problem_id
stringlengths 12
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stringclasses 2
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stringlengths 484
7.31k
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stringlengths 330
14.1k
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int64 2
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|---|---|---|---|---|
unscramble_49131
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Qamus explains suwa’ as a certain vessel from which one drinks a and sa’, a measure of capacity.
*2*: SA’. صاع or SUWA’ صواع A certain measure used for measuring corn, and upon which depend the decisions of Muslims relating to measures of capacity.
*3*: It occurs in the Qur’an, Surah xii. 72, for the drinking-cup placed by Joseph in his brother’s pack.
*4*: The compiler of the Taju ‘l-’Arus, says that according to five different. readers of the Qur’an, it is given suwa’ in that verse! but in the majority of texts it is sa’.
*5*: Al-Baizawi records, besides suwa’ and sa’ the reading saw and suwagh.
*6*: Based on Hughes, Dictionary of Islam
*7*: Its invariable measure being, according to ancient authorities, four times the quantity of corn that fills two hands of a man of moderate size.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: SA\u2019. \u0635\u0627\u0639 or SUWA\u2019 \u0635\u0648\u0627\u0639 A certain measure used for measuring corn, and upon which depend the decisions of Muslims relating to measures of capacity.\n*2*: It occurs in the Qur\u2019an, Surah xii. 72, for the drinking-cup placed by Joseph in his brother\u2019s pack.\n*3*: The compiler of the Taju \u2018l-\u2019Arus, says that according to five different. readers of the Qur\u2019an, it is given suwa\u2019 in that verse! but in the majority of texts it is sa\u2019.\n*4*: The Qamus explains suwa\u2019 as a certain vessel from which one drinks a and sa\u2019, a measure of capacity.\n*5*: Its invariable measure being, according to ancient authorities, four times the quantity of corn that fills two hands of a man of moderate size.\n*6*: Al-Baizawi records, besides suwa\u2019 and sa\u2019 the reading saw and suwagh.\n*7*: Based on Hughes, Dictionary of Islam", "scrambled": "*1*: The Qamus explains suwa\u2019 as a certain vessel from which one drinks a and sa\u2019, a measure of capacity.\n*2*: SA\u2019. \u0635\u0627\u0639 or SUWA\u2019 \u0635\u0648\u0627\u0639 A certain measure used for measuring corn, and upon which depend the decisions of Muslims relating to measures of capacity.\n*3*: It occurs in the Qur\u2019an, Surah xii. 72, for the drinking-cup placed by Joseph in his brother\u2019s pack.\n*4*: The compiler of the Taju \u2018l-\u2019Arus, says that according to five different. readers of the Qur\u2019an, it is given suwa\u2019 in that verse! but in the majority of texts it is sa\u2019.\n*5*: Al-Baizawi records, besides suwa\u2019 and sa\u2019 the reading saw and suwagh.\n*6*: Based on Hughes, Dictionary of Islam\n*7*: Its invariable measure being, according to ancient authorities, four times the quantity of corn that fills two hands of a man of moderate size."}
| 2 |
unscramble_224010
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Gage demonstrates that paintings were understood to have profound effects on the minds, imaginations, and bodies of viewers.
*2*: Painting as Medicine in Early Modern Rome: Giulio Mancini and the Efficacy of Art Hardcover: 248 pages Publisher: Penn State University Press; Sew edition (June 17, 2016) In Painting as Medicine in Early Modern Rome, Frances Gage undertakes an in-depth study of the writings of the physician and art critic Giulio Mancini.
*3*: Using Mancini’s unpublished treatises as well as contemporary documents, Gage demonstrates that in the early modern world, belief in the transformational power of images was not limited to cult images, as has often been assumed, but applied to secular ones as well.
*4*: In doing so, she concludes that sharp distinctions between an artwork’s aesthetic value and its utility did not apply in the early modern period.
*5*: Indeed, paintings were believed to affect the health and emotional balance of beholders—extending even to the look and disposition of their offspring—and to compel them to behave according to civic and moral values.
*6*: In using medical discourse as an analytical tool to help elucidate the meaning that collectors and viewers attributed to specific genres of painting, Gage shows that images truly informed actions, shaping everyday rituals from reproductive practices to exercise.
*7*: This important new interpretation of the value of images and the motivations underlying the rise of private art collections in the early modern period challenges purely economic or status-based explanations.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Painting as Medicine in Early Modern Rome: Giulio Mancini and the Efficacy of Art Hardcover: 248 pages Publisher: Penn State University Press; Sew edition (June 17, 2016) In Painting as Medicine in Early Modern Rome, Frances Gage undertakes an in-depth study of the writings of the physician and art critic Giulio Mancini.\n*2*: Using Mancini\u2019s unpublished treatises as well as contemporary documents, Gage demonstrates that in the early modern world, belief in the transformational power of images was not limited to cult images, as has often been assumed, but applied to secular ones as well.\n*3*: This important new interpretation of the value of images and the motivations underlying the rise of private art collections in the early modern period challenges purely economic or status-based explanations.\n*4*: Gage demonstrates that paintings were understood to have profound effects on the minds, imaginations, and bodies of viewers.\n*5*: Indeed, paintings were believed to affect the health and emotional balance of beholders\u2014extending even to the look and disposition of their offspring\u2014and to compel them to behave according to civic and moral values.\n*6*: In using medical discourse as an analytical tool to help elucidate the meaning that collectors and viewers attributed to specific genres of painting, Gage shows that images truly informed actions, shaping everyday rituals from reproductive practices to exercise.\n*7*: In doing so, she concludes that sharp distinctions between an artwork\u2019s aesthetic value and its utility did not apply in the early modern period.", "scrambled": "*1*: Gage demonstrates that paintings were understood to have profound effects on the minds, imaginations, and bodies of viewers.\n*2*: Painting as Medicine in Early Modern Rome: Giulio Mancini and the Efficacy of Art Hardcover: 248 pages Publisher: Penn State University Press; Sew edition (June 17, 2016) In Painting as Medicine in Early Modern Rome, Frances Gage undertakes an in-depth study of the writings of the physician and art critic Giulio Mancini.\n*3*: Using Mancini\u2019s unpublished treatises as well as contemporary documents, Gage demonstrates that in the early modern world, belief in the transformational power of images was not limited to cult images, as has often been assumed, but applied to secular ones as well.\n*4*: In doing so, she concludes that sharp distinctions between an artwork\u2019s aesthetic value and its utility did not apply in the early modern period.\n*5*: Indeed, paintings were believed to affect the health and emotional balance of beholders\u2014extending even to the look and disposition of their offspring\u2014and to compel them to behave according to civic and moral values.\n*6*: In using medical discourse as an analytical tool to help elucidate the meaning that collectors and viewers attributed to specific genres of painting, Gage shows that images truly informed actions, shaping everyday rituals from reproductive practices to exercise.\n*7*: This important new interpretation of the value of images and the motivations underlying the rise of private art collections in the early modern period challenges purely economic or status-based explanations."}
| 2 |
unscramble_115430
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Kindergartners created their soft textured baby owls after we read Owl Babies.
*2*: Students learned about the parts of insect bodies and created their insect with symmetrical wings.
*3*: Students used their prior knowledge of cutting "rounded shapes" for the eyes and learned how to fold and cut the beak.
*4*: Sunday, February 12, 2012 Second Grade students created a setting full of foliage after looking at work by Rousseau and reading Keith Baker's book Who's the Beast.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Kindergartners created their soft textured baby owls after we read Owl Babies.\n*2*: Students used their prior knowledge of cutting \"rounded shapes\" for the eyes and learned how to fold and cut the beak.\n*3*: Sunday, February 12, 2012 Second Grade students created a setting full of foliage after looking at work by Rousseau and reading Keith Baker's book Who's the Beast.\n*4*: Students learned about the parts of insect bodies and created their insect with symmetrical wings.", "scrambled": "*1*: Kindergartners created their soft textured baby owls after we read Owl Babies.\n*2*: Students learned about the parts of insect bodies and created their insect with symmetrical wings.\n*3*: Students used their prior knowledge of cutting \"rounded shapes\" for the eyes and learned how to fold and cut the beak.\n*4*: Sunday, February 12, 2012 Second Grade students created a setting full of foliage after looking at work by Rousseau and reading Keith Baker's book Who's the Beast."}
| 2 |
unscramble_206107
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: From Wikipedia, the free encyclopedia Triglav seen from the east side |Elevation||2,864 metres (9,396 feet)| |Prominence||2,052 m (6,732 ft) - very prominent| |First ascent||1778 by four people| |Easiest route||From the mountain hut| Its name means "three-headed" in Slovene.
*2*: This mountain is in a national park. |Wikimedia Commons has media related to: Triglav|
*3*: The mountain is shown on the Flag of Slovenia.
*4*: While this can describe the mountain, it is more likely the mountain was named for the Old Slovene god, Triglav.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: From Wikipedia, the free encyclopedia Triglav seen from the east side |Elevation||2,864 metres (9,396 feet)| |Prominence||2,052 m (6,732 ft) - very prominent| |First ascent||1778 by four people| |Easiest route||From the mountain hut| Its name means \"three-headed\" in Slovene.\n*2*: While this can describe the mountain, it is more likely the mountain was named for the Old Slovene god, Triglav.\n*3*: The mountain is shown on the Flag of Slovenia.\n*4*: This mountain is in a national park. |Wikimedia Commons has media related to: Triglav|", "scrambled": "*1*: From Wikipedia, the free encyclopedia Triglav seen from the east side |Elevation||2,864 metres (9,396 feet)| |Prominence||2,052 m (6,732 ft) - very prominent| |First ascent||1778 by four people| |Easiest route||From the mountain hut| Its name means \"three-headed\" in Slovene.\n*2*: This mountain is in a national park. |Wikimedia Commons has media related to: Triglav|\n*3*: The mountain is shown on the Flag of Slovenia.\n*4*: While this can describe the mountain, it is more likely the mountain was named for the Old Slovene god, Triglav."}
| 2 |
unscramble_180126
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Gresham Machen, Orthodox Presbyterian Church: formation On June 11, 1936, at the meeting of the Presbyterian Constitutional Covenant Union in the New Century Club in Philadelphia, the Presbyterian Church of America was formed. (In 1939, its name was changed to the Orthodox Presbyterian Church.) Convening shortly after the 148th General Assembly denied J.
*2*: We became members, at last, of a true Presbyterian Church; we recovered, at last, the blessing of true Christian fellowship.
*3*: Gresham Machen's appeal and upheld the verdict of the Presbytery of New Brunswick which suspended him from the ministry, the Covenant Union passed an Act of Association to establish the new church.
*4*: What a joyous moment it was!
*5*: Today in Church History J.
*6*: The first article read: In order to continue what we believe to be the true spiritual succession of the Presbyterian Church in the U.S.A., which we hold to have been abandoned by the present organization of that body, and to make clear to all the world that we have no connection with the organization bearing that name, we a company of ministers and ruling elders, having been removed from that organization in contravention (as we believe) of its constitution, or having severed our connection with it, or coming as ministers or ruling elders from other ecclesiastical bodies holding the Reformed Faith, do hereby associate ourselves together with all Christian people who do and will adhere to us, in a body to be known and styled as the Presbyterian Church of America.
*7*: How the long years of struggle seemed to sink into nothingness compared with the peace and joy that filled our hearts!" - John Muether
*8*: Machen reported on the inaugural General Assembly in the Presbyterian Guardian: "On Thursday, June 11, 1936, the hopes of many long years were realized.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Today in Church History J.\n*2*: Gresham Machen, Orthodox Presbyterian Church: formation On June 11, 1936, at the meeting of the Presbyterian Constitutional Covenant Union in the New Century Club in Philadelphia, the Presbyterian Church of America was formed. (In 1939, its name was changed to the Orthodox Presbyterian Church.) Convening shortly after the 148th General Assembly denied J.\n*3*: Gresham Machen's appeal and upheld the verdict of the Presbytery of New Brunswick which suspended him from the ministry, the Covenant Union passed an Act of Association to establish the new church.\n*4*: The first article read: In order to continue what we believe to be the true spiritual succession of the Presbyterian Church in the U.S.A., which we hold to have been abandoned by the present organization of that body, and to make clear to all the world that we have no connection with the organization bearing that name, we a company of ministers and ruling elders, having been removed from that organization in contravention (as we believe) of its constitution, or having severed our connection with it, or coming as ministers or ruling elders from other ecclesiastical bodies holding the Reformed Faith, do hereby associate ourselves together with all Christian people who do and will adhere to us, in a body to be known and styled as the Presbyterian Church of America.\n*5*: Machen reported on the inaugural General Assembly in the Presbyterian Guardian: \"On Thursday, June 11, 1936, the hopes of many long years were realized.\n*6*: We became members, at last, of a true Presbyterian Church; we recovered, at last, the blessing of true Christian fellowship.\n*7*: What a joyous moment it was!\n*8*: How the long years of struggle seemed to sink into nothingness compared with the peace and joy that filled our hearts!\" - John Muether", "scrambled": "*1*: Gresham Machen, Orthodox Presbyterian Church: formation On June 11, 1936, at the meeting of the Presbyterian Constitutional Covenant Union in the New Century Club in Philadelphia, the Presbyterian Church of America was formed. (In 1939, its name was changed to the Orthodox Presbyterian Church.) Convening shortly after the 148th General Assembly denied J.\n*2*: We became members, at last, of a true Presbyterian Church; we recovered, at last, the blessing of true Christian fellowship.\n*3*: Gresham Machen's appeal and upheld the verdict of the Presbytery of New Brunswick which suspended him from the ministry, the Covenant Union passed an Act of Association to establish the new church.\n*4*: What a joyous moment it was!\n*5*: Today in Church History J.\n*6*: The first article read: In order to continue what we believe to be the true spiritual succession of the Presbyterian Church in the U.S.A., which we hold to have been abandoned by the present organization of that body, and to make clear to all the world that we have no connection with the organization bearing that name, we a company of ministers and ruling elders, having been removed from that organization in contravention (as we believe) of its constitution, or having severed our connection with it, or coming as ministers or ruling elders from other ecclesiastical bodies holding the Reformed Faith, do hereby associate ourselves together with all Christian people who do and will adhere to us, in a body to be known and styled as the Presbyterian Church of America.\n*7*: How the long years of struggle seemed to sink into nothingness compared with the peace and joy that filled our hearts!\" - John Muether\n*8*: Machen reported on the inaugural General Assembly in the Presbyterian Guardian: \"On Thursday, June 11, 1936, the hopes of many long years were realized."}
| 2 |
unscramble_166410
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This image shows the different elements present in SN 1987A: two outer rings, one inner ring and the deformed, innermost expelled material.
*2*: The observations were made by astronomers using ESO’s Very Large Telescope.
*3*: The material around SN 1987A (artist’s impression) This artist’s impression of the material around a recently exploded star, known as Supernova 1987A (or SN 1987A), is based on observations which have for the first time revealed a three dimensional view of the distribution of the expelled material.
*4*: This is a strong indication that the supernova must have been very turbulent, supporting the most recent computer models.
*5*: Besides, this direction is different to what was expected from the position of the rings.
*6*: The astronomers could deduce that this material was not ejected symmetrically in all directions, but rather seems to have had a preferred direction.
*7*: It was also more concentrated in one particular direction.
*8*: The original blast was not only powerful, according to the new results.
*9*: About the Image |Release date:||4 August 2010, 12:00| |Size:||3500 x 2333 px| About the Object |Type:||• Local Universe : Star : Evolutionary Stage : Supernova| • X - Stars • X - Illustrations |Distance:||180000 light years|
*10*: Just how a supernova explodes is not very well understood, but the way the star exploded is imprinted on this inner material.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 material around SN 1987A (artist\u2019s impression) This artist\u2019s impression of the material around a recently exploded star, known as Supernova 1987A (or SN 1987A), is based on observations which have for the first time revealed a three dimensional view of the distribution of the expelled material.\n*2*: The observations were made by astronomers using ESO\u2019s Very Large Telescope.\n*3*: The original blast was not only powerful, according to the new results.\n*4*: It was also more concentrated in one particular direction.\n*5*: This is a strong indication that the supernova must have been very turbulent, supporting the most recent computer models.\n*6*: This image shows the different elements present in SN 1987A: two outer rings, one inner ring and the deformed, innermost expelled material.\n*7*: Just how a supernova explodes is not very well understood, but the way the star exploded is imprinted on this inner material.\n*8*: The astronomers could deduce that this material was not ejected symmetrically in all directions, but rather seems to have had a preferred direction.\n*9*: Besides, this direction is different to what was expected from the position of the rings.\n*10*: About the Image |Release date:||4 August 2010, 12:00| |Size:||3500 x 2333 px| About the Object |Type:||\u2022 Local Universe : Star : Evolutionary Stage : Supernova| \u2022 X - Stars \u2022 X - Illustrations |Distance:||180000 light years|", "scrambled": "*1*: This image shows the different elements present in SN 1987A: two outer rings, one inner ring and the deformed, innermost expelled material.\n*2*: The observations were made by astronomers using ESO\u2019s Very Large Telescope.\n*3*: The material around SN 1987A (artist\u2019s impression) This artist\u2019s impression of the material around a recently exploded star, known as Supernova 1987A (or SN 1987A), is based on observations which have for the first time revealed a three dimensional view of the distribution of the expelled material.\n*4*: This is a strong indication that the supernova must have been very turbulent, supporting the most recent computer models.\n*5*: Besides, this direction is different to what was expected from the position of the rings.\n*6*: The astronomers could deduce that this material was not ejected symmetrically in all directions, but rather seems to have had a preferred direction.\n*7*: It was also more concentrated in one particular direction.\n*8*: The original blast was not only powerful, according to the new results.\n*9*: About the Image |Release date:||4 August 2010, 12:00| |Size:||3500 x 2333 px| About the Object |Type:||\u2022 Local Universe : Star : Evolutionary Stage : Supernova| \u2022 X - Stars \u2022 X - Illustrations |Distance:||180000 light years|\n*10*: Just how a supernova explodes is not very well understood, but the way the star exploded is imprinted on this inner material."}
| 2 |
unscramble_69713
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Yet, there are still discrepancies between children’s responses and parent responses about Internet use.
*2*: For example: - Approximately 46 percent of kids responded that they spend an average of three or more hours on the Internet daily, while approximately 76 percent of parents said their children spend an average of two hours or less per day on the Internet at home. - Over half of the children said they buy things online at least sometimes while 71.2 percent of parents responded that their 11 to 17 year olds never buy over the Internet. - Attempts to enact online child protection laws have been fraught with difficulties. - Several courts, including the U.S. Supreme Court, have ruled that technical solutions are the most effective means - more effective than laws - to protect children from harmful online content.
*3*: Parents' commitment to understanding their children's online activities and setting age-appropriate rules, along with using software to help monitor and enforce the rules, provide the best combination to protect kids online. - Almost 60 percent of children three and older are using the Internet. - Forty-three percent of teens who use social networking sites reported having been contacted online by complete strangers. - Thirty-seven percent of children ages 11 to 17 reported they had received a sexually explicit email or pop-up advertisement within the past year. - In homes where children under 18 use the Internet, there was a 28 percent greater incidence of spyware infections in the preceding 6 months.
*4*: Discrepancies Between Parents and Kids Over 70 percent of U.S. 11 to 17 year olds said that their parents ask them about their online activities.
*5*: An Excerpt from the State of Internet Security Report: Children are exposed to real risks when they go online.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Excerpt from the State of Internet Security Report: Children are exposed to real risks when they go online.\n*2*: Parents' commitment to understanding their children's online activities and setting age-appropriate rules, along with using software to help monitor and enforce the rules, provide the best combination to protect kids online. - Almost 60 percent of children three and older are using the Internet. - Forty-three percent of teens who use social networking sites reported having been contacted online by complete strangers. - Thirty-seven percent of children ages 11 to 17 reported they had received a sexually explicit email or pop-up advertisement within the past year. - In homes where children under 18 use the Internet, there was a 28 percent greater incidence of spyware infections in the preceding 6 months.\n*3*: Discrepancies Between Parents and Kids Over 70 percent of U.S. 11 to 17 year olds said that their parents ask them about their online activities.\n*4*: Yet, there are still discrepancies between children\u2019s responses and parent responses about Internet use.\n*5*: For example: - Approximately 46 percent of kids responded that they spend an average of three or more hours on the Internet daily, while approximately 76 percent of parents said their children spend an average of two hours or less per day on the Internet at home. - Over half of the children said they buy things online at least sometimes while 71.2 percent of parents responded that their 11 to 17 year olds never buy over the Internet. - Attempts to enact online child protection laws have been fraught with difficulties. - Several courts, including the U.S. Supreme Court, have ruled that technical solutions are the most effective means - more effective than laws - to protect children from harmful online content.", "scrambled": "*1*: Yet, there are still discrepancies between children\u2019s responses and parent responses about Internet use.\n*2*: For example: - Approximately 46 percent of kids responded that they spend an average of three or more hours on the Internet daily, while approximately 76 percent of parents said their children spend an average of two hours or less per day on the Internet at home. - Over half of the children said they buy things online at least sometimes while 71.2 percent of parents responded that their 11 to 17 year olds never buy over the Internet. - Attempts to enact online child protection laws have been fraught with difficulties. - Several courts, including the U.S. Supreme Court, have ruled that technical solutions are the most effective means - more effective than laws - to protect children from harmful online content.\n*3*: Parents' commitment to understanding their children's online activities and setting age-appropriate rules, along with using software to help monitor and enforce the rules, provide the best combination to protect kids online. - Almost 60 percent of children three and older are using the Internet. - Forty-three percent of teens who use social networking sites reported having been contacted online by complete strangers. - Thirty-seven percent of children ages 11 to 17 reported they had received a sexually explicit email or pop-up advertisement within the past year. - In homes where children under 18 use the Internet, there was a 28 percent greater incidence of spyware infections in the preceding 6 months.\n*4*: Discrepancies Between Parents and Kids Over 70 percent of U.S. 11 to 17 year olds said that their parents ask them about their online activities.\n*5*: An Excerpt from the State of Internet Security Report: Children are exposed to real risks when they go online."}
| 2 |
unscramble_233442
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Your answer should be in the form of a simplified fraction.
*2*: When comparing similar figures (eg. circles with circles, squares with squares, etc.) Ratio of area = (ratio of linear dimension)² In this case, ratio of diameters=2/1=2 Can you find the ratio of areas?
*3*: You are given two different circles.
*4*: The diameter of the first circle is the radius of the second circle.
*5*: Please help.
*6*: What is the ratio of the area of the larger circle to the area of the smaller circle.
*7*: MATH HELP PLEASE posted by PLEASE HELP .
*8*: I have no idea where to start.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: MATH HELP PLEASE posted by PLEASE HELP .\n*2*: You are given two different circles.\n*3*: The diameter of the first circle is the radius of the second circle.\n*4*: What is the ratio of the area of the larger circle to the area of the smaller circle.\n*5*: Your answer should be in the form of a simplified fraction.\n*6*: I have no idea where to start.\n*7*: Please help.\n*8*: When comparing similar figures (eg. circles with circles, squares with squares, etc.) Ratio of area = (ratio of linear dimension)\u00b2 In this case, ratio of diameters=2/1=2 Can you find the ratio of areas?", "scrambled": "*1*: Your answer should be in the form of a simplified fraction.\n*2*: When comparing similar figures (eg. circles with circles, squares with squares, etc.) Ratio of area = (ratio of linear dimension)\u00b2 In this case, ratio of diameters=2/1=2 Can you find the ratio of areas?\n*3*: You are given two different circles.\n*4*: The diameter of the first circle is the radius of the second circle.\n*5*: Please help.\n*6*: What is the ratio of the area of the larger circle to the area of the smaller circle.\n*7*: MATH HELP PLEASE posted by PLEASE HELP .\n*8*: I have no idea where to start."}
| 2 |
unscramble_121333
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A nutrient that the body needs in small amounts to function and stay healthy.
*2*: It can also be made in the body from a substance found in some fruits and vegetables, such as cantaloupes, carrots, spinach, and sweet potatoes.
*3*: Retinol is found in liver, egg yolks, and whole milk dairy products from animals and in fish oils.
*4*: Retinol is being studied in the prevention and treatment of some types of cancer.
*5*: Retinol helps in vision, bone growth, reproduction, growth of epithelium (cells that line the internal and external surfaces of the body), and fighting infections.
*6*: Also called vitamin A.
*7*: It is fat-soluble (can dissolve in fats and oils).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 nutrient that the body needs in small amounts to function and stay healthy.\n*2*: Retinol helps in vision, bone growth, reproduction, growth of epithelium (cells that line the internal and external surfaces of the body), and fighting infections.\n*3*: It is fat-soluble (can dissolve in fats and oils).\n*4*: Retinol is found in liver, egg yolks, and whole milk dairy products from animals and in fish oils.\n*5*: It can also be made in the body from a substance found in some fruits and vegetables, such as cantaloupes, carrots, spinach, and sweet potatoes.\n*6*: Retinol is being studied in the prevention and treatment of some types of cancer.\n*7*: Also called vitamin A.", "scrambled": "*1*: A nutrient that the body needs in small amounts to function and stay healthy.\n*2*: It can also be made in the body from a substance found in some fruits and vegetables, such as cantaloupes, carrots, spinach, and sweet potatoes.\n*3*: Retinol is found in liver, egg yolks, and whole milk dairy products from animals and in fish oils.\n*4*: Retinol is being studied in the prevention and treatment of some types of cancer.\n*5*: Retinol helps in vision, bone growth, reproduction, growth of epithelium (cells that line the internal and external surfaces of the body), and fighting infections.\n*6*: Also called vitamin A.\n*7*: It is fat-soluble (can dissolve in fats and oils)."}
| 2 |
unscramble_202000
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Live chatRegistered users can join here Related forum topics: Shall vs Should?Must, should, have to vs. ought to?Should VS Must?If S were to do vs.
*2*: Online chat is available
*3*: If S should do?"Ought to" vs. "Should."?is vs are ?Should?should you VS if you should?shall/should/will?is / should?should... if..would?if-clause with should?'as to' vs 'about'?Should VS is to?'the' vs. no 'the'?Should have drank vs. drunk, should have drove...It vs that vs this?
*4*: Forums · General English Grammar & Vocabulary, Listening & Speaking · General English Grammar Questions What is the meaning of should here?
*5*: Seems the sentence can be re-written as " If you have any question, you can blablabla..." People are waiting to help.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Forums \u00b7 General English Grammar & Vocabulary, Listening & Speaking \u00b7 General English Grammar Questions What is the meaning of should here?\n*2*: Seems the sentence can be re-written as \" If you have any question, you can blablabla...\" People are waiting to help.\n*3*: Live chatRegistered users can join here Related forum topics: Shall vs Should?Must, should, have to vs. ought to?Should VS Must?If S were to do vs.\n*4*: If S should do?\"Ought to\" vs. \"Should.\"?is vs are ?Should?should you VS if you should?shall/should/will?is / should?should... if..would?if-clause with should?'as to' vs 'about'?Should VS is to?'the' vs. no 'the'?Should have drank vs. drunk, should have drove...It vs that vs this?\n*5*: Online chat is available", "scrambled": "*1*: Live chatRegistered users can join here Related forum topics: Shall vs Should?Must, should, have to vs. ought to?Should VS Must?If S were to do vs.\n*2*: Online chat is available\n*3*: If S should do?\"Ought to\" vs. \"Should.\"?is vs are ?Should?should you VS if you should?shall/should/will?is / should?should... if..would?if-clause with should?'as to' vs 'about'?Should VS is to?'the' vs. no 'the'?Should have drank vs. drunk, should have drove...It vs that vs this?\n*4*: Forums \u00b7 General English Grammar & Vocabulary, Listening & Speaking \u00b7 General English Grammar Questions What is the meaning of should here?\n*5*: Seems the sentence can be re-written as \" If you have any question, you can blablabla...\" People are waiting to help."}
| 2 |
unscramble_182594
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: More Information Free for Members, $2.00 General Public R.S.V.P. (949) 234-1317
*2*: Lewis & Clark Living History Days |Do Them No Hurt: Lewis & Clark, the Nez Perces, and the West" - A Special Presentation February 12 , 2011 11:00 a.m. - 12:00 p.m.
*3*: Lewis & Clark Expedition Across America In this highly interactive exhibit, which also features an adjunct photography exhibit, visitors can become members of the Corps of Discovery, and in doing so, try on uniforms and costumes, make a fort, work on an interactive journal, and spin the Wheel of Misery to find out if they survived their journey.
*4*: In conjunction with our limited run Lewis & Clark exhibit, we are proud to host Dr. Benjamin Cawthra, Assistant Professor of History at California State University, Fullerton, for this presentation.
*5*: Starting from the official beginning of the expedition itself in Saint Charles, Missouri, contemporary photographer Greg MacGregor captures important natural landmarks and waterways in the explorers’ journey including: - The Kansas River - Council Bluffs, Iowa - Spirit Mound, near Vermillion, South Dakota - The Three Forks of the Missouri - The Yellowstone River - The Rocky Mountains - Great Falls, Montana - The Columbia River Gorge The “Lewis and Clark Revisited: A Trail in Modern Day” exhibition tour was organized by Greg MacGregor and the California Exhibition Resources Alliance (CERA).
*6*: See children play in the exhibit on Features Interactive Learning Stations for Kids! - Enlist as a Corp of Discovery Member - Dress up in attire similar to what Lewis & Clark wore on their journey - Play Native American Games - Interact with a tipi - Build a miniature fort - Compare your print to other animals - Learn sign language - Spin the Wheel of Misery & more!
*7*: Lewis & Clark Teachers Guide (pdf) Outline of the exhibit and guide to exhibit activities. |Lewis & Clark Revisited: A Trail in Modern Day, a special photography exhibit Follow in the footsteps of Meriwether Lewis and William Clark as they searched for the Northwest Passage, in modern day.
*8*: CERA is supported by generous grants from The James Irvine Foundation and The William Randolph Hearst Foundation.
*9*: CERA is a network of professionally operated museums and cultural organizations that collaborate to create and tour smaller, affordable, high quality exhibitions that enhance civic engagement and human understanding.
*10*: Along the way, learn about Shoshone Indian guide and interpreter, Sacagawea, and her infant son, learn sign language skills, play Native American games, explore animal and plant life and much more!
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Lewis & Clark Expedition Across America In this highly interactive exhibit, which also features an adjunct photography exhibit, visitors can become members of the Corps of Discovery, and in doing so, try on uniforms and costumes, make a fort, work on an interactive journal, and spin the Wheel of Misery to find out if they survived their journey.\n*2*: Along the way, learn about Shoshone Indian guide and interpreter, Sacagawea, and her infant son, learn sign language skills, play Native American games, explore animal and plant life and much more!\n*3*: See children play in the exhibit on Features Interactive Learning Stations for Kids! - Enlist as a Corp of Discovery Member - Dress up in attire similar to what Lewis & Clark wore on their journey - Play Native American Games - Interact with a tipi - Build a miniature fort - Compare your print to other animals - Learn sign language - Spin the Wheel of Misery & more!\n*4*: Lewis & Clark Teachers Guide (pdf) Outline of the exhibit and guide to exhibit activities. |Lewis & Clark Revisited: A Trail in Modern Day, a special photography exhibit Follow in the footsteps of Meriwether Lewis and William Clark as they searched for the Northwest Passage, in modern day.\n*5*: Starting from the official beginning of the expedition itself in Saint Charles, Missouri, contemporary photographer Greg MacGregor captures important natural landmarks and waterways in the explorers\u2019 journey including: - The Kansas River - Council Bluffs, Iowa - Spirit Mound, near Vermillion, South Dakota - The Three Forks of the Missouri - The Yellowstone River - The Rocky Mountains - Great Falls, Montana - The Columbia River Gorge The \u201cLewis and Clark Revisited: A Trail in Modern Day\u201d exhibition tour was organized by Greg MacGregor and the California Exhibition Resources Alliance (CERA).\n*6*: CERA is a network of professionally operated museums and cultural organizations that collaborate to create and tour smaller, affordable, high quality exhibitions that enhance civic engagement and human understanding.\n*7*: CERA is supported by generous grants from The James Irvine Foundation and The William Randolph Hearst Foundation.\n*8*: Lewis & Clark Living History Days |Do Them No Hurt: Lewis & Clark, the Nez Perces, and the West\" - A Special Presentation February 12 , 2011 11:00 a.m. - 12:00 p.m.\n*9*: In conjunction with our limited run Lewis & Clark exhibit, we are proud to host Dr. Benjamin Cawthra, Assistant Professor of History at California State University, Fullerton, for this presentation.\n*10*: More Information Free for Members, $2.00 General Public R.S.V.P. (949) 234-1317", "scrambled": "*1*: More Information Free for Members, $2.00 General Public R.S.V.P. (949) 234-1317\n*2*: Lewis & Clark Living History Days |Do Them No Hurt: Lewis & Clark, the Nez Perces, and the West\" - A Special Presentation February 12 , 2011 11:00 a.m. - 12:00 p.m.\n*3*: Lewis & Clark Expedition Across America In this highly interactive exhibit, which also features an adjunct photography exhibit, visitors can become members of the Corps of Discovery, and in doing so, try on uniforms and costumes, make a fort, work on an interactive journal, and spin the Wheel of Misery to find out if they survived their journey.\n*4*: In conjunction with our limited run Lewis & Clark exhibit, we are proud to host Dr. Benjamin Cawthra, Assistant Professor of History at California State University, Fullerton, for this presentation.\n*5*: Starting from the official beginning of the expedition itself in Saint Charles, Missouri, contemporary photographer Greg MacGregor captures important natural landmarks and waterways in the explorers\u2019 journey including: - The Kansas River - Council Bluffs, Iowa - Spirit Mound, near Vermillion, South Dakota - The Three Forks of the Missouri - The Yellowstone River - The Rocky Mountains - Great Falls, Montana - The Columbia River Gorge The \u201cLewis and Clark Revisited: A Trail in Modern Day\u201d exhibition tour was organized by Greg MacGregor and the California Exhibition Resources Alliance (CERA).\n*6*: See children play in the exhibit on Features Interactive Learning Stations for Kids! - Enlist as a Corp of Discovery Member - Dress up in attire similar to what Lewis & Clark wore on their journey - Play Native American Games - Interact with a tipi - Build a miniature fort - Compare your print to other animals - Learn sign language - Spin the Wheel of Misery & more!\n*7*: Lewis & Clark Teachers Guide (pdf) Outline of the exhibit and guide to exhibit activities. |Lewis & Clark Revisited: A Trail in Modern Day, a special photography exhibit Follow in the footsteps of Meriwether Lewis and William Clark as they searched for the Northwest Passage, in modern day.\n*8*: CERA is supported by generous grants from The James Irvine Foundation and The William Randolph Hearst Foundation.\n*9*: CERA is a network of professionally operated museums and cultural organizations that collaborate to create and tour smaller, affordable, high quality exhibitions that enhance civic engagement and human understanding.\n*10*: Along the way, learn about Shoshone Indian guide and interpreter, Sacagawea, and her infant son, learn sign language skills, play Native American games, explore animal and plant life and much more!"}
| 2 |
unscramble_12519
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Many public companies are also monopolies. - The other meaning is that the company is owned and traded publicly.
*2*: Usually this means that the company is guided by the state and that making profit is not its primary goal.
*3*: It is differentiated from privately held companies.
*4*: Privatization is a trend related to globalization with the result that more and more public companies are becoming 'normal' companies.
*5*: Ownership is open to anyone that has the money and inclination to buy shares in the company.
*6*: Literally a public company is a company owned by the public .
