Canyon to the San Bernardino Mountains — along with a 10-percent reduction in the number of homes to be built, preservation of all project wetlands, and creation of a 32-acre wildlife refuge. • Permanently protected key parts of the Wind Wolves Preserve in California’s Tehachapi Mountains, a nature-education haven for underserved urban children, through a settlement whereby Occidental Petroleum ceded its mineral rights to the preserve’s most significant ecological areas. • Secured a settlement with developers in San Jose’s Silver Creek, based on our lawsuit filed in 1999, to save the rare Bay checkerspot butterfly by establishing a butterfly preserve. + URBAN WILDLANDS CAMPAIGNS Contact the Urban Wildlands Program. |Photo © Andrew Harvey||HOME / DONATE NOW / SIGN UP FOR E-NETWORK / CONTACT US / PHOTO USE /|
*4*: Center lawyers and biologists reduce the impact of population growth and urban sprawl on endangered species and their habitats in key fast-growing regions of the Southwest and California.
*5*: ABOUT OUR URBAN WILDLANDS WORK The Center’s urban wildlands program targets private land development in areas where the pressure on endangered species from unchecked urban growth is most severe — tearing up habitat, creating pollution, and driving extinctions.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Southwest is growing faster than any other part of the United States.\n*2*: Center lawyers and biologists reduce the impact of population growth and urban sprawl on endangered species and their habitats in key fast-growing regions of the Southwest and California.\n*3*: ABOUT OUR URBAN WILDLANDS WORK The Center\u2019s urban wildlands program targets private land development in areas where the pressure on endangered species from unchecked urban growth is most severe \u2014 tearing up habitat, creating pollution, and driving extinctions.\n*4*: We bring our expertise in California land-use law and biology to bear on developments that threaten rare and unique plants and animals in places whose biological and cultural value is high \u2014 from vernal pools in San Diego to the pine-covered mountains surrounding Los Angeles, and from the San Francisco Bay-Delta to the southern Arizona desert.\n*5*: HOW WE DO IT \u2022 Scientific research \u2022 Listing of imperiled species for state and federal protection \u2022 Participation in review process for developments, including: \u2022 Strategic lawsuits \u2022 Building coalitions to advocate for wildlife \u2022 Creative media Our Urban Wildlands Program: \u2022 Revolutionized urban planning in southeastern Arizona with the Endangered Species Act listing of the cactus ferruginous pygmy owl, which led Tucson\u2019s Pima County to develop the groundbreaking Sonoran Desert Conservation Plan. \u2022 Permanently protected 1,200 acres of habitat critical to the San Bernardino kangaroo rat and coastal California gnatcatcher in a 2003 settlement with the Lytle Creek North Project in San Bernardino County. \u2022 Negotiated the 2003 set-aside, by the Oak Valley development project, of key land for a vital wildlife corridor connecting San Timoteo Canyon to the San Bernardino Mountains \u2014 along with a 10-percent reduction in the number of homes to be built, preservation of all project wetlands, and creation of a 32-acre wildlife refuge. \u2022 Permanently protected key parts of the Wind Wolves Preserve in California\u2019s Tehachapi Mountains, a nature-education haven for underserved urban children, through a settlement whereby Occidental Petroleum ceded its mineral rights to the preserve\u2019s most significant ecological areas. \u2022 Secured a settlement with developers in San Jose\u2019s Silver Creek, based on our lawsuit filed in 1999, to save the rare Bay checkerspot butterfly by establishing a butterfly preserve. + URBAN WILDLANDS CAMPAIGNS Contact the Urban Wildlands Program. |Photo \u00a9 Andrew Harvey||HOME / DONATE NOW / SIGN UP FOR E-NETWORK / CONTACT US / PHOTO USE /|", "scrambled": "*1*: The Southwest is growing faster than any other part of the United States.\n*2*: We bring our expertise in California land-use law and biology to bear on developments that threaten rare and unique plants and animals in places whose biological and cultural value is high \u2014 from vernal pools in San Diego to the pine-covered mountains surrounding Los Angeles, and from the San Francisco Bay-Delta to the southern Arizona desert.\n*3*: HOW WE DO IT \u2022 Scientific research \u2022 Listing of imperiled species for state and federal protection \u2022 Participation in review process for developments, including: \u2022 Strategic lawsuits \u2022 Building coalitions to advocate for wildlife \u2022 Creative media Our Urban Wildlands Program: \u2022 Revolutionized urban planning in southeastern Arizona with the Endangered Species Act listing of the cactus ferruginous pygmy owl, which led Tucson\u2019s Pima County to develop the groundbreaking Sonoran Desert Conservation Plan. \u2022 Permanently protected 1,200 acres of habitat critical to the San Bernardino kangaroo rat and coastal California gnatcatcher in a 2003 settlement with the Lytle Creek North Project in San Bernardino County. \u2022 Negotiated the 2003 set-aside, by the Oak Valley development project, of key land for a vital wildlife corridor connecting San Timoteo Canyon to the San Bernardino Mountains \u2014 along with a 10-percent reduction in the number of homes to be built, preservation of all project wetlands, and creation of a 32-acre wildlife refuge. \u2022 Permanently protected key parts of the Wind Wolves Preserve in California\u2019s Tehachapi Mountains, a nature-education haven for underserved urban children, through a settlement whereby Occidental Petroleum ceded its mineral rights to the preserve\u2019s most significant ecological areas. \u2022 Secured a settlement with developers in San Jose\u2019s Silver Creek, based on our lawsuit filed in 1999, to save the rare Bay checkerspot butterfly by establishing a butterfly preserve. + URBAN WILDLANDS CAMPAIGNS Contact the Urban Wildlands Program. |Photo \u00a9 Andrew Harvey||HOME / DONATE NOW / SIGN UP FOR E-NETWORK / CONTACT US / PHOTO USE /|\n*4*: Center lawyers and biologists reduce the impact of population growth and urban sprawl on endangered species and their habitats in key fast-growing regions of the Southwest and California.\n*5*: ABOUT OUR URBAN WILDLANDS WORK The Center\u2019s urban wildlands program targets private land development in areas where the pressure on endangered species from unchecked urban growth is most severe \u2014 tearing up habitat, creating pollution, and driving extinctions."}
| 2 |
unscramble_244827
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The survey, conducted by the Siena Research Institute at Siena College in Loudonville, N.Y., lists America's most influential women in 17 categories. "This is not a definitive statement but rather a starting point for discussion about women's achievement in this century," says Thomas Kelly, co-director of the Siena Research Institute.
*2*: By surveying more than 300 scholars in the fields of history, American studies, and women's studies, the researchers compiled a list of leading women in each category.
*3*: Top finishers in other categories include: * Religion: Mary Baker Eddy, discoverer and founder of Christian Science and the founder of the Christian Science Monitor. * Industry/Commerce: Frances Perkins, secretary of labor, first woman Cabinet member. * Law: Sandra Day O'Connor, first woman Supreme Court justice. * Education: Mary McLeod Bethune, founder of Bethune-Cookman College in Daytona Beach, Fla. * Literature: Willa Cather, poet and novelist. * Television: Lucille Ball, star of "I Love Lucy." * Art: Georgia O'Keefe, painter. * Film: Katharine Hepburn, actress. * Sports: Babe Didrickson Zaharias, Olympic athlete.
*4*: Survey Names Notable American Women BOSTON — A NATIONWIDE survey names Eleanor Roosevelt as the most influential American woman of the 20th century.
*5*: The overall top 10 women in the survey are (in rank order): Eleanor Roosevelt, first lady; Jane Addams, social worker; Rosa Parks, civil rights activist; Margaret Sanger, social reformer; Margaret Mead, anthropologist; Charlotte Perkins Gilman, founder of the Women's Peace Party; Betty Friedan, founder of the National Organization for Women; Barbara Jordan, former congresswoman; Helen Keller, advocate for the blind; Alice Paul, founder of the National Woman's Party.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Survey Names Notable American Women BOSTON \u2014 A NATIONWIDE survey names Eleanor Roosevelt as the most influential American woman of the 20th century.\n*2*: The survey, conducted by the Siena Research Institute at Siena College in Loudonville, N.Y., lists America's most influential women in 17 categories. \"This is not a definitive statement but rather a starting point for discussion about women's achievement in this century,\" says Thomas Kelly, co-director of the Siena Research Institute.\n*3*: By surveying more than 300 scholars in the fields of history, American studies, and women's studies, the researchers compiled a list of leading women in each category.\n*4*: The overall top 10 women in the survey are (in rank order): Eleanor Roosevelt, first lady; Jane Addams, social worker; Rosa Parks, civil rights activist; Margaret Sanger, social reformer; Margaret Mead, anthropologist; Charlotte Perkins Gilman, founder of the Women's Peace Party; Betty Friedan, founder of the National Organization for Women; Barbara Jordan, former congresswoman; Helen Keller, advocate for the blind; Alice Paul, founder of the National Woman's Party.\n*5*: Top finishers in other categories include: * Religion: Mary Baker Eddy, discoverer and founder of Christian Science and the founder of the Christian Science Monitor. * Industry/Commerce: Frances Perkins, secretary of labor, first woman Cabinet member. * Law: Sandra Day O'Connor, first woman Supreme Court justice. * Education: Mary McLeod Bethune, founder of Bethune-Cookman College in Daytona Beach, Fla. * Literature: Willa Cather, poet and novelist. * Television: Lucille Ball, star of \"I Love Lucy.\" * Art: Georgia O'Keefe, painter. * Film: Katharine Hepburn, actress. * Sports: Babe Didrickson Zaharias, Olympic athlete.", "scrambled": "*1*: The survey, conducted by the Siena Research Institute at Siena College in Loudonville, N.Y., lists America's most influential women in 17 categories. \"This is not a definitive statement but rather a starting point for discussion about women's achievement in this century,\" says Thomas Kelly, co-director of the Siena Research Institute.\n*2*: By surveying more than 300 scholars in the fields of history, American studies, and women's studies, the researchers compiled a list of leading women in each category.\n*3*: Top finishers in other categories include: * Religion: Mary Baker Eddy, discoverer and founder of Christian Science and the founder of the Christian Science Monitor. * Industry/Commerce: Frances Perkins, secretary of labor, first woman Cabinet member. * Law: Sandra Day O'Connor, first woman Supreme Court justice. * Education: Mary McLeod Bethune, founder of Bethune-Cookman College in Daytona Beach, Fla. * Literature: Willa Cather, poet and novelist. * Television: Lucille Ball, star of \"I Love Lucy.\" * Art: Georgia O'Keefe, painter. * Film: Katharine Hepburn, actress. * Sports: Babe Didrickson Zaharias, Olympic athlete.\n*4*: Survey Names Notable American Women BOSTON \u2014 A NATIONWIDE survey names Eleanor Roosevelt as the most influential American woman of the 20th century.\n*5*: The overall top 10 women in the survey are (in rank order): Eleanor Roosevelt, first lady; Jane Addams, social worker; Rosa Parks, civil rights activist; Margaret Sanger, social reformer; Margaret Mead, anthropologist; Charlotte Perkins Gilman, founder of the Women's Peace Party; Betty Friedan, founder of the National Organization for Women; Barbara Jordan, former congresswoman; Helen Keller, advocate for the blind; Alice Paul, founder of the National Woman's Party."}
| 2 |
unscramble_151190
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Stevens explains that medicinal chemistry is an excellent topic for reinforcing introductory chemistry concepts because almost all students have some exposure to its topics in their daily lives.
*2*: The book was about 10 years in the making and is designed to strengthen essential chemistry skills through the study of medicinal chemistry.
*3*: Such lectures typically include an introduction to a disease, coverage of possible points of intervention for a drug, discovery of weakly active drug hits through screening, selection of drug leads, optimization of a clinical drug candidate, and some details of drug synthesis.
*4*: By highlighting the concepts and skills related to drug discovery, Stevens deepens students' comprehension of the knowledge and techniques needed for future careers in chemistry, medicine, and the pharmaceutical industry.
*5*: More specifically the text's goal is to allow a student to adequately understand a professional medicinal chemistry lecture that would be offered, for instance, at meetings of the American Chemical Society.
*6*: The first textbook written by Professor Erland Stevens, Medicinal Chemistry: The Modern Drug Discovery Process, was recently published by Prentice Hall/Pearson Education.
*7*: Students' familiarity with medicinal chemistry and its reliance on concepts from organic, physical, and biological chemistry help students apply and extend their chemistry knowledge in an area that is relevant to them and society at large.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 first textbook written by Professor Erland Stevens, Medicinal Chemistry: The Modern Drug Discovery Process, was recently published by Prentice Hall/Pearson Education.\n*2*: The book was about 10 years in the making and is designed to strengthen essential chemistry skills through the study of medicinal chemistry.\n*3*: Stevens explains that medicinal chemistry is an excellent topic for reinforcing introductory chemistry concepts because almost all students have some exposure to its topics in their daily lives.\n*4*: Students' familiarity with medicinal chemistry and its reliance on concepts from organic, physical, and biological chemistry help students apply and extend their chemistry knowledge in an area that is relevant to them and society at large.\n*5*: More specifically the text's goal is to allow a student to adequately understand a professional medicinal chemistry lecture that would be offered, for instance, at meetings of the American Chemical Society.\n*6*: Such lectures typically include an introduction to a disease, coverage of possible points of intervention for a drug, discovery of weakly active drug hits through screening, selection of drug leads, optimization of a clinical drug candidate, and some details of drug synthesis.\n*7*: By highlighting the concepts and skills related to drug discovery, Stevens deepens students' comprehension of the knowledge and techniques needed for future careers in chemistry, medicine, and the pharmaceutical industry.", "scrambled": "*1*: Stevens explains that medicinal chemistry is an excellent topic for reinforcing introductory chemistry concepts because almost all students have some exposure to its topics in their daily lives.\n*2*: The book was about 10 years in the making and is designed to strengthen essential chemistry skills through the study of medicinal chemistry.\n*3*: Such lectures typically include an introduction to a disease, coverage of possible points of intervention for a drug, discovery of weakly active drug hits through screening, selection of drug leads, optimization of a clinical drug candidate, and some details of drug synthesis.\n*4*: By highlighting the concepts and skills related to drug discovery, Stevens deepens students' comprehension of the knowledge and techniques needed for future careers in chemistry, medicine, and the pharmaceutical industry.\n*5*: More specifically the text's goal is to allow a student to adequately understand a professional medicinal chemistry lecture that would be offered, for instance, at meetings of the American Chemical Society.\n*6*: The first textbook written by Professor Erland Stevens, Medicinal Chemistry: The Modern Drug Discovery Process, was recently published by Prentice Hall/Pearson Education.\n*7*: Students' familiarity with medicinal chemistry and its reliance on concepts from organic, physical, and biological chemistry help students apply and extend their chemistry knowledge in an area that is relevant to them and society at large."}
| 2 |
unscramble_187012
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Asthma is a chronic disease that causes the air passageways in the lungs to become blocked or narrowed, making it more difficult to move air into and out of the lungs.
*2*: An estimated 20 million adults and children in America have asthma.
*3*: Inflammation causes the airway tubes to swell, limiting the available space for air to move through.
*4*: It is the most common chronic childhood disease and, according to the Centers for Disease Control and Prevention (CDC), nearly one in every five pediatric emergency room visits is related to asthma.
*5*: Continued on page 2: What is an asthma attack?
*6*: If you have asthma, you have it all the time but your symptoms may vary from none at all to mild breathing impairment to extreme difficulty breathing, as happens during a severe "asthma attack." When symptoms occur, treatment may be required to restore normal breathing.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Asthma is a chronic disease that causes the air passageways in the lungs to become blocked or narrowed, making it more difficult to move air into and out of the lungs.\n*2*: Inflammation causes the airway tubes to swell, limiting the available space for air to move through.\n*3*: If you have asthma, you have it all the time but your symptoms may vary from none at all to mild breathing impairment to extreme difficulty breathing, as happens during a severe \"asthma attack.\" When symptoms occur, treatment may be required to restore normal breathing.\n*4*: An estimated 20 million adults and children in America have asthma.\n*5*: It is the most common chronic childhood disease and, according to the Centers for Disease Control and Prevention (CDC), nearly one in every five pediatric emergency room visits is related to asthma.\n*6*: Continued on page 2: What is an asthma attack?", "scrambled": "*1*: Asthma is a chronic disease that causes the air passageways in the lungs to become blocked or narrowed, making it more difficult to move air into and out of the lungs.\n*2*: An estimated 20 million adults and children in America have asthma.\n*3*: Inflammation causes the airway tubes to swell, limiting the available space for air to move through.\n*4*: It is the most common chronic childhood disease and, according to the Centers for Disease Control and Prevention (CDC), nearly one in every five pediatric emergency room visits is related to asthma.\n*5*: Continued on page 2: What is an asthma attack?\n*6*: If you have asthma, you have it all the time but your symptoms may vary from none at all to mild breathing impairment to extreme difficulty breathing, as happens during a severe \"asthma attack.\" When symptoms occur, treatment may be required to restore normal breathing."}
| 2 |
unscramble_219041
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The authors integrate the themes of "global connections" and "local voices" and utilize a consistent structure within each chapter.
*2*: The latter part of each chapter continues to be devoted to subregional subdivisions.
*3*: Contemporary World Regional Geography, 4e provides a current, balanced geographical study of world issues through analysis of ten world regions and the countries in each.
*4*: Note: Supplemental materials are not guaranteed with Rental or Used book purchases. - ISBN: 9780073522869 | 0073522864 - Cover: Hardcover - Copyright: 9/27/2011 World Regional Geography is an exciting science that encompasses a wealth of information regarding geographical landscapes, cultural traditions, population patterns and economic resources.
