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Given the task definition and input, reply with output. Given a sequence of actions to navigate an agent in its environment, provide the correct command in a limited form of natural language that matches the sequence of actions when executed. Commands are lowercase and encapsulate the logic of the sequence of actions. Actions are individual steps that serve as the building blocks for a command. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. For commands, 'left' and 'right' are used to denote the direction of an action. opposite turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. Actions and commands do not have quotations in the input and output.
I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP
|
run around right twice and jump right twice
|
task129_scan_long_text_generation_action_command_short
|
NIv2
|
zs_opt
| 5
|
train
|
Given a sequence of actions to navigate an agent in its environment, provide the correct command in a limited form of natural language that matches the sequence of actions when executed. Commands are lowercase and encapsulate the logic of the sequence of actions. Actions are individual steps that serve as the building blocks for a command. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. For commands, 'left' and 'right' are used to denote the direction of an action. opposite turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. Actions and commands do not have quotations in the input and output.
One example: I_TURN_LEFT I_JUMP
Solution is here: jump left
Explanation: If the agent turned to the left and jumped, then the agent jumped to the left.
Now, solve this: I_TURN_LEFT I_TURN_LEFT I_JUMP I_TURN_LEFT I_WALK I_TURN_LEFT I_WALK
Solution:
|
walk left twice after jump opposite left
|
task129_scan_long_text_generation_action_command_short
|
NIv2
|
fs_opt
| 6
|
train
|
instruction:
Given a sequence of actions to navigate an agent in its environment, provide the correct command in a limited form of natural language that matches the sequence of actions when executed. Commands are lowercase and encapsulate the logic of the sequence of actions. Actions are individual steps that serve as the building blocks for a command. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. For commands, 'left' and 'right' are used to denote the direction of an action. opposite turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. Actions and commands do not have quotations in the input and output.
question:
I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_WALK
answer:
turn around left thrice and walk left
question:
I_WALK I_WALK I_WALK I_TURN_LEFT I_JUMP I_TURN_LEFT I_JUMP
answer:
jump left twice after walk thrice
question:
I_TURN_RIGHT I_TURN_RIGHT I_TURN_LEFT I_TURN_LEFT I_WALK I_TURN_LEFT I_TURN_LEFT I_WALK
answer:
|
turn right twice and walk opposite left twice
|
task129_scan_long_text_generation_action_command_short
|
NIv2
|
fs_opt
| 9
|
train
|
Detailed Instructions: Given a sequence of actions to navigate an agent in its environment, provide the correct command in a limited form of natural language that matches the sequence of actions when executed. Commands are lowercase and encapsulate the logic of the sequence of actions. Actions are individual steps that serve as the building blocks for a command. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. For commands, 'left' and 'right' are used to denote the direction of an action. opposite turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. Actions and commands do not have quotations in the input and output.
Problem:I_TURN_LEFT I_TURN_LEFT I_WALK I_TURN_RIGHT I_LOOK
Solution:
|
look right after walk opposite left
|
task129_scan_long_text_generation_action_command_short
|
NIv2
|
zs_opt
| 8
|
train
|
Given a sequence of actions to navigate an agent in its environment, provide the correct command in a limited form of natural language that matches the sequence of actions when executed. Commands are lowercase and encapsulate the logic of the sequence of actions. Actions are individual steps that serve as the building blocks for a command. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. For commands, 'left' and 'right' are used to denote the direction of an action. opposite turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. Actions and commands do not have quotations in the input and output.
[EX Q]: I_LOOK I_LOOK I_TURN_RIGHT I_TURN_RIGHT I_WALK I_TURN_RIGHT I_TURN_RIGHT I_WALK I_TURN_RIGHT I_TURN_RIGHT I_WALK
[EX A]: walk opposite right thrice after look twice
[EX Q]: I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_WALK I_TURN_RIGHT I_WALK I_TURN_RIGHT I_WALK
[EX A]: run right thrice and walk right thrice
[EX Q]: I_TURN_RIGHT I_TURN_RIGHT I_TURN_RIGHT I_TURN_RIGHT I_TURN_RIGHT I_TURN_RIGHT I_TURN_RIGHT I_TURN_RIGHT I_TURN_RIGHT
[EX A]:
|
turn opposite right thrice after turn right thrice
|
task129_scan_long_text_generation_action_command_short
|
NIv2
|
fs_opt
| 6
|
train
|
Given the task definition, example input & output, solve the new input case.
Given a sequence of actions to navigate an agent in its environment, provide the correct command in a limited form of natural language that matches the sequence of actions when executed. Commands are lowercase and encapsulate the logic of the sequence of actions. Actions are individual steps that serve as the building blocks for a command. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. For commands, 'left' and 'right' are used to denote the direction of an action. opposite turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. Actions and commands do not have quotations in the input and output.
Example: I_TURN_LEFT I_JUMP
Output: jump left
If the agent turned to the left and jumped, then the agent jumped to the left.
New input case for you: I_TURN_RIGHT I_TURN_RIGHT I_WALK I_TURN_RIGHT I_TURN_RIGHT I_WALK I_TURN_LEFT I_TURN_LEFT I_JUMP I_TURN_LEFT I_TURN_LEFT I_JUMP I_TURN_LEFT I_TURN_LEFT I_JUMP
Output:
|
jump opposite left thrice after walk opposite right twice
|
task129_scan_long_text_generation_action_command_short
|
NIv2
|
fs_opt
| 1
|
train
|
Given the task definition, example input & output, solve the new input case.
Given a sequence of actions to navigate an agent in its environment, provide the correct command in a limited form of natural language that matches the sequence of actions when executed. Commands are lowercase and encapsulate the logic of the sequence of actions. Actions are individual steps that serve as the building blocks for a command. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. For commands, 'left' and 'right' are used to denote the direction of an action. opposite turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. Actions and commands do not have quotations in the input and output.
Example: I_TURN_LEFT I_JUMP
Output: jump left
If the agent turned to the left and jumped, then the agent jumped to the left.
New input case for you: I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_LEFT I_TURN_RIGHT I_TURN_RIGHT I_LOOK
Output:
|
turn around left twice and look opposite right
|
task129_scan_long_text_generation_action_command_short
|
NIv2
|
fs_opt
| 1
|
train
|
Definition: Given a sequence of actions to navigate an agent in its environment, provide the correct command in a limited form of natural language that matches the sequence of actions when executed. Commands are lowercase and encapsulate the logic of the sequence of actions. Actions are individual steps that serve as the building blocks for a command. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. For commands, 'left' and 'right' are used to denote the direction of an action. opposite turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. Actions and commands do not have quotations in the input and output.
Input: I_TURN_LEFT I_RUN I_TURN_LEFT I_RUN I_TURN_RIGHT I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_TURN_RIGHT I_JUMP
Output:
|
run left twice and jump opposite right thrice
|
task129_scan_long_text_generation_action_command_short
|
NIv2
|
zs_opt
| 2
|
train
|
Given the task definition, example input & output, solve the new input case.
Given a sequence of actions to navigate an agent in its environment, provide the correct command in a limited form of natural language that matches the sequence of actions when executed. Commands are lowercase and encapsulate the logic of the sequence of actions. Actions are individual steps that serve as the building blocks for a command. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. For commands, 'left' and 'right' are used to denote the direction of an action. opposite turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. Actions and commands do not have quotations in the input and output.
Example: I_TURN_LEFT I_JUMP
Output: jump left
If the agent turned to the left and jumped, then the agent jumped to the left.
New input case for you: I_TURN_RIGHT I_TURN_RIGHT I_WALK I_TURN_RIGHT I_TURN_RIGHT I_WALK I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP
Output:
|
walk opposite right twice and jump around right
|
task129_scan_long_text_generation_action_command_short
|
NIv2
|
fs_opt
| 1
|
test
|
Given a sequence of actions to navigate an agent in its environment, provide the correct command in a limited form of natural language that matches the sequence of actions when executed. Commands are lowercase and encapsulate the logic of the sequence of actions. Actions are individual steps that serve as the building blocks for a command. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. For commands, 'left' and 'right' are used to denote the direction of an action. opposite turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. Actions and commands do not have quotations in the input and output.
Input: Consider Input: I_TURN_RIGHT I_TURN_RIGHT I_TURN_LEFT I_TURN_LEFT I_RUN
Output: turn right twice and run opposite left
Input: Consider Input: I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN
Output: jump right and run right twice
Input: Consider Input: I_WALK I_WALK I_WALK I_TURN_RIGHT I_WALK I_TURN_RIGHT I_WALK I_TURN_RIGHT I_WALK I_TURN_RIGHT I_WALK I_TURN_RIGHT I_WALK I_TURN_RIGHT I_WALK I_TURN_RIGHT I_WALK I_TURN_RIGHT I_WALK
|
Output: walk around right twice after walk thrice
|
task129_scan_long_text_generation_action_command_short
|
NIv2
|
fs_opt
| 2
|
validation
|
Read the given summary of events, and write a longer story which covers everything described in the summary. The story you write should be longer than the summary you read, but should not repeat itself. The story should be made up of sentences which form a cohesive and logical sequence of events, and should be long enough to fill two or more paragraphs. Do not omit any details which were given by the summary. Make the story such that the summary is an accurate characterization of the paragraphs you write. Adding extra details in your story which are not mentioned in the summary is okay as long as they don't contradict anything in the summary.
My family took a beach vacation recently with three small children. It was tiring but a great experience all in all, especially our trip to a natural spring.
|
A week ago my family and I went on a really fun vacation. We went to the beach! We took our 3 children with us, even though they are small they quite enjoyed the beach. They mostly stayed in the sand playing with toys, but they really liked it, you hear sometimes that kids don't like sands but they loved it. We're exhausted but it was worth it, we need a vacation from the vacation now. The highlights have to be the natural spring where the kids swam a lot and we canoed a bit. We packed lunched for that one. Because the kids wouldn't have lasted a whole day otherwise. We actually fell from our canoes which was a bit embarrassing but the water was great. We're back home now. It was a great trip which we'll remember for a while. I hope the kids remember it, but we surely did. I'm not sure when we'll have the chance to go on another one of those. So we need to enjoy them while we have. Thanks for reading.
|
task853_hippocorpus_long_text_generation
|
NIv2
|
zs_opt
| 0
|
train
|
instruction:
Read the given summary of events, and write a longer story which covers everything described in the summary. The story you write should be longer than the summary you read, but should not repeat itself. The story should be made up of sentences which form a cohesive and logical sequence of events, and should be long enough to fill two or more paragraphs. Do not omit any details which were given by the summary. Make the story such that the summary is an accurate characterization of the paragraphs you write. Adding extra details in your story which are not mentioned in the summary is okay as long as they don't contradict anything in the summary.
question:
Waking up on 48th birthday morning hungover sent me on a path of discovery. I decided to go on the wagon and give up alcohol for 30 days.
answer:
Waking up on my 48th birthday morning with the usual hangover inspired the last hangover for the next 30 days. I woke realizing I needed a change, a new direction in life. Going sober for 30 days seemed like an easy undertaking, at least at first. Let the journey begin! Day 1 was inspiring, I visualized my future self as a sober successful and highly functioning human. Big announcements were made to all of my friends and family about this new undertaking, the new sober me. Day 2 - 5, this is easy being sober and slightly more functional. Motivation to work out kicked in around Day 6, which lasted until about Day 9. Day 10 - 15, I yearned for this new and improved sleep I was promised so early on in my quest for sobriety and it finally came. The deepest soundest sleep I have had in years, it felt amazing to wake up so tired because you slept so hard - I got this! Day 16 - 20, still sleeping and I guess I am a better functioning human. Still hate my job and only slightly more motivation to work out. Day 21, an invite to join friends at a bar - gulp! Could the new sober day me complete this test successfully? Yes, I did it! I went to a bar and woke up the next day feeling great - no hangover to plague me. Day 22 - 26, sleep is great, sleep is good but what about the higher functioning me? Have all of the years of almost daily drinking dulled my ability to be a higher functioning successful person? I only have 4 more days to figure this out, maybe it all clicks on day 30? The final 4 days were spent recapping this journey until it arrived, the big 3-0. I woke up that morning feeling nothing new or different, I am still the same me.
question:
I was included in helping with the preparations and was able to suggest ideas to make the event even more special. We worked on this for several days and finally decided on a romantic dinner on the beach with musicians being done at sunset.
answer:
After working very hard we were able to pre-order the dinner. We used several different tactics/questions to figure out what to order for the couple, without them knowing anything. It was fun picking out the food. We talked to the concierge about having musicians come also. We talked with them and discussed the type of music we were hoping to have as well. We went to a bakery. Had them prepare a special dessert. It was personalized with their names. We had stopped at a florist. We obtained flowers to put on the table. We did this prior to the couple's arrival time. Everything was in place and went smoothly. We watched for a few minutes in the beginning. We saw that she was extremely surprised and happy, which was the goal. We were also to take several pictures from where we were hiding.
question:
My sister-in-law passed away in late May. She was scheduled to attend a concert with myself and my siblings in early July. It was a tragic time but my family pulled through and bonded the best we could.
answer:
|
My sister-in-law was a very special person to me and an important part of our lives. She had some health issues in her adult life. She was diagnosed with diabetes when she was in her 40's. She had surgery on her neck a few months before she passed away. She was scheduled to have knee replacement surgery before she passed away. She was having a normal day on the day she passed away. She had a meeting with someone from her church that morning. She went outside to show her friend her garden and then her friend left. She was in her garden when she suddenly had a massive aneurysm. We had video footage from security cameras to show us exactly what happened. She put her hands to her head and then she dropped to 1 knee. She braced herself temporarily before falling to the ground completely. My brother found her a few minutes later and called an ambulance. She was basically on life support from that time until she passed away about 8 hours later. It has been 5 months since it happened and it still seems so surreal. I miss her smile and I miss her laugh. She had the best laugh! It will be difficult when our family gets together for the holidays this year but we will pull together and honor her in the best way possible.
|
task853_hippocorpus_long_text_generation
|
NIv2
|
fs_opt
| 9
|
train
|
Read the given summary of events, and write a longer story which covers everything described in the summary. The story you write should be longer than the summary you read, but should not repeat itself. The story should be made up of sentences which form a cohesive and logical sequence of events, and should be long enough to fill two or more paragraphs. Do not omit any details which were given by the summary. Make the story such that the summary is an accurate characterization of the paragraphs you write. Adding extra details in your story which are not mentioned in the summary is okay as long as they don't contradict anything in the summary.
One example: My boyfriend and I went to a concert together and had a great time. We met some of my friends there and really enjoyed ourselves watching the sunset.
Solution is here: The day started perfectly, with a great drive up to Denver for the show. Me and my boyfriend didn't hit any traffic on the way to Red Rocks, and the weather was beautiful. We met up with my friends at the show, near the top of the theater, and laid down a blanket. The opener came on, and we danced our butts off to the banjoes and mandolins that were playing on-stage. We were so happy to be there. That's when the sunset started. It was so beautiful. The sky was a pastel pink and was beautiful to watch. That's when Phil Lesh came on, and I just about died. It was the happiest moment of my life, seeing him after almost a decade of not seeing him. I was so happy to be there, with my friends and my love. There was nothing that could top that night. We drove home to a sky full of stars and stopped at an overlook to look up at them. I love this place I live. And I love live music. I was so happy.
Explanation: This is a good example because the story which was written fills a few paragraphs, and covers everything listed by the summary. It is much longer than the summary, but is not redundant and does not repeat itself. It describes a cohesive sequence of events, from which a person could reasonably glean the details by reading the provided summary. Additionally, nothing in the story contradicts the summary.
Now, solve this: The day we buried my dear mom in law was one to remember. It was a beautiful day and a gorgeous service. Everyone came to honor her. The service was very nice and personal.
Solution:
|
Today we laid my mother in law to rest. The funeral was beautiful and very tasteful. There were so many people there. Friends, family, club members, dancers, neighbors, people from church. I will miss her dearly as she was my best friend for 20 years. I still cannot believe she is gone. Cancer sucks!! Many of the people there made a donation to animal shelters. She was so passionate about animals. She was well loved and will be missed. The service the pastor gave was so elegant and appropriate for the occasion. It will be a day I will remember for a long time. She will never be forgotten. The weather was beautiful. I enjoyed the service. Funerals are often depressing but hers was very nice.
|
task853_hippocorpus_long_text_generation
|
NIv2
|
fs_opt
| 6
|
train
|
Read the given summary of events, and write a longer story which covers everything described in the summary. The story you write should be longer than the summary you read, but should not repeat itself. The story should be made up of sentences which form a cohesive and logical sequence of events, and should be long enough to fill two or more paragraphs. Do not omit any details which were given by the summary. Make the story such that the summary is an accurate characterization of the paragraphs you write. Adding extra details in your story which are not mentioned in the summary is okay as long as they don't contradict anything in the summary.