*7*: There are two uses of this term. - One meaning is that the company is owned by a government 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*: Literally a public company is a company owned by the public .\n*2*: There are two uses of this term. - One meaning is that the company is owned by a government body.\n*3*: Usually this means that the company is guided by the state and that making profit is not its primary goal.\n*4*: Privatization is a trend related to globalization with the result that more and more public companies are becoming 'normal' companies.\n*5*: Many public companies are also monopolies. - The other meaning is that the company is owned and traded publicly.\n*6*: Ownership is open to anyone that has the money and inclination to buy shares in the company.\n*7*: It is differentiated from privately held companies.", "scrambled": "*1*: Many public companies are also monopolies. - The other meaning is that the company is owned and traded publicly.\n*2*: Usually this means that the company is guided by the state and that making profit is not its primary goal.\n*3*: It is differentiated from privately held companies.\n*4*: Privatization is a trend related to globalization with the result that more and more public companies are becoming 'normal' companies.\n*5*: Ownership is open to anyone that has the money and inclination to buy shares in the company.\n*6*: Literally a public company is a company owned by the public .\n*7*: There are two uses of this term. - One meaning is that the company is owned by a government body."}
| 2 |
unscramble_248974
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Every teacher is responsible for working to help every child perform at grade level.
*2*: As the Bryant School District continues to implement new, more rigorous curriculum for what every child should know and be able to do in each subject area and grade level, we understand the importance of communicating changes to parents.
*3*: In the 2014-15 school year, third grade will join these grades in using standards based reporting, followed by fourth grade in 2015-16 and fifth grade in 2016-17.
*4*: Like teachers, parents need accurate and meaningful information about student strengths, challenges and performance to better understand and support student learning.
*5*: We invite you to learn more about Standards Based Report Cards by selecting the individual resource links to the left.
*6*: We are excited to share some of the changes that will positively affect student performance and parent communication.
*7*: A traditional grade of “A, B, & C” neither provides the insight to a skill that has not been mastered, nor does it truly indicate what a student has mastered.
*8*: By identifying specific standards and the student’s mastery of that standard, teachers know better where to focus to improve individual student performance.
*9*: We are accountable at every level to prepare students to enter a world in which colleges and businesses are demanding more than ever before.
*10*: If your child attended Bryant in kindergarten-second grade, you have already seen the benefits of standards-based reporting.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: As the Bryant School District continues to implement new, more rigorous curriculum for what every child should know and be able to do in each subject area and grade level, we understand the importance of communicating changes to parents.\n*2*: Like teachers, parents need accurate and meaningful information about student strengths, challenges and performance to better understand and support student learning.\n*3*: We are excited to share some of the changes that will positively affect student performance and parent communication.\n*4*: If your child attended Bryant in kindergarten-second grade, you have already seen the benefits of standards-based reporting.\n*5*: In the 2014-15 school year, third grade will join these grades in using standards based reporting, followed by fourth grade in 2015-16 and fifth grade in 2016-17.\n*6*: We are accountable at every level to prepare students to enter a world in which colleges and businesses are demanding more than ever before.\n*7*: Every teacher is responsible for working to help every child perform at grade level.\n*8*: By identifying specific standards and the student\u2019s mastery of that standard, teachers know better where to focus to improve individual student performance.\n*9*: A traditional grade of \u201cA, B, & C\u201d neither provides the insight to a skill that has not been mastered, nor does it truly indicate what a student has mastered.\n*10*: We invite you to learn more about Standards Based Report Cards by selecting the individual resource links to the left.", "scrambled": "*1*: Every teacher is responsible for working to help every child perform at grade level.\n*2*: As the Bryant School District continues to implement new, more rigorous curriculum for what every child should know and be able to do in each subject area and grade level, we understand the importance of communicating changes to parents.\n*3*: In the 2014-15 school year, third grade will join these grades in using standards based reporting, followed by fourth grade in 2015-16 and fifth grade in 2016-17.\n*4*: Like teachers, parents need accurate and meaningful information about student strengths, challenges and performance to better understand and support student learning.\n*5*: We invite you to learn more about Standards Based Report Cards by selecting the individual resource links to the left.\n*6*: We are excited to share some of the changes that will positively affect student performance and parent communication.\n*7*: A traditional grade of \u201cA, B, & C\u201d neither provides the insight to a skill that has not been mastered, nor does it truly indicate what a student has mastered.\n*8*: By identifying specific standards and the student\u2019s mastery of that standard, teachers know better where to focus to improve individual student performance.\n*9*: We are accountable at every level to prepare students to enter a world in which colleges and businesses are demanding more than ever before.\n*10*: If your child attended Bryant in kindergarten-second grade, you have already seen the benefits of standards-based reporting."}
| 2 |
unscramble_71927
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: He wrote masses, oratorios and cantatas, sonatas, and concertos but was known chiefly for over 60 operas, written in a thoroughly Italianized style.
*2*: All rights reserved.
*3*: Hasse was court composer at Dresden (1731–63).
*4*: They include Artaserse (first version, 1730), which was written for his wife, Faustina Bordoni Hasse, 1700–1781, one of the most celebrated singers of the period.
*5*: The Columbia Electronic Encyclopedia, 6th ed.
*6*: Copyright © 2012, Columbia University Press.
*7*: See more Encyclopedia articles on: Music: History, Composers, and Performers: Biographies
*8*: Johann Adolph Hasse Hasse, Johann Adolph (yōˈhän äˈdôlf häsˈə) [key], 1699–1783, German composer; pupil of Alessandro Scarlatti.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Johann Adolph Hasse Hasse, Johann Adolph (y\u014d\u02c8h\u00e4n \u00e4\u02c8d\u00f4lf h\u00e4s\u02c8\u0259) [key], 1699\u20131783, German composer; pupil of Alessandro Scarlatti.\n*2*: Hasse was court composer at Dresden (1731\u201363).\n*3*: He wrote masses, oratorios and cantatas, sonatas, and concertos but was known chiefly for over 60 operas, written in a thoroughly Italianized style.\n*4*: They include Artaserse (first version, 1730), which was written for his wife, Faustina Bordoni Hasse, 1700\u20131781, one of the most celebrated singers of the period.\n*5*: The Columbia Electronic Encyclopedia, 6th ed.\n*6*: Copyright \u00a9 2012, Columbia University Press.\n*7*: All rights reserved.\n*8*: See more Encyclopedia articles on: Music: History, Composers, and Performers: Biographies", "scrambled": "*1*: He wrote masses, oratorios and cantatas, sonatas, and concertos but was known chiefly for over 60 operas, written in a thoroughly Italianized style.\n*2*: All rights reserved.\n*3*: Hasse was court composer at Dresden (1731\u201363).\n*4*: They include Artaserse (first version, 1730), which was written for his wife, Faustina Bordoni Hasse, 1700\u20131781, one of the most celebrated singers of the period.\n*5*: The Columbia Electronic Encyclopedia, 6th ed.\n*6*: Copyright \u00a9 2012, Columbia University Press.\n*7*: See more Encyclopedia articles on: Music: History, Composers, and Performers: Biographies\n*8*: Johann Adolph Hasse Hasse, Johann Adolph (y\u014d\u02c8h\u00e4n \u00e4\u02c8d\u00f4lf h\u00e4s\u02c8\u0259) [key], 1699\u20131783, German composer; pupil of Alessandro Scarlatti."}
| 2 |
unscramble_143881
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The UN's most prominent position is that of the office of Secretary-General which has been held by Ban Ki-moon of South Korea since 2007. (via Freebase)
*2*: Features include interactive map, in-depth stories, and more.Download now. » The week's top five must-sees, delivered to your inbox.
*3*: The United Nations is the world's largest, foremost, and most prominent international organization.
*4*: It contains multiple subsidiary organizations to carry out its missions.
*5*: The organization has six principal organs: the General Assembly; the Security Council; the Economic and Social Council; the Secretariat; the International Court of Justice; and the United Nations Trusteeship Council.
*6*: The stated aims of the United Nations include promoting and facilitating cooperation in international law, international security, economic development, social progress, human rights, civil rights, civil liberties, political freedoms, democracy, and the achievement of lasting world peace.
*7*: From its offices around the world, the UN and its specialized agencies decide on substantive and administrative issues in regular meetings held throughout the year.
*8*: At its founding, the UN had 51 member states; as of 2011, there are 193.
*9*: The UN was founded in 1945 after World War II to replace the League of Nations, to stop wars between countries, and to provide a platform for dialogue.
*10*: Other prominent UN System agencies include the World Health Organization, the World Food Programme and United Nations Children's Fund.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Features include interactive map, in-depth stories, and more.Download now. \u00bb The week's top five must-sees, delivered to your inbox.\n*2*: The United Nations is the world's largest, foremost, and most prominent international organization.\n*3*: The stated aims of the United Nations include promoting and facilitating cooperation in international law, international security, economic development, social progress, human rights, civil rights, civil liberties, political freedoms, democracy, and the achievement of lasting world peace.\n*4*: The UN was founded in 1945 after World War II to replace the League of Nations, to stop wars between countries, and to provide a platform for dialogue.\n*5*: It contains multiple subsidiary organizations to carry out its missions.\n*6*: At its founding, the UN had 51 member states; as of 2011, there are 193.\n*7*: From its offices around the world, the UN and its specialized agencies decide on substantive and administrative issues in regular meetings held throughout the year.\n*8*: The organization has six principal organs: the General Assembly; the Security Council; the Economic and Social Council; the Secretariat; the International Court of Justice; and the United Nations Trusteeship Council.\n*9*: Other prominent UN System agencies include the World Health Organization, the World Food Programme and United Nations Children's Fund.\n*10*: The UN's most prominent position is that of the office of Secretary-General which has been held by Ban Ki-moon of South Korea since 2007. (via Freebase)", "scrambled": "*1*: The UN's most prominent position is that of the office of Secretary-General which has been held by Ban Ki-moon of South Korea since 2007. (via Freebase)\n*2*: Features include interactive map, in-depth stories, and more.Download now. \u00bb The week's top five must-sees, delivered to your inbox.\n*3*: The United Nations is the world's largest, foremost, and most prominent international organization.\n*4*: It contains multiple subsidiary organizations to carry out its missions.\n*5*: The organization has six principal organs: the General Assembly; the Security Council; the Economic and Social Council; the Secretariat; the International Court of Justice; and the United Nations Trusteeship Council.\n*6*: The stated aims of the United Nations include promoting and facilitating cooperation in international law, international security, economic development, social progress, human rights, civil rights, civil liberties, political freedoms, democracy, and the achievement of lasting world peace.\n*7*: From its offices around the world, the UN and its specialized agencies decide on substantive and administrative issues in regular meetings held throughout the year.\n*8*: At its founding, the UN had 51 member states; as of 2011, there are 193.\n*9*: The UN was founded in 1945 after World War II to replace the League of Nations, to stop wars between countries, and to provide a platform for dialogue.\n*10*: Other prominent UN System agencies include the World Health Organization, the World Food Programme and United Nations Children's Fund."}
| 2 |
unscramble_190023
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In addition, it's bordered by the Caribbean Sea, Pacific Ocean, and numerous bays, gulfs and inlets.
*2*: Positioned in the planet's northern and western hemispheres the Central America isthmus is bordered in the northwest by the country of Mexico, and in the southeast by the country of Colombia.
*3*: It includes (7) countries and many small offshore islands.
*4*: , a part of North America, is a tropical isthmus that connects North America to South America.
*5*: Overall, the land is fertile and rugged, and dominated through its heart by a string of volcanic mountain ranges that are punctuated by a few active and dangerous volcanos.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 part of North America, is a tropical isthmus that connects North America to South America.\n*2*: It includes (7) countries and many small offshore islands.\n*3*: Overall, the land is fertile and rugged, and dominated through its heart by a string of volcanic mountain ranges that are punctuated by a few active and dangerous volcanos.\n*4*: Positioned in the planet's northern and western hemispheres the Central America isthmus is bordered in the northwest by the country of Mexico, and in the southeast by the country of Colombia.\n*5*: In addition, it's bordered by the Caribbean Sea, Pacific Ocean, and numerous bays, gulfs and inlets.", "scrambled": "*1*: In addition, it's bordered by the Caribbean Sea, Pacific Ocean, and numerous bays, gulfs and inlets.\n*2*: Positioned in the planet's northern and western hemispheres the Central America isthmus is bordered in the northwest by the country of Mexico, and in the southeast by the country of Colombia.\n*3*: It includes (7) countries and many small offshore islands.\n*4*: , a part of North America, is a tropical isthmus that connects North America to South America.\n*5*: Overall, the land is fertile and rugged, and dominated through its heart by a string of volcanic mountain ranges that are punctuated by a few active and dangerous volcanos."}
| 2 |
unscramble_195870
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The birds usually breed in muskeg and forests across Canada and Alaska and migrate to the eastern and southeastern United States, into parts of the Grain Belt and sometimes straying into Mexico These birds feed insects, small fish and some seeds in wet ground or in shallow water.
*2*: |Adult male in-flight| The Rusty Blackbird (Euphagus carolinus) is a species of Blackbirds.
*3*: The population of the Rusty Blackbird has declined in recent decades nobody know's why for sure.
*4*: Its bill is pointed.
*5*: The adult females are more greyer then the adult male.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Adult male in-flight| The Rusty Blackbird (Euphagus carolinus) is a species of Blackbirds.\n*2*: Its bill is pointed.\n*3*: The adult females are more greyer then the adult male.\n*4*: The population of the Rusty Blackbird has declined in recent decades nobody know's why for sure.\n*5*: The birds usually breed in muskeg and forests across Canada and Alaska and migrate to the eastern and southeastern United States, into parts of the Grain Belt and sometimes straying into Mexico These birds feed insects, small fish and some seeds in wet ground or in shallow water.", "scrambled": "*1*: The birds usually breed in muskeg and forests across Canada and Alaska and migrate to the eastern and southeastern United States, into parts of the Grain Belt and sometimes straying into Mexico These birds feed insects, small fish and some seeds in wet ground or in shallow water.\n*2*: |Adult male in-flight| The Rusty Blackbird (Euphagus carolinus) is a species of Blackbirds.\n*3*: The population of the Rusty Blackbird has declined in recent decades nobody know's why for sure.\n*4*: Its bill is pointed.\n*5*: The adult females are more greyer then the adult male."}
| 2 |
unscramble_1150
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The most comprehensive study to date was the analysis by Beam and his colleagues in 2003,12 which indicated that the volume of mammograms interpreted by a radiologist accounts for less than 2.5 percent of the variation.
*2*: However, relatively few studies have directly compared the number of mammograms read by a radiologist and the accuracy of their interpretations.
*3*: Performance and Volume A relationship between the volume of procedures performed and the outcome of those procedures has been established for many complex medical procedures, particularly in surgery and oncology.55 Many studies have suggested that the volume of mammograms read by a radiologist is correlated with accuracy, and mammography volume standards are mandated by federal law.
*4*: Please use the page image as the authoritative form to ensure accuracy.
*5*: Saving Women’s Lives: Strategies for Improving Breast Cancer Detection and Diagnosis FIGURE 3-4 Mammographic sensitivity increases with a woman’s age. screens, but a higher percentage of abnormal mammograms, biopsies, and false-positive findings.
*6*: Therefore—if judged by rates of false positives—the apparent performance of a mammography service or individual radiologist would be influenced by the proportion of how many women are receiving their first mammogram.
*7*: This means that more than 97 percent of inconsistency in interpretation is due to other factors.
*8*: Many aspects of typography translate only awkwardly to HTML.
*9*: The following HTML text is provided to enhance online readability.
*10*: The results of these are variable, and are shown in Table 3-4.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 following HTML text is provided to enhance online readability.\n*2*: Many aspects of typography translate only awkwardly to HTML.\n*3*: Please use the page image as the authoritative form to ensure accuracy.\n*4*: Saving Women\u2019s Lives: Strategies for Improving Breast Cancer Detection and Diagnosis FIGURE 3-4 Mammographic sensitivity increases with a woman\u2019s age. screens, but a higher percentage of abnormal mammograms, biopsies, and false-positive findings.\n*5*: Therefore\u2014if judged by rates of false positives\u2014the apparent performance of a mammography service or individual radiologist would be influenced by the proportion of how many women are receiving their first mammogram.\n*6*: Performance and Volume A relationship between the volume of procedures performed and the outcome of those procedures has been established for many complex medical procedures, particularly in surgery and oncology.55 Many studies have suggested that the volume of mammograms read by a radiologist is correlated with accuracy, and mammography volume standards are mandated by federal law.\n*7*: However, relatively few studies have directly compared the number of mammograms read by a radiologist and the accuracy of their interpretations.\n*8*: The results of these are variable, and are shown in Table 3-4.\n*9*: The most comprehensive study to date was the analysis by Beam and his colleagues in 2003,12 which indicated that the volume of mammograms interpreted by a radiologist accounts for less than 2.5 percent of the variation.\n*10*: This means that more than 97 percent of inconsistency in interpretation is due to other factors.", "scrambled": "*1*: The most comprehensive study to date was the analysis by Beam and his colleagues in 2003,12 which indicated that the volume of mammograms interpreted by a radiologist accounts for less than 2.5 percent of the variation.\n*2*: However, relatively few studies have directly compared the number of mammograms read by a radiologist and the accuracy of their interpretations.\n*3*: Performance and Volume A relationship between the volume of procedures performed and the outcome of those procedures has been established for many complex medical procedures, particularly in surgery and oncology.55 Many studies have suggested that the volume of mammograms read by a radiologist is correlated with accuracy, and mammography volume standards are mandated by federal law.\n*4*: Please use the page image as the authoritative form to ensure accuracy.\n*5*: Saving Women\u2019s Lives: Strategies for Improving Breast Cancer Detection and Diagnosis FIGURE 3-4 Mammographic sensitivity increases with a woman\u2019s age. screens, but a higher percentage of abnormal mammograms, biopsies, and false-positive findings.\n*6*: Therefore\u2014if judged by rates of false positives\u2014the apparent performance of a mammography service or individual radiologist would be influenced by the proportion of how many women are receiving their first mammogram.\n*7*: This means that more than 97 percent of inconsistency in interpretation is due to other factors.\n*8*: Many aspects of typography translate only awkwardly to HTML.\n*9*: The following HTML text is provided to enhance online readability.\n*10*: The results of these are variable, and are shown in Table 3-4."}
| 2 |
unscramble_5858
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As the ship was launched before the breaking of the time barrier, it was considerably slower than later Constitution-class ships.
*2*: The signals were keyed to cause interference that registered on starship sensors as unidentified objects traveling at the speed of light.
*3*: Beaming down, the crew discovered a group of survivors, but it was soon revealed that they were elaborate illusions created by the Talosians, for the purpose of kidnapping Captain Pike. (TOS: "The Cage", "The Menagerie, Part I") |Starships named Columbia| |Columbia NX-02 • SS Columbia • USS Columbia|
*4*: |Affiliation:||United Federation of Planets| The research scientists on board, led by Doctor Theodore Haskins, were employed by the American Continent Institute.
*5*: The Columbia used a radio wave transmitter for distress signals.
*6*: In 2236, the Columbia crashed on the planet Talos IV, with crewmember Vina the only survivor.
*7*: Eighteen years later, the starship USS Enterprise detected what appeared to be a distress signal from the Columbia, coming from Talos IV.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Affiliation:||United Federation of Planets| The research scientists on board, led by Doctor Theodore Haskins, were employed by the American Continent Institute.\n*2*: As the ship was launched before the breaking of the time barrier, it was considerably slower than later Constitution-class ships.\n*3*: The Columbia used a radio wave transmitter for distress signals.\n*4*: The signals were keyed to cause interference that registered on starship sensors as unidentified objects traveling at the speed of light.\n*5*: In 2236, the Columbia crashed on the planet Talos IV, with crewmember Vina the only survivor.\n*6*: Eighteen years later, the starship USS Enterprise detected what appeared to be a distress signal from the Columbia, coming from Talos IV.\n*7*: Beaming down, the crew discovered a group of survivors, but it was soon revealed that they were elaborate illusions created by the Talosians, for the purpose of kidnapping Captain Pike. (TOS: \"The Cage\", \"The Menagerie, Part I\") |Starships named Columbia| |Columbia NX-02 \u2022 SS Columbia \u2022 USS Columbia|", "scrambled": "*1*: As the ship was launched before the breaking of the time barrier, it was considerably slower than later Constitution-class ships.\n*2*: The signals were keyed to cause interference that registered on starship sensors as unidentified objects traveling at the speed of light.\n*3*: Beaming down, the crew discovered a group of survivors, but it was soon revealed that they were elaborate illusions created by the Talosians, for the purpose of kidnapping Captain Pike. (TOS: \"The Cage\", \"The Menagerie, Part I\") |Starships named Columbia| |Columbia NX-02 \u2022 SS Columbia \u2022 USS Columbia|\n*4*: |Affiliation:||United Federation of Planets| The research scientists on board, led by Doctor Theodore Haskins, were employed by the American Continent Institute.\n*5*: The Columbia used a radio wave transmitter for distress signals.\n*6*: In 2236, the Columbia crashed on the planet Talos IV, with crewmember Vina the only survivor.\n*7*: Eighteen years later, the starship USS Enterprise detected what appeared to be a distress signal from the Columbia, coming from Talos IV."}
| 2 |
unscramble_10060
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Written, produced and directed by Tracy Heather Strain; narrated by CCH Pounder.
*2*: This three part series examines the facts behind a common assumption for most of recorded history: that human beings can be divided into racial groups.
*3*: Closed captioned .
*4*: The origins of the concept of white supremacy and how social inequality became "natural" are described.
*5*: This episode reviews the sociological bases for the idea of race, particularly at the European conques t of the Americas.
*6*: See also DVD, AT # 67814.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 three part series examines the facts behind a common assumption for most of recorded history: that human beings can be divided into racial groups.\n*2*: This episode reviews the sociological bases for the idea of race, particularly at the European conques t of the Americas.\n*3*: The origins of the concept of white supremacy and how social inequality became \"natural\" are described.\n*4*: Written, produced and directed by Tracy Heather Strain; narrated by CCH Pounder.\n*5*: See also DVD, AT # 67814.\n*6*: Closed captioned .", "scrambled": "*1*: Written, produced and directed by Tracy Heather Strain; narrated by CCH Pounder.\n*2*: This three part series examines the facts behind a common assumption for most of recorded history: that human beings can be divided into racial groups.\n*3*: Closed captioned .\n*4*: The origins of the concept of white supremacy and how social inequality became \"natural\" are described.\n*5*: This episode reviews the sociological bases for the idea of race, particularly at the European conques t of the Americas.\n*6*: See also DVD, AT # 67814."}
| 2 |
unscramble_36437
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But the agency draws no conclusions on whether the drilling process threatens drinking water; it is not expected to do so until 2014, in a draft that will be subjected to public and peer review.
*2*: A state study on health impacts is currently under way.
*3*: Andrew M.
*4*: Cuomo nears a decision on whether to allow it to go forward after years of environmental studies and the drafting of proposed regulations.
*5*: The federal Environmental Protection Agency released a progress report on Friday about its national study of the potential impacts of hydraulic fracturing on drinking water supplies.
*6*: Hydraulic fracturing, or fracking, involves pumping vast amounts of water laced with chemicals into underground shale formations under high pressure to release natural gas.
*7*: Fracking is already permitted in numerous other states, from Pennsylvania to North Dakota to Texas.
*8*: In New York State, the drilling method is a focus of sharp debate as Gov.
*9*: In nearly 200 pages, the agency lays out data, case studies and a summary of research into issues like spills and the treatment and disposal of wastewater.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 federal Environmental Protection Agency released a progress report on Friday about its national study of the potential impacts of hydraulic fracturing on drinking water supplies.\n*2*: In nearly 200 pages, the agency lays out data, case studies and a summary of research into issues like spills and the treatment and disposal of wastewater.\n*3*: But the agency draws no conclusions on whether the drilling process threatens drinking water; it is not expected to do so until 2014, in a draft that will be subjected to public and peer review.\n*4*: Hydraulic fracturing, or fracking, involves pumping vast amounts of water laced with chemicals into underground shale formations under high pressure to release natural gas.\n*5*: In New York State, the drilling method is a focus of sharp debate as Gov.\n*6*: Andrew M.\n*7*: Cuomo nears a decision on whether to allow it to go forward after years of environmental studies and the drafting of proposed regulations.\n*8*: A state study on health impacts is currently under way.\n*9*: Fracking is already permitted in numerous other states, from Pennsylvania to North Dakota to Texas.", "scrambled": "*1*: But the agency draws no conclusions on whether the drilling process threatens drinking water; it is not expected to do so until 2014, in a draft that will be subjected to public and peer review.\n*2*: A state study on health impacts is currently under way.\n*3*: Andrew M.\n*4*: Cuomo nears a decision on whether to allow it to go forward after years of environmental studies and the drafting of proposed regulations.\n*5*: The federal Environmental Protection Agency released a progress report on Friday about its national study of the potential impacts of hydraulic fracturing on drinking water supplies.\n*6*: Hydraulic fracturing, or fracking, involves pumping vast amounts of water laced with chemicals into underground shale formations under high pressure to release natural gas.\n*7*: Fracking is already permitted in numerous other states, from Pennsylvania to North Dakota to Texas.\n*8*: In New York State, the drilling method is a focus of sharp debate as Gov.\n*9*: In nearly 200 pages, the agency lays out data, case studies and a summary of research into issues like spills and the treatment and disposal of wastewater."}
| 2 |
unscramble_216287
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In 1918, the family sold their attractively situated farm, which was then only 516 acres, to the United States Government for $150,000 to be used for the site of an explosives plant.
*2*: The fading rays of the late afternoon sun illuminated the beauty of two 18th architectural gems from Cecil’s past on this fine Saturday in mid-April.
*3*: Source: National Register of Historic Places
*4*: They sold the 1,800 acre property to the Stump family in 1800.
*5*: After the Armistice Perry Point was used as a rehabilitation center, supply depot, and psychiatric hospital.
*6*: The Perry Point Mansion and Mill were built about 1750 by the Thomas family.
*7*: When it was occupied by John Stump II, the Union Army took over the point, using it as a training camp for Army mules.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 fading rays of the late afternoon sun illuminated the beauty of two 18th architectural gems from Cecil\u2019s past on this fine Saturday in mid-April.\n*2*: The Perry Point Mansion and Mill were built about 1750 by the Thomas family.\n*3*: They sold the 1,800 acre property to the Stump family in 1800.\n*4*: When it was occupied by John Stump II, the Union Army took over the point, using it as a training camp for Army mules.\n*5*: In 1918, the family sold their attractively situated farm, which was then only 516 acres, to the United States Government for $150,000 to be used for the site of an explosives plant.\n*6*: After the Armistice Perry Point was used as a rehabilitation center, supply depot, and psychiatric hospital.\n*7*: Source: National Register of Historic Places", "scrambled": "*1*: In 1918, the family sold their attractively situated farm, which was then only 516 acres, to the United States Government for $150,000 to be used for the site of an explosives plant.\n*2*: The fading rays of the late afternoon sun illuminated the beauty of two 18th architectural gems from Cecil\u2019s past on this fine Saturday in mid-April.\n*3*: Source: National Register of Historic Places\n*4*: They sold the 1,800 acre property to the Stump family in 1800.\n*5*: After the Armistice Perry Point was used as a rehabilitation center, supply depot, and psychiatric hospital.\n*6*: The Perry Point Mansion and Mill were built about 1750 by the Thomas family.\n*7*: When it was occupied by John Stump II, the Union Army took over the point, using it as a training camp for Army mules."}
| 2 |
unscramble_178923
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Most interesting was the method of reintroduction: Wildlife biologists airlifted the moose one by one in a sling dangling beneath a helicopter to a base camp where they were trucked 600 miles to the Huron Mountains.
*2*: Van Riper State Park near Michigamme has an interesting display with photos of the infamous “moose lifts.” It worked—today, about 500 roam the central U.P. by Laura Martone from Moon Michigan, 3rd Edition, © Avalon Travel
*3*: In 1918, state officials relocated seven Rocky Mountain elk to Cheboygan County in the northeastern Lower Peninsula.
*4*: The eastern elk, once common in Michigan, had disappeared from the state by 1875.
*5*: Today, nearly 900 Rocky Mountain elk roam the woods and meadows of a four-county area.
*6*: The largest concentration lies within the Pigeon River Country State Forest near Vanderbilt.
*7*: Michigan has had great success reintroducing two large mammals to the state.
*8*: In the 1980s, moose were reintroduced to a remote area south of the U.P.’s Huron Mountains, where officials released a total of 59 moose from Ontario in two separate operations.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Michigan has had great success reintroducing two large mammals to the state.\n*2*: The eastern elk, once common in Michigan, had disappeared from the state by 1875.\n*3*: In 1918, state officials relocated seven Rocky Mountain elk to Cheboygan County in the northeastern Lower Peninsula.\n*4*: Today, nearly 900 Rocky Mountain elk roam the woods and meadows of a four-county area.\n*5*: The largest concentration lies within the Pigeon River Country State Forest near Vanderbilt.\n*6*: In the 1980s, moose were reintroduced to a remote area south of the U.P.\u2019s Huron Mountains, where officials released a total of 59 moose from Ontario in two separate operations.\n*7*: Most interesting was the method of reintroduction: Wildlife biologists airlifted the moose one by one in a sling dangling beneath a helicopter to a base camp where they were trucked 600 miles to the Huron Mountains.\n*8*: Van Riper State Park near Michigamme has an interesting display with photos of the infamous \u201cmoose lifts.\u201d It worked\u2014today, about 500 roam the central U.P. by Laura Martone from Moon Michigan, 3rd Edition, \u00a9 Avalon Travel", "scrambled": "*1*: Most interesting was the method of reintroduction: Wildlife biologists airlifted the moose one by one in a sling dangling beneath a helicopter to a base camp where they were trucked 600 miles to the Huron Mountains.\n*2*: Van Riper State Park near Michigamme has an interesting display with photos of the infamous \u201cmoose lifts.\u201d It worked\u2014today, about 500 roam the central U.P. by Laura Martone from Moon Michigan, 3rd Edition, \u00a9 Avalon Travel\n*3*: In 1918, state officials relocated seven Rocky Mountain elk to Cheboygan County in the northeastern Lower Peninsula.\n*4*: The eastern elk, once common in Michigan, had disappeared from the state by 1875.\n*5*: Today, nearly 900 Rocky Mountain elk roam the woods and meadows of a four-county area.\n*6*: The largest concentration lies within the Pigeon River Country State Forest near Vanderbilt.\n*7*: Michigan has had great success reintroducing two large mammals to the state.\n*8*: In the 1980s, moose were reintroduced to a remote area south of the U.P.\u2019s Huron Mountains, where officials released a total of 59 moose from Ontario in two separate operations."}
| 2 |
unscramble_159743
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This process isn’t new to Hokkaido, Japan’s northernmost island, which receives between 20 and 30 feet of snowfall a year.
*2*: The remaining snow will then be used to chill the liquid of the building’s cooling system.
*3*: According to Japan Today, the practice could result in a 2,100 ton reduction in CO2 emissions per year.
*4*: The snow will be covered by heat-insulating materials, which should retain about 45% of the snow collected.
*5*: The island has been experimenting with cooling systems using their icy resource since 1998 and has already installed systems in smaller public buildings. written by greenguru4u, October 17, 2008 written by Crystal, October 21, 2008 written by Home Equity Loan Rates, December 01, 2008 |< Prev||Next >|
*6*: Starting in 2010, the New Chitose Airport in Hokkaido, Japan will collect snow in the winter to provide 30% of the terminal building’s cooling needs in the summer.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 in 2010, the New Chitose Airport in Hokkaido, Japan will collect snow in the winter to provide 30% of the terminal building\u2019s cooling needs in the summer.\n*2*: The snow will be covered by heat-insulating materials, which should retain about 45% of the snow collected.\n*3*: The remaining snow will then be used to chill the liquid of the building\u2019s cooling system.\n*4*: According to Japan Today, the practice could result in a 2,100 ton reduction in CO2 emissions per year.\n*5*: This process isn\u2019t new to Hokkaido, Japan\u2019s northernmost island, which receives between 20 and 30 feet of snowfall a year.\n*6*: The island has been experimenting with cooling systems using their icy resource since 1998 and has already installed systems in smaller public buildings. written by greenguru4u, October 17, 2008 written by Crystal, October 21, 2008 written by Home Equity Loan Rates, December 01, 2008 |< Prev||Next >|", "scrambled": "*1*: This process isn\u2019t new to Hokkaido, Japan\u2019s northernmost island, which receives between 20 and 30 feet of snowfall a year.\n*2*: The remaining snow will then be used to chill the liquid of the building\u2019s cooling system.\n*3*: According to Japan Today, the practice could result in a 2,100 ton reduction in CO2 emissions per year.\n*4*: The snow will be covered by heat-insulating materials, which should retain about 45% of the snow collected.\n*5*: The island has been experimenting with cooling systems using their icy resource since 1998 and has already installed systems in smaller public buildings. written by greenguru4u, October 17, 2008 written by Crystal, October 21, 2008 written by Home Equity Loan Rates, December 01, 2008 |< Prev||Next >|\n*6*: Starting in 2010, the New Chitose Airport in Hokkaido, Japan will collect snow in the winter to provide 30% of the terminal building\u2019s cooling needs in the summer."}
| 2 |
unscramble_68799
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Coined by author Sylvia Wright when she misinterpreted the line "laid him on the green" as "Lady Mondegreen" in the Scottish ballad "The Bonny Earl of Murray".
*2*: For example: "The girl with colitis goes by" for "The girl with kaleidoscope eyes" in the Beatles song "Lucy in the Sky With Diamonds".
*3*: Instead of the correct 'What chance do you have against a tie and a crest?', for years I heard 'What chance do you have against a Thai in a dress?'" Richard Watson Todd; Much Ado about English; Nicholas Brealey Publishing; May 1, 2007.
*4*: A THOUGHT FOR TODAY:We should not write so that it is possible for the reader to understand us, but so that it is impossible for him to misunderstand us. -Quintilian (Marcus Fabius Quintilianus), rhetorician (c. 35-100) Contribute | Advertise © 2013 Wordsmith
*5*: |About Us | What's New | Search | Site Map | Contact Us| A.Word.A.Daywith Anu Garg noun: A word or phrase resulting from mishearing a word or phrase, especially in song lyrics.
*6*: Earliest documented use: 1954. "Since I live in Thailand, the most meaningful mondegreen for me was my own mishearing of a line from The Jam's Eton Rifles.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |About Us | What's New | Search | Site Map | Contact Us| A.Word.A.Daywith Anu Garg noun: A word or phrase resulting from mishearing a word or phrase, especially in song lyrics.\n*2*: For example: \"The girl with colitis goes by\" for \"The girl with kaleidoscope eyes\" in the Beatles song \"Lucy in the Sky With Diamonds\".\n*3*: Coined by author Sylvia Wright when she misinterpreted the line \"laid him on the green\" as \"Lady Mondegreen\" in the Scottish ballad \"The Bonny Earl of Murray\".\n*4*: Earliest documented use: 1954. \"Since I live in Thailand, the most meaningful mondegreen for me was my own mishearing of a line from The Jam's Eton Rifles.\n*5*: Instead of the correct 'What chance do you have against a tie and a crest?', for years I heard 'What chance do you have against a Thai in a dress?'\" Richard Watson Todd; Much Ado about English; Nicholas Brealey Publishing; May 1, 2007.\n*6*: A THOUGHT FOR TODAY:We should not write so that it is possible for the reader to understand us, but so that it is impossible for him to misunderstand us. -Quintilian (Marcus Fabius Quintilianus), rhetorician (c. 35-100) Contribute | Advertise \u00a9 2013 Wordsmith", "scrambled": "*1*: Coined by author Sylvia Wright when she misinterpreted the line \"laid him on the green\" as \"Lady Mondegreen\" in the Scottish ballad \"The Bonny Earl of Murray\".\n*2*: For example: \"The girl with colitis goes by\" for \"The girl with kaleidoscope eyes\" in the Beatles song \"Lucy in the Sky With Diamonds\".\n*3*: Instead of the correct 'What chance do you have against a tie and a crest?', for years I heard 'What chance do you have against a Thai in a dress?'\" Richard Watson Todd; Much Ado about English; Nicholas Brealey Publishing; May 1, 2007.\n*4*: A THOUGHT FOR TODAY:We should not write so that it is possible for the reader to understand us, but so that it is impossible for him to misunderstand us. -Quintilian (Marcus Fabius Quintilianus), rhetorician (c. 35-100) Contribute | Advertise \u00a9 2013 Wordsmith\n*5*: |About Us | What's New | Search | Site Map | Contact Us| A.Word.A.Daywith Anu Garg noun: A word or phrase resulting from mishearing a word or phrase, especially in song lyrics.\n*6*: Earliest documented use: 1954. \"Since I live in Thailand, the most meaningful mondegreen for me was my own mishearing of a line from The Jam's Eton Rifles."}
| 2 |
unscramble_13769
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Hurricanes Can Impact Water Quality September 28, 2012 by UPI - United Press International, Inc.