*5*: Each chapter is organized to begin with environmental issues of the region followed by historical geography, which lead into the sections on the modern global era.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Note: Supplemental materials are not guaranteed with Rental or Used book purchases. - ISBN: 9780073522869 | 0073522864 - Cover: Hardcover - Copyright: 9/27/2011 World Regional Geography is an exciting science that encompasses a wealth of information regarding geographical landscapes, cultural traditions, population patterns and economic resources.\n*2*: Contemporary World Regional Geography, 4e provides a current, balanced geographical study of world issues through analysis of ten world regions and the countries in each.\n*3*: The authors integrate the themes of \"global connections\" and \"local voices\" and utilize a consistent structure within each chapter.\n*4*: Each chapter is organized to begin with environmental issues of the region followed by historical geography, which lead into the sections on the modern global era.\n*5*: The latter part of each chapter continues to be devoted to subregional subdivisions.", "scrambled": "*1*: The authors integrate the themes of \"global connections\" and \"local voices\" and utilize a consistent structure within each chapter.\n*2*: The latter part of each chapter continues to be devoted to subregional subdivisions.\n*3*: Contemporary World Regional Geography, 4e provides a current, balanced geographical study of world issues through analysis of ten world regions and the countries in each.\n*4*: Note: Supplemental materials are not guaranteed with Rental or Used book purchases. - ISBN: 9780073522869 | 0073522864 - Cover: Hardcover - Copyright: 9/27/2011 World Regional Geography is an exciting science that encompasses a wealth of information regarding geographical landscapes, cultural traditions, population patterns and economic resources.\n*5*: Each chapter is organized to begin with environmental issues of the region followed by historical geography, which lead into the sections on the modern global era."}
| 2 |
unscramble_115873
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Atlas has a distinct oblong shape with the hint of a few craters. (Copyright Calvin J.
*2*: Hamilton)
*3*: Saturn XV - 1980S28 |Discovered by||R.
*4*: Hamilton) This image of Atlas was acquired by the Voyager 1 spacecraft on November 12, 1980. (Copyright Calvin J.
*5*: Terrile| |Date of discovery||1980| |Radius (Earth = 1)||3.1358e-03| |Mean density (gm/cm^3)||?| |Mean distance from Saturn (km)||137,640| |Rotational period (days)||?| |Orbital period (days)||0.6019| |Mean orbital velocity (km/sec)||16.63| |Orbital inclination (degrees)||0.0| |Visual geometric albedo||0.9| Cassini Spies Atlas This is the highest resolution image yet taken of Saturn's moon Atlas, Atlas orbits near Saturn's A ring.
*6*: At the time the picture was taken, the Cassini spacecraft was about 139,006 kilometers from Atlas.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Saturn XV - 1980S28 |Discovered by||R.\n*2*: Terrile| |Date of discovery||1980| |Radius (Earth = 1)||3.1358e-03| |Mean density (gm/cm^3)||?| |Mean distance from Saturn (km)||137,640| |Rotational period (days)||?| |Orbital period (days)||0.6019| |Mean orbital velocity (km/sec)||16.63| |Orbital inclination (degrees)||0.0| |Visual geometric albedo||0.9| Cassini Spies Atlas This is the highest resolution image yet taken of Saturn's moon Atlas, Atlas orbits near Saturn's A ring.\n*3*: At the time the picture was taken, the Cassini spacecraft was about 139,006 kilometers from Atlas.\n*4*: Atlas has a distinct oblong shape with the hint of a few craters. (Copyright Calvin J.\n*5*: Hamilton) This image of Atlas was acquired by the Voyager 1 spacecraft on November 12, 1980. (Copyright Calvin J.\n*6*: Hamilton)", "scrambled": "*1*: Atlas has a distinct oblong shape with the hint of a few craters. (Copyright Calvin J.\n*2*: Hamilton)\n*3*: Saturn XV - 1980S28 |Discovered by||R.\n*4*: Hamilton) This image of Atlas was acquired by the Voyager 1 spacecraft on November 12, 1980. (Copyright Calvin J.\n*5*: Terrile| |Date of discovery||1980| |Radius (Earth = 1)||3.1358e-03| |Mean density (gm/cm^3)||?| |Mean distance from Saturn (km)||137,640| |Rotational period (days)||?| |Orbital period (days)||0.6019| |Mean orbital velocity (km/sec)||16.63| |Orbital inclination (degrees)||0.0| |Visual geometric albedo||0.9| Cassini Spies Atlas This is the highest resolution image yet taken of Saturn's moon Atlas, Atlas orbits near Saturn's A ring.\n*6*: At the time the picture was taken, the Cassini spacecraft was about 139,006 kilometers from Atlas."}
| 2 |
unscramble_218124
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Apparently the Aborigines gathered there, not to be outdone, set fire to scrub that, according to a settler, ‘burned grandly’.
*2*: A further 13-gun salute was fired as the Governor left the shore to return to the ship.
*3*: Charles Hill, The Proclamation of South Australia, 1836 (1856), Art Gallery of South Australia by Alison Painter On the afternoon of Wednesday, 28 December 1836 some 550 colonists gathered on the shore of Holdfast Bay to hear Captain Hindmarsh read the proclamation authorizing his Commission as Governor and Commander in Chief of the new Province of South Australia.
*4*: In the afternoon the marines and Captain Hindmarsh and other officers landed.
*5*: The morning was moderate and fine with a westerly wind.
*6*: Entries in the Buffalo log-book give some idea of the events of the day.
*7*: H.M Cooper, A Naval History of South Australia, Adelaide, 1950, pp.52-3.
*8*: The new colony’s inauguration was marked with fireworks!
*9*: A 21-gun salute was fired after the Governor’s Commission had been read and the flag hoisted.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Charles Hill, The Proclamation of South Australia, 1836 (1856), Art Gallery of South Australia by Alison Painter On the afternoon of Wednesday, 28 December 1836 some 550 colonists gathered on the shore of Holdfast Bay to hear Captain Hindmarsh read the proclamation authorizing his Commission as Governor and Commander in Chief of the new Province of South Australia.\n*2*: Entries in the Buffalo log-book give some idea of the events of the day.\n*3*: The morning was moderate and fine with a westerly wind.\n*4*: In the afternoon the marines and Captain Hindmarsh and other officers landed.\n*5*: A 21-gun salute was fired after the Governor\u2019s Commission had been read and the flag hoisted.\n*6*: A further 13-gun salute was fired as the Governor left the shore to return to the ship.\n*7*: Apparently the Aborigines gathered there, not to be outdone, set fire to scrub that, according to a settler, \u2018burned grandly\u2019.\n*8*: The new colony\u2019s inauguration was marked with fireworks!\n*9*: H.M Cooper, A Naval History of South Australia, Adelaide, 1950, pp.52-3.", "scrambled": "*1*: Apparently the Aborigines gathered there, not to be outdone, set fire to scrub that, according to a settler, \u2018burned grandly\u2019.\n*2*: A further 13-gun salute was fired as the Governor left the shore to return to the ship.\n*3*: Charles Hill, The Proclamation of South Australia, 1836 (1856), Art Gallery of South Australia by Alison Painter On the afternoon of Wednesday, 28 December 1836 some 550 colonists gathered on the shore of Holdfast Bay to hear Captain Hindmarsh read the proclamation authorizing his Commission as Governor and Commander in Chief of the new Province of South Australia.\n*4*: In the afternoon the marines and Captain Hindmarsh and other officers landed.\n*5*: The morning was moderate and fine with a westerly wind.\n*6*: Entries in the Buffalo log-book give some idea of the events of the day.\n*7*: H.M Cooper, A Naval History of South Australia, Adelaide, 1950, pp.52-3.\n*8*: The new colony\u2019s inauguration was marked with fireworks!\n*9*: A 21-gun salute was fired after the Governor\u2019s Commission had been read and the flag hoisted."}
| 2 |
unscramble_114907
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The user can then play with these projections as if they are real objects.
*2*: And let us know if you are as chuffed as we are that we didn't mention Star Trek once in this post? blog comments powered by Disqus
*3*: - Category: Technology News - Published on Friday, 21 October 2011 22:32 - Written by Amarnath Microsoft Research, the arm of Microsoft that's seemingly from the future, has been busy creating what it has called a HoloDesk - a display, which allows a user to interact with digital objects.
*4*: A video demo of the concept desk is impressive and shows off the technology that's behind the kit.
*5*: Microsoft Research have been busy this week - it also unveiled a new Kinect port that allows you to turn anything into a touchscreen device.
*6*: Check out the video below.
*7*: Using a webcam, a beam-splitter and some facial recognition technology, the HoloDesk creates the illusion that objects on a screen are actually projected on a desk below.
*8*: The concept is never likely to hit shops – Microsoft is having a hard enough job explaining the use of Surface to the general public – but this could be the kernel of an idea that in the future is used by engineers and the like, or anyone that wants more interaction with 3D objects.
*9*: In the video, one of the demos is of someone playing with juggling balls that aren't actually there.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - Category: Technology News - Published on Friday, 21 October 2011 22:32 - Written by Amarnath Microsoft Research, the arm of Microsoft that's seemingly from the future, has been busy creating what it has called a HoloDesk - a display, which allows a user to interact with digital objects.\n*2*: A video demo of the concept desk is impressive and shows off the technology that's behind the kit.\n*3*: Using a webcam, a beam-splitter and some facial recognition technology, the HoloDesk creates the illusion that objects on a screen are actually projected on a desk below.\n*4*: The user can then play with these projections as if they are real objects.\n*5*: In the video, one of the demos is of someone playing with juggling balls that aren't actually there.\n*6*: The concept is never likely to hit shops \u2013 Microsoft is having a hard enough job explaining the use of Surface to the general public \u2013 but this could be the kernel of an idea that in the future is used by engineers and the like, or anyone that wants more interaction with 3D objects.\n*7*: Microsoft Research have been busy this week - it also unveiled a new Kinect port that allows you to turn anything into a touchscreen device.\n*8*: Check out the video below.\n*9*: And let us know if you are as chuffed as we are that we didn't mention Star Trek once in this post? blog comments powered by Disqus", "scrambled": "*1*: The user can then play with these projections as if they are real objects.\n*2*: And let us know if you are as chuffed as we are that we didn't mention Star Trek once in this post? blog comments powered by Disqus\n*3*: - Category: Technology News - Published on Friday, 21 October 2011 22:32 - Written by Amarnath Microsoft Research, the arm of Microsoft that's seemingly from the future, has been busy creating what it has called a HoloDesk - a display, which allows a user to interact with digital objects.\n*4*: A video demo of the concept desk is impressive and shows off the technology that's behind the kit.\n*5*: Microsoft Research have been busy this week - it also unveiled a new Kinect port that allows you to turn anything into a touchscreen device.\n*6*: Check out the video below.\n*7*: Using a webcam, a beam-splitter and some facial recognition technology, the HoloDesk creates the illusion that objects on a screen are actually projected on a desk below.\n*8*: The concept is never likely to hit shops \u2013 Microsoft is having a hard enough job explaining the use of Surface to the general public \u2013 but this could be the kernel of an idea that in the future is used by engineers and the like, or anyone that wants more interaction with 3D objects.\n*9*: In the video, one of the demos is of someone playing with juggling balls that aren't actually there."}
| 2 |
unscramble_112506
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Upon successful completion of this course, participants should be able to: - Create pages, titles, links - Add graphics, forms, and tables - Understand web design basics - Mark up text - Interact with links - Use basic and advanced table markup - Understand the standards - Deal with meta elements - Brief introduction to HTML5 and CSS3 Audience: Anyone whose work involves communicating effectively via the web.
*2*: |HTML Level 1 This two day hands-on class is for students new to HTML.
*3*: Recommended Prerequisites: Before taking this course, students should be familiar with Windows functions such as creating folders; launching programs; copying and pasting objects; formatting text; and retrieving and saving files.
*4*: Experience using browsers and the Internet is assumed.
*5*: It begins with an introduction to web technologies and then provides a comprehensive overview of HTML.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |HTML Level 1 This two day hands-on class is for students new to HTML.\n*2*: It begins with an introduction to web technologies and then provides a comprehensive overview of HTML.\n*3*: Upon successful completion of this course, participants should be able to: - Create pages, titles, links - Add graphics, forms, and tables - Understand web design basics - Mark up text - Interact with links - Use basic and advanced table markup - Understand the standards - Deal with meta elements - Brief introduction to HTML5 and CSS3 Audience: Anyone whose work involves communicating effectively via the web.\n*4*: Recommended Prerequisites: Before taking this course, students should be familiar with Windows functions such as creating folders; launching programs; copying and pasting objects; formatting text; and retrieving and saving files.\n*5*: Experience using browsers and the Internet is assumed.", "scrambled": "*1*: Upon successful completion of this course, participants should be able to: - Create pages, titles, links - Add graphics, forms, and tables - Understand web design basics - Mark up text - Interact with links - Use basic and advanced table markup - Understand the standards - Deal with meta elements - Brief introduction to HTML5 and CSS3 Audience: Anyone whose work involves communicating effectively via the web.\n*2*: |HTML Level 1 This two day hands-on class is for students new to HTML.\n*3*: Recommended Prerequisites: Before taking this course, students should be familiar with Windows functions such as creating folders; launching programs; copying and pasting objects; formatting text; and retrieving and saving files.\n*4*: Experience using browsers and the Internet is assumed.\n*5*: It begins with an introduction to web technologies and then provides a comprehensive overview of HTML."}
| 2 |
unscramble_255038
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Judge Stephen Reinhardt’s majority opinion rules that schools may bar “derogatory and injurious remarks directed at students’ minority status such as race, religion, and sexual orientation.” As Judge Alex Kozinski argues in his dissent, the school district “may have been justified in banning the subject [of homosexuality] altogether by denying both sides permission to express their views during the school day.” But having permitted the pro-gay speech, the school can’t be allowed to gag other viewpoints.
*2*: Poway Unified School District, a divided panel of the Ninth Circuit rules that the First Amendment permits schools to impose viewpoint-discriminatory restrictions on student speech.
*3*: The case arose when Tyler Harper wore an anti-homosexuality T-shirt to his high school in response to the school’s sponsorship of a gay-rights event.
*4*: 2006—In Harper v.
*5*: Harper’s complaint will be rendered moot when he graduates from high school.
*6*: In March 2007, the Supreme Court will grant Harper’s petition for certiorari and vacate (i.e., wipe from existence) the Ninth Circuit’s ruling.
*7*: The school ordered Harper not to wear the T-shirt.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 2006\u2014In Harper v.\n*2*: Poway Unified School District, a divided panel of the Ninth Circuit rules that the First Amendment permits schools to impose viewpoint-discriminatory restrictions on student speech.\n*3*: The case arose when Tyler Harper wore an anti-homosexuality T-shirt to his high school in response to the school\u2019s sponsorship of a gay-rights event.\n*4*: The school ordered Harper not to wear the T-shirt.\n*5*: Judge Stephen Reinhardt\u2019s majority opinion rules that schools may bar \u201cderogatory and injurious remarks directed at students\u2019 minority status such as race, religion, and sexual orientation.\u201d As Judge Alex Kozinski argues in his dissent, the school district \u201cmay have been justified in banning the subject [of homosexuality] altogether by denying both sides permission to express their views during the school day.\u201d But having permitted the pro-gay speech, the school can\u2019t be allowed to gag other viewpoints.\n*6*: Harper\u2019s complaint will be rendered moot when he graduates from high school.\n*7*: In March 2007, the Supreme Court will grant Harper\u2019s petition for certiorari and vacate (i.e., wipe from existence) the Ninth Circuit\u2019s ruling.", "scrambled": "*1*: Judge Stephen Reinhardt\u2019s majority opinion rules that schools may bar \u201cderogatory and injurious remarks directed at students\u2019 minority status such as race, religion, and sexual orientation.\u201d As Judge Alex Kozinski argues in his dissent, the school district \u201cmay have been justified in banning the subject [of homosexuality] altogether by denying both sides permission to express their views during the school day.\u201d But having permitted the pro-gay speech, the school can\u2019t be allowed to gag other viewpoints.\n*2*: Poway Unified School District, a divided panel of the Ninth Circuit rules that the First Amendment permits schools to impose viewpoint-discriminatory restrictions on student speech.\n*3*: The case arose when Tyler Harper wore an anti-homosexuality T-shirt to his high school in response to the school\u2019s sponsorship of a gay-rights event.\n*4*: 2006\u2014In Harper v.\n*5*: Harper\u2019s complaint will be rendered moot when he graduates from high school.\n*6*: In March 2007, the Supreme Court will grant Harper\u2019s petition for certiorari and vacate (i.e., wipe from existence) the Ninth Circuit\u2019s ruling.\n*7*: The school ordered Harper not to wear the T-shirt."}
| 2 |
unscramble_84027
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Diakoff suggested this as early as 1829, and the idea was adopted by the American journalist Charles Henry Webb in the 1880s.
*2*: The Russian J.
*3*: On others, holes in the metal allowed one to advance the band with a stylus.
*4*: On some, this loop stretched over a wheel, and had projections representing different digits.
*5*: Adders - Continuous Band Adders A handful of adders represented numbers by continuous loops of metal.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Adders - Continuous Band Adders A handful of adders represented numbers by continuous loops of metal.\n*2*: On some, this loop stretched over a wheel, and had projections representing different digits.\n*3*: On others, holes in the metal allowed one to advance the band with a stylus.\n*4*: The Russian J.\n*5*: Diakoff suggested this as early as 1829, and the idea was adopted by the American journalist Charles Henry Webb in the 1880s.", "scrambled": "*1*: Diakoff suggested this as early as 1829, and the idea was adopted by the American journalist Charles Henry Webb in the 1880s.\n*2*: The Russian J.\n*3*: On others, holes in the metal allowed one to advance the band with a stylus.\n*4*: On some, this loop stretched over a wheel, and had projections representing different digits.\n*5*: Adders - Continuous Band Adders A handful of adders represented numbers by continuous loops of metal."}
| 2 |
unscramble_242542
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Because of this regional separation, conflicts between the peoples were a common factor in ancient Greek civilization.
*2*: With a limited amount of arable land, the Greeks focused on building ships and were well-known for their magnificent pottery.Learn more about Ancient Greece
*3*: Located at the southeastern portion of Europe, Ancient Greece, which is in the same place as modern-day Greece, was and is the most southern country of the Balkan Peninsula.
*4*: Surrounded by hills and mountains, the cities of ancient Greece nestled in the valleys of that land.
*5*: Ancient Greece was broken into many small regions, the people of each speaking their own dialect and having their own way of life.
