source
stringlengths 17
501k
| target
stringlengths 0
8.23k
| task_name
stringlengths 8
85
| task_source
stringclasses 4
values | template_type
stringclasses 4
values | template_idx
int64 0
17
| split
stringclasses 3
values |
|---|---|---|---|---|---|---|
In this task, you are given a question and an answer, you would be asked to create the sentence based on the Question-Answer provided. It should be contained within the Question-Answer provided.
Example input: Question: Which is an example of a renewable energy resource? Answer: Biomass
Example output: Biomass is an example of a renewable energy resource.
Example explanation: The output clearly summarizes the question and answer and hence is correct
Q: Question: What type of transport occurs when substances cross the plasma membrane without any input of energy from the cell? Answer: passive transport
A:
|
Passive transport occurs when substances cross the plasma membrane without any input of energy from the cell.
|
task1556_scitail_passage_generation
|
NIv2
|
fs_opt
| 3
|
train
|
Detailed Instructions: In this task, you are given a question and an answer, you would be asked to create the sentence based on the Question-Answer provided. It should be contained within the Question-Answer provided.
See one example below:
Problem: Question: Which is an example of a renewable energy resource? Answer: Biomass
Solution: Biomass is an example of a renewable energy resource.
Explanation: The output clearly summarizes the question and answer and hence is correct
Problem: Question: What cells secrete signaling molecules that promote sperm production and can control whether germ cells live or die? Answer: sertoli cells
Solution:
|
Sertoli cells cells secrete signaling molecules that promote sperm production and can control whether germ cells live or die.
|
task1556_scitail_passage_generation
|
NIv2
|
fs_opt
| 4
|
train
|
Teacher:In this task, you are given a question and an answer, you would be asked to create the sentence based on the Question-Answer provided. It should be contained within the Question-Answer provided.
Teacher: Now, understand the problem? Solve this instance: Question: Which muscles allow your fingers to also make precise movements for actions? Answer: intrinsic muscles
Student:
|
Intrinsic muscles allow your fingers to also make precise movements for actions.
|
task1556_scitail_passage_generation
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you are given a question and an answer, you would be asked to create the sentence based on the Question-Answer provided. It should be contained within the Question-Answer provided.
Input: Consider Input: Question: What type of creature is a scallop? Answer: mollusk
Output: A scallop is a(n) mollusk.
Input: Consider Input: Question: All solutions contain at least how many substances? Answer: two
Output: All solutions contain at least two substances.
Input: Consider Input: Question: Water can be boiled to kill giardia and most other what? Answer: pathogens
|
Output: Water can be boiled to kill giardia and most other pathogens.
|
task1556_scitail_passage_generation
|
NIv2
|
fs_opt
| 2
|
train
|
Definition: In this task, you are given a question and an answer, you would be asked to create the sentence based on the Question-Answer provided. It should be contained within the Question-Answer provided.
Input: Question: What protects the pollen of seed plants and spores of seedless plants? Answer: sporopollenin
Output:
|
Sporopollenin protects the pollen of seed plants and spores of seedless plants.
|
task1556_scitail_passage_generation
|
NIv2
|
zs_opt
| 2
|
train
|
Detailed Instructions: In this task, you are given a question and an answer, you would be asked to create the sentence based on the Question-Answer provided. It should be contained within the Question-Answer provided.
See one example below:
Problem: Question: Which is an example of a renewable energy resource? Answer: Biomass
Solution: Biomass is an example of a renewable energy resource.
Explanation: The output clearly summarizes the question and answer and hence is correct
Problem: Question: Another unit of energy, used widely in the health professions and everyday life, is _______? Answer: calorie ( cal )
Solution:
|
Another unit of energy, used widely in the health professions and everyday life, is calorie ( cal )?
|
task1556_scitail_passage_generation
|
NIv2
|
fs_opt
| 4
|
train
|
In this task, you are given a question and an answer, you would be asked to create the sentence based on the Question-Answer provided. It should be contained within the Question-Answer provided.
Input: Consider Input: Question: Carbon dioxide molecules consist of a central carbon atom bonded to how many oxygen atoms? Answer: two
Output: Carbon dioxide molecules consist of a central carbon atom bonded to two oxygen atoms.
Input: Consider Input: Question: If an ecosystem’s balance is disturbed by a volcanic eruption, what will most likely occur? Answer: The ecosystem will eventually become balanced again.
Output: If an ecosystem’s balance is disturbed by a volcanic eruption, the ecosystem will eventually become balanced again will most likely occur.
Input: Consider Input: Question: What causes genetic disorders in humans? Answer: alterations of chromosome
|
Output: Alterations of chromosome causes genetic disorders in humans.
|
task1556_scitail_passage_generation
|
NIv2
|
fs_opt
| 2
|
train
|
Definition: In this task, you are given a question and an answer, you would be asked to create the sentence based on the Question-Answer provided. It should be contained within the Question-Answer provided.
Input: Question: Power in electricity is the voltage multiplied by what? Answer: the current
Output:
|
Power in electricity is the voltage multiplied by the current.
|
task1556_scitail_passage_generation
|
NIv2
|
zs_opt
| 2
|
train
|
In this task, you are given a question and an answer, you would be asked to create the sentence based on the Question-Answer provided. It should be contained within the Question-Answer provided.
Q: Question: To solubilize the fats so that they can be absorbed, what organ secretes a fluid called bile into the small intestine? Answer: gall bladder
A: To solubilize the fats so that they can be absorbed, the gall bladder secretes a fluid called bile into the small intestine.
****
Q: Question: Can nematodes be a parasite of plants, animals, or both? Answer: both
A: Nematodes can be a parasite of both.
****
Q: Question: Animals need plants for food and? Answer: energy
A:
|
Animals need plants for food and energy.
****
|
task1556_scitail_passage_generation
|
NIv2
|
fs_opt
| 4
|
test
|
In this task, you are given a question and an answer, you would be asked to create the sentence based on the Question-Answer provided. It should be contained within the Question-Answer provided.
Let me give you an example: Question: Which is an example of a renewable energy resource? Answer: Biomass
The answer to this example can be: Biomass is an example of a renewable energy resource.
Here is why: The output clearly summarizes the question and answer and hence is correct
OK. solve this:
Question: What do plants respond to in their environment? Answer: changes in sunlight or water
Answer:
|
Changes in sunlight or water do plants respond to in their environment.
|
task1556_scitail_passage_generation
|
NIv2
|
fs_opt
| 8
|
validation
|
Problem: Generate a sentence that contains a fact.
omnivores eat plants
Problem: Generate a sentence that contains a fact.
Sentence: cold environments contain few organisms
Problem: Randomly generate a fact.
Random fact: a stinger is used for defense by a wasp
Generate a sentence that answers this question: "the closest star to the human planet delivers solar energy to the planet".
Answer: the sun transfers solar energy from itself to the Earth through sunlight
question: What sentence would provide a factual answer to this question: "At 30 degress fahrenheit, water is"
answer: freezing point means temperature at which a liquid freezes
Problem: Randomly generate a fact.
Random fact:
|
metal is an electrical energy conductor
|
openbookqa_0_1_0
|
Flan2021
|
fs_opt
| 4
|
train
|
What is a random fact?
|
a revolution of the moon around the Earth takes 1 month
|
openbookqa_0_1_0
|
Flan2021
|
zs_opt
| 8
|
train
|
Fact: completing a circuit causes electric current to flow through that circuit
Question: Alice flipped a switch and the ceiling fan started running because
What's the answer?
|
a circuit was closed
|
openbookqa_0_1_0
|
Flan2021
|
zs_noopt
| 5
|
train
|
What sentence would provide a factual answer to this question: "Tectonic plates are like a large"
|
a tectonic plate moves along a fault line
|
openbookqa_0_1_0
|
Flan2021
|
zs_noopt
| 7
|
train
|
Knowing that "if an object is close then that object will appear large", how would one answer "If an object is close then how will that object appear?"
|
gigantic
|
openbookqa_0_1_0
|
Flan2021
|
zs_noopt
| 3
|
train
|
Multi-select: Knowing that "a skunk produces a bad odor", how would one answer "Which animal emits something that many autistic people would be extra sensitive to?"
Pick from:
--cow
--dog
--cat
--skunk...A:
|
skunk
|
openbookqa_0_1_0
|
Flan2021
|
zs_opt
| 3
|
train
|
Problem: Generate a sentence that contains a fact.
Sentence: when the seasons change from the summer to the fall , the amount of daylight will decrease
Problem: Randomly generate a fact.
Random fact: heat and pressure change the remains of prehistoric living things into natural gas
Generate a sentence that answers this question: "What does electrical energy become when a light bulb is turned on?".
Answer: a light bulb converts electrical energy into light energy when it is turned on
question: What sentence would provide a factual answer to this question: "What will be more available in an area when rain is common?"
answer: a desert environment has low rainfall
Problem: What is a random fact?
Answer: humans moving into an environment usually causes native species to lose their habitats
Problem: Generate a sentence that contains a fact.
Sentence:
|
An example of an adaptation is camel humps
|
openbookqa_0_1_0
|
Flan2021
|
fs_opt
| 3
|
train
|
Problem: Generate a sentence that contains a fact.
Sentence: a greenhouse is used to protect plants from the cold
Problem: Randomly generate a fact.
Random fact: a toaster converts electrical energy into heat energy for toasting
Generate a sentence that answers this question: "Lava on the ocean floor may build up upon itself. This is where".
Answer: an island is formed by lava being released on the ocean floor over time
question: What sentence would provide a factual answer to this question: "Why might owning a house on an ocean be an issue after a few decades?"
answer: erosion causes a river to become deeper and wider
Problem: What is a random fact?
Answer: chlorophyll is used for absorbing light energy by plants
Problem: Generate a sentence that contains a fact.
Sentence:
|
a revolution of the moon around the Earth takes 1 month
|
openbookqa_0_1_0
|
Flan2021
|
fs_opt
| 3
|
train
|
Question:
Use evidence from the fact that a laser is used for producing light to answer the following question. OPTIONS:
- focused light beams like lasers can endanger pilots
- napkins can endanger pilots
- sweaters can endanger pilots
- teddy bears can endanger pilots "Which of the following will most likely to be true?"
Answer:
focused light beams like lasers can endanger pilots
Question:
Use evidence from the fact that braking can cause skidding to answer the following question. OPTIONS:
- driving on a dry day
- driving in optimal conditions
- driving on an icy day
- driving on a clear day "in which of these conditions could one most likely skid off the road?"
Answer:
driving on an icy day
Question:
Use evidence from the fact that darkness has a negative impact on photosynthesis to answer the following question. OPTIONS:
- light
- sun
- gloom
- sun rays "What has a negative impact on photosynthesis?"
Answer:
|
gloom
|
openbookqa_0_1_0
|
Flan2021
|
fs_opt
| 8
|
test
|
Use evidence from the fact that the color of an object can be discovered by looking at that object to answer this question: "If a person is blind and needs to know the color of a sign, they"
|
have someone describe it
|
openbookqa_0_1_0
|
Flan2021
|
zs_noopt
| 4
|
validation
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
Given an abstract of a paper, generate a title for this paper such that conveys the key focus of the paper.