*2*: During last summer’s Hurricane Irene, the worst storm to hit the New York area in 200 years, record amounts of dissolved organic matter were found in Catskill waters and in the Ashokan Reservoir that supplies New York City with drinking water, they said.
*3*: Dissolved organic matter binds with metal pollutants and transports them, interferes with ultraviolet processes that reduce pathogens in water, affects aquatic metabolism and leads to the formation of carcinogenic disinfection byproducts, he said. “All of those problems become more serious as larger quantities of dissolved organic matter are transported to lakes and coastal systems,” Yoon said. “Hurricane Irene was a prime example that there is no limit to the amount of dissolved organic matter that can be exported by extreme rain events.”
*4*: NEW HAVEN, Conn. (UPI) — The water quality of U.S. lakes and coastal systems could be degraded if hurricanes intensify in a warming world, researchers at Yale University say.
*5*: The Catskill Mountains watershed is a primary source of drinking water for New York City, and over a two-day period in late August Irene dropped over 11 inches of rain, 17 percent of the average annual rainfall, on one of the creeks that feeds the Ashokan. “This is the biggest rain event ever sampled for the region,” Yale doctoral student Bryan Yoon said, noting the volume of water discharged by Esopus Creek increased 330-fold, sending an unprecedented amount of dissolved organic matter to the Ashokan.
*6*: Excessive amounts of dissolved organic matter could lead to numerous environmental problems, Yoon said.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Hurricanes Can Impact Water Quality September 28, 2012 by UPI - United Press International, Inc.\n*2*: NEW HAVEN, Conn. (UPI) \u2014 The water quality of U.S. lakes and coastal systems could be degraded if hurricanes intensify in a warming world, researchers at Yale University say.\n*3*: During last summer\u2019s Hurricane Irene, the worst storm to hit the New York area in 200 years, record amounts of dissolved organic matter were found in Catskill waters and in the Ashokan Reservoir that supplies New York City with drinking water, they said.\n*4*: The Catskill Mountains watershed is a primary source of drinking water for New York City, and over a two-day period in late August Irene dropped over 11 inches of rain, 17 percent of the average annual rainfall, on one of the creeks that feeds the Ashokan. \u201cThis is the biggest rain event ever sampled for the region,\u201d Yale doctoral student Bryan Yoon said, noting the volume of water discharged by Esopus Creek increased 330-fold, sending an unprecedented amount of dissolved organic matter to the Ashokan.\n*5*: Excessive amounts of dissolved organic matter could lead to numerous environmental problems, Yoon said.\n*6*: Dissolved organic matter binds with metal pollutants and transports them, interferes with ultraviolet processes that reduce pathogens in water, affects aquatic metabolism and leads to the formation of carcinogenic disinfection byproducts, he said. \u201cAll of those problems become more serious as larger quantities of dissolved organic matter are transported to lakes and coastal systems,\u201d Yoon said. \u201cHurricane Irene was a prime example that there is no limit to the amount of dissolved organic matter that can be exported by extreme rain events.\u201d", "scrambled": "*1*: Hurricanes Can Impact Water Quality September 28, 2012 by UPI - United Press International, Inc.\n*2*: During last summer\u2019s Hurricane Irene, the worst storm to hit the New York area in 200 years, record amounts of dissolved organic matter were found in Catskill waters and in the Ashokan Reservoir that supplies New York City with drinking water, they said.\n*3*: Dissolved organic matter binds with metal pollutants and transports them, interferes with ultraviolet processes that reduce pathogens in water, affects aquatic metabolism and leads to the formation of carcinogenic disinfection byproducts, he said. \u201cAll of those problems become more serious as larger quantities of dissolved organic matter are transported to lakes and coastal systems,\u201d Yoon said. \u201cHurricane Irene was a prime example that there is no limit to the amount of dissolved organic matter that can be exported by extreme rain events.\u201d\n*4*: NEW HAVEN, Conn. (UPI) \u2014 The water quality of U.S. lakes and coastal systems could be degraded if hurricanes intensify in a warming world, researchers at Yale University say.\n*5*: The Catskill Mountains watershed is a primary source of drinking water for New York City, and over a two-day period in late August Irene dropped over 11 inches of rain, 17 percent of the average annual rainfall, on one of the creeks that feeds the Ashokan. \u201cThis is the biggest rain event ever sampled for the region,\u201d Yale doctoral student Bryan Yoon said, noting the volume of water discharged by Esopus Creek increased 330-fold, sending an unprecedented amount of dissolved organic matter to the Ashokan.\n*6*: Excessive amounts of dissolved organic matter could lead to numerous environmental problems, Yoon said."}
| 2 |
unscramble_189413
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: How can we improve the teaching of biology throughout the school curriculum?
*2*: Why are students today not learning biology, appreciating its importance in their lives, or pursuing it as a career?
*3*: Experts believe dismal learning experiences in biology classes are causing the vast majority of students to miss information that could help them lead healthier lives and make more intelligent decisions as adults.
*4*: Fulfilling the Promise offers a vision of what biology education in our schools could be--along with practical, hard-hitting recommendations on how to make that vision a reality.
*5*: Noting that many of their recommended changes will be controversial, the authors explore in detail the major questions that must be answered to bring biology education to an acceptable standard: how elementary, middle, and high-school biology education arrived at its present state; what impediments stand in the way of improving biology education; how to properly prepare biology teachers and encourage their continuing good performance; and what type of leadership is needed to improve biology education.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Why are students today not learning biology, appreciating its importance in their lives, or pursuing it as a career?\n*2*: Experts believe dismal learning experiences in biology classes are causing the vast majority of students to miss information that could help them lead healthier lives and make more intelligent decisions as adults.\n*3*: How can we improve the teaching of biology throughout the school curriculum?\n*4*: Fulfilling the Promise offers a vision of what biology education in our schools could be--along with practical, hard-hitting recommendations on how to make that vision a reality.\n*5*: Noting that many of their recommended changes will be controversial, the authors explore in detail the major questions that must be answered to bring biology education to an acceptable standard: how elementary, middle, and high-school biology education arrived at its present state; what impediments stand in the way of improving biology education; how to properly prepare biology teachers and encourage their continuing good performance; and what type of leadership is needed to improve biology education.", "scrambled": "*1*: How can we improve the teaching of biology throughout the school curriculum?\n*2*: Why are students today not learning biology, appreciating its importance in their lives, or pursuing it as a career?\n*3*: Experts believe dismal learning experiences in biology classes are causing the vast majority of students to miss information that could help them lead healthier lives and make more intelligent decisions as adults.\n*4*: Fulfilling the Promise offers a vision of what biology education in our schools could be--along with practical, hard-hitting recommendations on how to make that vision a reality.\n*5*: Noting that many of their recommended changes will be controversial, the authors explore in detail the major questions that must be answered to bring biology education to an acceptable standard: how elementary, middle, and high-school biology education arrived at its present state; what impediments stand in the way of improving biology education; how to properly prepare biology teachers and encourage their continuing good performance; and what type of leadership is needed to improve biology education."}
| 2 |
unscramble_97027
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: An evolutionary arms race between early snakes and mammals triggered the development of improved vision and large brains in primates, a radical new theory suggests.
*2*: The idea, proposed by Lynne Isbell, an anthropologist at the University of California, Davis, suggests that snakes and primates share a long and intimate history, one that forced both groups to evolve new strategies as each attempted to gain the upper hand.
*3*: Some animals evolved better snake sniffers, while others developed immunities to serpent venom when it evolved.
*4*: To avoid becoming snake food, early mammals had to develop ways to detect and avoid the reptiles before they could strike.
*5*: Early primates developed a better eye for color, detail and movement and the ability to see in three dimensions—traits that are important for detecting threats at close range.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 evolutionary arms race between early snakes and mammals triggered the development of improved vision and large brains in primates, a radical new theory suggests.\n*2*: The idea, proposed by Lynne Isbell, an anthropologist at the University of California, Davis, suggests that snakes and primates share a long and intimate history, one that forced both groups to evolve new strategies as each attempted to gain the upper hand.\n*3*: To avoid becoming snake food, early mammals had to develop ways to detect and avoid the reptiles before they could strike.\n*4*: Some animals evolved better snake sniffers, while others developed immunities to serpent venom when it evolved.\n*5*: Early primates developed a better eye for color, detail and movement and the ability to see in three dimensions\u2014traits that are important for detecting threats at close range.", "scrambled": "*1*: An evolutionary arms race between early snakes and mammals triggered the development of improved vision and large brains in primates, a radical new theory suggests.\n*2*: The idea, proposed by Lynne Isbell, an anthropologist at the University of California, Davis, suggests that snakes and primates share a long and intimate history, one that forced both groups to evolve new strategies as each attempted to gain the upper hand.\n*3*: Some animals evolved better snake sniffers, while others developed immunities to serpent venom when it evolved.\n*4*: To avoid becoming snake food, early mammals had to develop ways to detect and avoid the reptiles before they could strike.\n*5*: Early primates developed a better eye for color, detail and movement and the ability to see in three dimensions\u2014traits that are important for detecting threats at close range."}
| 2 |
unscramble_21316
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: They grow to maturity inside a light brown, papery husk.
*2*: The fruit of the tomatillo can be used as a base for chili sauces, known generically as salsa verde (green sauce), and will help lessen the pepper's hot flavor as well as stimulate the appetite.
*3*: The husk is a good indicator of freshness, but is inedible and should be removed before use.
*4*: Also called "tomate verde" in Mexico, the fruit of the tomatillo is generally firm, green, about the size of a large cherry, and meatier than a tomato.
*5*: If you love green salsa, then you should get to know tomatillos.
*6*: Dating back to 800 B.C., when the Aztecs domesticated them, tomatillos are considered a key ingredient in Latin-American cooking.
*7*: Because of their tart quality, tomatillos can be cooked, eaten raw, minced or pureed to accompany prepared dishes.
*8*: Tomatillo’s also makes a great addition to tortilla soup or guacamole.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: If you love green salsa, then you should get to know tomatillos.\n*2*: Dating back to 800 B.C., when the Aztecs domesticated them, tomatillos are considered a key ingredient in Latin-American cooking.\n*3*: Also called \"tomate verde\" in Mexico, the fruit of the tomatillo is generally firm, green, about the size of a large cherry, and meatier than a tomato.\n*4*: They grow to maturity inside a light brown, papery husk.\n*5*: The husk is a good indicator of freshness, but is inedible and should be removed before use.\n*6*: The fruit of the tomatillo can be used as a base for chili sauces, known generically as salsa verde (green sauce), and will help lessen the pepper's hot flavor as well as stimulate the appetite.\n*7*: Because of their tart quality, tomatillos can be cooked, eaten raw, minced or pureed to accompany prepared dishes.\n*8*: Tomatillo\u2019s also makes a great addition to tortilla soup or guacamole.", "scrambled": "*1*: They grow to maturity inside a light brown, papery husk.\n*2*: The fruit of the tomatillo can be used as a base for chili sauces, known generically as salsa verde (green sauce), and will help lessen the pepper's hot flavor as well as stimulate the appetite.\n*3*: The husk is a good indicator of freshness, but is inedible and should be removed before use.\n*4*: Also called \"tomate verde\" in Mexico, the fruit of the tomatillo is generally firm, green, about the size of a large cherry, and meatier than a tomato.\n*5*: If you love green salsa, then you should get to know tomatillos.\n*6*: Dating back to 800 B.C., when the Aztecs domesticated them, tomatillos are considered a key ingredient in Latin-American cooking.\n*7*: Because of their tart quality, tomatillos can be cooked, eaten raw, minced or pureed to accompany prepared dishes.\n*8*: Tomatillo\u2019s also makes a great addition to tortilla soup or guacamole."}
| 2 |
unscramble_52156
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Browse ready-to-use lesson plans, student activities, collection guides and research aids. 2013 Event Highlights Throughout the Month of May Film: State of Aloha Featuring a broad range of interviews, this documentary not only gives voice to the people living in Hawai’i today, but also lays out the complicated history of this once-sovereign nation. (Smithsonian Institution, American Indian Museum) - May 4 "I Want the Wide American Earth: An Asian Pacific American Story" A kid-friendly event including performances, hands-on activities, readings by local authors, conversations with curators, and a scavenger hunt. (Smithsonian Institution, American History Museum)
*2*: These projects include cataloging and preserving rare cultural and religious artifacts, digitizing fragile textiles and art, and working to preserve endangered languages.
*3*: - Asian-Pacific American Heritage Month Home - Exhibits & Collections - For Teachers - Images Used On Brought to you by...
*4*: Over the years the National Endowment for the Humanities Division of Preservation & Access has funded numerous preservation projects that emphasize the cultural contributions of the diverse peoples of Asia and the Pacific Islands.
*5*: Put the power of primary sources to work in the classroom.
*6*: Collected stories highlight service from World War II, Korea, Vietnam, and Iraq.
*7*: Images on Flickr A new set containing photos and documents from the National Archives that relate to Asian Pacific American Heritage Month on the Flickr photo sharing site.
*8*: May is Asian-Pacific American Heritage Month The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of Asian and Pacific Islanders who have enriched America’s history and are instrumental in its future success.
*9*: Veterans History Project Asian Pacific Americans made lasting contributions to America’s wartime efforts.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - Asian-Pacific American Heritage Month Home - Exhibits & Collections - For Teachers - Images Used On Brought to you by...\n*2*: May is Asian-Pacific American Heritage Month The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of Asian and Pacific Islanders who have enriched America\u2019s history and are instrumental in its future success.\n*3*: Images on Flickr A new set containing photos and documents from the National Archives that relate to Asian Pacific American Heritage Month on the Flickr photo sharing site.\n*4*: Over the years the National Endowment for the Humanities Division of Preservation & Access has funded numerous preservation projects that emphasize the cultural contributions of the diverse peoples of Asia and the Pacific Islands.\n*5*: These projects include cataloging and preserving rare cultural and religious artifacts, digitizing fragile textiles and art, and working to preserve endangered languages.\n*6*: Veterans History Project Asian Pacific Americans made lasting contributions to America\u2019s wartime efforts.\n*7*: Collected stories highlight service from World War II, Korea, Vietnam, and Iraq.\n*8*: Put the power of primary sources to work in the classroom.\n*9*: Browse ready-to-use lesson plans, student activities, collection guides and research aids. 2013 Event Highlights Throughout the Month of May Film: State of Aloha Featuring a broad range of interviews, this documentary not only gives voice to the people living in Hawai\u2019i today, but also lays out the complicated history of this once-sovereign nation. (Smithsonian Institution, American Indian Museum) - May 4 \"I Want the Wide American Earth: An Asian Pacific American Story\" A kid-friendly event including performances, hands-on activities, readings by local authors, conversations with curators, and a scavenger hunt. (Smithsonian Institution, American History Museum)", "scrambled": "*1*: Browse ready-to-use lesson plans, student activities, collection guides and research aids. 2013 Event Highlights Throughout the Month of May Film: State of Aloha Featuring a broad range of interviews, this documentary not only gives voice to the people living in Hawai\u2019i today, but also lays out the complicated history of this once-sovereign nation. (Smithsonian Institution, American Indian Museum) - May 4 \"I Want the Wide American Earth: An Asian Pacific American Story\" A kid-friendly event including performances, hands-on activities, readings by local authors, conversations with curators, and a scavenger hunt. (Smithsonian Institution, American History Museum)\n*2*: These projects include cataloging and preserving rare cultural and religious artifacts, digitizing fragile textiles and art, and working to preserve endangered languages.\n*3*: - Asian-Pacific American Heritage Month Home - Exhibits & Collections - For Teachers - Images Used On Brought to you by...\n*4*: Over the years the National Endowment for the Humanities Division of Preservation & Access has funded numerous preservation projects that emphasize the cultural contributions of the diverse peoples of Asia and the Pacific Islands.\n*5*: Put the power of primary sources to work in the classroom.\n*6*: Collected stories highlight service from World War II, Korea, Vietnam, and Iraq.\n*7*: Images on Flickr A new set containing photos and documents from the National Archives that relate to Asian Pacific American Heritage Month on the Flickr photo sharing site.\n*8*: May is Asian-Pacific American Heritage Month The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of Asian and Pacific Islanders who have enriched America\u2019s history and are instrumental in its future success.\n*9*: Veterans History Project Asian Pacific Americans made lasting contributions to America\u2019s wartime efforts."}
| 2 |
unscramble_87813
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It also has a conspicuous white patch on its shoulder, a white wing-bar and white round the edges of its tail feathers. |The males (first 5 photos - 4th with Greenfinch) are particularly brightly coloured in the spring by which time the brownish feather fringes on their fresh autumn plumage have worn off.
*2*: This is the origin of the species scientific name coelebs from the Latin word for bachelor.
*3*: |Chaffinch (Fringilla coelebs) The tragedy of the Chaffinch is that it is so common.
*4*: During the winter, Chaffinches can form large flocks all of one sex.
*5*: The females (last 2 photos) and juveniles are much duller greyish-brown but still show the white wing and tail markings.
*6*: Were it a rarity, we would probably get ecstatic about the male's pink face and underparts contrasting with its grey crown and brown back.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Chaffinch (Fringilla coelebs) The tragedy of the Chaffinch is that it is so common.\n*2*: Were it a rarity, we would probably get ecstatic about the male's pink face and underparts contrasting with its grey crown and brown back.\n*3*: It also has a conspicuous white patch on its shoulder, a white wing-bar and white round the edges of its tail feathers. |The males (first 5 photos - 4th with Greenfinch) are particularly brightly coloured in the spring by which time the brownish feather fringes on their fresh autumn plumage have worn off.\n*4*: The females (last 2 photos) and juveniles are much duller greyish-brown but still show the white wing and tail markings.\n*5*: During the winter, Chaffinches can form large flocks all of one sex.\n*6*: This is the origin of the species scientific name coelebs from the Latin word for bachelor.", "scrambled": "*1*: It also has a conspicuous white patch on its shoulder, a white wing-bar and white round the edges of its tail feathers. |The males (first 5 photos - 4th with Greenfinch) are particularly brightly coloured in the spring by which time the brownish feather fringes on their fresh autumn plumage have worn off.\n*2*: This is the origin of the species scientific name coelebs from the Latin word for bachelor.\n*3*: |Chaffinch (Fringilla coelebs) The tragedy of the Chaffinch is that it is so common.\n*4*: During the winter, Chaffinches can form large flocks all of one sex.\n*5*: The females (last 2 photos) and juveniles are much duller greyish-brown but still show the white wing and tail markings.\n*6*: Were it a rarity, we would probably get ecstatic about the male's pink face and underparts contrasting with its grey crown and brown back."}
| 2 |
unscramble_193720
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As more is learned about the invention, efficiencies are discovered and the model moves into a mode of maturity, or conservation.
*2*: Because these efficiencies are bound to a specific context, such as a moment in time, or a particular environment, their appropriateness will eventually shift as things change.
*3*: ''Each of the stages in the Panarchy Loop is a distinct phase with unique dynamics.
*4*: Reorganization is an exploration phase which is characterized by trial and error and can appear chaotic and random.
*5*: At the same time, it provides fertile ground for innovation.''
*6*: There is a need to release some capital so that it can be re-assembled in a way that is more appropriate to the new context.
*7*: This release is often difficult for those involved as it means that trusted and familiar practices must be abandoned.
*8*: Only when ideas crystallize can a more orderly,predictable exploitation phase begin.
*9*: Exploitation – or an entrepreneurial phase – takes invention and turns it into action.
*10*: In realizing the efficiencies, different kinds of capital – such as resources, knowledge, or processes – are committed.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: ''Each of the stages in the Panarchy Loop is a distinct phase with unique dynamics.\n*2*: Reorganization is an exploration phase which is characterized by trial and error and can appear chaotic and random.\n*3*: Only when ideas crystallize can a more orderly,predictable exploitation phase begin.\n*4*: Exploitation \u2013 or an entrepreneurial phase \u2013 takes invention and turns it into action.\n*5*: As more is learned about the invention, efficiencies are discovered and the model moves into a mode of maturity, or conservation.\n*6*: In realizing the efficiencies, different kinds of capital \u2013 such as resources, knowledge, or processes \u2013 are committed.\n*7*: Because these efficiencies are bound to a specific context, such as a moment in time, or a particular environment, their appropriateness will eventually shift as things change.\n*8*: There is a need to release some capital so that it can be re-assembled in a way that is more appropriate to the new context.\n*9*: This release is often difficult for those involved as it means that trusted and familiar practices must be abandoned.\n*10*: At the same time, it provides fertile ground for innovation.''", "scrambled": "*1*: As more is learned about the invention, efficiencies are discovered and the model moves into a mode of maturity, or conservation.\n*2*: Because these efficiencies are bound to a specific context, such as a moment in time, or a particular environment, their appropriateness will eventually shift as things change.\n*3*: ''Each of the stages in the Panarchy Loop is a distinct phase with unique dynamics.\n*4*: Reorganization is an exploration phase which is characterized by trial and error and can appear chaotic and random.\n*5*: At the same time, it provides fertile ground for innovation.''\n*6*: There is a need to release some capital so that it can be re-assembled in a way that is more appropriate to the new context.\n*7*: This release is often difficult for those involved as it means that trusted and familiar practices must be abandoned.\n*8*: Only when ideas crystallize can a more orderly,predictable exploitation phase begin.\n*9*: Exploitation \u2013 or an entrepreneurial phase \u2013 takes invention and turns it into action.\n*10*: In realizing the efficiencies, different kinds of capital \u2013 such as resources, knowledge, or processes \u2013 are committed."}
| 2 |
unscramble_251320
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Nairn River proper is actually rather short, as scholars have long argued (without result) which of its tributaries should be called the Upper Nairn.
*2*: It is formed from several major tributaries: the Glashain River, the Charagain River, and The Aol are all primary sources, with the Glashain and Charagain both splitting again into several others (most notably, the River Froth).
*3*: The mouth of the Nairn, where it flows into Sweetwater Bay to the Lacian Sea, is the widest river mouth in the known World, and, three leagues from the coast, one side cannot be seen from the other.
*4*: The ancient city of Braucairn stretches along the northern shore, from its oldest citadel atop Glostrom Hill, with docks now abandoned to silt, to the newest docks, seven miles west.
*5*: The Dork Circus This slow moving juggernaut of a river dominates The Nairn Lowlands, to which it gave its name long ago.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Dork Circus This slow moving juggernaut of a river dominates The Nairn Lowlands, to which it gave its name long ago.\n*2*: It is formed from several major tributaries: the Glashain River, the Charagain River, and The Aol are all primary sources, with the Glashain and Charagain both splitting again into several others (most notably, the River Froth).\n*3*: The Nairn River proper is actually rather short, as scholars have long argued (without result) which of its tributaries should be called the Upper Nairn.\n*4*: The mouth of the Nairn, where it flows into Sweetwater Bay to the Lacian Sea, is the widest river mouth in the known World, and, three leagues from the coast, one side cannot be seen from the other.\n*5*: The ancient city of Braucairn stretches along the northern shore, from its oldest citadel atop Glostrom Hill, with docks now abandoned to silt, to the newest docks, seven miles west.", "scrambled": "*1*: The Nairn River proper is actually rather short, as scholars have long argued (without result) which of its tributaries should be called the Upper Nairn.\n*2*: It is formed from several major tributaries: the Glashain River, the Charagain River, and The Aol are all primary sources, with the Glashain and Charagain both splitting again into several others (most notably, the River Froth).\n*3*: The mouth of the Nairn, where it flows into Sweetwater Bay to the Lacian Sea, is the widest river mouth in the known World, and, three leagues from the coast, one side cannot be seen from the other.\n*4*: The ancient city of Braucairn stretches along the northern shore, from its oldest citadel atop Glostrom Hill, with docks now abandoned to silt, to the newest docks, seven miles west.\n*5*: The Dork Circus This slow moving juggernaut of a river dominates The Nairn Lowlands, to which it gave its name long ago."}
| 2 |
unscramble_175
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: According to the National Institutes of Health Consensus Report, morbid obesity is a serious disease and must be treated as such.
*2*: Obesity becomes "morbid" when it reaches the point of significantly increasing the risk of one or more obesity-related health conditions or serious diseases (also known as co-morbidities) that result either in significant physical disability or even death.
*3*: It is a chronic disease, meaning that its symptoms build slowly over an extended period of time.
*4*: Both are descriptions of the same condition and can be used interchangeably.
*5*: Morbid obesity is typically defined as being 100 lbs. or more over ideal body weight or having a Body Mass Index of 40 or higher.
*6*: What is Morbid Obesity?
*7*: As you read about morbid obesity you may also see the term "clinically severe obesity" used.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: What is Morbid Obesity?\n*2*: Obesity becomes \"morbid\" when it reaches the point of significantly increasing the risk of one or more obesity-related health conditions or serious diseases (also known as co-morbidities) that result either in significant physical disability or even death.\n*3*: As you read about morbid obesity you may also see the term \"clinically severe obesity\" used.\n*4*: Both are descriptions of the same condition and can be used interchangeably.\n*5*: Morbid obesity is typically defined as being 100 lbs. or more over ideal body weight or having a Body Mass Index of 40 or higher.\n*6*: According to the National Institutes of Health Consensus Report, morbid obesity is a serious disease and must be treated as such.\n*7*: It is a chronic disease, meaning that its symptoms build slowly over an extended period of time.", "scrambled": "*1*: According to the National Institutes of Health Consensus Report, morbid obesity is a serious disease and must be treated as such.\n*2*: Obesity becomes \"morbid\" when it reaches the point of significantly increasing the risk of one or more obesity-related health conditions or serious diseases (also known as co-morbidities) that result either in significant physical disability or even death.\n*3*: It is a chronic disease, meaning that its symptoms build slowly over an extended period of time.\n*4*: Both are descriptions of the same condition and can be used interchangeably.\n*5*: Morbid obesity is typically defined as being 100 lbs. or more over ideal body weight or having a Body Mass Index of 40 or higher.\n*6*: What is Morbid Obesity?\n*7*: As you read about morbid obesity you may also see the term \"clinically severe obesity\" used."}
| 2 |
unscramble_255201
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Found throughout the world’s tropical and subtropical seas, and encompassing diverse approaches to management and governance, their sizes and contexts vary widely, but all share the common theme of placing local communities at the heart of management.
*2*: Experience from around the world shows that managing fisheries and marine resources works best when responsibility is placed in the hands of local communities.
*3*: Locally Managed Marine Areas (LMMAs) are areas of ocean managed by coastal communities to help protect fisheries and safeguard marine biodiversity.
*4*: Read more about Blue Ventures and how you can get involved here.
*5*: Thanks to contributor Phil Karp for sharing this great example of how peer-peer knowledge exchange can help to replicate and scale up innovative solutions.
*6*: Here, they witnessed the opening of a short-term octopus fisheries closure, and were impressed to see the increased catches and incomes for local fishers thanks to the fast growing nature of octopus.
*7*: In August 2016, following an invitation from Blue Ventures, staff from WWF Mozambique and Abdala Moto, a member of a fishing community in the Quirimbas archipelago, travelled across the Mozambique channel with me to join our learning exchange to Madagascar.
*8*: This is particularly true in low-income countries, where there is often limited capacity and infrastructure for fisheries management and conservation.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Thanks to contributor Phil Karp for sharing this great example of how peer-peer knowledge exchange can help to replicate and scale up innovative solutions.\n*2*: Experience from around the world shows that managing fisheries and marine resources works best when responsibility is placed in the hands of local communities.\n*3*: This is particularly true in low-income countries, where there is often limited capacity and infrastructure for fisheries management and conservation.\n*4*: Locally Managed Marine Areas (LMMAs) are areas of ocean managed by coastal communities to help protect fisheries and safeguard marine biodiversity.\n*5*: Found throughout the world\u2019s tropical and subtropical seas, and encompassing diverse approaches to management and governance, their sizes and contexts vary widely, but all share the common theme of placing local communities at the heart of management.\n*6*: In August 2016, following an invitation from Blue Ventures, staff from WWF Mozambique and Abdala Moto, a member of a fishing community in the Quirimbas archipelago, travelled across the Mozambique channel with me to join our learning exchange to Madagascar.\n*7*: Here, they witnessed the opening of a short-term octopus fisheries closure, and were impressed to see the increased catches and incomes for local fishers thanks to the fast growing nature of octopus.\n*8*: Read more about Blue Ventures and how you can get involved here.", "scrambled": "*1*: Found throughout the world\u2019s tropical and subtropical seas, and encompassing diverse approaches to management and governance, their sizes and contexts vary widely, but all share the common theme of placing local communities at the heart of management.\n*2*: Experience from around the world shows that managing fisheries and marine resources works best when responsibility is placed in the hands of local communities.\n*3*: Locally Managed Marine Areas (LMMAs) are areas of ocean managed by coastal communities to help protect fisheries and safeguard marine biodiversity.\n*4*: Read more about Blue Ventures and how you can get involved here.\n*5*: Thanks to contributor Phil Karp for sharing this great example of how peer-peer knowledge exchange can help to replicate and scale up innovative solutions.\n*6*: Here, they witnessed the opening of a short-term octopus fisheries closure, and were impressed to see the increased catches and incomes for local fishers thanks to the fast growing nature of octopus.\n*7*: In August 2016, following an invitation from Blue Ventures, staff from WWF Mozambique and Abdala Moto, a member of a fishing community in the Quirimbas archipelago, travelled across the Mozambique channel with me to join our learning exchange to Madagascar.\n*8*: This is particularly true in low-income countries, where there is often limited capacity and infrastructure for fisheries management and conservation."}
| 2 |
unscramble_246786
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
*2*: Deoxyribonucleic acid (DNA) is material that governs inheritance of eye color, hair color, stature, and many other traitsIs unique for each individual except for identical twins. .
*3*: Just about every cell in our human body contains a complete DNA profile (exception red blood cells, egg and sperm cells).
*4*: What is DNA?.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 DNA?.\n*2*: Deoxyribonucleic acid (DNA) is material that governs inheritance of eye color, hair color, stature, and many other traitsIs unique for each individual except for identical twins. .\n*3*: Just about every cell in our human body contains a complete DNA profile (exception red blood cells, egg and sperm cells).\n*4*: Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.", "scrambled": "*1*: Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.\n*2*: Deoxyribonucleic acid (DNA) is material that governs inheritance of eye color, hair color, stature, and many other traitsIs unique for each individual except for identical twins. .\n*3*: Just about every cell in our human body contains a complete DNA profile (exception red blood cells, egg and sperm cells).\n*4*: What is DNA?."}
| 2 |
unscramble_83902
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The silver Ichibuban from 1837 to 1854 (Tenpō Ichibugin, 天保一分銀, "Old Ichibuban") weighed 8.66 g, with an alloy of 0.21% gold and 98.86% silver.
*2*: Gold Ichibuban (一分判金) See also - The Cambridge History of Japan: Early modern Japan by John Whitney Hall p.61 - Toi Museum
*3*: The gold Ichibuban of 1714 (佐渡一分判金) had a weight of 4.5 g, with 85.6% of gold and 14.2% of silver.
*4*: The Nibuban (二分判) was worth double the Ichibuban, and half a Koban and was also a rectangular coin.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 gold Ichibuban of 1714 (\u4f50\u6e21\u4e00\u5206\u5224\u91d1) had a weight of 4.5 g, with 85.6% of gold and 14.2% of silver.\n*2*: The silver Ichibuban from 1837 to 1854 (Tenp\u014d Ichibugin, \u5929\u4fdd\u4e00\u5206\u9280, \"Old Ichibuban\") weighed 8.66 g, with an alloy of 0.21% gold and 98.86% silver.\n*3*: The Nibuban (\u4e8c\u5206\u5224) was worth double the Ichibuban, and half a Koban and was also a rectangular coin.\n*4*: Gold Ichibuban (\u4e00\u5206\u5224\u91d1) See also - The Cambridge History of Japan: Early modern Japan by John Whitney Hall p.61 - Toi Museum", "scrambled": "*1*: The silver Ichibuban from 1837 to 1854 (Tenp\u014d Ichibugin, \u5929\u4fdd\u4e00\u5206\u9280, \"Old Ichibuban\") weighed 8.66 g, with an alloy of 0.21% gold and 98.86% silver.\n*2*: Gold Ichibuban (\u4e00\u5206\u5224\u91d1) See also - The Cambridge History of Japan: Early modern Japan by John Whitney Hall p.61 - Toi Museum\n*3*: The gold Ichibuban of 1714 (\u4f50\u6e21\u4e00\u5206\u5224\u91d1) had a weight of 4.5 g, with 85.6% of gold and 14.2% of silver.\n*4*: The Nibuban (\u4e8c\u5206\u5224) was worth double the Ichibuban, and half a Koban and was also a rectangular coin."}
| 2 |
unscramble_74875
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: - Who Are Arab Americans? - Popular Perceptions - Why The Stereotypes? - About & Credits The term “Othering” refers to the processes by which societies and groups exclude those whom they want to subordinate.
*2*: Othering is a recurring historical phenomenon that is not unique to Arabs.
*3*: Here we identify three particular ways, animalization, naturalization and infantilization, delineated in Ella Shohat and Robert Stam’s book Unthinking Eurocentrism.
*4*: By providing a framework of common modes of Othering, our hope is that visitors will be able to more readily identify the process of Othering through these categories.
*5*: There are three common ways in which an Other is created.
*6*: Othering creates contrasting differences that involves producing narratives and images about a group of people that demonizes or dehumanizes them.
*7*: Various groups, including African Americans, Asian Americans, Native Americans, Latinos and white ethnic Americans have been stereotypically represented at different time periods, such as the eras of U.S. colonization and slavery, WWII, and the Cold War.
*8*: It provides the justification to treat these Others as inferior.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: - Who Are Arab Americans? - Popular Perceptions - Why The Stereotypes? - About & Credits The term \u201cOthering\u201d refers to the processes by which societies and groups exclude those whom they want to subordinate.\n*2*: Othering creates contrasting differences that involves producing narratives and images about a group of people that demonizes or dehumanizes them.\n*3*: It provides the justification to treat these Others as inferior.\n*4*: Othering is a recurring historical phenomenon that is not unique to Arabs.\n*5*: Various groups, including African Americans, Asian Americans, Native Americans, Latinos and white ethnic Americans have been stereotypically represented at different time periods, such as the eras of U.S. colonization and slavery, WWII, and the Cold War.\n*6*: There are three common ways in which an Other is created.\n*7*: Here we identify three particular ways, animalization, naturalization and infantilization, delineated in Ella Shohat and Robert Stam\u2019s book Unthinking Eurocentrism.\n*8*: By providing a framework of common modes of Othering, our hope is that visitors will be able to more readily identify the process of Othering through these categories.", "scrambled": "*1*: - Who Are Arab Americans? - Popular Perceptions - Why The Stereotypes? - About & Credits The term \u201cOthering\u201d refers to the processes by which societies and groups exclude those whom they want to subordinate.\n*2*: Othering is a recurring historical phenomenon that is not unique to Arabs.\n*3*: Here we identify three particular ways, animalization, naturalization and infantilization, delineated in Ella Shohat and Robert Stam\u2019s book Unthinking Eurocentrism.\n*4*: By providing a framework of common modes of Othering, our hope is that visitors will be able to more readily identify the process of Othering through these categories.\n*5*: There are three common ways in which an Other is created.\n*6*: Othering creates contrasting differences that involves producing narratives and images about a group of people that demonizes or dehumanizes them.\n*7*: Various groups, including African Americans, Asian Americans, Native Americans, Latinos and white ethnic Americans have been stereotypically represented at different time periods, such as the eras of U.S. colonization and slavery, WWII, and the Cold War.\n*8*: It provides the justification to treat these Others as inferior."}
| 2 |
unscramble_150767
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: To determine the sensitivity is to calibrate the measurement device.
