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unscramble_175649 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: New York Times, September 10 1996, page C1.
*2*: After studying mathematics and managerial economics, Lander developed an interest in biology by hanging around laboratories and talking with his brother, who is a neurologist.
*3*: Eric Lander is a mathematician-turned-molecular biologist who is bringing the power of mathematics to bear on the problem of constructing a complete catalogue of the human genome.
*4*: Hilts.
*5*: This is one of several laboratories around the country currently working on the federally-funded human genome project.
*6*: Today, at age 39, he is the director of the Whitehead Institute/MIT Genome Center in Cambridge, Massachusetts.
*7*: As Lander says in the article, "The genome project is wholly analogous to the creation of the periodic table in chemistry." The hope is that this research will eventually lead to new understanding of gene functions and new strategies for disease prevention.
*8*: Short Summaries of Articles about Mathematics in the Popular Press "Love of Numbers Leads to Chromosome 17," Profile of Eric Steven Lander, by Philip J.
*9*: After writing a few research papers at the interface of mathematics and biology, Lander received a US$250,000 MacArthur award, which helped to finance his travels to do genetic research on isolated populations.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Short Summaries of Articles about Mathematics in the Popular Press \"Love of Numbers Leads to Chromosome 17,\" Profile of Eric Steven Lander, by Philip J.\n*2*: Hilts.\n*3*: New York Times, September 10 1996, page C1.\n*4*: Eric Lander is a mathematician-turned-molecular biologist who is bringing the power of mathematics to bear on the problem of constructing a complete catalogue of the human genome.\n*5*: After studying mathematics and managerial economics, Lander developed an interest in biology by hanging around laboratories and talking with his brother, who is a neurologist.\n*6*: After writing a few research papers at the interface of mathematics and biology, Lander received a US$250,000 MacArthur award, which helped to finance his travels to do genetic research on isolated populations.\n*7*: Today, at age 39, he is the director of the Whitehead Institute/MIT Genome Center in Cambridge, Massachusetts.\n*8*: This is one of several laboratories around the country currently working on the federally-funded human genome project.\n*9*: As Lander says in the article, \"The genome project is wholly analogous to the creation of the periodic table in chemistry.\" The hope is that this research will eventually lead to new understanding of gene functions and new strategies for disease prevention.", "scrambled": "*1*: New York Times, September 10 1996, page C1.\n*2*: After studying mathematics and managerial economics, Lander developed an interest in biology by hanging around laboratories and talking with his brother, who is a neurologist.\n*3*: Eric Lander is a mathematician-turned-molecular biologist who is bringing the power of mathematics to bear on the problem of constructing a complete catalogue of the human genome.\n*4*: Hilts.\n*5*: This is one of several laboratories around the country currently working on the federally-funded human genome project.\n*6*: Today, at age 39, he is the director of the Whitehead Institute/MIT Genome Center in Cambridge, Massachusetts.\n*7*: As Lander says in the article, \"The genome project is wholly analogous to the creation of the periodic table in chemistry.\" The hope is that this research will eventually lead to new understanding of gene functions and new strategies for disease prevention.\n*8*: Short Summaries of Articles about Mathematics in the Popular Press \"Love of Numbers Leads to Chromosome 17,\" Profile of Eric Steven Lander, by Philip J.\n*9*: After writing a few research papers at the interface of mathematics and biology, Lander received a US$250,000 MacArthur award, which helped to finance his travels to do genetic research on isolated populations."} | {"difficulty": 2} |
unscramble_241063 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This wall phone was manufactured by the United Telephone Company. © Science Museum / Science & Society Picture Library
*2*: The solid back transmitter led to improved transmision and began to replace the Blake transmitter in the 1890s.
*3*: The early two box telephones, like this one, were converted to three, where the new transmitter arm replaced the middle box.
*4*: Some of the older two box phones remained in use for local calls.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 solid back transmitter led to improved transmision and began to replace the Blake transmitter in the 1890s.\n*2*: The early two box telephones, like this one, were converted to three, where the new transmitter arm replaced the middle box.\n*3*: Some of the older two box phones remained in use for local calls.\n*4*: This wall phone was manufactured by the United Telephone Company. \u00a9 Science Museum / Science & Society Picture Library", "scrambled": "*1*: This wall phone was manufactured by the United Telephone Company. \u00a9 Science Museum / Science & Society Picture Library\n*2*: The solid back transmitter led to improved transmision and began to replace the Blake transmitter in the 1890s.\n*3*: The early two box telephones, like this one, were converted to three, where the new transmitter arm replaced the middle box.\n*4*: Some of the older two box phones remained in use for local calls."} | {"difficulty": 2} |
unscramble_241033 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Doesn't that comport with our own sense of justice?
*2*: The rivers that pour down from the Himalayas and empty into the bay have swelled and shifted in recent decades, placing this and the rest of the delicate islands known as the Sundarbans in the mouth of daily danger.Now obviously all of the problems here are not global warming/global climate change related.
*3*: But there is little doubt, scientists say, that human-induced climate change has made them particularly vulnerable.
*4*: If you are at least partially responsible then you bear at least part of the burden of the consequences?
*5*: And even if human activities is not totally to blame for global climate change, shouldn't we try to reduce our contributions.
*6*: A recent study by Sugata Hazra, an oceanographer at Jadavpur University in nearby Calcutta, found that in the last 30 years, nearly 31 square miles of the Sundarbans have vanished entirely.
*7*: As my sister loves to say, human activities don't cause it to get warmer in the summer time, but we all have sense enough to stop running our heaters when it gets hot outside.
*8*: But it seems to me that if it is at all accentuated by the build-up of greenhouse gases in the atmosphere then those responsible should shoulder some of the burden.
*9*: Certainly nature would have forced these islands to shift size and shape, drowning some, giving rise to others.
*10*: The sinking of Ghoramara can be attributed to a confluence of disasters, natural and human, not least the rising sea.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 sinking of Ghoramara can be attributed to a confluence of disasters, natural and human, not least the rising sea.\n*2*: The rivers that pour down from the Himalayas and empty into the bay have swelled and shifted in recent decades, placing this and the rest of the delicate islands known as the Sundarbans in the mouth of daily danger.Now obviously all of the problems here are not global warming/global climate change related.\n*3*: But it seems to me that if it is at all accentuated by the build-up of greenhouse gases in the atmosphere then those responsible should shoulder some of the burden.\n*4*: Doesn't that comport with our own sense of justice?\n*5*: If you are at least partially responsible then you bear at least part of the burden of the consequences?\n*6*: Certainly nature would have forced these islands to shift size and shape, drowning some, giving rise to others.\n*7*: But there is little doubt, scientists say, that human-induced climate change has made them particularly vulnerable.\n*8*: A recent study by Sugata Hazra, an oceanographer at Jadavpur University in nearby Calcutta, found that in the last 30 years, nearly 31 square miles of the Sundarbans have vanished entirely.\n*9*: And even if human activities is not totally to blame for global climate change, shouldn't we try to reduce our contributions.\n*10*: As my sister loves to say, human activities don't cause it to get warmer in the summer time, but we all have sense enough to stop running our heaters when it gets hot outside.", "scrambled": "*1*: Doesn't that comport with our own sense of justice?\n*2*: The rivers that pour down from the Himalayas and empty into the bay have swelled and shifted in recent decades, placing this and the rest of the delicate islands known as the Sundarbans in the mouth of daily danger.Now obviously all of the problems here are not global warming/global climate change related.\n*3*: But there is little doubt, scientists say, that human-induced climate change has made them particularly vulnerable.\n*4*: If you are at least partially responsible then you bear at least part of the burden of the consequences?\n*5*: And even if human activities is not totally to blame for global climate change, shouldn't we try to reduce our contributions.\n*6*: A recent study by Sugata Hazra, an oceanographer at Jadavpur University in nearby Calcutta, found that in the last 30 years, nearly 31 square miles of the Sundarbans have vanished entirely.\n*7*: As my sister loves to say, human activities don't cause it to get warmer in the summer time, but we all have sense enough to stop running our heaters when it gets hot outside.\n*8*: But it seems to me that if it is at all accentuated by the build-up of greenhouse gases in the atmosphere then those responsible should shoulder some of the burden.\n*9*: Certainly nature would have forced these islands to shift size and shape, drowning some, giving rise to others.\n*10*: The sinking of Ghoramara can be attributed to a confluence of disasters, natural and human, not least the rising sea."} | {"difficulty": 2} |
unscramble_249811 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Based on the group’s suggestions a film project is undertaken and each student is asked to contribute in the process of producing it.
*2*: Students will develop an understanding of filming technology and the filming process as well as how to make informed choices as to which type of art best suits a particular task.
*3*: The primary objective of this workshop is to teach participants how art (still images or animation), sound, and video can be utilised in the production of a film.
*4*: The session is for anyone who is creative, imaginative and is interested in the visual arts and film production or wants to get involved with them. |A typical session: The workshop offers the opportunity to the students to combine art techniques and technology in order to produce a film.
*5*: That includes writing the script, dividing it into scenes, deciding on the materials and techniques that will be used for recreating each scene in the film, making the animations, etc and finally the filming, editing and addition of voice-over and sound track of the film. |What will I learn?
*6*: The session starts with a social catch up to develop interpersonal skills and share ideas.
*7*: |Who is it for?
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 is it for?\n*2*: The session is for anyone who is creative, imaginative and is interested in the visual arts and film production or wants to get involved with them. |A typical session: The workshop offers the opportunity to the students to combine art techniques and technology in order to produce a film.\n*3*: The session starts with a social catch up to develop interpersonal skills and share ideas.\n*4*: Based on the group\u2019s suggestions a film project is undertaken and each student is asked to contribute in the process of producing it.\n*5*: That includes writing the script, dividing it into scenes, deciding on the materials and techniques that will be used for recreating each scene in the film, making the animations, etc and finally the filming, editing and addition of voice-over and sound track of the film. |What will I learn?\n*6*: The primary objective of this workshop is to teach participants how art (still images or animation), sound, and video can be utilised in the production of a film.\n*7*: Students will develop an understanding of filming technology and the filming process as well as how to make informed choices as to which type of art best suits a particular task.", "scrambled": "*1*: Based on the group\u2019s suggestions a film project is undertaken and each student is asked to contribute in the process of producing it.\n*2*: Students will develop an understanding of filming technology and the filming process as well as how to make informed choices as to which type of art best suits a particular task.\n*3*: The primary objective of this workshop is to teach participants how art (still images or animation), sound, and video can be utilised in the production of a film.\n*4*: The session is for anyone who is creative, imaginative and is interested in the visual arts and film production or wants to get involved with them. |A typical session: The workshop offers the opportunity to the students to combine art techniques and technology in order to produce a film.\n*5*: That includes writing the script, dividing it into scenes, deciding on the materials and techniques that will be used for recreating each scene in the film, making the animations, etc and finally the filming, editing and addition of voice-over and sound track of the film. |What will I learn?\n*6*: The session starts with a social catch up to develop interpersonal skills and share ideas.\n*7*: |Who is it for?"} | {"difficulty": 2} |
unscramble_163033 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The issue for management of aquatic ecosystems is that there are a multitude of concepts of what biodiversity actually means and much debate around what temporal and spatial scales should be accommodated; this lack of clarity is evident amongst not only state and federal management jurisdictions but also among scientists.
*2*: The aim of the 2009 Australian Society for Fish Biology workshop is for scientists to provide an overview of what biodiversity measures should be adopted and then monitored into the future.
*3*: Critically, explicit management of biodiversity must begin now, even if at a relatively simple level, with more complex management options to be developed as knowledge of biodiversity and ecosystem-functioning further increases in the future.
*4*: There is a need for the expert opinions of scientists to be consolidated in a way that allows policy-makers and stakeholders to achieve understanding of what management of biodiversity really means.
*5*: 8th Indo Pacific Fish Conference & 2009 ASFB Workshop and Conference Biodiversity: What to measure and monitor for fisheries and aquatic ecosystem management 31 May - 5 June 2009 One of the basics tenets of Ecosystem Based Fisheries Management is the need to conserve biodiversity.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: 8th Indo Pacific Fish Conference & 2009 ASFB Workshop and Conference Biodiversity: What to measure and monitor for fisheries and aquatic ecosystem management 31 May - 5 June 2009 One of the basics tenets of Ecosystem Based Fisheries Management is the need to conserve biodiversity.\n*2*: The issue for management of aquatic ecosystems is that there are a multitude of concepts of what biodiversity actually means and much debate around what temporal and spatial scales should be accommodated; this lack of clarity is evident amongst not only state and federal management jurisdictions but also among scientists.\n*3*: There is a need for the expert opinions of scientists to be consolidated in a way that allows policy-makers and stakeholders to achieve understanding of what management of biodiversity really means.\n*4*: The aim of the 2009 Australian Society for Fish Biology workshop is for scientists to provide an overview of what biodiversity measures should be adopted and then monitored into the future.\n*5*: Critically, explicit management of biodiversity must begin now, even if at a relatively simple level, with more complex management options to be developed as knowledge of biodiversity and ecosystem-functioning further increases in the future.", "scrambled": "*1*: The issue for management of aquatic ecosystems is that there are a multitude of concepts of what biodiversity actually means and much debate around what temporal and spatial scales should be accommodated; this lack of clarity is evident amongst not only state and federal management jurisdictions but also among scientists.\n*2*: The aim of the 2009 Australian Society for Fish Biology workshop is for scientists to provide an overview of what biodiversity measures should be adopted and then monitored into the future.\n*3*: Critically, explicit management of biodiversity must begin now, even if at a relatively simple level, with more complex management options to be developed as knowledge of biodiversity and ecosystem-functioning further increases in the future.\n*4*: There is a need for the expert opinions of scientists to be consolidated in a way that allows policy-makers and stakeholders to achieve understanding of what management of biodiversity really means.\n*5*: 8th Indo Pacific Fish Conference & 2009 ASFB Workshop and Conference Biodiversity: What to measure and monitor for fisheries and aquatic ecosystem management 31 May - 5 June 2009 One of the basics tenets of Ecosystem Based Fisheries Management is the need to conserve biodiversity."} | {"difficulty": 2} |
unscramble_44726 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Incidentally Bodenstedt made the standard German translation of Shakespeare’s works, used by Parry in his settings of four of the Sonnets.
*2*: The poems were immensely popular, reaching a twenty-sixth edition by 1869.
*3*: The ‘Four Songs of Mirza Schaffy’ were published in 1903, with translations from the German of Friedrich Bodenstedt by Walter Creighton.
*4*: The poems were published in 1851 as Die Lieder des Mirza Schaffy , but in later years Bodenstedt confessed they were his own work.
*5*: There are naturally traces of romantic German lieder, so soon after his study in Frankfurt, and the third song is an excellent example of the drawing-room ballad.
*6*: Schaffy (Mirza merely means ‘man of letters’) was a schoolmaster in Tiflis, Georgia, with whom Bodenstedt studied languages.
*7*: With these songs Quilter was still trying to find his own voice.
*8*: The 1903 version of the songs is used here. from notes by Michael Pilkington © 1996
*9*: It seems Quilter was not aware of this, since he later published a song with the words ‘translated from the German of Mirza Schaffy by the composer’.
*10*: They were re-issued, with the accompaniments somewhat revised, and a new translation by R H Elkin, in 1911.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 \u2018Four Songs of Mirza Schaffy\u2019 were published in 1903, with translations from the German of Friedrich Bodenstedt by Walter Creighton.\n*2*: They were re-issued, with the accompaniments somewhat revised, and a new translation by R H Elkin, in 1911.\n*3*: Schaffy (Mirza merely means \u2018man of letters\u2019) was a schoolmaster in Tiflis, Georgia, with whom Bodenstedt studied languages.\n*4*: The poems were published in 1851 as Die Lieder des Mirza Schaffy , but in later years Bodenstedt confessed they were his own work.\n*5*: It seems Quilter was not aware of this, since he later published a song with the words \u2018translated from the German of Mirza Schaffy by the composer\u2019.\n*6*: The poems were immensely popular, reaching a twenty-sixth edition by 1869.\n*7*: Incidentally Bodenstedt made the standard German translation of Shakespeare\u2019s works, used by Parry in his settings of four of the Sonnets.\n*8*: With these songs Quilter was still trying to find his own voice.\n*9*: There are naturally traces of romantic German lieder, so soon after his study in Frankfurt, and the third song is an excellent example of the drawing-room ballad.\n*10*: The 1903 version of the songs is used here. from notes by Michael Pilkington \u00a9 1996", "scrambled": "*1*: Incidentally Bodenstedt made the standard German translation of Shakespeare\u2019s works, used by Parry in his settings of four of the Sonnets.\n*2*: The poems were immensely popular, reaching a twenty-sixth edition by 1869.\n*3*: The \u2018Four Songs of Mirza Schaffy\u2019 were published in 1903, with translations from the German of Friedrich Bodenstedt by Walter Creighton.\n*4*: The poems were published in 1851 as Die Lieder des Mirza Schaffy , but in later years Bodenstedt confessed they were his own work.\n*5*: There are naturally traces of romantic German lieder, so soon after his study in Frankfurt, and the third song is an excellent example of the drawing-room ballad.\n*6*: Schaffy (Mirza merely means \u2018man of letters\u2019) was a schoolmaster in Tiflis, Georgia, with whom Bodenstedt studied languages.\n*7*: With these songs Quilter was still trying to find his own voice.\n*8*: The 1903 version of the songs is used here. from notes by Michael Pilkington \u00a9 1996\n*9*: It seems Quilter was not aware of this, since he later published a song with the words \u2018translated from the German of Mirza Schaffy by the composer\u2019.\n*10*: They were re-issued, with the accompaniments somewhat revised, and a new translation by R H Elkin, in 1911."} | {"difficulty": 2} |
unscramble_98189 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Some states have similar provisions, often known as training wages, but many do not.
*2*: Employers may not take advantage of the $4.25 wage unless it is allowed under both state and federal law.
*3*: Sorry, this feature is not yet available on the preview site
*4*: Overview: Young people first entering the workforce often find they can't get a job until they have experience, but they can't get experience until they have a job.
*5*: Michael Cardman, Legal Editor The Fair Labor Standards Act (FLSA) requires employers to pay all nonexempt employees at least the federal minimum wage (currently $7.25 an hour) for every hour they work.
*6*: To combat this age-old dilemma, Congress in 1996 established the Youth Opportunity Wage, which allows employers to pay employees under the age of 20 years a wage of $4.25 (under minimum wage laws, the minimum wage must usually be $7.25) an hour during the first 90 consecutive calendar days of their employment.
*7*: This section provides FLSA guidelines on when an employer may make deductions from pay or pay less than the minimum wage.
*8*: Employers are forbidden from using the Youth Opportunity Wage to reduce the hours, wages or employment benefits of other employees.
*9*: HR guidance on complying with the Youth Opportunity Wage.
*10*: Trends: As long as unemployment remains high, especially among those under the age of 20, employers will likely find a large pool of employees willing to work under a training wage.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Overview: Young people first entering the workforce often find they can't get a job until they have experience, but they can't get experience until they have a job.\n*2*: To combat this age-old dilemma, Congress in 1996 established the Youth Opportunity Wage, which allows employers to pay employees under the age of 20 years a wage of $4.25 (under minimum wage laws, the minimum wage must usually be $7.25) an hour during the first 90 consecutive calendar days of their employment.\n*3*: Employers are forbidden from using the Youth Opportunity Wage to reduce the hours, wages or employment benefits of other employees.\n*4*: Some states have similar provisions, often known as training wages, but many do not.\n*5*: Employers may not take advantage of the $4.25 wage unless it is allowed under both state and federal law.\n*6*: Trends: As long as unemployment remains high, especially among those under the age of 20, employers will likely find a large pool of employees willing to work under a training wage.\n*7*: Michael Cardman, Legal Editor The Fair Labor Standards Act (FLSA) requires employers to pay all nonexempt employees at least the federal minimum wage (currently $7.25 an hour) for every hour they work.\n*8*: This section provides FLSA guidelines on when an employer may make deductions from pay or pay less than the minimum wage.\n*9*: HR guidance on complying with the Youth Opportunity Wage.\n*10*: Sorry, this feature is not yet available on the preview site", "scrambled": "*1*: Some states have similar provisions, often known as training wages, but many do not.\n*2*: Employers may not take advantage of the $4.25 wage unless it is allowed under both state and federal law.\n*3*: Sorry, this feature is not yet available on the preview site\n*4*: Overview: Young people first entering the workforce often find they can't get a job until they have experience, but they can't get experience until they have a job.\n*5*: Michael Cardman, Legal Editor The Fair Labor Standards Act (FLSA) requires employers to pay all nonexempt employees at least the federal minimum wage (currently $7.25 an hour) for every hour they work.\n*6*: To combat this age-old dilemma, Congress in 1996 established the Youth Opportunity Wage, which allows employers to pay employees under the age of 20 years a wage of $4.25 (under minimum wage laws, the minimum wage must usually be $7.25) an hour during the first 90 consecutive calendar days of their employment.\n*7*: This section provides FLSA guidelines on when an employer may make deductions from pay or pay less than the minimum wage.\n*8*: Employers are forbidden from using the Youth Opportunity Wage to reduce the hours, wages or employment benefits of other employees.\n*9*: HR guidance on complying with the Youth Opportunity Wage.\n*10*: Trends: As long as unemployment remains high, especially among those under the age of 20, employers will likely find a large pool of employees willing to work under a training wage."} | {"difficulty": 2} |
unscramble_110700 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Max Hastings, the British journalist, notes his new Retribution: The Battle for Japan, 1944–45 (Knopf, $35) that the attacks began when traditional Japanese air forces were being overwhelmed by the Americans: “Suicide attack offered a prospect of redressing the balance of forces, circumventing the fact that Japanese pilots were no longer capable of challenging their American counterparts on conventional terms.
*2*: Officers cherished a saying: ‘When a commander is uncertain whether to steer to port or starboard, he should steer towards death.’ An alternative aphorism held that ‘One should take care to make one’s own dying as meaningful as possible.’ The suicide concept appeared to satisfy both requirements.” Hastings adds that one kamikaze pilot had married just three months earlier.
*3*: Why have so many suicide bombers been willing to sacrifice their lives in the Middle East and elsewhere?
*4*: Instead, their astonishing willingness for self-sacrifice might be exploited.
*5*: Similar questions were raised about Japanese kamikaze pilots who crashed their planes into American aircraft carriers and other ships in the last months of World War II.
*6*: All rights reserved.
*7*: Here was a concept which struck a chord in the Japanese psyche, and caught the Imperial Navy’s mood of the moment.
*8*: To some Japanese of the time, however, it seemed intensely romantic.” © 2008 Janice Harayda.
*9*: Before leaving on his final mission, instead of saying that he was sacrificing himself for his country, he told reporters he was doing it for his beloved wife: “To a Western mind, self-immolation in such circumstances is incomprehensible.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 have so many suicide bombers been willing to sacrifice their lives in the Middle East and elsewhere?\n*2*: Similar questions were raised about Japanese kamikaze pilots who crashed their planes into American aircraft carriers and other ships in the last months of World War II.\n*3*: Max Hastings, the British journalist, notes his new Retribution: The Battle for Japan, 1944\u201345 (Knopf, $35) that the attacks began when traditional Japanese air forces were being overwhelmed by the Americans: \u201cSuicide attack offered a prospect of redressing the balance of forces, circumventing the fact that Japanese pilots were no longer capable of challenging their American counterparts on conventional terms.\n*4*: Instead, their astonishing willingness for self-sacrifice might be exploited.\n*5*: Here was a concept which struck a chord in the Japanese psyche, and caught the Imperial Navy\u2019s mood of the moment.\n*6*: Officers cherished a saying: \u2018When a commander is uncertain whether to steer to port or starboard, he should steer towards death.\u2019 An alternative aphorism held that \u2018One should take care to make one\u2019s own dying as meaningful as possible.\u2019 The suicide concept appeared to satisfy both requirements.\u201d Hastings adds that one kamikaze pilot had married just three months earlier.\n*7*: Before leaving on his final mission, instead of saying that he was sacrificing himself for his country, he told reporters he was doing it for his beloved wife: \u201cTo a Western mind, self-immolation in such circumstances is incomprehensible.\n*8*: To some Japanese of the time, however, it seemed intensely romantic.\u201d \u00a9 2008 Janice Harayda.\n*9*: All rights reserved.", "scrambled": "*1*: Max Hastings, the British journalist, notes his new Retribution: The Battle for Japan, 1944\u201345 (Knopf, $35) that the attacks began when traditional Japanese air forces were being overwhelmed by the Americans: \u201cSuicide attack offered a prospect of redressing the balance of forces, circumventing the fact that Japanese pilots were no longer capable of challenging their American counterparts on conventional terms.\n*2*: Officers cherished a saying: \u2018When a commander is uncertain whether to steer to port or starboard, he should steer towards death.\u2019 An alternative aphorism held that \u2018One should take care to make one\u2019s own dying as meaningful as possible.\u2019 The suicide concept appeared to satisfy both requirements.\u201d Hastings adds that one kamikaze pilot had married just three months earlier.\n*3*: Why have so many suicide bombers been willing to sacrifice their lives in the Middle East and elsewhere?\n*4*: Instead, their astonishing willingness for self-sacrifice might be exploited.\n*5*: Similar questions were raised about Japanese kamikaze pilots who crashed their planes into American aircraft carriers and other ships in the last months of World War II.\n*6*: All rights reserved.\n*7*: Here was a concept which struck a chord in the Japanese psyche, and caught the Imperial Navy\u2019s mood of the moment.\n*8*: To some Japanese of the time, however, it seemed intensely romantic.\u201d \u00a9 2008 Janice Harayda.\n*9*: Before leaving on his final mission, instead of saying that he was sacrificing himself for his country, he told reporters he was doing it for his beloved wife: \u201cTo a Western mind, self-immolation in such circumstances is incomprehensible."} | {"difficulty": 2} |
unscramble_103857 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Loading the applet can take a while, so be patient.
*2*: This will be done by utilizing a program that computes the Riemann sum as well as drawing the graphical representation.
*3*: - Queensland Maths - File Types Students will approximate the area under a curve using Riemann sums.
*4*: The file itself can be downloaded and installed on your computer or network.
*5*: From Sean Bird's website: "Put this [TI-Nspire] file in MyLib so that you can access the area approximation methods from any document." For other TI-Nspire files from Sean's website, visit: Choose a function and see the effect on the Riemann sum when you change the slice width.
*6*: Riemann Sums 1 A lovely Geogebra java applet from Miguel Bayona, The Lawrenceville School, Lawrenceville, NJ.
*7*: The activity concludes with students discovering that if enough Riemann sums are used, then the area under a curve can be calculated with the required degree of precision.
*8*: This animation from Lou Talman is a dynamic representation of the area function we introduce in the standard proof of the Fundamental Theorem of Calculus.
*9*: It demonstrates the lower sum, upper sum, left sum, right sum, midpoint sum and trapezoidal sum for a function of your choosing.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: - Queensland Maths - File Types Students will approximate the area under a curve using Riemann sums.\n*2*: This will be done by utilizing a program that computes the Riemann sum as well as drawing the graphical representation.\n*3*: The activity concludes with students discovering that if enough Riemann sums are used, then the area under a curve can be calculated with the required degree of precision.\n*4*: From Sean Bird's website: \"Put this [TI-Nspire] file in MyLib so that you can access the area approximation methods from any document.\" For other TI-Nspire files from Sean's website, visit: Choose a function and see the effect on the Riemann sum when you change the slice width.\n*5*: The file itself can be downloaded and installed on your computer or network.\n*6*: This animation from Lou Talman is a dynamic representation of the area function we introduce in the standard proof of the Fundamental Theorem of Calculus.\n*7*: Riemann Sums 1 A lovely Geogebra java applet from Miguel Bayona, The Lawrenceville School, Lawrenceville, NJ.\n*8*: It demonstrates the lower sum, upper sum, left sum, right sum, midpoint sum and trapezoidal sum for a function of your choosing.\n*9*: Loading the applet can take a while, so be patient.", "scrambled": "*1*: Loading the applet can take a while, so be patient.\n*2*: This will be done by utilizing a program that computes the Riemann sum as well as drawing the graphical representation.\n*3*: - Queensland Maths - File Types Students will approximate the area under a curve using Riemann sums.\n*4*: The file itself can be downloaded and installed on your computer or network.\n*5*: From Sean Bird's website: \"Put this [TI-Nspire] file in MyLib so that you can access the area approximation methods from any document.\" For other TI-Nspire files from Sean's website, visit: Choose a function and see the effect on the Riemann sum when you change the slice width.\n*6*: Riemann Sums 1 A lovely Geogebra java applet from Miguel Bayona, The Lawrenceville School, Lawrenceville, NJ.\n*7*: The activity concludes with students discovering that if enough Riemann sums are used, then the area under a curve can be calculated with the required degree of precision.\n*8*: This animation from Lou Talman is a dynamic representation of the area function we introduce in the standard proof of the Fundamental Theorem of Calculus.\n*9*: It demonstrates the lower sum, upper sum, left sum, right sum, midpoint sum and trapezoidal sum for a function of your choosing."} | {"difficulty": 2} |
unscramble_184313 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Which plant looks healthiest? ___________________________________ Plant Treatment Lacking Describe how plants look #1 petroleum jelly air #2 leaves covered light #3 air, water, light nothing #4 not watered water What does this tell you about plant needs? ______________________
*2*: If they don't get any one of these, they can die!
*3*: Methodology: - Mark popsicle stick with a #1, #2, #3 and #4, and stick one in each pot. - Place plants in a sunny location. - Spread petroleum jelly thickly on all stems and leaves (top and bottom) of Plant #1. - Cover the leaves of Plant #2 by pinning black paper covers over the leaves. - Water all plants except Plant #4 when the soil feels dry. - Compare the plants after 1 week.
*4*: Plants Needs - Air, Water and Light Time frame: one week Space needed: sunny window sill Objective: To observe the effect of air, water and light on plant health Materials needed: - four small green bean plants in pots - four popsicle sticks - black paper - petroleum jelly Introduction: Plants require air, water and light to grow.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Plants Needs - Air, Water and Light Time frame: one week Space needed: sunny window sill Objective: To observe the effect of air, water and light on plant health Materials needed: - four small green bean plants in pots - four popsicle sticks - black paper - petroleum jelly Introduction: Plants require air, water and light to grow.\n*2*: If they don't get any one of these, they can die!\n*3*: Methodology: - Mark popsicle stick with a #1, #2, #3 and #4, and stick one in each pot. - Place plants in a sunny location. - Spread petroleum jelly thickly on all stems and leaves (top and bottom) of Plant #1. - Cover the leaves of Plant #2 by pinning black paper covers over the leaves. - Water all plants except Plant #4 when the soil feels dry. - Compare the plants after 1 week.\n*4*: Which plant looks healthiest? ___________________________________ Plant Treatment Lacking Describe how plants look #1 petroleum jelly air #2 leaves covered light #3 air, water, light nothing #4 not watered water What does this tell you about plant needs? ______________________", "scrambled": "*1*: Which plant looks healthiest? ___________________________________ Plant Treatment Lacking Describe how plants look #1 petroleum jelly air #2 leaves covered light #3 air, water, light nothing #4 not watered water What does this tell you about plant needs? ______________________\n*2*: If they don't get any one of these, they can die!\n*3*: Methodology: - Mark popsicle stick with a #1, #2, #3 and #4, and stick one in each pot. - Place plants in a sunny location. - Spread petroleum jelly thickly on all stems and leaves (top and bottom) of Plant #1. - Cover the leaves of Plant #2 by pinning black paper covers over the leaves. - Water all plants except Plant #4 when the soil feels dry. - Compare the plants after 1 week.\n*4*: Plants Needs - Air, Water and Light Time frame: one week Space needed: sunny window sill Objective: To observe the effect of air, water and light on plant health Materials needed: - four small green bean plants in pots - four popsicle sticks - black paper - petroleum jelly Introduction: Plants require air, water and light to grow."} | {"difficulty": 2} |
unscramble_171368 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The task is to copy out the story extract, correcting the misuse of capital letters where neccesary.
*2*: Confused Claire just can't get her capitals and lower case letters right!
*3*: Suitable for KS2, made for lower ability Year 5's.
*4*: Capital letter homework- Confused Claire Last updated 27 January 2013, created 03 January 2007, viewed 12,882 A fun homework worksheet, easily photocopied.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Capital letter homework- Confused Claire Last updated 27 January 2013, created 03 January 2007, viewed 12,882 A fun homework worksheet, easily photocopied.\n*2*: Confused Claire just can't get her capitals and lower case letters right!\n*3*: The task is to copy out the story extract, correcting the misuse of capital letters where neccesary.\n*4*: Suitable for KS2, made for lower ability Year 5's.", "scrambled": "*1*: The task is to copy out the story extract, correcting the misuse of capital letters where neccesary.\n*2*: Confused Claire just can't get her capitals and lower case letters right!\n*3*: Suitable for KS2, made for lower ability Year 5's.\n*4*: Capital letter homework- Confused Claire Last updated 27 January 2013, created 03 January 2007, viewed 12,882 A fun homework worksheet, easily photocopied."} | {"difficulty": 2} |
unscramble_65039 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: States, Local and Tribal governments benefit from Mitigation Planning by: - Identifying cost effective actions for risk reduction that are agreed upon by stakeholders and the public - Focusing resources on the greatest risks and vulnerabilities - Building partnerships by involving people, organizations, and businesses - Increasing education and awareness of hazards and risk - Communicating priorities to state and federal officials - Aligning risk reduction with other community objectives Hazard Mitigation Assistance Hazard mitigation is sustained action taken to reduce or eliminate long-term risk to people and their property from hazards.
*2*: Please visit the Hazard Mitigation Assistance page for more information on the specific plan requirements for the various mitigation grant programs, as well as FEMA funds available for mitigation plan development and mitigation projects.
*3*: The planning process is as important as the plan itself.
*4*: State, Indian Tribal, and local governments are required to develop a hazard mitigation plan as a condition for receiving certain types of non-emergency disaster assistance.
*5*: It creates a framework for risk-based decision making to reduce damages to lives, property, and the economy from future disasters.
*6*: The purpose of mitigation planning is to identify policies and actions that can be implemented over the long term to reduce risk and future losses.
*7*: Mitigation Plans form the foundation for a community's long-term strategy to reduce disaster losses and break the cycle of disaster damage, reconstruction, and repeated damage.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 purpose of mitigation planning is to identify policies and actions that can be implemented over the long term to reduce risk and future losses.\n*2*: Mitigation Plans form the foundation for a community's long-term strategy to reduce disaster losses and break the cycle of disaster damage, reconstruction, and repeated damage.\n*3*: The planning process is as important as the plan itself.\n*4*: It creates a framework for risk-based decision making to reduce damages to lives, property, and the economy from future disasters.\n*5*: States, Local and Tribal governments benefit from Mitigation Planning by: - Identifying cost effective actions for risk reduction that are agreed upon by stakeholders and the public - Focusing resources on the greatest risks and vulnerabilities - Building partnerships by involving people, organizations, and businesses - Increasing education and awareness of hazards and risk - Communicating priorities to state and federal officials - Aligning risk reduction with other community objectives Hazard Mitigation Assistance Hazard mitigation is sustained action taken to reduce or eliminate long-term risk to people and their property from hazards.\n*6*: State, Indian Tribal, and local governments are required to develop a hazard mitigation plan as a condition for receiving certain types of non-emergency disaster assistance.\n*7*: Please visit the Hazard Mitigation Assistance page for more information on the specific plan requirements for the various mitigation grant programs, as well as FEMA funds available for mitigation plan development and mitigation projects.", "scrambled": "*1*: States, Local and Tribal governments benefit from Mitigation Planning by: - Identifying cost effective actions for risk reduction that are agreed upon by stakeholders and the public - Focusing resources on the greatest risks and vulnerabilities - Building partnerships by involving people, organizations, and businesses - Increasing education and awareness of hazards and risk - Communicating priorities to state and federal officials - Aligning risk reduction with other community objectives Hazard Mitigation Assistance Hazard mitigation is sustained action taken to reduce or eliminate long-term risk to people and their property from hazards.\n*2*: Please visit the Hazard Mitigation Assistance page for more information on the specific plan requirements for the various mitigation grant programs, as well as FEMA funds available for mitigation plan development and mitigation projects.\n*3*: The planning process is as important as the plan itself.\n*4*: State, Indian Tribal, and local governments are required to develop a hazard mitigation plan as a condition for receiving certain types of non-emergency disaster assistance.\n*5*: It creates a framework for risk-based decision making to reduce damages to lives, property, and the economy from future disasters.\n*6*: The purpose of mitigation planning is to identify policies and actions that can be implemented over the long term to reduce risk and future losses.\n*7*: Mitigation Plans form the foundation for a community's long-term strategy to reduce disaster losses and break the cycle of disaster damage, reconstruction, and repeated damage."} | {"difficulty": 2} |
unscramble_44127 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The order came two and a half years after Abraham Lincoln signed the Emancipation Proclamation, and is recognized as the day that slavery came to an end in the United States.