Abstract: Some patients converted from ventricular fibrillation to organized rhythms by defibrillation-trained ambulance technicians (EMT-Ds) will refibrillate before hospital arrival. The authors analyzed 271 cases of ventricular fibrillation managed by EMT-Ds working without paramedic back-up. Of 111 patients initially converted to organized rhythms, 19 (17%) refibrillated, 11 (58%) of whom were reconverted to perfusing rhythms, including nine of 11 (82%) who had spontaneous pulses prior to refibrillation. Among patients initially converted to organized rhythms, hospital admission rates were lower for patients who refibrillated than for patients who did not(53% versus 76%, P = NS), although discharge rates were virtually identical (37% and 35%, respectively). Scene-to-hospital transport times were not predictively associated with either the frequency of refibrillation or patient outcome. Defibrillation-trained EMTs can effectively manage refibrillation with additional shocks and are not at a significant disadvantage when paramedic back-up is not available.
Solution: Refibrillation managed by EMT-Ds
Why? The abstract is about refibrillation and it is also mentioned in the abstract that it is managed by EMT-Ds. So it is an apt title.
New input: Abstract: The ability of several surface-active agents to stimulate the humoral immune response in mice against haptenated liposomes was tested. The surfactants were block copolymers of hydrophilic polyoxyethylene (POE) and hydrophobic polyoxypropylene (POP) that differed in m.w., percentage of POE, and mode of linkage of POP to POE. The liposomes were haptenated with tripeptide-enlarged dinitrophenyl coupled to phosphatidylethanolamine, which was incorporated into the liposomal membrane. Additional injection of mice with surfactant stimulated serum hemagglutination titers and splenic plaque-forming cell (PFC) numbers to varying extents. Block polymers with POP chains flanking a POE center, as well as polymers with POE chains flanking a POP center, displayed high adjuvant activity. These block polymers stimulated the antibody response in a dose-dependent manner. They stimulated the antibody response with both high and low antigen doses. Furthermore, the addition of one of these adjuvants (25R1) reduced the amount of carrier lipid required in the liposome in order to obtain an optimal antibody response. The surfactants, which displayed high adjuvant activity, did not interfere with liposome stability as measured with a liposome lysis assay. Moreover, in vitro preincubation of liposomes with a block polymer did not affect their immunogenicity. Optimal adjuvant activity was observed when both adjuvant and liposomes were administered by the same route. Simultaneous injection of both components, however, is not a prerequisite. Conclusively, it can be stated that nonionic block polymer surfactants are potent adjuvants for stimulation of the antibody response against haptenated liposomes.
Solution:
|
Adjuvant effects of nonionic block polymer surfactants on liposome-induced humoral immune response.
|
task619_ohsumed_abstract_title_generation
|
NIv2
|
fs_opt
| 0
|
train
|
Given an abstract of a paper, generate a title for this paper such that conveys the key focus of the paper.
Abstract: Pain thresholds to a pinch stimulus were measured at eight sites on the dorsum of both feet from 17 diabetic patients. Sixteen feet had neuropathic ulcers and seven had Charcot arthropathy. Vibration perception thresholds, radial nerve action potentials, muscle action potentials of flexor digitorum brevis, autonomic cardiovascular reflexes and reflex sweat output were also measured. Pinch pain threshold was abnormal in 15 diabetic feet, 11 having one or more insensitive sites. There was a greater variability in threshold between sites tested in diabetic than control subjects.
|
A study of pain threshold in diabetics with neuropathic foot lesions.
|
task619_ohsumed_abstract_title_generation
|
NIv2
|
zs_opt
| 0
|
train
|
Given an abstract of a paper, generate a title for this paper such that conveys the key focus of the paper.
Q: Abstract: Health-risk appraisals (HRAs) are self-scored questionnaires or computer programs that use demographic and risk-factor data to estimate the most likely causes of death and to provide guidance on how to reduce risk of death. The clinical usefulness of HRAs lies in their ability to motivate patients to modify negative habits and lifestyles. Still very much in a developmental stage, HRAs are not substitutes for preventive health examinations and are best used in conjunction with ongoing physician-supervised health-promotion and disease-prevention efforts.
A:
|
Health-risk appraisal. Helping patients predict and prevent health problems.
|
task619_ohsumed_abstract_title_generation
|
NIv2
|
zs_opt
| 4
|
train
|
Given an abstract of a paper, generate a title for this paper such that conveys the key focus of the paper.
Input: Consider Input: Abstract: Patient perception of uterine activity was assessed objectively in 44 women at risk for preterm labor using a tocodynamometer designed for ambulatory outpatient use. The monitor allowed patient-activated marking of the data whenever contractions were perceived. After instruction in self-detection of uterine activity, tocodynamometry was performed daily for 8.5 weeks per patient. Patients identified an average of 15% of their contractions during the study (range 0-78%). Numerous marks were placed in the absence of any detectable uterine activity. Of multiple obstetric variables analyzed, only multifetal gestation and preterm labor in the current pregnancy had any significant impact on perception. Results suggest that self-detection of uterine activity may not be reliable as the only means for the earliest possible detection of preterm labor.
Output: Maternal perception of prelabor uterine activity.
Input: Consider Input: Abstract: The apolipoprotein B-100 (apoB-100) gene in leukocytes and the apoB-100 messenger RNA (mRNA) and translated apolipoprotein in the livers from normal and abetalipoproteinemic individuals were evaluated. Four complementary DNA probes for apoB-100 covering the 5', middle, and 3' regions of the apoB-100 mRNA were utilized and Southern blot analysis indicated that the apoB-100 gene is present in abetalipoproteinemia without major insertions or deletions. Polyadenylated hepatic apoB-100 mRNA from two abetalipoproteinemic patients was normal in size, and the concentration of apoB-100 mRNA was increased sixfold compared with control hepatic apoB-100 mRNA levels. ApoB-100 was detected in hepatocytes of abetalipoproteinemic patients by immunohistochemical techniques. These results indicate that the biochemical defect in abetalipoproteinemic patients studied is most consistent with a posttranslational defect in apoB-100 processing or secretion with an up-regulation of the apoB-100 mRNA.
Output: Analysis of the apolipoprotein B gene and messenger ribonucleic acid in abetalipoproteinemia.
Input: Consider Input: Abstract: To learn more about the metabolic effects of dietary fructose and sucrose, 12 type I and 12 type II diabetic subjects were fed three isocaloric (or isoenergic) diets for eight days each according to a randomized, crossover design. The three diets provided, respectively, 21% of the energy as fructose, 23% of the energy as sucrose, and almost all carbohydrate energy as starch. The fructose diet resulted in significantly lower one- and two-hour postprandial plasma glucose levels, overall mean plasma glucose levels, and urinary glucose excretion in both type I and type II subjects than did the starch diet. There were no significant differences between the sucrose and starch diets in any of the measures of glycemic control in either subject group. The fructose and sucrose diets did not significantly increase serum triglyceride values when compared with the starch diet, but both increased postprandial serum lactate levels. We conclude that short-term replacement of other carbohydrate sources in the diabetic diet with fructose will improve glycemic control, whereas replacement with sucrose will not aggravate glycemic control.
|
Output: Metabolic effects of dietary fructose and sucrose in types I and II diabetic subjects.
|
task619_ohsumed_abstract_title_generation
|
NIv2
|
fs_opt
| 2
|
train
|
Given an abstract of a paper, generate a title for this paper such that conveys the key focus of the paper.
Example: Abstract: Some patients converted from ventricular fibrillation to organized rhythms by defibrillation-trained ambulance technicians (EMT-Ds) will refibrillate before hospital arrival. The authors analyzed 271 cases of ventricular fibrillation managed by EMT-Ds working without paramedic back-up. Of 111 patients initially converted to organized rhythms, 19 (17%) refibrillated, 11 (58%) of whom were reconverted to perfusing rhythms, including nine of 11 (82%) who had spontaneous pulses prior to refibrillation. Among patients initially converted to organized rhythms, hospital admission rates were lower for patients who refibrillated than for patients who did not(53% versus 76%, P = NS), although discharge rates were virtually identical (37% and 35%, respectively). Scene-to-hospital transport times were not predictively associated with either the frequency of refibrillation or patient outcome. Defibrillation-trained EMTs can effectively manage refibrillation with additional shocks and are not at a significant disadvantage when paramedic back-up is not available.
Example solution: Refibrillation managed by EMT-Ds
Example explanation: The abstract is about refibrillation and it is also mentioned in the abstract that it is managed by EMT-Ds. So it is an apt title.
Problem: Abstract: One hundred and five children with congenital heart disease were monitored by pulse oximetry during cardiac catheterization. Excellent correlation (r = 0.95) was found between oxygen saturation values obtained with pulse oximetry and those obtained from arterial blood in 133 data pairs. This correlation was described by the regression equation y = 0.91x + 8.1. The correlation was also excellent in 47 data pairs with saturation values of less than 90% (r = 0.94, y = 0.93x + 6.0) from 36 cyanotic children. The clinical usefulness of pulse oximetry in the early recognition of decreased pulmonary blood flow or partial airway obstruction was demonstrated. Early diagnosis of changes in oxygenation was especially helpful in children with cyanotic congenital heart disease, in whom small changes in arterial oxygen tension may cause large changes in oxygen saturation.
|
Solution: Pulse oximetry during cardiac catheterization in children with congenital heart disease.
|
task619_ohsumed_abstract_title_generation
|
NIv2
|
fs_opt
| 5
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
Given an abstract of a paper, generate a title for this paper such that conveys the key focus of the paper.
Abstract: Some patients converted from ventricular fibrillation to organized rhythms by defibrillation-trained ambulance technicians (EMT-Ds) will refibrillate before hospital arrival. The authors analyzed 271 cases of ventricular fibrillation managed by EMT-Ds working without paramedic back-up. Of 111 patients initially converted to organized rhythms, 19 (17%) refibrillated, 11 (58%) of whom were reconverted to perfusing rhythms, including nine of 11 (82%) who had spontaneous pulses prior to refibrillation. Among patients initially converted to organized rhythms, hospital admission rates were lower for patients who refibrillated than for patients who did not(53% versus 76%, P = NS), although discharge rates were virtually identical (37% and 35%, respectively). Scene-to-hospital transport times were not predictively associated with either the frequency of refibrillation or patient outcome. Defibrillation-trained EMTs can effectively manage refibrillation with additional shocks and are not at a significant disadvantage when paramedic back-up is not available.
Solution: Refibrillation managed by EMT-Ds
Why? The abstract is about refibrillation and it is also mentioned in the abstract that it is managed by EMT-Ds. So it is an apt title.
New input: Abstract: Computerised tomography of the lumbar spine was performed on 22 patients with clinical evidence of prolapse of an intervertebral disc and normal or equivocal radiculograms. Of 11 patients with positive scans who had an operation the presence of pathology was confirmed in 10. Although CT scanning is always helpful in diagnosing disc disorders, where facilities are scarce (as in Great Britain) it is best employed in patients with negative or non-contributory radiculography.
Solution:
|
The role of computerised tomography in intervertebral disc prolapse.
|
task619_ohsumed_abstract_title_generation
|
NIv2
|
fs_opt
| 0
|
train
|
Given an abstract of a paper, generate a title for this paper such that conveys the key focus of the paper.
