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stringclasses 2
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stringlengths 484
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stringlengths 330
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int64 2
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|---|---|---|---|---|
unscramble_117475
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: We’re going to take the environmental risks.” Jason Mark faults the State Department environmental review for not acknowledging the pipeline’s contribution to climate change. “The U.S. State Department said that this pipeline would have ‘no significant environmental impact.’ As a journalist, that felt to me like the classic example of the headline writer not actually reading the story.” Mark highlights what is, to him, the even larger issue. “Is the United States going to be complicit in burning megatons more carbon dioxide that’s going to fuel run-away climate change?” We have a choice, he says, “Do we continue to make investments that leave us on the path of a carbon-intensive economy?
*2*: Cassie Doyle downplays the environmental impact of processing the Alberta oil sands’ heavy crude. “We assume that the oil sands production is static when it comes to environmental performance.
*3*: Why would the United States opt to buy crude from anyone other than Canada if given a choice?, asks Pourbaix. “To suggest that those other countries are more responsible environmental citizens than Canada begs comprehension.
*4*: The 1,700-mile Keystone XL pipeline would carry heavy crude oil from Alberta to America’s Gulf Coast refineries.
*5*: It’s not really an import pipeline,” says Pope. “The United States is going to be used as a transit zone and a refining zone.
*6*: It is far more compelling to be getting your oil needs from Canada, rather than getting it from other countries such as Libya, Nigeria, or Venezuela,” he says.
*7*: When, since 1990, we’ve seen a 30% improvement in the carbon intensity per barrel.” Sierra Club Chairman Carl Pope and Jason Mark, Editor of the Earth Island Journal, dismiss both claims – that Keystone XL crude will stay in the United States and can be extracted without exacerbating climate change – as implausible. “This is really an export pipeline.
*8*: In this Climate One debate, a panel of experts argues for and against the controversial pipeline.
*9*: For Alex Pourbaix, President of Energy and Oil Pipelines, TransCanada, the pipeline builder, and Cassie Doyle, Canada’s Consul General in San Francisco, the merits of the project are clear: America would bank a stable, secure supply of crude from a friendly neighbor.
*10*: Or, when do we make the hard decision that says we’re going to stop using oil?” Cassie Doyle, Consul General, Canada; Former Canadian Deputy Minister of Natural Resources Jason Mark, Earth Island Institute Carl Pope, Chairman, The Sierra Club Alex Pourbaix, President of Energy and Oil Pipelines, TransCanada Download the audio here.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The 1,700-mile Keystone XL pipeline would carry heavy crude oil from Alberta to America\u2019s Gulf Coast refineries.\n*2*: In this Climate One debate, a panel of experts argues for and against the controversial pipeline.\n*3*: For Alex Pourbaix, President of Energy and Oil Pipelines, TransCanada, the pipeline builder, and Cassie Doyle, Canada\u2019s Consul General in San Francisco, the merits of the project are clear: America would bank a stable, secure supply of crude from a friendly neighbor.\n*4*: Why would the United States opt to buy crude from anyone other than Canada if given a choice?, asks Pourbaix. \u201cTo suggest that those other countries are more responsible environmental citizens than Canada begs comprehension.\n*5*: It is far more compelling to be getting your oil needs from Canada, rather than getting it from other countries such as Libya, Nigeria, or Venezuela,\u201d he says.\n*6*: Cassie Doyle downplays the environmental impact of processing the Alberta oil sands\u2019 heavy crude. \u201cWe assume that the oil sands production is static when it comes to environmental performance.\n*7*: When, since 1990, we\u2019ve seen a 30% improvement in the carbon intensity per barrel.\u201d Sierra Club Chairman Carl Pope and Jason Mark, Editor of the Earth Island Journal, dismiss both claims \u2013 that Keystone XL crude will stay in the United States and can be extracted without exacerbating climate change \u2013 as implausible. \u201cThis is really an export pipeline.\n*8*: It\u2019s not really an import pipeline,\u201d says Pope. \u201cThe United States is going to be used as a transit zone and a refining zone.\n*9*: We\u2019re going to take the environmental risks.\u201d Jason Mark faults the State Department environmental review for not acknowledging the pipeline\u2019s contribution to climate change. \u201cThe U.S. State Department said that this pipeline would have \u2018no significant environmental impact.\u2019 As a journalist, that felt to me like the classic example of the headline writer not actually reading the story.\u201d Mark highlights what is, to him, the even larger issue. \u201cIs the United States going to be complicit in burning megatons more carbon dioxide that\u2019s going to fuel run-away climate change?\u201d We have a choice, he says, \u201cDo we continue to make investments that leave us on the path of a carbon-intensive economy?\n*10*: Or, when do we make the hard decision that says we\u2019re going to stop using oil?\u201d Cassie Doyle, Consul General, Canada; Former Canadian Deputy Minister of Natural Resources Jason Mark, Earth Island Institute Carl Pope, Chairman, The Sierra Club Alex Pourbaix, President of Energy and Oil Pipelines, TransCanada Download the audio here.", "scrambled": "*1*: We\u2019re going to take the environmental risks.\u201d Jason Mark faults the State Department environmental review for not acknowledging the pipeline\u2019s contribution to climate change. \u201cThe U.S. State Department said that this pipeline would have \u2018no significant environmental impact.\u2019 As a journalist, that felt to me like the classic example of the headline writer not actually reading the story.\u201d Mark highlights what is, to him, the even larger issue. \u201cIs the United States going to be complicit in burning megatons more carbon dioxide that\u2019s going to fuel run-away climate change?\u201d We have a choice, he says, \u201cDo we continue to make investments that leave us on the path of a carbon-intensive economy?\n*2*: Cassie Doyle downplays the environmental impact of processing the Alberta oil sands\u2019 heavy crude. \u201cWe assume that the oil sands production is static when it comes to environmental performance.\n*3*: Why would the United States opt to buy crude from anyone other than Canada if given a choice?, asks Pourbaix. \u201cTo suggest that those other countries are more responsible environmental citizens than Canada begs comprehension.\n*4*: The 1,700-mile Keystone XL pipeline would carry heavy crude oil from Alberta to America\u2019s Gulf Coast refineries.\n*5*: It\u2019s not really an import pipeline,\u201d says Pope. \u201cThe United States is going to be used as a transit zone and a refining zone.\n*6*: It is far more compelling to be getting your oil needs from Canada, rather than getting it from other countries such as Libya, Nigeria, or Venezuela,\u201d he says.\n*7*: When, since 1990, we\u2019ve seen a 30% improvement in the carbon intensity per barrel.\u201d Sierra Club Chairman Carl Pope and Jason Mark, Editor of the Earth Island Journal, dismiss both claims \u2013 that Keystone XL crude will stay in the United States and can be extracted without exacerbating climate change \u2013 as implausible. \u201cThis is really an export pipeline.\n*8*: In this Climate One debate, a panel of experts argues for and against the controversial pipeline.\n*9*: For Alex Pourbaix, President of Energy and Oil Pipelines, TransCanada, the pipeline builder, and Cassie Doyle, Canada\u2019s Consul General in San Francisco, the merits of the project are clear: America would bank a stable, secure supply of crude from a friendly neighbor.\n*10*: Or, when do we make the hard decision that says we\u2019re going to stop using oil?\u201d Cassie Doyle, Consul General, Canada; Former Canadian Deputy Minister of Natural Resources Jason Mark, Earth Island Institute Carl Pope, Chairman, The Sierra Club Alex Pourbaix, President of Energy and Oil Pipelines, TransCanada Download the audio here."}
| 2 |
unscramble_73736
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The more I looked at them, the more they expanded beyond the borders of the frame.
*2*: Ukiyo-e (Japanese Prints) The term outsider art was coined by art critic Roger Cardinal in 1972 as an English synonym for art brut ( French: [aʁ bʁyt] , "raw art" or "rough art"), a label created by French artist Jean Dubuffet to describe art created outside the boundaries of official culture; Dubuffet focused particularly on art by those on the outsides of the established art scene such as insane-asylum inmates and children. [ 1 ] [ 2 ] While Dubuffet's term is quite specific, the English term "outsider art" is often applied more broadly, to include certain self-taught or naïve art makers who were never institutionalized.
*3*: How this got started I first saw Eugene Von Bruenchenhein’s paintings in 2003.
*4*: Typically, those labeled as outsider artists have little or no contact with the mainstream art world or art institutions.
*5*: In many cases, their work is discovered only after their deaths.
*6*: I found them mysterious and evocative, and full of energy.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Ukiyo-e (Japanese Prints) The term outsider art was coined by art critic Roger Cardinal in 1972 as an English synonym for art brut ( French: [a\u0281 b\u0281yt] , \"raw art\" or \"rough art\"), a label created by French artist Jean Dubuffet to describe art created outside the boundaries of official culture; Dubuffet focused particularly on art by those on the outsides of the established art scene such as insane-asylum inmates and children. [ 1 ] [ 2 ] While Dubuffet's term is quite specific, the English term \"outsider art\" is often applied more broadly, to include certain self-taught or na\u00efve art makers who were never institutionalized.\n*2*: Typically, those labeled as outsider artists have little or no contact with the mainstream art world or art institutions.\n*3*: In many cases, their work is discovered only after their deaths.\n*4*: How this got started I first saw Eugene Von Bruenchenhein\u2019s paintings in 2003.\n*5*: I found them mysterious and evocative, and full of energy.\n*6*: The more I looked at them, the more they expanded beyond the borders of the frame.", "scrambled": "*1*: The more I looked at them, the more they expanded beyond the borders of the frame.\n*2*: Ukiyo-e (Japanese Prints) The term outsider art was coined by art critic Roger Cardinal in 1972 as an English synonym for art brut ( French: [a\u0281 b\u0281yt] , \"raw art\" or \"rough art\"), a label created by French artist Jean Dubuffet to describe art created outside the boundaries of official culture; Dubuffet focused particularly on art by those on the outsides of the established art scene such as insane-asylum inmates and children. [ 1 ] [ 2 ] While Dubuffet's term is quite specific, the English term \"outsider art\" is often applied more broadly, to include certain self-taught or na\u00efve art makers who were never institutionalized.\n*3*: How this got started I first saw Eugene Von Bruenchenhein\u2019s paintings in 2003.\n*4*: Typically, those labeled as outsider artists have little or no contact with the mainstream art world or art institutions.\n*5*: In many cases, their work is discovered only after their deaths.\n*6*: I found them mysterious and evocative, and full of energy."}
| 2 |
unscramble_24415
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: When the new guidebook goes into effect in May, a child who has symptoms of Asperger's Syndrome, (problems with social interaction and unusual interests or behaviors but less likely to have problems with language or intellectual ability), will no longer be told he has Asperger's but rather "autism spectrum disorder (ASD)." The same goes for a child meeting the criteria for PDD-NOS or classic autism.
*2*: It is also used by insurance companies, schools and other agencies responsible for covering or creating special provisions for individuals with developmental or mental disorders.
*3*: Starting next year, the process of diagnosing autism may see drastic changes following the revision of the official guide to classifying psychiatric illnesses.
*4*: The approval of the changes in the Diagnostic and Statistical Manual of Mental Disorders came during a meeting in Arlington, Virginia.
*5*: After years of reviewing and refining criteria used by psychiatrists and other experts to diagnose mental health disorders, the American Psychiatric Association board of trustees on Saturday approved major changes to the manual, better known as DSM-5.
*6*: The DSM is considered the "bible" of psychiatry because it's the criteria mental health professionals use to diagnose their patients.
*7*: Whether someone receives the death penalty or a lesser sentence can rise or fall depending on criteria for a mental health disorder as defined in the DSM.
*8*: Autism diagnoses will see significant changes in how patients are labeled.
*9*: Under the current manual, called the DSM-IV, children who meet the criteria for having autism are diagnosed with and told they have autistic disorder (also known as 'classic' autism) or Asperger's Syndrome or PDD-NOS, which stands for "Pervasive Developmental Disorder - Not Otherwise Specified." In the new "DSM-5" manual, "the criteria will incorporate several diagnoses from DSM-IV including autistic disorder, Asperger's disorder, childhood disintegrative disorder and pervasive developmental disorder (not otherwise specified) into the diagnosis of autism spectrum disorder for DSM-5 to help more accurately and consistently diagnose children with autism," according to an APA statement Saturday.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Starting next year, the process of diagnosing autism may see drastic changes following the revision of the official guide to classifying psychiatric illnesses.\n*2*: After years of reviewing and refining criteria used by psychiatrists and other experts to diagnose mental health disorders, the American Psychiatric Association board of trustees on Saturday approved major changes to the manual, better known as DSM-5.\n*3*: The approval of the changes in the Diagnostic and Statistical Manual of Mental Disorders came during a meeting in Arlington, Virginia.\n*4*: The DSM is considered the \"bible\" of psychiatry because it's the criteria mental health professionals use to diagnose their patients.\n*5*: It is also used by insurance companies, schools and other agencies responsible for covering or creating special provisions for individuals with developmental or mental disorders.\n*6*: Whether someone receives the death penalty or a lesser sentence can rise or fall depending on criteria for a mental health disorder as defined in the DSM.\n*7*: Autism diagnoses will see significant changes in how patients are labeled.\n*8*: Under the current manual, called the DSM-IV, children who meet the criteria for having autism are diagnosed with and told they have autistic disorder (also known as 'classic' autism) or Asperger's Syndrome or PDD-NOS, which stands for \"Pervasive Developmental Disorder - Not Otherwise Specified.\" In the new \"DSM-5\" manual, \"the criteria will incorporate several diagnoses from DSM-IV including autistic disorder, Asperger's disorder, childhood disintegrative disorder and pervasive developmental disorder (not otherwise specified) into the diagnosis of autism spectrum disorder for DSM-5 to help more accurately and consistently diagnose children with autism,\" according to an APA statement Saturday.\n*9*: When the new guidebook goes into effect in May, a child who has symptoms of Asperger's Syndrome, (problems with social interaction and unusual interests or behaviors but less likely to have problems with language or intellectual ability), will no longer be told he has Asperger's but rather \"autism spectrum disorder (ASD).\" The same goes for a child meeting the criteria for PDD-NOS or classic autism.", "scrambled": "*1*: When the new guidebook goes into effect in May, a child who has symptoms of Asperger's Syndrome, (problems with social interaction and unusual interests or behaviors but less likely to have problems with language or intellectual ability), will no longer be told he has Asperger's but rather \"autism spectrum disorder (ASD).\" The same goes for a child meeting the criteria for PDD-NOS or classic autism.\n*2*: It is also used by insurance companies, schools and other agencies responsible for covering or creating special provisions for individuals with developmental or mental disorders.\n*3*: Starting next year, the process of diagnosing autism may see drastic changes following the revision of the official guide to classifying psychiatric illnesses.\n*4*: The approval of the changes in the Diagnostic and Statistical Manual of Mental Disorders came during a meeting in Arlington, Virginia.\n*5*: After years of reviewing and refining criteria used by psychiatrists and other experts to diagnose mental health disorders, the American Psychiatric Association board of trustees on Saturday approved major changes to the manual, better known as DSM-5.\n*6*: The DSM is considered the \"bible\" of psychiatry because it's the criteria mental health professionals use to diagnose their patients.\n*7*: Whether someone receives the death penalty or a lesser sentence can rise or fall depending on criteria for a mental health disorder as defined in the DSM.\n*8*: Autism diagnoses will see significant changes in how patients are labeled.\n*9*: Under the current manual, called the DSM-IV, children who meet the criteria for having autism are diagnosed with and told they have autistic disorder (also known as 'classic' autism) or Asperger's Syndrome or PDD-NOS, which stands for \"Pervasive Developmental Disorder - Not Otherwise Specified.\" In the new \"DSM-5\" manual, \"the criteria will incorporate several diagnoses from DSM-IV including autistic disorder, Asperger's disorder, childhood disintegrative disorder and pervasive developmental disorder (not otherwise specified) into the diagnosis of autism spectrum disorder for DSM-5 to help more accurately and consistently diagnose children with autism,\" according to an APA statement Saturday."}
| 2 |
unscramble_30094
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Researchers studying 5,300-year-old ‘Oetzi’ have found traces of blood, the oldest red blood cells ever recovered, showing he died shortly after his wound was inflicted.
*2*: Click here to subscribe
*3*: Project leader Prof Albert Zink said: ‘Fibrin is present in fresh wounds and then degrades, so the theory that Oetzi died some days after he was injured by the arrow can no longer be upheld.’ This article is an extract from the full article published in World Archaeology Issue 53.
*4*: The traces of fibrin show the ice mummy’s blood did not have time to clot before he died.
*5*: Tissue samples from his fatal arrow wound revealed the distinctive ‘doughnut’ shape of red blood cells, and fibrin, a protein associated with blood clotting.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 studying 5,300-year-old \u2018Oetzi\u2019 have found traces of blood, the oldest red blood cells ever recovered, showing he died shortly after his wound was inflicted.\n*2*: Tissue samples from his fatal arrow wound revealed the distinctive \u2018doughnut\u2019 shape of red blood cells, and fibrin, a protein associated with blood clotting.\n*3*: The traces of fibrin show the ice mummy\u2019s blood did not have time to clot before he died.\n*4*: Project leader Prof Albert Zink said: \u2018Fibrin is present in fresh wounds and then degrades, so the theory that Oetzi died some days after he was injured by the arrow can no longer be upheld.\u2019 This article is an extract from the full article published in World Archaeology Issue 53.\n*5*: Click here to subscribe", "scrambled": "*1*: Researchers studying 5,300-year-old \u2018Oetzi\u2019 have found traces of blood, the oldest red blood cells ever recovered, showing he died shortly after his wound was inflicted.\n*2*: Click here to subscribe\n*3*: Project leader Prof Albert Zink said: \u2018Fibrin is present in fresh wounds and then degrades, so the theory that Oetzi died some days after he was injured by the arrow can no longer be upheld.\u2019 This article is an extract from the full article published in World Archaeology Issue 53.\n*4*: The traces of fibrin show the ice mummy\u2019s blood did not have time to clot before he died.\n*5*: Tissue samples from his fatal arrow wound revealed the distinctive \u2018doughnut\u2019 shape of red blood cells, and fibrin, a protein associated with blood clotting."}
| 2 |
unscramble_243992
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The idea of reaching Proxima b is not just science fiction.
*2*: The data beamed back could reveal whether the alien world offers the right conditions for life — and maybe even.
*3*: Anybody who longs to see an alien world up close got an exciting gift last year.
*4*: They announced, an to vastly accelerate research and development of a space probe that could make the trip.
*5*: In fact, a few months before the discovery of the exoplanet, a group of business leaders and scientists took the first steps towards visiting the Alpha Centauri star system, thought to be home to Proxima.
*6*: In August, researchers reported the discovery of a potentially habitable, Earth-sized planet orbiting the Sun’s closest stellar neighbour —, a mere 1.3 parsecs, or 4.22 light years, away.
*7*: When Proxima b was found ( ), the project gained an even more tantalizing target. et al.
*8*: Sending a spacecraft to the planet, dubbed Proxima b, would give humans their first view of a world outside the Solar System. “Clearly it would be a huge step forward for humanity if we could reach out to the nearest star system,” says Bruce Betts, director of science and technology for the Planetary Society in Pasadena, California.
*9*: It’s a tempting — some might say irresistible — destination.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Anybody who longs to see an alien world up close got an exciting gift last year.\n*2*: In August, researchers reported the discovery of a potentially habitable, Earth-sized planet orbiting the Sun\u2019s closest stellar neighbour \u2014, a mere 1.3 parsecs, or 4.22 light years, away.\n*3*: It\u2019s a tempting \u2014 some might say irresistible \u2014 destination.\n*4*: Sending a spacecraft to the planet, dubbed Proxima b, would give humans their first view of a world outside the Solar System. \u201cClearly it would be a huge step forward for humanity if we could reach out to the nearest star system,\u201d says Bruce Betts, director of science and technology for the Planetary Society in Pasadena, California.\n*5*: The data beamed back could reveal whether the alien world offers the right conditions for life \u2014 and maybe even.\n*6*: The idea of reaching Proxima b is not just science fiction.\n*7*: In fact, a few months before the discovery of the exoplanet, a group of business leaders and scientists took the first steps towards visiting the Alpha Centauri star system, thought to be home to Proxima.\n*8*: They announced, an to vastly accelerate research and development of a space probe that could make the trip.\n*9*: When Proxima b was found ( ), the project gained an even more tantalizing target. et al.", "scrambled": "*1*: The idea of reaching Proxima b is not just science fiction.\n*2*: The data beamed back could reveal whether the alien world offers the right conditions for life \u2014 and maybe even.\n*3*: Anybody who longs to see an alien world up close got an exciting gift last year.\n*4*: They announced, an to vastly accelerate research and development of a space probe that could make the trip.\n*5*: In fact, a few months before the discovery of the exoplanet, a group of business leaders and scientists took the first steps towards visiting the Alpha Centauri star system, thought to be home to Proxima.\n*6*: In August, researchers reported the discovery of a potentially habitable, Earth-sized planet orbiting the Sun\u2019s closest stellar neighbour \u2014, a mere 1.3 parsecs, or 4.22 light years, away.\n*7*: When Proxima b was found ( ), the project gained an even more tantalizing target. et al.\n*8*: Sending a spacecraft to the planet, dubbed Proxima b, would give humans their first view of a world outside the Solar System. \u201cClearly it would be a huge step forward for humanity if we could reach out to the nearest star system,\u201d says Bruce Betts, director of science and technology for the Planetary Society in Pasadena, California.\n*9*: It\u2019s a tempting \u2014 some might say irresistible \u2014 destination."}
| 2 |
unscramble_51736
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: After a fateful visit to Phnom Penh a few years ago, Evanston resident Dan Schwarzlose decided to devote his life to Cambodia's endangered musical traditions.
*2*: Jerome and Tony sit down with Dan, who's the founder and director of the cultural preservation organization Elastic Cambodia.
*3*: Because Cambodian music has been traditionally taught aurally, he also uses Western notation to write down the music.
*4*: According to Dan Schwarzlose, it’s informally known as “the instrument of the heart.”
*5*: He's since traveled to remote regions of the country in search of masters who can teach the younger generation how to play indigenous instruments.
*6*: Ninety percent of the Southeast Asian nation's artists were lost in the genocide.
*7*: Watch this video featuring the khsae diev, an ancient Cambodian instrument with one string made from a hollowed-out gourd.
*8*: On this edition of Global Notes, Jerome and Radio M host Tony Sarabia explore Cambodia's rich musical heritage.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: On this edition of Global Notes, Jerome and Radio M host Tony Sarabia explore Cambodia's rich musical heritage.\n*2*: Ninety percent of the Southeast Asian nation's artists were lost in the genocide.\n*3*: After a fateful visit to Phnom Penh a few years ago, Evanston resident Dan Schwarzlose decided to devote his life to Cambodia's endangered musical traditions.\n*4*: He's since traveled to remote regions of the country in search of masters who can teach the younger generation how to play indigenous instruments.\n*5*: Because Cambodian music has been traditionally taught aurally, he also uses Western notation to write down the music.\n*6*: Jerome and Tony sit down with Dan, who's the founder and director of the cultural preservation organization Elastic Cambodia.\n*7*: Watch this video featuring the khsae diev, an ancient Cambodian instrument with one string made from a hollowed-out gourd.\n*8*: According to Dan Schwarzlose, it\u2019s informally known as \u201cthe instrument of the heart.\u201d", "scrambled": "*1*: After a fateful visit to Phnom Penh a few years ago, Evanston resident Dan Schwarzlose decided to devote his life to Cambodia's endangered musical traditions.\n*2*: Jerome and Tony sit down with Dan, who's the founder and director of the cultural preservation organization Elastic Cambodia.\n*3*: Because Cambodian music has been traditionally taught aurally, he also uses Western notation to write down the music.\n*4*: According to Dan Schwarzlose, it\u2019s informally known as \u201cthe instrument of the heart.\u201d\n*5*: He's since traveled to remote regions of the country in search of masters who can teach the younger generation how to play indigenous instruments.\n*6*: Ninety percent of the Southeast Asian nation's artists were lost in the genocide.\n*7*: Watch this video featuring the khsae diev, an ancient Cambodian instrument with one string made from a hollowed-out gourd.\n*8*: On this edition of Global Notes, Jerome and Radio M host Tony Sarabia explore Cambodia's rich musical heritage."}
| 2 |
unscramble_25602
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The general consensus of those who have studied technology's influence, however, is that these innovations have failed to engender either significant learning benefits or reform in mainstream schooling.
*2*: Date: February 22, 2010 | DOI: 10.4135/9781412957403 | Print ISBN: 9781412956642 | Online ISBN: 9781412957403| Publisher:SAGE Publications, Inc.About this encyclopedia David F.
*3*: Advocates promoted the adoption of educational motion pictures in the 1920s, educational radio in the 1930s, educational television in the 1950s, personal computer use for education in the 1980s, and classroom use of the Internet in the 1990s.
*4*: Distinct from technology education, which emphasizes technology skill development as a content area, educational technology is used to enhance or augment instruction in other subjects.
*5*: Feldon & William Morris Educational visionaries and reformers have held high hopes for the use of technology to improve the quality of education.
*6*: Assessments of educational technology's value and effectiveness are in ...
*7*: With each innovation in communications technology during the 20th century, claims have been made that their use in classrooms would revolutionize the educational process, improving effectiveness, resource efficiency, and/or pedagogical approach.
*8*: Pub. date: 2010 | Online Pub.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Pub. date: 2010 | Online Pub.\n*2*: Date: February 22, 2010 | DOI: 10.4135/9781412957403 | Print ISBN: 9781412956642 | Online ISBN: 9781412957403| Publisher:SAGE Publications, Inc.About this encyclopedia David F.\n*3*: Feldon & William Morris Educational visionaries and reformers have held high hopes for the use of technology to improve the quality of education.\n*4*: Distinct from technology education, which emphasizes technology skill development as a content area, educational technology is used to enhance or augment instruction in other subjects.\n*5*: With each innovation in communications technology during the 20th century, claims have been made that their use in classrooms would revolutionize the educational process, improving effectiveness, resource efficiency, and/or pedagogical approach.\n*6*: Advocates promoted the adoption of educational motion pictures in the 1920s, educational radio in the 1930s, educational television in the 1950s, personal computer use for education in the 1980s, and classroom use of the Internet in the 1990s.\n*7*: The general consensus of those who have studied technology's influence, however, is that these innovations have failed to engender either significant learning benefits or reform in mainstream schooling.\n*8*: Assessments of educational technology's value and effectiveness are in ...", "scrambled": "*1*: The general consensus of those who have studied technology's influence, however, is that these innovations have failed to engender either significant learning benefits or reform in mainstream schooling.\n*2*: Date: February 22, 2010 | DOI: 10.4135/9781412957403 | Print ISBN: 9781412956642 | Online ISBN: 9781412957403| Publisher:SAGE Publications, Inc.About this encyclopedia David F.\n*3*: Advocates promoted the adoption of educational motion pictures in the 1920s, educational radio in the 1930s, educational television in the 1950s, personal computer use for education in the 1980s, and classroom use of the Internet in the 1990s.\n*4*: Distinct from technology education, which emphasizes technology skill development as a content area, educational technology is used to enhance or augment instruction in other subjects.\n*5*: Feldon & William Morris Educational visionaries and reformers have held high hopes for the use of technology to improve the quality of education.\n*6*: Assessments of educational technology's value and effectiveness are in ...\n*7*: With each innovation in communications technology during the 20th century, claims have been made that their use in classrooms would revolutionize the educational process, improving effectiveness, resource efficiency, and/or pedagogical approach.\n*8*: Pub. date: 2010 | Online Pub."}
| 2 |
unscramble_108336
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The findings provide more than mere implications for educators - given their simplicity, they make it possible for educators to make the most of these to champion resilience.
*2*: The description both confirms and extends what was known about the roots of adolescent resilience, post-divorce.
*3*: Keywords : adolescence; divorce; ecosystemic; protective resources; qualitative; resilience.
*4*: Enabling white, Afrikaans-speaking adolescents towards post-divorce resilience: implications for educators.
*5*: Afr. j. educ. [online]. 2010, vol.30, n.2, pp. 231-244.
*6*: We use these findings to capacitate educators who are mandated to care for needy learners, such as those from divorced homes.
*7*: Using rich qualitative data, we describe the ecosystemically-embedded protective antecedents that enabled 10 white, Afrikaans-speaking adolescents from divorced families towards resilience.
*8*: ISSN 0256-0100.
*9*: South African Journal of Education Print version ISSN 0256-0100 THERON, Linda and DUNN, Nadine.
*10*: 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*: South African Journal of Education Print version ISSN 0256-0100 THERON, Linda and DUNN, Nadine.\n*2*: Enabling white, Afrikaans-speaking adolescents towards post-divorce resilience: implications for educators.\n*3*: S.\n*4*: Afr. j. educ. [online]. 2010, vol.30, n.2, pp. 231-244.\n*5*: ISSN 0256-0100.\n*6*: Using rich qualitative data, we describe the ecosystemically-embedded protective antecedents that enabled 10 white, Afrikaans-speaking adolescents from divorced families towards resilience.\n*7*: The description both confirms and extends what was known about the roots of adolescent resilience, post-divorce.\n*8*: We use these findings to capacitate educators who are mandated to care for needy learners, such as those from divorced homes.\n*9*: The findings provide more than mere implications for educators - given their simplicity, they make it possible for educators to make the most of these to champion resilience.\n*10*: Keywords : adolescence; divorce; ecosystemic; protective resources; qualitative; resilience.", "scrambled": "*1*: The findings provide more than mere implications for educators - given their simplicity, they make it possible for educators to make the most of these to champion resilience.\n*2*: The description both confirms and extends what was known about the roots of adolescent resilience, post-divorce.\n*3*: Keywords : adolescence; divorce; ecosystemic; protective resources; qualitative; resilience.\n*4*: Enabling white, Afrikaans-speaking adolescents towards post-divorce resilience: implications for educators.\n*5*: Afr. j. educ. [online]. 2010, vol.30, n.2, pp. 231-244.\n*6*: We use these findings to capacitate educators who are mandated to care for needy learners, such as those from divorced homes.\n*7*: Using rich qualitative data, we describe the ecosystemically-embedded protective antecedents that enabled 10 white, Afrikaans-speaking adolescents from divorced families towards resilience.\n*8*: ISSN 0256-0100.\n*9*: South African Journal of Education Print version ISSN 0256-0100 THERON, Linda and DUNN, Nadine.\n*10*: S."}
| 2 |
unscramble_7914
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Eight reading comprehension strategies are covered: visualizing, prior knowledge, predicting, vocabulary, drawing conclusions, inferences, main idea and reflection.
*2*: Packed with focus questions, this quick flip makes it easy to practice and assess student comprehension.
*3*: Submit a review
*4*: |Product #: EP-725| Quick Flip Questions for Reading Comprehension Handheld flip charts make understanding learning theories and planning lessons easy!
*5*: The convenient format keeps important information and teaching strategies right at hand. 5 x 6".
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 #: EP-725| Quick Flip Questions for Reading Comprehension Handheld flip charts make understanding learning theories and planning lessons easy!\n*2*: The convenient format keeps important information and teaching strategies right at hand. 5 x 6\".\n*3*: Packed with focus questions, this quick flip makes it easy to practice and assess student comprehension.\n*4*: Eight reading comprehension strategies are covered: visualizing, prior knowledge, predicting, vocabulary, drawing conclusions, inferences, main idea and reflection.\n*5*: Submit a review", "scrambled": "*1*: Eight reading comprehension strategies are covered: visualizing, prior knowledge, predicting, vocabulary, drawing conclusions, inferences, main idea and reflection.\n*2*: Packed with focus questions, this quick flip makes it easy to practice and assess student comprehension.\n*3*: Submit a review\n*4*: |Product #: EP-725| Quick Flip Questions for Reading Comprehension Handheld flip charts make understanding learning theories and planning lessons easy!\n*5*: The convenient format keeps important information and teaching strategies right at hand. 5 x 6\"."}
| 2 |
unscramble_171870
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Viewed in flight, the nonbreeding plumage is mostly brownish, the wings lack a prominent white stripe and the underwing linings are pale with no black near the body at the base of the wings.
*2*: The bill is much smaller than that of the black-bellied plover.
*3*: Upperparts speckled with black, gold and white, and underparts are entirely black.
*4*: A white stripe extends from the forehead and eyebrows along the edge of the black throat and breast.
*5*: Voice is a sharp, quick, 2- or 3-syllable whistle.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Upperparts speckled with black, gold and white, and underparts are entirely black.\n*2*: A white stripe extends from the forehead and eyebrows along the edge of the black throat and breast.\n*3*: The bill is much smaller than that of the black-bellied plover.\n*4*: Viewed in flight, the nonbreeding plumage is mostly brownish, the wings lack a prominent white stripe and the underwing linings are pale with no black near the body at the base of the wings.\n*5*: Voice is a sharp, quick, 2- or 3-syllable whistle.", "scrambled": "*1*: Viewed in flight, the nonbreeding plumage is mostly brownish, the wings lack a prominent white stripe and the underwing linings are pale with no black near the body at the base of the wings.\n*2*: The bill is much smaller than that of the black-bellied plover.\n*3*: Upperparts speckled with black, gold and white, and underparts are entirely black.\n*4*: A white stripe extends from the forehead and eyebrows along the edge of the black throat and breast.\n*5*: Voice is a sharp, quick, 2- or 3-syllable whistle."}
| 2 |
unscramble_161988
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Cats will enjoy heat and sun exposure, often sleeping in a sunny area during the heat of the day.
*2*: Wild cats, the ancestor of the domestic cat, is believed to have evolved in a desert climate, as evident in the behavior common to both the domestic and wild forms.
*3*: Cats can easily withstand the heat and cold of a temperate climate, but not for long periods.
*4*: Wild cats come from all continents other than Australasia and Antarctica.
*5*: Cats have little resistance against fog, rain, and snow and struggle to maintain their 39 °C (102 °F) body temperature when wet.
*6*: Their feces are usually dry, and cats prefer to bury them in sandy places.
*7*: People will start to feel uncomfortable when their skin's temperature gets higher than about 44.5 °C (112 °F), but cats don't start to show signs of discomfort until their skin reaches about 52 °C (126 °F).
*8*: If a cat is continually exposed to water from a very young age, many times it will develop a fondness for it; but this rarely if ever occurs naturally.
*9*: Most cats dislike immersion in water; with one major exception is the Turkish Van breed which has an unusual fondness for water.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Wild cats, the ancestor of the domestic cat, is believed to have evolved in a desert climate, as evident in the behavior common to both the domestic and wild forms.\n*2*: Wild cats come from all continents other than Australasia and Antarctica.\n*3*: Their feces are usually dry, and cats prefer to bury them in sandy places.\n*4*: Cats will enjoy heat and sun exposure, often sleeping in a sunny area during the heat of the day.\n*5*: People will start to feel uncomfortable when their skin's temperature gets higher than about 44.5 \u00b0C (112 \u00b0F), but cats don't start to show signs of discomfort until their skin reaches about 52 \u00b0C (126 \u00b0F).\n*6*: Cats can easily withstand the heat and cold of a temperate climate, but not for long periods.\n*7*: Cats have little resistance against fog, rain, and snow and struggle to maintain their 39 \u00b0C (102 \u00b0F) body temperature when wet.\n*8*: Most cats dislike immersion in water; with one major exception is the Turkish Van breed which has an unusual fondness for water.\n*9*: If a cat is continually exposed to water from a very young age, many times it will develop a fondness for it; but this rarely if ever occurs naturally.", "scrambled": "*1*: Cats will enjoy heat and sun exposure, often sleeping in a sunny area during the heat of the day.\n*2*: Wild cats, the ancestor of the domestic cat, is believed to have evolved in a desert climate, as evident in the behavior common to both the domestic and wild forms.\n*3*: Cats can easily withstand the heat and cold of a temperate climate, but not for long periods.\n*4*: Wild cats come from all continents other than Australasia and Antarctica.\n*5*: Cats have little resistance against fog, rain, and snow and struggle to maintain their 39 \u00b0C (102 \u00b0F) body temperature when wet.\n*6*: Their feces are usually dry, and cats prefer to bury them in sandy places.\n*7*: People will start to feel uncomfortable when their skin's temperature gets higher than about 44.5 \u00b0C (112 \u00b0F), but cats don't start to show signs of discomfort until their skin reaches about 52 \u00b0C (126 \u00b0F).\n*8*: If a cat is continually exposed to water from a very young age, many times it will develop a fondness for it; but this rarely if ever occurs naturally.\n*9*: Most cats dislike immersion in water; with one major exception is the Turkish Van breed which has an unusual fondness for water."}
| 2 |
unscramble_68945
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The unstructured network topology, however, contains many cyclic paths which introduce numerous duplicate messages in the system.
*2*: DCMP: A Distributed Cycle Minimization Protocol for Peer-to-Peer Networks Source: National University of Singapore Broadcast-based Peer-to-Peer (P2P) networks, including flat (e.g., Gnutella) and two-layer super-peer implementations (e.g., Kazaa), are extremely popular nowadays due to their simplicity, ease of deployment and versatility.
*3*: In this paper the authors describe DCMP, a dynamic, fully decentralized protocol which reduces significantly the duplicate messages by eliminating unnecessary cycles.
*4*: While such messages can be identified and ignored, they still consume a large proportion of the bandwidth and other resources, causing bottlenecks in the entire network.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: DCMP: A Distributed Cycle Minimization Protocol for Peer-to-Peer Networks Source: National University of Singapore Broadcast-based Peer-to-Peer (P2P) networks, including flat (e.g., Gnutella) and two-layer super-peer implementations (e.g., Kazaa), are extremely popular nowadays due to their simplicity, ease of deployment and versatility.\n*2*: The unstructured network topology, however, contains many cyclic paths which introduce numerous duplicate messages in the system.\n*3*: While such messages can be identified and ignored, they still consume a large proportion of the bandwidth and other resources, causing bottlenecks in the entire network.\n*4*: In this paper the authors describe DCMP, a dynamic, fully decentralized protocol which reduces significantly the duplicate messages by eliminating unnecessary cycles.", "scrambled": "*1*: The unstructured network topology, however, contains many cyclic paths which introduce numerous duplicate messages in the system.\n*2*: DCMP: A Distributed Cycle Minimization Protocol for Peer-to-Peer Networks Source: National University of Singapore Broadcast-based Peer-to-Peer (P2P) networks, including flat (e.g., Gnutella) and two-layer super-peer implementations (e.g., Kazaa), are extremely popular nowadays due to their simplicity, ease of deployment and versatility.\n*3*: In this paper the authors describe DCMP, a dynamic, fully decentralized protocol which reduces significantly the duplicate messages by eliminating unnecessary cycles.\n*4*: While such messages can be identified and ignored, they still consume a large proportion of the bandwidth and other resources, causing bottlenecks in the entire network."}
| 2 |
unscramble_61436
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It was designated a National Historic Civil Engineering Landmark by the American Society of Civil Engineers in 1982.
*2*: McCullough employed a new method of concrete arch construction named the Freyssinet method, named after the French bridge engineer Eugene Freyssinet.
*3*: A bridge with strong Art Deco influences, the Isaac Lee Patterson Bridge is a prominent example of the designs of the Oregon bridge designer and highway engineer Conde McCullough.
*4*: The bridge carries U.S. Route 101 across the river, near the point where the river empties into the Pacific Ocean, and connects the towns of Gold Beach and Wedderburn.
*5*: The Isaac Lee Patterson Bridge, also known as the Rogue River Bridge and the Isaac Lee Patterson Memorial Bridge, is a concrete arch bridge that spans the Rogue River in Curry County, Oregon.
*6*: McCullough's design was the first usage of this technique in the United States.
*7*: This method uses precompressed arches which pemitted the use of smaller arch ribs, thereby reducing the weight and cost of the bridge.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Isaac Lee Patterson Bridge, also known as the Rogue River Bridge and the Isaac Lee Patterson Memorial Bridge, is a concrete arch bridge that spans the Rogue River in Curry County, Oregon.\n*2*: The bridge carries U.S. Route 101 across the river, near the point where the river empties into the Pacific Ocean, and connects the towns of Gold Beach and Wedderburn.\n*3*: A bridge with strong Art Deco influences, the Isaac Lee Patterson Bridge is a prominent example of the designs of the Oregon bridge designer and highway engineer Conde McCullough.\n*4*: It was designated a National Historic Civil Engineering Landmark by the American Society of Civil Engineers in 1982.\n*5*: McCullough employed a new method of concrete arch construction named the Freyssinet method, named after the French bridge engineer Eugene Freyssinet.\n*6*: This method uses precompressed arches which pemitted the use of smaller arch ribs, thereby reducing the weight and cost of the bridge.\n*7*: McCullough's design was the first usage of this technique in the United States.", "scrambled": "*1*: It was designated a National Historic Civil Engineering Landmark by the American Society of Civil Engineers in 1982.\n*2*: McCullough employed a new method of concrete arch construction named the Freyssinet method, named after the French bridge engineer Eugene Freyssinet.\n*3*: A bridge with strong Art Deco influences, the Isaac Lee Patterson Bridge is a prominent example of the designs of the Oregon bridge designer and highway engineer Conde McCullough.\n*4*: The bridge carries U.S. Route 101 across the river, near the point where the river empties into the Pacific Ocean, and connects the towns of Gold Beach and Wedderburn.\n*5*: The Isaac Lee Patterson Bridge, also known as the Rogue River Bridge and the Isaac Lee Patterson Memorial Bridge, is a concrete arch bridge that spans the Rogue River in Curry County, Oregon.\n*6*: McCullough's design was the first usage of this technique in the United States.\n*7*: This method uses precompressed arches which pemitted the use of smaller arch ribs, thereby reducing the weight and cost of the bridge."}
| 2 |
unscramble_253368
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In addition, accelerators provided faster and better crosslinking of the isoprene molecules than other sulfur-containing compounds, which improved elasticity, strength and stabilized the rubber for long-term glove storage.