*2*: But there’s another independence day — today, June 19 —that’s acknowledged by many others as our true day of freedom.
*3*: Rev.
*4*: Ever since 1776, America has acknowledged the Fourth of July as our day of independence.
*5*: On this day in 1865, General Gordon Granger came to Galveston, Texas and issued General Order Number 3.
*6*: Ronald Myers Sr. has been fighting for years to change that.
*7*: While 41 states in the United States recognize Juneteenth as a state holiday, it’s never been recognized as a national holiday or day of observance.
*8*: He’s the founder and chair of the National Juneteenth Holiday Campaign.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Ever since 1776, America has acknowledged the Fourth of July as our day of independence.\n*2*: But there\u2019s another independence day \u2014 today, June 19 \u2014that\u2019s acknowledged by many others as our true day of freedom.\n*3*: On this day in 1865, General Gordon Granger came to Galveston, Texas and issued General Order Number 3.\n*4*: The order came two and a half years after Abraham Lincoln signed the Emancipation Proclamation, and is recognized as the day that slavery came to an end in the United States.\n*5*: While 41 states in the United States recognize Juneteenth as a state holiday, it\u2019s never been recognized as a national holiday or day of observance.\n*6*: Rev.\n*7*: Ronald Myers Sr. has been fighting for years to change that.\n*8*: He\u2019s the founder and chair of the National Juneteenth Holiday Campaign.", "scrambled": "*1*: The order came two and a half years after Abraham Lincoln signed the Emancipation Proclamation, and is recognized as the day that slavery came to an end in the United States.\n*2*: But there\u2019s another independence day \u2014 today, June 19 \u2014that\u2019s acknowledged by many others as our true day of freedom.\n*3*: Rev.\n*4*: Ever since 1776, America has acknowledged the Fourth of July as our day of independence.\n*5*: On this day in 1865, General Gordon Granger came to Galveston, Texas and issued General Order Number 3.\n*6*: Ronald Myers Sr. has been fighting for years to change that.\n*7*: While 41 states in the United States recognize Juneteenth as a state holiday, it\u2019s never been recognized as a national holiday or day of observance.\n*8*: He\u2019s the founder and chair of the National Juneteenth Holiday Campaign."} | {"difficulty": 2} |
unscramble_5475 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The printing matrices—either engraved plates and blocks or lithographic stones—used to print the Narrative of the U.S. Exploring Expedition and its accompanying volumes are housed in the Graphic Arts Collection of the National Museum of American History.
*2*: The five Narrative volumes were published in 1844.
*3*: Printing Matrices for "Narrative of the U.S. Exploring Expedition" - Introduction In 1836 the U.S. Congress authorized President Andrew Jackson "to send out a surveying and exploring expedition to the Pacific Ocean and South Seas." The U.S. Exploring Expedition's Narrative . . . (Vols.
*4*: Of the accompanying scientific volumes VI–XXIV, fourteen were published between 1844 and 1874.
*5*: During the rest of the expedition, either Lieutenant Charles Wilkes, the commander, or parts of his squadron traveled to Australia and New Zealand, the South Pacific islands, the Philippines, Singapore, Hawaii, and North America's West Coast.
*6*: The remaining five were never officially distributed.
*7*: This collection includes 309 engraved wood blocks, 133 engraved copper and steel-faced plates, with an additional presentation card plate, and 19 lithographic stones.
*8*: I-V) was written to follow the path of the three-year and ten-month expedition (1838–1842), which traveled from Norfolk, Virginia, east to the islands off the coast of Portugal, around the tip of South America to Antarctica, and then up the west coast of South America.
*9*: Expedition members included scientists and artists who illustrated the people encountered, the narrative scenery, the cartographic studies, and the specimens collected.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Printing Matrices for \"Narrative of the U.S. Exploring Expedition\" - Introduction In 1836 the U.S. Congress authorized President Andrew Jackson \"to send out a surveying and exploring expedition to the Pacific Ocean and South Seas.\" The U.S. Exploring Expedition's Narrative . . . (Vols.\n*2*: I-V) was written to follow the path of the three-year and ten-month expedition (1838\u20131842), which traveled from Norfolk, Virginia, east to the islands off the coast of Portugal, around the tip of South America to Antarctica, and then up the west coast of South America.\n*3*: During the rest of the expedition, either Lieutenant Charles Wilkes, the commander, or parts of his squadron traveled to Australia and New Zealand, the South Pacific islands, the Philippines, Singapore, Hawaii, and North America's West Coast.\n*4*: Expedition members included scientists and artists who illustrated the people encountered, the narrative scenery, the cartographic studies, and the specimens collected.\n*5*: The five Narrative volumes were published in 1844.\n*6*: Of the accompanying scientific volumes VI\u2013XXIV, fourteen were published between 1844 and 1874.\n*7*: The remaining five were never officially distributed.\n*8*: The printing matrices\u2014either engraved plates and blocks or lithographic stones\u2014used to print the Narrative of the U.S. Exploring Expedition and its accompanying volumes are housed in the Graphic Arts Collection of the National Museum of American History.\n*9*: This collection includes 309 engraved wood blocks, 133 engraved copper and steel-faced plates, with an additional presentation card plate, and 19 lithographic stones.", "scrambled": "*1*: The printing matrices\u2014either engraved plates and blocks or lithographic stones\u2014used to print the Narrative of the U.S. Exploring Expedition and its accompanying volumes are housed in the Graphic Arts Collection of the National Museum of American History.\n*2*: The five Narrative volumes were published in 1844.\n*3*: Printing Matrices for \"Narrative of the U.S. Exploring Expedition\" - Introduction In 1836 the U.S. Congress authorized President Andrew Jackson \"to send out a surveying and exploring expedition to the Pacific Ocean and South Seas.\" The U.S. Exploring Expedition's Narrative . . . (Vols.\n*4*: Of the accompanying scientific volumes VI\u2013XXIV, fourteen were published between 1844 and 1874.\n*5*: During the rest of the expedition, either Lieutenant Charles Wilkes, the commander, or parts of his squadron traveled to Australia and New Zealand, the South Pacific islands, the Philippines, Singapore, Hawaii, and North America's West Coast.\n*6*: The remaining five were never officially distributed.\n*7*: This collection includes 309 engraved wood blocks, 133 engraved copper and steel-faced plates, with an additional presentation card plate, and 19 lithographic stones.\n*8*: I-V) was written to follow the path of the three-year and ten-month expedition (1838\u20131842), which traveled from Norfolk, Virginia, east to the islands off the coast of Portugal, around the tip of South America to Antarctica, and then up the west coast of South America.\n*9*: Expedition members included scientists and artists who illustrated the people encountered, the narrative scenery, the cartographic studies, and the specimens collected."} | {"difficulty": 2} |
unscramble_84984 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Right now, we're just working on the basics.
*2*: I've scaffold it, so that it starts of fairly easy and progressively gets more difficult. multiplication and division unit, and I forgot to take pictures, but I did make a short little practice sheet.
*3*: It really surprises me that my students love doing it, and think that it is so easy, but I'm not complaining:) Here is a worksheet that I've used in my class for extra practice.
*4*: We've recently worked on the distributive property, which is really tricky for me.
*5*: I'm not a fan of doing tons of worksheets, but there are some math skills where my students really need extra practice.
*6*: I cringe when I see my non academic vocabulary on it, but I'll add it later.
*7*: The first year year I taught it, I had to go online and teach myself how to use the distributive property myself!
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: I'm not a fan of doing tons of worksheets, but there are some math skills where my students really need extra practice.\n*2*: We've recently worked on the distributive property, which is really tricky for me.\n*3*: The first year year I taught it, I had to go online and teach myself how to use the distributive property myself!\n*4*: It really surprises me that my students love doing it, and think that it is so easy, but I'm not complaining:) Here is a worksheet that I've used in my class for extra practice.\n*5*: I've scaffold it, so that it starts of fairly easy and progressively gets more difficult. multiplication and division unit, and I forgot to take pictures, but I did make a short little practice sheet.\n*6*: I cringe when I see my non academic vocabulary on it, but I'll add it later.\n*7*: Right now, we're just working on the basics.", "scrambled": "*1*: Right now, we're just working on the basics.\n*2*: I've scaffold it, so that it starts of fairly easy and progressively gets more difficult. multiplication and division unit, and I forgot to take pictures, but I did make a short little practice sheet.\n*3*: It really surprises me that my students love doing it, and think that it is so easy, but I'm not complaining:) Here is a worksheet that I've used in my class for extra practice.\n*4*: We've recently worked on the distributive property, which is really tricky for me.\n*5*: I'm not a fan of doing tons of worksheets, but there are some math skills where my students really need extra practice.\n*6*: I cringe when I see my non academic vocabulary on it, but I'll add it later.\n*7*: The first year year I taught it, I had to go online and teach myself how to use the distributive property myself!"} | {"difficulty": 2} |
unscramble_136378 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Northwestern University’s School of Communication and the Center on Media and Human Development Present the 2011 Lambert Family Communication Conference: Children, Media, and Race: Exploring the Implications of Racial and Ethnic Differences in Media Use Among Children and Youth Wednesday, June 8, 2011 Pew Charitable Trusts Conference Center, African American and Latino youth consume an average of four hours more media every day than White children do, especially TV, music, and video games.
*2*: And over the past ten years, differences in young people’s media consumption by race have grown dramatically.
*3*: This event is sponsored by Northwestern’s School of Communication and the Lambert Family Foundation.
*4*: Northwestern University’s Center on Media and Human Development is holding a day-long conference in Washington, D.C. to explore the implications of racial and ethnic differences in media use among children and youth.
*5*: Mass Media as a Risk Factor for Aggression in Children and Adolescents By Ed Donnerstein Videos Available Here Press Available Here
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Northwestern University\u2019s School of Communication and the Center on Media and Human Development Present the 2011 Lambert Family Communication Conference: Children, Media, and Race: Exploring the Implications of Racial and Ethnic Differences in Media Use Among Children and Youth Wednesday, June 8, 2011 Pew Charitable Trusts Conference Center, African American and Latino youth consume an average of four hours more media every day than White children do, especially TV, music, and video games.\n*2*: And over the past ten years, differences in young people\u2019s media consumption by race have grown dramatically.\n*3*: Northwestern University\u2019s Center on Media and Human Development is holding a day-long conference in Washington, D.C. to explore the implications of racial and ethnic differences in media use among children and youth.\n*4*: This event is sponsored by Northwestern\u2019s School of Communication and the Lambert Family Foundation.\n*5*: Mass Media as a Risk Factor for Aggression in Children and Adolescents By Ed Donnerstein Videos Available Here Press Available Here", "scrambled": "*1*: Northwestern University\u2019s School of Communication and the Center on Media and Human Development Present the 2011 Lambert Family Communication Conference: Children, Media, and Race: Exploring the Implications of Racial and Ethnic Differences in Media Use Among Children and Youth Wednesday, June 8, 2011 Pew Charitable Trusts Conference Center, African American and Latino youth consume an average of four hours more media every day than White children do, especially TV, music, and video games.\n*2*: And over the past ten years, differences in young people\u2019s media consumption by race have grown dramatically.\n*3*: This event is sponsored by Northwestern\u2019s School of Communication and the Lambert Family Foundation.\n*4*: Northwestern University\u2019s Center on Media and Human Development is holding a day-long conference in Washington, D.C. to explore the implications of racial and ethnic differences in media use among children and youth.\n*5*: Mass Media as a Risk Factor for Aggression in Children and Adolescents By Ed Donnerstein Videos Available Here Press Available Here"} | {"difficulty": 2} |
unscramble_76728 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Controlling Derby application behavior The JDBC connection and transaction model Result set and cursor mechanisms Locking, concurrency, and isolation Working with multiple connections to a single database Working with database threads in an embedded environment Working with Derby SQLExceptions in an application
*2*: Working with multiple threads sharing a single connection JDBC allows you to share a single among multiple threads.
*3*: Example of threads sharing a statement This example shows what can happen if two threads try to share a single Statement.
*4*: Pitfalls of sharing a connection among threads Here is a review of the potential pitfalls of sharing a single Connection among multiple threads.
*5*: Multi-thread programming tips You may be sharing a Connection among multiple threads because you have experienced poor concurrency using separate transactions.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Working with multiple threads sharing a single connection JDBC allows you to share a single among multiple threads.\n*2*: Pitfalls of sharing a connection among threads Here is a review of the potential pitfalls of sharing a single Connection among multiple threads.\n*3*: Multi-thread programming tips You may be sharing a Connection among multiple threads because you have experienced poor concurrency using separate transactions.\n*4*: Example of threads sharing a statement This example shows what can happen if two threads try to share a single Statement.\n*5*: Controlling Derby application behavior The JDBC connection and transaction model Result set and cursor mechanisms Locking, concurrency, and isolation Working with multiple connections to a single database Working with database threads in an embedded environment Working with Derby SQLExceptions in an application", "scrambled": "*1*: Controlling Derby application behavior The JDBC connection and transaction model Result set and cursor mechanisms Locking, concurrency, and isolation Working with multiple connections to a single database Working with database threads in an embedded environment Working with Derby SQLExceptions in an application\n*2*: Working with multiple threads sharing a single connection JDBC allows you to share a single among multiple threads.\n*3*: Example of threads sharing a statement This example shows what can happen if two threads try to share a single Statement.\n*4*: Pitfalls of sharing a connection among threads Here is a review of the potential pitfalls of sharing a single Connection among multiple threads.\n*5*: Multi-thread programming tips You may be sharing a Connection among multiple threads because you have experienced poor concurrency using separate transactions."} | {"difficulty": 2} |
unscramble_143136 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: AT Network (Web Site: http://www.atnet.org ) Link to text: http://atnet.org/news/2004/feb04/020104.htm
*2*: DC's Blind Voters Will be Able to Vote Independently for the First TimeBy AT Journal, Vol. 90, No. 1 Publication Date: February 2004 Article discusses the Help America Vote Act of 2002, which helped all citizens of the District of Columbia, including the 22 thousand individuals who are blind and have disabilities to vote secretly and independently in the country’s first primary election in January 2004.
*3*: Washington is conducting the election on a “blended system,” which gives voters the choice of voting on an accessible electronic touchscreen or on a paper optional scan ballot.
*4*: The accessible system allows the voter to sue headphones to hear the ballot and vote following the prompts.
*5*: The Help America Vote Act requires that one accessible touchscreen voting unit be available in every polling place.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: DC's Blind Voters Will be Able to Vote Independently for the First TimeBy AT Journal, Vol. 90, No. 1 Publication Date: February 2004 Article discusses the Help America Vote Act of 2002, which helped all citizens of the District of Columbia, including the 22 thousand individuals who are blind and have disabilities to vote secretly and independently in the country\u2019s first primary election in January 2004.\n*2*: The Help America Vote Act requires that one accessible touchscreen voting unit be available in every polling place.\n*3*: Washington is conducting the election on a \u201cblended system,\u201d which gives voters the choice of voting on an accessible electronic touchscreen or on a paper optional scan ballot.\n*4*: The accessible system allows the voter to sue headphones to hear the ballot and vote following the prompts.\n*5*: AT Network (Web Site: http://www.atnet.org ) Link to text: http://atnet.org/news/2004/feb04/020104.htm", "scrambled": "*1*: AT Network (Web Site: http://www.atnet.org ) Link to text: http://atnet.org/news/2004/feb04/020104.htm\n*2*: DC's Blind Voters Will be Able to Vote Independently for the First TimeBy AT Journal, Vol. 90, No. 1 Publication Date: February 2004 Article discusses the Help America Vote Act of 2002, which helped all citizens of the District of Columbia, including the 22 thousand individuals who are blind and have disabilities to vote secretly and independently in the country\u2019s first primary election in January 2004.\n*3*: Washington is conducting the election on a \u201cblended system,\u201d which gives voters the choice of voting on an accessible electronic touchscreen or on a paper optional scan ballot.\n*4*: The accessible system allows the voter to sue headphones to hear the ballot and vote following the prompts.\n*5*: The Help America Vote Act requires that one accessible touchscreen voting unit be available in every polling place."} | {"difficulty": 2} |
unscramble_211360 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Much of the focus, however, has been on adult-generated notions of quality, with little attention being devoted to children’s own views of their experience in early childhood settings.
*2*: They formed views and constructed theories about their preschool experiences, in particular about the teachers, the curriculum, the physical environment and friends, and gave a clear indication of what constitutes good quality in those domains.
*3*: Young children constructs of quality Date of this Version Early childhood research and policy are focusing increasingly on issues of ‘quality’ in early childhood education.
*4*: Informed by the sociology of childhood conceptualisation of child competence (James & James, 2004), the research methodology drew on the mosaic approach to researching with children (Clark and Moss, 2001).
*5*: In addition to children’s photography, mapping and conversations, this study further demonstrated young children's competence by adding written narratives and worksamples to consider the quality of their early childhood settings.
*6*: Conducted in the context of early childhood education in Singapore, this research breaks new ground by contributing children’s own insights into their experience in two early childhood classrooms in Singapore.
*7*: When offered a platform to discuss the issue of quality in early childhood settings, the children articulated ideas about their own best interests.
*8*: The findings of this study were generated, beginning with the understanding that young children have the competence to articulate their ideas using a range of symbolic literacies.
*9*: This document is currently not available here.
*10*: This study concludes by calling for those engaged with children, to act upon the contributions offered by this group of children to our understanding of quality.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Young children constructs of quality Date of this Version Early childhood research and policy are focusing increasingly on issues of \u2018quality\u2019 in early childhood education.\n*2*: Much of the focus, however, has been on adult-generated notions of quality, with little attention being devoted to children\u2019s own views of their experience in early childhood settings.\n*3*: Conducted in the context of early childhood education in Singapore, this research breaks new ground by contributing children\u2019s own insights into their experience in two early childhood classrooms in Singapore.\n*4*: Informed by the sociology of childhood conceptualisation of child competence (James & James, 2004), the research methodology drew on the mosaic approach to researching with children (Clark and Moss, 2001).\n*5*: In addition to children\u2019s photography, mapping and conversations, this study further demonstrated young children's competence by adding written narratives and worksamples to consider the quality of their early childhood settings.\n*6*: The findings of this study were generated, beginning with the understanding that young children have the competence to articulate their ideas using a range of symbolic literacies.\n*7*: They formed views and constructed theories about their preschool experiences, in particular about the teachers, the curriculum, the physical environment and friends, and gave a clear indication of what constitutes good quality in those domains.\n*8*: When offered a platform to discuss the issue of quality in early childhood settings, the children articulated ideas about their own best interests.\n*9*: This study concludes by calling for those engaged with children, to act upon the contributions offered by this group of children to our understanding of quality.\n*10*: This document is currently not available here.", "scrambled": "*1*: Much of the focus, however, has been on adult-generated notions of quality, with little attention being devoted to children\u2019s own views of their experience in early childhood settings.\n*2*: They formed views and constructed theories about their preschool experiences, in particular about the teachers, the curriculum, the physical environment and friends, and gave a clear indication of what constitutes good quality in those domains.\n*3*: Young children constructs of quality Date of this Version Early childhood research and policy are focusing increasingly on issues of \u2018quality\u2019 in early childhood education.\n*4*: Informed by the sociology of childhood conceptualisation of child competence (James & James, 2004), the research methodology drew on the mosaic approach to researching with children (Clark and Moss, 2001).\n*5*: In addition to children\u2019s photography, mapping and conversations, this study further demonstrated young children's competence by adding written narratives and worksamples to consider the quality of their early childhood settings.\n*6*: Conducted in the context of early childhood education in Singapore, this research breaks new ground by contributing children\u2019s own insights into their experience in two early childhood classrooms in Singapore.\n*7*: When offered a platform to discuss the issue of quality in early childhood settings, the children articulated ideas about their own best interests.\n*8*: The findings of this study were generated, beginning with the understanding that young children have the competence to articulate their ideas using a range of symbolic literacies.\n*9*: This document is currently not available here.\n*10*: This study concludes by calling for those engaged with children, to act upon the contributions offered by this group of children to our understanding of quality."} | {"difficulty": 2} |
unscramble_188048 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: All too often the source of the pain is the lower back and not the knee.
*2*: Any decrease in space implies a reduction in cartilage cover. - Osteophytes - small bony projections that from around joint margins.They are responsible for limiting range of motion and can cause pain. - Sclerosis – this means ‘hardening’ and is a sign of osteoarthritis, seen as increased white areas in the bone at the joint margins Grade II: Small osteophytes, possible narrowing of the joint Grade III: Multiple, moderately sized osteophytes, definite joint space narrowing, some sclerotic areas, possible deformation of bone ends Grade IV: Multiple large osteophytes, severe joint space narrowing, marked sclerosis and definite bony end deformity.
*3*: Stem cell therapy is an alternative to total knee replacement.
*4*: This categorical scale incorporates important radiographic features of osteoarthritis: - Joint space narrowing – bone is visible on x-ray but the articular cartilage that covers it is not.
*5*: A normal joint therefore appears to have a space between the bones.
*6*: The Kellgren-Lawrence grading system is radiological classification of knee osteoarthritis.
*7*: It is based on x- rays and consists of normal, Grade I, Grade II, Grade II and Grade IV.
*8*: Knee x-rays and Kellgren-Lawrence Classification is used to determine candidacy for knee replacement.
*9*: Research shows that more than 1 in 10 patients after knee replacement had chronic pain in the knee cap area.
*10*: A more recent study found that 44% of patients continued to experience pain 3-4 years post knee replacement.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Kellgren-Lawrence grading system is radiological classification of knee osteoarthritis.\n*2*: It is based on x- rays and consists of normal, Grade I, Grade II, Grade II and Grade IV.\n*3*: This categorical scale incorporates important radiographic features of osteoarthritis: - Joint space narrowing \u2013 bone is visible on x-ray but the articular cartilage that covers it is not.\n*4*: A normal joint therefore appears to have a space between the bones.\n*5*: Any decrease in space implies a reduction in cartilage cover. - Osteophytes - small bony projections that from around joint margins.They are responsible for limiting range of motion and can cause pain. - Sclerosis \u2013 this means \u2018hardening\u2019 and is a sign of osteoarthritis, seen as increased white areas in the bone at the joint margins Grade II: Small osteophytes, possible narrowing of the joint Grade III: Multiple, moderately sized osteophytes, definite joint space narrowing, some sclerotic areas, possible deformation of bone ends Grade IV: Multiple large osteophytes, severe joint space narrowing, marked sclerosis and definite bony end deformity.\n*6*: Knee x-rays and Kellgren-Lawrence Classification is used to determine candidacy for knee replacement.\n*7*: Stem cell therapy is an alternative to total knee replacement.\n*8*: Research shows that more than 1 in 10 patients after knee replacement had chronic pain in the knee cap area.\n*9*: A more recent study found that 44% of patients continued to experience pain 3-4 years post knee replacement.\n*10*: All too often the source of the pain is the lower back and not the knee.", "scrambled": "*1*: All too often the source of the pain is the lower back and not the knee.\n*2*: Any decrease in space implies a reduction in cartilage cover. - Osteophytes - small bony projections that from around joint margins.They are responsible for limiting range of motion and can cause pain. - Sclerosis \u2013 this means \u2018hardening\u2019 and is a sign of osteoarthritis, seen as increased white areas in the bone at the joint margins Grade II: Small osteophytes, possible narrowing of the joint Grade III: Multiple, moderately sized osteophytes, definite joint space narrowing, some sclerotic areas, possible deformation of bone ends Grade IV: Multiple large osteophytes, severe joint space narrowing, marked sclerosis and definite bony end deformity.\n*3*: Stem cell therapy is an alternative to total knee replacement.\n*4*: This categorical scale incorporates important radiographic features of osteoarthritis: - Joint space narrowing \u2013 bone is visible on x-ray but the articular cartilage that covers it is not.\n*5*: A normal joint therefore appears to have a space between the bones.\n*6*: The Kellgren-Lawrence grading system is radiological classification of knee osteoarthritis.\n*7*: It is based on x- rays and consists of normal, Grade I, Grade II, Grade II and Grade IV.\n*8*: Knee x-rays and Kellgren-Lawrence Classification is used to determine candidacy for knee replacement.\n*9*: Research shows that more than 1 in 10 patients after knee replacement had chronic pain in the knee cap area.\n*10*: A more recent study found that 44% of patients continued to experience pain 3-4 years post knee replacement."} | {"difficulty": 2} |
unscramble_140066 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Embracing the world with positive creativity since Sept 2007.
*2*: R E A L I T Y: "As far as the laws of mathematics refer to reality, they are not certain, and as far as they are certain, they do not refer to reality." -- Albert Einstein "Words have no power to impress the mind without the exquisite horror of their reality." -- Edgar Allan Poe "We are more often frightened than hurt; and we suffer more from imagination than from reality." -- Lucius Annaeus Seneca "Distinctions drawn by the mind are not necessarily equivalent to distinctions in reality." -- Thomas Aquinas "Virtue cannot separate itself from reality without becoming a principle of evil." -- Albert Camus "Chaos is the score upon which reality is written." -- Henry Miller
*3*: Consciousness is the mind being cognizant of how it observes, quantifies and relates to its surroundings.
*4*: It is, in the end, central to the act of thinking.
*5*: It is the essence of sentience.
*6*: It implies vigilance in observing or alertness in drawing inferences from what one experiences.
*7*: Awareness>Consciousness>Perception, it is a moebius strip of reflection, a recursive cycle of indeterminate definitions of an internal mental function wherein observational functionalism and analytic reasoning work to define within and navigate through the boundaries of the physical frontier through which we travel.
*8*: It is a series of definitions organized by emotive sensation and hierarchal intellectual structures.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Embracing the world with positive creativity since Sept 2007.\n*2*: Awareness>Consciousness>Perception, it is a moebius strip of reflection, a recursive cycle of indeterminate definitions of an internal mental function wherein observational functionalism and analytic reasoning work to define within and navigate through the boundaries of the physical frontier through which we travel.\n*3*: It is a series of definitions organized by emotive sensation and hierarchal intellectual structures.\n*4*: Consciousness is the mind being cognizant of how it observes, quantifies and relates to its surroundings.\n*5*: It implies vigilance in observing or alertness in drawing inferences from what one experiences.\n*6*: It is the essence of sentience.\n*7*: It is, in the end, central to the act of thinking.\n*8*: R E A L I T Y: \"As far as the laws of mathematics refer to reality, they are not certain, and as far as they are certain, they do not refer to reality.\" -- Albert Einstein \"Words have no power to impress the mind without the exquisite horror of their reality.\" -- Edgar Allan Poe \"We are more often frightened than hurt; and we suffer more from imagination than from reality.\" -- Lucius Annaeus Seneca \"Distinctions drawn by the mind are not necessarily equivalent to distinctions in reality.\" -- Thomas Aquinas \"Virtue cannot separate itself from reality without becoming a principle of evil.\" -- Albert Camus \"Chaos is the score upon which reality is written.\" -- Henry Miller", "scrambled": "*1*: Embracing the world with positive creativity since Sept 2007.\n*2*: R E A L I T Y: \"As far as the laws of mathematics refer to reality, they are not certain, and as far as they are certain, they do not refer to reality.\" -- Albert Einstein \"Words have no power to impress the mind without the exquisite horror of their reality.\" -- Edgar Allan Poe \"We are more often frightened than hurt; and we suffer more from imagination than from reality.\" -- Lucius Annaeus Seneca \"Distinctions drawn by the mind are not necessarily equivalent to distinctions in reality.\" -- Thomas Aquinas \"Virtue cannot separate itself from reality without becoming a principle of evil.\" -- Albert Camus \"Chaos is the score upon which reality is written.\" -- Henry Miller\n*3*: Consciousness is the mind being cognizant of how it observes, quantifies and relates to its surroundings.\n*4*: It is, in the end, central to the act of thinking.\n*5*: It is the essence of sentience.\n*6*: It implies vigilance in observing or alertness in drawing inferences from what one experiences.\n*7*: Awareness>Consciousness>Perception, it is a moebius strip of reflection, a recursive cycle of indeterminate definitions of an internal mental function wherein observational functionalism and analytic reasoning work to define within and navigate through the boundaries of the physical frontier through which we travel.\n*8*: It is a series of definitions organized by emotive sensation and hierarchal intellectual structures."} | {"difficulty": 2} |
unscramble_18876 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The exhibits explore cardiovascular systems, reproduction, locomotion, senses, digestion, DNA and the brain.
*2*: Clare Matterson, Director of Medical Humanities & Engagement at the Wellcome Trust, said: "We hope this new exhibition will make people look at their bodies with fresh eyes, and gain some insight to how scientists are trying to understand what is going on in there."
*3*: Select exhibits will even allow visitors to explore their own bodies. 'Sound Bite' lets you listen to music through the vibrations of bones in your jaw by biting down on a plastic straw. 'Vein Viewer' allows you to see the veins in your own hands under near-infrared light.
*4*: A new gallery of 50-plus interactive exhibits exploring the human body opens Friday in the UK.
*5*: According to the museum, they are designed to give hands-on insight into how the body works.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 gallery of 50-plus interactive exhibits exploring the human body opens Friday in the UK.\n*2*: The exhibits explore cardiovascular systems, reproduction, locomotion, senses, digestion, DNA and the brain.\n*3*: According to the museum, they are designed to give hands-on insight into how the body works.\n*4*: Select exhibits will even allow visitors to explore their own bodies. 'Sound Bite' lets you listen to music through the vibrations of bones in your jaw by biting down on a plastic straw. 'Vein Viewer' allows you to see the veins in your own hands under near-infrared light.\n*5*: Clare Matterson, Director of Medical Humanities & Engagement at the Wellcome Trust, said: \"We hope this new exhibition will make people look at their bodies with fresh eyes, and gain some insight to how scientists are trying to understand what is going on in there.\"", "scrambled": "*1*: The exhibits explore cardiovascular systems, reproduction, locomotion, senses, digestion, DNA and the brain.\n*2*: Clare Matterson, Director of Medical Humanities & Engagement at the Wellcome Trust, said: \"We hope this new exhibition will make people look at their bodies with fresh eyes, and gain some insight to how scientists are trying to understand what is going on in there.\"\n*3*: Select exhibits will even allow visitors to explore their own bodies. 'Sound Bite' lets you listen to music through the vibrations of bones in your jaw by biting down on a plastic straw. 'Vein Viewer' allows you to see the veins in your own hands under near-infrared light.\n*4*: A new gallery of 50-plus interactive exhibits exploring the human body opens Friday in the UK.\n*5*: According to the museum, they are designed to give hands-on insight into how the body works."} | {"difficulty": 2} |
unscramble_19832 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Tags: 1952, bill of rights, Constitution, December 13, declaration of independence, President Hoover, Rotunda
*2*: Although the National Archives Building was nearly completed in 1935, the Rotunda sat empty.
*3*: A color guard, ceremonial troops, the Army Band, and the Air Force Drum [...] Posted by Hilary on December 13, 2011, under - Constitution, - Great Depression, - Presidents, News and Events, preservation.
*4*: Then, on December 13, 1952, an armored Marine Corps personnel carrier made its way down Constitution Avenue, accompanied by two light tanks, four servicemen carrying submachine guns, and a motorcycle escort.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 the National Archives Building was nearly completed in 1935, the Rotunda sat empty.\n*2*: Then, on December 13, 1952, an armored Marine Corps personnel carrier made its way down Constitution Avenue, accompanied by two light tanks, four servicemen carrying submachine guns, and a motorcycle escort.\n*3*: A color guard, ceremonial troops, the Army Band, and the Air Force Drum [...] Posted by Hilary on December 13, 2011, under - Constitution, - Great Depression, - Presidents, News and Events, preservation.\n*4*: Tags: 1952, bill of rights, Constitution, December 13, declaration of independence, President Hoover, Rotunda", "scrambled": "*1*: Tags: 1952, bill of rights, Constitution, December 13, declaration of independence, President Hoover, Rotunda\n*2*: Although the National Archives Building was nearly completed in 1935, the Rotunda sat empty.\n*3*: A color guard, ceremonial troops, the Army Band, and the Air Force Drum [...] Posted by Hilary on December 13, 2011, under - Constitution, - Great Depression, - Presidents, News and Events, preservation.\n*4*: Then, on December 13, 1952, an armored Marine Corps personnel carrier made its way down Constitution Avenue, accompanied by two light tanks, four servicemen carrying submachine guns, and a motorcycle escort."} | {"difficulty": 2} |
unscramble_247832 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Buy Sex Differences and Similarities in Communication by Kathryn Dindia from Australia's Online Independent Bookstore, Boomerang Books. (229mm x 152mm x 23mm) Lawrence Erlbaum Associates Inc Publisher: Taylor & Francis Inc Country of Publication: Other Editions - Sex Differences and Similarities in Communication by Kathryn Dindia Book Reviews - Sex Differences and Similarities in Communication by Kathryn Dindia
*2*: Chapter contributors examine how sex differences and similarities can be seen in various verbal and nonverbal communicative behaviors across contexts, and focus on communication behavior in romantic relationships.
*3*: In this second edition, some chapters present new perspectives on sex/gender and communication; others present substantially revised versions of earlier chapters.
*4*: The contents of this distinctive volume frame the conversation regarding the extent to which sex differences are found in social behavior, and emphasize different theoretical perspectives on the topic.
*5*: All chapters have a stronger theoretical orientation and are based on a wider range of empirical data than those in the first edition.
*6*: The work included here represents recent research on the topic across various disciplines, including communication, social psychology, sociology, linguistics, and organizational behavior, by scholars well-known for their work in this area.
*7*: Description - Sex Differences and Similarities in Communication by Kathryn Dindia Sex Differences and Similarities in Communication offers a thorough exploration of sex differences in how men and women communicate, set within the context of sex similarities, offering a balanced examination of the topic.
*8*: Readers in communication, social psychology, relationships, and related fields will find much of interest in this second edition.
*9*: The volume will serve as a text for students in advanced coursework as well as a reference for practitioners interested in research-based conclusions regarding sex differences in communicative behavior.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Description - Sex Differences and Similarities in Communication by Kathryn Dindia Sex Differences and Similarities in Communication offers a thorough exploration of sex differences in how men and women communicate, set within the context of sex similarities, offering a balanced examination of the topic.\n*2*: The contents of this distinctive volume frame the conversation regarding the extent to which sex differences are found in social behavior, and emphasize different theoretical perspectives on the topic.\n*3*: Chapter contributors examine how sex differences and similarities can be seen in various verbal and nonverbal communicative behaviors across contexts, and focus on communication behavior in romantic relationships.\n*4*: The work included here represents recent research on the topic across various disciplines, including communication, social psychology, sociology, linguistics, and organizational behavior, by scholars well-known for their work in this area.\n*5*: In this second edition, some chapters present new perspectives on sex/gender and communication; others present substantially revised versions of earlier chapters.\n*6*: All chapters have a stronger theoretical orientation and are based on a wider range of empirical data than those in the first edition.\n*7*: Readers in communication, social psychology, relationships, and related fields will find much of interest in this second edition.\n*8*: The volume will serve as a text for students in advanced coursework as well as a reference for practitioners interested in research-based conclusions regarding sex differences in communicative behavior.\n*9*: Buy Sex Differences and Similarities in Communication by Kathryn Dindia from Australia's Online Independent Bookstore, Boomerang Books. (229mm x 152mm x 23mm) Lawrence Erlbaum Associates Inc Publisher: Taylor & Francis Inc Country of Publication: Other Editions - Sex Differences and Similarities in Communication by Kathryn Dindia Book Reviews - Sex Differences and Similarities in Communication by Kathryn Dindia", "scrambled": "*1*: Buy Sex Differences and Similarities in Communication by Kathryn Dindia from Australia's Online Independent Bookstore, Boomerang Books. (229mm x 152mm x 23mm) Lawrence Erlbaum Associates Inc Publisher: Taylor & Francis Inc Country of Publication: Other Editions - Sex Differences and Similarities in Communication by Kathryn Dindia Book Reviews - Sex Differences and Similarities in Communication by Kathryn Dindia\n*2*: Chapter contributors examine how sex differences and similarities can be seen in various verbal and nonverbal communicative behaviors across contexts, and focus on communication behavior in romantic relationships.\n*3*: In this second edition, some chapters present new perspectives on sex/gender and communication; others present substantially revised versions of earlier chapters.\n*4*: The contents of this distinctive volume frame the conversation regarding the extent to which sex differences are found in social behavior, and emphasize different theoretical perspectives on the topic.\n*5*: All chapters have a stronger theoretical orientation and are based on a wider range of empirical data than those in the first edition.\n*6*: The work included here represents recent research on the topic across various disciplines, including communication, social psychology, sociology, linguistics, and organizational behavior, by scholars well-known for their work in this area.\n*7*: Description - Sex Differences and Similarities in Communication by Kathryn Dindia Sex Differences and Similarities in Communication offers a thorough exploration of sex differences in how men and women communicate, set within the context of sex similarities, offering a balanced examination of the topic.\n*8*: Readers in communication, social psychology, relationships, and related fields will find much of interest in this second edition.\n*9*: The volume will serve as a text for students in advanced coursework as well as a reference for practitioners interested in research-based conclusions regarding sex differences in communicative behavior."} | {"difficulty": 2} |
unscramble_150135 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: We talk about SMART goals, this means S for Specific M for Measurable A for Achievable R for Relevant T for Time specific Example of SMART goal: To eat a total of five portions of fruit and vegetable every day Specific steps to reach goal: Click here to find out about some of the factors that affect food choice.