*6*: Ancient Greece dated back to the 8th century B.C. as evidenced by writings from that period.Continue Reading The country of Greece occupies the peninsula that lies between the Mediterranean and Aegean seas.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Located at the southeastern portion of Europe, Ancient Greece, which is in the same place as modern-day Greece, was and is the most southern country of the Balkan Peninsula.\n*2*: Ancient Greece dated back to the 8th century B.C. as evidenced by writings from that period.Continue Reading The country of Greece occupies the peninsula that lies between the Mediterranean and Aegean seas.\n*3*: Surrounded by hills and mountains, the cities of ancient Greece nestled in the valleys of that land.\n*4*: Ancient Greece was broken into many small regions, the people of each speaking their own dialect and having their own way of life.\n*5*: Because of this regional separation, conflicts between the peoples were a common factor in ancient Greek civilization.\n*6*: With a limited amount of arable land, the Greeks focused on building ships and were well-known for their magnificent pottery.Learn more about Ancient Greece", "scrambled": "*1*: Because of this regional separation, conflicts between the peoples were a common factor in ancient Greek civilization.\n*2*: With a limited amount of arable land, the Greeks focused on building ships and were well-known for their magnificent pottery.Learn more about Ancient Greece\n*3*: Located at the southeastern portion of Europe, Ancient Greece, which is in the same place as modern-day Greece, was and is the most southern country of the Balkan Peninsula.\n*4*: Surrounded by hills and mountains, the cities of ancient Greece nestled in the valleys of that land.\n*5*: Ancient Greece was broken into many small regions, the people of each speaking their own dialect and having their own way of life.\n*6*: Ancient Greece dated back to the 8th century B.C. as evidenced by writings from that period.Continue Reading The country of Greece occupies the peninsula that lies between the Mediterranean and Aegean seas."}
| 2 |
unscramble_164621
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: He discovered that the nearest large medical school was in Ann Arbor, and was surely caught off guard when he learned he was the first African-American to gain admission.
*2*: Samuel Codes Watson, an aspiring physician, transferred to the school in 1853 after finding that the curriculum at Oberlin College in Cleveland did not include medicine.
*3*: Little is known about Watson's experience at the school, but his enrollment remains a source of pride in the U of M's racial legacy.
*4*: School: University of Michigan At a time when virtually no African-American physicians existed, when millions were still subject to slavery in adjacent regions, the University of Michigan defied all expectation by admitting a black student to its medical 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*: School: University of Michigan At a time when virtually no African-American physicians existed, when millions were still subject to slavery in adjacent regions, the University of Michigan defied all expectation by admitting a black student to its medical program.\n*2*: Samuel Codes Watson, an aspiring physician, transferred to the school in 1853 after finding that the curriculum at Oberlin College in Cleveland did not include medicine.\n*3*: He discovered that the nearest large medical school was in Ann Arbor, and was surely caught off guard when he learned he was the first African-American to gain admission.\n*4*: Little is known about Watson's experience at the school, but his enrollment remains a source of pride in the U of M's racial legacy.", "scrambled": "*1*: He discovered that the nearest large medical school was in Ann Arbor, and was surely caught off guard when he learned he was the first African-American to gain admission.\n*2*: Samuel Codes Watson, an aspiring physician, transferred to the school in 1853 after finding that the curriculum at Oberlin College in Cleveland did not include medicine.\n*3*: Little is known about Watson's experience at the school, but his enrollment remains a source of pride in the U of M's racial legacy.\n*4*: School: University of Michigan At a time when virtually no African-American physicians existed, when millions were still subject to slavery in adjacent regions, the University of Michigan defied all expectation by admitting a black student to its medical program."}
| 2 |
unscramble_46624
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Its flat floor, cool running Air Cooled Moteur and high ground clearance made it almost unstoppable in the desert In November of 1943 the U.S.Army conducted tests on captured vehicles.
*2*: Testing and development was fast.When the German Army took delivery of the first vehicles they were as the saying goes.. “tested in battle” Due to their lightweight and crisp handling they could out perform the larger vehicles.
*3*: Ce véhicule tout-terrain allait devenir l'Allemagne Jeep.
*4*: Quelle est cette auto??
*5*: A secret document concluded ” That the vehicle was simpler, easier to manufacture and maintain, faster, and more comfortable for four passengers than the U.S. Army’s Jeep” This info was due to obvious reason kept from the US public to well after WWII.
*6*: Une version civile deviendrait disponible pour le marché américain entre les 1974-1975.
*7*: General Rommel “Le renard du désert” used this as his vehicle of choice.
*8*: Son nom signifie traduit en anglais “Car siège baquet”.
*9*: When first commissioned to build the vehicle Porsche had a prototype ready in one month.
*10*: Cette terreur du désert a été conçu en 1938 par Ferdinand Porsche.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Cette terreur du d\u00e9sert a \u00e9t\u00e9 con\u00e7u en 1938 par Ferdinand Porsche.\n*2*: Son nom signifie traduit en anglais \u201cCar si\u00e8ge baquet\u201d.\n*3*: Une version civile deviendrait disponible pour le march\u00e9 am\u00e9ricain entre les 1974-1975.\n*4*: When first commissioned to build the vehicle Porsche had a prototype ready in one month.\n*5*: Ce v\u00e9hicule tout-terrain allait devenir l'Allemagne Jeep.\n*6*: Testing and development was fast.When the German Army took delivery of the first vehicles they were as the saying goes.. \u201ctested in battle\u201d Due to their lightweight and crisp handling they could out perform the larger vehicles.\n*7*: General Rommel \u201cLe renard du d\u00e9sert\u201d used this as his vehicle of choice.\n*8*: Its flat floor, cool running Air Cooled Moteur and high ground clearance made it almost unstoppable in the desert In November of 1943 the U.S.Army conducted tests on captured vehicles.\n*9*: A secret document concluded \u201d That the vehicle was simpler, easier to manufacture and maintain, faster, and more comfortable for four passengers than the U.S. Army\u2019s Jeep\u201d This info was due to obvious reason kept from the US public to well after WWII.\n*10*: Quelle est cette auto??", "scrambled": "*1*: Its flat floor, cool running Air Cooled Moteur and high ground clearance made it almost unstoppable in the desert In November of 1943 the U.S.Army conducted tests on captured vehicles.\n*2*: Testing and development was fast.When the German Army took delivery of the first vehicles they were as the saying goes.. \u201ctested in battle\u201d Due to their lightweight and crisp handling they could out perform the larger vehicles.\n*3*: Ce v\u00e9hicule tout-terrain allait devenir l'Allemagne Jeep.\n*4*: Quelle est cette auto??\n*5*: A secret document concluded \u201d That the vehicle was simpler, easier to manufacture and maintain, faster, and more comfortable for four passengers than the U.S. Army\u2019s Jeep\u201d This info was due to obvious reason kept from the US public to well after WWII.\n*6*: Une version civile deviendrait disponible pour le march\u00e9 am\u00e9ricain entre les 1974-1975.\n*7*: General Rommel \u201cLe renard du d\u00e9sert\u201d used this as his vehicle of choice.\n*8*: Son nom signifie traduit en anglais \u201cCar si\u00e8ge baquet\u201d.\n*9*: When first commissioned to build the vehicle Porsche had a prototype ready in one month.\n*10*: Cette terreur du d\u00e9sert a \u00e9t\u00e9 con\u00e7u en 1938 par Ferdinand Porsche."}
| 2 |
unscramble_194020
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: View more of the The World's Religions Summary The World's Religions Lesson Plans contain 156 pages of teaching material, including:
*2*: The book is not written in the standard textbook mode but rather is geared toward the general reading public, which makes the work extremely readable.
*3*: The World's Religions can best be described by taking note of what it is not.
*4*: In The World's Religions, Huston Smith has limited his focus to seven more or less organized world religions (Hinduism, Buddhism, Confucianism, Taoism, Islam, Judaism, and Christianity) with one chapter on Primal Religion.
*5*: The chapter on Hinduism is the longest in the book,...
*6*: Author Huston Smith states emphatically that the book is not one of comparative religions.
*7*: Everything you need to understand or teach The World's Religions by Huston Smith.
*8*: Under these broad headings, where necessary, Dr. Smith examines large sects within each main category.
*9*: It is as objective a look as possible at the major religions of the world today for the purpose of enlightening people of different cultures and beliefs about each other.
*10*: In this respect, Dr. Smith has achieved his aim.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Everything you need to understand or teach The World's Religions by Huston Smith.\n*2*: The World's Religions can best be described by taking note of what it is not.\n*3*: Author Huston Smith states emphatically that the book is not one of comparative religions.\n*4*: It is as objective a look as possible at the major religions of the world today for the purpose of enlightening people of different cultures and beliefs about each other.\n*5*: In this respect, Dr. Smith has achieved his aim.\n*6*: In The World's Religions, Huston Smith has limited his focus to seven more or less organized world religions (Hinduism, Buddhism, Confucianism, Taoism, Islam, Judaism, and Christianity) with one chapter on Primal Religion.\n*7*: Under these broad headings, where necessary, Dr. Smith examines large sects within each main category.\n*8*: The book is not written in the standard textbook mode but rather is geared toward the general reading public, which makes the work extremely readable.\n*9*: The chapter on Hinduism is the longest in the book,...\n*10*: View more of the The World's Religions Summary The World's Religions Lesson Plans contain 156 pages of teaching material, including:", "scrambled": "*1*: View more of the The World's Religions Summary The World's Religions Lesson Plans contain 156 pages of teaching material, including:\n*2*: The book is not written in the standard textbook mode but rather is geared toward the general reading public, which makes the work extremely readable.\n*3*: The World's Religions can best be described by taking note of what it is not.\n*4*: In The World's Religions, Huston Smith has limited his focus to seven more or less organized world religions (Hinduism, Buddhism, Confucianism, Taoism, Islam, Judaism, and Christianity) with one chapter on Primal Religion.\n*5*: The chapter on Hinduism is the longest in the book,...\n*6*: Author Huston Smith states emphatically that the book is not one of comparative religions.\n*7*: Everything you need to understand or teach The World's Religions by Huston Smith.\n*8*: Under these broad headings, where necessary, Dr. Smith examines large sects within each main category.\n*9*: It is as objective a look as possible at the major religions of the world today for the purpose of enlightening people of different cultures and beliefs about each other.\n*10*: In this respect, Dr. Smith has achieved his aim."}
| 2 |
unscramble_182472
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Dishonesty is a word which, in common usage, may be defined as the act or to act without honesty.
*2*: Who is it you're being dishonest to when you lie, and who suffers the punishments from which these actions bring about?
*3*: It is used about charlatanism and quacks.
*4*: Dishonesty Ethics Blog #5 “The discipline of the written word punishes both stupidity and dishonesty.” – John Steinbeck quotes (U.S. novelist and Nobel Prize winner for literature, 1902-1968) What is dishonesty?
*5*: There are no comments to this post(Back to hanmerz blog | Write a Comment | Subscribe) facebook | del.icio.us | digg | stumbleupon | RSS | slashdot | twitter
*6*: It is used to describe a lack of probity, cheating , lying or being deliberately deceptive or a lack in integrity, knavishness, perfidiosity, corruption or treacherousness.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Dishonesty Ethics Blog #5 \u201cThe discipline of the written word punishes both stupidity and dishonesty.\u201d \u2013 John Steinbeck quotes (U.S. novelist and Nobel Prize winner for literature, 1902-1968) What is dishonesty?\n*2*: Dishonesty is a word which, in common usage, may be defined as the act or to act without honesty.\n*3*: It is used to describe a lack of probity, cheating , lying or being deliberately deceptive or a lack in integrity, knavishness, perfidiosity, corruption or treacherousness.\n*4*: It is used about charlatanism and quacks.\n*5*: Who is it you're being dishonest to when you lie, and who suffers the punishments from which these actions bring about?\n*6*: There are no comments to this post(Back to hanmerz blog | Write a Comment | Subscribe) facebook | del.icio.us | digg | stumbleupon | RSS | slashdot | twitter", "scrambled": "*1*: Dishonesty is a word which, in common usage, may be defined as the act or to act without honesty.\n*2*: Who is it you're being dishonest to when you lie, and who suffers the punishments from which these actions bring about?\n*3*: It is used about charlatanism and quacks.\n*4*: Dishonesty Ethics Blog #5 \u201cThe discipline of the written word punishes both stupidity and dishonesty.\u201d \u2013 John Steinbeck quotes (U.S. novelist and Nobel Prize winner for literature, 1902-1968) What is dishonesty?\n*5*: There are no comments to this post(Back to hanmerz blog | Write a Comment | Subscribe) facebook | del.icio.us | digg | stumbleupon | RSS | slashdot | twitter\n*6*: It is used to describe a lack of probity, cheating , lying or being deliberately deceptive or a lack in integrity, knavishness, perfidiosity, corruption or treacherousness."}
| 2 |
unscramble_32322
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: |Identifying Independent Clauses|| After each sentence select the option that best describes the use of clauses in that sentence.
*2*: If you choose the correct response, it might still be a good idea to consult the explanation to see if your explanation is the same as ours.
*3*: Guide to Grammar and Writing
*4*: A response indicating whether your answer is correct or not will appear in the text-area below "explanation please." When you click on "explanation, please," you will see our justification of the correct response.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Identifying Independent Clauses|| After each sentence select the option that best describes the use of clauses in that sentence.\n*2*: A response indicating whether your answer is correct or not will appear in the text-area below \"explanation please.\" When you click on \"explanation, please,\" you will see our justification of the correct response.\n*3*: If you choose the correct response, it might still be a good idea to consult the explanation to see if your explanation is the same as ours.\n*4*: Guide to Grammar and Writing", "scrambled": "*1*: |Identifying Independent Clauses|| After each sentence select the option that best describes the use of clauses in that sentence.\n*2*: If you choose the correct response, it might still be a good idea to consult the explanation to see if your explanation is the same as ours.\n*3*: Guide to Grammar and Writing\n*4*: A response indicating whether your answer is correct or not will appear in the text-area below \"explanation please.\" When you click on \"explanation, please,\" you will see our justification of the correct response."}
| 2 |
unscramble_139349
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: |Product #: CD-410032| PHYSICAL SCIENCE BULLETIN BOARD SET GRADES 4-8 Teach the concepts of physical science with this full color bulletin board set for grades 4-8.
*2*: Submit a review
*3*: Incorporate the concepts of STEM in your classroom visuals.
*4*: Sets includes (5) 17" x 24" charts that include easy-to-understand examples of basic physical science concepts and a resource guide.
*5*: Supports NSE standards.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 #: CD-410032| PHYSICAL SCIENCE BULLETIN BOARD SET GRADES 4-8 Teach the concepts of physical science with this full color bulletin board set for grades 4-8.\n*2*: Incorporate the concepts of STEM in your classroom visuals.\n*3*: Sets includes (5) 17\" x 24\" charts that include easy-to-understand examples of basic physical science concepts and a resource guide.\n*4*: Supports NSE standards.\n*5*: Submit a review", "scrambled": "*1*: |Product #: CD-410032| PHYSICAL SCIENCE BULLETIN BOARD SET GRADES 4-8 Teach the concepts of physical science with this full color bulletin board set for grades 4-8.\n*2*: Submit a review\n*3*: Incorporate the concepts of STEM in your classroom visuals.\n*4*: Sets includes (5) 17\" x 24\" charts that include easy-to-understand examples of basic physical science concepts and a resource guide.\n*5*: Supports NSE standards."}
| 2 |
unscramble_191399
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Her distinctive black-and-white images are now on show at the Massachusetts Institute of Technology, where she did much of her science work in the late 1950s and early 1960s.
*2*: An accompanying book, Documenting Science, has been published by Steidl.
*3*: Read more: "Innovation made waves in physics photography"
*4*: 11:04 25 July 2012 The photographer Berenice Abbott (1898-1991) is best known for her 1930s cityscapes of New York, but she went on to tackle the challenges of picturing scientific concepts.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 11:04 25 July 2012 The photographer Berenice Abbott (1898-1991) is best known for her 1930s cityscapes of New York, but she went on to tackle the challenges of picturing scientific concepts.\n*2*: Her distinctive black-and-white images are now on show at the Massachusetts Institute of Technology, where she did much of her science work in the late 1950s and early 1960s.\n*3*: An accompanying book, Documenting Science, has been published by Steidl.\n*4*: Read more: \"Innovation made waves in physics photography\"", "scrambled": "*1*: Her distinctive black-and-white images are now on show at the Massachusetts Institute of Technology, where she did much of her science work in the late 1950s and early 1960s.\n*2*: An accompanying book, Documenting Science, has been published by Steidl.\n*3*: Read more: \"Innovation made waves in physics photography\"\n*4*: 11:04 25 July 2012 The photographer Berenice Abbott (1898-1991) is best known for her 1930s cityscapes of New York, but she went on to tackle the challenges of picturing scientific concepts."}
| 2 |
unscramble_135200
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Background Information on Charter School Funding (Word, 32 KB) Background Information on Charter School Attendance Reporting (PDF, 16 KB) Law and Rules Reports and Additional Information For additional information, contact: Page last modified on 3/12/2012.
*2*: Charter schools are not entitled to participate in the Instructional Facilities Allotment program or the Existing Debt Allotment program.
*3*: Charter School Finance The primary source of funding for charter schools comes from the Foundation School Program (FSP) and is based on the number and types of students attending school (what the agency calls average daily attendance [ADA]).
*4*: Schools that choose to provide transportation to students receive additional state funds.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Charter School Finance The primary source of funding for charter schools comes from the Foundation School Program (FSP) and is based on the number and types of students attending school (what the agency calls average daily attendance [ADA]).\n*2*: Schools that choose to provide transportation to students receive additional state funds.\n*3*: Charter schools are not entitled to participate in the Instructional Facilities Allotment program or the Existing Debt Allotment program.\n*4*: Background Information on Charter School Funding (Word, 32 KB) Background Information on Charter School Attendance Reporting (PDF, 16 KB) Law and Rules Reports and Additional Information For additional information, contact: Page last modified on 3/12/2012.", "scrambled": "*1*: Background Information on Charter School Funding (Word, 32 KB) Background Information on Charter School Attendance Reporting (PDF, 16 KB) Law and Rules Reports and Additional Information For additional information, contact: Page last modified on 3/12/2012.\n*2*: Charter schools are not entitled to participate in the Instructional Facilities Allotment program or the Existing Debt Allotment program.\n*3*: Charter School Finance The primary source of funding for charter schools comes from the Foundation School Program (FSP) and is based on the number and types of students attending school (what the agency calls average daily attendance [ADA]).\n*4*: Schools that choose to provide transportation to students receive additional state funds."}
| 2 |
unscramble_230269
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: And TRI does not include agricultural uses or sewage treatment plants. (PJStar.com, 10/21/09)
*2*: Four of the 12 highest-ranked rivers are in this state, although several of them travel through other states as well.