*2*: Rubber accelerators typically used to manufacture natural (NRL) and synthetic (PI, Polychloroprene) rubber surgical gloves: FOR COMPLETE ARTICLE SEE ATTACHMENT- US Medical Glove Timeline by Regent Medical/Mölnlycke Health Care
*3*: Today, rubber accelerators are used in latex (NRL) and synthetic rubber surgical gloves (Neoprene/polychloroprene and polyisoprene).
*4*: In 1961, accelerators enabled manufacturing of the first, thin, disposable gloves.
*5*: Thinner surgical gloves were also more comfortable and provided greater tactile sensitivity.
*6*: With lower manufacturing and material costs, surgical gloves were less expensive and could be disposable.
*7*: Accelerators in Rubber Surgical Gloves By Milt Hinsch The first Goodyear rubber surgical gloves made for Dr. Halsted and his nurse Carolyn Hampton in 1894 and subsequent rubber surgical gloves were expensive, thick, reusable, reprocessed, resterilized and looked more like rubber housekeeping gloves.
*8*: Recently introduced synthetic rubber gloves designated as ‘made without typical rubber accelerators’ use accelerators that dissociate during vulcanization.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Accelerators in Rubber Surgical Gloves By Milt Hinsch The first Goodyear rubber surgical gloves made for Dr. Halsted and his nurse Carolyn Hampton in 1894 and subsequent rubber surgical gloves were expensive, thick, reusable, reprocessed, resterilized and looked more like rubber housekeeping gloves.\n*2*: In 1961, accelerators enabled manufacturing of the first, thin, disposable gloves.\n*3*: With lower manufacturing and material costs, surgical gloves were less expensive and could be disposable.\n*4*: Thinner surgical gloves were also more comfortable and provided greater tactile sensitivity.\n*5*: In addition, accelerators provided faster and better crosslinking of the isoprene molecules than other sulfur-containing compounds, which improved elasticity, strength and stabilized the rubber for long-term glove storage.\n*6*: Today, rubber accelerators are used in latex (NRL) and synthetic rubber surgical gloves (Neoprene/polychloroprene and polyisoprene).\n*7*: Recently introduced synthetic rubber gloves designated as \u2018made without typical rubber accelerators\u2019 use accelerators that dissociate during vulcanization.\n*8*: Rubber accelerators typically used to manufacture natural (NRL) and synthetic (PI, Polychloroprene) rubber surgical gloves: FOR COMPLETE ARTICLE SEE ATTACHMENT- US Medical Glove Timeline by Regent Medical/M\u00f6lnlycke Health Care", "scrambled": "*1*: In addition, accelerators provided faster and better crosslinking of the isoprene molecules than other sulfur-containing compounds, which improved elasticity, strength and stabilized the rubber for long-term glove storage.\n*2*: Rubber accelerators typically used to manufacture natural (NRL) and synthetic (PI, Polychloroprene) rubber surgical gloves: FOR COMPLETE ARTICLE SEE ATTACHMENT- US Medical Glove Timeline by Regent Medical/M\u00f6lnlycke Health Care\n*3*: Today, rubber accelerators are used in latex (NRL) and synthetic rubber surgical gloves (Neoprene/polychloroprene and polyisoprene).\n*4*: In 1961, accelerators enabled manufacturing of the first, thin, disposable gloves.\n*5*: Thinner surgical gloves were also more comfortable and provided greater tactile sensitivity.\n*6*: With lower manufacturing and material costs, surgical gloves were less expensive and could be disposable.\n*7*: Accelerators in Rubber Surgical Gloves By Milt Hinsch The first Goodyear rubber surgical gloves made for Dr. Halsted and his nurse Carolyn Hampton in 1894 and subsequent rubber surgical gloves were expensive, thick, reusable, reprocessed, resterilized and looked more like rubber housekeeping gloves.\n*8*: Recently introduced synthetic rubber gloves designated as \u2018made without typical rubber accelerators\u2019 use accelerators that dissociate during vulcanization."}
| 2 |
unscramble_2985
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This is really helpful for a beginner like me.
*2*: Many thanks for any help.
*3*: Finally, why does Koala have [face=SPIonic]kai\[/face] and I only have [face=SPIonic]kai[/face]?
*4*: They have tents and slings I put: [face=SPIonic]skhna8j kai sfengo/va/j e)/xousi[/face] [face=SPIonic]skhna\j kai\ sfendo/naj e/)xousin.[/face] The final [face=SPIonic]n[/face] being because it ends the sentence?
*5*: On another thread (http://www.textkit.com/greek-latin-forum/viewtopic.php?t=217), Koala, has begun to put up answers for discussion.
*6*: I guess, a bit like may occur in German, I put the verb at the end...
*7*: However, I have one or two questions..
*8*: For In the village were tents Comparing one of Koala's answers: Koala wrote:Paragraph 47<br />[face=SPIonic] <br />e)n tai~j kwmai~j h]san skhnai/.<br />[/face] [face=SPIonic]e)n tai=j kw/maij skhnai/ h]san[/face] Apart from my, probably, dodgy accents (they're causing me some problems..) is there a concensus (for a beginner) on word order.
*9*: Is that right?
*10*: Why the different [face=SPIonic]i\[/face]?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: On another thread (http://www.textkit.com/greek-latin-forum/viewtopic.php?t=217), Koala, has begun to put up answers for discussion.\n*2*: This is really helpful for a beginner like me.\n*3*: However, I have one or two questions..\n*4*: For In the village were tents Comparing one of Koala's answers: Koala wrote:Paragraph 47<br />[face=SPIonic] <br />e)n tai~j kwmai~j h]san skhnai/.<br />[/face] [face=SPIonic]e)n tai=j kw/maij skhnai/ h]san[/face] Apart from my, probably, dodgy accents (they're causing me some problems..) is there a concensus (for a beginner) on word order.\n*5*: I guess, a bit like may occur in German, I put the verb at the end...\n*6*: They have tents and slings I put: [face=SPIonic]skhna8j kai sfengo/va/j e)/xousi[/face] [face=SPIonic]skhna\\j kai\\ sfendo/naj e/)xousin.[/face] The final [face=SPIonic]n[/face] being because it ends the sentence?\n*7*: Is that right?\n*8*: Finally, why does Koala have [face=SPIonic]kai\\[/face] and I only have [face=SPIonic]kai[/face]?\n*9*: Why the different [face=SPIonic]i\\[/face]?\n*10*: Many thanks for any help.", "scrambled": "*1*: This is really helpful for a beginner like me.\n*2*: Many thanks for any help.\n*3*: Finally, why does Koala have [face=SPIonic]kai\\[/face] and I only have [face=SPIonic]kai[/face]?\n*4*: They have tents and slings I put: [face=SPIonic]skhna8j kai sfengo/va/j e)/xousi[/face] [face=SPIonic]skhna\\j kai\\ sfendo/naj e/)xousin.[/face] The final [face=SPIonic]n[/face] being because it ends the sentence?\n*5*: On another thread (http://www.textkit.com/greek-latin-forum/viewtopic.php?t=217), Koala, has begun to put up answers for discussion.\n*6*: I guess, a bit like may occur in German, I put the verb at the end...\n*7*: However, I have one or two questions..\n*8*: For In the village were tents Comparing one of Koala's answers: Koala wrote:Paragraph 47<br />[face=SPIonic] <br />e)n tai~j kwmai~j h]san skhnai/.<br />[/face] [face=SPIonic]e)n tai=j kw/maij skhnai/ h]san[/face] Apart from my, probably, dodgy accents (they're causing me some problems..) is there a concensus (for a beginner) on word order.\n*9*: Is that right?\n*10*: Why the different [face=SPIonic]i\\[/face]?"}
| 2 |
unscramble_171921
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The function of a particular type of paperboard is often indicated by its name, e.g., boxboard.
*2*: Copyright © 2012, Columbia University Press.
*3*: Sometimes these machine-made sheets are pasted to each other or to paper sheets to build up special thicknesses.
*4*: Paperboard can be made into a wide variety of items, including folding cartons, advertising displays, electrical insulators, and coasters.
*5*: Paper machines, e.g., Fourdrinier machines, are used to make sheets of paperboard.
*6*: More on paperboard from Fact Monster: See more Encyclopedia articles on: Technology: Terms and Concepts
*7*: paperboard, material similiar in shape and composition to paper, but generally thicker, stronger, and more rigid.
*8*: All rights reserved.
*9*: The Columbia Electronic Encyclopedia, 6th ed.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: paperboard, material similiar in shape and composition to paper, but generally thicker, stronger, and more rigid.\n*2*: Paper machines, e.g., Fourdrinier machines, are used to make sheets of paperboard.\n*3*: Sometimes these machine-made sheets are pasted to each other or to paper sheets to build up special thicknesses.\n*4*: The function of a particular type of paperboard is often indicated by its name, e.g., boxboard.\n*5*: Paperboard can be made into a wide variety of items, including folding cartons, advertising displays, electrical insulators, and coasters.\n*6*: The Columbia Electronic Encyclopedia, 6th ed.\n*7*: Copyright \u00a9 2012, Columbia University Press.\n*8*: All rights reserved.\n*9*: More on paperboard from Fact Monster: See more Encyclopedia articles on: Technology: Terms and Concepts", "scrambled": "*1*: The function of a particular type of paperboard is often indicated by its name, e.g., boxboard.\n*2*: Copyright \u00a9 2012, Columbia University Press.\n*3*: Sometimes these machine-made sheets are pasted to each other or to paper sheets to build up special thicknesses.\n*4*: Paperboard can be made into a wide variety of items, including folding cartons, advertising displays, electrical insulators, and coasters.\n*5*: Paper machines, e.g., Fourdrinier machines, are used to make sheets of paperboard.\n*6*: More on paperboard from Fact Monster: See more Encyclopedia articles on: Technology: Terms and Concepts\n*7*: paperboard, material similiar in shape and composition to paper, but generally thicker, stronger, and more rigid.\n*8*: All rights reserved.\n*9*: The Columbia Electronic Encyclopedia, 6th ed."}
| 2 |
unscramble_187887
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Bile serves two main purposes.
*2*: The liver purifies this blood of many impurities before traveling to the rest of the body.
*3*: The liver has multiple functions, but two of its main functions within the digestive system are to make and secrete an important substance called bile and to process the blood coming from the small intestine containing the nutrients just absorbed.
*4*: If the intestine doesn't need it, the bile travels into the gallbladder where it awaits the signal from the intestines that food is present.
*5*: These enzymes break down protein, fats, and carbohydrates.
*6*: The gallbladder is a storage sac for excess bile.
*7*: Bile made in the liver travels to the small intestine via the bile ducts.
*8*: First, it helps absorb fats in the diet and secondly, it carries waste from the liver that cannot go through the kidneys.
*9*: The Digestive System (cont.) In this Article Accessory Digestive Organs Among other functions, the pancreas is the chief factory for digestive enzymes that are secreted into the duodenum, the first segment of the small intestine.
*10*: WebMD Medical Reference Last Editorial Review: 3/1/2010 Get the latest health and medical information delivered direct to your inbox FREE!
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Digestive System (cont.) In this Article Accessory Digestive Organs Among other functions, the pancreas is the chief factory for digestive enzymes that are secreted into the duodenum, the first segment of the small intestine.\n*2*: These enzymes break down protein, fats, and carbohydrates.\n*3*: The liver has multiple functions, but two of its main functions within the digestive system are to make and secrete an important substance called bile and to process the blood coming from the small intestine containing the nutrients just absorbed.\n*4*: The liver purifies this blood of many impurities before traveling to the rest of the body.\n*5*: The gallbladder is a storage sac for excess bile.\n*6*: Bile made in the liver travels to the small intestine via the bile ducts.\n*7*: If the intestine doesn't need it, the bile travels into the gallbladder where it awaits the signal from the intestines that food is present.\n*8*: Bile serves two main purposes.\n*9*: First, it helps absorb fats in the diet and secondly, it carries waste from the liver that cannot go through the kidneys.\n*10*: WebMD Medical Reference Last Editorial Review: 3/1/2010 Get the latest health and medical information delivered direct to your inbox FREE!", "scrambled": "*1*: Bile serves two main purposes.\n*2*: The liver purifies this blood of many impurities before traveling to the rest of the body.\n*3*: The liver has multiple functions, but two of its main functions within the digestive system are to make and secrete an important substance called bile and to process the blood coming from the small intestine containing the nutrients just absorbed.\n*4*: If the intestine doesn't need it, the bile travels into the gallbladder where it awaits the signal from the intestines that food is present.\n*5*: These enzymes break down protein, fats, and carbohydrates.\n*6*: The gallbladder is a storage sac for excess bile.\n*7*: Bile made in the liver travels to the small intestine via the bile ducts.\n*8*: First, it helps absorb fats in the diet and secondly, it carries waste from the liver that cannot go through the kidneys.\n*9*: The Digestive System (cont.) In this Article Accessory Digestive Organs Among other functions, the pancreas is the chief factory for digestive enzymes that are secreted into the duodenum, the first segment of the small intestine.\n*10*: WebMD Medical Reference Last Editorial Review: 3/1/2010 Get the latest health and medical information delivered direct to your inbox FREE!"}
| 2 |
unscramble_117776
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Definition from Nolo’s Plain-English Law Dictionary A final court ruling resolving the key questions in a lawsuit and determining the rights and obligations of the parties.
*2*: In general, a court order that determines each party's rights and obligations with respect to the issues in dispute.
*3*: Whether an order counts as a judgment often determines whether it can be immediately appealed to a higher court.
*4*: August 19, 2010, 5:18 pm
*5*: For example, after a trial involving a vehicle accident, a court will issue a judgment stating which party was at fault and how much money that party must pay the other. (See also: decree Definition provided by Nolo’s Plain-English Law Dictionary.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: In general, a court order that determines each party's rights and obligations with respect to the issues in dispute.\n*2*: Whether an order counts as a judgment often determines whether it can be immediately appealed to a higher court.\n*3*: Definition from Nolo\u2019s Plain-English Law Dictionary A final court ruling resolving the key questions in a lawsuit and determining the rights and obligations of the parties.\n*4*: For example, after a trial involving a vehicle accident, a court will issue a judgment stating which party was at fault and how much money that party must pay the other. (See also: decree Definition provided by Nolo\u2019s Plain-English Law Dictionary.\n*5*: August 19, 2010, 5:18 pm", "scrambled": "*1*: Definition from Nolo\u2019s Plain-English Law Dictionary A final court ruling resolving the key questions in a lawsuit and determining the rights and obligations of the parties.\n*2*: In general, a court order that determines each party's rights and obligations with respect to the issues in dispute.\n*3*: Whether an order counts as a judgment often determines whether it can be immediately appealed to a higher court.\n*4*: August 19, 2010, 5:18 pm\n*5*: For example, after a trial involving a vehicle accident, a court will issue a judgment stating which party was at fault and how much money that party must pay the other. (See also: decree Definition provided by Nolo\u2019s Plain-English Law Dictionary."}
| 2 |
unscramble_199589
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: On the basis of these results the study identifies strategies to improve small-scale farming systems. |Full text (pdf-file, not printable - 5.13 MB)| |Full text (pdf-file, printable, with costs - 5.13 MB) 5.00 Euro| (free of charge in kassel University network - you are in kassel University network if you are in the workplace, or you are using a pc in the HRZ or in the library) download PDF - Attention! with costs, because you are not in kassel University network!
*2*: Simultaneously, there is a tendency towards a reduction of the fallow period after slash and burn.
*3*: Both factors cause a considerable reduction in the maize yield.
*4*: kassel university press, ISBN: 978-3-89958-187-4, 2005, 118 Pages (Journal of Agriculture Beiheft 85) Zugl.: Kassel, Univ., Diss. 2005 Content: In the tropics the spatial separation of crops and animals often results in a one-way flux of nutrients from the crop fields to the area where animals are kept in the home garden.
*5*: The research questions addressed were: (1) what are the differences between Creole and genetically improved pigs with regard to their digestive and metabolic characteristics, (2) what are the benefits of integrating pig and crop production in the same geographic space, and (3) what is the influence of forage in the hindgut of pigs and the implications for soil biology?
*6*: The research objectives were to determine: (1) the digestibility and nitrogen balance of low and high quality diets by using improved and Creole breeds, (2) whether the use of pigs in a field rotation system has a beneficial effect on the following cultivation of maize, and (3) the effect of forage on microbial activity in pig faeces kept outdoor and the influence of pig faeces on soil micro-biology.
*7*: This tends to improve the microbial activity and biomass in the soil.
*8*: The results of the study indicate that the feeding of forage can increase the microbial biomass in pig faeces.
*9*: In this study three experiments were carried out with the objective to study the nutrient flow and the interactions between the components of the production system (i.e. animal-plant-soil) to identify possibilities to improve the efficiency in the use of available nutrient resources in small pig production systems in the tropic area of Mexico.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: kassel university press, ISBN: 978-3-89958-187-4, 2005, 118 Pages (Journal of Agriculture Beiheft 85) Zugl.: Kassel, Univ., Diss. 2005 Content: In the tropics the spatial separation of crops and animals often results in a one-way flux of nutrients from the crop fields to the area where animals are kept in the home garden.\n*2*: Simultaneously, there is a tendency towards a reduction of the fallow period after slash and burn.\n*3*: Both factors cause a considerable reduction in the maize yield.\n*4*: In this study three experiments were carried out with the objective to study the nutrient flow and the interactions between the components of the production system (i.e. animal-plant-soil) to identify possibilities to improve the efficiency in the use of available nutrient resources in small pig production systems in the tropic area of Mexico.\n*5*: The research questions addressed were: (1) what are the differences between Creole and genetically improved pigs with regard to their digestive and metabolic characteristics, (2) what are the benefits of integrating pig and crop production in the same geographic space, and (3) what is the influence of forage in the hindgut of pigs and the implications for soil biology?\n*6*: The research objectives were to determine: (1) the digestibility and nitrogen balance of low and high quality diets by using improved and Creole breeds, (2) whether the use of pigs in a field rotation system has a beneficial effect on the following cultivation of maize, and (3) the effect of forage on microbial activity in pig faeces kept outdoor and the influence of pig faeces on soil micro-biology.\n*7*: The results of the study indicate that the feeding of forage can increase the microbial biomass in pig faeces.\n*8*: This tends to improve the microbial activity and biomass in the soil.\n*9*: On the basis of these results the study identifies strategies to improve small-scale farming systems. |Full text (pdf-file, not printable - 5.13 MB)| |Full text (pdf-file, printable, with costs - 5.13 MB) 5.00 Euro| (free of charge in kassel University network - you are in kassel University network if you are in the workplace, or you are using a pc in the HRZ or in the library) download PDF - Attention! with costs, because you are not in kassel University network!", "scrambled": "*1*: On the basis of these results the study identifies strategies to improve small-scale farming systems. |Full text (pdf-file, not printable - 5.13 MB)| |Full text (pdf-file, printable, with costs - 5.13 MB) 5.00 Euro| (free of charge in kassel University network - you are in kassel University network if you are in the workplace, or you are using a pc in the HRZ or in the library) download PDF - Attention! with costs, because you are not in kassel University network!\n*2*: Simultaneously, there is a tendency towards a reduction of the fallow period after slash and burn.\n*3*: Both factors cause a considerable reduction in the maize yield.\n*4*: kassel university press, ISBN: 978-3-89958-187-4, 2005, 118 Pages (Journal of Agriculture Beiheft 85) Zugl.: Kassel, Univ., Diss. 2005 Content: In the tropics the spatial separation of crops and animals often results in a one-way flux of nutrients from the crop fields to the area where animals are kept in the home garden.\n*5*: The research questions addressed were: (1) what are the differences between Creole and genetically improved pigs with regard to their digestive and metabolic characteristics, (2) what are the benefits of integrating pig and crop production in the same geographic space, and (3) what is the influence of forage in the hindgut of pigs and the implications for soil biology?\n*6*: The research objectives were to determine: (1) the digestibility and nitrogen balance of low and high quality diets by using improved and Creole breeds, (2) whether the use of pigs in a field rotation system has a beneficial effect on the following cultivation of maize, and (3) the effect of forage on microbial activity in pig faeces kept outdoor and the influence of pig faeces on soil micro-biology.\n*7*: This tends to improve the microbial activity and biomass in the soil.\n*8*: The results of the study indicate that the feeding of forage can increase the microbial biomass in pig faeces.\n*9*: In this study three experiments were carried out with the objective to study the nutrient flow and the interactions between the components of the production system (i.e. animal-plant-soil) to identify possibilities to improve the efficiency in the use of available nutrient resources in small pig production systems in the tropic area of Mexico."}
| 2 |
unscramble_238887
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Reinforcements were sent to capture Jack, but Jack sunk their ships instead.
*2*: The rest of the island was covered with jungle.
*3*: They moved the gold into the jungle in hopes of protecting the treasure from pirates.
*4*: In 1730s, a fleet of ships carrying gold back to England stopped at Crooked Cove for the night.
*5*: There was a mountain to the north and a small port to the east.
*6*: |Points of interest| |Behind the scenes| Crooked Cove was an island to the east of Port Royal.
*7*: Despite this, Captain Jack Sparrow still managed to steal the gold.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Points of interest| |Behind the scenes| Crooked Cove was an island to the east of Port Royal.\n*2*: There was a mountain to the north and a small port to the east.\n*3*: The rest of the island was covered with jungle.\n*4*: In 1730s, a fleet of ships carrying gold back to England stopped at Crooked Cove for the night.\n*5*: They moved the gold into the jungle in hopes of protecting the treasure from pirates.\n*6*: Despite this, Captain Jack Sparrow still managed to steal the gold.\n*7*: Reinforcements were sent to capture Jack, but Jack sunk their ships instead.", "scrambled": "*1*: Reinforcements were sent to capture Jack, but Jack sunk their ships instead.\n*2*: The rest of the island was covered with jungle.\n*3*: They moved the gold into the jungle in hopes of protecting the treasure from pirates.\n*4*: In 1730s, a fleet of ships carrying gold back to England stopped at Crooked Cove for the night.\n*5*: There was a mountain to the north and a small port to the east.\n*6*: |Points of interest| |Behind the scenes| Crooked Cove was an island to the east of Port Royal.\n*7*: Despite this, Captain Jack Sparrow still managed to steal the gold."}
| 2 |
unscramble_155749
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The call REAL_INT_ABS_CONV `abs c`, where c is an integer literal of type :real, returns the theorem |- abs c = d where d is the canonical integer literal that is equal to c's absolute value.
*2*: Fails if applied to a term that is not the negation of one of the permitted forms of integer literal of type :real. # REAL_INT_ABS_CONV `abs(-- &42)`;; val it : thm = |- abs (-- &42) = &42 The related function REAL_RAT_ABS_CONV subsumes this functionality, also applying to rational literals.
*3*: Unless the restriction to integers is desired or a tiny efficiency difference matters, it should be used in preference.
*4*: The literal c may be of the form &n or -- &n (with nonzero n in the latter case) and the result will be of the same form.
*5*: Conversion to produce absolute value of an integer literal of type :real.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Conversion to produce absolute value of an integer literal of type :real.\n*2*: The call REAL_INT_ABS_CONV `abs c`, where c is an integer literal of type :real, returns the theorem |- abs c = d where d is the canonical integer literal that is equal to c's absolute value.\n*3*: The literal c may be of the form &n or -- &n (with nonzero n in the latter case) and the result will be of the same form.\n*4*: Fails if applied to a term that is not the negation of one of the permitted forms of integer literal of type :real. # REAL_INT_ABS_CONV `abs(-- &42)`;; val it : thm = |- abs (-- &42) = &42 The related function REAL_RAT_ABS_CONV subsumes this functionality, also applying to rational literals.\n*5*: Unless the restriction to integers is desired or a tiny efficiency difference matters, it should be used in preference.", "scrambled": "*1*: The call REAL_INT_ABS_CONV `abs c`, where c is an integer literal of type :real, returns the theorem |- abs c = d where d is the canonical integer literal that is equal to c's absolute value.\n*2*: Fails if applied to a term that is not the negation of one of the permitted forms of integer literal of type :real. # REAL_INT_ABS_CONV `abs(-- &42)`;; val it : thm = |- abs (-- &42) = &42 The related function REAL_RAT_ABS_CONV subsumes this functionality, also applying to rational literals.\n*3*: Unless the restriction to integers is desired or a tiny efficiency difference matters, it should be used in preference.\n*4*: The literal c may be of the form &n or -- &n (with nonzero n in the latter case) and the result will be of the same form.\n*5*: Conversion to produce absolute value of an integer literal of type :real."}
| 2 |
unscramble_107555
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Science Online Research Science in Context Covers the latest scientific developments with thousands of topic overviews, experiments, biographies, pictures and illustrations, with articles from over 200 magazines and academic journals and links to quality websites, videos, audio files and podcasts.
*2*: Topics covered include biology, chemistry, earth and space science, environmental science, health and medicine, history of science, life science, physics, science and society, science as inquiry, scientists, technology and wildlife.
*3*: Geography - DCPL Virtual Reference Collection Searchable eBooks geared toward children and teens covering U.S. and World geography topics.
*4*: Science Reference Center Contains full text for hundreds of science encyclopedias, reference books, periodicals and other sources.
*5*: Search the eBooks as a group or individually.
*6*: Search the eBooks as a group or individually.
*7*: Science - DCPL Virtual Reference Collection Fifteen searchable eBooks geared toward children and teens covering all aspects of science, including physics, astrology, biology, technology, chemistry, weather, geology, etc.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Science Online Research Science in Context Covers the latest scientific developments with thousands of topic overviews, experiments, biographies, pictures and illustrations, with articles from over 200 magazines and academic journals and links to quality websites, videos, audio files and podcasts.\n*2*: Geography - DCPL Virtual Reference Collection Searchable eBooks geared toward children and teens covering U.S. and World geography topics.\n*3*: Search the eBooks as a group or individually.\n*4*: Science - DCPL Virtual Reference Collection Fifteen searchable eBooks geared toward children and teens covering all aspects of science, including physics, astrology, biology, technology, chemistry, weather, geology, etc.\n*5*: Search the eBooks as a group or individually.\n*6*: Science Reference Center Contains full text for hundreds of science encyclopedias, reference books, periodicals and other sources.\n*7*: Topics covered include biology, chemistry, earth and space science, environmental science, health and medicine, history of science, life science, physics, science and society, science as inquiry, scientists, technology and wildlife.", "scrambled": "*1*: Science Online Research Science in Context Covers the latest scientific developments with thousands of topic overviews, experiments, biographies, pictures and illustrations, with articles from over 200 magazines and academic journals and links to quality websites, videos, audio files and podcasts.\n*2*: Topics covered include biology, chemistry, earth and space science, environmental science, health and medicine, history of science, life science, physics, science and society, science as inquiry, scientists, technology and wildlife.\n*3*: Geography - DCPL Virtual Reference Collection Searchable eBooks geared toward children and teens covering U.S. and World geography topics.\n*4*: Science Reference Center Contains full text for hundreds of science encyclopedias, reference books, periodicals and other sources.\n*5*: Search the eBooks as a group or individually.\n*6*: Search the eBooks as a group or individually.\n*7*: Science - DCPL Virtual Reference Collection Fifteen searchable eBooks geared toward children and teens covering all aspects of science, including physics, astrology, biology, technology, chemistry, weather, geology, etc."}
| 2 |
unscramble_3628
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Book features 60 games and activities with accompanying teacher notes.
*2*: Accompanying CD includes digital book and virtual hundred boards to show activities on an interactive whiteboard. 136 pp.
*3*: With this unique hands-on resource, students grab their hundred boards to explore counting and ordering numbers, place value, number patterns, and beginning addition and subtraction.
*4*: Correlated to the Common Core State 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*: With this unique hands-on resource, students grab their hundred boards to explore counting and ordering numbers, place value, number patterns, and beginning addition and subtraction.\n*2*: Book features 60 games and activities with accompanying teacher notes.\n*3*: Correlated to the Common Core State Standards.\n*4*: Accompanying CD includes digital book and virtual hundred boards to show activities on an interactive whiteboard. 136 pp.", "scrambled": "*1*: Book features 60 games and activities with accompanying teacher notes.\n*2*: Accompanying CD includes digital book and virtual hundred boards to show activities on an interactive whiteboard. 136 pp.\n*3*: With this unique hands-on resource, students grab their hundred boards to explore counting and ordering numbers, place value, number patterns, and beginning addition and subtraction.\n*4*: Correlated to the Common Core State Standards."}
| 2 |
unscramble_209527
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This tutorial is the first of 4 lessons to get you started learning to play the piano the right way.
*2*: I even have a new device to help me teach you even better – check it out!
*3*: You may have seen me cover piano notes in an earlier lesson a video some time ago, but this lesson is updated and improved.
*4*: Let’s get started— look forward to taking the confusion out of reading notes for the piano!
*5*: In this lesson we will be going over how to read notes for the treble clef, and we will have some piano practice at the end of the lesson.
*6*: How to Read Music - Easy Piano Lessons for Beginners - Lesson 1 Learn how to read notes!
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: How to Read Music - Easy Piano Lessons for Beginners - Lesson 1 Learn how to read notes!\n*2*: This tutorial is the first of 4 lessons to get you started learning to play the piano the right way.\n*3*: You may have seen me cover piano notes in an earlier lesson a video some time ago, but this lesson is updated and improved.\n*4*: I even have a new device to help me teach you even better \u2013 check it out!\n*5*: In this lesson we will be going over how to read notes for the treble clef, and we will have some piano practice at the end of the lesson.\n*6*: Let\u2019s get started\u2014 look forward to taking the confusion out of reading notes for the piano!", "scrambled": "*1*: This tutorial is the first of 4 lessons to get you started learning to play the piano the right way.\n*2*: I even have a new device to help me teach you even better \u2013 check it out!\n*3*: You may have seen me cover piano notes in an earlier lesson a video some time ago, but this lesson is updated and improved.\n*4*: Let\u2019s get started\u2014 look forward to taking the confusion out of reading notes for the piano!\n*5*: In this lesson we will be going over how to read notes for the treble clef, and we will have some piano practice at the end of the lesson.\n*6*: How to Read Music - Easy Piano Lessons for Beginners - Lesson 1 Learn how to read notes!"}
| 2 |
unscramble_175381
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Golden Mean Library Home || Full Table of Contents || Suggest a Link || Library Help |Michael L.
*2*: The decimal representation of phi is 1.6180339887499... ." See also The Graphical Derivation of Phi; Derive Phi Exactly; and Unfold the Golden Rectangle.| |Levels:||High School (9-12)| |Math Topics:||Golden Ratio/Fibonacci| © 1994-2013 Drexel University.
*3*: The Math Forum is a research and educational enterprise of the Drexel University School of Education.
*4*: Wright; Michael's Crazy Enterprises, Inc. (MCE)| |"The Golden Mean (or Golden Section), represented by the Greek letter phi, is one of those mysterious natural numbers, like e or pi, that seem to arise out of the basic structure of our cosmos.
*5*: All rights reserved.
*6*: Unlike those abstract numbers, however, phi appears clearly and regularly in the realm of things that grow and unfold in steps, and that includes living things.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Golden Mean Library Home || Full Table of Contents || Suggest a Link || Library Help |Michael L.\n*2*: Wright; Michael's Crazy Enterprises, Inc. (MCE)| |\"The Golden Mean (or Golden Section), represented by the Greek letter phi, is one of those mysterious natural numbers, like e or pi, that seem to arise out of the basic structure of our cosmos.\n*3*: Unlike those abstract numbers, however, phi appears clearly and regularly in the realm of things that grow and unfold in steps, and that includes living things.\n*4*: The decimal representation of phi is 1.6180339887499... .\" See also The Graphical Derivation of Phi; Derive Phi Exactly; and Unfold the Golden Rectangle.| |Levels:||High School (9-12)| |Math Topics:||Golden Ratio/Fibonacci| \u00a9 1994-2013 Drexel University.\n*5*: All rights reserved.\n*6*: The Math Forum is a research and educational enterprise of the Drexel University School of Education.", "scrambled": "*1*: The Golden Mean Library Home || Full Table of Contents || Suggest a Link || Library Help |Michael L.\n*2*: The decimal representation of phi is 1.6180339887499... .\" See also The Graphical Derivation of Phi; Derive Phi Exactly; and Unfold the Golden Rectangle.| |Levels:||High School (9-12)| |Math Topics:||Golden Ratio/Fibonacci| \u00a9 1994-2013 Drexel University.\n*3*: The Math Forum is a research and educational enterprise of the Drexel University School of Education.\n*4*: Wright; Michael's Crazy Enterprises, Inc. (MCE)| |\"The Golden Mean (or Golden Section), represented by the Greek letter phi, is one of those mysterious natural numbers, like e or pi, that seem to arise out of the basic structure of our cosmos.\n*5*: All rights reserved.\n*6*: Unlike those abstract numbers, however, phi appears clearly and regularly in the realm of things that grow and unfold in steps, and that includes living things."}
| 2 |
unscramble_163299
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: For decades, Ford has also pointed to the human rights cause for support.
*2*: Not only do these states suffer from lack of resources and untreatable preventions, but the South ranks as the lowest recipient of financial support in the South than any other region.
*3*: The effort will drive District of Columbia and nine southern states that have among the highest rates of HIV and AIDS cases, and advance the cause of treating blacks, Hispanics and women.
*4*: According to News Blaze: The South accounted for almost half (46 percent) of new AIDS cases in the United States in 2007 and has the greatest number of people estimated to be living with AIDS, according to the Centers for Disease Control and Prevention.
*5*: By Khadija Allen The Ford Foundation has announced that a $25 million extension will be used to combat HIV/AIDS in the demoralized Southern communities of the United States.
*6*: Today, women represent a larger share of new HIV infections than they did earlier in the epidemic, with some 280,000 living with HIV or AIDS.
*7*: Also in 2007, racial and ethnic minorities represented seven-in-ten (71 percent) of new AIDS cases and AIDS deaths (70 percent).
*8*: Ford has made incremental steps to funding the initiative in order to address the HIV disease and preventing discrimination in midst of the HIV-affected epidemic.
*9*: Black women bear the brunt of this impact, accounting for nearly two-thirds (65 percent) of new AIDS cases among women, and having a prevalence rate 18 times that of white women.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: By Khadija Allen The Ford Foundation has announced that a $25 million extension will be used to combat HIV/AIDS in the demoralized Southern communities of the United States.\n*2*: The effort will drive District of Columbia and nine southern states that have among the highest rates of HIV and AIDS cases, and advance the cause of treating blacks, Hispanics and women.\n*3*: Ford has made incremental steps to funding the initiative in order to address the HIV disease and preventing discrimination in midst of the HIV-affected epidemic.\n*4*: For decades, Ford has also pointed to the human rights cause for support.\n*5*: Not only do these states suffer from lack of resources and untreatable preventions, but the South ranks as the lowest recipient of financial support in the South than any other region.\n*6*: According to News Blaze: The South accounted for almost half (46 percent) of new AIDS cases in the United States in 2007 and has the greatest number of people estimated to be living with AIDS, according to the Centers for Disease Control and Prevention.\n*7*: Also in 2007, racial and ethnic minorities represented seven-in-ten (71 percent) of new AIDS cases and AIDS deaths (70 percent).\n*8*: Today, women represent a larger share of new HIV infections than they did earlier in the epidemic, with some 280,000 living with HIV or AIDS.\n*9*: Black women bear the brunt of this impact, accounting for nearly two-thirds (65 percent) of new AIDS cases among women, and having a prevalence rate 18 times that of white women.", "scrambled": "*1*: For decades, Ford has also pointed to the human rights cause for support.\n*2*: Not only do these states suffer from lack of resources and untreatable preventions, but the South ranks as the lowest recipient of financial support in the South than any other region.\n*3*: The effort will drive District of Columbia and nine southern states that have among the highest rates of HIV and AIDS cases, and advance the cause of treating blacks, Hispanics and women.\n*4*: According to News Blaze: The South accounted for almost half (46 percent) of new AIDS cases in the United States in 2007 and has the greatest number of people estimated to be living with AIDS, according to the Centers for Disease Control and Prevention.\n*5*: By Khadija Allen The Ford Foundation has announced that a $25 million extension will be used to combat HIV/AIDS in the demoralized Southern communities of the United States.\n*6*: Today, women represent a larger share of new HIV infections than they did earlier in the epidemic, with some 280,000 living with HIV or AIDS.\n*7*: Also in 2007, racial and ethnic minorities represented seven-in-ten (71 percent) of new AIDS cases and AIDS deaths (70 percent).\n*8*: Ford has made incremental steps to funding the initiative in order to address the HIV disease and preventing discrimination in midst of the HIV-affected epidemic.\n*9*: Black women bear the brunt of this impact, accounting for nearly two-thirds (65 percent) of new AIDS cases among women, and having a prevalence rate 18 times that of white women."}
| 2 |
unscramble_254635
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: I just think some of these would make such awesome books!!
*2*: Love this! "Seven Steps to the Perfect Story"
*3*: Un saludo 10 steps to commit a murder and get away with it... just in case ;-) Artículos similares a Endecha versus mentira serigrafía cartel dormitorio 18 x 24 en Etsy Prewriting Strategies... lots of writing processes summed up. http://www.janetcampbell.ca/ A Fabulous Resource for Writers - 175 Positive Character Traits - Writers Write The Greatest Spoiler Of Humanity’s History - Since people don't seem to get it, I'm perfectly aware this is probably fake.
*4*: Hola: Una infografía sobre Aprende inglés: coordinating conjunctions.
*5*: Ejemplos de redundancia. #Aprendeingles Collective Nouns For Groups Of Animals Body Language Reference Sheet - Writers Write- A form of language that is rarely taught outright, and could be helpful for kids who have difficulty with social cues.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Ejemplos de redundancia. #Aprendeingles Collective Nouns For Groups Of Animals Body Language Reference Sheet - Writers Write- A form of language that is rarely taught outright, and could be helpful for kids who have difficulty with social cues.\n*2*: Hola: Una infograf\u00eda sobre Aprende ingl\u00e9s: coordinating conjunctions.\n*3*: Un saludo 10 steps to commit a murder and get away with it... just in case ;-) Art\u00edculos similares a Endecha versus mentira serigraf\u00eda cartel dormitorio 18 x 24 en Etsy Prewriting Strategies... lots of writing processes summed up. http://www.janetcampbell.ca/ A Fabulous Resource for Writers - 175 Positive Character Traits - Writers Write The Greatest Spoiler Of Humanity\u2019s History - Since people don't seem to get it, I'm perfectly aware this is probably fake.\n*4*: I just think some of these would make such awesome books!!\n*5*: Love this! \"Seven Steps to the Perfect Story\"", "scrambled": "*1*: I just think some of these would make such awesome books!!\n*2*: Love this! \"Seven Steps to the Perfect Story\"\n*3*: Un saludo 10 steps to commit a murder and get away with it... just in case ;-) Art\u00edculos similares a Endecha versus mentira serigraf\u00eda cartel dormitorio 18 x 24 en Etsy Prewriting Strategies... lots of writing processes summed up. http://www.janetcampbell.ca/ A Fabulous Resource for Writers - 175 Positive Character Traits - Writers Write The Greatest Spoiler Of Humanity\u2019s History - Since people don't seem to get it, I'm perfectly aware this is probably fake.\n*4*: Hola: Una infograf\u00eda sobre Aprende ingl\u00e9s: coordinating conjunctions.\n*5*: Ejemplos de redundancia. #Aprendeingles Collective Nouns For Groups Of Animals Body Language Reference Sheet - Writers Write- A form of language that is rarely taught outright, and could be helpful for kids who have difficulty with social cues."}
| 2 |
unscramble_164343
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: By 1968, Warhol had become a legend, producing thousands of images that turned popular everyday icons into popular works of art.