*2*: A calibration is performed: - To ensure that your measurements are correct - To prove that measurement methods and the equipment used are accurate, for example, to prove that a measurement complies with the requirements of national legislation, standard bodies and customers - To verify the stability of the measurement equipment, including equipment used to perform calibration - To account for local measurement conditions, for example, variations in ambient pressure and temperature - To ensure product quality - To build confidence in measurement results
*3*: The sensitivity can be defined as the ratio of the output parameter to the input parameter.
*4*: The most important parameter for any measurement device is sensitivity.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The most important parameter for any measurement device is sensitivity.\n*2*: The sensitivity can be defined as the ratio of the output parameter to the input parameter.\n*3*: To determine the sensitivity is to calibrate the measurement device.\n*4*: A calibration is performed: - To ensure that your measurements are correct - To prove that measurement methods and the equipment used are accurate, for example, to prove that a measurement complies with the requirements of national legislation, standard bodies and customers - To verify the stability of the measurement equipment, including equipment used to perform calibration - To account for local measurement conditions, for example, variations in ambient pressure and temperature - To ensure product quality - To build confidence in measurement results", "scrambled": "*1*: To determine the sensitivity is to calibrate the measurement device.\n*2*: A calibration is performed: - To ensure that your measurements are correct - To prove that measurement methods and the equipment used are accurate, for example, to prove that a measurement complies with the requirements of national legislation, standard bodies and customers - To verify the stability of the measurement equipment, including equipment used to perform calibration - To account for local measurement conditions, for example, variations in ambient pressure and temperature - To ensure product quality - To build confidence in measurement results\n*3*: The sensitivity can be defined as the ratio of the output parameter to the input parameter.\n*4*: The most important parameter for any measurement device is sensitivity."}
| 2 |
unscramble_76704
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Although you could easily miss the church's entrance, concealed in a courtyard, the Týn is one of the landmarks of Staré Město thanks to its twin towers.
*2*: Look closely at the red marble slab and you'll see the former; the lines above, translating as 'Better to be than to seem to be', are evidence of the latter.
*3*: The church dates from the same period as much of St Vitus's Cathedral (late 14th century), but whereas St Vitus's was constructed to show the power of King Charles IV, Týn was a church for the people.
*4*: The Jesuits commissioned the Baroque interior, which blends uncomfortably with the original Gothic structure; they also melted down the golden chalice in the church façade, which was a symbol of the Hussites, before recasting it as the Virgin.
*5*: As such, it became a centre of the Hussite movement in the 15th century before being commandeered by the Jesuits in the 17th.
*6*: At the end of the southern aisle is the tombstone of Tycho Brahe, Rudolf II's personal astronomer, who was famous for his false nose and gnomic utterances.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Although you could easily miss the church's entrance, concealed in a courtyard, the T\u00fdn is one of the landmarks of Star\u00e9 M\u011bsto thanks to its twin towers.\n*2*: The church dates from the same period as much of St Vitus's Cathedral (late 14th century), but whereas St Vitus's was constructed to show the power of King Charles IV, T\u00fdn was a church for the people.\n*3*: As such, it became a centre of the Hussite movement in the 15th century before being commandeered by the Jesuits in the 17th.\n*4*: The Jesuits commissioned the Baroque interior, which blends uncomfortably with the original Gothic structure; they also melted down the golden chalice in the church fa\u00e7ade, which was a symbol of the Hussites, before recasting it as the Virgin.\n*5*: At the end of the southern aisle is the tombstone of Tycho Brahe, Rudolf II's personal astronomer, who was famous for his false nose and gnomic utterances.\n*6*: Look closely at the red marble slab and you'll see the former; the lines above, translating as 'Better to be than to seem to be', are evidence of the latter.", "scrambled": "*1*: Although you could easily miss the church's entrance, concealed in a courtyard, the T\u00fdn is one of the landmarks of Star\u00e9 M\u011bsto thanks to its twin towers.\n*2*: Look closely at the red marble slab and you'll see the former; the lines above, translating as 'Better to be than to seem to be', are evidence of the latter.\n*3*: The church dates from the same period as much of St Vitus's Cathedral (late 14th century), but whereas St Vitus's was constructed to show the power of King Charles IV, T\u00fdn was a church for the people.\n*4*: The Jesuits commissioned the Baroque interior, which blends uncomfortably with the original Gothic structure; they also melted down the golden chalice in the church fa\u00e7ade, which was a symbol of the Hussites, before recasting it as the Virgin.\n*5*: As such, it became a centre of the Hussite movement in the 15th century before being commandeered by the Jesuits in the 17th.\n*6*: At the end of the southern aisle is the tombstone of Tycho Brahe, Rudolf II's personal astronomer, who was famous for his false nose and gnomic utterances."}
| 2 |
unscramble_49831
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Unfortuantely, many turned into communists.
*2*: General Chiang Kai-shek was the commander of it.
*3*: The troops were trained by the Red Army and equipped with Soviet arms.
*4*: He then suppressed the reds to keep order and prevent a Leninist tyranny.
*5*: The Northern Expedition (1926-1928) was the offensive undertaken by the armies of the Guangzhou-based Kuomintang Party to unite China under their rule, ending more than a decade of fragmented rule by shifting alliances of provincial warlords.
*6*: Chiang commanded the Northern Expedition which took over China.
*7*: In 1924, Whampoa Military Academy had been founded in Canton.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Northern Expedition (1926-1928) was the offensive undertaken by the armies of the Guangzhou-based Kuomintang Party to unite China under their rule, ending more than a decade of fragmented rule by shifting alliances of provincial warlords.\n*2*: In 1924, Whampoa Military Academy had been founded in Canton.\n*3*: General Chiang Kai-shek was the commander of it.\n*4*: The troops were trained by the Red Army and equipped with Soviet arms.\n*5*: Unfortuantely, many turned into communists.\n*6*: Chiang commanded the Northern Expedition which took over China.\n*7*: He then suppressed the reds to keep order and prevent a Leninist tyranny.", "scrambled": "*1*: Unfortuantely, many turned into communists.\n*2*: General Chiang Kai-shek was the commander of it.\n*3*: The troops were trained by the Red Army and equipped with Soviet arms.\n*4*: He then suppressed the reds to keep order and prevent a Leninist tyranny.\n*5*: The Northern Expedition (1926-1928) was the offensive undertaken by the armies of the Guangzhou-based Kuomintang Party to unite China under their rule, ending more than a decade of fragmented rule by shifting alliances of provincial warlords.\n*6*: Chiang commanded the Northern Expedition which took over China.\n*7*: In 1924, Whampoa Military Academy had been founded in Canton."}
| 2 |
unscramble_242080
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Soybean yields will fall 5.24 percent – 169 million bushels – from July estimates of 3.225 billion bushels.
*2*: That combined with a growing population will drive up prices. “The very, very tight carryover is why corn prices are going to be record-high this year,” Plain said. “We really need to plant more acres to corn next year than this year, and this was the second most acres planted in 67 years.”
*3*: However, August might stem the damage if cooler weather holds. “Corn doesn’t like drought or hot, warm nights, so it wasn’t a surprise that USDA cut the yield estimates,” Plain said. “So far, August hasn’t been that bad a month, with lower temperatures this week and some rain, so if we cross our fingers it may not get any worse than this.” Less corn to go around means fewer exports, less feed and less ethanol.
*4*: Carryover stocks of corn dropped to 714 million bushels, a level last seen in 1996.
*5*: Missouri cornfields show the impact of June floods and July heat, with 32 percent of fields rated at poor or below, according to the Missouri Agricultural Statistics Service.
*6*: Amid cuts to yield estimates for corn and soybeans, the USDA’s Crop Production and Supply/Demand Report projects that ethanol plants will use 200 million more bushels of corn than animals will eat. “That’s a first-time-ever type of change,” said Ron Plain, an economist for University of Missouri Extension. “For forever, feed was the largest single use of corn.” Sustained high corn prices resulted in a lot of red ink for livestock producers, forcing many to shrink their livestock and poultry stocks to reduce costs and to get a better price. “Critters have to eat, so many farms will have to downsize and that is reflected in the reduced forecast for meat production next year,” Plain said. “You have to go back to 1995 to find a smaller amount of corn to be fed to livestock in the U.S. That is going to make things tough for the livestock and poultry industries.” Harvests will take a hit if USDA yield estimates hold true.
*7*: Corn will make 4 percent less – 556 million bushels – than the 13.47 billion bushels anticipated nationwide in July.
*8*: More corn will fuel U.S. gas tanks in the coming year than will feed U.S. livestock and poultry.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: More corn will fuel U.S. gas tanks in the coming year than will feed U.S. livestock and poultry.\n*2*: Amid cuts to yield estimates for corn and soybeans, the USDA\u2019s Crop Production and Supply/Demand Report projects that ethanol plants will use 200 million more bushels of corn than animals will eat. \u201cThat\u2019s a first-time-ever type of change,\u201d said Ron Plain, an economist for University of Missouri Extension. \u201cFor forever, feed was the largest single use of corn.\u201d Sustained high corn prices resulted in a lot of red ink for livestock producers, forcing many to shrink their livestock and poultry stocks to reduce costs and to get a better price. \u201cCritters have to eat, so many farms will have to downsize and that is reflected in the reduced forecast for meat production next year,\u201d Plain said. \u201cYou have to go back to 1995 to find a smaller amount of corn to be fed to livestock in the U.S. That is going to make things tough for the livestock and poultry industries.\u201d Harvests will take a hit if USDA yield estimates hold true.\n*3*: Corn will make 4 percent less \u2013 556 million bushels \u2013 than the 13.47 billion bushels anticipated nationwide in July.\n*4*: Soybean yields will fall 5.24 percent \u2013 169 million bushels \u2013 from July estimates of 3.225 billion bushels.\n*5*: Missouri cornfields show the impact of June floods and July heat, with 32 percent of fields rated at poor or below, according to the Missouri Agricultural Statistics Service.\n*6*: However, August might stem the damage if cooler weather holds. \u201cCorn doesn\u2019t like drought or hot, warm nights, so it wasn\u2019t a surprise that USDA cut the yield estimates,\u201d Plain said. \u201cSo far, August hasn\u2019t been that bad a month, with lower temperatures this week and some rain, so if we cross our fingers it may not get any worse than this.\u201d Less corn to go around means fewer exports, less feed and less ethanol.\n*7*: Carryover stocks of corn dropped to 714 million bushels, a level last seen in 1996.\n*8*: That combined with a growing population will drive up prices. \u201cThe very, very tight carryover is why corn prices are going to be record-high this year,\u201d Plain said. \u201cWe really need to plant more acres to corn next year than this year, and this was the second most acres planted in 67 years.\u201d", "scrambled": "*1*: Soybean yields will fall 5.24 percent \u2013 169 million bushels \u2013 from July estimates of 3.225 billion bushels.\n*2*: That combined with a growing population will drive up prices. \u201cThe very, very tight carryover is why corn prices are going to be record-high this year,\u201d Plain said. \u201cWe really need to plant more acres to corn next year than this year, and this was the second most acres planted in 67 years.\u201d\n*3*: However, August might stem the damage if cooler weather holds. \u201cCorn doesn\u2019t like drought or hot, warm nights, so it wasn\u2019t a surprise that USDA cut the yield estimates,\u201d Plain said. \u201cSo far, August hasn\u2019t been that bad a month, with lower temperatures this week and some rain, so if we cross our fingers it may not get any worse than this.\u201d Less corn to go around means fewer exports, less feed and less ethanol.\n*4*: Carryover stocks of corn dropped to 714 million bushels, a level last seen in 1996.\n*5*: Missouri cornfields show the impact of June floods and July heat, with 32 percent of fields rated at poor or below, according to the Missouri Agricultural Statistics Service.\n*6*: Amid cuts to yield estimates for corn and soybeans, the USDA\u2019s Crop Production and Supply/Demand Report projects that ethanol plants will use 200 million more bushels of corn than animals will eat. \u201cThat\u2019s a first-time-ever type of change,\u201d said Ron Plain, an economist for University of Missouri Extension. \u201cFor forever, feed was the largest single use of corn.\u201d Sustained high corn prices resulted in a lot of red ink for livestock producers, forcing many to shrink their livestock and poultry stocks to reduce costs and to get a better price. \u201cCritters have to eat, so many farms will have to downsize and that is reflected in the reduced forecast for meat production next year,\u201d Plain said. \u201cYou have to go back to 1995 to find a smaller amount of corn to be fed to livestock in the U.S. That is going to make things tough for the livestock and poultry industries.\u201d Harvests will take a hit if USDA yield estimates hold true.\n*7*: Corn will make 4 percent less \u2013 556 million bushels \u2013 than the 13.47 billion bushels anticipated nationwide in July.\n*8*: More corn will fuel U.S. gas tanks in the coming year than will feed U.S. livestock and poultry."}
| 2 |
unscramble_219360
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The creator, Daniel Connell, has been working on his concentrated solar energy collector for several years now, and has just launched a web home for it, complete with detailed tutorials. "An open source solar energy collector which tracks the sun automatically through a simple non-electrical mechanism.
*2*: It can be made almost anywhere from common recycled and salvaged materials using basic tools and skills, is portable, has no running costs or emissions, and can produce up to kilowatts of power per device.
*3*: DIY Open Source Solar Concentrator Tutorials Now Available Ever wanted to tinker about with a homebrewed solar energy system?
*4*: Then this project, SolarFlower, might be just the ticket for you.
*5*: Depending on available resources it should take one to three unskilled people less than a week to build, and cost well under €$£ 100." - SolarFlower.org According to Connell, the potential uses for these devices include electrical generation, water purification, cooking, bio-char and charcoal, food dehydration, heating, gasification, and just about anything else heat can be used for. [Hat tip to Sustainablog]
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: DIY Open Source Solar Concentrator Tutorials Now Available Ever wanted to tinker about with a homebrewed solar energy system?\n*2*: Then this project, SolarFlower, might be just the ticket for you.\n*3*: The creator, Daniel Connell, has been working on his concentrated solar energy collector for several years now, and has just launched a web home for it, complete with detailed tutorials. \"An open source solar energy collector which tracks the sun automatically through a simple non-electrical mechanism.\n*4*: It can be made almost anywhere from common recycled and salvaged materials using basic tools and skills, is portable, has no running costs or emissions, and can produce up to kilowatts of power per device.\n*5*: Depending on available resources it should take one to three unskilled people less than a week to build, and cost well under \u20ac$\u00a3 100.\" - SolarFlower.org According to Connell, the potential uses for these devices include electrical generation, water purification, cooking, bio-char and charcoal, food dehydration, heating, gasification, and just about anything else heat can be used for. [Hat tip to Sustainablog]", "scrambled": "*1*: The creator, Daniel Connell, has been working on his concentrated solar energy collector for several years now, and has just launched a web home for it, complete with detailed tutorials. \"An open source solar energy collector which tracks the sun automatically through a simple non-electrical mechanism.\n*2*: It can be made almost anywhere from common recycled and salvaged materials using basic tools and skills, is portable, has no running costs or emissions, and can produce up to kilowatts of power per device.\n*3*: DIY Open Source Solar Concentrator Tutorials Now Available Ever wanted to tinker about with a homebrewed solar energy system?\n*4*: Then this project, SolarFlower, might be just the ticket for you.\n*5*: Depending on available resources it should take one to three unskilled people less than a week to build, and cost well under \u20ac$\u00a3 100.\" - SolarFlower.org According to Connell, the potential uses for these devices include electrical generation, water purification, cooking, bio-char and charcoal, food dehydration, heating, gasification, and just about anything else heat can be used for. [Hat tip to Sustainablog]"}
| 2 |
unscramble_55199
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A recent study conducted by two New York City high-school students shows that fish is commonly misnamed.
*2*: And more than 75 percent of "red snapper" samples weren't the real McCoy: Instead, they turned out to be everything from Atlantic cod fish to endangered Acadian redfish.
*3*: When 60 fish samples from four sushi restaurants and 10 supermarkets were inspected using a genetic fingerprinting technique, a quarter turned out to be mislabeled.
*4*: Some findings: "White tuna" was really Mozambique tilapia, a much cheaper, commercially farmed fish. "Flying fish roe" was actually smelt roe.
*5*: This study was done on a small scale, but according to the New York Times, it's "unlikely to be a mere statistical fluke."
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 recent study conducted by two New York City high-school students shows that fish is commonly misnamed.\n*2*: When 60 fish samples from four sushi restaurants and 10 supermarkets were inspected using a genetic fingerprinting technique, a quarter turned out to be mislabeled.\n*3*: Some findings: \"White tuna\" was really Mozambique tilapia, a much cheaper, commercially farmed fish. \"Flying fish roe\" was actually smelt roe.\n*4*: And more than 75 percent of \"red snapper\" samples weren't the real McCoy: Instead, they turned out to be everything from Atlantic cod fish to endangered Acadian redfish.\n*5*: This study was done on a small scale, but according to the New York Times, it's \"unlikely to be a mere statistical fluke.\"", "scrambled": "*1*: A recent study conducted by two New York City high-school students shows that fish is commonly misnamed.\n*2*: And more than 75 percent of \"red snapper\" samples weren't the real McCoy: Instead, they turned out to be everything from Atlantic cod fish to endangered Acadian redfish.\n*3*: When 60 fish samples from four sushi restaurants and 10 supermarkets were inspected using a genetic fingerprinting technique, a quarter turned out to be mislabeled.\n*4*: Some findings: \"White tuna\" was really Mozambique tilapia, a much cheaper, commercially farmed fish. \"Flying fish roe\" was actually smelt roe.\n*5*: This study was done on a small scale, but according to the New York Times, it's \"unlikely to be a mere statistical fluke.\""}
| 2 |
unscramble_119380
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The average brain is wired with thousands of kilometres of nerve fibres.
*2*: These tubes also regularly rebuild themselves, perhaps as often as every six to 12 hours, says Jack Tuszynski, a researcher at the University of Alberta in Edmonton. ”œThe gist of our story is that if this process is impeded, bad things happen,” says Dr. Tuszynski, who is part of an international team that has put forward a new theory that connects the distinctive brain damage seen in patients who have died from Alzheimer’s disease to problems in microtubule construction.
*3*: The team’s recent paper, published in the journal PLoS One, is one of a number of recent developments in Alzheimer’s disease related to basic research on the structure and chemistry of the brain.
*4*: Inside the fibres are a set of pipes, known as microtubules, that provide structural support and serve as a transportation system for the compounds that keep brain cells healthy.
*5*: More at the link
*6*: Nerve fibres are the long arms that extend from brain cells and allow them to communicate with each other and carry information.
*7*: As scientists learn more about the brain’s infrastructure, they are coming up with new ideas for how to fight a devastating disease.
*8*: A new approach to understanding and potentially treating Alzheimer’s disease involves the tiny tubes found inside them.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The average brain is wired with thousands of kilometres of nerve fibres.\n*2*: A new approach to understanding and potentially treating Alzheimer\u2019s disease involves the tiny tubes found inside them.\n*3*: Nerve fibres are the long arms that extend from brain cells and allow them to communicate with each other and carry information.\n*4*: Inside the fibres are a set of pipes, known as microtubules, that provide structural support and serve as a transportation system for the compounds that keep brain cells healthy.\n*5*: These tubes also regularly rebuild themselves, perhaps as often as every six to 12 hours, says Jack Tuszynski, a researcher at the University of Alberta in Edmonton. \u201d\u0153The gist of our story is that if this process is impeded, bad things happen,\u201d says Dr. Tuszynski, who is part of an international team that has put forward a new theory that connects the distinctive brain damage seen in patients who have died from Alzheimer\u2019s disease to problems in microtubule construction.\n*6*: The team\u2019s recent paper, published in the journal PLoS One, is one of a number of recent developments in Alzheimer\u2019s disease related to basic research on the structure and chemistry of the brain.\n*7*: As scientists learn more about the brain\u2019s infrastructure, they are coming up with new ideas for how to fight a devastating disease.\n*8*: More at the link", "scrambled": "*1*: The average brain is wired with thousands of kilometres of nerve fibres.\n*2*: These tubes also regularly rebuild themselves, perhaps as often as every six to 12 hours, says Jack Tuszynski, a researcher at the University of Alberta in Edmonton. \u201d\u0153The gist of our story is that if this process is impeded, bad things happen,\u201d says Dr. Tuszynski, who is part of an international team that has put forward a new theory that connects the distinctive brain damage seen in patients who have died from Alzheimer\u2019s disease to problems in microtubule construction.\n*3*: The team\u2019s recent paper, published in the journal PLoS One, is one of a number of recent developments in Alzheimer\u2019s disease related to basic research on the structure and chemistry of the brain.\n*4*: Inside the fibres are a set of pipes, known as microtubules, that provide structural support and serve as a transportation system for the compounds that keep brain cells healthy.\n*5*: More at the link\n*6*: Nerve fibres are the long arms that extend from brain cells and allow them to communicate with each other and carry information.\n*7*: As scientists learn more about the brain\u2019s infrastructure, they are coming up with new ideas for how to fight a devastating disease.\n*8*: A new approach to understanding and potentially treating Alzheimer\u2019s disease involves the tiny tubes found inside them."}
| 2 |
unscramble_184262
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The chest contains the lungs, the heart, and part of the aorta.
*2*: Definition of Chest Chest: The area of the body located between the neck and the abdomen.
*3*: Also known as thorax.
*4*: Get the latest health and medical information delivered direct to your inbox FREE!
*5*: Last Editorial Review: 3/19/2012 Back to MedTerms online medical dictionary A-Z List Need help identifying pills and medications?
*6*: The walls of the chest are supported by the dorsal vertebrae, the ribs, and the sternum.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Chest Chest: The area of the body located between the neck and the abdomen.\n*2*: The chest contains the lungs, the heart, and part of the aorta.\n*3*: The walls of the chest are supported by the dorsal vertebrae, the ribs, and the sternum.\n*4*: Also known as thorax.\n*5*: Last Editorial Review: 3/19/2012 Back to MedTerms online medical dictionary A-Z List Need help identifying pills and medications?\n*6*: Get the latest health and medical information delivered direct to your inbox FREE!", "scrambled": "*1*: The chest contains the lungs, the heart, and part of the aorta.\n*2*: Definition of Chest Chest: The area of the body located between the neck and the abdomen.\n*3*: Also known as thorax.\n*4*: Get the latest health and medical information delivered direct to your inbox FREE!\n*5*: Last Editorial Review: 3/19/2012 Back to MedTerms online medical dictionary A-Z List Need help identifying pills and medications?\n*6*: The walls of the chest are supported by the dorsal vertebrae, the ribs, and the sternum."}
| 2 |
unscramble_208489
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Getting it Right for Every Child Teacher Toolkit Following on from the success of the Getting it Right for Every Child (GIRFEC) GetLive!
*2*: The resources will be fun and creative and will introduce children to GIRFEC in an age appropriate way.
*3*: This work is informed by the views of children and young people, about how they would like to learn about wellbeing, expressed during the GetLive! event and follow-up event.
*4*: Children in Scotland will collaborate with partners to ensure that the work complements activities that are directed at older young people (12-21).
*5*: For more information about this project please contact the policy team at email@example.com
*6*: Project, Children in Scotland is in the process of developing a toolkit to support teachers and practitioners to share the messages of GIRFEC and wellbeing with children aged 3-12.
*7*: The toolkit will include: guidelines for teachers and early years practitioners; a range of resources in different media and differentiated for age groups and needs; and classroom activities for children.
*8*: Consultation will also take place with a small number of teachers and others working within the children and young people’s sector to ensure that the toolkit is of a high standard.
*9*: This programme of work is funded by the Scottish Government and will run until Autumn 2016.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Getting it Right for Every Child Teacher Toolkit Following on from the success of the Getting it Right for Every Child (GIRFEC) GetLive!\n*2*: Project, Children in Scotland is in the process of developing a toolkit to support teachers and practitioners to share the messages of GIRFEC and wellbeing with children aged 3-12.\n*3*: This work is informed by the views of children and young people, about how they would like to learn about wellbeing, expressed during the GetLive! event and follow-up event.\n*4*: The toolkit will include: guidelines for teachers and early years practitioners; a range of resources in different media and differentiated for age groups and needs; and classroom activities for children.\n*5*: The resources will be fun and creative and will introduce children to GIRFEC in an age appropriate way.\n*6*: Children in Scotland will collaborate with partners to ensure that the work complements activities that are directed at older young people (12-21).\n*7*: Consultation will also take place with a small number of teachers and others working within the children and young people\u2019s sector to ensure that the toolkit is of a high standard.\n*8*: This programme of work is funded by the Scottish Government and will run until Autumn 2016.\n*9*: For more information about this project please contact the policy team at email@example.com", "scrambled": "*1*: Getting it Right for Every Child Teacher Toolkit Following on from the success of the Getting it Right for Every Child (GIRFEC) GetLive!\n*2*: The resources will be fun and creative and will introduce children to GIRFEC in an age appropriate way.\n*3*: This work is informed by the views of children and young people, about how they would like to learn about wellbeing, expressed during the GetLive! event and follow-up event.\n*4*: Children in Scotland will collaborate with partners to ensure that the work complements activities that are directed at older young people (12-21).\n*5*: For more information about this project please contact the policy team at email@example.com\n*6*: Project, Children in Scotland is in the process of developing a toolkit to support teachers and practitioners to share the messages of GIRFEC and wellbeing with children aged 3-12.\n*7*: The toolkit will include: guidelines for teachers and early years practitioners; a range of resources in different media and differentiated for age groups and needs; and classroom activities for children.\n*8*: Consultation will also take place with a small number of teachers and others working within the children and young people\u2019s sector to ensure that the toolkit is of a high standard.\n*9*: This programme of work is funded by the Scottish Government and will run until Autumn 2016."}
| 2 |
unscramble_200610
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Upper Midwest Environmental Sciences Center Repeated surveys have shown that of issues related to the Upper Mississippi River, water quality is frequently mentioned as the highest priority by the public.
*2*: The LTRMP monitoring data have been presented at national and international conferences and incorporated into open literature publications.
*3*: The project terminated in October 2001.
*4*: The Long Term Resource Monitoring Program (LTRMP) measures fundamental physical and chemical characteristics of the river system that influence the suitability of the river for aquatic life.
*5*: Publications that address relations among the monitored variables and long-term changes in the system are also in progress.
*6*: The data produced from LTRMP water quality monitoring are used routinely by Program Partners for water quality assessments (i.e., Clean Water Act) and by resource managers.
*7*: More than 100,000 limnological samples have been collected from the six study areas and more than 300,000 chemical analyses were performed from1988 through 1999.
*8*: We are producing a series of reports that document and summarize these voluminous data for individual reaches.
*9*: The report, Ecological Status and Trends in the Upper Mississippi River System (1998), summarized some of the results of this monitoring.
*10*: Parameters of interest primarily to regulators, health authorities, and pollution control agencies (e.g., pesticide residues, PCB, biochemical oxygen demand, and bacterial counts) are routinely sampled by these other agencies and not under LTRMP.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Upper Midwest Environmental Sciences Center Repeated surveys have shown that of issues related to the Upper Mississippi River, water quality is frequently mentioned as the highest priority by the public.\n*2*: The Long Term Resource Monitoring Program (LTRMP) measures fundamental physical and chemical characteristics of the river system that influence the suitability of the river for aquatic life.\n*3*: Parameters of interest primarily to regulators, health authorities, and pollution control agencies (e.g., pesticide residues, PCB, biochemical oxygen demand, and bacterial counts) are routinely sampled by these other agencies and not under LTRMP.\n*4*: More than 100,000 limnological samples have been collected from the six study areas and more than 300,000 chemical analyses were performed from1988 through 1999.\n*5*: The report, Ecological Status and Trends in the Upper Mississippi River System (1998), summarized some of the results of this monitoring.\n*6*: We are producing a series of reports that document and summarize these voluminous data for individual reaches.\n*7*: Publications that address relations among the monitored variables and long-term changes in the system are also in progress.\n*8*: The data produced from LTRMP water quality monitoring are used routinely by Program Partners for water quality assessments (i.e., Clean Water Act) and by resource managers.\n*9*: The LTRMP monitoring data have been presented at national and international conferences and incorporated into open literature publications.\n*10*: The project terminated in October 2001.", "scrambled": "*1*: Upper Midwest Environmental Sciences Center Repeated surveys have shown that of issues related to the Upper Mississippi River, water quality is frequently mentioned as the highest priority by the public.\n*2*: The LTRMP monitoring data have been presented at national and international conferences and incorporated into open literature publications.\n*3*: The project terminated in October 2001.\n*4*: The Long Term Resource Monitoring Program (LTRMP) measures fundamental physical and chemical characteristics of the river system that influence the suitability of the river for aquatic life.\n*5*: Publications that address relations among the monitored variables and long-term changes in the system are also in progress.\n*6*: The data produced from LTRMP water quality monitoring are used routinely by Program Partners for water quality assessments (i.e., Clean Water Act) and by resource managers.\n*7*: More than 100,000 limnological samples have been collected from the six study areas and more than 300,000 chemical analyses were performed from1988 through 1999.\n*8*: We are producing a series of reports that document and summarize these voluminous data for individual reaches.\n*9*: The report, Ecological Status and Trends in the Upper Mississippi River System (1998), summarized some of the results of this monitoring.\n*10*: Parameters of interest primarily to regulators, health authorities, and pollution control agencies (e.g., pesticide residues, PCB, biochemical oxygen demand, and bacterial counts) are routinely sampled by these other agencies and not under LTRMP."}
| 2 |
unscramble_165219
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Roue to be both a champion racer and commercial fishing vessel, and was launched at Lunenberg, Nova Scotia, in 1921.
*2*: Designed by the famed Canadian sculptor Emmanuel Hahn, the Bluenose has appeared on this coin since 1937.
*3*: The writer, Thomas Chandler Haliburton (1796-1865), started calling Nova Scotians “bluenoses.” The ship’s successes in the 19th century reflected the pride of this sea-faring province, making the Bluenose its most beloved symbol.
*4*: Despite its successes, the Bluenose‘s fate was tragic.
*5*: It won the International Fisherman’s Trophy five times as the fastest working vessel and landed the largest catch ever at its homeport of Lunenberg.
*6*: The Bluenose was a schooner designed by William J.
*7*: The Post Office was the first government agency to honour the Bluenose, but another image of the ship on the Canadian dime is more renowned.
*8*: Sold in 1942, it sailed out of Canadian waters to carry cargo in the Caribbean until it sank off Haiti four years later.
*9*: An exact replica, Bluenose II, was launched in 1964 and was a star attraction at Expo 67.
*10*: In 1929, the schooner’s achievements were commemorated on a stamp.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Bluenose was a schooner designed by William J.\n*2*: Roue to be both a champion racer and commercial fishing vessel, and was launched at Lunenberg, Nova Scotia, in 1921.\n*3*: It won the International Fisherman\u2019s Trophy five times as the fastest working vessel and landed the largest catch ever at its homeport of Lunenberg.\n*4*: The writer, Thomas Chandler Haliburton (1796-1865), started calling Nova Scotians \u201cbluenoses.\u201d The ship\u2019s successes in the 19th century reflected the pride of this sea-faring province, making the Bluenose its most beloved symbol.\n*5*: In 1929, the schooner\u2019s achievements were commemorated on a stamp.\n*6*: The Post Office was the first government agency to honour the Bluenose, but another image of the ship on the Canadian dime is more renowned.\n*7*: Designed by the famed Canadian sculptor Emmanuel Hahn, the Bluenose has appeared on this coin since 1937.\n*8*: Despite its successes, the Bluenose\u2018s fate was tragic.\n*9*: Sold in 1942, it sailed out of Canadian waters to carry cargo in the Caribbean until it sank off Haiti four years later.\n*10*: An exact replica, Bluenose II, was launched in 1964 and was a star attraction at Expo 67.", "scrambled": "*1*: Roue to be both a champion racer and commercial fishing vessel, and was launched at Lunenberg, Nova Scotia, in 1921.\n*2*: Designed by the famed Canadian sculptor Emmanuel Hahn, the Bluenose has appeared on this coin since 1937.\n*3*: The writer, Thomas Chandler Haliburton (1796-1865), started calling Nova Scotians \u201cbluenoses.\u201d The ship\u2019s successes in the 19th century reflected the pride of this sea-faring province, making the Bluenose its most beloved symbol.\n*4*: Despite its successes, the Bluenose\u2018s fate was tragic.\n*5*: It won the International Fisherman\u2019s Trophy five times as the fastest working vessel and landed the largest catch ever at its homeport of Lunenberg.\n*6*: The Bluenose was a schooner designed by William J.\n*7*: The Post Office was the first government agency to honour the Bluenose, but another image of the ship on the Canadian dime is more renowned.\n*8*: Sold in 1942, it sailed out of Canadian waters to carry cargo in the Caribbean until it sank off Haiti four years later.\n*9*: An exact replica, Bluenose II, was launched in 1964 and was a star attraction at Expo 67.\n*10*: In 1929, the schooner\u2019s achievements were commemorated on a stamp."}
| 2 |
unscramble_111285
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Once you have identified the citations for articles you need, you can search http://proxy.mul.missouri.edu:2048/login?url=http://finditatmu.library.missouri.edu (the MU Libraries' electronic journals lookup service) to check if the journal is available full-text electronically.
*2*: Citing Your Work If you need assistance citing the resources used for your paper, go to our homepage and select "Citing Sources" under the heading "Course Resources." This SOURCEPACK is a service of Ellis Library
*3*: Select the Keyword search and type in the words describing your topic. - Example: reality television To find journal, magazine and newspaper articles, you need to search an index for your topic.
*4*: Communications & Mass Media Complete Covers magazines related to mass media and communications Articles and book chapters related to psychology.
*5*: For this assignment, try searching these indexes: Academic Search Premier A multi-displicinary database covering all subject areas.
*6*: If it is not available online, there will be a link to search the title in the MERLIN Library Catalog to see if the library has it in paper format.
*7*: James Encyclopedia of Popular Culture READY REF E169.1 .S764 2000 Search the MERLIN Library Catalog to find books.
*8*: Gender, Race, and Class in Popular Culture Instructor: Marc McKee - American Decades READY REF E169.12.A419 1994 - Encyclopedia of American Social History REF HN57.E58 1993 - Encyclopedia of Contemporary American Culture REF E169.12 .E49 2001 - Greenwood Guide to American Popular Culture REF E169.1 .G7555 2002 (4 volumes) - St.
*9*: Just type the name of the journal/magazine/newspaper you want and note the dates available.