*2*: On a typical slimming plan, you are asked to change a number of different aspects of your eating all at once, for example eating different types of food and eating less of them.
*3*: They feel overwhelmed by the number of changes they have to make and will often give up before they start.
*4*: For many people, each one of these changes it difficult enough.
*5*: Setting goals around behaviour change Setting yourself small achievable goals means that you are more likely to succeed.
*6*: In order to manage your weight you need to think about changing the behaviours which have caused you to gain weight.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: In order to manage your weight you need to think about changing the behaviours which have caused you to gain weight.\n*2*: On a typical slimming plan, you are asked to change a number of different aspects of your eating all at once, for example eating different types of food and eating less of them.\n*3*: For many people, each one of these changes it difficult enough.\n*4*: They feel overwhelmed by the number of changes they have to make and will often give up before they start.\n*5*: Setting goals around behaviour change Setting yourself small achievable goals means that you are more likely to succeed.\n*6*: We talk about SMART goals, this means S for Specific M for Measurable A for Achievable R for Relevant T for Time specific Example of SMART goal: To eat a total of five portions of fruit and vegetable every day Specific steps to reach goal: Click here to find out about some of the factors that affect food choice.", "scrambled": "*1*: We talk about SMART goals, this means S for Specific M for Measurable A for Achievable R for Relevant T for Time specific Example of SMART goal: To eat a total of five portions of fruit and vegetable every day Specific steps to reach goal: Click here to find out about some of the factors that affect food choice.\n*2*: On a typical slimming plan, you are asked to change a number of different aspects of your eating all at once, for example eating different types of food and eating less of them.\n*3*: They feel overwhelmed by the number of changes they have to make and will often give up before they start.\n*4*: For many people, each one of these changes it difficult enough.\n*5*: Setting goals around behaviour change Setting yourself small achievable goals means that you are more likely to succeed.\n*6*: In order to manage your weight you need to think about changing the behaviours which have caused you to gain weight."} | {"difficulty": 2} |
unscramble_198413 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This, argued research lead Dr. Emily Holmes, is because memories can become permanent six hours after trauma, yet playing Tetris can “interfere with the way our memories are retained in the brain.” In the future, speculates Holmes, Tetris may be used to calm hospitalised accident victims, or those suffering in the world’s war zones.
*2*: Half an hour later, 20 of these volunteers were allowed to play Tetris for ten minutes, with the Tetris players reporting fewer nasty flashbacks over the following week.
*3*: At last, an excuse: Tetris eases long-term stress Despite what the highly scientific illustration above might suggest, researchers at Oxford University have suggested that playing Tetris can assist in the treatment of post-traumatic stress.
*4*: Games]
*5*: According to the research, playing a spot of Tetris after a particularly shocking event can help reduce the number of harrowing flashbacks.
*6*: The white coats at Oxford tested this by revealing traumatic images to 40 unaffected volunteers.
*7*: See also: The Tetris god in action [Via Yahoo!
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: At last, an excuse: Tetris eases long-term stress Despite what the highly scientific illustration above might suggest, researchers at Oxford University have suggested that playing Tetris can assist in the treatment of post-traumatic stress.\n*2*: According to the research, playing a spot of Tetris after a particularly shocking event can help reduce the number of harrowing flashbacks.\n*3*: The white coats at Oxford tested this by revealing traumatic images to 40 unaffected volunteers.\n*4*: Half an hour later, 20 of these volunteers were allowed to play Tetris for ten minutes, with the Tetris players reporting fewer nasty flashbacks over the following week.\n*5*: This, argued research lead Dr. Emily Holmes, is because memories can become permanent six hours after trauma, yet playing Tetris can \u201cinterfere with the way our memories are retained in the brain.\u201d In the future, speculates Holmes, Tetris may be used to calm hospitalised accident victims, or those suffering in the world\u2019s war zones.\n*6*: See also: The Tetris god in action [Via Yahoo!\n*7*: Games]", "scrambled": "*1*: This, argued research lead Dr. Emily Holmes, is because memories can become permanent six hours after trauma, yet playing Tetris can \u201cinterfere with the way our memories are retained in the brain.\u201d In the future, speculates Holmes, Tetris may be used to calm hospitalised accident victims, or those suffering in the world\u2019s war zones.\n*2*: Half an hour later, 20 of these volunteers were allowed to play Tetris for ten minutes, with the Tetris players reporting fewer nasty flashbacks over the following week.\n*3*: At last, an excuse: Tetris eases long-term stress Despite what the highly scientific illustration above might suggest, researchers at Oxford University have suggested that playing Tetris can assist in the treatment of post-traumatic stress.\n*4*: Games]\n*5*: According to the research, playing a spot of Tetris after a particularly shocking event can help reduce the number of harrowing flashbacks.\n*6*: The white coats at Oxford tested this by revealing traumatic images to 40 unaffected volunteers.\n*7*: See also: The Tetris god in action [Via Yahoo!"} | {"difficulty": 2} |
unscramble_128095 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The workings of systems in generative art might resemble, or rely on, various scientific theories such as Complexity science and Information theory.
*2*: However, such systems still contain a defined relationship between cause and effect.
*3*: These elements make Generative art an exciting genre and with new technologies being developed daily, this form of art will be limitless.
*4*: Such systems may exhibit order and/or disorder, as well as a varying degree of complexity, making behavioral prediction difficult.
*5*: The result of creating art this way is close to abstract impressionism.
*6*: It is a system oriented art practice where the common denominator is the use of systems as a production method.
*7*: The systems of generative artworks have many similarities with systems found in various areas of science.
*8*: Visit Imagekind to: Shop Wall Art Prints & Posters | Frame Photos & Print on Canvas | Sell Art & Photography Online
*9*: 25 Awesome Generative Art Prints on Imagekind Realitivly new to the art world, Generative art refers to art that has been generated, composed, or constructed in an algorithmic manner through the use of systems defined by computer software algorithms, or similar mathematical or mechanical or randomised autonomous processes.
*10*: To meet the definition of generative art, an artwork must be self-contained and operate with some degree of autonomy.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: 25 Awesome Generative Art Prints on Imagekind Realitivly new to the art world, Generative art refers to art that has been generated, composed, or constructed in an algorithmic manner through the use of systems defined by computer software algorithms, or similar mathematical or mechanical or randomised autonomous processes.\n*2*: It is a system oriented art practice where the common denominator is the use of systems as a production method.\n*3*: To meet the definition of generative art, an artwork must be self-contained and operate with some degree of autonomy.\n*4*: The workings of systems in generative art might resemble, or rely on, various scientific theories such as Complexity science and Information theory.\n*5*: The systems of generative artworks have many similarities with systems found in various areas of science.\n*6*: Such systems may exhibit order and/or disorder, as well as a varying degree of complexity, making behavioral prediction difficult.\n*7*: However, such systems still contain a defined relationship between cause and effect.\n*8*: The result of creating art this way is close to abstract impressionism.\n*9*: These elements make Generative art an exciting genre and with new technologies being developed daily, this form of art will be limitless.\n*10*: Visit Imagekind to: Shop Wall Art Prints & Posters | Frame Photos & Print on Canvas | Sell Art & Photography Online", "scrambled": "*1*: The workings of systems in generative art might resemble, or rely on, various scientific theories such as Complexity science and Information theory.\n*2*: However, such systems still contain a defined relationship between cause and effect.\n*3*: These elements make Generative art an exciting genre and with new technologies being developed daily, this form of art will be limitless.\n*4*: Such systems may exhibit order and/or disorder, as well as a varying degree of complexity, making behavioral prediction difficult.\n*5*: The result of creating art this way is close to abstract impressionism.\n*6*: It is a system oriented art practice where the common denominator is the use of systems as a production method.\n*7*: The systems of generative artworks have many similarities with systems found in various areas of science.\n*8*: Visit Imagekind to: Shop Wall Art Prints & Posters | Frame Photos & Print on Canvas | Sell Art & Photography Online\n*9*: 25 Awesome Generative Art Prints on Imagekind Realitivly new to the art world, Generative art refers to art that has been generated, composed, or constructed in an algorithmic manner through the use of systems defined by computer software algorithms, or similar mathematical or mechanical or randomised autonomous processes.\n*10*: To meet the definition of generative art, an artwork must be self-contained and operate with some degree of autonomy."} | {"difficulty": 2} |
unscramble_198781 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The comments below begin with the oldest comments first.
*2*: Individuals with ADHD also get overwhelmed easily, according to Terry Matlen, ACSW, a psychotherapist and author of Survival Tips for Women with AD/HD. “Those of us with ADHD see the problem and can’t figure out how to get from step A to step B, then from step B to step C,” she said.
*3*: Before posting, please read our blog moderation guidelines.Post a Comment:
*4*: Before posting, please read our blog moderation guidelines.
*5*: It’s hard for adults with attention deficit hyperactivity disorder (ADHD) to get motivated.
*6*: It has lower levels of dopamine, a neurotransmitter involved in motivation, he said.
*7*: But this has zero to do with laziness or not trying hard enough, said Roberto Olivardia, Ph.D, a clinical psychologist and clinical instructor in the department of psychiatry at Harvard Medical School. (Sadly, these are common myths about ADHD.) “The ADHD brain is wired toward low motivation for everyday tasks,” he said.
*8*: Click on the last comments page to jump to the most recent comments.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: It\u2019s hard for adults with attention deficit hyperactivity disorder (ADHD) to get motivated.\n*2*: But this has zero to do with laziness or not trying hard enough, said Roberto Olivardia, Ph.D, a clinical psychologist and clinical instructor in the department of psychiatry at Harvard Medical School. (Sadly, these are common myths about ADHD.) \u201cThe ADHD brain is wired toward low motivation for everyday tasks,\u201d he said.\n*3*: It has lower levels of dopamine, a neurotransmitter involved in motivation, he said.\n*4*: Individuals with ADHD also get overwhelmed easily, according to Terry Matlen, ACSW, a psychotherapist and author of Survival Tips for Women with AD/HD. \u201cThose of us with ADHD see the problem and can\u2019t figure out how to get from step A to step B, then from step B to step C,\u201d she said.\n*5*: Before posting, please read our blog moderation guidelines.\n*6*: The comments below begin with the oldest comments first.\n*7*: Click on the last comments page to jump to the most recent comments.\n*8*: Before posting, please read our blog moderation guidelines.Post a Comment:", "scrambled": "*1*: The comments below begin with the oldest comments first.\n*2*: Individuals with ADHD also get overwhelmed easily, according to Terry Matlen, ACSW, a psychotherapist and author of Survival Tips for Women with AD/HD. \u201cThose of us with ADHD see the problem and can\u2019t figure out how to get from step A to step B, then from step B to step C,\u201d she said.\n*3*: Before posting, please read our blog moderation guidelines.Post a Comment:\n*4*: Before posting, please read our blog moderation guidelines.\n*5*: It\u2019s hard for adults with attention deficit hyperactivity disorder (ADHD) to get motivated.\n*6*: It has lower levels of dopamine, a neurotransmitter involved in motivation, he said.\n*7*: But this has zero to do with laziness or not trying hard enough, said Roberto Olivardia, Ph.D, a clinical psychologist and clinical instructor in the department of psychiatry at Harvard Medical School. (Sadly, these are common myths about ADHD.) \u201cThe ADHD brain is wired toward low motivation for everyday tasks,\u201d he said.\n*8*: Click on the last comments page to jump to the most recent comments."} | {"difficulty": 2} |
unscramble_220552 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: To display the characters as text, known as "escaping" the characters, replace them with their corresponding character entities in the following table. ||Interpreted as the beginning of an entity or character reference.| ||Interpreted as the beginning of a tag| ||Interpreted as the ending of a tag| ||Interpreted as the beginning and end of an attribute's value.|
*2*: For characters that don't have a memorable entity, you can use a numeric character reference, such as —.
*3*: Many characters have memorable entities.
*4*: Often, users employ entities to display characters that are normally interpreted as HTML code, invisible characters such as the non-breaking space, or characters that are difficult to type with a standard keyboard.
*5*: An HTML entity is a piece of text ("string") that begins with the ampersand ( &) character and ends with the semicolon ( ;) character.
*6*: HTML reserves four characters for its syntax: - the ampersand - the less-than sign - the greater-than sign - the straight double-quote character Instead of displaying these characters as text, browsers interpret them according to special rules, or "parse" them.
*7*: For instance, if you use the less-than (<) sign in HTML, the browser interprets the following text as a tag.
*8*: For example, the entity for the copyright symbol ( ©.
*9*: To get the numeric character reference, you can use a tool.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 HTML entity is a piece of text (\"string\") that begins with the ampersand ( &) character and ends with the semicolon ( ;) character.\n*2*: Often, users employ entities to display characters that are normally interpreted as HTML code, invisible characters such as the non-breaking space, or characters that are difficult to type with a standard keyboard.\n*3*: Many characters have memorable entities.\n*4*: For example, the entity for the copyright symbol ( \u00a9.\n*5*: For characters that don't have a memorable entity, you can use a numeric character reference, such as \u2014.\n*6*: To get the numeric character reference, you can use a tool.\n*7*: HTML reserves four characters for its syntax: - the ampersand - the less-than sign - the greater-than sign - the straight double-quote character Instead of displaying these characters as text, browsers interpret them according to special rules, or \"parse\" them.\n*8*: For instance, if you use the less-than (<) sign in HTML, the browser interprets the following text as a tag.\n*9*: To display the characters as text, known as \"escaping\" the characters, replace them with their corresponding character entities in the following table. ||Interpreted as the beginning of an entity or character reference.| ||Interpreted as the beginning of a tag| ||Interpreted as the ending of a tag| ||Interpreted as the beginning and end of an attribute's value.|", "scrambled": "*1*: To display the characters as text, known as \"escaping\" the characters, replace them with their corresponding character entities in the following table. ||Interpreted as the beginning of an entity or character reference.| ||Interpreted as the beginning of a tag| ||Interpreted as the ending of a tag| ||Interpreted as the beginning and end of an attribute's value.|\n*2*: For characters that don't have a memorable entity, you can use a numeric character reference, such as \u2014.\n*3*: Many characters have memorable entities.\n*4*: Often, users employ entities to display characters that are normally interpreted as HTML code, invisible characters such as the non-breaking space, or characters that are difficult to type with a standard keyboard.\n*5*: An HTML entity is a piece of text (\"string\") that begins with the ampersand ( &) character and ends with the semicolon ( ;) character.\n*6*: HTML reserves four characters for its syntax: - the ampersand - the less-than sign - the greater-than sign - the straight double-quote character Instead of displaying these characters as text, browsers interpret them according to special rules, or \"parse\" them.\n*7*: For instance, if you use the less-than (<) sign in HTML, the browser interprets the following text as a tag.\n*8*: For example, the entity for the copyright symbol ( \u00a9.\n*9*: To get the numeric character reference, you can use a tool."} | {"difficulty": 2} |
unscramble_159142 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Each one has a specific objective and offers at least three (often more) ways to teach that objective.
*2*: This section contains 6,105 words| (approx. 21 pages at 300 words per page)
*3*: The objective of this lesson is to explore Garrison's role in the introduction to Douglass's book. 1) 1) Divide the class into groups and have them discuss Garrison's role in the anti-slavery...
*4*: Objective: Preface Garrison is a well-known abolitionist for the time period.
*5*: Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at least one homework assignment, class participation exercises and other ways to teach students about the text in a classroom setting.
*6*: He takes time to lend his name to Douglass's book by writing the Preface as well as to gain further support for the anti-slavery movement.
*7*: This section contains 30 daily lessons.
*8*: Use some or all of the suggestions provided to work with your students in the classroom and help them understand the text.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: This section contains 30 daily lessons.\n*2*: Each one has a specific objective and offers at least three (often more) ways to teach that objective.\n*3*: Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at least one homework assignment, class participation exercises and other ways to teach students about the text in a classroom setting.\n*4*: Use some or all of the suggestions provided to work with your students in the classroom and help them understand the text.\n*5*: Objective: Preface Garrison is a well-known abolitionist for the time period.\n*6*: He takes time to lend his name to Douglass's book by writing the Preface as well as to gain further support for the anti-slavery movement.\n*7*: The objective of this lesson is to explore Garrison's role in the introduction to Douglass's book. 1) 1) Divide the class into groups and have them discuss Garrison's role in the anti-slavery...\n*8*: This section contains 6,105 words| (approx. 21 pages at 300 words per page)", "scrambled": "*1*: Each one has a specific objective and offers at least three (often more) ways to teach that objective.\n*2*: This section contains 6,105 words| (approx. 21 pages at 300 words per page)\n*3*: The objective of this lesson is to explore Garrison's role in the introduction to Douglass's book. 1) 1) Divide the class into groups and have them discuss Garrison's role in the anti-slavery...\n*4*: Objective: Preface Garrison is a well-known abolitionist for the time period.\n*5*: Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at least one homework assignment, class participation exercises and other ways to teach students about the text in a classroom setting.\n*6*: He takes time to lend his name to Douglass's book by writing the Preface as well as to gain further support for the anti-slavery movement.\n*7*: This section contains 30 daily lessons.\n*8*: Use some or all of the suggestions provided to work with your students in the classroom and help them understand the text."} | {"difficulty": 2} |
unscramble_240460 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Over his career, Sheats has leaned on academic research to write policy initiatives for cleaner air in communities of color, which typically suffer from higher rates of air pollution.
*2*: After six long years of campaigning, Newark passed the ordinance in July 2016.
*3*: He gave lectures and wrote to policymakers, advocating for mandatory reductions of air pollution around these communities — not just for greenhouse gases, but also for “co-pollutants,” other toxins commonly released from power plants.
*4*: Nicky Sheats writes policy to help neighborhoods breathe easier.
*5*: After getting his degree from Harvard Law, Sheats went back to get a PhD in biogeochemistry, also at Harvard, and did a quick post-doc at Columbia. (Did we mention he went to Princeton for undergrad?) When his studies brought him to an environmental justice conference, Sheats saw a cause that united all his interests.
*6*: Nicky Sheats has done his homework.
*7*: Another win: When, in 2014, the Environmental Protection Agency proposed the Clean Power Plan, a set of rules that require electric power plants to reduce greenhouse gas emissions, Sheats saw huge gaps in policy and regulation that could potentially hurt low-income communities and communities of color.
*8*: Recently, Sheats helped develop a municipal ordinance in Newark, New Jersey, that calls for stricter regulation of pollution caused by development projects.
*9*: The EPA ended up adapting some of Sheats’ policies, albeit without including any concrete mechanisms to achieve that goal. “We think that if you don’t use climate change policy to reduce inequalities,” Sheats says, “you’ll miss a big opportunity to help environmental justice communities that may not come around again.”
*10*: Too many communities breathe dirty air.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Too many communities breathe dirty air.\n*2*: Nicky Sheats writes policy to help neighborhoods breathe easier.\n*3*: Nicky Sheats has done his homework.\n*4*: After getting his degree from Harvard Law, Sheats went back to get a PhD in biogeochemistry, also at Harvard, and did a quick post-doc at Columbia. (Did we mention he went to Princeton for undergrad?) When his studies brought him to an environmental justice conference, Sheats saw a cause that united all his interests.\n*5*: Over his career, Sheats has leaned on academic research to write policy initiatives for cleaner air in communities of color, which typically suffer from higher rates of air pollution.\n*6*: Recently, Sheats helped develop a municipal ordinance in Newark, New Jersey, that calls for stricter regulation of pollution caused by development projects.\n*7*: After six long years of campaigning, Newark passed the ordinance in July 2016.\n*8*: Another win: When, in 2014, the Environmental Protection Agency proposed the Clean Power Plan, a set of rules that require electric power plants to reduce greenhouse gas emissions, Sheats saw huge gaps in policy and regulation that could potentially hurt low-income communities and communities of color.\n*9*: He gave lectures and wrote to policymakers, advocating for mandatory reductions of air pollution around these communities \u2014 not just for greenhouse gases, but also for \u201cco-pollutants,\u201d other toxins commonly released from power plants.\n*10*: The EPA ended up adapting some of Sheats\u2019 policies, albeit without including any concrete mechanisms to achieve that goal. \u201cWe think that if you don\u2019t use climate change policy to reduce inequalities,\u201d Sheats says, \u201cyou\u2019ll miss a big opportunity to help environmental justice communities that may not come around again.\u201d", "scrambled": "*1*: Over his career, Sheats has leaned on academic research to write policy initiatives for cleaner air in communities of color, which typically suffer from higher rates of air pollution.\n*2*: After six long years of campaigning, Newark passed the ordinance in July 2016.\n*3*: He gave lectures and wrote to policymakers, advocating for mandatory reductions of air pollution around these communities \u2014 not just for greenhouse gases, but also for \u201cco-pollutants,\u201d other toxins commonly released from power plants.\n*4*: Nicky Sheats writes policy to help neighborhoods breathe easier.\n*5*: After getting his degree from Harvard Law, Sheats went back to get a PhD in biogeochemistry, also at Harvard, and did a quick post-doc at Columbia. (Did we mention he went to Princeton for undergrad?) When his studies brought him to an environmental justice conference, Sheats saw a cause that united all his interests.\n*6*: Nicky Sheats has done his homework.\n*7*: Another win: When, in 2014, the Environmental Protection Agency proposed the Clean Power Plan, a set of rules that require electric power plants to reduce greenhouse gas emissions, Sheats saw huge gaps in policy and regulation that could potentially hurt low-income communities and communities of color.\n*8*: Recently, Sheats helped develop a municipal ordinance in Newark, New Jersey, that calls for stricter regulation of pollution caused by development projects.\n*9*: The EPA ended up adapting some of Sheats\u2019 policies, albeit without including any concrete mechanisms to achieve that goal. \u201cWe think that if you don\u2019t use climate change policy to reduce inequalities,\u201d Sheats says, \u201cyou\u2019ll miss a big opportunity to help environmental justice communities that may not come around again.\u201d\n*10*: Too many communities breathe dirty air."} | {"difficulty": 2} |
unscramble_178635 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Lasers shine light on galactic magnetic fieldsQuicklink submitted by Kyle McDermott Permalink Become a Fan |By reproducing conditions found in developing galaxies, physicists have shown that shock waves can generate tiny 'seed' magnetic fields, which might eventually grow into the large-scale magnetic fields we observe today.
*2*: This limit can be removed.
*3*: But where have these magnetic seeds come from?...One of the proposed methods for creating seeds is via shock waves generated by collapsing matter in developing 'protogalaxies.''| The time limit for entering new comments on this Quicklink has expired.
*4*: To learn more, please click here.
*5*: The research is described in this Nature today. 'Observations indicate that magnetic fields are ubiquitous in galaxy clusters, galaxies, and even in voids,' said Gianluca Gregori, lead author of the study from the University of Oxford in England. 'To explain this large-scale magnetization, magnetic fields must have existed for a long time.
*6*: Our paid membership program is designed to give you many benefits, such as removing this time limit.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Lasers shine light on galactic magnetic fieldsQuicklink submitted by Kyle McDermott Permalink Become a Fan |By reproducing conditions found in developing galaxies, physicists have shown that shock waves can generate tiny 'seed' magnetic fields, which might eventually grow into the large-scale magnetic fields we observe today.\n*2*: The research is described in this Nature today. 'Observations indicate that magnetic fields are ubiquitous in galaxy clusters, galaxies, and even in voids,' said Gianluca Gregori, lead author of the study from the University of Oxford in England. 'To explain this large-scale magnetization, magnetic fields must have existed for a long time.\n*3*: But where have these magnetic seeds come from?...One of the proposed methods for creating seeds is via shock waves generated by collapsing matter in developing 'protogalaxies.''| The time limit for entering new comments on this Quicklink has expired.\n*4*: This limit can be removed.\n*5*: Our paid membership program is designed to give you many benefits, such as removing this time limit.\n*6*: To learn more, please click here.", "scrambled": "*1*: Lasers shine light on galactic magnetic fieldsQuicklink submitted by Kyle McDermott Permalink Become a Fan |By reproducing conditions found in developing galaxies, physicists have shown that shock waves can generate tiny 'seed' magnetic fields, which might eventually grow into the large-scale magnetic fields we observe today.\n*2*: This limit can be removed.\n*3*: But where have these magnetic seeds come from?...One of the proposed methods for creating seeds is via shock waves generated by collapsing matter in developing 'protogalaxies.''| The time limit for entering new comments on this Quicklink has expired.\n*4*: To learn more, please click here.\n*5*: The research is described in this Nature today. 'Observations indicate that magnetic fields are ubiquitous in galaxy clusters, galaxies, and even in voids,' said Gianluca Gregori, lead author of the study from the University of Oxford in England. 'To explain this large-scale magnetization, magnetic fields must have existed for a long time.\n*6*: Our paid membership program is designed to give you many benefits, such as removing this time limit."} | {"difficulty": 2} |
unscramble_230913 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Shyamal Crochet covered journals Download the 4 pages of this file and assemble into a game board on endangered species.
*2*: Teaching young people about endangered animals is a critical step toward enhancing awareness....and here's a really fun way to do just that!
*3*: Great resource from the American Museum of Natural History.
*4*: Mini promise book for Guides made by Guider Lee Ann. http://owl-and-toadstool.blogspot.ca/2013/07/girlguiding-uk-new-promise.html Shark earrings Pixel Jewelry Mini Perler Beads by VickyDesign88 Bird beak adaptations by L.
*5*: Please note that this file will automatically download without opening another window.
*6*: An adult then bakes the project in an oven (or toaster oven) for about 1 minute.
*7*: Each child colors-in and cuts-out a sheet of plastic that we have specially printed with 4 endangered animals and a name tag. (Grizzly Bear, Great White Shark, American Alligator and Bald Eagle).
*8*: SHRINKY DINKS(r) are "magical" because after baking, plastic pieces shrink… New Promise for Girlguiding UK Sept 2013.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Teaching young people about endangered animals is a critical step toward enhancing awareness....and here's a really fun way to do just that!\n*2*: Each child colors-in and cuts-out a sheet of plastic that we have specially printed with 4 endangered animals and a name tag. (Grizzly Bear, Great White Shark, American Alligator and Bald Eagle).\n*3*: An adult then bakes the project in an oven (or toaster oven) for about 1 minute.\n*4*: SHRINKY DINKS(r) are \"magical\" because after baking, plastic pieces shrink\u2026 New Promise for Girlguiding UK Sept 2013.\n*5*: Mini promise book for Guides made by Guider Lee Ann. http://owl-and-toadstool.blogspot.ca/2013/07/girlguiding-uk-new-promise.html Shark earrings Pixel Jewelry Mini Perler Beads by VickyDesign88 Bird beak adaptations by L.\n*6*: Shyamal Crochet covered journals Download the 4 pages of this file and assemble into a game board on endangered species.\n*7*: Great resource from the American Museum of Natural History.\n*8*: Please note that this file will automatically download without opening another window.", "scrambled": "*1*: Shyamal Crochet covered journals Download the 4 pages of this file and assemble into a game board on endangered species.\n*2*: Teaching young people about endangered animals is a critical step toward enhancing awareness....and here's a really fun way to do just that!\n*3*: Great resource from the American Museum of Natural History.\n*4*: Mini promise book for Guides made by Guider Lee Ann. http://owl-and-toadstool.blogspot.ca/2013/07/girlguiding-uk-new-promise.html Shark earrings Pixel Jewelry Mini Perler Beads by VickyDesign88 Bird beak adaptations by L.\n*5*: Please note that this file will automatically download without opening another window.\n*6*: An adult then bakes the project in an oven (or toaster oven) for about 1 minute.\n*7*: Each child colors-in and cuts-out a sheet of plastic that we have specially printed with 4 endangered animals and a name tag. (Grizzly Bear, Great White Shark, American Alligator and Bald Eagle).\n*8*: SHRINKY DINKS(r) are \"magical\" because after baking, plastic pieces shrink\u2026 New Promise for Girlguiding UK Sept 2013."} | {"difficulty": 2} |
unscramble_110016 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The Chapter Abstracts can be used to review what the students have read, or to prepare the students for what they will read.
*2*: Chapter 1 Abstract * Chapter one begins by introducing the main character, Janie Johnson.
*3*: Hand the abstracts out in class as a study guide, or use them as a "key" for a class discussion.
*4*: All of this contemplating goes...
*5*: Janie finishes writing an essay for her English class. * Janie begins to daydream about the future: getting her driver's license, changing her name to Jayne Johnstone, and having children named Denim and Lace.
*6*: Chapter abstracts are short descriptions of events that occur in each chapter.
*7*: They are relatively brief, but can serve to be an excellent refresher of the text for either a student or teacher.
*8*: This section contains 1,878 words| (approx. 7 pages at 300 words per page)
*9*: They highlight major plot events and detail the important relationships and characteristics of characters and objects.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Chapter abstracts are short descriptions of events that occur in each chapter.\n*2*: They highlight major plot events and detail the important relationships and characteristics of characters and objects.\n*3*: The Chapter Abstracts can be used to review what the students have read, or to prepare the students for what they will read.\n*4*: Hand the abstracts out in class as a study guide, or use them as a \"key\" for a class discussion.\n*5*: They are relatively brief, but can serve to be an excellent refresher of the text for either a student or teacher.\n*6*: Chapter 1 Abstract * Chapter one begins by introducing the main character, Janie Johnson.\n*7*: Janie finishes writing an essay for her English class. * Janie begins to daydream about the future: getting her driver's license, changing her name to Jayne Johnstone, and having children named Denim and Lace.\n*8*: All of this contemplating goes...\n*9*: This section contains 1,878 words| (approx. 7 pages at 300 words per page)", "scrambled": "*1*: The Chapter Abstracts can be used to review what the students have read, or to prepare the students for what they will read.\n*2*: Chapter 1 Abstract * Chapter one begins by introducing the main character, Janie Johnson.\n*3*: Hand the abstracts out in class as a study guide, or use them as a \"key\" for a class discussion.\n*4*: All of this contemplating goes...\n*5*: Janie finishes writing an essay for her English class. * Janie begins to daydream about the future: getting her driver's license, changing her name to Jayne Johnstone, and having children named Denim and Lace.\n*6*: Chapter abstracts are short descriptions of events that occur in each chapter.\n*7*: They are relatively brief, but can serve to be an excellent refresher of the text for either a student or teacher.\n*8*: This section contains 1,878 words| (approx. 7 pages at 300 words per page)\n*9*: They highlight major plot events and detail the important relationships and characteristics of characters and objects."} | {"difficulty": 2} |
unscramble_27751 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Linux HOWTOs are documents which describe in detail a certain aspect of configuring or using Linux.
*2*: For example, there is the Installation HOWTO, which gives instructions on installing Linux, and the Mail Administrator HOWTO, which describes how to set up and configure mail under Linux.
*3*: However, many HOWTOs contain a FAQ section at the end.
*4*: HOWTOs are comprehensive docs - much like an FAQ but generally not in question-and-answer format.
*5*: Other examples include the Net HOWTO and the Printing HOWTO.
*6*: There are several HOWTO formats available: plain text, PostScript, PDF, and HTML.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Linux HOWTOs are documents which describe in detail a certain aspect of configuring or using Linux.\n*2*: For example, there is the Installation HOWTO, which gives instructions on installing Linux, and the Mail Administrator HOWTO, which describes how to set up and configure mail under Linux.\n*3*: Other examples include the Net HOWTO and the Printing HOWTO.\n*4*: HOWTOs are comprehensive docs - much like an FAQ but generally not in question-and-answer format.\n*5*: However, many HOWTOs contain a FAQ section at the end.\n*6*: There are several HOWTO formats available: plain text, PostScript, PDF, and HTML.", "scrambled": "*1*: Linux HOWTOs are documents which describe in detail a certain aspect of configuring or using Linux.\n*2*: For example, there is the Installation HOWTO, which gives instructions on installing Linux, and the Mail Administrator HOWTO, which describes how to set up and configure mail under Linux.\n*3*: However, many HOWTOs contain a FAQ section at the end.\n*4*: HOWTOs are comprehensive docs - much like an FAQ but generally not in question-and-answer format.\n*5*: Other examples include the Net HOWTO and the Printing HOWTO.\n*6*: There are several HOWTO formats available: plain text, PostScript, PDF, and HTML."} | {"difficulty": 2} |
unscramble_10378 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Little Although he never held a church organist job, never taught an organ student, and only gave one public organ recital in Germany, Felix Mendelssohn was considered one of the finest organists in his lifetime.
*2*: Larry Todd: "Likely the final word on Mendelssohn and the organ...
*3*: by Wm.
*4*: For this first historical-critical study to explore the organ's impact on the life of the composer, author Little writes that the purpose is threefold: "to place Mendelssohn within the context of his time in terms of the organ, to explore the role of the organ in Mendelssohn's life and career, and to examine his entire uvre for the organ." Writes Mendelssohn scholar R.
*5*: A.
*6*: An authoritative survey of the composer's complex relationship to the instrument and the music he wrote for it." Published by Oxford University Press. 486 pages, hardbound.
*7*: Quoted from the book jacket
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: by Wm.\n*2*: A.\n*3*: Little Although he never held a church organist job, never taught an organ student, and only gave one public organ recital in Germany, Felix Mendelssohn was considered one of the finest organists in his lifetime.\n*4*: For this first historical-critical study to explore the organ's impact on the life of the composer, author Little writes that the purpose is threefold: \"to place Mendelssohn within the context of his time in terms of the organ, to explore the role of the organ in Mendelssohn's life and career, and to examine his entire uvre for the organ.\" Writes Mendelssohn scholar R.\n*5*: Larry Todd: \"Likely the final word on Mendelssohn and the organ...\n*6*: An authoritative survey of the composer's complex relationship to the instrument and the music he wrote for it.\" Published by Oxford University Press. 486 pages, hardbound.\n*7*: Quoted from the book jacket", "scrambled": "*1*: Little Although he never held a church organist job, never taught an organ student, and only gave one public organ recital in Germany, Felix Mendelssohn was considered one of the finest organists in his lifetime.\n*2*: Larry Todd: \"Likely the final word on Mendelssohn and the organ...\n*3*: by Wm.\n*4*: For this first historical-critical study to explore the organ's impact on the life of the composer, author Little writes that the purpose is threefold: \"to place Mendelssohn within the context of his time in terms of the organ, to explore the role of the organ in Mendelssohn's life and career, and to examine his entire uvre for the organ.\" Writes Mendelssohn scholar R.\n*5*: A.\n*6*: An authoritative survey of the composer's complex relationship to the instrument and the music he wrote for it.\" Published by Oxford University Press. 486 pages, hardbound.\n*7*: Quoted from the book jacket"} | {"difficulty": 2} |
unscramble_31854 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Familiar fruits provide a real-world tool for introducing early fractions.
*2*: Also perfect for demonstrating equivalencies, addition and subtraction with fractions.
*3*: Magnetic Apple Fractions Grades K & up.