*2*: Andy Warhol's unforgettable images did not just reflect his soul; they reflected the culture around him.
*3*: From a can of Campbell's Soup (which he said he ate every day for lunch), Coke bottle tops, Brillo Soap Pads and Heinz Tomato Ketchup bottles to Elvis Presley and Marilyn Monroe to guns and electric chairs, Warhol's unique subjects and vivid, bright colors, resulted in distinctive prints that are still very much admired and collected.
*4*: Nothing was too sacred, too morbid or too mundane for a Warhol work.
*5*: That's why he became known as "The Prince" or "The Pope" of Pop -- an art movement that blossomed in the US in the late 1950s.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Andy Warhol's unforgettable images did not just reflect his soul; they reflected the culture around him.\n*2*: That's why he became known as \"The Prince\" or \"The Pope\" of Pop -- an art movement that blossomed in the US in the late 1950s.\n*3*: By 1968, Warhol had become a legend, producing thousands of images that turned popular everyday icons into popular works of art.\n*4*: Nothing was too sacred, too morbid or too mundane for a Warhol work.\n*5*: From a can of Campbell's Soup (which he said he ate every day for lunch), Coke bottle tops, Brillo Soap Pads and Heinz Tomato Ketchup bottles to Elvis Presley and Marilyn Monroe to guns and electric chairs, Warhol's unique subjects and vivid, bright colors, resulted in distinctive prints that are still very much admired and collected.", "scrambled": "*1*: By 1968, Warhol had become a legend, producing thousands of images that turned popular everyday icons into popular works of art.\n*2*: Andy Warhol's unforgettable images did not just reflect his soul; they reflected the culture around him.\n*3*: From a can of Campbell's Soup (which he said he ate every day for lunch), Coke bottle tops, Brillo Soap Pads and Heinz Tomato Ketchup bottles to Elvis Presley and Marilyn Monroe to guns and electric chairs, Warhol's unique subjects and vivid, bright colors, resulted in distinctive prints that are still very much admired and collected.\n*4*: Nothing was too sacred, too morbid or too mundane for a Warhol work.\n*5*: That's why he became known as \"The Prince\" or \"The Pope\" of Pop -- an art movement that blossomed in the US in the late 1950s."}
| 2 |
unscramble_188932
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Decks collapse because of weaknesses, instability, and lack of support where the deck connects to the structure and where the guardrail attaches to the deck.
*2*: His research and workshops have not only increased awareness about the dangers of faulty decks, but have helped lower the number of deck incidents around the country.
*3*: In many cases, decks collapse while people are on, near, or under them, which can cause serious injury or even death.
*4*: Even though the design loads are the same for decks as they are for the floors, decks still falter or collapse while floors rarely do.
*5*: Joe Loferski, a wood science and forest products professor in the College of Natural Resources and Environment, has been working to improve deck safety for the past 10 years.
*6*: Loferski began to investigate deck safety after he started to see a pattern of deck collapses across the United States.
*7*: Loferski began constructing decks and simulating collapses in Virginia Tech’s complete wood engineering laboratory.
*8*: By testing thousands of pounds of load on critical components of the sample decks, he was able to pinpoint the problem.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Joe Loferski, a wood science and forest products professor in the College of Natural Resources and Environment, has been working to improve deck safety for the past 10 years.\n*2*: His research and workshops have not only increased awareness about the dangers of faulty decks, but have helped lower the number of deck incidents around the country.\n*3*: Loferski began to investigate deck safety after he started to see a pattern of deck collapses across the United States.\n*4*: Even though the design loads are the same for decks as they are for the floors, decks still falter or collapse while floors rarely do.\n*5*: In many cases, decks collapse while people are on, near, or under them, which can cause serious injury or even death.\n*6*: Loferski began constructing decks and simulating collapses in Virginia Tech\u2019s complete wood engineering laboratory.\n*7*: By testing thousands of pounds of load on critical components of the sample decks, he was able to pinpoint the problem.\n*8*: Decks collapse because of weaknesses, instability, and lack of support where the deck connects to the structure and where the guardrail attaches to the deck.", "scrambled": "*1*: Decks collapse because of weaknesses, instability, and lack of support where the deck connects to the structure and where the guardrail attaches to the deck.\n*2*: His research and workshops have not only increased awareness about the dangers of faulty decks, but have helped lower the number of deck incidents around the country.\n*3*: In many cases, decks collapse while people are on, near, or under them, which can cause serious injury or even death.\n*4*: Even though the design loads are the same for decks as they are for the floors, decks still falter or collapse while floors rarely do.\n*5*: Joe Loferski, a wood science and forest products professor in the College of Natural Resources and Environment, has been working to improve deck safety for the past 10 years.\n*6*: Loferski began to investigate deck safety after he started to see a pattern of deck collapses across the United States.\n*7*: Loferski began constructing decks and simulating collapses in Virginia Tech\u2019s complete wood engineering laboratory.\n*8*: By testing thousands of pounds of load on critical components of the sample decks, he was able to pinpoint the problem."}
| 2 |
unscramble_71763
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Format & Label Variables Formats and labels are user-defined tools that provide a convenient way to describe variables and values in your SAS or SUDAAN output.
*2*: However, it makes your output of SAS or SUDAAN more "readable", which is especially useful for frequently used variables.
*3*: Because the procedure is the same as it would be for any dataset, links to the Continuous NHANES Web Tutorial are provided here for your convenience.
*4*: Although adding formats or labels to your variables is optional, it is often helpful when reviewing the output from your analyses.
*5*: Task 1: Define and Assign Format and Label Variables Formatting and labeling variables in SAS is optional and does not need to be done for all variables in the dataset.
*6*: If you use the code, please be sure to change it to match the variables in your environmental analytic dataset. - Page last updated: May 3, 2013 - Page last reviewed: May 3, 2013 - Content source: CDC/National Center for Health Statistics - Page maintained by: NCHS/NHANES 800-CDC-INFO (800-232-4636) TTY: (888) 232-6348 - Contact CDC–INFO
*7*: In this module, you will learn how to define and assign format and label variables in your dataset.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Format & Label Variables Formats and labels are user-defined tools that provide a convenient way to describe variables and values in your SAS or SUDAAN output.\n*2*: Although adding formats or labels to your variables is optional, it is often helpful when reviewing the output from your analyses.\n*3*: In this module, you will learn how to define and assign format and label variables in your dataset.\n*4*: Task 1: Define and Assign Format and Label Variables Formatting and labeling variables in SAS is optional and does not need to be done for all variables in the dataset.\n*5*: However, it makes your output of SAS or SUDAAN more \"readable\", which is especially useful for frequently used variables.\n*6*: Because the procedure is the same as it would be for any dataset, links to the Continuous NHANES Web Tutorial are provided here for your convenience.\n*7*: If you use the code, please be sure to change it to match the variables in your environmental analytic dataset. - Page last updated: May 3, 2013 - Page last reviewed: May 3, 2013 - Content source: CDC/National Center for Health Statistics - Page maintained by: NCHS/NHANES 800-CDC-INFO (800-232-4636) TTY: (888) 232-6348 - Contact CDC\u2013INFO", "scrambled": "*1*: Format & Label Variables Formats and labels are user-defined tools that provide a convenient way to describe variables and values in your SAS or SUDAAN output.\n*2*: However, it makes your output of SAS or SUDAAN more \"readable\", which is especially useful for frequently used variables.\n*3*: Because the procedure is the same as it would be for any dataset, links to the Continuous NHANES Web Tutorial are provided here for your convenience.\n*4*: Although adding formats or labels to your variables is optional, it is often helpful when reviewing the output from your analyses.\n*5*: Task 1: Define and Assign Format and Label Variables Formatting and labeling variables in SAS is optional and does not need to be done for all variables in the dataset.\n*6*: If you use the code, please be sure to change it to match the variables in your environmental analytic dataset. - Page last updated: May 3, 2013 - Page last reviewed: May 3, 2013 - Content source: CDC/National Center for Health Statistics - Page maintained by: NCHS/NHANES 800-CDC-INFO (800-232-4636) TTY: (888) 232-6348 - Contact CDC\u2013INFO\n*7*: In this module, you will learn how to define and assign format and label variables in your dataset."}
| 2 |
unscramble_203969
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Although the size of the state hospitals has declined, organized psychiatry has found another way to treat people against their will.
*2*: They can live in their own homes and walk about in the community, but if they don’t show up at the clinic for their regular long-acting shots of brain-paralyzing antipsychotic drugs, they can be forced back into the hospital or thrown down and injected with drugs inside their homes.
*3*: Untold numbers of citizens in 44 states are subjected to outpatient commitment.
*4*: Until the states found the giant lockups too expensive and began arbitrarily throwing the inmates out, millions of people were deprived of their liberty and all human amenities, humiliated, abused, and finally tortured with treatments like lobotomy, insulin comma, and shock treatment.
*5*: Psychiatry has always sought increasing control over its patients and resisted any attempt to increase patient rights.
*6*: The several-hundred year history of the state mental hospital system is proof of that.
*7*: by Peter Breggin, Natural News: The history of psychiatry has been one of egregious abuses against its patients.
*8*: The only reason we don’t have thousands of lobotomies being perpetrated yearly in America today is that I took several years out of my life to fight against organized psychiatry to stop the return of psychosurgery in the early 1970s.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: by Peter Breggin, Natural News: The history of psychiatry has been one of egregious abuses against its patients.\n*2*: The several-hundred year history of the state mental hospital system is proof of that.\n*3*: Until the states found the giant lockups too expensive and began arbitrarily throwing the inmates out, millions of people were deprived of their liberty and all human amenities, humiliated, abused, and finally tortured with treatments like lobotomy, insulin comma, and shock treatment.\n*4*: The only reason we don\u2019t have thousands of lobotomies being perpetrated yearly in America today is that I took several years out of my life to fight against organized psychiatry to stop the return of psychosurgery in the early 1970s.\n*5*: Psychiatry has always sought increasing control over its patients and resisted any attempt to increase patient rights.\n*6*: Although the size of the state hospitals has declined, organized psychiatry has found another way to treat people against their will.\n*7*: Untold numbers of citizens in 44 states are subjected to outpatient commitment.\n*8*: They can live in their own homes and walk about in the community, but if they don\u2019t show up at the clinic for their regular long-acting shots of brain-paralyzing antipsychotic drugs, they can be forced back into the hospital or thrown down and injected with drugs inside their homes.", "scrambled": "*1*: Although the size of the state hospitals has declined, organized psychiatry has found another way to treat people against their will.\n*2*: They can live in their own homes and walk about in the community, but if they don\u2019t show up at the clinic for their regular long-acting shots of brain-paralyzing antipsychotic drugs, they can be forced back into the hospital or thrown down and injected with drugs inside their homes.\n*3*: Untold numbers of citizens in 44 states are subjected to outpatient commitment.\n*4*: Until the states found the giant lockups too expensive and began arbitrarily throwing the inmates out, millions of people were deprived of their liberty and all human amenities, humiliated, abused, and finally tortured with treatments like lobotomy, insulin comma, and shock treatment.\n*5*: Psychiatry has always sought increasing control over its patients and resisted any attempt to increase patient rights.\n*6*: The several-hundred year history of the state mental hospital system is proof of that.\n*7*: by Peter Breggin, Natural News: The history of psychiatry has been one of egregious abuses against its patients.\n*8*: The only reason we don\u2019t have thousands of lobotomies being perpetrated yearly in America today is that I took several years out of my life to fight against organized psychiatry to stop the return of psychosurgery in the early 1970s."}
| 2 |
unscramble_165479
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: People with disabilities are largely unserved or underserved in programs of health promotion and physical activity.
*2*: The CHP believes that investing resources in empowering people with disabilities to improve and self-manage their own health through appropriate exercise, nutrition and health behavior (i.e., proper medication management, effective stress management) can have an enormous impact in improving quality of life and reducing health care costs.
*3*: This situation is particularly problematic as they are often more vulnerable to the development of secondary conditions such as obesity, pain, social isolation, deconditioning and depression due to insufficient participation in key health promoting behaviors.
*4*: The CHP was established in 1997 with the primary aim to identify people with disabilities who are at risk for developing numerous health complications (ie, secondary conditions) and provide them with the knowledge and skills necessary for promoting their own independence, equal opportunity, quality of life, and longevity.
*5*: Building upon the core funding provided by the University of Illinois at Chicago, the CHP has been able to successfully compete for federal funding from the National Institutes on Health (NIH), Centers for Disease Control and Prevention (CDC), and National Institute on Disability and Rehabilitation Research (NIDRR). - Reduce obesity and increase physical activity and better nutrition among youth and adults with disabilities. - Develop a national surveillance system to monitor health and behavioral risk factors in persons with disabilities residing in rural, urban and suburban settings. - Promote exercise participation and adherence for people with disabilities through the use of new and emerging technologies, including the Internet, virtual reality, and universally designed exercise equipment. - Promote increased participation in healthful, active recreation and leisure activities through a national electronic information resource center. - Promote increased self-management practices for personal health promotion targets, including healthy nutrition habits, physical activity, medication management, and wellness.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: People with disabilities are largely unserved or underserved in programs of health promotion and physical activity.\n*2*: This situation is particularly problematic as they are often more vulnerable to the development of secondary conditions such as obesity, pain, social isolation, deconditioning and depression due to insufficient participation in key health promoting behaviors.\n*3*: The CHP believes that investing resources in empowering people with disabilities to improve and self-manage their own health through appropriate exercise, nutrition and health behavior (i.e., proper medication management, effective stress management) can have an enormous impact in improving quality of life and reducing health care costs.\n*4*: The CHP was established in 1997 with the primary aim to identify people with disabilities who are at risk for developing numerous health complications (ie, secondary conditions) and provide them with the knowledge and skills necessary for promoting their own independence, equal opportunity, quality of life, and longevity.\n*5*: Building upon the core funding provided by the University of Illinois at Chicago, the CHP has been able to successfully compete for federal funding from the National Institutes on Health (NIH), Centers for Disease Control and Prevention (CDC), and National Institute on Disability and Rehabilitation Research (NIDRR). - Reduce obesity and increase physical activity and better nutrition among youth and adults with disabilities. - Develop a national surveillance system to monitor health and behavioral risk factors in persons with disabilities residing in rural, urban and suburban settings. - Promote exercise participation and adherence for people with disabilities through the use of new and emerging technologies, including the Internet, virtual reality, and universally designed exercise equipment. - Promote increased participation in healthful, active recreation and leisure activities through a national electronic information resource center. - Promote increased self-management practices for personal health promotion targets, including healthy nutrition habits, physical activity, medication management, and wellness.", "scrambled": "*1*: People with disabilities are largely unserved or underserved in programs of health promotion and physical activity.\n*2*: The CHP believes that investing resources in empowering people with disabilities to improve and self-manage their own health through appropriate exercise, nutrition and health behavior (i.e., proper medication management, effective stress management) can have an enormous impact in improving quality of life and reducing health care costs.\n*3*: This situation is particularly problematic as they are often more vulnerable to the development of secondary conditions such as obesity, pain, social isolation, deconditioning and depression due to insufficient participation in key health promoting behaviors.\n*4*: The CHP was established in 1997 with the primary aim to identify people with disabilities who are at risk for developing numerous health complications (ie, secondary conditions) and provide them with the knowledge and skills necessary for promoting their own independence, equal opportunity, quality of life, and longevity.\n*5*: Building upon the core funding provided by the University of Illinois at Chicago, the CHP has been able to successfully compete for federal funding from the National Institutes on Health (NIH), Centers for Disease Control and Prevention (CDC), and National Institute on Disability and Rehabilitation Research (NIDRR). - Reduce obesity and increase physical activity and better nutrition among youth and adults with disabilities. - Develop a national surveillance system to monitor health and behavioral risk factors in persons with disabilities residing in rural, urban and suburban settings. - Promote exercise participation and adherence for people with disabilities through the use of new and emerging technologies, including the Internet, virtual reality, and universally designed exercise equipment. - Promote increased participation in healthful, active recreation and leisure activities through a national electronic information resource center. - Promote increased self-management practices for personal health promotion targets, including healthy nutrition habits, physical activity, medication management, and wellness."}
| 2 |
unscramble_246649
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Assume 65 gallons of water per person per day.
*2*: The table below presents annual precipitation statistics for Madison, WI (based on precipitation data from 1869-2003 from this table), the calculated annual gallons of rainwater Troy can harvest based on 101,920 square feet of impermeable surface area, and the amount of money that water is worth based on a rate of $2.81 per 1,000 gallons currently quoted by Madison Water (see below). |Annual Precipitation (in)||Gallons Harvestable/yr at Troy||Troy Savings Per Year| |95% range:||19.15 – 43.68||1,094,942 – 2,497,497||$3,077 – $7,018| (3) Cost of water & average water usage in Madison, WI: “The cost for 1,000 gallons of water [in Madison, WI] is $2.81 and for sewer $2.33.
*3*: For those interested, those calculations are below.
*4*: However, after doing this work, I realized that it’s probably not all that relevant since without a lake, or huge cisterns, we are unlikely to be able to store the water that runs off the property.
*5*: Use depends on storage capacity and ability to purify the water for drinking and cooking (see #5 below) To understand Troy’s water resilience, we might start with knowing how much water we can harvest and how much we use.
*6*: Overall use in the city in 2010 was 105.12 gallons per person per day, though less for residential accounts—65 gallons per person per day.” (source) (4) Apply to Troy.
*7*: Through a case-study of Troy Gardens Community Co-housing. - With 101,920 square feet of impermeable surface area, Troy can harvest about 1.8 M gallons of water (63% of the water we use). - NOW: How much of the harvestable water can we actually store and use?
*8*: Water & Resilience.
*9*: Assume 120 people. |Used Per Year:||2,847,000| |Harvested Avg (from above):||1,796,505| |% Harvested of Total Used:||63%| (5) See this post on water filters. (6) Logistical: How do you get the water to where it’s needed (e.g., flushing your toilet, bath) (7) How much water can we actually store? - Rain barrels This post has been read 2397 times.
*10*: Thus, storage becomes the central issue. (1) Calculate catchment area as length x width of roofs, walks, parking, and other non-permeable surfaces. - South Courtyard impermeable surface area = 44,080 square feet - North Couryard = 57,840 square feet - Total = 101,920 square feet (approx) (2) Calculate amount of runoff. “The general rule of thumb is for 1,000 square feet of catchment surface, each inch of rain produces 600 gallons of harvestable water” (source), but the formula for more precise calculation is: Gallons of rainwater harvested per year = Inches Annual Rainfall / 12 * (Square Feet from #1) * 7.48 * (% Runoff) For example, 90% runoff rate, 48 inches of annual rainfall, 100 sq ft of catchment area = 48/12 * 100 * 7.48 * 90% = 2693 gallons of rainwater. [source is spreadsheet downloadable here].
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Water & Resilience.\n*2*: Through a case-study of Troy Gardens Community Co-housing. - With 101,920 square feet of impermeable surface area, Troy can harvest about 1.8 M gallons of water (63% of the water we use). - NOW: How much of the harvestable water can we actually store and use?\n*3*: Use depends on storage capacity and ability to purify the water for drinking and cooking (see #5 below) To understand Troy\u2019s water resilience, we might start with knowing how much water we can harvest and how much we use.\n*4*: For those interested, those calculations are below.\n*5*: However, after doing this work, I realized that it\u2019s probably not all that relevant since without a lake, or huge cisterns, we are unlikely to be able to store the water that runs off the property.\n*6*: Thus, storage becomes the central issue. (1) Calculate catchment area as length x width of roofs, walks, parking, and other non-permeable surfaces. - South Courtyard impermeable surface area = 44,080 square feet - North Couryard = 57,840 square feet - Total = 101,920 square feet (approx) (2) Calculate amount of runoff. \u201cThe general rule of thumb is for 1,000 square feet of catchment surface, each inch of rain produces 600 gallons of harvestable water\u201d (source), but the formula for more precise calculation is: Gallons of rainwater harvested per year = Inches Annual Rainfall / 12 * (Square Feet from #1) * 7.48 * (% Runoff) For example, 90% runoff rate, 48 inches of annual rainfall, 100 sq ft of catchment area = 48/12 * 100 * 7.48 * 90% = 2693 gallons of rainwater. [source is spreadsheet downloadable here].\n*7*: The table below presents annual precipitation statistics for Madison, WI (based on precipitation data from 1869-2003 from this table), the calculated annual gallons of rainwater Troy can harvest based on 101,920 square feet of impermeable surface area, and the amount of money that water is worth based on a rate of $2.81 per 1,000 gallons currently quoted by Madison Water (see below). |Annual Precipitation (in)||Gallons Harvestable/yr at Troy||Troy Savings Per Year| |95% range:||19.15 \u2013 43.68||1,094,942 \u2013 2,497,497||$3,077 \u2013 $7,018| (3) Cost of water & average water usage in Madison, WI: \u201cThe cost for 1,000 gallons of water [in Madison, WI] is $2.81 and for sewer $2.33.\n*8*: Overall use in the city in 2010 was 105.12 gallons per person per day, though less for residential accounts\u201465 gallons per person per day.\u201d (source) (4) Apply to Troy.\n*9*: Assume 65 gallons of water per person per day.\n*10*: Assume 120 people. |Used Per Year:||2,847,000| |Harvested Avg (from above):||1,796,505| |% Harvested of Total Used:||63%| (5) See this post on water filters. (6) Logistical: How do you get the water to where it\u2019s needed (e.g., flushing your toilet, bath) (7) How much water can we actually store? - Rain barrels This post has been read 2397 times.", "scrambled": "*1*: Assume 65 gallons of water per person per day.\n*2*: The table below presents annual precipitation statistics for Madison, WI (based on precipitation data from 1869-2003 from this table), the calculated annual gallons of rainwater Troy can harvest based on 101,920 square feet of impermeable surface area, and the amount of money that water is worth based on a rate of $2.81 per 1,000 gallons currently quoted by Madison Water (see below). |Annual Precipitation (in)||Gallons Harvestable/yr at Troy||Troy Savings Per Year| |95% range:||19.15 \u2013 43.68||1,094,942 \u2013 2,497,497||$3,077 \u2013 $7,018| (3) Cost of water & average water usage in Madison, WI: \u201cThe cost for 1,000 gallons of water [in Madison, WI] is $2.81 and for sewer $2.33.\n*3*: For those interested, those calculations are below.\n*4*: However, after doing this work, I realized that it\u2019s probably not all that relevant since without a lake, or huge cisterns, we are unlikely to be able to store the water that runs off the property.\n*5*: Use depends on storage capacity and ability to purify the water for drinking and cooking (see #5 below) To understand Troy\u2019s water resilience, we might start with knowing how much water we can harvest and how much we use.\n*6*: Overall use in the city in 2010 was 105.12 gallons per person per day, though less for residential accounts\u201465 gallons per person per day.\u201d (source) (4) Apply to Troy.\n*7*: Through a case-study of Troy Gardens Community Co-housing. - With 101,920 square feet of impermeable surface area, Troy can harvest about 1.8 M gallons of water (63% of the water we use). - NOW: How much of the harvestable water can we actually store and use?\n*8*: Water & Resilience.\n*9*: Assume 120 people. |Used Per Year:||2,847,000| |Harvested Avg (from above):||1,796,505| |% Harvested of Total Used:||63%| (5) See this post on water filters. (6) Logistical: How do you get the water to where it\u2019s needed (e.g., flushing your toilet, bath) (7) How much water can we actually store? - Rain barrels This post has been read 2397 times.\n*10*: Thus, storage becomes the central issue. (1) Calculate catchment area as length x width of roofs, walks, parking, and other non-permeable surfaces. - South Courtyard impermeable surface area = 44,080 square feet - North Couryard = 57,840 square feet - Total = 101,920 square feet (approx) (2) Calculate amount of runoff. \u201cThe general rule of thumb is for 1,000 square feet of catchment surface, each inch of rain produces 600 gallons of harvestable water\u201d (source), but the formula for more precise calculation is: Gallons of rainwater harvested per year = Inches Annual Rainfall / 12 * (Square Feet from #1) * 7.48 * (% Runoff) For example, 90% runoff rate, 48 inches of annual rainfall, 100 sq ft of catchment area = 48/12 * 100 * 7.48 * 90% = 2693 gallons of rainwater. [source is spreadsheet downloadable here]."}
| 2 |
unscramble_46819
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: I know as teachers we aren’t very good at doing that, so today I am giving you an excuse…after all, it is #teachertuesday!
*2*: Go grab yourself a snack, put your feet up and prepare to be inspired and challenged!
*3*: Last week Sir Ken Robinson spoke at Learning Without Frontiers, the resulting video is a must watch.
*4*: Do you believe personalizing learning is important enough to take on that challenge?
*5*: Here is a break down of that portion: - Education must be personal because children are individuals.
*6*: It is our duty to connect children with their own sense of possibility. - Human resources are like natural resources, they are often buried deep and have to be exposed. - We don’t know what we are capable until we have the opportunity to find out. - A narrow (boxed) curriculum cuts off opportunities because talents have been segregated off from the curriculum. - Students conclude that they aren’t good at anything because they don’t find success in the narrow scope of what is required of them. - Personalized education puts children in touch with their real capabilities, gives children a sense of creativity, and gives students a sense of confidence. - Education must be personal, economic, and cultural.
*7*: What challenges do you find in personalizing learning for your students?
*8*: I am currently working on a platform (Learning Genome) that will make it possible to personalize learning for every student, so as soon as Robinson went there I was all ears.
*9*: All children have different aptitudes, interests, and passions.
*10*: Posted by admin | Posted in For Teachers, Grade Level, inspiration, professional development, Teacher Resources, TED Talk Tuesdays, video | Posted on 22-03-2011 Sometimes it is important to just take a minute for yourself.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Posted by admin | Posted in For Teachers, Grade Level, inspiration, professional development, Teacher Resources, TED Talk Tuesdays, video | Posted on 22-03-2011 Sometimes it is important to just take a minute for yourself.\n*2*: I know as teachers we aren\u2019t very good at doing that, so today I am giving you an excuse\u2026after all, it is #teachertuesday!\n*3*: Last week Sir Ken Robinson spoke at Learning Without Frontiers, the resulting video is a must watch.\n*4*: Go grab yourself a snack, put your feet up and prepare to be inspired and challenged!\n*5*: I am currently working on a platform (Learning Genome) that will make it possible to personalize learning for every student, so as soon as Robinson went there I was all ears.\n*6*: Here is a break down of that portion: - Education must be personal because children are individuals.\n*7*: All children have different aptitudes, interests, and passions.\n*8*: It is our duty to connect children with their own sense of possibility. - Human resources are like natural resources, they are often buried deep and have to be exposed. - We don\u2019t know what we are capable until we have the opportunity to find out. - A narrow (boxed) curriculum cuts off opportunities because talents have been segregated off from the curriculum. - Students conclude that they aren\u2019t good at anything because they don\u2019t find success in the narrow scope of what is required of them. - Personalized education puts children in touch with their real capabilities, gives children a sense of creativity, and gives students a sense of confidence. - Education must be personal, economic, and cultural.\n*9*: What challenges do you find in personalizing learning for your students?\n*10*: Do you believe personalizing learning is important enough to take on that challenge?", "scrambled": "*1*: I know as teachers we aren\u2019t very good at doing that, so today I am giving you an excuse\u2026after all, it is #teachertuesday!\n*2*: Go grab yourself a snack, put your feet up and prepare to be inspired and challenged!\n*3*: Last week Sir Ken Robinson spoke at Learning Without Frontiers, the resulting video is a must watch.\n*4*: Do you believe personalizing learning is important enough to take on that challenge?\n*5*: Here is a break down of that portion: - Education must be personal because children are individuals.\n*6*: It is our duty to connect children with their own sense of possibility. - Human resources are like natural resources, they are often buried deep and have to be exposed. - We don\u2019t know what we are capable until we have the opportunity to find out. - A narrow (boxed) curriculum cuts off opportunities because talents have been segregated off from the curriculum. - Students conclude that they aren\u2019t good at anything because they don\u2019t find success in the narrow scope of what is required of them. - Personalized education puts children in touch with their real capabilities, gives children a sense of creativity, and gives students a sense of confidence. - Education must be personal, economic, and cultural.\n*7*: What challenges do you find in personalizing learning for your students?\n*8*: I am currently working on a platform (Learning Genome) that will make it possible to personalize learning for every student, so as soon as Robinson went there I was all ears.\n*9*: All children have different aptitudes, interests, and passions.\n*10*: Posted by admin | Posted in For Teachers, Grade Level, inspiration, professional development, Teacher Resources, TED Talk Tuesdays, video | Posted on 22-03-2011 Sometimes it is important to just take a minute for yourself."}
| 2 |
unscramble_189444
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: May be able to cause targets to laugh or cry uncontrollably, or may alter one's ability to feel any emotion. - Apathy: Remove an unwanted emotion on yourself, or a target. - Avarice Inducement: Induce greed into oneself and others. - Bliss & Horror Inducement: Cause victims to feel either pleasure or discomfort. - Compassion Inducement: Induce compassion in others. - Doubt Inducement: Targets begin questioning things, but may drive them to disbelieve anything. - Emotion Augmentation - Emotion Inducement: Induce and make targets feel emotions. - Fear Masking: Users may cause targets to be brave, or too bold. - Fear Inducement: Cause victims to fear anything they come in contact with. - Grief Saturation : Targets feel deep sadness, even sorrow, which may lead them to suicidal thoughts. - Lackadaisical : Targets don't feel the need to do anything, may drive some into sleep. - Happiness Inducement: Causes target to feel happiness. - Love Inducement: Causes target to feel immense love, and fall victim to the users control. - Pain Inducement: Force a target to get emotional pain. - Pleasure Sensitivity : Causes targets to feel extremely happy, may cause some to replicate love. - Rage Inducement: Users induce feelings of anger, may cause targets to go into uncontrollable fits of rage. - Sexual Inducement: Causes users to feel limitless sexual arousal. - Trust Manipulation: Manipulate who/what trusts/distrusts. - Anxiety: Cause someone to feel anxious, intimidated, even frightened. - Excitement: Inflict a sense of excitement in order to inspirit someone. - Serenity: Induce a sense of calm so strong it can even sedate someone. - Anger Manipulation - Desire Manipulation - Fear Manipulation - Greed Manipulation - Hate Manipulation - Hope Manipulation - Love Manipulation - Pain Manipulation - User may only be able to effect one target at a time. - User may need to have contact with target to manipulate them. - User may have a limit on how much emotion one target may carry. - User may need to feel an emotion to give it. - Some applications may cause emotional backlash. - User may require absorbing the emotion they replace. - User may or may not be limited to specific emotions. - User are prone to headache when they have to increase the ability for too long - Require training to reduce chances of any side-effects and keep their emotion in check. - Users of Apathy are immune
*2*: Johan Liebert (Monster) can manipulate a persons emotions. - Advanced Empathy - Emotion Control - Emotional Control - Emotional Manipulation - Empathic Control - Empathic Manipulation - Induced Empathy Users can cause targets to feel uptight, scared, happy or relaxed: similar to Mind Control because it does influence thought process, but in a different manner, Mind Controllers are able to change people's thoughts, Emotion Manipulators are able to change the way someone perceives a thought.
*3*: This versatile power may be used to make friends as a manner of Social Cloaking, or to enliven slacking allies.
*4*: Potent emotions like love and loathing are more difficult to induce, but can be extremely useful.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Johan Liebert (Monster) can manipulate a persons emotions. - Advanced Empathy - Emotion Control - Emotional Control - Emotional Manipulation - Empathic Control - Empathic Manipulation - Induced Empathy Users can cause targets to feel uptight, scared, happy or relaxed: similar to Mind Control because it does influence thought process, but in a different manner, Mind Controllers are able to change people's thoughts, Emotion Manipulators are able to change the way someone perceives a thought.\n*2*: This versatile power may be used to make friends as a manner of Social Cloaking, or to enliven slacking allies.\n*3*: Potent emotions like love and loathing are more difficult to induce, but can be extremely useful.\n*4*: May be able to cause targets to laugh or cry uncontrollably, or may alter one's ability to feel any emotion. - Apathy: Remove an unwanted emotion on yourself, or a target. - Avarice Inducement: Induce greed into oneself and others. - Bliss & Horror Inducement: Cause victims to feel either pleasure or discomfort. - Compassion Inducement: Induce compassion in others. - Doubt Inducement: Targets begin questioning things, but may drive them to disbelieve anything. - Emotion Augmentation - Emotion Inducement: Induce and make targets feel emotions. - Fear Masking: Users may cause targets to be brave, or too bold. - Fear Inducement: Cause victims to fear anything they come in contact with. - Grief Saturation : Targets feel deep sadness, even sorrow, which may lead them to suicidal thoughts. - Lackadaisical : Targets don't feel the need to do anything, may drive some into sleep. - Happiness Inducement: Causes target to feel happiness. - Love Inducement: Causes target to feel immense love, and fall victim to the users control. - Pain Inducement: Force a target to get emotional pain. - Pleasure Sensitivity : Causes targets to feel extremely happy, may cause some to replicate love. - Rage Inducement: Users induce feelings of anger, may cause targets to go into uncontrollable fits of rage. - Sexual Inducement: Causes users to feel limitless sexual arousal. - Trust Manipulation: Manipulate who/what trusts/distrusts. - Anxiety: Cause someone to feel anxious, intimidated, even frightened. - Excitement: Inflict a sense of excitement in order to inspirit someone. - Serenity: Induce a sense of calm so strong it can even sedate someone. - Anger Manipulation - Desire Manipulation - Fear Manipulation - Greed Manipulation - Hate Manipulation - Hope Manipulation - Love Manipulation - Pain Manipulation - User may only be able to effect one target at a time. - User may need to have contact with target to manipulate them. - User may have a limit on how much emotion one target may carry. - User may need to feel an emotion to give it. - Some applications may cause emotional backlash. - User may require absorbing the emotion they replace. - User may or may not be limited to specific emotions. - User are prone to headache when they have to increase the ability for too long - Require training to reduce chances of any side-effects and keep their emotion in check. - Users of Apathy are immune", "scrambled": "*1*: May be able to cause targets to laugh or cry uncontrollably, or may alter one's ability to feel any emotion. - Apathy: Remove an unwanted emotion on yourself, or a target. - Avarice Inducement: Induce greed into oneself and others. - Bliss & Horror Inducement: Cause victims to feel either pleasure or discomfort. - Compassion Inducement: Induce compassion in others. - Doubt Inducement: Targets begin questioning things, but may drive them to disbelieve anything. - Emotion Augmentation - Emotion Inducement: Induce and make targets feel emotions. - Fear Masking: Users may cause targets to be brave, or too bold. - Fear Inducement: Cause victims to fear anything they come in contact with. - Grief Saturation : Targets feel deep sadness, even sorrow, which may lead them to suicidal thoughts. - Lackadaisical : Targets don't feel the need to do anything, may drive some into sleep. - Happiness Inducement: Causes target to feel happiness. - Love Inducement: Causes target to feel immense love, and fall victim to the users control. - Pain Inducement: Force a target to get emotional pain. - Pleasure Sensitivity : Causes targets to feel extremely happy, may cause some to replicate love. - Rage Inducement: Users induce feelings of anger, may cause targets to go into uncontrollable fits of rage. - Sexual Inducement: Causes users to feel limitless sexual arousal. - Trust Manipulation: Manipulate who/what trusts/distrusts. - Anxiety: Cause someone to feel anxious, intimidated, even frightened. - Excitement: Inflict a sense of excitement in order to inspirit someone. - Serenity: Induce a sense of calm so strong it can even sedate someone. - Anger Manipulation - Desire Manipulation - Fear Manipulation - Greed Manipulation - Hate Manipulation - Hope Manipulation - Love Manipulation - Pain Manipulation - User may only be able to effect one target at a time. - User may need to have contact with target to manipulate them. - User may have a limit on how much emotion one target may carry. - User may need to feel an emotion to give it. - Some applications may cause emotional backlash. - User may require absorbing the emotion they replace. - User may or may not be limited to specific emotions. - User are prone to headache when they have to increase the ability for too long - Require training to reduce chances of any side-effects and keep their emotion in check. - Users of Apathy are immune\n*2*: Johan Liebert (Monster) can manipulate a persons emotions. - Advanced Empathy - Emotion Control - Emotional Control - Emotional Manipulation - Empathic Control - Empathic Manipulation - Induced Empathy Users can cause targets to feel uptight, scared, happy or relaxed: similar to Mind Control because it does influence thought process, but in a different manner, Mind Controllers are able to change people's thoughts, Emotion Manipulators are able to change the way someone perceives a thought.\n*3*: This versatile power may be used to make friends as a manner of Social Cloaking, or to enliven slacking allies.\n*4*: Potent emotions like love and loathing are more difficult to induce, but can be extremely useful."}
| 2 |
unscramble_1335
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If a pregnant female mouse stayed on a high-fat diet, their offspring had a greater chance of developing diabetes, even when given a moderate-fat diet.
*2*: Source: Journal of Lipid Research
*3*: Researchers say that these studies have only been tested on mice, so there’s no further reason as of yet to warn mothers to eat differently during pregnancy.
*4*: Even mated with healthy mice, the next generation offspring could develop diabetes as well.
*5*: This study was published in the September issue of the Journal of Lipid Research.
*6*: Researchers in the study looked at mice with diets high in saturated fat and studied the results in the mice and their offspring.
*7*: A new study shows that inheritance may be the cause for the rise in diabetes in the U.S. Scientists are studying additional forms of inheritance, besides DNA, like metabolic programming, which can occur in the womb or shortly after birth, and causes permanent changes in metabolism.
*8*: They found that a high-fat diet brought on type 2 diabetes in the adult mice.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 new study shows that inheritance may be the cause for the rise in diabetes in the U.S. Scientists are studying additional forms of inheritance, besides DNA, like metabolic programming, which can occur in the womb or shortly after birth, and causes permanent changes in metabolism.\n*2*: Researchers in the study looked at mice with diets high in saturated fat and studied the results in the mice and their offspring.\n*3*: They found that a high-fat diet brought on type 2 diabetes in the adult mice.\n*4*: If a pregnant female mouse stayed on a high-fat diet, their offspring had a greater chance of developing diabetes, even when given a moderate-fat diet.\n*5*: Researchers say that these studies have only been tested on mice, so there\u2019s no further reason as of yet to warn mothers to eat differently during pregnancy.\n*6*: Even mated with healthy mice, the next generation offspring could develop diabetes as well.\n*7*: This study was published in the September issue of the Journal of Lipid Research.\n*8*: Source: Journal of Lipid Research", "scrambled": "*1*: If a pregnant female mouse stayed on a high-fat diet, their offspring had a greater chance of developing diabetes, even when given a moderate-fat diet.\n*2*: Source: Journal of Lipid Research\n*3*: Researchers say that these studies have only been tested on mice, so there\u2019s no further reason as of yet to warn mothers to eat differently during pregnancy.\n*4*: Even mated with healthy mice, the next generation offspring could develop diabetes as well.\n*5*: This study was published in the September issue of the Journal of Lipid Research.\n*6*: Researchers in the study looked at mice with diets high in saturated fat and studied the results in the mice and their offspring.\n*7*: A new study shows that inheritance may be the cause for the rise in diabetes in the U.S. Scientists are studying additional forms of inheritance, besides DNA, like metabolic programming, which can occur in the womb or shortly after birth, and causes permanent changes in metabolism.\n*8*: They found that a high-fat diet brought on type 2 diabetes in the adult mice."}
| 2 |
unscramble_137039
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Monday, November 9, 2009 According to this article from Prevention Magazine, the best time of the day for creativity is 9-11 in the morning, while 11-2 is a great time to solve difficult problems.
*2*: Fortunately, this seems to be the way most teachers structure their day.
*3*: An article in this month's Psychology Today (Everyday Creativity) also supports doing something creative in the morning because after waking from sleep, people often have new ideas about how to do something.
*4*: With that in mind, seems like it makes sense to start the day with a quick, creative activity - perhaps a journal prompt or waker-upper and then move into language arts with math just before or after lunch.
*5*: In addition, the joy and satisfaction that a person gets from doing something creative in the morning can sustain him or her through more rote activities later in the day.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: An article in this month's Psychology Today (Everyday Creativity) also supports doing something creative in the morning because after waking from sleep, people often have new ideas about how to do something.\n*2*: In addition, the joy and satisfaction that a person gets from doing something creative in the morning can sustain him or her through more rote activities later in the day.\n*3*: Monday, November 9, 2009 According to this article from Prevention Magazine, the best time of the day for creativity is 9-11 in the morning, while 11-2 is a great time to solve difficult problems.\n*4*: With that in mind, seems like it makes sense to start the day with a quick, creative activity - perhaps a journal prompt or waker-upper and then move into language arts with math just before or after lunch.\n*5*: Fortunately, this seems to be the way most teachers structure their day.", "scrambled": "*1*: Monday, November 9, 2009 According to this article from Prevention Magazine, the best time of the day for creativity is 9-11 in the morning, while 11-2 is a great time to solve difficult problems.\n*2*: Fortunately, this seems to be the way most teachers structure their day.\n*3*: An article in this month's Psychology Today (Everyday Creativity) also supports doing something creative in the morning because after waking from sleep, people often have new ideas about how to do something.\n*4*: With that in mind, seems like it makes sense to start the day with a quick, creative activity - perhaps a journal prompt or waker-upper and then move into language arts with math just before or after lunch.\n*5*: In addition, the joy and satisfaction that a person gets from doing something creative in the morning can sustain him or her through more rote activities later in the day."}
| 2 |
unscramble_164689
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The engraving is by Lucas Kilian, a Dutch- and Italian-trained artist who lived most of his life ...