*3*: According to TRI, more than 230 million pounds of toxins were discharged into American water in 2007.
*4*: The report used the U.S. Environmental Protection Agency's Toxics Release Inventory (TRI) to analyze the impact on U.S. waterways.
*5*: That includes 8.8 million pounds in all of Illinois, and 3.9 million pounds in the Illinois River.
*6*: According to a new report published by the Sierra Club, "Wasting Our Waterways," the Illinois River ranked 11th in the country for most toxin chemicals released.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: According to a new report published by the Sierra Club, \"Wasting Our Waterways,\" the Illinois River ranked 11th in the country for most toxin chemicals released.\n*2*: The report used the U.S. Environmental Protection Agency's Toxics Release Inventory (TRI) to analyze the impact on U.S. waterways.\n*3*: According to TRI, more than 230 million pounds of toxins were discharged into American water in 2007.\n*4*: That includes 8.8 million pounds in all of Illinois, and 3.9 million pounds in the Illinois River.\n*5*: Four of the 12 highest-ranked rivers are in this state, although several of them travel through other states as well.\n*6*: And TRI does not include agricultural uses or sewage treatment plants. (PJStar.com, 10/21/09)", "scrambled": "*1*: And TRI does not include agricultural uses or sewage treatment plants. (PJStar.com, 10/21/09)\n*2*: Four of the 12 highest-ranked rivers are in this state, although several of them travel through other states as well.\n*3*: According to TRI, more than 230 million pounds of toxins were discharged into American water in 2007.\n*4*: The report used the U.S. Environmental Protection Agency's Toxics Release Inventory (TRI) to analyze the impact on U.S. waterways.\n*5*: That includes 8.8 million pounds in all of Illinois, and 3.9 million pounds in the Illinois River.\n*6*: According to a new report published by the Sierra Club, \"Wasting Our Waterways,\" the Illinois River ranked 11th in the country for most toxin chemicals released."}
| 2 |
unscramble_226658
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Included in the download is one .pdf format file: • High-interest descriptive writing prompt • A Guide for helping students understand why pre-writing is important • Planning/Pre-writing sheets • Student-friendly reference sheets that can used throughout the year for a variety of writing assignments: - Descriptive Essay Tips - Examples of Descriptive Writing - Writing Introductions and Conclusions - Vivid Words Brainstorm sheet - Vivid Words Idea List - 5 Senses Planning Map • Detailed revision checklist • Rubric for easy and thoughtful assessment of 6+1 Writing Traits • Grading Sheet • Decorative Writing Paper for publishing/presentation • Clear Instructions and tips for teaching descriptive writing If you downloaded this product, please leave a rating and tell us what you think!
*2*: Everything you need to teach and assess descriptive essay writing!
*3*: All graphics created by Teacher Oasis.
*4*: All rights reserved by author.
*5*: Copyright © 2016 R.
*6*: They will also reinforce the importance of using the 6+1 Writing Traits.
*7*: Russell.
*8*: Ready to print and teach!
*9*: Engage your students with this writing prompt: "My Favorite Restaurant." These materials are easily adaptable to meet the needs of 3rd - 6th graders.
*10*: Includes several different types of writing paper with clip art for cute displays.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Everything you need to teach and assess descriptive essay writing!\n*2*: Includes several different types of writing paper with clip art for cute displays.\n*3*: Engage your students with this writing prompt: \"My Favorite Restaurant.\" These materials are easily adaptable to meet the needs of 3rd - 6th graders.\n*4*: They will also reinforce the importance of using the 6+1 Writing Traits.\n*5*: Ready to print and teach!\n*6*: Included in the download is one .pdf format file: \u2022 High-interest descriptive writing prompt \u2022 A Guide for helping students understand why pre-writing is important \u2022 Planning/Pre-writing sheets \u2022 Student-friendly reference sheets that can used throughout the year for a variety of writing assignments: - Descriptive Essay Tips - Examples of Descriptive Writing - Writing Introductions and Conclusions - Vivid Words Brainstorm sheet - Vivid Words Idea List - 5 Senses Planning Map \u2022 Detailed revision checklist \u2022 Rubric for easy and thoughtful assessment of 6+1 Writing Traits \u2022 Grading Sheet \u2022 Decorative Writing Paper for publishing/presentation \u2022 Clear Instructions and tips for teaching descriptive writing If you downloaded this product, please leave a rating and tell us what you think!\n*7*: Copyright \u00a9 2016 R.\n*8*: Russell.\n*9*: All graphics created by Teacher Oasis.\n*10*: All rights reserved by author.", "scrambled": "*1*: Included in the download is one .pdf format file: \u2022 High-interest descriptive writing prompt \u2022 A Guide for helping students understand why pre-writing is important \u2022 Planning/Pre-writing sheets \u2022 Student-friendly reference sheets that can used throughout the year for a variety of writing assignments: - Descriptive Essay Tips - Examples of Descriptive Writing - Writing Introductions and Conclusions - Vivid Words Brainstorm sheet - Vivid Words Idea List - 5 Senses Planning Map \u2022 Detailed revision checklist \u2022 Rubric for easy and thoughtful assessment of 6+1 Writing Traits \u2022 Grading Sheet \u2022 Decorative Writing Paper for publishing/presentation \u2022 Clear Instructions and tips for teaching descriptive writing If you downloaded this product, please leave a rating and tell us what you think!\n*2*: Everything you need to teach and assess descriptive essay writing!\n*3*: All graphics created by Teacher Oasis.\n*4*: All rights reserved by author.\n*5*: Copyright \u00a9 2016 R.\n*6*: They will also reinforce the importance of using the 6+1 Writing Traits.\n*7*: Russell.\n*8*: Ready to print and teach!\n*9*: Engage your students with this writing prompt: \"My Favorite Restaurant.\" These materials are easily adaptable to meet the needs of 3rd - 6th graders.\n*10*: Includes several different types of writing paper with clip art for cute displays."}
| 2 |
unscramble_199004
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The first major incident involving a ship carrying American citizens occurred on May 17, 1915 with the sinking of the British ocean liner "Lusitania." Though the Germans agreed to halt submarine warfare after this incident, they resumed the practice in early 1917.
*2*: It was the terrifying, unbridled attacks of the German U-boats or submarines that finally brought America into World War I. - 1916 circa 5 years - Original Format: - Photographic Print - download hi-res watermarked image All Licensed images are available for download as jpeg files at 300 dpi of original size.
*3*: If your project requires an image at higher resolution, please contact us (be sure to include item number).
*4*: Custom requests may require an additional charge.
*5*: A German U-boat Torpedoes a Steamer In these photographs taken around 1916, an Allied steamer is sunk by U-boat torpedoes.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 German U-boat Torpedoes a Steamer In these photographs taken around 1916, an Allied steamer is sunk by U-boat torpedoes.\n*2*: The first major incident involving a ship carrying American citizens occurred on May 17, 1915 with the sinking of the British ocean liner \"Lusitania.\" Though the Germans agreed to halt submarine warfare after this incident, they resumed the practice in early 1917.\n*3*: It was the terrifying, unbridled attacks of the German U-boats or submarines that finally brought America into World War I. - 1916 circa 5 years - Original Format: - Photographic Print - download hi-res watermarked image All Licensed images are available for download as jpeg files at 300 dpi of original size.\n*4*: If your project requires an image at higher resolution, please contact us (be sure to include item number).\n*5*: Custom requests may require an additional charge.", "scrambled": "*1*: The first major incident involving a ship carrying American citizens occurred on May 17, 1915 with the sinking of the British ocean liner \"Lusitania.\" Though the Germans agreed to halt submarine warfare after this incident, they resumed the practice in early 1917.\n*2*: It was the terrifying, unbridled attacks of the German U-boats or submarines that finally brought America into World War I. - 1916 circa 5 years - Original Format: - Photographic Print - download hi-res watermarked image All Licensed images are available for download as jpeg files at 300 dpi of original size.\n*3*: If your project requires an image at higher resolution, please contact us (be sure to include item number).\n*4*: Custom requests may require an additional charge.\n*5*: A German U-boat Torpedoes a Steamer In these photographs taken around 1916, an Allied steamer is sunk by U-boat torpedoes."}
| 2 |
unscramble_150187
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The discussions about Plagiarism.
*2*: How is Literary performs Made?
*3*: A phrase to describe the close analogy related to the subject.
*4*: The tips and advice to increase the studying rate.
*5*: The Character and personality explained in Book.
*6*: The phrase of legal ownership.
*7*: The European Literature’s situation.
*8*: The Biography of California Irving (1783-1859) The Fantasies stories to be spoken.
*9*: A Phrase to describe the situation between the expectations and the actual results.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 tips and advice to increase the studying rate.\n*2*: How is Literary performs Made?\n*3*: The discussions about Plagiarism.\n*4*: A phrase to describe the close analogy related to the subject.\n*5*: A Phrase to describe the situation between the expectations and the actual results.\n*6*: The Biography of California Irving (1783-1859) The Fantasies stories to be spoken.\n*7*: The Character and personality explained in Book.\n*8*: The phrase of legal ownership.\n*9*: The European Literature\u2019s situation.", "scrambled": "*1*: The discussions about Plagiarism.\n*2*: How is Literary performs Made?\n*3*: A phrase to describe the close analogy related to the subject.\n*4*: The tips and advice to increase the studying rate.\n*5*: The Character and personality explained in Book.\n*6*: The phrase of legal ownership.\n*7*: The European Literature\u2019s situation.\n*8*: The Biography of California Irving (1783-1859) The Fantasies stories to be spoken.\n*9*: A Phrase to describe the situation between the expectations and the actual results."}
| 2 |
unscramble_22841
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In a way, many current solutions for wireless sensor applications have a "fox-based" design, whereas a real answer to the application needs requires out-of-box thinking to come up with the hibernation capabilities of the squirrel.
*2*: Many solutions solve the low-power in a traditional fashion: they reduce power by decreasing the current consumption during operation.
*3*: They require a different way to optimize for low power.
*4*: A squirrel hibernates during the darkest and coldest periods and is able to survive by changing its metabolism.
*5*: However, this "traditional" way of reaching low power in not sufficient to answer the needs of wireless sensor applications.
*6*: It's not about Milliamps Alone when Building an Effective Sense and Control Network A fox or a squirrel, which one is stronger?
*7*: The fox, in contrast requires constant supply of food and water and is the lesser of the two animals relative to living through the winter.
*8*: Most people will answer "the fox", because it is a larger, more powerful animal.
*9*: A remarkable analogy exists with low-power wireless sensor applications.
*10*: But if you define the question more precisely, the answer is different: "A fox or a squirrel, who is better placed to live through live through cold, harsh winters?" The answer is "the squirrel".
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: It's not about Milliamps Alone when Building an Effective Sense and Control Network A fox or a squirrel, which one is stronger?\n*2*: Most people will answer \"the fox\", because it is a larger, more powerful animal.\n*3*: But if you define the question more precisely, the answer is different: \"A fox or a squirrel, who is better placed to live through live through cold, harsh winters?\" The answer is \"the squirrel\".\n*4*: A squirrel hibernates during the darkest and coldest periods and is able to survive by changing its metabolism.\n*5*: The fox, in contrast requires constant supply of food and water and is the lesser of the two animals relative to living through the winter.\n*6*: A remarkable analogy exists with low-power wireless sensor applications.\n*7*: Many solutions solve the low-power in a traditional fashion: they reduce power by decreasing the current consumption during operation.\n*8*: However, this \"traditional\" way of reaching low power in not sufficient to answer the needs of wireless sensor applications.\n*9*: They require a different way to optimize for low power.\n*10*: In a way, many current solutions for wireless sensor applications have a \"fox-based\" design, whereas a real answer to the application needs requires out-of-box thinking to come up with the hibernation capabilities of the squirrel.", "scrambled": "*1*: In a way, many current solutions for wireless sensor applications have a \"fox-based\" design, whereas a real answer to the application needs requires out-of-box thinking to come up with the hibernation capabilities of the squirrel.\n*2*: Many solutions solve the low-power in a traditional fashion: they reduce power by decreasing the current consumption during operation.\n*3*: They require a different way to optimize for low power.\n*4*: A squirrel hibernates during the darkest and coldest periods and is able to survive by changing its metabolism.\n*5*: However, this \"traditional\" way of reaching low power in not sufficient to answer the needs of wireless sensor applications.\n*6*: It's not about Milliamps Alone when Building an Effective Sense and Control Network A fox or a squirrel, which one is stronger?\n*7*: The fox, in contrast requires constant supply of food and water and is the lesser of the two animals relative to living through the winter.\n*8*: Most people will answer \"the fox\", because it is a larger, more powerful animal.\n*9*: A remarkable analogy exists with low-power wireless sensor applications.\n*10*: But if you define the question more precisely, the answer is different: \"A fox or a squirrel, who is better placed to live through live through cold, harsh winters?\" The answer is \"the squirrel\"."}
| 2 |
unscramble_39306
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Kris De Decker at Low-tech Magazine has published a fascinating article discussing rope drives, a 19th-century technology that was used, especially in Europe, to transmit power over shorter distances.
*2*: This method of transmission was actually “more efficient than electricity for distances up to 5 kilometres” and even today “would be more efficient than electricity over relatively short distances.” De Decker makes an interesting connection to the spread of small-scale renewable energy production and suggests a possible role for a technology such as the endless rope drive: “In spite of [some drawbacks discussed in the article], power transmission by ropes might have a place in our energy systems.
*3*: These solar panels, water turbines or wind turbines generate electricity, but whenever we need to produce mechanical energy, eliminating the step of generating electricity could result in a somewhat less practical, but more efficient use of energy.” De Decker thinks that “If we used modern materials for making ropes and pulleys, we could further improve this forgotten method.” He illustrates his article with many photos of 19th-century installations.
*4*: ARB — 4 April 2013
*5*: Today, there is a trend towards small-scale, decentralized power production, based on renewable energy sources.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Kris De Decker at Low-tech Magazine has published a fascinating article discussing rope drives, a 19th-century technology that was used, especially in Europe, to transmit power over shorter distances.\n*2*: This method of transmission was actually \u201cmore efficient than electricity for distances up to 5 kilometres\u201d and even today \u201cwould be more efficient than electricity over relatively short distances.\u201d De Decker makes an interesting connection to the spread of small-scale renewable energy production and suggests a possible role for a technology such as the endless rope drive: \u201cIn spite of [some drawbacks discussed in the article], power transmission by ropes might have a place in our energy systems.\n*3*: Today, there is a trend towards small-scale, decentralized power production, based on renewable energy sources.\n*4*: These solar panels, water turbines or wind turbines generate electricity, but whenever we need to produce mechanical energy, eliminating the step of generating electricity could result in a somewhat less practical, but more efficient use of energy.\u201d De Decker thinks that \u201cIf we used modern materials for making ropes and pulleys, we could further improve this forgotten method.\u201d He illustrates his article with many photos of 19th-century installations.\n*5*: ARB \u2014 4 April 2013", "scrambled": "*1*: Kris De Decker at Low-tech Magazine has published a fascinating article discussing rope drives, a 19th-century technology that was used, especially in Europe, to transmit power over shorter distances.\n*2*: This method of transmission was actually \u201cmore efficient than electricity for distances up to 5 kilometres\u201d and even today \u201cwould be more efficient than electricity over relatively short distances.\u201d De Decker makes an interesting connection to the spread of small-scale renewable energy production and suggests a possible role for a technology such as the endless rope drive: \u201cIn spite of [some drawbacks discussed in the article], power transmission by ropes might have a place in our energy systems.\n*3*: These solar panels, water turbines or wind turbines generate electricity, but whenever we need to produce mechanical energy, eliminating the step of generating electricity could result in a somewhat less practical, but more efficient use of energy.\u201d De Decker thinks that \u201cIf we used modern materials for making ropes and pulleys, we could further improve this forgotten method.\u201d He illustrates his article with many photos of 19th-century installations.\n*4*: ARB \u2014 4 April 2013\n*5*: Today, there is a trend towards small-scale, decentralized power production, based on renewable energy sources."}
| 2 |
unscramble_157994
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: These hormones control the development of the reproductive organs and other male characteristics, such as body and facial hair, low voice, and wide shoulders.
*2*: The testicles produce and store sperm, and they are also the body's main source of male hormones (testosterone).
*3*: Definition of Testicles Testicles: The testicles (also called testes or gonads) are the male sex glands.
*4*: Men's Health Resources - Are Battery-Operated Toothbrushes Better? - Hearing Loss: Causes and Treatments - 9 Tips for Treating Dandruff Health Solutions From Our Sponsors Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies
*5*: They are located behind the penis in a pouch of skin called the scrotum.
*6*: Last Editorial Review: 6/14/2012 Medical Dictionary Definitions A - Z Search Medical Dictionary Get the latest on staying strong.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Definition of Testicles Testicles: The testicles (also called testes or gonads) are the male sex glands.\n*2*: They are located behind the penis in a pouch of skin called the scrotum.\n*3*: The testicles produce and store sperm, and they are also the body's main source of male hormones (testosterone).\n*4*: These hormones control the development of the reproductive organs and other male characteristics, such as body and facial hair, low voice, and wide shoulders.\n*5*: Last Editorial Review: 6/14/2012 Medical Dictionary Definitions A - Z Search Medical Dictionary Get the latest on staying strong.\n*6*: Men's Health Resources - Are Battery-Operated Toothbrushes Better? - Hearing Loss: Causes and Treatments - 9 Tips for Treating Dandruff Health Solutions From Our Sponsors Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies", "scrambled": "*1*: These hormones control the development of the reproductive organs and other male characteristics, such as body and facial hair, low voice, and wide shoulders.\n*2*: The testicles produce and store sperm, and they are also the body's main source of male hormones (testosterone).\n*3*: Definition of Testicles Testicles: The testicles (also called testes or gonads) are the male sex glands.\n*4*: Men's Health Resources - Are Battery-Operated Toothbrushes Better? - Hearing Loss: Causes and Treatments - 9 Tips for Treating Dandruff Health Solutions From Our Sponsors Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies\n*5*: They are located behind the penis in a pouch of skin called the scrotum.\n*6*: Last Editorial Review: 6/14/2012 Medical Dictionary Definitions A - Z Search Medical Dictionary Get the latest on staying strong."}
| 2 |
unscramble_19199
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The World Heart Federation said the adoption of the target would be a "significant milestone" but much work remained to be done. "Although we applaud the progress made at the World Health Assembly this week, the global target in isolation is not enough to tackle one of the most complex health challenges facing the world today," said chief executive Johanna Ralston. "Further targets are needed to shape a framework for action against NCD risk factors, and we urge world leaders to agree on these targets promptly." By AFP, 28/05/2012
*2*: A recent Harvard study found that left unattended they could result in lost productivity in low and middle income countries worth $7 trillion up to 2025. "This is something that would, in an era of globalisation and ongoing financial crisis, have major effects for the entire world," said Bettcher.