*4*: Set of 4 represents 1 whole, 1/2 , 1/3 and 1/4 .
*5*: Embedded magnets hold color-coded pieces together.
*6*: Includes 10 plastic pieces and activity guide.
*7*: An apple a day makes fractions seem like play!
*8*: Apples measure 3"H each.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Magnetic Apple Fractions Grades K & up.\n*2*: An apple a day makes fractions seem like play!\n*3*: Familiar fruits provide a real-world tool for introducing early fractions.\n*4*: Set of 4 represents 1 whole, 1/2 , 1/3 and 1/4 .\n*5*: Embedded magnets hold color-coded pieces together.\n*6*: Also perfect for demonstrating equivalencies, addition and subtraction with fractions.\n*7*: Includes 10 plastic pieces and activity guide.\n*8*: Apples measure 3\"H each.", "scrambled": "*1*: Familiar fruits provide a real-world tool for introducing early fractions.\n*2*: Also perfect for demonstrating equivalencies, addition and subtraction with fractions.\n*3*: Magnetic Apple Fractions Grades K & up.\n*4*: Set of 4 represents 1 whole, 1/2 , 1/3 and 1/4 .\n*5*: Embedded magnets hold color-coded pieces together.\n*6*: Includes 10 plastic pieces and activity guide.\n*7*: An apple a day makes fractions seem like play!\n*8*: Apples measure 3\"H each."} | {"difficulty": 2} |
unscramble_9992 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The question is: “How much foliage can a tree stand to lose?” Answer is: "Some, not too much, not too often." It is not a black and white situation.
*2*: Both insects skeletonize leaves but Scarlet Oak Sawfly does not leave tell-tale pupal cases on the leaves as does the Oak Leaf Skeletonizer. |pin oak injury from sawfly feeding| So, what will become of oaks infested with Scarlet oak sawfly?
*3*: Many factors such as overall tree condition, amount of foliage loss and site factors come in to play.
*4*: |skeletonized oak leaf| You might think, as I did originally, that the insect called Oak Leaf Skeletonizer was the culprit.
*5*: Sure, She can be unpredictable and is habitually late, but population spikes of one bug eventually result in their enemies coming along to even things out.
*6*: But a conversation with Penn State entomologist Greg Hoover led to the conclusion that this was another insect, Scarlet Oak Sawfly.
*7*: It is unlikely that partial defoliation in one year will be a life or death situation for an oak. |sawfly larva feeding| Personally, I have my bet on Mother Nature to come to the rescue.
*8*: PSU’s Greg Hoover thinks that natural predators and parasites will begin to take control and reduce sawfly populations to levels that are almost harmless.
*9*: Defoliation is the issue here.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: |skeletonized oak leaf| You might think, as I did originally, that the insect called Oak Leaf Skeletonizer was the culprit.\n*2*: But a conversation with Penn State entomologist Greg Hoover led to the conclusion that this was another insect, Scarlet Oak Sawfly.\n*3*: Both insects skeletonize leaves but Scarlet Oak Sawfly does not leave tell-tale pupal cases on the leaves as does the Oak Leaf Skeletonizer. |pin oak injury from sawfly feeding| So, what will become of oaks infested with Scarlet oak sawfly?\n*4*: PSU\u2019s Greg Hoover thinks that natural predators and parasites will begin to take control and reduce sawfly populations to levels that are almost harmless.\n*5*: Defoliation is the issue here.\n*6*: The question is: \u201cHow much foliage can a tree stand to lose?\u201d Answer is: \"Some, not too much, not too often.\" It is not a black and white situation.\n*7*: Many factors such as overall tree condition, amount of foliage loss and site factors come in to play.\n*8*: It is unlikely that partial defoliation in one year will be a life or death situation for an oak. |sawfly larva feeding| Personally, I have my bet on Mother Nature to come to the rescue.\n*9*: Sure, She can be unpredictable and is habitually late, but population spikes of one bug eventually result in their enemies coming along to even things out.", "scrambled": "*1*: The question is: \u201cHow much foliage can a tree stand to lose?\u201d Answer is: \"Some, not too much, not too often.\" It is not a black and white situation.\n*2*: Both insects skeletonize leaves but Scarlet Oak Sawfly does not leave tell-tale pupal cases on the leaves as does the Oak Leaf Skeletonizer. |pin oak injury from sawfly feeding| So, what will become of oaks infested with Scarlet oak sawfly?\n*3*: Many factors such as overall tree condition, amount of foliage loss and site factors come in to play.\n*4*: |skeletonized oak leaf| You might think, as I did originally, that the insect called Oak Leaf Skeletonizer was the culprit.\n*5*: Sure, She can be unpredictable and is habitually late, but population spikes of one bug eventually result in their enemies coming along to even things out.\n*6*: But a conversation with Penn State entomologist Greg Hoover led to the conclusion that this was another insect, Scarlet Oak Sawfly.\n*7*: It is unlikely that partial defoliation in one year will be a life or death situation for an oak. |sawfly larva feeding| Personally, I have my bet on Mother Nature to come to the rescue.\n*8*: PSU\u2019s Greg Hoover thinks that natural predators and parasites will begin to take control and reduce sawfly populations to levels that are almost harmless.\n*9*: Defoliation is the issue here."} | {"difficulty": 2} |
unscramble_22333 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This wouldn’t have been without precedent — the 2006 N.
*2*: The radioactive signature — that normally poses no health risk — was reported to have been measured in Japan and Russia.
*3*: CORRECTION: The research this blog is based on has been questioned and Nature (our source) has retracted its article pending further study.
*4*: This, in turn, suggested that the bomb was buried well underground — the xenon-133 took some time to escape to the surface.
*5*: Recent Discovery News article on the N.
*6*: The North Korean regime claimed it had carried out a nuclear test on Feb. 12 and global seismometers confirmed this to be the case.
*7*: Korea test yielded a radioactive signature, whereas the 2009 test did not.
*8*: The original report detailed the detection of a radioactive isotope in the region surrounding North Korea on Feb. 15 days after the nation claimed to have tested its third and most powerful nuclear weapon.
*9*: From those measurements, scientists were able to deduce that the weapon detonated was in the several kiloton range — a similar yield to the bomb dropped on Hiroshima in 1945 by the U.S. The original radiation study, carried out by scientists of the Central Institute for Meteorology and Geodynamics (ZAMG) in Vienna, claimed the detection of radioactive isotope xenon-133 indicated it came from North Korea.
*10*: Korea nuclear test: Nuke Test Sensors Double as Scientific Tools Image credit: Corbis
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: CORRECTION: The research this blog is based on has been questioned and Nature (our source) has retracted its article pending further study.\n*2*: The original report detailed the detection of a radioactive isotope in the region surrounding North Korea on Feb. 15 days after the nation claimed to have tested its third and most powerful nuclear weapon.\n*3*: The radioactive signature \u2014 that normally poses no health risk \u2014 was reported to have been measured in Japan and Russia.\n*4*: This wouldn\u2019t have been without precedent \u2014 the 2006 N.\n*5*: Korea test yielded a radioactive signature, whereas the 2009 test did not.\n*6*: The North Korean regime claimed it had carried out a nuclear test on Feb. 12 and global seismometers confirmed this to be the case.\n*7*: From those measurements, scientists were able to deduce that the weapon detonated was in the several kiloton range \u2014 a similar yield to the bomb dropped on Hiroshima in 1945 by the U.S. The original radiation study, carried out by scientists of the Central Institute for Meteorology and Geodynamics (ZAMG) in Vienna, claimed the detection of radioactive isotope xenon-133 indicated it came from North Korea.\n*8*: This, in turn, suggested that the bomb was buried well underground \u2014 the xenon-133 took some time to escape to the surface.\n*9*: Recent Discovery News article on the N.\n*10*: Korea nuclear test: Nuke Test Sensors Double as Scientific Tools Image credit: Corbis", "scrambled": "*1*: This wouldn\u2019t have been without precedent \u2014 the 2006 N.\n*2*: The radioactive signature \u2014 that normally poses no health risk \u2014 was reported to have been measured in Japan and Russia.\n*3*: CORRECTION: The research this blog is based on has been questioned and Nature (our source) has retracted its article pending further study.\n*4*: This, in turn, suggested that the bomb was buried well underground \u2014 the xenon-133 took some time to escape to the surface.\n*5*: Recent Discovery News article on the N.\n*6*: The North Korean regime claimed it had carried out a nuclear test on Feb. 12 and global seismometers confirmed this to be the case.\n*7*: Korea test yielded a radioactive signature, whereas the 2009 test did not.\n*8*: The original report detailed the detection of a radioactive isotope in the region surrounding North Korea on Feb. 15 days after the nation claimed to have tested its third and most powerful nuclear weapon.\n*9*: From those measurements, scientists were able to deduce that the weapon detonated was in the several kiloton range \u2014 a similar yield to the bomb dropped on Hiroshima in 1945 by the U.S. The original radiation study, carried out by scientists of the Central Institute for Meteorology and Geodynamics (ZAMG) in Vienna, claimed the detection of radioactive isotope xenon-133 indicated it came from North Korea.\n*10*: Korea nuclear test: Nuke Test Sensors Double as Scientific Tools Image credit: Corbis"} | {"difficulty": 2} |
unscramble_234881 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: I promise no hacking!~ LOL photo credits: Map created by Google and Shonda Brisco, Shonda picture from the TL Ning, Nancy White photo by the Colorado Association of Libraries
*2*: School Librarians DO make a difference!" a Google Maps Project created by Shonda Brisco - Assistant Professor / Curriculum Materials Librarian - Oklahoma State University Shonda...thank you so much for your passion, time, and talent to create this visual epitaph for the sad passing of vibrant learning and support for kids in our nation's schools. this map brings tears to my eyes and a burning desire to rip off those little pins But Nancy White said it best.... - "In these schools, who will teach the children how to effectively search for information? - In these schools, who will teach them how to discern the good information from the questionable? - In these schools, who will model for the children how to persist in their information-seeking tasks? - In these schools, who will select engaging books that can capture the imagination of students and promote a lifelong joy of reading? …" Here's the embeded Map for those of you who like that!
*3*: View A Nation Without School Librarians in a larger map International Reader shout-out goes to our dear 10 readers in Sweden!
*4*: Tack för att du besöker min blogg!
*5*: Let's compare the student achievement scores without a school librarian in a year or so to discover what thousands of library supporters already knew.
*6*: A Nation Without School Librarians (click above for interactive map) "This map marks the cities, towns, communities, and states that have made the decision to either eliminate certified school library positions (indicated in blue) or require one school librarian to work with two (2) or more school library programs throughout the week (indicated in red).
*7*: I just finished the Girl with the Dragon Tattoo and now I long to visit your country!
*8*: Although hundreds of studies show the impact that School Librarians have on student achievement, these school districts believe otherwise.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Nation Without School Librarians (click above for interactive map) \"This map marks the cities, towns, communities, and states that have made the decision to either eliminate certified school library positions (indicated in blue) or require one school librarian to work with two (2) or more school library programs throughout the week (indicated in red).\n*2*: Although hundreds of studies show the impact that School Librarians have on student achievement, these school districts believe otherwise.\n*3*: Let's compare the student achievement scores without a school librarian in a year or so to discover what thousands of library supporters already knew.\n*4*: School Librarians DO make a difference!\" a Google Maps Project created by Shonda Brisco - Assistant Professor / Curriculum Materials Librarian - Oklahoma State University Shonda...thank you so much for your passion, time, and talent to create this visual epitaph for the sad passing of vibrant learning and support for kids in our nation's schools. this map brings tears to my eyes and a burning desire to rip off those little pins But Nancy White said it best.... - \"In these schools, who will teach the children how to effectively search for information? - In these schools, who will teach them how to discern the good information from the questionable? - In these schools, who will model for the children how to persist in their information-seeking tasks? - In these schools, who will select engaging books that can capture the imagination of students and promote a lifelong joy of reading? \u2026\" Here's the embeded Map for those of you who like that!\n*5*: View A Nation Without School Librarians in a larger map International Reader shout-out goes to our dear 10 readers in Sweden!\n*6*: Tack f\u00f6r att du bes\u00f6ker min blogg!\n*7*: I just finished the Girl with the Dragon Tattoo and now I long to visit your country!\n*8*: I promise no hacking!~ LOL photo credits: Map created by Google and Shonda Brisco, Shonda picture from the TL Ning, Nancy White photo by the Colorado Association of Libraries", "scrambled": "*1*: I promise no hacking!~ LOL photo credits: Map created by Google and Shonda Brisco, Shonda picture from the TL Ning, Nancy White photo by the Colorado Association of Libraries\n*2*: School Librarians DO make a difference!\" a Google Maps Project created by Shonda Brisco - Assistant Professor / Curriculum Materials Librarian - Oklahoma State University Shonda...thank you so much for your passion, time, and talent to create this visual epitaph for the sad passing of vibrant learning and support for kids in our nation's schools. this map brings tears to my eyes and a burning desire to rip off those little pins But Nancy White said it best.... - \"In these schools, who will teach the children how to effectively search for information? - In these schools, who will teach them how to discern the good information from the questionable? - In these schools, who will model for the children how to persist in their information-seeking tasks? - In these schools, who will select engaging books that can capture the imagination of students and promote a lifelong joy of reading? \u2026\" Here's the embeded Map for those of you who like that!\n*3*: View A Nation Without School Librarians in a larger map International Reader shout-out goes to our dear 10 readers in Sweden!\n*4*: Tack f\u00f6r att du bes\u00f6ker min blogg!\n*5*: Let's compare the student achievement scores without a school librarian in a year or so to discover what thousands of library supporters already knew.\n*6*: A Nation Without School Librarians (click above for interactive map) \"This map marks the cities, towns, communities, and states that have made the decision to either eliminate certified school library positions (indicated in blue) or require one school librarian to work with two (2) or more school library programs throughout the week (indicated in red).\n*7*: I just finished the Girl with the Dragon Tattoo and now I long to visit your country!\n*8*: Although hundreds of studies show the impact that School Librarians have on student achievement, these school districts believe otherwise."} | {"difficulty": 2} |
unscramble_54527 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This section contains 296 words| (approx. 1 page at 300 words per page)
*2*: Multiple Choice Questions Directions: Circle the correct answer. 1.
*3*: What were the creatures in the garden playing with? a) A mouse. b) A rope. c) A book.
*4*: What kind of creatures did Wallace see upon entering the door the first time? 2.
*5*: Quiz: Part 1 to Part 3 |Name: _____________________________||Period: ___________________________| This quiz consists of 5 multiple choice and 5 short answer questions.
*6*: What did Wallace tell Redmond he had as he started his story? a) A tale. b) A preoccupation. c) A confession. d) A problem. 5.
*7*: What feeling did the people in the garden convey to Wallace? 4.
*8*: What was the overwhelming and unfamiliar feeling Wallace experienced in the garden? 3.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Quiz: Part 1 to Part 3 |Name: _____________________________||Period: ___________________________| This quiz consists of 5 multiple choice and 5 short answer questions.\n*2*: Multiple Choice Questions Directions: Circle the correct answer. 1.\n*3*: What kind of creatures did Wallace see upon entering the door the first time? 2.\n*4*: What was the overwhelming and unfamiliar feeling Wallace experienced in the garden? 3.\n*5*: What feeling did the people in the garden convey to Wallace? 4.\n*6*: What did Wallace tell Redmond he had as he started his story? a) A tale. b) A preoccupation. c) A confession. d) A problem. 5.\n*7*: What were the creatures in the garden playing with? a) A mouse. b) A rope. c) A book.\n*8*: This section contains 296 words| (approx. 1 page at 300 words per page)", "scrambled": "*1*: This section contains 296 words| (approx. 1 page at 300 words per page)\n*2*: Multiple Choice Questions Directions: Circle the correct answer. 1.\n*3*: What were the creatures in the garden playing with? a) A mouse. b) A rope. c) A book.\n*4*: What kind of creatures did Wallace see upon entering the door the first time? 2.\n*5*: Quiz: Part 1 to Part 3 |Name: _____________________________||Period: ___________________________| This quiz consists of 5 multiple choice and 5 short answer questions.\n*6*: What did Wallace tell Redmond he had as he started his story? a) A tale. b) A preoccupation. c) A confession. d) A problem. 5.\n*7*: What feeling did the people in the garden convey to Wallace? 4.\n*8*: What was the overwhelming and unfamiliar feeling Wallace experienced in the garden? 3."} | {"difficulty": 2} |
unscramble_241919 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The result is a very strong testimony to the power of the Christian intellectual tradition as a resource for understanding the psychology of violence. (ENTIRE BOOK) A classic written by one of the nineteenth century's greatest theologians.
*2*: This calls for a costly abandonment of the old securities and the building of new foundations for faith -- to will one thing.
*3*: Christian must think dauntlessly about everything both earthly and worldly, including death and its relation to living an authentic life.
*4*: Kierkegaard described the relationship between the individual and God the Creator, when the individual is attempting to avoid the process of spiritual growth.
*5*: He uses the pseudonym "Johannes Climacus." (ENTIRE BOOK) In this devotional classic, Kierkegaard seeks to rescue the individual from "massification" by compelling him to stand alone before God..
*6*: It is in this text that Kierkegaard most clearly reveals his philosophical "leap of faith." (ENTIRE BOOK) One of Kierkegaard’s most important works (published in English in 1936) in which he is principally concerned with the problem of how the Christian revelation, appearing in history, may be appropriated.
*7*: His idea that "the crowd is untruth" was developed by Girard into a comprehensive social theory.
*8*: return to religion-onlineKierkegaard (ENTIRE BOOK) The great mid-nineteenth century Danish poet-philosopher, in this classic philosophical text, explores, through the story of Abraham and his willing sacrifice of his son Issac, the nature of belief.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 religion-onlineKierkegaard (ENTIRE BOOK) The great mid-nineteenth century Danish poet-philosopher, in this classic philosophical text, explores, through the story of Abraham and his willing sacrifice of his son Issac, the nature of belief.\n*2*: It is in this text that Kierkegaard most clearly reveals his philosophical \"leap of faith.\" (ENTIRE BOOK) One of Kierkegaard\u2019s most important works (published in English in 1936) in which he is principally concerned with the problem of how the Christian revelation, appearing in history, may be appropriated.\n*3*: He uses the pseudonym \"Johannes Climacus.\" (ENTIRE BOOK) In this devotional classic, Kierkegaard seeks to rescue the individual from \"massification\" by compelling him to stand alone before God..\n*4*: This calls for a costly abandonment of the old securities and the building of new foundations for faith -- to will one thing.\n*5*: Kierkegaard described the relationship between the individual and God the Creator, when the individual is attempting to avoid the process of spiritual growth.\n*6*: His idea that \"the crowd is untruth\" was developed by Girard into a comprehensive social theory.\n*7*: The result is a very strong testimony to the power of the Christian intellectual tradition as a resource for understanding the psychology of violence. (ENTIRE BOOK) A classic written by one of the nineteenth century's greatest theologians.\n*8*: Christian must think dauntlessly about everything both earthly and worldly, including death and its relation to living an authentic life.", "scrambled": "*1*: The result is a very strong testimony to the power of the Christian intellectual tradition as a resource for understanding the psychology of violence. (ENTIRE BOOK) A classic written by one of the nineteenth century's greatest theologians.\n*2*: This calls for a costly abandonment of the old securities and the building of new foundations for faith -- to will one thing.\n*3*: Christian must think dauntlessly about everything both earthly and worldly, including death and its relation to living an authentic life.\n*4*: Kierkegaard described the relationship between the individual and God the Creator, when the individual is attempting to avoid the process of spiritual growth.\n*5*: He uses the pseudonym \"Johannes Climacus.\" (ENTIRE BOOK) In this devotional classic, Kierkegaard seeks to rescue the individual from \"massification\" by compelling him to stand alone before God..\n*6*: It is in this text that Kierkegaard most clearly reveals his philosophical \"leap of faith.\" (ENTIRE BOOK) One of Kierkegaard\u2019s most important works (published in English in 1936) in which he is principally concerned with the problem of how the Christian revelation, appearing in history, may be appropriated.\n*7*: His idea that \"the crowd is untruth\" was developed by Girard into a comprehensive social theory.\n*8*: return to religion-onlineKierkegaard (ENTIRE BOOK) The great mid-nineteenth century Danish poet-philosopher, in this classic philosophical text, explores, through the story of Abraham and his willing sacrifice of his son Issac, the nature of belief."} | {"difficulty": 2} |
unscramble_149279 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Adobe Acrobat 6.0 or higher is required for viewing the PDF file on a computer monitor and for printing the PDF map graphic.
*2*: In this region, known as the Peru-Chile subduction zone, ongoing subduction occurs at a rate of about 7.8 cm/year in an east-north-east direction.
*3*: Attention MAC users: If you have problems viewing the pdf files, please download the pdf file and view it in the lastest verion of Adobe Acrobat.
*4*: The posters may be downloaded for viewing or for printing on a color plotter.
*5*: The subduction process generates numerous earthquakes and volcanism, and actively builds the Andes mountains.
*6*: The 1960 Chilean earthquake ruptured a 900-km long swath along the Chilean coast about 2000 km to south of the 13 June 2005 earthquake.
*7*: Poster of the Northern Chile Earthquake of 14 November 2007 - Magnitude 7.7 This earthquake resulted from the release of stresses that were generated by the subduction of the oceanic Nazca plate beneath the South American plate.
*8*: The largest earthquake of the past 100 years, the magnitude 9.5 1960 Chilean earthquake, occurred in the Peru-Chile subduction zone.
*9*: Subduction zones produce the biggest earthquakes on the planet.
*10*: Adobe PDF (.pdf) format files are provided.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Poster of the Northern Chile Earthquake of 14 November 2007 - Magnitude 7.7 This earthquake resulted from the release of stresses that were generated by the subduction of the oceanic Nazca plate beneath the South American plate.\n*2*: In this region, known as the Peru-Chile subduction zone, ongoing subduction occurs at a rate of about 7.8 cm/year in an east-north-east direction.\n*3*: The subduction process generates numerous earthquakes and volcanism, and actively builds the Andes mountains.\n*4*: Subduction zones produce the biggest earthquakes on the planet.\n*5*: The largest earthquake of the past 100 years, the magnitude 9.5 1960 Chilean earthquake, occurred in the Peru-Chile subduction zone.\n*6*: The 1960 Chilean earthquake ruptured a 900-km long swath along the Chilean coast about 2000 km to south of the 13 June 2005 earthquake.\n*7*: The posters may be downloaded for viewing or for printing on a color plotter.\n*8*: Adobe PDF (.pdf) format files are provided.\n*9*: Adobe Acrobat 6.0 or higher is required for viewing the PDF file on a computer monitor and for printing the PDF map graphic.\n*10*: Attention MAC users: If you have problems viewing the pdf files, please download the pdf file and view it in the lastest verion of Adobe Acrobat.", "scrambled": "*1*: Adobe Acrobat 6.0 or higher is required for viewing the PDF file on a computer monitor and for printing the PDF map graphic.\n*2*: In this region, known as the Peru-Chile subduction zone, ongoing subduction occurs at a rate of about 7.8 cm/year in an east-north-east direction.\n*3*: Attention MAC users: If you have problems viewing the pdf files, please download the pdf file and view it in the lastest verion of Adobe Acrobat.\n*4*: The posters may be downloaded for viewing or for printing on a color plotter.\n*5*: The subduction process generates numerous earthquakes and volcanism, and actively builds the Andes mountains.\n*6*: The 1960 Chilean earthquake ruptured a 900-km long swath along the Chilean coast about 2000 km to south of the 13 June 2005 earthquake.\n*7*: Poster of the Northern Chile Earthquake of 14 November 2007 - Magnitude 7.7 This earthquake resulted from the release of stresses that were generated by the subduction of the oceanic Nazca plate beneath the South American plate.\n*8*: The largest earthquake of the past 100 years, the magnitude 9.5 1960 Chilean earthquake, occurred in the Peru-Chile subduction zone.\n*9*: Subduction zones produce the biggest earthquakes on the planet.\n*10*: Adobe PDF (.pdf) format files are provided."} | {"difficulty": 2} |
unscramble_29068 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The denominator of a fraction tells how many pieces an object was divided into.
*2*: The fraction 3/8 tells us that the whole object was divided into 8 pieces.
*3*: For example 5/8 is larger than 3/8 because all of the pieces are the same and five pieces are more than three pieces.
*4*: A Fraction consists of two numbers separated by a line.
*5*: If the denominators of two fractions are the same, the fraction with the largest numerator is the larger fraction.
*6*: The top number (or numerator) tells how many fractional pieces there are.
*7*: In the fraction 3/8, we have three pieces.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Fraction consists of two numbers separated by a line.\n*2*: The top number (or numerator) tells how many fractional pieces there are.\n*3*: In the fraction 3/8, we have three pieces.\n*4*: The denominator of a fraction tells how many pieces an object was divided into.\n*5*: The fraction 3/8 tells us that the whole object was divided into 8 pieces.\n*6*: If the denominators of two fractions are the same, the fraction with the largest numerator is the larger fraction.\n*7*: For example 5/8 is larger than 3/8 because all of the pieces are the same and five pieces are more than three pieces.", "scrambled": "*1*: The denominator of a fraction tells how many pieces an object was divided into.\n*2*: The fraction 3/8 tells us that the whole object was divided into 8 pieces.\n*3*: For example 5/8 is larger than 3/8 because all of the pieces are the same and five pieces are more than three pieces.\n*4*: A Fraction consists of two numbers separated by a line.\n*5*: If the denominators of two fractions are the same, the fraction with the largest numerator is the larger fraction.\n*6*: The top number (or numerator) tells how many fractional pieces there are.\n*7*: In the fraction 3/8, we have three pieces."} | {"difficulty": 2} |
unscramble_20128 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This will help kids in improving their reading skills also.
*2*: In this exercise, kids will learn to recognize and recall dolch sight words by flipping the cards and making a pair of the matching words.
*3*: It is designed to introduce kids to some common dolch sight words.
*4*: Kids will enjoy as they sharpen their memory skills and build their vocabulary.
*5*: : Grade-2 English Games Sight Words is a simple vocabulary and memory exercise for kids.
*6*: Early readers recognize sight words from having memorized 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*: : Grade-2 English Games Sight Words is a simple vocabulary and memory exercise for kids.\n*2*: It is designed to introduce kids to some common dolch sight words.\n*3*: Early readers recognize sight words from having memorized them.\n*4*: In this exercise, kids will learn to recognize and recall dolch sight words by flipping the cards and making a pair of the matching words.\n*5*: Kids will enjoy as they sharpen their memory skills and build their vocabulary.\n*6*: This will help kids in improving their reading skills also.", "scrambled": "*1*: This will help kids in improving their reading skills also.\n*2*: In this exercise, kids will learn to recognize and recall dolch sight words by flipping the cards and making a pair of the matching words.\n*3*: It is designed to introduce kids to some common dolch sight words.\n*4*: Kids will enjoy as they sharpen their memory skills and build their vocabulary.\n*5*: : Grade-2 English Games Sight Words is a simple vocabulary and memory exercise for kids.\n*6*: Early readers recognize sight words from having memorized them."} | {"difficulty": 2} |
unscramble_64588 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The rest is Copyright © 2002‒2013 The MirOS Project, Germany.
*2*: This product includes material provided by Thorsten Glaser.
*3*: FD(4) BSD Programmer's Manual FD(4) fd, stdin, stdout, stderr - file descriptor files The files /dev/fd/0 through /dev/fd/# refer to file descriptors which can be accessed through the file system.
*4*: Opening the files /dev/stdin, /dev/stdout, and /dev/stderr is equivalent to the following calls: fd = fcntl(STDIN_FILENO, F_DUPFD, 0); fd = fcntl(STDOUT_FILENO, F_DUPFD, 0); fd = fcntl(STDERR_FILENO, F_DUPFD, 0); Flags to the open(2) call other than O_RDONLY, O_WRONLY, and O_RDWR are ignored. /dev/fd/# /dev/stdin /dev/stdout /dev/stderr tty(4) MirOS BSD #10-current June 9, 1993 1 Generated on 2013-04-27 00:20:00 by $MirOS: src/scripts/roff2htm,v 1.77 2013/01/01 20:49:09 tg Exp $ These manual pages and other documentation are copyrighted by their respective writers; their source is available at our CVSweb, AnonCVS, and other mirrors.
*5*: This manual page’s HTML representation is supposed to be valid XHTML/1.1; if not, please send a bug report – diffs preferred.
*6*: If the file descriptor is open and the mode the file is being opened with is a subset of the mode of the ex- isting descriptor, the call: fd = open("/dev/fd/0", mode); and the call: fd = fcntl(0, F_DUPFD, 0); are equivalent.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: FD(4) BSD Programmer's Manual FD(4) fd, stdin, stdout, stderr - file descriptor files The files /dev/fd/0 through /dev/fd/# refer to file descriptors which can be accessed through the file system.\n*2*: If the file descriptor is open and the mode the file is being opened with is a subset of the mode of the ex- isting descriptor, the call: fd = open(\"/dev/fd/0\", mode); and the call: fd = fcntl(0, F_DUPFD, 0); are equivalent.\n*3*: Opening the files /dev/stdin, /dev/stdout, and /dev/stderr is equivalent to the following calls: fd = fcntl(STDIN_FILENO, F_DUPFD, 0); fd = fcntl(STDOUT_FILENO, F_DUPFD, 0); fd = fcntl(STDERR_FILENO, F_DUPFD, 0); Flags to the open(2) call other than O_RDONLY, O_WRONLY, and O_RDWR are ignored. /dev/fd/# /dev/stdin /dev/stdout /dev/stderr tty(4) MirOS BSD #10-current June 9, 1993 1 Generated on 2013-04-27 00:20:00 by $MirOS: src/scripts/roff2htm,v 1.77 2013/01/01 20:49:09 tg Exp $ These manual pages and other documentation are copyrighted by their respective writers; their source is available at our CVSweb, AnonCVS, and other mirrors.\n*4*: The rest is Copyright \u00a9 2002\u20122013 The MirOS Project, Germany.\n*5*: This product includes material provided by Thorsten Glaser.\n*6*: This manual page\u2019s HTML representation is supposed to be valid XHTML/1.1; if not, please send a bug report \u2013 diffs preferred.", "scrambled": "*1*: The rest is Copyright \u00a9 2002\u20122013 The MirOS Project, Germany.\n*2*: This product includes material provided by Thorsten Glaser.\n*3*: FD(4) BSD Programmer's Manual FD(4) fd, stdin, stdout, stderr - file descriptor files The files /dev/fd/0 through /dev/fd/# refer to file descriptors which can be accessed through the file system.\n*4*: Opening the files /dev/stdin, /dev/stdout, and /dev/stderr is equivalent to the following calls: fd = fcntl(STDIN_FILENO, F_DUPFD, 0); fd = fcntl(STDOUT_FILENO, F_DUPFD, 0); fd = fcntl(STDERR_FILENO, F_DUPFD, 0); Flags to the open(2) call other than O_RDONLY, O_WRONLY, and O_RDWR are ignored. /dev/fd/# /dev/stdin /dev/stdout /dev/stderr tty(4) MirOS BSD #10-current June 9, 1993 1 Generated on 2013-04-27 00:20:00 by $MirOS: src/scripts/roff2htm,v 1.77 2013/01/01 20:49:09 tg Exp $ These manual pages and other documentation are copyrighted by their respective writers; their source is available at our CVSweb, AnonCVS, and other mirrors.\n*5*: This manual page\u2019s HTML representation is supposed to be valid XHTML/1.1; if not, please send a bug report \u2013 diffs preferred.\n*6*: If the file descriptor is open and the mode the file is being opened with is a subset of the mode of the ex- isting descriptor, the call: fd = open(\"/dev/fd/0\", mode); and the call: fd = fcntl(0, F_DUPFD, 0); are equivalent."} | {"difficulty": 2} |
unscramble_249256 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Subjects: Renaissance Art.
*2*: Scandinavian painter.
*3*: He executed wall paintings in Fogdö Church and in the Lady chapel in Strängnäs Cathedral, both in Södermanland, Sweden.
*4*: (fl first quarter of the 15th century).
*5*: From The Grove Encyclopedia of Northern Renaissance Art in Oxford Reference.
*6*: Although there are some similarities in the figure style and ornamentation between these works, there are also differences, and the identification cannot be proved.
*7*: He has sometimes been thought to be the master responsible for paintings in the church at Undløse in Sjaelland, Denmark, and the name Union Master derives from the supposition that he worked in both Sweden and Denmark, which were then politically united.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: (fl first quarter of the 15th century).\n*2*: Scandinavian painter.\n*3*: He executed wall paintings in Fogd\u00f6 Church and in the Lady chapel in Str\u00e4ngn\u00e4s Cathedral, both in S\u00f6dermanland, Sweden.\n*4*: He has sometimes been thought to be the master responsible for paintings in the church at Undl\u00f8se in Sjaelland, Denmark, and the name Union Master derives from the supposition that he worked in both Sweden and Denmark, which were then politically united.\n*5*: Although there are some similarities in the figure style and ornamentation between these works, there are also differences, and the identification cannot be proved.\n*6*: From The Grove Encyclopedia of Northern Renaissance Art in Oxford Reference.\n*7*: Subjects: Renaissance Art.", "scrambled": "*1*: Subjects: Renaissance Art.\n*2*: Scandinavian painter.\n*3*: He executed wall paintings in Fogd\u00f6 Church and in the Lady chapel in Str\u00e4ngn\u00e4s Cathedral, both in S\u00f6dermanland, Sweden.\n*4*: (fl first quarter of the 15th century).\n*5*: From The Grove Encyclopedia of Northern Renaissance Art in Oxford Reference.\n*6*: Although there are some similarities in the figure style and ornamentation between these works, there are also differences, and the identification cannot be proved.\n*7*: He has sometimes been thought to be the master responsible for paintings in the church at Undl\u00f8se in Sjaelland, Denmark, and the name Union Master derives from the supposition that he worked in both Sweden and Denmark, which were then politically united."} | {"difficulty": 2} |
unscramble_15337 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: He proposes using metres instead. ®
*2*: This equates to around six million tonnes, which is 60 US Navy aircraft carriers or 80-million-odd international adjusted Sarah Beenys completely annihilated.) The Sun's shrinkage means that Earth gets further away and slows down in its progress all the time, gradually spiralling outwards into darkness and deviating from where it should be under IAU rules; which makes Noerdlinger mad. "Units are not supposed to change," he told New Scientist, describing the situation as "quite a nuisance" and insisting that "for scientific and engineering usage, it is essential to get it right".
*3*: But Peter Noerdlinger of St Mary's University points out that in fact the Sun loses an ultra-minuscule proportion of itself every second due to the continual conversion of mass into solar energy. (About three millionths of a quadrillionth goes every second if we've got our sums right; or three billionths of a trillionth if you prefer.
*4*: An AU is approximately equal to the distance between Earth and Sun, but the International Astronomical Union actually defines it differently.
*5*: According to the IAU, an AU's value is based on the Gaussian gravitational constant - which itself assumes that the Sun has a constant mass.
*6*: The testy boffin reckons variance in the AU could account for the so-called "Pioneer anomaly", in which NASA's Pioneer space probes have wandered off their calculated courses since heading out into interstellar space.