*10*: Articles, books, and reports in sociology and related disciplines.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Gender, Race, and Class in Popular Culture Instructor: Marc McKee - American Decades READY REF E169.12.A419 1994 - Encyclopedia of American Social History REF HN57.E58 1993 - Encyclopedia of Contemporary American Culture REF E169.12 .E49 2001 - Greenwood Guide to American Popular Culture REF E169.1 .G7555 2002 (4 volumes) - St.\n*2*: James Encyclopedia of Popular Culture READY REF E169.1 .S764 2000 Search the MERLIN Library Catalog to find books.\n*3*: Select the Keyword search and type in the words describing your topic. - Example: reality television To find journal, magazine and newspaper articles, you need to search an index for your topic.\n*4*: For this assignment, try searching these indexes: Academic Search Premier A multi-displicinary database covering all subject areas.\n*5*: Communications & Mass Media Complete Covers magazines related to mass media and communications Articles and book chapters related to psychology.\n*6*: Articles, books, and reports in sociology and related disciplines.\n*7*: Once you have identified the citations for articles you need, you can search http://proxy.mul.missouri.edu:2048/login?url=http://finditatmu.library.missouri.edu (the MU Libraries' electronic journals lookup service) to check if the journal is available full-text electronically.\n*8*: Just type the name of the journal/magazine/newspaper you want and note the dates available.\n*9*: If it is not available online, there will be a link to search the title in the MERLIN Library Catalog to see if the library has it in paper format.\n*10*: Citing Your Work If you need assistance citing the resources used for your paper, go to our homepage and select \"Citing Sources\" under the heading \"Course Resources.\" This SOURCEPACK is a service of Ellis Library", "scrambled": "*1*: Once you have identified the citations for articles you need, you can search http://proxy.mul.missouri.edu:2048/login?url=http://finditatmu.library.missouri.edu (the MU Libraries' electronic journals lookup service) to check if the journal is available full-text electronically.\n*2*: Citing Your Work If you need assistance citing the resources used for your paper, go to our homepage and select \"Citing Sources\" under the heading \"Course Resources.\" This SOURCEPACK is a service of Ellis Library\n*3*: Select the Keyword search and type in the words describing your topic. - Example: reality television To find journal, magazine and newspaper articles, you need to search an index for your topic.\n*4*: Communications & Mass Media Complete Covers magazines related to mass media and communications Articles and book chapters related to psychology.\n*5*: For this assignment, try searching these indexes: Academic Search Premier A multi-displicinary database covering all subject areas.\n*6*: If it is not available online, there will be a link to search the title in the MERLIN Library Catalog to see if the library has it in paper format.\n*7*: James Encyclopedia of Popular Culture READY REF E169.1 .S764 2000 Search the MERLIN Library Catalog to find books.\n*8*: Gender, Race, and Class in Popular Culture Instructor: Marc McKee - American Decades READY REF E169.12.A419 1994 - Encyclopedia of American Social History REF HN57.E58 1993 - Encyclopedia of Contemporary American Culture REF E169.12 .E49 2001 - Greenwood Guide to American Popular Culture REF E169.1 .G7555 2002 (4 volumes) - St.\n*9*: Just type the name of the journal/magazine/newspaper you want and note the dates available.\n*10*: Articles, books, and reports in sociology and related disciplines."}
| 2 |
unscramble_181409
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It produced $66 million in gold in its 35 years of operation.
*2*: In 1916, the Alaska-Juneau gold mine was built on the mainland and became the largest operation of its kind in the world.
*3*: See more historical photos daily in the Juneau Empire on page A2 and page B2 or go to juneauempire.com.
*4*: The Treadwell town community (incorporated as a first class city in 1901) had its own school, library, baseball field, swimming pool, basketball and tennis courts, bowling alley, billiard hall, reading rooms, gymnasium, a boarding house, community store and 100-miles of railroad track running to the Treadwell and Ready Bullion mines.
*5*: Throughout their years of operation, the mines in and around Juneau fielded sports teams that helped relieve stress, provide healthy activities, and improve bonds among the diverse ethnic groups working in them.
*6*: The world-scale mines operated from 1882 to 1917.
*7*: In 1917 a cave-in and flood closed the Treadwell mine on Douglas.
*8*: If you have any interesting facts and tidbits about early Douglas, Juneau and Treadwell life please contact the Juneau Empire Sports, Outdoors and online editorial staff.
*9*: A baseball game is shown in progress in the community of Treadwell around 1910-15 on Douglas Island.
*10*: This photo is courtesy of the Combrest Photo Collection and Treadwell Historical 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*: A baseball game is shown in progress in the community of Treadwell around 1910-15 on Douglas Island.\n*2*: The Treadwell town community (incorporated as a first class city in 1901) had its own school, library, baseball field, swimming pool, basketball and tennis courts, bowling alley, billiard hall, reading rooms, gymnasium, a boarding house, community store and 100-miles of railroad track running to the Treadwell and Ready Bullion mines.\n*3*: The world-scale mines operated from 1882 to 1917.\n*4*: In 1916, the Alaska-Juneau gold mine was built on the mainland and became the largest operation of its kind in the world.\n*5*: In 1917 a cave-in and flood closed the Treadwell mine on Douglas.\n*6*: It produced $66 million in gold in its 35 years of operation.\n*7*: Throughout their years of operation, the mines in and around Juneau fielded sports teams that helped relieve stress, provide healthy activities, and improve bonds among the diverse ethnic groups working in them.\n*8*: This photo is courtesy of the Combrest Photo Collection and Treadwell Historical Society.\n*9*: See more historical photos daily in the Juneau Empire on page A2 and page B2 or go to juneauempire.com.\n*10*: If you have any interesting facts and tidbits about early Douglas, Juneau and Treadwell life please contact the Juneau Empire Sports, Outdoors and online editorial staff.", "scrambled": "*1*: It produced $66 million in gold in its 35 years of operation.\n*2*: In 1916, the Alaska-Juneau gold mine was built on the mainland and became the largest operation of its kind in the world.\n*3*: See more historical photos daily in the Juneau Empire on page A2 and page B2 or go to juneauempire.com.\n*4*: The Treadwell town community (incorporated as a first class city in 1901) had its own school, library, baseball field, swimming pool, basketball and tennis courts, bowling alley, billiard hall, reading rooms, gymnasium, a boarding house, community store and 100-miles of railroad track running to the Treadwell and Ready Bullion mines.\n*5*: Throughout their years of operation, the mines in and around Juneau fielded sports teams that helped relieve stress, provide healthy activities, and improve bonds among the diverse ethnic groups working in them.\n*6*: The world-scale mines operated from 1882 to 1917.\n*7*: In 1917 a cave-in and flood closed the Treadwell mine on Douglas.\n*8*: If you have any interesting facts and tidbits about early Douglas, Juneau and Treadwell life please contact the Juneau Empire Sports, Outdoors and online editorial staff.\n*9*: A baseball game is shown in progress in the community of Treadwell around 1910-15 on Douglas Island.\n*10*: This photo is courtesy of the Combrest Photo Collection and Treadwell Historical Society."}
| 2 |
unscramble_136981
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: One of Cot’s paintings is on display at New York’s Metropolitan Museum of Art, and many of his works grace Paris’ Louvre.
*2*: He studied at L'Ecole des Beaux-Arts in Toulouse under luminaries Leon Cogniet, Alexandre Cabanel, and William-Adolphe Bouguereau, and was strongly influenced by Neoclassicism and Romanticism.
*3*: Art prints are created on paper similar to that of a postcard or greeting card using a digital or offset lithography press.
*4*: A member of the versatile family of art prints, this high-quality reproduction represents the best of both worlds: quality and affordability.
*5*: Cot is known for his ethereal historical and mythological paintings, particularly two idealistic classics, “Le Printemps” (“Springtime”) and “The Storm.” Cot was also a highly popular portrait artist among the Parisian aristocracy.
*6*: Pierre-Auguste Cot (1837 – 1833) was an academic French artist acclaimed for creating lavishly romantic, sensual works.
*7*: This art print displays sharp, vivid images with a high degree of color accuracy.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Pierre-Auguste Cot (1837 \u2013 1833) was an academic French artist acclaimed for creating lavishly romantic, sensual works.\n*2*: Cot is known for his ethereal historical and mythological paintings, particularly two idealistic classics, \u201cLe Printemps\u201d (\u201cSpringtime\u201d) and \u201cThe Storm.\u201d Cot was also a highly popular portrait artist among the Parisian aristocracy.\n*3*: He studied at L'Ecole des Beaux-Arts in Toulouse under luminaries Leon Cogniet, Alexandre Cabanel, and William-Adolphe Bouguereau, and was strongly influenced by Neoclassicism and Romanticism.\n*4*: One of Cot\u2019s paintings is on display at New York\u2019s Metropolitan Museum of Art, and many of his works grace Paris\u2019 Louvre.\n*5*: This art print displays sharp, vivid images with a high degree of color accuracy.\n*6*: A member of the versatile family of art prints, this high-quality reproduction represents the best of both worlds: quality and affordability.\n*7*: Art prints are created on paper similar to that of a postcard or greeting card using a digital or offset lithography press.", "scrambled": "*1*: One of Cot\u2019s paintings is on display at New York\u2019s Metropolitan Museum of Art, and many of his works grace Paris\u2019 Louvre.\n*2*: He studied at L'Ecole des Beaux-Arts in Toulouse under luminaries Leon Cogniet, Alexandre Cabanel, and William-Adolphe Bouguereau, and was strongly influenced by Neoclassicism and Romanticism.\n*3*: Art prints are created on paper similar to that of a postcard or greeting card using a digital or offset lithography press.\n*4*: A member of the versatile family of art prints, this high-quality reproduction represents the best of both worlds: quality and affordability.\n*5*: Cot is known for his ethereal historical and mythological paintings, particularly two idealistic classics, \u201cLe Printemps\u201d (\u201cSpringtime\u201d) and \u201cThe Storm.\u201d Cot was also a highly popular portrait artist among the Parisian aristocracy.\n*6*: Pierre-Auguste Cot (1837 \u2013 1833) was an academic French artist acclaimed for creating lavishly romantic, sensual works.\n*7*: This art print displays sharp, vivid images with a high degree of color accuracy."}
| 2 |
unscramble_225806
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Soon they began to |« Watch mechanism accuracy||Timepieces with enamel plates »|
*2*: It was at the beginning of the 16th century that Peter Heinlen from Nuremberg made several spring clocks.
*3*: Spiral spring in the watch mechanism That was also the time when special cases were made to carry the watches, and greater became the part played by goldsmiths.
*4*: Smaller individual timepieces became possible only after the running spring was invented.
*5*: Antique timepieces show very well how masters liked to decorate all details of a piece, including the head of the time-setting mechanism, as well as the plate that covers the mechanism and that is called “Lichinka”. “Lichinkas” were usually decorated with an openwork design, but very often we can see blind plates covered with pictures in painted enamel invented by Jean Toutin and which became very popular in the 1630s.
*6*: The first running spring clocks Some timepieces, such as sun-dials and water-operated watches were known to people from time immemorial.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Spiral spring in the watch mechanism That was also the time when special cases were made to carry the watches, and greater became the part played by goldsmiths.\n*2*: Antique timepieces show very well how masters liked to decorate all details of a piece, including the head of the time-setting mechanism, as well as the plate that covers the mechanism and that is called \u201cLichinka\u201d. \u201cLichinkas\u201d were usually decorated with an openwork design, but very often we can see blind plates covered with pictures in painted enamel invented by Jean Toutin and which became very popular in the 1630s.\n*3*: The first running spring clocks Some timepieces, such as sun-dials and water-operated watches were known to people from time immemorial.\n*4*: Smaller individual timepieces became possible only after the running spring was invented.\n*5*: It was at the beginning of the 16th century that Peter Heinlen from Nuremberg made several spring clocks.\n*6*: Soon they began to |\u00ab Watch mechanism accuracy||Timepieces with enamel plates \u00bb|", "scrambled": "*1*: Soon they began to |\u00ab Watch mechanism accuracy||Timepieces with enamel plates \u00bb|\n*2*: It was at the beginning of the 16th century that Peter Heinlen from Nuremberg made several spring clocks.\n*3*: Spiral spring in the watch mechanism That was also the time when special cases were made to carry the watches, and greater became the part played by goldsmiths.\n*4*: Smaller individual timepieces became possible only after the running spring was invented.\n*5*: Antique timepieces show very well how masters liked to decorate all details of a piece, including the head of the time-setting mechanism, as well as the plate that covers the mechanism and that is called \u201cLichinka\u201d. \u201cLichinkas\u201d were usually decorated with an openwork design, but very often we can see blind plates covered with pictures in painted enamel invented by Jean Toutin and which became very popular in the 1630s.\n*6*: The first running spring clocks Some timepieces, such as sun-dials and water-operated watches were known to people from time immemorial."}
| 2 |
unscramble_21954
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: His claims have been rejected by the National Dairy Council, which says that low levels of M. paratuberculosis do not survive pasteurization.
*2*: The organism, related to the bacteria that cause human and bovine tuberculosis, apparently survives the pasteurization process.
*3*: Mr John Hermon-Taylor, from St George's Hospital in south London, has found minute traces of the organism in at least two thirds of tissues removed during surgery.
*4*: He has also found the bacterium "intermittently. . . in supplies of whole pasteurized cows' milk", he says.
*5*: No other research has found the organism in the tissues of Crohn's sufferers, the Council adds. !AMedical Monitor, May 29, 1996.
*6*: Crohn's disease, which causes inflammation of the bowel, may be caused by drinking milk, a leading surgeon believes.
*7*: He believes the organism and, so, Crohn's disease could be eradicated by improved animal husbandry and pasteurization techniques that can destroy it.
*8*: He has linked the disease to a bacterium called M paratuberculosis which is found in cows' milk.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Crohn's disease, which causes inflammation of the bowel, may be caused by drinking milk, a leading surgeon believes.\n*2*: He has linked the disease to a bacterium called M paratuberculosis which is found in cows' milk.\n*3*: The organism, related to the bacteria that cause human and bovine tuberculosis, apparently survives the pasteurization process.\n*4*: Mr John Hermon-Taylor, from St George's Hospital in south London, has found minute traces of the organism in at least two thirds of tissues removed during surgery.\n*5*: He has also found the bacterium \"intermittently. . . in supplies of whole pasteurized cows' milk\", he says.\n*6*: He believes the organism and, so, Crohn's disease could be eradicated by improved animal husbandry and pasteurization techniques that can destroy it.\n*7*: His claims have been rejected by the National Dairy Council, which says that low levels of M. paratuberculosis do not survive pasteurization.\n*8*: No other research has found the organism in the tissues of Crohn's sufferers, the Council adds. !AMedical Monitor, May 29, 1996.", "scrambled": "*1*: His claims have been rejected by the National Dairy Council, which says that low levels of M. paratuberculosis do not survive pasteurization.\n*2*: The organism, related to the bacteria that cause human and bovine tuberculosis, apparently survives the pasteurization process.\n*3*: Mr John Hermon-Taylor, from St George's Hospital in south London, has found minute traces of the organism in at least two thirds of tissues removed during surgery.\n*4*: He has also found the bacterium \"intermittently. . . in supplies of whole pasteurized cows' milk\", he says.\n*5*: No other research has found the organism in the tissues of Crohn's sufferers, the Council adds. !AMedical Monitor, May 29, 1996.\n*6*: Crohn's disease, which causes inflammation of the bowel, may be caused by drinking milk, a leading surgeon believes.\n*7*: He believes the organism and, so, Crohn's disease could be eradicated by improved animal husbandry and pasteurization techniques that can destroy it.\n*8*: He has linked the disease to a bacterium called M paratuberculosis which is found in cows' milk."}
| 2 |
unscramble_231682
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Magnets also help in emergencies.
*2*: Magnets in Roller Coasters Magnets repel each other to make the roller coaster speed up.
*3*: Magnets on the car and the track attract each other to stop the roller coaster.
*4*: If the car is going up and the chain breaks, then magnets attract each other to stop the car from falling.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Magnets in Roller Coasters Magnets repel each other to make the roller coaster speed up.\n*2*: Magnets on the car and the track attract each other to stop the roller coaster.\n*3*: Magnets also help in emergencies.\n*4*: If the car is going up and the chain breaks, then magnets attract each other to stop the car from falling.", "scrambled": "*1*: Magnets also help in emergencies.\n*2*: Magnets in Roller Coasters Magnets repel each other to make the roller coaster speed up.\n*3*: Magnets on the car and the track attract each other to stop the roller coaster.\n*4*: If the car is going up and the chain breaks, then magnets attract each other to stop the car from falling."}
| 2 |
unscramble_250102
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The French government set up the Institut national des appellations d'origine et de la qualité (INAO, "National institute of controlled designation of origin") in 1935 to oversee the system.
*2*: Some products must come from a certain area and be made in a certain way in order to have the name of the product.
*3*: Appellation d'origine contrôlée Appellation d'origine controlée (AOC, "controlled designation of origin") is a French phrase which shows that a product comes from a certain area.
*4*: AOCs are most often found in connection with: - Wine regions (like Bordeaux Entre-Deux-Mers AOC) - Some ciders - Some cheeses (like Roquefort) and Parmesan (in Italy)
*5*: The most famous example is champagne, which must be fermented in the bottle and be made in the Champagne region of France.
*6*: Although usually linked with wines, the start of the system of protecting the name of goods started in the 15th century when the French parliament defined what could be called Roquefort cheese.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Appellation d'origine contr\u00f4l\u00e9e Appellation d'origine control\u00e9e (AOC, \"controlled designation of origin\") is a French phrase which shows that a product comes from a certain area.\n*2*: Some products must come from a certain area and be made in a certain way in order to have the name of the product.\n*3*: The most famous example is champagne, which must be fermented in the bottle and be made in the Champagne region of France.\n*4*: The French government set up the Institut national des appellations d'origine et de la qualit\u00e9 (INAO, \"National institute of controlled designation of origin\") in 1935 to oversee the system.\n*5*: Although usually linked with wines, the start of the system of protecting the name of goods started in the 15th century when the French parliament defined what could be called Roquefort cheese.\n*6*: AOCs are most often found in connection with: - Wine regions (like Bordeaux Entre-Deux-Mers AOC) - Some ciders - Some cheeses (like Roquefort) and Parmesan (in Italy)", "scrambled": "*1*: The French government set up the Institut national des appellations d'origine et de la qualit\u00e9 (INAO, \"National institute of controlled designation of origin\") in 1935 to oversee the system.\n*2*: Some products must come from a certain area and be made in a certain way in order to have the name of the product.\n*3*: Appellation d'origine contr\u00f4l\u00e9e Appellation d'origine control\u00e9e (AOC, \"controlled designation of origin\") is a French phrase which shows that a product comes from a certain area.\n*4*: AOCs are most often found in connection with: - Wine regions (like Bordeaux Entre-Deux-Mers AOC) - Some ciders - Some cheeses (like Roquefort) and Parmesan (in Italy)\n*5*: The most famous example is champagne, which must be fermented in the bottle and be made in the Champagne region of France.\n*6*: Although usually linked with wines, the start of the system of protecting the name of goods started in the 15th century when the French parliament defined what could be called Roquefort cheese."}
| 2 |
unscramble_181163
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The "anti-sense" : strand is not translated.
*2*: Each strand of a human chromosome encodes many genes.
*3*: Chris Boyd | from, | MRC Human Genetics Unit chrisb at hgu.mrc.ac.uk | not | Western General Hospital http://www.hgu.mrc.ac.uk/~chrisb | for | Edinburgh EH4 2XU, SCOTLAND More information about the Bioforum
*4*: There are, of course, both sense and anti- : sense strands on each chromosome (maternal & paternal), giving (usually) : two copies of each gene per genome. : Bill Tivol No, this is not true (or at best very unclear).
*5*: The human genom - how is it distributed? chrisb at hgu.mrc.ac.uk Tue Apr 1 07:11:40 EST 1997 William Tivol (tivol at news.wadsworth.org) wrote: : Robert Lachmann (rolach at zedat.fu-berlin.de) wrote: : : I am having an arguement with a friend of mine about how the human genes : : are distributed on the DNA.That is, whether the human genes are : : distributed on both DNA strands or just on one. : Dear Robert, : The genes are located on the "sense" strand.
*6*: There are even cases of a single stretch of chromosome encoding one gene on one strand and a distinct, overlapping gene on the other.
*7*: It is the orientation of the gene's promoter that determines the direction of transcription (and hence which strand is transcribed) for any particular gene.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The human genom - how is it distributed? chrisb at hgu.mrc.ac.uk Tue Apr 1 07:11:40 EST 1997 William Tivol (tivol at news.wadsworth.org) wrote: : Robert Lachmann (rolach at zedat.fu-berlin.de) wrote: : : I am having an arguement with a friend of mine about how the human genes : : are distributed on the DNA.That is, whether the human genes are : : distributed on both DNA strands or just on one. : Dear Robert, : The genes are located on the \"sense\" strand.\n*2*: The \"anti-sense\" : strand is not translated.\n*3*: There are, of course, both sense and anti- : sense strands on each chromosome (maternal & paternal), giving (usually) : two copies of each gene per genome. : Bill Tivol No, this is not true (or at best very unclear).\n*4*: Each strand of a human chromosome encodes many genes.\n*5*: It is the orientation of the gene's promoter that determines the direction of transcription (and hence which strand is transcribed) for any particular gene.\n*6*: There are even cases of a single stretch of chromosome encoding one gene on one strand and a distinct, overlapping gene on the other.\n*7*: Chris Boyd | from, | MRC Human Genetics Unit chrisb at hgu.mrc.ac.uk | not | Western General Hospital http://www.hgu.mrc.ac.uk/~chrisb | for | Edinburgh EH4 2XU, SCOTLAND More information about the Bioforum", "scrambled": "*1*: The \"anti-sense\" : strand is not translated.\n*2*: Each strand of a human chromosome encodes many genes.\n*3*: Chris Boyd | from, | MRC Human Genetics Unit chrisb at hgu.mrc.ac.uk | not | Western General Hospital http://www.hgu.mrc.ac.uk/~chrisb | for | Edinburgh EH4 2XU, SCOTLAND More information about the Bioforum\n*4*: There are, of course, both sense and anti- : sense strands on each chromosome (maternal & paternal), giving (usually) : two copies of each gene per genome. : Bill Tivol No, this is not true (or at best very unclear).\n*5*: The human genom - how is it distributed? chrisb at hgu.mrc.ac.uk Tue Apr 1 07:11:40 EST 1997 William Tivol (tivol at news.wadsworth.org) wrote: : Robert Lachmann (rolach at zedat.fu-berlin.de) wrote: : : I am having an arguement with a friend of mine about how the human genes : : are distributed on the DNA.That is, whether the human genes are : : distributed on both DNA strands or just on one. : Dear Robert, : The genes are located on the \"sense\" strand.\n*6*: There are even cases of a single stretch of chromosome encoding one gene on one strand and a distinct, overlapping gene on the other.\n*7*: It is the orientation of the gene's promoter that determines the direction of transcription (and hence which strand is transcribed) for any particular gene."}
| 2 |
unscramble_146349
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: So take a bubble on Earth and reduce pressures inside and out by 1 atmosphere.
*2*: Your correspondent Chris Eccles is concerned that a bubble in space will continue to expand until it "pops" (20 May, p 50).
*3*: Or simply put less gas inside as you form the bubble in space.
*4*: To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.
*5*: The membrane feels no difference.
*6*: Incidentally, a bubble in space would lack buoyancy, but it could orbit in dynamic equilibrium like any other satellite.
*7*: As he effectively explains, any bubble in equilibrium shows balance between the stress in its membrane and the pressure differential across it.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Your correspondent Chris Eccles is concerned that a bubble in space will continue to expand until it \"pops\" (20 May, p 50).\n*2*: As he effectively explains, any bubble in equilibrium shows balance between the stress in its membrane and the pressure differential across it.\n*3*: So take a bubble on Earth and reduce pressures inside and out by 1 atmosphere.\n*4*: The membrane feels no difference.\n*5*: Or simply put less gas inside as you form the bubble in space.\n*6*: Incidentally, a bubble in space would lack buoyancy, but it could orbit in dynamic equilibrium like any other satellite.\n*7*: To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.", "scrambled": "*1*: So take a bubble on Earth and reduce pressures inside and out by 1 atmosphere.\n*2*: Your correspondent Chris Eccles is concerned that a bubble in space will continue to expand until it \"pops\" (20 May, p 50).\n*3*: Or simply put less gas inside as you form the bubble in space.\n*4*: To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.\n*5*: The membrane feels no difference.\n*6*: Incidentally, a bubble in space would lack buoyancy, but it could orbit in dynamic equilibrium like any other satellite.\n*7*: As he effectively explains, any bubble in equilibrium shows balance between the stress in its membrane and the pressure differential across it."}
| 2 |
unscramble_32484
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Unfortunately, there are many foods out there that are bad for our health.
*2*: These foods do boost our energy but they do it in a way that destroy our health.
*3*: The long-term approach is to eat food high in nutrients instead of sugar.
*4*: In order for us to effectively increase our energy and health, we need to think long-term instead of short-term.
*5*: Health tips to increase energy - Eat whole food as much as possible. - Avoid food that come in can or package unless fresh-frozen. - Eat organic food as much as possible because it is usually higher in nutrients and don’t contain harmful chemicals. - Avoid white bread, instead eat whole wheat bread. - Eat a wide variety of fruits and vegetables. - Try not to cook fruits and vegetables, cooking them will destroy about half of their nutrients. - Use a pressure cooker to cook food, this can help preserve some of its nutrients. - Try not to cook with salt, most food already have enough salt, instead use herbs and spices. - Take natural vitamin supplements that are extracted from organic sources, especially the ones you lack. - Increase your fiber intake by adding ground flaxseed or more plant-based food in your diet. - Get your protein from plant-based food, their proteins are higher in quality. - Drink around 6 to 8 cups of water per day, avoid coffee, energy drink and soda. - Eat snacks between meals, avoid the ones that lack fiber and are high in sugar. - Avoid fatty foods, they are usually full of artery clogging cholesterol. - Avoid microwave food and food that are precooked. - Avoid sugar free drinks, they are lower in calories but full of harmful synthetic chemicals, such as artificial sweetener. - Avoid fast food, it is usually full of artery clogging fats, synthetic chemicals, and growth hormones. - Exercise at least 3 time a week, this can help prevent atrophy.
*6*: This approach may not give us a quick boost of energy but it will give us energy endurance.
*7*: Category: Physical Energy
*8*: Most foods found in traditional grocery stores are unhealthy to eat because they lack nutrients, contain harmful synthetic ingredients and are full of refined sugar.
*9*: One of the most important sources of energy for our body is food.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: One of the most important sources of energy for our body is food.\n*2*: Unfortunately, there are many foods out there that are bad for our health.\n*3*: Most foods found in traditional grocery stores are unhealthy to eat because they lack nutrients, contain harmful synthetic ingredients and are full of refined sugar.\n*4*: These foods do boost our energy but they do it in a way that destroy our health.\n*5*: In order for us to effectively increase our energy and health, we need to think long-term instead of short-term.\n*6*: The long-term approach is to eat food high in nutrients instead of sugar.\n*7*: This approach may not give us a quick boost of energy but it will give us energy endurance.\n*8*: Health tips to increase energy - Eat whole food as much as possible. - Avoid food that come in can or package unless fresh-frozen. - Eat organic food as much as possible because it is usually higher in nutrients and don\u2019t contain harmful chemicals. - Avoid white bread, instead eat whole wheat bread. - Eat a wide variety of fruits and vegetables. - Try not to cook fruits and vegetables, cooking them will destroy about half of their nutrients. - Use a pressure cooker to cook food, this can help preserve some of its nutrients. - Try not to cook with salt, most food already have enough salt, instead use herbs and spices. - Take natural vitamin supplements that are extracted from organic sources, especially the ones you lack. - Increase your fiber intake by adding ground flaxseed or more plant-based food in your diet. - Get your protein from plant-based food, their proteins are higher in quality. - Drink around 6 to 8 cups of water per day, avoid coffee, energy drink and soda. - Eat snacks between meals, avoid the ones that lack fiber and are high in sugar. - Avoid fatty foods, they are usually full of artery clogging cholesterol. - Avoid microwave food and food that are precooked. - Avoid sugar free drinks, they are lower in calories but full of harmful synthetic chemicals, such as artificial sweetener. - Avoid fast food, it is usually full of artery clogging fats, synthetic chemicals, and growth hormones. - Exercise at least 3 time a week, this can help prevent atrophy.\n*9*: Category: Physical Energy", "scrambled": "*1*: Unfortunately, there are many foods out there that are bad for our health.\n*2*: These foods do boost our energy but they do it in a way that destroy our health.\n*3*: The long-term approach is to eat food high in nutrients instead of sugar.\n*4*: In order for us to effectively increase our energy and health, we need to think long-term instead of short-term.\n*5*: Health tips to increase energy - Eat whole food as much as possible. - Avoid food that come in can or package unless fresh-frozen. - Eat organic food as much as possible because it is usually higher in nutrients and don\u2019t contain harmful chemicals. - Avoid white bread, instead eat whole wheat bread. - Eat a wide variety of fruits and vegetables. - Try not to cook fruits and vegetables, cooking them will destroy about half of their nutrients. - Use a pressure cooker to cook food, this can help preserve some of its nutrients. - Try not to cook with salt, most food already have enough salt, instead use herbs and spices. - Take natural vitamin supplements that are extracted from organic sources, especially the ones you lack. - Increase your fiber intake by adding ground flaxseed or more plant-based food in your diet. - Get your protein from plant-based food, their proteins are higher in quality. - Drink around 6 to 8 cups of water per day, avoid coffee, energy drink and soda. - Eat snacks between meals, avoid the ones that lack fiber and are high in sugar. - Avoid fatty foods, they are usually full of artery clogging cholesterol. - Avoid microwave food and food that are precooked. - Avoid sugar free drinks, they are lower in calories but full of harmful synthetic chemicals, such as artificial sweetener. - Avoid fast food, it is usually full of artery clogging fats, synthetic chemicals, and growth hormones. - Exercise at least 3 time a week, this can help prevent atrophy.\n*6*: This approach may not give us a quick boost of energy but it will give us energy endurance.\n*7*: Category: Physical Energy\n*8*: Most foods found in traditional grocery stores are unhealthy to eat because they lack nutrients, contain harmful synthetic ingredients and are full of refined sugar.\n*9*: One of the most important sources of energy for our body is food."}
| 2 |
unscramble_105703
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The basic hypothesis is that the neural network within layer V is uniquely capable of ordering, controlling, coordinating, and synchronizing the activity of the neocortex.
*2*: This location alone makes it indispensable, but there are several other characteristics of structure and function that distinguish layer V.
*3*: The neurons that provide output from the neocortex are largely found in layer V.
*4*: Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service.
*5*: The chapter outlines some reasons for proposing this hypothesis and speculates about its significance.
*6*: If you think you should have access to this title, please contact your librarian.
*7*: Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
*8*: Functions of Local Circuits in Neocortex: Synchrony and Laminae This chapter focuses on one feature of the local cortical circuit that has been relatively neglected but which is particularly important and probably widespread.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Functions of Local Circuits in Neocortex: Synchrony and Laminae This chapter focuses on one feature of the local cortical circuit that has been relatively neglected but which is particularly important and probably widespread.\n*2*: The neurons that provide output from the neocortex are largely found in layer V.\n*3*: This location alone makes it indispensable, but there are several other characteristics of structure and function that distinguish layer V.\n*4*: The basic hypothesis is that the neural network within layer V is uniquely capable of ordering, controlling, coordinating, and synchronizing the activity of the neocortex.\n*5*: The chapter outlines some reasons for proposing this hypothesis and speculates about its significance.\n*6*: Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service.\n*7*: Public users can however freely search the site and view the abstracts and keywords for each book and chapter.\n*8*: If you think you should have access to this title, please contact your librarian.", "scrambled": "*1*: The basic hypothesis is that the neural network within layer V is uniquely capable of ordering, controlling, coordinating, and synchronizing the activity of the neocortex.\n*2*: This location alone makes it indispensable, but there are several other characteristics of structure and function that distinguish layer V.\n*3*: The neurons that provide output from the neocortex are largely found in layer V.\n*4*: Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service.\n*5*: The chapter outlines some reasons for proposing this hypothesis and speculates about its significance.\n*6*: If you think you should have access to this title, please contact your librarian.\n*7*: Public users can however freely search the site and view the abstracts and keywords for each book and chapter.\n*8*: Functions of Local Circuits in Neocortex: Synchrony and Laminae This chapter focuses on one feature of the local cortical circuit that has been relatively neglected but which is particularly important and probably widespread."}
| 2 |
unscramble_167416
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The median age of people living in Palm Bay is Palm Bay Environment The average high temperature in July is 90 degrees, with an average low temperature in January of 51 degrees.
*2*: The county average for households married with children is 26.59%.
*3*: The average rainfall is approximately 48.9 inches per year, with 0 inches of snow per year.
*4*: The median household income in Palm Bay, Florida is The median household income for the surrounding county is $42,443 compared to the national median of $50,935.
*5*: Palm Bay is located in Florida.
*6*: Palm Bay, Florida has a population of Palm Bay is family-centric than the surrounding county with 35.34% of the households containing married families with 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*: Palm Bay is located in Florida.\n*2*: Palm Bay, Florida has a population of Palm Bay is family-centric than the surrounding county with 35.34% of the households containing married families with children.\n*3*: The county average for households married with children is 26.59%.\n*4*: The median household income in Palm Bay, Florida is The median household income for the surrounding county is $42,443 compared to the national median of $50,935.\n*5*: The median age of people living in Palm Bay is Palm Bay Environment The average high temperature in July is 90 degrees, with an average low temperature in January of 51 degrees.\n*6*: The average rainfall is approximately 48.9 inches per year, with 0 inches of snow per year.", "scrambled": "*1*: The median age of people living in Palm Bay is Palm Bay Environment The average high temperature in July is 90 degrees, with an average low temperature in January of 51 degrees.\n*2*: The county average for households married with children is 26.59%.\n*3*: The average rainfall is approximately 48.9 inches per year, with 0 inches of snow per year.\n*4*: The median household income in Palm Bay, Florida is The median household income for the surrounding county is $42,443 compared to the national median of $50,935.\n*5*: Palm Bay is located in Florida.\n*6*: Palm Bay, Florida has a population of Palm Bay is family-centric than the surrounding county with 35.34% of the households containing married families with children."}
| 2 |
unscramble_157181
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: EDT Join this expert panel and learn how these tools can be put to work in your community!
*2*: This webinar is part of the Safe Routes to School Coaching Action Network Webinar Series, developed by America Walks and the National Center for Safe Routes to School.
*3*: For more information please contact Michelle Gulley.
*4*: They will also discuss how to use the Active School Neighborhood Checklist developed by the Arizona Department of Transportation and the policy recommendations in Helping Johnny Walk to School, from the National Trust for Historic Preservation.
*5*: Where communities choose to locate their schools plays a big role in the health of the students, local residents, and even the surrounding neighborhood.
*6*: Fortunately, new guidance and tools are available for those striving to make decisions that are good for the pocketbook, as well as the health of their citizens and community.
*7*: When: Tuesday October 11, 2011 1-2 p.m.