Example input: Abstract: Some patients converted from ventricular fibrillation to organized rhythms by defibrillation-trained ambulance technicians (EMT-Ds) will refibrillate before hospital arrival. The authors analyzed 271 cases of ventricular fibrillation managed by EMT-Ds working without paramedic back-up. Of 111 patients initially converted to organized rhythms, 19 (17%) refibrillated, 11 (58%) of whom were reconverted to perfusing rhythms, including nine of 11 (82%) who had spontaneous pulses prior to refibrillation. Among patients initially converted to organized rhythms, hospital admission rates were lower for patients who refibrillated than for patients who did not(53% versus 76%, P = NS), although discharge rates were virtually identical (37% and 35%, respectively). Scene-to-hospital transport times were not predictively associated with either the frequency of refibrillation or patient outcome. Defibrillation-trained EMTs can effectively manage refibrillation with additional shocks and are not at a significant disadvantage when paramedic back-up is not available.
Example output: Refibrillation managed by EMT-Ds
Example explanation: The abstract is about refibrillation and it is also mentioned in the abstract that it is managed by EMT-Ds. So it is an apt title.
Q: Abstract: Leptospirosis is a zoonotic disease that consists of fever, headache, myalgias, and multiple organ involvement, has varying clinical severity and morbidity, and can occur in epidemic form. Diagnosis is based on culture or serologic demonstration of recent infection. There is evidence that doxycycline therapy started early in the course of the disease favorably affects duration and severity. Antibiotic therapy is often initiated because of a strong suspicion of the disease, before bacteriologic or serologic confirmation of the diagnosis is completed. Public health measures play an important role in minimizing the incidence of leptospirosis.
A:
|
A point-source epidemic of leptospirosis. Description of cases, cause, and prevention.
|
task619_ohsumed_abstract_title_generation
|
NIv2
|
fs_opt
| 3
|
train
|
Given an abstract of a paper, generate a title for this paper such that conveys the key focus of the paper.
One example is below.
Q: Abstract: Some patients converted from ventricular fibrillation to organized rhythms by defibrillation-trained ambulance technicians (EMT-Ds) will refibrillate before hospital arrival. The authors analyzed 271 cases of ventricular fibrillation managed by EMT-Ds working without paramedic back-up. Of 111 patients initially converted to organized rhythms, 19 (17%) refibrillated, 11 (58%) of whom were reconverted to perfusing rhythms, including nine of 11 (82%) who had spontaneous pulses prior to refibrillation. Among patients initially converted to organized rhythms, hospital admission rates were lower for patients who refibrillated than for patients who did not(53% versus 76%, P = NS), although discharge rates were virtually identical (37% and 35%, respectively). Scene-to-hospital transport times were not predictively associated with either the frequency of refibrillation or patient outcome. Defibrillation-trained EMTs can effectively manage refibrillation with additional shocks and are not at a significant disadvantage when paramedic back-up is not available.
A: Refibrillation managed by EMT-Ds
Rationale: The abstract is about refibrillation and it is also mentioned in the abstract that it is managed by EMT-Ds. So it is an apt title.
Q: Abstract: The outcome from cardiopulmonary arrest in children in the prehospital and hospital setting is generally poor. The event that compromises the cardiac status is often respiratory embarrassment, and the presenting rhythms are often bradyarrhythmias and asystole. Emergency medical services (EMS) systems have primarily an adult focus and may not be organized to manage optimally the critically ill and injured child. Data from a survey of training programs demonstrate that paramedic and EMT education in pediatric emergencies may be inadequate. Forty-one percent of the programs surveyed had less than 10 hr of pediatric training. Data suggest that EMS providers may not be equipped to manage children effectively. The Los Angeles EMS System for children is described. There are two levels of receiving facilities: Emergency Departments Approved for Pediatrics and Pediatric Critical Care Centers. The system is voluntary and has 85% of the hospitals in compliance with the guidelines. Early recognition of the prearrest state, improved training, and equipping of prehospital care personnel, development of EMS services for children, dissemination of an advanced pediatric life support course, as well as research in pediatric CPR may improve the outcome of resuscitation in the pediatric population.
A:
|
A needs assessment of advanced life support and emergency medical services in the pediatric patient: state of the art.
|
task619_ohsumed_abstract_title_generation
|
NIv2
|
fs_opt
| 9
|
train
|
instruction:
Given an abstract of a paper, generate a title for this paper such that conveys the key focus of the paper.
question:
Abstract: The selection of assessment procedures for the preclinical evaluation of haemosorbents and the relationship between such procedures and the intended application are exemplified by examination of the design and utilization of procedures based on the rat. Procedures are described for haemoperfusion and for membrane plasma separation followed by on-line sorbent treatment of plasma (plasma perfusion). These procedures are suitable for single or repeated use, with the animal in an unrestrained and conscious state. The relevance to the intended application is demonstrated with respect to artificial liver support by the ability of rat extracorporeal circuits to provide information on the relationship between sorbent properties and liver regeneration as determined by the proliferative response following partial hepatectomy.
answer:
Preclinical evaluation of haemosorbents.
question:
Abstract: The effects of chronic denervation on sodium (Na) channels in rabbit muscle membrane were determined using intracellular microelectrodes and Vaseline gap voltage clamp techniques. The Hodgkin-Huxley model was used to describe the kinetic and steady-state parameters of channel activation and fast inactivation. Chronic (7-10 days) denervation was found to cause a decreased resting potential, lowered action potential peak, and fibrillation potentials in rabbit extensor digitorum longus (EDL) muscles. Under voltage clamp conditions, no differences were observed between denervated and normal fibers in the voltage dependence of the steady-state Na channel activation and fast inactivation curves, or in the time course of development of fast inactivation. However, in denervated fibers, the time course of recovery from fast inactivation was approximately half that measured in normal fibers. Also, whereas depolarizing holding potentials induced a long-term inactivation to varying degrees in normal EDL fibers, denervated EDL fibers and normal soleus fibers were uniformly resistant to prolonged depolarization. These results suggest that the denervation-induced development of spontaneous activity may be due in part to changes in the mechanisms that control the refractoriness of Na channels.
answer:
Sodium channel kinetics in normal and denervated rabbit muscle membrane.
question:
Abstract: Acute myocardial infarction occurred in a 25-year-old woman. Coronary angiography performed one month after the acute illness was normal. An ergonovine test was negative. The patient's acute myocardial infarction most probably was induced by the use of oral contraceptives in combination with heavy smoking. Oral contraceptives, with their known influence on the blood coagulation system, must be considered a risk factor in precipitating coronary artery disease.
answer:
|
Acute myocardial infarction in a young woman taking oral contraceptives. A case report.
|
task619_ohsumed_abstract_title_generation
|
NIv2
|
fs_opt
| 9
|
test
|
Detailed Instructions: Given an abstract of a paper, generate a title for this paper such that conveys the key focus of the paper.
Problem:Abstract: The effect of topical application of axonal transport blockers to the transected peripheral nerve was assessed by quantitating the strychnine-enhanced transsynaptic degeneration following transection of the inferior alveolar nerve in adult rats. Systemic administration of strychnine (1 mg/kg/day) for 7 days at the postoperational interval of 23 days proved to be suitable for quantitating the transsynaptic degeneration at the light microscopic level. When the proximal stump of transected nerve was treated with 2% colchicine immediately after transection, 5.8 +/- 6.8 dark neurons in a single section of the medullary dorsal horn, ipsilateral to the nerve transection, were observed. Following similar treatment with 0.4% vinblastine and 0.2% vincristine, 24.4 +/- 10.5 and 9.4 +/- 7.0 dark neurons were seen, respectively. When compared with 43.0 +/- 9.4 dark neurons, which were seen in animals without alkaloid treatment, colchicine, vinblastine and vincristine significantly reduced the transsynaptic degeneration by 86, 43, and 78%, respectively. Possible mechanisms involved in prevention of transsynaptic degeneration by the alkaloids are discussed.
Solution:
|
Topical application of colchicine, vinblastine and vincristine prevents strychnine-enhanced transsynaptic degeneration in the medullary dorsal horn following transection of the inferior alveolar nerve in adult rats.
|
task619_ohsumed_abstract_title_generation
|
NIv2
|
zs_opt
| 8
|
validation
|
Given the task definition and input, reply with output. You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
Background Paragraph: Huge amounts of chemicals, such as fertilizers and pesticides, are applied to farm fields (see Figure below ). Some of the chemicals are picked up by rainwater. Runoff then carries the chemicals to nearby rivers or lakes. Dissolved fertilizer causes too much growth of water plants and algae. This can lead to dead zones where nothing can live in lakes and at the mouths of rivers. Some of the chemicals can infiltrate into groundwater. The contaminated water comes up in water wells. If people drink the polluted water, they may get sick.
Story: Two neighboring towns used different approaches to agriculture. Big town used pesticides and fertilizers, while Small town applied permaculture principles and organic farming methods.
Question: Which town had less runoff with chemicals to nearby rivers or lakes?
|
Small.
|
task061_ropes_answer_generation
|
NIv2
|
zs_opt
| 5
|
train
|
Part 1. Definition
You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
Part 2. Example
Background Paragraph: A rise in price of a good or service almost always decreases the quantity demanded of that good or service. Conversely, a fall in price will increase the quantity demanded. When the price of a gallon of gasoline increases, for example, people look for ways to reduce their consumption by combining several errands, commuting by carpool or mass transit, or taking weekend or vacation trips closer to home. Economists call this inverse relationship between price and quantity demanded the law of demand. The law of demand assumes that all other variables that affect demand (which we explain in the next module) are held constant.
Story: The AAA auto club does a weekly report on the prices of gas and diesel in various cities. Historically, the prices have be fairly stagnant, but this week their report garnered widespread attention as the prices of gas and diesel plunged from last week in Seattle by $0.40 each. However, just across the border in Vancouver, the cost of gas went up dramatically by $0.50.
Question: Which city will have an increase in demand for gas?
Answer: Seattle.
Explanation: The first sentence in the background paragraph (A rise in price of a good or service almost always decreases the quantity demanded of that good or service) and the sentence in the story (as the prices of gas and diesel plunged from last week in Seattle by $0.40 each) answer this question.
Part 3. Exercise
Background Paragraph: Alkali, or Alkaline, soils are clay soils with high pH (> 8.5), a poor soil structure and a low infiltration capacity. Often they have a hard calcareous layer at 0.5 to 1 metre depth. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate, which causes the soil to swell[1] and difficult to clarify/settle. They derive their name from the alkali metal group of elements, to which sodium belongs, and which can induce basicity. Sometimes these soils are also referred to as alkaline sodic soils.
Alkaline soils are basic, but not all basic soils are alkaline.
Story: Mike grew tomatoes on his parcel of land and so did John. Mike's attempt was very successful, because he adjusted the soil's pH to a viable level for growing vegetables, and John didn't. Both parcels had soils with lots of sodium carbonate in them. John's experiment failed.
Question: Which parcel had a less alkaline soil?
Answer:
|
Mike's.
|
task061_ropes_answer_generation
|
NIv2
|
fs_opt
| 7
|
train
|
Given the task definition, example input & output, solve the new input case.