*2*: Under his leadership, Sweden increased its military capacity, seized significant territories on the continent of Europe, and championed Lutheranism at a time of great confessional strife.
*3*: Gustavus Adolphus, by the Grace of God, King of the Swedes, Goths, and Vandals, the Great Prince of Finland, the Duke of Estonia and Karelia, and Lord of Ingria During its age of imperial greatness in the 17th and early 18th centuries, Sweden was an important European power.
*4*: This copper engraving depicts the king at the zenith of his career.
*5*: Sweden’s rise in stature coincided largely with the 1611–32 reign of King Gustavus Adolphus.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Gustavus Adolphus, by the Grace of God, King of the Swedes, Goths, and Vandals, the Great Prince of Finland, the Duke of Estonia and Karelia, and Lord of Ingria During its age of imperial greatness in the 17th and early 18th centuries, Sweden was an important European power.\n*2*: Sweden\u2019s rise in stature coincided largely with the 1611\u201332 reign of King Gustavus Adolphus.\n*3*: Under his leadership, Sweden increased its military capacity, seized significant territories on the continent of Europe, and championed Lutheranism at a time of great confessional strife.\n*4*: This copper engraving depicts the king at the zenith of his career.\n*5*: The engraving is by Lucas Kilian, a Dutch- and Italian-trained artist who lived most of his life ...", "scrambled": "*1*: The engraving is by Lucas Kilian, a Dutch- and Italian-trained artist who lived most of his life ...\n*2*: Under his leadership, Sweden increased its military capacity, seized significant territories on the continent of Europe, and championed Lutheranism at a time of great confessional strife.\n*3*: Gustavus Adolphus, by the Grace of God, King of the Swedes, Goths, and Vandals, the Great Prince of Finland, the Duke of Estonia and Karelia, and Lord of Ingria During its age of imperial greatness in the 17th and early 18th centuries, Sweden was an important European power.\n*4*: This copper engraving depicts the king at the zenith of his career.\n*5*: Sweden\u2019s rise in stature coincided largely with the 1611\u201332 reign of King Gustavus Adolphus."}
| 2 |
unscramble_245794
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: SAT defines the core as the 20+ credits below plus a world language. 4 or more years: 3 or more years: 2 or more years: Advanced and rigorous curriculum is offered in all high schools through International Baccalaureate, Advanced Placement and Honors course work.
*2*: ACT defines the specific courses listed below as comprising the academic core.
*3*: All students are encouraged to take the academic core classes as defined by ACT and SAT.
*4*: Students also may participate in enhanced core curriculum programs, including the arts, media skills, world languages, computers, applied technology, physical education, health and consumer and family studies.
*5*: The curriculum also stresses fundamental skills and concept development in science and social studies.
*6*: Middle School 6-8 Middle school builds on the academic fundamentals of the elementary grades, ensuring a strong foundation for student achievement in high school and postsecondary education.
*7*: Students must master a broad and thorough knowledge base in reading, writing, mathematics, science, history and geography.
*8*: High School 9-12 The high-school curriculum ensures students are prepared for college and careers.
*9*: Elementary School K-5 The development of literacy and numeracy skills is the primary focus in elementary school.
*10*: Elementary students enhance their education through the arts, physical education, technology and use of media resources.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Elementary School K-5 The development of literacy and numeracy skills is the primary focus in elementary school.\n*2*: The curriculum also stresses fundamental skills and concept development in science and social studies.\n*3*: Elementary students enhance their education through the arts, physical education, technology and use of media resources.\n*4*: Middle School 6-8 Middle school builds on the academic fundamentals of the elementary grades, ensuring a strong foundation for student achievement in high school and postsecondary education.\n*5*: Students must master a broad and thorough knowledge base in reading, writing, mathematics, science, history and geography.\n*6*: Students also may participate in enhanced core curriculum programs, including the arts, media skills, world languages, computers, applied technology, physical education, health and consumer and family studies.\n*7*: High School 9-12 The high-school curriculum ensures students are prepared for college and careers.\n*8*: All students are encouraged to take the academic core classes as defined by ACT and SAT.\n*9*: ACT defines the specific courses listed below as comprising the academic core.\n*10*: SAT defines the core as the 20+ credits below plus a world language. 4 or more years: 3 or more years: 2 or more years: Advanced and rigorous curriculum is offered in all high schools through International Baccalaureate, Advanced Placement and Honors course work.", "scrambled": "*1*: SAT defines the core as the 20+ credits below plus a world language. 4 or more years: 3 or more years: 2 or more years: Advanced and rigorous curriculum is offered in all high schools through International Baccalaureate, Advanced Placement and Honors course work.\n*2*: ACT defines the specific courses listed below as comprising the academic core.\n*3*: All students are encouraged to take the academic core classes as defined by ACT and SAT.\n*4*: Students also may participate in enhanced core curriculum programs, including the arts, media skills, world languages, computers, applied technology, physical education, health and consumer and family studies.\n*5*: The curriculum also stresses fundamental skills and concept development in science and social studies.\n*6*: Middle School 6-8 Middle school builds on the academic fundamentals of the elementary grades, ensuring a strong foundation for student achievement in high school and postsecondary education.\n*7*: Students must master a broad and thorough knowledge base in reading, writing, mathematics, science, history and geography.\n*8*: High School 9-12 The high-school curriculum ensures students are prepared for college and careers.\n*9*: Elementary School K-5 The development of literacy and numeracy skills is the primary focus in elementary school.\n*10*: Elementary students enhance their education through the arts, physical education, technology and use of media resources."}
| 2 |
unscramble_150376
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The annual public costs associated with teen childbearing have been estimated at $9.1 billion (4).
*2*: The U.S. teen birth rate fell by more than one-third from 1991 through 2005, but then increased by 5 percent over two consecutive years.
*3*: Although the recent declines have been widespread by age, race and ethnicity, and state, large disparities nevertheless persist in these characteristics (6,7).
*4*: The Study’s Key Findings * The teenage birth rate declined 8 percent in the United States from 2007 through 2009, reaching a historic low at 39.1 births per 1,000 teens aged 15-19 years. * Rates fell significantly for teenagers in all age groups and for all racial and ethnic groups. * Teenage birth rates for each age group and for nearly all race and Hispanic origin groups in 2009 were at the lowest levels ever reported in the United States. * Birth rates for teens aged 15-17 dropped in 31 states from 2007 through 2009; rates for older teenagers aged 18-19 declined significantly in 45 states during this period.
*5*: Teenagers who give birth are much more likely to deliver a low birthweight or preterm infant than older women (1,2), and their babies are at elevated risk of dying in infancy (3).
*6*: Hispanic Health News U.S. Teenage Birth Rate Resumes Decline Photo: Pregnant Teen To read the entire study click here.
*7*: Data for 2008 and 2009, however, indicate that the long-term downward trend has resumed (1,5).
*8*: Teenage childbearing has been the subject of long-standing concern among the public and policy makers.
*9*: The most current data available from the National Vital Statistics System are used to illustrate trends and variations through 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*: Hispanic Health News U.S. Teenage Birth Rate Resumes Decline Photo: Pregnant Teen To read the entire study click here.\n*2*: The Study\u2019s Key Findings * The teenage birth rate declined 8 percent in the United States from 2007 through 2009, reaching a historic low at 39.1 births per 1,000 teens aged 15-19 years. * Rates fell significantly for teenagers in all age groups and for all racial and ethnic groups. * Teenage birth rates for each age group and for nearly all race and Hispanic origin groups in 2009 were at the lowest levels ever reported in the United States. * Birth rates for teens aged 15-17 dropped in 31 states from 2007 through 2009; rates for older teenagers aged 18-19 declined significantly in 45 states during this period.\n*3*: Teenage childbearing has been the subject of long-standing concern among the public and policy makers.\n*4*: Teenagers who give birth are much more likely to deliver a low birthweight or preterm infant than older women (1,2), and their babies are at elevated risk of dying in infancy (3).\n*5*: The annual public costs associated with teen childbearing have been estimated at $9.1 billion (4).\n*6*: The U.S. teen birth rate fell by more than one-third from 1991 through 2005, but then increased by 5 percent over two consecutive years.\n*7*: Data for 2008 and 2009, however, indicate that the long-term downward trend has resumed (1,5).\n*8*: Although the recent declines have been widespread by age, race and ethnicity, and state, large disparities nevertheless persist in these characteristics (6,7).\n*9*: The most current data available from the National Vital Statistics System are used to illustrate trends and variations through 2009.", "scrambled": "*1*: The annual public costs associated with teen childbearing have been estimated at $9.1 billion (4).\n*2*: The U.S. teen birth rate fell by more than one-third from 1991 through 2005, but then increased by 5 percent over two consecutive years.\n*3*: Although the recent declines have been widespread by age, race and ethnicity, and state, large disparities nevertheless persist in these characteristics (6,7).\n*4*: The Study\u2019s Key Findings * The teenage birth rate declined 8 percent in the United States from 2007 through 2009, reaching a historic low at 39.1 births per 1,000 teens aged 15-19 years. * Rates fell significantly for teenagers in all age groups and for all racial and ethnic groups. * Teenage birth rates for each age group and for nearly all race and Hispanic origin groups in 2009 were at the lowest levels ever reported in the United States. * Birth rates for teens aged 15-17 dropped in 31 states from 2007 through 2009; rates for older teenagers aged 18-19 declined significantly in 45 states during this period.\n*5*: Teenagers who give birth are much more likely to deliver a low birthweight or preterm infant than older women (1,2), and their babies are at elevated risk of dying in infancy (3).\n*6*: Hispanic Health News U.S. Teenage Birth Rate Resumes Decline Photo: Pregnant Teen To read the entire study click here.\n*7*: Data for 2008 and 2009, however, indicate that the long-term downward trend has resumed (1,5).\n*8*: Teenage childbearing has been the subject of long-standing concern among the public and policy makers.\n*9*: The most current data available from the National Vital Statistics System are used to illustrate trends and variations through 2009."}
| 2 |
unscramble_37578
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But...
*2*: It is also not uncommon for laypeople not versed in architectural terms to refer to a gambrel roof as a barn roof (because gambrels are often mentally associated with barns).
*3*: A gambrel (also known as a Dutch gambrel) is a usually symmetrical two-sided roof with two slopes on each side.
*4*: It is not uncommon for a gambrel roof to be referred to as a Mansard roof, although the more precise usage of the terms gambrel and Mansard is that a gambrel roof applies the two-slope idea to only two sides of the building (forming gables), whereas a Mansard roof applies the two-slope idea to all four sides of the building (forming hips).
*5*: This design provides the advantages of a sloped roof while maximizing head space on the building's upper level.
*6*: The upper slope is positioned at a shallow angle while the lower slope is quite steep.
*7*: GOING DUTCH TRADITIONAL COLONIAL ARCHITECTURE EXHIBITS THE ENDURANCE OF THE NETHERLANDS' ARTS AND CULTURE.(AT HOME) Jan 26, 1997; Byline: FRANCES INGRAHAM Staff writer The way we build today is based on a myriad of architectural styles throughout history.
*8*: The name comes from the Medieval Latin word gamba meaning hoof, or leg of an animal.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 gambrel (also known as a Dutch gambrel) is a usually symmetrical two-sided roof with two slopes on each side.\n*2*: The upper slope is positioned at a shallow angle while the lower slope is quite steep.\n*3*: This design provides the advantages of a sloped roof while maximizing head space on the building's upper level.\n*4*: The name comes from the Medieval Latin word gamba meaning hoof, or leg of an animal.\n*5*: It is not uncommon for a gambrel roof to be referred to as a Mansard roof, although the more precise usage of the terms gambrel and Mansard is that a gambrel roof applies the two-slope idea to only two sides of the building (forming gables), whereas a Mansard roof applies the two-slope idea to all four sides of the building (forming hips).\n*6*: It is also not uncommon for laypeople not versed in architectural terms to refer to a gambrel roof as a barn roof (because gambrels are often mentally associated with barns).\n*7*: GOING DUTCH TRADITIONAL COLONIAL ARCHITECTURE EXHIBITS THE ENDURANCE OF THE NETHERLANDS' ARTS AND CULTURE.(AT HOME) Jan 26, 1997; Byline: FRANCES INGRAHAM Staff writer The way we build today is based on a myriad of architectural styles throughout history.\n*8*: But...", "scrambled": "*1*: But...\n*2*: It is also not uncommon for laypeople not versed in architectural terms to refer to a gambrel roof as a barn roof (because gambrels are often mentally associated with barns).\n*3*: A gambrel (also known as a Dutch gambrel) is a usually symmetrical two-sided roof with two slopes on each side.\n*4*: It is not uncommon for a gambrel roof to be referred to as a Mansard roof, although the more precise usage of the terms gambrel and Mansard is that a gambrel roof applies the two-slope idea to only two sides of the building (forming gables), whereas a Mansard roof applies the two-slope idea to all four sides of the building (forming hips).\n*5*: This design provides the advantages of a sloped roof while maximizing head space on the building's upper level.\n*6*: The upper slope is positioned at a shallow angle while the lower slope is quite steep.\n*7*: GOING DUTCH TRADITIONAL COLONIAL ARCHITECTURE EXHIBITS THE ENDURANCE OF THE NETHERLANDS' ARTS AND CULTURE.(AT HOME) Jan 26, 1997; Byline: FRANCES INGRAHAM Staff writer The way we build today is based on a myriad of architectural styles throughout history.\n*8*: The name comes from the Medieval Latin word gamba meaning hoof, or leg of an animal."}
| 2 |
unscramble_1878
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It follows that 5 boys are equivalent to 3 men.
*2*: Since we have 80 boys building the tower, these boys are equivalent to (3/5)*80 = 48 men.
*3*: Date: 7/5/96 at 8:37:52 From: Doctor Anthony Subject: Re: Ratio and Proportion From the first statement, 3 men would take 2 days to do the job.
*4*: So the total workforce on the tower is equivalent to 40+48 = 88 men If 44 men take 5 days, then 88 men would take 5/2 = 2 +1/2 days. -Doctor Anthony, The Math Forum Check out our web site! http://mathforum.org/dr.math/ Search the Dr. Math Library: Ask Dr. MathTM © 1994-2013 The Math Forum
*5*: Ratio and Proportion Date: 7/4/96 at 19:21:20 From: Anonymous Subject: Ratio and Proportion Six men can complete a piece of work in one day while 5 boys would take 2 days to complete the same piece of job. 44 men can build a tower in 5 days; how long will 40 men and 80 boys take to build the tower?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Ratio and Proportion Date: 7/4/96 at 19:21:20 From: Anonymous Subject: Ratio and Proportion Six men can complete a piece of work in one day while 5 boys would take 2 days to complete the same piece of job. 44 men can build a tower in 5 days; how long will 40 men and 80 boys take to build the tower?\n*2*: Date: 7/5/96 at 8:37:52 From: Doctor Anthony Subject: Re: Ratio and Proportion From the first statement, 3 men would take 2 days to do the job.\n*3*: It follows that 5 boys are equivalent to 3 men.\n*4*: Since we have 80 boys building the tower, these boys are equivalent to (3/5)*80 = 48 men.\n*5*: So the total workforce on the tower is equivalent to 40+48 = 88 men If 44 men take 5 days, then 88 men would take 5/2 = 2 +1/2 days. -Doctor Anthony, The Math Forum Check out our web site! http://mathforum.org/dr.math/ Search the Dr. Math Library: Ask Dr. MathTM \u00a9 1994-2013 The Math Forum", "scrambled": "*1*: It follows that 5 boys are equivalent to 3 men.\n*2*: Since we have 80 boys building the tower, these boys are equivalent to (3/5)*80 = 48 men.\n*3*: Date: 7/5/96 at 8:37:52 From: Doctor Anthony Subject: Re: Ratio and Proportion From the first statement, 3 men would take 2 days to do the job.\n*4*: So the total workforce on the tower is equivalent to 40+48 = 88 men If 44 men take 5 days, then 88 men would take 5/2 = 2 +1/2 days. -Doctor Anthony, The Math Forum Check out our web site! http://mathforum.org/dr.math/ Search the Dr. Math Library: Ask Dr. MathTM \u00a9 1994-2013 The Math Forum\n*5*: Ratio and Proportion Date: 7/4/96 at 19:21:20 From: Anonymous Subject: Ratio and Proportion Six men can complete a piece of work in one day while 5 boys would take 2 days to complete the same piece of job. 44 men can build a tower in 5 days; how long will 40 men and 80 boys take to build the tower?"}
| 2 |
unscramble_141515
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It contained 44 million words (all set into type by RR Donnelley), 30,024 pages, 41,000 separate articles, and 15,139 engravings.
*2*: The skins of 750,000 sheep and 75,000 goats were used to manufacture two types of bindings.
*3*: For nearly 145 years, RR Donnelley has played a pivotal role in bringing to the nation's households and businesses both basics such as Bibles, telephone books, mail-order catalogs, and encyclopedias, as well as consumer essentials such as best-selling novels and fashion and specialty magazines.
*4*: This high-volume work has been the foundation of the company's success.
*5*: One example of the scale of a single large contract is the 14th edition of Encyclopaedia Britannica, published in 1936 in 29 volumes in an edition 60,000 sets.
*6*: During the same year, the company printed and shipped 7,373,505 telephone books, 15,298,233 catalogs, 50,104,89 flyers, 60, 788,777 magazines, 185,334,665 pamphlets and circulars, 726,363 case bound books (not including sets), and 34,254,999 sheets that were sent to other printers.
*7*: The printing type for the Encyclopaedia weighed 250 tons, and the production of the multi-volume set was estimated to have consumed 513,720 leaves of gold leaf and 100,000 pounds of ink.
*8*: Typically, these large, long-term printing accounts represented an enormous financial investment in equipment and necessitated construction of new facilities.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: For nearly 145 years, RR Donnelley has played a pivotal role in bringing to the nation's households and businesses both basics such as Bibles, telephone books, mail-order catalogs, and encyclopedias, as well as consumer essentials such as best-selling novels and fashion and specialty magazines.\n*2*: This high-volume work has been the foundation of the company's success.\n*3*: Typically, these large, long-term printing accounts represented an enormous financial investment in equipment and necessitated construction of new facilities.\n*4*: One example of the scale of a single large contract is the 14th edition of Encyclopaedia Britannica, published in 1936 in 29 volumes in an edition 60,000 sets.\n*5*: It contained 44 million words (all set into type by RR Donnelley), 30,024 pages, 41,000 separate articles, and 15,139 engravings.\n*6*: The printing type for the Encyclopaedia weighed 250 tons, and the production of the multi-volume set was estimated to have consumed 513,720 leaves of gold leaf and 100,000 pounds of ink.\n*7*: The skins of 750,000 sheep and 75,000 goats were used to manufacture two types of bindings.\n*8*: During the same year, the company printed and shipped 7,373,505 telephone books, 15,298,233 catalogs, 50,104,89 flyers, 60, 788,777 magazines, 185,334,665 pamphlets and circulars, 726,363 case bound books (not including sets), and 34,254,999 sheets that were sent to other printers.", "scrambled": "*1*: It contained 44 million words (all set into type by RR Donnelley), 30,024 pages, 41,000 separate articles, and 15,139 engravings.\n*2*: The skins of 750,000 sheep and 75,000 goats were used to manufacture two types of bindings.\n*3*: For nearly 145 years, RR Donnelley has played a pivotal role in bringing to the nation's households and businesses both basics such as Bibles, telephone books, mail-order catalogs, and encyclopedias, as well as consumer essentials such as best-selling novels and fashion and specialty magazines.\n*4*: This high-volume work has been the foundation of the company's success.\n*5*: One example of the scale of a single large contract is the 14th edition of Encyclopaedia Britannica, published in 1936 in 29 volumes in an edition 60,000 sets.\n*6*: During the same year, the company printed and shipped 7,373,505 telephone books, 15,298,233 catalogs, 50,104,89 flyers, 60, 788,777 magazines, 185,334,665 pamphlets and circulars, 726,363 case bound books (not including sets), and 34,254,999 sheets that were sent to other printers.\n*7*: The printing type for the Encyclopaedia weighed 250 tons, and the production of the multi-volume set was estimated to have consumed 513,720 leaves of gold leaf and 100,000 pounds of ink.\n*8*: Typically, these large, long-term printing accounts represented an enormous financial investment in equipment and necessitated construction of new facilities."}
| 2 |
unscramble_17442
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It is becoming a valuable tool in scientific study.
*2*: Again, science has proven that building with LEGO® elements and NXT robotics is more than child’s play!
*3*: In 1900-01 possibly this ancient mechanical computer was discovered on the wreck of the Antikythera.
*4*: In 2008 scientists concluded that it also tracked the Metonic calendar, and predicted solar eclipses.
*5*: Now there is a LEGO® prototype for the Antikythera mechanism. (Click on the picture to see the video) Around 100BCD possibly a mechanical computer using gears was developed.
*6*: In 2006 a high-resolution X-ray tomography discovers it's purpose; he Antikythera mechanism, a device with gears, was designed to calculate astronomical positions, such as the position of the sun and moon.
*7*: The ESA’s Rosetta Project made a LEGO® prototype for their space research for meteors.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Again, science has proven that building with LEGO\u00ae elements and NXT robotics is more than child\u2019s play!\n*2*: It is becoming a valuable tool in scientific study.\n*3*: The ESA\u2019s Rosetta Project made a LEGO\u00ae prototype for their space research for meteors.\n*4*: Now there is a LEGO\u00ae prototype for the Antikythera mechanism. (Click on the picture to see the video) Around 100BCD possibly a mechanical computer using gears was developed.\n*5*: In 1900-01 possibly this ancient mechanical computer was discovered on the wreck of the Antikythera.\n*6*: In 2006 a high-resolution X-ray tomography discovers it's purpose; he Antikythera mechanism, a device with gears, was designed to calculate astronomical positions, such as the position of the sun and moon.\n*7*: In 2008 scientists concluded that it also tracked the Metonic calendar, and predicted solar eclipses.", "scrambled": "*1*: It is becoming a valuable tool in scientific study.\n*2*: Again, science has proven that building with LEGO\u00ae elements and NXT robotics is more than child\u2019s play!\n*3*: In 1900-01 possibly this ancient mechanical computer was discovered on the wreck of the Antikythera.\n*4*: In 2008 scientists concluded that it also tracked the Metonic calendar, and predicted solar eclipses.\n*5*: Now there is a LEGO\u00ae prototype for the Antikythera mechanism. (Click on the picture to see the video) Around 100BCD possibly a mechanical computer using gears was developed.\n*6*: In 2006 a high-resolution X-ray tomography discovers it's purpose; he Antikythera mechanism, a device with gears, was designed to calculate astronomical positions, such as the position of the sun and moon.\n*7*: The ESA\u2019s Rosetta Project made a LEGO\u00ae prototype for their space research for meteors."}
| 2 |
unscramble_252009
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As with Thales, little is known about Anaximander’s life and most of what we know comes from later Greeks, notably Aristotle and Theophrastus.
*2*: Wanting to understand the transformations observed daily in the world; water freezing or boiling away, wood burning, metals melting; Anaximander believed that change came about through the agency of contending opposite qualities; hot and cold, dry and moist.
*3*: Rather than the view of the Earth caged in a planetarium style ‘celestial vault’, he argued the celestial bodies (the sun, moon and stars) were different distances away from the Earth, with space or air between them.
*4*: ‘Apeiron is the basis of all matter’ A pupil of THALES of MILETUS.
*5*: ANAXIMENES of MILETUS (c.585 – c.528 BCE) ‘AIR is the basis of all matter’ HERACLEITUS of EPHESUS (c.535 – c.475 BCE) ‘FIRE is the basis of all matter’ Thales’ pupil Anaximander avoided the issue of ‘prote hyle‘, or first matter by contending that all materials were composed of apeiron, the indefinite and unknowable first substance.
*6*: It had been assumed by other thinkers that the Earth was a flat disc held in place by water, pillars or some other physical structure.
*7*: Although without a notion of gravity, Anaximander supported his argument by supposing that the Earth, being at the centre of the universe, at equal distances from the extremes, ‘has no inclination to move up rather than down or sideways; and since it is impossible to move in opposite directions at the same time, it necessarily stays where it is’ – ( ARISTOTLE explaining Anaximander’s theory).
*8*: Anaximander proposed the idea of space or a universe with depth.
*9*: Anaximander conceptualised the Earth as suspended completely unsupported at the centre of the universe.
*10*: Moreover, because the Earth was suspended freely, it allowed Anaximander to propose the idea that the sun, moon and stars orbited in full circles around the Earth.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: \u2018Apeiron is the basis of all matter\u2019 A pupil of THALES of MILETUS.\n*2*: As with Thales, little is known about Anaximander\u2019s life and most of what we know comes from later Greeks, notably Aristotle and Theophrastus.\n*3*: Anaximander conceptualised the Earth as suspended completely unsupported at the centre of the universe.\n*4*: It had been assumed by other thinkers that the Earth was a flat disc held in place by water, pillars or some other physical structure.\n*5*: Although without a notion of gravity, Anaximander supported his argument by supposing that the Earth, being at the centre of the universe, at equal distances from the extremes, \u2018has no inclination to move up rather than down or sideways; and since it is impossible to move in opposite directions at the same time, it necessarily stays where it is\u2019 \u2013 ( ARISTOTLE explaining Anaximander\u2019s theory).\n*6*: Moreover, because the Earth was suspended freely, it allowed Anaximander to propose the idea that the sun, moon and stars orbited in full circles around the Earth.\n*7*: Anaximander proposed the idea of space or a universe with depth.\n*8*: Rather than the view of the Earth caged in a planetarium style \u2018celestial vault\u2019, he argued the celestial bodies (the sun, moon and stars) were different distances away from the Earth, with space or air between them.\n*9*: ANAXIMENES of MILETUS (c.585 \u2013 c.528 BCE) \u2018AIR is the basis of all matter\u2019 HERACLEITUS of EPHESUS (c.535 \u2013 c.475 BCE) \u2018FIRE is the basis of all matter\u2019 Thales\u2019 pupil Anaximander avoided the issue of \u2018prote hyle\u2018, or first matter by contending that all materials were composed of apeiron, the indefinite and unknowable first substance.\n*10*: Wanting to understand the transformations observed daily in the world; water freezing or boiling away, wood burning, metals melting; Anaximander believed that change came about through the agency of contending opposite qualities; hot and cold, dry and moist.", "scrambled": "*1*: As with Thales, little is known about Anaximander\u2019s life and most of what we know comes from later Greeks, notably Aristotle and Theophrastus.\n*2*: Wanting to understand the transformations observed daily in the world; water freezing or boiling away, wood burning, metals melting; Anaximander believed that change came about through the agency of contending opposite qualities; hot and cold, dry and moist.\n*3*: Rather than the view of the Earth caged in a planetarium style \u2018celestial vault\u2019, he argued the celestial bodies (the sun, moon and stars) were different distances away from the Earth, with space or air between them.\n*4*: \u2018Apeiron is the basis of all matter\u2019 A pupil of THALES of MILETUS.\n*5*: ANAXIMENES of MILETUS (c.585 \u2013 c.528 BCE) \u2018AIR is the basis of all matter\u2019 HERACLEITUS of EPHESUS (c.535 \u2013 c.475 BCE) \u2018FIRE is the basis of all matter\u2019 Thales\u2019 pupil Anaximander avoided the issue of \u2018prote hyle\u2018, or first matter by contending that all materials were composed of apeiron, the indefinite and unknowable first substance.\n*6*: It had been assumed by other thinkers that the Earth was a flat disc held in place by water, pillars or some other physical structure.\n*7*: Although without a notion of gravity, Anaximander supported his argument by supposing that the Earth, being at the centre of the universe, at equal distances from the extremes, \u2018has no inclination to move up rather than down or sideways; and since it is impossible to move in opposite directions at the same time, it necessarily stays where it is\u2019 \u2013 ( ARISTOTLE explaining Anaximander\u2019s theory).\n*8*: Anaximander proposed the idea of space or a universe with depth.\n*9*: Anaximander conceptualised the Earth as suspended completely unsupported at the centre of the universe.\n*10*: Moreover, because the Earth was suspended freely, it allowed Anaximander to propose the idea that the sun, moon and stars orbited in full circles around the Earth."}
| 2 |
unscramble_115194
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Climate was likely a factor alongside political failures and barbarian invasions, says Ulf Büntgen of the Swiss Federal Institute for Forest, Snow and Landscape Research in Birmensdorf.
*2*: Indeed, the period coincided with political upheaval and ...
*3*: WE LIKE to blame the weather for all manner of ills, but the fall of the western Roman empire?
*4*: Büntgen reconstructed temperatures and rainfall in western Europe over the last 2500 years from nearly 9000 samples of oak, pine and larch.
*5*: A tree-ring history of European climate has uncovered several links between climate and the rise and fall of civilisations, including Rome.
*6*: To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.
*7*: This showed that from AD 250 to 550 the climate flipped each decade from dry and cool to warm and wet.
*8*: Such quick flips are disruptive, says Büntgen, because they harm farming but don't allow people to adapt.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: WE LIKE to blame the weather for all manner of ills, but the fall of the western Roman empire?\n*2*: A tree-ring history of European climate has uncovered several links between climate and the rise and fall of civilisations, including Rome.\n*3*: Climate was likely a factor alongside political failures and barbarian invasions, says Ulf B\u00fcntgen of the Swiss Federal Institute for Forest, Snow and Landscape Research in Birmensdorf.\n*4*: B\u00fcntgen reconstructed temperatures and rainfall in western Europe over the last 2500 years from nearly 9000 samples of oak, pine and larch.\n*5*: This showed that from AD 250 to 550 the climate flipped each decade from dry and cool to warm and wet.\n*6*: Such quick flips are disruptive, says B\u00fcntgen, because they harm farming but don't allow people to adapt.\n*7*: Indeed, the period coincided with political upheaval and ...\n*8*: To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.", "scrambled": "*1*: Climate was likely a factor alongside political failures and barbarian invasions, says Ulf B\u00fcntgen of the Swiss Federal Institute for Forest, Snow and Landscape Research in Birmensdorf.\n*2*: Indeed, the period coincided with political upheaval and ...\n*3*: WE LIKE to blame the weather for all manner of ills, but the fall of the western Roman empire?\n*4*: B\u00fcntgen reconstructed temperatures and rainfall in western Europe over the last 2500 years from nearly 9000 samples of oak, pine and larch.\n*5*: A tree-ring history of European climate has uncovered several links between climate and the rise and fall of civilisations, including Rome.\n*6*: To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.\n*7*: This showed that from AD 250 to 550 the climate flipped each decade from dry and cool to warm and wet.\n*8*: Such quick flips are disruptive, says B\u00fcntgen, because they harm farming but don't allow people to adapt."}
| 2 |
unscramble_130298
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Kansas Geological Survey, Forest City Basin Comments to email@example.com Web version July 2005.
*2*: The deepest part of the basin is outlined by the 1000-foot thickness contour.
*3*: Original publication date Dec. 1943.
*4*: Figure 1--Map showing outline of the Forest City basin and its relation to the northern end of the Cherokee basin and to the escaprment on the east side of the Nemaha anticline.
*5*: Data for northeastern Kansas are adapted from figures 17 and 18 of this report; for Missouri in part after McQueen and Greene (1938, pl. 4); for southeastern Kansas after Bass (1936, pl. 1); and for Iowa and Nebraska after Holl (1932).
*6*: The basins are outlines by a contour indicating a thickness of 650 feet between the base of the Hertha limestone anbd the top of the the Mississippian limestone.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Figure 1--Map showing outline of the Forest City basin and its relation to the northern end of the Cherokee basin and to the escaprment on the east side of the Nemaha anticline.\n*2*: The basins are outlines by a contour indicating a thickness of 650 feet between the base of the Hertha limestone anbd the top of the the Mississippian limestone.\n*3*: The deepest part of the basin is outlined by the 1000-foot thickness contour.\n*4*: Data for northeastern Kansas are adapted from figures 17 and 18 of this report; for Missouri in part after McQueen and Greene (1938, pl. 4); for southeastern Kansas after Bass (1936, pl. 1); and for Iowa and Nebraska after Holl (1932).\n*5*: Kansas Geological Survey, Forest City Basin Comments to email@example.com Web version July 2005.\n*6*: Original publication date Dec. 1943.", "scrambled": "*1*: Kansas Geological Survey, Forest City Basin Comments to email@example.com Web version July 2005.\n*2*: The deepest part of the basin is outlined by the 1000-foot thickness contour.\n*3*: Original publication date Dec. 1943.\n*4*: Figure 1--Map showing outline of the Forest City basin and its relation to the northern end of the Cherokee basin and to the escaprment on the east side of the Nemaha anticline.\n*5*: Data for northeastern Kansas are adapted from figures 17 and 18 of this report; for Missouri in part after McQueen and Greene (1938, pl. 4); for southeastern Kansas after Bass (1936, pl. 1); and for Iowa and Nebraska after Holl (1932).\n*6*: The basins are outlines by a contour indicating a thickness of 650 feet between the base of the Hertha limestone anbd the top of the the Mississippian limestone."}
| 2 |
unscramble_239608
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: CURRICULUM SKILLS / KNOWLEDGE / VALUES: - learn about the structural differences amongst various wheelchairs - learn about and understand the role of the offensive and defensive rugby wheelchairs - Day Wheelchair Worksheet (make an overhead transparency) and Answer Key - Wheelchair Comparison Worksheet (photocopy 1 per student and make an overhead transparency) - Wheelchair Parts Description Chart – Day Wheelchair and Rugby Wheelchair - Wheelchair Venn Diagram/Answer Key - With the class, review the Day Wheelchair Worksheet on an overhead transparency.
*2*: Wheelchair Rugby Chairs Timing: 2 x 45 minute blocks LEARNING OUTCOMES: Sample Grade 5 OVERVIEW: This lesson develops an understanding of the design and purpose of the two types of wheelchair rugby wheelchairs and how they differ from the day wheelchair.
*3*: Discuss each part of the wheelchair and describe the function of each component. - Individually or in pairs, complete a Wheelchair Venn Diagram (comparison chart) which compares the wheelchair rugby chair with the day chair.
*4*: The parts of the chairs that are similar should go in the section where the two circles overlap; parts that are different go in either the rugby circle or the day circle. - Research the evolution of the wheelchair over the past 30 years.
*5*: Review the components of all three wheelchairs.
*6*: Explain why it will be more efficient and effective than the traditional current wheelchairs.
*7*: Review the components of this wheelchair as listed, provide information about the components and together complete the worksheet on the overhead. - With the class, review the photographs of the wheelchairs on an overhead transparency.
*8*: Design, illustrate and label a futuristic wheelchair.
*9*: Present findings in a brief written or verbal report or through a series of illustrations of the wheelchair. - Describe how the change in sport wheelchairs over the years has impacted athletes and their sports. - Research and illustrate a specific sport wheelchair: basketball, racing, throwing, tennis. - Wheelchairs have changed over the years.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Wheelchair Rugby Chairs Timing: 2 x 45 minute blocks LEARNING OUTCOMES: Sample Grade 5 OVERVIEW: This lesson develops an understanding of the design and purpose of the two types of wheelchair rugby wheelchairs and how they differ from the day wheelchair.\n*2*: CURRICULUM SKILLS / KNOWLEDGE / VALUES: - learn about the structural differences amongst various wheelchairs - learn about and understand the role of the offensive and defensive rugby wheelchairs - Day Wheelchair Worksheet (make an overhead transparency) and Answer Key - Wheelchair Comparison Worksheet (photocopy 1 per student and make an overhead transparency) - Wheelchair Parts Description Chart \u2013 Day Wheelchair and Rugby Wheelchair - Wheelchair Venn Diagram/Answer Key - With the class, review the Day Wheelchair Worksheet on an overhead transparency.\n*3*: Review the components of this wheelchair as listed, provide information about the components and together complete the worksheet on the overhead. - With the class, review the photographs of the wheelchairs on an overhead transparency.\n*4*: Review the components of all three wheelchairs.\n*5*: Discuss each part of the wheelchair and describe the function of each component. - Individually or in pairs, complete a Wheelchair Venn Diagram (comparison chart) which compares the wheelchair rugby chair with the day chair.\n*6*: The parts of the chairs that are similar should go in the section where the two circles overlap; parts that are different go in either the rugby circle or the day circle. - Research the evolution of the wheelchair over the past 30 years.\n*7*: Present findings in a brief written or verbal report or through a series of illustrations of the wheelchair. - Describe how the change in sport wheelchairs over the years has impacted athletes and their sports. - Research and illustrate a specific sport wheelchair: basketball, racing, throwing, tennis. - Wheelchairs have changed over the years.\n*8*: Design, illustrate and label a futuristic wheelchair.\n*9*: Explain why it will be more \ufffcefficient and effective than the traditional current wheelchairs.", "scrambled": "*1*: CURRICULUM SKILLS / KNOWLEDGE / VALUES: - learn about the structural differences amongst various wheelchairs - learn about and understand the role of the offensive and defensive rugby wheelchairs - Day Wheelchair Worksheet (make an overhead transparency) and Answer Key - Wheelchair Comparison Worksheet (photocopy 1 per student and make an overhead transparency) - Wheelchair Parts Description Chart \u2013 Day Wheelchair and Rugby Wheelchair - Wheelchair Venn Diagram/Answer Key - With the class, review the Day Wheelchair Worksheet on an overhead transparency.\n*2*: Wheelchair Rugby Chairs Timing: 2 x 45 minute blocks LEARNING OUTCOMES: Sample Grade 5 OVERVIEW: This lesson develops an understanding of the design and purpose of the two types of wheelchair rugby wheelchairs and how they differ from the day wheelchair.\n*3*: Discuss each part of the wheelchair and describe the function of each component. - Individually or in pairs, complete a Wheelchair Venn Diagram (comparison chart) which compares the wheelchair rugby chair with the day chair.\n*4*: The parts of the chairs that are similar should go in the section where the two circles overlap; parts that are different go in either the rugby circle or the day circle. - Research the evolution of the wheelchair over the past 30 years.\n*5*: Review the components of all three wheelchairs.\n*6*: Explain why it will be more \ufffcefficient and effective than the traditional current wheelchairs.\n*7*: Review the components of this wheelchair as listed, provide information about the components and together complete the worksheet on the overhead. - With the class, review the photographs of the wheelchairs on an overhead transparency.\n*8*: Design, illustrate and label a futuristic wheelchair.\n*9*: Present findings in a brief written or verbal report or through a series of illustrations of the wheelchair. - Describe how the change in sport wheelchairs over the years has impacted athletes and their sports. - Research and illustrate a specific sport wheelchair: basketball, racing, throwing, tennis. - Wheelchairs have changed over the years."}
| 2 |
unscramble_2704
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Mrs. Lintz named him Buddha, “Buddy” for short, and tenderly nursed him back to health.
*2*: North donated Gargantua’s skeleton to the Yale Peabody Museum in 1950.
*3*: For 12 years the circus toured the country and millions stood in line to see the lowland gorilla.
*4*: In 1937 Lintz offered Buddy, who then weighed an estimated 460 pounds, to the Ringling Bros. and Barnum & Bailey Circus.
*5*: As Gargantua, Buddy was transformed into the greatest of circus attractions by a flamboyant advertising campaign that saved the circus from imminent bankruptcy.
*6*: A delighted Henry Ringling North (Yale ’33) renamed him “Gargantua the Great” after one of the giants in Rabelais’ Gargantua and Pantagruel.
*7*: Buddy died of double pneumonia in November 1949 at the age of 20.
*8*: There, after being disfigured with nitric acid by a sailor with a grudge against the captain, he was bought by Gertrude Davies Lintz, who was determined to save the severely burned gorilla.
*9*: Gargantua the Great, probably the most famous circus animal of the 20th century, was orphaned when he was only a month old and lived with missionaries in Africa until a sea captain purchased him and brought him to Boston in 1931.