*8*: During this sixty minute webinar, our panel will discuss the U.S. Environmental Protection Agency's first-ever federal guidelines for locating school facilities and the model school siting policies for school districts developed by Public Health Law & Policy.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Where communities choose to locate their schools plays a big role in the health of the students, local residents, and even the surrounding neighborhood.\n*2*: Fortunately, new guidance and tools are available for those striving to make decisions that are good for the pocketbook, as well as the health of their citizens and community.\n*3*: During this sixty minute webinar, our panel will discuss the U.S. Environmental Protection Agency's first-ever federal guidelines for locating school facilities and the model school siting policies for school districts developed by Public Health Law & Policy.\n*4*: They will also discuss how to use the Active School Neighborhood Checklist developed by the Arizona Department of Transportation and the policy recommendations in Helping Johnny Walk to School, from the National Trust for Historic Preservation.\n*5*: When: Tuesday October 11, 2011 1-2 p.m.\n*6*: EDT Join this expert panel and learn how these tools can be put to work in your community!\n*7*: This webinar is part of the Safe Routes to School Coaching Action Network Webinar Series, developed by America Walks and the National Center for Safe Routes to School.\n*8*: For more information please contact Michelle Gulley.", "scrambled": "*1*: EDT Join this expert panel and learn how these tools can be put to work in your community!\n*2*: This webinar is part of the Safe Routes to School Coaching Action Network Webinar Series, developed by America Walks and the National Center for Safe Routes to School.\n*3*: For more information please contact Michelle Gulley.\n*4*: They will also discuss how to use the Active School Neighborhood Checklist developed by the Arizona Department of Transportation and the policy recommendations in Helping Johnny Walk to School, from the National Trust for Historic Preservation.\n*5*: Where communities choose to locate their schools plays a big role in the health of the students, local residents, and even the surrounding neighborhood.\n*6*: Fortunately, new guidance and tools are available for those striving to make decisions that are good for the pocketbook, as well as the health of their citizens and community.\n*7*: When: Tuesday October 11, 2011 1-2 p.m.\n*8*: During this sixty minute webinar, our panel will discuss the U.S. Environmental Protection Agency's first-ever federal guidelines for locating school facilities and the model school siting policies for school districts developed by Public Health Law & Policy."}
| 2 |
unscramble_245460
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Note: the examples were taken from authentic English dictionaries. (По материалам учебного пособия Vocabulary for FCE.)
*2*: A river is a large natural flow of water that crosses an area of land and goes into an ocean, a lake, etc.
*3*: A stream is a small narrow river.
*4*: A canal is a long, narrow stretch of water that has been made for boats to travel along or to bring water to a particular area. flood (countable or uncountable) a large amount of water covering an area that is usually dry. - There was a small *** at the end of the garden. - The *** winds its way through the hills. - There has been an extensive programme of restorations in Venice since the 1966 ***. - Fishing the smaller rivers and *** gives you the chance to actually watch the fish. - In order to turn the deserts into fertile and productive land, engineers built an 800-mile ***. - She hitched her skirt up before wading across the ***. - Bangladesh has been hit by a series of devastating *** (=very bad ***). - Several small *** feed into the river near here. - The town was completely destroyed by ***. - *** were dug to connect England’s industrial cities with the ocean. - The Panama *** provides a crucial shipping link between the Atlantic and Pacific oceans. - The *** was quite shallow so we were able to walk across it. - It is important to keep the irrigation *** clear of vegetation. - He could see the *** winding across the plain. - Yosemite National Park is restricting access to the Park in order to cope with the *** damage. - The *** Euphrates rises in Turkey and flows through Syria. - There’s a lovely *** that flows through their garden. - The country is still recovering from last year’s devastating ***. - We want clean *** and lakes, where you can swim without risk to your health. - The rocks and sandbanks make the *** hard to navigate. - Immediately after the stile is a lovely little mountain *** crossed by stepping stones. - The *** had overflowed its banks. - The crisis began with *** that covered one third of the countryside. - Changing the course of the *** would cause serious environmental damage to the whole valley. - They have to dredge the *** regularly to keep it open.
*5*: Study the definitions and do the exercise.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Study the definitions and do the exercise.\n*2*: A stream is a small narrow river.\n*3*: A river is a large natural flow of water that crosses an area of land and goes into an ocean, a lake, etc.\n*4*: A canal is a long, narrow stretch of water that has been made for boats to travel along or to bring water to a particular area. flood (countable or uncountable) a large amount of water covering an area that is usually dry. - There was a small *** at the end of the garden. - The *** winds its way through the hills. - There has been an extensive programme of restorations in Venice since the 1966 ***. - Fishing the smaller rivers and *** gives you the chance to actually watch the fish. - In order to turn the deserts into fertile and productive land, engineers built an 800-mile ***. - She hitched her skirt up before wading across the ***. - Bangladesh has been hit by a series of devastating *** (=very bad ***). - Several small *** feed into the river near here. - The town was completely destroyed by ***. - *** were dug to connect England\u2019s industrial cities with the ocean. - The Panama *** provides a crucial shipping link between the Atlantic and Pacific oceans. - The *** was quite shallow so we were able to walk across it. - It is important to keep the irrigation *** clear of vegetation. - He could see the *** winding across the plain. - Yosemite National Park is restricting access to the Park in order to cope with the *** damage. - The *** Euphrates rises in Turkey and flows through Syria. - There\u2019s a lovely *** that flows through their garden. - The country is still recovering from last year\u2019s devastating ***. - We want clean *** and lakes, where you can swim without risk to your health. - The rocks and sandbanks make the *** hard to navigate. - Immediately after the stile is a lovely little mountain *** crossed by stepping stones. - The *** had overflowed its banks. - The crisis began with *** that covered one third of the countryside. - Changing the course of the *** would cause serious environmental damage to the whole valley. - They have to dredge the *** regularly to keep it open.\n*5*: Note: the examples were taken from authentic English dictionaries. (\u041f\u043e \u043c\u0430\u0442\u0435\u0440\u0438\u0430\u043b\u0430\u043c \u0443\u0447\u0435\u0431\u043d\u043e\u0433\u043e \u043f\u043e\u0441\u043e\u0431\u0438\u044f Vocabulary for FCE.)", "scrambled": "*1*: Note: the examples were taken from authentic English dictionaries. (\u041f\u043e \u043c\u0430\u0442\u0435\u0440\u0438\u0430\u043b\u0430\u043c \u0443\u0447\u0435\u0431\u043d\u043e\u0433\u043e \u043f\u043e\u0441\u043e\u0431\u0438\u044f Vocabulary for FCE.)\n*2*: A river is a large natural flow of water that crosses an area of land and goes into an ocean, a lake, etc.\n*3*: A stream is a small narrow river.\n*4*: A canal is a long, narrow stretch of water that has been made for boats to travel along or to bring water to a particular area. flood (countable or uncountable) a large amount of water covering an area that is usually dry. - There was a small *** at the end of the garden. - The *** winds its way through the hills. - There has been an extensive programme of restorations in Venice since the 1966 ***. - Fishing the smaller rivers and *** gives you the chance to actually watch the fish. - In order to turn the deserts into fertile and productive land, engineers built an 800-mile ***. - She hitched her skirt up before wading across the ***. - Bangladesh has been hit by a series of devastating *** (=very bad ***). - Several small *** feed into the river near here. - The town was completely destroyed by ***. - *** were dug to connect England\u2019s industrial cities with the ocean. - The Panama *** provides a crucial shipping link between the Atlantic and Pacific oceans. - The *** was quite shallow so we were able to walk across it. - It is important to keep the irrigation *** clear of vegetation. - He could see the *** winding across the plain. - Yosemite National Park is restricting access to the Park in order to cope with the *** damage. - The *** Euphrates rises in Turkey and flows through Syria. - There\u2019s a lovely *** that flows through their garden. - The country is still recovering from last year\u2019s devastating ***. - We want clean *** and lakes, where you can swim without risk to your health. - The rocks and sandbanks make the *** hard to navigate. - Immediately after the stile is a lovely little mountain *** crossed by stepping stones. - The *** had overflowed its banks. - The crisis began with *** that covered one third of the countryside. - Changing the course of the *** would cause serious environmental damage to the whole valley. - They have to dredge the *** regularly to keep it open.\n*5*: Study the definitions and do the exercise."}
| 2 |
unscramble_17147
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Cogeneration is a California success story.
*2*: Instead, it captures what would normally be wasted energy and harnesses it for optimal efficiency.
*3*: Unlike traditional power plants, cogeneration doesn't let heat and steam escape into the atmosphere.
*4*: More than 550 cogeneration plants currently operate throughout the state, providing two-thirds of all the non-utility power generated in California.
*5*: With output of about 6,500 megawatts (MW) each year, California produces more cogen power than any other 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*: Cogeneration is a California success story.\n*2*: Unlike traditional power plants, cogeneration doesn't let heat and steam escape into the atmosphere.\n*3*: Instead, it captures what would normally be wasted energy and harnesses it for optimal efficiency.\n*4*: More than 550 cogeneration plants currently operate throughout the state, providing two-thirds of all the non-utility power generated in California.\n*5*: With output of about 6,500 megawatts (MW) each year, California produces more cogen power than any other state.", "scrambled": "*1*: Cogeneration is a California success story.\n*2*: Instead, it captures what would normally be wasted energy and harnesses it for optimal efficiency.\n*3*: Unlike traditional power plants, cogeneration doesn't let heat and steam escape into the atmosphere.\n*4*: More than 550 cogeneration plants currently operate throughout the state, providing two-thirds of all the non-utility power generated in California.\n*5*: With output of about 6,500 megawatts (MW) each year, California produces more cogen power than any other state."}
| 2 |
unscramble_190818
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Etymology:"Fecund" comes (minus the final "us") from the Latin "fecundus" meaning fruitful. "Fecund" emphasizes abundance or rapidity in bearing offspring (or fruit).Source: MedTerms™ Medical Dictionary Last Editorial Review: 4/27/2011 5:27:15 PM Medical Dictionary Definitions A - Z Search Medical Dictionary eMedicineHealth Top News Find out what women really need.
*2*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies
*3*: Definition of Fecund Fecund: Fruitful, abundantly fertile.
*4*: Just as a writer is prolific, a woman may be fecund, able to reproduce plentifully.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Fecund Fecund: Fruitful, abundantly fertile.\n*2*: Just as a writer is prolific, a woman may be fecund, able to reproduce plentifully.\n*3*: Etymology:\"Fecund\" comes (minus the final \"us\") from the Latin \"fecundus\" meaning fruitful. \"Fecund\" emphasizes abundance or rapidity in bearing offspring (or fruit).Source: MedTerms\u2122 Medical Dictionary Last Editorial Review: 4/27/2011 5:27:15 PM Medical Dictionary Definitions A - Z Search Medical Dictionary eMedicineHealth Top News Find out what women really need.\n*4*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies", "scrambled": "*1*: Etymology:\"Fecund\" comes (minus the final \"us\") from the Latin \"fecundus\" meaning fruitful. \"Fecund\" emphasizes abundance or rapidity in bearing offspring (or fruit).Source: MedTerms\u2122 Medical Dictionary Last Editorial Review: 4/27/2011 5:27:15 PM Medical Dictionary Definitions A - Z Search Medical Dictionary eMedicineHealth Top News Find out what women really need.\n*2*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies\n*3*: Definition of Fecund Fecund: Fruitful, abundantly fertile.\n*4*: Just as a writer is prolific, a woman may be fecund, able to reproduce plentifully."}
| 2 |
unscramble_15334
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Other children may develop normally for the first few months or years of life but then suddenly become withdrawn, become aggressive or lose language skills they’ve already acquired.
*2*: Signs and Symptoms of Autism Children with autism generally have problems in three crucial areas of development — social interaction, communication and behavior.
*3*: The onset of symptoms, regardless of the age of diagnosis, is prior to 3 years of age.
*4*: Learn more about autism diagnosis This simple questionnaire is designed to help you determine if a child has symptoms of autism and could benefit from professional help.
*5*: Some children show signs of autism in early infancy.
*6*: In most cases, severe autism is marked by a complete inability to communicate and interact with other people.
*7*: But autism symptoms vary greatly and two children with the same diagnosis may behave quite differently.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Signs and Symptoms of Autism Children with autism generally have problems in three crucial areas of development \u2014 social interaction, communication and behavior.\n*2*: But autism symptoms vary greatly and two children with the same diagnosis may behave quite differently.\n*3*: In most cases, severe autism is marked by a complete inability to communicate and interact with other people.\n*4*: The onset of symptoms, regardless of the age of diagnosis, is prior to 3 years of age.\n*5*: Some children show signs of autism in early infancy.\n*6*: Other children may develop normally for the first few months or years of life but then suddenly become withdrawn, become aggressive or lose language skills they\u2019ve already acquired.\n*7*: Learn more about autism diagnosis This simple questionnaire is designed to help you determine if a child has symptoms of autism and could benefit from professional help.", "scrambled": "*1*: Other children may develop normally for the first few months or years of life but then suddenly become withdrawn, become aggressive or lose language skills they\u2019ve already acquired.\n*2*: Signs and Symptoms of Autism Children with autism generally have problems in three crucial areas of development \u2014 social interaction, communication and behavior.\n*3*: The onset of symptoms, regardless of the age of diagnosis, is prior to 3 years of age.\n*4*: Learn more about autism diagnosis This simple questionnaire is designed to help you determine if a child has symptoms of autism and could benefit from professional help.\n*5*: Some children show signs of autism in early infancy.\n*6*: In most cases, severe autism is marked by a complete inability to communicate and interact with other people.\n*7*: But autism symptoms vary greatly and two children with the same diagnosis may behave quite differently."}
| 2 |
unscramble_206941
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Category:Aftermath of World War I This category is for articles concerning World War I that deal primarily with the immediate aftermath of the war.
*2*: The articles should be primarily concerned with World War I and its aftermath, and not a consequence that arose some years later. |Wikimedia Commons has media related to: Aftermath of World War I| This category has the following 22 subcategories, out of 22 total.
*3*: This list may not reflect recent changes (learn more).
*4*: Examples include peace treaties, war reparations, post-war diplomatic negotiations.
*5*: The following 116 pages are in this category, out of 116 total.
*6*: Only articles eligible for Category:World War I should be placed in this subcategory.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Category:Aftermath of World War I This category is for articles concerning World War I that deal primarily with the immediate aftermath of the war.\n*2*: Only articles eligible for Category:World War I should be placed in this subcategory.\n*3*: Examples include peace treaties, war reparations, post-war diplomatic negotiations.\n*4*: The articles should be primarily concerned with World War I and its aftermath, and not a consequence that arose some years later. |Wikimedia Commons has media related to: Aftermath of World War I| This category has the following 22 subcategories, out of 22 total.\n*5*: The following 116 pages are in this category, out of 116 total.\n*6*: This list may not reflect recent changes (learn more).", "scrambled": "*1*: Category:Aftermath of World War I This category is for articles concerning World War I that deal primarily with the immediate aftermath of the war.\n*2*: The articles should be primarily concerned with World War I and its aftermath, and not a consequence that arose some years later. |Wikimedia Commons has media related to: Aftermath of World War I| This category has the following 22 subcategories, out of 22 total.\n*3*: This list may not reflect recent changes (learn more).\n*4*: Examples include peace treaties, war reparations, post-war diplomatic negotiations.\n*5*: The following 116 pages are in this category, out of 116 total.\n*6*: Only articles eligible for Category:World War I should be placed in this subcategory."}
| 2 |
unscramble_125927
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A fascinating historical asterisk to this fact is that in 1907, the first year of the St.
*2*: However, following political pressure from Congress, he reversed his decision, and the 1908 St.
*3*: Gaudens twenty-dollar piece has two versions: one with the words “In God We Trust” and one without them.
*4*: John T.
*5*: Roosevelt was a devout Christian, but he believed that such religious mottoes had no place on coinage.
*6*: Hertzberg writes that the “In God We Trust” motto has been on U.S. minted coins since 1864.
*7*: Gaudens twenty-dollar gold piece, President Theodore Roosevelt directed that its design omit those words.
*8*: Selawsky
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Hertzberg writes that the \u201cIn God We Trust\u201d motto has been on U.S. minted coins since 1864.\n*2*: A fascinating historical asterisk to this fact is that in 1907, the first year of the St.\n*3*: Gaudens twenty-dollar gold piece, President Theodore Roosevelt directed that its design omit those words.\n*4*: Roosevelt was a devout Christian, but he believed that such religious mottoes had no place on coinage.\n*5*: However, following political pressure from Congress, he reversed his decision, and the 1908 St.\n*6*: Gaudens twenty-dollar piece has two versions: one with the words \u201cIn God We Trust\u201d and one without them.\n*7*: John T.\n*8*: Selawsky", "scrambled": "*1*: A fascinating historical asterisk to this fact is that in 1907, the first year of the St.\n*2*: However, following political pressure from Congress, he reversed his decision, and the 1908 St.\n*3*: Gaudens twenty-dollar piece has two versions: one with the words \u201cIn God We Trust\u201d and one without them.\n*4*: John T.\n*5*: Roosevelt was a devout Christian, but he believed that such religious mottoes had no place on coinage.\n*6*: Hertzberg writes that the \u201cIn God We Trust\u201d motto has been on U.S. minted coins since 1864.\n*7*: Gaudens twenty-dollar gold piece, President Theodore Roosevelt directed that its design omit those words.\n*8*: Selawsky"}
| 2 |
unscramble_51619
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Vespasian ruled the Roman empire in the first century A.D. and was behind the construction of the Colosseum, one of Italy’s most popular landmarks.
*2*: He was believed to come from humble beginnings and founded the short-lived Flavian dynasty after the civil wars that followed Nero’s death in 68 AD.
*3*: During recent excavations, the archaeologists uncovered sumptuous marble floors and mosaics at the site of the 3,000-4,000 square metre Villa of Falacrinae, Patterson said.
*4*: The incipit of a recently-dated piece from AdnKronos which seems to be being picked up by some other papers: An international team of archaeologists claims to have unearthed the 2000-year-old birthplace of the Roman emperor, Vespasian, north of the Italian capital.
*5*: Archeologists believe they have located his birthplace in the Falacrinae valley near the hill town of Cittareale, 130 km northeast of Rome. “Ancient Roman historian Suetonius says Vespasian was born in the Falacrinae valley area.
*6*: Vespasian was the ninth Roman emperor, who reigned from 69-79 AD.
*7*: Field surveys and information from locals have told us tell us this must be Vespasian’s birthplace,” one of the project’s directors, British archaeologist Helen Patterson told Adnkronos International (AKI).
*8*: The team of 30-60 archaeologists recovered pots, numerous coins, ceramic and metal artefacts from the site which is 820 metres above sea level, overlooking the surrounding Falacrinae valley.
*9*: The archeologists are hoping to recover more items in fresh excavations in July and August, Patterson said. [etc.] Not positive about this, but I see nothing new here compared to reports (about which I expressed some skepticism) last summer … Our previous coverage:
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 incipit of a recently-dated piece from AdnKronos which seems to be being picked up by some other papers: An international team of archaeologists claims to have unearthed the 2000-year-old birthplace of the Roman emperor, Vespasian, north of the Italian capital.\n*2*: Vespasian ruled the Roman empire in the first century A.D. and was behind the construction of the Colosseum, one of Italy\u2019s most popular landmarks.\n*3*: Archeologists believe they have located his birthplace in the Falacrinae valley near the hill town of Cittareale, 130 km northeast of Rome. \u201cAncient Roman historian Suetonius says Vespasian was born in the Falacrinae valley area.\n*4*: Field surveys and information from locals have told us tell us this must be Vespasian\u2019s birthplace,\u201d one of the project\u2019s directors, British archaeologist Helen Patterson told Adnkronos International (AKI).\n*5*: Vespasian was the ninth Roman emperor, who reigned from 69-79 AD.\n*6*: He was believed to come from humble beginnings and founded the short-lived Flavian dynasty after the civil wars that followed Nero\u2019s death in 68 AD.\n*7*: During recent excavations, the archaeologists uncovered sumptuous marble floors and mosaics at the site of the 3,000-4,000 square metre Villa of Falacrinae, Patterson said.\n*8*: The team of 30-60 archaeologists recovered pots, numerous coins, ceramic and metal artefacts from the site which is 820 metres above sea level, overlooking the surrounding Falacrinae valley.\n*9*: The archeologists are hoping to recover more items in fresh excavations in July and August, Patterson said. [etc.] Not positive about this, but I see nothing new here compared to reports (about which I expressed some skepticism) last summer \u2026 Our previous coverage:", "scrambled": "*1*: Vespasian ruled the Roman empire in the first century A.D. and was behind the construction of the Colosseum, one of Italy\u2019s most popular landmarks.\n*2*: He was believed to come from humble beginnings and founded the short-lived Flavian dynasty after the civil wars that followed Nero\u2019s death in 68 AD.\n*3*: During recent excavations, the archaeologists uncovered sumptuous marble floors and mosaics at the site of the 3,000-4,000 square metre Villa of Falacrinae, Patterson said.\n*4*: The incipit of a recently-dated piece from AdnKronos which seems to be being picked up by some other papers: An international team of archaeologists claims to have unearthed the 2000-year-old birthplace of the Roman emperor, Vespasian, north of the Italian capital.\n*5*: Archeologists believe they have located his birthplace in the Falacrinae valley near the hill town of Cittareale, 130 km northeast of Rome. \u201cAncient Roman historian Suetonius says Vespasian was born in the Falacrinae valley area.\n*6*: Vespasian was the ninth Roman emperor, who reigned from 69-79 AD.\n*7*: Field surveys and information from locals have told us tell us this must be Vespasian\u2019s birthplace,\u201d one of the project\u2019s directors, British archaeologist Helen Patterson told Adnkronos International (AKI).\n*8*: The team of 30-60 archaeologists recovered pots, numerous coins, ceramic and metal artefacts from the site which is 820 metres above sea level, overlooking the surrounding Falacrinae valley.\n*9*: The archeologists are hoping to recover more items in fresh excavations in July and August, Patterson said. [etc.] Not positive about this, but I see nothing new here compared to reports (about which I expressed some skepticism) last summer \u2026 Our previous coverage:"}
| 2 |
unscramble_72435
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Sporns, a pioneer in the field who was the first to define and use the term "connectome," argues that the nascent field of connectomics has already begun to influence the way many neuroscientists collect, analyze, and think about their data.
*2*: Moreover, the idea of mapping the connections of the human brain in their entirety has captured the imaginations of researchers across several disciplines including human cognition, brain and mental disorders, and complex systems and networks.
*3*: How this network is connected is important for virtually all facets of the brain's integrative function.
*4*: Olaf Sporns has written a book in which he surveys current efforts to chart these connections - to map the human connectome.
*5*: The human brain is a network of extraordinary complexity - a network not by way of metaphor, but in a precise and mathematical sense: an intricate web of billions of neurons connected by trillions of synapses.
*6*: Dr. Olaf Sporns argues that the nascent field of connectomics has already begun to influence the way many neuroscientists collect, analyze, and think about their data.
*7*: Reception to follow from 5-6pm.
*8*: Sporns describes the biological and conceptual foundations of the connectome; the many research challenges it faces; the many cutting-edge empirical strategies, from electron microscopy to magnetic resonance imaging, deployed to map brain connectivity; the relationship between structure and function; and the wide array of network computational approaches to connectomics.
*9*: Crucial to understanding how the brain works is connectivity, and the centerpiece of brain connectivity is the connectome, a comprehensive description of how neurons and brain regions are connected.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Crucial to understanding how the brain works is connectivity, and the centerpiece of brain connectivity is the connectome, a comprehensive description of how neurons and brain regions are connected.\n*2*: Dr. Olaf Sporns argues that the nascent field of connectomics has already begun to influence the way many neuroscientists collect, analyze, and think about their data.\n*3*: Reception to follow from 5-6pm.\n*4*: The human brain is a network of extraordinary complexity - a network not by way of metaphor, but in a precise and mathematical sense: an intricate web of billions of neurons connected by trillions of synapses.\n*5*: How this network is connected is important for virtually all facets of the brain's integrative function.\n*6*: Olaf Sporns has written a book in which he surveys current efforts to chart these connections - to map the human connectome.\n*7*: Sporns, a pioneer in the field who was the first to define and use the term \"connectome,\" argues that the nascent field of connectomics has already begun to influence the way many neuroscientists collect, analyze, and think about their data.\n*8*: Moreover, the idea of mapping the connections of the human brain in their entirety has captured the imaginations of researchers across several disciplines including human cognition, brain and mental disorders, and complex systems and networks.\n*9*: Sporns describes the biological and conceptual foundations of the connectome; the many research challenges it faces; the many cutting-edge empirical strategies, from electron microscopy to magnetic resonance imaging, deployed to map brain connectivity; the relationship between structure and function; and the wide array of network computational approaches to connectomics.", "scrambled": "*1*: Sporns, a pioneer in the field who was the first to define and use the term \"connectome,\" argues that the nascent field of connectomics has already begun to influence the way many neuroscientists collect, analyze, and think about their data.\n*2*: Moreover, the idea of mapping the connections of the human brain in their entirety has captured the imaginations of researchers across several disciplines including human cognition, brain and mental disorders, and complex systems and networks.\n*3*: How this network is connected is important for virtually all facets of the brain's integrative function.\n*4*: Olaf Sporns has written a book in which he surveys current efforts to chart these connections - to map the human connectome.\n*5*: The human brain is a network of extraordinary complexity - a network not by way of metaphor, but in a precise and mathematical sense: an intricate web of billions of neurons connected by trillions of synapses.\n*6*: Dr. Olaf Sporns argues that the nascent field of connectomics has already begun to influence the way many neuroscientists collect, analyze, and think about their data.\n*7*: Reception to follow from 5-6pm.\n*8*: Sporns describes the biological and conceptual foundations of the connectome; the many research challenges it faces; the many cutting-edge empirical strategies, from electron microscopy to magnetic resonance imaging, deployed to map brain connectivity; the relationship between structure and function; and the wide array of network computational approaches to connectomics.\n*9*: Crucial to understanding how the brain works is connectivity, and the centerpiece of brain connectivity is the connectome, a comprehensive description of how neurons and brain regions are connected."}
| 2 |
unscramble_212447
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Pinterest also allows the teacher to post useful information for parents or activities they could do at home that would be relevant to what the students are learning in the classroom.
*2*: Pinterest has quickly become a large way for teachers to share resources and information.
*3*: Teachers and Educators Can Use Pinterest as a Resource In and Out of the Classroom [Web log post].
*4*: If you classroom has an active blog Pinterest can act as a monthly news letter for the parents in your class by posting pictures of the children work and linking them to their own write up in the blog (Spangler, 2013).
*5*: Spangler, S. (2013, September 17).
*6*: With Pinterest, you can find a pandora’s box of information across many different categories (Spangler, 2013).
*7*: Retrieved from http://www.stevespanglerscience.com/blog/education-today/how-teachers-and-educators-can-use-pinterest-as-a-resource-in-and-out-of-the-classroom/
*8*: Whether you’re a teacher or a student, Pinterest can be used to find interesting bits of information or graphics through history, architecture, photography, education, science, art, and technology that you can use to further your understanding or just make your classroom/assignment visually appealing; but of course with anything on the internet we need to make sure the information we are using is correct and true meaning additional research may be needed for classroom activities.
*9*: It lets you build ‘boards’ and easily ‘pin’ parts of the web (text, images, videos, websites, etc.) onto those boards which you can then organise into relevant categories.
*10*: As an up and coming teacher in the digital world I believe sites such as Pinterest complement activates taught within the classroom by finding new or additional content to be taught within a lesson as well as even having students create their own Pinterest board so that I as the teacher can get to know the students interests and plan a lesson around them to go the extra mile to engage the student.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Pinterest has quickly become a large way for teachers to share resources and information.\n*2*: It lets you build \u2018boards\u2019 and easily \u2018pin\u2019 parts of the web (text, images, videos, websites, etc.) onto those boards which you can then organise into relevant categories.\n*3*: With Pinterest, you can find a pandora\u2019s box of information across many different categories (Spangler, 2013).\n*4*: Whether you\u2019re a teacher or a student, Pinterest can be used to find interesting bits of information or graphics through history, architecture, photography, education, science, art, and technology that you can use to further your understanding or just make your classroom/assignment visually appealing; but of course with anything on the internet we need to make sure the information we are using is correct and true meaning additional research may be needed for classroom activities.\n*5*: As an up and coming teacher in the digital world I believe sites such as Pinterest complement activates taught within the classroom by finding new or additional content to be taught within a lesson as well as even having students create their own Pinterest board so that I as the teacher can get to know the students interests and plan a lesson around them to go the extra mile to engage the student.\n*6*: If you classroom has an active blog Pinterest can act as a monthly news letter for the parents in your class by posting pictures of the children work and linking them to their own write up in the blog (Spangler, 2013).\n*7*: Pinterest also allows the teacher to post useful information for parents or activities they could do at home that would be relevant to what the students are learning in the classroom.\n*8*: Spangler, S. (2013, September 17).\n*9*: Teachers and Educators Can Use Pinterest as a Resource In and Out of the Classroom [Web log post].\n*10*: Retrieved from http://www.stevespanglerscience.com/blog/education-today/how-teachers-and-educators-can-use-pinterest-as-a-resource-in-and-out-of-the-classroom/", "scrambled": "*1*: Pinterest also allows the teacher to post useful information for parents or activities they could do at home that would be relevant to what the students are learning in the classroom.\n*2*: Pinterest has quickly become a large way for teachers to share resources and information.\n*3*: Teachers and Educators Can Use Pinterest as a Resource In and Out of the Classroom [Web log post].\n*4*: If you classroom has an active blog Pinterest can act as a monthly news letter for the parents in your class by posting pictures of the children work and linking them to their own write up in the blog (Spangler, 2013).\n*5*: Spangler, S. (2013, September 17).\n*6*: With Pinterest, you can find a pandora\u2019s box of information across many different categories (Spangler, 2013).\n*7*: Retrieved from http://www.stevespanglerscience.com/blog/education-today/how-teachers-and-educators-can-use-pinterest-as-a-resource-in-and-out-of-the-classroom/\n*8*: Whether you\u2019re a teacher or a student, Pinterest can be used to find interesting bits of information or graphics through history, architecture, photography, education, science, art, and technology that you can use to further your understanding or just make your classroom/assignment visually appealing; but of course with anything on the internet we need to make sure the information we are using is correct and true meaning additional research may be needed for classroom activities.\n*9*: It lets you build \u2018boards\u2019 and easily \u2018pin\u2019 parts of the web (text, images, videos, websites, etc.) onto those boards which you can then organise into relevant categories.\n*10*: As an up and coming teacher in the digital world I believe sites such as Pinterest complement activates taught within the classroom by finding new or additional content to be taught within a lesson as well as even having students create their own Pinterest board so that I as the teacher can get to know the students interests and plan a lesson around them to go the extra mile to engage the student."}
| 2 |
unscramble_84559
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Their communal houses were constructed from the region's great stands of tall red cedar.
*2*: For thousands of years, the Coast and Interior Salish people, as well as a number of other First Nations bands, have called the Vancouver, Coast & Mountains area home.
*3*: Nature has also played a vital role in the region's European history.
*4*: Interior Salish people inhabited major river valleys, building semi-subterranean dwellings called pithouses.
*5*: Visitors can explore BC's Aboriginal culture through attractions like the totem poles at Stanley Park or the Museum of Anthropology.
*6*: A deep respect for nature and humanity marks their time-honoured way of life.
*7*: The mighty Fraser River – BC's largest river, famous for its fast-flowing currents – winds through the region, carrying a fascinating story of European discovery and development.
*8*: Today, Salish First Nations traditions, art, lore, legends and history are woven into the fabric of the region's cultural make-up.
*9*: Moving with the seasons, the Coast Salish people settled for the winter in oceanside villages.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 thousands of years, the Coast and Interior Salish people, as well as a number of other First Nations bands, have called the Vancouver, Coast & Mountains area home.\n*2*: Moving with the seasons, the Coast Salish people settled for the winter in oceanside villages.\n*3*: Their communal houses were constructed from the region's great stands of tall red cedar.\n*4*: Interior Salish people inhabited major river valleys, building semi-subterranean dwellings called pithouses.\n*5*: Today, Salish First Nations traditions, art, lore, legends and history are woven into the fabric of the region's cultural make-up.\n*6*: A deep respect for nature and humanity marks their time-honoured way of life.\n*7*: Visitors can explore BC's Aboriginal culture through attractions like the totem poles at Stanley Park or the Museum of Anthropology.\n*8*: Nature has also played a vital role in the region's European history.\n*9*: The mighty Fraser River \u2013 BC's largest river, famous for its fast-flowing currents \u2013 winds through the region, carrying a fascinating story of European discovery and development.", "scrambled": "*1*: Their communal houses were constructed from the region's great stands of tall red cedar.\n*2*: For thousands of years, the Coast and Interior Salish people, as well as a number of other First Nations bands, have called the Vancouver, Coast & Mountains area home.\n*3*: Nature has also played a vital role in the region's European history.\n*4*: Interior Salish people inhabited major river valleys, building semi-subterranean dwellings called pithouses.\n*5*: Visitors can explore BC's Aboriginal culture through attractions like the totem poles at Stanley Park or the Museum of Anthropology.\n*6*: A deep respect for nature and humanity marks their time-honoured way of life.\n*7*: The mighty Fraser River \u2013 BC's largest river, famous for its fast-flowing currents \u2013 winds through the region, carrying a fascinating story of European discovery and development.\n*8*: Today, Salish First Nations traditions, art, lore, legends and history are woven into the fabric of the region's cultural make-up.\n*9*: Moving with the seasons, the Coast Salish people settled for the winter in oceanside villages."}
| 2 |
unscramble_132007
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: You might use the apple notepad template in one of two ways: Next, have students cut out all the apples, so each has a total of 12 apples.
*2*: Encourage them to use the notepad to share good news of special events in their child's life, to ask a question, to request an update of their child's performance, or for any other reason.
*3*: Tell parents that you hope to hear from them at least once a month.
*4*: Explain to parents that students created the notepads to provide their parents with a simple way to communicate with you.
*5*: Let them know that you have your own notepad and will use it to respond each time they write to you.
*6*: Lesson Plan Source
*7*: The activity also provides teachers with some start-of-the-new-year insight into students' abilities to follow directions and their handwriting/motor or basic computer skills.
*8*: Students will follow directions.
*9*: Tell them to stack all 12 apples one on top of the other and then staple the apples together just below the stem (Younger students might need help stapling through 12 sheets of paper.) Send home the notepad with a letter or with the first issue of your class newsletter.
*10*: |Return to Back to School Lesson Plan| Students create a special notepad for parent-teacher communication throughout the school year. communication, parent, apple In this activity, students create special notepads their parents can use to send regular notes to the teacher; the teacher will have a similar pad for their responses to parents.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: |Return to Back to School Lesson Plan| Students create a special notepad for parent-teacher communication throughout the school year. communication, parent, apple In this activity, students create special notepads their parents can use to send regular notes to the teacher; the teacher will have a similar pad for their responses to parents.\n*2*: The activity also provides teachers with some start-of-the-new-year insight into students' abilities to follow directions and their handwriting/motor or basic computer skills.\n*3*: You might use the apple notepad template in one of two ways: Next, have students cut out all the apples, so each has a total of 12 apples.\n*4*: Tell them to stack all 12 apples one on top of the other and then staple the apples together just below the stem (Younger students might need help stapling through 12 sheets of paper.) Send home the notepad with a letter or with the first issue of your class newsletter.\n*5*: Explain to parents that students created the notepads to provide their parents with a simple way to communicate with you.\n*6*: Tell parents that you hope to hear from them at least once a month.\n*7*: Encourage them to use the notepad to share good news of special events in their child's life, to ask a question, to request an update of their child's performance, or for any other reason.\n*8*: Let them know that you have your own notepad and will use it to respond each time they write to you.\n*9*: Students will follow directions.\n*10*: Lesson Plan Source", "scrambled": "*1*: You might use the apple notepad template in one of two ways: Next, have students cut out all the apples, so each has a total of 12 apples.\n*2*: Encourage them to use the notepad to share good news of special events in their child's life, to ask a question, to request an update of their child's performance, or for any other reason.\n*3*: Tell parents that you hope to hear from them at least once a month.\n*4*: Explain to parents that students created the notepads to provide their parents with a simple way to communicate with you.\n*5*: Let them know that you have your own notepad and will use it to respond each time they write to you.\n*6*: Lesson Plan Source\n*7*: The activity also provides teachers with some start-of-the-new-year insight into students' abilities to follow directions and their handwriting/motor or basic computer skills.\n*8*: Students will follow directions.\n*9*: Tell them to stack all 12 apples one on top of the other and then staple the apples together just below the stem (Younger students might need help stapling through 12 sheets of paper.) Send home the notepad with a letter or with the first issue of your class newsletter.\n*10*: |Return to Back to School Lesson Plan| Students create a special notepad for parent-teacher communication throughout the school year. communication, parent, apple In this activity, students create special notepads their parents can use to send regular notes to the teacher; the teacher will have a similar pad for their responses to parents."}
| 2 |
unscramble_62253
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: When the gravel is removed, the lines contrast with the light color underneath.