Input: Consider Input: Parent goes to backyard cookout during holidays. Parent tasked with watching a child, instead of all of them at once, while drinking a beer, and loses him/herself in the moment. Children too, enjoyed the backyard cookout.
Output: I went to a holiday celebration with a backdoor cookout. It was memorable in the sense that it was the first planned outing with my children, who are still toddlers. It's been difficult as a homemaker with my toddlers, especially during the first couple of years. I feel like I sacrificed a lot to personally raise them, and sometimes I still feel ambivalent about my decision to have a family. So to say this was personally memorable, at least to me, might be a bit of an understatement. The part about the holiday party that stood out the most was just sitting in their backyard and drinking a beer straight from the bottle with the sun shining on my face. I was tasked with watching one of my toddlers while my spouse took care of the others. It felt easier with one kid. I think the work multiplies significantly with more children, and I can understand why most parents these days want to stick to one child. Anyway, that moment in the backyard felt relaxing, like something I hadn't experienced in a long time. It was equal parts freedom, and for a moment, it felt like I didn't have any kids at all. I mean, I had one that I was watching at that time, but that fleeting moment felt like a tasty raindrop when you're stranded in a barren hot desert wasteland. My children thoroughly enjoyed the event, despite not really eating the great food. They got to play around with other children that were also there, and they got to see what an actual party with adults seems like. I personally enjoyed it, and wish for more events like that in the future.
Input: Consider Input: A diary entry about a guy that I liked, that liked me, that broke up with me. We went slow, burned hot, then burned out. For personal and family reasons.
Output: He told me that he'd wait for me. That I was worth it for him. He told me that I made him happy and that he could talk to me in ways that he's never been able to talk with another person before. I was so happy to have meant something to this person the way that he told me I did. I wanted to take things slow with him, my heart was already ripped up and starting to heal. I knew that my heart was filling up with him completely. We used to stay up late and just talk to each other until we fell asleep. I slept better at night. I hoped that he did, too. One night after we spent time talking like we did, he asked me to be his girlfriend. I asked him if he was formally asking and not just joking. He said he was. I said yes. Not even two weeks later he broke up with me. Because we both had other things to take care of. There was suddenly no room for me in his life. I'm still broken up about it. I still hurt. It hurts right now. Why promise me these things and then take them away? What did I do. Did I do wrong? He says I didn't. I don't believe him. I don't hate him.
Input: Consider Input: The day was bitter-sweet at the same time. I dropped off my child at her university. It was a very emotional day, but also very satisfying. It was a big deal for everyone.
|
Output: In August 2019, we dropped off our daughter at her university. We drove for about six and a half hours to drop her off. It was a big day for everyone. I was so happy and excited for her. Of course, I was a little sad at the same time. I know I will miss her a whole lot. Once at the university, we were just so proud. We saw many parents with their children on campus. It was a little chaotic, but still well organized. The upper classmates helped with the moving of the freshmen. We tried to decorate her dorm room with the stuff that reminded her of home. My daughter and her new roommate were happy to finally meet each other. The whole day went by so fast. When it was time to say goodbye, I tried to put on a happy face. In the end, I could not help being emotional. What I remembered the most about that day is what my daughter did for us. She had parting gifts for all of us. She wrote each of us a letter. I didn't dare to read it in front of her, because I was already so emotional. I will never forget this day.
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task853_hippocorpus_long_text_generation
|
NIv2
|
fs_opt
| 2
|
train
|
Read the given summary of events, and write a longer story which covers everything described in the summary. The story you write should be longer than the summary you read, but should not repeat itself. The story should be made up of sentences which form a cohesive and logical sequence of events, and should be long enough to fill two or more paragraphs. Do not omit any details which were given by the summary. Make the story such that the summary is an accurate characterization of the paragraphs you write. Adding extra details in your story which are not mentioned in the summary is okay as long as they don't contradict anything in the summary.
Q: I was included in helping with the preparations and was able to suggest ideas to make the event even more special. We worked on this for several days and finally decided on a romantic dinner on the beach with musicians being done at sunset.
A:
|
After working very hard we were able to pre-order the dinner. We used several different tactics/questions to figure out what to order for the couple, without them knowing anything. It was fun picking out the food. We talked to the concierge about having musicians come also. We talked with them and discussed the type of music we were hoping to have as well. We went to a bakery. Had them prepare a special dessert. It was personalized with their names. We had stopped at a florist. We obtained flowers to put on the table. We did this prior to the couple's arrival time. Everything was in place and went smoothly. We watched for a few minutes in the beginning. We saw that she was extremely surprised and happy, which was the goal. We were also to take several pictures from where we were hiding.
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task853_hippocorpus_long_text_generation
|
NIv2
|
zs_opt
| 4
|
train
|
Read the given summary of events, and write a longer story which covers everything described in the summary. The story you write should be longer than the summary you read, but should not repeat itself. The story should be made up of sentences which form a cohesive and logical sequence of events, and should be long enough to fill two or more paragraphs. Do not omit any details which were given by the summary. Make the story such that the summary is an accurate characterization of the paragraphs you write. Adding extra details in your story which are not mentioned in the summary is okay as long as they don't contradict anything in the summary.
Example input: My boyfriend and I went to a concert together and had a great time. We met some of my friends there and really enjoyed ourselves watching the sunset.
Example output: The day started perfectly, with a great drive up to Denver for the show. Me and my boyfriend didn't hit any traffic on the way to Red Rocks, and the weather was beautiful. We met up with my friends at the show, near the top of the theater, and laid down a blanket. The opener came on, and we danced our butts off to the banjoes and mandolins that were playing on-stage. We were so happy to be there. That's when the sunset started. It was so beautiful. The sky was a pastel pink and was beautiful to watch. That's when Phil Lesh came on, and I just about died. It was the happiest moment of my life, seeing him after almost a decade of not seeing him. I was so happy to be there, with my friends and my love. There was nothing that could top that night. We drove home to a sky full of stars and stopped at an overlook to look up at them. I love this place I live. And I love live music. I was so happy.
Example explanation: This is a good example because the story which was written fills a few paragraphs, and covers everything listed by the summary. It is much longer than the summary, but is not redundant and does not repeat itself. It describes a cohesive sequence of events, from which a person could reasonably glean the details by reading the provided summary. Additionally, nothing in the story contradicts the summary.
Q: My mother was unexpectedly diagnosed with Alzheimer's and it's greatly affected her quality of life. It has also dramatically affected our own outlook about our own mortality.
A:
|
Several months ago, Mom was diagnosed with Alzheimer's. At first, the symptoms were easy to miss. She would forget where her purse was or where the remote was. Then they became more obvious. Making the same thing for dinner two days in a row having forgotten she made that meal yesterday and then the sadness in her face when she is shown the leftovers from the previous day. I think Mom was realizing it and trying so hard to fight the symptoms. We went to the doctor who referred us to a specialist. The specialist prescribed medication and occupational therapy. While her symptoms are mild for the moment, she fixates on losing her quality of life. She worries about becoming a burden to us and also of being alone. For me, I spend my time reassuring her while also researching the details of the disease. My kids do not know yet, and I stress about when and what to tell them. My brother has found support groups that can help navigate the progression of the illness. For the time being, Mom is still living with Dad, and he is also scared. He is scared that he won't be able to help her in the ways she needs help.
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task853_hippocorpus_long_text_generation
|
NIv2
|
fs_opt
| 3
|
train
|
instruction:
Read the given summary of events, and write a longer story which covers everything described in the summary. The story you write should be longer than the summary you read, but should not repeat itself. The story should be made up of sentences which form a cohesive and logical sequence of events, and should be long enough to fill two or more paragraphs. Do not omit any details which were given by the summary. Make the story such that the summary is an accurate characterization of the paragraphs you write. Adding extra details in your story which are not mentioned in the summary is okay as long as they don't contradict anything in the summary.
question:
It was my sisters 20th birthday, so the family planned a surprise trip to the zoo for her. We got to see a bunch of cool animals, go out to eat, and eat some cake as well.
answer:
Dear Diary, Today is my sisters 20th birthday. My mom actually told me what we were doing earlier this week. She decided that the whole family is going to go to the local zoo. After the zoo, we are going to go get something to eat at a kind of nice restaurant nearby. This is all going to be a surprise to my sister since it is her birthday. We got a slow start today, as usual. After we finally made it out of the house, we all got into the families minivan. We then began our trip to the zoo. We finally arrived. It was a hot sunny day. It was a perfect day for the zoo. We got to see all cool types of animals. I think my favorite was the monkeys. One of them had a back injury for some reason, so it was secluded from the others while it healed. The penguins were pretty neat too. After we had finished seeing everything the zoo had to offer, we got back into the minivan and departed for the restaurant we were going to. I think everyone was exhausted by time we got to the restaurant from walking around the zoo all day in the hot sun. I didn't really like the place we went to eat, because the music was just a little to loud. The food was pretty decent at least. We paid the bill and headed home to sing happy birthday to my sister and eat cake. This was probably my favorite part, because I could finally sit down and relax.
question:
I went into labor over 72 hours before I had my son. I was in extreme pain. I was finally admitted into the hospital, where I eventually had an emergency C-section, and had my beautiful boy.
answer:
As I sit here watching my beautiful newborn son sleep, I'm finally able to reflect on his birth story. What a story! I really wanted to have a natural birth - it was written down on my birth plan and everything. When contractions started at home, they were very sporadic. Over the next 72 hours, I labored slowly at home, practicing every pain management technique I had researched (the bathtub worked best for me). Towards the third day, the pain was intense and the doctor recommended I check into the hospital. As I settled in, the nurses recommended I get an epidural to help manage the pain. As I waited on the epidural, they suddenly ordered an ultrasound. It scared me a little. Was something wrong? Everything looked fine on the screen, to me. When the doctor came in, he gave me the news. My baby had turned from head down to transverse and there wasn't time to try to turn him. The baby monitor showed signs of distress. I had no choice but to have an emergency c-section. They put me to sleep and when I woke up, my husband told me our son was beautiful. I couldn't wait to hold him! It was all worth it when my sweet baby boy was placed in my arms and I was finally able to gaze into his chubby little face. I love him so much!
question:
My mother and I reconciled after a long estrangement. She finally apologized for years of emotional abuse. Now we continue to rebuild our relationship.
answer:
|
I reconciled with my mother after being estranged for years. This was at the encouragement of my therapist. I confronted my mother about her past emotional abuse of me, which caused much childhood trauma. She not only acknowledged the abuse for the first time, but she also apologized, and this was very uncharacteristic of her. We spent many hours crying and talking about the past, as well as the future. We learned new things about each other. For the first time, I felt like my mother understood me. I finally felt validated. I felt heard and yes, loved. For years, she had bullied me, denied my feelings and berated me when I tried to express how I felt about her and her behavior. After talking, I realize that she was covering up her own insecurities. Perhaps she was abused herself. She seems guarded about her own childhood. It in no way excuses her behavior. But it makes me see her as more human. I believe she has changed with age and now we are continuing to rebuild our relationship.
|
task853_hippocorpus_long_text_generation
|
NIv2
|
fs_opt
| 9
|
train
|
Detailed Instructions: Read the given summary of events, and write a longer story which covers everything described in the summary. The story you write should be longer than the summary you read, but should not repeat itself. The story should be made up of sentences which form a cohesive and logical sequence of events, and should be long enough to fill two or more paragraphs. Do not omit any details which were given by the summary. Make the story such that the summary is an accurate characterization of the paragraphs you write. Adding extra details in your story which are not mentioned in the summary is okay as long as they don't contradict anything in the summary.
See one example below:
Problem: My boyfriend and I went to a concert together and had a great time. We met some of my friends there and really enjoyed ourselves watching the sunset.
Solution: The day started perfectly, with a great drive up to Denver for the show. Me and my boyfriend didn't hit any traffic on the way to Red Rocks, and the weather was beautiful. We met up with my friends at the show, near the top of the theater, and laid down a blanket. The opener came on, and we danced our butts off to the banjoes and mandolins that were playing on-stage. We were so happy to be there. That's when the sunset started. It was so beautiful. The sky was a pastel pink and was beautiful to watch. That's when Phil Lesh came on, and I just about died. It was the happiest moment of my life, seeing him after almost a decade of not seeing him. I was so happy to be there, with my friends and my love. There was nothing that could top that night. We drove home to a sky full of stars and stopped at an overlook to look up at them. I love this place I live. And I love live music. I was so happy.
Explanation: This is a good example because the story which was written fills a few paragraphs, and covers everything listed by the summary. It is much longer than the summary, but is not redundant and does not repeat itself. It describes a cohesive sequence of events, from which a person could reasonably glean the details by reading the provided summary. Additionally, nothing in the story contradicts the summary.
Problem: A Type 1 Diabetic prepares to sit down and eat dinner on a typical Saturday afternoon. However, the Type 1 Diabetic unexpectedly experiences extremely low blood sugar which causes problems.
Solution:
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I felt myself begin to get light headed. I knew this telltale sign immediately. My blood sugar was low. I knew I had to get something in me before it got worse because I could black out. The meal I had in front of me unfortunately was not high enough on sugar to compensate for this. I had to run to the kitchen to see what I could find. Unfortunately, we had no juice in the house at all that I could drink. I went looking for cookies in the cabinets but once again I could not find any. I was starting to panic at this point. There was no one else in the house that could help me if I blacked out. I could seriously die. I finally remembered that I would occasionally keep a candy bar in my bag just for such an occasion. Rushing to the bedroom, I hoped against hope that I had not eaten it already and it was still there. Luckily, it was. I quickly scarfed down the chocolate bar, savoring every bite as best I could. I waited nervously for it to take a hold in my body. I could feel heart rate slowing down. My head began to clear shortly thereafter. I knew I was out of the woods now but I would have to be more careful in the future.
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task853_hippocorpus_long_text_generation
|
NIv2
|
fs_opt
| 4
|
train
|
Definition: Read the given summary of events, and write a longer story which covers everything described in the summary. The story you write should be longer than the summary you read, but should not repeat itself. The story should be made up of sentences which form a cohesive and logical sequence of events, and should be long enough to fill two or more paragraphs. Do not omit any details which were given by the summary. Make the story such that the summary is an accurate characterization of the paragraphs you write. Adding extra details in your story which are not mentioned in the summary is okay as long as they don't contradict anything in the summary.
Input: While driving home me and a few friends saw a UFO! We stopped and filmed it with other people before losing site of it. We dont know what it was and the footage of it has been seen by thousands of people.
Output:
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Three months ago, myself and two friends were coming home after dinner and drinks at our favorite restaurant. We were driving down the road through the the wooded area when we saw bright lights off in the distance. These lights were so blinding that we had to pull over. We got out to investigate because there are no buildings or facilities in that part of town. Just when we got out we saw a disc shaped object lift off from where the lights were shining. We couldn't believe what we saw and quickly took out our phones to capture the moment. The object kicked up wind as it took to the air but their was an eerie silence emitting from it. It hovered in the air for about thirty seconds before jetting off over the horizon at speeds that don't seem possible. The wind died back down as the UFO left our sight. We all just stood in disbelieve at what we witnessed. We uploaded the video to social media and my friend managed to stream a bit of the ship live on Instagram. The footage garnered so much attention and views from people all around the world. Many people in the comments thought it was a hoax but we told them that it was all real. Eventually the videos were all taken down from all of our pages. It seems some people don't want the truth to come out just yet.
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task853_hippocorpus_long_text_generation
|
NIv2
|
zs_opt
| 2
|
test
|
Detailed Instructions: Read the given summary of events, and write a longer story which covers everything described in the summary. The story you write should be longer than the summary you read, but should not repeat itself. The story should be made up of sentences which form a cohesive and logical sequence of events, and should be long enough to fill two or more paragraphs. Do not omit any details which were given by the summary. Make the story such that the summary is an accurate characterization of the paragraphs you write. Adding extra details in your story which are not mentioned in the summary is okay as long as they don't contradict anything in the summary.
Q: This entry is about an experience i had recently in school. It is about how I am feeling and how I handled this situation.
A:
|
At the beginning of the school year in September, 4 months ago, I learned I had a new teacher for Algebra. His name was Mr. Bolton. Although he looked quite young, he claims he has been teaching math for 15 years. I have always been very good at math, so I was looking forward to learning a lot in this class. Of course the first few weeks easy because most of the material was review. However, Mr. Bolton insisted that everything been done exactly as he wanted it. For example, we had to right our name in the upper right hand corner of each assignment. If it was not written there he would take of points. In about the middle of October, when we started getting into the new material, things took a turn for the worse. Mr. Bolton insisted that the students were required to show the work for how we solved the problems. He would not except the fact that this is old fashioned way of doing things. Students today are have lived their entire lives in the digital age. When there is something to know, we use our cells phones to search for the answer. That's how we did the work, it can't be written down. If the answer is correct, that all you need. Well, Mr. Bolton kept taking off points for not showing the work, and by Thanksgiving, my average in the class was 47! Since I have always been an honor student, I know the problem was Mr. Bolton, not me. So I told Mom about it. She called the Principal, and got me transferred to another class.