*10*: However, his face was permanently disfigured and his mouth twisted into a fierce snarl.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Gargantua the Great, probably the most famous circus animal of the 20th century, was orphaned when he was only a month old and lived with missionaries in Africa until a sea captain purchased him and brought him to Boston in 1931.\n*2*: There, after being disfigured with nitric acid by a sailor with a grudge against the captain, he was bought by Gertrude Davies Lintz, who was determined to save the severely burned gorilla.\n*3*: Mrs. Lintz named him Buddha, \u201cBuddy\u201d for short, and tenderly nursed him back to health.\n*4*: However, his face was permanently disfigured and his mouth twisted into a fierce snarl.\n*5*: In 1937 Lintz offered Buddy, who then weighed an estimated 460 pounds, to the Ringling Bros. and Barnum & Bailey Circus.\n*6*: A delighted Henry Ringling North (Yale \u201933) renamed him \u201cGargantua the Great\u201d after one of the giants in Rabelais\u2019 Gargantua and Pantagruel.\n*7*: As Gargantua, Buddy was transformed into the greatest of circus attractions by a flamboyant advertising campaign that saved the circus from imminent bankruptcy.\n*8*: For 12 years the circus toured the country and millions stood in line to see the lowland gorilla.\n*9*: Buddy died of double pneumonia in November 1949 at the age of 20.\n*10*: North donated Gargantua\u2019s skeleton to the Yale Peabody Museum in 1950.", "scrambled": "*1*: Mrs. Lintz named him Buddha, \u201cBuddy\u201d for short, and tenderly nursed him back to health.\n*2*: North donated Gargantua\u2019s skeleton to the Yale Peabody Museum in 1950.\n*3*: For 12 years the circus toured the country and millions stood in line to see the lowland gorilla.\n*4*: In 1937 Lintz offered Buddy, who then weighed an estimated 460 pounds, to the Ringling Bros. and Barnum & Bailey Circus.\n*5*: As Gargantua, Buddy was transformed into the greatest of circus attractions by a flamboyant advertising campaign that saved the circus from imminent bankruptcy.\n*6*: A delighted Henry Ringling North (Yale \u201933) renamed him \u201cGargantua the Great\u201d after one of the giants in Rabelais\u2019 Gargantua and Pantagruel.\n*7*: Buddy died of double pneumonia in November 1949 at the age of 20.\n*8*: There, after being disfigured with nitric acid by a sailor with a grudge against the captain, he was bought by Gertrude Davies Lintz, who was determined to save the severely burned gorilla.\n*9*: Gargantua the Great, probably the most famous circus animal of the 20th century, was orphaned when he was only a month old and lived with missionaries in Africa until a sea captain purchased him and brought him to Boston in 1931.\n*10*: However, his face was permanently disfigured and his mouth twisted into a fierce snarl."}
| 2 |
unscramble_7905
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It also gives people with disabilities a chance to use and develop their own talents.
*2*: Employment plays an important role for the psyche as well; it enhances self-appreciation and self-esteem.
*3*: “ States Parties recognize the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labour market and work environment that is open, inclusive and accessible to persons with disabilities.
*4*: Informal credit mechanisms that are managed and controlled by the participants themselves are a second instrument through which they gain more freedom, independence and become more integrated into society.
*5*: States Parties shall safeguard and promote the realization of the right to work, including for those who acquire a disability during the course of employment, by taking appropriate steps, including through legislation. “ Convention of the Rights of Persons with Disabilities, article 27 (extract) Handicap & Labour The link between labour and disability Employment gives people with disabilities a chance to procure their own income.
*6*: It’s a vital step towards more independence and a better integration into society.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: \u201c States Parties recognize the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labour market and work environment that is open, inclusive and accessible to persons with disabilities.\n*2*: States Parties shall safeguard and promote the realization of the right to work, including for those who acquire a disability during the course of employment, by taking appropriate steps, including through legislation. \u201c Convention of the Rights of Persons with Disabilities, article 27 (extract) Handicap & Labour The link between labour and disability Employment gives people with disabilities a chance to procure their own income.\n*3*: It\u2019s a vital step towards more independence and a better integration into society.\n*4*: Informal credit mechanisms that are managed and controlled by the participants themselves are a second instrument through which they gain more freedom, independence and become more integrated into society.\n*5*: Employment plays an important role for the psyche as well; it enhances self-appreciation and self-esteem.\n*6*: It also gives people with disabilities a chance to use and develop their own talents.", "scrambled": "*1*: It also gives people with disabilities a chance to use and develop their own talents.\n*2*: Employment plays an important role for the psyche as well; it enhances self-appreciation and self-esteem.\n*3*: \u201c States Parties recognize the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labour market and work environment that is open, inclusive and accessible to persons with disabilities.\n*4*: Informal credit mechanisms that are managed and controlled by the participants themselves are a second instrument through which they gain more freedom, independence and become more integrated into society.\n*5*: States Parties shall safeguard and promote the realization of the right to work, including for those who acquire a disability during the course of employment, by taking appropriate steps, including through legislation. \u201c Convention of the Rights of Persons with Disabilities, article 27 (extract) Handicap & Labour The link between labour and disability Employment gives people with disabilities a chance to procure their own income.\n*6*: It\u2019s a vital step towards more independence and a better integration into society."}
| 2 |
unscramble_902
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The absorption of plant-based (non-heme) iron can be regulated by the body, though, making dark green leafy veggies and legumes such as lentils preferable sources, especially since food is a package deal.
*2*: Presumably because of iron’s pro-oxidant qualities, it can be a double-edged sword; lowering the iron level of cancer patients has been associated with dropping death rates.
*3*: Topic summary contributed by a volunteer To help out on the site, email email@example.com
*4*: This is because iron pills have been linked to birth complications such as preterm birth and maternal hypertension.
*5*: Since the human body has no mechanism to excrete excess iron, it is probably best to refrain from consuming blood-based (heme) iron and taking iron supplements unless prescribed (for example, for pregnant women who are demonstrably anemic).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Since the human body has no mechanism to excrete excess iron, it is probably best to refrain from consuming blood-based (heme) iron and taking iron supplements unless prescribed (for example, for pregnant women who are demonstrably anemic).\n*2*: This is because iron pills have been linked to birth complications such as preterm birth and maternal hypertension.\n*3*: Presumably because of iron\u2019s pro-oxidant qualities, it can be a double-edged sword; lowering the iron level of cancer patients has been associated with dropping death rates.\n*4*: The absorption of plant-based (non-heme) iron can be regulated by the body, though, making dark green leafy veggies and legumes such as lentils preferable sources, especially since food is a package deal.\n*5*: Topic summary contributed by a volunteer To help out on the site, email email@example.com", "scrambled": "*1*: The absorption of plant-based (non-heme) iron can be regulated by the body, though, making dark green leafy veggies and legumes such as lentils preferable sources, especially since food is a package deal.\n*2*: Presumably because of iron\u2019s pro-oxidant qualities, it can be a double-edged sword; lowering the iron level of cancer patients has been associated with dropping death rates.\n*3*: Topic summary contributed by a volunteer To help out on the site, email email@example.com\n*4*: This is because iron pills have been linked to birth complications such as preterm birth and maternal hypertension.\n*5*: Since the human body has no mechanism to excrete excess iron, it is probably best to refrain from consuming blood-based (heme) iron and taking iron supplements unless prescribed (for example, for pregnant women who are demonstrably anemic)."}
| 2 |
unscramble_2446
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Therefore no one should fear that a true Hindu would interfere with their political or social rights, or their religious freedom.
*2*: On a religious level, Hindus must employ a different strategy than in the political sphere.
*3*: This is a different approach than Western monotheistic religions that are prone to an exclusivism of One God and his only or final representative.
*4*: They must be aware of religious issues and their social ramifications and not ignore them under the guise of political tolerance.
*5*: While the political sphere demands avoidance of religious issues unless political in nature, in the religious sphere Hindus cannot forget that their religion is under attack and fail to vigorously defend it.
*6*: Hinduism is a pluralistic tradition that contains many different teachers, teachings, and scriptures, and various names and forms for Divine.
*7*: It states that though there is One Truth there are many paths, which it represents by different Gods and Goddesses, and various yogic approaches.
*8*: Hindu Religious Critiques The Hindu view is that there should be peace and good will to all people and all religions, that no one should be discriminated against because of their religious beliefs.
*9*: To such exclusive monotheistic beliefs pluralistic traditions like the Hindu are polytheist, pagan and heathen, the enemy that has to be converted if not destroyed.
*10*: However Hindus should not press this tolerance so far that they fail to defend their own rights or allow distortions of their religion to go on unquestioned by others.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Hindu Religious Critiques The Hindu view is that there should be peace and good will to all people and all religions, that no one should be discriminated against because of their religious beliefs.\n*2*: Therefore no one should fear that a true Hindu would interfere with their political or social rights, or their religious freedom.\n*3*: However Hindus should not press this tolerance so far that they fail to defend their own rights or allow distortions of their religion to go on unquestioned by others.\n*4*: On a religious level, Hindus must employ a different strategy than in the political sphere.\n*5*: While the political sphere demands avoidance of religious issues unless political in nature, in the religious sphere Hindus cannot forget that their religion is under attack and fail to vigorously defend it.\n*6*: They must be aware of religious issues and their social ramifications and not ignore them under the guise of political tolerance.\n*7*: Hinduism is a pluralistic tradition that contains many different teachers, teachings, and scriptures, and various names and forms for Divine.\n*8*: It states that though there is One Truth there are many paths, which it represents by different Gods and Goddesses, and various yogic approaches.\n*9*: This is a different approach than Western monotheistic religions that are prone to an exclusivism of One God and his only or final representative.\n*10*: To such exclusive monotheistic beliefs pluralistic traditions like the Hindu are polytheist, pagan and heathen, the enemy that has to be converted if not destroyed.", "scrambled": "*1*: Therefore no one should fear that a true Hindu would interfere with their political or social rights, or their religious freedom.\n*2*: On a religious level, Hindus must employ a different strategy than in the political sphere.\n*3*: This is a different approach than Western monotheistic religions that are prone to an exclusivism of One God and his only or final representative.\n*4*: They must be aware of religious issues and their social ramifications and not ignore them under the guise of political tolerance.\n*5*: While the political sphere demands avoidance of religious issues unless political in nature, in the religious sphere Hindus cannot forget that their religion is under attack and fail to vigorously defend it.\n*6*: Hinduism is a pluralistic tradition that contains many different teachers, teachings, and scriptures, and various names and forms for Divine.\n*7*: It states that though there is One Truth there are many paths, which it represents by different Gods and Goddesses, and various yogic approaches.\n*8*: Hindu Religious Critiques The Hindu view is that there should be peace and good will to all people and all religions, that no one should be discriminated against because of their religious beliefs.\n*9*: To such exclusive monotheistic beliefs pluralistic traditions like the Hindu are polytheist, pagan and heathen, the enemy that has to be converted if not destroyed.\n*10*: However Hindus should not press this tolerance so far that they fail to defend their own rights or allow distortions of their religion to go on unquestioned by others."}
| 2 |
unscramble_163858
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: WEAVE Sexual Assault Advocates are available 24-hours a day to survivors of sexual assault.
*2*: Everyone has the right to decide what they do or don't want to do sexually.
*3*: Sexual assault may include: Unwanted touching, fondling, or groping Forced sexual activities Pressure to have sex Sexual contact with someone who is very drunk, drugged, unconscious or is unable to give a clear "yes" or "no" Keeping someone from protecting themselves from unwanted pregnancy or sexually transmitted infections (STIs) Violence that does not involve physical contact Threatening to find someone who will do what he or she Verbal or sexual harassment Threats of sexual violence Learn more about the types of sexual assault here.
*4*: Not all sexual assaults are violent "attacks".
*5*: Advocates will accompany and support you through the medical exam, law enforcement interview and investigation.
*6*: For teens 13 and older parent permission is not required, but preferred.
*7*: WEAVE also offers individual counseling services for Are Not Alone.
*8*: WEAVE offers a support group especially for teens who have experienced sexual assault.
*9*: Sexual Assault is not only rape; it is ANY type of unwanted sexual contact.
*10*: Forcing or pressuring someone to do something they don't want to do or don't consent to is sexual assault.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Sexual Assault is not only rape; it is ANY type of unwanted sexual contact.\n*2*: Everyone has the right to decide what they do or don't want to do sexually.\n*3*: Not all sexual assaults are violent \"attacks\".\n*4*: Forcing or pressuring someone to do something they don't want to do or don't consent to is sexual assault.\n*5*: Sexual assault may include: Unwanted touching, fondling, or groping Forced sexual activities Pressure to have sex Sexual contact with someone who is very drunk, drugged, unconscious or is unable to give a clear \"yes\" or \"no\" Keeping someone from protecting themselves from unwanted pregnancy or sexually transmitted infections (STIs) Violence that does not involve physical contact Threatening to find someone who will do what he or she Verbal or sexual harassment Threats of sexual violence Learn more about the types of sexual assault here.\n*6*: WEAVE offers a support group especially for teens who have experienced sexual assault.\n*7*: For teens 13 and older parent permission is not required, but preferred.\n*8*: WEAVE also offers individual counseling services for Are Not Alone.\n*9*: WEAVE Sexual Assault Advocates are available 24-hours a day to survivors of sexual assault.\n*10*: Advocates will accompany and support you through the medical exam, law enforcement interview and investigation.", "scrambled": "*1*: WEAVE Sexual Assault Advocates are available 24-hours a day to survivors of sexual assault.\n*2*: Everyone has the right to decide what they do or don't want to do sexually.\n*3*: Sexual assault may include: Unwanted touching, fondling, or groping Forced sexual activities Pressure to have sex Sexual contact with someone who is very drunk, drugged, unconscious or is unable to give a clear \"yes\" or \"no\" Keeping someone from protecting themselves from unwanted pregnancy or sexually transmitted infections (STIs) Violence that does not involve physical contact Threatening to find someone who will do what he or she Verbal or sexual harassment Threats of sexual violence Learn more about the types of sexual assault here.\n*4*: Not all sexual assaults are violent \"attacks\".\n*5*: Advocates will accompany and support you through the medical exam, law enforcement interview and investigation.\n*6*: For teens 13 and older parent permission is not required, but preferred.\n*7*: WEAVE also offers individual counseling services for Are Not Alone.\n*8*: WEAVE offers a support group especially for teens who have experienced sexual assault.\n*9*: Sexual Assault is not only rape; it is ANY type of unwanted sexual contact.\n*10*: Forcing or pressuring someone to do something they don't want to do or don't consent to is sexual assault."}
| 2 |
unscramble_231796
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This lake, in Sanmenxa, Henan, is also a migratory stop for swans from Siberia.
*2*: Swans have been sited recently on wetlands in the Yellow River, in Shaanxi, Western China.
*3*: The swans rest on the Yellow River in Shaanxi ….
*4*: News reports blame poachers.
*5*: Sadly, however, over 200 swans were found dead in a lake in Inner Mongolia, about 300 kilometres north of Beijing.
*6*: Every year nearly 10,000 swans fly from Siberia, escaping the harsh northern winter.
*7*: Then take off in flight yàn què ān zhī hóng hú zhī zhì is a common Chinese idiom It means can the sparrow and the swallow know the will of the Great Swan?
*8*: The swans were found laced with Carbofuram a type of pesticide.
*9*: Pictures and news source from http://www.china.daily.com
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Swans have been sited recently on wetlands in the Yellow River, in Shaanxi, Western China.\n*2*: Every year nearly 10,000 swans fly from Siberia, escaping the harsh northern winter.\n*3*: Sadly, however, over 200 swans were found dead in a lake in Inner Mongolia, about 300 kilometres north of Beijing.\n*4*: The swans were found laced with Carbofuram a type of pesticide.\n*5*: News reports blame poachers.\n*6*: This lake, in Sanmenxa, Henan, is also a migratory stop for swans from Siberia.\n*7*: The swans rest on the Yellow River in Shaanxi \u2026.\n*8*: Then take off in flight y\u00e0n qu\u00e8 \u0101n zh\u012b h\u00f3ng h\u00fa zh\u012b zh\u00ec is a common Chinese idiom It means can the sparrow and the swallow know the will of the Great Swan?\n*9*: Pictures and news source from http://www.china.daily.com", "scrambled": "*1*: This lake, in Sanmenxa, Henan, is also a migratory stop for swans from Siberia.\n*2*: Swans have been sited recently on wetlands in the Yellow River, in Shaanxi, Western China.\n*3*: The swans rest on the Yellow River in Shaanxi \u2026.\n*4*: News reports blame poachers.\n*5*: Sadly, however, over 200 swans were found dead in a lake in Inner Mongolia, about 300 kilometres north of Beijing.\n*6*: Every year nearly 10,000 swans fly from Siberia, escaping the harsh northern winter.\n*7*: Then take off in flight y\u00e0n qu\u00e8 \u0101n zh\u012b h\u00f3ng h\u00fa zh\u012b zh\u00ec is a common Chinese idiom It means can the sparrow and the swallow know the will of the Great Swan?\n*8*: The swans were found laced with Carbofuram a type of pesticide.\n*9*: Pictures and news source from http://www.china.daily.com"}
| 2 |
unscramble_59726
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It also had a darkroom for printing, published an acclaimed newsletter called Photo Notes, mounted major exhibitions of photography at a time when few other galleries or art museums were doing so, and was a lively place for socializing.
*2*: The League encouraged diverse approaches to social documentary photography during extraordinarily turbulent times beginning with the Depression, continuing through World War II and into the Cold War.
*3*: In 1947, the League came under the pall of McCarthyism and was blacklisted for its alleged ties to the Communist party.
*4*: Its members, many of whom were first-generation Jewish Americans, were among the most noted photographers of the mid-twentieth century—Morris Engel, Lisette Model, Ruth Orkin, Walter Rosenblum, and Weegee, to name just a few.
*5*: The League had even started a national campaign, proposing to become a “Center for American Photography.” But as paranoia and fear spread, members withdrew and the Photo League disbanded in 1951.
*6*: Despite its truncated tenure, the Photo League had a tremendous impact on the course of modern photography, ushering in the era known as the New York School.
*7*: The League ran a photography school headed by lifechanging teachers like Sid Grossman, Berenice Abbott, and Aaron Siskind.
*8*: The Photo League (1936–1951) was a volunteer organization of professional and amateur photographers who believed in documentary photography as a powerful tool for social change.
*9*: They documented neighborhoods from Harlem to the Lower East Side to Coney Island, creating some of the most iconic images of the streets of New York.
*10*: Ironically, the Photo League had already begun to shift away from strictly political work and now promoted a more creative and subjective form of documentary photography.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Photo League (1936\u20131951) was a volunteer organization of professional and amateur photographers who believed in documentary photography as a powerful tool for social change.\n*2*: The League ran a photography school headed by lifechanging teachers like Sid Grossman, Berenice Abbott, and Aaron Siskind.\n*3*: It also had a darkroom for printing, published an acclaimed newsletter called Photo Notes, mounted major exhibitions of photography at a time when few other galleries or art museums were doing so, and was a lively place for socializing.\n*4*: Its members, many of whom were first-generation Jewish Americans, were among the most noted photographers of the mid-twentieth century\u2014Morris Engel, Lisette Model, Ruth Orkin, Walter Rosenblum, and Weegee, to name just a few.\n*5*: They documented neighborhoods from Harlem to the Lower East Side to Coney Island, creating some of the most iconic images of the streets of New York.\n*6*: The League encouraged diverse approaches to social documentary photography during extraordinarily turbulent times beginning with the Depression, continuing through World War II and into the Cold War.\n*7*: In 1947, the League came under the pall of McCarthyism and was blacklisted for its alleged ties to the Communist party.\n*8*: Ironically, the Photo League had already begun to shift away from strictly political work and now promoted a more creative and subjective form of documentary photography.\n*9*: The League had even started a national campaign, proposing to become a \u201cCenter for American Photography.\u201d But as paranoia and fear spread, members withdrew and the Photo League disbanded in 1951.\n*10*: Despite its truncated tenure, the Photo League had a tremendous impact on the course of modern photography, ushering in the era known as the New York School.", "scrambled": "*1*: It also had a darkroom for printing, published an acclaimed newsletter called Photo Notes, mounted major exhibitions of photography at a time when few other galleries or art museums were doing so, and was a lively place for socializing.\n*2*: The League encouraged diverse approaches to social documentary photography during extraordinarily turbulent times beginning with the Depression, continuing through World War II and into the Cold War.\n*3*: In 1947, the League came under the pall of McCarthyism and was blacklisted for its alleged ties to the Communist party.\n*4*: Its members, many of whom were first-generation Jewish Americans, were among the most noted photographers of the mid-twentieth century\u2014Morris Engel, Lisette Model, Ruth Orkin, Walter Rosenblum, and Weegee, to name just a few.\n*5*: The League had even started a national campaign, proposing to become a \u201cCenter for American Photography.\u201d But as paranoia and fear spread, members withdrew and the Photo League disbanded in 1951.\n*6*: Despite its truncated tenure, the Photo League had a tremendous impact on the course of modern photography, ushering in the era known as the New York School.\n*7*: The League ran a photography school headed by lifechanging teachers like Sid Grossman, Berenice Abbott, and Aaron Siskind.\n*8*: The Photo League (1936\u20131951) was a volunteer organization of professional and amateur photographers who believed in documentary photography as a powerful tool for social change.\n*9*: They documented neighborhoods from Harlem to the Lower East Side to Coney Island, creating some of the most iconic images of the streets of New York.\n*10*: Ironically, the Photo League had already begun to shift away from strictly political work and now promoted a more creative and subjective form of documentary photography."}
| 2 |
unscramble_145210
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Calories per Day Calculator Walking expends approximately 100 calories per mile for a 150 pound person.
*2*: The range of daily calorie burning is from 1600 for a sedentary woman or older people to 2800 for active men, very active women and teenage boys.
*3*: A calorie is a measure of energy expenditure.
*4*: The calories referred to in diet and exercise are kilocalories (kcal) - 1000 of the calories referred to in science labs for measuring chemical reactions.
*5*: A pound of fat stores 3500 calories (kcal).
*6*: To lose a pound of fat a week a person must eat approximately 500 fewer calories (kcal) per day than he/she expends.
*7*: Walking Calorie Calculator Pronunciation: cal er ee Common Misspellings: calourie I will walk for 3.5 miles to burn off the calories in that Snickers bar.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 calorie is a measure of energy expenditure.\n*2*: The calories referred to in diet and exercise are kilocalories (kcal) - 1000 of the calories referred to in science labs for measuring chemical reactions.\n*3*: A pound of fat stores 3500 calories (kcal).\n*4*: To lose a pound of fat a week a person must eat approximately 500 fewer calories (kcal) per day than he/she expends.\n*5*: The range of daily calorie burning is from 1600 for a sedentary woman or older people to 2800 for active men, very active women and teenage boys.\n*6*: Calories per Day Calculator Walking expends approximately 100 calories per mile for a 150 pound person.\n*7*: Walking Calorie Calculator Pronunciation: cal er ee Common Misspellings: calourie I will walk for 3.5 miles to burn off the calories in that Snickers bar.", "scrambled": "*1*: Calories per Day Calculator Walking expends approximately 100 calories per mile for a 150 pound person.\n*2*: The range of daily calorie burning is from 1600 for a sedentary woman or older people to 2800 for active men, very active women and teenage boys.\n*3*: A calorie is a measure of energy expenditure.\n*4*: The calories referred to in diet and exercise are kilocalories (kcal) - 1000 of the calories referred to in science labs for measuring chemical reactions.\n*5*: A pound of fat stores 3500 calories (kcal).\n*6*: To lose a pound of fat a week a person must eat approximately 500 fewer calories (kcal) per day than he/she expends.\n*7*: Walking Calorie Calculator Pronunciation: cal er ee Common Misspellings: calourie I will walk for 3.5 miles to burn off the calories in that Snickers bar."}
| 2 |
unscramble_77550
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The diverse talents and abilities of the interviewers, the advanced age of many of the subjects, and the different standards set by the project supervisors, created wide variations in the reliablity of these narratives from state to state.
*2*: As historical documents they contribute dimension and texture in the remarkable story they relate, while furnishing us with teaching resources that are both instructional and compelling.
*3*: When combined with narratives made available by the American Slave Narratives: An Online Anthology at the University of Virginia, an intriguing picture of 19th century life in the African-American community emerges.
*4*: As a part of a larger effort (The American Folklore Project) to gather life histories from Americans of all ethnic affiliations, the life histories of the ex-slaves reproduced here capture the recollected experiences of these aging African Americans.
*5*: Nevertheless, these original documentary treasures are rich in learning potential and we invite teachers to lead their students through one or more of the lesson strategies proposed here or to invent their own and share them with us.
*6*: Many of the interviews contain prejudicial and troubling language reflecting the social mores of the 1930s as well as those of the 19th century.
*7*: An Introduction to the American Slave Narratives While the narratives concern the personal experiences of African Americans during slavery and after emancipation, the project itself was a product of the 1930s, and should be understood in this light.
*8*: Employing these ex-slave narratives as teaching resources nonetheless requires that teachers exercise a certain degree of caution.
*9*: Mark Krasovic, a graduate student in the American Studies Program at Michigan State University, has contributed the following essay, which considers the ex-slave interviews of the Federal Writers' Project and the construction of folk identity in Depression-era America: The Ex-Slave Interviews in the Depression Cultural Context The New Deal Network has selected seventeen of these narratives to provide teachers and students with a useful sample of the kind of work undertaken by the Federal Writer's Project.
*10*: In addition, the uneven quality and inconsistent dependability of the interviews requires a warning as well.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: An Introduction to the American Slave Narratives While the narratives concern the personal experiences of African Americans during slavery and after emancipation, the project itself was a product of the 1930s, and should be understood in this light.\n*2*: Mark Krasovic, a graduate student in the American Studies Program at Michigan State University, has contributed the following essay, which considers the ex-slave interviews of the Federal Writers' Project and the construction of folk identity in Depression-era America: The Ex-Slave Interviews in the Depression Cultural Context The New Deal Network has selected seventeen of these narratives to provide teachers and students with a useful sample of the kind of work undertaken by the Federal Writer's Project.\n*3*: As a part of a larger effort (The American Folklore Project) to gather life histories from Americans of all ethnic affiliations, the life histories of the ex-slaves reproduced here capture the recollected experiences of these aging African Americans.\n*4*: As historical documents they contribute dimension and texture in the remarkable story they relate, while furnishing us with teaching resources that are both instructional and compelling.\n*5*: When combined with narratives made available by the American Slave Narratives: An Online Anthology at the University of Virginia, an intriguing picture of 19th century life in the African-American community emerges.\n*6*: Employing these ex-slave narratives as teaching resources nonetheless requires that teachers exercise a certain degree of caution.\n*7*: Many of the interviews contain prejudicial and troubling language reflecting the social mores of the 1930s as well as those of the 19th century.\n*8*: In addition, the uneven quality and inconsistent dependability of the interviews requires a warning as well.\n*9*: The diverse talents and abilities of the interviewers, the advanced age of many of the subjects, and the different standards set by the project supervisors, created wide variations in the reliablity of these narratives from state to state.\n*10*: Nevertheless, these original documentary treasures are rich in learning potential and we invite teachers to lead their students through one or more of the lesson strategies proposed here or to invent their own and share them with us.", "scrambled": "*1*: The diverse talents and abilities of the interviewers, the advanced age of many of the subjects, and the different standards set by the project supervisors, created wide variations in the reliablity of these narratives from state to state.\n*2*: As historical documents they contribute dimension and texture in the remarkable story they relate, while furnishing us with teaching resources that are both instructional and compelling.\n*3*: When combined with narratives made available by the American Slave Narratives: An Online Anthology at the University of Virginia, an intriguing picture of 19th century life in the African-American community emerges.\n*4*: As a part of a larger effort (The American Folklore Project) to gather life histories from Americans of all ethnic affiliations, the life histories of the ex-slaves reproduced here capture the recollected experiences of these aging African Americans.\n*5*: Nevertheless, these original documentary treasures are rich in learning potential and we invite teachers to lead their students through one or more of the lesson strategies proposed here or to invent their own and share them with us.\n*6*: Many of the interviews contain prejudicial and troubling language reflecting the social mores of the 1930s as well as those of the 19th century.\n*7*: An Introduction to the American Slave Narratives While the narratives concern the personal experiences of African Americans during slavery and after emancipation, the project itself was a product of the 1930s, and should be understood in this light.\n*8*: Employing these ex-slave narratives as teaching resources nonetheless requires that teachers exercise a certain degree of caution.\n*9*: Mark Krasovic, a graduate student in the American Studies Program at Michigan State University, has contributed the following essay, which considers the ex-slave interviews of the Federal Writers' Project and the construction of folk identity in Depression-era America: The Ex-Slave Interviews in the Depression Cultural Context The New Deal Network has selected seventeen of these narratives to provide teachers and students with a useful sample of the kind of work undertaken by the Federal Writer's Project.\n*10*: In addition, the uneven quality and inconsistent dependability of the interviews requires a warning as well."}
| 2 |
unscramble_60325
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: United Nations Crime Congresses The United Nations congresses on crime prevention and criminal justice are one of the main periodic conferences of the United Nations and play a major role in international standard-setting and policy-making in crime prevention and criminal justice.
*2*: Since its establishment in 1992, the Commission on Crime Prevention and Criminal Justice acts as the preparatory body of the congresses.
*3*: The congresses have been held every five years since 1955 in different parts of the world and have contributed to shaping international and domestic policies and promoting novel thinking and approaches to complex issues at the heart of one of the key institutions of the modern state: the criminal justice system.
*4*: The congresses bring together policy-makers and practitioners in the area of crime prevention and criminal justice, as well as parliamentarians, individual experts from academia, representatives from civil society and the media.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Nations Crime Congresses The United Nations congresses on crime prevention and criminal justice are one of the main periodic conferences of the United Nations and play a major role in international standard-setting and policy-making in crime prevention and criminal justice.\n*2*: The congresses bring together policy-makers and practitioners in the area of crime prevention and criminal justice, as well as parliamentarians, individual experts from academia, representatives from civil society and the media.\n*3*: The congresses have been held every five years since 1955 in different parts of the world and have contributed to shaping international and domestic policies and promoting novel thinking and approaches to complex issues at the heart of one of the key institutions of the modern state: the criminal justice system.\n*4*: Since its establishment in 1992, the Commission on Crime Prevention and Criminal Justice acts as the preparatory body of the congresses.", "scrambled": "*1*: United Nations Crime Congresses The United Nations congresses on crime prevention and criminal justice are one of the main periodic conferences of the United Nations and play a major role in international standard-setting and policy-making in crime prevention and criminal justice.\n*2*: Since its establishment in 1992, the Commission on Crime Prevention and Criminal Justice acts as the preparatory body of the congresses.\n*3*: The congresses have been held every five years since 1955 in different parts of the world and have contributed to shaping international and domestic policies and promoting novel thinking and approaches to complex issues at the heart of one of the key institutions of the modern state: the criminal justice system.\n*4*: The congresses bring together policy-makers and practitioners in the area of crime prevention and criminal justice, as well as parliamentarians, individual experts from academia, representatives from civil society and the media."}
| 2 |
unscramble_225064
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Supplementary tutorial videos, grouped according to the disciplines of architecture, interior design, and studio art/illustration, will provide live-action demonstrations of some of the key topics discussed in the book.
*2*: The clear and accessible illustrations show how to construct perspective views one step at a time.
*3*: Basic Perspective Drawing : A Visual Approach, by Montague, John Note: Supplemental materials are not guaranteed with Rental or Used book purchases. - ISBN: 9781118134146 | 1118134141 - Cover: Paperback - Copyright: 1/29/2013 This book introduces students, both those in formal design courses and self-learners, to the basic principles and techniques of perspective drawing.
*4*: Illustrations are updated to reflect the most current drawing styles and examples.
*5*: The new, streamlined Sixth Edition contains must-have content for students and instructors in art and design, architecture, and interior design programs.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Basic Perspective Drawing : A Visual Approach, by Montague, John Note: Supplemental materials are not guaranteed with Rental or Used book purchases. - ISBN: 9781118134146 | 1118134141 - Cover: Paperback - Copyright: 1/29/2013 This book introduces students, both those in formal design courses and self-learners, to the basic principles and techniques of perspective drawing.\n*2*: The clear and accessible illustrations show how to construct perspective views one step at a time.\n*3*: The new, streamlined Sixth Edition contains must-have content for students and instructors in art and design, architecture, and interior design programs.\n*4*: Illustrations are updated to reflect the most current drawing styles and examples.\n*5*: Supplementary tutorial videos, grouped according to the disciplines of architecture, interior design, and studio art/illustration, will provide live-action demonstrations of some of the key topics discussed in the book.", "scrambled": "*1*: Supplementary tutorial videos, grouped according to the disciplines of architecture, interior design, and studio art/illustration, will provide live-action demonstrations of some of the key topics discussed in the book.\n*2*: The clear and accessible illustrations show how to construct perspective views one step at a time.\n*3*: Basic Perspective Drawing : A Visual Approach, by Montague, John Note: Supplemental materials are not guaranteed with Rental or Used book purchases. - ISBN: 9781118134146 | 1118134141 - Cover: Paperback - Copyright: 1/29/2013 This book introduces students, both those in formal design courses and self-learners, to the basic principles and techniques of perspective drawing.\n*4*: Illustrations are updated to reflect the most current drawing styles and examples.\n*5*: The new, streamlined Sixth Edition contains must-have content for students and instructors in art and design, architecture, and interior design programs."}
| 2 |
unscramble_38083
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This breaks down the process into stages such as identifying relevant knowledge and experience in the group and generating relevant questions for members of their small working group – or the teacher – to answer before the next class. (External students collaborate using an asynchronous bulletin board.) Being senior undergraduates or postgraduates, students are expected to conduct independent research and locate their own resources, in addition to those to which they are directed by the course guidance.
*2*: Their work is guided by scaffolding referred to as “The Approach”.
*3*: Problem-based learning in natural resource management Cloud created by: The Cloudworks Team 29 July 2008 Students can learn from trying to solve realistically messy and ill-defined problems, given sufficient resources, scaffolding and support.
*4*: Both internal and external students have sessions to introduce them to the nature of problem-based learning and to correct misconceptions. [Lisa Lobry de Bruyn]
*5*: In this course, students undertake three major four-week activities, in each of which they are given a situation or problem, relating to the curriculum being taught at that time, and they have to come up with an answer or solution.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Problem-based learning in natural resource management Cloud created by: The Cloudworks Team 29 July 2008 Students can learn from trying to solve realistically messy and ill-defined problems, given sufficient resources, scaffolding and support.\n*2*: In this course, students undertake three major four-week activities, in each of which they are given a situation or problem, relating to the curriculum being taught at that time, and they have to come up with an answer or solution.\n*3*: Their work is guided by scaffolding referred to as \u201cThe Approach\u201d.\n*4*: This breaks down the process into stages such as identifying relevant knowledge and experience in the group and generating relevant questions for members of their small working group \u2013 or the teacher \u2013 to answer before the next class. (External students collaborate using an asynchronous bulletin board.) Being senior undergraduates or postgraduates, students are expected to conduct independent research and locate their own resources, in addition to those to which they are directed by the course guidance.\n*5*: Both internal and external students have sessions to introduce them to the nature of problem-based learning and to correct misconceptions. [Lisa Lobry de Bruyn]", "scrambled": "*1*: This breaks down the process into stages such as identifying relevant knowledge and experience in the group and generating relevant questions for members of their small working group \u2013 or the teacher \u2013 to answer before the next class. (External students collaborate using an asynchronous bulletin board.) Being senior undergraduates or postgraduates, students are expected to conduct independent research and locate their own resources, in addition to those to which they are directed by the course guidance.\n*2*: Their work is guided by scaffolding referred to as \u201cThe Approach\u201d.\n*3*: Problem-based learning in natural resource management Cloud created by: The Cloudworks Team 29 July 2008 Students can learn from trying to solve realistically messy and ill-defined problems, given sufficient resources, scaffolding and support.\n*4*: Both internal and external students have sessions to introduce them to the nature of problem-based learning and to correct misconceptions. [Lisa Lobry de Bruyn]\n*5*: In this course, students undertake three major four-week activities, in each of which they are given a situation or problem, relating to the curriculum being taught at that time, and they have to come up with an answer or solution."}
| 2 |
unscramble_72437
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Risians were extremely close to Humans in appearance, but do have a small mark on their forehead as well as a different internal biology, which rendered Human treatment at Risian hospitals difficult during the 2150s.
*2*: The Risan language was not spoken by many non-Risians, as most visitors did not bother to learn it.
*3*: - For the tapestry-producing group of a similar name, see Risean. |A Risian male (2151)| |Joval, a Risian female (2366)| The Risians (occasionally Risans) were a humanoid race from the planet Risa.
*4*: The "Festival of the Moon", or Lohlunat, was a very popular celebration among the Risian people, celebrated at the Suraya Bay. (ENT: "Two Days and Two Nights") The mysterious sexual practice of jamaharon was considered extremely pleasant – wanting it was indicated with a statue called Horga'hn, which became a symbol of the culture on the planet.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - For the tapestry-producing group of a similar name, see Risean. |A Risian male (2151)| |Joval, a Risian female (2366)| The Risians (occasionally Risans) were a humanoid race from the planet Risa.\n*2*: The Risan language was not spoken by many non-Risians, as most visitors did not bother to learn it.\n*3*: Risians were extremely close to Humans in appearance, but do have a small mark on their forehead as well as a different internal biology, which rendered Human treatment at Risian hospitals difficult during the 2150s.\n*4*: The \"Festival of the Moon\", or Lohlunat, was a very popular celebration among the Risian people, celebrated at the Suraya Bay. (ENT: \"Two Days and Two Nights\") The mysterious sexual practice of jamaharon was considered extremely pleasant \u2013 wanting it was indicated with a statue called Horga'hn, which became a symbol of the culture on the planet.", "scrambled": "*1*: Risians were extremely close to Humans in appearance, but do have a small mark on their forehead as well as a different internal biology, which rendered Human treatment at Risian hospitals difficult during the 2150s.\n*2*: The Risan language was not spoken by many non-Risians, as most visitors did not bother to learn it.\n*3*: - For the tapestry-producing group of a similar name, see Risean. |A Risian male (2151)| |Joval, a Risian female (2366)| The Risians (occasionally Risans) were a humanoid race from the planet Risa.\n*4*: The \"Festival of the Moon\", or Lohlunat, was a very popular celebration among the Risian people, celebrated at the Suraya Bay. (ENT: \"Two Days and Two Nights\") The mysterious sexual practice of jamaharon was considered extremely pleasant \u2013 wanting it was indicated with a statue called Horga'hn, which became a symbol of the culture on the planet."}
| 2 |
unscramble_4790
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If a C-section may be necessary for you, it is important to plan ahead and know what risks may be involved.
*2*: Learn more about potential C-section risks .
*3*: Disproportion or multiple births: if the baby’s head is too large for the birth canal, or if there is more than one baby to deliver, a C-section may be safer than a vaginal delivery.
*4*: Prolapsed cord: if the umbilical cord cord comes before the baby through the vagina, it can strangle the baby during a vaginal delivery.
*5*: The placenta can also suddenly separate from the uterus (placenta abruptia), causing the mother to hemorrhage and the baby to have an abnormal heart rate.
*6*: Abnormal presentation: if the baby’s position in the womb is abnormal, it may be safer to deliver via a C-section.
*7*: Fetal distress or medical problems: if the mother has diabetes, genital herpes, hypertension, cardiac disease, toxemia, or ovarian or uterine cysts, vaginal delivery may be hazardous for both mother and child.
*8*: Many conditions during pregnancy or labor can make a C-section necessary, including: Prolonged or ineffective labor Placenta issues if the placenta is positioned abnormally low in the cervix (placenta previa), it can block the birth canal.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Many conditions during pregnancy or labor can make a C-section necessary, including: Prolonged or ineffective labor Placenta issues if the placenta is positioned abnormally low in the cervix (placenta previa), it can block the birth canal.\n*2*: The placenta can also suddenly separate from the uterus (placenta abruptia), causing the mother to hemorrhage and the baby to have an abnormal heart rate.\n*3*: Disproportion or multiple births: if the baby\u2019s head is too large for the birth canal, or if there is more than one baby to deliver, a C-section may be safer than a vaginal delivery.\n*4*: Abnormal presentation: if the baby\u2019s position in the womb is abnormal, it may be safer to deliver via a C-section.\n*5*: Prolapsed cord: if the umbilical cord cord comes before the baby through the vagina, it can strangle the baby during a vaginal delivery.\n*6*: Fetal distress or medical problems: if the mother has diabetes, genital herpes, hypertension, cardiac disease, toxemia, or ovarian or uterine cysts, vaginal delivery may be hazardous for both mother and child.\n*7*: If a C-section may be necessary for you, it is important to plan ahead and know what risks may be involved.\n*8*: Learn more about potential C-section risks .", "scrambled": "*1*: If a C-section may be necessary for you, it is important to plan ahead and know what risks may be involved.\n*2*: Learn more about potential C-section risks .\n*3*: Disproportion or multiple births: if the baby\u2019s head is too large for the birth canal, or if there is more than one baby to deliver, a C-section may be safer than a vaginal delivery.\n*4*: Prolapsed cord: if the umbilical cord cord comes before the baby through the vagina, it can strangle the baby during a vaginal delivery.\n*5*: The placenta can also suddenly separate from the uterus (placenta abruptia), causing the mother to hemorrhage and the baby to have an abnormal heart rate.\n*6*: Abnormal presentation: if the baby\u2019s position in the womb is abnormal, it may be safer to deliver via a C-section.\n*7*: Fetal distress or medical problems: if the mother has diabetes, genital herpes, hypertension, cardiac disease, toxemia, or ovarian or uterine cysts, vaginal delivery may be hazardous for both mother and child.\n*8*: Many conditions during pregnancy or labor can make a C-section necessary, including: Prolonged or ineffective labor Placenta issues if the placenta is positioned abnormally low in the cervix (placenta previa), it can block the birth canal."}
| 2 |
unscramble_66289
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Those at greatest risk for infectious meningitis include people with AIDS, infants, transplant patients, and others whose immune systems may be compromised.