*7*: Boffin says Astronomical Unit should be binned Fails to allow for shrinky sun, spiralling Earth An astronomer based in Canada has published a paper arguing that distances within the solar system should no longer be measured using Astronomical Units (AU), which is currently standard practice.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Boffin says Astronomical Unit should be binned Fails to allow for shrinky sun, spiralling Earth An astronomer based in Canada has published a paper arguing that distances within the solar system should no longer be measured using Astronomical Units (AU), which is currently standard practice.\n*2*: An AU is approximately equal to the distance between Earth and Sun, but the International Astronomical Union actually defines it differently.\n*3*: According to the IAU, an AU's value is based on the Gaussian gravitational constant - which itself assumes that the Sun has a constant mass.\n*4*: But Peter Noerdlinger of St Mary's University points out that in fact the Sun loses an ultra-minuscule proportion of itself every second due to the continual conversion of mass into solar energy. (About three millionths of a quadrillionth goes every second if we've got our sums right; or three billionths of a trillionth if you prefer.\n*5*: This equates to around six million tonnes, which is 60 US Navy aircraft carriers or 80-million-odd international adjusted Sarah Beenys completely annihilated.) The Sun's shrinkage means that Earth gets further away and slows down in its progress all the time, gradually spiralling outwards into darkness and deviating from where it should be under IAU rules; which makes Noerdlinger mad. \"Units are not supposed to change,\" he told New Scientist, describing the situation as \"quite a nuisance\" and insisting that \"for scientific and engineering usage, it is essential to get it right\".\n*6*: The testy boffin reckons variance in the AU could account for the so-called \"Pioneer anomaly\", in which NASA's Pioneer space probes have wandered off their calculated courses since heading out into interstellar space.\n*7*: He proposes using metres instead. \u00ae", "scrambled": "*1*: He proposes using metres instead. \u00ae\n*2*: This equates to around six million tonnes, which is 60 US Navy aircraft carriers or 80-million-odd international adjusted Sarah Beenys completely annihilated.) The Sun's shrinkage means that Earth gets further away and slows down in its progress all the time, gradually spiralling outwards into darkness and deviating from where it should be under IAU rules; which makes Noerdlinger mad. \"Units are not supposed to change,\" he told New Scientist, describing the situation as \"quite a nuisance\" and insisting that \"for scientific and engineering usage, it is essential to get it right\".\n*3*: But Peter Noerdlinger of St Mary's University points out that in fact the Sun loses an ultra-minuscule proportion of itself every second due to the continual conversion of mass into solar energy. (About three millionths of a quadrillionth goes every second if we've got our sums right; or three billionths of a trillionth if you prefer.\n*4*: An AU is approximately equal to the distance between Earth and Sun, but the International Astronomical Union actually defines it differently.\n*5*: According to the IAU, an AU's value is based on the Gaussian gravitational constant - which itself assumes that the Sun has a constant mass.\n*6*: The testy boffin reckons variance in the AU could account for the so-called \"Pioneer anomaly\", in which NASA's Pioneer space probes have wandered off their calculated courses since heading out into interstellar space.\n*7*: Boffin says Astronomical Unit should be binned Fails to allow for shrinky sun, spiralling Earth An astronomer based in Canada has published a paper arguing that distances within the solar system should no longer be measured using Astronomical Units (AU), which is currently standard practice."} | {"difficulty": 2} |
unscramble_228274 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Their goals are both comprehensive and ambitious.
*2*: By Charlie Feigenoff, UVA TODAY: Working at the nanoscale, tens of thousands of researchers are in a race to develop tiny nanoparticles, nanodevices and nanopatterned surfaces for medical applications.
*3*: To prepare students to take part in this swiftly emerging field, University of Virginia faculty members in the School of Engineering and Applied Science’s departments of Materials Science and Engineering and Biomedical Engineering have formed a program in nanomedicine. “This is a great model of departments working together,” said professor William Johnson, who chairs Materials Science and Engineering. “Students were very interested in nanomedicine, and we wanted to make the opportunities in the field available to them.”
*4*: They are hoping to create drugs that stop disease processes at the molecular level where they start, engineer drug delivery systems that are small enough to reach deep within the body and build scaffolding and textured surfaces that the body can use to regenerate lost or damaged tissue.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: By Charlie Feigenoff, UVA TODAY: Working at the nanoscale, tens of thousands of researchers are in a race to develop tiny nanoparticles, nanodevices and nanopatterned surfaces for medical applications.\n*2*: Their goals are both comprehensive and ambitious.\n*3*: They are hoping to create drugs that stop disease processes at the molecular level where they start, engineer drug delivery systems that are small enough to reach deep within the body and build scaffolding and textured surfaces that the body can use to regenerate lost or damaged tissue.\n*4*: To prepare students to take part in this swiftly emerging field, University of Virginia faculty members in the School of Engineering and Applied Science\u2019s departments of Materials Science and Engineering and Biomedical Engineering have formed a program in nanomedicine. \u201cThis is a great model of departments working together,\u201d said professor William Johnson, who chairs Materials Science and Engineering. \u201cStudents were very interested in nanomedicine, and we wanted to make the opportunities in the field available to them.\u201d", "scrambled": "*1*: Their goals are both comprehensive and ambitious.\n*2*: By Charlie Feigenoff, UVA TODAY: Working at the nanoscale, tens of thousands of researchers are in a race to develop tiny nanoparticles, nanodevices and nanopatterned surfaces for medical applications.\n*3*: To prepare students to take part in this swiftly emerging field, University of Virginia faculty members in the School of Engineering and Applied Science\u2019s departments of Materials Science and Engineering and Biomedical Engineering have formed a program in nanomedicine. \u201cThis is a great model of departments working together,\u201d said professor William Johnson, who chairs Materials Science and Engineering. \u201cStudents were very interested in nanomedicine, and we wanted to make the opportunities in the field available to them.\u201d\n*4*: They are hoping to create drugs that stop disease processes at the molecular level where they start, engineer drug delivery systems that are small enough to reach deep within the body and build scaffolding and textured surfaces that the body can use to regenerate lost or damaged tissue."} | {"difficulty": 2} |
unscramble_183531 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The image is then reconstructed in software and a focus point can be chosen.
*2*: It would be refreshing to see more 'blue sky' thinking from some of the major manufacturers (and not just bigger LCD's too).
*3*: |Previous news story Next news story| Ren Ng, graduate student at Stanford University has developed a hand-held plenoptic camera which takes a shot first and allows you to make the decision about focus point in software after the event.
*4*: These microlenses create a unique image on the sensor surface which includes not only the amount of light deposited at that location, but how much light arrives along each ray.
*5*: The back has had an array of 90,000 microlenses mounted in front of the sensor (with a gap between the array and the sensor).
*6*: Phil: An interesting development of a technology which is at least thinking differently than the current trend to simply keep increasing megapixels.
*7*: The prototype camera is actually a Contax 645 with a modified Megavision FB4040 back (sixteen megapixel).
*8*: Note that the final resolution is the same as the number of microlenses.
*9*: Obviously the disadvantage here is you're getting a pretty low resolution image, the advantages are the ability to focus after the event, to shoot at large apertures and still achieve small aperture depth of field and hence also use faster shutter speeds and/or lower sensitivities.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: |Previous news story Next news story| Ren Ng, graduate student at Stanford University has developed a hand-held plenoptic camera which takes a shot first and allows you to make the decision about focus point in software after the event.\n*2*: The prototype camera is actually a Contax 645 with a modified Megavision FB4040 back (sixteen megapixel).\n*3*: The back has had an array of 90,000 microlenses mounted in front of the sensor (with a gap between the array and the sensor).\n*4*: These microlenses create a unique image on the sensor surface which includes not only the amount of light deposited at that location, but how much light arrives along each ray.\n*5*: The image is then reconstructed in software and a focus point can be chosen.\n*6*: Note that the final resolution is the same as the number of microlenses.\n*7*: Phil: An interesting development of a technology which is at least thinking differently than the current trend to simply keep increasing megapixels.\n*8*: Obviously the disadvantage here is you're getting a pretty low resolution image, the advantages are the ability to focus after the event, to shoot at large apertures and still achieve small aperture depth of field and hence also use faster shutter speeds and/or lower sensitivities.\n*9*: It would be refreshing to see more 'blue sky' thinking from some of the major manufacturers (and not just bigger LCD's too).", "scrambled": "*1*: The image is then reconstructed in software and a focus point can be chosen.\n*2*: It would be refreshing to see more 'blue sky' thinking from some of the major manufacturers (and not just bigger LCD's too).\n*3*: |Previous news story Next news story| Ren Ng, graduate student at Stanford University has developed a hand-held plenoptic camera which takes a shot first and allows you to make the decision about focus point in software after the event.\n*4*: These microlenses create a unique image on the sensor surface which includes not only the amount of light deposited at that location, but how much light arrives along each ray.\n*5*: The back has had an array of 90,000 microlenses mounted in front of the sensor (with a gap between the array and the sensor).\n*6*: Phil: An interesting development of a technology which is at least thinking differently than the current trend to simply keep increasing megapixels.\n*7*: The prototype camera is actually a Contax 645 with a modified Megavision FB4040 back (sixteen megapixel).\n*8*: Note that the final resolution is the same as the number of microlenses.\n*9*: Obviously the disadvantage here is you're getting a pretty low resolution image, the advantages are the ability to focus after the event, to shoot at large apertures and still achieve small aperture depth of field and hence also use faster shutter speeds and/or lower sensitivities."} | {"difficulty": 2} |
unscramble_117775 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Like Us on Facebook NASA's InSight mission is scheduled for a March 2016 launch and a September 2016 arrival date on Mars.
*2*: Mars is also less geologically active than Earth, so its insides are better preserved than Earth's. "InSight's instruments will be designed to pick up any seismic activity rumbling through the planet; take note of any meteor impacts on the surface; burrow as much as 16 feet deep to study how heat flows underground; and measure how Mars' two moons exert tidal forces on the planet, causing it to stretch one way or another," according to Los Angeles Times science writer Amina Khan.
*3*: NASA is hoping that by studying the interior of Mars, they can gain more insight into planet formation. "It happens that Mars is in the "sweet spot" - big enough to have undergone most of the early processes that fundamentally shaped the terrestrial bodies (Mercury, Venus, Earth, Earth's Moon and Mars), but small enough to have retained the signature of those processes for the next four billion years (unlike Earth)," says the InSight press release.
*4*: A just-approved mission named InSight plans on getting another terrestrial planet explorer on Mars by as early as 2016.
*5*: While the Mars Curiosity rover will be limited to surface expenditures only, InSight, on the other hand, aims to dig a little deeper. "By using sophisticated geophysical instruments, InSight will delve deep beneath the surface of Mars, detecting the fingerprints of the processes of terrestrial planet formation, as well as measuring the planet's "vital signs": Its "pulse" (seismology), "temperature" (heat flow probe), and "reflexes" (precision tracking)," says NASA's mission webpage.
*6*: The InSight lander will be able to bore beneath Mars' surface to extract information about how the planet formed (Photo : NASA) NASA is wasting no time in exploring this solar system.
*7*: The InSight mission proposal beat out two other mission proposals: one to Saturn's moon Titan, and another one that planned on landing a spacecraft on a comet.
*8*: The Mars Curiosity rover just landed on the Red Planet's surface, and NASA is already looking forward to sending more probes out into our solar system.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: The InSight lander will be able to bore beneath Mars' surface to extract information about how the planet formed (Photo : NASA) NASA is wasting no time in exploring this solar system.\n*2*: The Mars Curiosity rover just landed on the Red Planet's surface, and NASA is already looking forward to sending more probes out into our solar system.\n*3*: A just-approved mission named InSight plans on getting another terrestrial planet explorer on Mars by as early as 2016.\n*4*: Like Us on Facebook NASA's InSight mission is scheduled for a March 2016 launch and a September 2016 arrival date on Mars.\n*5*: While the Mars Curiosity rover will be limited to surface expenditures only, InSight, on the other hand, aims to dig a little deeper. \"By using sophisticated geophysical instruments, InSight will delve deep beneath the surface of Mars, detecting the fingerprints of the processes of terrestrial planet formation, as well as measuring the planet's \"vital signs\": Its \"pulse\" (seismology), \"temperature\" (heat flow probe), and \"reflexes\" (precision tracking),\" says NASA's mission webpage.\n*6*: NASA is hoping that by studying the interior of Mars, they can gain more insight into planet formation. \"It happens that Mars is in the \"sweet spot\" - big enough to have undergone most of the early processes that fundamentally shaped the terrestrial bodies (Mercury, Venus, Earth, Earth's Moon and Mars), but small enough to have retained the signature of those processes for the next four billion years (unlike Earth),\" says the InSight press release.\n*7*: Mars is also less geologically active than Earth, so its insides are better preserved than Earth's. \"InSight's instruments will be designed to pick up any seismic activity rumbling through the planet; take note of any meteor impacts on the surface; burrow as much as 16 feet deep to study how heat flows underground; and measure how Mars' two moons exert tidal forces on the planet, causing it to stretch one way or another,\" according to Los Angeles Times science writer Amina Khan.\n*8*: The InSight mission proposal beat out two other mission proposals: one to Saturn's moon Titan, and another one that planned on landing a spacecraft on a comet.", "scrambled": "*1*: Like Us on Facebook NASA's InSight mission is scheduled for a March 2016 launch and a September 2016 arrival date on Mars.\n*2*: Mars is also less geologically active than Earth, so its insides are better preserved than Earth's. \"InSight's instruments will be designed to pick up any seismic activity rumbling through the planet; take note of any meteor impacts on the surface; burrow as much as 16 feet deep to study how heat flows underground; and measure how Mars' two moons exert tidal forces on the planet, causing it to stretch one way or another,\" according to Los Angeles Times science writer Amina Khan.\n*3*: NASA is hoping that by studying the interior of Mars, they can gain more insight into planet formation. \"It happens that Mars is in the \"sweet spot\" - big enough to have undergone most of the early processes that fundamentally shaped the terrestrial bodies (Mercury, Venus, Earth, Earth's Moon and Mars), but small enough to have retained the signature of those processes for the next four billion years (unlike Earth),\" says the InSight press release.\n*4*: A just-approved mission named InSight plans on getting another terrestrial planet explorer on Mars by as early as 2016.\n*5*: While the Mars Curiosity rover will be limited to surface expenditures only, InSight, on the other hand, aims to dig a little deeper. \"By using sophisticated geophysical instruments, InSight will delve deep beneath the surface of Mars, detecting the fingerprints of the processes of terrestrial planet formation, as well as measuring the planet's \"vital signs\": Its \"pulse\" (seismology), \"temperature\" (heat flow probe), and \"reflexes\" (precision tracking),\" says NASA's mission webpage.\n*6*: The InSight lander will be able to bore beneath Mars' surface to extract information about how the planet formed (Photo : NASA) NASA is wasting no time in exploring this solar system.\n*7*: The InSight mission proposal beat out two other mission proposals: one to Saturn's moon Titan, and another one that planned on landing a spacecraft on a comet.\n*8*: The Mars Curiosity rover just landed on the Red Planet's surface, and NASA is already looking forward to sending more probes out into our solar system."} | {"difficulty": 2} |
unscramble_56398 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: How cool would it be if your cell phone could gain all the power it needed to fuel your conversations by the actual sound of those conversations?
*2*: A sound pad on top vibrates when hit by sound waves which causes the zinc oxide strands to compress and release.
*3*: Scientists at Sungkyunkwan University in Seoul, South Korea think they've developed the technology that could soon have that very application.
*4*: That generates an electrical current that charges the battery.
*5*: The prototype consists of tiny zinc oxide wires sandwiched between two electrodes.
*6*: The technology produces energy from the vibrations caused by sounds.
*7*: Currently, the prototype has only been able to convert sound at high decibel levels like loud traffic to generate about 50 millivolts of electricity, but the scientists are hoping that changing the material the wires are made of will allow more energy to be produced from lower sound levels. via The Telegraph written by jesse lackey, May 12, 2011 written by Mariana, May 13, 2011 written by LondonHomes, May 15, 2011 written by Daniela, May 16, 2011 |< Prev||Next >|
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: How cool would it be if your cell phone could gain all the power it needed to fuel your conversations by the actual sound of those conversations?\n*2*: Scientists at Sungkyunkwan University in Seoul, South Korea think they've developed the technology that could soon have that very application.\n*3*: The technology produces energy from the vibrations caused by sounds.\n*4*: The prototype consists of tiny zinc oxide wires sandwiched between two electrodes.\n*5*: A sound pad on top vibrates when hit by sound waves which causes the zinc oxide strands to compress and release.\n*6*: That generates an electrical current that charges the battery.\n*7*: Currently, the prototype has only been able to convert sound at high decibel levels like loud traffic to generate about 50 millivolts of electricity, but the scientists are hoping that changing the material the wires are made of will allow more energy to be produced from lower sound levels. via The Telegraph written by jesse lackey, May 12, 2011 written by Mariana, May 13, 2011 written by LondonHomes, May 15, 2011 written by Daniela, May 16, 2011 |< Prev||Next >|", "scrambled": "*1*: How cool would it be if your cell phone could gain all the power it needed to fuel your conversations by the actual sound of those conversations?\n*2*: A sound pad on top vibrates when hit by sound waves which causes the zinc oxide strands to compress and release.\n*3*: Scientists at Sungkyunkwan University in Seoul, South Korea think they've developed the technology that could soon have that very application.\n*4*: That generates an electrical current that charges the battery.\n*5*: The prototype consists of tiny zinc oxide wires sandwiched between two electrodes.\n*6*: The technology produces energy from the vibrations caused by sounds.\n*7*: Currently, the prototype has only been able to convert sound at high decibel levels like loud traffic to generate about 50 millivolts of electricity, but the scientists are hoping that changing the material the wires are made of will allow more energy to be produced from lower sound levels. via The Telegraph written by jesse lackey, May 12, 2011 written by Mariana, May 13, 2011 written by LondonHomes, May 15, 2011 written by Daniela, May 16, 2011 |< Prev||Next >|"} | {"difficulty": 2} |
unscramble_65331 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It just makes the addition a little harder to do.
*2*: -> SOLUTION: 11^1/2*11^3 solves your algebra problems and provides step-by-step explanations! : algebra software solves algebra homework problems with step-by-step help!
*3*: The rule for this situation, , says we should add the exponents.
*4*: Since we have a fraction as an exponent it doesn't change the rule we use.
*5*: Algebra: Radicals -- complicated equations involving roots If you need immediate math help from PAID TUTORS right now , click here . (paid link) Click here to see ALL problems on Radicals put this solution on YOUR website!
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: -> SOLUTION: 11^1/2*11^3 solves your algebra problems and provides step-by-step explanations! : algebra software solves algebra homework problems with step-by-step help!\n*2*: Algebra: Radicals -- complicated equations involving roots If you need immediate math help from PAID TUTORS right now , click here . (paid link) Click here to see ALL problems on Radicals put this solution on YOUR website!\n*3*: The rule for this situation, , says we should add the exponents.\n*4*: Since we have a fraction as an exponent it doesn't change the rule we use.\n*5*: It just makes the addition a little harder to do.", "scrambled": "*1*: It just makes the addition a little harder to do.\n*2*: -> SOLUTION: 11^1/2*11^3 solves your algebra problems and provides step-by-step explanations! : algebra software solves algebra homework problems with step-by-step help!\n*3*: The rule for this situation, , says we should add the exponents.\n*4*: Since we have a fraction as an exponent it doesn't change the rule we use.\n*5*: Algebra: Radicals -- complicated equations involving roots If you need immediate math help from PAID TUTORS right now , click here . (paid link) Click here to see ALL problems on Radicals put this solution on YOUR website!"} | {"difficulty": 2} |
unscramble_202738 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In Islamic architecture, especially in Persia, where it may have been invented, the squinch took the form of a succession of corbeled stalactites.
*2*: It was the primitive solution of this problem, the perfected one being eventually provided by the pendentive.
*3*: It was also commonly used in the early churches of Europe and the East.
*4*: Squinches may be formed by masonry built out from the angle in corbeled courses, by filling the corner with a vise placed diagonally, or by building an arch or a number of corbeled arches diagonally across the corner.
*5*: More on squinch from Fact Monster: See more Encyclopedia articles on: Architecture
*6*: squinch, in architecture, a piece of construction used for filling in the upper angles of a square room so as to form a proper base to receive an octagonal or spherical dome.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: squinch, in architecture, a piece of construction used for filling in the upper angles of a square room so as to form a proper base to receive an octagonal or spherical dome.\n*2*: It was the primitive solution of this problem, the perfected one being eventually provided by the pendentive.\n*3*: Squinches may be formed by masonry built out from the angle in corbeled courses, by filling the corner with a vise placed diagonally, or by building an arch or a number of corbeled arches diagonally across the corner.\n*4*: In Islamic architecture, especially in Persia, where it may have been invented, the squinch took the form of a succession of corbeled stalactites.\n*5*: It was also commonly used in the early churches of Europe and the East.\n*6*: More on squinch from Fact Monster: See more Encyclopedia articles on: Architecture", "scrambled": "*1*: In Islamic architecture, especially in Persia, where it may have been invented, the squinch took the form of a succession of corbeled stalactites.\n*2*: It was the primitive solution of this problem, the perfected one being eventually provided by the pendentive.\n*3*: It was also commonly used in the early churches of Europe and the East.\n*4*: Squinches may be formed by masonry built out from the angle in corbeled courses, by filling the corner with a vise placed diagonally, or by building an arch or a number of corbeled arches diagonally across the corner.\n*5*: More on squinch from Fact Monster: See more Encyclopedia articles on: Architecture\n*6*: squinch, in architecture, a piece of construction used for filling in the upper angles of a square room so as to form a proper base to receive an octagonal or spherical dome."} | {"difficulty": 2} |
unscramble_234060 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This is certainly not the peaceful, white-garbed angel on a Hallmark card, but this classically-proportioned angel with large, grey wings and a voluminous pink cloak this would certainly look impressive on top of a Christmas tree.
*2*: What would Christmas be without some angels?
*3*: The large figure of Michael is wearing Roman battle attire prepares to impale a tough-looking man representing Satan.
*4*: In characteristic Baroque fashion, the painting is full of drama.
*5*: This striking painting of the Michael the Archangel is by Italian Baroque painter Guido Reni (1575-1642).
*6*: Behind him is a shadowy setting with rocks in the foreground, a dragon lurking behind the Archangel, and hint of red that suggests the fires of Hell.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 would Christmas be without some angels?\n*2*: This striking painting of the Michael the Archangel is by Italian Baroque painter Guido Reni (1575-1642).\n*3*: In characteristic Baroque fashion, the painting is full of drama.\n*4*: The large figure of Michael is wearing Roman battle attire prepares to impale a tough-looking man representing Satan.\n*5*: Behind him is a shadowy setting with rocks in the foreground, a dragon lurking behind the Archangel, and hint of red that suggests the fires of Hell.\n*6*: This is certainly not the peaceful, white-garbed angel on a Hallmark card, but this classically-proportioned angel with large, grey wings and a voluminous pink cloak this would certainly look impressive on top of a Christmas tree.", "scrambled": "*1*: This is certainly not the peaceful, white-garbed angel on a Hallmark card, but this classically-proportioned angel with large, grey wings and a voluminous pink cloak this would certainly look impressive on top of a Christmas tree.\n*2*: What would Christmas be without some angels?\n*3*: The large figure of Michael is wearing Roman battle attire prepares to impale a tough-looking man representing Satan.\n*4*: In characteristic Baroque fashion, the painting is full of drama.\n*5*: This striking painting of the Michael the Archangel is by Italian Baroque painter Guido Reni (1575-1642).\n*6*: Behind him is a shadowy setting with rocks in the foreground, a dragon lurking behind the Archangel, and hint of red that suggests the fires of Hell."} | {"difficulty": 2} |
unscramble_108441 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In today’s America, where children are named after reality-show stars and parents christen their offspring Khaylee and Jaxon, it’s hard to imagine such a thing as naming traditions.
*2*: Here’s how.
*3*: The traditions varied by country, but if you know your cultural heritage, you often can use these patterns to make educated guesses about the brick walls in your past.
*4*: Clues in your ancestors’ given names could help you identify earlier generations.
*5*: But not that long ago, parents routinely followed patterns for passing on given names from generations past.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Clues in your ancestors\u2019 given names could help you identify earlier generations.\n*2*: Here\u2019s how.\n*3*: In today\u2019s America, where children are named after reality-show stars and parents christen their offspring Khaylee and Jaxon, it\u2019s hard to imagine such a thing as naming traditions.\n*4*: But not that long ago, parents routinely followed patterns for passing on given names from generations past.\n*5*: The traditions varied by country, but if you know your cultural heritage, you often can use these patterns to make educated guesses about the brick walls in your past.", "scrambled": "*1*: In today\u2019s America, where children are named after reality-show stars and parents christen their offspring Khaylee and Jaxon, it\u2019s hard to imagine such a thing as naming traditions.\n*2*: Here\u2019s how.\n*3*: The traditions varied by country, but if you know your cultural heritage, you often can use these patterns to make educated guesses about the brick walls in your past.\n*4*: Clues in your ancestors\u2019 given names could help you identify earlier generations.\n*5*: But not that long ago, parents routinely followed patterns for passing on given names from generations past."} | {"difficulty": 2} |
unscramble_729 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: When the model was completely, he set out on a record-breaking trip.
*2*: His journey came to a halt this past Friday, however, because the funding for his project ran out.
*3*: To read lots more on da Luz’s journey and the fascinating technology involved click here.
*4*: This visionary trip began in Buffalo, N.Y., in June 2008, and went through Canada, Alaska and down the West Coast to Los Angeles, where pilot Marcelo da Luz and his solar-powered car made a pit stop Friday. "Hopefully this won't be the end of the journey for me," said da Luz, 40, whose UFO-like car broke the world's 9,000-mile distance record for travel by a solar vehicle.
*5*: The Power of One In 1987 Brazilian-born Canadian, Marcelo da Luz saw a news clip about the World Solar Challenge race and it inspired him to design a super cool solar vehicle of his own - XOF1, which he calls The Power of One.
*6*: The solar team traveled more than 11,500 miles to break the previous record.
*7*: The 470-pound, 14-foot vehicle took 10 years and more than 50,000 man hours to build and $50,000 to build, da Luz 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*: The Power of One In 1987 Brazilian-born Canadian, Marcelo da Luz saw a news clip about the World Solar Challenge race and it inspired him to design a super cool solar vehicle of his own - XOF1, which he calls The Power of One.\n*2*: When the model was completely, he set out on a record-breaking trip.\n*3*: This visionary trip began in Buffalo, N.Y., in June 2008, and went through Canada, Alaska and down the West Coast to Los Angeles, where pilot Marcelo da Luz and his solar-powered car made a pit stop Friday. \"Hopefully this won't be the end of the journey for me,\" said da Luz, 40, whose UFO-like car broke the world's 9,000-mile distance record for travel by a solar vehicle.\n*4*: His journey came to a halt this past Friday, however, because the funding for his project ran out.\n*5*: The solar team traveled more than 11,500 miles to break the previous record.\n*6*: The 470-pound, 14-foot vehicle took 10 years and more than 50,000 man hours to build and $50,000 to build, da Luz said.\n*7*: To read lots more on da Luz\u2019s journey and the fascinating technology involved click here.", "scrambled": "*1*: When the model was completely, he set out on a record-breaking trip.\n*2*: His journey came to a halt this past Friday, however, because the funding for his project ran out.\n*3*: To read lots more on da Luz\u2019s journey and the fascinating technology involved click here.\n*4*: This visionary trip began in Buffalo, N.Y., in June 2008, and went through Canada, Alaska and down the West Coast to Los Angeles, where pilot Marcelo da Luz and his solar-powered car made a pit stop Friday. \"Hopefully this won't be the end of the journey for me,\" said da Luz, 40, whose UFO-like car broke the world's 9,000-mile distance record for travel by a solar vehicle.\n*5*: The Power of One In 1987 Brazilian-born Canadian, Marcelo da Luz saw a news clip about the World Solar Challenge race and it inspired him to design a super cool solar vehicle of his own - XOF1, which he calls The Power of One.\n*6*: The solar team traveled more than 11,500 miles to break the previous record.\n*7*: The 470-pound, 14-foot vehicle took 10 years and more than 50,000 man hours to build and $50,000 to build, da Luz said."} | {"difficulty": 2} |
unscramble_67260 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Courtesy: Battye Library.
*2*: Photo: George Serras.
*3*: Courtesy: La Trobe Picture Collection.
*4*: Right: When the 1878 Australian team arrived in Sydney, after almost eight months away, an enormous flotilla and 20,000 people turned out to welcome them home.
*5*: Right: The 1878 Australian team.
*6*: On 27 May, the colonial team beat a strong Marylebone Cricket Club team on their home ground at Lord's.
*7*: Punch magazine was inspired to write that: The Australians came down like a wolf on the fold, The Marylebone Cracks for a trifle were bowled; Our Grace before dinner was very soon done, Our Grace after dinner did not get a run. 'Our Grace' referred to England's legendary batsman, WG Grace, who on this occasion was out for four and a duck.
*8*: In a match which lasted only five hours, the Australians won by nine wickets.
*9*: Right: This photograph shows legendary English batsman WG Grace at the crease in the 1880s.
*10*: The Australian Eleven: A nine-day wonder The 1878 tour was a spectacular success for the Australians.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Australian Eleven: A nine-day wonder The 1878 tour was a spectacular success for the Australians.\n*2*: On 27 May, the colonial team beat a strong Marylebone Cricket Club team on their home ground at Lord's.\n*3*: In a match which lasted only five hours, the Australians won by nine wickets.\n*4*: Punch magazine was inspired to write that: The Australians came down like a wolf on the fold, The Marylebone Cracks for a trifle were bowled; Our Grace before dinner was very soon done, Our Grace after dinner did not get a run. 'Our Grace' referred to England's legendary batsman, WG Grace, who on this occasion was out for four and a duck.\n*5*: Right: The 1878 Australian team.\n*6*: Courtesy: Battye Library.\n*7*: Right: This photograph shows legendary English batsman WG Grace at the crease in the 1880s.\n*8*: Photo: George Serras.\n*9*: Right: When the 1878 Australian team arrived in Sydney, after almost eight months away, an enormous flotilla and 20,000 people turned out to welcome them home.\n*10*: Courtesy: La Trobe Picture Collection.", "scrambled": "*1*: Courtesy: Battye Library.\n*2*: Photo: George Serras.\n*3*: Courtesy: La Trobe Picture Collection.\n*4*: Right: When the 1878 Australian team arrived in Sydney, after almost eight months away, an enormous flotilla and 20,000 people turned out to welcome them home.\n*5*: Right: The 1878 Australian team.\n*6*: On 27 May, the colonial team beat a strong Marylebone Cricket Club team on their home ground at Lord's.\n*7*: Punch magazine was inspired to write that: The Australians came down like a wolf on the fold, The Marylebone Cracks for a trifle were bowled; Our Grace before dinner was very soon done, Our Grace after dinner did not get a run. 'Our Grace' referred to England's legendary batsman, WG Grace, who on this occasion was out for four and a duck.\n*8*: In a match which lasted only five hours, the Australians won by nine wickets.\n*9*: Right: This photograph shows legendary English batsman WG Grace at the crease in the 1880s.\n*10*: The Australian Eleven: A nine-day wonder The 1878 tour was a spectacular success for the Australians."} | {"difficulty": 2} |
unscramble_174584 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Definition of Polygenic Polygenic: Pertaining to two or more genes.
*2*: Last Editorial Review: 6/14/2012 Back to MedTerms online medical dictionary A-Z List Need help identifying pills and medications?
*3*: Get the latest health and medical information delivered direct to your inbox FREE!
*4*: Eye color is polygenic.
*5*: It is by determined by a number of genes.
*6*: As opposed to monogenic.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Polygenic Polygenic: Pertaining to two or more genes.\n*2*: As opposed to monogenic.\n*3*: Eye color is polygenic.\n*4*: It is by determined by a number of genes.\n*5*: Last Editorial Review: 6/14/2012 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*: Definition of Polygenic Polygenic: Pertaining to two or more genes.\n*2*: Last Editorial Review: 6/14/2012 Back to MedTerms online medical dictionary A-Z List Need help identifying pills and medications?\n*3*: Get the latest health and medical information delivered direct to your inbox FREE!\n*4*: Eye color is polygenic.\n*5*: It is by determined by a number of genes.\n*6*: As opposed to monogenic."} | {"difficulty": 2} |
unscramble_248536 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It appears, Sato said, that the catfish sneak their eggs in with those of the other species as they are spawning.
*2*: Fishes in East Africa have provided a rare example of brood parasitism, in which the offspring of one species rely totally on parents of another for their survival.
*3*: Once the eggs are laid and fertilized, the female scoops them into her mouth, where the young incubate.
*4*: While some birds lay their eggs in the nests of a second species, the phenomenon had been unknown among other types of vertebrate animals.
*5*: Even after they hatch, the fry stay in this refuge until they are big enough to fend for themselves, at first feeding on their own yolk sacs and then venturing out only briefly to forage for food.
*6*: The females of a group of sunfish-like species living in Lake Tanganyika care for their young in their mouths.
*7*: Studying the fish in an aquarium, Sato found that the newly-hatched catfish, like those of the host species, first feed on their self-contained yolk sacs until they are used up, usually about three days.
*8*: While studying these fishes, Tetsu Sato, a zoologist from Kyoto University in Japan, discovered that many of the females held eggs or fry of catfish as well as of their own species.
*9*: Analysis of the stomach contents of catfish fry in the lake indicated that the young catfish, after consuming their mouthmates, swim out to feed on tiny invertebrates and then return to the mouths of their unsuspecting protectors.
*10*: The catfish fry then turn on the host fry. ``The smaller fry bite the body of the host fry and gradually suck up the whole of their yolk whereas larger fry swallow the host fry whole,`` Sato reported in the journal Nature.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Fishes in East Africa have provided a rare example of brood parasitism, in which the offspring of one species rely totally on parents of another for their survival.\n*2*: While some birds lay their eggs in the nests of a second species, the phenomenon had been unknown among other types of vertebrate animals.\n*3*: The females of a group of sunfish-like species living in Lake Tanganyika care for their young in their mouths.\n*4*: Once the eggs are laid and fertilized, the female scoops them into her mouth, where the young incubate.\n*5*: Even after they hatch, the fry stay in this refuge until they are big enough to fend for themselves, at first feeding on their own yolk sacs and then venturing out only briefly to forage for food.\n*6*: While studying these fishes, Tetsu Sato, a zoologist from Kyoto University in Japan, discovered that many of the females held eggs or fry of catfish as well as of their own species.\n*7*: It appears, Sato said, that the catfish sneak their eggs in with those of the other species as they are spawning.\n*8*: Studying the fish in an aquarium, Sato found that the newly-hatched catfish, like those of the host species, first feed on their self-contained yolk sacs until they are used up, usually about three days.\n*9*: The catfish fry then turn on the host fry. ``The smaller fry bite the body of the host fry and gradually suck up the whole of their yolk whereas larger fry swallow the host fry whole,`` Sato reported in the journal Nature.\n*10*: Analysis of the stomach contents of catfish fry in the lake indicated that the young catfish, after consuming their mouthmates, swim out to feed on tiny invertebrates and then return to the mouths of their unsuspecting protectors.", "scrambled": "*1*: It appears, Sato said, that the catfish sneak their eggs in with those of the other species as they are spawning.\n*2*: Fishes in East Africa have provided a rare example of brood parasitism, in which the offspring of one species rely totally on parents of another for their survival.\n*3*: Once the eggs are laid and fertilized, the female scoops them into her mouth, where the young incubate.\n*4*: While some birds lay their eggs in the nests of a second species, the phenomenon had been unknown among other types of vertebrate animals.\n*5*: Even after they hatch, the fry stay in this refuge until they are big enough to fend for themselves, at first feeding on their own yolk sacs and then venturing out only briefly to forage for food.\n*6*: The females of a group of sunfish-like species living in Lake Tanganyika care for their young in their mouths.\n*7*: Studying the fish in an aquarium, Sato found that the newly-hatched catfish, like those of the host species, first feed on their self-contained yolk sacs until they are used up, usually about three days.\n*8*: While studying these fishes, Tetsu Sato, a zoologist from Kyoto University in Japan, discovered that many of the females held eggs or fry of catfish as well as of their own species.\n*9*: Analysis of the stomach contents of catfish fry in the lake indicated that the young catfish, after consuming their mouthmates, swim out to feed on tiny invertebrates and then return to the mouths of their unsuspecting protectors.\n*10*: The catfish fry then turn on the host fry. ``The smaller fry bite the body of the host fry and gradually suck up the whole of their yolk whereas larger fry swallow the host fry whole,`` Sato reported in the journal Nature."} | {"difficulty": 2} |
unscramble_205139 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Maneuvering would be accomplished by using small shutters on the edge of the disc (similar to ailerons on a winged aircraft).
*2*: According to declassified cutaway diagrams, the supersonic flying saucer would propel itself by rotating an outer disk at very high speed, taking advantage of the Coand effect.
*3*: Power would be provided by jet turbines.
*4*: One declassified memo, which seems to be the conclusion of initial research and prototyping, says that Project 1794 is a flying saucer capable of 'between Mach 3 and Mach 4,' (2,300-3,000 mph) a service ceiling of over 100,000 feet (30,500m), and a range of around 1,000 nautical miles (1,150mi, 1850km).
*5*: The aircraft, which had the code name Project 1794, was developed by the USAF and Avro Canada in the 1950s.
*6*: MrSeb writes "Tighten the strap on your tinfoil hat: Recently declassified documents show that the US Air Force was working on, and perhaps had already built, a supersonic flying saucer in 1956.