You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
Example: Background Paragraph: A rise in price of a good or service almost always decreases the quantity demanded of that good or service. Conversely, a fall in price will increase the quantity demanded. When the price of a gallon of gasoline increases, for example, people look for ways to reduce their consumption by combining several errands, commuting by carpool or mass transit, or taking weekend or vacation trips closer to home. Economists call this inverse relationship between price and quantity demanded the law of demand. The law of demand assumes that all other variables that affect demand (which we explain in the next module) are held constant.
Story: The AAA auto club does a weekly report on the prices of gas and diesel in various cities. Historically, the prices have be fairly stagnant, but this week their report garnered widespread attention as the prices of gas and diesel plunged from last week in Seattle by $0.40 each. However, just across the border in Vancouver, the cost of gas went up dramatically by $0.50.
Question: Which city will have an increase in demand for gas?
Output: Seattle.
The first sentence in the background paragraph (A rise in price of a good or service almost always decreases the quantity demanded of that good or service) and the sentence in the story (as the prices of gas and diesel plunged from last week in Seattle by $0.40 each) answer this question.
New input case for you: Background Paragraph: Wildfire smoke contains particulate matter that may have adverse effects upon the human respiratory system. Evidence of the health effects of wildfire smoke should be relayed to the public so that exposure may be limited. Evidence of health effects can also be used to influence policy to promote positive health outcomes.Inhalation of smoke from a wildfire can be a health hazard. Wildfire smoke is composed of combustion products i.e. carbon dioxide, carbon monoxide, water vapor, particulate matter, organic chemicals, nitrogen oxides and other compounds. The principal health concern is the inhalation of particulate matter and carbon monoxide.Particulate matter (PM) is a type of air pollution made up of particles of dust and liquid droplets. They are characterized into three categories based on the diameter of the particle: coarse PM, fine PM, and ultrafine PM. Coarse particles are between 2.5 micrometers and 10 micrometers, fine particles measure 0.1 to 2.5 micrometers, and ultrafine particle are less than 0.1 micrometer. Each size can enter the body through inhalation, but the PM impact on the body varies by size. Coarse particles are filtered by the upper airways and these particles can accumulate and cause pulmonary inflammation. This can result in eye and sinus irritation as well as sore throat and coughing. Coarse PM is often composed of materials that are heavier and more toxic that lead to short-term effects with stronger impact.Smaller particulate moves further into the respiratory system creating issues deep into the lungs and the bloodstream. In asthma patients, PM2.5 causes inflammation but also increases oxidative stress in the epithelial cells. These particulates also cause apoptosis and autophagy in lung epithelial cells. Both processes cause the cells to be damaged and impacts the cell function. This damage impacts those with respiratory conditions such as asthma where the lung tissues and function are already compromised. The third PM type is ultra-fine PM (UFP). UFP can enter the bloodstream like PM2.5 however studies show that it works into the blood much quicker. The inflammation and epithelial damage done by UFP has also shown to be much more severe. PM2.5 is of the largest concern in regards to wildfire. This is particularly hazardous to the very young, elderly and those with chronic conditions such as asthma, chronic obstructive pulmonary disease (COPD), cystic fibrosis and cardiovascular conditions. The illnesses most commonly with exposure to fine particle from wildfire smoke are bronchitis, exacerbation of asthma or COPD, and pneumonia. Symptoms of these complications include wheezing and shortness of breath and cardiovascular symptoms include chest pain, rapid heart rate and fatigue.
Story: Bobby and Sally are siblings that currently live in different cities. Bobby lives in a city that has wildfires on a regular basis. The local government is effective at combating these fires, but there are still quite a few over the course of a year. Sally lives somewhere that has never had a wildfire before, and she wasn't even aware they existed until her brother started talking about them.
Question: Which of the two siblings probably takes more naps?
Output:
|
Bobby.
|
task061_ropes_answer_generation
|
NIv2
|
fs_opt
| 1
|
train
|
Teacher:You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
Teacher: Now, understand the problem? Solve this instance: Background Paragraph: So much rain falling so fast causes some of the damage from a hurricane. But a lot of the damage is caused by storm surge. Storm surge is very high water located in the low pressure eye of the hurricane. The very low pressure of the eye allows the water level to rise above normal sea level. Storm surge can cause flooding when it reaches land ( Figure below ). High winds do a great deal of damage in hurricanes. High winds can also create very big waves. If the large waves are atop a storm surge, the high water can flood the shore. If the storm happens to occur at high tide, the water will rise even higher.
Story: Beach town was hit hard by the hurricane. Hill town was spared, being situated 50 miles south. the eye of the hurricane passed almost through Beach town.
Question: Which town had more damage caused by low pressure eye of the hurricane?
Student:
|
Beach.
|
task061_ropes_answer_generation
|
NIv2
|
zs_opt
| 6
|
train
|
Teacher:You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
Teacher: Now, understand the problem? Solve this instance: Background Paragraph: Overconsumption is a situation where resource use has outpaced the sustainable capacity of the ecosystem. A prolonged pattern of overconsumption leads to environmental degradation and the eventual loss of resource bases.
Story: The country of Qatar is opulent, to say the least. They have one of the highest per capita income in the world - exceeding that of Western Europe and North America. Over-consumption is the way of life in Qatar. While similarly small country of Bhutan puts emphasis on the happiness of its citizens in a different way. Bhutan does not give way to material over-consumption like Qatar does - it cares about its citizens' spiritual and social well-being.
Question: In which country resource use would not most likely outpace ecosystem sustainability?
Student:
|
Bhutan.
|
task061_ropes_answer_generation
|
NIv2
|
zs_opt
| 6
|
train
|
Instructions: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
Input: Background Paragraph: All living organisms must have the ability to reproduce. Living things make more organisms like themselves. Whether the organism is a rabbit, or a tree, or a bacterium, life will create more life. If a species cannot create the next generation, the species will go extinct. Reproduction is the process of making the next generation and may be a sexual or an asexual process. Sexual reproduction involves two parents and the fusion of gametes , haploid sex cells from each parent. Sexual reproduction produces offspring that are genetically unique and increases genetic variation within a species. Asexual reproduction involves only one parent. It occurs without a fusion of gametes and produces offspring that are all genetically identical to the parent.
Story: two groups of students studied animal reproduction. Group Alpha studied sexual reproduction, while group Beta studies asexual reproduction.
Question: Which group of students learned more about the fusion of gametes?
Output:
|
Beta.
|
task061_ropes_answer_generation
|
NIv2
|
zs_opt
| 3
|
train
|
You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
Q: Background Paragraph: Rain dissolves fertilizer in the soil. Runoff carries it away. The fertilizer ends up in bodies of water, from ponds to oceans. Nitrogen is a fertilizer in the water. Since there is a lot of nitrogen, it causes algae to grow out of control. Pictured below is a pond covered with algae ( Figure below ). Algae use up carbon dioxide in the water. After the algae die, decomposers break down the dead tissue. The decomposers use up all the oxygen in the water. This creates a dead zone. A dead zone is an area in a body of water where nothing grows because there is too little oxygen. There is a large dead zone in the Gulf of Mexico ( Figure below ). The U.S. states outlined on the map have rivers that drain into the Gulf of Mexico. The rivers drain vast agricultural lands. The water carries fertilizer from these areas into the Gulf.
Story: Park farm and Fiddle farm provided Red city with tonnes of produce annually. Fiddle farm used and abundance of fertilizers and pesticides, while Park farm didn't use any of those substances.
Question: Which farm caused more fertilizer to dissolve in the soil because of rain?
A:
|
Fiddle.
|
task061_ropes_answer_generation
|
NIv2
|
zs_opt
| 4
|
train
|
Given the task definition and input, reply with output. You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
Background Paragraph: If all the other factors influencing humidity remain constant, at ground level the relative humidity rises as the temperature falls. This is because less vapor is needed to saturate the air, so vapor condenses as the temperature falls. In normal conditions, the dew point temperature will not be greater than the air temperature because relative humidity cannot exceed 100%.[4].
Story: Sam lived in Chicago for many years and experienced those high humidity days during the summer, the Indian summers in October and harsh and humid winters, so he decided to move to San Diego, in a warmer and much dryer climate.
Question: Which city has a more precipitation during winter?
|
Chicago.
|
task061_ropes_answer_generation
|
NIv2
|
zs_opt
| 5
|
train
|
Teacher: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Background Paragraph: A rise in price of a good or service almost always decreases the quantity demanded of that good or service. Conversely, a fall in price will increase the quantity demanded. When the price of a gallon of gasoline increases, for example, people look for ways to reduce their consumption by combining several errands, commuting by carpool or mass transit, or taking weekend or vacation trips closer to home. Economists call this inverse relationship between price and quantity demanded the law of demand. The law of demand assumes that all other variables that affect demand (which we explain in the next module) are held constant.
Story: The AAA auto club does a weekly report on the prices of gas and diesel in various cities. Historically, the prices have be fairly stagnant, but this week their report garnered widespread attention as the prices of gas and diesel plunged from last week in Seattle by $0.40 each. However, just across the border in Vancouver, the cost of gas went up dramatically by $0.50.
Question: Which city will have an increase in demand for gas?
Solution: Seattle.
Reason: The first sentence in the background paragraph (A rise in price of a good or service almost always decreases the quantity demanded of that good or service) and the sentence in the story (as the prices of gas and diesel plunged from last week in Seattle by $0.40 each) answer this question.
Now, solve this instance: Background Paragraph: Pressures are given in a multitude of units. We've already discussed Pascals, and we know that another unit for pressure is the atmosphere (1 atm = 101.3 x 10 5 Pa). The third commonly used pressure unit is the torr (symbol Torr). 760 torr is 1 atm, but 1 torr is also the increase in pressure necessary to cause liquid mercury to rise by 1 mm. For that reason, torr is also commonly referred to as "millimeters mercury." Another pressure unit commonly used in our everyday world is psi, or pounds per square inch, though neither psi nor torr are SI units.
Story: Mike is studying for his physics exam. He realizes that the best way to learn physics is to solve problems. To that end, he needs to to convert pressure of objects from one unit to another. In one problem, four scenarios are given for the same object, scenario A, scenario B, scenario C, and scenario D. In scenario A the pressure is given in Pascals. In scenario B the pressure is given in the atm. In scenario C the pressure is given in torr. Lastly, in scenario D the pressure is given in psi.
Question: In which scenario SI unit is not used, scenario C or scenario D?
Student:
|
scenario D.
|
task061_ropes_answer_generation
|
NIv2
|
fs_opt
| 2
|
test
|
Definition: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
Input: Background Paragraph: Communication is any way that animals share information. Many animals live in social groups. For these animals, being able to communicate is essential. Communicating increases the ability of group members to cooperate and avoid conflict. Communication may help animals work together to find food and defend themselves from predators. It also helps them find mates and care for their offspring. In addition, communication helps adult animals teach the next generation learned behaviors. Therefore, communication generally improves the chances of animals surviving and reproducing.
Story: There are two species of animals, the Lips and the Bops, living in the Scallop forest in Montana. These two species have both been living inside the Scallop forest for the entirety of their existence. The Bops have always managed to easily fend off attackers, but the Lips are easily preyed upon and struggle to defend their own from predators.
Question: Which species most likely has a worse method of communication?