*2*: Most of the agents known to cause meningitis are infectious, but very few people exposed to them develop meningitis.
*3*: For this reason, infectious meningitis patients are almost always isolated until the risk of spreading the illness to others has passed.Source: MedTerms™ Medical Dictionary Last Editorial Review: 3/19/2012 Get breaking medical news.
*4*: Definition of Meningitis, infectious Meningitis, infectious: Inflammation of the meninges due to bacterial, viral, or protozoan infection.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Definition of Meningitis, infectious Meningitis, infectious: Inflammation of the meninges due to bacterial, viral, or protozoan infection.\n*2*: Most of the agents known to cause meningitis are infectious, but very few people exposed to them develop meningitis.\n*3*: Those at greatest risk for infectious meningitis include people with AIDS, infants, transplant patients, and others whose immune systems may be compromised.\n*4*: For this reason, infectious meningitis patients are almost always isolated until the risk of spreading the illness to others has passed.Source: MedTerms\u2122 Medical Dictionary Last Editorial Review: 3/19/2012 Get breaking medical news.", "scrambled": "*1*: Those at greatest risk for infectious meningitis include people with AIDS, infants, transplant patients, and others whose immune systems may be compromised.\n*2*: Most of the agents known to cause meningitis are infectious, but very few people exposed to them develop meningitis.\n*3*: For this reason, infectious meningitis patients are almost always isolated until the risk of spreading the illness to others has passed.Source: MedTerms\u2122 Medical Dictionary Last Editorial Review: 3/19/2012 Get breaking medical news.\n*4*: Definition of Meningitis, infectious Meningitis, infectious: Inflammation of the meninges due to bacterial, viral, or protozoan infection."}
| 2 |
unscramble_190770
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In fact, this and other technologies being developed at the Ames Laboratory biosensors and fluorescence-based imaging have been used in work with cancer researchers at the University of Nebraska Medical Center and Johns Hopkins University to identify a specific adduct in the urine of prostate and breast cancer patients, and could lead to even earlier detection or indication of cancer risk.
*2*: Potential applications include chemical, biological and biomedical sciences, as well as in environmental monitoring, biological warfare detection, drug discovery, and more. "This method is hyperselective and we can design it to target specific analytes for separation," said Ryszard Jankowiak, an Ames Lab senior scientist. "Running multiple electric field gradients can focus and move the analytes to the detection window at precisely defined times, creating signature 'fingerprints', which minimizes the probability of false positives." The advance makes it possible to detect the smallest traces of substances, such as the estrogen-derived conjugates and DNA adducts in human fluid samples that could serve as biomarkers in risk assessment of breast and prostate cancers.
*3*: A group of researchers at the U.S. Department of Energy's Ames Laboratory have developed a method called dynamic multiple equilibrium gradients, DMEG for short, that dramatically fine-tunes the process, allowing for a significant increase in resolution over previous methods.
*4*: Unlike traditional capillary electrophoresis, Jankowiak's team, which includes Yuri Markushin and graduate student Abdulilah Dawoud, uses only low voltage, around 2kV or le Contact: Kerry Gibson
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 group of researchers at the U.S. Department of Energy's Ames Laboratory have developed a method called dynamic multiple equilibrium gradients, DMEG for short, that dramatically fine-tunes the process, allowing for a significant increase in resolution over previous methods.\n*2*: Potential applications include chemical, biological and biomedical sciences, as well as in environmental monitoring, biological warfare detection, drug discovery, and more. \"This method is hyperselective and we can design it to target specific analytes for separation,\" said Ryszard Jankowiak, an Ames Lab senior scientist. \"Running multiple electric field gradients can focus and move the analytes to the detection window at precisely defined times, creating signature 'fingerprints', which minimizes the probability of false positives.\" The advance makes it possible to detect the smallest traces of substances, such as the estrogen-derived conjugates and DNA adducts in human fluid samples that could serve as biomarkers in risk assessment of breast and prostate cancers.\n*3*: In fact, this and other technologies being developed at the Ames Laboratory biosensors and fluorescence-based imaging have been used in work with cancer researchers at the University of Nebraska Medical Center and Johns Hopkins University to identify a specific adduct in the urine of prostate and breast cancer patients, and could lead to even earlier detection or indication of cancer risk.\n*4*: Unlike traditional capillary electrophoresis, Jankowiak's team, which includes Yuri Markushin and graduate student Abdulilah Dawoud, uses only low voltage, around 2kV or le Contact: Kerry Gibson", "scrambled": "*1*: In fact, this and other technologies being developed at the Ames Laboratory biosensors and fluorescence-based imaging have been used in work with cancer researchers at the University of Nebraska Medical Center and Johns Hopkins University to identify a specific adduct in the urine of prostate and breast cancer patients, and could lead to even earlier detection or indication of cancer risk.\n*2*: Potential applications include chemical, biological and biomedical sciences, as well as in environmental monitoring, biological warfare detection, drug discovery, and more. \"This method is hyperselective and we can design it to target specific analytes for separation,\" said Ryszard Jankowiak, an Ames Lab senior scientist. \"Running multiple electric field gradients can focus and move the analytes to the detection window at precisely defined times, creating signature 'fingerprints', which minimizes the probability of false positives.\" The advance makes it possible to detect the smallest traces of substances, such as the estrogen-derived conjugates and DNA adducts in human fluid samples that could serve as biomarkers in risk assessment of breast and prostate cancers.\n*3*: A group of researchers at the U.S. Department of Energy's Ames Laboratory have developed a method called dynamic multiple equilibrium gradients, DMEG for short, that dramatically fine-tunes the process, allowing for a significant increase in resolution over previous methods.\n*4*: Unlike traditional capillary electrophoresis, Jankowiak's team, which includes Yuri Markushin and graduate student Abdulilah Dawoud, uses only low voltage, around 2kV or le Contact: Kerry Gibson"}
| 2 |
unscramble_130713
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: We have seen tragedies play out on the evening news describing how different people, including some famous persons, have lost their lives from accidents on the ski slopes or sled riding.
*2*: While it may not be cool or attractive to wear a helmet, it certainly is much better than suffering a head injury that can lead to cognitive, emotional, and motor deficits or even death.
*3*: Take a few moments this winter and place a protective helmet on your brain!
*4*: For most, the winter related accidents involve falls with head injuries and head injuries remain a major problem for the young and old.
*5*: The same is true of bike riding, motorbike or motorcycle riding, skateboarding, and anything that involves wheels.
*6*: As it is winter for many of us I want to reinforce the need for helmets with the sports in the snow.
*7*: Sitting with our skull is our 3 to 4 pound brain that enables our every thought, movement, and emotion.
*8*: It is critically important that everyone consider the sage advice of wearing a helmet when skiing, sledding, tubing, and even ice or roller skating.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: We have seen tragedies play out on the evening news describing how different people, including some famous persons, have lost their lives from accidents on the ski slopes or sled riding.\n*2*: For most, the winter related accidents involve falls with head injuries and head injuries remain a major problem for the young and old.\n*3*: Sitting with our skull is our 3 to 4 pound brain that enables our every thought, movement, and emotion.\n*4*: It is critically important that everyone consider the sage advice of wearing a helmet when skiing, sledding, tubing, and even ice or roller skating.\n*5*: The same is true of bike riding, motorbike or motorcycle riding, skateboarding, and anything that involves wheels.\n*6*: As it is winter for many of us I want to reinforce the need for helmets with the sports in the snow.\n*7*: While it may not be cool or attractive to wear a helmet, it certainly is much better than suffering a head injury that can lead to cognitive, emotional, and motor deficits or even death.\n*8*: Take a few moments this winter and place a protective helmet on your brain!", "scrambled": "*1*: We have seen tragedies play out on the evening news describing how different people, including some famous persons, have lost their lives from accidents on the ski slopes or sled riding.\n*2*: While it may not be cool or attractive to wear a helmet, it certainly is much better than suffering a head injury that can lead to cognitive, emotional, and motor deficits or even death.\n*3*: Take a few moments this winter and place a protective helmet on your brain!\n*4*: For most, the winter related accidents involve falls with head injuries and head injuries remain a major problem for the young and old.\n*5*: The same is true of bike riding, motorbike or motorcycle riding, skateboarding, and anything that involves wheels.\n*6*: As it is winter for many of us I want to reinforce the need for helmets with the sports in the snow.\n*7*: Sitting with our skull is our 3 to 4 pound brain that enables our every thought, movement, and emotion.\n*8*: It is critically important that everyone consider the sage advice of wearing a helmet when skiing, sledding, tubing, and even ice or roller skating."}
| 2 |
unscramble_8117
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Found throughout the North Pacific, Chinook Salmon complete large migrations of up to 1000 miles to return to their birth river, where they spawn and subsequently die.
*2*: Chinook Salmon are caught by trolls, purse seines and gillnets, fishing methods which cause little or no damage to the seafloor but seabirds and porpoises can be high in gillnets as bycatch.
*3*: In British Columbia, Chinook Salmon have a low abundance overall but managers have a strong framework in place that allows them to monitor abundances both during and after the fishing season.
*4*: Salmon, King – BC (Sake, Ikura) Chinook Salmon, also known as King Salmon, are the largest of the Pacific Salmon species, reaching weights of approximately 132 pounds and becoming sexually mature around four years of age.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Salmon, King \u2013 BC (Sake, Ikura) Chinook Salmon, also known as King Salmon, are the largest of the Pacific Salmon species, reaching weights of approximately 132 pounds and becoming sexually mature around four years of age.\n*2*: Found throughout the North Pacific, Chinook Salmon complete large migrations of up to 1000 miles to return to their birth river, where they spawn and subsequently die.\n*3*: In British Columbia, Chinook Salmon have a low abundance overall but managers have a strong framework in place that allows them to monitor abundances both during and after the fishing season.\n*4*: Chinook Salmon are caught by trolls, purse seines and gillnets, fishing methods which cause little or no damage to the seafloor but seabirds and porpoises can be high in gillnets as bycatch.", "scrambled": "*1*: Found throughout the North Pacific, Chinook Salmon complete large migrations of up to 1000 miles to return to their birth river, where they spawn and subsequently die.\n*2*: Chinook Salmon are caught by trolls, purse seines and gillnets, fishing methods which cause little or no damage to the seafloor but seabirds and porpoises can be high in gillnets as bycatch.\n*3*: In British Columbia, Chinook Salmon have a low abundance overall but managers have a strong framework in place that allows them to monitor abundances both during and after the fishing season.\n*4*: Salmon, King \u2013 BC (Sake, Ikura) Chinook Salmon, also known as King Salmon, are the largest of the Pacific Salmon species, reaching weights of approximately 132 pounds and becoming sexually mature around four years of age."}
| 2 |
unscramble_96582
|
unscramble_sentence
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Rearrange these scrambled blocks of text into a coherent order:
```
*1*: |Nicéphore Niépce's earliest surviving photograph of a scene from nature, circa 1826, "View from the Window at Le Gras," Saint-Loup-de-Varennes (France).| |Robert Cornelius, self-portrait, Oct. or Nov. 1839, approximate quarter plate daguerreotype.| The back reads, "The first light picture ever taken." This self-portrait is the first photographic portrait image of a human ever produced. |Before the recent discovery of the Cornelius photo, this was the oldest known photograph portrait,| made by Dr. Joseph Draper of New York in 1840.
*2*: The subject is his sister, Anna Katherine Draper. |A calotype print showing the American photographer Frederick Langenheim (circa 1849).| Note, the caption on the photo calls the process Talbotype |Roger Fenton's assistant seated on Fenton's photographic van, Crimea, 1855| |General view of The Crystal Palace at Sydenham by Philip Henry Delamotte| |Mid 19th century "Brady stand" photo model's armrest table, meant to keep portrait models more still during long exposure times (studio equipment nicknamed after the famed US photographer, Mathew Brady)| |First color image, photograph by James Clerk Maxwell, 1861| |A photographer appears to be photographing himself in a 19th-century photographic studio.
*3*: A 1893 satire on photographic procedures already becoming obsolete at the time|
*4*: Note clamp to hold the poser's head still.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Nic\u00e9phore Ni\u00e9pce's earliest surviving photograph of a scene from nature, circa 1826, \"View from the Window at Le Gras,\" Saint-Loup-de-Varennes (France).| |Robert Cornelius, self-portrait, Oct. or Nov. 1839, approximate quarter plate daguerreotype.| The back reads, \"The first light picture ever taken.\" This self-portrait is the first photographic portrait image of a human ever produced. |Before the recent discovery of the Cornelius photo, this was the oldest known photograph portrait,| made by Dr. Joseph Draper of New York in 1840.\n*2*: The subject is his sister, Anna Katherine Draper. |A calotype print showing the American photographer Frederick Langenheim (circa 1849).| Note, the caption on the photo calls the process Talbotype |Roger Fenton's assistant seated on Fenton's photographic van, Crimea, 1855| |General view of The Crystal Palace at Sydenham by Philip Henry Delamotte| |Mid 19th century \"Brady stand\" photo model's armrest table, meant to keep portrait models more still during long exposure times (studio equipment nicknamed after the famed US photographer, Mathew Brady)| |First color image, photograph by James Clerk Maxwell, 1861| |A photographer appears to be photographing himself in a 19th-century photographic studio.\n*3*: Note clamp to hold the poser's head still.\n*4*: A 1893 satire on photographic procedures already becoming obsolete at the time|", "scrambled": "*1*: |Nic\u00e9phore Ni\u00e9pce's earliest surviving photograph of a scene from nature, circa 1826, \"View from the Window at Le Gras,\" Saint-Loup-de-Varennes (France).| |Robert Cornelius, self-portrait, Oct. or Nov. 1839, approximate quarter plate daguerreotype.| The back reads, \"The first light picture ever taken.\" This self-portrait is the first photographic portrait image of a human ever produced. |Before the recent discovery of the Cornelius photo, this was the oldest known photograph portrait,| made by Dr. Joseph Draper of New York in 1840.\n*2*: The subject is his sister, Anna Katherine Draper. |A calotype print showing the American photographer Frederick Langenheim (circa 1849).| Note, the caption on the photo calls the process Talbotype |Roger Fenton's assistant seated on Fenton's photographic van, Crimea, 1855| |General view of The Crystal Palace at Sydenham by Philip Henry Delamotte| |Mid 19th century \"Brady stand\" photo model's armrest table, meant to keep portrait models more still during long exposure times (studio equipment nicknamed after the famed US photographer, Mathew Brady)| |First color image, photograph by James Clerk Maxwell, 1861| |A photographer appears to be photographing himself in a 19th-century photographic studio.\n*3*: A 1893 satire on photographic procedures already becoming obsolete at the time|\n*4*: Note clamp to hold the poser's head still."}
| 2 |
unscramble_7425
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The summit plateau is capped with spatter cones that form steep-sided pinnacles.
*2*: The launch of a new GVP website is scheduled for Monday, May 20, 2013.
*3*: The alkali-basaltic submarine volcano marks the site of a hotspot that was the source of the Austral-Cook island chain.
*4*: A photograph is not available for this volcano. |Subregion Name:||Austral Islands| |Volcano Type:||Submarine volcano| |Last Known Eruption:||1989| |Summit Elevation:||-39 m||- 128 feet| |Discovered by the detection of teleseismic waves in 1967, Macdonald seamount (also known as Tamarii seamount) rises from a depth of about 1800 m to within 27 m of the sea surface at the eastern end of the Austral Islands.
*5*: Pumice rafts observed in the South Pacific in 1928 and 1936 may also have originated from Macdonald seamount.|
*6*: Most eruptions of Macdonald have been seismically detected, but in 1987 and 1989 pumice emission was observed from research vessels.
*7*: The summit of the seamount, named after volcanologist Gordon Macdonald, consists of a flat plateau about 100 x 150 m wide with an average depth of about 40 m.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 launch of a new GVP website is scheduled for Monday, May 20, 2013.\n*2*: A photograph is not available for this volcano. |Subregion Name:||Austral Islands| |Volcano Type:||Submarine volcano| |Last Known Eruption:||1989| |Summit Elevation:||-39 m||- 128 feet| |Discovered by the detection of teleseismic waves in 1967, Macdonald seamount (also known as Tamarii seamount) rises from a depth of about 1800 m to within 27 m of the sea surface at the eastern end of the Austral Islands.\n*3*: The alkali-basaltic submarine volcano marks the site of a hotspot that was the source of the Austral-Cook island chain.\n*4*: The summit of the seamount, named after volcanologist Gordon Macdonald, consists of a flat plateau about 100 x 150 m wide with an average depth of about 40 m.\n*5*: The summit plateau is capped with spatter cones that form steep-sided pinnacles.\n*6*: Most eruptions of Macdonald have been seismically detected, but in 1987 and 1989 pumice emission was observed from research vessels.\n*7*: Pumice rafts observed in the South Pacific in 1928 and 1936 may also have originated from Macdonald seamount.|", "scrambled": "*1*: The summit plateau is capped with spatter cones that form steep-sided pinnacles.\n*2*: The launch of a new GVP website is scheduled for Monday, May 20, 2013.\n*3*: The alkali-basaltic submarine volcano marks the site of a hotspot that was the source of the Austral-Cook island chain.\n*4*: A photograph is not available for this volcano. |Subregion Name:||Austral Islands| |Volcano Type:||Submarine volcano| |Last Known Eruption:||1989| |Summit Elevation:||-39 m||- 128 feet| |Discovered by the detection of teleseismic waves in 1967, Macdonald seamount (also known as Tamarii seamount) rises from a depth of about 1800 m to within 27 m of the sea surface at the eastern end of the Austral Islands.\n*5*: Pumice rafts observed in the South Pacific in 1928 and 1936 may also have originated from Macdonald seamount.|\n*6*: Most eruptions of Macdonald have been seismically detected, but in 1987 and 1989 pumice emission was observed from research vessels.\n*7*: The summit of the seamount, named after volcanologist Gordon Macdonald, consists of a flat plateau about 100 x 150 m wide with an average depth of about 40 m."}
| 2 |
unscramble_199529
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Simply begin typing or use the editing tools above to add to this article.
*2*: Please share what surprised you most...
*3*: Once you are finished and click submit, your modifications will be sent to our editors for review. development by Tolman American psychologist who developed a system of psychology known as purposive, or molar, behaviourism, which attempts to explore the entire action of the total organism.
*4*: What made you want to look up "purposive behaviourism"?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Simply begin typing or use the editing tools above to add to this article.\n*2*: Once you are finished and click submit, your modifications will be sent to our editors for review. development by Tolman American psychologist who developed a system of psychology known as purposive, or molar, behaviourism, which attempts to explore the entire action of the total organism.\n*3*: What made you want to look up \"purposive behaviourism\"?\n*4*: Please share what surprised you most...", "scrambled": "*1*: Simply begin typing or use the editing tools above to add to this article.\n*2*: Please share what surprised you most...\n*3*: Once you are finished and click submit, your modifications will be sent to our editors for review. development by Tolman American psychologist who developed a system of psychology known as purposive, or molar, behaviourism, which attempts to explore the entire action of the total organism.\n*4*: What made you want to look up \"purposive behaviourism\"?"}
| 2 |
unscramble_17768
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Please share what surprised you most...
*2*: Wade (1973) ruled that it applied only to “unlawful” abortions.
*3*: Comstock ActArticle Free Pass Comstock Act, federal statute passed by the U.S. Congress in 1873 as an “Act of the Suppression of Trade in, and Circulation of, Obscene Literature and Articles of Immoral Use.” Named for Anthony Comstock, a zealous crusader against what he considered to be obscenity, the act criminalized publication, distribution, and possession of information about or devices or medications for “unlawful” abortion or contraception.
*4*: Representative Barney Frank of Massachusetts introduced legislation in 1997 to repeal abortion-related elements of federal obscenity law rooted in the Comstock Act.
*5*: Individuals convicted of violating the Comstock Act could receive up to five years of imprisonment with hard labour and a fine of up to $2,000.
*6*: Vestiges of the act endured as the law of the land into the 1990s.
*7*: After Roe, laws criminalizing transportation of information about abortion remained on the books, and, although they have not been enforced, they have been expanded to ban distribution of abortion-related information on the Internet.
*8*: What made you want to look up "Comstock Act"?
*9*: The act also banned distribution through the mail and import of materials from abroad, with provisions for even stronger penalties and fines.
*10*: In 1971 Congress removed the language concerning contraception, and federal courts until Roe v.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Comstock ActArticle Free Pass Comstock Act, federal statute passed by the U.S. Congress in 1873 as an \u201cAct of the Suppression of Trade in, and Circulation of, Obscene Literature and Articles of Immoral Use.\u201d Named for Anthony Comstock, a zealous crusader against what he considered to be obscenity, the act criminalized publication, distribution, and possession of information about or devices or medications for \u201cunlawful\u201d abortion or contraception.\n*2*: Individuals convicted of violating the Comstock Act could receive up to five years of imprisonment with hard labour and a fine of up to $2,000.\n*3*: The act also banned distribution through the mail and import of materials from abroad, with provisions for even stronger penalties and fines.\n*4*: Vestiges of the act endured as the law of the land into the 1990s.\n*5*: In 1971 Congress removed the language concerning contraception, and federal courts until Roe v.\n*6*: Wade (1973) ruled that it applied only to \u201cunlawful\u201d abortions.\n*7*: After Roe, laws criminalizing transportation of information about abortion remained on the books, and, although they have not been enforced, they have been expanded to ban distribution of abortion-related information on the Internet.\n*8*: Representative Barney Frank of Massachusetts introduced legislation in 1997 to repeal abortion-related elements of federal obscenity law rooted in the Comstock Act.\n*9*: What made you want to look up \"Comstock Act\"?\n*10*: Please share what surprised you most...", "scrambled": "*1*: Please share what surprised you most...\n*2*: Wade (1973) ruled that it applied only to \u201cunlawful\u201d abortions.\n*3*: Comstock ActArticle Free Pass Comstock Act, federal statute passed by the U.S. Congress in 1873 as an \u201cAct of the Suppression of Trade in, and Circulation of, Obscene Literature and Articles of Immoral Use.\u201d Named for Anthony Comstock, a zealous crusader against what he considered to be obscenity, the act criminalized publication, distribution, and possession of information about or devices or medications for \u201cunlawful\u201d abortion or contraception.\n*4*: Representative Barney Frank of Massachusetts introduced legislation in 1997 to repeal abortion-related elements of federal obscenity law rooted in the Comstock Act.\n*5*: Individuals convicted of violating the Comstock Act could receive up to five years of imprisonment with hard labour and a fine of up to $2,000.\n*6*: Vestiges of the act endured as the law of the land into the 1990s.\n*7*: After Roe, laws criminalizing transportation of information about abortion remained on the books, and, although they have not been enforced, they have been expanded to ban distribution of abortion-related information on the Internet.\n*8*: What made you want to look up \"Comstock Act\"?\n*9*: The act also banned distribution through the mail and import of materials from abroad, with provisions for even stronger penalties and fines.\n*10*: In 1971 Congress removed the language concerning contraception, and federal courts until Roe v."}
| 2 |
unscramble_205271
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Huxley, Thomas H.
*2*: The third essay of the series, "Capital the Mother of Labour" ("Collected Essays" 9 147), was an application of biological methods to social problems, designed to show that the extreme claims of labour as against capital are...
*3*: Excerpt from Life and Letters of Thomas Henry Huxley — Volume 3 · This quote is about opinions · Search on Google Books to find all references and sources for this quotation.
*4*: His relation to the physiocrats is shown in a preliminary analysis of the term "natural rights which have no wrongs," and are antecedent to morality, from which analysis are drawn the results of confounding natural with moral rights.
*5*: More on the author This quote around the web Search Quotations Book
*6*: Quotation added by staff ...prophesy from the sublime cloudland of the a priori. [The second of these articles is an examination of Henry George's doctrines as set forth in "Progress and Poverty".
*7*: Here again is the note of justice to an argument in an unsound shape (page 369):There is no greater mistake than the hasty conclusion that opinions are worthless because they are badly argued." And a trifling abatement of the universal and exclusive form of Henry George's principle may make it true, while even unamended it may lead to opposite conclusions--to the justification of several ownership in land as well as in any other form of property.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Quotation added by staff ...prophesy from the sublime cloudland of the a priori. [The second of these articles is an examination of Henry George's doctrines as set forth in \"Progress and Poverty\".\n*2*: His relation to the physiocrats is shown in a preliminary analysis of the term \"natural rights which have no wrongs,\" and are antecedent to morality, from which analysis are drawn the results of confounding natural with moral rights.\n*3*: Here again is the note of justice to an argument in an unsound shape (page 369):There is no greater mistake than the hasty conclusion that opinions are worthless because they are badly argued.\" And a trifling abatement of the universal and exclusive form of Henry George's principle may make it true, while even unamended it may lead to opposite conclusions--to the justification of several ownership in land as well as in any other form of property.\n*4*: The third essay of the series, \"Capital the Mother of Labour\" (\"Collected Essays\" 9 147), was an application of biological methods to social problems, designed to show that the extreme claims of labour as against capital are...\n*5*: Huxley, Thomas H.\n*6*: Excerpt from Life and Letters of Thomas Henry Huxley \u2014 Volume 3 \u00b7 This quote is about opinions \u00b7 Search on Google Books to find all references and sources for this quotation.\n*7*: More on the author This quote around the web Search Quotations Book", "scrambled": "*1*: Huxley, Thomas H.\n*2*: The third essay of the series, \"Capital the Mother of Labour\" (\"Collected Essays\" 9 147), was an application of biological methods to social problems, designed to show that the extreme claims of labour as against capital are...\n*3*: Excerpt from Life and Letters of Thomas Henry Huxley \u2014 Volume 3 \u00b7 This quote is about opinions \u00b7 Search on Google Books to find all references and sources for this quotation.\n*4*: His relation to the physiocrats is shown in a preliminary analysis of the term \"natural rights which have no wrongs,\" and are antecedent to morality, from which analysis are drawn the results of confounding natural with moral rights.\n*5*: More on the author This quote around the web Search Quotations Book\n*6*: Quotation added by staff ...prophesy from the sublime cloudland of the a priori. [The second of these articles is an examination of Henry George's doctrines as set forth in \"Progress and Poverty\".\n*7*: Here again is the note of justice to an argument in an unsound shape (page 369):There is no greater mistake than the hasty conclusion that opinions are worthless because they are badly argued.\" And a trifling abatement of the universal and exclusive form of Henry George's principle may make it true, while even unamended it may lead to opposite conclusions--to the justification of several ownership in land as well as in any other form of property."}
| 2 |
unscramble_206157
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The city was destroyed by the Arabs in the 9th cent. but was resettled by the Normans in the 11th cent.
*2*: Canusium, city (1991 pop. 31,240), Apulia, S Italy, on the Ofanto River.
*3*: More on Canosa di Puglia from Infoplease: See more Encyclopedia articles on: Italian Political Geography
*4*: The Romans fled to Canusium after their disastrous defeat by Hannibal at nearby Cannae (216 B.C.).
*5*: There are other Roman remains, including walls, an amphitheater, and a gate.
*6*: The city also has an 11th-century Romanesque cathedral and the mausoleum of the Norman leader Bohemond I (d. 1111), which has fine sculptured bronze doors.
*7*: Canosa di Puglia Canosa di Puglia (känôˈzä dē pōˈlyä) [key], Lat.
*8*: It is a commercial and agricultural center.
*9*: The city flourished under the Romans and was noted for its wool and its fine vases, many of which have been unearthed in nearby tombs (3d and 4th cent.
*10*: B.C.).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Canosa di Puglia Canosa di Puglia (k\u00e4n\u00f4\u02c8z\u00e4 d\u0113 p\u014d\u02c8ly\u00e4) [key], Lat.\n*2*: Canusium, city (1991 pop. 31,240), Apulia, S Italy, on the Ofanto River.\n*3*: It is a commercial and agricultural center.\n*4*: The city flourished under the Romans and was noted for its wool and its fine vases, many of which have been unearthed in nearby tombs (3d and 4th cent.\n*5*: B.C.).\n*6*: The Romans fled to Canusium after their disastrous defeat by Hannibal at nearby Cannae (216 B.C.).\n*7*: The city was destroyed by the Arabs in the 9th cent. but was resettled by the Normans in the 11th cent.\n*8*: There are other Roman remains, including walls, an amphitheater, and a gate.\n*9*: The city also has an 11th-century Romanesque cathedral and the mausoleum of the Norman leader Bohemond I (d. 1111), which has fine sculptured bronze doors.\n*10*: More on Canosa di Puglia from Infoplease: See more Encyclopedia articles on: Italian Political Geography", "scrambled": "*1*: The city was destroyed by the Arabs in the 9th cent. but was resettled by the Normans in the 11th cent.\n*2*: Canusium, city (1991 pop. 31,240), Apulia, S Italy, on the Ofanto River.\n*3*: More on Canosa di Puglia from Infoplease: See more Encyclopedia articles on: Italian Political Geography\n*4*: The Romans fled to Canusium after their disastrous defeat by Hannibal at nearby Cannae (216 B.C.).\n*5*: There are other Roman remains, including walls, an amphitheater, and a gate.\n*6*: The city also has an 11th-century Romanesque cathedral and the mausoleum of the Norman leader Bohemond I (d. 1111), which has fine sculptured bronze doors.\n*7*: Canosa di Puglia Canosa di Puglia (k\u00e4n\u00f4\u02c8z\u00e4 d\u0113 p\u014d\u02c8ly\u00e4) [key], Lat.\n*8*: It is a commercial and agricultural center.\n*9*: The city flourished under the Romans and was noted for its wool and its fine vases, many of which have been unearthed in nearby tombs (3d and 4th cent.\n*10*: B.C.)."}
| 2 |
unscramble_237239
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The difference of the pelagic zone compared to other zones is that it’s pretty much just water.
*2*: No coral, no plant life, the pelagic zone encompasses everything from the surface of the water all the way down to just above the ocean floor, where the benthic and demersal zones lie respectively.
*3*: Because there isn’t much to offer in regards to nutrients and prey, pretty much all of the food chain in the pelagic zone starts with the bear essential: sunlight Let’s get started!
*4*: The sheer vastness and openness of the oceans allow for some of the fastest, biggest, most migratory aquatic species.
*5*: Generally when we talk about open oceans we throw around the term pelagic zone.
*6*: Much like the abyssal zone, the pelagic zone has its own specific characteristics that make it different than other oceanic zones.
*7*: Not at all relative to the games, I will be focusing primarily of the elements, design, and relativity to real life flora and fauna of Pokémon to depict where different species would roam on our big blue marble.” This will be my 19th Pokémon in our Biomes post, and this one will focus on the Open Ocean.
*8*: Pokémon in our Biomes: pt. 19 Open Oceans “I’ve recently decided to make a series of posts with hypothetical thinking and analyzing of what Pokémon species could potentially be found in the world’s biomes.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Pok\u00e9mon in our Biomes: pt. 19 Open Oceans \u201cI\u2019ve recently decided to make a series of posts with hypothetical thinking and analyzing of what Pok\u00e9mon species could potentially be found in the world\u2019s biomes.\n*2*: Not at all relative to the games, I will be focusing primarily of the elements, design, and relativity to real life flora and fauna of Pok\u00e9mon to depict where different species would roam on our big blue marble.\u201d This will be my 19th Pok\u00e9mon in our Biomes post, and this one will focus on the Open Ocean.\n*3*: Generally when we talk about open oceans we throw around the term pelagic zone.\n*4*: Much like the abyssal zone, the pelagic zone has its own specific characteristics that make it different than other oceanic zones.\n*5*: The difference of the pelagic zone compared to other zones is that it\u2019s pretty much just water.\n*6*: No coral, no plant life, the pelagic zone encompasses everything from the surface of the water all the way down to just above the ocean floor, where the benthic and demersal zones lie respectively.\n*7*: The sheer vastness and openness of the oceans allow for some of the fastest, biggest, most migratory aquatic species.\n*8*: Because there isn\u2019t much to offer in regards to nutrients and prey, pretty much all of the food chain in the pelagic zone starts with the bear essential: sunlight Let\u2019s get started!", "scrambled": "*1*: The difference of the pelagic zone compared to other zones is that it\u2019s pretty much just water.\n*2*: No coral, no plant life, the pelagic zone encompasses everything from the surface of the water all the way down to just above the ocean floor, where the benthic and demersal zones lie respectively.\n*3*: Because there isn\u2019t much to offer in regards to nutrients and prey, pretty much all of the food chain in the pelagic zone starts with the bear essential: sunlight Let\u2019s get started!\n*4*: The sheer vastness and openness of the oceans allow for some of the fastest, biggest, most migratory aquatic species.\n*5*: Generally when we talk about open oceans we throw around the term pelagic zone.\n*6*: Much like the abyssal zone, the pelagic zone has its own specific characteristics that make it different than other oceanic zones.\n*7*: Not at all relative to the games, I will be focusing primarily of the elements, design, and relativity to real life flora and fauna of Pok\u00e9mon to depict where different species would roam on our big blue marble.\u201d This will be my 19th Pok\u00e9mon in our Biomes post, and this one will focus on the Open Ocean.\n*8*: Pok\u00e9mon in our Biomes: pt. 19 Open Oceans \u201cI\u2019ve recently decided to make a series of posts with hypothetical thinking and analyzing of what Pok\u00e9mon species could potentially be found in the world\u2019s biomes."}
| 2 |
unscramble_53095
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Illustration of a division with descriptive text keyed to the illustration.
*2*: Back: Typical German infantry division.
*3*: Maps show air offensive in western Europe, New Georgia Is., Russian front.
*4*: Contributing Partner: UNT Libraries Government Documents Department
*5*: Date: September 6, 1943 Creator: [United States.] Army Orientation Course Description: Front: Text describes action on various war fronts: Germany, Russia, Italy, Denmark, Sweden, New Georgia, New Guinea, Marcus Island.
*6*: Includes photographs: Army Air Forces report on Warnemunde; Tough customer [Gourmiers, Berber fighting men]; The first wave [Yanks at Rendova I.].
*7*: Regiments described including size, officers and enlisted men, types and numbers of weapons.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Date: September 6, 1943 Creator: [United States.] Army Orientation Course Description: Front: Text describes action on various war fronts: Germany, Russia, Italy, Denmark, Sweden, New Georgia, New Guinea, Marcus Island.\n*2*: Maps show air offensive in western Europe, New Georgia Is., Russian front.\n*3*: Includes photographs: Army Air Forces report on Warnemunde; Tough customer [Gourmiers, Berber fighting men]; The first wave [Yanks at Rendova I.].\n*4*: Back: Typical German infantry division.\n*5*: Illustration of a division with descriptive text keyed to the illustration.\n*6*: Regiments described including size, officers and enlisted men, types and numbers of weapons.\n*7*: Contributing Partner: UNT Libraries Government Documents Department", "scrambled": "*1*: Illustration of a division with descriptive text keyed to the illustration.\n*2*: Back: Typical German infantry division.\n*3*: Maps show air offensive in western Europe, New Georgia Is., Russian front.\n*4*: Contributing Partner: UNT Libraries Government Documents Department\n*5*: Date: September 6, 1943 Creator: [United States.] Army Orientation Course Description: Front: Text describes action on various war fronts: Germany, Russia, Italy, Denmark, Sweden, New Georgia, New Guinea, Marcus Island.\n*6*: Includes photographs: Army Air Forces report on Warnemunde; Tough customer [Gourmiers, Berber fighting men]; The first wave [Yanks at Rendova I.].\n*7*: Regiments described including size, officers and enlisted men, types and numbers of weapons."}
| 2 |
unscramble_217740
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Typically free of knots. ||Quite variable in terms of color, weight, strength and working properties but frequently of average weight with moderate to high strength, moderate shock resistance, and high stiffness.
*2*: Somewhat brittle and susceptible to splitting (poor for steam bending). ||Works fairly easily by machine but requires sharp hand tools.
*3*: ||Douglas-Fir (Pseudotsuga menziesii) ||Also known as Douglas spruce, coast Douglas-fir, Douglas yew, blue Douglas-fir, Oregon pine, red fir, and red spruce. ||Grows in western United States and Canada; introduced to UK, Australia, and New Zealand. ||Generally straight, sometimes wavy grained with a medium to fairly coarse texture.
*4*: Stains and varnishes easily but takes paint poorly. ||Plywood, paneling, trim, cooperage, tanks, ship knees, silos, studs, joists, laminated beams and arches, boxes, crates, pallets, and flooring. ||One of the most important woods in the world for construction plywood.
*5*: Yellowish to orange-red heartwood and whitish to reddish white sapwood.
*6*: Good turning properties.
*7*: Glues, screws, and nails satisfactorily.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: ||Douglas-Fir (Pseudotsuga menziesii) ||Also known as Douglas spruce, coast Douglas-fir, Douglas yew, blue Douglas-fir, Oregon pine, red fir, and red spruce. ||Grows in western United States and Canada; introduced to UK, Australia, and New Zealand. ||Generally straight, sometimes wavy grained with a medium to fairly coarse texture.\n*2*: Yellowish to orange-red heartwood and whitish to reddish white sapwood.\n*3*: Typically free of knots. ||Quite variable in terms of color, weight, strength and working properties but frequently of average weight with moderate to high strength, moderate shock resistance, and high stiffness.\n*4*: Somewhat brittle and susceptible to splitting (poor for steam bending). ||Works fairly easily by machine but requires sharp hand tools.\n*5*: Good turning properties.\n*6*: Glues, screws, and nails satisfactorily.\n*7*: Stains and varnishes easily but takes paint poorly. ||Plywood, paneling, trim, cooperage, tanks, ship knees, silos, studs, joists, laminated beams and arches, boxes, crates, pallets, and flooring. ||One of the most important woods in the world for construction plywood.", "scrambled": "*1*: Typically free of knots. ||Quite variable in terms of color, weight, strength and working properties but frequently of average weight with moderate to high strength, moderate shock resistance, and high stiffness.\n*2*: Somewhat brittle and susceptible to splitting (poor for steam bending). ||Works fairly easily by machine but requires sharp hand tools.\n*3*: ||Douglas-Fir (Pseudotsuga menziesii) ||Also known as Douglas spruce, coast Douglas-fir, Douglas yew, blue Douglas-fir, Oregon pine, red fir, and red spruce. ||Grows in western United States and Canada; introduced to UK, Australia, and New Zealand. ||Generally straight, sometimes wavy grained with a medium to fairly coarse texture.\n*4*: Stains and varnishes easily but takes paint poorly. ||Plywood, paneling, trim, cooperage, tanks, ship knees, silos, studs, joists, laminated beams and arches, boxes, crates, pallets, and flooring. ||One of the most important woods in the world for construction plywood.\n*5*: Yellowish to orange-red heartwood and whitish to reddish white sapwood.\n*6*: Good turning properties.\n*7*: Glues, screws, and nails satisfactorily."}
| 2 |
unscramble_2747
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Four common causes of brain and spinal cord injuries are: - motor vehicle crashes Think First for Kids and Teens educates elementary and secondary school students to think first, to use good judgment to minimize risk of injury, as they play, explore, and choose activities.
*2*: Accompanying the healthcare professionals are “VIPs” (Voice for Injury Prevention), individuals who have sustained brain or spinal cord injuries themselves, who share their experiences and discuss the physical, social, and emotional effects of their injuries.
*3*: Young people take risks and, consequently, disproportionately sustain brain and spinal cord injuries.
*4*: Last year, the Orfalea Fund, through a generous grant, made it possible for team members from Cottage Rehabilitation Hospital and Rehabilitation Hospital Foundation to meet with Brian Sarvis Ed.D., Superintendent of Santa Barbara School District, and his staff to propose implementation of the “ThinkFirst” Program in the district.
*5*: CRH offers the program as community outreach at no cost.
*6*: During one-hour presentations, healthcare professionals explain the anatomy and the vulnerability of the brain and spinal cord, the risks and consequences of brain and spinal cord injury, and simple injury prevention strategies.