*7*: The fact that there are no disc-shaped aircraft in the skies today, though, suggests that the USAF's flying saucer efforts probably never got past the prototype stage."
*8*: According to the cutaway diagrams, the entire thing would even be capable of vertical takeoff and landing (VTOL).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: MrSeb writes \"Tighten the strap on your tinfoil hat: Recently declassified documents show that the US Air Force was working on, and perhaps had already built, a supersonic flying saucer in 1956.\n*2*: The aircraft, which had the code name Project 1794, was developed by the USAF and Avro Canada in the 1950s.\n*3*: One declassified memo, which seems to be the conclusion of initial research and prototyping, says that Project 1794 is a flying saucer capable of 'between Mach 3 and Mach 4,' (2,300-3,000 mph) a service ceiling of over 100,000 feet (30,500m), and a range of around 1,000 nautical miles (1,150mi, 1850km).\n*4*: According to declassified cutaway diagrams, the supersonic flying saucer would propel itself by rotating an outer disk at very high speed, taking advantage of the Coand effect.\n*5*: Maneuvering would be accomplished by using small shutters on the edge of the disc (similar to ailerons on a winged aircraft).\n*6*: Power would be provided by jet turbines.\n*7*: According to the cutaway diagrams, the entire thing would even be capable of vertical takeoff and landing (VTOL).\n*8*: The fact that there are no disc-shaped aircraft in the skies today, though, suggests that the USAF's flying saucer efforts probably never got past the prototype stage.\"", "scrambled": "*1*: Maneuvering would be accomplished by using small shutters on the edge of the disc (similar to ailerons on a winged aircraft).\n*2*: According to declassified cutaway diagrams, the supersonic flying saucer would propel itself by rotating an outer disk at very high speed, taking advantage of the Coand effect.\n*3*: Power would be provided by jet turbines.\n*4*: One declassified memo, which seems to be the conclusion of initial research and prototyping, says that Project 1794 is a flying saucer capable of 'between Mach 3 and Mach 4,' (2,300-3,000 mph) a service ceiling of over 100,000 feet (30,500m), and a range of around 1,000 nautical miles (1,150mi, 1850km).\n*5*: The aircraft, which had the code name Project 1794, was developed by the USAF and Avro Canada in the 1950s.\n*6*: MrSeb writes \"Tighten the strap on your tinfoil hat: Recently declassified documents show that the US Air Force was working on, and perhaps had already built, a supersonic flying saucer in 1956.\n*7*: The fact that there are no disc-shaped aircraft in the skies today, though, suggests that the USAF's flying saucer efforts probably never got past the prototype stage.\"\n*8*: According to the cutaway diagrams, the entire thing would even be capable of vertical takeoff and landing (VTOL)."} | {"difficulty": 2} |
unscramble_162104 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: U.S. Department of Health and Human Services. (2000).
*2*: Office of Public Health Assessment Data Dissemination and Community Assessment Program The Utah Department of Health exists to protect the public's health through preventing illness, injury, disability, and premature death, assuring access to necessary health care and promoting healthy lifestyles.
*3*: Washington, DC: U.S. Government Printing Office
*4*: Individual health is closely linked to community health and the environment, which is why the vision of the nation's Healthy People 2010 initiative has been coined, "Healthy People in Healthy Communities."1 In addition, community involvement in the planning and implementation of public health interventions brings an understanding of the community history and social context that is crucial to ensure the effectiveness of a public health intervention.
*5*: Data Dissemination and Community Assessment Program Publications For questions email the DDCA program manager. 1.
*6*: In the practice of public health, it has become clear that communities can provide key resources in achieving those goals.
*7*: Healthy People 2010: Understanding and Improving Health (2nd ed.).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Office of Public Health Assessment Data Dissemination and Community Assessment Program The Utah Department of Health exists to protect the public's health through preventing illness, injury, disability, and premature death, assuring access to necessary health care and promoting healthy lifestyles.\n*2*: In the practice of public health, it has become clear that communities can provide key resources in achieving those goals.\n*3*: Individual health is closely linked to community health and the environment, which is why the vision of the nation's Healthy People 2010 initiative has been coined, \"Healthy People in Healthy Communities.\"1 In addition, community involvement in the planning and implementation of public health interventions brings an understanding of the community history and social context that is crucial to ensure the effectiveness of a public health intervention.\n*4*: Data Dissemination and Community Assessment Program Publications For questions email the DDCA program manager. 1.\n*5*: U.S. Department of Health and Human Services. (2000).\n*6*: Healthy People 2010: Understanding and Improving Health (2nd ed.).\n*7*: Washington, DC: U.S. Government Printing Office", "scrambled": "*1*: U.S. Department of Health and Human Services. (2000).\n*2*: Office of Public Health Assessment Data Dissemination and Community Assessment Program The Utah Department of Health exists to protect the public's health through preventing illness, injury, disability, and premature death, assuring access to necessary health care and promoting healthy lifestyles.\n*3*: Washington, DC: U.S. Government Printing Office\n*4*: Individual health is closely linked to community health and the environment, which is why the vision of the nation's Healthy People 2010 initiative has been coined, \"Healthy People in Healthy Communities.\"1 In addition, community involvement in the planning and implementation of public health interventions brings an understanding of the community history and social context that is crucial to ensure the effectiveness of a public health intervention.\n*5*: Data Dissemination and Community Assessment Program Publications For questions email the DDCA program manager. 1.\n*6*: In the practice of public health, it has become clear that communities can provide key resources in achieving those goals.\n*7*: Healthy People 2010: Understanding and Improving Health (2nd ed.)."} | {"difficulty": 2} |
unscramble_75548 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Each city-level SCP project is adapted to the particular needs, priorities, and circumstances of that city; nonetheless, all SCP city projects follow the same general approach and all are implemented through the same series of activities known as the SCP Process.
*2*: It works at city level in collaboration with local partners to strengthen their capabilities for environmental planning and management (EPM).
*3*: DOWNLOAD: (1,033 Kb) ISBN Series Number:- Not available - ISBN:- Not available - HS Number:- Not available - Series Title:- Not available - Pages: 130 Year: 1999 Publisher: UN-HABITAT Co-Publisher :- Not available - Languages: Themes: Environment Countries: Branch/Office:
*4*: Establishing and Supporting a Working Group Process The Sustainable Cities Programme (SCP) is a world-wide technical cooperation activity of the United Nations.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Establishing and Supporting a Working Group Process The Sustainable Cities Programme (SCP) is a world-wide technical cooperation activity of the United Nations.\n*2*: It works at city level in collaboration with local partners to strengthen their capabilities for environmental planning and management (EPM).\n*3*: Each city-level SCP project is adapted to the particular needs, priorities, and circumstances of that city; nonetheless, all SCP city projects follow the same general approach and all are implemented through the same series of activities known as the SCP Process.\n*4*: DOWNLOAD: (1,033 Kb) ISBN Series Number:- Not available - ISBN:- Not available - HS Number:- Not available - Series Title:- Not available - Pages: 130 Year: 1999 Publisher: UN-HABITAT Co-Publisher :- Not available - Languages: Themes: Environment Countries: Branch/Office:", "scrambled": "*1*: Each city-level SCP project is adapted to the particular needs, priorities, and circumstances of that city; nonetheless, all SCP city projects follow the same general approach and all are implemented through the same series of activities known as the SCP Process.\n*2*: It works at city level in collaboration with local partners to strengthen their capabilities for environmental planning and management (EPM).\n*3*: DOWNLOAD: (1,033 Kb) ISBN Series Number:- Not available - ISBN:- Not available - HS Number:- Not available - Series Title:- Not available - Pages: 130 Year: 1999 Publisher: UN-HABITAT Co-Publisher :- Not available - Languages: Themes: Environment Countries: Branch/Office:\n*4*: Establishing and Supporting a Working Group Process The Sustainable Cities Programme (SCP) is a world-wide technical cooperation activity of the United Nations."} | {"difficulty": 2} |
unscramble_58641 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Covers the first steps in creating infographics, graphic representations of data—organizing sample data and preparing a wireframe.
*2*: Shows how to depict complex relationships in an easy-to-understand infographic, or graphic representation of data.
*3*: Try it free for 7 days Shows how to create an area bubble infographic, or graphic representation of data.
*4*: Become a member and get unlimited access to every course in the library.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Become a member and get unlimited access to every course in the library.\n*2*: Try it free for 7 days Shows how to create an area bubble infographic, or graphic representation of data.\n*3*: Shows how to depict complex relationships in an easy-to-understand infographic, or graphic representation of data.\n*4*: Covers the first steps in creating infographics, graphic representations of data\u2014organizing sample data and preparing a wireframe.", "scrambled": "*1*: Covers the first steps in creating infographics, graphic representations of data\u2014organizing sample data and preparing a wireframe.\n*2*: Shows how to depict complex relationships in an easy-to-understand infographic, or graphic representation of data.\n*3*: Try it free for 7 days Shows how to create an area bubble infographic, or graphic representation of data.\n*4*: Become a member and get unlimited access to every course in the library."} | {"difficulty": 2} |
unscramble_117961 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This photograph shows some of the 190 granite blocks donated to the United States Holocaust Memorial Museum by the Mauthausen Public Memorial in Austria.
*2*: The larger blocks could each weigh more than 75 pounds.
*3*: The small blocks weighed between 30 and 45 pounds each.
*4*: The Nazis established the Mauthausen concentration camp in 1938 near an abandoned stone quarry.
*5*: Prisoners were forced to carry these granite blocks up more than 180 steps.
*6*: Prisoners assigned to forced labor in the camp quarry were quickly worked to death.
*7*: US Holocaust Memorial Museum - Collections
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 photograph shows some of the 190 granite blocks donated to the United States Holocaust Memorial Museum by the Mauthausen Public Memorial in Austria.\n*2*: The Nazis established the Mauthausen concentration camp in 1938 near an abandoned stone quarry.\n*3*: Prisoners were forced to carry these granite blocks up more than 180 steps.\n*4*: The small blocks weighed between 30 and 45 pounds each.\n*5*: The larger blocks could each weigh more than 75 pounds.\n*6*: Prisoners assigned to forced labor in the camp quarry were quickly worked to death.\n*7*: US Holocaust Memorial Museum - Collections", "scrambled": "*1*: This photograph shows some of the 190 granite blocks donated to the United States Holocaust Memorial Museum by the Mauthausen Public Memorial in Austria.\n*2*: The larger blocks could each weigh more than 75 pounds.\n*3*: The small blocks weighed between 30 and 45 pounds each.\n*4*: The Nazis established the Mauthausen concentration camp in 1938 near an abandoned stone quarry.\n*5*: Prisoners were forced to carry these granite blocks up more than 180 steps.\n*6*: Prisoners assigned to forced labor in the camp quarry were quickly worked to death.\n*7*: US Holocaust Memorial Museum - Collections"} | {"difficulty": 2} |
unscramble_228049 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: And players who appeared to have more cooperative traits preferred non-combat activities such as exploring.
*2*: The study would have to ensure that it avoids unsettling users, who may see personality profiling as an invasion of their privacy.
*3*: The researchers believe that certain factors, such as interactions with other users in forums or time spent exploring parts of a site, could reveal insights into a user's personality.
*4*: When they compared the responses to logs of the players' activity in the game, which are publicly available, they found that players who were rated extrovert preferred group activities such as banding together with other players to fight rival groups or monsters.
*5*: A new study has revealed that a player's behaviour within the game mimics their real-world character traits.
*6*: To test this, the team surveyed 1000 gamers who like to engage with the monsters, spells and dungeons found in World of Warcraft (WoW), reports New Scientist.
*7*: Although websites that track your buying and browsing habits have become commonplace, Nick Yee and colleagues at the Palo Alto Research Center (PARC) in California reckoned this personalisation could be made far more sophisticated if websites could assess visitors' personalities.
*8*: The study will be presented in May at the Conference on Human Factors in Computing Systems in Vancouver, Canada.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 has revealed that a player's behaviour within the game mimics their real-world character traits.\n*2*: Although websites that track your buying and browsing habits have become commonplace, Nick Yee and colleagues at the Palo Alto Research Center (PARC) in California reckoned this personalisation could be made far more sophisticated if websites could assess visitors' personalities.\n*3*: To test this, the team surveyed 1000 gamers who like to engage with the monsters, spells and dungeons found in World of Warcraft (WoW), reports New Scientist.\n*4*: When they compared the responses to logs of the players' activity in the game, which are publicly available, they found that players who were rated extrovert preferred group activities such as banding together with other players to fight rival groups or monsters.\n*5*: And players who appeared to have more cooperative traits preferred non-combat activities such as exploring.\n*6*: The researchers believe that certain factors, such as interactions with other users in forums or time spent exploring parts of a site, could reveal insights into a user's personality.\n*7*: The study would have to ensure that it avoids unsettling users, who may see personality profiling as an invasion of their privacy.\n*8*: The study will be presented in May at the Conference on Human Factors in Computing Systems in Vancouver, Canada.", "scrambled": "*1*: And players who appeared to have more cooperative traits preferred non-combat activities such as exploring.\n*2*: The study would have to ensure that it avoids unsettling users, who may see personality profiling as an invasion of their privacy.\n*3*: The researchers believe that certain factors, such as interactions with other users in forums or time spent exploring parts of a site, could reveal insights into a user's personality.\n*4*: When they compared the responses to logs of the players' activity in the game, which are publicly available, they found that players who were rated extrovert preferred group activities such as banding together with other players to fight rival groups or monsters.\n*5*: A new study has revealed that a player's behaviour within the game mimics their real-world character traits.\n*6*: To test this, the team surveyed 1000 gamers who like to engage with the monsters, spells and dungeons found in World of Warcraft (WoW), reports New Scientist.\n*7*: Although websites that track your buying and browsing habits have become commonplace, Nick Yee and colleagues at the Palo Alto Research Center (PARC) in California reckoned this personalisation could be made far more sophisticated if websites could assess visitors' personalities.\n*8*: The study will be presented in May at the Conference on Human Factors in Computing Systems in Vancouver, Canada."} | {"difficulty": 2} |
unscramble_171876 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Lake Pepin is the widest part of the Mississippi River, but its days as a popular tourist destination could be numbered if sediment build up is not significantly reduced.
*2*: Most of it comes from the Minnesota River.
*3*: Sedimentation is natural, but runoff from farms, homes, and businesses along waterfronts makes the problem worse.
*4*: Sullivan says Wisconsin’s tributaries account for only up to two percent of the sediment that goes into the lake. “In terms of going forward, we’re waiting to see how Minnesota is going to be addressing the sediment contributions in their watershed, then we’re going to have to define more carefully what is Wisconsin’s share, in terms of how do we address the source of sediment in our smaller watersheds.” The Minnesota Pollution Control Agency wants to come up with pollution and sediment standards, but agricultural and other groups have come forward to challenge the research.
*5*: State and federal officials are constantly dealing with sedimentation in Lake Pepin through dredging and stabilizing river and stream banks.
*6*: Sediment, like fine silt and nutrients, travels from the Mississippi River’s tributaries.
*7*: Wisconsin Department of Natural Resources Water Quality Specialist John Sullivan says the upper portion of Lake Pepin could be gone in 100 years if sedimentation continues to accelerate at the rate it's going.
*8*: Tue August 7, 2012 Wisconsin Looks to Minnesota to Set Lake Pepin Sediment Standards As Minnesota debates handling sediment issues in Lake Pepin, Wisconsin officials are left waiting to set their own standards.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Tue August 7, 2012 Wisconsin Looks to Minnesota to Set Lake Pepin Sediment Standards As Minnesota debates handling sediment issues in Lake Pepin, Wisconsin officials are left waiting to set their own standards.\n*2*: Lake Pepin is the widest part of the Mississippi River, but its days as a popular tourist destination could be numbered if sediment build up is not significantly reduced.\n*3*: Sediment, like fine silt and nutrients, travels from the Mississippi River\u2019s tributaries.\n*4*: Sedimentation is natural, but runoff from farms, homes, and businesses along waterfronts makes the problem worse.\n*5*: State and federal officials are constantly dealing with sedimentation in Lake Pepin through dredging and stabilizing river and stream banks.\n*6*: Wisconsin Department of Natural Resources Water Quality Specialist John Sullivan says the upper portion of Lake Pepin could be gone in 100 years if sedimentation continues to accelerate at the rate it's going.\n*7*: Most of it comes from the Minnesota River.\n*8*: Sullivan says Wisconsin\u2019s tributaries account for only up to two percent of the sediment that goes into the lake. \u201cIn terms of going forward, we\u2019re waiting to see how Minnesota is going to be addressing the sediment contributions in their watershed, then we\u2019re going to have to define more carefully what is Wisconsin\u2019s share, in terms of how do we address the source of sediment in our smaller watersheds.\u201d The Minnesota Pollution Control Agency wants to come up with pollution and sediment standards, but agricultural and other groups have come forward to challenge the research.", "scrambled": "*1*: Lake Pepin is the widest part of the Mississippi River, but its days as a popular tourist destination could be numbered if sediment build up is not significantly reduced.\n*2*: Most of it comes from the Minnesota River.\n*3*: Sedimentation is natural, but runoff from farms, homes, and businesses along waterfronts makes the problem worse.\n*4*: Sullivan says Wisconsin\u2019s tributaries account for only up to two percent of the sediment that goes into the lake. \u201cIn terms of going forward, we\u2019re waiting to see how Minnesota is going to be addressing the sediment contributions in their watershed, then we\u2019re going to have to define more carefully what is Wisconsin\u2019s share, in terms of how do we address the source of sediment in our smaller watersheds.\u201d The Minnesota Pollution Control Agency wants to come up with pollution and sediment standards, but agricultural and other groups have come forward to challenge the research.\n*5*: State and federal officials are constantly dealing with sedimentation in Lake Pepin through dredging and stabilizing river and stream banks.\n*6*: Sediment, like fine silt and nutrients, travels from the Mississippi River\u2019s tributaries.\n*7*: Wisconsin Department of Natural Resources Water Quality Specialist John Sullivan says the upper portion of Lake Pepin could be gone in 100 years if sedimentation continues to accelerate at the rate it's going.\n*8*: Tue August 7, 2012 Wisconsin Looks to Minnesota to Set Lake Pepin Sediment Standards As Minnesota debates handling sediment issues in Lake Pepin, Wisconsin officials are left waiting to set their own standards."} | {"difficulty": 2} |
unscramble_134191 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: A University of Michigan team is addressing that problem with a microporous material that could be used to store hydrogen.
*2*: An efficient new process from the Weizmann Institute of Science in Israel produces hydrogen using a reusable ruthenium-based compound.
*3*: Although hydrogen contains more energy than gasoline by weight, it takes up more space.
*4*: There, organometallic chemist David Milstein is working on accelerating the reactions and improving the compound.
*5*: These can be difficult to cool, so engineers from Purdue and General Motors recently developed a new system that uses standard engine coolant running over a finned tank.
*6*: It has surface area of 5,000 square meters (almost as big as a football field) per gram, the largest ever achieved.
*7*: Another storage option is metal hydrides, which chemically bond hydrogen to metals.
*8*: See the recent 80beats article "The Super-Small, Open-Source, Ultracapacitor-Using Hydrogen Car."
*9*: Researchers are making progress in producing and storing hydrogen that could power a new generation of fuel-cell cars, despite seesaw domestic funding from successive presidential administrations.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Researchers are making progress in producing and storing hydrogen that could power a new generation of fuel-cell cars, despite seesaw domestic funding from successive presidential administrations.\n*2*: An efficient new process from the Weizmann Institute of Science in Israel produces hydrogen using a reusable ruthenium-based compound.\n*3*: There, organometallic chemist David Milstein is working on accelerating the reactions and improving the compound.\n*4*: Although hydrogen contains more energy than gasoline by weight, it takes up more space.\n*5*: A University of Michigan team is addressing that problem with a microporous material that could be used to store hydrogen.\n*6*: It has surface area of 5,000 square meters (almost as big as a football field) per gram, the largest ever achieved.\n*7*: Another storage option is metal hydrides, which chemically bond hydrogen to metals.\n*8*: These can be difficult to cool, so engineers from Purdue and General Motors recently developed a new system that uses standard engine coolant running over a finned tank.\n*9*: See the recent 80beats article \"The Super-Small, Open-Source, Ultracapacitor-Using Hydrogen Car.\"", "scrambled": "*1*: A University of Michigan team is addressing that problem with a microporous material that could be used to store hydrogen.\n*2*: An efficient new process from the Weizmann Institute of Science in Israel produces hydrogen using a reusable ruthenium-based compound.\n*3*: Although hydrogen contains more energy than gasoline by weight, it takes up more space.\n*4*: There, organometallic chemist David Milstein is working on accelerating the reactions and improving the compound.\n*5*: These can be difficult to cool, so engineers from Purdue and General Motors recently developed a new system that uses standard engine coolant running over a finned tank.\n*6*: It has surface area of 5,000 square meters (almost as big as a football field) per gram, the largest ever achieved.\n*7*: Another storage option is metal hydrides, which chemically bond hydrogen to metals.\n*8*: See the recent 80beats article \"The Super-Small, Open-Source, Ultracapacitor-Using Hydrogen Car.\"\n*9*: Researchers are making progress in producing and storing hydrogen that could power a new generation of fuel-cell cars, despite seesaw domestic funding from successive presidential administrations."} | {"difficulty": 2} |
unscramble_141394 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: And they carry so little West Nile virus in their bloodstreams that they are unlikely to infect mosquitoes who could then infect humans, Kilpatrick says, making the birds more likely to slow an epidemic than spread one.
*2*: There, it mutated from a minor infection to become what Robert Webster, the virologist at the scene, called "Ebola for chickens." This outbreak took two years and the destruction of 17 million birds to control.
*3*: But for those whose daily animal interaction doesn't extend beyond shooing squirrels or feeding the dog, the prospect of zoonotic disease shouldn't keep them awake at night. "Most people should be more afraid to walk into a doctor's office during flu season," says Pennsylvania State University avian pathologist Patty Dunn.
*4*: In 1983 a low-grade bird flu virus, perhaps left by ducks, spread into chicken warehouses in Pennsylvania.
*5*: Webster links some of its spread to New York City's live bird markets, where chickens are packed into cages in close quarters with ducks and geese, natural carriers of bird flu.
*6*: Webster believes these markets pose a greater risk than CAFOs in the developed world where so-called "biosecurity" procedures to keep diseases out have been tightened since the emergence of H5N1. "Live bird markets are the breeding place for all pandemic strains in my opinion," he says, and, despite attempts to purge it, avian influenza continues to show up in American live bird markets.
*7*: As for pigeons: research has shown that even those infected with bird flu actually transmit very little.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 1983 a low-grade bird flu virus, perhaps left by ducks, spread into chicken warehouses in Pennsylvania.\n*2*: There, it mutated from a minor infection to become what Robert Webster, the virologist at the scene, called \"Ebola for chickens.\" This outbreak took two years and the destruction of 17 million birds to control.\n*3*: Webster links some of its spread to New York City's live bird markets, where chickens are packed into cages in close quarters with ducks and geese, natural carriers of bird flu.\n*4*: Webster believes these markets pose a greater risk than CAFOs in the developed world where so-called \"biosecurity\" procedures to keep diseases out have been tightened since the emergence of H5N1. \"Live bird markets are the breeding place for all pandemic strains in my opinion,\" he says, and, despite attempts to purge it, avian influenza continues to show up in American live bird markets.\n*5*: But for those whose daily animal interaction doesn't extend beyond shooing squirrels or feeding the dog, the prospect of zoonotic disease shouldn't keep them awake at night. \"Most people should be more afraid to walk into a doctor's office during flu season,\" says Pennsylvania State University avian pathologist Patty Dunn.\n*6*: As for pigeons: research has shown that even those infected with bird flu actually transmit very little.\n*7*: And they carry so little West Nile virus in their bloodstreams that they are unlikely to infect mosquitoes who could then infect humans, Kilpatrick says, making the birds more likely to slow an epidemic than spread one.", "scrambled": "*1*: And they carry so little West Nile virus in their bloodstreams that they are unlikely to infect mosquitoes who could then infect humans, Kilpatrick says, making the birds more likely to slow an epidemic than spread one.\n*2*: There, it mutated from a minor infection to become what Robert Webster, the virologist at the scene, called \"Ebola for chickens.\" This outbreak took two years and the destruction of 17 million birds to control.\n*3*: But for those whose daily animal interaction doesn't extend beyond shooing squirrels or feeding the dog, the prospect of zoonotic disease shouldn't keep them awake at night. \"Most people should be more afraid to walk into a doctor's office during flu season,\" says Pennsylvania State University avian pathologist Patty Dunn.\n*4*: In 1983 a low-grade bird flu virus, perhaps left by ducks, spread into chicken warehouses in Pennsylvania.\n*5*: Webster links some of its spread to New York City's live bird markets, where chickens are packed into cages in close quarters with ducks and geese, natural carriers of bird flu.\n*6*: Webster believes these markets pose a greater risk than CAFOs in the developed world where so-called \"biosecurity\" procedures to keep diseases out have been tightened since the emergence of H5N1. \"Live bird markets are the breeding place for all pandemic strains in my opinion,\" he says, and, despite attempts to purge it, avian influenza continues to show up in American live bird markets.\n*7*: As for pigeons: research has shown that even those infected with bird flu actually transmit very little."} | {"difficulty": 2} |
unscramble_153519 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Artificially produced jet of water, and the structure from which it rises.
*2*: Displaced for a time by the medieval well, the fountain reemerged in the late Middle Ages.
*3*: Supplying water through conduits to multiple fountains, as at the Palace of Versailles, was an important feat.
*4*: Fountains have been an important feature of landscape design since ancient times.
*5*: In Muslim countries, fountains for drinking and for ablutions are of great importance.
*6*: It reached its peak in the Renaissance and Baroque eras, with designs in which sculpture became prominent (e.g., Rome's Trevi Fountain).
*7*: A common type is the simple spout and basin enclosed in a graceful niche; more ambitious designs take the form of a richly decorated pavilion.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Artificially produced jet of water, and the structure from which it rises.\n*2*: Fountains have been an important feature of landscape design since ancient times.\n*3*: Displaced for a time by the medieval well, the fountain reemerged in the late Middle Ages.\n*4*: It reached its peak in the Renaissance and Baroque eras, with designs in which sculpture became prominent (e.g., Rome's Trevi Fountain).\n*5*: Supplying water through conduits to multiple fountains, as at the Palace of Versailles, was an important feat.\n*6*: In Muslim countries, fountains for drinking and for ablutions are of great importance.\n*7*: A common type is the simple spout and basin enclosed in a graceful niche; more ambitious designs take the form of a richly decorated pavilion.", "scrambled": "*1*: Artificially produced jet of water, and the structure from which it rises.\n*2*: Displaced for a time by the medieval well, the fountain reemerged in the late Middle Ages.\n*3*: Supplying water through conduits to multiple fountains, as at the Palace of Versailles, was an important feat.\n*4*: Fountains have been an important feature of landscape design since ancient times.\n*5*: In Muslim countries, fountains for drinking and for ablutions are of great importance.\n*6*: It reached its peak in the Renaissance and Baroque eras, with designs in which sculpture became prominent (e.g., Rome's Trevi Fountain).\n*7*: A common type is the simple spout and basin enclosed in a graceful niche; more ambitious designs take the form of a richly decorated pavilion."} | {"difficulty": 2} |
unscramble_179108 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: The activities were easy to understand both from a teachers point of view and the students, they allowed for some differentiation by outcome.
*2*: I liked some of the contexts in which they were set as they involved fun activities as well as those that were in real contexts.
*3*: In this School we assess ICT across the curriculum and so they found the teachers notes were particularly helpful in distinguishing what ICT levels were being measured as well as their own National Curriculum levels.
*4*: Well done to the writers.
*5*: Assessing ICT in Context Sally Barker at Greendown school I found the worksheets to be a really useful for giving my team ideas to use in the classroom.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Assessing ICT in Context Sally Barker at Greendown school I found the worksheets to be a really useful for giving my team ideas to use in the classroom.\n*2*: In this School we assess ICT across the curriculum and so they found the teachers notes were particularly helpful in distinguishing what ICT levels were being measured as well as their own National Curriculum levels.\n*3*: The activities were easy to understand both from a teachers point of view and the students, they allowed for some differentiation by outcome.\n*4*: I liked some of the contexts in which they were set as they involved fun activities as well as those that were in real contexts.\n*5*: Well done to the writers.", "scrambled": "*1*: The activities were easy to understand both from a teachers point of view and the students, they allowed for some differentiation by outcome.\n*2*: I liked some of the contexts in which they were set as they involved fun activities as well as those that were in real contexts.\n*3*: In this School we assess ICT across the curriculum and so they found the teachers notes were particularly helpful in distinguishing what ICT levels were being measured as well as their own National Curriculum levels.\n*4*: Well done to the writers.\n*5*: Assessing ICT in Context Sally Barker at Greendown school I found the worksheets to be a really useful for giving my team ideas to use in the classroom."} | {"difficulty": 2} |
unscramble_63362 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Top Environmental Pressures Identified Representatives from these organizations formed a team to develop a project plan and introduce it to a wider group of participants.
*2*: SSV's 20% reduction target was announced publicly in April 2003, and a first group of organizations and companies (SSV Partners) officially pledged to join SSV in March 2004 to work toward reaching this ambitious goal.
*3*: We use a systematic ‘plan-do-check-adjust’ environmental management approach to accelerate CO2 emissions, water reduction goals and economic returns.
*4*: These participants identified 35 key environmental pressures, the top six being: - Use of energy from non-renewable sources measured by CO2 emissions - Use of fresh water - Urban sprawl - Habitat development and fragmentation - Use of non-renewable raw materials - Discharges of toxic chemicals to the air Of the six highest priority environmental pressures, SSV's first two foci have been on reducing Energy Use/CO2 emissions and use of fresh water.
*5*: Governor Schwarzenegger had also ordered in 2005 (under his Executive Order S-3-05) that: by 2010 GHG emissions would be reduced to 2000 levels; by 2020, to 1990 levels; and by 2050, reduced to 80 percent below 1990 levels.
*6*: Participants were invited from the entire Silicon Valley region, including Santa Clara and San Mateo, Northern Santa Cruz, and Southern Alameda counties.
*7*: This compares to the Kyoto Protocol's goal of a 5% reduction over the same period; and to the requirement of Assembly Bill 32, the California Global Warming Solutions Act of 2006, that California-wide greenhouse gas emissions levels in 1990 be achieved by 2020.
*8*: SSV's regional goal is to reduce CO2 emissions in the Silicon Valley to 20% below their 1990 levels by the year 2010.
*9*: Sustainable Silicon Valley (SSV) was formed as a multi-stakeholder collaborative initiative to produce significant environmental improvement and resource conservation in Silicon Valley through the development and implementation of a regional environmental management system (EMS).
*10*: Formed in 2001 as a project of California EPA, Santa Clara Valley Water District (SCVWD), Silicon Valley Leadership Group (SVLG) and Silicon Valley Environmental Partnership (SVEP), SSV became independent in 2004.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Sustainable Silicon Valley (SSV) was formed as a multi-stakeholder collaborative initiative to produce significant environmental improvement and resource conservation in Silicon Valley through the development and implementation of a regional environmental management system (EMS).\n*2*: Formed in 2001 as a project of California EPA, Santa Clara Valley Water District (SCVWD), Silicon Valley Leadership Group (SVLG) and Silicon Valley Environmental Partnership (SVEP), SSV became independent in 2004.\n*3*: We use a systematic \u2018plan-do-check-adjust\u2019 environmental management approach to accelerate CO2 emissions, water reduction goals and economic returns.\n*4*: Top Environmental Pressures Identified Representatives from these organizations formed a team to develop a project plan and introduce it to a wider group of participants.\n*5*: Participants were invited from the entire Silicon Valley region, including Santa Clara and San Mateo, Northern Santa Cruz, and Southern Alameda counties.\n*6*: These participants identified 35 key environmental pressures, the top six being: - Use of energy from non-renewable sources measured by CO2 emissions - Use of fresh water - Urban sprawl - Habitat development and fragmentation - Use of non-renewable raw materials - Discharges of toxic chemicals to the air Of the six highest priority environmental pressures, SSV's first two foci have been on reducing Energy Use/CO2 emissions and use of fresh water.\n*7*: SSV's regional goal is to reduce CO2 emissions in the Silicon Valley to 20% below their 1990 levels by the year 2010.\n*8*: This compares to the Kyoto Protocol's goal of a 5% reduction over the same period; and to the requirement of Assembly Bill 32, the California Global Warming Solutions Act of 2006, that California-wide greenhouse gas emissions levels in 1990 be achieved by 2020.\n*9*: Governor Schwarzenegger had also ordered in 2005 (under his Executive Order S-3-05) that: by 2010 GHG emissions would be reduced to 2000 levels; by 2020, to 1990 levels; and by 2050, reduced to 80 percent below 1990 levels.\n*10*: SSV's 20% reduction target was announced publicly in April 2003, and a first group of organizations and companies (SSV Partners) officially pledged to join SSV in March 2004 to work toward reaching this ambitious goal.", "scrambled": "*1*: Top Environmental Pressures Identified Representatives from these organizations formed a team to develop a project plan and introduce it to a wider group of participants.\n*2*: SSV's 20% reduction target was announced publicly in April 2003, and a first group of organizations and companies (SSV Partners) officially pledged to join SSV in March 2004 to work toward reaching this ambitious goal.\n*3*: We use a systematic \u2018plan-do-check-adjust\u2019 environmental management approach to accelerate CO2 emissions, water reduction goals and economic returns.\n*4*: These participants identified 35 key environmental pressures, the top six being: - Use of energy from non-renewable sources measured by CO2 emissions - Use of fresh water - Urban sprawl - Habitat development and fragmentation - Use of non-renewable raw materials - Discharges of toxic chemicals to the air Of the six highest priority environmental pressures, SSV's first two foci have been on reducing Energy Use/CO2 emissions and use of fresh water.\n*5*: Governor Schwarzenegger had also ordered in 2005 (under his Executive Order S-3-05) that: by 2010 GHG emissions would be reduced to 2000 levels; by 2020, to 1990 levels; and by 2050, reduced to 80 percent below 1990 levels.\n*6*: Participants were invited from the entire Silicon Valley region, including Santa Clara and San Mateo, Northern Santa Cruz, and Southern Alameda counties.\n*7*: This compares to the Kyoto Protocol's goal of a 5% reduction over the same period; and to the requirement of Assembly Bill 32, the California Global Warming Solutions Act of 2006, that California-wide greenhouse gas emissions levels in 1990 be achieved by 2020.\n*8*: SSV's regional goal is to reduce CO2 emissions in the Silicon Valley to 20% below their 1990 levels by the year 2010.\n*9*: Sustainable Silicon Valley (SSV) was formed as a multi-stakeholder collaborative initiative to produce significant environmental improvement and resource conservation in Silicon Valley through the development and implementation of a regional environmental management system (EMS).\n*10*: Formed in 2001 as a project of California EPA, Santa Clara Valley Water District (SCVWD), Silicon Valley Leadership Group (SVLG) and Silicon Valley Environmental Partnership (SVEP), SSV became independent in 2004."} | {"difficulty": 2} |
unscramble_42814 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: They are not related to the liver or the functioning of the liver.
*2*: After the age of 40, liver spots are extremely common.
*3*: Although liver spots are benign, they may be bothersome from a cosmetic perspective.
*4*: These pigmentary changes are brought about by a combination of aging, sun exposure or other unknown causes.
*5*: Skin lightening agents (e.g., hydroquinone, azelaic acid, kojic acid, alpha hydroxyl acids, tretinoin, vitamin C) can help to reduce the appearance of liver spots.
*6*: Liver or age spots, also known as solar lentigines, are flat brown-black spots that commonly occur on sun-exposed areas of the body.
*7*: What to do about liver spots?
*8*: They appear most frequently on the back of the hands, forearms, face, shoulders and other areas of the body that have been subjected to high levels of sun exposure.
*9*: Implementing daily photoprotection through sunscreen use can minimize additional sun damage to your skin and prevent existing hyperpigmented areas, such as liver spots, from darkening even more.