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task853_hippocorpus_long_text_generation
|
NIv2
|
zs_opt
| 9
|
validation
|
Teacher:In this task, you need to count the number of words in a sentence that contain the given letter
Teacher: Now, understand the problem? Solve this instance: Sentence: 'two horses are standing behind a stone wall'. How many words contain the letter 'v' in the sentence.
Student:
|
0
|
task161_count_words_containing_letter
|
NIv2
|
zs_opt
| 6
|
train
|
Detailed Instructions: In this task, you need to count the number of words in a sentence that contain the given letter
Q: Sentence: 'a man flying through the air while riding a snowboard'. How many words contain the letter 'z' in the sentence.
A:
|
0
|
task161_count_words_containing_letter
|
NIv2
|
zs_opt
| 9
|
train
|
In this task, you need to count the number of words in a sentence that contain the given letter
One example is below.
Q: Sentence: 'two gray birds standing in a green field'. How many words contain the letter 'a' in the sentence.
A: 3
Rationale: The words 'gray', 'standing', and 'a' contain the letter 'a'. So, the answer is 3.
Q: Sentence: 'a bathroom with a toddler sitting in the corner playing with toilet paper that was pulled off the roll'. How many words contain the letter 'b' in the sentence.
A:
|
1
|
task161_count_words_containing_letter
|
NIv2
|
fs_opt
| 9
|
train
|
In this task, you need to count the number of words in a sentence that contain the given letter
Let me give you an example: Sentence: 'two gray birds standing in a green field'. How many words contain the letter 'a' in the sentence.
The answer to this example can be: 3
Here is why: The words 'gray', 'standing', and 'a' contain the letter 'a'. So, the answer is 3.
OK. solve this:
Sentence: 'woman with blue streaked hair sitting cross legged on bed'. How many words contain the letter 'u' in the sentence.
Answer:
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1
|
task161_count_words_containing_letter
|
NIv2
|
fs_opt
| 8
|
train
|
Q: In this task, you need to count the number of words in a sentence that contain the given letter
Sentence: 'a woman with a microphone looking at a cow in a livestock trailer'. How many words contain the letter 'i' in the sentence.
A:
|
6
|
task161_count_words_containing_letter
|
NIv2
|
zs_opt
| 7
|
train
|
Teacher:In this task, you need to count the number of words in a sentence that contain the given letter
Teacher: Now, understand the problem? Solve this instance: Sentence: 'a bunch of different fruit is piled together'. How many words contain the letter 'c' in the sentence.
Student:
|
1
|
task161_count_words_containing_letter
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you need to count the number of words in a sentence that contain the given letter
[EX Q]: Sentence: 'a young man wearing a red tie sitting next to a cat'. How many words contain the letter 'h' in the sentence.
[EX A]: 0
[EX Q]: Sentence: 'a television is sitting on a table in a room'. How many words contain the letter 'g' in the sentence.
[EX A]: 1
[EX Q]: Sentence: 'a line of people waiting at a food truck'. How many words contain the letter 'u' in the sentence.
[EX A]:
|
1
|
task161_count_words_containing_letter
|
NIv2
|
fs_opt
| 6
|
train
|
In this task, you need to count the number of words in a sentence that contain the given letter
Q: Sentence: 'a man at a restaurant holding up a bowl of pickles'. How many words contain the letter 'r' in the sentence.
A:
|
1
|
task161_count_words_containing_letter
|
NIv2
|
zs_opt
| 4
|
train
|
Q: In this task, you need to count the number of words in a sentence that contain the given letter
Sentence: 'a lady playing tennis and others watching the game'. How many words contain the letter 'b' in the sentence.
A:
|
0
|
task161_count_words_containing_letter
|
NIv2
|
zs_opt
| 7
|
test
|
In this task, you need to count the number of words in a sentence that contain the given letter
--------
Question: Sentence: 'two green metal street signs with spanish words on it'. How many words contain the letter 'q' in the sentence.
Answer: 0
Question: Sentence: 'man running to catch a frisbee in a springtime park'. How many words contain the letter 'j' in the sentence.
Answer: 0
Question: Sentence: 'a plate and three bowls filled with food sitting on a table'. How many words contain the letter 'z' in the sentence.
Answer:
|
0
|
task161_count_words_containing_letter
|
NIv2
|
fs_opt
| 7
|
validation
|
In this task you will be given a string of characters. You should remove all vowels from the given string. Vowels are: i,e,a,u,o. The character 'y' or 'Y' does not count as a vowel.
RMJotkoOuieZ
|
RMJtkZ
|
task365_synthetic_remove_vowels
|
NIv2
|
zs_opt
| 0
|
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 will be given a string of characters. You should remove all vowels from the given string. Vowels are: i,e,a,u,o. The character 'y' or 'Y' does not count as a vowel.
hNarAik
Solution: hNrk
Why? The three vowels in the input 'a, 'A', and 'i' are removed.
New input: UluilPas
Solution:
|
llPs
|
task365_synthetic_remove_vowels
|
NIv2
|
fs_opt
| 0
|
train
|
In this task you will be given a string of characters. You should remove all vowels from the given string. Vowels are: i,e,a,u,o. The character 'y' or 'Y' does not count as a vowel.
iIrAuTIRspxgJPRI
|
rTRspxgJPR
|
task365_synthetic_remove_vowels
|
NIv2
|
zs_opt
| 0
|
train
|
Teacher: In this task you will be given a string of characters. You should remove all vowels from the given string. Vowels are: i,e,a,u,o. The character 'y' or 'Y' does not count as a vowel.
Teacher: Now, understand the problem? If you are still confused, see the following example:
hNarAik
Solution: hNrk
Reason: The three vowels in the input 'a, 'A', and 'i' are removed.
Now, solve this instance: BUYeIEGoaloEHB
Student:
|
BYGlHB
|
task365_synthetic_remove_vowels
|
NIv2
|
fs_opt
| 2
|
train
|
In this task you will be given a string of characters. You should remove all vowels from the given string. Vowels are: i,e,a,u,o. The character 'y' or 'Y' does not count as a vowel.
Example Input: MioJElDKdHSvnlQ
Example Output: MJlDKdHSvnlQ
Example Input: axwOAukoqDWguQ
Example Output: xwkqDWgQ
Example Input: AdvFUPnmO
Example Output:
|
dvFPnm
|
task365_synthetic_remove_vowels
|
NIv2
|
fs_opt
| 3
|
train
|
Given the task definition and input, reply with output. In this task you will be given a string of characters. You should remove all vowels from the given string. Vowels are: i,e,a,u,o. The character 'y' or 'Y' does not count as a vowel.
qUeUO
|
q
|
task365_synthetic_remove_vowels
|
NIv2
|
zs_opt
| 5
|
train
|
Part 1. Definition
In this task you will be given a string of characters. You should remove all vowels from the given string. Vowels are: i,e,a,u,o. The character 'y' or 'Y' does not count as a vowel.
Part 2. Example
hNarAik
Answer: hNrk
Explanation: The three vowels in the input 'a, 'A', and 'i' are removed.
Part 3. Exercise
stALGYJcCuHPghE
Answer:
|
stLGYJcCHPgh
|
task365_synthetic_remove_vowels
|
NIv2
|
fs_opt
| 7
|
train
|
Teacher:In this task you will be given a string of characters. You should remove all vowels from the given string. Vowels are: i,e,a,u,o. The character 'y' or 'Y' does not count as a vowel.
Teacher: Now, understand the problem? Solve this instance: Za
Student:
|
Z
|
task365_synthetic_remove_vowels
|
NIv2
|
zs_opt
| 6
|
train
|
In this task you will be given a string of characters. You should remove all vowels from the given string. Vowels are: i,e,a,u,o. The character 'y' or 'Y' does not count as a vowel.
eUEEZOZuUMXIgQDgojO
ZZMXgQDgj
DXOUwOTGO
DXwTG
iqUsoMuiNmaAKhuGeEU
|
qsMNmKhG
|
task365_synthetic_remove_vowels
|
NIv2
|
fs_opt
| 0
|
test
|
In this task you will be given a string of characters. You should remove all vowels from the given string. Vowels are: i,e,a,u,o. The character 'y' or 'Y' does not count as a vowel.
Input: Consider Input: yAKEAuUsiELMLIB
Output: yKsLMLB
Input: Consider Input: ix
Output: x
Input: Consider Input: adJkAK
|
Output: dJkK
|
task365_synthetic_remove_vowels
|
NIv2
|
fs_opt
| 2
|
validation
|
Teacher:Given two sentences regarding the stereotypes of religions, determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Teacher: Now, understand the problem? Solve this instance: Target: Brahmin
The Brahmin bag was her favorite possesion. She enjoyed playing tennis.
Student:
|
unrelated
|
task321_stereoset_classification_religion
|
NIv2
|
zs_opt
| 6
|
train
|
Given two sentences regarding the stereotypes of religions, determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Q: Target: Muslim
Muslims live all over the world. I really love Indian food.
A:
|
unrelated
|
task321_stereoset_classification_religion
|
NIv2
|
zs_opt
| 4
|
train
|
Given two sentences regarding the stereotypes of religions, determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Let me give you an example: Target: Muslim
Muslim people live all over the world. They are hateful toward women and children.
The answer to this example can be: stereotype
Here is why: This is a stereotype because not every Muslim person is hateful towards women and children.
OK. solve this:
Target: Bible
The Bible was in the dresser drawer. This book is always used for people's own sick agendas.
Answer:
|
stereotype
|
task321_stereoset_classification_religion
|
NIv2
|
fs_opt
| 8
|
train
|
Q: Given two sentences regarding the stereotypes of religions, determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Target: Bible
The bible was in the hotel drawer. I am the owner of 5 apples.
A:
|
unrelated
|
task321_stereoset_classification_religion
|
NIv2
|
zs_opt
| 7
|
train
|
Given two sentences regarding the stereotypes of religions, determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Q: Target: Muslim
There is a lot of Muslim people living in America. Most of the natives wear head garb.
A:
|
stereotype
|
task321_stereoset_classification_religion
|
NIv2
|
zs_opt
| 4
|
train
|
Given two sentences regarding the stereotypes of religions, determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Q: Target: Brahmin
Brahmin is a luxury brand of purses. My boyfriend got fired from work the day after I did.
A:
|
unrelated
|
task321_stereoset_classification_religion
|
NIv2
|
zs_opt
| 4
|
train
|
Instructions: Given two sentences regarding the stereotypes of religions, determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Input: Target: Bible
The preacher read from the Bible. Oregon is a beautiful state.
Output:
|
unrelated
|
task321_stereoset_classification_religion
|
NIv2
|
zs_opt
| 3
|
train
|
Given two sentences regarding the stereotypes of religions, determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Example Input: Target: Bible
My book club will be reading the Bible this month. My cat snores when he sleeps.
Example Output: unrelated
Example Input: Target: Bible
there is a book called the bible written over centuries by many different people. it is full of allegories to help teach morality.
Example Output: anti-stereotype
Example Input: Target: Bible
For my birthday, Grandma gave me a bible. There are inappropriate photos in the margins.
Example Output:
|
anti-stereotype
|
task321_stereoset_classification_religion
|
NIv2
|
fs_opt
| 3
|
train
|
Given two sentences regarding the stereotypes of religions, determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Example: Target: Muslim
Muslim people live all over the world. They are hateful toward women and children.
Example solution: stereotype
Example explanation: This is a stereotype because not every Muslim person is hateful towards women and children.
Problem: Target: Muslim
He is a Muslim, he is my neighbor. He's a community leader, he is also a teacher at the local school.
|
Solution: anti-stereotype
|
task321_stereoset_classification_religion
|
NIv2
|
fs_opt
| 5
|
test
|
Given two sentences regarding the stereotypes of religions, determine whether the second sentence is either a stereotype, anti-stereotype, or is unrelated with respect to the first sentence and the target. A stereotype is a widely held but oversimplified notion of a group of people. An anti-stereotype is an idea that goes against the widely held but oversimplified notion of a group of people. Sentences and targets are unrelated if there is no relevance between them.
Q: Target: Bible
There was a bible for sale at the store. The fish was happily swimming around eating its food.
A:
|
unrelated
|
task321_stereoset_classification_religion
|
NIv2
|
zs_opt
| 4
|
validation
|
This task is to translate the Telugu Language Input to English Language Output
Example Input: జలనిరోధిత మెటీరియల్
Example Output: Expansion Device
Example Input: 22909 0 ఆర్టికల్, ఫీచర్స్, అబ్జర్వర్ టెక్ మంత్లీ, ఫోటోగ్రఫి, సైకాలజీ, రాబిన్ McKie, సైన్స్, సొసైటీ, అబ్జర్వర్
Example Output: 21201 0 Article, Features, Observer Tech Monthly, Photography, Psychology, Robin McKie, Science, Society, The Observer
Example Input: సెకన్లలో సైన్ అప్ చేయండి. నిమిషాల్లో క్విజ్ సృష్టించండి.
Example Output:
|
Sign up in seconds. Create a quiz in minutes.
|
task1617_cc_alligned_translate_tel_eng
|
NIv2
|
fs_opt
| 3
|
train
|
Instructions: This task is to translate the Telugu Language Input to English Language Output
Input: 11:23 నేను లార్డ్ నుండి అందుకున్న కోసం నేను కూడా మీకు పంపిణీ ఏమి, లార్డ్ జీసస్ రాత్రి అతను మోసం చేసినప్పుడు బ్రెడ్ పట్టింది
Output:
|
11:23 For I received from the Lord what I also delivered to you, that the Lord Jesus on the night when he was betrayed took bread
|
task1617_cc_alligned_translate_tel_eng
|
NIv2
|
zs_opt
| 3
|
train
|
Definition: This task is to translate the Telugu Language Input to English Language Output
Input: 20% మరింత ఆఫ్!
Output:
|
20% more off!
|
task1617_cc_alligned_translate_tel_eng
|
NIv2
|
zs_opt
| 2
|
train
|
This task is to translate the Telugu Language Input to English Language Output
--------
Question: మేము ఎవరు పోరాడుతున్నాము
Answer: Who are we fighting
Question: ఫైబర్ నెట్లో కొత్త సినిమాల విడుదల
Answer: Kadapa webseries trailer
Question: మీ స్కోరు 700 కంటే తక్కువగా ఉంది.ఇప్పుడు ఏమిటి మరి?
Answer:
|
3. Your Score Is Less Than 700. Now What?
|
task1617_cc_alligned_translate_tel_eng
|
NIv2
|
fs_opt
| 7
|
train
|
This task is to translate the Telugu Language Input to English Language Output
One example: నేను వీడియో చేస్తున్నాను
Solution is here: I am making a video.
Explanation: Both the sentences says the same meaning in different languages, so it is a correct translation.
Now, solve this: లకు మద్దతు లేదు, కాబట్టి మీరు ఈ పుటను చేయలేరు.
Solution:
|
Your browser does not support frames, so you will not be able to view this page.
|
task1617_cc_alligned_translate_tel_eng
|
NIv2
|
fs_opt
| 6
|
train
|
Definition: This task is to translate the Telugu Language Input to English Language Output
Input: సంతోషంగా ఫైల్ చేసుకోండి మరియు మరిన్ని విషయాల కోసం వేచి ఉండండి!
Output:
|
Happy filing and stay tuned for more!
|
task1617_cc_alligned_translate_tel_eng
|
NIv2
|
zs_opt
| 2
|
train
|
This task is to translate the Telugu Language Input to English Language Output
6mx6m ఫిష్ కేజ్
6mx6m Fish Cage
మరింత 564,737 కంపెనీలు మాతో ఉన్నారు!
More 537,347 companies already with us!
పెట్టుబడిదారు సమాచారం గురించి మరింత తెలుసుకోవడానికి వాంట్?
|
Want to learn more about the investor information？
|
task1617_cc_alligned_translate_tel_eng
|
NIv2
|
fs_opt
| 0
|
train
|
Detailed Instructions: This task is to translate the Telugu Language Input to English Language Output
Q: 9 బయటకు 10 ఒక మంచి విషయం thats ...
A:
|
Thats a good thing on 9 out of 10 ...
|
task1617_cc_alligned_translate_tel_eng
|
NIv2
|
zs_opt
| 9
|
train
|
You will be given a definition of a task first, then some input of the task.