*7*: Healthcare professionals who treat patients with traumatic injuries have developed and implemented “ThinkFirst” over the last 20 years in an attempt to prevent young people from sustaining brain and spinal cord injuries.
*8*: As a result, the program will offer 30 “Think First” assemblies and classroom presentations in the elementary and junior high schools in the Santa Barbara School District during calendar year 2008.
*9*: ThinkFirst: Injury Prevention for Kids Cottage Rehabilitation Hospital, the home of the Santa Barbara County Chapter of ThinkFirst for Kids and Teens, has presented the ThinkFirst for Kids and Teens injury prevention program to approximately 10,000 students since 1993.
*10*: The simple message they urge their young listeners to take home is that it is possible to have a fun-filled, exciting life, without hurting yourself if you think first and use your mind to protect your body.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: ThinkFirst: Injury Prevention for Kids Cottage Rehabilitation Hospital, the home of the Santa Barbara County Chapter of ThinkFirst for Kids and Teens, has presented the ThinkFirst for Kids and Teens injury prevention program to approximately 10,000 students since 1993.\n*2*: CRH offers the program as community outreach at no cost.\n*3*: Healthcare professionals who treat patients with traumatic injuries have developed and implemented \u201cThinkFirst\u201d over the last 20 years in an attempt to prevent young people from sustaining brain and spinal cord injuries.\n*4*: Young people take risks and, consequently, disproportionately sustain brain and spinal cord injuries.\n*5*: Four common causes of brain and spinal cord injuries are: - motor vehicle crashes Think First for Kids and Teens educates elementary and secondary school students to think first, to use good judgment to minimize risk of injury, as they play, explore, and choose activities.\n*6*: During one-hour presentations, healthcare professionals explain the anatomy and the vulnerability of the brain and spinal cord, the risks and consequences of brain and spinal cord injury, and simple injury prevention strategies.\n*7*: Accompanying the healthcare professionals are \u201cVIPs\u201d (Voice for Injury Prevention), individuals who have sustained brain or spinal cord injuries themselves, who share their experiences and discuss the physical, social, and emotional effects of their injuries.\n*8*: The simple message they urge their young listeners to take home is that it is possible to have a fun-filled, exciting life, without hurting yourself if you think first and use your mind to protect your body.\n*9*: Last year, the Orfalea Fund, through a generous grant, made it possible for team members from Cottage Rehabilitation Hospital and Rehabilitation Hospital Foundation to meet with Brian Sarvis Ed.D., Superintendent of Santa Barbara School District, and his staff to propose implementation of the \u201cThinkFirst\u201d Program in the district.\n*10*: As a result, the program will offer 30 \u201cThink First\u201d assemblies and classroom presentations in the elementary and junior high schools in the Santa Barbara School District during calendar year 2008.", "scrambled": "*1*: Four common causes of brain and spinal cord injuries are: - motor vehicle crashes Think First for Kids and Teens educates elementary and secondary school students to think first, to use good judgment to minimize risk of injury, as they play, explore, and choose activities.\n*2*: Accompanying the healthcare professionals are \u201cVIPs\u201d (Voice for Injury Prevention), individuals who have sustained brain or spinal cord injuries themselves, who share their experiences and discuss the physical, social, and emotional effects of their injuries.\n*3*: Young people take risks and, consequently, disproportionately sustain brain and spinal cord injuries.\n*4*: Last year, the Orfalea Fund, through a generous grant, made it possible for team members from Cottage Rehabilitation Hospital and Rehabilitation Hospital Foundation to meet with Brian Sarvis Ed.D., Superintendent of Santa Barbara School District, and his staff to propose implementation of the \u201cThinkFirst\u201d Program in the district.\n*5*: CRH offers the program as community outreach at no cost.\n*6*: During one-hour presentations, healthcare professionals explain the anatomy and the vulnerability of the brain and spinal cord, the risks and consequences of brain and spinal cord injury, and simple injury prevention strategies.\n*7*: Healthcare professionals who treat patients with traumatic injuries have developed and implemented \u201cThinkFirst\u201d over the last 20 years in an attempt to prevent young people from sustaining brain and spinal cord injuries.\n*8*: As a result, the program will offer 30 \u201cThink First\u201d assemblies and classroom presentations in the elementary and junior high schools in the Santa Barbara School District during calendar year 2008.\n*9*: ThinkFirst: Injury Prevention for Kids Cottage Rehabilitation Hospital, the home of the Santa Barbara County Chapter of ThinkFirst for Kids and Teens, has presented the ThinkFirst for Kids and Teens injury prevention program to approximately 10,000 students since 1993.\n*10*: The simple message they urge their young listeners to take home is that it is possible to have a fun-filled, exciting life, without hurting yourself if you think first and use your mind to protect your body."}
| 2 |
unscramble_196285
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The two main theoretical approaches of morphological development that will be discussed in the present paper are the usage-based approach and the pre- and protomorphology approach.
*2*: Further, frequency of the occurrence of the three gender classes and case-number forms of nouns greatly differs in spoken Greek, regarding both the types and tokens. […] [A] child learning an inflecting-fusional language like Greek must construct different inflectional patterns depending not only on parts of speech but also on subclasses within a given part of speech, such as gender classes of nouns and inflectional classes within or (exceptionally) across genders.
*3*: In spite of the fact that the Greek noun is not as highly inflected as the verb, acquisition of nominal inflection of this inflecting-fusional language is quite complex, comprising the three categories of case, number, and gender.
*4*: As is usual in this type of language, the formation of case-number forms obeys different patterns that apply to largely arbitrary classes of nominal lexemes partially based on gender.
*5*: It is therefore to be expected that the early development of case and number distinctions will apply to specific nouns and subclasses of nouns rather than the totality of Greek nouns.
*6*: Linguistik-Klassifikation: Spracherwerb / Language acquisition The acquisition of Greek case, number, and gender: a usage based approach - Children […] growing up with highly inflected languages such as Modern Greek will frequently hear different grammatical forms of a given lexeme used in different grammatical and semantic-pragmatic contexts.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Linguistik-Klassifikation: Spracherwerb / Language acquisition The acquisition of Greek case, number, and gender: a usage based approach - Children [\u2026] growing up with highly inflected languages such as Modern Greek will frequently hear different grammatical forms of a given lexeme used in different grammatical and semantic-pragmatic contexts.\n*2*: In spite of the fact that the Greek noun is not as highly inflected as the verb, acquisition of nominal inflection of this inflecting-fusional language is quite complex, comprising the three categories of case, number, and gender.\n*3*: As is usual in this type of language, the formation of case-number forms obeys different patterns that apply to largely arbitrary classes of nominal lexemes partially based on gender.\n*4*: Further, frequency of the occurrence of the three gender classes and case-number forms of nouns greatly differs in spoken Greek, regarding both the types and tokens. [\u2026] [A] child learning an inflecting-fusional language like Greek must construct different inflectional patterns depending not only on parts of speech but also on subclasses within a given part of speech, such as gender classes of nouns and inflectional classes within or (exceptionally) across genders.\n*5*: It is therefore to be expected that the early development of case and number distinctions will apply to specific nouns and subclasses of nouns rather than the totality of Greek nouns.\n*6*: The two main theoretical approaches of morphological development that will be discussed in the present paper are the usage-based approach and the pre- and protomorphology approach.", "scrambled": "*1*: The two main theoretical approaches of morphological development that will be discussed in the present paper are the usage-based approach and the pre- and protomorphology approach.\n*2*: Further, frequency of the occurrence of the three gender classes and case-number forms of nouns greatly differs in spoken Greek, regarding both the types and tokens. [\u2026] [A] child learning an inflecting-fusional language like Greek must construct different inflectional patterns depending not only on parts of speech but also on subclasses within a given part of speech, such as gender classes of nouns and inflectional classes within or (exceptionally) across genders.\n*3*: In spite of the fact that the Greek noun is not as highly inflected as the verb, acquisition of nominal inflection of this inflecting-fusional language is quite complex, comprising the three categories of case, number, and gender.\n*4*: As is usual in this type of language, the formation of case-number forms obeys different patterns that apply to largely arbitrary classes of nominal lexemes partially based on gender.\n*5*: It is therefore to be expected that the early development of case and number distinctions will apply to specific nouns and subclasses of nouns rather than the totality of Greek nouns.\n*6*: Linguistik-Klassifikation: Spracherwerb / Language acquisition The acquisition of Greek case, number, and gender: a usage based approach - Children [\u2026] growing up with highly inflected languages such as Modern Greek will frequently hear different grammatical forms of a given lexeme used in different grammatical and semantic-pragmatic contexts."}
| 2 |
unscramble_151194
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: White-striped Freetail Bats roost in hollows in old trees and under loose bark, in dead stumps and the ceilings of buildings.
*2*: They fly quickly and eat their prey as they fly.
*3*: Feeding and Diet White-striped Freetail Bats feed on flying insects above the tree canopy.
*4*: White-striped Freetail Bats are vulnerable to loss of tree hollows and loss of feeding grounds by forestry activities, clearing for agriculture and housing.
*5*: Up to several hundred bats live together in a colony.
*6*: Animal Species:White-striped Freetail Bat The White-striped Freetail Bat is the largest of all the free-tail bats and is one of the few microbats with echolocation calls that can be heard by humans.
*7*: They are known as freetail bats because part of their bony tail extends beyond the tail membrane.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Animal Species:White-striped Freetail Bat The White-striped Freetail Bat is the largest of all the free-tail bats and is one of the few microbats with echolocation calls that can be heard by humans.\n*2*: They are known as freetail bats because part of their bony tail extends beyond the tail membrane.\n*3*: White-striped Freetail Bats roost in hollows in old trees and under loose bark, in dead stumps and the ceilings of buildings.\n*4*: Up to several hundred bats live together in a colony.\n*5*: Feeding and Diet White-striped Freetail Bats feed on flying insects above the tree canopy.\n*6*: They fly quickly and eat their prey as they fly.\n*7*: White-striped Freetail Bats are vulnerable to loss of tree hollows and loss of feeding grounds by forestry activities, clearing for agriculture and housing.", "scrambled": "*1*: White-striped Freetail Bats roost in hollows in old trees and under loose bark, in dead stumps and the ceilings of buildings.\n*2*: They fly quickly and eat their prey as they fly.\n*3*: Feeding and Diet White-striped Freetail Bats feed on flying insects above the tree canopy.\n*4*: White-striped Freetail Bats are vulnerable to loss of tree hollows and loss of feeding grounds by forestry activities, clearing for agriculture and housing.\n*5*: Up to several hundred bats live together in a colony.\n*6*: Animal Species:White-striped Freetail Bat The White-striped Freetail Bat is the largest of all the free-tail bats and is one of the few microbats with echolocation calls that can be heard by humans.\n*7*: They are known as freetail bats because part of their bony tail extends beyond the tail membrane."}
| 2 |
unscramble_131306
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Dionysius the Areopagite was the judge of the Areopagus who, as related in Acts of the Apostles, (Acts 17:34), was converted to Christianity by the preaching of Paul.
*2*: According to Dionysius of Corinth, quoted by Eusebius, Historia Ecclesiae III: iv, this Dionysius then became a bishop of Athens.
*3*: The Pseudo-Dionysius has been identified with various people in the past, but more recent conjecture ties him to an obscure Georgian writer named Peter the Iberian, a Georgian Bishop of Majum (452-491).
*4*: They have long been known to be 5th century works in his name (pseudepigrapha) and are now attributed to “Pseudo-Dionysius the Areopagite“.
*5*: Over the course of time, a series of famous writings of a mystical nature, employing Neoplatonic language to elucidate Christian theological and mystical ideas, was ascribed to the Areopagite.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Dionysius the Areopagite was the judge of the Areopagus who, as related in Acts of the Apostles, (Acts 17:34), was converted to Christianity by the preaching of Paul.\n*2*: According to Dionysius of Corinth, quoted by Eusebius, Historia Ecclesiae III: iv, this Dionysius then became a bishop of Athens.\n*3*: Over the course of time, a series of famous writings of a mystical nature, employing Neoplatonic language to elucidate Christian theological and mystical ideas, was ascribed to the Areopagite.\n*4*: They have long been known to be 5th century works in his name (pseudepigrapha) and are now attributed to \u201cPseudo-Dionysius the Areopagite\u201c.\n*5*: The Pseudo-Dionysius has been identified with various people in the past, but more recent conjecture ties him to an obscure Georgian writer named Peter the Iberian, a Georgian Bishop of Majum (452-491).", "scrambled": "*1*: Dionysius the Areopagite was the judge of the Areopagus who, as related in Acts of the Apostles, (Acts 17:34), was converted to Christianity by the preaching of Paul.\n*2*: According to Dionysius of Corinth, quoted by Eusebius, Historia Ecclesiae III: iv, this Dionysius then became a bishop of Athens.\n*3*: The Pseudo-Dionysius has been identified with various people in the past, but more recent conjecture ties him to an obscure Georgian writer named Peter the Iberian, a Georgian Bishop of Majum (452-491).\n*4*: They have long been known to be 5th century works in his name (pseudepigrapha) and are now attributed to \u201cPseudo-Dionysius the Areopagite\u201c.\n*5*: Over the course of time, a series of famous writings of a mystical nature, employing Neoplatonic language to elucidate Christian theological and mystical ideas, was ascribed to the Areopagite."}
| 2 |
unscramble_129759
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Includes suggestions for activities.
*2*: This poster will help present the numerals 0-9 with TouchPoints, reinforce quantity/numeral association and review the Touching/Counting Patterns.
*3*: For additional learning opportunities, try these hands-on manipulatives with coordinating Sequence Counting Poster Set that show the Touching/Counting Patterns.
*4*: Activity Booklet with reproducible masters and lots of ideas included.
*5*: Overview - TOUCHMATH 3-D NUMERALS TouchMath 3-D Numerals are made of brightly-colored, durable plastic that is an excellent multisensory manipulative for young children or children with learning differences.
*6*: Students can touch and count the raised TouchPoints as they learn the correct Touching/Counting Patterns and begin to understand numeral/quantity association.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Overview - TOUCHMATH 3-D NUMERALS TouchMath 3-D Numerals are made of brightly-colored, durable plastic that is an excellent multisensory manipulative for young children or children with learning differences.\n*2*: Students can touch and count the raised TouchPoints as they learn the correct Touching/Counting Patterns and begin to understand numeral/quantity association.\n*3*: Activity Booklet with reproducible masters and lots of ideas included.\n*4*: For additional learning opportunities, try these hands-on manipulatives with coordinating Sequence Counting Poster Set that show the Touching/Counting Patterns.\n*5*: This poster will help present the numerals 0-9 with TouchPoints, reinforce quantity/numeral association and review the Touching/Counting Patterns.\n*6*: Includes suggestions for activities.", "scrambled": "*1*: Includes suggestions for activities.\n*2*: This poster will help present the numerals 0-9 with TouchPoints, reinforce quantity/numeral association and review the Touching/Counting Patterns.\n*3*: For additional learning opportunities, try these hands-on manipulatives with coordinating Sequence Counting Poster Set that show the Touching/Counting Patterns.\n*4*: Activity Booklet with reproducible masters and lots of ideas included.\n*5*: Overview - TOUCHMATH 3-D NUMERALS TouchMath 3-D Numerals are made of brightly-colored, durable plastic that is an excellent multisensory manipulative for young children or children with learning differences.\n*6*: Students can touch and count the raised TouchPoints as they learn the correct Touching/Counting Patterns and begin to understand numeral/quantity association."}
| 2 |
unscramble_178373
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: No depiction of a ruler, or the tomb of a monarch, has ever been found, setting the metropolis apart from other pre-Hispanic cultures that deified their rulers.Archaeologists had suspected the hidden tunnel’s existence following a heavy rainstorm in 2003 caused the ground to sink at the foot of the Temple of Quetzacoatl, in the central ceremonial area of the ruins just north of Mexico City.
*2*: According to ABC News: Experts say a tomb discovery would be significant because the social structure of Teotihuacan remains a mystery after nearly 100 years of archaeological exploration at the site, which is best known for the towering Pyramids of the Moon and the Sun.
*3*: Click here for the article.
*4*: A long-sealed tunnel ~ believed to date back 1,800 years ~ has been found under the ruins of Teotihuacan and containing chambers that may hold tombs of the ancient city's early rulers.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 long-sealed tunnel ~ believed to date back 1,800 years ~ has been found under the ruins of Teotihuacan and containing chambers that may hold tombs of the ancient city's early rulers.\n*2*: According to ABC News: Experts say a tomb discovery would be significant because the social structure of Teotihuacan remains a mystery after nearly 100 years of archaeological exploration at the site, which is best known for the towering Pyramids of the Moon and the Sun.\n*3*: No depiction of a ruler, or the tomb of a monarch, has ever been found, setting the metropolis apart from other pre-Hispanic cultures that deified their rulers.Archaeologists had suspected the hidden tunnel\u2019s existence following a heavy rainstorm in 2003 caused the ground to sink at the foot of the Temple of Quetzacoatl, in the central ceremonial area of the ruins just north of Mexico City.\n*4*: Click here for the article.", "scrambled": "*1*: No depiction of a ruler, or the tomb of a monarch, has ever been found, setting the metropolis apart from other pre-Hispanic cultures that deified their rulers.Archaeologists had suspected the hidden tunnel\u2019s existence following a heavy rainstorm in 2003 caused the ground to sink at the foot of the Temple of Quetzacoatl, in the central ceremonial area of the ruins just north of Mexico City.\n*2*: According to ABC News: Experts say a tomb discovery would be significant because the social structure of Teotihuacan remains a mystery after nearly 100 years of archaeological exploration at the site, which is best known for the towering Pyramids of the Moon and the Sun.\n*3*: Click here for the article.\n*4*: A long-sealed tunnel ~ believed to date back 1,800 years ~ has been found under the ruins of Teotihuacan and containing chambers that may hold tombs of the ancient city's early rulers."}
| 2 |
unscramble_76261
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: According to UNEP, emissions calculations for the game took account of the travel, accommodation and food consumption of all the players and officials, as well as local fans travelling to the venue.
*2*: The power generation project is intended to not only reduce emissions of carbon dioxide, sulfur dioxide and soot, but also contribute to sustainable development by generating income for regional farmers selling agricultural residues.
*3*: Over US$10,000 will go towards supporting an internationally recognized residual biomass project in Rajasthan, India.
*4*: To further extend the impact of the “Batting for the Environment” initiative, “Green Tips” are flashing across giant screens in stadiums and are being announced by commentators daily during the course of the 45-day tournament, advising cricketers and fans on how to play a part in limiting greenhouse gas (GHG) emissions. [UNEP Press Release]
*5*: UNEP and Indian Premier League Organize Green Cricket Match 9 April 2010: The Punjab Cricket Association hosted the first-ever carbon neutral cricket match on 9 April 2010, in Punjab, India.
*6*: The carbon footprint from the game was minimized by offsetting an estimated 580 tons of match-related carbon dioxide emissions.
*7*: The green match, organized by the UN Environment Programme (UNEP) and the Indian Premier League, was part of the “Batting for the Environment” initiative, launched in March 2010.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: UNEP and Indian Premier League Organize Green Cricket Match 9 April 2010: The Punjab Cricket Association hosted the first-ever carbon neutral cricket match on 9 April 2010, in Punjab, India.\n*2*: The green match, organized by the UN Environment Programme (UNEP) and the Indian Premier League, was part of the \u201cBatting for the Environment\u201d initiative, launched in March 2010.\n*3*: According to UNEP, emissions calculations for the game took account of the travel, accommodation and food consumption of all the players and officials, as well as local fans travelling to the venue.\n*4*: The carbon footprint from the game was minimized by offsetting an estimated 580 tons of match-related carbon dioxide emissions.\n*5*: Over US$10,000 will go towards supporting an internationally recognized residual biomass project in Rajasthan, India.\n*6*: The power generation project is intended to not only reduce emissions of carbon dioxide, sulfur dioxide and soot, but also contribute to sustainable development by generating income for regional farmers selling agricultural residues.\n*7*: To further extend the impact of the \u201cBatting for the Environment\u201d initiative, \u201cGreen Tips\u201d are flashing across giant screens in stadiums and are being announced by commentators daily during the course of the 45-day tournament, advising cricketers and fans on how to play a part in limiting greenhouse gas (GHG) emissions. [UNEP Press Release]", "scrambled": "*1*: According to UNEP, emissions calculations for the game took account of the travel, accommodation and food consumption of all the players and officials, as well as local fans travelling to the venue.\n*2*: The power generation project is intended to not only reduce emissions of carbon dioxide, sulfur dioxide and soot, but also contribute to sustainable development by generating income for regional farmers selling agricultural residues.\n*3*: Over US$10,000 will go towards supporting an internationally recognized residual biomass project in Rajasthan, India.\n*4*: To further extend the impact of the \u201cBatting for the Environment\u201d initiative, \u201cGreen Tips\u201d are flashing across giant screens in stadiums and are being announced by commentators daily during the course of the 45-day tournament, advising cricketers and fans on how to play a part in limiting greenhouse gas (GHG) emissions. [UNEP Press Release]\n*5*: UNEP and Indian Premier League Organize Green Cricket Match 9 April 2010: The Punjab Cricket Association hosted the first-ever carbon neutral cricket match on 9 April 2010, in Punjab, India.\n*6*: The carbon footprint from the game was minimized by offsetting an estimated 580 tons of match-related carbon dioxide emissions.\n*7*: The green match, organized by the UN Environment Programme (UNEP) and the Indian Premier League, was part of the \u201cBatting for the Environment\u201d initiative, launched in March 2010."}
| 2 |
unscramble_62279
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: By finding where the light hits the detector, it is possible to calculate the angle or the light and then the distance of the object.
*2*: Comparison to Other Sensors A normal infrared or light sensor simply determines if a object is bouncing back light.
*3*: The Sharp sensor has a special detector that not only determines if there is light, but can also measure how far away an object is and return an analog value of the distance.
*4*: Since the detector and the IR LED have a fixed distance and orientation towards eachother, the distance of a object will affect the angle at which the light bounces back.
*5*: Most of the time this is good enough, but there are situations where you also need to know exactly how far away that object is.
*6*: How it Works The detector in the Sharp IR sensor is similar to the imaging sensor found in digital cameras.
*7*: This is where the Sharp IR sensor comes into play.
*8*: What is different about the Sharp IR Sensor?
*9*: The readings, finding of the angle, and the basic trigonometry required to find the distance are all done in the sensor itself to give the distance value.
*10*: This means that you can only tell whether or not there is an object present.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: What is different about the Sharp IR Sensor?\n*2*: Comparison to Other Sensors A normal infrared or light sensor simply determines if a object is bouncing back light.\n*3*: This means that you can only tell whether or not there is an object present.\n*4*: Most of the time this is good enough, but there are situations where you also need to know exactly how far away that object is.\n*5*: This is where the Sharp IR sensor comes into play.\n*6*: The Sharp sensor has a special detector that not only determines if there is light, but can also measure how far away an object is and return an analog value of the distance.\n*7*: How it Works The detector in the Sharp IR sensor is similar to the imaging sensor found in digital cameras.\n*8*: Since the detector and the IR LED have a fixed distance and orientation towards eachother, the distance of a object will affect the angle at which the light bounces back.\n*9*: By finding where the light hits the detector, it is possible to calculate the angle or the light and then the distance of the object.\n*10*: The readings, finding of the angle, and the basic trigonometry required to find the distance are all done in the sensor itself to give the distance value.", "scrambled": "*1*: By finding where the light hits the detector, it is possible to calculate the angle or the light and then the distance of the object.\n*2*: Comparison to Other Sensors A normal infrared or light sensor simply determines if a object is bouncing back light.\n*3*: The Sharp sensor has a special detector that not only determines if there is light, but can also measure how far away an object is and return an analog value of the distance.\n*4*: Since the detector and the IR LED have a fixed distance and orientation towards eachother, the distance of a object will affect the angle at which the light bounces back.\n*5*: Most of the time this is good enough, but there are situations where you also need to know exactly how far away that object is.\n*6*: How it Works The detector in the Sharp IR sensor is similar to the imaging sensor found in digital cameras.\n*7*: This is where the Sharp IR sensor comes into play.\n*8*: What is different about the Sharp IR Sensor?\n*9*: The readings, finding of the angle, and the basic trigonometry required to find the distance are all done in the sensor itself to give the distance value.\n*10*: This means that you can only tell whether or not there is an object present."}
| 2 |
unscramble_239808
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Shoes that can be sold for nineteen dollars because they represent sweatshop or child labor may be technically correct, good shoes, "worth the money"; all contractual obligations involved in the process of their production may be scrupulously met; yet nineteen dollars is a wrong price for the shoes.
*2*: The reply that we must have shoes, or cheap shoes, that men must be rewarded for their labor, skill, risk, etc., misses the point entirely.
*3*: We must have shoes, cheap, good (technically), promptly, etc., but all these are subordinate to the demand that shoes be right; meaning by this that the whole shoe situation, production, distribution, consumption, must be appropriate to the total cultural world which defines the shoe and creates the need for it. --from Elijah Jordan's The Good Life, p 54 (1949) [in the original the price of shoes is "five dollars"]
*4*: The total shoe situation is not fit to enter into a moral world; it ought not to exist.
*5*: Nineteen dollars is the correct price to pay for a pair of shoes.
*6*: But it may very well be wrong that the price of shoes is nineteen dollars.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Nineteen dollars is the correct price to pay for a pair of shoes.\n*2*: But it may very well be wrong that the price of shoes is nineteen dollars.\n*3*: Shoes that can be sold for nineteen dollars because they represent sweatshop or child labor may be technically correct, good shoes, \"worth the money\"; all contractual obligations involved in the process of their production may be scrupulously met; yet nineteen dollars is a wrong price for the shoes.\n*4*: The total shoe situation is not fit to enter into a moral world; it ought not to exist.\n*5*: The reply that we must have shoes, or cheap shoes, that men must be rewarded for their labor, skill, risk, etc., misses the point entirely.\n*6*: We must have shoes, cheap, good (technically), promptly, etc., but all these are subordinate to the demand that shoes be right; meaning by this that the whole shoe situation, production, distribution, consumption, must be appropriate to the total cultural world which defines the shoe and creates the need for it. --from Elijah Jordan's The Good Life, p 54 (1949) [in the original the price of shoes is \"five dollars\"]", "scrambled": "*1*: Shoes that can be sold for nineteen dollars because they represent sweatshop or child labor may be technically correct, good shoes, \"worth the money\"; all contractual obligations involved in the process of their production may be scrupulously met; yet nineteen dollars is a wrong price for the shoes.\n*2*: The reply that we must have shoes, or cheap shoes, that men must be rewarded for their labor, skill, risk, etc., misses the point entirely.\n*3*: We must have shoes, cheap, good (technically), promptly, etc., but all these are subordinate to the demand that shoes be right; meaning by this that the whole shoe situation, production, distribution, consumption, must be appropriate to the total cultural world which defines the shoe and creates the need for it. --from Elijah Jordan's The Good Life, p 54 (1949) [in the original the price of shoes is \"five dollars\"]\n*4*: The total shoe situation is not fit to enter into a moral world; it ought not to exist.\n*5*: Nineteen dollars is the correct price to pay for a pair of shoes.\n*6*: But it may very well be wrong that the price of shoes is nineteen dollars."}
| 2 |
unscramble_27466
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Hackworth has been a senior lecturer at ISU since 1992.
*2*: Posted April 20, 2007 Martin Hackworth, senior lecturer in physics at Idaho State University, will offer a scientific view of both natural and manmade factors that influence climate, and the evidence for anthropogenic climate change.
*3*: The celebration will feature a series of events to raise environmental awareness.
*4*: Hackworth’s talk is sponsored by IMNH, Portneuf Valley Audubon Society and ISU Student Action Volunteers for the Environment as part of Pocatello’s Earth Week celebration.
*5*: He teaches astronomy, engineering physics, weather and climate, and optics.
*6*: The presentation is free and open to the public.
*7*: For more information, contact David Mead at 282-3410.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Posted April 20, 2007 Martin Hackworth, senior lecturer in physics at Idaho State University, will offer a scientific view of both natural and manmade factors that influence climate, and the evidence for anthropogenic climate change.\n*2*: The presentation is free and open to the public.\n*3*: Hackworth has been a senior lecturer at ISU since 1992.\n*4*: He teaches astronomy, engineering physics, weather and climate, and optics.\n*5*: Hackworth\u2019s talk is sponsored by IMNH, Portneuf Valley Audubon Society and ISU Student Action Volunteers for the Environment as part of Pocatello\u2019s Earth Week celebration.\n*6*: The celebration will feature a series of events to raise environmental awareness.\n*7*: For more information, contact David Mead at 282-3410.", "scrambled": "*1*: Hackworth has been a senior lecturer at ISU since 1992.\n*2*: Posted April 20, 2007 Martin Hackworth, senior lecturer in physics at Idaho State University, will offer a scientific view of both natural and manmade factors that influence climate, and the evidence for anthropogenic climate change.\n*3*: The celebration will feature a series of events to raise environmental awareness.\n*4*: Hackworth\u2019s talk is sponsored by IMNH, Portneuf Valley Audubon Society and ISU Student Action Volunteers for the Environment as part of Pocatello\u2019s Earth Week celebration.\n*5*: He teaches astronomy, engineering physics, weather and climate, and optics.\n*6*: The presentation is free and open to the public.\n*7*: For more information, contact David Mead at 282-3410."}
| 2 |
unscramble_141585
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: this is apparantly gr. 10 'challenge 'material which I have no idea how to solve.
*2*: How do you find the side of the isocles triangle one can create by forming a line to the adjacent vertex? that's all i am asking, and please tell me if im on the right track to the solution. thanks!!
*3*: I know i have to find the area of the isosoceles triangles formed from the apothem as the height then subtract it from the circle area.
*4*: If a regular hexagon is inscribed in a circle, and the apothem of the hexagon is 5, find the area between the circle and the hexagon.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 apparantly gr. 10 'challenge 'material which I have no idea how to solve.\n*2*: If a regular hexagon is inscribed in a circle, and the apothem of the hexagon is 5, find the area between the circle and the hexagon.\n*3*: I know i have to find the area of the isosoceles triangles formed from the apothem as the height then subtract it from the circle area.\n*4*: How do you find the side of the isocles triangle one can create by forming a line to the adjacent vertex? that's all i am asking, and please tell me if im on the right track to the solution. thanks!!", "scrambled": "*1*: this is apparantly gr. 10 'challenge 'material which I have no idea how to solve.\n*2*: How do you find the side of the isocles triangle one can create by forming a line to the adjacent vertex? that's all i am asking, and please tell me if im on the right track to the solution. thanks!!\n*3*: I know i have to find the area of the isosoceles triangles formed from the apothem as the height then subtract it from the circle area.\n*4*: If a regular hexagon is inscribed in a circle, and the apothem of the hexagon is 5, find the area between the circle and the hexagon."}
| 2 |
unscramble_120800
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As a member of Mujeres Creando explained, "Evito [Evo Morales], Che Guevara [a guerrilla and deceased politician], and Hugo Chávez [current president of Venezuela] are all well-known popular figures that have unrecognized [illegitimate] children." The idea to depict Evito this way came from another project that Mujeres Creando also produces: a radio station.
*2*: The movement Mujeres Creando, which means "women creating" in Spanish, has produced a variety of art projects throughout and beyond the city of La Paz, Bolivia.
*3*: Funds raised from the sale of these small dolls were invested equally in the Mujeres Creandomovement and the cooperative of women who executed the designs; Ovando and Osterman donated their ideas and guidance in the work process.
*4*: The artists believe in working "through a motion in favor of rebellion and change in face of the patriarchy." The project La Sala Alasitas, meaning "the Winged Theater" in Spanish, held a fair to debut miniature figurines designed by the Bolivian sculptors Silvia Ovando and Cristal Osterman.
*5*: One of the programs involved calling fathers who have denied their paternity or neglected their paternal responsibilities.
*6*: Some of the dolls depict the current president of Bolivia, Evo "Evito" Morales, carrying a small girl, in reference to his neglected paternal responsibilities.
*7*: Announcers began the show by reading off a list of prominent names over the airwaves.
*8*: Topping the list was Evo Morales, who has allegedly fathered many recognized and unrecognized children.
*9*: Mujeres Creando's native region of Bolivia, "the process of recognizing the paternity of these children is part of the same ritual of male power that hundreds of children in our society have experienced; it is the inspiration for this fair of figurines and so it has become a fair for hope."
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 movement Mujeres Creando, which means \"women creating\" in Spanish, has produced a variety of art projects throughout and beyond the city of La Paz, Bolivia.\n*2*: The artists believe in working \"through a motion in favor of rebellion and change in face of the patriarchy.\" The project La Sala Alasitas, meaning \"the Winged Theater\" in Spanish, held a fair to debut miniature figurines designed by the Bolivian sculptors Silvia Ovando and Cristal Osterman.\n*3*: Funds raised from the sale of these small dolls were invested equally in the Mujeres Creandomovement and the cooperative of women who executed the designs; Ovando and Osterman donated their ideas and guidance in the work process.\n*4*: Some of the dolls depict the current president of Bolivia, Evo \"Evito\" Morales, carrying a small girl, in reference to his neglected paternal responsibilities.\n*5*: As a member of Mujeres Creando explained, \"Evito [Evo Morales], Che Guevara [a guerrilla and deceased politician], and Hugo Ch\u00e1vez [current president of Venezuela] are all well-known popular figures that have unrecognized [illegitimate] children.\" The idea to depict Evito this way came from another project that Mujeres Creando also produces: a radio station.\n*6*: One of the programs involved calling fathers who have denied their paternity or neglected their paternal responsibilities.\n*7*: Announcers began the show by reading off a list of prominent names over the airwaves.\n*8*: Topping the list was Evo Morales, who has allegedly fathered many recognized and unrecognized children.\n*9*: Mujeres Creando's native region of Bolivia, \"the process of recognizing the paternity of these children is part of the same ritual of male power that hundreds of children in our society have experienced; it is the inspiration for this fair of figurines and so it has become a fair for hope.\"", "scrambled": "*1*: As a member of Mujeres Creando explained, \"Evito [Evo Morales], Che Guevara [a guerrilla and deceased politician], and Hugo Ch\u00e1vez [current president of Venezuela] are all well-known popular figures that have unrecognized [illegitimate] children.\" The idea to depict Evito this way came from another project that Mujeres Creando also produces: a radio station.\n*2*: The movement Mujeres Creando, which means \"women creating\" in Spanish, has produced a variety of art projects throughout and beyond the city of La Paz, Bolivia.\n*3*: Funds raised from the sale of these small dolls were invested equally in the Mujeres Creandomovement and the cooperative of women who executed the designs; Ovando and Osterman donated their ideas and guidance in the work process.\n*4*: The artists believe in working \"through a motion in favor of rebellion and change in face of the patriarchy.\" The project La Sala Alasitas, meaning \"the Winged Theater\" in Spanish, held a fair to debut miniature figurines designed by the Bolivian sculptors Silvia Ovando and Cristal Osterman.\n*5*: One of the programs involved calling fathers who have denied their paternity or neglected their paternal responsibilities.\n*6*: Some of the dolls depict the current president of Bolivia, Evo \"Evito\" Morales, carrying a small girl, in reference to his neglected paternal responsibilities.\n*7*: Announcers began the show by reading off a list of prominent names over the airwaves.\n*8*: Topping the list was Evo Morales, who has allegedly fathered many recognized and unrecognized children.\n*9*: Mujeres Creando's native region of Bolivia, \"the process of recognizing the paternity of these children is part of the same ritual of male power that hundreds of children in our society have experienced; it is the inspiration for this fair of figurines and so it has become a fair for hope.\""}
| 2 |
unscramble_116878
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: For information about public domain texts appearing here, read the copyright information and disclaimer.
*2*: The Lions made this reply: "Your words, O Hares! are good; but they lack both claws and teeth such as we have." This is page 212 of 325. [Mark this Page] Mark any page to add this title to Your Bookshelf. (0 / 10 books on shelf) Buy a copy of Aesop's Fables at Amazon.com Customize text appearance: (c) 2003-2012 LiteraturePage.com and Michael Moncur.
*3*: The Hares and the Lions THE HARES harangued the assembly, and argued that all should be equal.
*4*: Home / News 202.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Home / News 202.\n*2*: The Hares and the Lions THE HARES harangued the assembly, and argued that all should be equal.\n*3*: The Lions made this reply: \"Your words, O Hares! are good; but they lack both claws and teeth such as we have.\" This is page 212 of 325. [Mark this Page] Mark any page to add this title to Your Bookshelf. (0 / 10 books on shelf) Buy a copy of Aesop's Fables at Amazon.com Customize text appearance: (c) 2003-2012 LiteraturePage.com and Michael Moncur.\n*4*: For information about public domain texts appearing here, read the copyright information and disclaimer.", "scrambled": "*1*: For information about public domain texts appearing here, read the copyright information and disclaimer.\n*2*: The Lions made this reply: \"Your words, O Hares! are good; but they lack both claws and teeth such as we have.\" This is page 212 of 325. [Mark this Page] Mark any page to add this title to Your Bookshelf. (0 / 10 books on shelf) Buy a copy of Aesop's Fables at Amazon.com Customize text appearance: (c) 2003-2012 LiteraturePage.com and Michael Moncur.\n*3*: The Hares and the Lions THE HARES harangued the assembly, and argued that all should be equal.\n*4*: Home / News 202."}
| 2 |
unscramble_15716
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Signs of underwatering and overwatering are similar, so check carefully. • Whenever possible, plants should be watered early in the day. • The amount of water that falls on a given area can be measured by setting out several shallow, straight-sided containers such as tuna cans. • Mulching with an organic material such as shredded bark minimizes evaporation and weed competition, reducing the amount water you will need to provide your plants. • Avoid sprinklers that put out a fine mist - too much is lost to evaporation. • Avoid watering directly from a hose.
*2*: But if you have a lower-maintenance lawn with fine fescue and perennial rye, an inch a week will be much more than the lawn needs for health. • Frequent, shallow watering encourages poor turf root development and often leads to bare spots and disease-prone grass. • In average soil, established trees and shrubs need an inch of slow rain every two to three weeks. • Newly planted trees and shrubs need an inch of water every week, ideally split between two waterings. • The majority of the roots that absorb water for an established tree or shrub are outside the dripline where nature would provide rain.
*3*: That's why irrigation systems designed for the lawn are seldom adequate for landscape plants and if they aren't set up and operated properly, they can actually be harmful to a lawn too. • Feel the soil before watering and don't be deceived if the surface is dry. • The outward signs of too much water are wilting and yellowing leaves, especially those in the inner areas of the plant.
*4*: That is where you should water. • Plants need more water during the first half of the growing season than they do later. • Plants that fruit, such as apple trees, need more water while fruit is developing. • Vegetables need about an inch of water each week.
*5*: How, when and why you water your plants will have a major influence on their success.
*6*: Average soil can only absorb about a half inch an hour. • Native plants usually require less water than non-natives and exotics. • Healthy plants need less water than stressed plants. • Bluegrass needs to stay evenly moist to do well.
*7*: It encourages shallow root growth.
*8*: Here are a few tips on watering.
*9*: Watering is a subject that seems simple and straight forward, but it actually has many nuances.