Output:
|
Lips.
|
task061_ropes_answer_generation
|
NIv2
|
zs_opt
| 2
|
validation
|
You will be given a context, a subject and a relation. Your task is to generate a question based on the subject and relation. The generated question should include the given subject. Try to use a minimum number of words that are not present in either context, subject or relation while generating question.
Q: Context : Christine Daaé was born in a town near Uppsala, Sweden.
Subject : Christine Daaé
Relation : based on
A: Which is the basis of Christine Daaé?
****
Q: Context : Hermann Conrad (21 September 1913 -- 6 October 1942) was a highly decorated Oberleutnant in the Wehrmacht during World War II. He was also a recipient of the Knight's Cross of the Iron Cross.
Subject : Hermann Conrad
Relation : award received
A: What award was received by Hermann Conrad?
****
Q: Context : Club Oasis is a 24-episode half-hour comedy-variety show, set in a chic simulated nightclub, which appeared on NBC in the 1957--1958 television season.
Subject : Club Oasis
Relation : original network
A:
|
Which is the original network of Club Oasis?
****
|
task1325_qa_zre_question_generation_on_subject_relation
|
NIv2
|
fs_opt
| 4
|
train
|
You will be given a context, a subject and a relation. Your task is to generate a question based on the subject and relation. The generated question should include the given subject. Try to use a minimum number of words that are not present in either context, subject or relation while generating question.
[EX Q]: Context : On the morning of 17 April 1945 Leutnant Gerhard Bauer, Oberleutnant August Lambert, and another pilot were taking off from Kamenz for a mission to the front when American P-51Ds of the 55th Fighter Group appeared.
Subject : August Lambert
Relation : award received
[EX A]: Which award was bestowed upon August Lambert?
[EX Q]: Context : Ronnie Lee Gardner (January 16, 1961 -- June 18, 2010) was an American criminal who received the death penalty for murder in 1985, and was executed by a firing squad by the state of Utah in 2010.
Subject : Ronnie Lee Gardner
Relation : convicted of
[EX A]: Which crime led to the conviction of Ronnie Lee Gardner?
[EX Q]: Context : The Kriegsmarine was one of three official branches of the Wehrmacht, the armed forces of Nazi Germany.
Subject : Kriegsmarine
Relation : conflict
[EX A]:
|
In what war did Kriegsmarine fight in?
|
task1325_qa_zre_question_generation_on_subject_relation
|
NIv2
|
fs_opt
| 6
|
train
|
Teacher: You will be given a context, a subject and a relation. Your task is to generate a question based on the subject and relation. The generated question should include the given subject. Try to use a minimum number of words that are not present in either context, subject or relation while generating question.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Context : Isaac Nicola Romero (1916 in Havana, Cuba -- 1997) was a prominent Cuban guitarist and one of the founders of the modern Cuban Guitar School.
Subject : Isaac Nicola
Relation : place of birth
Solution: What was Isaac Nicola's city of birth?
Reason: Here the question is generated on Isaac Nicola Romero who is the subject and the relation of question to the context is about the place of birth of Isaac Nicola Romero. Hence generated question is correct
Now, solve this instance: Context : ISO 3166-2:GN is the entry for Guinea in ISO 3166-2, part of the ISO 3166 standard published by the International Organization for Standardization (ISO), which defines codes for the names of the principal subdivisions (e.g., provinces or states) of all countries coded in ISO 3166-1.
Subject : ISO 3166-2:GN
Relation : standards body
Student:
|
Who set the standards for ISO 3166-2:GN?
|
task1325_qa_zre_question_generation_on_subject_relation
|
NIv2
|
fs_opt
| 2
|
train
|
You will be given a context, a subject and a relation. Your task is to generate a question based on the subject and relation. The generated question should include the given subject. Try to use a minimum number of words that are not present in either context, subject or relation while generating question.
Context : Viesturs Meijers played for Latvia in Chess Olympiads:
Subject : Viesturs Meijers
Relation : award received
Which award was bestowed upon Viesturs Meijers?
Context : Columbus Nova is an investment company founded in 2000 and centered in New York City.
Subject : Columbus Nova
Relation : parent company
Which company is the parent company of Columbus Nova?
Context : Arthur, the Piper, and Superior Saturday all receive messages from Lady Friday, saying she has abdicated the rule of the Middle House and that the first of the three who can reach her Scriptorium in the Middle House can claim the Fifth Key and her domain as their own.
Subject : Lady Friday
Relation : series
|
What is the series that Lady Friday is a part of?
|
task1325_qa_zre_question_generation_on_subject_relation
|
NIv2
|
fs_opt
| 0
|
train
|
You will be given a context, a subject and a relation. Your task is to generate a question based on the subject and relation. The generated question should include the given subject. Try to use a minimum number of words that are not present in either context, subject or relation while generating question.
[EX Q]: Context : From G's to Gents was an MTV reality television series which features misdirected young men willing to change their lives and become gentlemen.
Subject : From G's to Gents
Relation : original network
[EX A]: What network first aired From G's to Gents?
[EX Q]: Context : The 2009 European Cross Country Championships was a continental cross country running competition that was held on 13 December 2009 near Dublin city, Fingal in Ireland.
Subject : 2009 European Cross Country Championships
Relation : point in time
[EX A]: What is the full date that 2009 European Cross Country Championships crashed on?
[EX Q]: Context : Papiya Ghosh was born on 8 October 1953, in Dumka (Bihar, India).
Subject : Papiya Ghosh
Relation : educated at
[EX A]:
|
The college Papiya Ghosh attended was what?
|
task1325_qa_zre_question_generation_on_subject_relation
|
NIv2
|
fs_opt
| 6
|
train
|
You will be given a context, a subject and a relation. Your task is to generate a question based on the subject and relation. The generated question should include the given subject. Try to use a minimum number of words that are not present in either context, subject or relation while generating question.
Q: Context : The North American Tour, also referred to as the Wish You Were Here Tour, was a concert tour by the British progressive rock band Pink Floyd in 1975 in support of their forthcoming album Wish You Were Here.
Subject : Wish You Were Here Tour
Relation : point in time
A:
|
The point in time of Wish You Were Here Tour was when?
|
task1325_qa_zre_question_generation_on_subject_relation
|
NIv2
|
zs_opt
| 4
|
train
|
Given the task definition, example input & output, solve the new input case.
You will be given a context, a subject and a relation. Your task is to generate a question based on the subject and relation. The generated question should include the given subject. Try to use a minimum number of words that are not present in either context, subject or relation while generating question.
Example: Context : Isaac Nicola Romero (1916 in Havana, Cuba -- 1997) was a prominent Cuban guitarist and one of the founders of the modern Cuban Guitar School.
Subject : Isaac Nicola
Relation : place of birth
Output: What was Isaac Nicola's city of birth?
Here the question is generated on Isaac Nicola Romero who is the subject and the relation of question to the context is about the place of birth of Isaac Nicola Romero. Hence generated question is correct
New input case for you: Context : Marian Bublewicz died in hospital the same day Lądek Zdrój.
Subject : Marian Bublewicz
Relation : date of death
Output:
|
When did Marian Bublewicz die?
|
task1325_qa_zre_question_generation_on_subject_relation
|
NIv2
|
fs_opt
| 1
|
train
|
You will be given a context, a subject and a relation. Your task is to generate a question based on the subject and relation. The generated question should include the given subject. Try to use a minimum number of words that are not present in either context, subject or relation while generating question.
Let me give you an example: Context : Isaac Nicola Romero (1916 in Havana, Cuba -- 1997) was a prominent Cuban guitarist and one of the founders of the modern Cuban Guitar School.
Subject : Isaac Nicola
Relation : place of birth
The answer to this example can be: What was Isaac Nicola's city of birth?
Here is why: Here the question is generated on Isaac Nicola Romero who is the subject and the relation of question to the context is about the place of birth of Isaac Nicola Romero. Hence generated question is correct
OK. solve this:
Context : Zafeirakis Theodosiou (Greek: Ζαφειράκης Θεοδοσίου) (1772 - 1822) was a Greek prokritos (πρόκριτος), meaning political leader of Greeks during Ottoman rule, of Naousa, Imathia and an important figure of the Greek War of Independence in the region of Macedonia.
Subject : Zafeirakis Theodosiou
Relation : conflict
Answer:
|
In which war did Zafeirakis Theodosiou serve?
|
task1325_qa_zre_question_generation_on_subject_relation
|
NIv2
|
fs_opt
| 8
|
train
|
Teacher:You will be given a context, a subject and a relation. Your task is to generate a question based on the subject and relation. The generated question should include the given subject. Try to use a minimum number of words that are not present in either context, subject or relation while generating question.
Teacher: Now, understand the problem? Solve this instance: Context : Lena Baker was born June 8, 1900, to a poor black family of sharecroppers and raised near Cuthbert, Georgia.
Subject : Lena Baker
Relation : convicted of
Student:
|
For what crime was Lena Baker prosecuted?
|
task1325_qa_zre_question_generation_on_subject_relation
|
NIv2
|
zs_opt
| 6
|
test
|
You will be given a definition of a task first, then some input of the task.
You will be given a context, a subject and a relation. Your task is to generate a question based on the subject and relation. The generated question should include the given subject. Try to use a minimum number of words that are not present in either context, subject or relation while generating question.
Context : Ariel Gil Valdes (born 3 August 1983) is a retired Cuban male volleyball player.
Subject : Ariel Gil Valdes
Relation : sex or gender
Output:
|
What sex is Ariel Gil Valdes?
|
task1325_qa_zre_question_generation_on_subject_relation
|
NIv2
|
zs_opt
| 1
|
validation
|
Instructions: In this task, you are given concept set (with 3 to 5 concepts) that contain mentions of names of people, places, activities, or things. These concept sets reflect reasonable concept co-occurrences in everyday situations. All concepts given as input are separated by "#". Your job is to generate a sentence describing a day-to-day scene using all concepts from a given concept set.
Input: hold#mother#zoo
Output:
|
mother holds her offspring at the zoo .
|
task102_commongen_sentence_generation
|
NIv2
|
zs_opt
| 3
|
train
|
Q: In this task, you are given concept set (with 3 to 5 concepts) that contain mentions of names of people, places, activities, or things. These concept sets reflect reasonable concept co-occurrences in everyday situations. All concepts given as input are separated by "#". Your job is to generate a sentence describing a day-to-day scene using all concepts from a given concept set.
guard#police#stand#station
A:
|
police stand guard outside the main railway station
|
task102_commongen_sentence_generation
|
NIv2
|
zs_opt
| 7
|
train
|
Q: In this task, you are given concept set (with 3 to 5 concepts) that contain mentions of names of people, places, activities, or things. These concept sets reflect reasonable concept co-occurrences in everyday situations. All concepts given as input are separated by "#". Your job is to generate a sentence describing a day-to-day scene using all concepts from a given concept set.
dog#kid#pet
A:
|
a kid pets a dog
|
task102_commongen_sentence_generation
|
NIv2
|
zs_opt
| 7
|
train
|
Detailed Instructions: In this task, you are given concept set (with 3 to 5 concepts) that contain mentions of names of people, places, activities, or things. These concept sets reflect reasonable concept co-occurrences in everyday situations. All concepts given as input are separated by "#". Your job is to generate a sentence describing a day-to-day scene using all concepts from a given concept set.