*2*: Overall, there are hundreds of individual figures, which range in complexity from simple lines to stylized hummingbirds, spiders, monkeys, fish, sharks, orcas, llamas, and lizards.
*3*: The Nazca Lines were designated a UNESCO World Heritage Site in 1994.
*4*: In this 2000 Terra image, the straight Nazca Lines differ sharply from the natural, wavy lines formed from water flow in the area.
*5*: Estimated to be created by the Nazca culture between 400 and 650 C.E., the Nazca Lines were made by removing reddish iron-oxide pebbles that cover the surface of the desert.
*6*: Nazca Lines, Peru The Nazca Lines are a series of ancient geoglyphs located in the Ica Region in southern Peru.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Nazca Lines, Peru The Nazca Lines are a series of ancient geoglyphs located in the Ica Region in southern Peru.\n*2*: Estimated to be created by the Nazca culture between 400 and 650 C.E., the Nazca Lines were made by removing reddish iron-oxide pebbles that cover the surface of the desert.\n*3*: When the gravel is removed, the lines contrast with the light color underneath.\n*4*: In this 2000 Terra image, the straight Nazca Lines differ sharply from the natural, wavy lines formed from water flow in the area.\n*5*: Overall, there are hundreds of individual figures, which range in complexity from simple lines to stylized hummingbirds, spiders, monkeys, fish, sharks, orcas, llamas, and lizards.\n*6*: The Nazca Lines were designated a UNESCO World Heritage Site in 1994.", "scrambled": "*1*: When the gravel is removed, the lines contrast with the light color underneath.\n*2*: Overall, there are hundreds of individual figures, which range in complexity from simple lines to stylized hummingbirds, spiders, monkeys, fish, sharks, orcas, llamas, and lizards.\n*3*: The Nazca Lines were designated a UNESCO World Heritage Site in 1994.\n*4*: In this 2000 Terra image, the straight Nazca Lines differ sharply from the natural, wavy lines formed from water flow in the area.\n*5*: Estimated to be created by the Nazca culture between 400 and 650 C.E., the Nazca Lines were made by removing reddish iron-oxide pebbles that cover the surface of the desert.\n*6*: Nazca Lines, Peru The Nazca Lines are a series of ancient geoglyphs located in the Ica Region in southern Peru."}
| 2 |
unscramble_254394
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Preventability for Body Fatness The analyses of research in the Continuous Update Project reports identify excess weight as a major independent risk factor for cancer.
*2*: These preventability figures are estimates; they are not precise values.
*3*: AICR/WCRF preventability estimates are calculated using information on: - Cancer risk associated with body fatness - Prevalence of overweight and obesity - US incidence of different cancers The methods used to calculate the estimates can be found in Appendix A of the Policy Report.
*4*: This chart includes cancers where there is strong evidence that excess weight increases cancer risk. |Cancer Type||% link to excess body fat: MEN |% link to excess body fat: WOMEN |Cases Prevented Annually| *Rounded, based on AICR/WRCF, Policy and Action for Cancer Prevention; Continuous Update Project reports; American Cancer Society, Cancer Facts & Figures 2017 Preventability estimates are important to help policy-makers assess the impact of different approaches to reduce cancer risk.
*5*: They are likely underestimates, as only those cancers judged to have convincing or probable links to lifestyle factors are included.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Preventability for Body Fatness The analyses of research in the Continuous Update Project reports identify excess weight as a major independent risk factor for cancer.\n*2*: This chart includes cancers where there is strong evidence that excess weight increases cancer risk. |Cancer Type||% link to excess body fat: MEN |% link to excess body fat: WOMEN |Cases Prevented Annually| *Rounded, based on AICR/WRCF, Policy and Action for Cancer Prevention; Continuous Update Project reports; American Cancer Society, Cancer Facts & Figures 2017 Preventability estimates are important to help policy-makers assess the impact of different approaches to reduce cancer risk.\n*3*: AICR/WCRF preventability estimates are calculated using information on: - Cancer risk associated with body fatness - Prevalence of overweight and obesity - US incidence of different cancers The methods used to calculate the estimates can be found in Appendix A of the Policy Report.\n*4*: These preventability figures are estimates; they are not precise values.\n*5*: They are likely underestimates, as only those cancers judged to have convincing or probable links to lifestyle factors are included.", "scrambled": "*1*: Preventability for Body Fatness The analyses of research in the Continuous Update Project reports identify excess weight as a major independent risk factor for cancer.\n*2*: These preventability figures are estimates; they are not precise values.\n*3*: AICR/WCRF preventability estimates are calculated using information on: - Cancer risk associated with body fatness - Prevalence of overweight and obesity - US incidence of different cancers The methods used to calculate the estimates can be found in Appendix A of the Policy Report.\n*4*: This chart includes cancers where there is strong evidence that excess weight increases cancer risk. |Cancer Type||% link to excess body fat: MEN |% link to excess body fat: WOMEN |Cases Prevented Annually| *Rounded, based on AICR/WRCF, Policy and Action for Cancer Prevention; Continuous Update Project reports; American Cancer Society, Cancer Facts & Figures 2017 Preventability estimates are important to help policy-makers assess the impact of different approaches to reduce cancer risk.\n*5*: They are likely underestimates, as only those cancers judged to have convincing or probable links to lifestyle factors are included."}
| 2 |
unscramble_185127
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Next, Ford, maintaining some financial backing, turned his attention to establishing his name in the automobile industry by developing racing engines.
*2*: Racing bicyclists were Ford's next partners; they had the funds and the nerve to drive machines that developed up to 80 horsepower and 60 miles per hour.
*3*: Tom Cooper and Barney Oldfield joined the team.
*4*: His lightweight, two-cylinder engines defeated the high-powered, and correspondingly heavier, four-cylinder models; in 1902 he began to win prizes and recognition in races staged in Detroit.
*5*: As Ford continued his concentration on developing more powerful racing cars, his supporters, preferring the prospects for lightweight all-purpose vehicles, left to reorganize and establish the Cadillac Automobile Company.
*6*: Oldfield, soon to become a racing legend, won prizes with the 1902 Ford 999 and Henry Ford himself drove the Ford Arrow to a world land speed record of 91.37 mph in 1904.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Next, Ford, maintaining some financial backing, turned his attention to establishing his name in the automobile industry by developing racing engines.\n*2*: His lightweight, two-cylinder engines defeated the high-powered, and correspondingly heavier, four-cylinder models; in 1902 he began to win prizes and recognition in races staged in Detroit.\n*3*: As Ford continued his concentration on developing more powerful racing cars, his supporters, preferring the prospects for lightweight all-purpose vehicles, left to reorganize and establish the Cadillac Automobile Company.\n*4*: Racing bicyclists were Ford's next partners; they had the funds and the nerve to drive machines that developed up to 80 horsepower and 60 miles per hour.\n*5*: Tom Cooper and Barney Oldfield joined the team.\n*6*: Oldfield, soon to become a racing legend, won prizes with the 1902 Ford 999 and Henry Ford himself drove the Ford Arrow to a world land speed record of 91.37 mph in 1904.", "scrambled": "*1*: Next, Ford, maintaining some financial backing, turned his attention to establishing his name in the automobile industry by developing racing engines.\n*2*: Racing bicyclists were Ford's next partners; they had the funds and the nerve to drive machines that developed up to 80 horsepower and 60 miles per hour.\n*3*: Tom Cooper and Barney Oldfield joined the team.\n*4*: His lightweight, two-cylinder engines defeated the high-powered, and correspondingly heavier, four-cylinder models; in 1902 he began to win prizes and recognition in races staged in Detroit.\n*5*: As Ford continued his concentration on developing more powerful racing cars, his supporters, preferring the prospects for lightweight all-purpose vehicles, left to reorganize and establish the Cadillac Automobile Company.\n*6*: Oldfield, soon to become a racing legend, won prizes with the 1902 Ford 999 and Henry Ford himself drove the Ford Arrow to a world land speed record of 91.37 mph in 1904."}
| 2 |
unscramble_8716
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Who cares about the environment?
*2*: Who Cares about the Environment in 2012? is the seventh main survey in this social research series.
*3*: Surveys have been conducted every three years since 1994.
*4*: Conducted every three years by the Office of Environment and Heritage, this research has been tracking changes and trends in environmental views, priorities and actions since 1994.
*5*: Who Cares about the Environment in 2012?
*6*: Page last updated: 16 May 2013
*7*: Who Cares about the Environment? is social research that measures the environmental knowledge, attitudes and behaviour of the people of NSW through surveys and discussion groups.
*8*: The 1997 report is available in printed form, 2000, 2003, 2006 and 2009 are available for immediate download, as is the follow-up survey, Who Cares about Water and Climate Change in 2007?
*9*: It examines the environmental values and attitudes, knowledge and views, behaviours and motivations of NSW residents and also tracks how these have changed over time.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Who cares about the environment?\n*2*: Who Cares about the Environment? is social research that measures the environmental knowledge, attitudes and behaviour of the people of NSW through surveys and discussion groups.\n*3*: Conducted every three years by the Office of Environment and Heritage, this research has been tracking changes and trends in environmental views, priorities and actions since 1994.\n*4*: Who Cares about the Environment in 2012?\n*5*: Who Cares about the Environment in 2012? is the seventh main survey in this social research series.\n*6*: It examines the environmental values and attitudes, knowledge and views, behaviours and motivations of NSW residents and also tracks how these have changed over time.\n*7*: Surveys have been conducted every three years since 1994.\n*8*: The 1997 report is available in printed form, 2000, 2003, 2006 and 2009 are available for immediate download, as is the follow-up survey, Who Cares about Water and Climate Change in 2007?\n*9*: Page last updated: 16 May 2013", "scrambled": "*1*: Who cares about the environment?\n*2*: Who Cares about the Environment in 2012? is the seventh main survey in this social research series.\n*3*: Surveys have been conducted every three years since 1994.\n*4*: Conducted every three years by the Office of Environment and Heritage, this research has been tracking changes and trends in environmental views, priorities and actions since 1994.\n*5*: Who Cares about the Environment in 2012?\n*6*: Page last updated: 16 May 2013\n*7*: Who Cares about the Environment? is social research that measures the environmental knowledge, attitudes and behaviour of the people of NSW through surveys and discussion groups.\n*8*: The 1997 report is available in printed form, 2000, 2003, 2006 and 2009 are available for immediate download, as is the follow-up survey, Who Cares about Water and Climate Change in 2007?\n*9*: It examines the environmental values and attitudes, knowledge and views, behaviours and motivations of NSW residents and also tracks how these have changed over time."}
| 2 |
unscramble_59850
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies
*2*: Improving Your Child's Fitness Improving your child's or teen's fitness may boost his or her academic performance, self-concept, and mental health.
*3*: Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.
*4*: Here are some helpful guidelines for improving your child's fitness.
*5*: Experts recommend that teens and children (starting at age 6) do moderate to vigorous activity at least 1 hour every day.1 And 3 or more days a week, what they choose to do should: It’s okay for them to be active in smaller blocks of time that add up to 1 hour or more each day.
*6*: You can join your child in some activities, such as vigorous walking, in-line skating, bicycling, tennis, dancing in the home, and exercising along with a TV program. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org © 1995-2012 Healthwise, Incorporated.
*7*: Encourage your child to participate in various types of activities, including sports.
*8*: Find out what women really need.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Improving Your Child's Fitness Improving your child's or teen's fitness may boost his or her academic performance, self-concept, and mental health.\n*2*: Here are some helpful guidelines for improving your child's fitness.\n*3*: Experts recommend that teens and children (starting at age 6) do moderate to vigorous activity at least 1 hour every day.1 And 3 or more days a week, what they choose to do should: It\u2019s okay for them to be active in smaller blocks of time that add up to 1 hour or more each day.\n*4*: Encourage your child to participate in various types of activities, including sports.\n*5*: You can join your child in some activities, such as vigorous walking, in-line skating, bicycling, tennis, dancing in the home, and exercising along with a TV program. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org \u00a9 1995-2012 Healthwise, Incorporated.\n*6*: Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.\n*7*: Find out what women really need.\n*8*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies", "scrambled": "*1*: Most Popular Topics Pill Identifier on RxList - quick, easy, Find a Local Pharmacy - including 24 hour, pharmacies\n*2*: Improving Your Child's Fitness Improving your child's or teen's fitness may boost his or her academic performance, self-concept, and mental health.\n*3*: Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.\n*4*: Here are some helpful guidelines for improving your child's fitness.\n*5*: Experts recommend that teens and children (starting at age 6) do moderate to vigorous activity at least 1 hour every day.1 And 3 or more days a week, what they choose to do should: It\u2019s okay for them to be active in smaller blocks of time that add up to 1 hour or more each day.\n*6*: You can join your child in some activities, such as vigorous walking, in-line skating, bicycling, tennis, dancing in the home, and exercising along with a TV program. eMedicineHealth Medical Reference from Healthwise To learn more visit Healthwise.org \u00a9 1995-2012 Healthwise, Incorporated.\n*7*: Encourage your child to participate in various types of activities, including sports.\n*8*: Find out what women really need."}
| 2 |
unscramble_121561
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Posted in: X-rays
*2*: An X-ray examination may reveal: Small areas of decay between the teeth or below existing restorations (fillings) Infections in the bone Periodontal (gum) disease Abscesses or cysts developmental Some types of tumors Finding and treating dental problems at an early stage can save time, money, and unnecessary discomfort.
*3*: A dental X-ray can detect damage to oral structures not visible during a regular exam.
*4*: Many diseases of the teeth and surrounding tissues cannot be seen when your dentist examines your mouth.
*5*: If you have a hidden tumor, radiographs may even help save your life.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Many diseases of the teeth and surrounding tissues cannot be seen when your dentist examines your mouth.\n*2*: An X-ray examination may reveal: Small areas of decay between the teeth or below existing restorations (fillings) Infections in the bone Periodontal (gum) disease Abscesses or cysts developmental Some types of tumors Finding and treating dental problems at an early stage can save time, money, and unnecessary discomfort.\n*3*: A dental X-ray can detect damage to oral structures not visible during a regular exam.\n*4*: If you have a hidden tumor, radiographs may even help save your life.\n*5*: Posted in: X-rays", "scrambled": "*1*: Posted in: X-rays\n*2*: An X-ray examination may reveal: Small areas of decay between the teeth or below existing restorations (fillings) Infections in the bone Periodontal (gum) disease Abscesses or cysts developmental Some types of tumors Finding and treating dental problems at an early stage can save time, money, and unnecessary discomfort.\n*3*: A dental X-ray can detect damage to oral structures not visible during a regular exam.\n*4*: Many diseases of the teeth and surrounding tissues cannot be seen when your dentist examines your mouth.\n*5*: If you have a hidden tumor, radiographs may even help save your life."}
| 2 |
unscramble_160945
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Engaging with and using emerging social media may well place the emergency-management community, including medical and public health professionals, in a better position to respond to disasters.
*2*: Similarly, in 2009 the Centers for Disease Control and Prevention used social media tools to update the public on the latest information regarding the H1N1 virus.
*3*: Noting these examples and the growing number of people using social media, a group of researchers are urging public health officials to begin integrating these tools into emergency-preparedness plans and developing meaningful metrics to measure the effectiveness of the technologies and the accuracy and usefulness of the information they provide.
*4*: In an article published online today in the New England Journal of Medicine, researchers write: Clearly, social media are changing the way people communicate not only in their day-to-day lives, but also during disasters that threaten public health.
*5*: The effectiveness of our public health emergency system relies on routine attention to preparedness, agility in responding to daily stresses and catastrophes, and the resilience that promotes rapid recovery.
*6*: Authors’ recommendations on how health agencies could strategically leveraging social media to enhance disaster preparedness and response plan include: - Taking GPS-linked mobile phone apps like Foursquare and Loopt into the arena of crisis preparedness by having off-duty nurses or paramedics who “check in” at a venue broadcast their professional background and willingness to help during nearby emergencies. - Creation of Web-based “buddy” systems to enable friends and neighbors to keep tabs on at-risk people during weather emergencies like heat waves and blizzards and connect them with social services and medical care — staving off dire consequences like the hundreds of deaths that occurred during the 1995 Chicago heat weave. - Greater use of RSS feeds and mobile apps that provide emergency room wait times and census data, as a tool for helping public health planners gauge strain on the health care system and divert patients to facilities with sufficient resources during a disaster.
*7*: Following the recent earthquakes in Haiti and Chile, response teams utilized an open-source, Web-based platform known as Ushahidi to cull information from text messages, blog posts, videos, phone calls, and pictures and create a near real-time crisis map.
*8*: Social media can enhance each of these component efforts.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Following the recent earthquakes in Haiti and Chile, response teams utilized an open-source, Web-based platform known as Ushahidi to cull information from text messages, blog posts, videos, phone calls, and pictures and create a near real-time crisis map.\n*2*: Similarly, in 2009 the Centers for Disease Control and Prevention used social media tools to update the public on the latest information regarding the H1N1 virus.\n*3*: Noting these examples and the growing number of people using social media, a group of researchers are urging public health officials to begin integrating these tools into emergency-preparedness plans and developing meaningful metrics to measure the effectiveness of the technologies and the accuracy and usefulness of the information they provide.\n*4*: In an article published online today in the New England Journal of Medicine, researchers write: Clearly, social media are changing the way people communicate not only in their day-to-day lives, but also during disasters that threaten public health.\n*5*: Engaging with and using emerging social media may well place the emergency-management community, including medical and public health professionals, in a better position to respond to disasters.\n*6*: The effectiveness of our public health emergency system relies on routine attention to preparedness, agility in responding to daily stresses and catastrophes, and the resilience that promotes rapid recovery.\n*7*: Social media can enhance each of these component efforts.\n*8*: Authors\u2019 recommendations on how health agencies could strategically leveraging social media to enhance disaster preparedness and response plan include: - Taking GPS-linked mobile phone apps like Foursquare and Loopt into the arena of crisis preparedness by having off-duty nurses or paramedics who \u201ccheck in\u201d at a venue broadcast their professional background and willingness to help during nearby emergencies. - Creation of Web-based \u201cbuddy\u201d systems to enable friends and neighbors to keep tabs on at-risk people during weather emergencies like heat waves and blizzards and connect them with social services and medical care \u2014 staving off dire consequences like the hundreds of deaths that occurred during the 1995 Chicago heat weave. - Greater use of RSS feeds and mobile apps that provide emergency room wait times and census data, as a tool for helping public health planners gauge strain on the health care system and divert patients to facilities with sufficient resources during a disaster.", "scrambled": "*1*: Engaging with and using emerging social media may well place the emergency-management community, including medical and public health professionals, in a better position to respond to disasters.\n*2*: Similarly, in 2009 the Centers for Disease Control and Prevention used social media tools to update the public on the latest information regarding the H1N1 virus.\n*3*: Noting these examples and the growing number of people using social media, a group of researchers are urging public health officials to begin integrating these tools into emergency-preparedness plans and developing meaningful metrics to measure the effectiveness of the technologies and the accuracy and usefulness of the information they provide.\n*4*: In an article published online today in the New England Journal of Medicine, researchers write: Clearly, social media are changing the way people communicate not only in their day-to-day lives, but also during disasters that threaten public health.\n*5*: The effectiveness of our public health emergency system relies on routine attention to preparedness, agility in responding to daily stresses and catastrophes, and the resilience that promotes rapid recovery.\n*6*: Authors\u2019 recommendations on how health agencies could strategically leveraging social media to enhance disaster preparedness and response plan include: - Taking GPS-linked mobile phone apps like Foursquare and Loopt into the arena of crisis preparedness by having off-duty nurses or paramedics who \u201ccheck in\u201d at a venue broadcast their professional background and willingness to help during nearby emergencies. - Creation of Web-based \u201cbuddy\u201d systems to enable friends and neighbors to keep tabs on at-risk people during weather emergencies like heat waves and blizzards and connect them with social services and medical care \u2014 staving off dire consequences like the hundreds of deaths that occurred during the 1995 Chicago heat weave. - Greater use of RSS feeds and mobile apps that provide emergency room wait times and census data, as a tool for helping public health planners gauge strain on the health care system and divert patients to facilities with sufficient resources during a disaster.\n*7*: Following the recent earthquakes in Haiti and Chile, response teams utilized an open-source, Web-based platform known as Ushahidi to cull information from text messages, blog posts, videos, phone calls, and pictures and create a near real-time crisis map.\n*8*: Social media can enhance each of these component efforts."}
| 2 |
unscramble_128084
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Learning Legal Rules brings together the theory, structure, and practice of legal reasoning in a readily accessible style.
*2*: Throughout the book the authors also examine the importance of human rights and the permeating influence of EC.
*3*: The book explains how to uncover and exploit the mysteries of legal materials.
*4*: In line with modern teaching practices, there is further guidance on the use of online legal resources, while the material on the accompanying web site has also been expanded.
*5*: The seventh edition of this well-established text has been fully updated and includes a new chapter on legal writing to help students prepare for their essays and exams.
*6*: This is then used to draw the student into the techniques of legal analysis and argument and the operation of precedent and statutory interpretation.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Learning Legal Rules brings together the theory, structure, and practice of legal reasoning in a readily accessible style.\n*2*: The book explains how to uncover and exploit the mysteries of legal materials.\n*3*: This is then used to draw the student into the techniques of legal analysis and argument and the operation of precedent and statutory interpretation.\n*4*: Throughout the book the authors also examine the importance of human rights and the permeating influence of EC.\n*5*: The seventh edition of this well-established text has been fully updated and includes a new chapter on legal writing to help students prepare for their essays and exams.\n*6*: In line with modern teaching practices, there is further guidance on the use of online legal resources, while the material on the accompanying web site has also been expanded.", "scrambled": "*1*: Learning Legal Rules brings together the theory, structure, and practice of legal reasoning in a readily accessible style.\n*2*: Throughout the book the authors also examine the importance of human rights and the permeating influence of EC.\n*3*: The book explains how to uncover and exploit the mysteries of legal materials.\n*4*: In line with modern teaching practices, there is further guidance on the use of online legal resources, while the material on the accompanying web site has also been expanded.\n*5*: The seventh edition of this well-established text has been fully updated and includes a new chapter on legal writing to help students prepare for their essays and exams.\n*6*: This is then used to draw the student into the techniques of legal analysis and argument and the operation of precedent and statutory interpretation."}
| 2 |
unscramble_190253
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Home » Psychology, Psychiatry, & Social Work » Play & Creative Therapies Presenting an integrative model for treating traumatized children, this book combines play, art, and other expressive therapies with ideas and strategies drawn from cognitive-behavioral and family therapy.
*2*: The book concludes with four in-depth cases that bring to life the unique situation of each child and family, the decision-making process of the therapist, and the applications of developmentally informed, creative, and flexible interventions.
*3*: Eliana Gil demonstrates how to tailor treatment to the needs of each child by using both directive and nondirective approaches.
*4*: Throughout, clinical examples illustrate ways to target trauma-related symptomatology while also helping children process painful feelings and memories that are difficult to verbalize.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 \u00bb Psychology, Psychiatry, & Social Work \u00bb Play & Creative Therapies Presenting an integrative model for treating traumatized children, this book combines play, art, and other expressive therapies with ideas and strategies drawn from cognitive-behavioral and family therapy.\n*2*: Eliana Gil demonstrates how to tailor treatment to the needs of each child by using both directive and nondirective approaches.\n*3*: Throughout, clinical examples illustrate ways to target trauma-related symptomatology while also helping children process painful feelings and memories that are difficult to verbalize.\n*4*: The book concludes with four in-depth cases that bring to life the unique situation of each child and family, the decision-making process of the therapist, and the applications of developmentally informed, creative, and flexible interventions.", "scrambled": "*1*: Home \u00bb Psychology, Psychiatry, & Social Work \u00bb Play & Creative Therapies Presenting an integrative model for treating traumatized children, this book combines play, art, and other expressive therapies with ideas and strategies drawn from cognitive-behavioral and family therapy.\n*2*: The book concludes with four in-depth cases that bring to life the unique situation of each child and family, the decision-making process of the therapist, and the applications of developmentally informed, creative, and flexible interventions.\n*3*: Eliana Gil demonstrates how to tailor treatment to the needs of each child by using both directive and nondirective approaches.\n*4*: Throughout, clinical examples illustrate ways to target trauma-related symptomatology while also helping children process painful feelings and memories that are difficult to verbalize."}
| 2 |
unscramble_121804
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Researchers concluded that to some people, a drink in a flimsy cup tasted worse than the same drink in a firmer cup.
*2*: Not everyone responded that way, the study found, but enough did that understanding “haptic cues,” or the touch of an object, “is clearly important for managers for their product and packaging decisions.”
*3*: A new study suggests food served on a china plate tastes better to some than the same food served on a paper plate.
*4*: Nearly 1,000 college students participated in an experiment where they drank mineral water from either flimsy cups or more substantial cups and were then asked about the taste.
*5*: The study, conducted by researchers from the University of Michigan and Rutgers University, and appearing in the April issue of the Journal of Consumer Research, focused on how touch and perception can affect flavor.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 suggests food served on a china plate tastes better to some than the same food served on a paper plate.\n*2*: Nearly 1,000 college students participated in an experiment where they drank mineral water from either flimsy cups or more substantial cups and were then asked about the taste.\n*3*: The study, conducted by researchers from the University of Michigan and Rutgers University, and appearing in the April issue of the Journal of Consumer Research, focused on how touch and perception can affect flavor.\n*4*: Researchers concluded that to some people, a drink in a flimsy cup tasted worse than the same drink in a firmer cup.\n*5*: Not everyone responded that way, the study found, but enough did that understanding \u201chaptic cues,\u201d or the touch of an object, \u201cis clearly important for managers for their product and packaging decisions.\u201d", "scrambled": "*1*: Researchers concluded that to some people, a drink in a flimsy cup tasted worse than the same drink in a firmer cup.\n*2*: Not everyone responded that way, the study found, but enough did that understanding \u201chaptic cues,\u201d or the touch of an object, \u201cis clearly important for managers for their product and packaging decisions.\u201d\n*3*: A new study suggests food served on a china plate tastes better to some than the same food served on a paper plate.\n*4*: Nearly 1,000 college students participated in an experiment where they drank mineral water from either flimsy cups or more substantial cups and were then asked about the taste.\n*5*: The study, conducted by researchers from the University of Michigan and Rutgers University, and appearing in the April issue of the Journal of Consumer Research, focused on how touch and perception can affect flavor."}
| 2 |
unscramble_224847
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As the literature review above makes clear, little recent historical or theoretical work has focused on the material we propose to examine in this project.
*2*: We hope to change that.
*3*: Changing the Story of The People and The Text In the post-Truth and Reconciliation era of Canada, it is important to read, study, and teach the words of Indigenous peoples in a way that is respectful to these cultural perspectives.
*4*: This writing is not now the focus of literary research or featured in curricula.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Changing the Story of The People and The Text In the post-Truth and Reconciliation era of Canada, it is important to read, study, and teach the words of Indigenous peoples in a way that is respectful to these cultural perspectives.\n*2*: This writing is not now the focus of literary research or featured in curricula.\n*3*: As the literature review above makes clear, little recent historical or theoretical work has focused on the material we propose to examine in this project.\n*4*: We hope to change that.", "scrambled": "*1*: As the literature review above makes clear, little recent historical or theoretical work has focused on the material we propose to examine in this project.\n*2*: We hope to change that.\n*3*: Changing the Story of The People and The Text In the post-Truth and Reconciliation era of Canada, it is important to read, study, and teach the words of Indigenous peoples in a way that is respectful to these cultural perspectives.\n*4*: This writing is not now the focus of literary research or featured in curricula."}
| 2 |
unscramble_243166
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Downhole hammers are not new -- the oil and gas and mining industries have used them since the 1950s -- but the older design, with its reliance on oil-based lubricants, plastic and rubber O-rings, isn't suited for the hotter temperatures of geothermal drilling…The Department of Energy (DOE) Geothermal Technologies Office funded Atlas Copco as prime contractor on the project, and the company partnered with Sandia as the subcontractor…The Geothermal Energy Association's 2016 annual production report said the U.S. had about 2.7 gigawatts of net geothermal capacity at the end of 2015.
*2*: July 21, 2016 (Science Daily) “The downhole hammer attaches to the end of a column of drill pipe and cuts through rock with a rapid hammering action similar to that of a jackhammer.
*3*: In addition, the U.S. market was developing about 1.25 gigawatts of geothermal power, and new renewable portfolio standards in states such as California and Hawaii could create opportunities for geothermal energy…[T]he high temperature hammer could help reach those development goals…” click here for more
*4*: Technology Breakthrough To Open Up Geothermal Sandia National Laboratories and a commercial firm have designed a drilling tool that will withstand the heat of geothermal drilling.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Technology Breakthrough To Open Up Geothermal Sandia National Laboratories and a commercial firm have designed a drilling tool that will withstand the heat of geothermal drilling.\n*2*: July 21, 2016 (Science Daily) \u201cThe downhole hammer attaches to the end of a column of drill pipe and cuts through rock with a rapid hammering action similar to that of a jackhammer.\n*3*: Downhole hammers are not new -- the oil and gas and mining industries have used them since the 1950s -- but the older design, with its reliance on oil-based lubricants, plastic and rubber O-rings, isn't suited for the hotter temperatures of geothermal drilling\u2026The Department of Energy (DOE) Geothermal Technologies Office funded Atlas Copco as prime contractor on the project, and the company partnered with Sandia as the subcontractor\u2026The Geothermal Energy Association's 2016 annual production report said the U.S. had about 2.7 gigawatts of net geothermal capacity at the end of 2015.\n*4*: In addition, the U.S. market was developing about 1.25 gigawatts of geothermal power, and new renewable portfolio standards in states such as California and Hawaii could create opportunities for geothermal energy\u2026[T]he high temperature hammer could help reach those development goals\u2026\u201d click here for more", "scrambled": "*1*: Downhole hammers are not new -- the oil and gas and mining industries have used them since the 1950s -- but the older design, with its reliance on oil-based lubricants, plastic and rubber O-rings, isn't suited for the hotter temperatures of geothermal drilling\u2026The Department of Energy (DOE) Geothermal Technologies Office funded Atlas Copco as prime contractor on the project, and the company partnered with Sandia as the subcontractor\u2026The Geothermal Energy Association's 2016 annual production report said the U.S. had about 2.7 gigawatts of net geothermal capacity at the end of 2015.\n*2*: July 21, 2016 (Science Daily) \u201cThe downhole hammer attaches to the end of a column of drill pipe and cuts through rock with a rapid hammering action similar to that of a jackhammer.\n*3*: In addition, the U.S. market was developing about 1.25 gigawatts of geothermal power, and new renewable portfolio standards in states such as California and Hawaii could create opportunities for geothermal energy\u2026[T]he high temperature hammer could help reach those development goals\u2026\u201d click here for more\n*4*: Technology Breakthrough To Open Up Geothermal Sandia National Laboratories and a commercial firm have designed a drilling tool that will withstand the heat of geothermal drilling."}
| 2 |
unscramble_29590
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But the Faeries soon change this… This enchanting tale of Faeries is brought to life through incredible insect photographs combined with detailed pencil illustrations.
*2*: Science: Life Systems; Earth and Space Systems, Daily and Seasonal Cycles, Air and Water in the Environment, Diversity of Living Things (Grade 1 to 6) The Arts: photography, elements of design (Grade 1 to 6)
*3*: The young boy who lives in the cottage couldn’t care less about the ancient tree and certainly doesn’t know it is enchanted.
*4*: In the garden behind the cottage grows an ancient Oak that hides a secret.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: In the garden behind the cottage grows an ancient Oak that hides a secret.\n*2*: The young boy who lives in the cottage couldn\u2019t care less about the ancient tree and certainly doesn\u2019t know it is enchanted.\n*3*: But the Faeries soon change this\u2026 This enchanting tale of Faeries is brought to life through incredible insect photographs combined with detailed pencil illustrations.\n*4*: Science: Life Systems; Earth and Space Systems, Daily and Seasonal Cycles, Air and Water in the Environment, Diversity of Living Things (Grade 1 to 6) The Arts: photography, elements of design (Grade 1 to 6)", "scrambled": "*1*: But the Faeries soon change this\u2026 This enchanting tale of Faeries is brought to life through incredible insect photographs combined with detailed pencil illustrations.\n*2*: Science: Life Systems; Earth and Space Systems, Daily and Seasonal Cycles, Air and Water in the Environment, Diversity of Living Things (Grade 1 to 6) The Arts: photography, elements of design (Grade 1 to 6)\n*3*: The young boy who lives in the cottage couldn\u2019t care less about the ancient tree and certainly doesn\u2019t know it is enchanted.\n*4*: In the garden behind the cottage grows an ancient Oak that hides a secret."}
| 2 |
unscramble_35319
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: An arch whose profile comprises an arc smaller than a semicircle.
*2*: An arch formed along an arc which is drawn from a point below its spring line, thus forming a less than semicircular arch.
*3*: An arch formed from part of a half circle.
*4*: A curved arch with an arc which is less than a full semicircle. an arch whose curve is less than a semi-circle. a shallow arch; an arch that is less than a semicircle A type of circular arch that does not extend on the sides to a full half circle; often found at the tops of windows.
*5*: The intrados of a Roman arch follows an arc drawn from a point on its spring line, thus forming a semi-circle.
*6*: An arch that is a segment of a circle drawn from a center below the springing line.
*7*: An arch whose curve is circular but less than a semicircle.
*8*: See: Arch, Segmental An arch which is in the form of a segment of a semicircle.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: See: Arch, Segmental An arch which is in the form of a segment of a semicircle.\n*2*: A curved arch with an arc which is less than a full semicircle. an arch whose curve is less than a semi-circle. a shallow arch; an arch that is less than a semicircle A type of circular arch that does not extend on the sides to a full half circle; often found at the tops of windows.\n*3*: An arch that is a segment of a circle drawn from a center below the springing line.\n*4*: An arch whose curve is circular but less than a semicircle.\n*5*: An arch formed along an arc which is drawn from a point below its spring line, thus forming a less than semicircular arch.\n*6*: The intrados of a Roman arch follows an arc drawn from a point on its spring line, thus forming a semi-circle.\n*7*: An arch formed from part of a half circle.\n*8*: An arch whose profile comprises an arc smaller than a semicircle.", "scrambled": "*1*: An arch whose profile comprises an arc smaller than a semicircle.\n*2*: An arch formed along an arc which is drawn from a point below its spring line, thus forming a less than semicircular arch.\n*3*: An arch formed from part of a half circle.\n*4*: A curved arch with an arc which is less than a full semicircle. an arch whose curve is less than a semi-circle. a shallow arch; an arch that is less than a semicircle A type of circular arch that does not extend on the sides to a full half circle; often found at the tops of windows.\n*5*: The intrados of a Roman arch follows an arc drawn from a point on its spring line, thus forming a semi-circle.\n*6*: An arch that is a segment of a circle drawn from a center below the springing line.\n*7*: An arch whose curve is circular but less than a semicircle.\n*8*: See: Arch, Segmental An arch which is in the form of a segment of a semicircle."}
| 2 |
unscramble_74660
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Rather than focusing vaccination efforts on the elderly, the CDC says that the H1N1 vaccine should first go to a group of people including: - pregnant women - people who live with or care for children younger than 6 months of age - health care and emergency services personnel - persons between the ages of 6 months through 24 years of age - people from ages 25 through 64 years who are at higher risk for novel H1N1 because of chronic health disorders or compromised immune systems We'll get the latest on public health recommendations and research efforts.