*3*: About 80 percent of premature deaths from NCDs now occur in low and middle-income countries. "The focus of attention of the world community on the largest killer is now on course," said Douglas Bettcher from the WHO's chronic diseases unit. "The architecture to support developing countries in addressing NCDs and their risk factors is now in place." NCDs also constitute a massive financial burden.
*4*: WHO Target to Cut Early Chronic Illness Deaths The World Health Organization announced on Friday it was set to approve a new target to reduce premature deaths from chronic illnesses such as heart disease by a quarter by 2025.
*5*: They called for a formal meeting to be held before the end of October to conclude work on a "global monitoring framework" to prevent and control NCDs.
*6*: About a quarter of victims die prematurely, between the ages of 30 and 70.
*7*: Cardiovascular disease, diabetes, cancer and chronic respiratory conditions are known in medical terms as noncommunicable diseases (NCDs) and represent the world's biggest killers -- accounting for 63 percent of all deaths.
*8*: It was agreed along with a raft of measures to address the prevention and control of NCDs, which have rocketed in developing countries in recent years.
*9*: In the resolution adopted by WHO member states but yet to be formally approved, countries also backed further work aimed at producing targets on NCD risk factors, namely tobacco use, alcohol abuse, unhealthy diet and physical inactivity.
*10*: Late Thursday, WHO member states meeting in Geneva made a "landmark" decision to fix the 25 percent reduction target which is expected to be formally adopted on Saturday, the UN health agency said.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: WHO Target to Cut Early Chronic Illness Deaths The World Health Organization announced on Friday it was set to approve a new target to reduce premature deaths from chronic illnesses such as heart disease by a quarter by 2025.\n*2*: Cardiovascular disease, diabetes, cancer and chronic respiratory conditions are known in medical terms as noncommunicable diseases (NCDs) and represent the world's biggest killers -- accounting for 63 percent of all deaths.\n*3*: About a quarter of victims die prematurely, between the ages of 30 and 70.\n*4*: Late Thursday, WHO member states meeting in Geneva made a \"landmark\" decision to fix the 25 percent reduction target which is expected to be formally adopted on Saturday, the UN health agency said.\n*5*: It was agreed along with a raft of measures to address the prevention and control of NCDs, which have rocketed in developing countries in recent years.\n*6*: About 80 percent of premature deaths from NCDs now occur in low and middle-income countries. \"The focus of attention of the world community on the largest killer is now on course,\" said Douglas Bettcher from the WHO's chronic diseases unit. \"The architecture to support developing countries in addressing NCDs and their risk factors is now in place.\" NCDs also constitute a massive financial burden.\n*7*: A recent Harvard study found that left unattended they could result in lost productivity in low and middle income countries worth $7 trillion up to 2025. \"This is something that would, in an era of globalisation and ongoing financial crisis, have major effects for the entire world,\" said Bettcher.\n*8*: In the resolution adopted by WHO member states but yet to be formally approved, countries also backed further work aimed at producing targets on NCD risk factors, namely tobacco use, alcohol abuse, unhealthy diet and physical inactivity.\n*9*: They called for a formal meeting to be held before the end of October to conclude work on a \"global monitoring framework\" to prevent and control NCDs.\n*10*: The World Heart Federation said the adoption of the target would be a \"significant milestone\" but much work remained to be done. \"Although we applaud the progress made at the World Health Assembly this week, the global target in isolation is not enough to tackle one of the most complex health challenges facing the world today,\" said chief executive Johanna Ralston. \"Further targets are needed to shape a framework for action against NCD risk factors, and we urge world leaders to agree on these targets promptly.\" By AFP, 28/05/2012", "scrambled": "*1*: The World Heart Federation said the adoption of the target would be a \"significant milestone\" but much work remained to be done. \"Although we applaud the progress made at the World Health Assembly this week, the global target in isolation is not enough to tackle one of the most complex health challenges facing the world today,\" said chief executive Johanna Ralston. \"Further targets are needed to shape a framework for action against NCD risk factors, and we urge world leaders to agree on these targets promptly.\" By AFP, 28/05/2012\n*2*: A recent Harvard study found that left unattended they could result in lost productivity in low and middle income countries worth $7 trillion up to 2025. \"This is something that would, in an era of globalisation and ongoing financial crisis, have major effects for the entire world,\" said Bettcher.\n*3*: About 80 percent of premature deaths from NCDs now occur in low and middle-income countries. \"The focus of attention of the world community on the largest killer is now on course,\" said Douglas Bettcher from the WHO's chronic diseases unit. \"The architecture to support developing countries in addressing NCDs and their risk factors is now in place.\" NCDs also constitute a massive financial burden.\n*4*: WHO Target to Cut Early Chronic Illness Deaths The World Health Organization announced on Friday it was set to approve a new target to reduce premature deaths from chronic illnesses such as heart disease by a quarter by 2025.\n*5*: They called for a formal meeting to be held before the end of October to conclude work on a \"global monitoring framework\" to prevent and control NCDs.\n*6*: About a quarter of victims die prematurely, between the ages of 30 and 70.\n*7*: Cardiovascular disease, diabetes, cancer and chronic respiratory conditions are known in medical terms as noncommunicable diseases (NCDs) and represent the world's biggest killers -- accounting for 63 percent of all deaths.\n*8*: It was agreed along with a raft of measures to address the prevention and control of NCDs, which have rocketed in developing countries in recent years.\n*9*: In the resolution adopted by WHO member states but yet to be formally approved, countries also backed further work aimed at producing targets on NCD risk factors, namely tobacco use, alcohol abuse, unhealthy diet and physical inactivity.\n*10*: Late Thursday, WHO member states meeting in Geneva made a \"landmark\" decision to fix the 25 percent reduction target which is expected to be formally adopted on Saturday, the UN health agency said."}
| 2 |
unscramble_228559
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Now that vehicles cannot cross, smugglers as moving into the U.S. on foot, many of them through the wildlife refuge.
*2*: Not only are they eroding the natural terrain, they are also polluting it with large amounts of trash and human feces.
*3*: The smugglers are not the only ones damaging the landscape-- law enforcement officials from the border patrol and the park and wildlife services must move through the area to deal with the interlopers, and they also erode the natural desert.
*4*: There is some good news: In 2008, Cabeza Prieta is slated to have its own barrier at the border completed.
*5*: Still, good news for the wildlife refuge is bad news for some other border area, since illegal crossers will just go somewhere else.
*6*: National Geographic reports that the new barrier recently built on the U.S. border between Arizona and Mexico has been effective in eliminating illegal crossings by vehicle through Organ Pipe National Monument, but an unintended consequence in a sharp increase in foot traffic through the adjacent Cabeza Prieta National Wildlife Refuge.
*7*: Prior to the barrier's construction, large numbers of vehicles crossed over from Mexico at all hours, carrying illegal drugs and immigrants. hundreds of miles of dirt roads were cut into the desert by these unwanted vehicles, and rangers say it will take hundreds of years for them to grow over again without human intervention.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: National Geographic reports that the new barrier recently built on the U.S. border between Arizona and Mexico has been effective in eliminating illegal crossings by vehicle through Organ Pipe National Monument, but an unintended consequence in a sharp increase in foot traffic through the adjacent Cabeza Prieta National Wildlife Refuge.\n*2*: Prior to the barrier's construction, large numbers of vehicles crossed over from Mexico at all hours, carrying illegal drugs and immigrants. hundreds of miles of dirt roads were cut into the desert by these unwanted vehicles, and rangers say it will take hundreds of years for them to grow over again without human intervention.\n*3*: Now that vehicles cannot cross, smugglers as moving into the U.S. on foot, many of them through the wildlife refuge.\n*4*: Not only are they eroding the natural terrain, they are also polluting it with large amounts of trash and human feces.\n*5*: The smugglers are not the only ones damaging the landscape-- law enforcement officials from the border patrol and the park and wildlife services must move through the area to deal with the interlopers, and they also erode the natural desert.\n*6*: There is some good news: In 2008, Cabeza Prieta is slated to have its own barrier at the border completed.\n*7*: Still, good news for the wildlife refuge is bad news for some other border area, since illegal crossers will just go somewhere else.", "scrambled": "*1*: Now that vehicles cannot cross, smugglers as moving into the U.S. on foot, many of them through the wildlife refuge.\n*2*: Not only are they eroding the natural terrain, they are also polluting it with large amounts of trash and human feces.\n*3*: The smugglers are not the only ones damaging the landscape-- law enforcement officials from the border patrol and the park and wildlife services must move through the area to deal with the interlopers, and they also erode the natural desert.\n*4*: There is some good news: In 2008, Cabeza Prieta is slated to have its own barrier at the border completed.\n*5*: Still, good news for the wildlife refuge is bad news for some other border area, since illegal crossers will just go somewhere else.\n*6*: National Geographic reports that the new barrier recently built on the U.S. border between Arizona and Mexico has been effective in eliminating illegal crossings by vehicle through Organ Pipe National Monument, but an unintended consequence in a sharp increase in foot traffic through the adjacent Cabeza Prieta National Wildlife Refuge.\n*7*: Prior to the barrier's construction, large numbers of vehicles crossed over from Mexico at all hours, carrying illegal drugs and immigrants. hundreds of miles of dirt roads were cut into the desert by these unwanted vehicles, and rangers say it will take hundreds of years for them to grow over again without human intervention."}
| 2 |
unscramble_224753
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Event is FINISHED Medley Preschoolers - 22 Mar (3pm) Suitable for kids of age 2.5 to 4 years old.
*2*: This programme also directly prepares the students (and parents) for future instrumental learning using the Suzuki Method, but most children, having harnessed their interest and talent in music, would have started on an instrument well before they turn five.
*3*: The Medley Preschoolers Programme using the Suzuki Method explores more complex musical skills, independence and creativity.Some goals of the musical activities in this programme include fostering language, listening, imagination, greater social awareness and the discovery of the singing voice.
*4*: This programme also assists in the development of observation, coordination, concentration, self-discipline, self-control, listening and memory skills, all of which are crucial to a child's learning before he/she enters school.
*5*: They will become more confident than their peers and acquire many skills required for academic learning.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Event is FINISHED Medley Preschoolers - 22 Mar (3pm) Suitable for kids of age 2.5 to 4 years old.\n*2*: The Medley Preschoolers Programme using the Suzuki Method explores more complex musical skills, independence and creativity.Some goals of the musical activities in this programme include fostering language, listening, imagination, greater social awareness and the discovery of the singing voice.\n*3*: This programme also assists in the development of observation, coordination, concentration, self-discipline, self-control, listening and memory skills, all of which are crucial to a child's learning before he/she enters school.\n*4*: They will become more confident than their peers and acquire many skills required for academic learning.\n*5*: This programme also directly prepares the students (and parents) for future instrumental learning using the Suzuki Method, but most children, having harnessed their interest and talent in music, would have started on an instrument well before they turn five.", "scrambled": "*1*: Event is FINISHED Medley Preschoolers - 22 Mar (3pm) Suitable for kids of age 2.5 to 4 years old.\n*2*: This programme also directly prepares the students (and parents) for future instrumental learning using the Suzuki Method, but most children, having harnessed their interest and talent in music, would have started on an instrument well before they turn five.\n*3*: The Medley Preschoolers Programme using the Suzuki Method explores more complex musical skills, independence and creativity.Some goals of the musical activities in this programme include fostering language, listening, imagination, greater social awareness and the discovery of the singing voice.\n*4*: This programme also assists in the development of observation, coordination, concentration, self-discipline, self-control, listening and memory skills, all of which are crucial to a child's learning before he/she enters school.\n*5*: They will become more confident than their peers and acquire many skills required for academic learning."}
| 2 |
unscramble_254593
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Explain the approaches used by law enforcement to prevent racial profiling.
*2*: For citation guidelines, please refer to the table in the APA Style section of the syllabus.
*3*: Week 1 for Cultural Diversity for the Criminal Justice Professional
*4*: Then, using your own community as an example, create and describe a general plan using each of the methods you have described.
*5*: Your completed assignment should be one – two pages, double-spaced, in a 10-12 point Times Roman font.
*6*: In your individual written assignment, first describe five (5) methods that can be used by law enforcement to improve its relationship with multicultural communities.
*7*: We have talked at length this week about prejudice and racial issues in law enforcement.
*8*: You may name specific groups in your community and can describe how you imagine a scenario, using these plans, would work.
*9*: Now, we will apply these ideas and plan ways to avoid problems related to these issues.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Explain the approaches used by law enforcement to prevent racial profiling.\n*2*: We have talked at length this week about prejudice and racial issues in law enforcement.\n*3*: Now, we will apply these ideas and plan ways to avoid problems related to these issues.\n*4*: In your individual written assignment, first describe five (5) methods that can be used by law enforcement to improve its relationship with multicultural communities.\n*5*: Then, using your own community as an example, create and describe a general plan using each of the methods you have described.\n*6*: You may name specific groups in your community and can describe how you imagine a scenario, using these plans, would work.\n*7*: Your completed assignment should be one \u2013 two pages, double-spaced, in a 10-12 point Times Roman font.\n*8*: For citation guidelines, please refer to the table in the APA Style section of the syllabus.\n*9*: Week 1 for Cultural Diversity for the Criminal Justice Professional", "scrambled": "*1*: Explain the approaches used by law enforcement to prevent racial profiling.\n*2*: For citation guidelines, please refer to the table in the APA Style section of the syllabus.\n*3*: Week 1 for Cultural Diversity for the Criminal Justice Professional\n*4*: Then, using your own community as an example, create and describe a general plan using each of the methods you have described.\n*5*: Your completed assignment should be one \u2013 two pages, double-spaced, in a 10-12 point Times Roman font.\n*6*: In your individual written assignment, first describe five (5) methods that can be used by law enforcement to improve its relationship with multicultural communities.\n*7*: We have talked at length this week about prejudice and racial issues in law enforcement.\n*8*: You may name specific groups in your community and can describe how you imagine a scenario, using these plans, would work.\n*9*: Now, we will apply these ideas and plan ways to avoid problems related to these issues."}
| 2 |
unscramble_182125
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: All invasive procedures carry some degree of risk of damage to the normal structures in the proximity of the region where the procedure is performed.1 Both percutaneous (venepuncture) and cut down (venesection) techniques have been routinely employed on the patients with varying complications; however, the cut down procedure has been reported to be comparatively safe.2,3 The majority of the complications related to nerves have been attributed to the injury to the cutaneous nerves resulting from the blind access of the venepuncture.1,4,5 , in a retrospective study on implantable venous devices, have reported the rate of complications of cephalic vein cut down as 11%.2 There is only one isolated case in the literature, reported in 1989, mentioning injury to the ulnar nerve caused during a cut down procedure on the basilic vein.6 We therefore feel that probably the complications resulting from cut down procedures are under reported.
*2*: Furthermore, the overcrowding of patients in public hospitals, especially in developing countries, usually leads to physical exhaustion of the team of residents working around the clock.
*3*: As the procedure is usually carried out by junior doctors in an emergency situation in casualty/wards, conditions such as lighting, instrumentation, assistance, etc, are not as optimum as in an operating room.
*4*: However, an awareness of the complications and a high level of caution during the procedure can be helpful in avoiding such events arising. - Venous cut down is a common minor surgical procedure. - Knowing the complications helps to avoid them. - Ulnar nerve injury is a major complication. - A high level of caution during the procedure is important. - Early diagnosis and repair of the cut ulnar nerve is important for the best results
*5*: All these factors working in unison could lead to an increased rate of such preventable complications.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: All invasive procedures carry some degree of risk of damage to the normal structures in the proximity of the region where the procedure is performed.1 Both percutaneous (venepuncture) and cut down (venesection) techniques have been routinely employed on the patients with varying complications; however, the cut down procedure has been reported to be comparatively safe.2,3 The majority of the complications related to nerves have been attributed to the injury to the cutaneous nerves resulting from the blind access of the venepuncture.1,4,5 , in a retrospective study on implantable venous devices, have reported the rate of complications of cephalic vein cut down as 11%.2 There is only one isolated case in the literature, reported in 1989, mentioning injury to the ulnar nerve caused during a cut down procedure on the basilic vein.6 We therefore feel that probably the complications resulting from cut down procedures are under reported.\n*2*: As the procedure is usually carried out by junior doctors in an emergency situation in casualty/wards, conditions such as lighting, instrumentation, assistance, etc, are not as optimum as in an operating room.\n*3*: Furthermore, the overcrowding of patients in public hospitals, especially in developing countries, usually leads to physical exhaustion of the team of residents working around the clock.\n*4*: All these factors working in unison could lead to an increased rate of such preventable complications.\n*5*: However, an awareness of the complications and a high level of caution during the procedure can be helpful in avoiding such events arising. - Venous cut down is a common minor surgical procedure. - Knowing the complications helps to avoid them. - Ulnar nerve injury is a major complication. - A high level of caution during the procedure is important. - Early diagnosis and repair of the cut ulnar nerve is important for the best results", "scrambled": "*1*: All invasive procedures carry some degree of risk of damage to the normal structures in the proximity of the region where the procedure is performed.1 Both percutaneous (venepuncture) and cut down (venesection) techniques have been routinely employed on the patients with varying complications; however, the cut down procedure has been reported to be comparatively safe.2,3 The majority of the complications related to nerves have been attributed to the injury to the cutaneous nerves resulting from the blind access of the venepuncture.1,4,5 , in a retrospective study on implantable venous devices, have reported the rate of complications of cephalic vein cut down as 11%.2 There is only one isolated case in the literature, reported in 1989, mentioning injury to the ulnar nerve caused during a cut down procedure on the basilic vein.6 We therefore feel that probably the complications resulting from cut down procedures are under reported.\n*2*: Furthermore, the overcrowding of patients in public hospitals, especially in developing countries, usually leads to physical exhaustion of the team of residents working around the clock.\n*3*: As the procedure is usually carried out by junior doctors in an emergency situation in casualty/wards, conditions such as lighting, instrumentation, assistance, etc, are not as optimum as in an operating room.\n*4*: However, an awareness of the complications and a high level of caution during the procedure can be helpful in avoiding such events arising. - Venous cut down is a common minor surgical procedure. - Knowing the complications helps to avoid them. - Ulnar nerve injury is a major complication. - A high level of caution during the procedure is important. - Early diagnosis and repair of the cut ulnar nerve is important for the best results\n*5*: All these factors working in unison could lead to an increased rate of such preventable complications."}
| 2 |
unscramble_207246
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If we want to travel into the future, we just need to go fast.