See one example below:
Problem: mountain#ski#skier
Solution: Skier skis down the mountain
Explanation: Generated sentence as output is based on all three concepts "mountain", "ski", and "skier" given in the concept set.
Problem: apple#banana#desk
Solution:
|
A banana, tomato and apple laying on a desk
|
task102_commongen_sentence_generation
|
NIv2
|
fs_opt
| 4
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
In this task, you are given concept set (with 3 to 5 concepts) that contain mentions of names of people, places, activities, or things. These concept sets reflect reasonable concept co-occurrences in everyday situations. All concepts given as input are separated by "#". Your job is to generate a sentence describing a day-to-day scene using all concepts from a given concept set.
mountain#ski#skier
Solution: Skier skis down the mountain
Why? Generated sentence as output is based on all three concepts "mountain", "ski", and "skier" given in the concept set.
New input: place#type#view#worship
Solution:
|
view of type of place of worship
|
task102_commongen_sentence_generation
|
NIv2
|
fs_opt
| 0
|
train
|
In this task, you are given concept set (with 3 to 5 concepts) that contain mentions of names of people, places, activities, or things. These concept sets reflect reasonable concept co-occurrences in everyday situations. All concepts given as input are separated by "#". Your job is to generate a sentence describing a day-to-day scene using all concepts from a given concept set.
Example Input: cloud#reflect#sunrise
Example Output: clouds reflect on a beach at sunrise
Example Input: fisherman#net#sunset#throw
Example Output: a fisherman throwing out a net at sunset
Example Input: aircraft#fly#mountain
Example Output:
|
an aircraft flying over mountains .
|
task102_commongen_sentence_generation
|
NIv2
|
fs_opt
| 3
|
train
|
In this task, you are given concept set (with 3 to 5 concepts) that contain mentions of names of people, places, activities, or things. These concept sets reflect reasonable concept co-occurrences in everyday situations. All concepts given as input are separated by "#". Your job is to generate a sentence describing a day-to-day scene using all concepts from a given concept set.
Let me give you an example: mountain#ski#skier
The answer to this example can be: Skier skis down the mountain
Here is why: Generated sentence as output is based on all three concepts "mountain", "ski", and "skier" given in the concept set.
OK. solve this:
depot#sit#train
Answer:
|
A train sitting in an empty train depot.
|
task102_commongen_sentence_generation
|
NIv2
|
fs_opt
| 8
|
train
|
In this task, you are given concept set (with 3 to 5 concepts) that contain mentions of names of people, places, activities, or things. These concept sets reflect reasonable concept co-occurrences in everyday situations. All concepts given as input are separated by "#". Your job is to generate a sentence describing a day-to-day scene using all concepts from a given concept set.
[Q]: leader#library#politician
[A]: politicians meet with religious leader in his library .
[Q]: hat#magician#rabbit
[A]: hat of the magician with rabbits
[Q]: grass#herd#sheep
[A]:
|
A herd of sheep roam in the grass.
|
task102_commongen_sentence_generation
|
NIv2
|
fs_opt
| 5
|
train
|
Given the task definition, example input & output, solve the new input case.
In this task, you are given concept set (with 3 to 5 concepts) that contain mentions of names of people, places, activities, or things. These concept sets reflect reasonable concept co-occurrences in everyday situations. All concepts given as input are separated by "#". Your job is to generate a sentence describing a day-to-day scene using all concepts from a given concept set.
Example: mountain#ski#skier
Output: Skier skis down the mountain
Generated sentence as output is based on all three concepts "mountain", "ski", and "skier" given in the concept set.
New input case for you: car#smash#tree
Output:
|
car smashed under a tree
|
task102_commongen_sentence_generation
|
NIv2
|
fs_opt
| 1
|
test
|
In this task, you are given concept set (with 3 to 5 concepts) that contain mentions of names of people, places, activities, or things. These concept sets reflect reasonable concept co-occurrences in everyday situations. All concepts given as input are separated by "#". Your job is to generate a sentence describing a day-to-day scene using all concepts from a given concept set.
overlook#sea#town
|
the town overlooking the sea .
|
task102_commongen_sentence_generation
|
NIv2
|
zs_opt
| 0
|
validation
|
Teacher:You will be given a statement and two events in Croatian. The events are either something that can be caused by the statement, or they are something that might have caused the statement. If they can be consequences of the statement, answer with "effect", else answer with "cause".
Teacher: Now, understand the problem? Solve this instance: Statement: Beba je zaspala.
Choice 1: Otac je promijenio bebinu pelenu.
Choice 2: Otac je nježno njihao bebu.
Student:
|
cause
|
task1627_copa_hr_classification
|
NIv2
|
zs_opt
| 6
|
train
|
You will be given a statement and two events in Croatian. The events are either something that can be caused by the statement, or they are something that might have caused the statement. If they can be consequences of the statement, answer with "effect", else answer with "cause".
Statement: Muškarac se istuširao.
Choice 1: Bio je znojan od vježbanja.
Choice 2: Otvorio je novi sapun.
cause
Statement: Djevojka je nabacila osmjeh.
Choice 1: Obrazi su joj se zacrvenjeli.
Choice 2: Pojavile su joj se jamice.
effect
Statement: Kuhar je pritisnuo tijesto.
Choice 1: Tijesto se smrvilo.
Choice 2: Tijesto se spljoštilo.
|
effect
|
task1627_copa_hr_classification
|
NIv2
|
fs_opt
| 0
|
train
|
You will be given a statement and two events in Croatian. The events are either something that can be caused by the statement, or they are something that might have caused the statement. If they can be consequences of the statement, answer with "effect", else answer with "cause".
Q: Statement: Žena se hladila rukom.
Choice 1: Postavila je klima-uređaj u svoju sobu.
Choice 2: Klima-uređaj u sobi se pokvario.
A:
|
cause
|
task1627_copa_hr_classification
|
NIv2
|
zs_opt
| 4
|
train
|
Definition: You will be given a statement and two events in Croatian. The events are either something that can be caused by the statement, or they are something that might have caused the statement. If they can be consequences of the statement, answer with "effect", else answer with "cause".
Input: Statement: Učenica je dobila školarinu za odlazak na fakultet.
Choice 1: Njezini su je školski kolege poštovali.
Choice 2: Imala je dobre ocjene.
Output:
|
cause
|
task1627_copa_hr_classification
|
NIv2
|
zs_opt
| 2
|
train
|
Given the task definition and input, reply with output. You will be given a statement and two events in Croatian. The events are either something that can be caused by the statement, or they are something that might have caused the statement. If they can be consequences of the statement, answer with "effect", else answer with "cause".
Statement: Morski je život osiromašio.
Choice 1: Brodovi su plovili oceanom.
Choice 2: Nafta se izlila u ocean.
|
cause
|
task1627_copa_hr_classification
|
NIv2
|
zs_opt
| 5
|
train
|
Instructions: You will be given a statement and two events in Croatian. The events are either something that can be caused by the statement, or they are something that might have caused the statement. If they can be consequences of the statement, answer with "effect", else answer with "cause".
Input: Statement: Vjetar je puhnuo kroz otvoreni prozor.
Choice 1: Zazvonilo je zvonce na vratima.
Choice 2: Zavjese su se zatresle.
Output:
|
effect
|
task1627_copa_hr_classification
|
NIv2
|
zs_opt
| 3
|
train
|
You will be given a statement and two events in Croatian. The events are either something that can be caused by the statement, or they are something that might have caused the statement. If they can be consequences of the statement, answer with "effect", else answer with "cause".
Example input: Statement: Gurnuo sam klatno.
Choice 1: Usporilo se i stalo.
Choice 2: Zanjihalo se naprijed-nazad.
Example output: effect
Example explanation: The choices given are related to the effect that pushing the pendulum will cause. It will either slow down and stop or will be swayed back and forth.
Q: Statement: Dječak je čitao roman naglas svojem djedu.
Choice 1: Njegov je djed bio gluh.
Choice 2: Njegov je djed bio slijep.
A:
|
cause
|
task1627_copa_hr_classification
|
NIv2
|
fs_opt
| 3
|
train
|
Teacher: You will be given a statement and two events in Croatian. The events are either something that can be caused by the statement, or they are something that might have caused the statement. If they can be consequences of the statement, answer with "effect", else answer with "cause".
Teacher: Now, understand the problem? If you are still confused, see the following example:
Statement: Gurnuo sam klatno.
Choice 1: Usporilo se i stalo.
Choice 2: Zanjihalo se naprijed-nazad.
Solution: effect
Reason: The choices given are related to the effect that pushing the pendulum will cause. It will either slow down and stop or will be swayed back and forth.
Now, solve this instance: Statement: Kupca je zanimala cijena artikla.
Choice 1: Provjerio je etiketu s cijenom.
Choice 2: Odlučio ga je kupiti.
Student:
|
effect
|
task1627_copa_hr_classification
|
NIv2
|
fs_opt
| 2
|
train
|
Instructions: You will be given a statement and two events in Croatian. The events are either something that can be caused by the statement, or they are something that might have caused the statement. If they can be consequences of the statement, answer with "effect", else answer with "cause".
Input: Statement: Pacijent je dehidrirao.
Choice 1: Medicinska sestra testirala je njegove reflekse.
Choice 2: Medicinska sestra dala mu je infuziju.
Output:
|
effect
|
task1627_copa_hr_classification
|
NIv2
|
zs_opt
| 3
|
test
|
You will be given a statement and two events in Croatian. The events are either something that can be caused by the statement, or they are something that might have caused the statement. If they can be consequences of the statement, answer with "effect", else answer with "cause".
Example: Statement: Gurnuo sam klatno.
Choice 1: Usporilo se i stalo.
Choice 2: Zanjihalo se naprijed-nazad.
Example solution: effect
Example explanation: The choices given are related to the effect that pushing the pendulum will cause. It will either slow down and stop or will be swayed back and forth.
Problem: Statement: Zrcalo u kupaonici se zamaglilo.
Choice 1: Djevojka je uključila ventilator.
Choice 2: Djevojka se našminkala.
|
Solution: effect
|
task1627_copa_hr_classification
|
NIv2
|
fs_opt
| 5
|
validation
|
Given a sentence in Chinese, provide an equivalent paraphrased translation in Spanish that retains the same meaning both through the translation and the paraphrase.
Example Input: 戏剧演讲和公共艺术系最初由T. Earl Pardoe领导。
Example Output: El Departamento de Arte Dramático y Público fue dirigido originalmente por T. Earl Pardoe.
Example Input: 2009年7月7日，弗朗西斯·奥凯洛少将取代少将纳丹·穆吉沙担任非索特派团指挥官。
Example Output: El 7 de julio de 2009, el general mayor Nathan Mugisha fue reemplazado como comandante de la AMISOM por el mayor general Francis Okello.
Example Input: 他是形而上学文学，神学和古典科学的学者。
Example Output:
|
Fue académico en literatura metafísica, teología y ciencia clásica.
|
task810_pawsx_chinese_spanish_translation
|
NIv2
|
fs_opt
| 3
|
train
|
Given a sentence in Chinese, provide an equivalent paraphrased translation in Spanish that retains the same meaning both through the translation and the paraphrase.