*2*: Produced by Christopher Intagliata, Associate Senior Producer
*3*: We'll get an update on the spread of H1N1 influenza around the world, what researchers are finding out about the disease, and progress towards vaccines.
*4*: This week, health officials said that they planned to have H1N1 vaccine available in early fall.
*5*: Recommendations for who should take priority in immunization efforts are different than those for traditional seasonal influenza.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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'll get an update on the spread of H1N1 influenza around the world, what researchers are finding out about the disease, and progress towards vaccines.\n*2*: This week, health officials said that they planned to have H1N1 vaccine available in early fall.\n*3*: Recommendations for who should take priority in immunization efforts are different than those for traditional seasonal influenza.\n*4*: Rather than focusing vaccination efforts on the elderly, the CDC says that the H1N1 vaccine should first go to a group of people including: - pregnant women - people who live with or care for children younger than 6 months of age - health care and emergency services personnel - persons between the ages of 6 months through 24 years of age - people from ages 25 through 64 years who are at higher risk for novel H1N1 because of chronic health disorders or compromised immune systems We'll get the latest on public health recommendations and research efforts.\n*5*: Produced by Christopher Intagliata, Associate Senior Producer", "scrambled": "*1*: Rather than focusing vaccination efforts on the elderly, the CDC says that the H1N1 vaccine should first go to a group of people including: - pregnant women - people who live with or care for children younger than 6 months of age - health care and emergency services personnel - persons between the ages of 6 months through 24 years of age - people from ages 25 through 64 years who are at higher risk for novel H1N1 because of chronic health disorders or compromised immune systems We'll get the latest on public health recommendations and research efforts.\n*2*: Produced by Christopher Intagliata, Associate Senior Producer\n*3*: We'll get an update on the spread of H1N1 influenza around the world, what researchers are finding out about the disease, and progress towards vaccines.\n*4*: This week, health officials said that they planned to have H1N1 vaccine available in early fall.\n*5*: Recommendations for who should take priority in immunization efforts are different than those for traditional seasonal influenza."}
| 2 |
unscramble_134760
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: FIRST MURDERER: WHERE IS THY CONSCIENCE NOW?
*2*: SECOND MURDERER: Let it go; there's few or none will entertain it.
*3*: FIRST MURDERER: 'Zounds, it is even now at my elbow, persuading me not to kill the duke.
*4*: FIRST MURDERER: How if it come to thee again?
*5*: Those who have conquered themselves...live in peace, alike in cold and heat, pleasure and pain, praise and blame...To such people a clod of dirt, a stone, and gold are the same...Because they are impartial, they rise to great heights.
*6*: SECOND MURDERER: In the Duke of Gloucester's purse FIRST MURDERER: So when he opens his purse to give us our reward, thy conscience flies out.
*7*: Literature, at its best, and despite the recent attempts of critics, can never be murdered and dissected, as it’s an immortal yet organic thing, drawing on the richness and complexity of Experience yet somehow managing to transcend its mundane origins like an alchemist transmuting base metals.
*8*: Source: Beginner's Luke: Book I of the Beginner's Luke Series, Pages: 9 Reshape yourself through the power of your will...
*9*: SECOND MURDERER: I'll not meddle with it: it is a dangerous thing: it makes a man a coward: a man cannot steal, but it accuseth him; he cannot swear, but it checks him; he cannot lie with his neighbour's wife, but it detects him: it is a blushing shamefast spirit that multiplies in a man's bosom; it fills one full of obstacles: it made me once restore a purse of gold, that I found: it beggars any man that keeps it: it is turned out of all towns and cities for a dangerous thing; and every man that means to live well, endeavours to trust to himself and to live without it.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Literature, at its best, and despite the recent attempts of critics, can never be murdered and dissected, as it\u2019s an immortal yet organic thing, drawing on the richness and complexity of Experience yet somehow managing to transcend its mundane origins like an alchemist transmuting base metals.\n*2*: Source: Beginner's Luke: Book I of the Beginner's Luke Series, Pages: 9 Reshape yourself through the power of your will...\n*3*: Those who have conquered themselves...live in peace, alike in cold and heat, pleasure and pain, praise and blame...To such people a clod of dirt, a stone, and gold are the same...Because they are impartial, they rise to great heights.\n*4*: FIRST MURDERER: WHERE IS THY CONSCIENCE NOW?\n*5*: SECOND MURDERER: In the Duke of Gloucester's purse FIRST MURDERER: So when he opens his purse to give us our reward, thy conscience flies out.\n*6*: SECOND MURDERER: Let it go; there's few or none will entertain it.\n*7*: FIRST MURDERER: How if it come to thee again?\n*8*: SECOND MURDERER: I'll not meddle with it: it is a dangerous thing: it makes a man a coward: a man cannot steal, but it accuseth him; he cannot swear, but it checks him; he cannot lie with his neighbour's wife, but it detects him: it is a blushing shamefast spirit that multiplies in a man's bosom; it fills one full of obstacles: it made me once restore a purse of gold, that I found: it beggars any man that keeps it: it is turned out of all towns and cities for a dangerous thing; and every man that means to live well, endeavours to trust to himself and to live without it.\n*9*: FIRST MURDERER: 'Zounds, it is even now at my elbow, persuading me not to kill the duke.", "scrambled": "*1*: FIRST MURDERER: WHERE IS THY CONSCIENCE NOW?\n*2*: SECOND MURDERER: Let it go; there's few or none will entertain it.\n*3*: FIRST MURDERER: 'Zounds, it is even now at my elbow, persuading me not to kill the duke.\n*4*: FIRST MURDERER: How if it come to thee again?\n*5*: Those who have conquered themselves...live in peace, alike in cold and heat, pleasure and pain, praise and blame...To such people a clod of dirt, a stone, and gold are the same...Because they are impartial, they rise to great heights.\n*6*: SECOND MURDERER: In the Duke of Gloucester's purse FIRST MURDERER: So when he opens his purse to give us our reward, thy conscience flies out.\n*7*: Literature, at its best, and despite the recent attempts of critics, can never be murdered and dissected, as it\u2019s an immortal yet organic thing, drawing on the richness and complexity of Experience yet somehow managing to transcend its mundane origins like an alchemist transmuting base metals.\n*8*: Source: Beginner's Luke: Book I of the Beginner's Luke Series, Pages: 9 Reshape yourself through the power of your will...\n*9*: SECOND MURDERER: I'll not meddle with it: it is a dangerous thing: it makes a man a coward: a man cannot steal, but it accuseth him; he cannot swear, but it checks him; he cannot lie with his neighbour's wife, but it detects him: it is a blushing shamefast spirit that multiplies in a man's bosom; it fills one full of obstacles: it made me once restore a purse of gold, that I found: it beggars any man that keeps it: it is turned out of all towns and cities for a dangerous thing; and every man that means to live well, endeavours to trust to himself and to live without it."}
| 2 |
unscramble_203862
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The organism has in any case been destroyed by the other 99 bullets that strike it.
*2*: The anvil, cup and stirrup must form perfectly in both. • Random mutations also have to establish coronary valves on both sides.
*3*: The Evolution Deceit • According to Darwinist claims, mutation has to produce changes that are proportional and mutually compatible everywhere in the body.2009-08-27 01:36:36 • For example, according to evolutionist claims, if an ear formed on the right side through mutation in the manner they suggest, then random mutations must also produce a second, functional ear on the left side, possessed of the same characteristics.
*4*: According to Darwinist claims, mutations would have to produce all the valves in perfect form and exactly the right places, at the same time and in equal harmony. • Otherwise there will be a huge imbalance, and the result should be peculiar structures such as one upside-down ear, one different tooth, or one eye on the nose and the other in the forehead.
*5*: But since there is no such imbalance in life, Darwinist claims mean that mutations must produce everything in a symmetrical and mutually compatible form. • But the fact that mutations are 99% deleterious and 1% ineffective makes it impossible for them to be able to produce rational, harmonious and symmetrical organs at exactly the same time. • The effect that mutations have on a regular structure is like firing a machine gun at it.
*6*: Randomly firing at a healthy object will destroy it.
*7*: The fact that one bullet has no effect or destroys an infection already existing in the body and thus cures it does not change anything.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Evolution Deceit \u2022 According to Darwinist claims, mutation has to produce changes that are proportional and mutually compatible everywhere in the body.2009-08-27 01:36:36 \u2022 For example, according to evolutionist claims, if an ear formed on the right side through mutation in the manner they suggest, then random mutations must also produce a second, functional ear on the left side, possessed of the same characteristics.\n*2*: The anvil, cup and stirrup must form perfectly in both. \u2022 Random mutations also have to establish coronary valves on both sides.\n*3*: According to Darwinist claims, mutations would have to produce all the valves in perfect form and exactly the right places, at the same time and in equal harmony. \u2022 Otherwise there will be a huge imbalance, and the result should be peculiar structures such as one upside-down ear, one different tooth, or one eye on the nose and the other in the forehead.\n*4*: But since there is no such imbalance in life, Darwinist claims mean that mutations must produce everything in a symmetrical and mutually compatible form. \u2022 But the fact that mutations are 99% deleterious and 1% ineffective makes it impossible for them to be able to produce rational, harmonious and symmetrical organs at exactly the same time. \u2022 The effect that mutations have on a regular structure is like firing a machine gun at it.\n*5*: Randomly firing at a healthy object will destroy it.\n*6*: The fact that one bullet has no effect or destroys an infection already existing in the body and thus cures it does not change anything.\n*7*: The organism has in any case been destroyed by the other 99 bullets that strike it.", "scrambled": "*1*: The organism has in any case been destroyed by the other 99 bullets that strike it.\n*2*: The anvil, cup and stirrup must form perfectly in both. \u2022 Random mutations also have to establish coronary valves on both sides.\n*3*: The Evolution Deceit \u2022 According to Darwinist claims, mutation has to produce changes that are proportional and mutually compatible everywhere in the body.2009-08-27 01:36:36 \u2022 For example, according to evolutionist claims, if an ear formed on the right side through mutation in the manner they suggest, then random mutations must also produce a second, functional ear on the left side, possessed of the same characteristics.\n*4*: According to Darwinist claims, mutations would have to produce all the valves in perfect form and exactly the right places, at the same time and in equal harmony. \u2022 Otherwise there will be a huge imbalance, and the result should be peculiar structures such as one upside-down ear, one different tooth, or one eye on the nose and the other in the forehead.\n*5*: But since there is no such imbalance in life, Darwinist claims mean that mutations must produce everything in a symmetrical and mutually compatible form. \u2022 But the fact that mutations are 99% deleterious and 1% ineffective makes it impossible for them to be able to produce rational, harmonious and symmetrical organs at exactly the same time. \u2022 The effect that mutations have on a regular structure is like firing a machine gun at it.\n*6*: Randomly firing at a healthy object will destroy it.\n*7*: The fact that one bullet has no effect or destroys an infection already existing in the body and thus cures it does not change anything."}
| 2 |
unscramble_156111
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Units like this help to bring History alive...and with topics like this, it is essential to keep these topics alive!
*2*: Nicely done!
*3*: Sign up today for free teaching ideas, lesson plans, online activities, tips for your classroom, and much more.
*4*: Choose your grade range: See a sample >
*5*: Terrific unit Mary...I love how you find the resources you need like the Holocaust Teaching Trunk to round out the units that you teach.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Terrific unit Mary...I love how you find the resources you need like the Holocaust Teaching Trunk to round out the units that you teach.\n*2*: Units like this help to bring History alive...and with topics like this, it is essential to keep these topics alive!\n*3*: Nicely done!\n*4*: Sign up today for free teaching ideas, lesson plans, online activities, tips for your classroom, and much more.\n*5*: Choose your grade range: See a sample >", "scrambled": "*1*: Units like this help to bring History alive...and with topics like this, it is essential to keep these topics alive!\n*2*: Nicely done!\n*3*: Sign up today for free teaching ideas, lesson plans, online activities, tips for your classroom, and much more.\n*4*: Choose your grade range: See a sample >\n*5*: Terrific unit Mary...I love how you find the resources you need like the Holocaust Teaching Trunk to round out the units that you teach."}
| 2 |
unscramble_32476
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Workshops will meet on the campus of Mercer University in downtown Macon, and participants will also visit a nineteenth-century plantation, a working cotton farm, the Civil Rights historic district of Atlanta, and the cotton seaport in Savannah.
*2*: Nicknamed "the market city," it was once a center of cotton commerce and textile production.
*3*: Macon, Georgia, about an hour's drive south of Atlanta, is an ideal location from which to study the history and culture of cotton.
*4*: An interdisciplinary panel of experts on the South will use the cultivation of cotton—the South’s most significant economic product during this time—as a means to analyze and understand the region’s history, geography, economics, politics, culture, and literature.
*5*: The institute will meet from June 24 to July 27, 2012.
*6*: The institute will allow twenty-five teachers of English, history, economics, government, geography, art, and music to learn about the complex social structures of the U.S. South in the crucial yet frequently misunderstood hundred years between the end of the Civil War and the Civil Rights Movement, a period that included both major social problems and amazing cultural development.
*7*: The southern studies faculty of Mercer University will host an NEH institute for school teachers on Cotton Culture in the U.S. South, 1865-1965.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 southern studies faculty of Mercer University will host an NEH institute for school teachers on Cotton Culture in the U.S. South, 1865-1965.\n*2*: The institute will allow twenty-five teachers of English, history, economics, government, geography, art, and music to learn about the complex social structures of the U.S. South in the crucial yet frequently misunderstood hundred years between the end of the Civil War and the Civil Rights Movement, a period that included both major social problems and amazing cultural development.\n*3*: An interdisciplinary panel of experts on the South will use the cultivation of cotton\u2014the South\u2019s most significant economic product during this time\u2014as a means to analyze and understand the region\u2019s history, geography, economics, politics, culture, and literature.\n*4*: The institute will meet from June 24 to July 27, 2012.\n*5*: Macon, Georgia, about an hour's drive south of Atlanta, is an ideal location from which to study the history and culture of cotton.\n*6*: Nicknamed \"the market city,\" it was once a center of cotton commerce and textile production.\n*7*: Workshops will meet on the campus of Mercer University in downtown Macon, and participants will also visit a nineteenth-century plantation, a working cotton farm, the Civil Rights historic district of Atlanta, and the cotton seaport in Savannah.", "scrambled": "*1*: Workshops will meet on the campus of Mercer University in downtown Macon, and participants will also visit a nineteenth-century plantation, a working cotton farm, the Civil Rights historic district of Atlanta, and the cotton seaport in Savannah.\n*2*: Nicknamed \"the market city,\" it was once a center of cotton commerce and textile production.\n*3*: Macon, Georgia, about an hour's drive south of Atlanta, is an ideal location from which to study the history and culture of cotton.\n*4*: An interdisciplinary panel of experts on the South will use the cultivation of cotton\u2014the South\u2019s most significant economic product during this time\u2014as a means to analyze and understand the region\u2019s history, geography, economics, politics, culture, and literature.\n*5*: The institute will meet from June 24 to July 27, 2012.\n*6*: The institute will allow twenty-five teachers of English, history, economics, government, geography, art, and music to learn about the complex social structures of the U.S. South in the crucial yet frequently misunderstood hundred years between the end of the Civil War and the Civil Rights Movement, a period that included both major social problems and amazing cultural development.\n*7*: The southern studies faculty of Mercer University will host an NEH institute for school teachers on Cotton Culture in the U.S. South, 1865-1965."}
| 2 |
unscramble_191925
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Full Color Suggested for ages: 9-14 Product Code: COB9901
*2*: Read about the first issues of national security and censorship of the press during the Civil War.
*3*: Paperback 48 pgs.
*4*: Follow some suggestions to create your own newspaper.
*5*: Meet John Peter Zenger, a newspaper editor in pre-Revolutionary America who was arrested for libel but eventually cleared of any wrongdoing.
*6*: Explore what the definition of "press" means in the 21st century and how it affects how we use the Internet.
*7*: It explores freedom of the press through U.S. history.
*8*: You can read about how freedom of the press has both been the subject of and been used to censor some "classic" children's literature.
*9*: BILL OF RIGHTS: FREEDOM OF THE PRESS This issue is one of a series on the Bill of Rights.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: BILL OF RIGHTS: FREEDOM OF THE PRESS This issue is one of a series on the Bill of Rights.\n*2*: It explores freedom of the press through U.S. history.\n*3*: Meet John Peter Zenger, a newspaper editor in pre-Revolutionary America who was arrested for libel but eventually cleared of any wrongdoing.\n*4*: Read about the first issues of national security and censorship of the press during the Civil War.\n*5*: Explore what the definition of \"press\" means in the 21st century and how it affects how we use the Internet.\n*6*: You can read about how freedom of the press has both been the subject of and been used to censor some \"classic\" children's literature.\n*7*: Follow some suggestions to create your own newspaper.\n*8*: Paperback 48 pgs.\n*9*: Full Color Suggested for ages: 9-14 Product Code: COB9901", "scrambled": "*1*: Full Color Suggested for ages: 9-14 Product Code: COB9901\n*2*: Read about the first issues of national security and censorship of the press during the Civil War.\n*3*: Paperback 48 pgs.\n*4*: Follow some suggestions to create your own newspaper.\n*5*: Meet John Peter Zenger, a newspaper editor in pre-Revolutionary America who was arrested for libel but eventually cleared of any wrongdoing.\n*6*: Explore what the definition of \"press\" means in the 21st century and how it affects how we use the Internet.\n*7*: It explores freedom of the press through U.S. history.\n*8*: You can read about how freedom of the press has both been the subject of and been used to censor some \"classic\" children's literature.\n*9*: BILL OF RIGHTS: FREEDOM OF THE PRESS This issue is one of a series on the Bill of Rights."}
| 2 |
unscramble_37195
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: sciencehabit writes "Imagine life on a spaceship headed to Mars.
*2*: Space, for all intents and purposes, turns you into a couch potato."
*3*: You and your five crewmates work, exercise, and eat together every day under the glow of fluorescent lights.
*4*: According to an Earth-based experiment in which six volunteers stayed in a windowless 'spaceship' for nearly a year and a half, the monotony, tight living space, and lack of natural light will probably make you sleep more and work less.
*5*: As the months pass, the sun gets dimmer and communication with Earth gets slower.
*6*: What does this do to 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*: sciencehabit writes \"Imagine life on a spaceship headed to Mars.\n*2*: You and your five crewmates work, exercise, and eat together every day under the glow of fluorescent lights.\n*3*: As the months pass, the sun gets dimmer and communication with Earth gets slower.\n*4*: What does this do to your body?\n*5*: According to an Earth-based experiment in which six volunteers stayed in a windowless 'spaceship' for nearly a year and a half, the monotony, tight living space, and lack of natural light will probably make you sleep more and work less.\n*6*: Space, for all intents and purposes, turns you into a couch potato.\"", "scrambled": "*1*: sciencehabit writes \"Imagine life on a spaceship headed to Mars.\n*2*: Space, for all intents and purposes, turns you into a couch potato.\"\n*3*: You and your five crewmates work, exercise, and eat together every day under the glow of fluorescent lights.\n*4*: According to an Earth-based experiment in which six volunteers stayed in a windowless 'spaceship' for nearly a year and a half, the monotony, tight living space, and lack of natural light will probably make you sleep more and work less.\n*5*: As the months pass, the sun gets dimmer and communication with Earth gets slower.\n*6*: What does this do to your body?"}
| 2 |
unscramble_175851
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Except that (just to make things a bit simpler) they go backwards: the main track (the one closest to the main part of the station) is not 1 but… 2, the second is A, and the third (the one furthest away) is 1. (PS: Did we mention that the SNCF is run by the government?…)
*2*: The second railway line is Track… A!
*3*: And the third railway line is Track 2!
*4*: The train station has three tracks.
*5*: Your town has a train station.
*6*: Track 1, Track 2, and Track 3, right? (Or, alternatively, Track A, Track B, and Track C…) Indeed, a traveler (French or otherwise) running to catch his train and throwing a (quick) look at the schedule in the main train station would expect to be able to quickly calculate where to go, i.e., whether his train is one, two, or three tracks away, with Track 1 (or Track A) being — needless to say — the first one built and thus the closest… Not in places like Toulon or Saint Raphaël.
*7*: In the latter town, the first railway line is Track 1.
*8*: What do you choose to call them?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Your town has a train station.\n*2*: The train station has three tracks.\n*3*: What do you choose to call them?\n*4*: Track 1, Track 2, and Track 3, right? (Or, alternatively, Track A, Track B, and Track C\u2026) Indeed, a traveler (French or otherwise) running to catch his train and throwing a (quick) look at the schedule in the main train station would expect to be able to quickly calculate where to go, i.e., whether his train is one, two, or three tracks away, with Track 1 (or Track A) being \u2014 needless to say \u2014 the first one built and thus the closest\u2026 Not in places like Toulon or Saint Rapha\u00ebl.\n*5*: In the latter town, the first railway line is Track 1.\n*6*: The second railway line is Track\u2026 A!\n*7*: And the third railway line is Track 2!\n*8*: Except that (just to make things a bit simpler) they go backwards: the main track (the one closest to the main part of the station) is not 1 but\u2026 2, the second is A, and the third (the one furthest away) is 1. (PS: Did we mention that the SNCF is run by the government?\u2026)", "scrambled": "*1*: Except that (just to make things a bit simpler) they go backwards: the main track (the one closest to the main part of the station) is not 1 but\u2026 2, the second is A, and the third (the one furthest away) is 1. (PS: Did we mention that the SNCF is run by the government?\u2026)\n*2*: The second railway line is Track\u2026 A!\n*3*: And the third railway line is Track 2!\n*4*: The train station has three tracks.\n*5*: Your town has a train station.\n*6*: Track 1, Track 2, and Track 3, right? (Or, alternatively, Track A, Track B, and Track C\u2026) Indeed, a traveler (French or otherwise) running to catch his train and throwing a (quick) look at the schedule in the main train station would expect to be able to quickly calculate where to go, i.e., whether his train is one, two, or three tracks away, with Track 1 (or Track A) being \u2014 needless to say \u2014 the first one built and thus the closest\u2026 Not in places like Toulon or Saint Rapha\u00ebl.\n*7*: In the latter town, the first railway line is Track 1.\n*8*: What do you choose to call them?"}
| 2 |
unscramble_140454
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The pupil is merely an opening that allows light to enter into the eye.
*2*: Its black color is attributed to the fact that light is not able to exit the eye through the pupil.
*3*: The ciliary muscles relax and contract to change the shape of the lens.
*4*: In dim light, the iris adjusts its size as to maximize the size of the pupil and increase the amount of incoming light.
*5*: The crystalline lens is a fibrous, jelly-like material that serves to fine tune the vision process by adjusting its shape and therefore the focal length of the system.
*6*: The iris acts to control the size of the pupil.
*7*: The retina contains rods and cones which detect the intensity and frequency of incoming light and, in turn, send nerve impulses to the brain. back to main page
*8*: In bright light, the iris is dilated in such a way as to reduce the size of the pupil and limit the amount of entering light.
*9*: The cornea is responsible for protecting the eye and for refracting incoming light rays.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: The cornea is responsible for protecting the eye and for refracting incoming light rays.\n*2*: The pupil is merely an opening that allows light to enter into the eye.\n*3*: Its black color is attributed to the fact that light is not able to exit the eye through the pupil.\n*4*: The iris acts to control the size of the pupil.\n*5*: In bright light, the iris is dilated in such a way as to reduce the size of the pupil and limit the amount of entering light.\n*6*: In dim light, the iris adjusts its size as to maximize the size of the pupil and increase the amount of incoming light.\n*7*: The crystalline lens is a fibrous, jelly-like material that serves to fine tune the vision process by adjusting its shape and therefore the focal length of the system.\n*8*: The ciliary muscles relax and contract to change the shape of the lens.\n*9*: The retina contains rods and cones which detect the intensity and frequency of incoming light and, in turn, send nerve impulses to the brain. back to main page", "scrambled": "*1*: The pupil is merely an opening that allows light to enter into the eye.\n*2*: Its black color is attributed to the fact that light is not able to exit the eye through the pupil.\n*3*: The ciliary muscles relax and contract to change the shape of the lens.\n*4*: In dim light, the iris adjusts its size as to maximize the size of the pupil and increase the amount of incoming light.\n*5*: The crystalline lens is a fibrous, jelly-like material that serves to fine tune the vision process by adjusting its shape and therefore the focal length of the system.\n*6*: The iris acts to control the size of the pupil.\n*7*: The retina contains rods and cones which detect the intensity and frequency of incoming light and, in turn, send nerve impulses to the brain. back to main page\n*8*: In bright light, the iris is dilated in such a way as to reduce the size of the pupil and limit the amount of entering light.\n*9*: The cornea is responsible for protecting the eye and for refracting incoming light rays."}
| 2 |
unscramble_161385
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Najʿ ḤammādīArticle Free Pass Najʿ Ḥammādī, also spelled Nag Hammadi, town in Qinā muḥāfaẓah (governorate), on the west bank of the Nile River, in Upper Egypt, on or near the site of the ancient town of Chenoboskion.
*2*: There in 1945 were found the Najʿ Ḥammādī (Nag Hammadi) papyri, a collection of 13 codices of Gnostic scriptures and commentaries written in the 2nd or 3rd century (though the codices themselves are 4th-century copies).
*3*: The Cairo–Aswān railway serves the town and crosses the Nile to the eastern bank over a swing bridge.
*4*: Pop. (2006) 45,038.
*5*: It is a market town for the surrounding agricultural region, and it has a sugar refinery; an aluminum plant complex opened in 1975.
*6*: Ancient sites in the vicinity include the town of Hiw (Diospolis Parva) to the south and Al-Qaṣr wa al-Ṣayyād on the eastern bank, site of Old Kingdom (c. 2575–c. 2130 bce) tombs and an important Coptic settlement.
*7*: What made you want to look up "Naj' Hammadi"?
*8*: Please share what surprised you most...
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Naj\u02bf \u1e24amm\u0101d\u012bArticle Free Pass Naj\u02bf \u1e24amm\u0101d\u012b, also spelled Nag Hammadi, town in Qin\u0101 mu\u1e25\u0101fa\u1e93ah (governorate), on the west bank of the Nile River, in Upper Egypt, on or near the site of the ancient town of Chenoboskion.\n*2*: It is a market town for the surrounding agricultural region, and it has a sugar refinery; an aluminum plant complex opened in 1975.\n*3*: Ancient sites in the vicinity include the town of Hiw (Diospolis Parva) to the south and Al-Qa\u1e63r wa al-\u1e62ayy\u0101d on the eastern bank, site of Old Kingdom (c. 2575\u2013c. 2130 bce) tombs and an important Coptic settlement.\n*4*: There in 1945 were found the Naj\u02bf \u1e24amm\u0101d\u012b (Nag Hammadi) papyri, a collection of 13 codices of Gnostic scriptures and commentaries written in the 2nd or 3rd century (though the codices themselves are 4th-century copies).\n*5*: The Cairo\u2013Asw\u0101n railway serves the town and crosses the Nile to the eastern bank over a swing bridge.\n*6*: Pop. (2006) 45,038.\n*7*: What made you want to look up \"Naj' Hammadi\"?\n*8*: Please share what surprised you most...", "scrambled": "*1*: Naj\u02bf \u1e24amm\u0101d\u012bArticle Free Pass Naj\u02bf \u1e24amm\u0101d\u012b, also spelled Nag Hammadi, town in Qin\u0101 mu\u1e25\u0101fa\u1e93ah (governorate), on the west bank of the Nile River, in Upper Egypt, on or near the site of the ancient town of Chenoboskion.\n*2*: There in 1945 were found the Naj\u02bf \u1e24amm\u0101d\u012b (Nag Hammadi) papyri, a collection of 13 codices of Gnostic scriptures and commentaries written in the 2nd or 3rd century (though the codices themselves are 4th-century copies).\n*3*: The Cairo\u2013Asw\u0101n railway serves the town and crosses the Nile to the eastern bank over a swing bridge.\n*4*: Pop. (2006) 45,038.\n*5*: It is a market town for the surrounding agricultural region, and it has a sugar refinery; an aluminum plant complex opened in 1975.\n*6*: Ancient sites in the vicinity include the town of Hiw (Diospolis Parva) to the south and Al-Qa\u1e63r wa al-\u1e62ayy\u0101d on the eastern bank, site of Old Kingdom (c. 2575\u2013c. 2130 bce) tombs and an important Coptic settlement.\n*7*: What made you want to look up \"Naj' Hammadi\"?\n*8*: Please share what surprised you most..."}
| 2 |
unscramble_202882
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Most Americans have either read or heard of a story by Nathaniel Hawthorne called The Scarlet Letter, which takes place in 17th-century Boston.
*2*: Well, it appears that shame is back, and now it’s good!
*3*: Nowadays, when we say something is like a “scarlet letter” we mean that it is an unfair punishment, a cruel method of changing behavior.
*4*: Image credit: “The Scarlett Letter” by T.H.
*5*: Matteson, 1860; Wikepedia CC.
*6*: The new, 21st century lesson of The Scarlet Letter appears to be this: Shame is actually a good thing if it is used to change a behavior we don’t like.
*7*: According to a recent story in The Wall Street Journal, some psychologists are now recommending that the best way to get people to “turn green” (do good things for the environment) is to use peer pressure (the actions and opinions of your friends and family) and shame.
*8*: For example, you are more likely to reuse (use again) your hotel towels when you are told that everyone else is reusing theirs, rather than because it is “good for the environment.” People use less energy in their homes when their energy use is published on a website and compared to their neighbors, rather than simply being asked to cut back (use less).
*9*: It’s an example of using shame (embarrassment over having done something wrong) to punish and to influence certain behavior in a way that we are supposed to find cruel and unwarranted (done without a good reason).
*10*: In the story, a woman has to wear a scarlet (red) letter “A” because she has committed adultery (had sex with someone who is not one’s husband or wife).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Most Americans have either read or heard of a story by Nathaniel Hawthorne called The Scarlet Letter, which takes place in 17th-century Boston.\n*2*: In the story, a woman has to wear a scarlet (red) letter \u201cA\u201d because she has committed adultery (had sex with someone who is not one\u2019s husband or wife).\n*3*: It\u2019s an example of using shame (embarrassment over having done something wrong) to punish and to influence certain behavior in a way that we are supposed to find cruel and unwarranted (done without a good reason).\n*4*: Nowadays, when we say something is like a \u201cscarlet letter\u201d we mean that it is an unfair punishment, a cruel method of changing behavior.\n*5*: Well, it appears that shame is back, and now it\u2019s good!\n*6*: According to a recent story in The Wall Street Journal, some psychologists are now recommending that the best way to get people to \u201cturn green\u201d (do good things for the environment) is to use peer pressure (the actions and opinions of your friends and family) and shame.\n*7*: For example, you are more likely to reuse (use again) your hotel towels when you are told that everyone else is reusing theirs, rather than because it is \u201cgood for the environment.\u201d People use less energy in their homes when their energy use is published on a website and compared to their neighbors, rather than simply being asked to cut back (use less).\n*8*: The new, 21st century lesson of The Scarlet Letter appears to be this: Shame is actually a good thing if it is used to change a behavior we don\u2019t like.\n*9*: Image credit: \u201cThe Scarlett Letter\u201d by T.H.\n*10*: Matteson, 1860; Wikepedia CC.", "scrambled": "*1*: Most Americans have either read or heard of a story by Nathaniel Hawthorne called The Scarlet Letter, which takes place in 17th-century Boston.\n*2*: Well, it appears that shame is back, and now it\u2019s good!\n*3*: Nowadays, when we say something is like a \u201cscarlet letter\u201d we mean that it is an unfair punishment, a cruel method of changing behavior.\n*4*: Image credit: \u201cThe Scarlett Letter\u201d by T.H.\n*5*: Matteson, 1860; Wikepedia CC.\n*6*: The new, 21st century lesson of The Scarlet Letter appears to be this: Shame is actually a good thing if it is used to change a behavior we don\u2019t like.\n*7*: According to a recent story in The Wall Street Journal, some psychologists are now recommending that the best way to get people to \u201cturn green\u201d (do good things for the environment) is to use peer pressure (the actions and opinions of your friends and family) and shame.\n*8*: For example, you are more likely to reuse (use again) your hotel towels when you are told that everyone else is reusing theirs, rather than because it is \u201cgood for the environment.\u201d People use less energy in their homes when their energy use is published on a website and compared to their neighbors, rather than simply being asked to cut back (use less).\n*9*: It\u2019s an example of using shame (embarrassment over having done something wrong) to punish and to influence certain behavior in a way that we are supposed to find cruel and unwarranted (done without a good reason).\n*10*: In the story, a woman has to wear a scarlet (red) letter \u201cA\u201d because she has committed adultery (had sex with someone who is not one\u2019s husband or wife)."}
| 2 |
unscramble_129978
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: For example: a composer may write a piece of music for a particular musician and dedicate it to them.
*2*: A book or a piece of music may be dedicated to the person who has paid them to write it.
*3*: An author may dedicate a book to someone they love or respect.
*4*: This may be a rich person such as king.
*5*: Dedication can also mean the writing at the beginning of a book or piece of music in which the author or composer says that it was written for a particular person.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Dedication can also mean the writing at the beginning of a book or piece of music in which the author or composer says that it was written for a particular person.\n*2*: For example: a composer may write a piece of music for a particular musician and dedicate it to them.\n*3*: An author may dedicate a book to someone they love or respect.\n*4*: A book or a piece of music may be dedicated to the person who has paid them to write it.\n*5*: This may be a rich person such as king.", "scrambled": "*1*: For example: a composer may write a piece of music for a particular musician and dedicate it to them.\n*2*: A book or a piece of music may be dedicated to the person who has paid them to write it.\n*3*: An author may dedicate a book to someone they love or respect.\n*4*: This may be a rich person such as king.\n*5*: Dedication can also mean the writing at the beginning of a book or piece of music in which the author or composer says that it was written for a particular person."}
| 2 |
unscramble_250462
|
unscramble_sentence
|
Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Host plant for Chalky Purl White, Southern Pearl-White, Northern Pearl-White, Yellow Albatross, Caper Gull and the Caper White butterflies.
*2*: Other common names include: Bumble tree.
*3*: Habitat: Rainforest.
*4*: These spikes become less the bigger the bush gets.
*5*: Plant Family: Capparaceae A scrambling shrub with sharp spiky leaves.
*6*: From the Hunter River up to tropical Queensland.
*7*: Flowers from December through to January, with single or paired, large, white, slightly scented flowers.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense.
|
{"ground_truth": "*1*: Plant Family: Capparaceae A scrambling shrub with sharp spiky leaves.\n*2*: These spikes become less the bigger the bush gets.\n*3*: Flowers from December through to January, with single or paired, large, white, slightly scented flowers.\n*4*: Habitat: Rainforest.\n*5*: From the Hunter River up to tropical Queensland.\n*6*: Host plant for Chalky Purl White, Southern Pearl-White, Northern Pearl-White, Yellow Albatross, Caper Gull and the Caper White butterflies.\n*7*: Other common names include: Bumble tree.", "scrambled": "*1*: Host plant for Chalky Purl White, Southern Pearl-White, Northern Pearl-White, Yellow Albatross, Caper Gull and the Caper White butterflies.\n*2*: Other common names include: Bumble tree.\n*3*: Habitat: Rainforest.\n*4*: These spikes become less the bigger the bush gets.\n*5*: Plant Family: Capparaceae A scrambling shrub with sharp spiky leaves.\n*6*: From the Hunter River up to tropical Queensland.\n*7*: Flowers from December through to January, with single or paired, large, white, slightly scented flowers."}
| 2 |
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