This task is to translate the Telugu Language Input to English Language Output
ఇది అర్థం ఏమిటి:
Output:
|
which is what it means:
|
task1617_cc_alligned_translate_tel_eng
|
NIv2
|
zs_opt
| 1
|
test
|
instruction:
This task is to translate the Telugu Language Input to English Language Output
question:
మీ వాషింగ్ మెషీన్ దుర్వాసన రావడంతో విసిగిపోతున్నారా? ఈ అబ్బురపరిచే సూచనలు ప్రయత్నించండి.
answer:
Dirty Hand Stains on Your Bedroom Walls? Try These Tips
question:
తారాగణం స్టీల్ వెడ్జ్ గేట్ వాల్వ్ - చైనా GMK వాల్వ్ తయారీ
answer:
Cast Steel Wedge Gate Valve - China GMK Valve Manufacture
question:
ఒక అటకపై ఫ్లోర్ ఒక దేశం భవనం రూపకల్పన లో క్రీమ్ రంగు
answer:
|
Cream color in the design of a country mansion with an attic floor
|
task1617_cc_alligned_translate_tel_eng
|
NIv2
|
fs_opt
| 9
|
validation
|
Teacher: In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".
Teacher: Now, understand the problem? If you are still confused, see the following example:
Timothy likes to play sports. He spends his time after school playing basketball and baseball. Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends. He plays with his friends Mandy and Andrew. Timothy also plays pretend when he is alone. He has an imaginary friend named Sean. Sean is an elephant who watches television with Timothy. Mandy likes playing baseball but she also likes to paint. Mandy's favorite class at school is art. She likes making pictures of flowers. Her teacher says she is a good artist. She painted a picture of a tree for her teacher. There were red and yellow leaves on it. It had apples on it. When Andrew goes home after baseball, he likes to eat a snack. He eats carrots and bananas. If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies. Afterwards, Andrew finishes his homework. <sep>Who does Timothy play with?<sep>Basketball and baseball
Solution: No
Reason: Based on the passage Timothy plays with his friends Mandy and Andrew. So, the given answer is incorrect and the output should be "No".
Now, solve this instance: Once upon a time I had a dog named Toodles. He was black and white and had long floppy ears. He also had very short legs, but really big paws. Every Saturday we would go to the park and play Toodles' favorite game. Toodles loved playing fetch. One Saturday, Toodles ran over to the pond because he saw ducks swimming there. He ran all around the pond, barking at the ducks. The ducks ignored him, and kept swimming. Toodles wasn't having it! He jumped into the pond and started swimming toward the ducks, chasing around his new playmates. One of the ducks, braver than the others, poked Toodles with his beak - and then bit him right on one of his floppy ears! Toodles barked and ran out of the pond because the duck hurt his ear. Soaking wet, he ran toward where I was eating a sandwich on the grass and curled right up in my lap so I could make him feel better. After that, whenever he would see a duck, Toodles would run the other way. <sep>What was Toodle's favorite game?<sep>Running
Student:
|
No
|
task1392_superglue_multirc_answer_verification
|
NIv2
|
fs_opt
| 2
|
train
|
Q: In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".
The cute red ball rolled over to the blue ball and said hello. The blue ball was scared and went to cry to the green ball. The green ball laughed at the blue ball. Then the green ball told the orange ball that blue ball was stupid. Most felt this was not good to do and so they punished the green ball by taking away all his air. From that day on everyone saw the air-less green ball and knew that they could not do or say any bad things. This is how the trouble started. The purple ball used the fear of everyone to become the leader that they all feared. The purple ball was mean to everyone. Until one day the red ball spoke up and got all the other colored balls together and they took the air from the purple ball and put it in the green ball. Sadly, the green ball had been without air for too long and was dead. <sep>Why did the green ball call the blue ball stupid?<sep>Because he was scared of the red ball
A:
|
Yes
|
task1392_superglue_multirc_answer_verification
|
NIv2
|
zs_opt
| 7
|
train
|
In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".
Example input: Timothy likes to play sports. He spends his time after school playing basketball and baseball. Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends. He plays with his friends Mandy and Andrew. Timothy also plays pretend when he is alone. He has an imaginary friend named Sean. Sean is an elephant who watches television with Timothy. Mandy likes playing baseball but she also likes to paint. Mandy's favorite class at school is art. She likes making pictures of flowers. Her teacher says she is a good artist. She painted a picture of a tree for her teacher. There were red and yellow leaves on it. It had apples on it. When Andrew goes home after baseball, he likes to eat a snack. He eats carrots and bananas. If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies. Afterwards, Andrew finishes his homework. <sep>Who does Timothy play with?<sep>Basketball and baseball
Example output: No
Example explanation: Based on the passage Timothy plays with his friends Mandy and Andrew. So, the given answer is incorrect and the output should be "No".
Q: On a busy Friday morning in Manhattan, nine pedestrians suffered bullet or fragment wounds after police unleashed a hail of gunfire at a man wielding a .45 caliber pistol who had just killed a former co-worker. The officers unloaded 16 rounds in the shadow of the Empire State Building at a disgruntled former apparel designer, killing him after he engaged in a gunbattle with police, authorities said. Three passersby sustained direct gunshot wounds, while the remaining six were hit by fragments, according to New York Police Commissioner Ray Kelly. All injuries were caused by police, he said Saturday. One officer shot nine rounds and another shot seven. Police identified the gunman as Jeffrey Johnson, 58, who was apparently laid off from his job as a designer of women's accessories at Hazan Import Co. last year. Johnson, who served in the U.S. Coast Guard in the mid-1970s, had two rounds left in his pistol. It holds eight, Kelly said. Police identified the slain co-worker as Steven Ercolino, 41, who had apparently filed a prior complaint against his assailant, claiming that he thought Johnson would eventually try to kill him. Both men had filed harassment complaints against each other in April 2011, Kelly added. Ercolino was listed as a vice president of sales at Hazan Import Corp., according to his LinkedIn profile. "It's not something that should happen to a loving person like that," said his brother, Paul. "He's going to be so missed by everybody. He was a light of so many lives." <sep>What is the name of the gunman?<sep>Ray Kelly
A:
|
No
|
task1392_superglue_multirc_answer_verification
|
NIv2
|
fs_opt
| 3
|
train
|
In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".
Ex Input:
As noted above, the 9/11 plotters spent somewhere between $400,000 and $500,000 to plan and conduct their attack. The available evidence indicates that the 19 operatives were funded by al Qaeda, either through wire transfers or cash provided by KSM, which they carried into the United States or deposited in foreign accounts and accessed from this country. Our investigation has uncovered no credible evidence that any person in the United States gave the hijackers substantial financial assistance. Similarly, we have seen no evidence that any foreign government-or foreign government official-supplied any funding. We have found no evidence that the Hamburg cell members (Atta, Shehhi, Jarrah, and Binalshibh) received funds from al Qaeda before late 1999. It appears they supported themselves. KSM, Binalshibh, and another plot facilitator, Mustafa al Hawsawi, each received money, in some cases perhaps as much as $10,000, to perform their roles in the plot. After the Hamburg recruits joined the 9/11 conspiracy, al Qaeda began giving them money. Our knowledge of the funding during this period, before the operatives entered the United States, remains murky. According to KSM, the Hamburg cell members each received $5,000 to pay for their return to Germany from Afghanistan after they had been selected to join the plot, and they received additional funds for travel from Germany to the United States. Financial transactions of the plotters are discussed in more detail in chapter 7. Requirements for a Successful Attack As some of the core operatives prepared to leave for the United States, al Qaeda's leaders could have reflected on what they needed to be able to do in order to organize and conduct a complex international terrorist operation to inflict catastrophic harm. We believe such a list of requirements would have included leaders able to evaluate, approve, and supervise the planning and direction of the operation; communications sufficient to enable planning and direction of the operatives and those who would be helping them; a personnel system that could recruit candidates, vet them, indoctrinate them, and give them necessary training; an intelligence effort to gather required information and form assessments of enemy strengths and weaknesses; the ability to move people; and the ability to raise and move the necessary money. The information we have presented about the development of the planes operation shows how, by the spring and summer of 2000, al Qaeda was able to meet these requirements. By late May 2000, two operatives assigned to the planes operation were already in the United States. Three of the four Hamburg cell members would soon arrive. <sep>What time in 2000 does al Queada meet the requirements and what chapter can you find more details about financial transactions?<sep>Before May
Ex Output:
No
Ex Input:
The one person who, by his interference, could have settled all doubts was debarred by circumstances from interfering in the matter. Wykham Delandre had quarrelled with his sister--or perhaps it was that she had quarrelled with him--and they were on terms not merely of armed neutrality but of bitter hatred. The quarrel had been antecedent to Margaret going to Brent's Rock. She and Wykham had almost come to blows. There had certainly been threats on one side and on the other; and in the end Wykham, overcome with passion, had ordered his sister to leave his house. She had risen straightway, and, without waiting to pack up even her own personal belongings, had walked out of the house. On the threshold she had paused for a moment to hurl a bitter threat at Wykham that he would rue in shame and despair to the last hour of his life his act of that day. Some weeks had since passed; and it was understood in the neighbourhood that Margaret had gone to London, when she suddenly appeared driving out with Geoffrey Brent, and the entire neighbourhood knew before nightfall that she had taken up her abode at the Rock. It was no subject of surprise that Brent had come back unexpectedly, for such was his usual custom. Even his own servants never knew when to expect him, for there was a private door, of which he alone had the key, by which he sometimes entered without anyone in the house being aware of his coming. This was his usual method of appearing after a long absence. <sep>Who is the one person who could have settled all doubts just by interfering?<sep>Margaret
Ex Output:
No
Ex Input:
The 1933 double eagle, a $20 gold piece with a mysterious history that involves a president, a king and a Secret Service sting operation, was auctioned Tuesday last night for a record price for a coin, $7.59 million, nearly double the previous record. The anonymous buyer, believed to be an individual collector who lives in the United States, made the winning bid in a fiercely contested nine-minute auction at Sotheby's in Manhattan. Eight bidders were joined by 500 coin collectors and dealers in an auction house audience seemingly devoid of celebrity bidders, while an additional 534 observers followed the bidding on eBay. As auction houses prepare for their fall seasons in an uncertain economy, the sale price "suggests that the marketplace for important items is enormously strong," said David Redden, a vice chairman at Sotheby's, who was the auctioneer. "This is an astonishing new record for a coin," he said. In an unprecedented move, the auction proceeds were split by the U.S. Mint and a London coin dealer, Stephen Fenton, who had won that right in court after having been arrested by Secret Service agents for trying to sell the coin in the Waldorf-Astoria Hotel in Manhattan in 1996. Henrietta Holsman Fore, the director of the U.S. Mint, who witnessed the sale, said, "The monies we receive will go toward helping to pay down the debt and to fight the war on terrorism." Fenton commented that the double eagle had been on "a long historic journey, with a very satisfying ending." He added, "I am thrilled with the price." The previous numismatic record holder was an 1804 U.S. silver dollar, which sold for $4.14 million in 1999. Sotheby's partner in the one-lot auction was Stack's Rare Coins, with which it shared the customary 15 percent commission. "I have never seen as much interest in the sale of any coin in my 30 years in the business," said Lawrence R. Stack, the company's managing director. "This is the Mona Lisa of coins," said Beth Deisher, editor of Coin World, the largest weekly coin publication in the United States, with a circulation of 85,000. "It is unique. Forbidden fruit." Collectors' Web sites have surged with speculation about the sale price, and enthusiasts even organized betting pools. <sep>How much did a 1933 double eagle sell for in auction on Tuesday night at Sotheby's in Manhattan?<sep>$7.59 million
Ex Output:
|
Yes
|
task1392_superglue_multirc_answer_verification
|
NIv2
|
fs_opt
| 1
|
train
|
Detailed Instructions: In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".
Q: Bin Laden began delivering diatribes against the United States before he left Saudi Arabia. He continued to do so after he arrived in Sudan. In early 1992, the al Qaeda leadership issued a fatwa calling for jihad against the Western "occupation" of Islamic lands. Specifically singling out U.S. forces for attack, the language resembled that which would appear in Bin Laden's public fatwa in August 1996. In ensuing weeks, Bin Laden delivered an often-repeated lecture on the need to cut off "the head of the snake." By this time, Bin Laden was well-known and a senior figure among Islamist extremists, especially those in Egypt, the Arabian Peninsula, and the Afghanistan-Pakistan border region. Still, he was just one among many diverse terrorist barons. Some of Bin Laden's close comrades were more peers than subordinates. For example, Usama Asmurai, also known as Wali Khan, worked with Bin Laden in the early 1980s and helped him in the Philippines and in Tajikistan. The Egyptian spiritual guide based in New Jersey, the Blind Sheikh, whom Bin Laden admired, was also in the network. Among sympathetic peers in Afghanistan were a few of the warlords still fighting for power and Abu Zubaydah, who helped operate a popular terrorist training camp near the border with Pakistan. There were also rootless but experienced operatives, such as Ramzi Yousef and Khalid Sheikh Mohammed, who-though not necessarily formal members of someone else's organization-were traveling around the world and joining in projects that were supported by or linked to Bin Laden, the Blind Sheikh, or their associates. In now analyzing the terrorist programs carried out by members of this network, it would be misleading to apply the label "al Qaeda operations" too often in these early years. Yet it would also be misleading to ignore the significance of these connections. And in this network, Bin Laden's agenda stood out. While his allied Islamist groups were focused on local battles, such as those in Egypt, Algeria, Bosnia, or Chechnya, Bin Laden concentrated on attacking the "far enemy"-the United States. After U.S. troops deployed to Somalia in late 1992, al Qaeda leaders formulated a fatwa demanding their eviction. In December, bombs exploded at two hotels in Aden where U.S. troops routinely stopped en route to Somalia, killing two, but no Americans. <sep>Who were considered Bin Laden's peers?<sep>The Egyptian spiritual guide
A:
|
Yes
|
task1392_superglue_multirc_answer_verification
|
NIv2
|
zs_opt
| 9
|
train
|
In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".
Example: Timothy likes to play sports. He spends his time after school playing basketball and baseball. Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends. He plays with his friends Mandy and Andrew. Timothy also plays pretend when he is alone. He has an imaginary friend named Sean. Sean is an elephant who watches television with Timothy. Mandy likes playing baseball but she also likes to paint. Mandy's favorite class at school is art. She likes making pictures of flowers. Her teacher says she is a good artist. She painted a picture of a tree for her teacher. There were red and yellow leaves on it. It had apples on it. When Andrew goes home after baseball, he likes to eat a snack. He eats carrots and bananas. If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies. Afterwards, Andrew finishes his homework. <sep>Who does Timothy play with?<sep>Basketball and baseball
Example solution: No
Example explanation: Based on the passage Timothy plays with his friends Mandy and Andrew. So, the given answer is incorrect and the output should be "No".
Problem: Hotel California Fact: Sound is a vibration. Sound travels as a mechanical wave through a medium, and in space, there is no medium. So when my shuttle malfunctioned and the airlocks didn't keep the air in, I heard nothing. After the first whoosh of the air being sucked away, there was lightning, but no thunder. Eyes bulging in panic, but no screams. Quiet and peaceful, right? Such a relief to never again hear my crewmate Jesse natter about his girl back on Earth and that all-expenses-paid vacation-for-two she won last time he was on leave. I swore, if I ever had to see a photo of him in a skimpy bathing suit again, giving the camera a cheesy thumbs-up from a lounge chair on one of those white sandy beaches, I'd kiss a monkey. Metaphorically, of course. Fact: If, before all the air is sucked out of the ship, a person is so lucky to have stuffed him or herself into a space suit, that person has less than twenty-four hours to live. This is more than the person would have sans space suit. Me, I found a space suit, but it was statistically unlikely that I, and whomever else has followed suit (pun intended), would manage to repair our ship before the less-than-twenty-four hours are up; yes, studies have been done. So, twenty-four hours. Give or take. About the time I was composing my last words in my head, trying not to think too much about what suffocating felt like, that's when I heard a bell. <sep>Would the protagonist actually kiss a monkey?<sep>Only if he ever had to see another photo of his crewmate and just metaphorically
|
Solution: Yes
|
task1392_superglue_multirc_answer_verification
|
NIv2
|
fs_opt
| 5
|
train
|
Q: In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".