Example: 1975年的NBA赛季 - 76赛季是全美篮球协会的第30个赛季。
Example solution: La temporada 1975 - 76 de la Asociación Nacional de Baloncesto fue la temporada 30 de la NBA.
Example explanation: This is a correct and accurate translation from Chinese to Spanish because the translated paraphrase retains the main message that between the years 1975-1976, the 30th NBA season occurred.
Problem: “罗金厄姆”于5月23日抵达黄埔，于9月21日抵达孟买。
|
Solution: "Rockingham" llegó a Whampoa el 23 de mayo y llegó a Bombay el 21 de septiembre.
|
task810_pawsx_chinese_spanish_translation
|
NIv2
|
fs_opt
| 5
|
train
|
Given a sentence in Chinese, provide an equivalent paraphrased translation in Spanish that retains the same meaning both through the translation and the paraphrase.
旧的高中成为高中，而新的大楼变成了低等学校。
|
La antigua escuela de gramática se convirtió en la Escuela Superior, mientras que el nuevo edificio se convirtió en la Escuela Inferior.
|
task810_pawsx_chinese_spanish_translation
|
NIv2
|
zs_opt
| 0
|
train
|
Q: Given a sentence in Chinese, provide an equivalent paraphrased translation in Spanish that retains the same meaning both through the translation and the paraphrase.
哈丁独立学区是位于德克萨斯州哈丁（美国）的公立学区。
A:
|
El Distrito Escolar Independiente de Hardin es un distrito escolar público ubicado en Hardin, EE. UU. (Texas).
|
task810_pawsx_chinese_spanish_translation
|
NIv2
|
zs_opt
| 7
|
train
|
Detailed Instructions: Given a sentence in Chinese, provide an equivalent paraphrased translation in Spanish that retains the same meaning both through the translation and the paraphrase.
Problem:例如，在JavaScript中，因子函数可以通过这样的递归定义为匿名：
Solution:
|
Por ejemplo, en JavaScript, la función factorial se puede definir mediante una recursión anónima:
|
task810_pawsx_chinese_spanish_translation
|
NIv2
|
zs_opt
| 8
|
train
|
Given a sentence in Chinese, provide an equivalent paraphrased translation in Spanish that retains the same meaning both through the translation and the paraphrase.
One example: 1975年的NBA赛季 - 76赛季是全美篮球协会的第30个赛季。
Solution is here: La temporada 1975 - 76 de la Asociación Nacional de Baloncesto fue la temporada 30 de la NBA.
Explanation: This is a correct and accurate translation from Chinese to Spanish because the translated paraphrase retains the main message that between the years 1975-1976, the 30th NBA season occurred.
Now, solve this: 音乐由A. T. Ummer创作，歌词由Koorkkancheri Sugathan和Poovachal Khader编写。
Solution:
|
La música fue compuesta por A. T. Ummer y las letras fueron escritas por Koorkkancheri Sugathan y Poovachal Khader.
|
task810_pawsx_chinese_spanish_translation
|
NIv2
|
fs_opt
| 6
|
train
|
Instructions: Given a sentence in Chinese, provide an equivalent paraphrased translation in Spanish that retains the same meaning both through the translation and the paraphrase.
Input: 换句话说，“死”或“记住你会记住”。
Output:
|
En otras palabras, `` die death '' o `` recuerda que recordarás ''.
|
task810_pawsx_chinese_spanish_translation
|
NIv2
|
zs_opt
| 3
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
Given a sentence in Chinese, provide an equivalent paraphrased translation in Spanish that retains the same meaning both through the translation and the paraphrase.
1975年的NBA赛季 - 76赛季是全美篮球协会的第30个赛季。
Solution: La temporada 1975 - 76 de la Asociación Nacional de Baloncesto fue la temporada 30 de la NBA.
Why? This is a correct and accurate translation from Chinese to Spanish because the translated paraphrase retains the main message that between the years 1975-1976, the 30th NBA season occurred.
New input: Pelmus已在罗马尼亚，法国，德国，以色列，加拿大，奥地利，智利和巴西的博物馆展出，包括五个个展。
Solution:
|
Pelmus ha sido exhibido en museos de Rumania, Francia, Alemania, Israel, Canadá, Austria, Chile y Brasil, incluyendo cinco exposiciones individuales.
|
task810_pawsx_chinese_spanish_translation
|
NIv2
|
fs_opt
| 0
|
train
|
instruction:
Given a sentence in Chinese, provide an equivalent paraphrased translation in Spanish that retains the same meaning both through the translation and the paraphrase.
question:
作为一名苏联官方艺术家，他的作品深受广泛欢迎。
answer:
Como artista soviético oficial, su obra fue ampliamente expuesta y bien recibida.
question:
在罗杰去世后，他的儿子 - 林肯伯爵威廉·德·罗马雷继承了庄园。
answer:
Después de la muerte de Roger, su hijo heredó, William de Roumare, Earl of Lincoln, la casa señorial.
question:
Glen Sheil出生于悉尼，年纪轻轻就搬到了昆士兰州。
answer:
|
Glen Sheil nació en Sydney y se mudó a Queensland a una edad temprana.
|
task810_pawsx_chinese_spanish_translation
|
NIv2
|
fs_opt
| 9
|
test
|
Detailed Instructions: Given a sentence in Chinese, provide an equivalent paraphrased translation in Spanish that retains the same meaning both through the translation and the paraphrase.
Q: 他为Henry David Thoreau，Thomas Cholmondeley的朋友和Theodore Parker的“Parker”命名为“Thomas”。
A:
|
Fue nombrado "Thomas" por el amigo de Henry David Thoreau, Thomas Cholmondeley y "Parker" por Theodore Parker.
|
task810_pawsx_chinese_spanish_translation
|
NIv2
|
zs_opt
| 9
|
validation
|
input: Please answer the following: - A person breathes in oxygen - The oxygen passes through the bronchial tubes to the lungs - The oxygen is moved into the bloodstream - Circulates through the body - The cells in the body exchange the oxygen with carbon dioxide - The bloodstream carries the carbon dioxide back to the lungs What might be the last step of the process?
++++++++++
output: The lungs expel the carbon dioxide through the nose and mouth.
input: Please answer the following: - Water in the clouds becomes very cold - The cold water forms ice crystals - The ice crystals grow by absorbing surrounding water droplets - Form snowflakes What might be the last step of the process?
++++++++++
output: The snowflakes fall to the ground.
input: Please answer the following: - An isotope has too many protons - The isotope is unstable - The isotope emits radiation - The isotope decays - The isotope loses some atomic particles - The isotope turns into a different element What might be the last step of the process?
++++++++++
output: The isotope is finished decaying and emitting radiation.
input: Please answer the following: - A butterfly lays an egg - A larvae matures inside of the egg - The caterpillar hatches from the egg - The caterpillar eats and grows - The caterpillar spins a coccoon around itself and forms into a pupa - The butterfly forms inside of the coccoon - The mature butterfly emerges from the coccoon - The butterfly mates What might be the last step of the process?
++++++++++
output:
|
The female butterfly lays eggs.
|
wiqa_what_might_be_the_last_step_of_the_process
|
P3
|
fs_opt
| 5
|
train
|
Problem: - A plant grows near or on a rock - The plant roots begin to grow - Break apart the rock - The plant acids dissolve parts of the rock - The rocks are broken into more and more pieces What might be the last step of the process?
A: Erosion starts to occur.
Problem: Given the question: - Magma is formed when rock melts inside the Earth's crust - Magma rises - Collects inside magma chambers underneath a volcano - Pressure builds in the magma chambers as they fill - Gain energy for eruption - Some of the energy is converted into seismic activity (earthquakes) - If the magma building in the volcano is thick and sticky it will trap gases - Results in an explosive eruption when the pressure becomes too intense - If the magma is thin and runs What might be the last step of the process?
++++++++++++++++++++++++++++++++
The answer is:
The magma results in a low-pressure, slow-moving flow of magma instead of a violent eruption
input question: - Several types of gases form in the atmosphere - May come from different sources - The gases remain trapped in the atmosphere - Through the suns light the gases hold in heat and energy - Trap them in our atmosphere What might be the last step of the process????
output answer: The earth may become warmer this way.
- A forest fire starts - The fire surrounds the vicinity - The animals are trapped - Those that survive have their habitat destroyed - The survivors must find a new habitat What might be the last step of the process?
----
Answer: Conflict with other animals occur.
Q: - The bird picks a tree - The bird collects twigs and other refuse - The bird makes a flat base with twigs - The bird makes sides with twigs and other things - The bird adds softer material to the inside What might be the last step of the process?
A: The nest is done.
[Q]: - Bacteria enters the body - Bloodstream - Cells in the body are attacked - Cells are killed What might be the last step of the process?
****
[A]:
|
Different kinds of sickness are formed.
|
wiqa_what_might_be_the_last_step_of_the_process
|
P3
|
fs_opt
| 3
|
train
|
- A person breathes in oxygen - The oxygen passes through the bronchial tubes to the lungs - The oxygen is moved into the bloodstream - Circulates through the body - The cells in the body exchange the oxygen with carbon dioxide - The bloodstream carries the carbon dioxide back to the lungs What might be the last step of the process?
Ans: The lungs expel the carbon dioxide through the nose and mouth.
- Grass and small plants grow in an area - These plants die - The soil gains organic material - The soil becomes more fertile - Larger plants are able to be supported What might be the last step of the process?
Ans: Trees eventually grow.
- Blood is sent to the liver - The liver uses chemicals and proteins to treat the blood - The blood is cleaned - Energy is produced What might be the last step of the process?
Ans: The blood leaves the liver cleaned.
- Blood sugar levels increase after a meal - Cells in the pancreas release insulin - Insulin causes the body to absorb glucose from the blood - Blood sugar goes back to normal - Blood sugar is too low - The amount of insulin goes down - Cells in the pancreas release glucagon - The liver turns stored glycogen into glucose - The liver releases the glucose into the blood What might be the last step of the process?
|
Ans: Blood sugar goes back to normal.
|
wiqa_what_might_be_the_last_step_of_the_process
|
P3
|
fs_opt
| 0
|
train
|
Problem: - You breathe in - Diaphragm and other muscles expand to allow room for your lungs to fill - The air flows into the narrow bronchioles in the lungs - From the bronchioles to the alveoli - The oxygen enters into the bloodstream - Is switched with the carbon dioxide in the bloodstream - The carbon dioxide enters through the alveoli - Through the narrow bronchioles - Into the lungs What might be the last step of the process?
A: The carbon dioxide is exhaled out of the body.
Problem: - You breathe in - Diaphragm and other muscles expand to allow room for your lungs to fill - The air flows into the narrow bronchioles in the lungs - From the bronchioles to the alveoli - The oxygen enters into the bloodstream - Is switched with the carbon dioxide in the bloodstream - The carbon dioxide enters through the alveoli - Through the narrow bronchioles - Into the lungs What might be the last step of the process?
A: The carbon dioxide is exhaled out of the body.
Problem: - Owls have specially adapted eyes that see better at night - Owls sit at high points in trees and look around - When an owl spots a rodent they track it - When the rodent is standing still the owl swoops down - The owl grabs the rodent with their tallons What might be the last step of the process?