*2*: But to travel in time we'll have to go more than 2,000 times faster.
*3*: How to build a time machine MAY 07 2010 According to Stephen Hawking, there are three good ways to do it.
*4*: The fastest manned vehicle in history was Apollo 10.
*5*: It reached 25,000mph.
*6*: And to do that we'd need a much bigger ship, a truly enormous machine.
*7*: Getting to just beneath the cosmic speed limit would require six whole years at full power.
*8*: Really fast.
*9*: The ship would have to be big enough to carry a huge amount of fuel, enough to accelerate it to nearly the speed of light.
*10*: And I think the only way we're ever likely to do that is by going into space.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: How to build a time machine MAY 07 2010 According to Stephen Hawking, there are three good ways to do it.\n*2*: If we want to travel into the future, we just need to go fast.\n*3*: Really fast.\n*4*: And I think the only way we're ever likely to do that is by going into space.\n*5*: The fastest manned vehicle in history was Apollo 10.\n*6*: It reached 25,000mph.\n*7*: But to travel in time we'll have to go more than 2,000 times faster.\n*8*: And to do that we'd need a much bigger ship, a truly enormous machine.\n*9*: The ship would have to be big enough to carry a huge amount of fuel, enough to accelerate it to nearly the speed of light.\n*10*: Getting to just beneath the cosmic speed limit would require six whole years at full power.", "scrambled": "*1*: If we want to travel into the future, we just need to go fast.\n*2*: But to travel in time we'll have to go more than 2,000 times faster.\n*3*: How to build a time machine MAY 07 2010 According to Stephen Hawking, there are three good ways to do it.\n*4*: The fastest manned vehicle in history was Apollo 10.\n*5*: It reached 25,000mph.\n*6*: And to do that we'd need a much bigger ship, a truly enormous machine.\n*7*: Getting to just beneath the cosmic speed limit would require six whole years at full power.\n*8*: Really fast.\n*9*: The ship would have to be big enough to carry a huge amount of fuel, enough to accelerate it to nearly the speed of light.\n*10*: And I think the only way we're ever likely to do that is by going into space."}
| 2 |
unscramble_34862
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Find out more at the subterrain blog.
*2*: They are the towers of Shivering Sands – built between 1942 and 1943 as gun platforms against German bombers.
*3*: Their history after the war includes a colliding ship, pirate radio and a fatal shooting.
*4*: September 2nd, 2012 | The Eerie Towers Of Shivering Sands If you go to Shoeburyness East Beach on a clear, cloudless day you can see some towers in the far distance.
*5*: So they may well have protected your family’s home during World War 2.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: September 2nd, 2012 | The Eerie Towers Of Shivering Sands If you go to Shoeburyness East Beach on a clear, cloudless day you can see some towers in the far distance.\n*2*: They are the towers of Shivering Sands \u2013 built between 1942 and 1943 as gun platforms against German bombers.\n*3*: So they may well have protected your family\u2019s home during World War 2.\n*4*: Their history after the war includes a colliding ship, pirate radio and a fatal shooting.\n*5*: Find out more at the subterrain blog.", "scrambled": "*1*: Find out more at the subterrain blog.\n*2*: They are the towers of Shivering Sands \u2013 built between 1942 and 1943 as gun platforms against German bombers.\n*3*: Their history after the war includes a colliding ship, pirate radio and a fatal shooting.\n*4*: September 2nd, 2012 | The Eerie Towers Of Shivering Sands If you go to Shoeburyness East Beach on a clear, cloudless day you can see some towers in the far distance.\n*5*: So they may well have protected your family\u2019s home during World War 2."}
| 2 |
unscramble_193586
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: E.g., the basic chords of the key of C major are: C Major, D minor, E minor, F Major, G Major (7th, or better known as the DOMINANT seventh), A minor, B diminished, and finally C Major again.
*2*: This is the FORMULA for ALL major scales.
*3*: Check it out! :-))
*4*: In Major scales, the chords run M, m, m, M, M(usually played as a seventh chord), m, diminished, and finally Major. (M = Major, m= minor).
*5*: Sometimes, if you can find the chord that is played as a seventh (I.e., major or minor with a flatted 7th note in it), it is probably the dominant seventh.
*6*: That means it is the 5th chord of the key.
*7*: Once you know what the 5th Key chord is, just count up 5 HALF TONES (ie., 5 fretts) and the note that you come to (whatever it is) will be the ROOT NOTE or the main note of the key.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Sometimes, if you can find the chord that is played as a seventh (I.e., major or minor with a flatted 7th note in it), it is probably the dominant seventh.\n*2*: That means it is the 5th chord of the key.\n*3*: Once you know what the 5th Key chord is, just count up 5 HALF TONES (ie., 5 fretts) and the note that you come to (whatever it is) will be the ROOT NOTE or the main note of the key.\n*4*: In Major scales, the chords run M, m, m, M, M(usually played as a seventh chord), m, diminished, and finally Major. (M = Major, m= minor).\n*5*: E.g., the basic chords of the key of C major are: C Major, D minor, E minor, F Major, G Major (7th, or better known as the DOMINANT seventh), A minor, B diminished, and finally C Major again.\n*6*: This is the FORMULA for ALL major scales.\n*7*: Check it out! :-))", "scrambled": "*1*: E.g., the basic chords of the key of C major are: C Major, D minor, E minor, F Major, G Major (7th, or better known as the DOMINANT seventh), A minor, B diminished, and finally C Major again.\n*2*: This is the FORMULA for ALL major scales.\n*3*: Check it out! :-))\n*4*: In Major scales, the chords run M, m, m, M, M(usually played as a seventh chord), m, diminished, and finally Major. (M = Major, m= minor).\n*5*: Sometimes, if you can find the chord that is played as a seventh (I.e., major or minor with a flatted 7th note in it), it is probably the dominant seventh.\n*6*: That means it is the 5th chord of the key.\n*7*: Once you know what the 5th Key chord is, just count up 5 HALF TONES (ie., 5 fretts) and the note that you come to (whatever it is) will be the ROOT NOTE or the main note of the key."}
| 2 |
unscramble_251062
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Argonne National Laboratory The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering.
*2*: Each year, NSF receives more than 48,000 competitive proposals for funding and makes about 12,000 new funding awards.
*3*: Get News Updates by Email Useful NSF Web Sites: NSF Home Page: https://www.nsf.gov NSF News: https://www.nsf.gov/news/ For the News Media: https://www.nsf.gov/news/newsroom.jsp Science and Engineering Statistics: https://www.nsf.gov/statistics/ Awards Searches: https://www.nsf.gov/awardsearch/
*4*: Think of it as acquiring a new pair of glasses that allow you to see more clearly.
*5*: NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions.
*6*: News From the Field New VERITAS Telescope Array May Help Find 'Dark Matter' April 30, 2007 Scientists in the Northern Hemisphere have opened a new window on the universe, allowing them to explore and understand the cosmos at a much higher level of precision than was previously available.
*7*: These new "glasses" are VERITAS (the Very Energetic Radiation Imaging Telescope Array System), a major, new, ground-based gamma-ray observatory, designed to provide an in-depth examination of the universe.
*8*: In fiscal year (FY) 2017, its budget is $7.5 billion.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: News From the Field New VERITAS Telescope Array May Help Find 'Dark Matter' April 30, 2007 Scientists in the Northern Hemisphere have opened a new window on the universe, allowing them to explore and understand the cosmos at a much higher level of precision than was previously available.\n*2*: Think of it as acquiring a new pair of glasses that allow you to see more clearly.\n*3*: These new \"glasses\" are VERITAS (the Very Energetic Radiation Imaging Telescope Array System), a major, new, ground-based gamma-ray observatory, designed to provide an in-depth examination of the universe.\n*4*: Argonne National Laboratory The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering.\n*5*: In fiscal year (FY) 2017, its budget is $7.5 billion.\n*6*: NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions.\n*7*: Each year, NSF receives more than 48,000 competitive proposals for funding and makes about 12,000 new funding awards.\n*8*: Get News Updates by Email Useful NSF Web Sites: NSF Home Page: https://www.nsf.gov NSF News: https://www.nsf.gov/news/ For the News Media: https://www.nsf.gov/news/newsroom.jsp Science and Engineering Statistics: https://www.nsf.gov/statistics/ Awards Searches: https://www.nsf.gov/awardsearch/", "scrambled": "*1*: Argonne National Laboratory The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering.\n*2*: Each year, NSF receives more than 48,000 competitive proposals for funding and makes about 12,000 new funding awards.\n*3*: Get News Updates by Email Useful NSF Web Sites: NSF Home Page: https://www.nsf.gov NSF News: https://www.nsf.gov/news/ For the News Media: https://www.nsf.gov/news/newsroom.jsp Science and Engineering Statistics: https://www.nsf.gov/statistics/ Awards Searches: https://www.nsf.gov/awardsearch/\n*4*: Think of it as acquiring a new pair of glasses that allow you to see more clearly.\n*5*: NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions.\n*6*: News From the Field New VERITAS Telescope Array May Help Find 'Dark Matter' April 30, 2007 Scientists in the Northern Hemisphere have opened a new window on the universe, allowing them to explore and understand the cosmos at a much higher level of precision than was previously available.\n*7*: These new \"glasses\" are VERITAS (the Very Energetic Radiation Imaging Telescope Array System), a major, new, ground-based gamma-ray observatory, designed to provide an in-depth examination of the universe.\n*8*: In fiscal year (FY) 2017, its budget is $7.5 billion."}
| 2 |
unscramble_60071
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The northwestern part of the area was earlier called Orvin Land.
*2*: Seen from east towards west.
*3*: Until then it had been regarded as no-man's-land.
*4*: Named after Baron Fritz Wedel Jarlsberg (1855-1942), Norwegian minister in Paris, to whose initiative and labour it was greatly due that Norway succeeded in acquiring the sovereignty of Svalbard by a treaty signed in Paris on February 9, 1920.
*5*: Coordinates: 77°19′40″N 14°59′00″E / 77.32778°N 14.98333°E
*6*: Wedel Jarlsberg Land is located on the southwestern part of Spitsbergen. , Wedel Jarlsberg Land, southwestern Spitsbergen.
*7*: Wedel Jarlsberg Land is the land area between Van Keulenfjorden and Hornsund on the southwestern part of Spitsbergen, Svalbard.
*8*: The area is largely covered with glaciers, and is completely within the Sør-Spitsbergen National Park.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Wedel Jarlsberg Land is located on the southwestern part of Spitsbergen. , Wedel Jarlsberg Land, southwestern Spitsbergen.\n*2*: Seen from east towards west.\n*3*: Wedel Jarlsberg Land is the land area between Van Keulenfjorden and Hornsund on the southwestern part of Spitsbergen, Svalbard.\n*4*: The area is largely covered with glaciers, and is completely within the S\u00f8r-Spitsbergen National Park.\n*5*: Named after Baron Fritz Wedel Jarlsberg (1855-1942), Norwegian minister in Paris, to whose initiative and labour it was greatly due that Norway succeeded in acquiring the sovereignty of Svalbard by a treaty signed in Paris on February 9, 1920.\n*6*: Until then it had been regarded as no-man's-land.\n*7*: The northwestern part of the area was earlier called Orvin Land.\n*8*: Coordinates: 77\u00b019\u203240\u2033N 14\u00b059\u203200\u2033E / 77.32778\u00b0N 14.98333\u00b0E", "scrambled": "*1*: The northwestern part of the area was earlier called Orvin Land.\n*2*: Seen from east towards west.\n*3*: Until then it had been regarded as no-man's-land.\n*4*: Named after Baron Fritz Wedel Jarlsberg (1855-1942), Norwegian minister in Paris, to whose initiative and labour it was greatly due that Norway succeeded in acquiring the sovereignty of Svalbard by a treaty signed in Paris on February 9, 1920.\n*5*: Coordinates: 77\u00b019\u203240\u2033N 14\u00b059\u203200\u2033E / 77.32778\u00b0N 14.98333\u00b0E\n*6*: Wedel Jarlsberg Land is located on the southwestern part of Spitsbergen. , Wedel Jarlsberg Land, southwestern Spitsbergen.\n*7*: Wedel Jarlsberg Land is the land area between Van Keulenfjorden and Hornsund on the southwestern part of Spitsbergen, Svalbard.\n*8*: The area is largely covered with glaciers, and is completely within the S\u00f8r-Spitsbergen National Park."}
| 2 |
unscramble_172748
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This study concludes with an analysis of why families have not used vouchers offered to them in the first years of voucher programs and compares these to the reasons that families in Washington, D.C. cited for not using vouchers offered to them in the first year of the D.C. program.
*2*: This study reviews the existing literature on the effectiveness of current voucher programs on individual student and school achievement and describes the new Washington, D.C. program.
*3*: It analyzes the evolution of this new program, examining various sides of the extensive debate that occurred in Congress from 2002–2004 and the implementation of the program in its first nine months.
*4*: In January 2004, the U.S. Congress enacted a new voucher program in Washington, D.C.
*5*: Dissertations available from ProQuest.
*6*: Until 2004, there were three major publicly funded voucher programs, in Milwaukee, Cleveland, and the state of Florida.
*7*: The main data sources are published documents, speeches, Congressional records, news articles, and data collected by the Washington, D.C. program administrator in interviews with families who declined to use the first-year vouchers. ^ Jennifer Ballen Riccards, "No D.C. child left behind: An examination of the history and early implementation of the Washington, D.C. voucher program" (January 1, 2005).
*8*: In addition, many smaller privately funded programs existed, mainly in urban areas, around the United States.
*9*: No D.C. child left behind: An examination of the history and early implementation of the Washington, D.C. voucher program For decades, many policymakers and economists have believed that by introducing choice into the public school system, competition will follow, and school and student achievement will improve.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: No D.C. child left behind: An examination of the history and early implementation of the Washington, D.C. voucher program For decades, many policymakers and economists have believed that by introducing choice into the public school system, competition will follow, and school and student achievement will improve.\n*2*: Until 2004, there were three major publicly funded voucher programs, in Milwaukee, Cleveland, and the state of Florida.\n*3*: In addition, many smaller privately funded programs existed, mainly in urban areas, around the United States.\n*4*: In January 2004, the U.S. Congress enacted a new voucher program in Washington, D.C.\n*5*: This study reviews the existing literature on the effectiveness of current voucher programs on individual student and school achievement and describes the new Washington, D.C. program.\n*6*: It analyzes the evolution of this new program, examining various sides of the extensive debate that occurred in Congress from 2002\u20132004 and the implementation of the program in its first nine months.\n*7*: This study concludes with an analysis of why families have not used vouchers offered to them in the first years of voucher programs and compares these to the reasons that families in Washington, D.C. cited for not using vouchers offered to them in the first year of the D.C. program.\n*8*: The main data sources are published documents, speeches, Congressional records, news articles, and data collected by the Washington, D.C. program administrator in interviews with families who declined to use the first-year vouchers. ^ Jennifer Ballen Riccards, \"No D.C. child left behind: An examination of the history and early implementation of the Washington, D.C. voucher program\" (January 1, 2005).\n*9*: Dissertations available from ProQuest.", "scrambled": "*1*: This study concludes with an analysis of why families have not used vouchers offered to them in the first years of voucher programs and compares these to the reasons that families in Washington, D.C. cited for not using vouchers offered to them in the first year of the D.C. program.\n*2*: This study reviews the existing literature on the effectiveness of current voucher programs on individual student and school achievement and describes the new Washington, D.C. program.\n*3*: It analyzes the evolution of this new program, examining various sides of the extensive debate that occurred in Congress from 2002\u20132004 and the implementation of the program in its first nine months.\n*4*: In January 2004, the U.S. Congress enacted a new voucher program in Washington, D.C.\n*5*: Dissertations available from ProQuest.\n*6*: Until 2004, there were three major publicly funded voucher programs, in Milwaukee, Cleveland, and the state of Florida.\n*7*: The main data sources are published documents, speeches, Congressional records, news articles, and data collected by the Washington, D.C. program administrator in interviews with families who declined to use the first-year vouchers. ^ Jennifer Ballen Riccards, \"No D.C. child left behind: An examination of the history and early implementation of the Washington, D.C. voucher program\" (January 1, 2005).\n*8*: In addition, many smaller privately funded programs existed, mainly in urban areas, around the United States.\n*9*: No D.C. child left behind: An examination of the history and early implementation of the Washington, D.C. voucher program For decades, many policymakers and economists have believed that by introducing choice into the public school system, competition will follow, and school and student achievement will improve."}
| 2 |
unscramble_34493
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Launching in March 2012, our Healthy Teeth, Healthy Me initiative helps put preschoolers on the path to oral health as early as age 2, with Sesame’s furry role models showing the way.
*2*: united states | healthy teeth, healthy me A prescription for healthy smiles.
*3*: Generous support from MetLife Foundation.
*4*: This bilingual English–Spanish program emphasizes the importance of good oral health and offers easy routines for keeping teeth clean and healthy, through the use of lively print materials, DVDs, and digital media tools that families can use together.
*5*: Affecting about 40 to 50 percent of U.S. children by age 5, tooth decay can negatively impact school performance, social relationships, and overall health — with kids from low-income families hit the hardest.
*6*: To promote strong, healthy teeth early on, Sesame Workshop is helping families prevent tooth decay in young children.