Zakariya Essabar, a Moroccan citizen, moved to Germany in February 1997 and to Hamburg in 1998, where he studied medical technology. Soon after moving to Hamburg, Essabar met Binalshibh and the others through a Turkish mosque. Essabar turned extremist fairly suddenly, probably in 1999, and reportedly pressured one acquaintance with physical force to become more religious, grow a beard, and compel his wife to convert to Islam. Essabar's parents were said to have made repeated but unsuccessful efforts to sway him from this lifestyle. Shortly before the 9/11 attacks, he would travel to Afghanistan to communicate the date for the attacks to the al Qaeda leadership. Mounir el Motassadeq, another Moroccan, came to Germany in 1993, moving to Hamburg two years later to study electrical engineering at theTechnical University. A witness has recalled Motassadeq saying that he would kill his entire family if his religious beliefs demanded it. One of Motassadeq's roommates recalls him referring to Hitler as a "good man" and organizing film sessions that included speeches by Bin Laden. Motassadeq would help conceal the Hamburg group's trip to Afghanistan in late 1999. Abdelghani Mzoudi, also a Moroccan, arrived in Germany in the summer of 1993, after completing university courses in physics and chemistry. Mzoudi studied in Dortmund, Bochum, and Muenster before moving to Hamburg in 1995. Mzoudi described himself as a weak Muslim when he was home in Morocco, but much more devout when he was back in Hamburg. In April 1996, Mzoudi and Motassadeq witnessed the execution of Atta's will. During the course of 1999, Atta and his group became ever more extreme and secretive, speaking only in Arabic to conceal the content of their conversations. 87 When the four core members of the Hamburg cell left Germany to journey to Afghanistan late that year, it seems unlikely that they already knew about the planes operation; no evidence connects them to al Qaeda before that time. Witnesses have attested, however, that their pronouncements reflected ample predisposition toward taking some action against the United States. In short, they fit the bill for Bin Laden, Atef, and KSM. Going to Afghanistan The available evidence indicates that in 1999, Atta, Binalshibh, Shehhi, and Jarrah decided to fight in Chechnya against the Russians. <sep>Who traveled to Afghanistan shortly before the 9/11 attacks?<sep>Binalshibh
A:
|
No
|
task1392_superglue_multirc_answer_verification
|
NIv2
|
zs_opt
| 7
|
train
|
TASK DEFINITION: In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".
PROBLEM: Dr. Benjamin Stone is a hotshot young surgeon who longs to leave the drudgery of a Washington , D.C. emergency room and finally leaps at his chance at more money and less death as a plastic surgeon in Beverly Hills . On his last day , Ben's relationship with his co-workers is presumed to be anything but a warm one . None of his colleagues will join him for a drink and a cake in his honor has an iced portion of the phrase `` Good riddance , asshole '' sliced out . Ben's cross-country drive in a 1956 Porsche 356 Speedster is interrupted when he crashes in the rural hamlet of Grady , South Carolina . The crash damages the fence of local Judge Evans , who sentences him to community service at a nearby hospital . Ben offers to pay for the fence , but the stern judge increases his community service each time he talks back . Defeated , he reports to the hospital , where Nurse Packer humbles him by ordering him to clock in and out , as would a factory worker . Though upset , Ben quickly makes friends with Mayor Nick Nicholson , the town cafe's proprietor/head waitress , and Melvin , the local mechanic tasked with repairing Ben's car . Ben soon finds his clinic work to be much more laid-back than the emergency room . He has simple cases such as spots before the eyes , fishing hook impalings , and even reading mail for a young illiterate couple , whose baby he later delivers . The experience also humbles Ben when he mistreats a case of mitral valve regurgitation leading to late cyanosis in the child . <sep>Where did Judge Evans live?<sep>Grady, South Carolina
SOLUTION: Yes
PROBLEM: Over the centuries, the living here has always been easy enough to attract a steady stream of immigrants. Bountiful food sources might have made Malaysia an inviting place for the contemporaries of Java Man — in 230,000 b.c. But thus far, the country's earliest traces of homo sapiens, found in the Niah Caves of northern Sarawak, are fragments of a skull dating to 40,000 b.c. On the peninsula, the oldest human-related relics (10,000 b.c. ) are Stone Age tools of the Negritos. These small, dark Melanesians are related in type to Australian aborigines and are confined today to the forests of the northern highlands. By 2,000 b.c. , these timid, gentle nomads hunting with bow and arrow were driven back from the coasts by waves of sturdy immigrants arriving in outrigger canoes equipped with sails. Mongolians from South China and Polynesian and Malay peoples from the Philippines and the Indonesian islands settled along the rivers of the peninsula and northern Borneo. They practiced a slash-and-burn agriculture of yams and millet, a technique that exhausted the soil and imposed a semi-nomadic existence from one jungle clearing to another. Families lived in wooden longhouses like those still to be seen today among the Iban peoples of Sarawak. Another unit was added on to the communal dwelling each time a marriage created a new family. Other tough migrants from the South Seas settled along the coasts — sailors, fishermen, traders (for the most part pirates) — known euphemistically as orang laut (sea people). <sep>What are the oldest, human related relics on the Penisula?<sep>Stone Age tools of the Negritos
SOLUTION: Yes
PROBLEM: Tropical climates are found around the equator. These climates have warm temperatures year round. Tropical climates may be very wet or wet and dry. Tropical wet climates occur at or very near the equator. They have high rainfall year round. Tropical rainforests grow in this type of climate. Tropical wet and dry climates also occur near the equator. They receive less rainfall. Most of the rain falls in a single season. The rest of the year is dry. Few trees can withstand the long dry season. The main plants are grasses. Dry climates receive very little rainfall. They also have high rates of evaporation. This makes them even drier. Deserts can get less than 25 centimeters of rain per year. Thats less than 10 inches per year. How much rain do you get at your house? <sep>How much rainfall do the deserts receive?<sep>Very high
SOLUTION:
|
No
|
task1392_superglue_multirc_answer_verification
|
NIv2
|
fs_opt
| 8
|
train
|
In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".
Example Input: What if you could drain all of Earths oceans? What would it look like? You might be really surprised. You see that the surface has two main features. It has continents and ocean basins. Continents are large land areas. These are the areas that are mostly above sea level. Ocean basins extend from the edges of continents. They include the ocean floor and Earths deep ocean trenches. You will also notice the ocean floor is not flat. It too has many Continents are much older than ocean basins. Some rocks on the continents are billions of years old. Ocean basins may only be millions of years old. Because the continents are so old, a lot has happened to them! As we view the land around us, we see landforms. Landforms are physical features on Earths surface. These features change over time, but how? There are actually two types of forces at work. <sep>What are two elements of ocean basins?<sep>Basins and continents
Example Output: No
Example Input: Alexander II (Russian: Aleksandr II Nikolaevich, tr. Aleksandr II Nikolaevich; IPA: [aljI'ksandr fta'roj njIka'lajIvjItc]; 29 April [O.S. 17 April] 1818 in Moscow - 13 March [O.S. 1 March] 1881 in Saint Petersburg) was the Emperor of Russia from 2 March 1855 until his assassination in 1881. He was also the King of Poland and the Grand Duke of Finland. Alexander was the most successful Russian reformer since Peter the Great. His most important achievement was the emancipation of serfs in 1861, for which he became known as Alexander the Liberator (Russian: Aleksandr Osvoboditel', tr. Aleksandr Osvoboditel; IPA: [aljI'ksandr asv@ba'djitjIlj]). The tsar was responsible for numerous other reforms including reorganizing the judicial system, setting up elected local judges, abolishing capital punishment, promoting local self-government through the zemstvo system, imposing universal military service, ending some of the privileges of the nobility, and promoting the universities. Despite these reforms, during his reign, his brutal secret police, known as the Third Section, sent thousands of dissidents into exile in Siberia. In foreign policy, Alexander sold Alaska to the United States in 1867, fearing the remote colony would fall into British hands if there was another war. He sought peace, moved away from bellicose France when Napoleon III fell in 1871, and in 1872 joined with Germany and Austria in the League of the Three Emperors that stabilized the European situation. Despite his otherwise pacifistic foreign policy, he fought a brief war with Turkey in 1877-78, pursued further expansion into Siberia and the Caucasus, and conquered Turkestan. Although disappointed by the results of the Congress of Berlin in 1878, Alexander abided by that agreement. Among his greatest domestic challenges was an uprising in Poland in 1863, to which he responded by stripping that land of its separate Constitution and incorporating it directly into Russia. Alexander was proposing additional parliamentary reforms to counter the rise of nascent revolutionary and anarchistic movements when he was assassinated in 1881. <sep>Why is Alexander II called Aleksandr Osvoboditel?<sep>For his emancipation of serfs
Example Output: Yes
Example Input: "What goes up must come down." You have probably heard that statement before. At one time this statement was true, but no longer. Since the 1960s, we have sent many spacecraft into space. Some are still traveling away from Earth. So it is possible to overcome gravity. Do you need a giant rocket to overcome gravity? No, you actually overcome gravity every day. Think about when you climb a set of stairs. When you do, you are overcoming gravity. What if you jump on a trampoline? You are overcoming gravity for a few seconds. Everyone can overcome gravity. You just need to apply a force larger than gravity. Think about that the next time you jump into the air. You are overcoming gravity for a brief second. Enjoy it while it lasts. Eventually, gravity will win the battle. <sep>What happens when you climb a set of stairs?<sep>You are overcoming gravity
Example Output:
|
Yes
|
task1392_superglue_multirc_answer_verification
|
NIv2
|
fs_opt
| 3
|
test
|
Detailed Instructions: In this task, you will be presented with a context passage, a question about that paragraph, and a possible answer to that question. The task is to check the validity of the answer. Answer with "Yes" or "No".
Q: One look at Fred Rooney, and you just know he's the good guy. A trace of childish innocence in his face gives the lanky Bethlehem lawyer a Jimmy Stewart-like quality of quiet trust. In black jeans and button-down shirt, he's a kind of folk hero in the south Bethlehem melting pot where he's crafted a law practice catering to working-class families - mostly Latino - in the shadow of the hulkish remnants of Bethlehem Steel. A two-hour drive away, at City University of New York Law School in Queens, Rooney spends several days a week helping upstart lawyers develop storefront practices that, like his, provide legal representation to folks who can't afford a $250-an-hour legal counselor. Kristin Booth Glen, the law school's dean, took one look at Rooney and knew he was the right person to head the innovative Community Legal Resources Network. ''Fred's so low-key, he's Midwestern in effect,'' says Glen, a former New York Supreme Court judge. ''He captivates people, he inspires loyalty.'' For bringing legal representation to the poor and a host of other social causes, including finding medical care for seriously ill children in Latin America, the Moravian College Alumni Association has chosen Rooney for its prestigious Haupert Humanitarian Award. The award, given to only a select few alumni, will be presented at 7:30 tonight at a reception on Moravian's Priscilla Payne Hurd campus. Moravian, where he was an undergraduate in the early 1970s, inspired Rooney's deep sense of social justice. The son of a Bethlehem Steel executive in New York, he came to the Bethlehem campus from an affluent upbringing on Long Island. The young Rooney might have set his sights on Washington, D.C., like his uncle, former U.S. Rep. Fred Rooney of Bethlehem. After all, politics run in the Rooney family. His brother, state Rep. T.J. Rooney of Bethlehem, is a power in the state Legislature and the Democratic Party. But on a trip to Colombia when he was a junior at Moravian, the child of privilege saw human suffering, malnutrition and poverty the likes of which he had never imagined. ''I couldn't understand why we live this way and they live that way,'' Rooney recalled. ''It's been the guiding light of my life ever since.'' After graduating in CUNY Law School's first class in 1986, he took a job with Lehigh Valley Legal Services. <sep>Where has Fred Rooney worked?<sep>South Bethlehem
A:
|
Yes
|
task1392_superglue_multirc_answer_verification
|
NIv2
|
zs_opt
| 9
|
validation
|
Detailed Instructions: In this task, you will be presented with a question having multiple possible answers in Spanish language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Q: Question: ¿Cuál es una buena manera de recordar a su pequeño perro después de que se haya ido?
Options: A fotografía B películas C cesta D laboratorio E escuela
A:
|
A
|
task1131_xcsr_es_commonsense_mc_classification
|
NIv2
|
zs_opt
| 9
|
train
|
Detailed Instructions: In this task, you will be presented with a question having multiple possible answers in Spanish language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Problem:Question: El caballo fue condecorado porque estaba participando en algo. ¿En qué estaba?
Options: A campo B película del oeste C desfile D películas E rodeo
Solution:
|
C
|
task1131_xcsr_es_commonsense_mc_classification
|
NIv2
|
zs_opt
| 8
|
train
|
Detailed Instructions: In this task, you will be presented with a question having multiple possible answers in Spanish language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Problem:Question: Decidí que iba a hacer pública mi nueva y asombrosa medicación. Tiene el poder de aliviar los síntomas. ¿Así que puede quitarte todo tu qué?
Options: A shock B dinero C problemas D dolor E controversia
Solution:
|
D
|
task1131_xcsr_es_commonsense_mc_classification
|
NIv2
|
zs_opt
| 8
|
train
|
In this task, you will be presented with a question having multiple possible answers in Spanish language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
One example: Question: Era un regalo popular y común este año, así que se dirigió al ¿qué donde sería fácil de encontrar?
Options: (A) árbol de navidad (B) calcetines de navidad (C) tienda especializada (D) tienda departamental (E) armario
Solution is here: D
Explanation: The predicted answer is correct because out of given many options only department stores are easy to find.
Now, solve this: Question: James era un coleccionista de literatura. ¿Dónde podría haber ido a buscarlo?
Options: A libros y revistas B propia casa C estantería D ventas de jardín E biblioteca pública
Solution:
|
E
|
task1131_xcsr_es_commonsense_mc_classification
|
NIv2
|
fs_opt
| 6
|
train
|
In this task, you will be presented with a question having multiple possible answers in Spanish language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Q: Question: Si vives cerca de la costa, entonces probablemente vivas en una... ¿qué?
Options: A desierto B imagen del lado del mar C California D océano E ciudad costera
A: E
****
Q: Question: John camina por un pasillo lleno de medicamentos sin receta y otro con artículos variados, juguetes, caramelos y demás. Si no hay más comida que los dulces, ¿en qué tipo de tienda está probablemente?
Options: A tienda departamental B estación de servicio C tienda de comestibles D farmacia E supermercado
A: D
****
Q: Question: Si uno necesitaba el baño, necesitaba una llave, para conseguirla tenía que comprar también algo del qué?
Options: A escuela B área de descanso C tienda de conveniencia D centro comercial E teatro
A:
|
C
****
|
task1131_xcsr_es_commonsense_mc_classification
|
NIv2
|
fs_opt
| 4
|
train
|
Teacher:In this task, you will be presented with a question having multiple possible answers in Spanish language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Teacher: Now, understand the problem? Solve this instance: Question: Si una persona quiere perder masa, ¿qué pasos debe dar?
Options: A ponte en forma B aumentar la resistencia C comer alimentos saludables D demasiado gordo E buena salud
Student:
|
A
|
task1131_xcsr_es_commonsense_mc_classification
|
NIv2
|
zs_opt
| 6
|
train
|
Detailed Instructions: In this task, you will be presented with a question having multiple possible answers in Spanish language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
See one example below:
Problem: Question: Era un regalo popular y común este año, así que se dirigió al ¿qué donde sería fácil de encontrar?
Options: (A) árbol de navidad (B) calcetines de navidad (C) tienda especializada (D) tienda departamental (E) armario
Solution: D
Explanation: The predicted answer is correct because out of given many options only department stores are easy to find.
Problem: Question: ¿Qué es lo que Dios nunca hará según la religión?
Options: A cualquier cosa B hacer milagros C juzgar a la gente D Juez de hombres E en todas partes
Solution:
|
C
|
task1131_xcsr_es_commonsense_mc_classification
|
NIv2
|
fs_opt
| 4
|
train
|
In this task, you will be presented with a question having multiple possible answers in Spanish language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Example Input: Question: El garaje tenía sensores de luz y puertas automáticas, ¿qué tipo de casa era?
Options: A casa de la ciudad B edificio C casa moderna D casa del vecino E En el centro de la ciudad
Example Output: C
Example Input: Question: Cuando la gente es honesta, ¿qué tiende a hacer?
Options: A pagar las cuentas B propios objetos C decir la verdad D vender comida E comprar torta
Example Output: C
Example Input: Question: ¿Dónde comprarías una lata de refresco junto con muchos otros artículos a la venta?
Options: A tienda de comida sana B líquido C refrigerador de picnic D tienda E máquina expendedora
Example Output:
|
D
|
task1131_xcsr_es_commonsense_mc_classification
|
NIv2
|
fs_opt
| 3
|
train
|
In this task, you will be presented with a question having multiple possible answers in Spanish language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Example Input: Question: Cuando no estás en tu país de origen, ¿lo estás?
Options: A extranjero B en el espacio C carpa D trabajo E fuera de
Example Output: A
Example Input: Question: ¿Dónde están los miles de acres de tierra de cultivo y el Monte Rushmore?
Options: A casa B dakota del norte C campo D zonas de cultivo E michigan
Example Output: B
Example Input: Question: Un músico es más probable que realice un concierto para clarinete, ¿con qué tipo de grupo?