A: The owl uses their beak to eat the rodent.
Problem: - Water evaporates from the ground up to the sky - Water droplets are in clouds - The air gets cold - Water droplets turn into ice crystals What might be the last step of the process?
A:
|
Ice crystals in clouds stick together and become snowflakes.
|
wiqa_what_might_be_the_last_step_of_the_process
|
P3
|
fs_opt
| 7
|
train
|
Problem: - You breathe in - Air goes through all the little branches in your lungs to fill up the air sacs, or alveoli - Oxygen goes through the walls of the alveoli and into the capillaries - The oxygen goes into the bloodstream - Oxygen is left and carbon dioxide is picked up What might be the last step of the process?
A: You breathe it out through your lungs
Problem: - Particles in the environment interact with rocks - The particles remove small pieces of the rock each time they touch the rocks - The particles continue to hit, brush against, or grow against the rocks - The rock eventually is broken apart by this contact - The pieces of the rock are now small rocks What might be the last step of the process?
A: The rock pieces are worn away into smaller and smaller pieces by the same forces
Problem: - Waste products are deposited in the blood - Blood is carried to the kidneys through the renal arteries - The kidneys contain filters inside - The filters capture the waste products - The waste is combined with water to make urine - The urine leaves the kidney and is collected in the bladder What might be the last step of the process?
A: The cleaned blood is returned to the body.
Problem: - Dead organic material accumulates on the bottom of oceans, riverbeds or swamps, mixing with mud and sand - Over time, more sediment piles on top - The resulting heat and pressure transforms the organic layer into a dark and waxy substance known as kerogen - Left alone, the kerogen molecules eventually crack - The molecules break up into shorter and lighter molecules composed almost solely of carbon and hydrogen atoms What might be the last step of the process?
A:
|
It will turn into either petroleum or natural gas
|
wiqa_what_might_be_the_last_step_of_the_process
|
P3
|
fs_opt
| 7
|
train
|
- An animal eats a lot of food to fatten up - The animal finds or builds a suitable place to hibernate where they can stay warm and protected - The animal moves into their den - Their heart rate and breathing slow down to conserve energy What might be the last step of the process?
|
They emerge from the den when the weather is warming up again.
|
wiqa_what_might_be_the_last_step_of_the_process
|
P3
|
zs_opt
| 0
|
train
|
Problem: Given the question: - Carbon dioxide from the air passes through small pores (holes) in the leaves - These pores are called stomata - Water is absorbed by the roots and passes through vessels in the stem on its way to the leaves - Chlorophyll absorbs the sun's energy - It is this energy that is used to split water molecules into hydrogen and oxygen - Oxygen is released from the leaves into the atmosphere What might be the last step of the process?
++++++++++++++++++++++++++++++++
The answer is:
Hydrogen and carbon dioxide are used to form glucose or food for plants.
Problem: Given the question: - Get the ice tray - Remove any ice cubes currently in the tray - Fill the tray with cold water - Ensure the tray is evenly filled to an appropriate level - Open the freezer - Place the tray in the freezer - Close the freezer door What might be the last step of the process?
++++++++++++++++++++++++++++++++
The answer is:
Wait.
Problem: Given the question: - Suns heat enters atmosphere - Green house gases enter from the earth - Heat is trapped in atmosphere - Different things on earth are hotter What might be the last step of the process?
++++++++++++++++++++++++++++++++
The answer is:
|
The overall planet is hotter.
|
wiqa_what_might_be_the_last_step_of_the_process
|
P3
|
fs_opt
| 8
|
train
|
Please answer this: - Humans are born as babies - Babies become infants - Infants become children - Children learn skills - Children become teenagers - Teenagers undergo puberty - Teenagers become adults - Adults have children - Adults become elderly What might be the last step of the process?
++++++++
Answer: Elderly humans die.
Please answer this: - Begin the party - Partake in activities - Bring out the cake - Sing 'Happy Birthday!' - Blow out the candles - Eat the cake What might be the last step of the process?
++++++++
Answer: Open the presents
Please answer this: - Sunlight passes through the glass into the greenhouse - The plants and floor absorb the the sunlight - The absorbed sunlight is converted to heat - The heat cannot escape the glass - The heat is trapped in the greenhouse - The hot air rises - The colder air at the top is pushed to the bottom What might be the last step of the process?
++++++++
Answer:
|
The colder air is then warmed by the floor and the plants.
|
wiqa_what_might_be_the_last_step_of_the_process
|
P3
|
fs_opt
| 6
|
train
|
Problem: Given the question: - Bats and other animals produce a high-pitched tone - The sound travels in waves, as sound does - The sound "bounces" off of a nearby object - The sound wave returns to the bat - The bat hears the echoed sound - Folds in the bat's ear and adaptations in the bat's brain enable it to determine the size, shape, and position of the other object via the properties of the returned sound waves What might be the last step of the process?
++++++++++++++++++++++++++++++++
The answer is:
Other animals use echolocation in generally similar ways
Problem: Given the question: - Energy builds up in the crust of the earth - The energy causes the fault lines give way - The earth's plates move - The energy radiates outward from the fault in all directions What might be the last step of the process?
++++++++++++++++++++++++++++++++
The answer is:
The seismic waves shake the earth as they move through it.
Problem: Given the question: - Dirty dishes are rinsed - Placed into the dishwasher - A detergent is added to the detergent dispenser - The dishwasher is closed - The power is turned on What might be the last step of the process?
++++++++++++++++++++++++++++++++
The answer is:
|
In about 1.5-2 hours, the dishes are clean
|
wiqa_what_might_be_the_last_step_of_the_process
|
P3
|
fs_opt
| 8
|
test
|
Please answer the following question: - Add water to a pot - Put the pot over a source of heat - Turn the heat on - Wait for a few minutes - Begin to observe small bubbles in the water - Wait until the water starts to bubble a lot - Wait until you can see steam rising from the water - Turn the heat source off What might be the last step of the process?
A:
|
Take the pot off of the heat source.
|
wiqa_what_might_be_the_last_step_of_the_process
|
P3
|
zs_opt
| 8
|
validation
|
In this task, you are given a sentence in Polish language and its corresponding English translation. Here, your job is to output label "yes" if the translation is correct, otherwise output "no".
[Q]: Polish: Jakie działania należy podjąć
English: It's just sitting there.
[A]: no
[Q]: Polish: dx równa się temu wyrażeniu.
English: whatever the pretext and in whatever form, cannot achieve anything more than it already has:
[A]: no
[Q]: Polish: punkt jest w trój wymiarowej przestrzeni. On powie "Popatrz,
English: point is in a three-dimensional space. It says, look
[A]:
|
yes
|
task832_poleval2019_mt_classification
|
NIv2
|
fs_opt
| 5
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you are given a sentence in Polish language and its corresponding English translation. Here, your job is to output label "yes" if the translation is correct, otherwise output "no".
Polish: Ja sam lub mój mózg będzie próbował zastanowić się, gdzie ten
English: I will extrapolate to figure out or my brain will try to think about where that
Output:
|
yes
|
task832_poleval2019_mt_classification
|
NIv2
|
zs_opt
| 1
|
train
|
Given the task definition and input, reply with output. In this task, you are given a sentence in Polish language and its corresponding English translation. Here, your job is to output label "yes" if the translation is correct, otherwise output "no".
Polish: prawdopodobnie był pogrzebany z właścicielem,
English: So probably with its owner, this
|
yes
|
task832_poleval2019_mt_classification
|
NIv2
|
zs_opt
| 5
|
train
|
In this task, you are given a sentence in Polish language and its corresponding English translation. Here, your job is to output label "yes" if the translation is correct, otherwise output "no".
Polish: Powiedzmy, że mam tu jakąś książkę. Tu jest moja książka.
English: Let's say I've got some type of book over here. There is my book
yes
Polish: skupić się na funkcjach wykładniczych
English: trouble caring about exponential functions
yes
Polish: Jak pracowano z tym metalem?
English: How did they work with the material?
|
yes
|
task832_poleval2019_mt_classification
|
NIv2
|
fs_opt
| 0
|
train
|
instruction:
In this task, you are given a sentence in Polish language and its corresponding English translation. Here, your job is to output label "yes" if the translation is correct, otherwise output "no".
question:
Polish: Pozostałe naczynia
English: There would have been other vessels
answer:
yes
question:
Polish: albo - pamiętając, że wymyśliłem tę cenę -
English: or — and I made this price up —
answer:
yes
question:
Polish: i gdyby moje oczy były dokładnie tu
English: and if my eyes were right over there
answer:
|
yes
|
task832_poleval2019_mt_classification
|
NIv2
|
fs_opt
| 9
|
train
|
In this task, you are given a sentence in Polish language and its corresponding English translation. Here, your job is to output label "yes" if the translation is correct, otherwise output "no".
Polish: Kowale metalu odniesli sukces głównie w obróbce złota.
English: And gold work in particular was something that metalsmiths excelled in.
|
yes
|
task832_poleval2019_mt_classification
|
NIv2
|
zs_opt
| 0
|
train
|
Teacher:In this task, you are given a sentence in Polish language and its corresponding English translation. Here, your job is to output label "yes" if the translation is correct, otherwise output "no".
Teacher: Now, understand the problem? Solve this instance: Polish: osobiście umieściłbym gdzieś w tej okolicy
English: And that's all you have to do.
Student:
|
no
|
task832_poleval2019_mt_classification
|
NIv2
|
zs_opt
| 6
|
train
|
TASK DEFINITION: In this task, you are given a sentence in Polish language and its corresponding English translation. Here, your job is to output label "yes" if the translation is correct, otherwise output "no".
PROBLEM: Polish: to nie wiadomo kiedy już został osiągnięty,
English: So now my second row is now 0, 1, 0.
SOLUTION: no
PROBLEM: Polish: te 2 promienie wyglądają, jakby pochodziły z punktu zza zwierciadła.
English: these two rays look like are coming from a point back over here
SOLUTION: yes
PROBLEM: Polish: Lub gdybyś naostrzył bardziej ołówek,
English: Or maybe if you sharpened your pencil more,
SOLUTION:
|
yes
|
task832_poleval2019_mt_classification
|
NIv2
|
fs_opt
| 8
|
train
|
In this task, you are given a sentence in Polish language and its corresponding English translation. Here, your job is to output label "yes" if the translation is correct, otherwise output "no".
Example Input: Polish: ponieważ gdy to zrobisz, mógłbyś narysować wszystkie
English: because if you do, you can draw
Example Output: yes
Example Input: Polish: do jej wygaśnięcia.
English: until the expiration.
Example Output: yes
Example Input: Polish: i później ją sprzedałeś.
English: and then you sell the stock.
Example Output:
|
yes
|
task832_poleval2019_mt_classification
|
NIv2
|
fs_opt
| 3
|
test
|
Detailed Instructions: In this task, you are given a sentence in Polish language and its corresponding English translation. Here, your job is to output label "yes" if the translation is correct, otherwise output "no".
Problem:Polish: ponieważ może utrzymać zarobki robotników na niskim poziomie.
English: And you're less likely to make careless mistakes.
Solution:
|
no
|
task832_poleval2019_mt_classification
|
NIv2
|
zs_opt
| 8
|
validation
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.