*7*: Healthy teeth matter –– more than many realize.
*8*: Major funding provided by Sam's Club Giving 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*: united states | healthy teeth, healthy me A prescription for healthy smiles.\n*2*: To promote strong, healthy teeth early on, Sesame Workshop is helping families prevent tooth decay in young children.\n*3*: Healthy teeth matter \u2013\u2013 more than many realize.\n*4*: Affecting about 40 to 50 percent of U.S. children by age 5, tooth decay can negatively impact school performance, social relationships, and overall health \u2014 with kids from low-income families hit the hardest.\n*5*: Launching in March 2012, our Healthy Teeth, Healthy Me initiative helps put preschoolers on the path to oral health as early as age 2, with Sesame\u2019s furry role models showing the way.\n*6*: This bilingual English\u2013Spanish program emphasizes the importance of good oral health and offers easy routines for keeping teeth clean and healthy, through the use of lively print materials, DVDs, and digital media tools that families can use together.\n*7*: Major funding provided by Sam's Club Giving Program.\n*8*: Generous support from MetLife Foundation.", "scrambled": "*1*: Launching in March 2012, our Healthy Teeth, Healthy Me initiative helps put preschoolers on the path to oral health as early as age 2, with Sesame\u2019s furry role models showing the way.\n*2*: united states | healthy teeth, healthy me A prescription for healthy smiles.\n*3*: Generous support from MetLife Foundation.\n*4*: This bilingual English\u2013Spanish program emphasizes the importance of good oral health and offers easy routines for keeping teeth clean and healthy, through the use of lively print materials, DVDs, and digital media tools that families can use together.\n*5*: Affecting about 40 to 50 percent of U.S. children by age 5, tooth decay can negatively impact school performance, social relationships, and overall health \u2014 with kids from low-income families hit the hardest.\n*6*: To promote strong, healthy teeth early on, Sesame Workshop is helping families prevent tooth decay in young children.\n*7*: Healthy teeth matter \u2013\u2013 more than many realize.\n*8*: Major funding provided by Sam's Club Giving Program."}
| 2 |
unscramble_114603
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The key question: How worried was Britain about invasion 1940-41?
*2*: Decide how worried you think the British government was at the time for each source.
*3*: Your task: In this investigation your task is to study the sources in this box.
*4*: Use this threat level table to record your views.
*5*: Download a PDF of this whole investigation.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 key question: How worried was Britain about invasion 1940-41?\n*2*: Your task: In this investigation your task is to study the sources in this box.\n*3*: Decide how worried you think the British government was at the time for each source.\n*4*: Use this threat level table to record your views.\n*5*: Download a PDF of this whole investigation.", "scrambled": "*1*: The key question: How worried was Britain about invasion 1940-41?\n*2*: Decide how worried you think the British government was at the time for each source.\n*3*: Your task: In this investigation your task is to study the sources in this box.\n*4*: Use this threat level table to record your views.\n*5*: Download a PDF of this whole investigation."}
| 2 |
unscramble_198450
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It’s called the Landsat Data Continuity Mission(LDCM) and will show us everything from how the Earth is changing as a result of human and natural causes to helping us understand how we can better use our land and water resources.
*2*: She talked about the long-term importance of this mission and how the data can be used to make our Planet a much better place to live.
*3*: LCDM’s more advanced equipment will provide scientists with even more detailed information about our Earth.
*4*: Thaller also showed some of the incredible photo images from the Landsat, even time lapses of parts of the world where major climate change has taken place.
*5*: The Landsat data helps us better use our land and water resources to grow more crops and protect important water resources.
*6*: The data set includes more than 3.5 million images of urban growth, drought, wildfires and the loss of forests.
*7*: For more about the LDCM, go to: www.idcm.nasa.gov.
*8*: For the last 40 years the fleet of Landsat satellites have captured amazing images of Earth that document just how much our planet has changed over time, as a result of human and natural causes.
*9*: This morning on Larry’s Look, our guest was NASA earth scientist Michelle Thaller.
*10*: CHARLOTTE, N.C. -- NASA’s newest and most advanced Earth observing satellite was launched Monday.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: CHARLOTTE, N.C. -- NASA\u2019s newest and most advanced Earth observing satellite was launched Monday.\n*2*: It\u2019s called the Landsat Data Continuity Mission(LDCM) and will show us everything from how the Earth is changing as a result of human and natural causes to helping us understand how we can better use our land and water resources.\n*3*: LCDM\u2019s more advanced equipment will provide scientists with even more detailed information about our Earth.\n*4*: For the last 40 years the fleet of Landsat satellites have captured amazing images of Earth that document just how much our planet has changed over time, as a result of human and natural causes.\n*5*: The data set includes more than 3.5 million images of urban growth, drought, wildfires and the loss of forests.\n*6*: The Landsat data helps us better use our land and water resources to grow more crops and protect important water resources.\n*7*: This morning on Larry\u2019s Look, our guest was NASA earth scientist Michelle Thaller.\n*8*: She talked about the long-term importance of this mission and how the data can be used to make our Planet a much better place to live.\n*9*: Thaller also showed some of the incredible photo images from the Landsat, even time lapses of parts of the world where major climate change has taken place.\n*10*: For more about the LDCM, go to: www.idcm.nasa.gov.", "scrambled": "*1*: It\u2019s called the Landsat Data Continuity Mission(LDCM) and will show us everything from how the Earth is changing as a result of human and natural causes to helping us understand how we can better use our land and water resources.\n*2*: She talked about the long-term importance of this mission and how the data can be used to make our Planet a much better place to live.\n*3*: LCDM\u2019s more advanced equipment will provide scientists with even more detailed information about our Earth.\n*4*: Thaller also showed some of the incredible photo images from the Landsat, even time lapses of parts of the world where major climate change has taken place.\n*5*: The Landsat data helps us better use our land and water resources to grow more crops and protect important water resources.\n*6*: The data set includes more than 3.5 million images of urban growth, drought, wildfires and the loss of forests.\n*7*: For more about the LDCM, go to: www.idcm.nasa.gov.\n*8*: For the last 40 years the fleet of Landsat satellites have captured amazing images of Earth that document just how much our planet has changed over time, as a result of human and natural causes.\n*9*: This morning on Larry\u2019s Look, our guest was NASA earth scientist Michelle Thaller.\n*10*: CHARLOTTE, N.C. -- NASA\u2019s newest and most advanced Earth observing satellite was launched Monday."}
| 2 |
unscramble_80551
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Although it is not obligatory to wear ihram from Madinah, it is not permissible to cut the trees, especially the green ones, and, as a matter of precaution, hunting is not permitted at all.
*2*: As a matter of precaution, he must refrain from eating it; if he did so, as a matter of precaution (al ahwat), he must pay its price to the poor.
*3*: Works : Hajj Rituals The boundaries of Haram are known and have been handed down from generation to generation.
*4*: Rule 284: If the kaffarah has become due on the pilgrim, in a state of ihram, for hunting or otherwise, but it was not fulfilled, until after completing the pilgrimage and arriving home, he is, evidently, free to kill the animal wherever he likes .
*5*: Disbursement of the sacrifice All penalties, incurred by the pilgrim, must be handed to the poor and the needy.
*6*: Place of sacrifice Rule 283: If the kaffarah was for hunting, in the course of an Umrat-ul-Mufradah in a state of ihram, the animal must be sacrificed in Makkah.
*7*: From the north is Tan'eem, north-west is Al-Hudaibiyyah, that is, Shamaisi, north-east is Thaniyyat Jabalil Maqta', east is Batan Namirah, south-east is Ja'ranah and from south-west is Idha'atul Laban.
*8*: As a matter of precaution, the same ruling applies to any other penalty.
*9*: The boundaries of Madinah are the mountains of Aa'ir, Wa'eer and the valleys of Waaqim and Laili.
*10*: If it was in the course of Hajj, the animal must be sacrificed in Mina.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Works : Hajj Rituals The boundaries of Haram are known and have been handed down from generation to generation.\n*2*: From the north is Tan'eem, north-west is Al-Hudaibiyyah, that is, Shamaisi, north-east is Thaniyyat Jabalil Maqta', east is Batan Namirah, south-east is Ja'ranah and from south-west is Idha'atul Laban.\n*3*: The boundaries of Madinah are the mountains of Aa'ir, Wa'eer and the valleys of Waaqim and Laili.\n*4*: Although it is not obligatory to wear ihram from Madinah, it is not permissible to cut the trees, especially the green ones, and, as a matter of precaution, hunting is not permitted at all.\n*5*: Place of sacrifice Rule 283: If the kaffarah was for hunting, in the course of an Umrat-ul-Mufradah in a state of ihram, the animal must be sacrificed in Makkah.\n*6*: If it was in the course of Hajj, the animal must be sacrificed in Mina.\n*7*: As a matter of precaution, the same ruling applies to any other penalty.\n*8*: Rule 284: If the kaffarah has become due on the pilgrim, in a state of ihram, for hunting or otherwise, but it was not fulfilled, until after completing the pilgrimage and arriving home, he is, evidently, free to kill the animal wherever he likes .\n*9*: Disbursement of the sacrifice All penalties, incurred by the pilgrim, must be handed to the poor and the needy.\n*10*: As a matter of precaution, he must refrain from eating it; if he did so, as a matter of precaution (al ahwat), he must pay its price to the poor.", "scrambled": "*1*: Although it is not obligatory to wear ihram from Madinah, it is not permissible to cut the trees, especially the green ones, and, as a matter of precaution, hunting is not permitted at all.\n*2*: As a matter of precaution, he must refrain from eating it; if he did so, as a matter of precaution (al ahwat), he must pay its price to the poor.\n*3*: Works : Hajj Rituals The boundaries of Haram are known and have been handed down from generation to generation.\n*4*: Rule 284: If the kaffarah has become due on the pilgrim, in a state of ihram, for hunting or otherwise, but it was not fulfilled, until after completing the pilgrimage and arriving home, he is, evidently, free to kill the animal wherever he likes .\n*5*: Disbursement of the sacrifice All penalties, incurred by the pilgrim, must be handed to the poor and the needy.\n*6*: Place of sacrifice Rule 283: If the kaffarah was for hunting, in the course of an Umrat-ul-Mufradah in a state of ihram, the animal must be sacrificed in Makkah.\n*7*: From the north is Tan'eem, north-west is Al-Hudaibiyyah, that is, Shamaisi, north-east is Thaniyyat Jabalil Maqta', east is Batan Namirah, south-east is Ja'ranah and from south-west is Idha'atul Laban.\n*8*: As a matter of precaution, the same ruling applies to any other penalty.\n*9*: The boundaries of Madinah are the mountains of Aa'ir, Wa'eer and the valleys of Waaqim and Laili.\n*10*: If it was in the course of Hajj, the animal must be sacrificed in Mina."}
| 2 |
unscramble_30680
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The rationale is that if contaminants in soil and sediment are not bioavailable, then more contaminant mass can be left in place without creating additional risk.
*2*: Finally, the intimate link between bioavailability and bioremediation is explored.
*3*: Bioavailability refers to the extent to which humans and ecological receptors are exposed to contaminants in soil or sediment.
*4*: A new NRC report notes that the potential for the consideration of bioavailability to influence decision-making is greatest where certain chemical, environmental, and regulatory factors align.
*5*: The report concludes with suggestions for moving bioavailability forward in the regulatory arena for both soil and sediment cleanup.
*6*: The concept of bioavailability has recently piqued the interest of the hazardous waste industry as an important consideration in deciding how much waste to clean up.
*7*: The current use of bioavailability in risk assessment and hazardous waste cleanup regulations is demystified, and acceptable tools and models for bioavailability assessment are discussed and ranked according to seven criteria.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Bioavailability refers to the extent to which humans and ecological receptors are exposed to contaminants in soil or sediment.\n*2*: The concept of bioavailability has recently piqued the interest of the hazardous waste industry as an important consideration in deciding how much waste to clean up.\n*3*: The rationale is that if contaminants in soil and sediment are not bioavailable, then more contaminant mass can be left in place without creating additional risk.\n*4*: A new NRC report notes that the potential for the consideration of bioavailability to influence decision-making is greatest where certain chemical, environmental, and regulatory factors align.\n*5*: The current use of bioavailability in risk assessment and hazardous waste cleanup regulations is demystified, and acceptable tools and models for bioavailability assessment are discussed and ranked according to seven criteria.\n*6*: Finally, the intimate link between bioavailability and bioremediation is explored.\n*7*: The report concludes with suggestions for moving bioavailability forward in the regulatory arena for both soil and sediment cleanup.", "scrambled": "*1*: The rationale is that if contaminants in soil and sediment are not bioavailable, then more contaminant mass can be left in place without creating additional risk.\n*2*: Finally, the intimate link between bioavailability and bioremediation is explored.\n*3*: Bioavailability refers to the extent to which humans and ecological receptors are exposed to contaminants in soil or sediment.\n*4*: A new NRC report notes that the potential for the consideration of bioavailability to influence decision-making is greatest where certain chemical, environmental, and regulatory factors align.\n*5*: The report concludes with suggestions for moving bioavailability forward in the regulatory arena for both soil and sediment cleanup.\n*6*: The concept of bioavailability has recently piqued the interest of the hazardous waste industry as an important consideration in deciding how much waste to clean up.\n*7*: The current use of bioavailability in risk assessment and hazardous waste cleanup regulations is demystified, and acceptable tools and models for bioavailability assessment are discussed and ranked according to seven criteria."}
| 2 |
unscramble_69273
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: With an elevation of 14,197 feet, Mount Princeton is one of over 50 Colorado summits known as "fourteeners", and is part of the southern extension of the Collegiate Peaks range in central Colorado.
*2*: The forest growing here is subject to difficult conditions, with desiccating winds, broadly fluctuating temperatures, and rocky soils.
*3*: The site was visited in 2008 during the Chaffee County Inventory.
*4*: Although they are only a few feet tall, these trees can be hundreds of years old.
*5*: At the upper limit of the forest where conditions are harshest, trees grow in stunted "krummholz" form.
*6*: A krummholz bristlecone pine The south-facing slopes of Mount Princeton support a good example of the bristlecone pine (Pinus aristata) forest that is found scattered throughout the Collegiate Peaks from 10,000-12,250 feet elevation, just below timberline, on moderate to steep slopes on south and east-facing aspects.
*7*: Together with neighboring Mount Shavano and Mount Antero, Mount Princeton has formed through erosion of a batholith (large igneous intrusion originating deep in the earth's crust) of middle Tertiary age (20-40 million years old).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The site was visited in 2008 during the Chaffee County Inventory.\n*2*: With an elevation of 14,197 feet, Mount Princeton is one of over 50 Colorado summits known as \"fourteeners\", and is part of the southern extension of the Collegiate Peaks range in central Colorado.\n*3*: Together with neighboring Mount Shavano and Mount Antero, Mount Princeton has formed through erosion of a batholith (large igneous intrusion originating deep in the earth's crust) of middle Tertiary age (20-40 million years old).\n*4*: A krummholz bristlecone pine The south-facing slopes of Mount Princeton support a good example of the bristlecone pine (Pinus aristata) forest that is found scattered throughout the Collegiate Peaks from 10,000-12,250 feet elevation, just below timberline, on moderate to steep slopes on south and east-facing aspects.\n*5*: The forest growing here is subject to difficult conditions, with desiccating winds, broadly fluctuating temperatures, and rocky soils.\n*6*: At the upper limit of the forest where conditions are harshest, trees grow in stunted \"krummholz\" form.\n*7*: Although they are only a few feet tall, these trees can be hundreds of years old.", "scrambled": "*1*: With an elevation of 14,197 feet, Mount Princeton is one of over 50 Colorado summits known as \"fourteeners\", and is part of the southern extension of the Collegiate Peaks range in central Colorado.\n*2*: The forest growing here is subject to difficult conditions, with desiccating winds, broadly fluctuating temperatures, and rocky soils.\n*3*: The site was visited in 2008 during the Chaffee County Inventory.\n*4*: Although they are only a few feet tall, these trees can be hundreds of years old.\n*5*: At the upper limit of the forest where conditions are harshest, trees grow in stunted \"krummholz\" form.\n*6*: A krummholz bristlecone pine The south-facing slopes of Mount Princeton support a good example of the bristlecone pine (Pinus aristata) forest that is found scattered throughout the Collegiate Peaks from 10,000-12,250 feet elevation, just below timberline, on moderate to steep slopes on south and east-facing aspects.\n*7*: Together with neighboring Mount Shavano and Mount Antero, Mount Princeton has formed through erosion of a batholith (large igneous intrusion originating deep in the earth's crust) of middle Tertiary age (20-40 million years old)."}
| 2 |
unscramble_106515
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Watch the video from this event Professor David Malin presents Galileo’s Legacy
*2*: Professor David Malin of the Anglo-Australian Observatory and RMIT University outlines Galileo’s main discoveries and links them to modern observations.
*3*: Galileo, the first recognisably modern scientist, combined a new technology with observation and theory to change the way we see the Universe.
*4*: David also launched the exhibition of a collection of winning images taken by amateur astronomers and photographers from around Australia in the prestigious David Malin Photography Award.
*5*: He used striking images to promote his discoveries of previously unseen phenomena to a wide audience.
*6*: This talk extends the tradition, showing how modern technology continues to reveal a Universe more mysterious and beautiful than Galileo could have ever imagined.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Galileo, the first recognisably modern scientist, combined a new technology with observation and theory to change the way we see the Universe.\n*2*: He used striking images to promote his discoveries of previously unseen phenomena to a wide audience.\n*3*: This talk extends the tradition, showing how modern technology continues to reveal a Universe more mysterious and beautiful than Galileo could have ever imagined.\n*4*: Professor David Malin of the Anglo-Australian Observatory and RMIT University outlines Galileo\u2019s main discoveries and links them to modern observations.\n*5*: David also launched the exhibition of a collection of winning images taken by amateur astronomers and photographers from around Australia in the prestigious David Malin Photography Award.\n*6*: Watch the video from this event Professor David Malin presents Galileo\u2019s Legacy", "scrambled": "*1*: Watch the video from this event Professor David Malin presents Galileo\u2019s Legacy\n*2*: Professor David Malin of the Anglo-Australian Observatory and RMIT University outlines Galileo\u2019s main discoveries and links them to modern observations.\n*3*: Galileo, the first recognisably modern scientist, combined a new technology with observation and theory to change the way we see the Universe.\n*4*: David also launched the exhibition of a collection of winning images taken by amateur astronomers and photographers from around Australia in the prestigious David Malin Photography Award.\n*5*: He used striking images to promote his discoveries of previously unseen phenomena to a wide audience.\n*6*: This talk extends the tradition, showing how modern technology continues to reveal a Universe more mysterious and beautiful than Galileo could have ever imagined."}
| 2 |
unscramble_98096
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Outdoor air pollution Air pollution is contamination of the indoor or outdoor environment by any chemical, physical or biological agent that modifies the natural characteristics of the atmosphere.