Options: A tienda de música B estudio de música C banda de jazz D banda de rock E orquesta
Example Output:
|
E
|
task1131_xcsr_es_commonsense_mc_classification
|
NIv2
|
fs_opt
| 3
|
test
|
Instructions: In this task, you will be presented with a question having multiple possible answers in Spanish language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Input: Question: ¿Qué grupo puede ser uno de los pocos en los que tocar la corneta tiene un gran papel?
Options: A trompeta B base militar C ejército americano D banda militar E tienda de música
Output:
|
D
|
task1131_xcsr_es_commonsense_mc_classification
|
NIv2
|
zs_opt
| 3
|
validation
|
Problem: Article: You should use at least eight pounds of sugar beets if you want at least one cup of molasses. Take a sharp knife and cut the top off of the beets. You can discard the leafy bits, or save them for later to eat as a green. Next, wash the beets under warm, running water. Use a vegetable or clean, plastic scrubber to make sure that all of the dirt is removed. Store the leafy greens in a sealed container in the refrigerator if you plan on eating them later. Use a sharp knife to cut the sugar beats into thin slices. Any sharp knife, like a chef's knife or serrated knife will do. If you have a food processor, you can use that to shred them instead. Make sure to cut the beets on a cutting board, or you risk cutting into the counter or table top. Put the sliced beets into a saucepan and cover them with water. Turn the heat to medium and cook the beets until tender. You can poke them with a fork to make sure they are tender enough. You should stir the beets about every five minutes to prevent them from sticking to the pan. You should use a large or medium saucepan. Once your beets are tender, pour them through a colander. You should have a container, like a large bowl, underneath to hold the beet water. You can use the sugar beets however you want after you separate them from the water. You can use them in a recipe immediately after, or you can store them in the refrigerator to be used later. You should store the beets in an airtight container. Try to use them as soon as possible. Pour the beet water in a medium saucepan and bring it to a boil. You should boil it until the beet water turns into a thick syrup. Once it has turned into a syrup, turn the heat off and allow the molasses to cool. Allow the molasses to cool for at least thirty minutes. Use a spoon to check the consistency of the syrup. Once it has cooled, put the molasses into an airtight container. Store the container in a place that maintains a room temperature. It should last for up to 18 months. Once the container is opened, you can store it in the refrigerator, but it often grows thick and harder to pour once refrigerated. As it ages, the top layer will begin to crystallize and become what is known as beet sugar. You will need to remove this top layer. You can crush the beet sugar and store it in another air tight container for use. Write the date that the molasses was prepared on the container it is stored in. The molasses has gone bad if it becomes moldy or fermented.
Summary: Prepare the beets. Cut your clean beets into thin slices. Cook the beets. Separate the water from the beets. Boil the water. Store the molasses.
Problem: Article: Many young writers completely freeze up when they start writing because they immediately realize that it isn't as good on the page as it is in their head. But every writer in the world, from Margaret Atwood to Aristotle, knows that they need to put something on the page, anything, in order to polish it up and make it better. So take a deep breath and remind yourself that this is nothing new, and your "terrible" first draft won't be terrible for long. Looking for inspiration that you're not alone? Check out Raymond Chandler's writing process: “Throw up into your typewriter every morning. Clean up every noon.” As you re-read, highlight the passages that stand out to you. What characters can you not get enough of, or want to keep writing about? What plot continually crops up in your head with new ideas or twists? What locations feel the most lived in. Go into the first revision for an eye for what works, not for what you don't like, and you'll get a blueprint for further revision. Know that you'll likely need to keep writing, filling in holes you didn't notice on your first draft. Prioritize those areas that grip you the most already, or the characters that seem the most alluring to write. It is not uncommon for the tone or main idea of a story to pivot at this point -- don't be afraid to forge a bold new direction if it is clearly more enjoyable than the original plot or perspective. It hurts to cut, but this is the only way to make your story tight, coherent, and powerful. Everything that isn't essential to your story or idea needs to go, mercilessly hacking and slashing until you're left only with the absolute best. If it isn't necessary to the story, it has to go. The most powerful stories, poems, and works make every single word count, gaining power by cutting straight to the point and avoiding filler. Make sure your dialogue actually adds something and doesn't simply regurgitate information for the audience. Reading dialogue out loud, with a friend, is the best way to make sure it is natural sounding and worth keeping. Save new copies of your work every day you open it up, allowing you to still keep copies of everything you erase in case you later change your mind. Hemingway said it best in a letter to his friend F. Scott Fitzgerald: “I write one page of masterpiece to ninety-one pages of s--t. I try to put the s--t in the wastebasket.” Writing is a form of communication, and what is communication if it is only with yourself?! Sharing your story is intimidating, but it is the only way to become a better creative writing. Other people haven't lived in your story for as long as you have, and that's a good thing -- they'll have a fresh set of eyes to see holes, issues, and the hidden gems you might not have noticed. Pick your people wisely-- friends who love to read, and you know will be honest with you, are often the best picks. Let your friends know that you're looking for constructive criticism. While being nice is great, it won't help you write any better. Don't give a potential editor or publisher an excuse to throw your work in the trash after the first typo (which, with standards and competition as high as they are today, they will). Run through the whole thing 2-3 times to fix the little things like word choice and spelling, and consider using a program like Grammarly or hiring a freelance copy-editor for bigger projects.
Summary: Understand that your first draft is just that -- a draft. Read your entire work and ask what the most important threads are. Cut as much away from the first draft as you can, ruthlessly erasing. Show your work to others and ask for feedback. Edit thoroughly multiple times checking that grammar and spelling are perfect.
Problem: Article: Visit the Facebook website using any web browser. Use your Facebook account and password to log in. The login fields are found on the upper right corner of the page. Click the “Log in” button to proceed. Click your name on the header toolbar, and you will be brought to your Timeline or wall. Click the Friends tab, right below your cover photo, and you will be brought to your Friends page, listing all of your friends on Facebook. On the Friends page header, click the “Find Friends” button. You will be brought to the “Friends finder” page of Facebook. Use the “Search for Friends” filters on the right panel to search for your old friends. Finding friends by name—Enter the name, or part of the name, of the old friend you’re looking for in the Name field. Finding friends by location—Enter the city or cities of your friend’s hometown in the Hometown field to look for old friends from the previous places you’ve lived in. Finding friends by school—Enter the schools you’ve attended in the High School, High School, College or University, and University (postgraduate) fields to look for old friends you’ve met when you were in school. Finding friends by employer—Enter the employers or companies you’ve worked for in the Employer field to look for old friends from the previous companies you’ve worked for. If you find an old friend or two, click the “Add Friend” button beside his name. Your friend will be notified, and he will have to accept your request before you two become official Facebook friends.
Summary:
|
Go to Facebook. Log in. View your Friends list. Open the Friends Finder page. Search for friends. Add friends.
|
gem_wiki_lingua_english_en_1_1_0
|
Flan2021
|
fs_noopt
| 4
|
train
|
Summarize this article in one sentence.
This will help generate a preview of the textbook so that you can approach the reading with a sense of its structure and main points. Keep things like the end-of-chapter questions in mind as you complete your reading. On this read-through, don't take notes or do anything else; just read. You have two objectives in doing so. The first is to get a sense of the purpose of the chapter. Ask yourself: what is the author trying to convey in the chapter overall? Second, how does the author build the information or argument in the chapter? When you have a mental picture of these two questions, you can then begin taking notes that will benefit you in your study for exams and research papers. Don’t rush this step! It can be tempting to just get done with your reading as soon as possible, but you are unlikely to retain information if you hurry through. Notes do not mean taking every word down verbatim. The art of note-taking involves discerning what is important and engaging with the material rather than just copying text out. The first thing to write down is the main point or argument that the author is conveying in the chapter. Do this in no more than three sentences. Then ask yourself how the author begins to make this point. This is where the major headings and subheadings help. Under each heading are paragraphs that make up the section of the chapter. Document the topic sentences that help build the argument in the section and chapter. Don’t be afraid to write in your book. Annotating a textbook by writing notes, comments, and questions in the margins near relevant material can be invaluable when studying. Hand write your textbook notes. Handwriting your notes forces your brain to actually engage with the material as opposed to glossing over the material or mindlessly typing the same text into the computer. Go back through the chapter and list major theoretical concepts and properties key to understanding any technical elements of the chapter. Also list key terminology with corresponding definitions. Often, this information will be printed in bold, italics, or set apart in a box or with some other eye-catching method. Begin by summarizing the chapter and its main points in your own words. This will tell you where your knowledge gaps are. Ask yourself questions about what you’ve read and the notes you took: What question does this information answer? and How does this information relate to other things? are good places to start.
Summary:
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Use the optimizing techniques first. Read the entire chapter through. Take notes on your reading. Create a list of concepts and terms. Create a study guide from your notes.
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gem_wiki_lingua_english_en_1_1_0
|
Flan2021
|
zs_opt
| 3
|
train
|
Q: Usually when leaving a company, notifying your manager is good enough. However, if a situation has already involved Human Resources (such as a dispute with your manager or a harassment issue), request that a representative from Human Resources be present. It is easier to request a face to face meeting if you work in the same office or can easily travel to a common location (as you may do for other meetings). If either your manager or Human Resources are not readily reachable in person, you may request a phone call or video conference. It is not essential to fly or drive over 4 hours to break the news. When requesting a meeting, say “I would like to have a short meeting with you to discuss something. When is a time good today?” You do not need to say you are leaving your job at this point. Start off by thanking anyone present for taking the time to meet with you. Then, politely express that you have chosen to leave the company. Give your last date of employment. A 2-week notice is considered customary and professional. However, if the situation is serious as with a harassment issue, you may be waived the 2 week notice requirement. When you come into a meeting with strong, upsetting emotions, it is difficult to have a productive meeting. The meeting may become high-tension and leave both parties upset. This is not the best way to leave your job. It is important to remain as calm as possible, even if it pains you to do so. This means not to discuss all the negatives about your job. Keep it simple and short by briefly stating your reasons for leaving and move on. For example, if you are leaving because a conflict with you manager, do not say, “I am leaving because my manager is mean and doesn’t understand me." Instead, you can say, “I am leaving due to conflict in management style and (your manager’s name) would agree this work relationship is not working out”. You may provide constructive criticism during an exit interview. If your company does not conduct exit interviews, you can ask your manager or Human Resources if you can provide suggestions on how to improve the company. If they decline, do not insist. If the company does want to hear your suggestions: Provide valuable suggestions or constructive criticism so that the company can retain its other employees. For example, if you left because of harassment, you can say “It would be good for the employees if the company provided additional harassment training“. If you are leaving and already have a new job, it is OK to disclose the name of the new company and your new title. However, if you start discussing details such as your new responsibilities, it may seem like you are bragging and can leave a bad impression. Many jobs provide valuable knowledge and experience to help you advance your career. Even if you are leaving due to an unpleasant situation, it is important to recognize this fact and thank your manager for the opportunity. This will leave a good lasting impression. Your letter should state the basic details of your resignation. Present your resignation letter at the end of your meeting. This letter will be kept in your file and should include: A sentence telling the company you are leaving. Your last date of employment. A thank you for the opportunity to work for the company. An example of a good resignation letter would be: “I wish to inform you that I am resigning from my position as Sales Manager. My last date of employment will be April 5, 2014. Thank you for the opportunity to gain valuable experience and I wish the company good luck in the future”.
A: Request a face to face meeting with you manager and/or Human Resources. Remain polite but truthful. Avoid showing any negative emotions such as anger and/or frustration. Do not focus unnecessarily on the negative. Offer constructive criticism. Do not brag about your new role. Thank your manager for the opportunity to work for the company. Have a signed resignation letter prepared.
Q: Check online to see if there are any guinea pigs in rescues or shelters in your area. You can search the websites of your local shelters or you can use general pet adoption websites, such as Petfinder.com. You can also look on the Guinea Pig Adoption Network for adoptable guinea pigs in your area. If you don't see any adoptable guinea pigs on your local shelter's website, don't assume they don't have any. Many shelters do not list their guinea pigs and other "exotics" for adoption online. However, beware of back yard breeders who sometimes post there. They will usually have numerous babies and will usually charge more than $20 re-homing fee for babies. Healthy, perfectly social Guinea pigs are frequently being rehomed on Craigslist at no fault of their own. Many backyard breeders breed solely for money and looks with little to no regard to health, longevity, or temperament of the animals they are producing. Pet stores and backyard breeders are notorious for selling sick, parasite-infected guinea pigs. Pet stores usually get their guinea pigs from pet mills that are like puppy mills for smaller animals. This is why they often get sick animals in stock. If you want to get your guinea pig from a breeder be sure to thoroughly check them out beforehand. Do online research on them. Make sure they are breeding their pigs ethically and with the animals best interest in mind. It's best to visit several breeders before choosing one. Pick the breeder that you feel most confident in.
A: Consider adopting an adult guinea pig from a rescue or shelter. Call around to local shelters and ask if they have any guinea pigs for adoption. Look in your local newspaper for classifieds or online classified websites, such as Craigslist, for guinea pigs to adopt. Avoid bad breeding situations.
Q: If your family already has a family tree, take time to review it. Ask your family about people on the tree that you don't recognize, and about important life events like marriage and childbirth which shaped the tree. If you don’t have a family tree, work on a family tree (alone or with your family members) by gathering information and photos. Trace your ancestry by joining a genealogy project, visiting websites like ancestry.com, or getting DNA test to learn your exact ancestry. To make a family tree, you can draw a tree and extend a branch for each family member. Put their name and photo on that branch. Once you have learned what cultures are represented in your family tree, learn more about them. You may begin your research with a fair amount of prior knowledge, or you might know very little about what culture(s) you come from. Look online or at your local library for information about history, religion, dress, etiquette, and holidays. Talk to your family about ancestors that they remember. Ask them to share memories about your family members. If you have family that emigrated to the country you’re living in now, ask for them to share memories and details of their home country. Ask family about where they grew up, what kind of foods they made or make, holidays they celebrate, and what traditions they practice(d). Bring out photos that you have of family members. Ask your family to bring out old photos as well. Share them and talk about them. Ask about the people in the photos that you don’t recognize. If the photos aren’t organized, put them in a photo album to be reviewed in the future. You can also scan the photos to create a digital album. Visiting the gravestones of deceased family members may seem morbid, but it is a good way to see part of your family's history firsthand. If you know where your ancestors’ gravestones are located, visit them with family. Take photos of them, transcribe them, and document them for future generations.
A:
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Review your family tree. Research the culture represented in your family tree. Talk to relatives. Look at old photos. Go to the cemetery.
|
gem_wiki_lingua_english_en_1_1_0
|
Flan2021
|
fs_opt
| 0
|
train
|
Q: Do your best to have an even number of people on each team. You also want to try to make the teams even in regards to skill level. Match new players up with more skilled players, and young players with older players. You might do guys versus girls or some other simple way to split up the teams. One team could be all of the people with birthdays that fall during January-June, and the other team could be those with birthdays in July-December. If you have an odd number, it might be good to work out a system where one person on the bigger team sits out each round, or that person has to give clues an extra time. When you have couples or family members playing together, it can be a good idea to put them on separate teams so that they do not have any kind of advantage over the other players. Before each turn starts, you'll want to fill the card holder with cards so that the clue-giving player can flip through them faster. You don't want to have to draw from a pile unless you run out. This is more of a suggestion than a rule, because it makes the game run smoother but is not mandatory. If you want to draw each card from the pile, that is fine, too. You can play the game if you only have the Taboo cards and none of the other equipment. Gameplay can progress in the same way. You could even write up your own cards with a guess-word and Taboo words that you decide yourself. You can not look ahead at any of the other cards in the deck. You can only look at each card as you draw it to begin giving clues for it. If you catch someone looking ahead, you need to call them out on it as this is cheating. Each player has a certain amount of time to get their teammates to guess as many words as they can. It might be good to designate someone on each turn who is going to pay attention to the timer. You can also switch to a timer that makes noise when it runs out. You could use a timer on someone's phone so that it will make noise when it goes off. Each round should be 1-2 minutes. You can decide on a longer or shorter time limit to change up the game. The card you are looking at when the timer runs out is not scored for anyone and should be discarded, rather than passed on to the next player.
A: Divide your group into teams. Load cards into the card holder. Draw one card at a time. Start the timer.