*10*: Talk to your doctor to get more information about fading creams, liquid nitrogen and laser treatment alternatives.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 to do about liver spots?\n*2*: Liver or age spots, also known as solar lentigines, are flat brown-black spots that commonly occur on sun-exposed areas of the body.\n*3*: They are not related to the liver or the functioning of the liver.\n*4*: These pigmentary changes are brought about by a combination of aging, sun exposure or other unknown causes.\n*5*: After the age of 40, liver spots are extremely common.\n*6*: They appear most frequently on the back of the hands, forearms, face, shoulders and other areas of the body that have been subjected to high levels of sun exposure.\n*7*: Although liver spots are benign, they may be bothersome from a cosmetic perspective.\n*8*: Talk to your doctor to get more information about fading creams, liquid nitrogen and laser treatment alternatives.\n*9*: Skin lightening agents (e.g., hydroquinone, azelaic acid, kojic acid, alpha hydroxyl acids, tretinoin, vitamin C) can help to reduce the appearance of liver spots.\n*10*: Implementing daily photoprotection through sunscreen use can minimize additional sun damage to your skin and prevent existing hyperpigmented areas, such as liver spots, from darkening even more.", "scrambled": "*1*: They are not related to the liver or the functioning of the liver.\n*2*: After the age of 40, liver spots are extremely common.\n*3*: Although liver spots are benign, they may be bothersome from a cosmetic perspective.\n*4*: These pigmentary changes are brought about by a combination of aging, sun exposure or other unknown causes.\n*5*: Skin lightening agents (e.g., hydroquinone, azelaic acid, kojic acid, alpha hydroxyl acids, tretinoin, vitamin C) can help to reduce the appearance of liver spots.\n*6*: Liver or age spots, also known as solar lentigines, are flat brown-black spots that commonly occur on sun-exposed areas of the body.\n*7*: What to do about liver spots?\n*8*: They appear most frequently on the back of the hands, forearms, face, shoulders and other areas of the body that have been subjected to high levels of sun exposure.\n*9*: Implementing daily photoprotection through sunscreen use can minimize additional sun damage to your skin and prevent existing hyperpigmented areas, such as liver spots, from darkening even more.\n*10*: Talk to your doctor to get more information about fading creams, liquid nitrogen and laser treatment alternatives."} | {"difficulty": 2} |
unscramble_45606 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This assumes that the strands of each of the homologous chromosomes unwind and are available for Hydrogen bonding to a complementary strand using the Watson-Crick rules for base pairing (A-T & G-C).
*2*: That is a great question.
*3*: Ron Baker, Ph.D.
*4*: The research is showing that each chromosome unzips a small region of its DNA and they bind together there because of opposite base pairing.
*5*: There seem to be enzymes that coordinate this process.
*6*: Chromosome Recognition in Meiosis I Location: Outside U.S. Date: January 2009 How does the homologous chromosomes recognize each other in Meisosi I pairings?
*7*: Click here to return to the Molecular Biology Archives Update: June 2012
*8*: This base pairing between complementary strands of homologous chromosomes is probably the physical basis for crossing-over between homologous chromosomes.
*9*: My guess would be by base pairing between the sense strand of one chromosome and the anti-sense strand of the homologous chromosome.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Chromosome Recognition in Meiosis I Location: Outside U.S. Date: January 2009 How does the homologous chromosomes recognize each other in Meisosi I pairings?\n*2*: That is a great question.\n*3*: The research is showing that each chromosome unzips a small region of its DNA and they bind together there because of opposite base pairing.\n*4*: There seem to be enzymes that coordinate this process.\n*5*: My guess would be by base pairing between the sense strand of one chromosome and the anti-sense strand of the homologous chromosome.\n*6*: This assumes that the strands of each of the homologous chromosomes unwind and are available for Hydrogen bonding to a complementary strand using the Watson-Crick rules for base pairing (A-T & G-C).\n*7*: This base pairing between complementary strands of homologous chromosomes is probably the physical basis for crossing-over between homologous chromosomes.\n*8*: Ron Baker, Ph.D.\n*9*: Click here to return to the Molecular Biology Archives Update: June 2012", "scrambled": "*1*: This assumes that the strands of each of the homologous chromosomes unwind and are available for Hydrogen bonding to a complementary strand using the Watson-Crick rules for base pairing (A-T & G-C).\n*2*: That is a great question.\n*3*: Ron Baker, Ph.D.\n*4*: The research is showing that each chromosome unzips a small region of its DNA and they bind together there because of opposite base pairing.\n*5*: There seem to be enzymes that coordinate this process.\n*6*: Chromosome Recognition in Meiosis I Location: Outside U.S. Date: January 2009 How does the homologous chromosomes recognize each other in Meisosi I pairings?\n*7*: Click here to return to the Molecular Biology Archives Update: June 2012\n*8*: This base pairing between complementary strands of homologous chromosomes is probably the physical basis for crossing-over between homologous chromosomes.\n*9*: My guess would be by base pairing between the sense strand of one chromosome and the anti-sense strand of the homologous chromosome."} | {"difficulty": 2} |
unscramble_39452 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Short description Starting from the premise that interpersonal communication is inseparable from culture, this collection moves beyond traditional approaches to the subject by foregrounding the ways in which interpersonal relationships emerge through culturally mediated language practices.
*2*: It features ethnographic articles that are inviting and accessible to beginning students.
*3*: It proposes a new approach to interpersonal communication, based in ethnography and performance.
*4*: From the contents Preface for Instructors Editors' Acknowledgements Acknowledgements to Sources Introduction: Jane E.
*5*: Goodman and Leila Monaghan Part I: Ethnographer's Toolkit Part II: Applying the Ethnographer's Toolkit Part III: Ethnography of Talk: From Language Form to Social Solidarity Part IV: Communication and Social Groups: The Work of Belonging Part V: Interpersonal Communication in Institutional Settings: Structure, Agency, and the Exercise of Power Appendix I: Read This First: How to Read and Present on Complex Texts Appendix
*6*: It includes articles with detailed transcripts of conversation that students can analyze while providing them with conceptual and practical tools to develop their own ethnographic research on language practices.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Short description Starting from the premise that interpersonal communication is inseparable from culture, this collection moves beyond traditional approaches to the subject by foregrounding the ways in which interpersonal relationships emerge through culturally mediated language practices.\n*2*: It proposes a new approach to interpersonal communication, based in ethnography and performance.\n*3*: It features ethnographic articles that are inviting and accessible to beginning students.\n*4*: It includes articles with detailed transcripts of conversation that students can analyze while providing them with conceptual and practical tools to develop their own ethnographic research on language practices.\n*5*: From the contents Preface for Instructors Editors' Acknowledgements Acknowledgements to Sources Introduction: Jane E.\n*6*: Goodman and Leila Monaghan Part I: Ethnographer's Toolkit Part II: Applying the Ethnographer's Toolkit Part III: Ethnography of Talk: From Language Form to Social Solidarity Part IV: Communication and Social Groups: The Work of Belonging Part V: Interpersonal Communication in Institutional Settings: Structure, Agency, and the Exercise of Power Appendix I: Read This First: How to Read and Present on Complex Texts Appendix", "scrambled": "*1*: Short description Starting from the premise that interpersonal communication is inseparable from culture, this collection moves beyond traditional approaches to the subject by foregrounding the ways in which interpersonal relationships emerge through culturally mediated language practices.\n*2*: It features ethnographic articles that are inviting and accessible to beginning students.\n*3*: It proposes a new approach to interpersonal communication, based in ethnography and performance.\n*4*: From the contents Preface for Instructors Editors' Acknowledgements Acknowledgements to Sources Introduction: Jane E.\n*5*: Goodman and Leila Monaghan Part I: Ethnographer's Toolkit Part II: Applying the Ethnographer's Toolkit Part III: Ethnography of Talk: From Language Form to Social Solidarity Part IV: Communication and Social Groups: The Work of Belonging Part V: Interpersonal Communication in Institutional Settings: Structure, Agency, and the Exercise of Power Appendix I: Read This First: How to Read and Present on Complex Texts Appendix\n*6*: It includes articles with detailed transcripts of conversation that students can analyze while providing them with conceptual and practical tools to develop their own ethnographic research on language practices."} | {"difficulty": 2} |
unscramble_146113 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: University of Pennsylvania Study finds new combo of chemo and well-known malaria drug delivers double punch to tumors Blocking autophagy -- the process of "self-eating" within cells -- is turning out to be a viable way to enhance the effectiveness of a wide variety of cancer treatments, report researchers from the Abramson Cancer Center at the University of Pennsylvania.
*2*: Among the research institutions NCI funds across the United States, it currently designates 66 as Cancer Centers.
*3*: Largely based in research universities, these facilities are home to many of the NCI-supported scientists who conduct a wide range of intense, laboratory research into cancer’s origins and development.
*4*: The Penn researchers and others have demonstrated that adding hydroxychloroquine (HCQ) — an FDA-approved drug used commonly for malaria and rheumatoid arthritis -- to many cancer therapies, including chemotherapy, targeted therapy, radiation, and immunotherapy, can enhance the antitumor activity of these drugs in laboratory models of treatment-resistant cancers, and ongoing clinical trials.
*5*: The Cancer Centers Program also focuses on trans-disciplinary research, including population science and clinical research.
*6*: The centers’ research results are often at the forefront of studies in the cancer field.
*7*: Specifically, blocking the action of an acidic inner cell part, which acts like a stomach and chews up proteins for recycling, is the main attack strategy.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: University of Pennsylvania Study finds new combo of chemo and well-known malaria drug delivers double punch to tumors Blocking autophagy -- the process of \"self-eating\" within cells -- is turning out to be a viable way to enhance the effectiveness of a wide variety of cancer treatments, report researchers from the Abramson Cancer Center at the University of Pennsylvania.\n*2*: Specifically, blocking the action of an acidic inner cell part, which acts like a stomach and chews up proteins for recycling, is the main attack strategy.\n*3*: The Penn researchers and others have demonstrated that adding hydroxychloroquine (HCQ) \u2014 an FDA-approved drug used commonly for malaria and rheumatoid arthritis -- to many cancer therapies, including chemotherapy, targeted therapy, radiation, and immunotherapy, can enhance the antitumor activity of these drugs in laboratory models of treatment-resistant cancers, and ongoing clinical trials.\n*4*: Among the research institutions NCI funds across the United States, it currently designates 66 as Cancer Centers.\n*5*: Largely based in research universities, these facilities are home to many of the NCI-supported scientists who conduct a wide range of intense, laboratory research into cancer\u2019s origins and development.\n*6*: The Cancer Centers Program also focuses on trans-disciplinary research, including population science and clinical research.\n*7*: The centers\u2019 research results are often at the forefront of studies in the cancer field.", "scrambled": "*1*: University of Pennsylvania Study finds new combo of chemo and well-known malaria drug delivers double punch to tumors Blocking autophagy -- the process of \"self-eating\" within cells -- is turning out to be a viable way to enhance the effectiveness of a wide variety of cancer treatments, report researchers from the Abramson Cancer Center at the University of Pennsylvania.\n*2*: Among the research institutions NCI funds across the United States, it currently designates 66 as Cancer Centers.\n*3*: Largely based in research universities, these facilities are home to many of the NCI-supported scientists who conduct a wide range of intense, laboratory research into cancer\u2019s origins and development.\n*4*: The Penn researchers and others have demonstrated that adding hydroxychloroquine (HCQ) \u2014 an FDA-approved drug used commonly for malaria and rheumatoid arthritis -- to many cancer therapies, including chemotherapy, targeted therapy, radiation, and immunotherapy, can enhance the antitumor activity of these drugs in laboratory models of treatment-resistant cancers, and ongoing clinical trials.\n*5*: The Cancer Centers Program also focuses on trans-disciplinary research, including population science and clinical research.\n*6*: The centers\u2019 research results are often at the forefront of studies in the cancer field.\n*7*: Specifically, blocking the action of an acidic inner cell part, which acts like a stomach and chews up proteins for recycling, is the main attack strategy."} | {"difficulty": 2} |
unscramble_10493 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Once these units are sold, new cassette Walkmans will no longer be available through the manufacturer.
*2*: Somewhat ironically, the announcement was delivered just one day ahead of the iPod’s ninth anniversary on October 23, although the decline of the cassette Walkman is attributed primarily to the explosive popularity of CD players in the ’90s, not the iPod.
*3*: Sony managed to sell some 200 million iterations of the cassette Walkman during the product line’s 30-year career.
*4*: Although it later became a huge success, it only sold 3,000 units in its first month.
*5*: The final batch was shipped to Japanese retailers in April, according to IT Media.
*6*: Posted in: Arts&Entertainment
*7*: By: Lauren Indvik After retiring the floppy disk in March, Sony has halted the manufacture and distribution of another now-obsolete technology: the cassette Walkman, the first low-cost, portable music player.
*8*: The first generation Walkman (which was called the Soundabout in the U.S., and the Stowaway in the UK) was released on July 1, 1979 in Japan.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: By: Lauren Indvik After retiring the floppy disk in March, Sony has halted the manufacture and distribution of another now-obsolete technology: the cassette Walkman, the first low-cost, portable music player.\n*2*: The final batch was shipped to Japanese retailers in April, according to IT Media.\n*3*: Once these units are sold, new cassette Walkmans will no longer be available through the manufacturer.\n*4*: The first generation Walkman (which was called the Soundabout in the U.S., and the Stowaway in the UK) was released on July 1, 1979 in Japan.\n*5*: Although it later became a huge success, it only sold 3,000 units in its first month.\n*6*: Sony managed to sell some 200 million iterations of the cassette Walkman during the product line\u2019s 30-year career.\n*7*: Somewhat ironically, the announcement was delivered just one day ahead of the iPod\u2019s ninth anniversary on October 23, although the decline of the cassette Walkman is attributed primarily to the explosive popularity of CD players in the \u201990s, not the iPod.\n*8*: Posted in: Arts&Entertainment", "scrambled": "*1*: Once these units are sold, new cassette Walkmans will no longer be available through the manufacturer.\n*2*: Somewhat ironically, the announcement was delivered just one day ahead of the iPod\u2019s ninth anniversary on October 23, although the decline of the cassette Walkman is attributed primarily to the explosive popularity of CD players in the \u201990s, not the iPod.\n*3*: Sony managed to sell some 200 million iterations of the cassette Walkman during the product line\u2019s 30-year career.\n*4*: Although it later became a huge success, it only sold 3,000 units in its first month.\n*5*: The final batch was shipped to Japanese retailers in April, according to IT Media.\n*6*: Posted in: Arts&Entertainment\n*7*: By: Lauren Indvik After retiring the floppy disk in March, Sony has halted the manufacture and distribution of another now-obsolete technology: the cassette Walkman, the first low-cost, portable music player.\n*8*: The first generation Walkman (which was called the Soundabout in the U.S., and the Stowaway in the UK) was released on July 1, 1979 in Japan."} | {"difficulty": 2} |
unscramble_45421 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: It's misleading to call these domes “geodesic”, because the concept of “geodesic” really has nothing to do with it.
*2*: You can have a spherical structure where the frames are all geodesics but irregularly placed.
*3*: A more proper term would be Regular Polyhedron dome, or simply geo dome.
*4*: Also, the guy R Buckminster Fuller, a name associated with geo dome, is a kook.
*5*: Thanks to Stéphane Tsacas for identifying a location.
*6*: The defining qualities of these domes is the fact that they are regular, based on Regular polyhedron, in particular, Icosahedron.
*7*: A geodesic is the shortest path between any two points on a surface.
*8*: On a sphere, the geodesic is then arcs of great circles.
*9*: He didn't invent geo dome but invented the term “geodesic dome”, and many other pseudo-science such as “Spaceship Earth”, “ephemeralization”, “synergetic”, “tensegrity sphere”.
*10*: Note that the common name “geodesic dome” is a misnomer.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Note that the common name \u201cgeodesic dome\u201d is a misnomer.\n*2*: The defining qualities of these domes is the fact that they are regular, based on Regular polyhedron, in particular, Icosahedron.\n*3*: A geodesic is the shortest path between any two points on a surface.\n*4*: On a sphere, the geodesic is then arcs of great circles.\n*5*: It's misleading to call these domes \u201cgeodesic\u201d, because the concept of \u201cgeodesic\u201d really has nothing to do with it.\n*6*: You can have a spherical structure where the frames are all geodesics but irregularly placed.\n*7*: A more proper term would be Regular Polyhedron dome, or simply geo dome.\n*8*: Also, the guy R Buckminster Fuller, a name associated with geo dome, is a kook.\n*9*: He didn't invent geo dome but invented the term \u201cgeodesic dome\u201d, and many other pseudo-science such as \u201cSpaceship Earth\u201d, \u201cephemeralization\u201d, \u201csynergetic\u201d, \u201ctensegrity sphere\u201d.\n*10*: Thanks to St\u00e9phane Tsacas for identifying a location.", "scrambled": "*1*: It's misleading to call these domes \u201cgeodesic\u201d, because the concept of \u201cgeodesic\u201d really has nothing to do with it.\n*2*: You can have a spherical structure where the frames are all geodesics but irregularly placed.\n*3*: A more proper term would be Regular Polyhedron dome, or simply geo dome.\n*4*: Also, the guy R Buckminster Fuller, a name associated with geo dome, is a kook.\n*5*: Thanks to St\u00e9phane Tsacas for identifying a location.\n*6*: The defining qualities of these domes is the fact that they are regular, based on Regular polyhedron, in particular, Icosahedron.\n*7*: A geodesic is the shortest path between any two points on a surface.\n*8*: On a sphere, the geodesic is then arcs of great circles.\n*9*: He didn't invent geo dome but invented the term \u201cgeodesic dome\u201d, and many other pseudo-science such as \u201cSpaceship Earth\u201d, \u201cephemeralization\u201d, \u201csynergetic\u201d, \u201ctensegrity sphere\u201d.\n*10*: Note that the common name \u201cgeodesic dome\u201d is a misnomer."} | {"difficulty": 2} |
unscramble_172780 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: As mentioned before, Aikido thinks of most movement as being circular or spiralling in nature; irimi brings a person "into" the circle of movement, so that the energy of the attack can be directed along the circular plane.
*2*: Beyond the reach of the arm there is little danger or threat.
*3*: Entering, or "irimi" is one of the basic techniques of Aikido and is closely related to "blending" with an attacker.
*4*: The punch has gathered most of its power and effectiveness at or near the full extent of the boxer's arm.
*5*: Similarly, inside the full extent of the arm the moving fist has developed very little energy, and again poses little or no threat.
*6*: The Aikido practitioner grabs the attacking limb while at the same time entering this “danger radius” excellent book - Aikido, by Kishomaru Ueshiba.
*7*: Imagine a boxer's punch.
*8*: The concept of entering emphasises the importance of placing oneself inside the "danger radius" of a partner's attack.
*9*: At a basic level, irimi is a movement which looks like a slidestep toward or into an opponent's attack.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Entering, or \"irimi\" is one of the basic techniques of Aikido and is closely related to \"blending\" with an attacker.\n*2*: At a basic level, irimi is a movement which looks like a slidestep toward or into an opponent's attack.\n*3*: As mentioned before, Aikido thinks of most movement as being circular or spiralling in nature; irimi brings a person \"into\" the circle of movement, so that the energy of the attack can be directed along the circular plane.\n*4*: The concept of entering emphasises the importance of placing oneself inside the \"danger radius\" of a partner's attack.\n*5*: Imagine a boxer's punch.\n*6*: The punch has gathered most of its power and effectiveness at or near the full extent of the boxer's arm.\n*7*: Beyond the reach of the arm there is little danger or threat.\n*8*: Similarly, inside the full extent of the arm the moving fist has developed very little energy, and again poses little or no threat.\n*9*: The Aikido practitioner grabs the attacking limb while at the same time entering this \u201cdanger radius\u201d excellent book - Aikido, by Kishomaru Ueshiba.", "scrambled": "*1*: As mentioned before, Aikido thinks of most movement as being circular or spiralling in nature; irimi brings a person \"into\" the circle of movement, so that the energy of the attack can be directed along the circular plane.\n*2*: Beyond the reach of the arm there is little danger or threat.\n*3*: Entering, or \"irimi\" is one of the basic techniques of Aikido and is closely related to \"blending\" with an attacker.\n*4*: The punch has gathered most of its power and effectiveness at or near the full extent of the boxer's arm.\n*5*: Similarly, inside the full extent of the arm the moving fist has developed very little energy, and again poses little or no threat.\n*6*: The Aikido practitioner grabs the attacking limb while at the same time entering this \u201cdanger radius\u201d excellent book - Aikido, by Kishomaru Ueshiba.\n*7*: Imagine a boxer's punch.\n*8*: The concept of entering emphasises the importance of placing oneself inside the \"danger radius\" of a partner's attack.\n*9*: At a basic level, irimi is a movement which looks like a slidestep toward or into an opponent's attack."} | {"difficulty": 2} |
unscramble_18847 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Isopods include the sow bugs, pill bugs, and gribbles.
*2*: See iso-, -pod isopod (ī'sə-pŏd') Pronunciation Key Any of numerous mostly small crustaceans of the order Isopoda, characterized by a flattened body and a series of wide, armorlike plates covering the back.
*3*: Origin: 1825–35; < Neo-LatinIsopoda.
*4*: any freshwater, marine, or terrestrial crustacean of the order or suborder Isopoda, having seven pairs of legs typically adapted for crawling, and a dorsoventrally flattened body, and including wood lice, several aquatic parasites of crabs and shrimps, and numerous swimming or bottom-dwelling species. of, pertaining to, or characteristic of the Isopoda. having the feet all alike, or similar in character.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: any freshwater, marine, or terrestrial crustacean of the order or suborder Isopoda, having seven pairs of legs typically adapted for crawling, and a dorsoventrally flattened body, and including wood lice, several aquatic parasites of crabs and shrimps, and numerous swimming or bottom-dwelling species. of, pertaining to, or characteristic of the Isopoda. having the feet all alike, or similar in character.\n*2*: Origin: 1825\u201335; < Neo-LatinIsopoda.\n*3*: See iso-, -pod isopod (\u012b's\u0259-p\u014fd') Pronunciation Key Any of numerous mostly small crustaceans of the order Isopoda, characterized by a flattened body and a series of wide, armorlike plates covering the back.\n*4*: Isopods include the sow bugs, pill bugs, and gribbles.", "scrambled": "*1*: Isopods include the sow bugs, pill bugs, and gribbles.\n*2*: See iso-, -pod isopod (\u012b's\u0259-p\u014fd') Pronunciation Key Any of numerous mostly small crustaceans of the order Isopoda, characterized by a flattened body and a series of wide, armorlike plates covering the back.\n*3*: Origin: 1825\u201335; < Neo-LatinIsopoda.\n*4*: any freshwater, marine, or terrestrial crustacean of the order or suborder Isopoda, having seven pairs of legs typically adapted for crawling, and a dorsoventrally flattened body, and including wood lice, several aquatic parasites of crabs and shrimps, and numerous swimming or bottom-dwelling species. of, pertaining to, or characteristic of the Isopoda. having the feet all alike, or similar in character."} | {"difficulty": 2} |
unscramble_202832 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Edible sea urchins are important grazers and can have much the same effect underwater as rabbits do on land, leaving the rocks covered only in hard pink encrusting algae.
*2*: Marine Wildlife Encyclopedia Edible Sea Urchin Echinus esculentus The edible sea urchin is a large, spherical urchin covered with uniform short spines that give it the appearance of a fat hedgehog.
*3*: As their name suggests, the roe of this species can be eaten.
*4*: It is generally a pinkish color, with pairs of darker, radiating lines where its numerous tube feet emerge.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Marine Wildlife Encyclopedia Edible Sea Urchin Echinus esculentus The edible sea urchin is a large, spherical urchin covered with uniform short spines that give it the appearance of a fat hedgehog.\n*2*: It is generally a pinkish color, with pairs of darker, radiating lines where its numerous tube feet emerge.\n*3*: Edible sea urchins are important grazers and can have much the same effect underwater as rabbits do on land, leaving the rocks covered only in hard pink encrusting algae.\n*4*: As their name suggests, the roe of this species can be eaten.", "scrambled": "*1*: Edible sea urchins are important grazers and can have much the same effect underwater as rabbits do on land, leaving the rocks covered only in hard pink encrusting algae.\n*2*: Marine Wildlife Encyclopedia Edible Sea Urchin Echinus esculentus The edible sea urchin is a large, spherical urchin covered with uniform short spines that give it the appearance of a fat hedgehog.\n*3*: As their name suggests, the roe of this species can be eaten.\n*4*: It is generally a pinkish color, with pairs of darker, radiating lines where its numerous tube feet emerge."} | {"difficulty": 2} |
unscramble_252838 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: GWT is used by many products at Google, including Google AdWords and Orkut.
*2*: This tutorial will give you great understanding on GWT Programming concepts and after completing this tutorial you will be at intermediate level of experties from where you can take yourself at higher level of expertise.
*3*: GWT is open source, completely free, and used by thousands of developers around the world.
*4*: Before proceeding with this tutorial you should have a basic understanding of Java programming language, text editor and execution of programs etc.
*5*: Google Web Toolkit (GWT) is a development toolkit for building and optimizing complex browser-based applications.
*6*: This tutorial is designed for Software Professionals who are willing to learn GWT Programming in simple and easy steps.
*7*: Because we are going to develop web based applications usin GWT, so it will be good if you have understanding on other web technologies like, HTML, CSS, AJAX etc.
*8*: This tutorial will give you great understanding on GWT concepts needed to get a web application up and running.
*9*: It is licensed under the Apache License version 2.0.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Google Web Toolkit (GWT) is a development toolkit for building and optimizing complex browser-based applications.\n*2*: GWT is used by many products at Google, including Google AdWords and Orkut.\n*3*: GWT is open source, completely free, and used by thousands of developers around the world.\n*4*: It is licensed under the Apache License version 2.0.\n*5*: This tutorial will give you great understanding on GWT concepts needed to get a web application up and running.\n*6*: This tutorial is designed for Software Professionals who are willing to learn GWT Programming in simple and easy steps.\n*7*: This tutorial will give you great understanding on GWT Programming concepts and after completing this tutorial you will be at intermediate level of experties from where you can take yourself at higher level of expertise.\n*8*: Before proceeding with this tutorial you should have a basic understanding of Java programming language, text editor and execution of programs etc.\n*9*: Because we are going to develop web based applications usin GWT, so it will be good if you have understanding on other web technologies like, HTML, CSS, AJAX etc.", "scrambled": "*1*: GWT is used by many products at Google, including Google AdWords and Orkut.\n*2*: This tutorial will give you great understanding on GWT Programming concepts and after completing this tutorial you will be at intermediate level of experties from where you can take yourself at higher level of expertise.\n*3*: GWT is open source, completely free, and used by thousands of developers around the world.\n*4*: Before proceeding with this tutorial you should have a basic understanding of Java programming language, text editor and execution of programs etc.\n*5*: Google Web Toolkit (GWT) is a development toolkit for building and optimizing complex browser-based applications.\n*6*: This tutorial is designed for Software Professionals who are willing to learn GWT Programming in simple and easy steps.\n*7*: Because we are going to develop web based applications usin GWT, so it will be good if you have understanding on other web technologies like, HTML, CSS, AJAX etc.\n*8*: This tutorial will give you great understanding on GWT concepts needed to get a web application up and running.\n*9*: It is licensed under the Apache License version 2.0."} | {"difficulty": 2} |
unscramble_235974 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But now scientists have found another unexpected health benefit to bingeing on the David Attenborough documentaries: it appears they can make us significantly happier while also reducing our stress and anxiety.
*2*: The researchers used facial mapping technology to track people’s emotions in real time as they watched clips of the TV programs, in order to understand how their moods changed throughout the viewing.
*3*: They also found people had a decrease in more negative emotions, such as anxiety, stress, fear and even tiredness.
*4*: In need of a little happiness boost?
*5*: We already know that watching Planet Earth can be educational, inspiring and – when baby iguanas and snakes are involved – genuinely terrifying.
*6*: Planet Earth II is still available to watch on iPlayer here.
*7*: They found that most people enjoyed a significant boost in positive feelings, such as awe, joy, contentment and amusement, while watching Planet Earth II.
*8*: The study also showed that women’s emotions changed more than men’s while watching the Planet Earth II clips, and that those aged 16-24 experienced the largest reduction in negative feelings of nervousness, overburden and fatigue.
*9*: Researchers from both BBC Worldwide and the University of California Berkeley came to the conclusion after studying 7,500 people from a range of nationalities – including the UK, US, India, Singapore, Australia and South Africa – as they watched a variety of programs, including Planet Earth II, dramas and the news.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 already know that watching Planet Earth can be educational, inspiring and \u2013 when baby iguanas and snakes are involved \u2013 genuinely terrifying.\n*2*: But now scientists have found another unexpected health benefit to bingeing on the David Attenborough documentaries: it appears they can make us significantly happier while also reducing our stress and anxiety.\n*3*: Researchers from both BBC Worldwide and the University of California Berkeley came to the conclusion after studying 7,500 people from a range of nationalities \u2013 including the UK, US, India, Singapore, Australia and South Africa \u2013 as they watched a variety of programs, including Planet Earth II, dramas and the news.\n*4*: They found that most people enjoyed a significant boost in positive feelings, such as awe, joy, contentment and amusement, while watching Planet Earth II.\n*5*: They also found people had a decrease in more negative emotions, such as anxiety, stress, fear and even tiredness.\n*6*: The researchers used facial mapping technology to track people\u2019s emotions in real time as they watched clips of the TV programs, in order to understand how their moods changed throughout the viewing.\n*7*: The study also showed that women\u2019s emotions changed more than men\u2019s while watching the Planet Earth II clips, and that those aged 16-24 experienced the largest reduction in negative feelings of nervousness, overburden and fatigue.\n*8*: In need of a little happiness boost?\n*9*: Planet Earth II is still available to watch on iPlayer here.", "scrambled": "*1*: But now scientists have found another unexpected health benefit to bingeing on the David Attenborough documentaries: it appears they can make us significantly happier while also reducing our stress and anxiety.\n*2*: The researchers used facial mapping technology to track people\u2019s emotions in real time as they watched clips of the TV programs, in order to understand how their moods changed throughout the viewing.\n*3*: They also found people had a decrease in more negative emotions, such as anxiety, stress, fear and even tiredness.\n*4*: In need of a little happiness boost?\n*5*: We already know that watching Planet Earth can be educational, inspiring and \u2013 when baby iguanas and snakes are involved \u2013 genuinely terrifying.\n*6*: Planet Earth II is still available to watch on iPlayer here.\n*7*: They found that most people enjoyed a significant boost in positive feelings, such as awe, joy, contentment and amusement, while watching Planet Earth II.\n*8*: The study also showed that women\u2019s emotions changed more than men\u2019s while watching the Planet Earth II clips, and that those aged 16-24 experienced the largest reduction in negative feelings of nervousness, overburden and fatigue.\n*9*: Researchers from both BBC Worldwide and the University of California Berkeley came to the conclusion after studying 7,500 people from a range of nationalities \u2013 including the UK, US, India, Singapore, Australia and South Africa \u2013 as they watched a variety of programs, including Planet Earth II, dramas and the news."} | {"difficulty": 2} |
unscramble_224417 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This exhibit strives to breathe new life into the rich and largely forgotten history of a small Chinatown, by bringing together stories found tucked away in archives, basements, and back rooms, and artifacts from under a layer of pavement at the site of old Chinatown on First Street.
*2*: By combining the history and archaeology of Chinatown, we can now start telling the story of a people who made a new home in a place and country very distant and very different from their homeland; a people who experienced systemic and institutional racism, separation, and exclusion, but also found some degree of acceptance.
*3*: By the 1880s, this was a community dominated by Chinese merchandise stores that served a multitude of functions beyond just selling goods: they served as home to both transient and established residents, engaged in labor contracting and laundry work, and provided social diversions including gambling, and opium consumption.
*4*: A Community Forgotten: Uncovering the Story of The Dalles Chinatown NEW EXHIBIT FOR 2017 From the 1860s to the 1940s, The Dalles Oregon had a Chinese community that contributed to and supported the growth and development of the city, and Oregon as a whole.
*5*: The initial archaeological excavations on First Street have begun to uncover the buried record of a time, place and people forgotten, at a site that still holds plenty of stories and secrets.
*6*: Curated by Eric Gleason, Jacqueline Cheung, Kelly Molina, Marilyn Urness, Rick McClure, and Columbia Gorge Discovery Center, A Community Forgotten: Uncovering the Story of The Dalles Chinatown exhibit will be on display through 2017.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Community Forgotten: Uncovering the Story of The Dalles Chinatown NEW EXHIBIT FOR 2017 From the 1860s to the 1940s, The Dalles Oregon had a Chinese community that contributed to and supported the growth and development of the city, and Oregon as a whole.\n*2*: This exhibit strives to breathe new life into the rich and largely forgotten history of a small Chinatown, by bringing together stories found tucked away in archives, basements, and back rooms, and artifacts from under a layer of pavement at the site of old Chinatown on First Street.\n*3*: By combining the history and archaeology of Chinatown, we can now start telling the story of a people who made a new home in a place and country very distant and very different from their homeland; a people who experienced systemic and institutional racism, separation, and exclusion, but also found some degree of acceptance.\n*4*: By the 1880s, this was a community dominated by Chinese merchandise stores that served a multitude of functions beyond just selling goods: they served as home to both transient and established residents, engaged in labor contracting and laundry work, and provided social diversions including gambling, and opium consumption.\n*5*: The initial archaeological excavations on First Street have begun to uncover the buried record of a time, place and people forgotten, at a site that still holds plenty of stories and secrets.\n*6*: Curated by Eric Gleason, Jacqueline Cheung, Kelly Molina, Marilyn Urness, Rick McClure, and Columbia Gorge Discovery Center, A Community Forgotten: Uncovering the Story of The Dalles Chinatown exhibit will be on display through 2017.", "scrambled": "*1*: This exhibit strives to breathe new life into the rich and largely forgotten history of a small Chinatown, by bringing together stories found tucked away in archives, basements, and back rooms, and artifacts from under a layer of pavement at the site of old Chinatown on First Street.\n*2*: By combining the history and archaeology of Chinatown, we can now start telling the story of a people who made a new home in a place and country very distant and very different from their homeland; a people who experienced systemic and institutional racism, separation, and exclusion, but also found some degree of acceptance.\n*3*: By the 1880s, this was a community dominated by Chinese merchandise stores that served a multitude of functions beyond just selling goods: they served as home to both transient and established residents, engaged in labor contracting and laundry work, and provided social diversions including gambling, and opium consumption.\n*4*: A Community Forgotten: Uncovering the Story of The Dalles Chinatown NEW EXHIBIT FOR 2017 From the 1860s to the 1940s, The Dalles Oregon had a Chinese community that contributed to and supported the growth and development of the city, and Oregon as a whole.\n*5*: The initial archaeological excavations on First Street have begun to uncover the buried record of a time, place and people forgotten, at a site that still holds plenty of stories and secrets.\n*6*: Curated by Eric Gleason, Jacqueline Cheung, Kelly Molina, Marilyn Urness, Rick McClure, and Columbia Gorge Discovery Center, A Community Forgotten: Uncovering the Story of The Dalles Chinatown exhibit will be on display through 2017."} | {"difficulty": 2} |
unscramble_39097 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Doctors usually calculate the start of pregnancy from the first day of your last menstrual period.
*2*: Yes, we all know there is more to conception than the birds and the bees, but most of us don't stop and think about the science of it.
*3*: This is called the menstrual age and is about two weeks ahead of when conception actually occurs.
*4*: Do you know what happens next?
*5*: Take my quiz and find out!
*6*: As anyone who has had trouble conceiving knows, it's complicated.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Yes, we all know there is more to conception than the birds and the bees, but most of us don't stop and think about the science of it.\n*2*: As anyone who has had trouble conceiving knows, it's complicated.\n*3*: Doctors usually calculate the start of pregnancy from the first day of your last menstrual period.\n*4*: This is called the menstrual age and is about two weeks ahead of when conception actually occurs.\n*5*: Do you know what happens next?\n*6*: Take my quiz and find out!", "scrambled": "*1*: Doctors usually calculate the start of pregnancy from the first day of your last menstrual period.\n*2*: Yes, we all know there is more to conception than the birds and the bees, but most of us don't stop and think about the science of it.\n*3*: This is called the menstrual age and is about two weeks ahead of when conception actually occurs.\n*4*: Do you know what happens next?\n*5*: Take my quiz and find out!\n*6*: As anyone who has had trouble conceiving knows, it's complicated."} | {"difficulty": 2} |
unscramble_5746 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: We haven’t introduced word roots yet.