*10*: For a better understanding of the subject, refer to our information sheets Watering Basics for Indoor Plants. • How much water a plant will need varies greatly as to type of plant, whether it is established or newly planted, the weather conditions, the wind, the soil type, the soil drainage and more. • For almost all plants, a deep soaking followed by enough time for the soil to dry out slightly is ideal. • Frequent light watering is not good for plants.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Watering is a subject that seems simple and straight forward, but it actually has many nuances.\n*2*: How, when and why you water your plants will have a major influence on their success.\n*3*: Here are a few tips on watering.\n*4*: For a better understanding of the subject, refer to our information sheets Watering Basics for Indoor Plants. \u2022 How much water a plant will need varies greatly as to type of plant, whether it is established or newly planted, the weather conditions, the wind, the soil type, the soil drainage and more. \u2022 For almost all plants, a deep soaking followed by enough time for the soil to dry out slightly is ideal. \u2022 Frequent light watering is not good for plants.\n*5*: It encourages shallow root growth.\n*6*: That's why irrigation systems designed for the lawn are seldom adequate for landscape plants and if they aren't set up and operated properly, they can actually be harmful to a lawn too. \u2022 Feel the soil before watering and don't be deceived if the surface is dry. \u2022 The outward signs of too much water are wilting and yellowing leaves, especially those in the inner areas of the plant.\n*7*: Signs of underwatering and overwatering are similar, so check carefully. \u2022 Whenever possible, plants should be watered early in the day. \u2022 The amount of water that falls on a given area can be measured by setting out several shallow, straight-sided containers such as tuna cans. \u2022 Mulching with an organic material such as shredded bark minimizes evaporation and weed competition, reducing the amount water you will need to provide your plants. \u2022 Avoid sprinklers that put out a fine mist - too much is lost to evaporation. \u2022 Avoid watering directly from a hose.\n*8*: Average soil can only absorb about a half inch an hour. \u2022 Native plants usually require less water than non-natives and exotics. \u2022 Healthy plants need less water than stressed plants. \u2022 Bluegrass needs to stay evenly moist to do well.\n*9*: But if you have a lower-maintenance lawn with fine fescue and perennial rye, an inch a week will be much more than the lawn needs for health. \u2022 Frequent, shallow watering encourages poor turf root development and often leads to bare spots and disease-prone grass. \u2022 In average soil, established trees and shrubs need an inch of slow rain every two to three weeks. \u2022 Newly planted trees and shrubs need an inch of water every week, ideally split between two waterings. \u2022 The majority of the roots that absorb water for an established tree or shrub are outside the dripline where nature would provide rain.\n*10*: That is where you should water. \u2022 Plants need more water during the first half of the growing season than they do later. \u2022 Plants that fruit, such as apple trees, need more water while fruit is developing. \u2022 Vegetables need about an inch of water each week.", "scrambled": "*1*: Signs of underwatering and overwatering are similar, so check carefully. \u2022 Whenever possible, plants should be watered early in the day. \u2022 The amount of water that falls on a given area can be measured by setting out several shallow, straight-sided containers such as tuna cans. \u2022 Mulching with an organic material such as shredded bark minimizes evaporation and weed competition, reducing the amount water you will need to provide your plants. \u2022 Avoid sprinklers that put out a fine mist - too much is lost to evaporation. \u2022 Avoid watering directly from a hose.\n*2*: But if you have a lower-maintenance lawn with fine fescue and perennial rye, an inch a week will be much more than the lawn needs for health. \u2022 Frequent, shallow watering encourages poor turf root development and often leads to bare spots and disease-prone grass. \u2022 In average soil, established trees and shrubs need an inch of slow rain every two to three weeks. \u2022 Newly planted trees and shrubs need an inch of water every week, ideally split between two waterings. \u2022 The majority of the roots that absorb water for an established tree or shrub are outside the dripline where nature would provide rain.\n*3*: That's why irrigation systems designed for the lawn are seldom adequate for landscape plants and if they aren't set up and operated properly, they can actually be harmful to a lawn too. \u2022 Feel the soil before watering and don't be deceived if the surface is dry. \u2022 The outward signs of too much water are wilting and yellowing leaves, especially those in the inner areas of the plant.\n*4*: That is where you should water. \u2022 Plants need more water during the first half of the growing season than they do later. \u2022 Plants that fruit, such as apple trees, need more water while fruit is developing. \u2022 Vegetables need about an inch of water each week.\n*5*: How, when and why you water your plants will have a major influence on their success.\n*6*: Average soil can only absorb about a half inch an hour. \u2022 Native plants usually require less water than non-natives and exotics. \u2022 Healthy plants need less water than stressed plants. \u2022 Bluegrass needs to stay evenly moist to do well.\n*7*: It encourages shallow root growth.\n*8*: Here are a few tips on watering.\n*9*: Watering is a subject that seems simple and straight forward, but it actually has many nuances.\n*10*: For a better understanding of the subject, refer to our information sheets Watering Basics for Indoor Plants. \u2022 How much water a plant will need varies greatly as to type of plant, whether it is established or newly planted, the weather conditions, the wind, the soil type, the soil drainage and more. \u2022 For almost all plants, a deep soaking followed by enough time for the soil to dry out slightly is ideal. \u2022 Frequent light watering is not good for plants."}
| 2 |
unscramble_173110
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In several administrative forms, Armenia remained part of the Byzantine Empire until the midseventh century.
*2*: |Armenia - Early Christianity| |Christianity, according to legend, came to Armenia in the reign of Tiridates III (A.D. 238-314), who was the first ruler to Christianize his people.| After contact with centers of early Christianity at Antioch and Edessa, Armenia accepted Christianity as its state religion in A.D. 306 (the traditional date--the actual date may have been as late as A.D. 314), following miracles said to have been performed by Saint Gregory the Illuminator, son of a Parthian nobleman.
*3*: Gill.
*4*: For the next two centuries, political unrest paralleled the exceptional development of literary and religious life that became known as the first golden age of Armenia.
*5*: In A.D. 653, the empire, finding the region difficult to govern, ceded Armenia to the Arabs.
*6*: Data as of March 1994 The URL for this feature is This feature is copyright © 2002 N.S.
*7*: Thus Armenians claim that Tiridates III (A.D. 238-314) was the first ruler to officially Christianize his people, his conversion predating the conventional date (A.D. 312) of Constantine the Great's personal acceptance of Christianity on behalf of the Eastern Roman Empire (the Byzantine Empire).
*8*: Early in the fifth century A.D., Saint Mesrop, also known as Mashtots, devised an alphabet for the Armenian language, and religious and historical works began to appear as part of the effort to consolidate the influence of Christianity.
*9*: In A.D. 806, the Arabs established the noble Bagratid family as governors, and later kings, of a semiautonomous Armenian state.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Armenia - Early Christianity| |Christianity, according to legend, came to Armenia in the reign of Tiridates III (A.D. 238-314), who was the first ruler to Christianize his people.| After contact with centers of early Christianity at Antioch and Edessa, Armenia accepted Christianity as its state religion in A.D. 306 (the traditional date--the actual date may have been as late as A.D. 314), following miracles said to have been performed by Saint Gregory the Illuminator, son of a Parthian nobleman.\n*2*: Thus Armenians claim that Tiridates III (A.D. 238-314) was the first ruler to officially Christianize his people, his conversion predating the conventional date (A.D. 312) of Constantine the Great's personal acceptance of Christianity on behalf of the Eastern Roman Empire (the Byzantine Empire).\n*3*: Early in the fifth century A.D., Saint Mesrop, also known as Mashtots, devised an alphabet for the Armenian language, and religious and historical works began to appear as part of the effort to consolidate the influence of Christianity.\n*4*: For the next two centuries, political unrest paralleled the exceptional development of literary and religious life that became known as the first golden age of Armenia.\n*5*: In several administrative forms, Armenia remained part of the Byzantine Empire until the midseventh century.\n*6*: In A.D. 653, the empire, finding the region difficult to govern, ceded Armenia to the Arabs.\n*7*: In A.D. 806, the Arabs established the noble Bagratid family as governors, and later kings, of a semiautonomous Armenian state.\n*8*: Data as of March 1994 The URL for this feature is This feature is copyright \u00a9 2002 N.S.\n*9*: Gill.", "scrambled": "*1*: In several administrative forms, Armenia remained part of the Byzantine Empire until the midseventh century.\n*2*: |Armenia - Early Christianity| |Christianity, according to legend, came to Armenia in the reign of Tiridates III (A.D. 238-314), who was the first ruler to Christianize his people.| After contact with centers of early Christianity at Antioch and Edessa, Armenia accepted Christianity as its state religion in A.D. 306 (the traditional date--the actual date may have been as late as A.D. 314), following miracles said to have been performed by Saint Gregory the Illuminator, son of a Parthian nobleman.\n*3*: Gill.\n*4*: For the next two centuries, political unrest paralleled the exceptional development of literary and religious life that became known as the first golden age of Armenia.\n*5*: In A.D. 653, the empire, finding the region difficult to govern, ceded Armenia to the Arabs.\n*6*: Data as of March 1994 The URL for this feature is This feature is copyright \u00a9 2002 N.S.\n*7*: Thus Armenians claim that Tiridates III (A.D. 238-314) was the first ruler to officially Christianize his people, his conversion predating the conventional date (A.D. 312) of Constantine the Great's personal acceptance of Christianity on behalf of the Eastern Roman Empire (the Byzantine Empire).\n*8*: Early in the fifth century A.D., Saint Mesrop, also known as Mashtots, devised an alphabet for the Armenian language, and religious and historical works began to appear as part of the effort to consolidate the influence of Christianity.\n*9*: In A.D. 806, the Arabs established the noble Bagratid family as governors, and later kings, of a semiautonomous Armenian state."}
| 2 |
unscramble_220432
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Turtle Island Restoration Network helped put sea turtles front and center in the campaign to halt the project due to its harm to marine life that relies on the Kimberley coast for feeding, migration and breeding.
*2*: Click here http://www.seaturtles.org/section.php?id=139 to read more about TIRN's contributions to stopping the project.
*3*: Western Australian environmental groups Environs Kimberley and The Wilderness Society led comprehensive campaigns that today halted the proposed gas plant at James Price Point. "It's time to cheer, cry and hug for this enormous win over Big Oil and complicit politicians who could care less about destroying the wild and sacred Kimberley coast," said Teri Shore, Program Director, Turtle Island Restoration Network in California. "When I return to the Kimberley, I'll walk the turtle beaches and watch whales without the awful looming of this ugly project." Shore generated opposition to the Browse Basin gas plant from major U.S. environmental groups and thousands of people in North America. "Today's outcome is a testament to people power," said campaigner Jenita Enevoldsen of The Wilderness Society of Western Australia in Perth. "It shows that communities are capable of stopping inappropriate developments, even when those developments are worth $45 billion, lead by some of the most powerful companies in the world, and backed by governments." However, Environs Kimberley says Woodside's announcement to look at options offshore for processing Browse gas still leaves the door open to a project at James Price Point and is not a victory for the Kimberley. "This is a huge relief for the local community because people have been traumatised beyond belief but we are still ready to stop the project and won't give up till its gone," said Environs Kimberley Director Martin Pritchard.
*4*: The oil-giant's decision that the project was no longer economically viable masked the true success of the Broome No Gas Community and Aboriginal leaders who conducted almost daily actions against the project over the past three years.
*5*: Australian oil giant Woodside Petroleum scrapped its controversial and unpopular project for the Browse Basin gas hub at James Price Point.
*6*: $37.12 donated in past month From the Open-Publishing Calendar From the Open-Publishing Newswire Indybay FeatureRelated Categories: International | Environment & Forest Defense Enviros Save Kimberley from Fossil Fuel Project in Australia Today activists in the Kimberley of Australia are celebrating a major victory in the fight to save wild and sacred lands on the pristine coast of Northwestern Australian from a massive natural gas refinery near the town of Broome.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: $37.12 donated in past month From the Open-Publishing Calendar From the Open-Publishing Newswire Indybay FeatureRelated Categories: International | Environment & Forest Defense Enviros Save Kimberley from Fossil Fuel Project in Australia Today activists in the Kimberley of Australia are celebrating a major victory in the fight to save wild and sacred lands on the pristine coast of Northwestern Australian from a massive natural gas refinery near the town of Broome.\n*2*: Australian oil giant Woodside Petroleum scrapped its controversial and unpopular project for the Browse Basin gas hub at James Price Point.\n*3*: The oil-giant's decision that the project was no longer economically viable masked the true success of the Broome No Gas Community and Aboriginal leaders who conducted almost daily actions against the project over the past three years.\n*4*: Western Australian environmental groups Environs Kimberley and The Wilderness Society led comprehensive campaigns that today halted the proposed gas plant at James Price Point. \"It's time to cheer, cry and hug for this enormous win over Big Oil and complicit politicians who could care less about destroying the wild and sacred Kimberley coast,\" said Teri Shore, Program Director, Turtle Island Restoration Network in California. \"When I return to the Kimberley, I'll walk the turtle beaches and watch whales without the awful looming of this ugly project.\" Shore generated opposition to the Browse Basin gas plant from major U.S. environmental groups and thousands of people in North America. \"Today's outcome is a testament to people power,\" said campaigner Jenita Enevoldsen of The Wilderness Society of Western Australia in Perth. \"It shows that communities are capable of stopping inappropriate developments, even when those developments are worth $45 billion, lead by some of the most powerful companies in the world, and backed by governments.\" However, Environs Kimberley says Woodside's announcement to look at options offshore for processing Browse gas still leaves the door open to a project at James Price Point and is not a victory for the Kimberley. \"This is a huge relief for the local community because people have been traumatised beyond belief but we are still ready to stop the project and won't give up till its gone,\" said Environs Kimberley Director Martin Pritchard.\n*5*: Turtle Island Restoration Network helped put sea turtles front and center in the campaign to halt the project due to its harm to marine life that relies on the Kimberley coast for feeding, migration and breeding.\n*6*: Click here http://www.seaturtles.org/section.php?id=139 to read more about TIRN's contributions to stopping the project.", "scrambled": "*1*: Turtle Island Restoration Network helped put sea turtles front and center in the campaign to halt the project due to its harm to marine life that relies on the Kimberley coast for feeding, migration and breeding.\n*2*: Click here http://www.seaturtles.org/section.php?id=139 to read more about TIRN's contributions to stopping the project.\n*3*: Western Australian environmental groups Environs Kimberley and The Wilderness Society led comprehensive campaigns that today halted the proposed gas plant at James Price Point. \"It's time to cheer, cry and hug for this enormous win over Big Oil and complicit politicians who could care less about destroying the wild and sacred Kimberley coast,\" said Teri Shore, Program Director, Turtle Island Restoration Network in California. \"When I return to the Kimberley, I'll walk the turtle beaches and watch whales without the awful looming of this ugly project.\" Shore generated opposition to the Browse Basin gas plant from major U.S. environmental groups and thousands of people in North America. \"Today's outcome is a testament to people power,\" said campaigner Jenita Enevoldsen of The Wilderness Society of Western Australia in Perth. \"It shows that communities are capable of stopping inappropriate developments, even when those developments are worth $45 billion, lead by some of the most powerful companies in the world, and backed by governments.\" However, Environs Kimberley says Woodside's announcement to look at options offshore for processing Browse gas still leaves the door open to a project at James Price Point and is not a victory for the Kimberley. \"This is a huge relief for the local community because people have been traumatised beyond belief but we are still ready to stop the project and won't give up till its gone,\" said Environs Kimberley Director Martin Pritchard.\n*4*: The oil-giant's decision that the project was no longer economically viable masked the true success of the Broome No Gas Community and Aboriginal leaders who conducted almost daily actions against the project over the past three years.\n*5*: Australian oil giant Woodside Petroleum scrapped its controversial and unpopular project for the Browse Basin gas hub at James Price Point.\n*6*: $37.12 donated in past month From the Open-Publishing Calendar From the Open-Publishing Newswire Indybay FeatureRelated Categories: International | Environment & Forest Defense Enviros Save Kimberley from Fossil Fuel Project in Australia Today activists in the Kimberley of Australia are celebrating a major victory in the fight to save wild and sacred lands on the pristine coast of Northwestern Australian from a massive natural gas refinery near the town of Broome."}
| 2 |
unscramble_225956
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As Carmen Reinhart and Ken Rogoff’s new book This Time is Different demonstrates, such balance-sheet crises have historically led to economic recoveries that are slow, anemic, and below-trend for many years.
*2*: In countries that cannot issue debt in their own currency (traditionally emerging-market economies), or that issue debt in their own currency but cannot independently print money (as in the euro zone), unsustainable fiscal deficits often lead to a credit crisis, a sovereign default, or other coercive form of public-debt restructuring.
*3*: LONDON – The Great Recession of 2008-2009 was triggered by excessive debt accumulation and leverage on the part of households, financial institutions, and even the corporate sector in many advanced economies.
*4*: By contrast, as a consequence of fiscal stimulus and socialization of part of the private sector’s losses, there is now a massive re-leveraging of the public sector.
*5*: While there is much talk about de-leveraging as the crisis wanes, the reality is that private-sector debt ratios have stabilized at very high levels.
*6*: Deficits in excess of 10% of GDP can be found in many advanced economies, and debt-to-GDP ratios are expected to rise sharply – in some cases doubling in the next few years.
*7*: Sovereign-debt problems are another strong possibility, given the massive re-leveraging of the public sector.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: LONDON \u2013 The Great Recession of 2008-2009 was triggered by excessive debt accumulation and leverage on the part of households, financial institutions, and even the corporate sector in many advanced economies.\n*2*: While there is much talk about de-leveraging as the crisis wanes, the reality is that private-sector debt ratios have stabilized at very high levels.\n*3*: By contrast, as a consequence of fiscal stimulus and socialization of part of the private sector\u2019s losses, there is now a massive re-leveraging of the public sector.\n*4*: Deficits in excess of 10% of GDP can be found in many advanced economies, and debt-to-GDP ratios are expected to rise sharply \u2013 in some cases doubling in the next few years.\n*5*: As Carmen Reinhart and Ken Rogoff\u2019s new book This Time is Different demonstrates, such balance-sheet crises have historically led to economic recoveries that are slow, anemic, and below-trend for many years.\n*6*: Sovereign-debt problems are another strong possibility, given the massive re-leveraging of the public sector.\n*7*: In countries that cannot issue debt in their own currency (traditionally emerging-market economies), or that issue debt in their own currency but cannot independently print money (as in the euro zone), unsustainable fiscal deficits often lead to a credit crisis, a sovereign default, or other coercive form of public-debt restructuring.", "scrambled": "*1*: As Carmen Reinhart and Ken Rogoff\u2019s new book This Time is Different demonstrates, such balance-sheet crises have historically led to economic recoveries that are slow, anemic, and below-trend for many years.\n*2*: In countries that cannot issue debt in their own currency (traditionally emerging-market economies), or that issue debt in their own currency but cannot independently print money (as in the euro zone), unsustainable fiscal deficits often lead to a credit crisis, a sovereign default, or other coercive form of public-debt restructuring.\n*3*: LONDON \u2013 The Great Recession of 2008-2009 was triggered by excessive debt accumulation and leverage on the part of households, financial institutions, and even the corporate sector in many advanced economies.\n*4*: By contrast, as a consequence of fiscal stimulus and socialization of part of the private sector\u2019s losses, there is now a massive re-leveraging of the public sector.\n*5*: While there is much talk about de-leveraging as the crisis wanes, the reality is that private-sector debt ratios have stabilized at very high levels.\n*6*: Deficits in excess of 10% of GDP can be found in many advanced economies, and debt-to-GDP ratios are expected to rise sharply \u2013 in some cases doubling in the next few years.\n*7*: Sovereign-debt problems are another strong possibility, given the massive re-leveraging of the public sector."}
| 2 |
unscramble_72717
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Alaska Career and Technical Education Plan was published in 2010 as a collaborative project by the Alaska Department of Labor and Workforce Development, the Alaska Department of Education and Early Development, and the University of Alaska.
*2*: This plan is described in the Center of Excellence Blueprint: The CTED Plan for Alaska Workforce Development.
*3*: The UAA Career and Technical Education Department (CTED) responded to the call.
*4*: Strategy 4 concerns the recruitment, development, support and retention of high-quality career and technical education teachers.
*5*: This document guides our planning and decision making as we move forward to contribute to the successful implementation of the Alaska Career and Technical Education Plan.
*6*: In doing this, CTED’s goal is to become a Center of Excellence for Career and Technical Education, a primary CTE resource for the State of Alaska.
*7*: CTED proposes to train more qualified teachers, and to expand its role in the areas of curriculum development, research, and CTE advocacy.
*8*: As the only educational program in Alaska specifically dedicated to the preparation of CTE teachers, trainers, and leaders, CTED is uniquely positioned to make a significant contribution to the implementation and success of the Alaska CTE Plan.
*9*: The plan lays out six strategies for a “comprehensive, integrated career and technical education system” that prepares Alaskans of all ages for careers in Alaska.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Alaska Career and Technical Education Plan was published in 2010 as a collaborative project by the Alaska Department of Labor and Workforce Development, the Alaska Department of Education and Early Development, and the University of Alaska.\n*2*: The plan lays out six strategies for a \u201ccomprehensive, integrated career and technical education system\u201d that prepares Alaskans of all ages for careers in Alaska.\n*3*: Strategy 4 concerns the recruitment, development, support and retention of high-quality career and technical education teachers.\n*4*: The UAA Career and Technical Education Department (CTED) responded to the call.\n*5*: As the only educational program in Alaska specifically dedicated to the preparation of CTE teachers, trainers, and leaders, CTED is uniquely positioned to make a significant contribution to the implementation and success of the Alaska CTE Plan.\n*6*: CTED proposes to train more qualified teachers, and to expand its role in the areas of curriculum development, research, and CTE advocacy.\n*7*: In doing this, CTED\u2019s goal is to become a Center of Excellence for Career and Technical Education, a primary CTE resource for the State of Alaska.\n*8*: This plan is described in the Center of Excellence Blueprint: The CTED Plan for Alaska Workforce Development.\n*9*: This document guides our planning and decision making as we move forward to contribute to the successful implementation of the Alaska Career and Technical Education Plan.", "scrambled": "*1*: The Alaska Career and Technical Education Plan was published in 2010 as a collaborative project by the Alaska Department of Labor and Workforce Development, the Alaska Department of Education and Early Development, and the University of Alaska.\n*2*: This plan is described in the Center of Excellence Blueprint: The CTED Plan for Alaska Workforce Development.\n*3*: The UAA Career and Technical Education Department (CTED) responded to the call.\n*4*: Strategy 4 concerns the recruitment, development, support and retention of high-quality career and technical education teachers.\n*5*: This document guides our planning and decision making as we move forward to contribute to the successful implementation of the Alaska Career and Technical Education Plan.\n*6*: In doing this, CTED\u2019s goal is to become a Center of Excellence for Career and Technical Education, a primary CTE resource for the State of Alaska.\n*7*: CTED proposes to train more qualified teachers, and to expand its role in the areas of curriculum development, research, and CTE advocacy.\n*8*: As the only educational program in Alaska specifically dedicated to the preparation of CTE teachers, trainers, and leaders, CTED is uniquely positioned to make a significant contribution to the implementation and success of the Alaska CTE Plan.\n*9*: The plan lays out six strategies for a \u201ccomprehensive, integrated career and technical education system\u201d that prepares Alaskans of all ages for careers in Alaska."}
| 2 |
unscramble_49616
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: You have a right to a safe workplace.
*2*: Workers have the right to seek safe and healthful conditions on the job without fear of punishment.
*3*: Every worker has the right to go home whole and healthy every day.
*4*: OSHA requires all employers to display the OSHA poster (or state plan equivalent) in a prominent location in the workplace informing workers of their rights and protections. - Learn more.
*5*: Employers covered by the OSH Act must comply with OSHA’s regulations and safety and health standards.
*6*: The Occupational Safety and Health Act of 1970 (OSH Act) requires employers to provide a workplace that is free from recognized hazards and to comply with occupational safety and health standards.
*7*: 1: Worker Rights and Employer Responsibilities - Worker Rights.
*8*: OSHA Employee Rights (Derechos del Empleado). [English; - Download or order the OSHA Poster in English or Spanish.
*9*: States with OSHA-approved state plans (25 states and two territories, including five state plans limited to public sector employees) provide at least the same rights (and in some cases additional rights) to workers, although they may follow slightly different procedures. - Employer Responsibilities.
*10*: Employers also have a general duty under the OSH Act to provide a workplace free from recognized, serious hazards.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: 1: Worker Rights and Employer Responsibilities - Worker Rights.\n*2*: You have a right to a safe workplace.\n*3*: The Occupational Safety and Health Act of 1970 (OSH Act) requires employers to provide a workplace that is free from recognized hazards and to comply with occupational safety and health standards.\n*4*: Every worker has the right to go home whole and healthy every day.\n*5*: Workers have the right to seek safe and healthful conditions on the job without fear of punishment.\n*6*: OSHA requires all employers to display the OSHA poster (or state plan equivalent) in a prominent location in the workplace informing workers of their rights and protections. - Learn more.\n*7*: OSHA Employee Rights (Derechos del Empleado). [English; - Download or order the OSHA Poster in English or Spanish.\n*8*: States with OSHA-approved state plans (25 states and two territories, including five state plans limited to public sector employees) provide at least the same rights (and in some cases additional rights) to workers, although they may follow slightly different procedures. - Employer Responsibilities.\n*9*: Employers covered by the OSH Act must comply with OSHA\u2019s regulations and safety and health standards.\n*10*: Employers also have a general duty under the OSH Act to provide a workplace free from recognized, serious hazards.", "scrambled": "*1*: You have a right to a safe workplace.\n*2*: Workers have the right to seek safe and healthful conditions on the job without fear of punishment.\n*3*: Every worker has the right to go home whole and healthy every day.\n*4*: OSHA requires all employers to display the OSHA poster (or state plan equivalent) in a prominent location in the workplace informing workers of their rights and protections. - Learn more.\n*5*: Employers covered by the OSH Act must comply with OSHA\u2019s regulations and safety and health standards.\n*6*: The Occupational Safety and Health Act of 1970 (OSH Act) requires employers to provide a workplace that is free from recognized hazards and to comply with occupational safety and health standards.\n*7*: 1: Worker Rights and Employer Responsibilities - Worker Rights.\n*8*: OSHA Employee Rights (Derechos del Empleado). [English; - Download or order the OSHA Poster in English or Spanish.\n*9*: States with OSHA-approved state plans (25 states and two territories, including five state plans limited to public sector employees) provide at least the same rights (and in some cases additional rights) to workers, although they may follow slightly different procedures. - Employer Responsibilities.\n*10*: Employers also have a general duty under the OSH Act to provide a workplace free from recognized, serious hazards."}
| 2 |
unscramble_63734
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Steam engine itself could also be driven from either end, as it had identical controls at each end, allowing both pushing and pulling of the tramcar.The Steam trams ended their working lives unceremoniously on 31st December 1906 when the company had to vacate Birmingham Corporation tracks by 4am.
*2*: The Tramcar in the image is a double-ended, double decker tram made by the Falcon Engine and Car Company around 1885, it seated up to 60 passengers, 30 downstairs in an enclosed cabin, in relative comfort and 30 upstairs under a canopy with open sides, which with smoke from the engine and cold wind can't have been too popular in the winter.
*3*: It is believed that the engines and cars were driven to the Black Country for dismantling.
*4*: The route was soon extended to Kings Heath.
*5*: Steam Tram line to Moseley 1906 The image of this Steam Tram, running on the Birmingham to Moseley route, was taken in 1906.The steam trams in Birmingham had been running since 1884 and were coming to the end of their useful life and were soon to be replaced by electric trams and later, motor buses.
*6*: The stairs to the top deck were not covered either.
*7*: The Moseley route originally ran from Bradford Street, but from 1885, ran from the junction of Hill Street and Station Street on a circuit which prevented the need to uncouple the Falcon steam engine from the tramcar.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Steam Tram line to Moseley 1906 The image of this Steam Tram, running on the Birmingham to Moseley route, was taken in 1906.The steam trams in Birmingham had been running since 1884 and were coming to the end of their useful life and were soon to be replaced by electric trams and later, motor buses.\n*2*: The Moseley route originally ran from Bradford Street, but from 1885, ran from the junction of Hill Street and Station Street on a circuit which prevented the need to uncouple the Falcon steam engine from the tramcar.\n*3*: The route was soon extended to Kings Heath.\n*4*: The Tramcar in the image is a double-ended, double decker tram made by the Falcon Engine and Car Company around 1885, it seated up to 60 passengers, 30 downstairs in an enclosed cabin, in relative comfort and 30 upstairs under a canopy with open sides, which with smoke from the engine and cold wind can't have been too popular in the winter.\n*5*: The stairs to the top deck were not covered either.\n*6*: The Steam engine itself could also be driven from either end, as it had identical controls at each end, allowing both pushing and pulling of the tramcar.The Steam trams ended their working lives unceremoniously on 31st December 1906 when the company had to vacate Birmingham Corporation tracks by 4am.\n*7*: It is believed that the engines and cars were driven to the Black Country for dismantling.", "scrambled": "*1*: The Steam engine itself could also be driven from either end, as it had identical controls at each end, allowing both pushing and pulling of the tramcar.The Steam trams ended their working lives unceremoniously on 31st December 1906 when the company had to vacate Birmingham Corporation tracks by 4am.\n*2*: The Tramcar in the image is a double-ended, double decker tram made by the Falcon Engine and Car Company around 1885, it seated up to 60 passengers, 30 downstairs in an enclosed cabin, in relative comfort and 30 upstairs under a canopy with open sides, which with smoke from the engine and cold wind can't have been too popular in the winter.\n*3*: It is believed that the engines and cars were driven to the Black Country for dismantling.\n*4*: The route was soon extended to Kings Heath.\n*5*: Steam Tram line to Moseley 1906 The image of this Steam Tram, running on the Birmingham to Moseley route, was taken in 1906.The steam trams in Birmingham had been running since 1884 and were coming to the end of their useful life and were soon to be replaced by electric trams and later, motor buses.\n*6*: The stairs to the top deck were not covered either.\n*7*: The Moseley route originally ran from Bradford Street, but from 1885, ran from the junction of Hill Street and Station Street on a circuit which prevented the need to uncouple the Falcon steam engine from the tramcar."}
| 2 |
unscramble_20631
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Eventually, the brain begins to ignore, or suppress, information from the weaker eye.
*2*: Strabismus, or crossed eyes, is the term for when a person cannot align both eyes on an object at the same time.
*3*: Strabismus can be constant or intermittent (i.e. due to stress or illness).
*4*: If left untreated, strabismus can lead to visual impairment, loss of binocular vision, and blindness in the weaker eye.
*5*: Therefore early treatment is best, preferably before the age of six, although older patients can be helped as well.
*6*: It may manifest at first as double vision.
*7*: The condition occurs in about 5% of children.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Strabismus, or crossed eyes, is the term for when a person cannot align both eyes on an object at the same time.\n*2*: Strabismus can be constant or intermittent (i.e. due to stress or illness).\n*3*: The condition occurs in about 5% of children.\n*4*: It may manifest at first as double vision.\n*5*: Eventually, the brain begins to ignore, or suppress, information from the weaker eye.\n*6*: If left untreated, strabismus can lead to visual impairment, loss of binocular vision, and blindness in the weaker eye.\n*7*: Therefore early treatment is best, preferably before the age of six, although older patients can be helped as well.", "scrambled": "*1*: Eventually, the brain begins to ignore, or suppress, information from the weaker eye.\n*2*: Strabismus, or crossed eyes, is the term for when a person cannot align both eyes on an object at the same time.\n*3*: Strabismus can be constant or intermittent (i.e. due to stress or illness).\n*4*: If left untreated, strabismus can lead to visual impairment, loss of binocular vision, and blindness in the weaker eye.\n*5*: Therefore early treatment is best, preferably before the age of six, although older patients can be helped as well.\n*6*: It may manifest at first as double vision.\n*7*: The condition occurs in about 5% of children."}
| 2 |
unscramble_27946
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: |Liftoff to Learning: Lets Talk Robotics - NASA; Johnson Space Center| This episode of Liftoff to Learning examines some of NASA’s robotic research and how robots are used in space exploration.
*2*: To license this film and get a higher quality version for broadcast/film purposes, contact A/V Geeks LLC.
*3*: Astronauts from STS-85 and STS-87 host the show.
*4*: The program is intended for grades 5-12.
*5*: Classroom scenes show robot study at the intermediate and high school level.
*6*: Keywords: NASA; robotics; STS-85; STS-87
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Liftoff to Learning: Lets Talk Robotics - NASA; Johnson Space Center| This episode of Liftoff to Learning examines some of NASA\u2019s robotic research and how robots are used in space exploration.\n*2*: Classroom scenes show robot study at the intermediate and high school level.\n*3*: Astronauts from STS-85 and STS-87 host the show.\n*4*: The program is intended for grades 5-12.\n*5*: To license this film and get a higher quality version for broadcast/film purposes, contact A/V Geeks LLC.\n*6*: Keywords: NASA; robotics; STS-85; STS-87", "scrambled": "*1*: |Liftoff to Learning: Lets Talk Robotics - NASA; Johnson Space Center| This episode of Liftoff to Learning examines some of NASA\u2019s robotic research and how robots are used in space exploration.\n*2*: To license this film and get a higher quality version for broadcast/film purposes, contact A/V Geeks LLC.\n*3*: Astronauts from STS-85 and STS-87 host the show.\n*4*: The program is intended for grades 5-12.\n*5*: Classroom scenes show robot study at the intermediate and high school level.\n*6*: Keywords: NASA; robotics; STS-85; STS-87"}
| 2 |
unscramble_33867
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: skip to page content - When Napoleon Bonaparte invaded Egypt in 1798, he brought with him an entourage of more than 160 scholars and scientists.
*2*: Among the contributors to the survey was Jean François Champollion, who used the famous Rosetta Stone to unlock many of the mysteries that long had surrounded the language of ancient Egypt.
*3*: In 1802 Napoleon authorized the publication of the commission’s findings in a monumental, multi-volume work that included plates, maps, scholarly essays, and a detailed index.
*4*: The “Royal edition” (1821-29) from the collections of the Bibliotheca Alexandrina is presented here.
*5*: It proved so popular that a second edition was published under the post-Napoleonic Bourbon Restoration.
*6*: Known as the French Commission on the Sciences and Arts of Egypt, these experts undertook an extensive survey of the country’s archeology, topography, and natural history.
*7*: Publication of the original Imperial edition began in 1809.
*8*: Imprimerie impériale, Paris Title in Original Language Description de l'Egypte, ou, Recueil des observations et des recherches qui ont été faites en Egypte pendant l'expédition de l'armée française. État moderne Type of Item - 1018 pages : illustrations, music ; approximately 40 centimeters
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: skip to page content - When Napoleon Bonaparte invaded Egypt in 1798, he brought with him an entourage of more than 160 scholars and scientists.\n*2*: Known as the French Commission on the Sciences and Arts of Egypt, these experts undertook an extensive survey of the country\u2019s archeology, topography, and natural history.\n*3*: Among the contributors to the survey was Jean Fran\u00e7ois Champollion, who used the famous Rosetta Stone to unlock many of the mysteries that long had surrounded the language of ancient Egypt.\n*4*: In 1802 Napoleon authorized the publication of the commission\u2019s findings in a monumental, multi-volume work that included plates, maps, scholarly essays, and a detailed index.\n*5*: Publication of the original Imperial edition began in 1809.\n*6*: It proved so popular that a second edition was published under the post-Napoleonic Bourbon Restoration.\n*7*: The \u201cRoyal edition\u201d (1821-29) from the collections of the Bibliotheca Alexandrina is presented here.\n*8*: Imprimerie imp\u00e9riale, Paris Title in Original Language Description de l'Egypte, ou, Recueil des observations et des recherches qui ont \u00e9t\u00e9 faites en Egypte pendant l'exp\u00e9dition de l'arm\u00e9e fran\u00e7aise. \u00c9tat moderne Type of Item - 1018 pages : illustrations, music ; approximately 40 centimeters", "scrambled": "*1*: skip to page content - When Napoleon Bonaparte invaded Egypt in 1798, he brought with him an entourage of more than 160 scholars and scientists.\n*2*: Among the contributors to the survey was Jean Fran\u00e7ois Champollion, who used the famous Rosetta Stone to unlock many of the mysteries that long had surrounded the language of ancient Egypt.\n*3*: In 1802 Napoleon authorized the publication of the commission\u2019s findings in a monumental, multi-volume work that included plates, maps, scholarly essays, and a detailed index.\n*4*: The \u201cRoyal edition\u201d (1821-29) from the collections of the Bibliotheca Alexandrina is presented here.\n*5*: It proved so popular that a second edition was published under the post-Napoleonic Bourbon Restoration.\n*6*: Known as the French Commission on the Sciences and Arts of Egypt, these experts undertook an extensive survey of the country\u2019s archeology, topography, and natural history.\n*7*: Publication of the original Imperial edition began in 1809.\n*8*: Imprimerie imp\u00e9riale, Paris Title in Original Language Description de l'Egypte, ou, Recueil des observations et des recherches qui ont \u00e9t\u00e9 faites en Egypte pendant l'exp\u00e9dition de l'arm\u00e9e fran\u00e7aise. \u00c9tat moderne Type of Item - 1018 pages : illustrations, music ; approximately 40 centimeters"}
| 2 |
unscramble_126297
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: LINKS AND DOWNLOADS CONTEXTThis was a final project for Game Design Workshop 1 (DMA 157A) with professor Eddo Stern.
*2*: This makes the game a group activity. - Step 1.
*3*: If either player gets tired, pass the microphone to a friend. - Step 4.
*4*: Attain spiritual enLIGHTenment and gain inner peace.
*5*: Another player matches the leader’s pitch and must sustain that pitch together for as long as they can. - Step 3.
*6*: If a player gets tired, she can pass the microphone to another player.
*7*: The longer the pitch is sustained, the more the players are rewarded with stunning visual displays on the BLINKY-CHANTY BOX.
*8*: MEDIUMWood, Plastic, Arduino, LEDs, Java, MARF (Modular Audio Recognition Framework), Microphones CREDITSRichard Caceres : Game Designer and Programmer Madeline Gallagher : Game Designer and Fabrication The goal is for players to sing into the microphones at the same pitch for as long as they can.
*9*: Watch AMAZING SPIRITS dance in a blinky spectacle of light! - Step 5.
*10*: One player starts a constant chant into a microphone. - Step 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*: LINKS AND DOWNLOADS CONTEXTThis was a final project for Game Design Workshop 1 (DMA 157A) with professor Eddo Stern.\n*2*: MEDIUMWood, Plastic, Arduino, LEDs, Java, MARF (Modular Audio Recognition Framework), Microphones CREDITSRichard Caceres : Game Designer and Programmer Madeline Gallagher : Game Designer and Fabrication The goal is for players to sing into the microphones at the same pitch for as long as they can.\n*3*: The longer the pitch is sustained, the more the players are rewarded with stunning visual displays on the BLINKY-CHANTY BOX.\n*4*: If a player gets tired, she can pass the microphone to another player.\n*5*: This makes the game a group activity. - Step 1.\n*6*: One player starts a constant chant into a microphone. - Step 2.\n*7*: Another player matches the leader\u2019s pitch and must sustain that pitch together for as long as they can. - Step 3.\n*8*: If either player gets tired, pass the microphone to a friend. - Step 4.\n*9*: Watch AMAZING SPIRITS dance in a blinky spectacle of light! - Step 5.\n*10*: Attain spiritual enLIGHTenment and gain inner peace.", "scrambled": "*1*: LINKS AND DOWNLOADS CONTEXTThis was a final project for Game Design Workshop 1 (DMA 157A) with professor Eddo Stern.\n*2*: This makes the game a group activity. - Step 1.\n*3*: If either player gets tired, pass the microphone to a friend. - Step 4.\n*4*: Attain spiritual enLIGHTenment and gain inner peace.\n*5*: Another player matches the leader\u2019s pitch and must sustain that pitch together for as long as they can. - Step 3.\n*6*: If a player gets tired, she can pass the microphone to another player.\n*7*: The longer the pitch is sustained, the more the players are rewarded with stunning visual displays on the BLINKY-CHANTY BOX.\n*8*: MEDIUMWood, Plastic, Arduino, LEDs, Java, MARF (Modular Audio Recognition Framework), Microphones CREDITSRichard Caceres : Game Designer and Programmer Madeline Gallagher : Game Designer and Fabrication The goal is for players to sing into the microphones at the same pitch for as long as they can.\n*9*: Watch AMAZING SPIRITS dance in a blinky spectacle of light! - Step 5.\n*10*: One player starts a constant chant into a microphone. - Step 2."}
| 2 |
unscramble_23519
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In 2005, the executive of the Region Poitou-Charentes implemented the first participatory budgeting at a regional level in Europe.
*2*: It has a population of 1.600.000 inhabitants, which makes it one of the most rural regions in France.
*3*: Since 2002, the city of Grenoble, France, has engaged citizens in public decision-making through participatory committees and town meetings.
*4*: Over the years, this program has strengthened local democracy and empowered public participation in important civic projects.
*5*: The Poitou-Charentes Region is located in the West of France.
*6*: Residents have been able to express their opinions and make recommendations on city planning, education, cultural life, and other municipal 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*: Since 2002, the city of Grenoble, France, has engaged citizens in public decision-making through participatory committees and town meetings.\n*2*: Residents have been able to express their opinions and make recommendations on city planning, education, cultural life, and other municipal issues.\n*3*: Over the years, this program has strengthened local democracy and empowered public participation in important civic projects.\n*4*: The Poitou-Charentes Region is located in the West of France.\n*5*: It has a population of 1.600.000 inhabitants, which makes it one of the most rural regions in France.\n*6*: In 2005, the executive of the Region Poitou-Charentes implemented the first participatory budgeting at a regional level in Europe.", "scrambled": "*1*: In 2005, the executive of the Region Poitou-Charentes implemented the first participatory budgeting at a regional level in Europe.\n*2*: It has a population of 1.600.000 inhabitants, which makes it one of the most rural regions in France.\n*3*: Since 2002, the city of Grenoble, France, has engaged citizens in public decision-making through participatory committees and town meetings.\n*4*: Over the years, this program has strengthened local democracy and empowered public participation in important civic projects.\n*5*: The Poitou-Charentes Region is located in the West of France.\n*6*: Residents have been able to express their opinions and make recommendations on city planning, education, cultural life, and other municipal issues."}
| 2 |
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