Q: This should be the browser in which you want to disable the AdBlock extension on a specific website. Open the website on which you want to disable AdBlock. For example, if you want to disable AdBlock on Wikipedia, you'd go to www.wikipedia.com here. Most browsers have a section in which you can see the icons for the extensions that you've installed. To do so: Chrome - Click ⋮ in the upper-right side of the window to prompt a drop-down menu. The AdBlock icon is at the top of the drop-down menu. Firefox - You should see the AdBlock icon in the upper-right side of the Firefox page. Edge - If AdBlock isn't in the upper-right corner of the page, click ⋯, click Extensions, click AdBlock, and click the "Show button next to address bar" switch to make it appear there. Safari - The AdBlock icon should be to the left of the address bar in the upper-left side of the Safari page. It resembles a red stop sign with a white hand on it. A drop-down menu will appear. This option is near the bottom of the drop-down menu. Doing so opens a pop-up window. Click and drag the "Site" slider right to increase the number of site variations that are ignored. Clicking and dragging the "Page" slider to the right will prompt AdBlock to ignore specific pages on the site (the level of specificity increases as you drag the slider right) rather than all pages on the site. Not all sites will require adjustment. It's in the bottom-right corner of the window. Doing so will save your changes and turn off AdBlock for your selected site and/or pages.
A:
|
Open a browser. Go to the website. Open your browser's "Extensions" view. Click the "AdBlock" icon. Click Don't run on pages on this domain. Adjust the pages on which AdBlock is disabled. Click Exclude.
|
gem_wiki_lingua_english_en_1_1_0
|
Flan2021
|
fs_noopt
| 0
|
train
|
Summarize this article:
Take care not to damage the plant as you remove it from its packaging, and carefully plant it in the substrate according to the planting instructions. Different types of plants require different depths to be planted in the substrate — some common methods for different plant types include: Mosses and Grasses: Turn off the filter, and place the moss directly on top of the substrate in areas you want it to grow. Place a heavy coin, such as a half dollar or pound coin, on top of the moss to keep it down while the roots grow into the substrate over the next week. Potted plants: Remove the plant from the plot and be careful to not damage the roots poking out of the bottom of the dirt or cotton. Dig a hole in the substrate as wide as the plant, place it inside, and then blend in the sides of the plant with substrate. Ferns: Attach the fern to a rock or piece of driftwood with a fishing wire or cotton thread to keep it upright. Ferns do not need to be placed in the substrate layer, most just need something solid to hold onto for stability. Cotton thread will dissolve with time, whereas fishing wire should be cut away and removed once the fern takes hold. Plants with a stem: Push the base of the stem about 1–2 in (2.5–5.1 cm) into the substrate and it should stay upright. If not, use a fishing wire or cotton thread to keep it up until it can support itself. You can plant stemmy plants all in one area in a frilly bunch, or spread them around the back and middle areas. Plants of all kinds can quickly become too big and take up too many resources in the tank for their own good. Use a very sharp knife to cut away dead leaves, dead stems, and trim the grass or moss in the tank every time you clean the aquarium. Moss can be re-planted in other areas of the tank, if you wish, by simply placing it onto an empty patch of substrate and weighing it down with a heavy coin until the roots take hold. Take about 2 in (5.1 cm) off of the top of a stemmed plant to encourage its growth when it gets to reach the top of the water level. Substrate, plants, and everything else you've put into the aquarium can change the acidity, nutrient content, and overall healthiness of the tank. Allow the tank to cycle water normally through the filter, remove algae and buildup, and allow the plants to take root before you introduce fish and aquatic animals. The tank needs time to build up nutrients and beneficial bacteria in the substrate. This beneficial bacteria helps to stabilize the tank and prevents ammonia and nitrate build up. Especially with bottom feeding and burrowing aquatic animals, it is important to let your plants get to the point that they can support themselves before you introduce new creatures. Some aquatic pets will dig at the base of plants, or eat leaves and stems, so you give your plant the best chance of survival if you allow it to take root.
|
Remove your plant from its container and set it in the substrate layer. Trim your plants regularly to encourage their growth and survival. Let the tank cycle water for about 1 month before you introduce your fish.
|
gem_wiki_lingua_english_en_1_1_0
|
Flan2021
|
zs_noopt
| 2
|
train
|
Article: When substances build up around the teeth of your zipper, it can prevent the zipper from staying closed. As a result, you’ll need to clean the teeth and remove stuff that could be preventing the zipper from closing. Combine water and soap in a small dish, and stir until suds form. Dip a clean rag in the soapy water and wipe down the zipper’s teeth. Grab a fresh rag and run it under the tap. Wipe the soapy mixture off the teeth with the damp rag. Attempt to zip and unzip as normal.
What is a summary of what this article is about?
|
Remove buildup from a zipper’s teeth.
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gem_wiki_lingua_english_en_1_1_0
|
Flan2021
|
zs_opt
| 7
|
train
|
What is a one-sentence summary of the following article?
There are a wide variety of beret patterns available at your local yarn shop. Pick one that has an interesting design but that also matches your knitting skill level. Choose a yarn that matches the requirements of the pattern you chose. Usually, a pattern will specify the weight of the yarn to use, so that the beret you make will end up the right size. The pattern will also specify the size needles you should use. The size of the needle you use will also have a big impact on whether or not you finished project matches the size the pattern was supposed to make. In many cases you will also want to use circular knitting needles for knitting a beret, as the length of the swatch you are knitting is relatively long. Pick out a yarn that will feel nice in contact with your skin. For instance, while heavy wool yarn will keep your head nice and warm, it may be itching where in contact with your forehead. Balance your need for warmth and an attractive look with a yarn that will be comfortable to wear. You may need to refresh your knitting skills a bit before beginning. If this is the case, consider knitting a sample swatch that practices your skills before starting your actual project. This way you can get used to the yarn and the stitches you will need to use in the project. The basic design of most berets requires that you begin by knitting a number of stitches onto your needles that will equal the circumference of your head. That's usually going to be about 60 stitches to start. Once you have knitted a few rows of that same length, which will eventually become the band of the beret, you will begin to increase your stitches at regular intervals, making the length of your knitted piece longer and longer. Once you get to the midpoint of your beret, where the flat flare is at its widest, you will begin to reduce your stitches. This will create that signature flat look of the beret. Finishing the beret requires you to reduce your stitches until you are down to around a dozen. Then you will tie all the stitches together at the top. To create the finished shape of the beret you will then work your way down the side of the beret, sewing the two ends of the swatch you have made together. This will form your work into its final round shape. Your knitted beret is finished and it will keep your head nice and toasty warm.
|
Purchase a pattern. Purchase yarn and needles, if you don't already have them. Knit your beret. Make sure the beret fits you and then wear it out!
|
gem_wiki_lingua_english_en_1_1_0
|
Flan2021
|
zs_noopt
| 4
|
train
|
Summarize the following:
You can find a nail set at your local hardware store if you don’t have one. Hold the pointed end of the nail set on the head of the nail. Hammer the nail set so the nail goes into the trim. If the trim is held on with staples, use a flat-head screwdriver approximately the same size as the staples to tap them into the trim. Use a putty knife or painter’s 5-in-1 tool to pry up any staples or nails that are bent into the wood. Then, use needle-nose pliers to remove the staple or nail from the trim. Sometimes nail holes in trim can form a raised edge. It’s important to get rid of these edges on the trim or they’ll show after you fill the holes. Scrape the putty knife across the surface of the nail hole a few times to smooth out the area around the hole. Be gentle when you’re using the putty knife. You don’t want to cause damage to the trim around the nail holes. If the trim has ridges or raised edges, use a butter knife to remove the fragments so you don’t damage the details. Any sandpaper with a grade between 120 and 220 will work. The sandpaper should be able to get off any raised fragments on the trim that the putty knife couldn’t. Brush the sandpaper across the surface of the nail holes a few times until they feel smooth.
|
Hammer in any nails that are protruding from the trim with a nail set. Use a putty knife to scrape off any raised fragments around the holes. Smooth down the nail holes with fine-grit sandpaper.
|
gem_wiki_lingua_english_en_1_1_0
|
Flan2021
|
zs_noopt
| 1
|
train
|
Write an article based on this summary:
Measure the size of your bottle. Calculate the total amount of essential oil you'll need. Find the ratio of your three essential oils. Swirl together your essential oils. Fill the bottle with carrier oil. Store the bottle in a cool, dark place.
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Fill your bottle (or bottles) with water nearly to the top, then pour it into a measuring cup. Write down the number of milliliters the bottle holds. Multiply this number by 20 to get an estimate of the number of drops that fit in the bottle. If you don't have a milliliter measure, 1 US fluid ounce is close to 30 mL. For example, if you plan to make a large batch of 50 mL, your bottle holds 50 mL x 20 drops/mL = 1,000 drops. Adults who plan to use the body oil across a large area of their body should dilute the essential oil to 1%. If you plan to use it as a perfume or for a small area, you can safely try 3 or 5%. For a 1% dilution, multiply the number of drops your bottle holds by 0.01. For example, if you have a 1,000-drop bottle and plan to dilute to 1%, you'll need 1000 x 0.01 = 10 total drops of essential oil. Expensive essential oils are often sold in diluted form to make them affordable. If the label says it's already 5% diluted, multiply the number of drops by 20 (since 100% ÷ 5% = 20). As a starting point, try 2 parts base note, 1 part middle note, and 2 parts top note. If you're not sure how to calculate that in terms of drops, follow this example: This ratio uses 5 "parts" total (2 + 1 + 2). There are 10 total drops of essential oil, so to divide it into five parts calculate 10 ÷ 5 = 2 drops per part. 2 parts base note x 2 drops/part = 4 drops base note. 1 part middle note x 2 drops/part = 2 drops middle note. 2 parts top note x 2 drops/part = 4 drops top note. Sometimes the math doesn't work out neatly, and you can't get a perfect ratio. Just get as close as you can. This isn't the only recipe you can use. If you want your middle note to be the centerpiece, you can go as high as a 1:3:1 ratio. Count out the drops of each essential oil according to the calculations you just did. Add these all to a glass bottle, and swirl it around so they mix together. Since all that math was based on the size of the bottle, you don't need to count out the drops. Just fill the bottle up with carrier oil as full as you can. Close the lid tightly and shake for a minute or two to make sure the oils are spread evenly throughout. If you planned to fill multiple bottles, fill them all with carrier oil and pour them into one larger bottle. Shake to combine, then distribute it among each of the smaller bottles. At this stage you can smell the oil and mix in another drop or two of essential oil to change the characteristics. Remember that adding too much can increase the concentration to levels that irritate the skin. Seal the bottle tightly and place it in a box or on a shelf away from direct sunlight. Essential oils can last up to 2 years, but some citrus essential oils and many carrier oils have a shorter shelf life. To maximize the shelf life, transfer the oil into smaller bottles as you use it so there is never much air trapped in the bottle. Keep it out of reach of children. Discard the oil if it smells very different than it did fresh, if it thickens, or if it turns cloudy. Refrigerating the oil can help, but it's usually not necessary, and many carrier oils solidify in the fridge. If you do store it here, let the oil warm up to room temperature before using.
|
gem_wiki_lingua_english_en_1_1_0
|
Flan2021
|
zs_noopt
| 8
|
test
|
If you’re upset after trying to talk to your husband only to get nowhere, take heart. See your words, actions, and support as stepping stones to your husband acknowledging his addiction and seeking recovery. However, keep in mind that you cannot control his actions and he is ultimately responsible for his decisions. It’s common for alcoholics (especially high functioning alcoholics) to have loads of excuses for their behavior suggesting that there is no problem with alcohol. Instead of trying to fight the denial with rationality, approach your husband by compassionately opening a dialog of your concerns. If he denies having a problem, gently tell him how he disrupts your (or the kids’) sleeping at night, is aggressive or mean, or any other ways that his alcoholism affects you. If your husband continues to drink even when he knows it causes you harm, tell him that is drinking is interfering with your relationship. His relationship with alcohol affects your ability to have a relationship with him. If you tell your husband clearly that the drinking creates distance in the relationship, it may impact him and you. Make sure you take care of yourself. Have people in your life you can talk to and that support you. Don’t keep your husband’s alcoholism a secret; make sure you have at least person you can talk to about your struggles. Having emotional support is important when dealing with life’s difficulties. Talk to your parents, siblings, friends, or in-laws. Don’t just focus on the alcoholism, but make sure you have people to talk to about whatever you may need to talk about. If your husband refuses to get help and you have serious doubts that things will get better, you may want to consider your relationship and ask yourself if staying with him is in your best interest. If you feel like you’re married more to the alcohol than to a man, it’s time to consider your options. You may want to consider your quality of life, your safety and the safety of your children when making this decision, and ask yourself “what is my best option in which I respect myself and my family?” If your husband is abusive, prioritize your safety. You deserve to be treated with respect at all times, and abusers rarely stop the abuse, as the abuse can become cyclical.
++++++++++
One-sentence summary -- Don’t expect overnight changes. Stand up against his denial. Express that the drinking is creating distance. Have your own support network. Consider whether the marriage is in your best interest.
Article: This includes making sure storm windows are installed and closed in place if you have them. Windows should be latched. Open them during the day if the temperature outside is higher than the temperature indoors. Keep your windows air-tight. You may want to purchase removable window caulk or plastic to better seal them. At a minimum, stuff a towel or shirt in front of any noticeable leaks. This will keep the cold air out, and the warmth from the sun will heat your house without cold air coming in. You could also cover your windows with clear plastic sheets. A set of heavy curtains can block heavy drafts of air. Open them when the sun is shining and close them when it's not. Check around the door frame and also under the door. You may want to buy weather stripping or a door sweep. Again, at minimum, make a draft dodger or stuff a towel at the bottom of the door. Check for obstructions (e.g. plants, sheds) that might keep the sun's rays from reaching your house. Remove items leaning against walls on the sunny side of your house. (Ideally, put them back again at night for additional insulation). The closed door makes that room another barrier between you and the frigid outdoors. It also stops air from circulating as much, which reduces heat loss. Home improvement stores sell magnetic register covers to "shut off" forced air furnace registers in unused rooms. That way when the heater does click on, only the registers in the rooms you use will pump out heat. This makes for more efficient use of the heater. Check that all heat registers are adjusted open, especially where plumbing pipes might freeze. Unblock cold air returns in heated rooms (they may be blocked with furniture or rug) so heat can circulate efficiently. Rugs and carpets help prevent heat loss through the floor. They are generally warmer to the touch than wood or stone, and so offer a warmer surface to walk on. A lot of heat escapes through the attic, as warm air rises and cold air sinks. Make sure that your attic has enough insulation. Cooking can help you to keep warm as an activity, through the oven's warmth and by eating something nice and warm after. Bake cookies or a pie. Your oven will help to dry the air and heat the kitchen. The kitchen will be warm while you are cooking, and then you can have a great home cooked meal too! After, leave the oven on and open the oven door to let some heat in the house. Only leave the oven on for ten to twenty minutes, so you don't waste energy. Limit cooking that gives off steam, as this will increase the humidity in the air and make your house damp. Lowering humidity in the wintertime helps you to feel warmer. Water vapor (humidity) has a greater heat capacity (ability to absorb heat) than dry air. As a result, humid air feels colder in winter than does dry air and it takes more heat to make damp air feel comfortable. A candle/candles can produce a lot of heat, just be mindful of where they are placed and do not leave them unattended. A trip to most any grocery store or discount store can provide you with a number of candles cheap! Use a candle heater. It doesn't create as much heat as a fireplace or real heater, but will create warmth very cheaply. The average incandescent light bulb releases up to 95% of its energy as heat rather than light, making it an extremely efficient heat source. Compact Fluorescent and LED lights are not helpful in warming your room, so save them for warmer days and use the money you saved to pay the heat bill.
Question: What is a summary of what this article is about?
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Close all of your windows properly. Use cheap, transparent shower curtains over the windows that receive sunlight. Put up curtains. Seal your doors. Let as much sun hit your house as possible. Close off any unused rooms. Put down a rug or carpet. Add insulation in the attic and the crawl space. Cook. Light a candle. Turn on some lights.
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gem_wiki_lingua_english_en_1_1_0
|
Flan2021
|
fs_opt
| 1
|
validation
|
You are given a dialog between 2 or more individuals. The dialog will include information as to the relationship between 2 of the participants. At the end, you will be asked to provide an answer as to the relationship of those 2 participants. In this scenario, '0' will represent a spousal relationship, '1' will represent siblings, and '2' will represent a child/parent relationship.
[EX Q]: Speaker 1: OK, look: Can we just drop this? I'm not gonna smoke again.
Speaker 2: That's right, because I forbid you to smoke again.
Speaker 1: You forbid me?
Speaker 2: Um-hm.
Speaker 1: You know, I flew a long way to see my loving wife...is she here, by the way?
Speaker 2: Don't joke with me, okay? I'm very, very upset right now.
Speaker 1: Oh, would you say this was the most upset you could be?
Speaker 2: Yes.
Speaker 1: Then, I might as well do this. Not really sure what to do now. What is the relationship between
Speaker 1 and
Speaker 2?
[EX A]: 0
[EX Q]: Speaker 1: Hey.
Speaker 2: Hi. Mom. Dad.
Speaker 3: Sweetheart. Oh sorry were late, my fault, I insisted on riding the tube.