*2*: I just wanted to demonstrate the major parts of a medical term.
*3*: There are three basic parts to medical terms: a word root (usually the middle of the word and its central meaning), a prefix (comes at the beginning and usually identifies some subdivision or part of the central meaning), and a suffix (comes at the end and modifies the central meaning as to what or who is interacting with it or what is happening to it).
*4*: An example may make better sense. therm = heat hypothermia (less heat), thermometer (measuring heat) Let’s look at a real medical term and take it apart. |myo = muscle||card = heart||itis = inflammation| Don’t get blown away by that big, intimidating word!
*5*: Before we can start in with some new and interesting medical terms, you need to learn a few fundamentals of how medical terminology is constructed as a language.
*6*: Let’s see how prefix and suffix changes can alter the meaning of a term without changing its central meaning by keeping the root the same. |myocarditis||= muscle layer of heart inflamed| |pericarditis||= outer layer of heart inflamed| |endocarditis||= inner layer of heart inflamed| |cardiologist||= a physician specializing in the heart| |cardiomyopathy||= damage to heart muscle layer| |cardiomegaly||= enlargement of the heart| Again, we haven’t introduced heart terms yet.
*7*: These basics are just to introduce the parts of medical terms and demonstrate how moving the parts around modifies the central meaning without changing the “root” (cardio).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Before we can start in with some new and interesting medical terms, you need to learn a few fundamentals of how medical terminology is constructed as a language.\n*2*: There are three basic parts to medical terms: a word root (usually the middle of the word and its central meaning), a prefix (comes at the beginning and usually identifies some subdivision or part of the central meaning), and a suffix (comes at the end and modifies the central meaning as to what or who is interacting with it or what is happening to it).\n*3*: An example may make better sense. therm = heat hypothermia (less heat), thermometer (measuring heat) Let\u2019s look at a real medical term and take it apart. |myo = muscle||card = heart||itis = inflammation| Don\u2019t get blown away by that big, intimidating word!\n*4*: We haven\u2019t introduced word roots yet.\n*5*: I just wanted to demonstrate the major parts of a medical term.\n*6*: Let\u2019s see how prefix and suffix changes can alter the meaning of a term without changing its central meaning by keeping the root the same. |myocarditis||= muscle layer of heart inflamed| |pericarditis||= outer layer of heart inflamed| |endocarditis||= inner layer of heart inflamed| |cardiologist||= a physician specializing in the heart| |cardiomyopathy||= damage to heart muscle layer| |cardiomegaly||= enlargement of the heart| Again, we haven\u2019t introduced heart terms yet.\n*7*: These basics are just to introduce the parts of medical terms and demonstrate how moving the parts around modifies the central meaning without changing the \u201croot\u201d (cardio).", "scrambled": "*1*: We haven\u2019t introduced word roots yet.\n*2*: I just wanted to demonstrate the major parts of a medical term.\n*3*: There are three basic parts to medical terms: a word root (usually the middle of the word and its central meaning), a prefix (comes at the beginning and usually identifies some subdivision or part of the central meaning), and a suffix (comes at the end and modifies the central meaning as to what or who is interacting with it or what is happening to it).\n*4*: An example may make better sense. therm = heat hypothermia (less heat), thermometer (measuring heat) Let\u2019s look at a real medical term and take it apart. |myo = muscle||card = heart||itis = inflammation| Don\u2019t get blown away by that big, intimidating word!\n*5*: Before we can start in with some new and interesting medical terms, you need to learn a few fundamentals of how medical terminology is constructed as a language.\n*6*: Let\u2019s see how prefix and suffix changes can alter the meaning of a term without changing its central meaning by keeping the root the same. |myocarditis||= muscle layer of heart inflamed| |pericarditis||= outer layer of heart inflamed| |endocarditis||= inner layer of heart inflamed| |cardiologist||= a physician specializing in the heart| |cardiomyopathy||= damage to heart muscle layer| |cardiomegaly||= enlargement of the heart| Again, we haven\u2019t introduced heart terms yet.\n*7*: These basics are just to introduce the parts of medical terms and demonstrate how moving the parts around modifies the central meaning without changing the \u201croot\u201d (cardio)."} | {"difficulty": 2} |
unscramble_8370 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In 490 BCE, Athenians and Plataeans defeated a vastly larger invading Persian army, thus keeping Greece and Europe free from Persian occupation and slavery.
*2*: What can we do to help bring an end to the vicious cycle of murders of transgender and gender-nonconforming people?
*3*: We must tell our own stories so that others will come to know our humanity.
*4*: It would be betrayal of the sacrifices of Americans like my grandfather to selectively prosecute the low-level offenders at Abu Ghraib and ignore the policy makers who set the violations of the Geneva Convention in motion.
*5*: We need allies to interrupt the language and actions of people that feed transphobia.
*6*: There is no doubt that the battle for equal rights is most definitely a war.
*7*: When one goes into war, one never wants to battle alone, one person does not an army make, an army is formed by friends and allies.
*8*: The war and resistance of Greece to Italians and Germans in WWII also saved Europe from Nazi German occupation and slavery.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 490 BCE, Athenians and Plataeans defeated a vastly larger invading Persian army, thus keeping Greece and Europe free from Persian occupation and slavery.\n*2*: The war and resistance of Greece to Italians and Germans in WWII also saved Europe from Nazi German occupation and slavery.\n*3*: What can we do to help bring an end to the vicious cycle of murders of transgender and gender-nonconforming people?\n*4*: We need allies to interrupt the language and actions of people that feed transphobia.\n*5*: We must tell our own stories so that others will come to know our humanity.\n*6*: When one goes into war, one never wants to battle alone, one person does not an army make, an army is formed by friends and allies.\n*7*: There is no doubt that the battle for equal rights is most definitely a war.\n*8*: It would be betrayal of the sacrifices of Americans like my grandfather to selectively prosecute the low-level offenders at Abu Ghraib and ignore the policy makers who set the violations of the Geneva Convention in motion.", "scrambled": "*1*: In 490 BCE, Athenians and Plataeans defeated a vastly larger invading Persian army, thus keeping Greece and Europe free from Persian occupation and slavery.\n*2*: What can we do to help bring an end to the vicious cycle of murders of transgender and gender-nonconforming people?\n*3*: We must tell our own stories so that others will come to know our humanity.\n*4*: It would be betrayal of the sacrifices of Americans like my grandfather to selectively prosecute the low-level offenders at Abu Ghraib and ignore the policy makers who set the violations of the Geneva Convention in motion.\n*5*: We need allies to interrupt the language and actions of people that feed transphobia.\n*6*: There is no doubt that the battle for equal rights is most definitely a war.\n*7*: When one goes into war, one never wants to battle alone, one person does not an army make, an army is formed by friends and allies.\n*8*: The war and resistance of Greece to Italians and Germans in WWII also saved Europe from Nazi German occupation and slavery."} | {"difficulty": 2} |
unscramble_177082 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: This is what happens during an asthma flare-up.
*2*: If the breathing tubes get too narrow, a person may have trouble breathing.
*3*: (En español: Sibilancia) A wheeze is the whistling sound air makes when your breathing tubes are narrowed.
*4*: Sometimes you can hear someone wheeze, but usually a doctor needs to listen to a person's lungs with a stethoscope to hear wheezing.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: (En espa\u00f1ol: Sibilancia) A wheeze is the whistling sound air makes when your breathing tubes are narrowed.\n*2*: This is what happens during an asthma flare-up.\n*3*: If the breathing tubes get too narrow, a person may have trouble breathing.\n*4*: Sometimes you can hear someone wheeze, but usually a doctor needs to listen to a person's lungs with a stethoscope to hear wheezing.", "scrambled": "*1*: This is what happens during an asthma flare-up.\n*2*: If the breathing tubes get too narrow, a person may have trouble breathing.\n*3*: (En espa\u00f1ol: Sibilancia) A wheeze is the whistling sound air makes when your breathing tubes are narrowed.\n*4*: Sometimes you can hear someone wheeze, but usually a doctor needs to listen to a person's lungs with a stethoscope to hear wheezing."} | {"difficulty": 2} |
unscramble_252368 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Hence charts were prepared on which, next to the name and shift of the girl, there was a column carrying the date of her period.
*2*: The Kellex team could not take the risk of questioning the scientific basis of the legend.
*3*: True or false, the popular belief that women’s hands tend to perspire more during their periods caused concern.
*4*: From Manhattan Project: The Untold Story of the Making of the Atomic Bomb by Stephane Groueff, Chapter 42, pg. 274: …To raise the quality extraordinary measures were taken at the Nash Building to assure conditions of maximum cleanliness during fabrication.
*5*: I find it extremely curious that testing this hypothesis was something that no one thought could be accomplished and find this anecdote a useful reminder that many conceptual frameworks have meaningful limits at some margin.
*6*: In order ro avoid even the slightest presence of organic materials, the girls engaged in the processing not only wore white gloves but were even asked, by embarrassed engineers, when their menstrual periods were due.
*7*: On those days, she would be switched to another job.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Manhattan Project: The Untold Story of the Making of the Atomic Bomb by Stephane Groueff, Chapter 42, pg. 274: \u2026To raise the quality extraordinary measures were taken at the Nash Building to assure conditions of maximum cleanliness during fabrication.\n*2*: In order ro avoid even the slightest presence of organic materials, the girls engaged in the processing not only wore white gloves but were even asked, by embarrassed engineers, when their menstrual periods were due.\n*3*: True or false, the popular belief that women\u2019s hands tend to perspire more during their periods caused concern.\n*4*: The Kellex team could not take the risk of questioning the scientific basis of the legend.\n*5*: Hence charts were prepared on which, next to the name and shift of the girl, there was a column carrying the date of her period.\n*6*: On those days, she would be switched to another job.\n*7*: I find it extremely curious that testing this hypothesis was something that no one thought could be accomplished and find this anecdote a useful reminder that many conceptual frameworks have meaningful limits at some margin.", "scrambled": "*1*: Hence charts were prepared on which, next to the name and shift of the girl, there was a column carrying the date of her period.\n*2*: The Kellex team could not take the risk of questioning the scientific basis of the legend.\n*3*: True or false, the popular belief that women\u2019s hands tend to perspire more during their periods caused concern.\n*4*: From Manhattan Project: The Untold Story of the Making of the Atomic Bomb by Stephane Groueff, Chapter 42, pg. 274: \u2026To raise the quality extraordinary measures were taken at the Nash Building to assure conditions of maximum cleanliness during fabrication.\n*5*: I find it extremely curious that testing this hypothesis was something that no one thought could be accomplished and find this anecdote a useful reminder that many conceptual frameworks have meaningful limits at some margin.\n*6*: In order ro avoid even the slightest presence of organic materials, the girls engaged in the processing not only wore white gloves but were even asked, by embarrassed engineers, when their menstrual periods were due.\n*7*: On those days, she would be switched to another job."} | {"difficulty": 2} |
unscramble_84858 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: In the "affluent society," as John Kenneth Galbraith called it in 1958, this homespun philosophy seemed as archaic as homespun clothing.
*2*: Who could object to a little everyday extravagance when it helped to sustain unprecedented prosperity, an outpouring of goods?
*3*: Their ancestors had been taught that "he that goes a borrowing goes a sorrowing," in the saying of Benjamin Franklin's Poor Richard.
*4*: At the height of the postwar boom, consumer debt (excluding real estate loans) increased from $27.4 billion to $41.7 billion (52 percent) in the four years from 1952 to 1956 alone.
*5*: Railroads, iron and steel, foundries and machine shops, lumber, textiles, and meat packing ranked among the leading industries in 1900.
*6*: In supermarkets, shoppers chose from "thousands of items on the high-piled shelves," according to an excited report in Life magazine, "until their carts became cornucopias filled with an abundance that no other country in the world has ever known."
*7*: By the middle of the twentieth century, however, the shift from heavy industry to consumer goods-automobiles, household appliances, radios and television sets, ready-made clothing, prepared foodwas unmistakable.
*8*: The morality of thrift, it seemed, was hopelessly misplaced in an economy based on immediate gratification. "Buy now, pay later" sounded like a more appropriate axiom.
*9*: The Culture of Consumerism | The Celebration of Waste | Resistance to Creative Waste | Spending for Prosperity The Affluent Society During the early stages of industrialization, the provision of basic necessities absorbed most of the nation's productive capacity.
*10*: Half of the families in the middle-income range carried installment payments.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 Culture of Consumerism | The Celebration of Waste | Resistance to Creative Waste | Spending for Prosperity The Affluent Society During the early stages of industrialization, the provision of basic necessities absorbed most of the nation's productive capacity.\n*2*: Railroads, iron and steel, foundries and machine shops, lumber, textiles, and meat packing ranked among the leading industries in 1900.\n*3*: By the middle of the twentieth century, however, the shift from heavy industry to consumer goods-automobiles, household appliances, radios and television sets, ready-made clothing, prepared foodwas unmistakable.\n*4*: At the height of the postwar boom, consumer debt (excluding real estate loans) increased from $27.4 billion to $41.7 billion (52 percent) in the four years from 1952 to 1956 alone.\n*5*: Half of the families in the middle-income range carried installment payments.\n*6*: Their ancestors had been taught that \"he that goes a borrowing goes a sorrowing,\" in the saying of Benjamin Franklin's Poor Richard.\n*7*: In the \"affluent society,\" as John Kenneth Galbraith called it in 1958, this homespun philosophy seemed as archaic as homespun clothing.\n*8*: The morality of thrift, it seemed, was hopelessly misplaced in an economy based on immediate gratification. \"Buy now, pay later\" sounded like a more appropriate axiom.\n*9*: Who could object to a little everyday extravagance when it helped to sustain unprecedented prosperity, an outpouring of goods?\n*10*: In supermarkets, shoppers chose from \"thousands of items on the high-piled shelves,\" according to an excited report in Life magazine, \"until their carts became cornucopias filled with an abundance that no other country in the world has ever known.\"", "scrambled": "*1*: In the \"affluent society,\" as John Kenneth Galbraith called it in 1958, this homespun philosophy seemed as archaic as homespun clothing.\n*2*: Who could object to a little everyday extravagance when it helped to sustain unprecedented prosperity, an outpouring of goods?\n*3*: Their ancestors had been taught that \"he that goes a borrowing goes a sorrowing,\" in the saying of Benjamin Franklin's Poor Richard.\n*4*: At the height of the postwar boom, consumer debt (excluding real estate loans) increased from $27.4 billion to $41.7 billion (52 percent) in the four years from 1952 to 1956 alone.\n*5*: Railroads, iron and steel, foundries and machine shops, lumber, textiles, and meat packing ranked among the leading industries in 1900.\n*6*: In supermarkets, shoppers chose from \"thousands of items on the high-piled shelves,\" according to an excited report in Life magazine, \"until their carts became cornucopias filled with an abundance that no other country in the world has ever known.\"\n*7*: By the middle of the twentieth century, however, the shift from heavy industry to consumer goods-automobiles, household appliances, radios and television sets, ready-made clothing, prepared foodwas unmistakable.\n*8*: The morality of thrift, it seemed, was hopelessly misplaced in an economy based on immediate gratification. \"Buy now, pay later\" sounded like a more appropriate axiom.\n*9*: The Culture of Consumerism | The Celebration of Waste | Resistance to Creative Waste | Spending for Prosperity The Affluent Society During the early stages of industrialization, the provision of basic necessities absorbed most of the nation's productive capacity.\n*10*: Half of the families in the middle-income range carried installment payments."} | {"difficulty": 2} |
unscramble_54837 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Osteoporosis results in more than 1 million hip, spine, and wrist fractures annually.
*2*: A key factor in this success has been the availability of new and improved equipment to measure bone density.
*3*: If the patient’s bone density is low, or decreases at an abnormally fast rate, the patient may be at risk for osteoporosis.
*4*: Research in osteoporosis, the disorder in which progressive bone loss results in increased risk of fracture, is making important new advances.
*5*: Using a bone densitometer, physicians can measure patient bone density and follow it over time.
*6*: This state-of-the-art device provides quick detection of bone changes with greater precision due to its advanced high-definition, direct-digital detector, and its open design and larger table that accommodates patients up to 450 lbs and allows for easy positioning of tall or heavy patients.
*7*: Through changes in diet, exercise habits and/or medication, further deterioration of bone can be prevented.
*8*: This disorder affects nearly one-half of all post menopausal women, the largest group at high risk for osteoporosis.
*9*: Capital Health radiologists use the Lunar iDXA bone densitometer to measure the density of the spine, hip, and forearm, which are the most frequent sites of fracture.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Osteoporosis results in more than 1 million hip, spine, and wrist fractures annually.\n*2*: This disorder affects nearly one-half of all post menopausal women, the largest group at high risk for osteoporosis.\n*3*: Research in osteoporosis, the disorder in which progressive bone loss results in increased risk of fracture, is making important new advances.\n*4*: A key factor in this success has been the availability of new and improved equipment to measure bone density.\n*5*: Using a bone densitometer, physicians can measure patient bone density and follow it over time.\n*6*: If the patient\u2019s bone density is low, or decreases at an abnormally fast rate, the patient may be at risk for osteoporosis.\n*7*: Through changes in diet, exercise habits and/or medication, further deterioration of bone can be prevented.\n*8*: Capital Health radiologists use the Lunar iDXA bone densitometer to measure the density of the spine, hip, and forearm, which are the most frequent sites of fracture.\n*9*: This state-of-the-art device provides quick detection of bone changes with greater precision due to its advanced high-definition, direct-digital detector, and its open design and larger table that accommodates patients up to 450 lbs and allows for easy positioning of tall or heavy patients.", "scrambled": "*1*: Osteoporosis results in more than 1 million hip, spine, and wrist fractures annually.\n*2*: A key factor in this success has been the availability of new and improved equipment to measure bone density.\n*3*: If the patient\u2019s bone density is low, or decreases at an abnormally fast rate, the patient may be at risk for osteoporosis.\n*4*: Research in osteoporosis, the disorder in which progressive bone loss results in increased risk of fracture, is making important new advances.\n*5*: Using a bone densitometer, physicians can measure patient bone density and follow it over time.\n*6*: This state-of-the-art device provides quick detection of bone changes with greater precision due to its advanced high-definition, direct-digital detector, and its open design and larger table that accommodates patients up to 450 lbs and allows for easy positioning of tall or heavy patients.\n*7*: Through changes in diet, exercise habits and/or medication, further deterioration of bone can be prevented.\n*8*: This disorder affects nearly one-half of all post menopausal women, the largest group at high risk for osteoporosis.\n*9*: Capital Health radiologists use the Lunar iDXA bone densitometer to measure the density of the spine, hip, and forearm, which are the most frequent sites of fracture."} | {"difficulty": 2} |
unscramble_116115 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: One hundred Million people are considered poor in the US. 50 million of those are on food stamps allowing them a couple of dollars worth of food a day.
*2*: That is 25 Americans for every Kiwi. 50 million Americans are on food stamps, that is 12.5 persons for every Kiwiw and while you might argue that the poorest of Americans are still richer than most of the poor people in poorer countries here are some more figures that might make you go Hmmm… Let’s start with this Infograph: Here are some more interesting facts: - The six heirs of the Wall Mart family which you might argue stole the ability of millions of people to produce locally and sell locally in mum and pop stores all over America by abusing a time of cheap fuel and great poverty in foreign countries they more or less colonised to produce cheap food and plastic stuff now own more than the 40% of the lower income Americans. - JP Morgan has a huge interest in keeping people poor because they make a mint of the Food stamp program keeping millions of people dependent on an unsustainable system while they rake it in. #1 In the United States today, somewhere around 100 million Americans are considered to be either “poor” or “near poor”. #2 It is being projected that when the final numbers come out later this year that the U.S. poverty rate will be the highest that it has been in almost 50 years. #3 Approximately 57 percent of all children in the United States are living in homes that are either considered to be either “low income” or impoverished. #4 Today, one out of every four workers in the United States brings home wages that are at or below the poverty level. #5 According to the Wall Street Journal, 49.1 percent of all Americans live in a home where at least one person receives financial benefits from the government.
*3*: That represents a 46 percent increase from 2001.
*4*: Back in 1983, that number was below 30 percent. #6 It is projected that about half of all American adults will spend at least some time living below the poverty line before they turn 65. #7 Today, there are approximately 20.2 million Americans that spend more than half of their incomes on housing.
*5*: Just think about that!
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the 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 hundred Million people are considered poor in the US. 50 million of those are on food stamps allowing them a couple of dollars worth of food a day.\n*2*: Just think about that!\n*3*: That is 25 Americans for every Kiwi. 50 million Americans are on food stamps, that is 12.5 persons for every Kiwiw and while you might argue that the poorest of Americans are still richer than most of the poor people in poorer countries here are some more figures that might make you go Hmmm\u2026 Let\u2019s start with this Infograph: Here are some more interesting facts: - The six heirs of the Wall Mart family which you might argue stole the ability of millions of people to produce locally and sell locally in mum and pop stores all over America by abusing a time of cheap fuel and great poverty in foreign countries they more or less colonised to produce cheap food and plastic stuff now own more than the 40% of the lower income Americans. - JP Morgan has a huge interest in keeping people poor because they make a mint of the Food stamp program keeping millions of people dependent on an unsustainable system while they rake it in. #1 In the United States today, somewhere around 100 million Americans are considered to be either \u201cpoor\u201d or \u201cnear poor\u201d. #2 It is being projected that when the final numbers come out later this year that the U.S. poverty rate will be the highest that it has been in almost 50 years. #3 Approximately 57 percent of all children in the United States are living in homes that are either considered to be either \u201clow income\u201d or impoverished. #4 Today, one out of every four workers in the United States brings home wages that are at or below the poverty level. #5 According to the Wall Street Journal, 49.1 percent of all Americans live in a home where at least one person receives financial benefits from the government.\n*4*: Back in 1983, that number was below 30 percent. #6 It is projected that about half of all American adults will spend at least some time living below the poverty line before they turn 65. #7 Today, there are approximately 20.2 million Americans that spend more than half of their incomes on housing.\n*5*: That represents a 46 percent increase from 2001.", "scrambled": "*1*: One hundred Million people are considered poor in the US. 50 million of those are on food stamps allowing them a couple of dollars worth of food a day.\n*2*: That is 25 Americans for every Kiwi. 50 million Americans are on food stamps, that is 12.5 persons for every Kiwiw and while you might argue that the poorest of Americans are still richer than most of the poor people in poorer countries here are some more figures that might make you go Hmmm\u2026 Let\u2019s start with this Infograph: Here are some more interesting facts: - The six heirs of the Wall Mart family which you might argue stole the ability of millions of people to produce locally and sell locally in mum and pop stores all over America by abusing a time of cheap fuel and great poverty in foreign countries they more or less colonised to produce cheap food and plastic stuff now own more than the 40% of the lower income Americans. - JP Morgan has a huge interest in keeping people poor because they make a mint of the Food stamp program keeping millions of people dependent on an unsustainable system while they rake it in. #1 In the United States today, somewhere around 100 million Americans are considered to be either \u201cpoor\u201d or \u201cnear poor\u201d. #2 It is being projected that when the final numbers come out later this year that the U.S. poverty rate will be the highest that it has been in almost 50 years. #3 Approximately 57 percent of all children in the United States are living in homes that are either considered to be either \u201clow income\u201d or impoverished. #4 Today, one out of every four workers in the United States brings home wages that are at or below the poverty level. #5 According to the Wall Street Journal, 49.1 percent of all Americans live in a home where at least one person receives financial benefits from the government.\n*3*: That represents a 46 percent increase from 2001.\n*4*: Back in 1983, that number was below 30 percent. #6 It is projected that about half of all American adults will spend at least some time living below the poverty line before they turn 65. #7 Today, there are approximately 20.2 million Americans that spend more than half of their incomes on housing.\n*5*: Just think about that!"} | {"difficulty": 2} |
unscramble_143807 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: But a study in rats strongly suggests it also makes a second hormone, which would tell us we are full. "The same gene codes for two proteins with opposing actions," says Aaron Hsueh of Stanford University in California, who led the research. "This is something spectacular," says Matthias Tschöp at the University of Cincinnati in Ohio, ...
*2*: In humans, the gene in question was once thought to make only the hormone ghrelin, a known appetite stimulant.
*3*: LITTLE by little, we are discovering more about how our complex bodies function with so few genes - around 25,000 at the last count, rather than the 100,000 once predicted.
*4*: In the latest twist, a single gene has unexpectedly been found to make two rival hormones affecting appetite: one that triggers hunger, and another that suppresses it.
*5*: The discovery suggests that single genes might exert more control than expected over entire hormonal and metabolic systems.
*6*: To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: LITTLE by little, we are discovering more about how our complex bodies function with so few genes - around 25,000 at the last count, rather than the 100,000 once predicted.\n*2*: In the latest twist, a single gene has unexpectedly been found to make two rival hormones affecting appetite: one that triggers hunger, and another that suppresses it.\n*3*: The discovery suggests that single genes might exert more control than expected over entire hormonal and metabolic systems.\n*4*: In humans, the gene in question was once thought to make only the hormone ghrelin, a known appetite stimulant.\n*5*: But a study in rats strongly suggests it also makes a second hormone, which would tell us we are full. \"The same gene codes for two proteins with opposing actions,\" says Aaron Hsueh of Stanford University in California, who led the research. \"This is something spectacular,\" says Matthias Tsch\u00f6p at the University of Cincinnati in Ohio, ...\n*6*: To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.", "scrambled": "*1*: But a study in rats strongly suggests it also makes a second hormone, which would tell us we are full. \"The same gene codes for two proteins with opposing actions,\" says Aaron Hsueh of Stanford University in California, who led the research. \"This is something spectacular,\" says Matthias Tsch\u00f6p at the University of Cincinnati in Ohio, ...\n*2*: In humans, the gene in question was once thought to make only the hormone ghrelin, a known appetite stimulant.\n*3*: LITTLE by little, we are discovering more about how our complex bodies function with so few genes - around 25,000 at the last count, rather than the 100,000 once predicted.\n*4*: In the latest twist, a single gene has unexpectedly been found to make two rival hormones affecting appetite: one that triggers hunger, and another that suppresses it.\n*5*: The discovery suggests that single genes might exert more control than expected over entire hormonal and metabolic systems.\n*6*: To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content."} | {"difficulty": 2} |
unscramble_20305 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: If you haven’t seen spinner dolphins before, they loads of fun to watch.
*2*: Much like humans, dolphins have names for each other.
*3*: One splash may be a warning while another means it’s time to mate.
*4*: They also can call out their own name to introduce themselves. “A dolphin emits its signature whistle to broadcast its identity and announce its presence, allowing animals to identify one another over large distances and for animals to recognize one another and to join up with each other,” King explained. “Dolphin whistles can be detected up to 20 km away (12.4 miles) depending on water depth and whistle frequency.” Another type of dolphin, spinner dolphins, even spin and splash in the water to “talk” to each other.
*5*: They call out each other by specific “whistle” signatures, including using unique tones of voice when calling each other.
*6*: Here are a few images from this amazing (and short) National Geographic video on them: And to refresh your memory of some of the other amazing dolphin stories, here are a few from recent weeks:
*7*: We’ve been on a roll recently with dolphins, and this latest story is just as interesting.
*8*: They’re the only other animals, besides humans, that have been found to do this.
*9*: Discovery reports that bottlenose dolphins actually call out the names of their loved ones when separated from 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*: We\u2019ve been on a roll recently with dolphins, and this latest story is just as interesting.\n*2*: Much like humans, dolphins have names for each other.\n*3*: They call out each other by specific \u201cwhistle\u201d signatures, including using unique tones of voice when calling each other.\n*4*: Discovery reports that bottlenose dolphins actually call out the names of their loved ones when separated from them.\n*5*: They\u2019re the only other animals, besides humans, that have been found to do this.\n*6*: They also can call out their own name to introduce themselves. \u201cA dolphin emits its signature whistle to broadcast its identity and announce its presence, allowing animals to identify one another over large distances and for animals to recognize one another and to join up with each other,\u201d King explained. \u201cDolphin whistles can be detected up to 20 km away (12.4 miles) depending on water depth and whistle frequency.\u201d Another type of dolphin, spinner dolphins, even spin and splash in the water to \u201ctalk\u201d to each other.\n*7*: One splash may be a warning while another means it\u2019s time to mate.\n*8*: If you haven\u2019t seen spinner dolphins before, they loads of fun to watch.\n*9*: Here are a few images from this amazing (and short) National Geographic video on them: And to refresh your memory of some of the other amazing dolphin stories, here are a few from recent weeks:", "scrambled": "*1*: If you haven\u2019t seen spinner dolphins before, they loads of fun to watch.\n*2*: Much like humans, dolphins have names for each other.\n*3*: One splash may be a warning while another means it\u2019s time to mate.\n*4*: They also can call out their own name to introduce themselves. \u201cA dolphin emits its signature whistle to broadcast its identity and announce its presence, allowing animals to identify one another over large distances and for animals to recognize one another and to join up with each other,\u201d King explained. \u201cDolphin whistles can be detected up to 20 km away (12.4 miles) depending on water depth and whistle frequency.\u201d Another type of dolphin, spinner dolphins, even spin and splash in the water to \u201ctalk\u201d to each other.\n*5*: They call out each other by specific \u201cwhistle\u201d signatures, including using unique tones of voice when calling each other.\n*6*: Here are a few images from this amazing (and short) National Geographic video on them: And to refresh your memory of some of the other amazing dolphin stories, here are a few from recent weeks:\n*7*: We\u2019ve been on a roll recently with dolphins, and this latest story is just as interesting.\n*8*: They\u2019re the only other animals, besides humans, that have been found to do this.\n*9*: Discovery reports that bottlenose dolphins actually call out the names of their loved ones when separated from them."} | {"difficulty": 2} |
unscramble_72624 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Then I found that $\phi$ is 0.
*2*: I plugged my results in the equation and when I looked at the solution they used the following equation: Im not quite sure how I was supposed to know to use this equation instead of the cosine equation that is written on my equation sheet.
*3*: How far is the object from the equilibrium position when $t=0.480$s?
*4*: At $t=0$, the object is at $x=0$.
*5*: An object is undergoing simple harmonic motion with period 1.2s and amplitude 0.6m.
*6*: Attempt at solution: I used the displacement equation : and also found out what the angular frequency $\omega$ is (5.2rad/s).
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: An object is undergoing simple harmonic motion with period 1.2s and amplitude 0.6m.\n*2*: At $t=0$, the object is at $x=0$.\n*3*: How far is the object from the equilibrium position when $t=0.480$s?\n*4*: Attempt at solution: I used the displacement equation : and also found out what the angular frequency $\\omega$ is (5.2rad/s).\n*5*: Then I found that $\\phi$ is 0.\n*6*: I plugged my results in the equation and when I looked at the solution they used the following equation: Im not quite sure how I was supposed to know to use this equation instead of the cosine equation that is written on my equation sheet.", "scrambled": "*1*: Then I found that $\\phi$ is 0.\n*2*: I plugged my results in the equation and when I looked at the solution they used the following equation: Im not quite sure how I was supposed to know to use this equation instead of the cosine equation that is written on my equation sheet.\n*3*: How far is the object from the equilibrium position when $t=0.480$s?\n*4*: At $t=0$, the object is at $x=0$.\n*5*: An object is undergoing simple harmonic motion with period 1.2s and amplitude 0.6m.\n*6*: Attempt at solution: I used the displacement equation : and also found out what the angular frequency $\\omega$ is (5.2rad/s)."} | {"difficulty": 2} |
unscramble_153233 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: Teddy KollekAge: 95 Israeli politician who served as the mayor of Jerusalem from 1965 until 1993.
*2*: Known as a bridge-builder between Jews and Arabs after Israel took over Palestinian-controlled East Jerusalem in 1967, Kollek advocated coexistence between Israelis and Palestinians.
*3*: All rights reserved.
*4*: Kollek also developed the city's cultural landscape, building museums, gardens, and a sports center.Died: Jerusalem, Jan. 2, 2006 Information Please® Database, © 2007 Pearson Education, Inc.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: Teddy KollekAge: 95 Israeli politician who served as the mayor of Jerusalem from 1965 until 1993.\n*2*: Known as a bridge-builder between Jews and Arabs after Israel took over Palestinian-controlled East Jerusalem in 1967, Kollek advocated coexistence between Israelis and Palestinians.\n*3*: Kollek also developed the city's cultural landscape, building museums, gardens, and a sports center.Died: Jerusalem, Jan. 2, 2006 Information Please\u00ae Database, \u00a9 2007 Pearson Education, Inc.\n*4*: All rights reserved.", "scrambled": "*1*: Teddy KollekAge: 95 Israeli politician who served as the mayor of Jerusalem from 1965 until 1993.\n*2*: Known as a bridge-builder between Jews and Arabs after Israel took over Palestinian-controlled East Jerusalem in 1967, Kollek advocated coexistence between Israelis and Palestinians.\n*3*: All rights reserved.\n*4*: Kollek also developed the city's cultural landscape, building museums, gardens, and a sports center.Died: Jerusalem, Jan. 2, 2006 Information Please\u00ae Database, \u00a9 2007 Pearson Education, Inc."} | {"difficulty": 2} |
unscramble_137315 | General Reasoning | unscramble_sentence | Rearrange these scrambled blocks of text into a coherent order:
```
*1*: 10 simple sacrifices for better health Fill up the fruit bowl When you’re snackish, instead of reaching for the biscuit jar or diving into a bag of crisps, grab a banana, enjoy a kiwi fruit (try cutting it in half and eating it from an eggcup instead of all that fiddly peeling) or whizz up a berry-and-banana smoothie.
*2*: Be a bit adventurous at the supermarket, too: try mangoes, pomegranates or figs for a change.
*3*: You’ll have more of a chance of eating your five pieces of fruit/veg per day and gain all the vitamins and antioxidant benefits that fruits contain, plus you’ll be cutting down on saturated fat and sugar, both of which when eaten too often can cause obesity and heart disease.
*4*: Or keep a massive fresh fruit salad in the fridge for raiding.
*5*: According to the British Heart Foundation, fruits that are bright in colour usually have high levels of the protective plant compounds called phytochemicals, which help protect you from heart disease and cancer, so the more different types of highly coloured fruit you can include in your diet the better.
```
Keep the block numbers in your answer, and wrap it in <unscrambled_text> tags. Keep the order of the numbers the same in the output, but change the order of the content so that it makes the most chronological sense. | {"ground_truth": "*1*: 10 simple sacrifices for better health Fill up the fruit bowl When you\u2019re snackish, instead of reaching for the biscuit jar or diving into a bag of crisps, grab a banana, enjoy a kiwi fruit (try cutting it in half and eating it from an eggcup instead of all that fiddly peeling) or whizz up a berry-and-banana smoothie.\n*2*: Or keep a massive fresh fruit salad in the fridge for raiding.\n*3*: You\u2019ll have more of a chance of eating your five pieces of fruit/veg per day and gain all the vitamins and antioxidant benefits that fruits contain, plus you\u2019ll be cutting down on saturated fat and sugar, both of which when eaten too often can cause obesity and heart disease.\n*4*: Be a bit adventurous at the supermarket, too: try mangoes, pomegranates or figs for a change.\n*5*: According to the British Heart Foundation, fruits that are bright in colour usually have high levels of the protective plant compounds called phytochemicals, which help protect you from heart disease and cancer, so the more different types of highly coloured fruit you can include in your diet the better.", "scrambled": "*1*: 10 simple sacrifices for better health Fill up the fruit bowl When you\u2019re snackish, instead of reaching for the biscuit jar or diving into a bag of crisps, grab a banana, enjoy a kiwi fruit (try cutting it in half and eating it from an eggcup instead of all that fiddly peeling) or whizz up a berry-and-banana smoothie.\n*2*: Be a bit adventurous at the supermarket, too: try mangoes, pomegranates or figs for a change.\n*3*: You\u2019ll have more of a chance of eating your five pieces of fruit/veg per day and gain all the vitamins and antioxidant benefits that fruits contain, plus you\u2019ll be cutting down on saturated fat and sugar, both of which when eaten too often can cause obesity and heart disease.\n*4*: Or keep a massive fresh fruit salad in the fridge for raiding.\n*5*: According to the British Heart Foundation, fruits that are bright in colour usually have high levels of the protective plant compounds called phytochemicals, which help protect you from heart disease and cancer, so the more different types of highly coloured fruit you can include in your diet the better."} | {"difficulty": 2} |
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