*2*: Outdoor and indoor air pollution cause respiratory and other diseases, which can be fatal.
*3*: Household combustion devices, motor vehicles, industrial facilities and forest fires are common sources of air pollution.
*4*: Pollutants of major public health concern include particulate matter, carbon monoxide, ozone, nitrogen dioxide and sulfur dioxide.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Outdoor air pollution Air pollution is contamination of the indoor or outdoor environment by any chemical, physical or biological agent that modifies the natural characteristics of the atmosphere.\n*2*: Household combustion devices, motor vehicles, industrial facilities and forest fires are common sources of air pollution.\n*3*: Pollutants of major public health concern include particulate matter, carbon monoxide, ozone, nitrogen dioxide and sulfur dioxide.\n*4*: Outdoor and indoor air pollution cause respiratory and other diseases, which can be fatal.", "scrambled": "*1*: Outdoor air pollution Air pollution is contamination of the indoor or outdoor environment by any chemical, physical or biological agent that modifies the natural characteristics of the atmosphere.\n*2*: Outdoor and indoor air pollution cause respiratory and other diseases, which can be fatal.\n*3*: Household combustion devices, motor vehicles, industrial facilities and forest fires are common sources of air pollution.\n*4*: Pollutants of major public health concern include particulate matter, carbon monoxide, ozone, nitrogen dioxide and sulfur dioxide."}
| 2 |
unscramble_247126
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: John Aids Coastal Management A new NCCOS study presents baseline information about the ecology and pollution stress in Coral and Fish Bays in St.
*2*: The information will help support evaluations of the effectiveness of watershed management activities, including those funded through the American Recovery and Reinvestment Act.
*3*: John, U.S. Virgin Islands.
*4*: Future studies can be compared to this established baseline to assess the success of conservation projects, such as recent road stabilization projects.
*5*: The study quantified the biogeographic status of the bays, including how the ecology of an area was affected by how high or low pollutant levels were, as well as the magnitude and extent of contaminants (metals, PAHs, PCBs, pesticides) in sediments.
*6*: For more information, contact Dave.Whitall@noaa.gov.
*7*: Baseline Assessment of Marine Ecosystems in St.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Baseline Assessment of Marine Ecosystems in St.\n*2*: John Aids Coastal Management A new NCCOS study presents baseline information about the ecology and pollution stress in Coral and Fish Bays in St.\n*3*: John, U.S. Virgin Islands.\n*4*: The information will help support evaluations of the effectiveness of watershed management activities, including those funded through the American Recovery and Reinvestment Act.\n*5*: The study quantified the biogeographic status of the bays, including how the ecology of an area was affected by how high or low pollutant levels were, as well as the magnitude and extent of contaminants (metals, PAHs, PCBs, pesticides) in sediments.\n*6*: Future studies can be compared to this established baseline to assess the success of conservation projects, such as recent road stabilization projects.\n*7*: For more information, contact Dave.Whitall@noaa.gov.", "scrambled": "*1*: John Aids Coastal Management A new NCCOS study presents baseline information about the ecology and pollution stress in Coral and Fish Bays in St.\n*2*: The information will help support evaluations of the effectiveness of watershed management activities, including those funded through the American Recovery and Reinvestment Act.\n*3*: John, U.S. Virgin Islands.\n*4*: Future studies can be compared to this established baseline to assess the success of conservation projects, such as recent road stabilization projects.\n*5*: The study quantified the biogeographic status of the bays, including how the ecology of an area was affected by how high or low pollutant levels were, as well as the magnitude and extent of contaminants (metals, PAHs, PCBs, pesticides) in sediments.\n*6*: For more information, contact Dave.Whitall@noaa.gov.\n*7*: Baseline Assessment of Marine Ecosystems in St."}
| 2 |
unscramble_159697
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The name “cottonmouth” is from the whitish lining of its mouth.
*2*: Belly is dark brown or black.
*3*: When alarmed, it opens its mouth widely, showing the cotton-white lining.
*4*: Like all venomous snakes in Missouri, cottonmouths have a hole between the nostril and the eye, and the pupils are vertical, like a cat’s.
*5*: The body is black with little or no pattern or dark brown with darker bands on the back.
*6*: Young cottonmouths are patterned something like a copperhead and usually have a yellowish-green tail.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 name \u201ccottonmouth\u201d is from the whitish lining of its mouth.\n*2*: When alarmed, it opens its mouth widely, showing the cotton-white lining.\n*3*: The body is black with little or no pattern or dark brown with darker bands on the back.\n*4*: Belly is dark brown or black.\n*5*: Young cottonmouths are patterned something like a copperhead and usually have a yellowish-green tail.\n*6*: Like all venomous snakes in Missouri, cottonmouths have a hole between the nostril and the eye, and the pupils are vertical, like a cat\u2019s.", "scrambled": "*1*: The name \u201ccottonmouth\u201d is from the whitish lining of its mouth.\n*2*: Belly is dark brown or black.\n*3*: When alarmed, it opens its mouth widely, showing the cotton-white lining.\n*4*: Like all venomous snakes in Missouri, cottonmouths have a hole between the nostril and the eye, and the pupils are vertical, like a cat\u2019s.\n*5*: The body is black with little or no pattern or dark brown with darker bands on the back.\n*6*: Young cottonmouths are patterned something like a copperhead and usually have a yellowish-green tail."}
| 2 |
unscramble_220864
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Kids of all ages, from elementary through high school, can be affected by summer slide.
*2*: They'll be having so much fun they won't even realize they're learning!
*3*: Scary, right?
*4*: Don't worry, there are some easy (and fun!) activities and projects you can do with your kids.
*5*: During the school year, kids are reading more and exposed to all kinds of educational activites.
*6*: What's summer slide?
*7*: Summer slide is the term used to describe what can happen to kids during the summer.
*8*: During the summer, they can lose up to three months of the knowledge and skills they've gained during the school year.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Kids of all ages, from elementary through high school, can be affected by summer slide.\n*2*: What's summer slide?\n*3*: Summer slide is the term used to describe what can happen to kids during the summer.\n*4*: During the school year, kids are reading more and exposed to all kinds of educational activites.\n*5*: During the summer, they can lose up to three months of the knowledge and skills they've gained during the school year.\n*6*: Scary, right?\n*7*: Don't worry, there are some easy (and fun!) activities and projects you can do with your kids.\n*8*: They'll be having so much fun they won't even realize they're learning!", "scrambled": "*1*: Kids of all ages, from elementary through high school, can be affected by summer slide.\n*2*: They'll be having so much fun they won't even realize they're learning!\n*3*: Scary, right?\n*4*: Don't worry, there are some easy (and fun!) activities and projects you can do with your kids.\n*5*: During the school year, kids are reading more and exposed to all kinds of educational activites.\n*6*: What's summer slide?\n*7*: Summer slide is the term used to describe what can happen to kids during the summer.\n*8*: During the summer, they can lose up to three months of the knowledge and skills they've gained during the school year."}
| 2 |
unscramble_241121
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: According to one source, in 1880 the Arabs asked for peace and even agreed to pay tribute.
*2*: Between 1876 and 1880 he gained control of the major routes northwest to Buganda and west to Ujiji, on Lake Tanganyika.
*3*: His capital, Urambo (now in Tanzania), became a major rival trading centre and attracted traders, many of whom were primarily interested in the ivory so abundant in the interior of East Africa.
*4*: After Mirambo’s death his kingdom rapidly disintegrated.
*5*: Mirambo’s success lay partly in his ability to get large supplies of firearms (often from Swahili-Arab traders) and in his skillful use of the ruga-ruga (Ngoni mercenary warriors from the south).
*6*: In the 1870s Mirambo received support from the Arab sultan of Zanzibar, Barghash, who was then trying to extend his influence into the interior.
*7*: Mirambo, (died 1884, Tanganyika [now Tanzania]), Nyamwezi warlord of central Africa whose ability to unite the many hitherto separate Nyamwezi clans into a powerful kingdom by the 1870s gave him strategic control of Swahili-Arab trade routes and threatened the preeminence of the Swahili-Arabs’ colony in Unyanyembe (near present Tabora, Tanz.).
*8*: In 1880, however, when two members of an expedition sponsored by the Belgian king Leopold II were killed by one of Mirambo’s client chiefs, the sultan, already in a precarious position with Europeans, dropped the alliance.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Mirambo, (died 1884, Tanganyika [now Tanzania]), Nyamwezi warlord of central Africa whose ability to unite the many hitherto separate Nyamwezi clans into a powerful kingdom by the 1870s gave him strategic control of Swahili-Arab trade routes and threatened the preeminence of the Swahili-Arabs\u2019 colony in Unyanyembe (near present Tabora, Tanz.).\n*2*: His capital, Urambo (now in Tanzania), became a major rival trading centre and attracted traders, many of whom were primarily interested in the ivory so abundant in the interior of East Africa.\n*3*: Mirambo\u2019s success lay partly in his ability to get large supplies of firearms (often from Swahili-Arab traders) and in his skillful use of the ruga-ruga (Ngoni mercenary warriors from the south).\n*4*: Between 1876 and 1880 he gained control of the major routes northwest to Buganda and west to Ujiji, on Lake Tanganyika.\n*5*: According to one source, in 1880 the Arabs asked for peace and even agreed to pay tribute.\n*6*: In the 1870s Mirambo received support from the Arab sultan of Zanzibar, Barghash, who was then trying to extend his influence into the interior.\n*7*: In 1880, however, when two members of an expedition sponsored by the Belgian king Leopold II were killed by one of Mirambo\u2019s client chiefs, the sultan, already in a precarious position with Europeans, dropped the alliance.\n*8*: After Mirambo\u2019s death his kingdom rapidly disintegrated.", "scrambled": "*1*: According to one source, in 1880 the Arabs asked for peace and even agreed to pay tribute.\n*2*: Between 1876 and 1880 he gained control of the major routes northwest to Buganda and west to Ujiji, on Lake Tanganyika.\n*3*: His capital, Urambo (now in Tanzania), became a major rival trading centre and attracted traders, many of whom were primarily interested in the ivory so abundant in the interior of East Africa.\n*4*: After Mirambo\u2019s death his kingdom rapidly disintegrated.\n*5*: Mirambo\u2019s success lay partly in his ability to get large supplies of firearms (often from Swahili-Arab traders) and in his skillful use of the ruga-ruga (Ngoni mercenary warriors from the south).\n*6*: In the 1870s Mirambo received support from the Arab sultan of Zanzibar, Barghash, who was then trying to extend his influence into the interior.\n*7*: Mirambo, (died 1884, Tanganyika [now Tanzania]), Nyamwezi warlord of central Africa whose ability to unite the many hitherto separate Nyamwezi clans into a powerful kingdom by the 1870s gave him strategic control of Swahili-Arab trade routes and threatened the preeminence of the Swahili-Arabs\u2019 colony in Unyanyembe (near present Tabora, Tanz.).\n*8*: In 1880, however, when two members of an expedition sponsored by the Belgian king Leopold II were killed by one of Mirambo\u2019s client chiefs, the sultan, already in a precarious position with Europeans, dropped the alliance."}
| 2 |
unscramble_89050
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: So just use whichever approach looks more familiar to you.
*2*: However, if you know for sure that your files have a pretty regular format, which makes it easy to identify the <data> entry, you could use either - the index function to search for the entry (and use substr to replace the date separators), or - Use a regular expression together with the s/// operator.
*3*: If you want to try this approach, open the file in binmode, read the whole file at once in a variable, do the substitution, go back to the beginning of the file (see the function 'seek') and write back the file. (2) You need to find the <date> line.
*4*: Aug 17, 2011, 3:27 AM Post #2 of 8 I don't understand why you add '<BR>' when outputting the changed file, if all what you want is to change the one line containing the date, however...
*5*: The usual approach is that you read the original file, write to a new (modified) file, and (after closing) move the new file over the old one.
*6*: The usual recommendation here is to use a HTML parser.
*7*: Your case is however special, in that you alternatively also could edit the file in-place (since only one character is replaced by a different character).
*8*: Re: [Ted] Alter contents between tags [In reply to] There are two things to consider: (1) You need to modify an existing file.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Aug 17, 2011, 3:27 AM Post #2 of 8 I don't understand why you add '<BR>' when outputting the changed file, if all what you want is to change the one line containing the date, however...\n*2*: Re: [Ted] Alter contents between tags [In reply to] There are two things to consider: (1) You need to modify an existing file.\n*3*: The usual approach is that you read the original file, write to a new (modified) file, and (after closing) move the new file over the old one.\n*4*: Your case is however special, in that you alternatively also could edit the file in-place (since only one character is replaced by a different character).\n*5*: If you want to try this approach, open the file in binmode, read the whole file at once in a variable, do the substitution, go back to the beginning of the file (see the function 'seek') and write back the file. (2) You need to find the <date> line.\n*6*: The usual recommendation here is to use a HTML parser.\n*7*: However, if you know for sure that your files have a pretty regular format, which makes it easy to identify the <data> entry, you could use either - the index function to search for the entry (and use substr to replace the date separators), or - Use a regular expression together with the s/// operator.\n*8*: So just use whichever approach looks more familiar to you.", "scrambled": "*1*: So just use whichever approach looks more familiar to you.\n*2*: However, if you know for sure that your files have a pretty regular format, which makes it easy to identify the <data> entry, you could use either - the index function to search for the entry (and use substr to replace the date separators), or - Use a regular expression together with the s/// operator.\n*3*: If you want to try this approach, open the file in binmode, read the whole file at once in a variable, do the substitution, go back to the beginning of the file (see the function 'seek') and write back the file. (2) You need to find the <date> line.\n*4*: Aug 17, 2011, 3:27 AM Post #2 of 8 I don't understand why you add '<BR>' when outputting the changed file, if all what you want is to change the one line containing the date, however...\n*5*: The usual approach is that you read the original file, write to a new (modified) file, and (after closing) move the new file over the old one.\n*6*: The usual recommendation here is to use a HTML parser.\n*7*: Your case is however special, in that you alternatively also could edit the file in-place (since only one character is replaced by a different character).\n*8*: Re: [Ted] Alter contents between tags [In reply to] There are two things to consider: (1) You need to modify an existing file."}
| 2 |
unscramble_73506
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If they expire, the deficit could hover around 2 percent of GDP by about 2015.
*2*: It's also important to note that these numbers are based on the CBO assumption that the economy will remain sluggish, with the GDP growing at a 1.4 percent rate this year to a 2.5 percent in 2022.
*3*: The CBO reports that is nearly 7 percent of the United States' GDP, but is "nearly 2 percentage points below the deficit recorded in 2011, but still higher than any deficit between 1947 and 2008." There are two graphics that really tell you the story outlined in the CBO's fiscal outlook.
*4*: The blue assumes those tax cuts are extended and the brown assumes congress allows those taxes to expire.
*5*: First, an overarching look at deficits and surpluses since 1946: And, then, a look at the projected fiscal situation of the country through 2022. the bottom line is that the country will be running a sizable deficit for the next decade.
*6*: CBO Estimates $1.1 Trillion Federal Deficit Taking into account all the budget legislation passed in the last year, the Congressional Budget Office says the country will run a $1.1 trillion deficit in fiscal year 2012.
*7*: But the CBO analyzed what would happen if congress allows the expiration of tax cuts ennacted in 2001, 2003 and 2009.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: CBO Estimates $1.1 Trillion Federal Deficit Taking into account all the budget legislation passed in the last year, the Congressional Budget Office says the country will run a $1.1 trillion deficit in fiscal year 2012.\n*2*: The CBO reports that is nearly 7 percent of the United States' GDP, but is \"nearly 2 percentage points below the deficit recorded in 2011, but still higher than any deficit between 1947 and 2008.\" There are two graphics that really tell you the story outlined in the CBO's fiscal outlook.\n*3*: First, an overarching look at deficits and surpluses since 1946: And, then, a look at the projected fiscal situation of the country through 2022. the bottom line is that the country will be running a sizable deficit for the next decade.\n*4*: But the CBO analyzed what would happen if congress allows the expiration of tax cuts ennacted in 2001, 2003 and 2009.\n*5*: The blue assumes those tax cuts are extended and the brown assumes congress allows those taxes to expire.\n*6*: If they expire, the deficit could hover around 2 percent of GDP by about 2015.\n*7*: It's also important to note that these numbers are based on the CBO assumption that the economy will remain sluggish, with the GDP growing at a 1.4 percent rate this year to a 2.5 percent in 2022.", "scrambled": "*1*: If they expire, the deficit could hover around 2 percent of GDP by about 2015.\n*2*: It's also important to note that these numbers are based on the CBO assumption that the economy will remain sluggish, with the GDP growing at a 1.4 percent rate this year to a 2.5 percent in 2022.\n*3*: The CBO reports that is nearly 7 percent of the United States' GDP, but is \"nearly 2 percentage points below the deficit recorded in 2011, but still higher than any deficit between 1947 and 2008.\" There are two graphics that really tell you the story outlined in the CBO's fiscal outlook.\n*4*: The blue assumes those tax cuts are extended and the brown assumes congress allows those taxes to expire.\n*5*: First, an overarching look at deficits and surpluses since 1946: And, then, a look at the projected fiscal situation of the country through 2022. the bottom line is that the country will be running a sizable deficit for the next decade.\n*6*: CBO Estimates $1.1 Trillion Federal Deficit Taking into account all the budget legislation passed in the last year, the Congressional Budget Office says the country will run a $1.1 trillion deficit in fiscal year 2012.\n*7*: But the CBO analyzed what would happen if congress allows the expiration of tax cuts ennacted in 2001, 2003 and 2009."}
| 2 |
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