Speaker 4: Judy, the kids..
Speaker 3: Jack, that's what they call the subway.
Speaker 4: Ohh, I thought that you....
Speaker 2,
Speaker 1: Dad, dad. We got it!! We Got It!!! What is the relationship between
Speaker 1 and
Speaker 2?
[EX A]: 1
[EX Q]: Speaker 1: Hey Chandler, what are you doing tonight?
Speaker 2: Uh why, do you have a lecture?
Speaker 1: No, why?
Speaker 2: Then free as a bird. What's up?
Speaker 1: My dad wanted to know if you wanted to play racquetball with us.
Speaker 3: Wow! That's great! Dad must really like you, he doesn't ask just anyone to play.
Speaker 1: Yeah and he didn't really ask for you, he asked for Chancy, I assumed he meant you.
Speaker 2: Well, did-did you correct him?
Speaker 1: No, I-I thought it would be more fun this way.
Speaker 3: This is so cool, maybe this is something you can do every week.
Speaker 1: Or you can sit with him on the front porch and make sure no one steals the trash cans. He does that every week too.
Speaker 3: Oh, just so you know, you-you have to let him win.
Speaker 1: Yeah.
Speaker 3: He hates to lose.
Speaker 2: Oh no problem, maybe I'll play with my left hand.
Speaker 1: You're not a lefty?
Speaker 2: Does anybody know me?! What is the relationship between
Speaker 3 and
Speaker 1?
[EX A]:
|
1
|
task908_dialogre_identify_familial_relationships
|
NIv2
|
fs_opt
| 6
|
train
|
Part 1. Definition
You are given a dialog between 2 or more individuals. The dialog will include information as to the relationship between 2 of the participants. At the end, you will be asked to provide an answer as to the relationship of those 2 participants. In this scenario, '0' will represent a spousal relationship, '1' will represent siblings, and '2' will represent a child/parent relationship.
Part 2. Example
Speaker 1: What do you think we should do for our 10th wedding anniversary?
Speaker 2: Hm, how about we take a vacation? Somewhere sandy and warm.
Speaker 1: Well, if we're going to go out of the country, you need to be sure to renew your passport. It expired over a year ago!
Speaker 2: How about we get something expensive instead of travelling. We could get a new car.
Speaker 1: Is this your way of telling me that you want me to buy you a car?
Question: What is the relationship between Speaker 1 and Speaker 2?
Answer: 0
Explanation: Speaker 1 and Speaker 2 are discussing their upcoming wedding anniversary, so we can classify this as a spousal relationship.
Part 3. Exercise
Speaker 1: I cannot believe that you didn't tell me that we are still married!!
Speaker 2: Look I was going to tell you!
Speaker 1: When?! After the birth of our first secret child?! Ross didn't get the annulment; we are still married.
Speaker 3: What?
Speaker 4: You're kidding!
Speaker 5: Oh my God!!
Speaker 4: Ross!
Speaker 2: Okay, maybe it wasn't my best decision. But I just couldn't face another failed marriage.
Speaker 3: Okay, let me just jump in and ask, at what point did you think this was a successful marriage?
Speaker 2: Rach, come on, if you think about it, it's actually kinda funny. Okay, maybe it's best not to think about it.
Speaker 5: Okay, this is inexcusable. I am shocked to my very core!
Speaker 2: Phoebe, I told her you already knew.
Speaker 5: Another lie. You have a sickness!
Speaker 3: Ross, just for my own piece of mind, you're not married to anymore of us are ya? What is the relationship between
Speaker 2 and
Speaker 1?
Answer:
|
0
|
task908_dialogre_identify_familial_relationships
|
NIv2
|
fs_opt
| 7
|
train
|
You are given a dialog between 2 or more individuals. The dialog will include information as to the relationship between 2 of the participants. At the end, you will be asked to provide an answer as to the relationship of those 2 participants. In this scenario, '0' will represent a spousal relationship, '1' will represent siblings, and '2' will represent a child/parent relationship.
Input: Consider Input: Speaker 1: I'll be right with you. Okay? Thanks, Wendy.
Speaker 2: Oh my God! How cute is the on-call doctor?
Speaker 3: Ooh, so cute, that I'm thinking about jamming this pen in my eye.
Speaker 4: Dr. Burke will see you know.
Speaker 2: Oh no-no-no, not Dr. Burke. Dr. Burke is out of town. The-the on-call doctor will see me now.
Speaker 4: Dr. Richard Burke is out of town. Dr. Timothy Burke, his son, will see you now.
Speaker 5: Ready? What is the relationship between
Speaker 5 and Richard Burke?
Output: 2
Input: Consider Input: Speaker 1: I-I can't go in there. I can't tell him!
Speaker 2: Honey, it's going to be okay. He's been incredibly supportive of me, and if he gets a little upset; that's what the meatball sub is for.
Speaker 1: Thank you.
Speaker 2: Okay.
Speaker 3: Hey! It's my fashion girls! What's wrong?
Speaker 2: Honey, why don't you sit down? Dina has something that she wants to tell you.
Speaker 3: Oh. What's, what's going on? Is it mom? Is she sick? Is it dad's heart? Is that a sandwich?
Speaker 1: Joe, mom and dad are fine...
Speaker 3: Is that a sandwich?!
Speaker 2: Joey...there's something that you...should know. Dina?
Speaker 1: I'm pregnant.
Speaker 3: What?!
Speaker 2: Now! Give him the sandwich! Give him the sandwich!
Speaker 3: Well obviously this is a mistake! You can't be pregnant! Because you have to have sex to get pregnant!
Speaker 1: Joe, I tried to wait until I was 25 like you did!
Speaker 2: What?! Dina...
Speaker 3: Bub!!! I can't believe this! You're the good one! You went to college! Both years! Who did this to you?!
Speaker 1: Bobby Corso, but he's a real nice guy. I like him a lot. He's real funny.
Speaker 3: You got pregnant for funny?! Dina...if he's funny...laugh! All right, I'll be back in a little while! You stay here!
Speaker 1: Why? Where are you going?
Speaker 3: I can't look at you right now!
Speaker 1: Wow.
Speaker 2: I know. What is the relationship between
Speaker 3 and
Speaker 1?
Output: 1
Input: Consider Input: Speaker 1: Amber, I want you to know that I'll always be there for you, as a friend and as your brother.
Speaker 2: Oh Drake.
Speaker 3: Hard day huh? First the medical award, this.
Speaker 1: Some guys are just lucky I guess.
Speaker 4: Dr. Remore, report to first floor emergency, stat.
Speaker 1: Well then, uh, I uhh, guess that's me. Anyone else need to go on the elevator? Dr. Horton, Dr. Wong?
Speaker 5: No, no, they only said you.
Speaker 1: Oh, ok. Alright.
Speaker 2: I love you Drake.
Speaker 1: Yeah, whatever. Oh no.
Speaker 2: Drake, look out.
Speaker 1: Ahhhhhhhhhhhhhhhhhhhhhhhhh. What is the relationship between
Speaker 1 and
Speaker 2?
|
Output: 1
|
task908_dialogre_identify_familial_relationships
|
NIv2
|
fs_opt
| 2
|
train
|
You are given a dialog between 2 or more individuals. The dialog will include information as to the relationship between 2 of the participants. At the end, you will be asked to provide an answer as to the relationship of those 2 participants. In this scenario, '0' will represent a spousal relationship, '1' will represent siblings, and '2' will represent a child/parent relationship.
Q: Speaker 1: Hi.
Speaker 2: Hey!
Speaker 1: Listen, I wanted to ask you something about marriage.
Speaker 2: Oh great now you're seeking me out to make jokes? I mean I can see for all hanging out but to come to my home!
Speaker 1: No...i really wanted to know how you feel about it.
Speaker 2: Why?
Speaker 1: Mike doesn't ever wanna get married.
Speaker 2: Never?
Speaker 1: Never.
Speaker 2: wow...are you still going to move in with him?
Speaker 1: I want to...but I just want you to tell me that marriage isn't really that big a deal. You know...that I won't, I won't be missing out on anything. That marriage stinks!
Speaker 2: Yeah...marriage...stinks! I mean if you wanna see a man gain weight and a woman stop shaving? Get them married.
Speaker 1: That's not how you really feel is it?
Speaker 2: No, I'm sorry. Look I don't think that's what you wanna hear right now but I can't help it. I love marriage.
Speaker 1: Seriously? You divorce-o?
Speaker 2: If you have to call me name, I prefer Ross the Divorcer. It's just cooler. Look...I know my marriages haven't exactly worked out. But I love to be that committed to another person. And Caroline and I had some good times before she became a lesbian! And once afterward. I'm sorry.
Speaker 1: It's ok that's how you feel.
Speaker 2: But come on! I mean living together will be great! I mean you guys have so much fun...and you love Mike.
Speaker 1: I do love Mike.
Speaker 2: Yeah see? And you are so excited about moving in together before... and you know what? You should be. It's a big deal!
Speaker 1: Yeah I guess you're right. Yeah thanks. This helped. Thanks.
Speaker 2: The Divorcer, to the rescue!
Speaker 1: It's not cooler.
Speaker 2: Yeah I just heard it. What is the relationship between
Speaker 2 and Caroline?
A:
|
0
|
task908_dialogre_identify_familial_relationships
|
NIv2
|
zs_opt
| 4
|
train
|
Definition: You are given a dialog between 2 or more individuals. The dialog will include information as to the relationship between 2 of the participants. At the end, you will be asked to provide an answer as to the relationship of those 2 participants. In this scenario, '0' will represent a spousal relationship, '1' will represent siblings, and '2' will represent a child/parent relationship.
Input: Speaker 1: Hey.
Speaker 2: Hi. Mom. Dad.
Speaker 3: Sweetheart. Oh sorry were late, my fault, I insisted on riding the tube.
Speaker 4: Judy, the kids..
Speaker 3: Jack, that's what they call the subway.
Speaker 4: Ohh, I thought that you....
Speaker 2,
Speaker 1: Dad, dad. We got it!! We Got It!!! What is the relationship between
Speaker 1 and
Speaker 2?
Output:
|
1
|
task908_dialogre_identify_familial_relationships
|
NIv2
|
zs_opt
| 2
|
train
|
Detailed Instructions: You are given a dialog between 2 or more individuals. The dialog will include information as to the relationship between 2 of the participants. At the end, you will be asked to provide an answer as to the relationship of those 2 participants. In this scenario, '0' will represent a spousal relationship, '1' will represent siblings, and '2' will represent a child/parent relationship.
Q: Speaker 1: Oh!
Speaker 2: What was that?
Speaker 1: Monica knows.
Speaker 3: It's this dumb thing that Ross made up `cause he was trying to fool our parents. It's a way of giving the finger, without actually having to give it. I remember I cried the night you made it up, `cause it was the first time that I realized that I was actually cooler than my older brother. What is the relationship between
Speaker 3 and
Speaker 1?
A:
|
1
|
task908_dialogre_identify_familial_relationships
|
NIv2
|
zs_opt
| 9
|
train
|
You are given a dialog between 2 or more individuals. The dialog will include information as to the relationship between 2 of the participants. At the end, you will be asked to provide an answer as to the relationship of those 2 participants. In this scenario, '0' will represent a spousal relationship, '1' will represent siblings, and '2' will represent a child/parent relationship.
Speaker 1: Hey.
Speaker 2: Hey.
Speaker 3: Hey.
Speaker 1: How long did you think this barbecue was gonna last?
Speaker 3: I'm going to China.
Speaker 1: Jeez, you say one thing, and...
Speaker 2: You're going to China?
Speaker 3: Yeah, i-it's for the museum. Someone found a bone, we want the bone, but they don't want us to have the bone, so I'm going over there to try to persuade them to give us the bo-it's-it's a whole big bone thing. Anyway, I'm gonna be gone for like, uh... like a week, so, uh, if you wanna reach me, y-you can't. So here's my itinerary. Um... here's a picture of me...
Speaker 1: Oh, let me see!
Speaker 3: Could you take it to Carol's every now and then, and show it to Ben, just so he doesn't forget me?
Speaker 2: Yeah.
Speaker 1: Hi, Ben. I'm your father. I am... the head. Aaaaaahhhh.... Alright, this barbecue is gonna be very fun. What is the relationship between Ben and
Speaker 3?
|
2
|
task908_dialogre_identify_familial_relationships
|
NIv2
|
zs_opt
| 0
|
train
|
Teacher:You are given a dialog between 2 or more individuals. The dialog will include information as to the relationship between 2 of the participants. At the end, you will be asked to provide an answer as to the relationship of those 2 participants. In this scenario, '0' will represent a spousal relationship, '1' will represent siblings, and '2' will represent a child/parent relationship.
Teacher: Now, understand the problem? Solve this instance: Speaker 1: Okay, okay... Chandler you... you stop it!
Speaker 2: What is so funny about that?
Speaker 1: Well, I don't know... I-It's... just the way you say it... I mean, you're funny... You have that funny thing. You're a funny guy!
Speaker 2: Did you tell her what we talked about?
Speaker 3: Yeah....
Speaker 2: So those were pity laughs? PITY LAUGHS?
Speaker 1: Honey, listen... You have nothing to worry about with Geoffrey.
Speaker 2: Oh yeah? Is he funnier than me?
Speaker 1: Well, you're... you're different funny... I mean, you're... you're more sarcastic a-a-and... well, he does... bits... and impressions... and... and limericks...
Speaker 2: I do limericks... uhm... There once was a man named Chandler, whose wife made him die inside.
Speaker 1: Honey, you know I think you're hilarious! Come on, you know that joke you told me last week? The one about Jerry Lewis and the girl with the lazy eye...? That slayed me.
Speaker 4: Hey... I made up that joke and told it to you!
Speaker 3: Not knowing when to shut up...
Speaker 4: Yep! That's my thing... What is the relationship between
Speaker 2 and
Speaker 1?
Student:
|
0
|
task908_dialogre_identify_familial_relationships
|
NIv2
|
zs_opt
| 6
|
train
|
You will be given a definition of a task first, then some input of the task.
You are given a dialog between 2 or more individuals. The dialog will include information as to the relationship between 2 of the participants. At the end, you will be asked to provide an answer as to the relationship of those 2 participants. In this scenario, '0' will represent a spousal relationship, '1' will represent siblings, and '2' will represent a child/parent relationship.
Speaker 1: Hi
Speaker 2: Hey! Hi!
Speaker 3: How was the honeymoon?
Speaker 1: Oh, incredible! Oh! Champagne, candle-lit dinners, moonlight walks on the beach, it was sooo ro-man-tic!
Speaker 3: Oh!
Speaker 4: So, where's Mike?
Speaker 1: Oh, he's at the doctor, he didn't poop the whole time we were there! What is the relationship between
Speaker 1 and Mike?
Output:
|
0
|
task908_dialogre_identify_familial_relationships
|
NIv2
|
zs_opt
| 1
|
test
|
Q: You are given a dialog between 2 or more individuals. The dialog will include information as to the relationship between 2 of the participants. At the end, you will be asked to provide an answer as to the relationship of those 2 participants. In this scenario, '0' will represent a spousal relationship, '1' will represent siblings, and '2' will represent a child/parent relationship.
Speaker 1: Are you thinking about me? Of course you're not, but if you are, call me tonight. Okay, bye.
Speaker 2: Nooo!
Speaker 3: I know!
Speaker 2: Well thank God you were here! I mean, we have to erase that!
Speaker 3: What?! We can't do that!
Speaker 2: We have too! I mean what if Ross's hears that and then calls her back and then they get back together? Is that what you want? Ross back with that controlling, neurotic, crazy Emily? The Emily that wouldn't let him see you?
Speaker 3: Noo! Oh no! No! God no! He should not get back together with her. I know that! You know that! Even Ross knows that! But that still doesn't give us the right to erase his message!
Speaker 2: I'm his sister, okay? I love him! I don't want to see him get hurt! Come on! Doesn't that give me the right to control him-help him?
Speaker 3: I don't think he's the one who needs help.
Speaker 2: No, look, she's obviously unstable, okay? I mean she's thinking about running out on her wedding day. Okay, fine! But I mean, look at the position she's putting him in! What's he gonna do? Ross is gonna run over there on the wedding day and break up the marriage?! I mean, who would do that?! Okay, fine, all right, but that's y'know, it's different! Although it did involve a lot of the same people.
Speaker 3: Ugh!
Speaker 2: Y'know what, this is obviously some kind of twisted joke she's trying to play on him.
Speaker 3: Okay, you are crazy! I'm sorry, but she sounded generally upset! I mean, listen!
Speaker 4: Your messages have been erased.
Speaker 3: Noooooooo! What is the relationship between
Speaker 2 and Ross?
A:
|
1
|
task908_dialogre_identify_familial_relationships
|
NIv2
|
zs_opt
| 7
|
validation
|
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